Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Special Education Bilingual topic
No spam. Unsubscribe anytime.
FLAMMA describes special education, MTSS and bilingual plans; TEA pressed for compliance details
Summary
FLAMMA told TEA it will screen all students at intake, implement MTSS and provide a certified special populations coordinator and special education staff; it plans a transitional early‑exit bilingual model and ongoing Spanish instruction for all students.
TEA staff asked how FLAMMA will identify and serve students with disabilities and emergent bilingual (EB) students. Applicants said they will administer universal screeners at intake, transfer existing IEPs and 504 plans immediately, and implement MTSS (multi‑tiered system of supports) with a certified special populations coordinator on staff.
“We will be administering a universal screener very early at the onset,” a board presenter said. For students identified later, the board said it would provide needed accommodations and begin evaluation processes promptly; the applicants said they would begin providing services immediately while evaluations proceed.
On special education staffing, applicants said they will hire a certified special populations coordinator and a special education teacher in year 1, and will partner with external providers if students require additional services. Board members said they will receive monthly reports on special populations and ARD/IEP status and that the board expects ARDs (Admission, Review, and Dismissal committees) and PLAAFPs (present levels of academic achievement and functional performance) to be current and reported to the board.
For emergent bilingual students, FLAMMA proposed a transitional bilingual early‑exit model, combined with continued Spanish instruction for all students. Board members described TELPAS monitoring and other language‑proficiency assessments to measure progress and said university partners and board members from bilingual households will support implementation. “We want to make sure that EB students are making strong performance and growth,” a board member said.
TEA pressed about PLAAFPs and ARD oversight; applicants said certified staff, a special populations coordinator and monthly oversight reports will be core to ensuring compliance. The board also noted the school’s curriculum emphasis on universal design and executive‑function practices as interventions that can benefit students across needs.
