1. Update on the TEA Sped corrective action plan
Principals’ meeting
October 2018

2. Tea strategic action plan: primary focus areas
Monitoring
Identification, Evaluation, and FAPE
Training, Support, and Development
Student, Family, and Community Engagement
Technical Assistance Networks
The strategic action plan is the expanded response to the corrective actions required by the USED. The plan proposed by TEA is still pending acceptance by the Dept. The plan focuses on these 5 areas as we introduced at August Leadership. There are specific

3. Corrective Actions Lea responsibilities fall 2018
1b. LEAs annually confirm that their local special education policies and practices are in compliance with federal and state requirements
Done in the Legal Framework and the grant application
TEA identified 15 actions in four areas in the corrective action plan. Today’s session focuses on the 4 specific actions required of each LEA at this time. The Special Education Department submits the assurances related to this item.

4. Corrective Actions Lea responsibilities fall 2018
2a. LEAs annually distribute information to every enrolled student’s family regarding the following:
Child find and FAPE requirements
Parent and students’ rights under IDEA
Contact information necessary to request an initial evaluation for a student they suspect of having a disability
Student Handbook
Child Find Notice on web
Elementary handbook p. 60 and 61
Secondary handbook p. 8-9
Campus administrators and leadership teams should be familiar with the requirements.
Remember that the Child Find obligation extends to students not in enrollment, including students attending private schools and homeschool within the district.

5. Corrective Actions Lea responsibilities fall 2018
2c. LEAS to 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.
Referral and evaluation data
Additional services or supports needed in the areas of related services, supplementary aids & services, program modifications, and supports for personnel
We are required to collect data July 1 to June 30. In the past, we only reported the number of evaluations, whether completed within timelines, and whether eligibility was established. Additional details will be collected this year, and the speech pathologists, diagnosticians, and LSSPs will have key roles in the process. These items are discussed in more detail on the following slides.

6. Referral and evaluation data
Verbal Requests
Written Requests
Notice and consent to evaluate or prior written notice of decision not to evaluate
15-school-day timeline for response to written requests
Does the reason indicate a claim that the child should have been referred prior to the current year?
As noted in the Child Find information included in the handbook, requests may be made be parents or staff and may be made verbally or in writing. The district must still comply with all federal prior written notice and procedural safeguard requirements.

7. Additional services or supports needed

8. Corrective Actions Lea responsibilities fall 2018
3c. LEAS share resources with the parents of children suspected of having a disability that describe the differences between RtI, state dyslexia program, §504, and special education
TEA publishing 4 documents
To be distributed now* and annually by the District
TEA was supposed to release the documents by September 1, and LEAs were to distribute by the end of October. However, the materials have not yet been released. The Special Education Department will post the documents and will inform principals when that occurs. Plans for additional release will be finalized once we see the documents.

9. Questions? Brian Kelly, Director Katy Davis, Director
Appraisal staff assigned to the campus