Re: [Project.diverse] Re: Re: Lessons from a 3rd Grade Dropout
by Diana Infante-De Leon
LOL, Dr. Burke! Monster drinks are not good for you!
Diane
*Diana "Diane" Infante-De Leon, M.A.*
Early Childhood Special Education Teacher, NISD
diana.infante-deleon(a)nisd.net
P: 210-632-1418
On Fri, Aug 23, 2024 at 7:34 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> That’s cool…he has lost a lot of weight- hope it is on purpose and is not
> ill.
>
>
>
> I need to do something like he does every before beginning meeting- maybe
> instead of a swig of coffee and saying “How ya livin”…instead…I’ll take a
> swig of a Monster drink and say “How is research comin?”
>
> Mack
>
>
>
> *From: *EBONI BAILEY BONAITI <ebaileybonaiti(a)tamu.edu>
> *Date: *Friday, August 23, 2024 at 7:03 PM
> *To: *Burke, Mack <Mack_Burke(a)baylor.edu>
> *Cc: *project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>,
> project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>
> *Subject: *[Project.leer] Re: [Project.diverse] Lessons from a 3rd Grade
> Dropout
>
> I used to attend church with the Rigsby family when I was teen before he
> became a widower and prior to his second marriage. He has embodied a true
> testament of how unforeseen trials make us stronger and can serve as
> portals that project us into our destiny!
>
>
>
>
>
> On Fri, Aug 23, 2024 at 6:43 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and
>
> ZjQcmQRYFpfptBannerStart
>
> This Message Is From an External Sender
>
> This message came from outside your organization.
>
>
>
> ZjQcmQRYFpfptBannerEnd
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and Chaplin for the football team at TAMU (and we both share
> the distinction of graduating from University of Oregon! Go Ducks!). I
> think he still lives in Dallas…still a great speech even after hearing it
> multiple times.
>
>
>
> https://youtu.be/lw-5f4QN1zs
> <https://urldefense.com/v3/__https://youtu.be/lw-5f4QN1zs__;!!KwNVnqRv!CnO...>
>
>
>
> PS: I started watching his Sunday talks during COVID also when we couldn’t
> get out and everything was shut down and started them on facebook...started
> every podcast with a swig of his coffee mug…and I think that is a picture
> of him and Gene Stallings behind him on the wall (for those that follow A&M
> football…😊 ).
>
>
>
> https://fb.watch/u8RseXQt4L/
> <https://urldefense.com/v3/__https://fb.watch/u8RseXQt4L/__;!!KwNVnqRv!CnO...>
>
>
>
>
>
>
>
>
>
> _______________________________________________
> Project DIVERSE mailing list -- project.diverse(a)lists.it.utsa.edu
> To unsubscribe send an email to project.diverse-leave(a)lists.it.utsa.edu
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> To unsubscribe send an email to project.diverse-leave(a)lists.it.utsa.edu
>
1 year
Re: [Project.diverse] Lessons from a 3rd Grade Dropout
by EBONI BAILEY BONAITI
I used to attend church with the Rigsby family when I was teen before he
became a widower and prior to his second marriage. He has embodied a true
testament of how unforeseen trials make us stronger and can serve as
portals that project us into our destiny!
On Fri, Aug 23, 2024 at 6:43 PM Burke, Mack <Mack_Burke(a)baylor.edu> wrote:
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and
> ZjQcmQRYFpfptBannerStart
> This Message Is From an External Sender
> This message came from outside your organization.
>
> ZjQcmQRYFpfptBannerEnd
>
> If you need a little motivational “pickmeup”- I ran back across this old
> piece by Dr. Rick Rigsby that was circulating a few years back on his talk
> at the marintine marine commencement- he was the Aggie Character coach (we
> call it PBIS) and Chaplin for the football team at TAMU (and we both share
> the distinction of graduating from University of Oregon! Go Ducks!). I
> think he still lives in Dallas…still a great speech even after hearing it
> multiple times.
>
>
>
> https://youtu.be/lw-5f4QN1zs
> <https://urldefense.com/v3/__https://youtu.be/lw-5f4QN1zs__;!!KwNVnqRv!CnO...>
>
>
>
> PS: I started watching his Sunday talks during COVID also when we couldn’t
> get out and everything was shut down and started them on facebook...started
> every podcast with a swig of his coffee mug…and I think that is a picture
> of him and Gene Stallings behind him on the wall (for those that follow A&M
> football…😊 ).
>
>
>
> https://fb.watch/u8RseXQt4L/
> <https://urldefense.com/v3/__https://fb.watch/u8RseXQt4L/__;!!KwNVnqRv!CnO...>
>
>
>
>
>
>
>
>
> _______________________________________________
> Project DIVERSE mailing list -- project.diverse(a)lists.it.utsa.edu
> To unsubscribe send an email to project.diverse-leave(a)lists.it.utsa.edu
>
1 year
Lessons from a 3rd Grade Dropout
by Burke, Mack
If you need a little motivational “pickmeup”- I ran back across this old piece by Dr. Rick Rigsby that was circulating a few years back on his talk at the marintine marine commencement- he was the Aggie Character coach (we call it PBIS) and Chaplin for the football team at TAMU (and we both share the distinction of graduating from University of Oregon! Go Ducks!). I think he still lives in Dallas…still a great speech even after hearing it multiple times.
https://youtu.be/lw-5f4QN1zs
PS: I started watching his Sunday talks during COVID also when we couldn’t get out and everything was shut down and started them on facebook...started every podcast with a swig of his coffee mug…and I think that is a picture of him and Gene Stallings behind him on the wall (for those that follow A&M football…😊 ).
https://fb.watch/u8RseXQt4L/
1 year
FW: OSERS Bulletin | August 23, 2024 | News from OSERS, Events, New on the OSERS Blog, and OSERS Newsletters
by Burke, Mack
See joint newsletter for those interested in deaf and hard of hearing and early childhood. I think there are actually very few deaf and hard of hearing programs left for teacher ed….but has been picked up by speech and communication therapists…Gaullant university I think is one of the few places that treats as a form of bilingualism- it is on my “to do” list to schedule a tour.
This was playing last year during football season about the football helmet for the Gallant Bison.
https://www.youtube.com/watch?v=knGJ0T477UM
MDB
From: U.S. Department of Education <ed.gov(a)info.ed.gov>
Date: Friday, August 23, 2024 at 1:31 PM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: OSERS Bulletin | August 23, 2024 | News from OSERS, Events, New on the OSERS Blog, and OSERS Newsletters
[Image removed by sender. OSERS Bulletin | Office of Special Education and Rehabilitative Services (OSERS)]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9812>
News, Events and Updates from the OSERS Office of the Assistant Secretary
New from OSERS
ED, HHS Release Joint Letter on EDHI and IDEA Part C Programs
The Departments of Education and Health and Human Services released a joint letter to address critical gaps in service for deaf or hard of hearing infants and toddlers<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9813>. The letter encourages collaboration between state Early Hearing Detection and Intervention (EHDI) programs and Individuals with Disabilities Education Act (IDEA) Part C early intervention programs.
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RSA Publishes Policy Guidance related to Randolph-Sheppard Vending Facility Program
The Rehabilitation Services Administration (RSA) issued a technical assistance circular: Allowable Costs for Vending Facilities and Equipment for Vendors Under the Randolph-Sheppard Vending Facility Program<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9814>. RSA provided this guidance in response to inquiries received from state licensing agencies, Randolph-Sheppard Vending Facility Program (RSVFP) vendors, and professional associations on behalf of RSVFP vendors regarding the use of vocational rehabilitation program funds and RSVFP set-aside funds to support the RSVFP.
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New on the OSERS Blog
Postsecondary Education Options
With the start of the new school year, high school seniors are looking toward their next big milestone: graduation.
Graduation signifies the transition from youth to adulthood, and the successful transition from high school to postsecondary education for all students requires early planning and collaborative efforts between educators, students and families.
In the seventh Expect, Engage, and Empower: Successful Transitions for All!<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9815> blog post in the 3E series<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9816>, the Office of Special Education and Rehabilitative Services (OSERS) addresses postsecondary education options for students with disabilities.
[Image removed by sender. Successful Transitions for All]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9817>
RSA Success Story: Gaining Independence through the IL-OIB Program
Nisha Falcigno, a 60-year-old resident of New York City, is a survivor of cancer and vision loss. Prior to experiencing significant vision impairment, resulting in a legal blindness diagnosis, Falcigno worked as a lawyer and in IT sales. Meet Falcigno and learn about the training and services she received<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9818> to help her adapt to vision loss.
[Image removed by sender. Nisha Falcigno]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9819>
OSEP Director Visits Two HBCU Grant Recipients
Earlier this year, Office of Special Education Programs (OSEP) Director Valerie C. Williams visited Coppin State University and Delaware State University. Both Historically Black Colleges and Universities (HBCUs) are recipients of personnel preparation grants administered by OSEP. Williams shares the importance of developing and supporting a diverse educator workforce to improve student success<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981a>.
[Image removed by sender. OSEP Director Valerie C. Williams]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981b>
Events
OSEP Smart Beginnings 2024
Join OSEP for Smart Beginnings 2024<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981c>, Aug. 27-29, from 2–3:30 p.m. ET each day. Sessions will focus on specific audiences and resources for those participants.
Each session day has a different registration link:
* Aug. 27 – Educators, Administrators<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981d>
* Aug. 28 – Parents, Families<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981e>
* Aug. 29 – Early Childhood<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c981f>
[Image removed by sender. Smart Beginnings classroom image]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9820>
Save the Date: Collaboration to Improve Outcomes
OSERS will host the third virtual session for the 2023-2024 OSERS Symposium Series, Expect, Engage, Empower Symposium: Collaboration to Improve Outcomes<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9821> on Sept. 12, 1 – 2:30 p.m. ET.
[Image removed by sender. Successful Transitions for All]<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9822>
Latest OSERS Newsletter
NCRTM Newsletter
August 2024 | In this issue<http://t1.info.ed.gov/r/?id=h1209362,12aa676,12c9823>: RSA Success Story, National Clearinghouse of Rehabilitation Training Materials resource spotlight, podcasts, resources, webinars and more!
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The OSERS Bulletin contains resources that are provided for the reader’s convenience. The inclusion of these materials is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses, and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
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1 year
Re: [EXTERNAL] Re: Project LEER - Meeting (Day/Time) for Fall 2024
by Richard Boon
Hi Kristen,
Yes, in general, for Fall 2024.
Thanks a bunch!
Kind regards,
Richard
From: Padilla, Kristen <Kristen_Padilla(a)baylor.edu>
Sent: Thursday, August 22, 2024 9:39 AM
To: Richard Boon <Richard.Boon(a)utsa.edu>; project.leer(a)lists.it.utsa.edu
Subject: [EXTERNAL] Re: Project LEER - Meeting (Day/Time) for Fall 2024
**EXTERNAL EMAIL**
This email originated outside of The University of Texas at San Antonio.
Please exercise caution when clicking on links or opening attachments.
Hi Richard!
Is this for in general or just next week?
Kristen
From: Richard Boon <Richard.Boon(a)utsa.edu<mailto:Richard.Boon@utsa.edu>>
Date: Wednesday, August 21, 2024 at 9:20 PM
To: project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu> <project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>>
Subject: [Project.leer] FW: Project LEER - Meeting (Day/Time) for Fall 2024
Hi Everyone,
Just a friendly reminder!
Thanks!
Kind regards,
Richard
From: Richard Boon
Sent: Monday, August 19, 2024 10:26 PM
To: project.leer(a)lists.it.utsa.edu<mailto:project.leer@lists.it.utsa.edu>
Subject: Project LEER - Meeting (Day/Time) for Fall 2024
Hi Everyone,
Could you please confirm your availability via When2meet by Friday, August 23?
https://www.when2meet.com/?25995241-RbOj7
Thanks SO MUCH!
Kind regards,
Richard
1 year
Re: Project LEER - Meeting (Day/Time) for Fall 2024
by Padilla, Kristen
Hi Richard!
Is this for in general or just next week?
Kristen
From: Richard Boon <Richard.Boon(a)utsa.edu>
Date: Wednesday, August 21, 2024 at 9:20 PM
To: project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] FW: Project LEER - Meeting (Day/Time) for Fall 2024
Hi Everyone,
Just a friendly reminder!
Thanks!
Kind regards,
Richard
From: Richard Boon
Sent: Monday, August 19, 2024 10:26 PM
To: project.leer(a)lists.it.utsa.edu
Subject: Project LEER - Meeting (Day/Time) for Fall 2024
Hi Everyone,
Could you please confirm your availability via When2meet by Friday, August 23?
https://www.when2meet.com/?25995241-RbOj7
Thanks SO MUCH!
Kind regards,
Richard
1 year
FW: Project LEER - Meeting (Day/Time) for Fall 2024
by Richard Boon
Hi Everyone,
Just a friendly reminder!
Thanks!
Kind regards,
Richard
From: Richard Boon
Sent: Monday, August 19, 2024 10:26 PM
To: project.leer(a)lists.it.utsa.edu
Subject: Project LEER - Meeting (Day/Time) for Fall 2024
Hi Everyone,
Could you please confirm your availability via When2meet by Friday, August 23?
https://www.when2meet.com/?25995241-RbOj7
Thanks SO MUCH!
Kind regards,
Richard
1 year
Re: Dyslexia handbook
by Burke, Mack
Ps- also take a look at page 50 which is quite good. I think brain training and working memory training is all the rage in some quarters now- not that memory can’t be improved with cognitive strategies but working memory itself is pretty stable over time and resistant to change and relates also to cognitive load and task complexity.
Unfortunately, we are in a field dominated by fads and BS practices that often don’t stand up when scrutinized- and sometimes unforgivably, differentially impacts those who need support the most.
MDB
Ineffective Treatment for Dyslexia Interventions that claim to treat dyslexia in the absence of print are generally ineffective. Claims of ineffective treatments for dyslexia may use terms or techniques described as “brain training,” “crossing the midline,” “balance therapy,” and others. While some treatments may ameliorate conditions other than dyslexia, their use for students with dyslexia has not been proven effective. Figure 4.2 addresses some commonly advertised interventions that may be purported to treat dyslexia, but scientific, peer-reviewed research has demonstrated ineffective results for students with dyslexia.
Figure 4.2. Treatments Ineffective for Dyslexia Examples
What Research Has Found Citation Colored Overlays and Colored Lenses “Consistent with previous reviews and advice from several professional bodies, we conclude that the use of colored overlays to ameliorate reading difficulties cannot be endorsed and that any benefits reported in clinical settings are likely to be the result of placebo, practice, or Hawthorne effects.”
Griffiths, P.G., Taylor, R.H., Henderson, L.M., & Barrett, B.T. (2016). The effect of colored overlays and lenses on reading: a systematic review of the literature. Ophthalmic & Physiological Optics, 36, 519–544. https://doi. org/ 10.1111/opo.12316
Specialized fonts designed for people with dyslexia “Dyslexie font did not lead to improved reading compared to normal ‘Arial’ font, nor was it preferred by most students.” Kuster, S. M., van Weerdenburg, M., Gompel, M., & Bosman, A. M. (2018). Dyslexie font does not benefit reading in children with or without dyslexia. Annals of Dyslexia, 68, 25-42. https://doi. org/10.1007/s11881-017-0154- 6
Vision Therapy “Scientific evidence does not support the claims that visual training, muscle exercises, ocular pursuit-and-tracking exercises, behavioral/ perceptual vision therapy, ‘training’ glasses, prisms, and colored lenses and filters are effective direct or indirect treatments for learning disabilities. There is no valid evidence that children who participate in vision therapy are more responsive to educational instruction than children who do not participate.” Handler, S.M., Fierson, W.M., et al. (2011). Joint technical report - learning disabilities, dyslexia, and vision. Pediatrics, 127, e81856. https://doi.org/10.1542/ peds.20103670
Specific Working Memory Training Programs “The authors conclude that working memory training programs appear to produce short-term, specific training effects that do not generalize to measures of ‘real-world’ cognitive skills. These results seriously question the practical and theoretical importance of current computerized working memory programs as methods of training working memory skills.” Melby-Lervåg, M., Redick, T. & Hulme, C. (2016).
Working memory training does not improve performance on measures of intelligence or other measures of “far transfer”: Evidence from a metaanalytic review. Perspectives on Psychological Science, 11, 512-534. https://DOI: 10.1177/1745691616635612
From: Burke, Mack <Mack_Burke(a)baylor.edu>
Date: Wednesday, August 21, 2024 at 11:27 AM
To: project.diverse(a)lists.it.utsa.edu <project.diverse(a)lists.it.utsa.edu>, project.leer(a)lists.it.utsa.edu <project.leer(a)lists.it.utsa.edu>
Subject: [Project.leer] Dyslexia handbook
See link on dyslexia handbook from TEA. It is quite good and data based and am familiar with most the people they cite…although it is an on ongoing discussion how the conception of dyslexia and “garden variety” learners with reading problems are different- which has dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent curriculum would be those you would take a look at in RTI at least until 3rd grade when things shift a bit and might become more complicated (from “learning to read” to “reading to learn”). And given the disparities in reading with minoritized learners…it is worth thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount of time in the United States, experience with formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and English as a second language (ESL) programs as well as students designated as EB whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (19 TAC §89.1220(g)-(m)) that is necessary to consider when identifying EB students with dyslexia. The LPAC is required to meet annually to review student placement and progress and consider instructional accommodations and interventions to address the student’s linguistic needs. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3. Additional Data Sources for Emergent Bilingual Students • Home Language Survey • Designation of the student's level of language proficiency • Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing) • Instructional interventions provided to address language needs • Information regarding previous schooling inside and/or outside the United States • Type of language program model provided and language of instruction
MDB
From: SPEDTex <inquire(a)spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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August 2024
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RESOURCES
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New Updates: The Dyslexia Handbook
The Dyslexia Handbook contains procedures concerning dyslexia and related disorders. The State Board of Education recently approved and adopted changes to this document. Read the updated handbook here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
What is an Individualized Education Program (IEP)?
SPEDTex has a resource that provides a brief overview of the major sections of an IEP and can serve as a checklist for families as they participate in their child’s Admission, Review, and Dismissal committee meeting. <https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> Read it here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
Back-to-School Anxiety in Kids: What to Watch Out For
Some kids get anxious over the start of school every year. That’s especially true for kids who struggle with learning or with making friends, and those with anxiety. Here are some things kids are likely to be anxious about as school starts this year:
* Being behind and not being able to catch up
* Not knowing their teacher
* Not fitting in with kids in their new class
* Not being prepared for changes or not knowing what to expect
* School safety
Kids may need extra support as they head back to school. Families and educators can ease the transition and help kids manage anxiety. Learn more about what to watch out for and how to help in this article from understood.org. Click here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> to read.
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UPCOMING EVENT
Special Education Updates with Kristin McGuire
Join us for a free statewide webinar on September 18, 2024, at 12:15 p.m. (CT). Kristin McGuire, Deputy Associate Commissioner of Special Populations Policy, Integration, and Technical Assistance at the Texas Education Agency will be joining us to discuss recent special education updates and to address various questions often asked by parents of students with disabilities attending public schools. Register here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
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1 year
Dyslexia handbook
by Burke, Mack
See link on dyslexia handbook from TEA. It is quite good and data based and am familiar with most the people they cite…although it is an on ongoing discussion how the conception of dyslexia and “garden variety” learners with reading problems are different- which has dyslexia and which has a “curriculum disability”- ideally the non-responders to a decent curriculum would be those you would take a look at in RTI at least until 3rd grade when things shift a bit and might become more complicated (from “learning to read” to “reading to learn”). And given the disparities in reading with minoritized learners…it is worth thinking about…here is the section on language and emergent bilinguals from it.
Language Proficiency
Much diversity exists among EB students. A student’s language proficiency may be impacted by any of the following: native language, English exposure, parent education, socioeconomic status of the family, amount of time in the United States, experience with formal schooling, immigration status, community demographics, and ethnic heritage (Bailey, Heritage, Butler, & Walqui, 2000). EB students may be students served in bilingual and English as a second language (ESL) programs as well as students designated as EB whose parents have denied services. In addition to the information discussed in the previous section of this chapter, the Language Proficiency Assessment Committee (LPAC) maintains documentation (19 TAC §89.1220(g)-(m)) that is necessary to consider when identifying EB students with dyslexia. The LPAC is required to meet annually to review student placement and progress and consider instructional accommodations and interventions to address the student’s linguistic needs. Since the identification and service delivery process for dyslexia must be aligned to the student’s linguistic environment and educational background, involvement of the LPAC is required.
Additional data sources for EB students are provided below in Figure 3.3. Figure 3.3. Additional Data Sources for Emergent Bilingual Students • Home Language Survey • Designation of the student's level of language proficiency • Texas English Language Proficiency Assessment System (TELPAS) information for four language domains (listening, speaking, reading, and writing) • Instructional interventions provided to address language needs • Information regarding previous schooling inside and/or outside the United States • Type of language program model provided and language of instruction
MDB
From: SPEDTex <inquire(a)spedtex.ccsend.com>
Date: Wednesday, August 21, 2024 at 10:13 AM
To: Burke, Mack <Mack_Burke(a)baylor.edu>
Subject: Stay Connected!
Special Education Information, Updates, and Resources
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August 2024
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RESOURCES
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New Updates: The Dyslexia Handbook
The Dyslexia Handbook contains procedures concerning dyslexia and related disorders. The State Board of Education recently approved and adopted changes to this document. Read the updated handbook here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
What is an Individualized Education Program (IEP)?
SPEDTex has a resource that provides a brief overview of the major sections of an IEP and can serve as a checklist for families as they participate in their child’s Admission, Review, and Dismissal committee meeting. <https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> Read it here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
Back-to-School Anxiety in Kids: What to Watch Out For
Some kids get anxious over the start of school every year. That’s especially true for kids who struggle with learning or with making friends, and those with anxiety. Here are some things kids are likely to be anxious about as school starts this year:
* Being behind and not being able to catch up
* Not knowing their teacher
* Not fitting in with kids in their new class
* Not being prepared for changes or not knowing what to expect
* School safety
Kids may need extra support as they head back to school. Families and educators can ease the transition and help kids manage anxiety. Learn more about what to watch out for and how to help in this article from understood.org. Click here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...> to read.
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UPCOMING EVENT
Special Education Updates with Kristin McGuire
Join us for a free statewide webinar on September 18, 2024, at 12:15 p.m. (CT). Kristin McGuire, Deputy Associate Commissioner of Special Populations Policy, Integration, and Technical Assistance at the Texas Education Agency will be joining us to discuss recent special education updates and to address various questions often asked by parents of students with disabilities attending public schools. Register here<https://bgb8bkfbb.cc.rs6.net/tn.jsp?f=00118gmfp_dJSXRLNIZOYA4tGnQcnl40ERj...>.
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ABOUT SPEDTEX
The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
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Region 10 ESC | 400 E. Spring Valley Rd. | Richardson, TX 75081 US
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1 year
