How can we improve our local systems to better serve dually identified students (EB/SPED)? by

sherryvargas — 2025-02-13 16:09:38 UTC

PSJA DL Dept. recently hosted a Parent Newcomer Watch party in correlation with Region 1. Suggestion would be to have a Parent Special Ed EB Parent Watch Party as well. :)

sherryvargas — 2025-02-13 16:24:13 UTC

Campus Improvement Plan updated and Providing Dually Identified PD and Involving parent/student testimonials for BOY Staff Development (Cooperation & Collaboration).

2025-02-13 16:37:40 UTC

Will an updated form be provided to districts on the reclassification of EBs who also have Identified Special Needs? It would be very helpful to have this as a standardized form.

2025-02-13 17:05:31 UTC

An identification assessment that takes into account child's disability.

mindybasurto — 2025-05-07 15:08:56 UTC

Specific training and resources for diagnosticians working with EB students.

2025-05-07 15:13:02 UTC

Do we have a link to connect dually identified students on the LPAC site of

https://www.txel.org/lpac

2025-05-07 15:13:30 UTC

Using the new technical guide to either create or modify district PD for campuses with DL - cover expectations and guidance on how to proceed with EB students who may be SPED or who need intervention (and not SPED testing)

2025-05-07 15:13:51 UTC

Has there ever been any discussion about having another means that dually aligned SpEd /EB students who are considered LTels (or LTEB) could possibly meet a different exit criteria? In addition to those who are STAAR Alt eligible? We have some students whose cognitive abilities will keep their language proficiency fossilized .

2025-05-07 15:15:44 UTC

FAQ or guidance document that provides clarity and support for situations in which an Emergent Bilingual student has a dual identification, and other departments or teams are recommending or requesting that the student be removed from the Dual Language program.

2025-05-07 15:16:20 UTC

Standard PD as a foundation to provide based on the technical guide

2025-05-22 16:59:40 UTC

Can we please have specific guidance for the campus level implementation? like how we have to meet for the ARD during EOY to finalize special exit criteria.

2025-06-25 16:16:22 UTC

A how to serve dually identified students with instructional strategies for ESL Teachers/SPED teachers/intervention teachers.

2025-06-25 16:21:01 UTC

Program Coordinator trainings on shared responsibilities for dually identified kiddos

2025-06-25 16:21:28 UTC

PEIMS coding trainings on dually identified kids.

2025-06-25 16:28:50 UTC

Universal Design for Learning (UDL) has great potential for serving dually identified students in an integrated way. I would love to see PD about UDL for educators at all levels (from paraprofessionals up to administrators)!

2025-06-25 21:38:38 UTC

It would be extremely beneficial to have exemplars on how to write IEP goals that address the cognitive and language needs of our students. Since collaborative conversations are just starting, a crosswalk on how to collaborate on writing goals that blend the two or provide support, would give guidance that many are looking for.

2025-11-13 15:24:58 UTC

Provide detailed guidelines on the establishment of Individualized Reclassification Criteria for eligible students. Committees struggle with the documentation of the criteria in the student's IEP.

2025-11-13 15:25:46 UTC

Design PL for SpEd teachers providing support in DL classrooms.

2025-11-13 15:25:50 UTC

Different learners are seen as a separate entity in most trainings. They shouldn't have to be a separate line item. Needs of different learners should be automatically integrated into every PD regarding instruction.

2025-11-13 15:27:27 UTC

Describe the role and purpoe of the LPAC representative in an ARD and the ARD Representative in an LPAC along with a list of Guiding questions to be considered during the LPAC/ARD collaboration meeting.

2025-11-13 15:32:34 UTC

Emergent Bilingual students with dyslexia are at a great disadvantage when taking TELPAS without accommodations and their chances to be eligible for reclassification are slim. These students deserve a way to be allowed to demonstrate their English proficiency in spite of their dyslexia.

2025-11-13 15:34:48 UTC

I truly appreciate all the guidance documents provided by TEA, but some times I find that it can be a bit ambiguous and may leave room for different interpretations within and across districts.

2026-01-08 16:30:13 UTC

Processes in place for when new people come in.

alebron7 — 2026-01-08 16:30:13 UTC

Training/PD for ARD facilitators to better understand all aspects of the meetings that they are leading.

2026-01-08 16:30:41 UTC

Increased training for all parties involved

Checklists with guiding questions to help support committees during decision making

2026-01-08 16:30:50 UTC

Support from district level administrators for resources, time for collaboration and training, and yes, money for additional people to ensure that collaboration and compliance is taking place.

2026-01-08 16:31:31 UTC

Communication-Communication-Communication

Processes in place.

2026-01-08 16:31:33 UTC

Consider alt cert teachers who are being asked to attend ARD meetings - how can they have time ahead of the meeting to sit with experts in their areas (sped, OT, PT, LSSP, LPAC, etc.) and learning so that the teacher is truly prepared to speak once the meeting starts.

2026-01-08 16:31:42 UTC

ESL department staff and Sped staff need to attend collaboration training together to review the new resources and learn the difference between cooperation and collaboration.

2026-01-08 16:32:14 UTC

Identify key players to be part of the first cohort of trained members as you start to build capacity as per my comment in District Considerations

2026-01-08 16:32:20 UTC

Have SPED and LPAC collaborate to present PD to teachers of dually identified students and best practices/examples to ensure each student is being served properly.

2026-01-08 16:33:11 UTC

Training on characteristics of certain disabilities and/or more intentional staffing ahead of meetings so committee members have time to ask questions and prepare.

2026-01-08 16:34:01 UTC

Sped case managers need to change mindset from managing cases and services to provideing support and meeting the needs of the whole child. Compliance will fall into place.

2026-01-08 16:34:45 UTC

Shared training on guidance and procedures for ARD (diagnosticians, ARD facilitators, resource teachers) and LPAC coordinators. This training can clarify what are our individual and collaborative responsibilities. It can also emphasize the need for each party, ARD and LPAC, to collaborate with the other PRIOR to the actual ARD or LPAC meeting.

2026-01-08 16:36:26 UTC

As we've said, COMMUNICATION is key. Our district has 2 ESL Coordinators who liaise with the other departments, whether GT/SPED/504/MTSS.

2026-01-08 16:37:09 UTC

Does TEA ever plan to publish more specific guidance on individualized reclassification criteria for TELPAS Alternate students? I understand it is student-specific, but the current document seems overly vague. Even some example scenarios would be helpful.

2026-01-08 16:38:09 UTC

We have students that are diagnosed with dyslexia, for example, that are working to potential, but they get no supports on TELPAS reading. It isn't a language marker, it is a disability. How can we support them on TELPAS.

2026-01-08 16:40:01 UTC

Students with cognitive disabilities get supports on STAAR, but those supports do not extend to TELPAS. These students are not being tested fairly when their issue is not language based, but learning based.

2026-01-08 16:44:59 UTC

Amy, do you ever do this presentation with SPED directors? Even better, do you do this for all of district-level leadership? I feel this could be very impactful for SPED and EB leaders to go through together. Let the collaboration happen (or begin!) right there on the spot.

2026-01-22 17:00:37 UTC

There needs to be required training for ALL staff in how to identify and serve dually identified students.

2026-01-22 17:01:17 UTC

Braille TELPAS released tests so my visually impaired EB students can have equitable access.

2026-01-22 17:03:10 UTC

Paraprofessional required training because districts are looking at the bottom line and don’t include them or if they attend PD, they are unpaid for the time.

klholt2 — 2026-01-22 17:03:21 UTC

In speaking about dually identified support for students, what does this look like for 504 students with AU or ADHD diagnosis or our GT students who might also have some executive functioning or other things areas that need support? I think that these are populations that also are dually identified and need considerations as well.

2026-01-22 17:03:28 UTC

Lower student to teacher ratios to allow time to fully implement the IEPs of dually identified EB/SPED students.

2026-01-22 17:03:31 UTC

Professional development comities at the School For The Blind on how to better support ELL students with technology such as apps on their iPads or computers would be very helpful.

2026-01-22 17:03:40 UTC

Campus administrative staff needs to train SPED/EB staff (including paras) on how to serve EB’s effectively.

2026-01-22 17:06:45 UTC

Small charter district: no student is ever given Alt : I attempt to collaborate but am told “the criteria are too difficult- TEA won’t allow it” no matter which DI we are discussing. Mostly the definition of cognitive disability I think.

2026-01-22 17:06:45 UTC

Paraprofessionals with content-based expertise

2026-02-05 16:34:29 UTC

Proper staff development trainings about strategies that can be used with the EB/SPED students.

2026-02-05 16:34:37 UTC

Mainstream Curriculum Coordinators and Special Populations Curriculum writers should not be separate entities; it confuses teachers and misdirects them. At the LEA level, all curriculum personnel should be certified in multiple areas, example, ELAR, SPED< ESL)

2026-02-05 16:36:09 UTC

aligning the SPED and ARD meetings to occur concurrently may be timely but in the end supports alignment and students authentic needs.

2026-02-05 16:37:12 UTC

Proper staff at district, so they can provide trainings and clarification to staff and teachers on how to fill out paperwork, PEIMS codes, etc.

2026-02-05 16:37:53 UTC

Every PD should integrate best practices in pedagogy. Our teachers need different purposes for PD (Data, instruction, activities, strategies). Often, the resistance to support diverse populations stems from a lack of knowledge of what support looks like or how to plac

2026-02-05 16:38:06 UTC

Proper PDs based on campus' needs

2026-02-05 16:38:37 UTC

When developing support facilitation schedules (inclusion support) the campus needs to make sure that staff going in can meet not only the SPED needs, but the language needs as well.

2026-02-05 16:39:12 UTC

There needs to be collaboration and support from admin to make these changes. We want our students to be successful. If we work as a team the students will see a difference.

2026-02-05 16:43:10 UTC

Stronger efforts to integrate and prepare parents for their role as parents and as ARD members.

2026-02-05 16:48:45 UTC

Examples in the guidance for Individualized Reclassification Process of linguistic considerations in the PLAAFP as evidence that the linguistic need of the student has been considered and met.

2026-02-11 17:14:06 UTC

Paraprofessional PD and resources that include modeling, scenarios to really assist paras and teachers.

2026-02-11 17:14:24 UTC

More funding to be able to recruit and retain certified staff

2026-02-11 17:15:58 UTC

Office Staff PD on what Dually Identified is and how their role is critical in ensuring prompt identification and support.

2026-02-11 17:18:27 UTC

Ensuring that district and campus level staff know about the resource on identifying an EB student who may need SpED support.

2026-02-12 16:25:21 UTC

Diags, Special education teachers, ESL Specialists need time to collaborate and attend trainings that specifically address how to effectively collaborate as a whole.

2026-02-12 16:27:05 UTC

District level understanding and training on how they can be supportive and put in place specific processes, procedures, and materials that will will truly help these teachers and students achieve student success.

2026-02-12 16:30:09 UTC

True team collaboration and communication doing what is best for these students so they can have what they truly need to achieve academic success and be able to flourish in society and be a productive citizen.

2026-02-12 16:32:22 UTC

PD for both SpEd and EB educators together.

PD for diagnosticians on the appropriate assessments and how to analyze the results from a biliterate lens. If these types of trainings exist, where can we find them?

2026-02-12 16:33:01 UTC

Specific training for staff, parents, and students with specific information for each group so they understand all moving parts and understand how they can specifically support the students and give the students to support and tools they need to be successful. Understanding how to build relationships and build capacity.

2026-04-02 18:45:40 UTC

How can we support our dyslexic students on TELPAS?

2026-04-02 18:48:01 UTC

TEA Learn for training in smaller districts.

2026-04-02 18:48:42 UTC

A specific role in the EB department that specializes in dually identified for EB/SPED identification, monitoring, ARDs, PEIMS, etc.

2026-04-02 18:52:21 UTC

Invite special education liaisons to attend EOY LPACs to align supports

2026-04-02 18:53:44 UTC

Our case managers (Sped and EBL) review a department collaboration form to better create an overall present levels of performance as well as identify supports needed for both student and teacher.

2026-04-16 15:28:52 UTC

Use shared digital platforms to track student progress and interventions

2026-04-16 15:30:23 UTC

Implement instructional coaching practices

2026-04-16 15:30:24 UTC

Professional development for LPAC Members focusing on the three main functions of the LPAC representative—speak to linguistic progress, discuss designated supports, offer expertise in SLA.

2026-04-16 15:30:54 UTC

Is there updated guidance on the identification process for students that are deaf and hard of hearing? What EB identification assessment considerations (since accommodations are limited) should be provided if the answers to their HLS include anything other than English that refers to sign language or signing due to their disability? What if their HLS has ASL as a response for the student's language or home's language?

2026-04-16 15:31:59 UTC

The different programs serving the student should take the time to learn each other's laws/policies so that we make the best decisions and not undo the services that one program already has for the student. These resources will be very helpful.

2026-04-23 16:17:49 UTC

Possible trainings on different ways to help with collaboration of programs for paras and teachers. This would help broaden the scope of classroom dynamics for these students.

2026-04-23 16:18:40 UTC

Adding the staff, many are not well staffed with the extra paras for the extra help in these areas.

2026-04-23 16:22:05 UTC

Working with non-verbal communication students in the programs. How do we better serve on limited time for success on her part?

2026-04-30 16:23:56 UTC

Shared access (as permitted) to platforms containing student data and service needs would be beneficial.

2026-04-30 16:24:52 UTC

More training

juanitaortega1 — 2026-05-05 15:32:23 UTC

Planned and streamlined collaboration with teachers and ESL or SPED teacher to ensure that they are aligned in plan, process, and outcomes.

2026-05-05 15:34:30 UTC

Clearly defined roles and expectations for each person.

juanitaortega1 — 2026-05-05 15:35:43 UTC

Clear District Vission and Mission on how the campuses plan and streamline collaboration with teachers and ESL or SPED teacher to ensure that they are aligned in plan, process, and outcomes.

2026-05-05 15:36:28 UTC

How does Sped support EB in the classroom if they do not speak the language? Can't find Bil Sped staff.

2026-05-05 15:40:58 UTC

Maintaining a writing schedule for all dually student services with goals for all services and meet every six week with General Teachers EB, and SPED. to discuss goals.

2026-06-15 16:30:37 UTC

Accommodations for both SPED and LPAC dually available on state testing and TELPAS testing. …. Side note is if a student has read aloud accommodations then why are we not reading the passages on state testing? Could we not have half passages read aloud and half only the Q&A so we not only test their reading ability but their comprehension (if we only ever do the Q&A then we won’t get data past the ability to read to see the data of ability to comprehend).