As we continue to read and dive into the research around SLD and dyslexia, we find that there are often differing perspectives on who should be identified with dyslexia and when. Of course we must adhere to our local, state and federal requirements when conducting our assessments, but in doing so our professional judgement used to make recommendations in our FIEs should be informed by our understanding of the research and the historic perspectives that landed us where we are today.
Click the link below to access the recording of this webinar:
Join Dr..Hugh Catts on an AIM Literacy Webinar on Thursday, July 25, 2024 to learn more about the components of the IDA's 20-year-old definition of dyslexia, and a recent paper he wrote with colleagues from the Florida Center for Reading Research offering recommendations for revisions based on literacy research including: recognizing the severity and persistence of word-reading, decoding, and spelling difficulties, acknowledging the multifactorial causal basis of dyslexia, clarifying exclusionary factors, and highlighting secondary academic and biophysical consequences associated with dyslexia.
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.
10/9/2024- Session ID:2662492
Overview of the Research and Updated Technology Behind the Cultural and Linguistic Matrix with Dr. Larry Pristo
12/11/2024- Session ID:2662498
CBMs: Utilizing these assessments in the Full and Individual Evaluation with Aimee Seaberry, Region 11
2/4/2025-Session ID: 2662555
From Review to Action: Incorporating Existing Evaluation Data in Initial Assessments
5/14/2025- Session ID: 2662557
Executive Functioning and Impacts on Producing and Learning
As you work to lead the ARD committee in order to develop an IEP that leads to FAPE it is important that you invest time in knowing what research supports when it comes to specific strategies and accommodations that may be needed. Read the paper referenced below and learn the benefits of audiobooks and consider the impact on FAPE for all students.
This white paper describes literature on three topics: the link between proficient reading and
listening; the benefits of audiobooks for different types of readers; and a review of the growing
empirical evidence related to the impact of audiobooks on comprehension and achievement.
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.
9/11/2024- Session ID: 2662487 Navigating the Role of the Interpreter
11/13/2024- Session ID: 2662496 Navigating the LRE Process
1/22/2025- Session ID: 2662551 Navigating Parent Rights and Participation
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.
Dyslexia Rule and Handbook Effective June 30
The June 27, 2024, To the Administrator Addressed communication announced that the State Board of Education's (SBOE's) rule amendments to 19 Texas Administrative Code (TAC) §74.28 were effective June 30, 2024. The Dyslexia Handbook is incorporated by reference into that rule, which means the recent updates made to the Handbook are also effective on June 30. The primary intent of the amendments to the rule and Handbook is to align with the requirements of House Bill (HB) 3928 from the 88th regular session. Local education agencies (LEAs) are required to comply with the rule and Handbook, so it is critical for staff to be aware of all requirements moving forward.
To review the Handbook and other related resources, visit TEA's Dyslexia and Related Disorders website. Additionally, check out the Guidance for the Comprehensive Evaluation of Specific Learning Disabilities on Texas SPED Support.
2023-2024 State Performance Plan Indicator (SPPI) 7 and SPPI 13 Data Collection
TEA is committed to ensuring that all Texas public school systems provide eligible students with high-quality special education services. The SPP data submission is crucial for TEA to accurately report statewide performance on these federal SPP indicators. The TEA will close data submissions for the 2023-2024 school year SPP application in the Texas Education Agency Login (TEAL) system on August 9, 2024, at 11:59 p.m., for both SPPI 7 (Preschool Outcomes) and SPPI 13 (Secondary Transition). LEAs must ensure their data submission for both SPPI 7 and SPPI 13 are in a “Certified” status to meet the data submission deadline.
NEW! Administrator Toolkit: SPED and Intervention 101
The "Administrator Toolkit: SPED and Intervention 101" collection is tailored specifically for educational leaders and equips them with comprehensive resources and professional development essential for navigating the complexities of special education and inclusive educational environments for students with disabilities.
The resources in this collection assist administrators with:
- navigating complex legal requirements and the admission, review, and dismissal (ARD) process,
- implementing evidence-based instructional strategies,
- establishing robust student support systems, and
- fostering meaningful partnerships between schools and families.
These resources provide the knowledge needed to support teachers and students who have or are suspected of having a disability. Administrators will not only understand their legal obligations under the Individuals with Disabilities Education Act (IDEA) but will be able to effectively implement policies, practices, and school-wide systems that promote equity and foster the academic and social success of every student.
HE’S A SENIOR WITH A 3.4 GPA, BUT THE DISTRICT FAILED TO PROVIDE FAPE. HUH????
The general rule in IDEA-land is that if a student is mastering the material in general classes, passing from grade to grade on time, and otherwise meeting academic standards, the student is receiving a FAPE. However, both the regulations and the courts recognize that meeting all of those standards does not always and automatically mean that FAPE is being provided.
How to square that?
A federal court case from Tennessee provides an example. At the time of the due process hearing, the student was a senior, on pace to graduate with a 3.4 GPA. He’d been served in special education for several years due to his learning disability. His IEPs primarily focused on fluency and written expression, and things seemed to be going well. After all…a 3.4 GPA.
But there was this:
*when he was in the 9th grade one of his teachers sent an email to the school psych that said “this kid can’t read.”
*When he was in 11th grade the teacher told the mother that the student could not read.
*The school psych tested him and concluded that he was below the 0.1 percentile in basic reading skills. (By the way…how do you get BELOW 0.1?), and had letter-word identification skills at 2nd grade level.
*The mother testified that, if called on to do it himself, the student could not consistently spell his own last name. The court noted that “This fact is confirmed by W.A.’s signatures, including his signature on his proposed 12th grade IEP.”
*A witness who had been a special education director in another district testified that the student “had not mastered the basic mechanical skills necessary to produce a written product of more than one sentence that conveys a complete thought or idea.”
*A teacher testified that she asked him to read one of his own written assignments, and he could not do it.
How can this be?
It’s W.A. v. Clarksville-Montgomery County School System, decided by the federal court for the Middle District of Tennessee on May 24, 2024. It’s located at 124 LRP 16411.
DAWG BONE: CAN’T READ, BUT HE’S GRADUATING: PLEASE EXPLAIN.
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