Resources for your tool box
To locate this webinar, go to THIS link
Open the first menu drop down item, entitled NEW: WJ V Webinar Recordings.
Then look for the one titled, The Relative Proficiency Index (RPI) in Action: A practical Guide for Evaluators.
Register NOW for Navigating Developmental Delay
5/5/2025
Participants will gain a thorough understanding of the eligibility requirements for developmental delay, including a detailed review of the criteria set forth by Texas regulations. The session will cover key developmental milestones that are critical in assessing developmental delays in children. Additionally, attendees will learn about the evaluation procedures used to determine eligibility, including best practices for conducting assessments and interpreting results.
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 discussions. Attendees may opt to participate during the live session or asynchronously during the week following the live session.
2/4/2025-Session ID: 2662555
CBMs: Utilizing these assessments in the Full and Individual Evaluation with Aimee Seaberry, Region 11
5/14/2025- Session ID: 2662557
Executive Functioning and Impacts on Producing and Learning
As the manager of an ARD meeting the team may look to you for your guidance on various topics related to selecting and documenting the services and supports that are needed for a specific student. Since we all come from a variety of backgrounds there may be times you find you need more information in a specific area such as defining specially designed instruction or differentiating if something is an accommodation vs modification.
Check out this series of Quick Learn Videos developed by TEA to learn more!
ON Demand TEA Course: Admission, Review, and Dismissal (ARD) Committee Manager Training
Click HERE to register for this course.
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.
Standards-Based Individualized Education Program (IEP) Process Training
On-Demand Standards-Based Individualized Education Program (IEP) Process Training Course
Virtual Lunch and Learn Series for ARD Managers
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 discussions. Attendees may opt to participate during the live session or asynchronously during the week following the live session.
4/9/2025- Session ID: 2662556 Navigating Compensatory Service Decisions
This year's series will focus on key elements required to navigate the ARD Process by building your knowledge base, expanding your tool box and perfecting your facilitation and communication skills.
Parent-Directed Special Education Services (PDSES) Grant Application Window Opens February 3rd and closes March 31st. LEAs are required to inform parents of this opportunity if they have not previously received funds under the previous SSES grant. See links below for more information:
Go to: pdses.tea.texas.gov for more information
Parent One agrees. Parent Two disagrees.
Dear Dawg: We had both parents at the ARD meeting, which turned out to be a problem. All of the teachers recommended that we should dismiss the student from special ed. He’s been doing great—good grades in high level courses, and no behavioral issues. He doesn’t need “special ed.” We did a fresh evaluation to make sure we were current on everything and the decision to move him out of special ed was unanimous. Except for the dad.
The mom agreed with us. The dad didn’t. I suggested that they should get divorced so that the court could make one of them the decisive parent. They did not seem to appreciate that suggestion. Dad is threatening to take us to a hearing if we follow through on this. But we have consent from one of the parents! Isn’t that all we need? WONDERING WHAT THEIR DINNER TIME CONVERSATIONS ARE LIKE.
DEAR WONDERING: Stuff like that happens. You are right as a general matter—consent from one parent is all you need. However, in IDEA-land that other parent retains the right to challenge the decision. So if dad takes you to hearing, you will be in a hearing. You can call the mom as a witness and ask her to explain how wrong the dad is.
This happened in a case in New Jersey. The court ended up affirming the IEP Team’s decision to dismiss the student from special ed. However, it wasn’t based on the mom’s testimony. It was based on the strength of the evaluation done by the school, and the comparative weakness of the evidence offered by the parent who disagreed. The court cited several factors in favor of the school’s position:
- The district conducted a “complete reevaluation consisting of multiple types of tests” before making its decision.
- The student had good grades in high level courses and teachers testified the grades were based on mastery of grade level curriculum.
- The district acknowledged that the student had disabilities that could have qualified her from special education services, if she needed them.
The parent’s expert was discounted because the expert:
- Never talked to the other parent.
- Never observed the student in the classroom.
- Didn’t review records from prior IEP Team meetings.
- Did not reference the district’s recent reevaluation in her report.
The Jersey case nicely illustrates two fundamental principles of special education law: educational need is a necessary component of eligibility; and the credibility of an expert’s opinion is based on the strength of the foundation of that opinion. It’s R.A. v. Middletown Township Public Schools, 124 LRP 27199 (D.C.N.J. 2024)
DAWG BONE: AND DON’T BE GIVING MARITAL ADVICE IN AN ARD.
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/o/r10esc/page/evaluation-special-education
Location: Region 10 Education Service Center, East Spring Valley Road, Richardson, TX, USA
Phone: 972-348-1784