DEPARTMENT NEWS
The State Systemic Improvement Plan (SSIP) is a multi-year initiative that focuses on a specific area of need identified through data analysis and stakeholder input. TEA's SSIP aims to increase the reading proficiency rate for all children with disabilities in grades 4, 8, and high school against grade level and alternate achievement standards, with or without accommodations. TEA's SSIP comprises four improvement strategies:
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Support regional Education Service Centers (ESCs) and LEAs in enhancing student outcomes
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Leverage state and federal funds for technical assistance, professional development, and resource allocation
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Expand dyslexia support and reading instruction programs
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Adopt early childhood literacy programs by LEAs
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Provide additional support to LEAs through grants for regional liaisons
2. Expand Initiatives and Opportunities
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Continue network supports, resources, and professional development opportunities to enhance reading instruction and address related issues
3. Communicate Expectations, Standards, and Results
- Provide statewide training through Reading Academies and Reading Academies ESC Implementation Grant
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Implement certification requirements and training for school personnel to extend the reach of reading instructional strategies
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Collaborate with higher education institutions, statewide agencies, and organizations to improve teacher quality initiatives
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Ensure consistency across programs and policies that impact student outcomes
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Complete a revised educational diagnostician certification and test framework aligned with updated standards
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Approve specific test items for the educational diagnostician exam
To support these strategies, TEA offers free articles and self-paced courses that align with the SSIP on the Texas SPED Support website. Stay tuned for more updates on the progress of TEA's State Systemic Improvement Plan and its impact on improving reading proficiency for students with disabilities in Texas.
Early student results for spring 2024 administrations of the State of Texas Assessments of Academic Readiness (STAAR®), STAAR Alternate 2, and the Texas English Language Proficiency Assessment System (TELPAS) will be available for district testing coordinators and superintendents in the Centralized Reporting System (CRS) to aid district personnel in making student-level decisions. In addition, early data files will be posted to the Secure File Center for the district testing coordinator (DTC). Early student results will be available in CRS for other authorized educators, including teachers with rosters, a few days after results are provided to district testing coordinators. These early results are for student-level information not for district or campus accountability reporting.
| Test Administration |
Date early results are available for DTCs and superintendents |
Date early results are available for all educators who have access and are rostered in TIDE |
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STAAR EOC Assessments
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May 22
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May 24
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Assessments
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May 23
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May 24
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STAAR Grades 3–8 Assessments
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May 30
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June 4
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STAAR Alternate 2 Assessments
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June 5
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June 10
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NOTE: TELPAS Alternate early results were available on April 9, 2024.
To support district and campus administrators in making student-level decisions, the Student Assessment Division has developed an additional video resource, Accessing Early STAAR Results for District and Campus Administrators. This new video is available on the Reporting Events page in the District and Campus Coordinator Resources.
For the past 3 years, staff in New Braunfels Independent School District's (NBISD) have engaged in professional development regarding Specially Designed Instruction (SDI) with ESC Region 20. They have been committed to deepening their understanding of SDI and improving educational outcomes for students receiving special education services. Check out this 20 minute video showcasing elementary and high school co-teachers and leadership teaching lessons and explaining how they implement and incorporate SDI in their classrooms.
Trending Topics in Special Education is a resource for special education administrators to ensure timely access to relevant resources aligned to the top three areas of noncompliance each quarter. The topics are based on data collected through the Differentiated Monitoring and Support (DMS) system activities and are developed from commonly asked questions, clarifications, and compliance activities. Previously this newsletter was posted on the TEA website HERE; however, moving forward, trending topics will be included in four monthly Special Education Newsletters - November, February, May, and August.
During this quarter, the top three areas of noncompliance in special education monitoring are listed below. Additionally, within the top three areas, information about the elements from the Desk Review Rubric that were frequently cited is included. Relevant resources and professional development have been identified to support LEAs in these areas of noncompliance and are available free of charge.
IEP Development
The most recent group of monitoring identified common challenges with the development of measurable annual goals (ID10), impact and need statements in the present levels of academic achievement and functional performance (ID2), and a description of how student progress will be measured (ID3).
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Standards-Based Individualized Education Program (SB IEP) Process Training: This training provides participants with an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student’s present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals. It is available as an asynchronous online course and synchronously through each ESC. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
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Writing Effective Impact and Need Statements in the Full and Individual Evaluation: This recorded webinar provides guidance for writing effective needs statements related to the student’s disability in the initial FIE to create present level statements that lead to the development of an appropriate IEP.
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A Step Toward IEP Quality and Rigor for Students with Complex Access Needs: This course is similar to the SB IEP Process training but delves deeper into topics relevant to students with complex access needs. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
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TIER Progress Monitoring Tool: The TIER Progress Monitoring Tool is a free progress monitoring platform to house data for students receiving interventions. It is intended for use with the accompanying instructional video.
Transition
The most recent group of monitoring identified common challenges with completing the first transition ARD meeting prior to a student's 14th birthday, developing measurable post-secondary goals based upon age-appropriate transition assessments, and ensuring the IEP addresses the transfer of rights of the student no later than one year before the 18th birthday.
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Writing Appropriate Measurable Postsecondary Goals: This asynchronous online course gives Texas educators the information and tools to write appropriate measurable postsecondary goals for students with disabilities. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
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Conducting Necessary Transition Assessments: This asynchronous online course gives educators the information and tools needed to conduct meaningful transition assessments. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
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Notice of Transfer of Rights Model Form: This document provides a model form, information, and resources for LEAs to notify students and parents of transfer of rights, guardianship, alternatives to guardianship. This includes supported decision-making agreements as described in Chapter 1357, Estates Code, and other supports and services that may enable the student to live independently.
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Texas Transition and Employment Guide: This guide includes information on statewide services and programs that assist in the transition to life outside of the public school system.
Properly Constituted ARDs
The most recent group of monitoring identified common challenges with including a Career and Technical Education (CTE) representative and a Language Proficiency Assessment Committee (LPAC) member in ARD committee meetings when applicable.
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Technical Assistance: Individualized Education Program Development: This guide walks readers through the process of developing an IEP that is individualized, based on the unique needs of each student, and designed to enable them to work towards grade-level content standards and achieve challenging goals. Information regarding required members of an ARD committee can be found in this guide.
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ARD 101 (update pending): This virtual workshop will review the requirements of an ARD committee meeting, including membership, participation, and components. Participants will gain an understanding of the different types of ARD committee meetings and the processes for mutual agreement. Learn best practices of a compliant ARD committee meeting and process.
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CTE and Special Education Frequently Asked Questions: This document addresses common questions received by the TEA relating to CTE and students served by special education, and includes information about ARD Committee Membership.
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ARD Committee Manager Training: An ARD committee manager is a staff member who facilitates or leads ARD committee meetings and helps meet local, state, and federal guidelines for students being considered for or receiving special education and related services. This course provides best practices for educators who may be assigned as an ARD committee manager.
Texas Education Code, Section §37.1086 requires the agency to establish guidelines for the provisions of an LEA’s multihazard emergency operations plan to better ensure the safety and security of students and staff with disabilities or impairments. Working collaboratively with educators, education service centers, and advocacy groups, TEA’s Office of Special Populations and Student Supports, the Office of School Safety and Security, and the Texas School Safety Center developed these Guidelines for Multihazard Emergency Operations. A TAA about this information was sent out on April 18, 2024 and can be referenced HERE.
Per Texas Education Code, Section 37.1086(b), LEAs must follow these guidelines when adopting/implementing their emergency operations plan.
If you have any questions, please contact Shane Sexton in the Office of School Safety and Security at Shane.Sexton@tea.texas.gov.
Interested in Literacy or Math for All training but don't have time to attend in-person sessions? Check out the online courses where you can learn at your own pace!
Literacy for All is designed to help educators understand the importance of teaching students who struggle to read on grade level in grades 4-12 foundational reading skills. You will learn about the science of teaching reading, including an overview of what skills need to be mastered to become a proficient reader, how the brain learns to read, the characteristics of dyslexia and dysgraphia, how a student’s learning abilities associated with reading can impact a student’s ability to learn how to read, and what instruction and accommodations can remove barriers to learning. Upon completion participants earn 6 CEUs.
Math for All is designed to help educators build capacity in understanding how specific disabilities impact students’ learning of mathematics. Upon completion participants earn 6 CEUs.
We are always looking for ways to connect with our partners in the field!
From site visits, to review opportunities, to focus groups, there are numerous ways to connect with TEA and support the field of education. If you are interested in participating in an engagement opportunities, sign up by clicking the button below.
Each year the TEA invites groups of Texas educators to provide feedback on the development of state assessments (STAAR, STAAR Alternate 2, and TELPAS) through educator committees across all assessed grades and content areas. Developing high-quality, aligned questions relies on the expertise and experience of Texas educators. Participants collaborate with other educators from across the state to review and approve each potential question for state assessments. TEA is currently accepting applications from all districts to participate in item review committees all subjects and grade levels.
If you know of any educators (including yourself!) who might be interested in participating in these review meetings, please encourage them to apply using the link below. Meetings are typically held during the spring and summer. If selected, an invite will be sent with all the logistical information.
The commitment is generally two to three days in Austin with all travel, accommodations, and substitute coverage paid for by TEA. All participants will earn Continuing Professional Education (CPE) credits. Applications are accepted on a rolling basis.
Library of Videos and Webinars About Literacy
Did you know that the National Center on Improving Literacy has a library of videos and webinars covering many literacy topics? Browse their library HERE to view the archived recordings that include topics such as Engaging Children: Interactive Literacy Activities for Preschool and Kindergarten, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, and What Types of Intervention Strategies are Useful for Students With Visual Impairments.
Data-based Individualization (DBI) Online Learning Modules
The National Center on Intensive Intervention (NCII) offers several self-paced learning modules that incorporate interactive, application-based learning. These modules are intended to introduce users to intensive intervention and the components of the DBI process and support implementation. Topics include but are not limited to Academic Progress Monitoring and DBI 101: Getting Started With Intensive Intervention. Check out all of the course offerings HERE.
Accommodations Toolkit
The National Center on Educational Outcome’s (NCEO’s) updated Accommodations Toolkit provides easy-to-use summaries of the academic research literature on specific accommodations for students with disabilities, as well as policy analyses. The Accommodations Toolkit is organized by accommodation (e.g., tactile graphics, braille, test breaks, extended time, etc.), with a research fact sheet for each.
Popular Cartoons Now Available With American Sign Language
Some of children’s favorite Public Broadcasting Service cartoons like Daniel Tiger, Arthur, and more are now available in American Sign Language thanks to funding from the Office of Special Education Programs (OSEP). Check out the cartoons HEREand pass them on!
The Basics of Accommodations and Modifications
There continues to be confusion about what is an accommodation and what is a modification. To address this issue, the National Center on Educational Outcomes (NCEO) recently published a brief titled “The Basics of Accommodations and Modifications.” This brief clarifies what accommodations and modifications are for both instruction and assessment for students with disabilities.
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