Interpreting is an important job!
Join us to learn the skills that you need!
Join us on Monday, November 12 for this interactive training that is designed for bilingual individuals who are called upon to interpret ARD meetings, consent forms, and other kinds of Special Education information. This one day training will cover:
- the basics of interpreting
- the primary goals and functions of the interpreter
- different modes of interpreting
- the interpreter code of ethics
- standards of professional behavior for interpreters
Learn the skills to make you job easier and your meetings smoother!
Interpreter Training – An Introduction to Community Interpreting (FA1839074) can be found on Region 13’s Ecampus.
Why do Facilitated IEP meetings generate better student results?
ARD/IEP meetings benefit from skilled and capable facilitators who can assist the team in crafting agreements that lead to better educational programs for students with disabilities. Facilitation makes the meeting process easier and helps team members communicate and solve problems more effectively. Every team member, parent, and school personnel can use facilitation to improve the process and outcome.
Watch this video of an IEP meeting demonstrating the use of facilitation skills and techniques to learn how you too can implement these valuable and effective skills/techniques. Free tools and resources have been developed to help ensure your next IEP meeting is the best one yet.
This morning, TEA gave a very brief presentation on the transition away from STAAR-Modified. Below are some key points:
- The participation requirements for STAAR-Alternate will not change. If students did not meet these requirements in past years they will not meet them in the current.
- TEA staff has been working on plans for possible additional accommodations via an online delivery system, similar in functionality to STAAR L. We should not expect to receive details on these until late 2014.
- It is important to thoroughly document classroom accommodations and modifications in the IEP. If students are receiving classroom accommodations/modifications like simplified vocabulary, lowered reading level, definitions of words, embedded formula tables, preview text and pictures, simplified graphics, and the like — it is important to capture this information in the IEP with as much specificity as possible.
- Reduced answer choices and passing standards will be going away along with the STAAR-Modified assessment but remember that the state assessment does not dictate the kinds of instruction and services that students receive.
- Continue to document carefully all classroom accommodations and modifications in the IEP so that all of the hard work that you do with your students can be of maximum possible benefit on the state assessment.
View the TEA powerpoint here:Modified Transition Update_TETN 31593_01-30-14 JP
For reference, you may be interested in viewing the STAAR-L linguistic accommodations student tutorial: http://www.tea.state.tx.us/student.assessment/ell/staarl/
Region 13 ESC