Sample of Child Find Training Monograph

Actions that occur prior to a student becoming eligible for Special Education services are discussed, including required intervention services and initiating a request for a Full Individual and Initial Evaluation.  

Subtopics cover Intervention: 

• Intervention: Supports for Struggling Students;
• Tiered Intervention in Multi-Tiered Systems of Support (MTSS);
• Student Support Teams;
• Section 504, Dyslexia, and Special Education; and
• Referral for Special Education Evaluation.  

This Training Monograph© is focused on IDEA requirements and Texas regulations. 

Subtopics address 

•  "What are Dyslexia and Related Disorders (DRD)?"; 
• State and Federal Dyslexia Requirements, including Child Find; 
• Screening and Evaluation; 
• Identification and Instructional Program; and 
• Parent Participation and Notification.  

Before a child or ungraduated adult may become eligible for Special Education services, the person must first receive a Full Individual and Initial Evaluation (FIIE), and a written FIIE report with required content must be completed.  

Subtopics included in this Training Monograph© are 

• "Child Find" and Requests for Initial Evaluations, Including Dyslexia and Related Disorders; 
• Notice, Consent, and Data-Gathering; 
• Timelines for Completing Initial Evaluations; 
• Conducting a Full Individual and Initial Evaluation (FIIE); 
• Qualifying Disabilities; and 
• Admission, Review, and Dismissal Committee (ARDC) Meeting.  

The Reevaluations Training Monograph© addresses situations that warrant reassessment or additional assessment.  

Subtopics are

• Review of Existing Evaluation Data (REED), 
• Triennial Full and Individual Evaluations (FIEs), 
• Reevaluations Other Than Triennial FIEs, 
• Reevaluations Prior to Dismissal from Related Services or Speech Therapy, and 
• Reevaluations Prior to Dismissal from Special Education.  

This Training Monograph© discusses IDEA's requirements to provide a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE).  

Subtopics include

• FAPE - Free and Public,
• FAPE - Appropriate Education, 
• LRE- Least Restrictive Environment, and 
• Due Process.  

This Training Monograph© covers the required membership for Admission, Review, and Dismissal Committee (ARDC) meetings.  It explains each person's role in plain language, along with setting expectations for participation in meetings.  It briefly addresses the option for excusing a required member.  

Subtopics are

• LEA Representative,
• Parents / Legal Guardians,
• Student,
• Regular/General Education Teacher,
• Special Education Teacher,
• Assessment Professional,
• Language Proficiency Assessment Committee (LPAC) Representative,
• Career and Technical Education (CTE) Representative,
• Sensory Impairment Representative(s),
• Other Members, and
• Member Excusal.

This Training Monograph© provides an overview/review on developing Individualized Education Programs with the required content.   It emphasizes the IEP document's legally-binding status and the requirements to implement the IEP with fidelity and quality documentation. 

It reviews ARDC membership and addresses IEPs in the subtopics 

• The ARDC Committee (ARDC);
• Evaluation, Eligibility, and Reevaluation;
• Present Levels of Academic Achievement and Functional Performance (PLAAFP);
• Goals and Objectives/Benchmarks;
• Special Education and Related Services;
• State and Districtwide Assessments;
• Special Factors and Topics; 
• Mutual Agreement; and
• The Completed IEP. 

In this Training Monograph©, rules for addressing behavior in the Individualized Education Program (IEP) are covered.  

Subtopics include 

• Positive Behavioral Intervention and Supports (PBIS) in IDEA; 
• Addressing PBIS, Behavior, and Discipline in the IEP;
• Individualized PBIS and Other Strategies that Address Behavior;
• Functional Behavioral Assessments (FBAs); and 
• Behavior Intervention and Behavior Improvement Plans (BIPs).

IDEA and state rules for Special Education students participating in state and Local Education Agency (LEA) assessments are discussed in this Training Monograph©.  

It covers subtopics for

• Determining the Appropriate Assessment, 
• Determining Allowable Accommodations (Designated Supports), and 
• Addressing Unsatisfactory Performance on State Assessments.

This Training Monograph© addresses implementing IEPs with fidelity and quality documentation.  

Subtopics cover

• Goals and Objectives/Benchmarks, 
• Progress Reports, 
• Accommodations, 
• Schedule of Services, 
• Speech Therapy and Related Services, and 
• Adjusting the IEP. 

This Training Monograph© discusses instructional strategies with an emphasis on IEP Accommodations.  

Subtopic content includes 

• Supplementary Aids and Services: Accommodations, 
• Adopting Required Accommodations, 
• Adopting State Assessment Accommodations, 
• Types of Instructional Accommodations, 
• Implementation and Documentation, and 
• Adjusting Accommodations. 

The requirement that IEPs for secondary students must include consideration of each student's transition to post-secondary life is the focus of this Training Monograph©.  

Its subtopics include 

• "Why Transition Services?", 
• Transition Procedures, 
• Transition Planning - Data-Gathering and Evaluations, 
• Defined Areas for Transition Services (at the state versus federal levels), 
• Transition Planning and the IEP, and 
• Adulthood and Graduation. 

The Graduation Training Monograph© covers multiple requirements. 

These subtopics are

• Graduation in Texas, 
• Personal Graduation Plans, 
• Special Education Considerations, 
• Summary of Performance (SOP), and 
• Graduation Ceremonies.

This Training Monograph© provides an overview/review on the transition process for children with disabilities from Early Childhood Intervention Programs (ECIPs) to Early Childhood Special Education (ECSE).  

Subtopics include 

• Child Find, 
• Early Childhood Intervention Program (ECIP) Services, 
• Children from Birth to Age Three with Sensory Impairments, 
• Transition as a Child Approaches the Third Birthday, and 
• LEA Services at Age Three under an Individualized Education Program (IEP).

This Training Monograph© addresses providing Positive Behavioral Intervention and Supports (PBIS) and special discipline rules for students with disabilities. It also discusses federal/state accountability related to discipline.  

Subtopics include

• Positive Behavioral Intervention and Supports (PBIS) and Behavior Intervention Plans (BIPs), 
• Discipline of Students with Disabilities, 
• Manifestation Determination Review (MDR), 
• Restraint and Time-Out, and 
• Disproportionality and Behavior.

This Training Monograph© covers the ways in which IDEA rules support cultural, racial, and linguistic diversity to foster positive connections with the family and community and improve the school climate.  

Subtopics include 

• Disproportionality in Identification and Placement; 
• Referral and Evaluation for Special Education; 
• Eligibility, Placement, and Services; and 
• Commitment to Families and Community.

 IDEA calls for various typed of data gathering, which can be used to inform instruction and lead to improved student performance.   

This Training Monograph© discusses data collection in the subtopics 

• Evaluation and Eligibility for Special Education, 
• Supporting Progress, 
• Learning Systems and Structures, 
• Other Data, and 
• LEA-Level Analyses.