Stay Connected

October 11, 2022 (11:30 a.m. - 12:30 p.m.): This session will support District and Campus 504 Coordinators by addressing timely topics regarding section 504.

Click here for more information and to register.

October 13, 2022 (1:00 p.m. - 4:00 p.m.): SPP 7 reporting includes all children ages 3-5 with an IEP. This professional development session is designed to prepare diagnosticians, speech/language pathologists, preschool teachers and other early childhood professionals to complete the requirements for reporting student outcomes for SPP 7. This session is designed for those who are NEW to SPP 7 reporting and will contain comprehensive information regarding the Child Outcome Summary Process and completion of the Child Outcome Summary Form (COSF). It is suggested that teams attend this session if possible.

Click here for more information and to register.

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.

Click here for more information and to register.

October 19, 2022 (9:00 a.m. - 2:00 p.m.): Paraprofessionals are an essential team member in the Active Learning classroom. This training session will give an overview of Lilli Nielsen's Active Learning Instructional Approach and discussion of the roles a paraprofessional might have in an Active Learning classroom. Participants will have an opportunity to explore the resources available to educators and families to support students at home, in schools, and in the community.

Click here for more information and to register.

October 25, 2022 (9:00 a.m. - 12:00 p.m.): Participants will be exposed to comprehensive, evidence-based, and practitioner friendly assessment models to effectively differentiate between language difference and disability (particularly Specific Learning Disability) for English Learner (EL) students and Attention Deficit Hyperactivity Disorder (ADHD) for Black students. Additionally, participants will develop the skills necessary to effectively design culturally responsive assessment batteries to assess racially and ethnically minoritized (REM) students’ cognitive abilities, academic skills, and social, emotional, and behavioral functioning. Related to ADHD, specific emphasis will be placed on how rater characteristics influence diagnostic decisions. An interactive workshop with multiple opportunities for active engagement, participants will be encouraged to consider the manner in which data are gathered throughout the assessment process and inform next steps for children and adolescents. Implications for school-based psychological practice and influencing practice and policy decisions in local school divisions related to serving REM students and families will be discussed.

Click here for more information and to register.

This webinar describes evaluation procedures for dyslexia as a specific learning disability under federal and state law. New evaluators are encouraged to view this recorded webinar. Veteran evaluators may also want to review this information as a refresher.

Watch the webinar here

Surrogate or foster parents of a student receiving special education services must complete a training that has been identified to meet the minimal standards established by the Texas Education Agency. An online training module that meets these requirements is available on the SPEDTex website. Click here to access.

A newly posted document, Required Annual Dissemination, can be found under the State Guidance section on TEA's Sensory Impairments webpage. This document outlines the responsibility of the local education agency (LEA) to provide, annually, in writing to each parent or legal guardian of an eligible student with visual or auditory impairments, information about the Texas School for the Deaf (TSD) or Texas School for the Blind And Visually Impaired (TSBVI) before considering the student's placement for special education services. Students who are deafblind should receive information from both schools.

See the document here

• House Bill 3906 established that no more that 75% of a STAAR test can be multiple choice tests. Therefore, this year, the STAAR test has been redesigned with new question types. To learn more, visit TEA’s STAAR Redesign web page.
• Special (Paper) Administration of Online Assessments are only for students for whom there is evidence that paper administration is necessary due to the student’s inability to access the assessment or accommodation in an online format. However, these will no longer go through an approval process through TEA. The approval process will be a local decision for 504 and ARD committees.

As the ARD manager, you need to be aware of TEA requirements when making decisions regarding intensive programs of instruction and accelerated instruction for students who receive special education services. Bookmark this document for easy reference when you need it!

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
Twitter: @R10sped