DEPARTMENT NEWS
This Frequently Asked Questions (FAQ) document provides guidance related to graduation requirements for students receiving special education services in Texas, as outlined in the 19 Texas Administrative Code (TAC) §89.1070. These questions and answers clarify expectations and are intended to support staff at local educational agencies (LEAs) in navigating the graduation process for students with disabilities.
This document clarifies common questions related to the following topics:
- Rule Overview
- Curriculum and Assessment
- Dismissal or Revocation of Consent for Special Education Services
- Considerations for the Conditions Included in 19 TAC §89.1070(b)(3)
- Commencement Ceremonies and Returning to Request Additional Services Beyond Graduation
- Summary of Performance and Evaluation
- TSDS PEIMS Coding Considerations
This newly updated resource provides key points, best practice tips, and example IEP statements for each of the 11 strategies required to be considered at least annually for students with autism eligible under §89.1040(c)(1).
This new resource is intended for transportation staff and includes information on how to support students with disabilities on the school bus. You will find information about supporting behavior on the school bus, disability characteristics, disability-specific support strategies, and examples of actions to take or avoid as transportation staff in support of students with disabilities.
This course has recently been updated and provides best practices for admission, review, and dismissal (ARD) committee managers for LEAs that choose to use this model. Other common job titles for this position include ARD Committee Facilitator, ARD Committee Chair, and Child-Centered Process Liaison. Position titles may vary from one LEA to another.
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.
An ARD committee manager's roles and responsibilities typically include:
- Scheduling and mailing notices for ARD committee meetings.
- Gathering relevant student data, such as, grades, attendance, behavior reports, progress monitoring data, universal screening results, previous and current evaluation reports.
- Preparing and finalizing required ARD committee paperwork.
- Facilitating the ARD committee meeting.
- Sending completed Individualized Education Program (IEP) documents to the parents or guardians and archiving in accordance with LEA procedures.
- Supporting families and school personnel with special education questions.
- Assisting classroom teachers with understanding and documenting the receipt of students’ IEP paperwork.
- Complying with requirements established by federal and state law, state board of education (SBOE) rules, local board policies, and special education operating procedures.
This course is intended to provide information, guidance, and best practice for successfully achieving these expectations.
As educators prepare for the beginning of the 2025-2026 school year, this quick guide outlines federal and state requirements and procedures for students new to the LEA. These are students with disabilities who have transferred from in or outside the state.
Engage in self-paced, asynchronous courses designed to help you create more inclusive classrooms for all learners!
Literacy for All is a self-paced course designed to help educators understand the importance of supporting students in grades 4–12 who struggle with 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 continuing education units (CEUs).
Math For All is a self-paced course designed to help educators build capacity in understanding how specific disabilities impact students’ learning of mathematics. The course focuses on whole number addition and subtraction for students in Kindergarten-Grade 3. Math for All Upon completion participants earn 6 CEUs.
The Autism Circuit Academy (ACA) Fall 2025 cohort application opened June 15th and closes August 15th. The ACA has been redesigned to offer separate fall and spring cohorts. Participants also have the option to enroll in both cohorts for a full year of training and coaching on evidence-based practices for students with autism. The ACA is free for educators across Texas who are employees of an LEA.
We are always looking for ways to connect with our partners in the field!
Whether through site visits, collaborative review opportunities, or 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.
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.
New IRIS Modules on FBAs and BIPs
IRIS has released two brand-new modules on functional behavioral assessments (FBAs)! Aligned with the U.S. Department of Education’s recent guidance document, Using Functional Behavioral Assessments to Create Supportive Learning Environments, these new IRIS Modules explore the importance of discovering the reasons that students engage in challenging behavior and outline steps for conducting an FBA. In addition to information regarding how to define a behavior, collect direct and indirect assessment data, and develop a hypothesis statement, each module includes:
- A step-by-step video demonstration of how to observe a student’s behavior and fill out an ABC recording form
- Interactive activities with feedback, which include opportunities to identify an operational definition of a behavior, observe instances of a student’s target behavior and record it on an ABC form, and develop a hypothesis statement
Learners have two module options, depending on which age group they work with:
Next, two new modules detail the steps for using the information gained from an FBA to develop a behavioral intervention plan (BIP). More specifically, the modules provide: Information on how to:
- Identify appropriate behaviors to replace an interfering behavior
- Select and implement different types of interventions—skill-based, antecedent-based, and reinforcement-based—that address the function of the behavior
- Monitor students’ responses to the interventions
- Adjust the BIP based on the data
Elementary and secondary versions of the modules are available:
Getting Started with Accessible Content Creation
Did you know? “Digital” does not always mean “accessible.” To ensure students with and without disabilities can use the digital materials teachers create, they must be designed with accessibility in mind from the start. Get started today with Do-It-Yourself Accessibility Basics from the National Center on Accessible Digital Educational Materials & Instruction (NCADEMI).
|
