Weekly Update 7.16.2015
TEA Information
Legislative Briefing Book
After each legislative session, the Texas Education Agency produces abriefing book that describes new laws that impact public education. The following link to a briefing book from the recent legislative session:
Safe and Healthy Schools
The Department of State Health Services (DSHS) has updated the best-practices page and has included an updated section at the bottom of the page for the new EPP requirements (added substance abuse and youth suicide training and removed reference to panel of experts) as a result of SB 674. The URL for the page is
Administrator Travel and Federal Funds
On June 29, 2015, TEA posted Errata #1 clarifying special education administrators cannot use consolidated grant funds for their own travel purposes. Further clarification from Brent Pitt and Barabara Kaatz explained the purpose of the consolidated funds is for the excess cost of providing supports and services for students with disabilities. This is also why administrator salaries cannot be paid out of these federal funds. Do not submit travel justification forms as they will not be approved for special education administers.
For further questions, please contact Jerry Klekotta at or 713.744.6393.
2015-2016 Special Education Consolidated Grant – Field Trips
We continue to get clarifications on the new Uniform Grant Guidance for federal IDEA budgets. There has been discussion about the requirement that “field trips” need a justification form prior to the event. Brent Pitt from TEA clarified that community-based instruction does not require the “field trip” justification form to be completed since these are not considered “field trips.”
For further questions, please contact Jerry Klekotta at or 713.744.6393.
2014 Snapshot: School District Profiles now available on TEA website
Commissioner of Education Michael Williams announced that the 2014 Snapshot: School District Profiles is available on the Texas Education Agency website.
Snapshot is an on-line resource that provides an overview of public education in Texas for a particular school year. In addition to state-level information, this product contains a profile about the characteristics of each public school district and charter school.
Snapshot summary tables provide district information in some common categories, and a peer search function permits grouping districts according to shared characteristics. While Snapshot doesprovide an overview of public education in Texas at the state level and for each public school district, it does not provide any campus-level information.
To view the information from the 2014 Snapshot: School District Profiles (or for previous years), visit the TEA website at:
For additional performance results for all Texas public school districts and campuses, visit the TEA Texas Performance Reporting System (TPRS) website at
CTE/CTED Discussion Follow-Up
Recently, Region 4 submitted the following questions to TEA regarding CTE courses and students with disabilities. Below are the questions submitted and the TEA response. More information will be coming from the Agency regarding this issue.
Questions:
- If a CTE course is taught by a special education teachers, can the special education student get CTE/State credit if the Perkins funding is turned off?
- If a special education student can get state credit (with Perkins funding turned off) when it is taught by a special education teacher, is the student then considered a CTE student as well as a special education student?
- If Career Prep has a maximum of 3 credits, can this be listed on the student’s transcript 3 separate times for 1 credit each time?
- If the school wants to provide campus-based training for vocational skills, what CTE course could they use?
Agency Response:
The Agency is working to create some guidance regarding your questions. More information will be coming soon. In the meantime, it is important to consider some general guidelines regarding this issue.
- For students with disabilities, ARD committees should first consider placement in regular CTE courses to ensure instruction from appropriately certified CTE personnel.
- Appropriate supports should be provided to students with disabilities in these CTE settings.
- If a group of students with disabilities would be better served in a self-contained CTE program, the course may be offered as a CTED course. In this scenario, the teacher must be a certified CTE teacher for that specific course.
- If it is determined that the needs of students with disabilities can’t be met in CTE or CTED courses, certified special education teachers with the appropriate knowledge and skills could teach special education courses that are modified versions of CTE courses focusing on selected TEKS from CTE courses listed in the C022 course code table.The special education teacher would have to meet the HQ requirements to teach selected TEKS from a CTE course that satisfies a specific graduation requirement in a core academic subject area. Students with significant cognitive disabilities who need extensive modifications in the TEKS or who need specially designed instruction to meet alternate academic standards should be the only students considered for participation in special education courses that provide instruction in selected CTE TEKS.
For further questions, please contact Karen Page at or 713.744.6365.
For Your Information
Nike Launches Flyease - Changing The Game For People With Disabilities
Thanks to a plea from a teen with cerebral palsy … Accessible Nike Shoes! The recent unveiling of the Zoom Soldier 8 Flyease introduces the first accessible shoe for the company, and perhaps any athletic brand. The shoe is specifically designed and dedicated to help those with disabilities and difficulties of buying and wearing shoes. It will be available July 16 in limited quantities at Nike.com for North America.
Weblink:
United Cerebal Palsy Reports
How well does a state serve people with disabilities?
United Cerebral Palsy (UCP) released the 2015Case for Inclusiontoday, an annual report and interactive website used to track state-by-state community living standards for Americans with disabilities.All 50 States and the District of Columbia (DC) are ranked each on a set of key indicators, including how people with disabilities live and participate in their communities, if they are satisfied with their lives, and how easily the services and supports they need are accessed. Also, the report digs into two critical issues facing people with disabilities and their families: waiting lists for services and support and transitioning from high school into adult life in the community.Since 2006, these rankings have enabled families, advocates, the media and policymakers to measure each state’s progress or lack thereof with hard data to help bolster advocacy. READ MORE on the Voices of UCP blog or explore the data and download the report atcfi.ucp.org.
Navigate Life Texas
Welcome to the new Navigate Life Texas website. The website is designed for families and parents of children with disabilities with special health-care needs and is designed to offer support, inspiration, resources, and links to services available. It has been developed through extensive research with parents of children with disabilities or special health-care needs, written by parents for parents, and has involved Task Force members, web experts, and the support of Texas Parent to Parent for content suggestions and review.
Take a look at the outstanding resources, accessible videos and links to services at: Navigate Life Texas.
Transportation Update: Where We've Gone and What We've Learned
The National Council on Disability (NCD) has posted Transportation Update: Where We’ve Gone and What We’ve Learned. In the report, the NCD examines what has changed since the writing of our previous report. This update describes the last ten years’ advances in the field of transportation forpeople with disabilities and recommends public policy to address new and persistent problems. The focus of the report is surface transportation. The findings address accessibility-related progress as well as problems associated with fixed route and deviation bus and rail transit (including AMTRAK); paratransit; public right of way; enforcement of existing laws; and other issues for all modes of public transit. The report also addresses concerns with rural, coordinated, and privately funded transportation, and commercial driver license rules. Finally, the report makes recommendations to the U.S. Congress and Executive Branch designed to improve federal collaborative efforts and to close gaps in transportation access in ways which benefit people with disabilities and families.
Weblink:
Region 4 Upcoming Professional Development
Special Education Leadership Series
In a leadership position for Special Education in schools in the state of Texas? Or want to be? Join us for five sessions throughout the year discussing topics such as: Legal Issues, Compliance, Leadership Skills including Effective Supervision, Team Building, Effective Communication, Collaboration, and Personnel Management, Fiscal Management including Budget Development, Managing Resources, Documentation, and Staffing. This session is designed for current and future leaders of special education including Coordinators, Supervisors, Seniors or Leads, and ARD Facilitators. All sessions will be at Region 4 ESC.
Session ID:1138717 / Registration Fee:
$250.00 /
Date / Time
9/30/2015 / 8:30 AM - 3:30 PM
11/6/2015 / 8:30 AM - 3:30 PM
1/15/2016 / 8:30 AM - 3:30 PM
3/1/2016 / 8:30 AM - 3:30 PM
5/6/2016 / 8:30 AM - 3:30 PM
Contact Linda De Zell Hall, Ph.D. at 713.922.6066 or
Methods and Principles of X-BASS (Cross Battery Assessment Software System)
Attend this session to enhance your understanding and utilization of the Cross-Battery Assessment Software System (X-BASS) for interpreting and presenting findings based on the methods and principles of cross-battery assessment. A review cross-battery principles and CHC theory will be completed.
Participants will be able to conduct an analysis of specific test data and information, and apply the analysis to answer questions pertaining to the 'pattern of strengths and weaknesses' component in SLD evaluations, as well as consider the test performance of individuals from culturally and linguistically diverse backgrounds.
Session and materials costs are partially funded through state or federal grants.
NOTE: Participants should have an understanding and knowledge base of CHC Theory and Cross-Battery Assessment, 3rd Edition prior to attending this session. Participants should also have purchased or have access to the Cross Battery Assessment Software System (XBASS) prior to attending this session, and may wish to bring their laptop computer with software. Participant limit is 30 people per session.
Session ID: 1170477@ Region 4orSession ID:1170480 @ Region 4
Date: August 12, 2015Date: August 12, 2015
Time: 9:00AM-12:00PMTime: 1:00PM-4:00PM
Fee: $30Fee: $30
Session ID: 1173610in Crosby ISDorSession ID:1173611in Crosby ISD
Date: August 17, 2015Date: August 17, 2015
Time: 8:30AM-11:30AMTime: 12:30PM-3:30PM
Fee: $30Fee: $30
Session ID 1170585@ Region 4orSession ID:1170586 @ Region 4
Date: September 23, 2015Date: September 23, 2015
Time: 9:00AM-12:00PMTime: 9:00AM-12:00PM
Fee: $30Fee: $30
Contact: Kara Zwolinski at or 713-744-6562
Methods and Principles of X-BASS (Cross Battery Assessment Software System)
If you are interested in offering X-BASS half-day or full-day session in your district either by hosting a open enrollment session or as a customized training exclusively for your staff, contact Kara Zwolinski at or 713-744-6562
Becoming Empowered Through Self-Determination Skills
Learn about self-determination skillsthat need to be taught to students with visual impairments to help them become successful members of their communities and to lead the highest possible quality of life. Self-Determination, one of the nine areas of theExpanded Core Curriculum (ECC),is more than social skills, and it is more than self-advocacy. For some students it might be as simple as indicating choices and preferences, and for others, as complicated as determining future careers. Professionals in the field of visual impairments have long recognized that self-determination skills must be explicitly taught and extensively practiced throughout the day.This training will provide more in-depth information about self-determination, teaching strategies, and ideas about infusing self-determination skills throughout the school day.
Session and materials costs are partially funded through state or federal grants.
Session ID: 1150581@ Region 4
Time: 9:00-4:00
Date: August 12, 2015
Registration Fee: $45
Contact Information: Sheryl Sokoloski, , 713.744.6315
The Learning Media Assessment is Not Just Another Hoop to Jump Through!
Writing a quality Learning Media Assessment (LMA) is not always easy. Join us as we explore ways to use this tool to help sort out, clarify and guide decisions about the best options for meeting the student with a visual impairment's current and future media needs. The Expanded Core Curriculum (ECC) areas of compensatory skills and assistive technologywill be addressed. Session and materials costs are partially funded through state or federal grants.
Session ID: 1151084@ Region 4
Time: 9:00-4:00
Date: August 13, 2015
Registration Fee: $45
Contact Information: Sheryl Sokoloski, , 713.744.6315
Facilitation Skills for Managing Admission, Review, and Dismissal (ARD) Meetings
NOTE TO DIRECTORS: We have an opportunity to work with a national facilitator on capacity building skills for ARD Facilitators – those skills that we generally don’t have training on in our credentialing programs! This interactive session is designed to help ARD Facilitators who are actually working in meetings to build consensus in districts implementing local facilitation. We have a very limited number of slots (it’s interactive! so limited number of participants!) available. Participnats will need to be there both days.
If you are interested, contact Linda De Zell Hall, Ph.D. at with the subject line “Faciiltation Skills for Managing ARDs Training”.
An exploration of how facilitation tools and techniques can help Facilitators increase the consistency and effectiveness of ARD meetings.
Session objectives are to:
- Identify recurring dilemmas and challenges commonly encountered in ARD meetings.
- Practice using specific facilitation tools and strategies to manage these challenges.
- Develop conflict resolution and problem solving skills.
- Gain new tools for reaching consensus, overcoming resistance and gaining buy-in.
Date(s): Aug 18, 19, 2015
Time:8:00 AM-4:00 PM
Location: MCC 201, Region 4 ESC
Residential Placement Application Updates
A Local Education Agencies (LEAs)which intends to contract for placement of a student with a disability under IDEA in a residential facility in accordance with 19 TAC §89.61 must notify the Texas Education Agency (TEA) through the residential application process. The Application for Approval of Funding for Residential Placement is available through each Education Service Center (ESC). The application is to be completed by the LEA and submitted through the ESC to be forwarded to TEA for review regardless of the funding source the LEA intends to use. This session is designed to provide information, updates, and technical assistance to LEAs who will be completing the TEA Application for Approval of Residential Placement. Session and materials costs are partially funded through state or federal grants.
Session: 1171245
Date: 9.29.2015
Time:8:30AM-10:00AM
Location:Region 4 ESC, 7145 West Tidwell, Houston, TX 77092
Contact Linda De Zell Hall, Ph.D. at 713.922.6066 or
Noneducational Community-Based Support Services Funds Application Updates
The Texas Education Agency (TEA) under TEC 29.013 has established procedures and criteria for the allocation of funds to school districts for the provision of noneducational community-based support services (noned) to certain students with disabilities under IDEA and their families so that those students may receive an appropriate free public education in the least restrictive environment. The funds may be used only for eligible students with disabilities who would remain or would have to be placed in residential facilities primarily for educational reasons without the provision of noneducational community-based support services. This session is designed to provide information, updates, and technical assistance to Local Education Agencies (LEA) that choose to apply through their Education Service Center (ESC) to TEA for noned funds. Participants are encouraged to share information during the session regarding their LEA policies, procedures, and administrative processes related to providing noned funds. Session and materials costs are partially funded through state or federal grants.
Session: 1171247
Date / Time / Location9/29/2015 / 10:00 AM - 11:30 AM / Region 4 ESC - MCC 104
7145 West Tidwell, Houston, 77092
Contact Linda De Zell Hall, Ph.D. at 713.922.6066 or
NEW OPPORTUNITY! ARD Facilitator Networking Meeting
New for 2015-16, a networking opportunity for ARD Facilitators. Participants will review legal updates, facilitation skills, and current topics related to implementation of TAC 89.1196Individualized Education Program(IEP)Facilitation at the local level.This networking opportunity is designed for special education staff who are serving in the role of ARD Facilitatorin districts or charter schools. All sessions will be at Region 4 ESC.
Session: 1170906
Date / Time9/11/2015 / 9:00 AM - 12:00 PM
10/23/2015 / 9:00 AM - 12:00 PM
1/29/2016 / 9:00 AM - 12:00 PM
2/26/2016 / 9:00 AM - 12:00 PM
4/8/2016 / 9:00 AM - 12:00 PM
Contact Linda De Zell Hall, Ph.D. at 713.922.6066 or