A Psychological Processes Approach in Identifying SLD
In an evaluation world that has changed everyone’s paradigm, NISD has formed a sound psychological processing deficit model to assist in identifying students with suspected Specific Learning Disabilities. You will receive clear and concise information on how to follow this model or you may adapt it to your current practice.
ABA Principles in the Public School Classroom
Students with autism benefit from a variety of instructional supports, including principles of applied behavior analysis. However, there are misconceptions out there about what ABA truly is. Learn how ABA may already be infused in existing classroom strategies, and discover how ABA can compliment (instead of contradict) other autism methodologies.
Are Students Responding To Intervention? Mining Local Assessment Data
This session will address ways that local assessment data can guide student support teams in responding to a student's needs as well as provide additional evidence of a pattern of strengths and weaknesses for special education evaluation.
Autism IEP: Additional Strategies for Consideration
Consider the 11 strategies for students with autism outlined in the November 2007 Commissioner's Rules for Special Education Services. Implications for evaluation, instruction and progress monitoring will be discussed. Examples of a sample autism IEP considerations form and a rules-guidance-implications table will be provided.
Autism Spectrum Disorders Evaluation Project: Putting the Pieces Together
The Autism Spectrum Disorders Evaluation Project (ASDEP) is a collaborative effort between Region 4 and Local Education Agencies. During the 2007-2008 year, participating teams reported positive gains in capacity to conduct multidisciplinary evaluations. Review project outcomes and examine the benefits of this approach in completing comprehensive and effective evaluations.
Beyond Functions of Behavior
While functions of behavior are essential in providing the appropriate consequences, there are other elements of behavioral interventions that should be examined. Interventions to prevent behavior will be discussed as well as the importance of active learning in that prevention process. Demonstrations of active learning will be incorporated into the session. Punishment and its effectiveness will also be examined.
Beyond the Blue Barrel
Special education has been thrust by circumstance into leadership roles for RtI development. Experience leadership lessons regarding helping organizations implement, embrace, and benefit from an RtI process. Leaders must assist and support RtI efforts independent of any specific implementation strategy. Intelligent design and adjustment of programming is critical to success.
Big Catch or a Tall Tale? Statewide Behavior & Discipline Management Network
This session will give participants a working knowledge of the network’s organized Positive Behavior Support (PBS) efforts to address the challenges of behavior and discipline in our Texas schools. Under the leadership of Region 4, this session will provide an overview of the role and function of the network, a report on its progress, and future goals.
BIPs and FBAs: Worthless or Worthwhile?
Let’s be honest, many student Behavior Intervention Plans do not work. Although that is not new information, you might be surprised to learn that BIPs can actually work and can actually be the driving force behind behavioral progress. Discover the common problems with ineffective BIPs and what changes are needed to ensure both behavioral progress and legal defensibility in this complicated area.
Building Culture and Capacity: Stepping Stones for RtI Implementation
No matter how effective you may be, you cannot implement RtI alone. Learn how to create the campus culture needed to implement RtI without reinventing the wheel. Nail down critical components that build leadership capacity with teachers for a successful model. Focus on structuring a prevention model for service delivery that will help ensure the success of your students and your campus.
Creating an Atmosphere of Achievement: Culture Building Toward Success
This message emphasizes what great schools do in terms of forging positive school cultures that set the tone for achievement and success. It is ideal for administrators and teaching staff.
Culturally Responsive RtI for Struggling Learners
This session examines a culturally responsive RtI framework for early intervention. A culturally responsive RtI model assumes that intervention practices have been validated with CLD students. Questions we will discuss include: What does it mean when we say a practice is research-based? What assumptions do we make? To what extent do interventions generalize across settings and populations? What is culturally responsive, appropriate, quality instruction in Tiers I, II, and III?
Developing and Implementing Research-Based Practices for Students with Disabilities
It is a challenge to create age-appropriate instructional environments for students ages 18 through 22. Listen to staff from the North East Transition School (NETS) describe how to use the community as the instructional environment, train staff to support students who participate in a service without the school schedule or bells. The design for each student's instructional day is based on the student and family's post-school goals.
Diplomacy for School Professionals & Keys to Effective IEP Teams
Covers the communicating so as to be well-received, saying "no" in a way that preserves positive relationships, and knowing what to say when we don't know what to say. Presents 20 best practices to help schools and parents work together for the benefit of children with special needs. Covers the characteristics of great committee members, what makes for good and bad meetings and the "dirty dozen" concerns of parents that lead to trouble if left unchecked.
Disproportionate Representation: Over Four Decades of Practice
This session will view the long term practice of over representation of minority students in special education programs, review the underlying causes described in the literature, and suggest potential solutions.
Documentation and Behavior - Allies or Enemies?
Are you collecting data on all student BIPs? Does your data help ensure you and your district are legally defensible in this area? If your district struggles in this area, you are NOT alone. Come hear how to create data-driven BIPs that promote behavior change as well as generating the required documentation that proves you are meeting your educational burden.
EC/Pre-K Inclusion and RtI - Getting Students Ready to Learn
Early Childhood, Pre-K teachers, and speech therapists collaborated to provide early intervening services. Results indicate that children who participated in this EC/Pre-K inclusive setting were significantly less likely to need ARI in kindergarten. This presentation will share the high quality preschool curriculum and instructional techniques that reflect best practices.
Effective RtI Processes and Implications for Special Education Leadership
The number of students receiving special education services has been on the rise since the inception of the federal legislation. One promising strategy to strengthen the effect of instruction in the general education classroom for more diverse learners and to reverse the trends of over-identification and the “on-ramp” mentality of the referral process for many schools is the RtI process. However, what do schools actually need to put in place so that this process is successful? How can the RtI process be simplified so it is not so overwhelming to our already overloaded schools, administrators, and teachers? This session will provide useful tools to assist schools in developing their own model to address the core concepts of RtI.
Effective Strategies for Working Effectively with Advocates
Parents have the right to bring persons with specialized knowledge and expertise to assist them in ARD committee meetings. Join attorney Jan Watson to learn practical suggestions for addressing potential challenges for school district personnel that sometimes arise when working with parent advocates, including ensuring confidentiality, developing appropriate IEPs, and addressing areas of disagreement.
Fish! Philosophy for Schools: Welcome Back to the Reason You Became an Educator!
FISH! For Schools™ helps educators create richer, more effective learning cultures.
Designed for educators by educators, FISH! For Schools combines research-based, staff-development materials, innovative classroom exercises and live learning experiences tailored to the needs of K-12 leaders, teachers, support staff and students.
Fort Bend Differentiated Instruction Coaches Academy: A Response to Tier 1
Fort Bend ISD has implemented a number of strategies to systematize Differentiated Instruction as a Tier 1 intervention. One of the most successful has been the Differentiated Instruction Coaches Academy. In its second year of implementation, the Academy is resulting in instructional and academic changes in schools across the district. Come and hear real strategies that have resulted in district-wide success!
Frequently Asked Questions on Grades, Grading & the IDEA
This session will address a wide variety of grades and grading questions as they impact eligibility and services under the IDEA. Questions will include: Must a student receive failing grades to be IDEA-eligible? Can a student with failing grades be receiving a FAPE? Is a student with passing grades always receiving a FAPE? Are grade penalties appropriate, and if so, when? What types of notations can be made to transcripts and report cards regarding special education or 504 services? When the campus fails to implement the IEP, can the IEP team change a failing grade? Get the answers and the opportunity to ask your own questions.
Guidance in Selecting Tier II Interventions for a Campus
As campuses begin designing their RtI plans, one obstacle faced is feeling comfortable with their selection of interventions at Tier I, Tier II and Tier III. This session will provide guidance in determining interventions that are appropriate as well as research-based for the range of needs on a campus.
In-home and Parent Training for Families of Children with Autism
This session will provide training regarding the Region 10 Education Service Center’s In-home and Parent Training Resource Manual. This manual assists Local Education Agencies in developing individualized In-home and Parent training programs as a service for families of children who have autism or other Pervasive Developmental Disorders including Asperger’s Syndrome. The information provided is to serve as a resource for staff developing programs for students served in their districts and charter schools.
Making LD Determinations Under the New Texas Model
Now that the Commissioner's Rules contain the Texas model for LD eligibility, new questions have arisen about the various options for LD evaluations, and the role of RtI initiatives as part of this process. This session will review the rule, the TEA guidance, and provide practical guidance on making legally-defensible LD eligibility determinations in the modern era.
Merging RtI, Positive Behavior Supports & Professional Learning Communities
This session will describe a working framework for implementing RtI in the academic and behavioral realms. All of this is under the umbrella of Professional Learning Communities. Working together, elementary principals have developed a plan that integrates a three tiered RtI process that includes Positive Behavior Supports with PLC as the base of the framework.
Navigating the New Autism IEP Supplement
The revised Autism supplement rule expands the scope of some of the traditional areas, while also adding new and potentially controversial areas for discussion. This session will review the revised and new supplement areas, provide practical guidance for completing the supplement sensibly, and answer relevant questions.
Preschool Response to Intervention
Come see how one district integrated an employee day care, a speech program for 3 and 4 year olds and the PPCD program, to create an inclusive learning environment for all!
Revitalizing RtI’s Third Tier: Special Education’s New Challenge!
Most conversations about RtI emphasize the need to reform general education by strengthening the quality of services in the first two tiers of the model while avoiding the final outcome of special education (Fuchs, 2007). Little has been discussed regarding ways in which the purpose and the impact of special education should be revitalized at the third tier. When students are found to be eligible for and in need of special education services following a rigorous RtI process of data collection and decision-making, what will be the likely characteristics of these students? What services will they require and what signifies best practice for them? An exciting new question for special education leadership!
Ride the Wave to Developing Effective Functional and Autism Evaluation Teams
During the past two school years, Channelview ISD's district-based team participated in the Functional and Autism Evaluation Projects in collaboration with Region 4 ESC. Learn how to set up and support effective evaluation teams who are able to develop positive parental relations and who can write legally defensible evaluations.
School Safety and Students with Disabilities
Schools are required to serve students in a safe environment, free of bullying, harassment, weapons, drugs and other dangers. Legal issues in fulfilling this mandate abound. This presentation will focus on common problems in maintaining a safe environment while also serving students with behavioral or emotional disorders. The presentation will identify issues, offer practical suggestions and provide plenty of time for Q and A.
Service Animals and Therapy Animals - What are the Legal Issues?
Facilities across the country are training animals to address needs of students with autism and other disabilities. Several school districts have received requests from parents that service/therapy animals accompany students during school. This presentation reviews the law regarding service animals, the law regarding therapy animals, and provides important points of consideration should your district receive such a request.
Student-led IEP Meetings: Training Students to be Partners in the IEP Process
Have you ever thought about training the students? The IEP is for and about the student. We monitor progress to see if the student meets their goals. If it’s the student’s life, the student’s goals, and the student’s education plan, why do we train the teachers and not the students? Student-led IEP Meetings is a process to teach students self-determination, disability awareness, and leadership. Listen to results of North East ISD, share how training students positively impacted student motivation, goal setting, and student responsibility for academic progress.
Supporting Transitions of Assistive Technology Users
Texas Assistive Technology Network (TATN) recently included a new online module entitled Transitions and the Assistive Technology (AT) User. The focus of this presentation will be on AT skills for independence, transition planning and self-determination skills. Participants will be given a quick overview of the TATN online modules and related resources.
Texas Initiative for Statewide Leadership in Autism
Education Service Center Region 13 has initiated a number of activities to provide for the delivery of a statewide system of training, technical assistance, and support for educators who serve students with autism.
The i-TEAM Approach: Supporting Students Where They Are (LRE)
Inclusion is best for students! Learn how NEISD has successfully increased its continuum of behavior supports, keeping students in their schools and classrooms. This innovative teaming concept uses a process for capacity building; it is not a canned program. Flexibility is the key factor built into its design.
Transition: PPCD to Post-Secondary
Participants will walk away with the tools to develop collaborative relationships with parents in developing realistic transition outcomes for students. Using a visual matrix, parents and teachers will understand student independence levels of performance in such areas as learning, recreation and leisure, work habits and academic skills.
TxCEDS: If Emotions are Churning, They Can’t Be Learning
The Texas Collaborative for Emotional Development in Schools is a statewide project of the Texas Education Agency’s Division of IDEA Coordination. Under leadership of the Region 4 Education Service Center, the project focuses on developing a guiding policy that promotes the well-being and mental health of children in Texas schools. This presentation will provide an overview of the project and report its progress.
Update on Activities of the TSHA/TCASE Joint Committee
TCASE and the Texas Speech-Language-Hearing Association (TSHA) have been working together for several years to address the shortages of speech-language pathologists in the schools through short-term and long-term objectives established by the Joint Committee. The Committee is dedicated to improving access to and the quality of SLP services in the schools. The purpose of the session will be to review the activities of the Committee and to seek input of participants regarding successful approaches in districts in addressing the shortage of SLPs.
Using a Needs Assessment Approach to Quantify Staffing Ratios for Special
The goal of this session is to provide a brief review of a quantifiable needs assessment approach (using an EXCEL spreadsheet) to determine class loads, staffing ratios, request additional staff, re-allocate staff based on changing needs and provide a quantifiable aspect to an otherwise arbitrary system. We will review programming for various programs such as AU and Life Skills. Samples of Student Needs Assessment Forms will be provided. We will review how to use Excel for overall program management.
Using Data to Improve Learning
With an increasing emphasis on data, it is imperative that school personnel know what data to collect, how to compile and analyze data and how to use data to drive instruction and continuous improvement. Attend this session to understand what data is important for continuous school improvement and why this data is critical for improvement planning, how to analyze a school's data, and how to use available tools to create a school portfolio.
Using the Problem Solving Team Model to Accomplish RtI
A critical component of implementing RtI is having a comprehensive system on campuses and within the district that supports, guides and documents the intervention process (in a teacher friendly format), and when necessary, provide a non-duplicative referral process to other support systems (e.g. 504, dyslexia, special education. This session will review how one suburban district and the regional service center collaborated over the course of a year to train campus and district problem solving teams and implemented a case management RtI system that also serves as the single referral system for Section 504, Dyslexia, and Special Education. Copies of the "rainbow" student information packet provided.
What You Need to Know About 2008-09 PBMAS
This session will cover the changes in the PBMAS performance indicators for the 2008-2009 school year. The major changes focus on indicators concerning state assessment.