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October 18, 2022 (12:00 p.m. - 1:00 p.m.): School psychologists understand and utilize assessment methods for identifying strengths and needs; developing effective interventions, services, and programs; and measuring progress and outcomes within a multitiered system of supports. School psychologists use a problem-solving framework as the basis for all professional activities. School psychologists systematically collect data from multiple sources as a foundation for decision-making at the individual, group, and systems levels, and they consider ecological factors (e.g., classroom, family, and community characteristics) as a context for assessment and intervention.

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October 19, 2022 (9:00 a.m. - 4:00 p.m.): This session focuses on the keys to successful collaboration of the multidisciplinary evaluation team by learning the importance of honoring each other’s professional knowledge and personal values through the FIE process related to dyslexia and dysgraphia evaluations. The session will conclude with suggested guidelines on the review of data required in order to determine eligibility and instruction and services occurring in the least restrictive environment should a student be determined to be eligible for special education by the ARD committee.

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October 21, 2022 (8:30 a.m. - 3:00 p.m.): Practitioners will learn and review how to conduct Functional Behavior Assessment and create Behavior Intervention Plans. Participants will discuss data collection, identifying behaviors, determining functions of behavior, and building the BIP based on the thorough FBA.

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October 25, 2022 (9:00 a.m. - 4:00 p.m.): This one hour, on demand, webinar is designed for ARD Committee members, including LEA representatives, teachers, and service providers. Content will focus on best practices for interacting with, and effectively using, trained interpreters to communicate effectively in ARD meetings. Attendees will learn skills and best practices to communicate effectively in an interpreted session.

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October 26, 2022 (12:30 p.m. - 3:30 p.m.): Texas Dyslexia Academy 5: Screening for Dyslexia is the fifth of six professional development opportunities developed to assist school district and charter schools in the understanding of screening for Dyslexia.

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October 25-26, 2022 (9:00 a.m. - 4:00 p.m.): The Picture Exchange Communication System (PECS) is a language-training package to teach communication skills to those with limited functional speech. Participants will learn how to implement the six phases of PECS through presenter demonstrations, video examples and role-play opportunities. Participants will leave the workshop with an understanding of how to implement PECS with children with autism, related developmental disabilities, and/or limited communication skills.

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The Texas Education Agency's (TEA) Student-Centered Transitions Network has published a new course, Coordinated Set of Activities, to give Texas educators the information and tools needed to plan a coordinated set of activities, also known as the transition services for students with disabilities.

Upon course completion, you will:

• Understand the purpose of a coordinated set of activities within the transition planning process.
• Recognize the importance of student and family involvement in planning transition services.
• Identify the required components to develop a coordinated set of activities.
• Understand the federal and state requirements for a coordinated set of activities.
• Become familiar with State Performance Plan Indicator (SPPI) 13 data collection guidance for a coordinated set of activities.
• Recognize the importance of a personal graduation plan and course of study.
• Demonstrate the development of a coordinated set of activities.

Click here to access the 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.

Click here to register for this course.

This resource addresses the process of determining appropriate low-technology (low-tech) and high-technology (high-tech) tools that can assist students in developing and expanding reading skills. This resource is not meant to be a comprehensive assistive technology (AT) resource guide. It is a resource tool for professionals, students, and parents working with technology to help mitigate long-standing equity and accessibility gaps.

Click here to access the AT Guide

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.

October is Dyslexia Awareness Month in the United States. Check out TEA's Dyslexia and Related Disorders webpage for resources, guidance, and information or take a course on TEALearn to find out more about dyslexia.

Do you have a technical assistance request that requires a call or web chat? Please complete the form below to request technical assistance and/or professional development(PD) from the Region 10 Special Populations team. A team member will be in touch with you soon following the submission of your request.

Email: special.pops@region10.org
Website: https://www.region10.org/programs/special-education-services/overview/
Location: 904 Abrams Road, Richardson, TX, USA
Phone: 972-348-1700