As we finish out February and continue to navigate the challenges of COVID for some of you it may be a bit less chaotic while for others the stress and typical challenges of the job seem insurmountable. During a recent TCASE session, Dr. Jill Siler, author of Thrive Through the Five and Superintendent of Gunter ISD shared a You tube video entitled "Numb, a short film by Liv McNeil". This student created this video at the end of the year as part of class project in an attempt to express the impact COVID has had on her. Watching it I could completely relate and honestly it brought some tears to my eyes. It is important that we acknowledge the impact events such as COVID can have on how we think and navigate life.
A recent series of modules released by TEA called Project Restore addresses trauma. In the introductory video: Understanding Trauma and It's Impact the presenter shares three key influencers on neuroplasticity of the brain that can facilitate resiliency: our innate ability to tolerate stress, access to a person who protects you during stressful events and having someone who can help you process your stress after the event. So practice self care and make sure you find those people with whom you can share your experiences both during and after who will have your back. You've got this!!
Resources for your Tool Box
Thoughts on the Assessment of the Student with the Most Profound Disabilities
Article from the See/Hear Newsletter that provides guiding questions that might be used as part of a classroom assessment or assessment by an evaluator seeking to understand a student's functioning based on how they respond and interact with their world.
Texas Complex Access Network Assessment & Instructional Resources page
This website allows you to use filters when finding different assessment tools that would be most appropriate with various ages, disabilities including deaf-blindness.
Difference vs Disorder with Region 10 SLP Evaluation Consultants Dr. Jyutika Mehta and Pam Sepulvado
This 3 hour session will provide evaluation teams practical tips and tools for assessing language dominance and language proficiency when determining a difference versus as disorder in CLD students
Resources for your tool box
As you work to assist ARD committees who are working to create an IEP for a student who is eligible as deafblind it is important to consider the functional needs of a student and how this is addressed in the IEP. The Texas Deafblind Outreach, located a the Texas School for the Blind and Visually Impaired created this guidance document in 2009.
This document is designed to help educational teams develop appropriate IEPs for students with deafblindness. Indicators not present may indicate a training need for the team. The presence of these indicators demonstrates a well-designed IEP in areas related specifically to the impact of deafblindness. Other factors indicating a quality IEP in general are not covered here.
IEP Quality Indicators for students with Deafblindess
This along with links to other resources can be found at :
Upcoming Sessions for ARD Facilitators
This is an excellent course for any ARD facilitator, counselor or diagnostician who work at the secondary level.
Earning a diploma signifies the completion of one’s education, but it is the Academic Achievement Record that tells the whole story. Participants will receive an overview of the relationship between state and district requirements for graduation, special education graduation options, rules for coding courses on the AAR, and documentation needed to accurately reflect a student’s high school education. Participants are encouraged to bring a copy of their districts course description guide.
OR
Math For All! Designing Inclusive Mathematics Learning Environments, gr K-3
This dynamic and interactive course will provide insight to assist you as you guide ARD committees when making decisions about supports and services that will best meet the needs of a student whose disability is impacting their learning in math. Please make sure to share this with your teachers as well!
STAAR Alternate 2 was designed to assess students in grades 3–8 and high school who have significant cognitive disabilities and are receiving special education services. STAAR Alternate 2 Assessment training will provide guidance in administering the STAAR Alternate 2 assessment and will cover the participation requirements, ARD committee responsibilities, test design and sample questions, response modes, and security procedures.
ACCESSIBILITY AND SPECIALIZATION TOOLS
Each accommodation has a drop down menu that provides links to tools that can help provide the accommodation or specialization. The list of tools will continue to expand with additional resources, so keep checking back.
REPRINTED FROM JIM WALSH’S “DAILY DAWG” WITH PERMISSION FROM THE WALSH GALLEGOS LAW FIRM.
THE CASE OF THE PROMISED YARDSTICK…
The district’s failure to complete a promised evaluation was the basis for the court’s conclusion that the district denied FAPE. The opinion underscores the importance of evaluation data. The district had promised to do an evaluation of the student’s need for assistive technology. Due to a variety of circumstances, an entire school year elapsed before the evaluation was completed. On that basis alone, the court upheld the hearing officer’s determination that FAPE had been denied. Key Quotes:
But as the Hearing Officer rightly observed, “satisfaction of the student’s right to a FAPE requires an IEP based on data obtained through evaluations and progress monitoring.”
Having deprived itself, the Family, the Hearing Officer, and this Court of this promised yardstick, the District cannot maintain that it measured up.
Evaluation data is the rudder that steers the ship in special education matters. All of the ARDC’s decisions should be based on solid, relevant, accurate and timely observations and evaluations. As this case shows us, failure to keep up with promises of an evaluation can be costly.
It’s Downingtown Area School District v. G.W., decided by the federal court for the Eastern District of Pennsylvania on October 8, 2020. We found it on Special Ed Connection at 77 IDELR 155.
DAWG BONE: EVALUATION DATA: THE RUDDER THAT STEERS THE SHIP
Subscriptions to the Daily Dawg are available at www.edlawdawg.com
Child Find, Evaluation and ARD Supports Network is one of ten TEA funded, statewide networks charged with creating guidance documents, resources and trainings that provide technical support in critical areas. These networks are supported by representatives from each service center around the state in partnership with TEA.
Recently added:
Informed Consent for Evaluation and Services
Referral for Initial Evaluation Quick Guide and Video
Student Data Review Guide Tools
Statewide Virtual Workshops from Network 1: Recorded Sessions
Statewide Virtual Workshops from Network 1: Upcoming Sessions
COMING SOON! Training Modules for ARD Managers
Region 10 Child Find Weblink
TEA Child Find, Evaluation and ARD Supports Network
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