Hello,
Anyone else out there is a Ted Lasso fan? or a Journey fan? My theme for this year -- Don't stop BELIEVIN'! I am thankful for all of you who continue to BELIEVE as you work to catch students up and discern when the learning loss is because of missed instruction, a possible disability or both.
I am thankful for those who choose to seek answers to the tough questions then make recommendations that are best for students. The success our students continue to have each day is thanks to all of you! Even when you are tired, overwhelmed and honestly just completely depleted, you choose to keep on BELIEVIN' in yourself and your students. Thank you! Not sure what Thanksgiving looks like for you, but I hope it includes time for you to recharge and rejuvenate. You have more than earned it!
In this edition, you will find updates on dyslexia from TEA including a link to the Child Find ARD Supports and Evaluation Network's recorded webinar on Dyslexia Identification.
Also for a limited time you will have access to a Region 10 recorded webinar by Marnee Loftin, LSSP on SLD and ID identification in students with visual impairments linked below.
Amy
Evaluating students with low incidence disabilities such as student's who are visually impaired can often prove challenging for multiple reasons.
The following link is for a recording from a recent session provided by Marnee Loftin, LSSP. Marnee is an expert in the field if evaluation for students with Visual Impairments. In this session she focuses on the identification of SLD and ID in students with Visual Impairments.
Identification of SLD and ID in students with Visual Impairments
Link to Session Recording from 11/15/2021 (this will be available to view through January 3rd. 2022).
Slides from Presentation and References
In addition to myself here at Region 10 we have consultants who are available to consult with you on evaluations for students with or suspected of Visual Impairments. Please do not hesitate to reach out if you are ever in need of guidance in regards to evaluating VI students:
Kelly Bevis, TVI and Program Coordinator: kelly.bevis@region10.org
Alexa Poynor, TVI Consultant: alexa.poynor@region10.org
Elaine Sveen Deaf Blind Consultant: elaine.sveen@region10.org
In Person Sessions
Dyslexia and Dysgraphia Determination in the FIE
1/14/2022 Session ID: 2638380
Essential Elements of the FIE ( these are repeat sessions from Fall 2021)
The following series is designed for educational diagnosticians who are interested in developing or deepening their skills as an evaluator.
Planning the FIE for Educational Diagnosticians
(1/21/2022) Session ID: 2638294
Selecting and Administering Assessments for the Educational Diagnostician
(2/11/2021) Session ID: 2638295
Writing Impactful FIEs for the Educational Diagnostician
(4/28/2022) Session ID: 2638296
LIVE Webinars
C-SEP Training Part 3 (webinar)
1/11/2022 Session ID: 2640860
The 2021 TEDA Annual Conference Registration is now open!
Dates: Mon. Dec. 6 - Tues. Dec. 7, 2021
Location: Waco, Texas
Fee: $200 prior to November 20th and $225 after the 20th
What is Specially Designed Instruction and what makes it just that- specially designed? The Inclusion in Texas TEA Network offers several fabulous resources that can be used to guide ARD committees when making these decisions for students.
upcoming sessions for ARD Facilitators
ARD Manager 101: How to Stay Cool When Conversations Get Heated/ARD Facilitation (repeat from August 2021)
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.
TEA Standards-Based Individualized Education Program(IEP) Process Training
Spring Session: 3/1 and 3/2 9:00-4:00 (Session ID 2643028)
Participants will learn how to gather meaningful data to develop Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements and write measurable annual goals aligned with grade-level academic content for students receiving special education services. By using the strategies presented, participants will be able to determine the critical area(s) impacted by disability (academic and/or functional) and determine the disability-related need(s) of the student. The information provided in the training meets accountability mandates of IDEA to improve the achievement of students with disabilities.
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The following sessions are appropriate for teachers as well so feel free to share these with your team!
December 14:
Strategies for Responding to Escalating Student Behavior – this session will explore power struggles: how to recognize them, avoid them, and diffuse them if you find yourself in one.
The same training is being offered on January 25th.
January 7th:
Incorporating Sensory Breaks to Improve Classroom Behavior – this session focuses on evidenced-based behavioral strategies to support students’ sensory needs within the classroom. Participants will be given a Break Box from Fun & Function. This is a repeat session from August 2021 and October 2021.
The recorded webinar, Evaluating Dyslexia in the Full and Individual Evaluation (FIE), has been completed and is now available.
Please click HERE to register for access to the recording.
At the beginning of the presentation recording, you will find a slide with link and QR code to the handouts for the webinar.
You can also access the other previously recorded virtual workshops sponsored by the Child Find, Evaluation, and ARD Supports Network on our website: Virtual Workshops: Recorded Sessions
REPRINTED FROM JIM WALSH’S “DAILY DAWG” WITH PERMISSION FROM THE WALSH GALLEGOS LAW FIRM.
ANOTHER CHILD FIND CASE. WHAT TRIGGERS THE SCHOOL’S DUTY?
As we have noted here before, if a parent makes a written request for an evaluation for special education services, the “Child Find” duty has been triggered. But what if the written request specifically asked for a 504 evaluation? Well…..that’s different.
This came up in Ashley G. v. Copperas Cove ISD, decided by the federal court for the Western District of Texas on May 7, 2021. The court summed it up this way:
“Expressions of concern over academic performance and requests for assistance alone do not trigger the IDEA’s child find duty.” The parent’s letter specifically asked for a 504 evaluation. “Such a direct request was clearly not an implied request for an IDEA evaluation.”
The court’s analysis might have been different had there been other indicators that the student was in need of special services. But the teachers reported that the student was doing pretty well and his behaviors were typical for an 8th grader. So the parent request for a 504 evaluation was just that, and no more.
Later, the parent did request an IDEA evaluation and the district agreed to do one. But there were delays, which the parents blamed on the school. The court did not see it that way, noting the parents’ delay in signing consent for the evaluation they had requested The parents also alleged that the school failed to determine the student’s eligibility in timely fashion, but the court noted that eligibility could not be determined until the ARDC considered the FIIE, and the parents had blocked the ARDC from meeting, believing it was not necessary.
Courts are always going to take into account the reasonableness of the parties. Not signing a consent form and not showing up for an ARDC meeting will usually be viewed as unreasonable. We found this one on Special Educator at 78 IDELR 251. I’m pleased to let you know that Walsh Gallegos attorneys handled this one, specifically Bridget Robinson and Jennifer Childress.
DAWG BONE: BE REASONABLE, AND MAKE SURE THE WRITTEN RECORD REFLECTS YOUR REASONABLENESS.
Subscriptions to the Daily Dawg are available at www.edlawdawg.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