DEPARTMENT NEWS
Did you know that you can sign up for Texas SPED Support emails based on the topics that matter most to you? Stay up to date with the latest resources, trainings, and events tailored to your interests, including special education legislative and commissioner rules updates, instructional strategies, state guidance, and more.
Registering is easy—simply choose the topics you want to follow, and we’ll send timely, relevant updates straight to your inbox.
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We are excited to announce that the State Performance Plan Indicator 18 One-Pager is now available on the State Performance Plan Indicator 18 webpage!
This comprehensive document provides an overview of Indicator 18, including:
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Description of Indicator 18
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Statewide Compliance Rates Calculation
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LEA and ESC Responsibilities
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State Performance Plan Indicator 18 Data Mapping Timeline
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Key Data Sources
We encourage all stakeholders to visit the State Performance Plan Indicator 18 webpage to access the One-Pager and other valuable resources.
The Collaboration and Flexible Grouping courses offer multiple learning opportunities focused on strengthening partnerships to enhance collaboration, co-teaching best practices, effective data-driven decision-making, and student-centered small group planning and implementation. These courses provide both an Educator Pathway and an Instructional Leader Pathway and can be taken in sequence, as standalone chapters, or bundled by theme. Building a strong culture of collaborative and inclusive practices requires the involvement of multiple stakeholders in planning, communication, and implementation. Start your journey today—register for the Introductory course by visiting Texas SPED Support!
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.
When students with disabilities transfer within the state (19 Texas Administrative Code (TAC) §89.1055(s)(1)) or from another state (19 TAC §89.1055(s)(2)), it is essential to ensure a smooth transition while respecting their rights and providing the necessary support. This quick guide outlines federal and state requirements and procedures for students new to the LEA because they have transferred from in or outside the state.
In 2024, the TEA contracted with the American Institute for Research® (AIR®) to conduct a comprehensive landscape analysis of IEP forms and digital platforms and how they are used across the United States. For this purpose, AIR conducted a study aimed at examining how other states manage their IEP forms and digital platforms, including state-adopted forms and platforms, state-negotiated vendor contracts, and minimum standards for locally procured IEP platforms. Between October and December of 2024, the study team examined state education agency (SEA) websites, collected stakeholder feedback through surveys, contacted IEP digital platform vendors, and engaged in interviews and focus groups with SEA staff. Findings from this study may be used for evaluating the feasibility and benefits of developing a statewide IEP digital platform to improve efficiency, reduce costs, and ensure compliance across all Texas school districts.
This report provides a summary of the findings from the study, including insights into how other states implement and manage IEP forms and digital platforms. It highlights key takeaways from stakeholder feedback, vendor information, and interviews and focus groups with SEA staff. The report outlines the potential advantages and challenges of a statewide IEP digital platform for Texas.
This guidance document will assist LEAs in conducting comprehensive educational evaluations of students suspected of having a specific learning disability (SLD); understanding the two methods of SLD identification; and providing information in the full and individual evaluation (FIE) that will assist ARD committees in their decision-making process.
Join us in celebrating Read Across America Day and Learning Ally’s Great Reading Games with a special virtual author event featuring Krista Weltner! Your class is invited to embark on a literacy journey as she shares her inspiring picture book series, Everyday Adventures with Molly and Dyslexia, based on her own experiences growing up with dyslexia. This engaging event will explore storytelling, creativity, and the power of literacy in the classroom. Don’t miss this opportunity to connect, learn, and be inspired!
Great Reading Games Competition: January 6, 2025 – February 28, 2025
Author Event: March 4, 2025 at 11:00am CST; register here
New to Learning Ally and need an account? Get started by enrolling for your free account through the Educator Access Form.
The Texas Leaders and Educators Addressing Disproportionality in Special Education (LEADS) project will hold the final workshop in a series designed to extend your capacity to address issues of significant disproportionality among students receiving special education services.
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.
March 24 from 2:00 – 3:30 PM CST - Workshop #5: Introduction to Significant Disproportionality for General Educators
One of first steps toward addressing SD is to build a team that leverages the unique strengths and expertise of your LEA and community. This session is geared towards LEA/district and campus general education staff and administrators, including Emergent Bilingual Educators and District Coordinators of School Improvement, who may be unfamiliar with SD or are just beginning to work with their district’s SD team and would like to deepen their understanding of what SD is, how it is determined, and why it occurs. Participants will also have the opportunity to collaborate with other district and campus staff during the session.
March 27 from 2:00 – 3:00 PM CST - Workshop #6: Gathering the Right Data to Address Significant Disproportionality
If your district has been identified with significant disproportionality, having the right data to help your team understand the problem is critical. Reviewing data can help your team generate a problem statement and is essential to conducting a root cause analysis to uncover the factors contributing to significant disproportionality. In this session we will walk through the process of identifying and gathering the right data to help your district better understand possible factors contributing to your identified area(s) of significant disproportionality (e.g., identification, placement, or discipline). LEADS staff will share and brainstorm potential data sources, as well as talk about important data skills and areas of expertise to help your team truly dig deep into your data and build understanding of the factors contributing to your SD. This session is geared toward a wide variety of staff including: Campus and/or District Administrators; MTSS Teams; Special Education Teachers and Staff; Interventionists; School Psychologists; Diagnosticians; Speech Language Pathologists; Occupational Therapists; Evaluation Staff; ARD Committee; Data Managers; and District Coordinator of School Improvement.
The Special Education Small and Rural Schools (SPED SRS) webpage is designed to help these LEAs meet the challenges unique to their size and region. The purpose of this webpage is to assist schools providing services to students with disabilities who live in small and/or rural LEAs within Texas.
This map represents Special Education Support Programs for Students with Intensive Needs in Texas. It includes special education support programs (e.g., self-contained classrooms and multi-district classrooms) as options for students with intensive needs. The map showcases information provided by Special Education Directors of LEAs and fiscal agents of shared service arrangements (SSAs) from across Texas who participated in the annual map survey.
The TEA would like to invite all current Special Education Directors to participate in filling out the annual map survey. By sharing information and confirming specifics about your programs in your LEA/SSA (that you are the fiscal agent of), your data will be reflected on the Statewide Program Map. The survey will be open each Winter/Spring will take approximately 3-5 minutes to complete.
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!
Why Implementing Tier 1 PBIS for Students with Disabilities? What Does Research Say?
This brief summarizes empirical research on the effects of Tier 1 Positive Behavioral Interventions and Supports (PBIS) for students with disabilities. In general, when schools implement PBIS with fidelity, students with disabilities experience: (a) improved social and behavioral outcomes and (b) reduced exclusionary discipline (i.e., office discipline referrals, suspensions, restraint, seclusion). Given the promising empirically-supported effects of Tier 1 PBIS, we recommend schools continue to prioritize Tier 1 supports that are inclusive, robust, and supportive of all students, including students with disabilities.
NCSI Research to Practice Spotlight Series
The National Center for Systemic Improvement (NCSI) hosted a series of webinars aimed at unpacking key evidence-based practices and recommendations to promote learning of students with disabilities and others struggling to learn reading and math. Content included key practices and considerations for LEAs in supporting educators with implementation. Visit the NCSI website to view archived webinars on the following topics:
- Supporting Practice Guide Implementation: Assisting Students Struggling with Mathematics: Intervention in the Elementary Grades
- Supporting MTSS Implementation: The Integrated MTSS Fidelity Rubric
- Supporting Practice Guide Implementation: Preparing Young Children for School, Language and Literacy Recommendations
- Supporting Practice Guide Implementation: Providing Reading Interventions to Students in Grades 4-9
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