During the Special Education Statewide Leadership Networks webinar, Steven Prater, M.A., Technical Assistance Manager, TEA Division of Special Education, and Daniela Licona, Program Specialist, TEA Division of Special Education, provided an overview of the purpose of the 10 statewide leadership networks as outlined in the Special Education Strategic Plan, the needs each network will address, and the potential products and services that may result from the networks.
Resources from the Special Education Statewide Leadership Networks webinar:
Steven Prater, MA, Gerente de Asistencia Técnica de la División de Educación Especial de TEA, y Daniela Licona, Especialista de Programas de la División de Educación Especial de TEA, brindarán una descripción general del propósito de las 10 redes de liderazgo a nivel estatal, las necesidades que abordará cada red y los posibles productos y servicios que pueden resultar de la red.
Federal officials said Texas should be doing even more to improve special education — and they’re planning a visit early next year to check.
In a letter Friday, officials from the U.S. Department of Education dissected Texas’ proposed plan for overhauling special education for kids with disabilities — in many cases urging state officials to do even more than they had originally planned. Earlier this year, a thorough investigation found Texas had failed to provide students with disabilities with a proper education, violating federal special education law, and demanded it undertake a long list of corrective actions to shape up.
Educators, parents, and community members are invited to review draft updates to The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders (Dyslexia Handbook) and to provide specific feedback or recommendations to the Texas Education Agency (TEA).
Earlier this year, the State Board of Education (SBOE) tasked a committee with making recommendations for updates to The Dyslexia Handbook – Revised 2014: Procedures Concerning Dyslexia and Related Disorders (Dyslexia Handbook) to address recent legislative changes and to clarify processes regarding identification and services for students.
The SBOE is scheduled to approve updates to the handbook at its meeting on November 16, 2018. Please submit feedback and/or proposed recommendations to TEA at email@example.com. We ask that you be as specific in your feedback as possible.
The deadline for submitting feedback for consideration is Monday, October 29, 2018, at 5:00 p.m.
Yesterday, 7/17/2018, the Texas Education Agency (TEA) posted a letter to schools on actions in the special education corrective action plan that schools must begin preparing to do. Schools must:
Collect and retain requests for evaluation data that includes the reason for the request and whether additional services are needed including the timeline for implementation.
Annually distribute information to every enrolled student’s family regarding the following:
child find and FAPE requirements under IDEA
parent and students’ rights under IDEA
contact information necessary to request an initial evaluation for a student they suspect of having a disability
Confirm that their local special education policies and practices are in compliance with federal and state requirements.
Share resources with the parents of children suspected of having a disability that describe the differences between response to intervention (RtI), the state dyslexia program (for dyslexia or dyslexia-related needs), Section 504, and special education.
A new “To The Administrator Addressed Correspondence” letter has been posted on the TEA website:
February 26, 2018
TO THE ADMINISTRATOR ADDRESSED:
SUBJECT: Responsibilities and Timelines Regarding Parent Requests for Special Education Evaluations under the Individuals with Disabilities Education Act (IDEA), the Texas Education Code (TEC), and the Texas Administrative Code (TAC).
In late 2016, the U.S. Department of Education’s Office of Special Education Programs (OSEP) initiated visits to Texas to learn about referral, child find, and evaluation practices within the state’s special education system. On January 11, 2018, OSEP released a final monitoring report detailing its findings1
The purpose of this letter is to:
1. Provide a brief overview of OSEP’s findings
2. Articulate and confirm obligations mandated under IDEA
3. Provide information related to TEA’s next steps