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Administrative Support for Special Education Programs

This service is planned to assist local district and charter school special education administrators in providing a free appropriate public education to all children and youth with special needs. Emphasis is placed on providing services within the state and federal programmatic and fiscal regulations.

Professional Development

Professional development sessions are scheduled monthly for special education administrators. The focus for is Improving Student Performance through Effective Programming.

Additionally, an Annual Fall Leadership Conference occurs in November. This conference is held with keynote and breakout sessions that focus on effective leadership practices, effective programming criteria, promising instructional practices, ongoing compliance with federal and state rules and regulations, and provides opportunities to explore research-based instruction. The training focus is to provide support to those LEAs that are at various stages of the Response to Intervention school reform movement.

Technical Assistance

Funding

Serve as the first point of contact for districts and charter schools seeking information or support for the federal application process for IDEA-B funding. We also serve as technical assistance providers to any state or federal special education funding issues, such as compliant budget development, MOE and excess cost analysis.

Accountability and Planning

Provide assistance to facilitate preparation of special education performance-based monitoring and ongoing compliance.

Assistance in addressing 125% issues.

Assistance with development, implementation, and evaluation of continuous improvement plans.

Provide training and technical assistance to LEAs/SSAs to facilitate the accountability and needs assessment process.

RF Monitoring: Provide technical assistance and support for all aspects of residential facilities monitoring.

Provide assistance to facilitate compliance with the State Performance Plan (SPP) Indicators and the resulting LEA Determination ratings

PEIMS

Provide support for appropriate and accurate PEIMS reporting for special education program.

Required TEA Meeting Reports

Summary of ESC Region 10 Public Meeting Final Report: 2010-2011

The information below summarizes the major points gathered from input from our stakeholders who attended either the January 22, 2011 or the February 8, 2011 public meetings. This has been submitted to TEA to be included in the statewide report.

Stakeholder Input

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Indicator 4

Indicator 4:

Suspension and Expulsion

How can schools and families work together to incorporate positive behavioral interventions and supports to reduce the rates of suspensions and expulsions of students with disabilities?

Training for everyone who works with the student. (includes parents, gen ed and sped peers, and student); Increase awareness of training opportunities for all parties, especially for substitute teachers. All need accessible training through a variety of means and in multiple formats. Training should develop an awareness of antecedents of behaviors.
Open, frequent, varied, proactive and accessible communication between parent and schools concerning behavior
Proactive and early use of PBIS throughout the school by all. Share strategies, techniques parents and teachers can use now.
Discipline process needs to be understood and its correlation to BIP. Process should appropriately be applied to all.

Indicator 8

Indicator 8:

Parent Participation

To ensure positive transition outcomes for students graduating from high school, what information or assistance do parents need?

Expectations and resources (Functional and academic skills) for students should be provided and provided early
Self-advocacy and self-determination are important. Parent and child needs to be taught these skills. What resources are available (both academic and functional)? Knowledge of these should result in a more robust life for our students.
ARD committee must start the conversation of transition based on student needs, not on student age. Timelines for certain agencies kept in mind especially if long waitlists are the norm.
TRaining should foster an understanding that career readiness and appropriate resources are much broader than just college. LEAs and business should foster partnerships to provide real life experiences for students.

Indicator 13

Indicator 13:

Effective Transition

What approach can be taken to ensure that students, parents, and schools receive vital information on agencies providing transition services?

Make sure school staff is aware so they can pass on info to students with all disabilities and for all instructional settings as well as their parents early and periodically.
Re-inviting parents to fairs, personal invite, inquiring if parents are aware of all events that will help foster transition opportunities.
Make information more user-friendly, more accessible, searchable, and applicable as well as in more parent friendly language. There needs to be a lot of work done at the state and local level on public awareness.
Recommendation to set up a state-wide parent resource center which houses a transition framework (similar to legal framework) and agency resources network. This would be valuable for teachers, students and parents.

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2011-12 Calendar of Events