DEPARTMENT NEWS
This school year’s PDSES application opens on April 1, 2026, at 8:00am CST and closes on April 30, 2026, at 5:00pm CST.
The Parent-Directed Special Education Services (PDSES) program provides a one-time $1,500 online grant to parents/guardians of eligible students. Parents/guardians who apply can receive an online account where they shop for educational goods and services. Please visit the Eligibility Criteria section of the PDSES website to learn more about which students are eligible.
Because the PDSES program receives a set amount of funding from the Texas legislature each year, accounts are awarded based on available funding and prioritization. Funding for the 2025–2026 application cycle will not be available until fall 2026. Due to these funding limitations, some families may experience a wait before receiving a PDSES account, and some may not receive an account until additional funding becomes available.
For more information about the PDSES program, visit: PDSES.TEA.TEXAS.GOV. Outreach resources can also be found in multiple languages on the PDSES Outreach Materials webpage.
The 2026 STAAR Alternate 2 testing window opened on Monday, March 16, and closes Friday, April 17, 11:59 p.m. (CT). All testing and student information must be submitted and processed in the Test Information Distribution Engine (TIDE) and the Response Entry (RE) system by the end of the administration window.
The Enter Student Information in TIDE page and the Submit Student Information in RE page in the Coordinator Resources provide the necessary information and guidance to complete the test’s administration tasks. Both pages also include short training vignettes to support district and campus staff.
TEA’s Offices of School Safety and Security and Special Populations and Student Supports are offering a new statewide training focused on how disabilities, particularly special education services, intersect with Behavioral Threat Assessment (BTA). This no‑cost, interactive session covers key legal considerations, practical decision‑making factors, and scenario‑based exercises to support compliant, effective threat assessment practices. Contact your regional ESC to express interest or for possible session dates and registration details. Additional questions can be directed at SafeSchools@tea.texas.gov.
Region 11 continues to demonstrate strong impact with 210 coaching cycles completed between September 1, 2025, and February 12, 2026, for Standards-Based IEP Process Training. Of these, 43 coaching cycles rated educators as Proficient or Leader, highlighting the effectiveness of the supports being provided. Region 11’s accomplishments are strengthened by intentional, relationship‑focused practices, including:
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Primarily face‑to‑face coaching cycles, which foster meaningful collaboration and authentic skill development.
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Interactive Directors’ Meetings, where the ESC SPED Director, Michael Pogue, and Meaningful Access staff share best practices on the effective use of coaching.
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A shared vision among SPED Directors to ensure their entire teams are trained to effectively support all special education teachers.
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Organized dashboards and spreadsheets that streamline data reporting and make progress easy to track.
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Quarterly emails to participants who complete the asynchronous course, ensuring consistent communication and ongoing support.
Thank you, Region 11, for your commitment and thoughtful approach to supporting educators and students!
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The Mathematics Intervention Academy and Reading Intervention Academy, referred to collectively as the Intervention Academies, were passed under Texas House Bill 2 by the 89th Texas Legislature in 2025. The Intervention Academies provide specialized professional learning in math and reading for educators working with K–8 students needing additional support in these content areas.
Grounded in evidence-based practices from the Tiered Interventions Using Evidence-Based Research (TIER) initiative and related research, the Intervention Academies equip educators working across Tiers 1, 2, and 3 with practical, high-impact strategies to strengthen foundational skills and accelerate student learning. An Administrator track is also available to build systems-level capacity, support strong implementation, and promote coherence across campuses.
Through this learning experience, participants will strengthen their ability to intervene early and effectively to improve outcomes for students, including those receiving special education services.
Interested in participating in the pilot year? Click the "Learn More Now" button for details and access the application link, or contact InterventionAcademies@meadowscenter.org for more information.
Participants may now take the updated, asynchronous 2025-2026 Standards-Based Individualized Education Program (SB IEP) Process Training on TEALearn. The intent of this training is to provide participants with an understanding of the SB IEP process. Participants will learn about gathering student data, including the full and individual initial evaluation (FIIE), developing the student's present levels of academic achievement and functional performance (PLAAFP) statement, drafting measurable annual goals with short-term objectives/benchmarks (when appropriate), determining specially designed instruction (SDI), and creating a data collection system for monitoring progress of the annual goals.
The intended audience for this training is special education teachers, related service providers, and any other professional staff responsible for drafting a student’s IEP, including the PLAAFP and measurable annual goals. Participants will earn 12 hours of continuing professional education (CPE) credit upon completion of the course.
The Special Education Data System (SPEDS) Guidance document is now available on TEA’s State Performance Plan Indicator (SPPI) webpages. This document provides information and guidance regarding the submission of data for four state performance plan indicators (SPPIs) collected through the Texas Student Data System (TSDS) Special Education Data System (SPEDS) Summer Submission.
The SPEDS Summer Submission is a consolidated data collection process within TSDS that streamlines reporting for these four indicators that are part of the broader set of 18 federally required indicators in the State Performance Plan/Annual Performance Report (SPP/APR). In addition, the Unique ID for Non‑Enrolled Children document is now available on the SPPI 11 and SPPI 12 webpages.
For questions or support, please contact your regional education service center (ESC) TSDS Champion (ESCs 1-10 and ESCs 11-20) or email spp@tea.texas.gov.
The 2024-2026 Innovative Services for Students with Autism Grants were awarded to 10 local education agencies (LEAs) across Texas and have directly impacted 32 LEAs due to many grantees collaborating across multiple LEAs. The purpose of this grant is to increase LEA's capacity to implement innovative programs that effectively serve students with autism ages 3-21. This project will result in effective, scalable models that can be replicated in other areas of the state. Read about the impact this grant has had on Bastrop ISD.
"The TEA Innovative Services for Students with Autism Grant has proven to be an invaluable asset to Bastrop ISD and, most importantly, to our students with autism and their families. This grant has been instrumental in ensuring that children across the district, from Pre-K through 18+, receive services grounded in the latest evidence-based practices within the field of autism spectrum disorder.
The impact of this funding extends far beyond the classroom. The introduction of parent engagement events, such as the welcoming Coffee Connections and the inclusive sensory movie days, has created vital opportunities for families to connect, share experiences, and build a strong sense of community and mutual support. These initiatives foster relationships among caregivers, reducing feelings of isolation and empowering them with a network of understanding peers.
The grant has also enabled Bastrop ISD to acquire essential resources that directly enhance the learning environment and therapeutic interventions for our students. From sensory supplies that aid in self-regulation to classroom dividers that facilitate focused independent work and Discrete Trial Training (DTT), these materials are making a tangible difference in the daily lives and educational progress of our students."
The Texas Health and Human Services Commission observed Profound Autism Awareness Day on March 17 by providing information on supportive programs and services available to Texas families. House Bill 3096 was authored by Rep. Cunningham in the 89th Texas Legislature. The legislation designated March 17 as Profound Autism Awareness Day to express support for people with profound autism and to highlight available resources for those across the spectrum.
People with profound autism have moderate to severe intellectual disabilities and extreme difficulty communicating. They often need continuous, lifelong care.
“Establishing Profound Autism Day in the state of Texas marks a significant milestone in increasing awareness and expanding resources for families affected by profound autism,” said state Rep. Charles Cunningham of Humble. “According to the Centers for Disease Control and Prevention (CDC), approximately one-quarter of individuals on the autism spectrum meet the criteria for profound autism. I am deeply grateful that Texas is recognizing and uplifting this historically underserved population.”
“HHSC works to improve the quality of life for children on the autism spectrum and their families through access to services and support,” said Haley Turner, deputy executive commissioner for HHSC Community Services. “For many families, receiving a diagnosis is an important first step toward understanding their child’s needs and connecting with resources that can help.”
The HHSC Children’s Autism Program provides focused applied behavior analysis services through local community agencies and organizations. The treatment is used to target specific challenging behaviors and maximize social or adaptive skills. The program is available to Texas residents ages 3 to 15 with a documented diagnosis on the autism spectrum.
People on the autism spectrum may also be eligible for long-term care through intellectual or developmental disabilities (IDD) services. Families can call their local IDD authority for guidance with the application process.
HHSC Early Childhood Intervention (ECI) is a statewide program for families with children who have developmental delays, disabilities or certain medical diagnoses, including autism, that may affect development. ECI supports families as they discover how to help their children grow and learn from birth to age 3. ECI services include:
• Speech, occupational and physical therapy services.
• Behavior intervention.
• Nutrition services.
• Specialized skills training.
• Counseling.
• Service coordination
Children with autism who are eligible for Medicaid can receive ECI, applied behavior analysis and other services. Find more information in this flyer.
This document elevates the role of special populations leaders as essential members of district instructional leadership teams. It provides guidance on embedding inclusive practices into core systems such as master scheduling, professional learning, curriculum implementation, and campus routines. By aligning expectations across planning, instruction, and collaboration, districts can ensure meaningful access to grade‑level learning for all students. This resource supports districts in building coherent, inclusive systems that reflect shared ownership of student success.
The updated Test of English Proficiency (TEP) Practice Course for pre-certified interpreters is now available! This course is designed to help aspiring interpreters strengthen their English language skills and better prepare for the Test of English Proficiency test requirement as part of the interpreter certification. Participants will review key language concepts, build confidence in English proficiency, and gain strategies to support success on the assessment. This updated course offers enhanced content and guidance to support pre-certified interpreters on their path toward certification.
Thank you to the region 20 ESC for hosting the 2026 Deaf Education Administrator Leadership (DEAL) event on February 18–20! Over 100 participants joined in a hybrid setting, bringing together Regional Day School Programs for the Deaf supervisors and ESC Deaf and Hard of Hearing (DHH) representatives to learn, collaborate, and share updates in Deaf Education.
The event included sessions on key topics such as budgeting, case management, evaluations, and supporting students with additional disabilities, along with a vendor fair featuring more than 10 partners who support students who are deaf or hard of hearing.
The event concluded with an inspiring keynote from Dr. Layne Pethick (ESC Region 10), who delivered a powerful message about celebrating the DHH brain and continuing to uplift and support our students.
Navigating Barriers for Successful DBI Implementation
Have you struggled to support data-based individualization (DBI) implementation? Building an effective infrastructure to support DBI starts with strong leadership. Leaders play a critical role in addressing both technical challenges (clear problems with defined solutions) and adaptive challenges (complex issues that demand shifts in mindset and behavior). In this webinar, Navigating Barriers for Successful DBI Implementation, Dr. Jason Harlacher shares how to distinguish technical versus adaptive challenges and provide strategies and tips for overcoming these barriers to support effective implementation and improve outcomes for students with severe and/or persistent academic and behavioral needs.
Updated Autism Module
The IRIS Center offers professional learning modules, including this updated module providing an overview of autism alongside information about school services and supports.
The first in a two-part series, the module explores the difference between a medical diagnosis and an educational determination, outlines the role of the multidisciplinary team, and offers guidance on family engagement.
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