Hello!
One of the most challenging tasks for our evaluators is determining when a struggling student has a specific learning disability. Have you ever struggled to understand how to apply the model you are required to use? Or to be able to explain to someone what is meant by a pattern of strengths and weaknesses? Maybe you have heard conflicting information around how and what is required to determine a PSW for a student with an SLD?
Many of your districts require you to use either use the Dual Discrepancy Consistency model (aka- XBA, cross battery or XBASS) or the Core Selective Evaluation Process (C-SEP) to guide you in your determination of a patter of strengths and weaknesses.
While both DD/C and C-SEP are models for identifying a PSW, you must first be able to understand the PSW concept and how research supports this as a valid method for the identification of a SLD.
In an effort to support you in your professional growth in one of the most critical areas of your job as an evaluator, Region 10 is offering a session you will not want to miss on September 23, 2022. We will bring together 4 well-known experts in the field of SLD, who will provide us clarity and understanding of what research informs us is a pattern of strengths and weaknesses and how this is conceptually relevant to the identification of SLD. Additionally they will offer up clarity around DD/C and C-SEP in order to assist evaluators in understanding how these two models both reinforce the concepts found in research of a PSW.
See you there!
Amy
This document provides guidance regarding the prevention of challenging behavior, functional behavior assessment, behavior intervention plans, IDEA requirements for placement and school discipline, and many other topics related to behavior support!
Essentials of the FIE
The following series is designed for educational diagnosticians who are interested in developing or deepening their skills as an evaluator. These may be taken as a group or individually. All three are going to be repeated in the fall semester.
Part 1: Planning for the FIE from Referral to Consent for the Educational Diagnostician
(11/7/2022) 9:00-4:00 Session ID: 2648264
Part 2: Selecting and Administering and Interpreting Assessments for the Educational Diagnostician
(11/14/2022) 9:00-4:00 Session ID: 2648324
Part 3: Writing Impactful FIEs for the Educational Diagnostician
(9/16/2022) 9:00-4:00 Session ID: 2648194
(11/15/2022) 9:00-4:00 Session ID: 2648325
Bilingual Evaluator Webinar Series with Dr. Corinna Cole
Bilingual Evaluator Series Part 1: Achievement Testing Considerations
(9/28/2022) 9:00-12:00 Session ID: 2649459
Bilingual Evaluator Series Part 2: Cognitive and Adaptive Testing Considerations
(10/26/2022) 9:00-12:00 Session ID: 2649460
Bilingual Evaluator Series Part 3: Ask the Expert Case Study Reviews
(10/26/2022) 1:00-3:00 Session ID: 2649654
Additional Sessions to consider
Writing Legally Defensible FIEs and REEDs with Elvin Houston
(10/14/2022) 8:30-11:30 Session ID: 2644853
Writing Legally Defensible MDRs and FBAs with Elvin Houston
(10/14/2022) 1:00-4:00 Session ID: 2649445
Brain Research and Autism: Understanding and Identifying Autism Spectrum Disorders with Layne Pethick
(10/17/2022) 9:00-12:00 Session ID: 2645549
Using your Noggin': Brain based Interventions with Layne Pethick
(10/17/2022) 1:00-4:00 Session ID: 2648345
Collaborative Child Find: Evaluating for Dyslexia in the FIE with Amy Smith and Amie Davenport
(10-19-2022) 9:00-4:00 Session ID: 2648321
Administering and Interpreting the DASH and Leiter with Ashley Arnold
(11/9/2022) 9:00-12:00 Session ID: 2645553
Who Should Conduct a Comprehensive Evaluation for OHI due to ADHD? with Ashley Arnold
(11/9/2022) 1:00-4:00 Session ID: 2648350
The Neuropsychology of Mathematics: Evaluations for Dyscalculia with Dr. Stephen Feifer
(12/9/2022) 9:00-12:00
In Person Session ID:2649211 or Virtual Session ID: 2649462
Virtual Lunch and Learn Series
The Virtual Lunch and Learn sessions will be offered from 11:30-1:30 and will cover a variety of topics critical to your success as an evaluator and will include interactive activities and group discussion. Attendees may opt to participate during the live session or asynchronously during the week following the live session.
10/5/2022 Session ID: 2649475- Accessing and Interpreting Multiple Sources of Data in the FIE with Jessica Garrett
12/14/2022 Session ID: 2649468 - Assistive Technology Evaluations with Shelley Ratcliffe
Intensive Program of Instruction and Accelerated Instruction for Students Served Through Special Education
As the ARD manager, you need to be aware of TEA requirements when making decisions regarding intensive programs of instruction and accelerated instruction for students who receive special education services. Bookmark this document for easy reference when you need it!
As you work to prepare for ARD meetings you will want to SAVE a copy of this document and share with your team to provide a framework to use when designing a student's IEP.
upcoming sessions for ARD Managers
Courses Recommended for NEW ARD Managers
ARD Manager 101 Part 2: How to Stay Cool When Conversations Get Heated/ARD Facilitation
Ever dreaded going to an ARD meeting that you knew was not going to go well? How about having conservations you knew not everyone would agree with? In this interactive session, you will learn strategies for changing the course when a conversation during an ARD/IEP meeting begins to get heated.
(11/8/2022) 9:00-4:00 Session ID: 2648257
Writing Legally Defensible FIEs and REEDs with Elvin Houston
(10/14/2022) 8:30-11:30 Session ID: 2644853
Writing Legally Defensible MDRs and FBAs with Elvin Houston
(10/14/2022) 1:00-4:00 Session ID: 2649445
Virtual Lunch and Learn Series
The Virtual Lunch and Learn sessions will be offered from 11:30-1:30 and will cover a variety of topics critical to your success as an ARD Manager and will include interactive activities and group discussion. Attendees may opt to participate during the live session or asynchronously during the week following the live session.
Transition Processes and Requirements that Lead to Meaningful Outcomes for Students with Sandye Cox and Amy Reeves
(9/7/2022) Session ID: 2649464
HB 4545 Requirements, State Assessment Decisions and Accommodations with Lorna Salgado and Catie King
(11/2/2022) Session ID: 2649473
ON Demand TEA Course: Admission, Review, and Dismissal (ARD) Committee Manager Training
This professional development session is a self-paced, online course that is intended to provide participants with best practices to ARD committee managers for local education agencies (LEAs) that choose to use this model. This course is intended to provide information, guidance, and best practice for successfully achieving the expectations, roles, and responsibilities of an ARD committee manager, including scheduling ARD committee meetings, preparing and finalizing required ARD committee paperwork, facilitating the ARD committee meeting, and supporting families and school personnel with the ARD committee processes. Participants who complete the course will receive 12 hours of professional learning credits.
Child Find Community Awareness Posters
The Child Find, Evaluation and ARD Supports Network in conjunction with TEA has approved this new Child Find Poster for you to post on your campuses and around the community. The poster is a fillable PDF so that LEAs may include the contact information of the special education department.
Click here to access this resource
If you are looking for printing services and are a Region 10 member district contact me and I will get you in touch with our printshop for pricing. Additionally, Region 10 offers Child Find postcards and brochures.
Last month the network posted a guidance document on Prior Written Notice. Now they have added this quick guide that highlights the key elements required in a PWN. Bookmark or print for ease of access!
Mark your calendars...
The Legal Framework website will undergo maintenance and upgrades from September 1-21, 2022. During this time the platform will be available to search citations and look up information, but local education agencies (LEAs) will not be able to upload any documents or see their assurances until the update is complete.
REPRINTED FROM JIM WALSH’S “DAILY DAWG” WITH PERMISSION FROM THE WALSH GALLEGOS LAW FIRM.
WHAT DO YOU DO WHEN PROGRESS REPORTS SHOW A LACK OF PROGRESS?
The court’s decision in Reyes v. BOE for Prince George’s County Public Schools is a mixed bag. The court ruled in favor of the school on some issues, and in favor of the parent on others. For today, I want to highlight one aspect of the case that has practical implications. It’s about Progress Reports and how you respond to them.
The court held that the district’s failure to call for an IEP Team meeting after progress reports were issued indicating that the student was not on track to achieve the annual goal was a denial of FAPE and not merely a technical or harmless procedural error. I’ve never encountered a court looking at Progress Reports in that way. The regulations do not require that an ARD meeting be held anytime a six-week report shows a lack of progress. The way the regulation is worded, it looks to me that the annual review is sufficient.
But that’s exactly what the district argued in this case and the court rejected it. Not only that, the court refused to shrug this off as a harmless technical error.
This is not a binding precedent in Texas. It’s a federal court decision from Maryland. But I think there is a lesson here, that being: take those progress reports seriously. Three things in particular are worth noting.
First, the progress reports should be accurate and based on the data. Do not sugarcoat.
Second, the reports should be based on progress toward the measurable annual goal. If we are halfway through the year, are we halfway toward achieving the goal?
Third, if the progress report shows that the student is not on track DO SOMETHING ABOUT IT. An ARD meeting may not be necessary, but notice to the parent and a conversation would be a good idea. Or a staffing of relevant school personnel to see what can be done. Do something. Document it.
It’s Reyes v. BOE for Prince George’s County Public Schools, decided by the federal court for the State of Maryland on March 31, 2022. It’s published by The Special Educator at 80 IDELR 286.
DAWG BONE: IS THE STUDENT “ON TRACK”? IF NOT, WHAT ARE YOU DOING ABOUT IT?
Got a question or comment for the Dawg? Let me hear from you at jwalsh@wabsa.com.
Amy Smith, Evaluation Consultant
Email: amy.smith@region10.org
Website: https://www.region10.org/programs/evaluation-special-education/overview/
Location: Region 10 Education Service Center, East Spring Valley Road, Richardson, TX, USA
Phone: 972-348-1784