Where the 253 Lives on the Hub

Child Find obligations, referral procedures, intervention data, cultural/linguistic diversity, and the legal framework that governs who gets evaluated and why.

• Child Find & MTSS Referencethe overlap between intervention and obligation — where Comp 001 lives
• EB Eligibility Screenerruling out language difference before concluding disability
• ARD / IEP Timeline Tracker45-calendar-day evaluation clock and referral-to-consent deadlines
• Early Childhood Evaluation ReferenceChild Find obligations for students ages 3–5

Designing the assessment battery — instrument selection, psychometric properties, norms, fairness for diverse learners, and administration integrity.

• Assessment Planning — TEKS × CHC × Learning Ropesbuilding a battery from referral concern to instrument — 002 in practice
• Build My Batteryselecting instruments based on referral area and learner profile
• Score Profile Builderbuilding realistic data sets to interpret — psychometric thinking in action
• Texas FIIE Overview Chartthe full evaluation scope the battery must cover

Making sense of scores — standard scores, confidence intervals, pattern analysis, cross-battery interpretation, and writing FIEs that parents can actually understand.

• Score Pattern Decoderfinding the pattern across subtests — 003's interpretive core
• Data Integration & Pattern Seeking Referencemultimethod synthesis and defensible conclusions
• Cross-Battery Task Analysisconvergent evidence across instruments
• Report StarterFIE structure and required components in a working template
• Report Phrase Libraryscore language a parent can understand

Educational implications of disabilities, evidence-based instruction, and accommodations, modifications, and interventions — including the recommendations you hand the ARD committee.

• Accommodations Bank25+ accommodations by disability area and setting — 004's core vocabulary
• Accommodations vs. Modifications Referencethe HOW vs. WHAT distinction that shows up on the exam
• AT Consideration in the IEP/ARD Processtechnology supports and ARD recommendations
• Assessment Planning — TEKS × CHC × Learning Ropesthe bidirectional bridge between evaluation data and instruction

Social, behavioral, communication, and adaptive skills — plus the FBA/BIP machinery, manifestation determinations, transition, and collaboration with the multidisciplinary team.

• Behavior & FBA Terminology ReferenceFBAs, the four functions, and reinforcement concepts — 005.E nearly verbatim
• Adaptive Behavior ReferenceABAS-3 and Vineland-3 side by side for the adaptive domain
• Transition Planning Referencefunctional skills across environments and Texas's age-14 trigger
• AU & ED Evaluation Referencesteam roles and collaboration on educationally relevant behavior

Families as genuine team members — plus the unglamorous machinery that keeps you compliant: records, timelines, scheduling, and communication.

• ARD / IEP Timeline Trackerlegal and regulatory timelines, auto-calculated
• Parent Email Generatorfamily communication at every evaluation milestone, English and Spanish
• Parent's Guide to the ARD Processthe process from the family's side

State and federal law, consent and due process, confidentiality and ethics, the diagnostician's role and qualifications, and the profession's organizations and foundations.

• Texas Sped Law Quick Referenceplain-English TAC and IDEA citations across seven areas
• Consent & Notice Reference & Consent & Notice Checklistwhen consent is required vs. when notice suffices
• Procedural Safeguards Noticethe actual TEA document behind every due-process question
• Dyslexia Identified — IDEA vs. 504placement and services decisions across two statutes
• Educational Diagnostician — Roles & Responsibilitiesscope, qualifications, and where the diagnostician fits
• The History of Special Education Lawthe foundations everything else stands on

The written constructed response: analyze a student's qualitative and quantitative data, identify strengths and needs, make one evidence-based recommendation, and describe how a teacher would implement and progress-monitor it.

• Data Integration & Pattern Seeking Referencesynthesizing multimethod data into defensible conclusions — 008 in miniature
• Cross-Battery Task Analysisfinding convergent evidence across instruments
• Texas FIIE Overview Chartthe full evaluation landscape your response has to live inside