Because the ARD was scheduled and started- it's in timeline. Had it not gone to recess it wouldn't have been late. Be sure to document in the minutes that it was recessed and when it was reconvened.
With a consent to share confidential information, the parent can give permission for them to attend the ARD and arguably provide input. For decision-making authority, they need to execute a power of attorney.
Note the following in the deliberations:
_____ 's nursing services were reviewed by the ARD Committee. The district can provide FAPE to ________ without the use of a private nurse. The parent has requested that ________ 's private nurse accompany him/her while he/she is in the school setting. The parent will provide the private nurse. The private nurse will take care of all of _____ 's medical needs while he/she is at school.
The IEP meeting has to be re-done to show that all services were starting and with the new dates on everything.
It is certainly legal to have multiple roles for SLPs. However, it is important to ensure that the SLP has appropriate and adequate understanding of each of those roles and associated district resources.
No, they are not required members of the ARD. You can proceed without them.
We would document via the accommodations sections.
Short answer: If rights have been terminated, they no longer have educational decision-making authority and do not need to be invited to ARD meetings. The person in the parental role may invite them, but they are not a required member and should not make any educational decisions.
Longer answer: Under the IDEA, the term "parent" includes a biological or adoptive parent, a foster parent (in some cases), a guardian authorized to make educational decisions for the child, and an individual acting in the place of a parent. 34 CFR 300.30. It doesn't include a person whose parental rights have been terminated. Also, when a biological or adoptive parent attempts to act as the parent, and more than one party is qualified to act as a parent, the biological or adoptive parent is presumed to be the parent unless he does not have the authority to make educational decisions for the child. 34 CFR 300.30.
"Communications/Physical/AT Needs of the Student" screen
Click for the Campus Transition Planning Document
Based on how IDEA defines parent, the grandparents can consent for testing.
34 Code of Federal Regulations § 300.30 Parent.
(a) Parent means— . . .
(4) An individual acting in the place of a biological or adoptive parent (including a grandparent, stepparent, or other relative) with whom the child lives, or an individual who is legally responsible for the child’s welfare;
Date received is the day the consent “lands with the diagnostician” (i.e. the day we get the form from the parent). You should be stamping the consent form with a “date received stamp” and initial by the stamp or handwrite the date received and initial the consent form.
According to Sec. 300.304 Evaluation procedures: The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities.
Once we've received written revocation, write up what we have, make a determination if able, and then offer either a meeting or ARD (if we had enough to plan). Be sure to explain the process in the Prior Written Notice. (Contact Director to confirm with legal counsel.)
If more than 90 days, the student would be reported under SPP12 and if less than 90 days, the student would be reported under SPP 11.
You have to complete an entry COSF of every student who is new to your district and that includes transfer students. Even if the student has a COSF from the prior district, you still need to complete an Entry COSF for your district.
You will need to go back and complete an entry COSF for the first day of school this school year and use that date to enter them into TEAL.
You can use the entry COSF for last year but when you enter it into TEAL, you will have to use a start date of the first day of school for 23-24 for the system to take it.
Did you try and delete the exit first and then see if it will let you edit the entry? I honestly do not think you can correct it once the exit is completed.
According to Cindy Lee at Region 10: One important thing to remember is that as an LEA, you must be ready to start services on the child’s third birthday. It is appropriate to indicate the start day on the IEP as the child’s third birthday. It is not uncommon for parents to wait a few days after the child turns three to enroll them for a variety of reasons. You do not need to go back and change the start date on the IEP since that is the day the ARD committee proposed as the start date.
No. This can be done without an ARDC meeting.
This is a common question for districts who do not offer PK3. An option could be to serve that student in the PK4 classroom. The student could be served in the PK4 classroom the whole day or half day. You could also do a half day in PK4 and a half day in Life Skills. It just depends on what the ARD Committee decides. Since you do not have a PK3 program, a commensurate day is half a day.
The commensurate day is a half day due to the fact that we do not have a general education program for three year olds.
You are not required to hold a transition meeting. You can meet with the parents to get consent and answer any questions if they have any at that time. You will still follow the 3 is 3 rule. (Kim Boyd, R10)
The following is found in the TEA Child Find and Evaluation Technical Guide on page 9:
Ages 3 through 5 A child between the ages of 3 through 5 can be considered for any disability category. If the child meets eligibility criteria for an intellectual disability, an emotional disturbance, a specific learning disability, or autism, he or she may be eligible for special education services based on the noncategorical early childhood (NCEC) disability category. Children who are eligible based on the NCEC category must be reevaluated prior to their sixth birthday to determine continued eligibility for special education services. Children who are eligible based on the NCEC category must be reevaluated prior to their sixth birthday to determine continued eligibility for special education services.
Additionally here is a link to a blog you may find helpful in thinking through the why and when additional data would be needed to reevaluate in order to determine continued eligibility.
The REED and subsequent reevaluation and ARD to determine continued eligibility must be completed prior to the 6th birthday of the child.
You may have situations where the ARD determines no additional data is needed for the reevaluation but often with students of that age we find lots of changes in their ability to participate in assessment from when the initial evaluation is conducted and therefore even if we still suspect the NCEC area of eligibility new data is needed for confirmation, IEP development and determination of sped services and supports.
Per SPPI 7 FAQ, and entry or exit would not be required.
8. Should the LEA complete the COS Process and record the results on the COSF for a 5yo child who became eligible to receive ECSE in March and turns 6 in April?
No. THe child would be attending an ECSE program for less than six months.
It depends a lot on the student. If there's enough language and cooperation (since some students at this age are difficult to direct even with a formal play-based assessment), many use assessments such as the WPPSI (if enough English) or KABC. If they won't cooperate with a formal assessment, then some often do the DP-4 and ABAS and maybe the CAYC if they will cooperate with play-based directions. If the child is able to participate relatively well during the WMLS, then we should attempt a formal test session. If he/she doesn't really respond to examiner directions, then you can do the checklists/observations that the interpreter could give to the parents for the diagnostician to score.
It depends. Do you think you need to change or update the current annual ARD? If you think the ARD is acceptable, it would still be current so you could implement that one or you can hold a revision ARD if you need to feel updates.
Yes, based on the SAAH (pg 127), the ARDC can place the student. Here's that information:
A three- or four-year old student who is not eligible for free pre-K may be served in the pre-K classroom if the ARD committee determines that this is the appropriate setting based on the student’s IEP. (Their grade level would be EE if they do not meet state pre-k eligibility.) When a student who is eligible for special education but is not eligible for free pre-K is served in a pre-K classroom, the student’s instructional setting code should be determined based on the amount of special education services, located in the chart on the following page.
To generate ADA for a student in the pre-K classroom setting who is eligible for special education but ineligible for free pre-K, a certified special education teacher, or a dual certified pre-K and special education teacher, must be present in the pre-K classroom for the student’s entire instructional day. In other words, only the instructional time spent in a pre-K classroom with a certified special education teacher will count toward the calculation of the two-through-four-hour rule for ADA eligibility. To generate ADA for a student in the pre-K classroom setting who is eligible for special education but ineligible for free pre-K, a certified special education teacher, or a dual certified pre-K and special education teacher, must be present in the pre-K classroom for the student’s entire instructional day. In other words, only the instructional time spent in a pre-K classroom with a certified special education teacher will count toward the calculation of the two-through-four-hour rule for ADA eligibility. For coding examples, see the chart on the following page. For additional examples, see the applicable examples in 7.6 Examples (pg 203).
NCEC can only be used as the primary disability. Here is the guidance on that from TEA:
PRIMARY-DISABILITY-CODE of Non-Categorical Early Childhood (Disability Code 14) can only be reported for special education students can only be reported for students who are at least 3 and less than 6 years of age on the PEIMS fall snapshot date.
The SECONDARY-DISABILITY-CODE cannot be reported as Non-Categorical Early Childhood (Disability Code 14).
This is referenced in the TEA Comprehensive Evaluation for SLD document which states the following at the top of page 26:
NOTE: Dyscalculia is a term used to describe a learning disability in math. Students identified with dyscalculia may be eligible to receive special education services for a specific learning disability in math calculation and/or math problem-solving skills. Dyscalculia is not one of the dyslexia related conditions identified in TEC §38.003(d)(1)-(2). However, dyscalculia can co-occur with dyslexia or other learning disabilities.
Since it’s not one of the TEC referenced disorders, we can continue to evaluate for SLD in math calculations.
If a parent were to make a request for a dyscalculia evaluation or presents an outside report which identifies dyscalculia, we would not want refuse on the basis of we don't conduct evaluations for dyscalculia, but instead on the basis that there is not evidence causing a suspicion of a math calculations SLD. If we did suspect a math SLD then we would choose to acknowledge in the report parent requested an FIE to consider dyscalculia and that this was addressed through your comprehensive evaluation which included assessing math calculations and/or math problem solving to determine if the student met SLD eligibility criteria due to deficits in math calculations and/or math problem solving.
Document when the parent information was sent home.
Call the parent and ask the questions on the parent information form. (Think parent interview) - If unsuccessful, document the attempt at the interviewing the parent.
Utilize information in the previous FIE as well as information in Skyward (who does the student live with, attendance and discipline information).
Document in those portions of the FIE that: Because unsuccessful attempts were made to collect parent information (insert dates), information in *this section* was obtained through the Student Information System (Skyward) and the FIE dated *previous FIE date*.
Yes, if the district completes them, you would complete both eligibility reports.
Document the results of all attempts to have the parent bring the child in for their evaluation. If the parent is unwilling to allow us access, our first solution will be to: Complete a REED/Evaluation (remember to review the guidance on the REED page, you may need to contact the SpEd Dept. to have this approved) Next solution: Provide parent with a PWN stating we are ready, willing and able to test once we are provided access to the student. (contact the SpEd Dept. for approval).
When there is significant variance in the scores among multiple raters, it is recommended to examine the tasks/questions posed within the rating scales and determine commonalities and differences beyond the scores. Additionally, interviews with the parents and/or teachers and observations should be conducted to validate the data found in the rating scales. The regulations do not specify the number of raters nor which rater should be utilized. Multiple sources of data should be utilized to determine deficits, and a multidisciplinary team, after much review and discussion/conversation with raters, should make a final determination. The regulations also do not specify that the areas of deficit must be in the same areas for both raters.
The recommendation is to choose the teacher who has the most knowledge and interaction with the student to complete the rating scale form. The evaluator could interview and/or gather information informally from the other teachers to get a picture of the student in multiple settings.
How old is this student? Have they previously had direct handwriting instruction/guided practice? Are there academic concerns from the classroom teacher? If it’s an older student has assistive technology been offered? Consider reaching out to Donna Lentz our R10 OT provider.
Yes, if both are areas of suspicion. Remember - full cog and achievement.
The student is likely making progress due to interventions being provided. Since Dyslexia is a life-long diagnosis, consider a statement such as this: Through the evaluation process, it is established that the student has the condition of dyslexia, the student meets the first prong of eligibility under the IDEA (identification of condition). The identification of dyslexia meets the criterion for the condition of a specific learning disability in basic reading and/or reading fluency.
In the Legal Framework it states that the LEA in which the private school is located, must comply with the Child Find for Children with Disabilities Parentally Placed in Private Schools requirements. CFR 300.131
I have linked the reference HERE.
Be sure the parent completes the Child Find Non-enrolled Students Google Form on the Ferris ISD website.
Our test manuals for standardized measures of cog and achievement walk through the accommodations allowed that involve another person being present during testing. These accommodations are based on this being required for the student to be able to access the materials and participate.
For example, in the WJ IV Test Manual, under Setting (pg 41), it is clear that the test was standardized to be administered in a one on one environment. Additionally, in the General Administration and Testing Procedures, page 41-53 there are guidelines for situations where it may be determined accommodations are required that may possibly impact standardization procedures. They reinforce that another person being present would be due to it being required for the child to access the assessment materials.
Diabetes is clearly listed as a qualifying condition. Allergies/environmental results are mentioned in the overarching description.
CFR 300.8 (c)(9)
(9) Other health impairment means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and
(ii) Adversely affects a child’s educational performance.
34 Code of Federal Regulations § 300.8 Child with a disability.
A student with other health impairment is one who has been determined to meet the criteria due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette's Disorder as stated in 34 CFR, §300.8(c)(9).
A student with other health impairment is one who has been determined to meet the criteria for other health impairment due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette's Disorder as stated in 34 CFR, §300.8(c)(9). A student's eligibility based on other health impairment must include identification or confirmation of the student’s chronic or acute health problem provided by a licensed physician, a physician assistant, or an advanced practice registered nurse with authority delegated under Texas Occupations Code, Chapter 157.
Yes. These should be created in the same way as other 4 year plans. With a couple of differences:
1. The Life Skills teacher could be part of the creation process
2. If the student is going to age-out instead of graduating and leaving at 18, we could include information on the types of training they will receive after they have completed their HS credits needed for graduation. We could also include their transition plan with the 4 year plan.
Otherwise, the 4-year plan will be similar to other SpEd Student Plans. Life Skill students need their Math, English, History, Science, and Elective credits just like the other students.
This section may serve two conditions.
Life Skills students who are returning students after being in high school for 4 years and not receiving a diploma. (Walking with class but not graduating)
The other option is for students (seniors) who are not graduating on time and are continuing until credits are satisfied. This gives them the opportunity to walk with their class. They don't receive their diploma until they are finished with credits.
Complete the year the student is graduating and leaving the district.
The short answer is yes, they could potentially be eligible. The family doesn’t make that decision. The family would have to contact the district and an ARD would need to be set up. Prior to that ARD, be sure the FIE is still valid. The school would complete transition assessments to determine the need for services. If it is determined that services are appropriate, post-secondary goals need to be written with specific annual goals to meet completion. Students may or may not have a full day service depending on what the student is returning to work on.
You should also get consent from the parent in order to bring in TWC to assess the student. Gaps from their assessment may also be used to develop goals and a need for services.
For students that return related services are still applicable if they are documented and necessary.
Students that will be returning as IEP continuers should be issued a certificate of completion or attendance if they choose to participate in a graduation ceremony with their cohort. We do not issue a graduation PEIMS code or diploma until they complete the IEP that they have returned to work on.
If the student is receiving modified content in any class then they would be moved to the 50’s. Often times modifications are occurring in resource but it would be determined on an individual basis.
Teachers should be tracking the progress of goals at each progress reporting period so it shouldn't be a surprise come time for the annual that the goal isn't going to be met. If the student is not making sufficient progress at any of the progress reporting periods, then you guys would go back to ARD and address why progress isn't made (perhaps that goal was inappropriate for the child, the goal was chosen based on faulty or incomplete data, supports and services that are in place to help the child achieve that goal are insufficient, supports and services that are in place to help the child achieve that goal are not being administered with fidelity) and revise the IEP.
There are not any specific requirements for students to have Independent Living Skills goals, however, many students in self-contained life skills classes do have functional goals in addition to academic goals that address independent living skills.
There are not any specific rules stating there must be goals aligned to the areas on the Personal Care Supplement, typically there are functional goals that relate to several if not all areas of need on the supplement. Connecting a goal to areas on the personal care supplement would show how that area affects the student in the school setting and what supports are necessary. For example, a student that is working on using the toilet independently might have that as an independent living skills functional goal that would also connect to areas on the student’s personal care supplement.
For speech, we often recommend a goal even with consult for two reasons:
1). Allows for appropriate planning on the SLP schedule so it doesn’t get overlooked amongst the slp caseload.
2). Goals are tied to data. So, collecting data for consult services allows for stronger justification of dismissal.
There should only be an IEP goal to address needs if they receive direct services. If they are on consult, then there is no need for a goal as they are not actively working on anything rather the DHH teacher is verifying they have everything needed to be successful.
it should be noted, if a student only qualifies DHH and there is no educational need they can get moved to 504 as long as the ARD committee agrees. Most of the time, if it is a newly discovered student, they are put on consult for a year or two to see how they do before suggesting dismissing to 504.
It is certainly legal to have multiple roles for SLPs. However, it is important to ensure that the SLP has appropriate and adequate understanding of each of those roles and associated district resources.
No. For students who are identified as English learners and have qualified for special education services, the ARD committee and LPAC must collaborate on decisions such as assessment, program services, and instruction. Similarly, the LPAC must coordinate with any other special programs for which the EL is eligible (such as 504 or advanced academics/gifted and talented) while ensuring that ELs have full access to language program services (TAC 89.1220 (g)(4)).
Per TAC 89.1225 (h), if a student’s ability in English is so limited or the student’s disabilities are so severe that the oral language proficiency assessment (OLPT) or norm-referenced assessment cannot be administered, the LPAC in conjunction with the ARD committee identifies the student as an English learner. The attempted assessment is to be maintained in the LPAC documentation. Currently, there are no allowances for alternative identification assessments under the Every Student Succeeds Act (ESSA).
An attempt must be made to administer the appropriate OLPT and norm-referenced assessments. If no response or a response other than English is provided, the trial is scored as a non-fluent score. The attempted assessment is to be maintained in the LPAC documentation. Currently, there are no allowances for alternative identification assessments under the ESSA.
Under TAC 89.1225(i), districts are required to use the English Learner Reclassification Criteria Chart to reclassify ELs as English proficient. The reclassification criteria under TAC 89.1225(i) apply to the vast majority of ELs who also have identified special needs. In rare cases, an EL with significant cognitive disabilities who is receiving special education services may qualify to be reclassified using criteria permitted under TAC 89.1225(m), which gives special consideration to an EL for whom assessments and/or standards under TAC 89.1225(i) are not appropriate because of the nature of a student’s particular disabling condition. Students eligible to be considered using the reclassification criteria under TAC 89.1225(m) should only be those designated to take STAAR Alternate 2 and/or those who meet participation requirements for TELPAS Alternate, as determined by LPAC, in conjunction with the ARD committee. The first five steps of the six-step Process for Considering Reclassification of English Learners Who Also Have Identified Special Needs is to be completed by the LPAC and ARD at the beginning of the school year in order for the special reclassification criteria to be utilized at the end of the school year in step six.
No. According to TAC Chapter 89, Subchapter AA for Commissioner's Rules Concerning Special Education Services, section 1050 (c)(1)(J) refers to the LPAC representative as a professional staff member who is a member of the LPAC. As stated in this section, the LPAC representative may also be the ARD committee general education or special education teacher representative simultaneously. Typically, the best representative of the needs of the EL in the ARD is the bilingual or ESL educator from the LPAC that directly instructs the student and has detailed knowledge of the student’s linguistic needs and strengths. Resource: TAC Chapter 89, Subchapter AA Commissioner’s Rules Concerning Special Education Services
No. An English learner who receives special education services cannot be limited from access to the appropriate bilingual or ESL program. The joint colleague letter from the United States Department of Justice (DOJ) and the United States Department of Education, Office of Civil Rights (OCR) provided in January of 2015 clearly outlines the responsibility of LEAs to appropriately serve ELs with disabilities as follows: “School districts must provide EL students with disabilities with both the language assistance and disability-related services to which they are entitled under Federal law. Districts must also inform a parent of an EL student with an individualized education program (IEP) how the language instruction education program meets the objectives of the child’s IEP. The Departments (OCR and DOJ) are aware that some school districts have a formal or informal policy of “no dual services,” i.e., a policy of allowing students to receive either EL services or special education services, but not both. Other districts have a policy of delaying disability evaluations of EL students for special education and related services for a specified period of time based on their EL status. These policies are impermissible under the IDEA and Federal civil rights laws, and the Departments expect SEAs (State Education Agencies) to address these policies in monitoring districts’ compliance with Federal law. Further, even if a parent of an EL student with a disability declines disability-related services under the IDEA or Section 504, that student with a disability remains entitled to all EL rights and services as described in this guidance.” Resource: The quote above can be found on pages 24–25 of the joint colleague letter from the United States Department of Justice (DOJ) and the United States Department of Education, Office of Civil Rights (OCR) provided in January of 2015.
The enrolled word can be very confusing but if the child is enrolled in the district and has any gen ed time on their schedule of services page, then the answer is yes to this question. It is only no for those students who are fully self contained without any inclusion time. For the students who go to inclusion and have it on their schedule of services page (less than 10hrs), they would be a PEIMS code of 44 and a location code of 6. You only use a location code of 3 for students who are a PEIMS of 45.
The Student Attendance Accounting Handbook (p.147) states,
"Example 3: A student attends all general education classes and receives special education services in the general education setting. For one hour a week, as documented in the IEP, this student receives physical therapy in the general education classroom. The instructional setting code for this student is 40 - Mainstream because the student receives all special education and related services in the general education setting. (If this student received physical therapy in a location other than a general education setting, then the instructional setting code would be 41 - Resource Room/Services - Less Than 21 Percent.) The student’s physical therapy indicator code is 1.
While the example above is specific to PT, p. 101 of the SAAH clarifies that OT is a related service:
"special education related services (that is, supportive Special Education services that do not constitute instructional services, such as occupational therapy or physical therapy).
40. Examples of special education and related services provided to a student in the general education instructional setting include, but are not limited to, direct instruction, helping teacher, team teaching, co-teaching, interpreter, education aides, curricular or instructional modifications or accommodations, special materials or equipment, consultation with the student and his or her general classroom teacher(s), staff development, and reduction of ratio of students to instructional staff members
Code 00 is used regardless of whether the student receives only speech therapy or receives speech therapy as well as one or more other special education related services (that is, supportive services that do not constitute instructional services, such as occupational therapy or physical therapy). Also, code 00 is used regardless of whether the speech therapy is provided in the general education classroom or in a location other than a general education setting. A student whose instructional setting code is reported as 00 on the TSDS PEIMS must have a speech therapy indicator code of 1.
If an AI student receives direct services less than 45 min/week, they are NOT enrolled. See the full information here.
08 IA would be appropriate. That IA is for paid and unpaid employment.
If that is what is done for general education students, then it is for us as well.
Since the student did not return, the IEP has not been mastered, which means they did not complete the graduation requirements.
To receive funding, the student must either start or end their day at school. There isn't an option for 3 days a week. I've linked a few resources for you.
3.6.3 Requirements for a Student to Be Considered Present for FSP (Funding) Purposes
(SAAH page 62)
is temporarily absent because of a documented appointment for the student or the student’s child that is with a health care professional licensed, certified, or registered to practice in the United States. A documented appointment with a health care professional includes an appointment of a student diagnosed with autism spectrum disorder with a health care practitioner84 to receive a generally recognized service for persons with that disorder. To be considered temporarily absent, the student must begin classes or return to class on the same day of the appointment. The appointment must be supported by a document, such as a note, from the health care professional.
Additional Resources:
TEA Guidance About Temporary Absences
A temporary absence for purposes of Subsection (b)(2) includes the temporary absence of a student diagnosed with autism spectrum disorder on the day of the student’s appointment with a health care practitioner, as described by Section 1355.015 (Required Coverage for Certain Enrollees)(b), Insurance Code, to receive a generally recognized service for persons with autism spectrum disorder, including applied behavioral analysis, speech therapy, and occupational therapy.
The School Health Services time remains on the SOS in case the private nurse is not at school and the school nurse is needed.
Yes. All Dyslexia services should be located in the SpEd setting by the end of the 2024-2025 school year.
dual credit courses are the terrain of your Higher Ed partner and services that a student will receive will depend on that institution. I'm afraid if the student is taking the dual credit course with one of your teachers on your campus, it will be a case-by-case circumstance.
Please see the disability section (below) of the dual credit FAQ (linked).
Section F: Disability Services
F.1) Are students that are identified for special education services eligible to take dual credit courses? Yes, students are eligible for dual credit courses as long as they meet the requirements specified in TAC §4.85.
F.2) When enrolled in a dual credit course, should the Individuals with Disabilities Education Act (IDEA) or the Americans with Disabilities Act (ADA) be considered when serving students with disabilities? While public school districts and open enrollment charter schools are bound by the rules and requirements under the IDEA, IHEs are not. IHEs are bound by the rules and requirements under the ADA which does not include required implementation of a student’s Individual Education Plan (IEP). Under the ADA, accommodations for students may include an adaptation of the way specific courses are conducted, however modifications to course requirements and/or content are not required.
F.3) If a student has a diagnosed disability and is enrolled in dual credit courses at a college, how does the student find out if he/she is eligible for services through the institution of higher education’s Disability Services Office? Dual credit students with a diagnosed disability who are requesting accommodations must provide documentation of disability to the IHE’s disability services office to determine eligibility for services. Eligibility for services at the high school does not always ensure that students will meet the criteria to receive accommodations in a college credit course.
F.4) Must a teacher follow a special education student’s IEP if the dual credit course is taken on the high school campus and taught by a high school teacher? The Office of Civil Rights (OCR) decisions provide evidence the response depends on several factors and specific facts related to an individual student’s situation. Each case is separate and unique. Districts should consult local legal counsel.
It is highly uncommon for this to happen.
No. This is not an automatic PCS.
No. SHARS is only billed for direct services.
No. Each individual must log their own time.
No, this is uncommon. You must be able to document the 'why' behind the entire day.
Per Jyutika (R10 consultant) and the director from our RDSPD provider, the guidance has been to proceed with testing, interpret results with caution and depending on the outcome of the audiology visit, consider a DHH referral. We are bound by timelines and cannot produce a PWN to pause evaluating. Sample goals to focus on while we await the audiology outcome include but are not limited to:
1. Visual and Tactile Cues for Sound Production
Mouth and Tongue Placement: Encourage the student to watch your mouth when producing sounds. Use a mirror so they can see their own mouth movements.
Hand Cues: Use touch cues to indicate correct placement (e.g., tapping the lips for /p, b, m/).
Slow and Exaggerated Modeling: Speak slowly and emphasize articulatory movements to help with imitation.
2. Auditory-Tactile Feedback
Feeling Vibrations: Have the student place their hand on their throat to feel vocal cord vibrations for voiced sounds (e.g., /b, d, g, v, z/). Contrast them with voiceless sounds (/p, t, k, f, s/).
Airflow Awareness: Use a feather, tissue, or hand in front of the mouth to feel the airflow for sounds like /h, s, sh, f/.
Humming & Resonance: Use humming activities to help the student recognize nasal sounds like /m, n, ŋ/ (as in "sing").
3. Frequency and Clarity of Sounds
High-Frequency Sounds: Sounds like /s, f, th, sh, ch/ are often harder to hear with hearing loss. Emphasize these sounds with clear articulation and visual cues.
Minimal Pairs Practice: Use word pairs that contrast sounds (e.g., “pat” vs. “bat”) to build awareness of distinctions.
4. Multisensory Reinforcement
Tactile-Kinesthetic Approaches: Encourage touching the lips for bilabial sounds, feeling the tongue placement for /l, r/, and using gestures to reinforce sound production.
Bone Conduction Activities: If applicable, try humming with fingers on the head to enhance awareness of resonance.
Yes, you just code it as NB (nonbillable).
This is best-stated by the Garland ISD Lead:
We do a REED or a formal evaluation. We note it in deliberations and the PWN. You of course have to change the eligibility code and the PEIMS info. Be sure to remind them to change the speech indicator. That usually is the problem we run into. Keep in mind, a REED cannot be used as an evaluation if any other formal assessment is being conducted.
Be sure to submit a PEIMS form to the SpEd secretary, Mrs. Cuellar.
You will also need to let the campus counselor know so they can withdraw the student.
3.4.3 Students Whose Whereabouts Are Unknown
Your district should decide the withdrawal date for a student who never officially withdrew from school, but whose whereabouts can no longer be determined, according to applicable local policies. For example, local policy may state that a student is withdrawn 10 days after he or she last attended if his or her whereabouts are unknown.
Ensure that a home visit has been completed and that multiple documented attempts to contact the parent have been made.
Location Code - 8.
It depends! If speech is working on a goal that is academic in nature (such as answering “wh” questions) then it should have objectives. However, some speech goals are not as academic in nature (such as artic goals or taking turns in a conversation or looking at a speaker), and those would not require objectives.
Only students enrolled in the district with an IEP are eligible for billing.
When a student is no longer a 00 (meaning they receive speech and other services) the diagnostician/ARD Facilitator will pick them up from the SLP.
Yes, per Jytukia at Region 10.
No. ARD committees DO NOT decide whether a student takes paper or online STAAR. ARD committees decide which supports are necessary for the student. The campus would then decide upon paper or online (unless the student gets content and language supports or needs braille, for example).
Yes, Speech to Text will now be available beginning with December administrations. It is ONLY for students who meet eligibility criteria for Basic Transcription or Spelling Assistance. There will be a browser based tool coming soon! For now, using Google’s Voice to Text extension will be similar.
No, if the student takes the online test with oral administration, the text to speech IS the oral administration. However, if the student does not understand a word or phrase read by the computer, he/she may ask for clarification from the test administrator.
The current rule (§103.1301) does not allow the student to be removed from the camera sight in lieu of test administration.
Students must be tested at their enrolled grade level even if they have tested in the same grade level the prior year. [TEC §39.023(a)]
Spring 2020 EOC assessment, including STAAR Alternate 2 EOC assessment, was waived (COVID19 Assessment Guidance). The ARD committee for special education students will continue to make educational decisions including graduation and required performance on academic assessments.
There is no grade requirement. Any Alt 2 student may use a calculator.
Transfer rules require that as soon as you verify that the child was receiving sped services in the previous LEA, that you, the new LEA provide FAPE. Per 300.323, you begin providing FAPE (including services comparable to those described in the child’s IEP from the previous LEA) until the new LEA adopts the current IEP or creates a new IEP that is consistent with ARD committee framework.
Age eligibility for special education services is outlined in Texas Administrative Code (TAC) §89.1035(a). These rules are also reflected in TAC §89.1070(a). If a former student or their parent requests services after exiting public school through graduation, TAC §89.1070(j) requires that an admission, review, and dismissal (ARD) committee must determine needed educational services if the student meets age eligibility requirements. Review information about the student, such as their most recent individualized education program (IEP), evaluation, graduation type, and transition planning activities, in considering the appropriate next steps.
Section 3.2.3 of the Student Attendance Accounting Handbook outlines eligibility for attendance funding under Foundation School Program. See the table on page 43 of the 2023-2024 Handbook to find the subsections of TAC §89.1070 listed under the “Eligible” and “Ineligible” columns.
For additional support to understand eligibility to continue or return for special education services: Contact the Education Service Center (ESC) in your region and ask for the transition contact for special education.
Graduation: - they can have 2 if our graduation policy allows them to participate in 2 - SEE BELOW
TEC §28.025 (f) ensures that students who receive special education services but have not yet completed requirements of their IEPs have the opportunity to participate in a graduation ceremony upon completion of four years of high school. Upon completion of IEP graduation requirements, a student may participate in a second ceremony if the LEA’s local graduation policy allows a student to participate in two ceremonies.
Transportation:
Transportation is a grey area. Yes, best practice is to have the student access the same transportation that they will be using in the future; however, the school is still responsible for providing if the ARD committee determines that that related service is needed for him or her to access FAPE.
LRE Code:
The setting code depends. It could be an 08 if the student is working (paid or unpaid) but could also be a 97 or a 44. If they are located somewhere off their high school campus then it is possible they would be a 97. If they are on a high school campus and the student is not working then they would be a 44. If they are rotating through various sites during the week, then you might have a harder time justifying an 08 code. If they are staying on campus and not getting off of campus then they are likely a 44, unless they are working in the cafeteria or within a department with a supervisor from that area. A classroom setting would not justify an 08.
Providing meals:
For breakfast/lunch, I would follow the same guidelines as you have for your general education students. There are no specific guidelines for 18+ related to this topic. If your district allows and you have a student who has food scarcity then you might consider what that looks like for him or her or work with your school counselors to connect them with agencies in the community for food.
Grading:
While you do have to enter a "grade" in the student information system, it can be pass or fail, but it is up to the district. A reason for this is so that you can take attendance for ADA funding. If you are going to do number grades, the grades should revolve around that student's annual goals since that is their curriculum.
If the ARD committee determines that a student needs those services, you would provide them in 18+. I would even argue that having some of those services in the community is different from what has been provided and would be needed to help meet the postsecondary goals of the student, but of course it is up to the ARD committee.
Region 10 Amy Reeves, Transition Consultant
We will need to develop a local course for these students. Make sure whatever name you decide on, does not indicate that the student is receiving special education services as you know, it may show up on the student's transcript. We will need to work with the PEIMS department to make sure they have a calendar for attendance. The course can be pass/fail and does not require number grades.
Region 10 Amy Reeves, Transition Consultant
In order for a student be coded an IEP continuer, they must have all of their high school credits completed. They may have turned 18 during their senior year, but are not IEP continuers since they are still working on credits. IEP continuers are coming back after completing all HS credits to complete portions of their IEP.
All courses are weighted the same as any other course but not included in class ranking. (Jennifer Mena, Director of Counseling & Assessment)
Parent/Adult Student
Regular Education Teacher (if the student is or may be participating in the regular education environment)
Special Education Teacher
Administrator or District Representative
Someone to interpret instructional implications of evaluation results
Attend half-day programs,
Are not in general education classes, and
Have no CTE classes,
Then the regular education teacher may not be required, if:
The student does not participate in any part of the general education environment (instructional or extracurricular),
And no general ed teacher has responsibility for them.
Per TAC §89.1050(c)(1)(B):
"If the child is, or may be, participating in the regular education environment, at least one regular education teacher of the child shall be a member of the ARD committee."
Include in the deliberations: The student does not participate in the general education or Career and Technical Education (CTE) environments. Therefore, a general education teacher and CTE teacher are not required members of the ARD committee. This is in alignment with TAC §89.1050, which states that a regular education teacher is only required if the student is or may be participating in the regular education environment.