DEPARTMENT NEWS
This quick guide outlines the criteria for identifying and determining eligibility for special education and related services for children with a developmental delay (DD). The frequently asked questions (FAQs) provide recommendations and best practices for identifying DD. The quick guide is a resource to teachers, special education personnel, administrators and other professionals.
TEA recently made changes to update an existing Response to Intervention (RTI) webpage to a new Multi-Tiered System of Supports (MTSS) webpage. This webpage now includes an overview of MTSS and its core components, information about MTSS and special education evaluations, learning disability identification, requirements for intervention strategies, coordinated early intervening services, and information on TEA resources to support MTSS. The section titled “ Requirements and Frequently Asked Questions Relating to Intervention Strategies for Children Not Eligible for Special Education” includes an updated Question and Answer document (English and Spanish) and a new sample template (English and Spanish) that schools can use to provide parents with notice whenever their child begins to receive intervention strategies.
We are excited to share several important updates and additions to our SPPI guidance documents. These updates are designed to provide stakeholders with clearer, more comprehensive support for reporting SPPI data.
Updated Guidance Documents
New Guidance Document
We encourage all stakeholders to review these resources to stay informed about the latest developments in SPPI data collection and reporting. For additional information, please visit the SPPI Indicator webpages or contact the Special Populations Strategic Supports and Reporting Division at spp@tea.texas.gov.
The Texas SPED Quick Learns is an exciting addition to the TEA Microlearning Series, designed for educators and instructional leaders. This series includes 6 videos that offer practical insights into key special education topics. Dive into essential strategies such as effective co-teaching practices, working with paraprofessionals, understanding accommodations vs. modifications, and implementing specially designed instruction. Additionally, the series explores ways to integrate instructional models to enhance student learning. Perfect for educators seeking quick, impactful professional learning, Texas SPED Quick Learns provides valuable tools to support diverse learners and foster collaboration in the classroom.
TEA’s TIER initiative focused on MTSS has two new online courses available on TEA Learn: Positive Behavioral Interventions and Supports and Explicit Instruction
Positive Behavioral Interventions and Supports (PBIS)
This course will build your understanding and knowledge of PBIS. After engaging in this course, learners should be able to do the following:
- Understand the impact of problem behaviors on educational outcomes
- Describe how PBIS functions within a multi-tiered system of supports (MTSS) framework
- Define what PBIS is and what PBIS is not
- Describe the five elements of PBIS and how they work in concert to make schools more effective
- Describe PBIS within each of the three tiers: universal, targeted, and intensive
Explicit Instruction
Participants of this course learn the importance of explicit instruction, explore how explicit instruction supports student learning, and examine the features of explicit instruction in classroom examples. After engaging in this course, learners should be able to:
- Describe what explicit instruction is and why it is important
- List the features of the explicit instruction framework
- Describe the features of effective modeling and student practice
The Texas Leaders and Educators Addressing Disproportionality in Special Education (LEADS) project is pleased to announce the launch of the 2025 workshop series designed to extend your capacity to address issues of significant disproportionality among students receiving special education services.
Participants will learn from expert presenters, participate in collaborative activities to better understand contributing factors to significant disproportionality, learn strategies for addressing significant disproportionality, and engage in small group discussions with other LEA staff with similar significant disproportionality designations. Participants will leave each workshop motivated to become champions of this work in their LEA and equipped with the tools and resources to help address significant disproportionality.
Who Should Attend?
LEA staff who want to learn more about addressing significant disproportionality and have received a determination of significant disproportionality for one or two years are encouraged to attend this workshop series. Ideally, each participating LEA would engage a team of stakeholders with diverse perspectives and expertise to join the workshop series together to maximize the learning opportunities and thoughtfully plan next steps for acting on the learning after each session. Participate in all workshop sessions in the series or choose the ones that most closely align with the issues of significant disproportionality that your LEA needs to address. Find the registration links below.
January 30 from 2:00 – 3:00 PM CST - Workshop #2: Using CCEIS Funds to Address Significant Disproportionality in Your LEA
In this session for campus and/or district administrators, we will review the requirements in IDEA related to significant disproportionality, including the requirement to reserve 15 percent of IDEA Part B funds for Comprehensive Coordinated Early Intervening Services (CCEIS). We will discuss the differences between Coordinated Early Intervening Services (CEIS) and CCEIS and provide examples of allowable spending and best practices. Participants will also receive Texas-specific guidance on the process for using and tracking CCEIS spending.
February 24 from 2:00 – 3:30 PM CST - Workshop #3: Data Based Individualization (DBI) for Equitable Identification
In this session for MTSS teams, campus/district administrators, interventionists, and special education staff, participants will learn about the importance of using DBI for equitable identification practices. DBI is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies.
February 27 from 2:00 – 3:30 PM CST - Workshop #4: Assessment and Evaluation of Culturally and Linguistically Diverse Students
When assessments and evaluation tools are not normed on the populations that reflect the cultural and linguistic backgrounds of your students and their families, there is a risk of misrepresenting student abilities, which can lead to over- or under-identification of disabilities in culturally and linguistically diverse students. In this session for evaluation staff and campus/district administrators, we’ll discuss considerations for the referral and assessment of culturally and linguistically diverse students, including what to look for when reviewing current assessments or implementing new assessments, and share best practices for evaluation to meet the needs of culturally and linguistically diverse students.
Learning Ally’s Great Reading Games is designed to motivate your students to read while improving their literacy skills. Your school earns points for every page read, and top-performing schools and students can win exciting prizes. With curated book lists and helpful resources, it’s a fun and engaging way to inspire a love of reading. To join the fun, simply start reading—it’s not too late to get your students involved today!
GRG Competition: January 6, 2025 – February 28, 2025
Learning Ally partners with educators to empower students with diverse needs, building their confidence and ensuring access to the same content as their peers. Take your support to the next level with our expert-led Spotlight on Dyslexia Diving Deeper Sessions featuring Dr. Terrie Noland. This January, join us for an interactive “Ask Anything” session on Diagnostic Assessments, inspired by Barbara Steinberg's presentation, “Diagnostic Assessments: Empowering School Leaders Through Data-Driven Decision-Making.” Don’t miss out—Register today for our January courses!
New to Learning Ally and need an account? Get started by enrolling for your free account through the Educator Access Form.
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 engagement opportunities, sign up by clicking the button below.
As part of this selective group, IMRA reviewers make a significant impact on Texas public education while working with a collaborative group of dedicated educators from across the state. Reviewers will work in small teams to conduct quality reviews and collaborate with other educators to produce ratings and reports for assigned reading language arts, phonics, and mathematics products. IMRA reviewers are provided a competitive stipend and continuing professional education (CPE) credits for their contributions to this statewide initiative.
If you or your colleagues want to participate in the IMRA review process, please apply today!
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.
TEA is looking to grow its pool of qualified monitors and conservators to help the state’s school districts and charter networks remedy issues related to governance, accreditation, academic performance, financial accountability, or other special investigations. Monitors, conservators, and management teams provide leadership, guidance, and support to school systems working to overcome historical systemic challenges and operate effectively and sustainably to improve student outcomes. Monitors and conservators are appointed, as needed, by the Commissioner of Education. If you are interested and would like access to the job description, would like to recommend a colleague, or apply for a monitor and conservator appointment by the commissioner, please visit www.tea.texas.gov/mc-appointments for more information!
Academic Progress Monitoring Tools Chart
This tools chart presents information about academic progress monitoring tools and includes ratings on the technical rigor of the tools: (a) Performance Level Standards, (b) Growth Standards, and (c) Usability. Visit the National Center on Intensive Intervention (NCII) website to learn more.
Using Functional Behavioral Assessments to Create Supportive Learning Environments
The U.S. Department of Education (USDE) is committed to supporting State educational agencies (SEAs), local educational agencies (LEAs), and our partners in ensuring that schools and preschool programs have additional tools to foster safe, inclusive learning environments that increase students’ engagement and sense of well-being. The Office of Special Education and Rehabilitative Services (OSERS) and the Office of Elementary and Secondary Education (OESE) are jointly offering guidance on the use of functional behavioral assessments (FBAs) for all students whose behavior interferes with learning. Briefly, an FBA is a process for identifying the reasons behind, or factors contributing to, a student’s behavior. This guidance is rooted in evidence-based practices to support students and allowable activities under both the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Act (IDEA) — both of which emphasize a collaborative approach to support our Nation’s students.
Resources to Support Identification and Referral of Children Who are Deafblind
The National Center on Deafblindness’ article, “Resources to Support Identification and Referral of Children Who Are Deafblind,” was published in the back-to-school issue of “Exceptional Parent Magazine.” The article notes that timely identification of combined hearing and vision loss is essential for children to receive instruction and accommodations designed to address their unique needs and abilities. The article also highlights several resources that families can use for their information and to share with their child’s service providers and schools.
No Filters-Part 1: The Nuts & Bolts of Getting Ready for College Life
The National Technical Assistance Center on Transition: The Collaborative (NTACT:C) has made available the recording of part 1 of a 2 part series to help high school students with disabilities navigate the college experience. A panel of students and experts share insights on finding the right schools, understanding your rights, applying for accommodations, and making the transition from high school support systems to college resources. View the recording on NTACT:C's website and check back later for the part 2 recording.
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