ARD/IEP Supports

Deaf/Hard of Hearing, ARD/IEP Supports, Evaluation

Communication Assessment: Deaf and Hard of Hearing Students

Overview of considerations to help guide assessment teams as they gather data to determine a Deaf or Hard of Hearing student’s communication needs.

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ARD/IEP Supports, Child Find, Evaluation, State Guidance

Reevaluations: From REED to Evaluation

Examination of regulations related to reevaluations, the process for conducting a REED, and best practices of a comprehensive reevaluation.

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Blind/Visually Impaired, Autism, Evaluation

Data Collection: Duration Recording

 This video shows one educator sharing how she uses a duration collection form. This form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention.  

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ARD/IEP Supports, State Guidance

Standards-Based Individualized Education Program (IEP) Process: Implications for Administrators Training

The training will outline an administrator's responsibility for ensuring a student with disabilities receives an appropriate IEP. The IEP includes present levels of academic achievement and functional performance (PLAAFP) that identify the student’s strengths and critical areas of need AND ambitious

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Significant Cognitive Disabilities, ARD/IEP Supports

PLAAFP Excerpt Document For a Student with Complex Access Needs

This document is an excerpt from a Present Levels of Academic Achievement and Functional Performance (PLAAFP) document for a student with a significant cognitive disability and complex access needs and is discussed in the course A Step Toward IEP Quality and Rigor for Students with Complex Access

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State Guidance, Transition, ARD/IEP Supports, Evaluation

Graduation and Special Education Frequently Asked Questions (FAQ)

The information included in this FAQ provides guidance related to graduation requirements for students receiving special education services in Texas, in accordance with 19 Texas Administrative Code (TAC) §89.1070. These questions and answers clarify expectations and are intended to support staff at

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Data Collection: Interval Recording

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.

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