Calling all Military Families! Join us for a crucial Special Education Services Feedback Session hosted by PRN
Join us for a crucial Special Education Services Feedback Session hosted by Partners Resource Network March 13, 2024 2 pm - 4 pm CT San Antonio, Texas Share your thoughts and connect with key figures such as David J. Cantrell, Deputy Director, and Glenna Wright-Gallo, Assistant Secretary from OSEP/OSERS. This is your opportunity to contribute valuable insights and experiences! Why be there? - Directly address concerns and suggestions with [...]
Individuals with Disabilities Education Act’s (IDEA’s) assistive technology (AT) requirements
The U.S. Department of Education’s Office of Educational Technology and the Office of Special Education Programs released a comprehensive guidance package designed to increase understanding of the Individuals with Disabilities Education Act’s (IDEA’s) assistive technology (AT) requirements, dispel common misconceptions regarding AT, and provide examples of the use of AT devices and services for children with disabilities, as well as to highlight the different AT requirements under Part C [...]
What Are Informal Removals and Why Do They Matter?
When my cell phone rings in the middle of the day and I see my son’s school is calling, I immediately have a moment of unease: did Matthew get hurt, is he sick, what happened that warrants this call in the middle of the day? Matthew is a sixth grader with Down syndrome, but I know these feelings are shared by parents of children with and without disabilities alike. [...]
2022 State Implementation of IDEA Determination Letters
The U.S. Department of Education issued its 2022 determinations for states and territories on their implementation of the Individuals With Disabilities Education Act (IDEA). 2022 IDEA Implementation Determinations for Texas IDEA Part B Determination Texas' performance in meeting the requirements of IDEA Part B, which serves students with disabilities, ages 3 through 21: Needs Assistance (two or more consecutive years) IDEA Part C Determination Texas' performance in meeting the [...]
New from TEA: Behavior Supports and Guidance for Students with Disabilities
The Texas Education Agency (TEA) recently released a new technical assistance document, Behavior Supports and Guidance for Students with Disabilities. From TEA: "Working with students who display challenging behavior can be a complex issue for families and schools. The intent of this guide is to provide educators, administrative staff, and support staff with information, guidance, and helpful resources that simplify and clarify what to do prior to, during, and [...]
Q&A: Children with Disabilities and IDEA’s Discipline Provisions
Questions and Answers Addressing the Needs of Children with Disabilities and the Individuals with Disabilities Education Act's (IDEA's) Discipline Provisions and Positive, Proactive Approaches to Supporting the Needs of Children with Disabilities: A Guide for Stakeholders expand upon the 2016 Dear Colleague Letter that included data demonstrating that many children with disabilities, particularly Black children with disabilities, were subjected to high rates of disciplinary removals (such as suspensions and expulsions). The new USDOE resources [...]
Avoiding the Discriminatory Use of Student Discipline under Section 504
Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973 explains that Section 504 requires schools to provide behavioral supports and services to students with disabilities who need them in order to receive a FAPE. "Today’s crucial guidance outlines how schools can effectively support and respond to behavior that is based on a student’s disability and could lead to [...]
New USDOE Guidance on Students with Disabilities & Discipline
New guidance released recently from the Department of Education’s Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) helps public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline. These newly released resources are the most comprehensive guidance on the civil rights of students with disabilities concerning student discipline and [...]
10 Pasos Básicos del Proceso de Educación Especial
Si su hijo tiene problemas en la escuela, es importante averiguar por qué. Su hijo puede tener una discapacidad. Por ley, las escuelas deben brindar ayuda especial a los niños con discapacidades elegibles. A esta ayuda se llama educación especial y servicios relacionados. La Ley de Educación para Individuos con Discapacidades (IDEA) es la ley federal que guía cómo los estados, distritos escolares y agencias públicas brindan intervención temprana, [...]
OSEP Update on TEA
The Office of Special Education Programs (OSEP) sent the following two letters to the Texas Education Agency regarding its implementation of the Individuals with Disabilities Education Act.
New Public Health Guidance from the Texas Education Agency (TEA)
The Texas Education Agency (TEA) released a new guidance document on August 5, 2021, title "Public Health Guidance". This guidance addresses: on-campus instruction, non-UIL extracurricular sports and activities, and any other activities that students must complete.
Can I take notes during my child’s ARD meeting?
Yes. It is a good idea to take notes during your child’s ARD meeting – for your own use or in case disagreements occur.
Can I record my child’s ARD meeting?
Texas recording law stipulates that Texas is a one-party consent state. So either party, parents or the school, can record without the other knowing. Doing this however, would likely undermine the relationship between the parent and the school.
Does the School Have to Reschedule the ARD Meeting if I Can’t Attend?
Yes. Schools must give enough advance notice for parents to have the opportunity to attend their child's ARD meeting. They must also schedule the meeting at a mutually agreed upon time and place.
Updates to TEA’s Notice of Procedural Safeguards, Parent’s Guide, and Dispute Resolution Handbook
In October 2020, the US Department of Education, Office of Special Education Programs (OSEP) required the Texas Education Agency (TEA) to make several edits to these documents. A summary of changes for each of these two documents can be found on the “Updates” tab of the Legal Framework.
Key Parental Rights in Special Education
Dustin Rynders, Disability Rights Texas provides an overview of key parental rights in special education including and practical tips on how to protect their child’s interest. The presentation will include identification, evaluation, ARD procedures, placement and discipline protections.
“We are addressing your child’s behavior through their IEP. An FBA and BIP are not needed.”
Sometimes when parents are requesting a functional behavioral assessment (FBA) and/or behavior intervention plan (BIP), the school may respond with the comment, "We are addressing your child's behavior through their IEP. An FBA and BIP are not needed."
TEA’s Supplemental Special Education Services
TEA is providing online accounts of $1,500 to parents of eligible students with significant and complex disabilities who have been impacted by COVID-19 school closures.
Parent Tips for At-Home Learning Facebook Series
Partners Resource Network and Region 10 are collaborating on a series of Facebook Lives to share quick at-home learning tips to support parents as they help their children with disabilities transition to remote learning during the COVID-19 pandemic.
TEA Update on Mediation Requests | Actualizaciones de la TEA sobre las Solicitudes de Mediación
During this time, TEA will not be receiving visitors and, as a result, will not be able to accept hand delivery of requests for special education mediation. In addition, while requests may still be filed by mail, disruptions in the delivery of agency mail may occur due to possible closures in the mail room and distribution center. TEA, instead, recommends that parties consider using other available filing methods.
TEA Update on Due Process Hearing Requests | Actualizaciones de la TEA sobre las Solicitudes de Audiencia del Debido Proceso
The Texas Education Agency (TEA) has implemented a mandatory telework policy for agency employees beginning Tuesday, March 17. During this time, TEA will not be receiving visitors and, as a result, will not be able to accept hand delivery of special education due process hearing requests. In addition, while requests may still be filed by mail, disruptions in the delivery of agency mail may occur due to possible closures in the mail room and distribution center. TEA, instead, recommends that parties consider using other available filing methods.
TEA Update on Special Education Complaints or Reconsideration Requests | Actualizaciones de la TEA sobre Quejas de Educación Especial o Solicitudes de Reconsideración
Because of the COVID 19 pandemic, Texas Education Agency (TEA) employees are working from home starting on Tuesday, March 17, 2020. TEA will not be receiving visitors. This means that TEA cannot accept hand delivery of special education complaints or reconsideration requests.
Coronavirus (COVID-19) Resources
At Partners Resource Network, our primary concern is on protecting the well-being of members of our community and educating others on how they can be strong allies to people with disabilities through the COVID-19 outbreak.
TEA Needs Your Feedback
The Texas Education Agency (TEA) is creating new supports to help families of students with disabilities. TEA needs feedback from families of students with disabilities to help with this project. This is especially true if you are a family new to the special education process.
May a State Educational Agency Adopt a Regulation That Takes into Account, for Purpose of the Resolution Period Timeline, a School District’s Winter Break?
No. Under section 615(f)(1)(B) of the IDEA and 34 CFR § 300.510(a), within 15 days of receiving notice of the parent's due process complaint, and prior to the initiation of a due process hearing under 34 CFR § 300.511, the LEA must convene a meeting with the parent and the relevant member or members of the IEP Team who have specific knowledge of the facts identified in the due process complaint.
How Are Evaluation Timelines Calculated When They Include School Breaks?
Under 34 CFR § 300.301(c)(1), the initial evaluation must be conducted within 60 days after receiving parental consent for the evaluation or, if the State establishes a timeframe within which the evaluation must be conducted, within that timeframe.
Dude, Where’s My Transition Plan?
Speaking directly to youth with disabilities, this booklet includes multiple transition planning worksheets, several checklists, and discussions of self-advocacy.
STAAR Accessibility Enhancements
Beginning in spring 2019, the Texas Education Agency (TEA) will be offering three additional accessibility enhancements as the personal needs and preferences (PNP) options available in the STAAR Online Testing Platform (SOTP).
LRE Requirements under IDEA to Transition Work Placements
Informal guidance issued from the U.S. Department of Education indicates that the requirement in the Individuals with Disabilities Education Act, or IDEA, that students be placed in the “least restrictive environment” extends beyond the confines of the classroom. Below are the questions and answers from the guidance...
School, Family, and Community Engagement Network
Partners Resource Network and Region 10 Education Service Center are working with the Texas Education Agency (TEA) on the School, Family, and Community Engagement (SFCE) Initiative. The goal of the SFCE is to help school staff and parents build collaborative relationships and increase positive outcomes for students with disabilities.
Supports, Modifications, and Accommodations
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities.
New Graduation Options for Students with Disabilities
In Texas, some students are able to earn one or more "endorsements" as part of their graduation requirements. Endorsements include a related series of courses that are grouped together by interest or skill set. They provide students with in-depth knowledge of a subject area.
What is an FBA and How Is It Used?
When a child with an Individualized Education Program (IEP) has challenging behaviors in school that are not improving, parents may request a re-evaluation to more closely examine the behaviors of concern. As part of that re-evaluation, a district may conduct a Functional Behavioral Assessment (FBA) to identify special education and related services and develop or modify a behavioral intervention plan.
You Are Not Alone
If you have recently learned that your child has a developmental delay or a disability (which may or may not be completely defined), this message may be for you. It is written from the personal perspective of a parent who has shared this experience and all that goes with it.
How Texas Schools Are Failing Students with Mental Illness
In a recent investigative report, Disability Rights Texas (DRTx) reveals a troubling trend regarding the education of students with mental illness.
New Statewide Leadership Networks
Over the course of the 2019-2020 school year, these networks will create and disseminate a variety of guidance materials and resources for use by Education Service Centers (ESC) and Local Education Agencies (LEA) across the state.
¿Listos para el regreso a clases? Serie de Videos en Facebook
¿Estás listo para afrontar el nuevo año escolar? Únase a nosotros para nuestra serie de Facebook En Vivo de cuatro partes, "¿Listos para el regreso a clases?", mientras discutimos la implementación del IEP, los cambios sin una reunión de ARD, a quién contactar cuando surgen problemas y los pasos que puede tomar cuando el IEP no está funcionando para tu hijo!
TEA Resources on House Bill (HB) 3
On Tuesday, June 11, 2019, Gov. Greg Abbott signed into law House Bill 3, a groundbreaking and innovative piece of legislation that brings transformative change to public education in Texas.
Top 5 Secrets About Extended School Year (ESY)
What should every parent know in order to obtain ESY when it’s called for? For starters, these five secrets that I often find myself letting parents know about.
Turning 18: What it Means for Your Health
Quick tip sheet from Got Transition talks to youth and young adults who are turning 18 and need to realize that though it may not make them feel any different, legally, it means they are adults.
Executive Function Skills at Work: How Technology Can Help
This step-by-step guide provides an overview of tools and strategies for executive function skills used in the work place such as time management, motivation, following directions, organizing work space and information, remembering appointments and tasks, and focus and attention.
Mobile Apps to Support Transition-Age Youth
Many free and low-cost mobile apps are available to support transition-age youth with disabilities as they embark on their journey towards post-secondary education, job training, employment, and independent living.
Learning Loss and Regression During School Breaks
Regression is the loss of learned skills, usually after breaks in instruction such as after summer vacation. It is also known as slippage, loss of skills, failure to maintain skills or a lack of maintenance and generalization of skills.
Update on the 2019 Texas Legislative Session
The Legislature committed about $223 million to pay off a federal financial penalty and will study the possibility of overhauling special education funding in 2021.
Step by Step Checklist Resolve School Issues with the Interstate Compact
This resource shows you specific steps to take to resolve school issues for your child, using the Interstate Compact on Educational Opportunity for Military Children. It gives you contact information for people who can help you for different situations covered by the Compact.
Military Families and Extended Care Option (ECHO)
ECHO provides supplemental services and supplies to active duty families* who have a child (or other family member) with disabilities. “Supplemental” means that the service is in addition to, and not part of your family’s TRICARE benefits.
Military Families and Medicaid
You may have heard that Medicaid waiver programs in some states have long waiting lists, and that it’s not worth applying since you may have to move before your child can get benefits. However, waiting lists are not always first-come, first-served. They can be based on type and severity of disability, or on availability of providers and services. Your child might get benefits sooner than you think!
Relocation Checklist for Military Families
This Checklist is designed to assist military families when Relocating (PCSing) with their Exceptional Family Member (dependent child who has disabilities).
School Support Plans for Deployment-Tips for Parents
No matter how often a military parent is deployed, and no matter how well-prepared a child might be for a parent’s absence, children with disabilities may be particularly vulnerable to the effects of stress on their physical and emotional well-being.
School Issues Covered by the Interstate Compact
This resource gives you details about situations covered by the Interstate Compact on Educational Opportunity for Military Children. Use it to help you decide if you can apply the Compact to resolve a school issue for your child.
Military Family Resources for Youth and Young Adults Transitioning from High School
List of links that will help you find resources for employment, college, and government benefits agencies in any state to which you may move.
Reinforcing IEP Goals Over the Summer
If your child isn’t attending a summer learning program, you may worry about how he or she will keep up while school’s out. But you can help reinforce your child's IEP goals, even if he or she doesn’t have school services in the summer. Here’s how.
IDEA and Parent Participation
Given the power that family involvement has to influence how our children achieve in school and in life, it’s not surprising that the nation’s special education law, the Individuals with Disabilities Education Act (IDEA), strongly supports parents’ right to be involved in the special education their child receives.
Amendments to IDEA Made by ESSA
This fact sheet provides information on the significant amendments to IDEA made by ESSA. These amendments and other technical changes were incorporated in federal regulations published on June 30, 2017.
How Families Can Help Youth with Disabilities Find Work
Families and friends can play an important role helping those with disabilities plan for employment and find a job that is a good fit.
A Parents’ Guide to Understanding ESSA
Understanding the Every Student Succeeds Act: A Parents’ Guide to the Nation’s Landmark Education Law, is a 19-page publication from the U.S. Department of Education with the stated purpose of helping parents understand the flexibility provided to states and school districts in the Every Student Succeeds Act (ESSA).
Graduation Credit for Languages other than English (LOTE)
Texas law and TEA rules (TAC 74.12(b)(5)) allow exemptions to the requirement for two LOTE credits. Texas has recognized that this can be very difficult or impossible for some students.
Participation in High School Graduation Ceremonies for Students with Disabilities
Students with disabilities have the option to participate in a graduation ceremony after completing four years of high school (TEC § 28.025 (f)). Your child can only participate in ONE graduation ceremony so students and families need to consider which situation fits their needs.
5 Options for Dispute Resolution
There are times when parents and schools simply do not agree on some issue affecting a child’s education. IDEA provides several approaches that parents and schools can use to help resolve the dispute.
Texas Autism Supplement Facebook Series
We hope you'll join us this week for our 5 part Facebook series on the Texas Autism Supplement. Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies.
Special Factors in IEP Development
The Individuals with Disabilities Education Act (IDEA) lists five special factors that the IEP team must consider in the development, review, and revision of each child’s IEP.
The New IEP: Using Strengths to Set Goals
It’s that time of year – IEP season! The IEP meeting room will be full of professions – speech pathologists, teachers, occupational therapists, paraprofessionals, principals, case managers, and parent(s). But, who is missing? You guessed it…the student!
School Nurse Services and the IEP
The need for school nurse services is sometimes documented in Individual Health Plans (IHP). However, IDEA (Individuals with Disabilities Education Act) also provides several opportunities for the involvement of school nurses in the education of students who are or may be students who qualify for special education services.
Is it a Conflict or is it Bullying?
Sometimes people think that bullying and conflict are the same thing, but they aren't. Typically minor conflicts don’t make someone feel unsafe or threatened. Bullying, on the other hand, is a behavior with intention to hurt, harm or humiliate and the person targeted is not able to make it stop.
Writing an Inclusive Individualized Education Plan (IEP)
The development of the IEP is a critical step that a student’s team takes to communicate goals and share strategies that will support the student to reach those goals. Careful planning of the IEP meeting is essential when designing the services needed to support the child successfully.
The School District Isn’t Following My Child’s IEP. What Can I Do?
Sometimes parents find out or believe that the district is not following their child’s IEP. When this situation occurs, it is essential for the parent to act quickly and to take the right steps in resolving the issue.
Communicating Effectively with Your Child’s School District
Conversations often happen during times when staff are busy, people are frustrated, or a child is in crisis. Putting your thoughts on paper gives you the opportunity to take as long as you need to state your concerns, think over what you've written ...
Special Education Statewide Leadership Networks | Redes de Liderazgo del Estado
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.
Create a Climate of High Expectations in Your Child’s Program
Too often expectations for children with special needs are not set high enough. When a high level of expectations is set, kids tend to strive to meet those expectations. Our kids want to be successful. It’s up to us to provide the environment for them to succeed.
5 Questions to Start Conversations About Using Terms Like Learning Disabilities, Dyslexia, Dyscalculia, and Dysgraphia
Parents and educators may have different opinions about specific terms like dyslexia or more general terms like learning disabilities. Understanding these terms and agreeing on which to use can help prevent confusion and conflict.
Questions to Ask at Your Next ARD Meeting
Just hearing the word ARD (Admission Review and Dismissal meeting) can cause terror in some parents. I can remember sitting in my very first ARD meeting (in IDEA, this meeting is referred to as the IEP meeting). My husband was out of town and I did not know that I could take anyone with me, so I went by myself. I was brought in and given a chair at a [...]
Understanding the Annual IEP Process
As a parent or youth over 18, your participation in creating an IEP is central to exercising your rights guaranteed by the IDEA. After a student is found eligible for an IEP, and a plan developed and agreed to by the IEP team, it is generally in place for one year. After that, an IEP meeting must be held. (A one year review is the minimum requirement, but meeting more [...]
Student Progress Monitoring: What It Means for Your Child
Our children’s progress is being monitored constantly at school, through the steady stream of homework assignments, quizzes, tests, projects, and standardized tests. On first hearing the term ‘student progress monitoring,’ our initial reaction may be ‘they’re doing this already!’ or ‘more tests?’. But do you really know how much your child is learning or progressing? Standardized tests compare your child’s performance with other children’s or with state standards. However, these [...]
7 Ways to Include a Student with Special Needs in Physical Education
Does your child participate in physical education at school? Studies have found that special education students are less likely to be enrolled in physical education compared to their general education peers. Here are 7 everyday challenges and solutions in physical education today, all of which can be written into a student’s IEP.
We Need Your Questions for TEA!
Partners Resource Network is doing a series of collaborative webinars with the Texas Education Agency (TEA) starting on January 29, 2019. During these webinars, TEA will do a Q&A section based on questions submitted prior to each collaborative webinar. After each webinar, the resulting Q&A will be provided in a document form in both English and Spanish. We strongly encourage you to submit your questions, even if they are not [...]
Making Your Case: Useful Strategies to Obtain Special Education Services
Planning and preparation are on-going activities that contribute significantly to success in the IEP process. You cannot control what others do, but you can control what you do. Being prepared for problem-solving in the IEP meeting (in Texas, this meeting is called an ARD) will help you to become a full, meaningful participant in the meeting, as well as to be respected by the other ARD team members. [...]
What Can I Do if I Think the School’s Evaluation is Wrong?
Ask for an Independent Evaluation If you think the school’s evaluation does not accurately measure your child’s need for special education, you may get an independent education evaluation (IEE) at your own expense and/or request an independent evaluation at the school’s expense. Download a sample letter for requesting an independent evaluation from the IDEA Manual > Independent evaluations are done by qualifed persons who are not employed by the school. You [...]
What Is an IEP?
The Individual Education Program (IEP) is a written plan, designed just for one student. It is an agreement between the school and parents on how the student will be educated. Although the IEP is not as detailed as a teacher’s lesson plan, it must contain measurable annual goals in each area of need. The IEP states what special education and related services and supplemental aids and services the school will [...]
New Collaborative Webinar Series with the Texas Education Agency in 2019
Partners Resource Network will be doing a series of collaborative webinars with the Texas Education Agency (TEA) in 2019.
Is FAPE Required Under a 504 Plan?
Section 504 of the Rehabilitation Act of 1973 protects the rights of individuals with disabilities in programs and activities that receive federal financial assistance, including federal funds. Section 504 provides that: “No otherwise qualified individual with a disability in the United States . . . shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination [...]
Is It an Auditory Processing Disorder (APD) or ADHD?
Does your child struggle to block out background noise, follow conversations or pronounce words correctly? She may have an auditory processing disorder. Henry is fidgety and distractible during classroom activities, according to his second grade teacher. During gym class, he gets cranky and lashes out at classmates who “are yelling at me and telling me what to do.” His mother has noticed similar behaviors at home. When he’s doing homework, [...]
Tips to Communicate Effectively
It is always best to try to resolve any issue at the lowest possible level with the simplest means of communication available. If you think you can resolve an issue by talking with the teacher, do it. If it doesn’t work, go to the next level. It is good practice to ask people how they prefer to be contacted. Some teachers are comfortable with parents contacting them in person (unscheduled) [...]
Self-Advocacy is a Valuable Skill for Your Teenager with LD
If your teen has a learning disability, self-awareness and self-advocacy are keys to her future success. The ability to self-advocate is important for kids to learn in order to be successful at all stages of their lives. In the past, self-advocacy was a term applied mostly to adults with disabilities, but recently more focus has been placed on teaching this skill to preteens and teenagers. Self-advocacy is understanding your strengths [...]
3 Tips for Keeping an IEP Current
The Individualized Education Program (IEP) is a formal commitment from the school that outlines the services and support it will provide to an eligible child in order for the child to benefit from the educational program. An IEP must be developed before a student can begin receiving special education services. It also must be reviewed and updated each year so that the child receives the most appropriate services he needs [...]
5 Elements of Successful Advocacy
1. ATTITUDE AND EMOTIONS Don’t yell. Drop your voice when you feel anger. If the other party seems to be acting in good faith, respond in-kind. Focus on how to get your partner(s) to do what you think they need to do. Never threaten anything you are not fully prepared to carry out successfully. Imagine yourself as the advocate for someone else’s child. […]
Who Has the Information You Need?
The first step in getting services for your child is being prepared to explain what you want for your child and having information that supports your request. After you decide what your child needs, you must be able to clearly communicate to the appropriate person what you are requesting. Communicating with the appropriate person is the quickest, simplest way to resolve or address issues. […]
My Child’s IEP Doesn’t Seem to Be Working. Now What?
Are you concerned your child’s IEP isn’t working? Are you worried that even though the teacher is following the plan, your child still doesn’t seem to be making the progress you expect? Here are steps from Understood.org that you can take if you think your child’s IEP isn’t working. 1. Define what “not working” means to you It’s important to pinpoint what you’re worried about. Maybe your child is still frustrated [...]
Decision-Making Supports and Protections for a Young Adult
Even young adults on a typical developmental path don’t immediately begin making every decision, and assuming every responsibility, the day after they turn 18. There are a variety of supports for decision-making, both formal and informal, that parents of all young adults can consider, regardless of the young person’s disability or level of independence. Decision making supports can apply to medical, financial, educational and personal decisions. There are four main [...]
Writing IEP Goals that Include a Student’s Strengths and Interests
It is important to document a strength and interest-based learning approach in the student’s IEP. This will assist the whole team in using this approach and will lead to more continuity and success throughout the student’s academic career.
Federal officials tell Texas to go beyond plan for special education overhaul – Texas Tribune
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 [...]
Advocating for Your Child Using Endrew F.
The Supreme Court’s 2017 Endrew F. decision on the meaning of a free appropriate public education (FAPE) can help advocate for your child with disabilities. The case involved a boy with autism and ADHD, who made almost no progress on his IEP goals because his behavioral and academic needs weren’t addressed. The landmark decision is an opportunity to improve the services IEPs offer students. And it’s up to you as a [...]
What to Do While You are Waiting for the Results of Your Child’s Evaluation
Don’t wait until your child’s eligibility for special education has been determined before taking steps to learn about the special education process, your child’s disability and needs, and how to help your child learn! Here are five things you can do while you wait! […]
Good Homework Practices
The school year is under way and so are the homework assignments. All kids need homework support from their parents and teachers. Many children with disabilities, however, require additional assistance. Here is some advice from the Council for Exceptional Children (CEC) and the U.S. Office of Special Education Programs (OSEP) to ensure that students and their parents are appropriately challenged and not too overwhelmed. […]
Texas Procedures for Use of Restraint and Time-Out
The Texas legislature in the early 2000’s passed a law regarding the use of restraint and time-out in school districts. The Texas Education Agency (TEA) developed rules on procedures for when restraint can be used; training staff, and others; documentation, and notification on the use of restraint; situations that are not considered the use of restraint. Rules were also developed regarding procedures for when time-out can be used; training staff, [...]
Notifying the School About Bullying – Template Letter
Parents should contact school staff each time their child informs them that he or she has been bullied. PACER Center has created template letters that parents may use as a guide for writing a letter to their child’s school. These letters contain standard language and “fill in the blank” spaces so the letter can be customized for your child’s situation. […]
14 Questions to Ask at Your Parent-Teacher Conference
Knowing that you have to go to your child’s school for a parent-teacher conference may make you feel nervous, intimidated or frustrated. You can print the following list of questions from Understood.org. Bring it with you, and you’ll be likely to leave your meeting with the information you need to further your child’s school experience. […]
TEA is Requesting Feedback Regarding Updates to the Dyslexia Handbook
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). The draft updated handbook is available on the Dyslexia page of the TEA website, https://tea.texas.gov/academics/dyslexia/. Earlier this year, the State Board of Education (SBOE) tasked a committee with making recommendations for updates to The Dyslexia [...]
Addressing Bullying with a Child’s IEP
Although they may be targets, children who are bullied do not have to remain victims. With the appropriate tools and support systems in place, a child can be a part of changing the situation. One critical tool available to parents is the Individualized Education Program or IEP. A child’s team – parents, educators, therapists and/or psychologists and school officials – should work together to make the IEP reflect the child’s [...]
Bullying and Children and Youth with Disabilities and Special Health Needs
Children with physical, developmental, intellectual, emotional, and sensory disabilities are more likely to be bullied than their peers. Any number of factors— physical vulnerability, social skill challenges, or intolerant environments— may increase their risk. Research suggests that some children with disabilities may bully others as well. Kids with special health needs, such as epilepsy or food allergies, may also be at higher risk of being bullied. For kids with special [...]
What Are Public Schools Required to Do When Students with Disabilities Are Bullied?
What does a school have to do when a child with a disability is being bullied? School staff, parents, and other caring adults have a role to play in preventing and responding to all forms of bullying. If a student with a disability is being bullied, federal law requires schools to take immediate and appropriate action to investigate the issue and, as necessary, take steps to stop the bullying and [...]
What Is Cyberbullying?
Before the Internet, bullying mostly happened in person. Kids were bullied at the bus stop, at recess or in the lunch line. But once a child got home, the bullying stopped. Now with technology, online bullying, or cyberbullying, can happen anywhere at any time. It’s scary to think that your child can be threatened, picked on and intimidated nonstop. But with social media, bullies can hurt other kids during school [...]
How to Talk With Your Child’s Teacher About Too Much Homework
Does your child struggle with too much homework? Many schools follow the National Education Association (NEA) rule of 10 minutes of homework per day, per grade level. But it can take kids with learning and attention issues much longer than that to get through their daily assignments. So how do you talk to teachers about your child’s homework load? Here are some suggestions. […]
How to Request an Initial Evaluation for Special Education Eligibility from Disability Rights Texas
If you or someone you know thinks your child may have a disability and needs special education or related services to be involved in and make progress in school, then an evaluation for special education eligibility may be appropriate.
New TEA Grants: Don’t Take Them for Granted
https://www.facebook.com/PRNTexas/videos/1851301521627569/ [rescue_spacing size="20px"] Multiple Texas Education Agency (TEA) grant opportunities, listed in the Special Education Strategic Plan, have been posted on the TEA website at: TAA Posted July 9, 2018. For more information on the new 12 TEA grants, please go to https://tea.texas.gov/TexasSPED/
Accommodations & Modifications
Every child with a disability has a right to attend general education classes and to have accommodations and modifications so they can be successful in those classes. These can include changes in the method of instruction, the curriculum, and the environment. Accommodations and modifications are important tools for a child to successfully accomplish Individualized Education Programs (IEP) goals and objectives and participate actively with other students in classroom and school [...]
Modifications, Accommodations, and Supports for Students
For many students with disabilities—and for many without—the key to success in the classroom lies in having appropriate adaptations, accommodations, and modifications made to the instruction and other classroom activities. Some adaptations are as simple as moving a distractible student to the front of the class or away from the pencil sharpener or the window. Other modifications may involve changing the way that material is presented or the way that [...]
Outside the Box College Accommodations for Students with Mental Health Disabilities
Students who have a mental health condition may need additional support to help them do the best they can in school and work. The “Americans with Disabilities Act” (ADA) entitles students with disabilities, like mental health conditions, to get academic help with academic accommodations and other legal rights. Most schools are used to providing typical accommodations such as: note taker, extra time for assignments, and assistive technology for students of [...]
5 Ways to Use Slow Processing Speed Accommodations at Home
Not all kids work at the same pace. As an educator, I’ve seen many kids with slow processing speed who are smart, but who struggle to keep up with the pace in the classroom. When these kids are at school, they are (or should be) given accommodations like extra time or pre-made notes to help them navigate their school day successfully. With all the pressures of parenting, however, it’s a [...]
Amending an IEP without a Meeting
During the school year, a parent or another member of your child's IEP team might decide that a student’s IEP needs a slight adjustment that may not warrant a full team meeting. When changes are small or limited to a particular service, amending without waiting for a meeting can be a useful way to quickly enact the change. For example, a new semester or school year might mean that [...]
Strategies to Obtain Special Education Services
Planning and preparation are on-going activities that contribute significantly to success in the ARD process. You cannot control what others do, but you can control what you do. Being prepared for problem-solving in the ARD meeting will help you to become a full-meaningful participant in the meeting, as well as to be respected by the other ARD team members.
2018 State Determination Letters from OSERS
From the 2018 State Determination Letters from OSERS document revised July 24, 2018: The U.S. Department of Education’s Office of Special Education and Rehabilitative Services released State determinations on implementation of the Individuals with Disabilities Education Act (IDEA) for Part B and Part C for fiscal year 2016. The 2004 Amendments to the IDEA require each State to develop a State Performance Plan (SPP) and Annual Performance Report (APR) that evaluates [...]
Summer’s Over – and Our ESY Services Never Happened!
Wrightslaw.org addressed this issue in a blog post: My child’s IEP said she was to receive ESY services – OT, PT, and Speech Therapy. ST was provided throughout the summer. There was no OT or PT. The district stated it was not able to find therapists. They said I could find a therapist, and I did. Then, the district failed to provide information in a timely manner to the therapy [...]
Response to Intervention: What Parents Need to Know
Disability Rights Texas has an infographic that explains RTI (Response to Intervention) and what parents need to know. According to Disability Rights Texas, “School districts in Texas have used RTI to delay getting some students special education evaluations but new laws passed in Texas are forcing schools to stop using this tactic. This infographic helps explain the process and your rights.” […]
Confidentiality and Access to Student Records
IDEA and other federal laws protect the confidentiality of your child’s education records. These safeguards address the following three aspects: the use of personally identifiable information; who may have access to your child’s records; and the rights of parents to inspect their child’s education records and request that these be amended to correct information that is misleading or inaccurate, or that violates the child’s privacy or other rights. [...]
What is Parental Consent?
One of parents’ most important rights is the right to give (or not give) their consent for certain actions of the school system with respect to their child with a disability. When the term consent is used in IDEA, or the term parental consent, it has the same meaning as the term informed written consent. It means that the parent has been fully informed regarding the action of the school [...]
7 Communication Tips for Building Strong Partnerships
The following is a collection of effective communication skills that can be used to encourage solution oriented conversations. 1. Know who and how to contact the right person to address your concerns. Identify your concerns and the outcomes you would like to see. “We really need to focus on…” Focus positively on the issue at hand and strive not to allow negativity to take control. “I’m sure we’ll find a [...]
10 Back-to-School Assignments for Parents of Special Needs Kids
It’s time to get the kids ready for back to school with new clothes, a fresh supply of notebooks and maybe a cool new backpack. But what about you? Are you prepared for your special needs child to start school? Even if your child already has an IEP (Individualized Education Program), remember, it’s just a “plan.” For your child to get the full advantage (and hopefully significant progress) from the [...]
Back to School Dos and Don’ts
The end of summer is in sight, and parents everywhere are feeling that inevitable anxiety over how to make the most of the upcoming school year. With that in mind, here are some dos and don’ts for families who want to start the school year right.
8 Things a Teacher Should Know about Your Child
For many of us the summer brings the opportunity to sleep in late, go to bed later, and generally have less structure around the home in regards to routines and meal times. With the start of school, there is an abrupt shift to following more rigid routines. It is often a difficult transition for parents, as well as children. Teachers are going through these same transitions: getting to know the [...]
Transportation and Children with Disabilities
The Individuals with Disabilities Education Act (IDEA) includes transportation within its definition of “related services.” This means that students with Individualized Education Programs (IEPs) have the right to receive special transportation services if it is needed. Transportation and assistance may be provided to a child whose disability requires the child to: go to and from school; travel between schools; or move around inside of school buildings or around the school grounds. Some students [...]
Individual Educational Evaluations (IEEs) and Dismissing a Student from Special Education
The federal Office of Special Education Programs (OSEP) recently posted a response to a letter on the topic of Individual Educational Evaluations (IEEs) and dismissing a student from special education. The question was whether the child must continue to receive services while an IEE was being completed, if the school agreed to provide an IEE. The response is that the school could elect to continue services, but was not required to. [...]
Special Education Corrective Action Response Requirements and Timelines
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 [...]
Learning the Rules of the Game
Parent: “We should be able to trust the system to do what’s right for our kids.” In theory, this sounds good. But when you are dealing with a child with disabilities, there will always be disagreements. You simply will not get agreement from the number of participants who are required to be in these team meetings. Schools are in the decision-making process for the short-term. As a parent, you are [...]
How to Disagree with the IEP Team Without Starting World War III
Many parents have questions about what to do when they are presented with an IEP that is not appropriate for their child. You should advise the IEP team that you don’t think the IEP is appropriate, that it does not provide your child with enough help or the right kind of help. You should use facts to support your position (i.e., facts from an evaluation of your child from a [...]
The Art of IEP Diplomacy
During IEP season the stakes are high. Parents and teachers alike go into those meetings full of emotions and ideas. Sometimes I am surprised that what is unsaid seems just as loud as what is actually said. In the past, I’ve made the mistake of going into an IEP angry. I did not get the best results for my son at that meeting. So I’ve been trying different tactics over [...]
Learning to Negotiate is Part of the Advocacy Process
Negotiating solutions to disputes and/or claims saves time and money. Most of our experience is in the civil area, but the techniques and skills in special education cases are the same. By using these techniques, we rarely are forced to take a special ed case all the way to a hearing. Here are a few techniques that have worked for us. Perhaps they will be helpful for you. [...]
10 Related Services Parents May Not Know About
In general, the term Related Service means: “services designed to enable a child with a disability to receive a Free Appropriate Public Education (FAPE) as described in the Individualized Education Program (IEP) as may be required to assist a child with a disability to benefit from special education.”
7 Communication Skill Development Tips
Communication skills. How can parents encourage them in kids with special needs who are non-verbal? A post at Austisable (www.autisable.com) offers answers for parents asking that question. Communication Ideas for Parents The folks at Autisable asked speech experts to share their best tips for parents, and they came up with these seven suggestions. Although they are made with an eye towards kids with autism, they have value for kids with [...]
The Path to Independence: Mobile Apps to Support Transition-Age Youth
Many free and low-cost mobile apps are available to support transition-age youth with disabilities as they embark on their journey towards post-secondary education, job training, employment, and independent living. This PACER Center guide lists mobile apps that have been reviewed by parents and professionals and found to be useful and well-designed. […]
IEEs: Parents Have the Right to Select an Evaluator of Their Choice
The school evaluated my child and I don’t agree with the results. What can I do? Will I have to pay for another evaluation? Who will do the evaluation? If you disagree with the school district’s evaluation and/or recommendations, you have the right to request an Independent Educational Evaluation (IEE) at the school district’s expense. […]
Is the School Required to Provide Social Skills Training?
Social skill is not a “service” but a functional skill necessary for daily living activities. Learn what the IDEA, the federal regulations, and the Commentary say about Present Levels of Functional Performance and IEP goals for functional skills. […]
Comments that Parents Hear: “We only provide social skills training for students with Autism.”
In this edition of the Comments that Parents Hear blog posts, Chuck Noe, Education Specialist, addresses comments parents often face when trying to obtain social skills training for their child: “Your child does not have social skills deficits.” “We do not provide social skills training.” “We only provide social skills training for students with Autism.” […]
Endrew F: A New Tool for Enhancing the Family Voice at the IEP Decision-making Table
A must-hear webinar featuring Diana MTK Autin and Michael Yudin examining the Endrew F. decision by the Supreme Court and its implications for the education of children and youth with disabilities. […]
The “E” in IEP is More Than Grades
Schools refuse to accept the fact that "education" as used in an I'E'P is not just grades. This issue comes up in the context of arguments over whether FAPE has been provided, and whether a child should be eligible for an IEP. The argument frequently turns on whether a child who earns good or even exceptional grades can be eligible, and whether good grades insulate a district from charges that [...]
Rights Under IDEA
The Individuals with Disabilities Education Improvement Act (IDEA 04), the 2004 reauthorization of the IDEA, guarantee all students with disabilities between the ages of 3 and 21 the right to a free, appropriate public education designed to meet each student’s individual needs. There are six principles under IDEA that guarantee the rights of children with disabilities and their families. […]
Using Assistive Technology to Support Socialization
Assistive technology (AT) can support socialization in many ways. It can help children interact independently with their environment and peers by providing ways to express themselves. It can also help children build friendships, explore their environment and reduce frustration that may bring about or be associated with challenging behaviors. These types of AT devices are most often labeled as visual supports or social supports. […]
Services for Students with Dyslexia Facebook Live with Steven Aleman, Disability Rights Texas
Watch our special Facebook Live as Steven Aleman of Disability Rights Texas discusses TEA’s recently released Letter to the Administrator on the Provision of Services for Students with Dyslexia and Related Disorders. https://www.facebook.com/PRNTexas/videos/10155847493804163/ [rescue_spacing size="20px"] Join us on Facebook at https://www.facebook.com/PRNTexas
Supplementary Aids and Services | Key Definitions in IDEA
Supplementary aids and services are often critical elements in supporting the education of children with disabilities in regular classes and their participation in a range of other school activities.
Related Services | Key Definitions in IDEA
The related services that a student receives are based upon his or her unique needs related to disability. So it’s important to know what kinds of related services are available and which would appropriately support the student’s learning.
IEP | Key Definitions in IDEA
IEP is an acronym for Individualized Education Program. The primary vehicle for providing FAPE is through an appropriately developed IEP.
10 Common Mistakes Parents Make Regarding Their Procedural Safeguard Rights
Schools are to give parents the Texas Education Agency (TEA) document Notice of Procedural Safeguards Rights of Parents of Students with Disabilities at least once a year. It is also to be given when an initial evaluation for special education services is begun or when a parent requests an evaluation, when the first state complaint or due process hearing complaint is made in a school year, and whenever a parent [...]
How to Communicate with Schools in Writing
The bank, elected official, a credit card company, a boss, a fellow employee, or a local handyman have all asked customers and consumers to “put that in writing, please.” For parents of children with disabilities, there are even more reasons to “put that in writing, please.” They might be providing documentation about their child’s disability to strangers. A request for a meeting with a teacher, a change in their child’s [...]
Comments that Parents Hear: “Modifications and Accommodations Are the Same Thing.”
Recall the Law There is no definition or mention of these terms in IDEA regulations. It is generally accepted that “Accommodations are changes in how a student accesses information and demonstrates learning. Accommodations do not substantially change the instructional level, content, or performance criteria. The changes are made in order to provide a student with equal access to learning and equal opportunity to show what he or she knows and [...]
Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches [...]
What Does Parent Participation Mean in the Procedural Safeguards?
Ask five people and you might easily get five different answers, including at least one response of, “Huh?” The term procedural safeguards sounds rather legalistic and perhaps even a little scary. When it comes to education, what or who needs to be safeguarded? Children? Parents? Teachers? Schools? For our purposes, Procedural Safeguards are a set of requirements to ensure that children with disabilities are provided [...]
What is Educational Need?
Under the IDEA children with disabilities are entitled to a "free appropriate public education (FAPE) designed to meet their unique needs and prepare them for further education, employment, and independent living. FAPE requires that a school district provide special education and related services designed to meet the needs of a particular student and are in conformity with the IEP. There is a two part process in determining if a student [...]
Teaching Social Skills to Kids Who Don’t Yet Have Them
Do any of these comments sound familiar? “I tell him to stop doing that, but he keeps on doing it. This kid must have been raised by wolves!” “That kid knows how she is supposed to behave. She CHOOSES to misbehave.” “I ask him what he is supposed to be doing and he can tell me. He knows better, so why isn’t he doing it?” Yep. Some kids know “intellectually” [...]
Prior Written Notice of Refusal
Prior written notice of refusal, often referred to as PWN, is frequently mentioned on parent forums and advocacy sites. This post will address what prior written notice of refusal (PWNR) is and how it can assist parents in dealing with public schools to promote the provision of appropriate and required services for their child. Prior Written Notice (PWN) is a procedural safeguard provided in the federal law for parents and [...]
Comments that Parents Hear: “Your Child will Not Receive Recess or Lunch with Peers”
Recall the law: Districts “must take steps, including the provision of supplementary aids and services determined appropriate and necessary by the child’s IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities. (b) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest [...]
Be Like the Cool Kids
Image matters, or at least we think so in high school. From the stars of the most recent Netflix series to the kids that sit at the “cool kid table” in the cafeteria, image matters. Although many of us as adults recognize that being cool is not everything, to a teenager it is. But what happens when it’s impossible to find cool kids like you? Is it possible to be [...]
Child with a Disability | Key Definitions in IDEA
The definition of “child with a disability” explains how and why children are found to be eligible – or ineligible – for special education and related services under IDEA. A “child with a disability,” as defined by IDEA, is entitled to a free appropriate public education that emphasizes special education and related services designed to meet the child’s unique needs.
Special Education | Key Definitions in IDEA
Special education is at the core of how schools address the needs of students with disabilities and support them in achieving the annual goals stated in their IEPs as aligned with the state’s academic content standards. Accordingly, how this term is defined in law and implemented in the real world is extremely important to students, families, and schools.
LRE | Key Definitions in IDEA
LRE is an acronym that stands for least restrictive environment. IDEA does not define “least restrictive environment” in its definitions section. However, it requires that each student receive special education and related services in the “least restrictive environment” and describes what this means.
Comments that Parents Hear: “We cannot/will not provide services to your child during after school activities or nonacademic services.”
Recall the Law: Schools (a) “must take steps, including, the provision of supplementary aids and services determined appropriate and necessary by the child’s IEP Team, to provide nonacademic and extracurricular services and activities in the manner necessary to afford children with disabilities an equal opportunity for participation in those services and activities.” “(b) Nonacademic and extracurricular services and activities may include counseling services, athletics, transportation, health services, recreational activities, special interest [...]
FAPE | Key Definitions in IDEA
FAPE is an acronym that stands for free appropriate public education. A cornerstone of IDEA, our nation’s special education law, is that each eligible child with a disability is entitled to a free appropriate public education (FAPE) that emphasizes special education and related services designed to meet the child’s unique needs and that prepares the child for further education, employment, and independent living. Defined in IDEA at | 34 CFR [...]
Endrew F. Question and Answer Document
On March 22, 2017, the U.S. Supreme Court issued a unanimous decision in Endrew F. v. Douglas County School District Re-1, 137 S.Ct. 988. In this decision, the court held that “to meet its substantive obligation under the Individuals with Disabilities Education Act (IDEA), a school must offer [a child] an IEP [individualized education program] reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” [...]
Making My Way through College
Making My Way through College is a guide for any student pursuing a degree or other type of credential (e.g., certification, license) at a two-year or four-year community college, college, or university. You will find information on a variety of topics relevant to preparing for and succeeding in college and transitioning from college into the world of work. Much of the information provided is relevant to all students, but the [...]
5 Top Tips About the 2018 STAAR Test
With STAAR testing season in full swing, teachers are prepping, kids are stressing, and parents are…questioning? The lack of clarity around the STAAR test and the Texas state standards can be disheartening and stressful for a passionate parent trying to ensure their child succeeds. If you can relate, don’t worry – you don’t have to be a STAAR test expert to be a great mom or dad. We are the [...]
Services for Secondary Age Students with Autism or Social Skill Deficits
Services for students with disabilities for students in junior high/middle and high schools present issues and problems to parents, teachers, and administrators. At these campuses most students have many teachers, and change classes after each period. Teachers feel stretched dealing with a 100+ students a day. They have difficulty keeping up with IEPs, and required accommodations, in addition to the needs of all students, and the demands on them as [...]
Options for Summer Services for Students with Disabilities
A variety of situations arise where parents, and others feel that summer services for a student would be beneficial so that they do not regress in certain skills, continue their multisensory reading program, or gain more access to the general curriculum, and perhaps perform closer to their grade level. IDEA rules require schools to provide extended school year (ESY) services when an ARD/IEP team determine they are needed for the [...]
TEA Special Education Improvement Plan Takeaways!
In case you missed our last webinar on TEA Special Education Improvement Plan or, like us, would like to have one source for the major TAKEAWAYS then consider reading/printing Chuck’s TEA-IP major points. These are: 1. A high goal is being set. “For the majority of students served by special education, performing on level academically with their non-disabled peers is an attainable and reasonable goal.” Pg. 7. Focus should go [...]
Evaluation and IEP Timelines
The school must take steps to ensure that parents are present at each ARD/IEP meeting or are afforded the opportunity to participate, including notifying them of the meeting early enough to ensure that they will have an opportunity to attend and scheduling the meeting at a mutually agreed upon time and place. The school must allow parents who cannot attend to participate in the meeting through other methods such as telephone calls, or video conferencing.
FAQs About Evaluations for Learning and Attention Issues
Deciding to have your child evaluated for learning and attention issues is a big step. You may have questions about the process. Here are some frequently asked questions about evaluations from Understood.org: What are the benefits of getting my child evaluated? The evaluation process can provide more information about the specific issues that are causing your child’s difficulty with learning. It’s also a way to see if your child is [...]
5 Options for Resolving a 504 Plan Dispute
Sometimes, a school district and parents disagree on the details or delivery of a child’s 504 plan. Some disagreements become serious disputes. A good example is when a school won’t provide assistive technology for a child. The term “504 plan” is from Section 504 of the Rehabilitation Act, a federal law protecting the civil rights of people with disabilities. Section 504 provides several ways to resolve conflicts. However, the federal [...]
What Are Related Services and How Are They Provided?
Related services are the supportive services or activities necessary for some students with disabilities to maximize their educational outcomes. Any related service or support that helps a student to benefit from or achieve the goals set out in his or her individualized education program (IEP) should be provided by the appropriate related services personnel. Special education and related services are intended to be flexible to meet the needs of an [...]
Autism Services in Texas: 2018 Update from the TCDD
As the understanding of autism spectrum disorder (ASD) evolves, so do the programs and services that are designed to support people with ASD and their families. The Texas Legislature and the federal government have taken steps to expand and improve services for people with ASD, but many people still don’t have access to adequate supports and services. However, statewide planning for services and supports is challenging because understanding of ASD [...]
Texas Promotion, Graduation, and Credit Requirements
Texas law creates several requirements and opportunities for students to advance from one grade to the next. Students also have a variety of options regarding how they earn credits toward graduation.
Can a Student Have Both an IEP and a 504 Plan?
It’s possible to have both, but it would be very unusual for your child to need both. Here’s why: Everything that’s in a 504 plan can be included in an Individualized Education Program (IEP). The IEP can also provide services and supports that would be not available in a 504 plan. So if your child qualifies for an IEP, typically there is no reason to also have a 504 plan. [...]
Special Education Testing
Aspects of the Special Education Assessment Psychological Assessment (conducted by a school psychologist) – This evaluation may include cognitive assessments, look at emotional and behavioral concerns, and measures of adaptive functioning. Cognitive assessments measure a student’s intellectual abilities. It gives general information relative to other students the same age. The test shows how well he problem solves, how he best interprets information (visual, auditory, etc.), and measures other areas such [...]
Admission to Community and Junior Colleges
Traditionally students with disabilities could enroll in any educational institution (community college, junior college, or four year college/university), trade school or technical institute that would accept them. Recently the Texas legislature passed legislation (Texas Success Initiative – TSI) designed to help postsecondary institutions determine if a student is ready for college level coursework. Students who graduate in Texas must take the TSI assessment and score at a certain level to [...]
13 Ways To Enhance Your Child’s Social Skills And Make Friends
Making friends can be a challenge for some children and adults with special needs. They may lack confidence or have difficulty developing the necessary social skills. But there are ways you can help teach your child to overcome their fears and make friends. Friendships and social interaction are extremely important for self-esteem. But it doesn’t come naturally to everyone. Making friends takes practice, and you can help your child by [...]
Accommodations, Modifications, and Alternate Assessments: How They Affect Instruction and Assessment
When school staff talk about accommodations and modifications for your child with learning and/or attention problems, are you confused? What do these terms mean in a classroom? Has an alternate assessment been recommended for your child on a state- or district-wide test? What do you need to know when it comes to standardized tests used to make important decisions about your child? […]
15 Tips that Can Help Overcome Conflict in Special Education
Parents advocate for the welfare of their child. Educators advocate for the welfare of all the children in their school. To be effective, both groups must contribute to an atmosphere of collaboration so all parties can achieve a sense of comfort that their responsibility to the child has been satisfied. But why, then, is there so much conflict in the field of special education? The answer is relatively simple. Conflict [...]
10 Sites Worth Checking Out If Your Child Has Autism
Searching for autism information on the web can be overwhelming. The word “autism” alone results in over 64 million and counting hits on Google. So, where do you turn to for the most relevant information and resources when there are so many different options? These are the top ten results: […]
3 Ways Technology Can Help Students with Autism
Digital tools have the power to help students with learning disabilities communicate and gain confidence. It is a statistic that most Americans would probably be stunned to find is so prevalent: One of out every 68 kids in the United States is on the autism spectrum, according to data from the Centers for Disease Control and Prevention. While it’s true that most children these days are considered “digital natives,” children [...]
Independent Educational Evaluations: It’s a Testy Business!
What is an IEE? The language regarding IEEs is found in the regulations implementing IDEA. Specifically, the right to an IEE is defined as: “A parent has the right to an independent educational evaluation at the public expense if the parent disagrees with an evaluation obtained by the public agency. However, the public agency may initiate a hearing under Reg, 300.506 of this subpart to show that its evaluation is [...]
Responsibilities and Timelines Regarding Parent Requests for Special Education Evaluations under the IDEA, TEC, and TAC
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 [...]
Update on Texas Corrective Action Plan
TEA has posted some new documents at https://tea.texas.gov/TexasSPED/ that provide additional information. We have not reviewed it all yet, but would direct your attention first to the presentation to the state special education directors from their recent meeting in Austin - TCASE Special Education Update presented on 2/20/2018. It gives more information on their plans involving ESCs.
TEA extends survey deadline for special education corrective action draft plan
The Texas Education Agency (TEA) has extended the comment deadline for its online survey soliciting feedback on a draft corrective action plan for special education. The online survey period will now run through Tuesday, Feb.20. At the direction of Governor Greg Abbott, TEA drafted an initial corrective action plan regarding the support and delivery of special education services in the state’s public schools. The initial draft addresses all issues identified [...]
It seems like the school is not following my child’s IEP… what can I do?
As a parent, it is important that you feel comfortable with what the IEP team agreed upon, and you must be kept informed that services and accommodations are actually being provided to your child. The following are some useful steps that parents can take to be sure that the IEP is implemented as it is written.
IEP Meeting Conversation Stoppers
Some of the statements made to parents at IEP meetings are “conversation stoppers” — comments that create barriers and can prevent the IEP team from working cooperatively to develop effective special education services and supports for students with disabilities. Here are nine common “conversation stoppers,” some information about what may be the real issues of concern and suggestions for how parents can respond in a forceful but respectful way so [...]
Student-Centered Funding Pilot
The U.S. Department of Education (Department) will host two webinars regarding a new pilot to afford local educational agencies (LEAs) flexibility to create equitable, student-centered funding systems Wednesday, February 21 from 2:00 to 3:30 PM Eastern Time and Thursday, February 22 from 12:30 to 2:00 PM Eastern Time. The intended audience is LEAs, though other interested parties are also welcome. The webinars will include identical information, and the Department will [...]
TEA Parent Focus Groups – Special Education Corrective Actions
Texas Project First has just released the following update: During the 2016-2017 school year, the United States Department of Education, Office of Special Education Programs (OSEP) performed a series of onsite monitoring visits to review Texas’ compliance with the Individuals with Disabilities Education Act (IDEA). The final report was provided to TEA on January 10, 2018. The findings from that report require TEA to develop a plan to address four [...]
Tips for Teens: Use Your IEP Meetings to Learn How to Advocate for Yourself
Self-advocacy is a key step in becoming an adult. It means looking out for yourself, telling people what you need, and knowing how to take responsibility. No one is born knowing these skills. Everyone has to learn them. Ready to begin learning? Here is some great information that can start you on your way. […]
Learning to Read and Write are Important, but so are Functional Skills
Learning to read and write are important, but so are functional skills, that can help a child live a full and enriched life! This article shares 3 parenting tips that you can use in your advocacy efforts! Tip 1: Use Federal special education law Individuals with Disabilities Education Act or IDEA 2004 to strengthen your advocacy efforts for functional skill training. IDEA states that every IEP that is developed for [...]
New FAQ’s about RtI and Children Not Eligible for Special Education
Response to Intervention (RtI) is an approach that schools use to help all students, including struggling learners. The RtI approach gives Texas students opportunities to learn and work at their grade level. The idea is to help all students be successful. Senate Bill (SB) 1153, 85th Texas Legislature, Regular Session, 2017, changed Texas Education Code (TEC), Section 26.0081. The changes require the Texas Education Agency (TEA) to update the Student Handbook [...]
US Commission on Civil Rights Issues Report on Inequities in Public School Funding
The United States Commission on Civil Rights has issued a new report concerning the inequities in public school funding. The conclusion of the report is that America’s schools are profoundly unequal. Here are the recommendations of the Commission: We agree with the Equity and Excellence Commission that the federal government must take bold action to address inequitable funding in our nation’s public schools. […]
A Parent’s Guide to Effective Instruction
Reading problems are the most common type of academic underachievement. Especially for students with dyslexia, learning to read and write can be exceedingly difficult. Dyslexia and related reading and language difficulties are the result of neurobiological variations, but they can be treated with effective instruction. Effective instruction is instruction that is tied to student needs, as determined by diagnostic testing and evaluation. It is instruction delivered by knowledgeable and skilled [...]
Comments that Parents Hear: “Let’s wait until your child is more … before trying that”
Recall the Law: Schools must ensure that: “All children with disabilities … who are in need of special education and related services, are identified, located, and evaluated.” 300.111(a) “A free appropriate public education (FAPE) must be available to all children residing in the state between the ages of 3 and 21”. “Each State must ensure that FAPE is available to any individual child with a disability who needs special education [...]
Annual IEP Review Meeting
An annual review is an IEP meeting required by the Individuals with Disabilities Education Act (IDEA) that must be held at least once a year. The meeting brings the IEP team together to review the student's progress and program, and plan for the following year. As with other IEP meetings, the school district must provide parents with advance written notice of the meeting and consider their availability when scheduling the [...]
4 Important Signs That Your Child’s IEP Is Working
The Individualized Education Program (or IEP) lays out the school’s commitment to provide special education and related services to your child. Developed annually, an IEP must be tailored to the individual needs of your child, with your involvement and input. Once formulated, the IEP becomes your roadmap to track your child’s progress throughout the year. Here Are Four Important Signs That Your Child’s IEP Is Working: 1. Your child’s IEP [...]
Parent Participation in IEP Meetings
IEP meetings can be emotional and overwhelming, but knowing how to work with the education team effectively is very important. You are a key member of the IEP team with the unique perspective that comes with the long view of your child’s developmental history, dreams, and resources. Your participation is very important. As the IDEA notes: “Almost 30 years of research and experience has demonstrated that the education of children [...]
New & Improved IEP Meetings
The words, “IEP meeting,” can strike fear in the hearts of parents and educators alike. Anger, apprehension, dread, and a variety of other emotions may rise to the surface in anticipation of the meeting in which an Individual Education Program is written for a student who receives special education services. But we can change this! And many of the tips from Kathie Snow's "New & Improved" IEP Meetings article can [...]
Outcomes, Benefits and Drawbacks of Speech Therapy
The goal of speech therapy is to improve skills that will allow your child to communicate more effectively. There are other benefits as well.
What Treatments are Available for Speech, Language and Motor Issues for Children with Autism?
The following therapies—also called “allied health services”—address symptoms commonly associated with autism, but are not specific to the disorder. Speech-Language Therapy Most autism behavioral intensive therapy programs include speech-language therapy. With a variety of techniques, speech-language therapy addresses a range of challenges often faced by persons with autism. For instance, some individuals on the autism spectrum do not speak, while others love to talk but have difficulty using conversational speech [...]
What are Supplementary Aids and Services?
According to IDEA, Supplementary Aids and Services means, aids, services and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. Supplementary Aids and Services can include changes in: […]
7 Assessment Tools to Identify Strengths
It is part of federal law that students with special needs should have their strengths identified and described in their IEPs (IDEA 2004 Section 1414(d)(3)(A)). And yet, when I search the special education literature online, I find virtually nothing dedicated to identifying strengths in these students. If a student is having difficulty in school, what they need is to have adults around them who see the very best in them, [...]
Help! No Teachers are Trained to Work with My Son
What do you do? Turn to what IDEA says about support and training for school personnel. IDEA envisions services that are provided to the parents or teachers of a child with a disability to help them to more effectively work with the child – that’s why “supports for school personnel” was included in this section of the law.
Advances in Technology Make Driving More Accessible for Individuals with Disabilities
Only the ability to drive a vehicle can make unlimited freedom of travel possible. This is particularly true for a person with a disability. Advances in technology have made private vehicle travel attainable, and even more preferable. More and more, persons with a disability are able to modify their vehicles and obtain an adaptive driver’s license to enhance their independence. Driving allows persons with a disability to participate in activities [...]
6 Things to Know About Private Schools and Special Education
It’s important to know how special education law affects private schools. If your child qualifies for special education and you choose to send him to private school, he may be able to receive some special education services that are paid for by the public school district. However, some private schools might not offer much support or grant admission to students who struggle.
Attendance for Course Credit
Frequently, students with disabilities are not able to attend a class (due to doctors or specialists appointments, illness, behavior, tardiness, related services, etc.). Absences affect a student’s ability to learn: the skills, content taught in the class, and restrain the teacher’s ability to measure the student’s learning. Educators and the Texas Legislature are concerned about attendance and a law was passed to address this issue. The intent is to provide [...]
10 Things to Know about the ADA
1. Understanding the Americans with Disabilities Act. The ADA stands for the Americans with Disabilities Act. It’s a civil rights law that prohibits discrimination against people with disabilities in all areas of public life, including jobs, schools, transportation and all public and private places that are open to the general public. There are five sections, referred to in the law as “titles” that detail the rights of approximately 54 million [...]
What Do Reading Levels Tell Us?
Q: My child is in second grade and her report card includes a reading level, but I don’t know what it means. How can I find out what the level means so that I can understand what my daughter needs help with? A: The reading level that you’re referring to is either a number or a letter, which is meant to tell you if your child is reading at grade [...]
How the Age of Majority affects an IEP
What is the age of majority? The age in which the child will now be considered an adult and MUST receive notice of an IEP meeting, consent to an evaluation, select the participants of an IEP meeting, attend an IEP meeting and consent to the contents of an IEP. These rights must be explained no later than one year prior to the age of majority. The age of majority is [...]
How to Use IDEA 2004 to Improve Your Child’s Special Education
Prior to IDEA 2004 the standard for a Free, Appropriate Public Education (FAPE) was that schools had to provide services so that the child received some educational benefit. Congress said that the purpose of IDEA 2004 is to provide FAPE that “emphasizes special education and related services designed to meet their (the child’s) unique needs and prepare them for further education, employment and independent living.” “Further education” is an outcome [...]
17 Tips for Getting Quality Special Education Services for Your Child
Before the IEP Meeting [rescue_toggle title=”Individualized Education Program”]The IEP is developed at a meeting with required staff and the parent(s). For more information on IEPs, click here. [/rescue_toggle] 1. Request Needed Assessments in Writing or Get Independent Assessments Your child can be assessed in any area of suspected disability and for any services needed for him to benefit from school. For example, assessments may be done to determine/identify: Reading or [...]
I don’t think my child’s IEP is working, what do I do?
Before scheduling an IEP meeting to discuss your concerns, do some homework. Your initial concern may not be the primary cause of your child’s difficulty. 1. List each of your concerns. Next, look for data to support your concerns. Talk with the teacher informally if this feels comfortable. 2. Gather your child’s IEP and any assessments. If you aren’t sure you have everything, write a letter asking the school to [...]
What Does Age of Majority Mean?
“Age of majority is the legal age established under State law at which an individual is no longer a minor and, as a young adult, has the right and responsibility to make certain legal choices that adults make” (National Center on Secondary Education and Transition, 2002). Thus, when people use the term age of majority, they are generally referring to when a young person reaches the age where one is [...]
Unique Needs of the Visually Impaired Child
Vision is the primary learning modality and source of information for most children. No other sense can stimulate curiosity, integrate information or invite exploration in the same way, or as efficiently and fully, as vision does. The child who comes into the world without a dependable visual system, or without vision at all, has to navigate through the incomplete messages received through the other sensory modalities in order to put [...]
7 Ways That An Autism Service Dog Could Benefit Your Child
1. The dog can assist children with autism safely access different environment’s. This could help your child become more independent and also help with transitions, which can be difficult for children with autism. 2. The dog can be a calming influence and give a sense of security to your child. 3. The dog can actually help your child focus on academic and social tasks. The reason that this happens is [...]
8 Ways to Help Your Child With Food Sensitivities Enjoy the Holidays
Holidays are a time for family, friends and…endless eating. That can be tough for kids with sensory processing issues who are sensitive to the tastes, smells and textures of foods. These tips can help reduce food battles—and let you and your child enjoy the holidays. […]
What Are Some Behavioral Challenges Typical In Persons with Down Syndrome?
The behavioral challenges seen in children with Down syndrome are usually not all that different from those seen in typically developing children. However, they may occur at a later age and last somewhat longer. For example, temper tantrums are typically common in 2-3 year olds, but for a child with Down syndrome, they may begin at 3-4. When evaluating behavior in a child or adult with Down syndrome it is [...]
Social Skills Interventions: Getting to the Core of Autism
Every child on the autism spectrum is unique, with different strengths and needs at different ages. It is the family’s challenge to cobble together an individualized treatment plan based on a wide variety of options, from speech and language therapy to applied behavior analysis, from medication to special diets. One intervention many families consider is social skills training. A lack of intuitive social ability is [...]
TEA New Career & Technical Education (CTE) Resource Center and Website
A new Career and Technical Education (CTE) Resource Center and Website from TEA (Texas Education Agency) offer students personalized, flexible learning delivered by experts with over 120 programs of study in more than 79 career pathways. Career and technical education programs offer a sequence of courses that provides students with coherent and rigorous content. CTE content is aligned with challenging academic standards and relevant technical knowledge and skills needed to [...]
Students Who Won’t or Can’t Go to School
As the concept of chronic absenteeism gains traction across the country, some people are under the impression that it’s just a politically correct way of saying truancy. However, the two terms describe different aspects of our absenteeism problem and require different approaches to bringing students back to school every day. First, let’s take truancy, a term that generally refers to unexcused absences. In the past, federal law required states to [...]
Tutoring as a Direct Service in IDEA
Too often public schools do not have, within their educational structure, someone who is trained to provide direct one to one tutoring, nor do they have the staffing to provide such. Tutoring is typically provided at least one period per day if the child attends a private special education school, such as one of the Orton-Gillingham based (reading) programs around the country. This period of tutoring is not viewed as [...]
New Q&A on FAPE issued following Supreme Court decision
The Office of Special Education and Rehabilitative Services (OSERS) announced this month its release of a Question and Answer (Q&A) document addressing the Endrew F. decision. OSERS is issuing this Q&A document to provide parents and other stakeholders information on the issues addressed in Endrew F. and the impact of the Court’s decision on the implementation of IDEA. The Q&A explains the case and provides a summary of the Court’s final decision and prior [...]
School Evaluations for Emotional Challenges
When a child’s emotional needs get in the way of his or her education, a request can be made for an assessment to see if the needs are severe enough for Special Education or a 504 plan. Put this request in writing. If your child is already in Special Education, the assessment would find out if counseling should be added to the IEP as a related service. Because Special Education [...]
School Says, “No Advanced Classes for Kids with IEPs”, Now What?
My child has a learning disability. Her teachers want her to enroll in advanced classes. She is eligible based on her test scores and school performance. The School will not let her enroll her because she has an Individualized Education Plan (IEP). What are her legal rights? Wrightslaw.com says: Your child has an IEP because she is a child with a disability that adversely affects her education. Because of her [...]
Positive Emotions: Helping a Teen with LD Cope Better with Stress
With mounds of homework, looming SAT tests, and worries about the future – being a teen in today’s world can be incredibly stressful. Add a learning disability (LD) to the mix, and you’ve no doubt witnessed your fair share of short fuses. You can’t eliminate stress altogether for your teen – nor would you want to. But when stress is taking too high a toll, what’s the answer? A growing [...]
6 Tips to Help Kids With Impulsivity Issues Handle Gift Exchanges
Opening presents is supposed to be fun, not frustrating. But for kids who have trouble with impulsivity, gift exchanges can be full of potential pitfalls. Here’s what to look out for, and how you can help before the big day and in the moment. […]
13 Holiday Survival Tips For Your Child With Special Needs
While most children live for the holiday season, it can be an extremely stressful time of year for children with autism and other forms of learning disability. The disruption to their routine, unfamiliar sights and smells, the house full of noise and people – it can all prove too much. Holidays are all about the family, but it can be hard keeping everyone happy. The following tips for surviving the [...]
7 Communication Skill Development Tips for Non-Verbal Kids
How can parents encourage them in kids with special needs who are non-verbal? The folks at Autisable asked speech experts to share their best tips for parents, and they came up with these seven suggestions. Although they are made with an eye towards kids with autism, they have value for kids with a variety of special needs. […]
Is Your Child Gifted and Needs Special Education?
“Your child is gifted and needs special education?” Many parents are all too familiar with this kind of comment. You may hear it from friends. From family. Even from some teachers and doctors. Yet there are lots of people who have exceptional ability in some academic areas and significant learning difficulties in other areas. Educators use a special name to describe students who qualify for gifted programs as well as [...]
Least Restrictive Environment, Mainstreaming, and Inclusion
Least restrictive environment refers to the IDEA’s mandate that students with disabilities should be educated to the maximum extent appropriate with peers without disabilities. The LRE mandate ensures that schools educate students with disabilities in integrated settings, alongside students with and without disabilities, to the maximum extent appropriate.
Accommodations & Modifications
Every child with a disability has a right to attend general education classes and to have accommodations and modifications so they can be successful in those classes. These can include changes in the method of instruction, the curriculum, and the environment. Accommodations and modifications are important tools for a child to successfully accomplish Individualized Education Programs (IEP) goals and objectives and participate actively with other students in classroom and school [...]
5 Benefits of Inclusion Classrooms
If your child is eligible for special education services, you may worry he’ll be placed in a different classroom than other kids his age. But most kids might be place in classrooms that are known as inclusion (or inclusive) classrooms. In an inclusion classroom, the general and special education teachers work together to meet your child’s needs. This is key. As Carl A. Cohn, Ed.D., executive director of the California [...]
5 Inclusion Myths & Facts
Inclusion helps everyone become a contributing member of a community. Teachers report that the overall classroom climate becomes more respectful and productive when students with disabilities are included.
Changes in Texas Law on Bullying
The Texas legislature has passed a law (SB 179) that adds to the rules on harassment, bullying and cyberbullying of a public school student or minor. Starting September 1, 2017, notice of alleged bullying must be given to the parent of the target student on or before the third business day after the incident is reported. The alleged bully’s parent is to be notified within a “reasonable time.” Chapter 37 [...]
School Transfer for Victims of Bullying
The Texas legislature has enacted laws that adults may rely on when a student reports being the victim of bullying. Students should know the importance of reporting bullying or threats to a teacher or other adult as soon as possible.
What is a Manifestation Determination Review (MDR)?
When a child with a disability engages in behavior or breaks a code of conduct and the school proposes to remove the child, the school must hold a hearing to determine if the child’s behavior was caused by his disability. This hearing, a Manifestation Determination Review (MDR), is a process to review all relevant information and the relationship between the child’s disability and the behavior. Consequences for problem behaviors should [...]
My Child’s 504 Plan Doesn’t Seem to Be Working. Now What?
Are you concerned your child’s 504 plan isn’t working? Sometimes 504 plans need to be adjusted to better serve your child and help her make progress. Here are steps you can take if you think your child’s 504 plan isn’t working. 1. Define what “not working” means to you. The first step is to identify why you think the 504 plan isn’t working. Maybe you expected your child to improve [...]
No Progress. School says: “No Change is Good?!”
I am a special education teacher with a child who has an IEP. The IEP team agreed that my child’s progress in Math will be measured with the KeyMath test. When the school last administered the KeyMath test, her scores dropped! The school wasn’t concerned. They said “No change is good.” It is not good news when a child’s test scores drop. […]
An Inadequate IEP will Make it Difficult to Consider LRE Placement
An inadequate IEP will make it difficult to consider any child's placement in an organized way. To assist schools and parents, the department has developed and widely distributed a model form that addresses all the required IEP components. Next, each placement option is examined not only as it currently exists, but also as it might be modified. Then, each educational placement option is examined in sequence from least restrictive [...]
Student Progress Monitoring: What This Means for Your Child
Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child. Our children’s progress is being monitored constantly at school, through the steady stream of homework assignments, quizzes, tests, projects, and standardized tests. On first hearing the term “student progress monitoring,” our initial [...]
I Don’t Think My Child’s IEP Is Working as Well as It Should, What Do I Do?
Before scheduling an IEP meeting to discuss your concern, do some homework. Your initial concern may not be the primary cause of your child’s difficulty. 1. List each of your concerns. Next, look for data to support your concerns. Talk with the teacher informally if this feels comfortable. 2. Gather your child’s IEP and any assessments. If you aren’t sure you have everything, write a letter asking the school to [...]
Temporary Student Absences
We have been hearing from more parents about issues with schools about their child’s absences. There is a Guidance document on this topic (Temporary Absences of Children with Disabilities) on the Texas Education Agency’s (TEA) special education webpage. The Guidance document begins by addressing the recent law that allows students with autism to attend school and also leave for an appointment with a health care professional. (TEC 25.087(b-3)
Texas Virtual School Network
The Texas Virtual School Network (TxVSN) provides Texas students and schools with equitable access to quality online courses and instructors. It is a valuable resource for interactive, collaborative, instructor-led online courses taught by state-certified and appropriately credentialed teachers trained in effective online instruction. The Texas Education Agency (TEA) under the leadership of the commissioner of education, administers the TxVSN, sets standards for and approves TxVSN courses and professional development for [...]
The Texas Academic Achievement Record (AAR)
Parents are often confused about the rules regarding course credits, graduation programs/plans, and what a school can do regarding course accommodations and content modification. The Texas Education Agency (TEA) develops a Minimum Standards for the AAR document each year. The information in this post, much of it quoted heavily from the TEA document, can assist parents during ARD/IEP meetings to explore available options, if standard high school courses and/or content [...]
Excerpts from the Texas Dyslexia Handbook
Chuck Noe, PRN Education Specialist, shares excerpts of interest from the Texas Dyslexia Handbook (available online at https://www.region10.org/r10website/assets/File/DHBwithtabs10214.pdf) “Texas has a long history of supporting the fundamental skill of reading. This history includes a focus on early identification and intervention for children who experience reading difficulties, including dyslexia.” and determining a student's reading and spelling abilities and difficulties “In Texas, assessment for dyslexia is conducted from kindergarten through grade 12.”(page 6) [...]
When Should Parents Receive ARD/IEP Paperwork?
By Chuck Noe, PRN Education Specialist I recently ran across a very interesting document on the Education Service Center (ESC) 13 website. It contains a Texas Education Agency (TEA) Q & A document on Prior Written Notice. There is no date on it, but a 2008 U.S. Department of Education letter is attached. What is interesting is a one page list of “Additional Information from TEA” – it says: “The [...]
ARD/IEP Committee Decision Making Process
Federal regulations refer to an IEP team. In Texas, this team is referred to as the Admission, Review, and Dismissal or ARD committee. This committee meets at least once a year to develop, review and/or revise a student’s Individualized Education Program (IEP). IDEA says that the IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding- [...]
RTI and Reading: Response to Intervention in a Nutshell
The effort to understand Response to Intervention (RTI) has occupied many thousands of hours and hundreds of position and policy statements, white papers, consensus documents, and research articles. RTI is a process intended to shift educational resources toward the delivery and evaluation of instruction, and away from classification of disabilities. RTI is not a particular method or instructional approach. The success of RTI depends on the timely delivery of research-based [...]
Join us Oct. 17 @ 12:15 p.m. CST for our FREE webinar!
Join us on October 17 @ 12:15 p.m. CST for this FREE webinar where we will discuss a key component of your child’s IEP – the Present Levels of Academic Achievement and Functional Performance (PLAAFP). https://www.youtube.com/watch?v=Ipe5IVNi-dg&w=500 Why is the PLAAFP important? Think of the IEP as a road map guiding your child from a beginning level of performance to a higher level of performance. To plan effectively, you need to know where your [...]
When, Where and How are Disabilities Diagnosed?
Children may be diagnosed with a disability by a medical provider or by the school district. However, one must understand that being simply diagnosed with a disability is not a guarantee of services under the Individuals with Disabilities Education Act (IDEA). Having a disability is the first question when determining if a student qualifies. The evaluation team must also answer two additional questions: Does the disability impact the child’s educational [...]
How Do I Get Special Education Services for My Child with Special Needs?
When children are struggling in school, it is important to determine whether a learning, cognitive, and/or physical disability is affecting your child’s educational performance. If this is the case, your child may be eligible for special education services and related services that can help your child to succeed. This article from the Friendship Circle Blog discusses the evaluation process and your child’s legal rights in the classroom setting. Special education [...]
Is My Child Making Progress Towards IEP Goals?
By the time “Mrs. Bailey” contacted a professional to evaluate her son, she had been receiving quarterly progress reports from his public school for five years, telling her that Kevin was making progress toward achieving the academic goals listed in his Individualized Education Program (IEP). However, her observations of Kevin’s homework and the graded school work that came home didn’t match the school’s evaluation, and she wanted a psychologist to [...]
9 Things Every Parent Should Know About the “10 Day Rule”
Sometimes, a little knowledge is a dangerous thing. Consider, for example, the widespread belief that there is a ten day limit on the number of days that a child with disabilities can be suspended from school. As with many widespread beliefs, the common version of the rule is only partially true. Here are nine things that every parent should know about the so-called “ten-day” rule and the laws governing the [...]
Writing IEP Goals
Creating an IEP with a team of people who are all there to design a good educational program for one unique child can be a pleasure. It can also be very productive. When the whole team has the same level of understanding about IEPs, it is even better. Sounds like crazy talk? Just ask those who have seen it happen. The big winner here is the child. A Lesson in [...]
5 Common Techniques for Helping Struggling Students
Teachers know that students walk into their classrooms with a wide range of abilities. But teachers try to find ways to meet the needs of all students, including those with learning and attention issues. Here are five common teaching methods. 1. Differentiated Instruction With this approach, teachers change and switch around what students need to learn, how they’ll learn it, and how to get the material across to them. When [...]
Protections for Students Not Yet Identified as Eligible for Special Education
The parent may assert any of the IDEA protections (i.e. manifestation determination, due process hearing, mediation, complaint, and functional behavior assessment) if the LEA has knowledge that the student is a student with a disability before the behavior that precipitated the disciplinary action occurs. When a parent asserts IDEA protections, the LEA must determine if it has a basis of knowledge or not. […]
Is Your Child’s PLAAFP a Flop? Webinar
Join us on October 17 @ 12:15 p.m. CST for this FREE webinar where we will discuss a key component of your child’s IEP - the Present Levels of Academic Achievement and Functional Performance (PLAAFP). Why is the PLAAFP important? Think of the IEP as a road map guiding your child from a beginning level of performance to a higher level of performance. To plan effectively, you need to know where your child is [...]
Identifying Struggling Students
Early and accurate identification of learning disabilities and ADHD in schools can set struggling students on a path for success. But identification can be influenced by many factors—and too often is not happening early enough. Not all children with learning and attention issues are identified in school as having a disability. Students who are identified by schools as having a disability may qualify for one of two types of assistance. [...]
Inadequate IEPs and a Child’s Placement in the Least Restrictive Environment (LRE)
PRN note: While this was written for New Jersey parents, the basic concepts apply in all states. The second factor listed is from a fifth Circuit Court case against a Texas school. An inadequate IEP will make it difficult to consider any child’s placement in an organized way. To assist schools and parents, the department has developed and widely distributed a model form that addresses [...]
Using the School Years to the Max!
Public school is the last mandated service that a student with a disability can access. After graduation, a person must apply to get services and supports and prove eligibility through income as well as disability. Public school is the last opportunity for free education, with a wide range of modifications and a requirement for parent input. Make the most of public school services as you plan for your youth’s transition [...]
Manifestation Determination Q&A
What recourse does a parent have if he or she disagrees with the determination that his or her child’s behavior was not a manifestation of the child’s disability? The regulations, in 34 CFR §300.532(a), provide that the parent of a child with a disability who disagrees with the manifestation determination under 34 CFR §300.530(e) may appeal the decision by requesting a hearing. A parent also has the right to file [...]
Comments that Parents Hear: “We cannot/will not provide X service(s) to your child during after school activities or nonacademic services.”
If a parent, student or the school decides that the student will or should participate in nonacademic or extracurricular services and activities, the school must make plans that will allow the student to participate in these services and activities. As part of this process the IEP team must consider whether supplementary aids and services are “appropriate and necessary” to allow “an equal opportunity for participation”. If the student is provided [...]
What can I do if the school isn’t following my child’s IEP?
It is important to always maintain a good relationship with your child’s school district. When difficulties arise, a parent needs to maintain that relationship. Sometimes parents find out or believe that the district is not following their child’s IEP. When this situation occurs, it is essential for the parent to act quickly and to take the right steps in resolving the issue. The first step is to write a letter [...]
How Can We Help Kids With Transitions?
Many children struggle with transitions, which are common triggers for behaviors that range from annoying (whining, stalling) to upsetting (tantrums and meltdowns). There are many ways parents and teacher can help kids have an easier time with transitions — and be able to behave better—but it may take a little experimentation to find out what clicks with each particular child. These tools are useful to help kids of all stripes with transitions. But for [...]
Texas Autism Supplement
Texas regulations (TAC 89.1055) require ARD/IEP committees to consider eleven strategies for students with autism. Schools sometimes use the term “Autism Supplement” to refer to a form that they use at ARD/IEP meetings to address these strategies. This fact sheet can help parents in the development of adequate and appropriate strategies for their child with autism.
HB 21 Passed in the 2017 Texas Legislature Special Session
Grant programs for students with Autism, and another for students with Dyslexia were approved. $20 million is budgeted to fund ten public or charter schools for each program for two years beginning in the 2018-19 school year. The programs are for children three through eight years of age. Parents must give consent for their child being in the program. The programs must incorporate: evidence-based and research-based design; the use of [...]
Signs Your Young Child Might Be Struggling With Anxiety
Childhood is full of new experiences that can feel scary to young kids. Think about learning to ride a bike or starting at a new school, for example. Kids with learning and attention issues may be even more likely than their peers to worry about school, social activities and change. And they may be more likely to develop anxiety. Do you think your preschooler or grade-schooler may be struggling with [...]
Does ADHD Raise the Risk of Mental Health Issues?
Children who have ADHD are more likely than other kids to experience other mental health problems. A recent study followed kids with ADHD from the age of 8 into adulthood. It found that those with ADHD are at greater risk for behavioral issues, learning issues, anxiety, depression, substance abuse and self-injury. Adolescence is when kids with ADHD are most at risk of developing another issue. Knowledge, though, means power. Learn [...]
Challenging Behaviors Tool Kit from Autism Speaks
Sometimes the difficulties of autism can lead to behaviors that are quite challenging to understand and address. Autism Speaks has a a video series and tool kit on challenging behaviors. The Autism Speaks Challenging Behaviors Tool Kit can be downloaded through their website at here: http://www.autismspeaks.org/family-se... In the video series, Nicole Weidenbaum, M.S.Ed., SAS, Executive Director, Nassau Suffolk Services for Autism, addresses questions about challenging behaviors. Questions addressed: 1) What [...]
What educational rights and supports are available for students made homeless as a result of Hurricane Harvey?
If you and your family are experiencing homelessness, you may be struggling to enroll and keep your children in school. If you have a child with special needs, you may have even more challenges to make sure your child receives the help she needs. Here are some concerns that parents often have: not knowing who to talk to about their child’s needs; not knowing if [...]
What is a Functional Behavior Assessment (FBA)?
Does your child get into trouble in class? Are trips to the principal’s office common but unproductive? If so, you might be curious about new ways to address your child’s behavior. It may be time to ask the school to conduct a functional assessment, also known as a functional behavior assessment (FBA).
Behavior Intervention Plans: What You Need to Know
Does your child have trouble behaving in the classroom? If so, that problem behavior could satisfy an unidentified need for your child. A functional behavior assessment (FBA) can help figure out the cause of problem behaviors. A behavior intervention plan (BIP) is a plan that’s based on the FBA. A BIP can help to replace problem behaviors with more positive ones. Here’s what you need to know about behavior interventions [...]
6 Ideas for Reducing Risky Behaviors in Teens
Teens with learning and attention issues may be more likely to engage in risky behaviors, such as alcohol and drug abuse or unprotected sex. These suggestions may make your teen less likely to do so.
Hurricane Assistance
Emergency Phone Numbers First, call 911. If you can’t get through to 911 on first try, keep calling. Jefferson County Emergency Management Address: 1149 Pearl St, Beaumont, TX 77701 Phone: (409) 835-8757 Website: co.jefferson.tx.us Hardin County Emergency Management Phone: (409) 246-5119 Website: co.hardin.tx.us Orange County Office of Emergency Management Address: 11475 Fm 1442, Orange, TX 77630 Phone: (409) 882-7895 Website: https://www.facebook.com/OCEmergencyManagement Chambers County Emergency Management Address: 404 Washington Ave, Anahuac, TX [...]
Is Your PLOP a Flop?
Special Ed e-News at the Special Ed Connection advises that in the panic to write the IEP, cover all the necessary goals, objectives, benchmarks (if applicable), and figure out how to accurately measure progress, the PLOP (present levels of performance) often gets neglected. If you are into acronyms, the PLOP is known now as the PLAAFP. The Present Levels of Academic Achievement and Functional Performance provide baseline information about your child’s [...]
Does My Child’s 504 Plan Have to Be Reviewed at the Beginning of Each School Year?
Does my child’s 504 plan have to be revisited at the beginning of each school year? Is there a legal requirement to review it annually? No, unlike with IEPs, there’s no legal requirement to review a 504 plan each year. But it’s a good idea to have an annual 504 plan review meeting anyway. In fact, it’s hard to imagine a situation where you wouldn’t want to revisit the plan [...]
Back To School Tips That Work
Before school starts, read through the IEP to refresh your own memory. Talk over the learning goals with your child, especially those old enough to advocate for themselves. Then make sure each classroom teacher working with your child has a copy and understands the IEP’s intent.
Top 10 Facts about Bullying and Harassment of Students with Disabilities
Many students with disabilities are already addressing challenges in the academic environment. When they are bullied, it can directly impact their education.
Talking to Your Child About Social and Emotional Issues
When your child struggles with social and emotional issues, it can be a challenge to talk to him about the issues he faces. Avoiding the subject isn’t helpful. But helping your child put it in perspective is. The goal is to let your child see himself as someone who struggles with specific things—not with everything. The first step is to isolate his area of difficulty and name it. This will [...]
Dual Enrollment and Preschool Program for Children with Disabilities (PPCD)
PPCD stands for Preschool Programs for Children with Disabilities. It is important to remember that the second “P” represents “Programs” and not “Place.” PPCD programs are not limited to a self-contained classroom on an elementary or early childhood campus. The law requires a full continuum of services to educate young children with disabilities. Local Education Agencies (school districts and charter schools) offer services to preschoolers with disabilities in a variety [...]
How Do I Get My Child’s IEP Going at the Beginning of the School Year?
My daughter got her first IEP last spring when she was a fifth grader. She started attending middle school this fall and it seems to be taking a long time for the school to line up some of her service providers. Is there anything I can do to help get her IEP going at the beginning of the school year? Unfortunately, this problem is not uncommon. Schools often have to [...]
What is Dual Enrollment?
Families of 3- and 4-year-olds in Texas have an option available to them called “Dual Enrollment.” In Texas, children ages 3 and 4 can go to a private preschool and receive services, such as speech therapy, through the public school. As another option, preschoolers may stay home (like many children this age do) and receive needed public school services. Recognizing that many PPCD programs are designed only for students with [...]
Hello from Austin, TX
https://www.youtube.com/watch?v=0GLvdBj7yp8&w=500 [rescue_spacing size="20px"] Kristina, Kim, Laura and Lisa attended the PTAC conference earlier this month to gear up for the new school year. If you would like more information about the services provided by the Texas Parent Training and Information (PTI) projects, please visit call our state office at 409.898.4684.
Join us tomorrow for the Negotiation 101 webinar at 12:15 p.m.
Did you miss the Negotiation 101 webinar? Don’t worry, we recorded it just for you! The recording of the Negotiation 101 webinar is available for a limited time! https://www.youtube.com/watch?v=D4Yec593JlY&w=500 Kim, Kristina and the PRN specialist team hope you join us tomorrow, August 15, at 12:15 p.m. CST for our next Statewide webinar Negotiation 101: How to Get the Special Education Services Your Child Needs. We will discuss negotiation strategies used to effectively [...]
TEA Guidance on Inviting Agency Representatives to an ARD/IEP Meeting
The following information is excerpted from the Texas Education Agency’s (TEA) webpage Guidance for Inviting Agency Representatives to Admission, Review, and Dismissal Committee Meeting: Current federal regulations govern the provision of services for sixteen-year-old students with disabilities or for younger students if determined appropriate by the admission, review and dismissal (ARD) committee. These provisions require that a student’s individualized education program (IEP) include measurable postsecondary goals as well as the transition [...]
What is a REED?
REED is an acronym for Review of Existing Evaluation Data. The following information about REEDs is excerpted from the Texas Education Agency’s (TEA) webpage Review of Existing Evaluation Data Frequently Asked Questions: A review of existing evaluation data (REED) is the process of looking at a student’s existing data to determine if additional data are needed as part of an initial evaluation (if appropriate) or as part of a reevaluation. Specifically, the [...]
8 Tips for Building a Good Relationship With Your Child’s Teacher
Developing a good relationship with your child’s teacher will make it easier for you to share concerns and work together to help your child succeed. Here are some tips from Understood.org for building a partnership: 1. Meet with the teacher and staff ASAP Consider meeting even before the school year starts, if possible. If your child has an IEP, give the teacher a copy of it. Share other information—like hobbies, [...]
Learning to Negotiate is Part of the Advocacy Process
Be specific! When you make a statement like “I want my child to have a free appropriate education,” this is like asking for a piece of string of unknown or undefined length. Your statement of “I want . . .” must be followed by a “because.” The “because” should come from your well-stated issues and your supporting factual evidence. Why? Because any issue that you identify as a grievance is [...]
TEA’s ESSA State Plan Draft Is Open for Comments
The draft of the Texas ESSA state plan has been posted online at: http://tea.texas.gov/About_TEA/Laws_and_Rules/ESSA/Every_Student_Succeeds_Act/ Comments on the plan can be made until August 29th, 2017. However, the draft mentions disabilities very little. If anyone has any addition information on the state plan, please let us know. The Texas Education Agency (TEA) has also posted the following video: https://youtu.be/h_uLySg9o1Y%20&w=500 […]
How Can I Help My Child Cope With Anxiety About Going Back to School?
My son is anxious about going back to school, and the closer we get to the first day back, the worse it gets. He’s been acting out and throwing tantrums, saying he refuses to go. What can I do? Going back to school can be a stressful time for both parents and children. Starting a new school year can make kids nervous, especially if there will be changes from the [...]
9 Tips to Help You Advocate for Your Child
1. Know the rules All public schools abide by specific laws and regulations which provide special services for children with disabilities who qualify for such services. The criteria for eligibility vary in each state and some school districts, but all schools must adhere to a minimum federal standard. To learn more about the laws in your state and your rights as a parent, contact us. 2. Get to know the [...]
Interactive Timeline Decision Tree
The Texas Education Agency and ESC 18 have developed the Timeline Decision Tree: The Child-Centered Special Education Process. This timeline is an interactive tool designed to help users understand the legal requirements of the special education process. Access the Timeline Decision Tree online >
The Art of IEP Diplomacy
During IEP season the stakes are high. Parents and teachers alike go into those meetings full of emotions and ideas. Sometimes I am surprised that what is unsaid seems just as loud as what is actually said. In the past, I’ve made the mistake of going into an IEP angry. I did not get the best results for my son at that meeting. So I’ve been trying different tactics over [...]
Learning the Rules of the Game
Parent: “We should be able to trust the system to do what’s right for our kids.” In theory, this sounds good. But when you are dealing with a child with disabilities, there will always be disagreements. You simply will not get agreement from the number of participants who are required to be in these team meetings. Schools are in the decision-making process for the short-term. As a parent, you are [...]
Negotiation 101: How to Get the Special Education Services Your Child Needs
Improve your negotiation skills and become a more effective advocate for your child! Join us on August 15 @ 12:15 p.m. CST for this FREE webinar where we will discuss effective negotiation strategies you can use to gain appropriate special education services for your child. These strategies can help you become a more successful member of your child’s IEP team! Webinar hosted by KIM TORRES PRN Training & Evaluations Specialist [...]
Comments that Parents Hear: “Your child is too smart to have an IEP.”
Fact: Intelligence has no bearing on disability or need. Even individuals with genius level IQs can have a disability that affects their ability to access the curriculum. A student with a disability and "high cognition" can have needs (organizational skills, homework completion, social skills, counseling, and classroom behavior, etc.) that need to be addressed through special education and related services. IDEA does not require schools to help a child reach [...]
Advice for Parents of Kids With Learning Disabilities
Was your child recently diagnosed with a learning or attention issue, like dyslexia or ADHD? Would you like some advice from parents who are farther along in the journey? As part of Understood.org's Real Parents, Tough Topics series, Understood has brought together four parents of kids with learning and attention issues. Watch their conversation as they each share “What I wish I’d known sooner” about their children’s issues, working with [...]
Understanding Dysgraphia
This article from Erica Patino and Understood.org will help you understand what dysgraphia is, which skills are affected by dysgraphia, how dysgraphia is diagnosed, conditions related to dysgraphia, and how you can help your child. You probably hear a lot about learning and attention issues like dyslexia and ADHD. But chances are you don’t hear much about dysgraphia. If your child has trouble expressing himself in writing, you may want to [...]
Comments that Parents Hear: “We place all children with Autism here.”
The IDEA regulations put an emphasis on students being served at their home campus. Courts, hearing officers, and the Office of Civil Rights (OCR) have allowed schools to place some groups of students with disabilities on one or more campuses with non-disabled students rather than on every campus. However, the law and regulations put a priority on the concept of students being educated with their peers and in the general [...]
My Child Has a Lot of Trouble With Social Skills. Should I Be Worried About Autism?
[rescue_box color=”blue” text_align=”left” width=”100%” float=”none”]This Q&A is from Understood.org and Sheldon H. Horowitz, Ed.D. [/rescue_box] My son has a lot of trouble with social skills, and I’m beginning to suspect he has autism. What’s the difference between autism and the social challenges associated with learning and attention issues? Social challenges are one of the hallmarks of autism spectrum disorder (ASD). Children with high-functioning autism or Asperger’s syndrome may share some characteristics with [...]
Nonverbal Learning Disabilities
This article from Understood.org will help you understand what Nonverbal Learning Disabilities (NVLD) are, skills affected by NVLD, how NVLD is diagnosed, and how you can help your child. Many people think of “learning disabilities” as issues with verbal skills such as reading or writing. But what if your child has strong verbal skills and a big vocabulary, but doesn’t understand when somebody is being sarcastic? What if he reads [...]
Comments that Parents Hear: “We do not evaluate students for dyslexia.”
Many schools do not understand dyslexia or have staff trained to evaluate for dyslexia. While schools may have dyslexia programs, they are often weak or not available especially at the middle and high school levels, although they are required. Many students with dyslexia are served in special education programs which may or may not be appropriate. In Texas and a few other states, schools are required to have specific programs for [...]
Noneducational Community-Based Support Services
In 1995, the Texas Legislature appropriated funds for the provision of noneducational community-based support services for certain students with disabilities and their families so that those students may receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE). These funds may be used only for eligible students with disabilities who, without the provision of noneducational community-based support services, would remain or would have to be placed [...]
Dyslexia: What Is and What Isn’t?
https://youtu.be/kE3DqJP-nkI?list=PL0Kjy0JtEbaTwV11xWYtnNTe5S6wqj_vS&w=500 [rescue_spacing size=”10px”] If you’ve heard the term dyslexia and aren’t sure what it means, you’re not alone. People tend to have a lot of questions about dyslexia. Is it a general term that covers many kinds of learning issues? How is it different from (or the same as) a specific learning disability? The answers here can help you develop a better understanding of dyslexia. What exactly is dyslexia? [...]
Dyslexia and Anxiety: What You Need to Know
Kids know how important reading is. They hear it from their parents and teachers starting at a very young age. So when kids with dyslexia struggle with that vital skill, it can create feelings of anxiety. In most cases, those feelings are passing and limited to situations that involve reading. That might be anything from reading a menu to taking notes for a book report. But sometimes, kids with dyslexia [...]
Facts about Nonpublic School Placements
According to the Texas Education Agency’s (TEA) Accessible Content from the 2016 Nonpublic Day and Residential PowerPoint and document, “A nonpublic school placement is the placement of a student by a district, at district cost, into a private setting to receive special education and related services that the district is unable to provide for the student while still providing a free appropriate public education (FAPE).” Facts about Nonpublic [...]
An Overview of Different Kinds of Learning Disabilities
Dyslexia, dyscalculia, dysgraphia—many different learning issues fall under the umbrella of “learning disabilities.” This video from the National Center for Learning Disabilities describes them. It also explains what issues don’t fall under that umbrella. https://www.youtube.com/watch?v=yG_xSBsFMPQ&w=500
Working with the ARD Committee on LRE
Your child’s IEP must be built upon the PLAAFP. The PLAAFP should identify the needs of your child. IDEA regulations say – “(6) In evaluating each child with a disability under Sec. Sec. 300.304 through 300.306, the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified. (7) [...]
Access to the General Education Curriculum
Access to the general education curriculum is about ensuring that all students with disabilities have access to be involved in and show progress in the general curriculum through curricular/instructional adaptations in the least restrictive environment (LRE). The Texas Education Agency (TEA) and ESC 20 have developed the Progress in the General Curriculum Network (PGC). The PGC Network has developed documents on Standards-Based Individualized Education Program (IEP), Least Restrictive Environment (LRE), [...]
Accessible Instructional Materials (AIM)
Senate Bill 6 from the 82nd Texas Legislature, First Called Session, 2011, created an instructional materials allotment (IMA) for the purchase of instructional materials, technological equipment, and technology-related services. Each district and open-enrollment charter school is entitled to an IMA. The amount of the IMA is determined biennially by the commissioner and is based on the legislative appropriation. Districts and open-enrollment charter schools have access to their allotment through the [...]
I’m Concerned My Child Might Have Learning and Attention Issues
Are you wondering if learning and attention issues are causing your child’s challenges in school or at home? If so, you wouldn’t be alone. One in five kids have learning and attention issues. And with the right support, they can thrive in school and in life. This article from Understood.org provides steps you can take to determine if your child has learning and attention issues, and where to go from there. 1. [...]
The State of Learning Disabilities: Understanding the 1 in 5
Building on NCLD’s 40-year history as the leading authority on learning disabilities, The State of Learning Disabilities: Understanding the 1 in 5 report uses recently released data for the 2015–2016 school year and other field-leading research to shine a light on the current challenges and opportunities facing the 1 in 5 children who have learning and attention issues such as dyslexia and ADHD. […]
PPCD Preschool Least Restrictive Environment (LRE)
Least Restrictive Environment (LRE) is a requirement of the Individuals with Disabilities Education Act (IDEA) for all children, including preschool children with disabilities. Because providing preschool classes is not a requirement for local education agencies, finding natural environments for preschool-aged children with disabilities to receive special education services can be a challenge for school districts. […]
Metacognition: How Thinking About Thinking Can Help Kids
When kids hit difficult problems — the seemingly insurmountable English essay, a math test that takes on epic proportions, social struggles that leave them feeling frustrated — it can be tempting to give up and resort to four words no parent ever wants to hear: “I can’t do it.” Kids need to be able to make the transition from ‘I can’t’ to the proactive ‘How can I?’ In order to thrive, [...]
5 Reasons Why Presuming Competence is ALWAYS a Good Idea
This is an article that Kim, PRN Training & Evaluations Specialist, gives to everyone who works with her son, Hayden. I think all teachers have had students who led them to that “ah-ha” experience that helped them realize why they got into teaching in the first place. The students were eager, curious, funny, stubborn, persistent, or just plain nice kids. It happened for me back in 1992. I was doing [...]
Comments that Parents Hear: “Since your child just moved here, there is no reason to review the IEP.”
How should you respond if the school says: “Since your child just moved here, there is no reason to review the IEP. We will just transfer the old goals to our new forms.” Chuck Noe, Partners Resource Network’s Education Specialist, shares possible options in this post from the Comments that Parents Hear series. The regulations differentiate between a student who has transferred within the state and one who transferred from [...]
2017 Texas Bills Regarding Education
Chuck Noe, PRN Education Specialist, shares his insights on newly signed Texas legislation. Please keep in mind that even though a bill is effective immediately, the Texas Education Agency (TEA) must go through the process of developing and posting rules before schools can begin implementing some of the laws. HB 1866 “Sec. 8.061. DYSLEXIA SPECIALIST. Each regional education service center shall employ as a dyslexia specialist a person licensed as a dyslexia [...]
Tips for Surviving Your Freshman Year of College
One of the first things I figured out after I graduated from high school and went to college was that college has a lot more responsibilities and work than high school. In high school, you may have had a whole posse (group of people to support you) behind you, physical therapists, occupational therapists, speech therapists, etc. In college, you are on your own to find the help you need, even [...]
Advocating for Yourself in Middle School and High School: How To Get What You Need
You should always be able to have the accommodations you need in school for your disability or health care needs. Sometimes it just takes some extra effort to get what you need. Just because you have a disability it doesn’t mean you can’t do as well as the other kids in school, you have the same rights to succeed. By law every school has a process [a set way] for [...]
30 Days of Summer Fun
https://www.youtube.com/watch?v=v0jotZGV_PQ&w=500 Summertime is fun! But how do we keep the children entertained to avoid the summer blahs until school starts again? PRN is happy to present its Pinterest board of summer activities with only our top picks for kids and parents. […]
TEA’s Special Education Data Sharing Request
On Monday, June 19, 2017, the Texas Education Agency (TEA) sent the following letter to school administrators titled “Special Education Data Sharing Request – Eligibility for Reimbursement”. Many parents might wonder if sharing IEPs with the state is a violation of confidentiality. FERPA rules allow state education agency staff to view records for several purposes, including research. We believe the U.S. Department of Education is most likely aware that this [...]
Congratulations Maria!
Maria Cordero of our TEAM PTI was the Keynote Speaker at the Border Region MHMR's 23rd Annual Conference in Laredo, Texas. Maria and her sons - Alan, James and Aaron - gave a motivational session for families. Congratulations, Maria and sons!
Texas Legislative Update for June 2017
Chuck Noe, PRN Education Specialist, shares his insights on newly signed Texas legislation. Please keep in mind that even though a bill is effective immediately, the Texas Education Agency (TEA) must go through the process of developing and posting rules before schools can begin implementing some of the laws. HB 657 An ARD committee (IEP team) may promote a student to the next grade level if the committee concludes that [...]
Texas Success Initiative and Postsecondary Education
Traditionally students with disabilities could enroll in any educational institution (community college, junior college, four year college/university), trade school or technical institute that would accept them. Recently, Texas passed legislation (Texas Success Initiative – TSI) designed to help postsecondary institutions determine, if a student is ready for college level coursework. […]
Facilitated IEPs in Texas
In the last ten years, Texas has taken interest in the growing use of “facilitated IEPs” to assist in dealing with “difficult” IEP meetings and resolving disagreements. In 2013, the Texas passed legislation addressing facilitated IEPs. IEP facilitation offered by a school is now an option for resolving disputes. TAC 89.1196 (a) – IEP facilitation “refers to a method of alternative dispute resolution that involves the use of a trained [...]
What is a CRCG?
Unfortunately, Community Resource Coordination Groups (CRCG) are an asset that many parents, state agency staff and the general public are not aware of. A CRCG can provide help and support to many individuals with disabilities and their families while also supporting the efforts of professionals. […]
Charter Schools in Texas
Charter schools differ from public schools in many ways and parents are often confused about them in general and specifically regarding serving children with disabilities. The purpose of Texas charter schools is to: (1) improve student learning; (2) increase the choice of learning opportunities within the public school system; (3) create professional opportunities that will attract new teachers to the public school system; (4) establish a new form of accountability [...]
What is the Role of the School Nurse in Dealing with Students with Disabilities?
This is a question many parents of have – regardless of whether their child receives special education and related services or not.
Individualized Health Care Plans
Many parents are not aware of Individualized Health Care Plans (IHPs) and that schools are required to provide these plans to students. IHPs can be beneficial to some students served by special education. The information excerpted below comes from the Texas Guide to School Health Services manual by the Texas Department of State Health Services (DSHS). […]
Transitioning Between Schools
When we have children with disabilities, we hear the word “transition” a lot. And most of the time, we are talking about our children’s transition into adulthood. But even though that is an important transition, it isn’t the first one your child will face. There are transitions between home and preschool, preschool and elementary school, middle and high school – and maybe even between school districts, if your family moves. [...]
IEPs and School Transfers
IDEA provides guidelines for a child with a disability transferring to another school in or out of district within the same state or out of state. The guidelines are specific as to the child’s right to have a free appropriate public education with services that are comparable to those in the previous IEP.
Rights of Students with Disabilities in Charter Schools
The key word is public – if a public Texas charter school is not following federal and state special education rules, it would fall to TEA (Texas Education Agency) to enforce them under the dispute resolution processes. Information on the laws and regulations that Texas charter schools must follow is at http://tea.texas.gov/Texas_Schools/Charter_Schools/Charter_Schools_-_Resources/ On December 28, 2016, the Department of Education’s Office for Civil Rights (OCR) and the Office of Special [...]
Extended School Year (ESY) for Kids with Autism
If your child with autism is like mine, he thrives on routine. Set up a program that works for him, and he’s up with the sun, ready to jump on the school bus, and eager to do what he’s done yesterday and the day before. Then the school year ends. And for many families, the problems begin. Children with autism have a tough time adjusting to transitions and change. But summer [...]
What Are Extended School Year (ESY) Services?
If your child receives special education services under the Individuals with Disabilities Education Act (IDEA), did you know he or she may be eligible for a program of special education and/or services beyond the normal school year? Such services are commonly referred to as extended school year (ESY) services. Read on to learn how ESY might help your child, the types of services it might include, and how the Individualized Education [...]
Common Mistakes that Undermine Parents’ Ability to Obtain Appropriate Services
Because the stakes are so high, it is sometimes difficult for parents of children with special educational needs to advocate calmly and objectively for the educational and related services their children need. Here are some common mistakes that undermine parents’ ability to obtain appropriate services: […]
Bullying in Texas Schools
Texas laws require schools and school administrators to take actions to prevent bullying and to investigate reports of bullying. The law breaks bullying into 3 components: Conduct: Physical conduct that occurs at school, a school function, or in a school vehicle. - Written, verbal or electronic expression.; Motivation: Bullying involves exploiting an imbalance of power. - Exploit: "to use selfishly for one's ends." - Exploitation involves intentional conduct.; Effect: The conduct must [...]
A Parent’s Guide to Effective Instruction for Students with Dyslexia
Reading problems are the most common type of academic underachievement. Especially for students with dyslexia, learning to read and write can be exceedingly difficult. Dyslexia and related reading and language difficulties are the result of neurobiological variations, but they can be treated with effective instruction. Effective instruction is instruction that is tied to student needs, as determined by diagnostic testing and evaluation. It is instruction delivered by knowledgeable and skilled [...]
The Dyslexia-Stress-Anxiety Connection
Stress is the reaction of the body and brain to situations that put us in harm’s way. The stressor may be a physical threat (e.g., a baseball coming quickly toward you) or a psychological threat (e.g., a worry or fear that you will make a mistake delivering your lines in a play or write a passage that won’t make sense to the reader). Stress, or [...]
Planning for a Meeting about Your Child’s Behavior Needs
Raising a child with a disability is challenging. Raising a child with a disability who also has behavioral needs is even more challenging. As a parent, you may find yourself among competing approaches to handling behavior concerns. Planning ahead for an individualized meeting about your child’s behavior needs will help you explain your own ideas about the best way to help your child in addition to listening to the ideas [...]
Need for Functional Skill Training
Functional Skills are defined as life skills that people use every day, in different environments. Functional skills focus on different areas such as home, family, self help skills, social skills, independent living skills. Also, skills needed for employment and job retention, recreation, community living, as well as functional academics that can be used every day. While academic skills are important for all children with disabilities, many parents and advocates seem [...]
5 School Trouble Spots
Getting your child an appropriate educational program is hard enough, but even if you’ve dotted every “i” and crossed every “t” on the IEP, or chatted up every teacher on your child’s strengths and weaknesses, there will still be times during the school day when all those helps fall down a hole. Periods like recess and lunch and gym and locales like restrooms and buses are hard for most school [...]
Awkward! The Tough Transition to Middle School
[rescue_box color="blue" text_align="left" width="100%" float="none"]Article by Kelly Wallace, CNN [/rescue_box] There is a reason why when people post pictures of themselves during their middle school years on Facebook for "Throw Back Thursday," we all stop and take notice. We recognize the fear or uncertainty or absolute angst in their eyes. Raging hormones. Changing bodies. Awkward social interactions. No longer a child but not yet an adult. Those are just a few [...]
The State of LD: Understanding Learning and Attention Issues
1 in 5 children in the U.S. have learning and attention issues Children with dyslexia, ADHD and other kinds of learning and attention issues are as smart as their peers. But without the right support, many fall behind academically and struggle socially. They’re more likely to repeat a grade, get in trouble at school or with the law, drop out and struggle as adults to find work. But this downward spiral [...]
Disability Disclosure in Postsecondary Education
https://www.youtube.com/watch?v=iMb5aURm81s&w=500 Accommodations at the postsecondary level (after you exit high school) are provided only when a student discloses his or her disability and requests reasonable accommodations. It is not essential to divulge specific personal information about your disability. What is most important and helpful is to provide information about: how your disability affects your capacity to learn and study effectively the environment, supports, and services you’ll need in order [...]
6 Options for Resolving an IEP Dispute
No matter how good your relationship with a school, there may come a time when you and the school disagree over what’s best for your child. Conflicts can arise over the amount or quality of services that the school is providing in your child’s Individualized Education Program (IEP). Sometimes the disagreement may be about your child’s placement. The good news is that the Individuals with Disabilities Education Act (IDEA) gives [...]
Who Won Endrew F?
[rescue_box color="blue" text_align="left" width="100%" float="none"]Article by Jim Gerl, Special Education Blog @ http://specialeducationlawblog.blogspot.com/2017/03/who-won-endrew-f-fape-iep-scotus.html [/rescue_box] I got an email from a reporter last week asking a fascinating question: did parents or school districts win in the Endrew F decision by the US Supreme Court? You can read the entire high court decision here. Also our previous posts concerning the case are available here and here. The reporter noted that it seems [...]
A Supreme Disappointment for Students with Disabilities
[rescue_box color="blue" text_align="left" width="100%" float="none"]Article by Kalman R. Hettleman, The Baltimore Sun. http://www.baltimoresun.com/news/opinion/oped/bs-ed-scotus-schools-20170327-story.html [/rescue_box] The Supreme Court held unanimously last week — in its most momentous ruling on special education in over three decades — that the standard for services owed to students with disabilities under federal law is higher than "merely more than de minimis." Lower courts had been divided, with some saying services must be "meaningful" or "significant," [...]
Supreme Court Decision in Endrew F. Focuses on Mainstreaming, Progress, and Designing IEPs to Meet Child’s ‘Unique Needs’
[rescue_box color="blue" text_align="left" width="100%" float="none"]Article by Wrightslaw[/rescue_box] What a great day! On March 22, 2017, the U.S. Supreme Court issued another unanimous ruling in favor of children with special needs and their parents. The Court emphasized that full inclusion is the primary standard, with the "child progressing smoothly through the regular curriculum." The Court held that "merely more than de minimis" progress is not enough. Chief Justice Roberts wrote, "...IDEA demands [...]
Supreme Court Clarifies FAPE Standard
The United States Supreme Court issued a big decision on Wednesday. The high court clarified what FAPE means and how courts should apply the FAPE requirement. The decision in Endrew F by Joseph F v. Douglas County School District RE-1, # 15-827, 580 U.S. (2017) vacates and remands a previous decision by the Tenth Circuit. This was a unanimous decision, the second special education unanimous decision by the Supreme Court this year. Although [...]
U.S. Department of Education Publishes New Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities
Transition planning is a mandatory aspect of special education service delivery, according to federal special education law (IDEA 20 U.S.C. 1400). Federal law requires that school special education teams engage in transition planning for each student’s transition to adulthood — that is, from high school to college or employment. The law states specific requirements for transition planning. These requirements include timing, assessment, goals, and services. In January 2017, the United [...]
ARD/IEP Committee Decision Making Process
Federal regulations refer to an IEP team. In Texas, this team is referred to as the Admission, Review, and Dismissal or ARD committee. This committee meets at least once a year to develop, review and/or revise a student's Individualized Education Program (IEP). IDEA says that the IEP meeting serves as a communication vehicle between parents and school personnel, and enables them, as equal participants, to make joint, informed decisions regarding- [...]
Comments that Parents Hear: “We don’t have an aide (or service, equipment item, etc.) for your child”
“We don’t have an aide (or service or equipment item, etc.) for your child, although we agree that it’s a good idea. Our budget is really tight and we just can’t afford it.” Recall the Law The school district must provide a Free Appropriate Public Education (FAPE) for children regardless of cost or funding issues. The school is required to identify building resources to meet the students’ needs. “Special education [...]
Ignoring This Will Derail Your Child’s IEP Goals: An IEP Strategy
Traits, personality traits, or characteristics … no matter what you call them, if ignored, it is almost a guarantee that your child’s IEP goals will fail. What are these traits you ask? They are the immeasurable qualities that make your child who they are. Things like: Your child’s learning style Your child’s interests Your child’s anxiety triggers or fears Your child’s view of themselves Knowing and documenting these characteristics will [...]
Amending an IEP without a Meeting
This blog post discusses IEP amendments, when it can be useful to amend without a meeting, and things to consider when you are deciding whether to amend your child’s IEP without a meeting.
8 Tools for Kids With Dysgraphia
If your child has dysgraphia, this list of tools and apps from Understood.org can make writing easier. Your child may already use some of them at school, but it can help to have them at home, too. Most tools are sold in online catalogs for occupational therapists.
A Seven-Step Process to Creating Standards-based IEPs
This post presents a seven-step process for developing IEPs that are aligned with state academic grade-level content standards. Each step is followed by guiding questions for the ARD committee to consider in making data-based decisions. This process can help school personnel to: (a) consider each student’s strengths and needs to develop goals focused on closing the gaps between the student’s levels of academic achievement and grade-level standards; and (b) use [...]
Student Progress Monitoring: What This Means for Your Child
Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child. Our children’s progress is being monitored constantly at school, through the steady stream of homework assignments, quizzes, tests, projects, and standardized tests. On first hearing the term “student progress monitoring,” our initial [...]
Comments that Parents Hear: “I have used up all the time allotted on the IEP, therefore I am now only visiting your son as a favor which is why I make unscheduled visits to his class…”
Unfortunately, parents at times realize that they are not sure of the amount of services that their child is receiving or other aspects of the delivery of related services. Recently, a parent wrote that they just learned that a COTA (Certified Occupational Therapist Assistant) rather than an OT was working with their child. “I have used up all the time allotted on the IEP, therefore I am now only visiting [...]
Charter Schools
There is a lot of talk recently about charter schools at the national level. It will be some time before we know what, if anything, might change at the national level regarding charter schools. However, it is important to understand the current status of charter schools in Texas. Since 2005, Texas law has allowed charter schools. They are run by a variety of organizations, including some public schools. They receive [...]
Monitoring Progress: Questions Parents Should Ask & Discuss
Keeping up on a student’s progress towards meeting their IEP goals can save valuable time. Be sure that you know how each goal will be monitored and when instructional changes should be made. Regarding Strengths & Weaknesses ASK: What do you see as my child’s strengths, weaknesses– academically, behaviorally, and socially? DISCUSS: Your own thoughts about their strengths, weaknesses, interests, what motivates your child, what behaviors you see at home, [...]
May a report card refer to an IEP or a plan for providing services under Section 504?
May a report card identify special education being provided for that student or otherwise indicate that the student has a disability? For instance, may the report card refer to an IEP or a plan for providing services under Section 504? Report cards indicate a child’s progress or level of achievement in specific classes, course content, or curriculum. Consistent with this purpose, it would be permissible under Section 504 and Title [...]
How Does Mastery of Annual Goals Relate to Grading and Promotion?
TEC §28.0216 requires that school district grading policies: “(1) must require a classroom teacher to assign a grade that reflects the students’ relative mastery of an assignment; [and] (2) may not require a classroom teacher to assign a minimum grade for an assignment without regard to the student’s quality of work.” These rules apply to classroom assignments, examinations, and overall grades for each grading period. Because of this, teachers may [...]
Si un estudiante recibe instrucción en el entorno del salón de recursos, ¿Las calificaciones se determinan con base en el progreso hacia sus metas del IEP o en el progreso hacia el dominio del plan de estudios?
Todos los estudiantes son estudiantes de educación general primero que nada. Para todos los estudiantes en el estado de Texas de los grados K-12, los estándares estatales son los TEKS. La colocación educativa de un estudiante no cambia los estándares del plan de estudios. Los estudiantes deben obtener calificaciones por las actividades a través de las cuales están accediendo a los estándares. La colocación en la que un estudiante recibe [...]
Quote of the Day
"Congress recognized that the students were not failing -- the schools were failing the students. And all through the 1997 IDEA Amendments, Congress demands that schools begin to do what they have promised that they would do for the past 22 years when they first starting taking the IDEA dollars -- to offer students with disabilities a chance at learning what the schools routinely offer to students without disabilities." Reed [...]
6 Tips to Make Sure Your Child’s 504 Plan Is Being Followed
Your child’s 504 plan has been set in motion. Is the school delivering what it promised? Use these tips from Understood.org to monitor the situation throughout the year. Know who’s providing your child’s services. The 504 plan should state not only what special services your child will receive but also the name of the person is responsible for it. Try casually asking your child, “Have you worked with Mr. Jones [...]
Comments that Parents Hear: “We have held __ IEP meetings this year. Your child is progressing with the current IEP, so we do not need another meeting.”
Recall the Law The IEP must include "a statement of the program modifications or supports for school personnel that will be provided to enable the child— (i) To advance appropriately toward attaining the annual goals; (ii) To be involved in and make progress in the general education curriculum in accordance with paragraph (a)(1) of this section, and to participate in extracurricular and other nonacademic activities;" 300.320(a)(4) "(a) Development of IEP—(1) [...]
Are grades based on progress toward IEP goals or mastery of the curriculum?
https://www.youtube.com/watch?v=gQ9mYEXdOEw&w=500 If a student is receiving instruction in a resource setting, do you determine grades based on progress toward their IEP goals or on progress toward mastery of the curriculum? [rescue_spacing size=”15px”] All students are general education students first. For all students in the state of Texas grades K-12, the state standards are the TEKS. A student’s education setting does not change curriculum standards. Students should earn grades for [...]
How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?
Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities. The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what [...]
¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?
Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas [...]
Does Mastery of a Student’s IEP Goal Constitute Mastery of a Course?
TEC §28.021(a) requires that promotion from one grade level to the next be determined “only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level.” Mastery of an IEP goal does not automatically constitute passing a course, and passing a course does not automatically equate to mastering an IEP goal. […]
Comments that Parents Hear: “Your Child is Making Good Progress”
What can you do if the school appears unwilling and/or unable to create a program or services to prevent your child from falling further behind or to narrow the gap with his or her peers? The school may say “Your child is making good progress” or “Your child is making passing grades”. Recall the Law An individualized education program “must include … A statement of measurable annual goals, including academic [...]
Screening, Diagnosing, and Progress Monitoring for Reading Fluency
Screening, diagnosing, and progress monitoring are essential to making sure that all students become fluent readers — and the words-correct per-minute (WCPM) procedure can work for all three. The only aspect of the procedure that has to change is the difficulty level of the text. For screening, passages are selected from text at the student’s grade level. For diagnosing, passages are selected at the student’s instructional level (which may be [...]
What Is Progress Monitoring?
Progress monitoring can give you and your child’s teacher information that can help your child learn more and learn faster, and help you make better decisions about the type of instruction that will work best with your child.
Can Teachers Base Grades on a Student’s Effort, Work Habits, Attendance, and/or Participation?
As referenced in state law (TEC § 28.0216), a school district grading policy must require a classroom teacher to assign a grade that reflects the student’s relative mastery of an assignment. Effort, attendance, work habits, and participation are not directly related to the demonstration of mastery of an assignment, nor do they give a clear picture of the student’s academic learning.
Should a Student’s Progress or Mastery Toward IEP Goals Be the Basis for Grades?
A student’s progress or mastery toward his/her IEP goals is never the basis for his/her grade. It is important to point out that, even if written in measurable terms, a goal such as “70% mastery of grade- level TEKS” does not meet IDEA requirements of a measurable goal detailed in 34 CFR §300.320(a)(2)(ii). Such a goal is simply a restatement of the expectations for all students in general education.
TEA Special Education Dispute Resolution Systems Handbook
TEA has revised their Special Education Dispute Resolution Systems Handbook. PRN Education Specialist, Chuck Noe, has reviewed the Handbook and shares his perspective on changes that have been made to it.
Comments That Parents Hear: We Will Measure This Goal by “Teacher Observation”
One way to address the issue of “teacher observation” is to say something like: “Can you describe to me what you specifically will be looking for when you are observing to see if Joe is behaving appropriately in the classroom?”
How Will I Know if My Child is Making Progress?
Monitoring your child’s progress is important anytime, but it is especially important now that the school year is half over. Reports from the school are not always very specific. Where is the child in relation to his/her peers, the grade level curriculum, his/her IEP goals? The PRN website blog will be focusing on progress monitoring this month. We will be sharing articles and resources on grading and how to determine if [...]
What Protective Factors Lead to Resilience in Students with Dyslexia?
Students with dyslexia often experience anxiety, depression, and low self-esteem at levels far above their peers without dyslexia (Mugnaini et al., 2009). Despite these significant risks, many students with dyslexia dyslexia display remarkably adaptive functional outcomes.This article focuses on the protective factors and potential mechanisms that play a role in the success and positive adjustment of these students. Read the full article - What Protective Factors Lead to Resilience in Students [...]
Teen with dyslexia shares how she uses technology to read and write
If you want to be inspired, check out this video and meet Nichelle, a freshman in high school with Dyslexia. She's had challenges with reading and writing since kindergarten - but that hasn't stopped her! Hear how she has overcome her challenges and how using technology has helped her pull her grades up to A's and B's! https://www.youtube.com/watch?v=Epd6Ui0a-gQ&feature=youtu.be&w=500
Proposed TEA Rules on Special Education
TEA has proposed changes in three sections of the state rules on students with disabilities. Public comment period on these proposed changes is Nov. 25 – December 27, 2016. The links for making comments on each of the 3 sections are available on the TEA website. Hearings on the first 2 proposed rule changes (Division 2 & 7) will be held December 8 & 9, 2016 at the TEA building [...]
Feds to visit Texas to ask residents about special education
The U.S. Department of Education is coming to Texas to to continue an investigation into whether the state is illegally keeping students with disabilities out of special education services after learning of the Houston Chronicle articles on special ed services in TX. Federal officials will hold public “listening sessions” with students, parents, advocates and educators in Houston, Dallas, Austin, El Paso and Edinburg next month, the department said. The meetings [...]
2015–16 Texas Academic Performance Report
TEA has posted district and campus performance ratings (overall and special education). Most will say "met expectations" for both areas, but I found one district that said needs intervention and one that said needs substantial intervention for special ed. You can access this report at https://rptsvr1.tea.texas.gov/perfreport/tapr/2016/srch.html?srch=D Chuck Noe, PRN Education Specialist
Building a Just Society: Why Diversity & Inclusive Education Matter
This month, we want to talk about why inclusive education is important, and why ensuring that special education support is provided in a student’s least restrictive environment matters not only in the short term, but also in the long run. DREDF is founded on the idea that disability rights are civil and human rights. In the Parent Training and Information Center (PTI), we work to train, support and empower parents [...]
Development of TX Rules on Every Student Succeeds Act (ESSA) and the Importance of Input from Parents of Children with Disabilities & Advocates
The ESSA is replacing the No Child Left Behind Act (NCLB). The Texas Education Agency (TEA) is the lead agency developing the Texas state plan which must determine how the new federal law will affect accountability, funding, school improvement, and grant-making systems. “The passage of ESSA has created a unique opportunity to inform Texas’ education policy,” said Commissioner Morath. “However, we need input from all parts of our state to [...]
Plan Ahead for an Effective Meeting About Your Child’s Behavior Needs
As a parent, you may find yourself among competing approaches to handling behavior concerns. Planning ahead for an individualized meeting about your child’s behavior needs will help you explain your own ideas about the best way to help your child in addition to listening to the ideas of others.
Denied: How Texas Keeps Tens of Thousands of Children out of Special Education
A Houston Chronicle investigation has found that Texas has deprived thousands of kids of special education services.
Being Amy’s Sister: On Having a Sibling with a Disability
In this video from the University of Colorado, Meg Bost describes her experiences growing up as a twin with a sister with disabilities. Meg talks about finding support, accepting her feelings, and finding her voice as an advocate.
5 Steps to Becoming Your Child’s Best Advocate
1. Start with the assumption that you are an equal partner in your child’s education. Parents of children with special needs should be involved as equal partners in their child’s educational planning. Unfortunately, many parents say, “How can I be an equal partner? I am just a parent. I don’t know enough to work with all those professionals!” A parent who feels this way will not “speak up” and be [...]
How to Build a Better Relationship With Your Child
Build a better relationship with your child by not judging. Rather, state the facts to correct behavior and improve parenting. Watch this video from TrueSelfParenting.com to learn more. https://www.youtube.com/watch?v=rvcCkDs4lBI&w=500
Communicating with Your Child: What Would You Say
A positive parent-child relationship begins early in life. Watch this clip from the CDC and look for times when the parents could have used better communication with their children.
Positive Communication and Expectation to Improve Your Child’s Self Esteem
Hearing to your child’s negative talk or actions can be scary but the good news is, you can teach your child to talk back to his negative little voices. How do you do that? Well, the answer lies in YOU!
Supported Decision-Making
Most people with disabilities can manage their own affairs with assistance and guidance from a person whom they trust and do not need a guardian. There are many alternatives to guardianship that give people with disabilities support to make decisions without taking away their rights. During the 84th Texas Legislative Session in 2015, legislators passed new laws that make Texas the first state to have laws recognizing supported decision-making agreements as an alternative to [...]
Rethinking Discipline
Teachers and students deserve school environments that are safe, supportive, and conducive to teaching and learning. Creating a supportive school climate—and decreasing suspensions and expulsions—requires close attention to the social, emotional, and behavioral needs of all students.
Cameras in the Classroom
During the 2015 session, the Texas legislature passed a law (SB 507) requiring video tapping in certain special education classrooms in Texas public schools; an action that drew national attention.
2 Commonly Misunderstood Strategies for Students with Autism
The In-Home and Community-Based Training & Parent/Family Training and Support resource manual on the ESC 10 website provides information, procedural guidance and practical considerations for trainers responsible for developing and implementing individualized in-home & community-based services and individualized Parent/Family Support services.
6 Tips to Prepare Your Child with Autism for a Trip to the Dentist
Preparing for a dental visit can entail some strategic planning for parents of kids with autism. Although it may never be a trip that is smooth sailing for children with autism or any special needs, it can be better with the right amount of planning.
3 Ways Technology Can Help Students with Autism
One of out every 68 kids in the United States is on the autism spectrum, according to data from the Centers for Disease Control and Prevention. While it’s true that most children these days are considered “digital natives,” children with autism spectrum disorder (ASD) also find themselves most comfortable with a device in their hands.”
Changes to STAAR A Testing
After December 2016, STAAR A & STAAR L test forms will no longer be used. This change means that schools must have enough computers for all students with disabilities & ELLs who need accommodations.
OSERS Letter to States Regarding Virtual Schools & IDEA Requirements
This guidance from the Office of Special Ed & Rehabilitative Services addresses the general supervision responsibilities by states and the applicability of IDEA’s child find provisions to children attending public virtual schools. The letter also clarifies the responsibility for providing a free appropriate public education (FAPE) to children with disabilities attending these schools.
Guidance from the OCR on the Educational Rights of Students with ADHD
On July 26, 2016, the U.S. Department of Education’s Office for Civil Rights (OCR) issued guidance clarifying the obligation of schools to provide students with attention-deficit/hyperactivity disorder (ADHD) with equal educational opportunity under Section 504 of the Rehabilitation Act of 1973.
Videotapping of Special Education Classrooms
TEA has just published proposed rules on SB 507 concerning the videotapping of special education classrooms. The comment period runs until May 9th, 2016. At that time TEA staff will review the comments, and finalize the rules. They hope to have the rules go into effect by June 16, 2016.
Higher Expectations to Better Outcomes for Children with Disabilities
Unfortunately, too many of the 6.5 million children and youth with disabilities in this country leave high school without the knowledge and skills they need to be successful in a 21st century, global economy. While the vast majority of students in special education do not have significant cognitive impairments that prohibit them from learning rigorous academic content, fewer than 10 percent of eighth graders with disabilities are proficient in reading and math on the National Assessment of Educational Progress (NAEP). Too often, students’ educational opportunities are limited by low expectations. We must do better.
Need Info about Autism in Multiple Languages?
The USC University Center for Excellence in Developmental Disabilities has translated the “Learn the Signs. Act Early” autism fact sheet from the Centers for Disease Control and Prevention (CDC) into multiple languages to reach underserved populations.
IDEA Guidance from the DOE
The Office of Special Education Programs (OSEP) at the U.S. Department of Education regularly provides guidance to the field on the nation’s special education law, the Individuals with Disabilities Education Act (IDEA).
“Every Student Succeeds Act” Signed into Law
On December 11, 2015 President Obama signed into law the Every Student Succeeds Act (ESSA), which reauthorized the Elementary and Secondary Education Act of 1965. ESSA will replace the No Child Let Behind Act of 2001.
NCWD/Youth releases Transition Truths
Transition Truths is an online tool that describes systems that may affect youth with and without disabilities as they transition from youth to adulthood.
Ban on Solitary Confinement for Juveniles
On January 25, 2016, President Obama announced a series of executive actions that include a ban on solitary confinement for juvenile offenders in the federal prison system.
OCR Guidance on Extracurricular Athletic Activities for Students with Disabilities
On January 25, 2013, US Office for Civil Rights issued guidance clarifying school districts’ existing legal obligations to provide equal access to extracurricular athletic activities to students with disabilities. The Dear Colleague letter below provides examples of the types of reasonable modifications that schools may be required to make to existing policies, practices, or procedures: Extracurricular athletics—which include club, intramural, or interscholastic (e.g.,freshman, junior varsity, varsity) athletics at all [...]