1. Special Education Leadership Network Meeting January 13, 2011

2. Celebrations

3. Public Input Meeting

4. Legal Update

5. Financial Allocation Study for Texas (FAST)

6. Update: Schedule of Services
Speech Therapy and Related Services

7. Where we are
Kathy Clayton will not issue any additional guidance – thought we were getting it based on comments to TSHA/TCASE taskforce:
I think our greatest challenge is how some folks are interpreting our current guidance. We will be gathering some
information at TCASE and then moving forward.

8. Frequency Duration Location
TEA’s Current Guidance
Frequency---how often the student will receive the service(s)—number of times per week or day. If service is less than daily then the conditions for the provision of the services must be clearly specified within the IEP using a weekly reference
Duration—how long each “session” will last (number of minutes) and when services will begin and end (starting and ending dates)
Location– where services will be provided (in general education classroom or another setting)
If a term (1 class period) is used in the IEP to define duration of service, the term must be defined in the IEP Examples:
1 class period= 50 minutes
1 unit = 15 minutes

9. Purpose for guidance

10. Patterns of Service
 I learned some interesting things (e.g., monitors have an informal metric of 70-75% as their measure to determine if there’s a “a pattern of service”).  

11. “weekly reference”
Confusion over guidance – primarily “weekly reference”

12. 30 minutes 5X in a 6 weeks That’s it!
1 time a week for 30 minutes for 5 weeks, one week with no services so therapists may access carryover in general education classroom, in a 6 week period
Examples for clarity
30 minutes 5X in a 6 weeks
1 time a week for 30 minutes for 5 weeks, one week with no services so therapists may access carryover in general education classroom, in a 6 week period
180 minutes per six week period
45 minutes for 4 consecutive weeks and two weeks with no services to determine generalization, in a six week period
10-30 minutes sessions in a 6-week period
2 sessions for 30 minutes for four weeks and then 1 time for 30 minutes for two weeks in a 6-week period
1- 45 minutes every 3 weeks
That’s it!
60 minutes per semester
1-60 minute session every 18 weeks
She gave me an example of what they want to see:
During a six week period of time, the child will receive "x" minutes of services -  two times per week in weeks 1-3, 1 time per week in weeks 4-5 and will be observed in the classroom during the 6th week.  We also discussed an example of front loading.
What they don't want to see are large blocks of time, like a semester.  They also do not want to see things like "Once a week for 5 weeks in a six week period".  When asked, SLPs say they use that sixth week for ARDs and paperwork, which speaks to district convenience.
Directors and SLPs are understanding that frequency and duration must be recorded in terms of "x" number of minutes for "x" number of times a week.  She said that is absolutely not the intent of TEA and they are not saying that.  They are not saying that it must be written or delivered one way. 
 My take on the session is that the way this game is played is to always use the word “week” in your SOS.  If you are seeing the child 1 time/semester (like PT monitoring equipment usage), say the service will be once per 18 weeks.  If you want to see the child 3 times a grading period, say something like the child will receive 1 45-minute session in the 2nd, 3rd, 4th, and 6th weeks with intervening weeks used to assess generalization.  AND, document every bit of those indirect/supplemental services that SLPs provide, using the same rhetoric.

13. 180 minutes per six week period
45 minutes for 4 consecutive weeks and two weeks with no services to determine generalization, in a six week period

14. 10-30 minutes sessions in a 6-week period
2 sessions for 30 minutes for four weeks and then 1 time for 30 minutes for two weeks in a 6-week period

15. 1- 45 minutes every 3 weeks Okay as is
Talking to Parents – how do we plan?
And they made some good points, like how important it is to tell parents that this is a PLAN and that we may need to come back later and tell them that the planned schedule of services isn’t working out.

16. 1-60 minute session every 18 weeks
60 minutes per semester
1-60 minute session every 18 weeks

17. Can anyone understand when the student will have services?

18. Kathy and Judy both reiterated that it is NOT TRUE that every missed session must be made up.  Instead, it’s an individual question, mostly related to denial of FAPE.  If, for example, a child only receives services 1 x week and he’s ill one week and the SLP the next, that child has missed 50% of that month’s services, so it might be considered denial of FAPE.  Rules like “make it up if it’s the school’s fault, but not if the student is absent” don’t work.  And rules that I’ve heard like all services must be made up within one week are clearly not right.

19. Watch the TETN: number and PIN

20. SPP 7: Early Childhood Outcomes

21. TEA l Division of IDEA Coordination
Submitting Data to TEA
Every district and charter must have one Certifier identified. The Certifier must have a TEASE account and the application for SPP 7.
For Security purposes, there can only be one Certifier per district for the SPP 7 online data collection application.
Trainer Objective:
Review the details of the SPP #7 on-line data submission process.
Training Notes:
Review content on slides.
Discussion Points:
Activity:
SPP7 Data Collection 10-11
TEA l Division of IDEA Coordination
Early Childhood Counts Module 5 21

22. TEA l Division of IDEA Coordination
Revoking User Roles
If the person established as the Certifier has left that position or the district, that role will need to be revoked by the Superintendent before a new Certifier can have access.
The Superintendent must log into TEASE and access User Administration+ to revoke the role.
More information including a self guided training presentation can be found at:
SPP7 Data Collection 10-11
TEA l Division of IDEA Coordination

23. Timeline for Submitting to TEA
For school year:
Application will open November 1, 2010
Application will close on August 31, 2011
The application will only allow data from the current fiscal year to be entered.
Date services “Began” or “Ended” must be between July 1, 2010 – June 30, 2011.
Trainer Objective:
Training Notes: Trainers will need to check the TEA Guidance page for updated information
Discussion Points:
Activity:
SPP7 Data Collection 10-11
TEA l Division of IDEA Coordination
Early Childhood Counts Module 5 23

24. SPP 11: Timely Evaluation (Child Find)
SPP 11 Data Collection
TEA│IDEA Coordination

25. Indicator 11: Timely Initial Evaluation
Compliance Target:
100% of children with parental consent to evaluate, who were evaluated and eligibility determined with in 90 days (State established timeline)
This is a compliance target set by the Office of Special Education Programs (OSEP)
3 is 3! Must have IEP developed & implemented by 3rd birthday.
Who is included
Who is not
SPP 11 Data Collection
TEA│IDEA Coordination

26. Who is reported in SPP 11-a
Who is reported in row a:
Report all eligibility determinations completed between July 1, 2010 to June 30, 2011
Report children who are transitioning from Part C to Part B under both SPP 11 (Timely evaluations) and SPP 12 (Early Childhood Transition)
Include children referred to the district before age 3, but not served in Part C (ECI)
SPP 11 Data Collection
TEA│IDEA Coordination

27. Reporting Accurate Data: Understanding SPP 11
Who is not included SPP 11 data collection:
Do not report students for whom the evaluation process was interrupted and the district was unable to complete the evaluation process
For example:
Student moves out of state
Parent withdraws consent
Parent repeatedly refused or failed to produce child therefore leaving the process incomplete
Notes:
3 is 3! Must have IEP developed & implemented by 3rd birthday.
Discuss who is included and
Who is not
SPP 11 Data Collection
TEA│IDEA Coordination

28. Who is reported in SPP 11-a: Exception to Timeline
Parent caused Delay:
Report any students for whom the evaluation process was delayed (and later completed) because the parent of the child repeatedly failed or refused to produce the child for evaluation.§ (d)(1)
The district should count this student in a. and in compliance in row b or c (subset of a.)
SPP 11 Data Collection
TEA│IDEA Coordination

29. Who is reported in SPP 11-a: Exceptions to Timeline
Student moves prior to eligibility determination:
Report any students that enrolls into district B after the timeline has begun but prior to eligibility determination by district A. The receiving district B must be making sufficient progress to ensure a prompt completion of the evaluation and the district and the parent must agree to a specific time when the evaluation will be completed.§ (d)(2)(e)
The District holding the ARDC meeting should count this student in row a and in compliance in rows b or c (subset of a).
SPP 11 Data Collection
TEA│IDEA Coordination

30. ESC Region XIII IDEA Compliance and Support
Laura Abbott Linda McDaniel (Charter Schools)

31. Regional Focused Special Education Indicator Portfolio

32. SPP: Green= 100% Districts Compliant Red= District(s) noncompliant
( )=# of Districts
PBMAS: Green= No Districts with 2s or 3s Red= District(s) have 2s/3s

41. Alignment
Activity

46. TCASE
Update

47. Announcements/ To Do List

48. LUNCH
Lunch