Student Evaluation Services

Region 17 ESC Special Education staff provides professional development and technical assistance to local education agencies (school districts and charter schools) to assist in meeting federal, state, and local mandates for evaluation, reevaluation, monitoring progress toward IEP goals, and in determining effectiveness of the education program.

Region 17 ESC staff provides collaborative opportunities for evaluation personnel to network to review current topics, share innovative practices, make connections to community resources, and share information with colleagues.

Available Services:

  • Provide technical assistance regarding individual student evaluations including eligibility, vocational, learning styles, psychological, speech & language, neurodevelopmental, behavioral, assistive technology, orientation and mobility, and clinical low vision evaluations.   
  • Provide consultation to evaluation personnel regarding student assessments upon request.
  • Conduct staff development for assessment personnel.
  • Loan assessment instruments to qualified individuals in local schools.

SPP Indicator 7

  • Early Childhood Outcomes 
    Since the Fall of 2007, all school districts in the state of Texas must complete a Child Outcomes Summary Form (COSF) for every preschool child (age 3-5 yr) who qualifies for special education services. This is in accordance with State Performance Plan Indicator #7 (also known as Early Childhood Outcomes). School district staff must be trained to complete the COSF, which assigns a rating of 1-7 for each child compared to typically developing peers in three outcome areas. This data will be submitted to the Texas Education through an online data collection system (TEASE).

  • School districts/charters are encouraged to train appropriate staff (PPCD teachers, speech therapists and any other special education personnel) in order to be prepared to submit entry and exit data to the Texas Education Agency. ESC-20 offers online as well as face to face Early Childhood Outcomes training. Please check Connect20 course offerings annually for on-site professional development sessions. Technical Assistance in completing SPP 7 requirements is also available to local education agencies.

SPP Indicator 11

  • SPP Indicator 11 is related to Child Find and measures the “percent of children with parental consent to evaluate who were evaluated and eligibility determined within 60 days (or State established timelines).” This is a compliance indicator, and data is collected and reported by the district/charter to Texas Education Agency (TEA) through the TEA Login (TEAL) System.
  • Child Find materials are available to assist districts in locating children in their attendance areas who may be suspected of having a disability requiring special education services.

SPP Indicator 12

  • SPP Indicator 12 is related to Early Childhood Transition and measures the “percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an individual education program (IEP) developed and implemented by their third birthdays.” This is a compliance indicator, and data is collected and reported by the district/charter to TEA through the TEA Login (TEAL) System.

Facilitated Individualized Education Program (FIEP)

Facilitation of an Individualized Education Program (IEP) meeting is a method of resolution that involves the use of a trained facilitator to assist an Admission, Review, and Dismissal (ARD) committee in developing an IEP for a student with a disability. The use of facilitated IEP meetings is an increasing statewide trend and can be an essential part of assisting the ARD committee in reaching agreements that lead to educational programs with beneficial outcomes for students with disabilities. The facilitator uses techniques to help all committee members communicate and collaborate effectively. The Texas Education Agency encourages the use of IEP facilitation as an alternate means of dispute resolution.

A facilitator supports collaboration and communication, by assisting the ARD committee with the following:

  • Establishing an agenda and setting a time frame for the meeting.
  • Designing a set of guidelines for the meeting.
  • Guiding the group discussion to remain focused on the development of a mutually-agreed-upon IEP.
  • Ensuring that each ARD committee member has an opportunity to participate.
  • Resolving disagreements as they are encountered.
  • Keeping the ARD committee focused on the tasks to be accomplished.

Helpful links:

 Kasey Murillo
Kasey Murillo
Education Specialist 
Speech-Language Pathologist, Assistive Technology
(806) 281-5880 
Deanne Goen
Deanne Goen
Education Specialist, Visual Impairment Prosessional 
(806) 281-5712
Elizabeth Archer picture
Elizabeth Archer
Education Specialist 
(806) 281-5876
Alma Reinhart picture

Alma Reinhart
Support Staff 
(806) 281-5701