DEPARTMENT NEWS
As part of the reevaluation, the admission, review, and dismissal (ARD) committee and other qualified personnel, as appropriate, must complete a REED to help determine what additional data, if any, are needed to determine whether the student continues to require special education and related services and whether changes are needed to the services being provided. This updated question-and-answer document is intended to provide guidance and best practices to LEAs regarding the REED and reevaluation processes.
The TED Community of Practice (CoP) allows educators in the TED role to explore and implement best practices for transition planning. The TED CoP has met three times during this school year and will meet again in May. The CoP is available for educators serving in this important role to access quarterly meetings with leaders in the field, explore online resources, and connect with other TEDs across the state.
What can you expect when joining the TED CoP? The past three months included the following opportunities:
-
Structured exploration of the TED role with discussion by CoP members about opportunities, barriers, and effective practices
-
Direct connection with statewide representatives from Texas Workforce Solutions – Vocational Rehabilitation Services (TWS-VRS), Department of State Health Services (DSHS), Health and Human Services (HHS), and TEA coordinators for foster care, McKinney-Vento, and secondary transition
-
In-depth review of specific resources for transition, with a focus on their application to the TED role and discussion about how these resources are being used to support students, families, or staff
There are approximately 900 TEDs in Texas. If you are serving in this role and would like to join over 100 TEDs who are already CoP members, submit your application today!
A To the Administrator Addressed (TAA) correspondence posted on April 18, 2024, regarding Texas Education Code, Section §37.1086 which requires the agency to establish guidelines for the provisions of an LEA’s multihazard emergency operations plan to better ensure the safety and security of students and staff with disabilities or impairments. Working collaboratively with educators, education service centers, and advocacy groups, TEA’s Office of Special Populations and Student Supports, Office of School Safety and Security, and the Texas School Safety Center developed Guidelines for Multihazard Emergency Operations which LEAs must follow when adopting/ implementing their emergency operations plan.
The Foundational Reading Lesson Set provides Texas teachers with a set of instructional materials that can be used to create phonics lessons across the entire year. It includes routines for all components of phonics lessons as well as an entire year’s worth of materials. The materials are designed for students in first grade who are learning to read and students in first, second, and third grade who need additional instructional support. The language and words can be used with students across many levels. The clue cards are designed for primary grades and need to be replaced for some older students who are sensitive to the perception of doing activities designed for younger children.
This lesson set includes:
- the top 500 sight words
- approximately 4,000 decodable words
- more than 200 image cards for phonological awareness
- more than 80 sound-spellings ordered by frequency
- more than 40 sound-spelling cards for the most common phonograms
Literacy For All is a free, two-day training worth 12 continuing professional education (CPE) credits. The course is offered as a hybrid session so participants around the state can participate virtually or in person. This session was developed in collaboration with the Reading Academies and serves as supplemental training to deepen participant's understanding of the importance of teaching students who struggle to read on grade level in grades 4-12 foundational reading skills. Participants will learn more about the science of teaching reading, including an overview of what skills need to be mastered to become a proficient reader, how the brain learns to read, the characteristics of dyslexia and dysgraphia, how a student’s learning abilities associated with reading can impact their ability to learn how to read, and what instruction and accommodations can remove barriers to learning.
Math For All is a free, one-and-a-half day training worth 9 CPE credits. It is designed to help educators build capacity in understanding how specific disabilities impact students’ learning of mathematics. The course is offered as a hybrid session so participants around the state can participate virtually or in person. The session focuses on whole number addition and subtraction for students in Kindergarten-Grade 3.
As the warmth of summer approaches, it's crucial to keep our students engaged and empowered through continuous learning. Research consistently highlights the importance of summer reading for academic growth, especially for students with special needs. Consistent reading over the summer months helps prevent the "summer slide" and ensures that students return to school in the fall ready to tackle new challenges.
Learning Ally is a groundbreaking audiobook solution designed to support students with learning differences. By providing access to a vast library of audiobooks, Learning Ally enables students to access grade-level content and develop essential literacy skills, regardless of reading level or disability.
Getting started with Learning Ally is simple:
-
Sign Up: Visit our Enrollment Page to get an account at no cost!
-
Training: Take advantage of Learning Ally's Educator Coaching Sessions to learn how to use the product with your students. Register on the Texas Landing Page.
-
Promote: Encourage your students and their families to explore Learning Ally's extensive library and incorporate audiobooks into their summer reading routines.
We are always looking for ways to connect with our partners in the field!
From site visits, to review opportunities, to focus groups, there are numerous ways to connect with TEA and support the field of education. If you are interested in participating in an engagement opportunities, sign up by clicking the button below.
Each year the TEA invites groups of Texas educators to provide feedback on the development of state assessments (STAAR, STAAR Alternate 2, and TELPAS) through educator committees across all assessed grades and content areas. Developing high-quality, aligned questions relies on the expertise and experience of Texas educators. Participants collaborate with other educators from across the state to review and approve each potential question for state assessments. TEA is currently accepting applications from all districts to participate in item review committees all subjects and grade levels.
If you know of any educators (including yourself!) who might be interested in participating in these review meetings, please encourage them to apply using the link below. Meetings are typically held during the spring and summer. If selected, an invite will be sent with all the logistical information.
The commitment is generally two to three days in Austin with all travel, accommodations, and substitute coverage paid for by TEA. All participants will earn Continuing Professional Education (CPE) credits. Applications are accepted on a rolling basis.
OSEP Fast Facts: Children Identified With Autism
Assistive Technology Guidance Myths/Facts Graphics Now Available
The Center for Inclusive Technology and Education Systems (CITES) shared new myths/facts graphics directly aligned with its assistive technology guidance. The graphics are available in two different layouts for each of the myths/facts to support sharing via presentations, social media, and websites. Don’t miss the opportunity to help squash misconceptions regarding assistive technology. Download the myths and facts graphics today.
Considering Assistive Technology for Students with Disabilities
The Center for Parent Information and Resources’ new page on assistive technology provides a wealth of parent-friendly information, in English and Spanish, to empower families and youth when considering assistive technology in education and daily living. The page includes links to checklists and a printable publication that guides the user through how to consider assistive technology in the IEP process.
Building CTE Opportunities that Engage Students with Disabilities
Enroll to access the recording of the NTACT:C webinar, “Building CTE Opportunities that Engage Students with Disabilities,” and learn how school districts, special education, and career and technical education personnel partnered with state and local vocational rehabilitation staff to provide pre-employment transition services for students with disabilities in career and technical education outside of the normal school day.
|
