The Barber Sped Hub was built by an Educational Diagnostician working in Texas public schools, built in collaboration with fellow educational diagnosticians and school psychologists — with consultation on bilingual assessment, neuropsychological domains, and AU and ED evaluation content. The hub reflects diagnostic practice developed across multiple elementary campuses with a caseload concentrated in SLD (dyslexia, dysgraphia, dyscalculia), Intellectual Disability, and OHI/ADHD evaluations.
The hub is an independent professional resource — it is not affiliated with any school district, ESC region, or commercial publisher. It was built to fill a practical gap: high-quality, Texas-aligned, clinically grounded reference material that diagnosticians can access quickly during evaluation planning, FIE writing, and ARD preparation.
Educational diagnosticians working in Texas public schools — particularly those who:
- Work across multiple campuses with high caseloads
- Need fast access to defensible clinical reference material
- Are trained in or transitioning to C-SEP, XBA, or other PSW frameworks
- Evaluate students with complex or overlapping SLD presentations
- Are newer to the field and building their clinical knowledge base
The hub was built over an extended period beginning in 2025, with the initial build covering core evaluation tools, score references, eligibility frameworks, and C-SEP workflow content. The TEDA 2026 Annual Conference (February 2026) accelerated a major content sprint — sessions on dyscalculia, data integration, language difference vs. disorder, and functional impact statements drove significant expansion of the reference pages.
Clinical frameworks integrated throughout the build include C-SEP (Schultz & Stephens, 2015/2024), the Texas Dyslexia Handbook (2024), the TEA SLD Guidance Document (January 2025), and peer-reviewed literature on the science of reading and math.
The hub draws from four source types, each treated differently:
The hub is updated on an as-needed basis, typically following:
- TEDA annual conference (February each year)
- TEA guidance document revisions
- New peer-reviewed literature in the core domains
- Identified citation errors or clinical corrections
Each reference page carries a "Last updated" stamp in its footer. The hub index footer reflects the most recent full build date.
Citation errors, clinical corrections, and framework updates are actively welcomed. The hub is a working clinical reference — accuracy matters more than being right the first time.
To flag a citation issue, suggest a tool, or request a feature: use the contact form on the hub index. Include the page name, the item in question, and your suggested correction or source.
The hub is scoped to evaluation and diagnostic work. It does not extend into IEP development, instructional planning for teachers, or clinical intervention beyond what is directly tied to eligibility documentation.
| Topic Area | In Scope |
|---|---|
| SLD evaluation (dyslexia, dysgraphia, dyscalculia) | ✔ Core scope — primary author's practice area |
| OHI / ADHD evaluation (Conners-4, ABAS-3) | ✔ In scope |
| Intellectual Disability evaluation | ✔ In scope |
| Bilingual / ELL assessment | ✔ In scope — expanding with collaborators |
| Data integration, C-SEP workflow, pattern-seeking | ✔ Core reference content |
| FIE report writing (narrative structure, impact statements) | ✔ In scope — diagnostician-authored reports |
| ARD facilitation and IEP goal writing | ✗ Out of scope — ARD facilitator / case manager role |
| PLAAFPs and IEP goals | ✗ Out of scope — educational diagnosticians do not write PLAAFPs or IEP goals |
| Specific literacy program recommendations (e.g., Orton-Gillingham, Barton, SPIRE) | ✗ Out of scope — program selection belongs in ARD recommendations, not FIE |
| AU, ED, TBI, Deaf/HH, VI evaluation | ⏳ AU and ED expanding — being developed in collaboration with a school psychologist whose expertise guides clinical content; hub-building skills provide the implementation layer. TBI, Deaf/HH, and VI remain outside primary scope. |
| School psychology domains (NEPSY-II, BASC-3, BRIEF-2) | ⏳ In progress — being developed collaboratively with a school psychologist. Clinical content guided by their expertise; hub architecture and implementation by the hub author. |
- Conference content is not peer-reviewed. TEDA 2026 sessions, ESC training materials, and C-SEP training content are cited because they represent the current state of Texas diagnostic practice — not because they have undergone the same vetting as published research. Treat them as informed professional guidance, not established science.
- Emerging frameworks are flagged. The Schreuder (TEDA 2026) dyscalculia five-domain framework is an organizing clinical tool — it is not a TEA-adopted standard and is explicitly marked as emerging wherever it appears. Do not use it as the sole basis for eligibility determinations.
- The hub reflects one practitioner's synthesis. Two diagnosticians trained in the same framework may reach different conclusions on a given case. Professional judgment is always required — the hub supports that judgment, it does not replace it.
- Texas-specific content may not generalize. TAC §89.1040, the Texas Dyslexia Handbook, TEA SLD guidance, and HB 3928 apply in Texas. Practitioners in other states should verify alignment with their own state policy before relying on Texas-specific content.
- Eligibility decisions require a qualified MDT. No tool on this hub — including AI-generated narrative drafts in the Report Starter — constitutes an eligibility determination. All decisions must be made by a qualified multidisciplinary team in compliance with IDEA, TAC §89.1040, and district policy.
- Student data is never transmitted. The hub's AI-powered tools (Report Starter) use the Anthropic API. No student-identifying information should be entered. See the Privacy Policy for details.
Built for Texas Practice
The hub is grounded in Texas law and Texas training: TAC §89.1040, the Texas Dyslexia Handbook, TEA SLD guidance, TEDA conference content, and C-SEP — a framework developed by and for Texas educational diagnosticians. It is designed for practitioners who evaluate under Texas policy, use Texas-trained frameworks, and write FIEs that will be reviewed by Texas ARD committees.
The hub is not affiliated with TEA, TEDA, any ESC region, or any school district. It is an independent professional reference tool. Frameworks, citations, and scope will be updated as Texas policy and the field evolve.
Intended Audience Notice: This hub is designed for use by credentialed special education professionals — educational diagnosticians and related service providers — working within a framework of professional training, supervised practice, and legal accountability. Content on this hub assumes familiarity with assessment instruments, Texas special education law, and the professional judgment required to apply clinical frameworks to individual students. It is not intended for use by parents, students, general educators, advocates, or attorneys as a standalone reference, and should not be interpreted outside the context of a qualified evaluation team. The author accepts no responsibility for use of this hub outside its intended professional context.
S. Mikels-Barber, Educational Diagnostician · Barber Sped Hub · barbersped.org · Built 2025–2026 · Updated ongoing