001I'm Charles Cusha, Charlie Kusha. I'm a TA specialist here in the office of special population student supports and this is our October LEA webinar. Uh if you like to follow along at all um you can come to uh our uh special education and then below that uh we have our special education webinars and newsletters and if you just scroll down we try to post uh the webinar agenda and presentation uh uh few days in advance. Uh today we have Mandy Young, uh Lori Morell, and uh Angel Morales. And then not on here, we also have Nathan Poland uh going to be presenting. And I will stop sharing and hand this over to Mandy. >> Hello. Good afternoon everyone. Um my name is Mandy Young and I am a special education technical assistance manager here at
002Texas Education Agency. And one of the work streams that I oversee is early childhood special education. And um I just I wanted to shout out a grant that has been posted. So I'm sharing my screen. Is is my screen sharing? Everybody can see it. Okay, good. Thanks. So um this is the Texas bed support site. If you haven't visited it, please do so because it's has all of our resources for special education supports for staff on the Texas Support. It's spedsupport.te.ex. texas.gov. Um, at the very very top of this bar here, if you go up to opportunities, this is a new uh button that you can click and there are professional opportunities as and grant opportunities here. And I wanted to just point out this empowering ECSE educators to improve student outcomes grant cycle 2
003for 2526. So we had this grant last year. It was uh very popular and we have it again this year. On this website you can see it gives you more information about the grant overview. Um it talks about who can apply which are ESC's and LEAs. Um the the trainings uh I'm sorry the two areas that you can apply for are trainings that focus on uh behavior management inclusive opportunities and then also um funding to support pre kindergarten teachers with dual certification and special education. So, um, those are the two areas. Last year, there were several ESC's and LEAs that did trainings around the pyramid model and the conscious discipline, lots of different behavior trainings. Um, and then there were several several people who also got duly certified. So, check this out. I I do
004want to point out that this time because of the house the passage of House Bill 2, um there were people that were uh if you if you want to through House Bill 2, you can get a certification exam fee fee for their first attempt on um special education certification. So we have changed this to uh for our grant this year to say that it's only the reimbursement is only available for the general education early childhood prek test. This test right here. So, I just wanted to point that out. It talks about who's eligible eligible to apply and that's LEAs and ESC's. Um, there is an application walkthrough video. This video is for the last year's grant. So, if you watch it, you're going to hear 2425, but just replace 2526 because it is the same
005information. It is the same grant. Um, and then if you have any questions about the grant, please contact empowering ecre.org. um and they can answer any of those questions. The last thing that I want to just shout out is we are doing a survey and up in the corner of Texas Support it says take our survey. This survey is very short and it talks about what is on Texas Support. How often do you visit it? What are we missing? If we need more support for you, please take the survey so that we can um put this into our plans, our work plans for next year. We use a lot of the survey results to determine what work we are going to create for the next year. So, um please don't hesitate to fill that out.
006This survey will close at the end of October just like the ECSSE grant. October 31st is a big day for the closing of the ECSSE grant and this survey around Texas Fed support. Thank you. That's all I have to share. >> Thanks, Mandy. Uh, quick question. Adrienne asks, "If we applied last year, can we apply again this year?" >> That is a good question. Um, yes, I think you can. Um, that is a question that I would encourage you to ask at that email address, Texas fed support because, um, I don't know that that's on the FAQ, but I think that you can, and I I would I encourage you to go ahead and use that that email and ask region 10's support around that grant. >> Great. Thank you. Next up is Lori. >>
007Perfect. Um, let me get my screen all shared. Um, hopefully you can see the presentation. Um, and we'll get started. I don't know why I have closed captioning on, but um, [snorts] it's an added bonus for today. Um, okay. So we wanted to bring to you today the um from targeted monitoring to targeted support and it's a very important um title change for us. So if you remember during phase one we had what was called targeted monitoring and that relied on information um and data related to results driven accountability those federally required elements as well as significant disproportionality. based on the results, your LEA was selected to engage in maybe a targeted desk review, an on-site review, um completed additional steps in the strategic support plan. So, that was phase one. As we started moving
008into phase two, we um sought stakeholder feedback. We did a landscape analysis um across the country on selected um state education agencies to learn more about how others complete this targeted monitoring piece. Much of the LEA feedback we received is that request to move away from that norm calculation model um and allow eleas to be able to replicate their own scores as well as adding fiscal elements um to facilitate increased engagement by LEA leadership teams outside of special education. Additional stakeholder feedback were captured in the bullets below. Um, a lot of that feedback, those those data points are already um monitored and analyzed through other teams and divisions at the agency. So as we start phase two, we are looking to transition from that targeted monitoring approach to more of a targeted supports approach when
009it comes to um supporting eleas outside of that cyclical monitoring process that we engage in. So every LEA is still going to engage in cyclical monitoring but when it comes to utilizing data and that risk based analysis um we are moving more from a targeted monitoring space to a targeted supports. So what does that mean? Um the process name has changed and that is to reflect this enhanced support strategies um stance that we at the agency want to focus on when it comes to these targeted supports. Um these supports emphasize collaboration and continuous improvement. uh the new terminology aligns with updated monitoring and assistance frameworks and the focus is evolving solely from monitoring LEA compliance to balancing that approach and emphasizing continuous improvement. So not just continuously checking folders, not just continuously doing on-site visits.
010Those are all still captured. Those are part of cyclical review. Those are part of discretionary visits, discretionary reviews, but really looking at all the data, all the different elements and LEA submits data on um u elements of engagement with the agency and looking that looking at that and putting it through that risk based analysis to determine is that LEA at high risk and what can we do to support them to make continuous improvement and improve student outcomes. Um, again, this change is going to foster that proactive approach to identifying and addressing needs for the LEA. So, as I've said a couple times, this phase 2 is much more centered around a risk-based analysis. It's multi-year data for a more comprehensive trend analysis. It is focused on that continuous improvement approach. It is a criterion model.
011ELEAS will be able to replicate calculations for self-monitoring and progress evaluation. and we ensure that the highest need eleas will engage in targeted supports with both the agency and the ESC liaison. So here's a quick glance at the factors that are part of this riskbased analysis. You can see we have elements from continued non-compliance. So that is that federally required element number three maintenance of effort performance level mean derived from that RDA data report and then you have the state performance plan indicators 11 A 11B 1213 federally required element 2 which relates to that valid timely submission of data dyslexia screening exception codes and then we add a rule-based model for any LEA who meets the following criteria. So when it comes to that rule-based risk factor, we are looking at the RDA determination level
012of the LEA. As you know, TEA um assigns a determination level for each LEA every year. Those levels range from meets requirement that DL1 to needs assistance needs intervention and needs substantial intervention. ELEAS who are included under that rule-based risk criteria if they have a previous year determination level of a four or a three for two to four of those past consecutive years that are captured in that multi-year data analysis that risk factor if they meet one of those determination level rulebased risk criteria then um they are assigned an additional points to those weighted points you saw on the previous screen. So when it comes to this risk calculation, this is new. Um we went from using those three elements of data um as we've done in in phase one for targeted monitoring to this
013risk calculation where we utilize a threshold-based multi-year weighted composite score um which the the purpose of this model is to identify high-risisk LEAs. We provide the sum of the weighted factor scores across multiple years which is used to calculate a weighted total composite score for each LEA. That score is then combined with a value based on the ELEA's past determination levels three and or four when applicable. That combined score creates a total risk composite score which is the sum of the weighted scores for each year. ELEAs with a score exceeding a frozen threshold are flagged for risk-based targeted supports and those supports are provided both by the agency and the ESC liaison. So the improvements we are aiming for with this new targeted supports model is that it does leverage that multi-year data for a
014comprehensive trend analysis. It follows that continuous improvement approach, uses a criterionbased model rather than a normed comparison. It enables eleas to replicate calculations for selfmonitoring and progress tracking, but it also allows us to demonstrate field improvements to stakeholders. So with this continuous improvement approach and being able to routinely engage and look at those multi-year data trends, we're able to show when there has been improvements. Activates targeted supports when unique circumstances or emerging data warrant intervention. And it aligns TEA support with the SPD lever self- assessment tools, data analysis, and targeted technical assistance. So, some of you may be familiar with SPD, which is that special education performance diagnostic. Um, this is actually a resource that is currently in development and testing and will go live across the state in the 2627 school year. For now,
015we are in the process of field testing um various elements of it and many eleas engaged in um some pilot testing uh in the 2425 school year. So the special education performance diagnostic provides districts with a framework for understanding the overall health of their special education systems. The framework is organized around levers, essential actions, and key practices that define what a district should do to ensure that students with disabilities are effectively served in schools. This is just a quick overview of those levers. Um there are seven of the levers. You can see them named on your screen. Um again there's seven levers and then there's essential actions, key practices and success criteria in that SPD application when it is fully launched um and ready to go. These will be the different elements of the SPD.
016Um, we are utilizing the SPD kind of as a launch point for targeted supports because of how robust it is in providing data and data analysis and allowing eleas to access this information and the resources provided to help determine those continuous improvement um actions, professional development needs, um, next steps to support those um, strategic support plans that will be developed um, for those high-risisk ELAs needing targeted supports. I'm going to go ahead and play a quick video. I'm hoping um everyone can hear and see the video once it's launched. If um someone on the panel can give me a thumbs up, I'd appreciate it. Perfect. The special education [music] performance diagnostic, also known as the SPD, is a researchinformed data-driven process designed to evaluate the overall health of a district's special education system. Developed [music]
017in partnership with special education directors and school leaders from across [music] the state, the SPD organizes essential actions and key practices into a framework consisting of seven levers that together [music] define what a district should do to ensure that students with disabilities are [music] effectively served in schools. District leaders engage with the SPD through a secure application, which streamlines the process of reviewing data and [music] completing key practice self assessments to prioritize areas for strategic planning [music] and continuous improvement. The SPD moves districts from data to decisions and build stronger special education systems to promote positive outcomes [music] for students with disabilities. So that was just a little bit about SPD um and that um you will hear more learn more throughout the course of the 2526 school year and then of course um it'll
018go into full launch on the 2627 school year. Um I'm just wanting to confirm that you guys can see my screen still with the presentation. Perfect. Um, so what does this mean for the 2526 school year? This is a transition year for us when it comes to these targeted supports. So what to expect? Um, we will be field testing both the targeted supports as well as the SPD application um in what we're calling a field test. The ELEAS that will participate in this field test will be the ELEAS who if we ran the riskbased analysis this year using the past four years worth of data would flag as at high risk. So those leas will be re be outreached um towards the end of November with additional information details, training sessions, support sessions. Um, we're
019doing this to allow us to analyze that riskbased data, incorporate these SPD key practice self- assessments, implement targeted supports, but also gain real time feedback from users who would be expected to utilize these resources and these supports um to also see how the impact of these targeted supports will support them in their continuous improvement in their development of the strategic support plan. In addition, the SPD application test will um the ELEA's involved will get to test the snapshot tab, related data tab, self assessment tab, overall lever health tab, and resources tab. Um we see the benefit of combining these two efforts um to empower eleas. The SPD is designed to provide um eleas with data and tools and strong improvement plans. piloting with the group of eleas already identified as high-risisk is that natural fit
020since they would be the eleas's um needing to engage in continuous improvement validation and efficiency. Um this allows us to validate the use of these of the SPD um in developing that strategic support plan. So by providing all of the resources in the SPD um we can create a more robust um living at strategic support plan that can extend multiple years to really drive that continuous improvement and make those positive um impacts on student outcomes. We also want to provide an opportunity for feedback and alignment to ensure meaningful development both of the SPD and these targeted supports um and the systems that we put in place as the agency. So that is the the purpose of us combining these efforts. Um as I mentioned earlier, end of November, beginning of December, LEAs who are identified
021as high-risisk will receive additional information from the agency. Um in that information um notification, there will be um several sessions listed for them to attend and learn more to learn next steps. So, the first one to kind of note on your calendar is that if you are identified as an LEA who is high-risisk, uh you would be offered the opportunity to attend an information and QA session on December 9th, either at 11:00 a.m. or 1 p.m. us knowing how schedules can get stacked um in that December month. We will be recording that information and QA session just to allow you to have access to it after the fact. Um once we start in January 2026, we will be doing SPD pilot training. Um there will be uh two sessions. Um LEAs have to attend one
022of the offerings of session one and one of the offerings of session two. There's two separate dates on there. Um these will not be recorded. Uh so if you are an LEA that's selected and um you receive your notification and you realize you have a conflict, please reach out to um the contact in the in the notification as soon as possible for us to make arrangements to ensure that you get the information needed. Um if you downloaded this presentation earlier than um me presenting today, there has been an edit to the dates because we did realize that there's a conflict with some TSDS trainings that were supposed to happen on the original scheduled dates. We have revised the dates. Um we will get this new slide deck uploaded to um to the webinar um postings
023page so that you guys can have the accurate dates. But um these are these are the accurate dates that are on your screen, not the ones that are in your your handout if you already downloaded anything. Um how it will work is pretty much January till March. We'll be engaging with the SPD tool um as well as developing some work sessions, data analysis, root cause analysis um completing certain portions of the strategic support plan as possible with um in including a self assessment uh that is housed inside of the SPD application. Once those actions are complete, that's when we will just begin the submission of the strategic support plans and then continue working through the additional steps of targeted supports. With that, um, I am coming to a close on my presentation. There will be
024additional information coming out over the next few months. Obviously, the notification sent to the ELEAS who qualify as ELEAS at high risk who um will participate in the field test for targeted supports um in the fall and winter as well as additional information on SPD um upcoming information um on the self assessment for all LEAs in the state um for the 2526 school year and then additional pieces as they become available. So, thank you guys so much for um listening in. Um please feel free to drop any questions in the Q&A so that we can start building our FAQ and Q&A resources on our end as well. >> Thank you. >> Thanks, Lori. I think you have a question in there, so take a take a quick peek. Um just a friendly reminder that this
025webinar and all of our webinars are recorded. So, a lot of great information being presented here. So if you ever want to refer back uh please check out those recordings. All right. Our next presenter I'm going to hand it over to uh Angel. >> All right. Well, good afternoon everybody. Um what I am going to talk about today is uh some of you may know that we have um made updates to the correct action plan template and ascend. Um, so I kind of wanted to discuss briefly what that would look like for SP corrective action plans um that will be coming around the corner um after notifications are sent out identifying the LEAs that were identified with non-compliance for particular indicators. Um so the corrective action plan will will identify the indicators um that the
026LEA was identified for non-compliance. Only responsibility that the LEA will have um is completing the root cause. TEA will initiate all corrective action plans. Um the LEA is not responsible for initiating the the corrective action plans. We will do that. The only responsibility they will have after the initiation is completing the root cause. Now the root cause you have two options. You can write one comprehensive uh root cause if the root cause aligns to each indicator or they have the option of separating each indicator um root cause for each indicator. It is really at the discretion of the LEA. Um once they complete that particular piece here, they would just save it and that is it. There's nothing else they would have to do at that particular time. All the other steps remain the same,
027but that though that information and next steps will not be discussed until they have their initial conference with their assigned uh education specialists to kind of go through and finalize due dates and discuss the the necessary requirements. And all those requirements are the same. Nothing has changed other than the visual and the platform. What we're really intended to do was to take the lift off of the LEA um and have a lot of the information automatically populated. So, we're hoping this is a a a breath of fresh air for for the folks that do have to create a corrective action plan and not have to go through all those unnecessary steps as they have done in the past. Um, so that is it. That's actually what I just kind of wanted to show you and
028share with you. Um, additional resources and information are to come. Um, once we have those out, we will blast it out there via send and on the review and support website. So kind of keep a lookout on those for the next steps and the new information that's coming out to help support eleas navigate through the updated corrective action plan in ascent. >> Great information. Thank you. [clears throat] Thank you for that. >> All right. And finally, we will uh conclude with uh Nathan here. >> Good afternoon, everybody. Uh my name is Nathan Pulland. I'm the state autism coordinator at TEA. snuck on the meeting today. Um, a couple agenda items here. So, the first item is the autism circuit academy. I want you all to know that the application for the spring cohort is open.
029Um, so I'm going to go ahead and go to topics. There's multiple ways to navigate there on Texas Ved support, but if you go to topics and autism or you can just search for it, uh, you'll see autism circuit academy here. So, as a reminder, in the past, this has historically been a a year-long cohort. Um, but we redesigned it this year to have a distinct fall and spring cohort that covers separate evidence-based practices. So, the spring cohort is now open for application. So, a reminder, the Autism Circuit Academy um is now a semesterl long uh format and it involves training through coursework, discussion posts with your professional learning community, and follow-up coaching u through an ESC coach um assigned to you to coach you um on a chosen evidence-based practice for students with autism.
030So, it's open for um educators in the state of Texas. It's free. it um has an application right here. You'll see that the start date is January 1. I should probably change that. That's when folks get access to the content. U but it's automated. We don't expect you all to work on January 1st. So, it's automated, but I think the real start date is probably that first week back in in January. Um so, if you go to that application, you'll have to f fill out some information um and submit it. We just want to make sure that you meet our criteria, you have access to students, you're an educator in the state, um, etc. And so there's some FAQs at the bottom here. And if you have any questions related to the Autism Circuit Academy,
031you are always welcome to email this contact address at the bottom of that that TSS page. So once again, Autism Circuit Academy Spring Cohort has an application open right now until December 15th of this year. Um, and that'll run um, January through April. All right. Next piece of information I have for y'all, if I can scoot around the Zoom bar, is I was hoping to have the page built today, but it's not. It's not quite ready. But this is kind of breaking news. And so, we have a new LEA grant for autism for school years 26 27 and 2728 hopefully this week. And very soon, I was hoping today if you navigate to that um opportunities page that Mandy showed you earlier, so up here on Texas Bet Support Opportunities, go down to grants. Hopefully,
032you'll see very soon an autism grant here and it's going to be called the Innovative Services uh for students with autism grant because the writer language from the legislative session does have the word innovative in it. So, we kept the name similar to previous uh year grants. So for that grant, it'll be available for school districts and open enrollment charters in the state of Texas. And we'll have roughly $10 million available for LEAs in each of those years in the 2627 school year and 2728 school year. Um collaborations across multiple school districts and open enrollment charters will be prioritized as we have done in previous iterations of this grant. Um, and let me see if there's other information here that I'm okay to share with. Once we build out that page on here, it's going
033to have kind of the bare bones information related to the grant and we're going to very soon add an FAQ that we've updated um for this grant and we'll post that and we'll post the link for application. the the bigger piece of news to share is that the timeline for the competition will be early spring. Okay? So, we're kind of building that as we fly. It was a little bit of a surprise that we had these funds um appropriated out of the legislative session. So, we're hoping early January for a um application open date for eleas to apply. Okay? So, keep coming back, keep checking. We'll share it out through multiple outreach um mechanisms that we have. But once this page gets built, we'll send it out. We'll share it out. Um just keep looking,
034keep checking back. We should [clears throat] have more information about this grant available um almost kind of on a weekly basis for the next couple of weeks until we have everything set. All right, so that's the bigger piece of news. Uh autism grant for LEA is available for school years 26 27 27 28. competition open date um early spring of 2026. Thank you all. Thank you, Nathan. Type of breaking news I like to hear about. All right. Uh at this time, I would just like to uh thank our presenters today for presenting uh and thank our audience for attending. Again, this uh webinar is recorded. Um, this time I'm going to stop recording.