DEPARTMENT NEWS
The Special Education Data System (SPEDS) Summer Submission in the Texas Student Data System (TSDS) must be completed by July 30, 2026. This annual collection includes data for the following State Performance Plan Indicators (SPPI):
- SPPI 7: Preschool Outcomes
- SPPI 11: Timely Initial Evaluation (Child Find)
- SPPI 12: Early Childhood Transition
- SPPI 13: Secondary Transition
All local educational agencies (LEAs) must either:
- Submit student-level data for all eligible students, or
- Report that no students met criteria using the designated data elements.
All eligible students for the reporting period of July 1, 2025–June 30, 2026, must be included. If a submission is completed early, LEAs are responsible for continuing to monitor their data and updating and resubmitting data if additional students meet criteria.
Remember:
- Review your data early and often to identify and resolve fatal errors, investigate special warnings, and allow sufficient time to submit and resolve TSDS Incident Management System (TIMS) tickets.
- Submit student-level data or certify “no students met criteria” using the designated data elements.
- If you complete early, continue monitoring and update your submission if additional students meet criteria.
Need help? Contact your ESC TSDS SPEDS Summer Champion (ESCs 1–10 and ESCs 11–20), or submit a TIMS ticket through the TSDS Portal. Additional information regarding the SPEDS Summer Submission is available in the Special Education Summer Submission (SPEDS) Guidance document.
Update #1: Day and Residential APEX Application Window Closes July 1, 2026
The 2025-2026 Day and Residential APEX application window closes July 1, 2026. Please ensure the following actions are taken as soon as possible prior to the APEX application closing date for any Day and/or Residential placement that occurred between 8/1/25-7/31/26:
- All applicable 2025-2026 Day and Residential APEX applications were submitted.
- Any 2025-2026 Day or Residential APEX application that is currently in Clarify or Pending status is completed and re-submitted. (Re-submittal is an important step that is often overlooked. After re-submitting your application, ensure the application status changes to Submitted.)
- Any necessary amendments to current 2025-2026 Day or Residential APEX applications are submitted. If the student is no longer placed at the facility, ensure the contract “to” date and costs are revised accordingly.
For questions, email speddayandresidential@tea.texas.gov.
Update #2: Expanded Minimum Standards for Contracted Day and Residential Placement Programs
TEA has expanded minimum standards for day and residential placement programs that serve public school students with disabilities placed pursuant to an ARD committee determination for the provision of a free appropriate public education (FAPE). These standards are anticipated to be adopted through rulemaking in September 2026 and will take effect for the 2026–2027 school year. For more information about minimum standards and conditions, visit the Special Education Day and Residential webpage.
To support stakeholder readiness, TEA will offer technical assistance aligned to implementation of the new minimum standards, including:
Statewide Training: July 22, 9:00-10:30 registration link
Office Hours Session #1: July 23, 2-3:00pm registration link
Office Hours Session #2: August 12, 11-12:00 registration link
LEAs that contract with day or residential placement programs should be aware that providers will be required to meet these expanded standards as a condition of TEA approval and ongoing operation.
Update #3: Registration Open for the 2026 TEA Special Education Day and Residential Programs Summer Workshop
Please see the agenda and registration link (also printed in the agenda) for the 2026 TEA Special Education Day and Residential Programs Summer Workshop, held virtually by Zoom on Wednesday, July 22, 2026.
Session topics, presented by members of the TEA SPED Day and Residential Programs team, include:
- Minimum standards for day/residential program providers
- Day/residential program approval process updates
- Day placement program cooperative funding allotment
- Legislative updates and new LEA/provider requirements
- Program resources overview and updates
For questions or to request accommodations, email SpedDayAndResidential@tea.texas.gov.
The 2025-2026 HCF award amount for eligible LEAs will be displayed on the Home page of the LEA’s finalized HCF APEX application on July 1, 2026. A notification email from APEX will be sent to eligible LEAs on that day.
Later, on July 15, 2026, awarded LEAs will receive an email with a link to a payment request form to request payment of their HCF award. The amount of the reimbursement payment request cannot exceed the amount of the LEA’s 2025-2026 HCF award, or the total amount of actual expenditures incurred between 8/1/25-7/31/26, for the approved costs itemized in the 2025-2026 HCF application, whichever amount is less. The deadline to submit the HCF payment request to TEA is August 7, 2026.
Approved reimbursement payments will be posted in the TEA Payment Report system by August 31, 2026.
If you have questions, please email HCF@tea.texas.gov.
The State Performance Plan Indicators (SPPI) 11a, 11b, 12, and 13 clarification window will be open September 4–18, 2026. LEAs are strongly encouraged to review and utilize the STATE PERFORMANCE PLAN CLARIFICATION & CAP PROCESS GUIDE in advance of the clarification window. Early review of this resource will help ensure teams are well prepared and informed regarding eligibility criteria, participation requirements, and required actions. Familiarity with the guidance prior to the clarification window will support complete, accurate, and compliant submissions during the clarification period.
TEA's SPED Leadership Council, an influential group of school system Special Education leaders, serves as an early advisory body on statewide special education initiatives. Council members will play a critical role in providing insight that helps shapes program design before initiatives reaches the field. All members will be selected through a review process to ensure balanced representation across the state.
Thank you to everyone who completed an application to our SPED Leadership Council. The application period is now closed. Notification letters for selected members, identified through the review process, will be sent on August 3, 2026. For applicants who expressed interest in remaining on a list for short-term stakeholder tasks, your information will be retained and you may be contacted as needs arise.
TEA is strengthening early childhood intervention (ECI) to early childhood special education (ECSE) transition practices to support a seamless move from the Individuals with Disabilities Education Act (IDEA) Part C to Part B services. The IDEA Part C to Part B Transition Responsibilities in Texas resource provides clear guidance on roles, timelines, required activities, and compliance expectations for ECI providers and LEAs.
To support implementation, TEA piloted this training with regions 11 and 13, engaging over 100 ECI and LEA participants. The training emphasized cross-agency collaboration, clarified shared responsibilities, and strengthened practices to improve outcomes for children and families. Participant feedback will be used to refine the training, which will be released statewide in the fall 2026.
Thank you to ESC region 11 and ESC region 13 partners for shaping this important work that is strengthening family-centered, compliant transitions for young children with disabilities across Texas.
The Autism Circuit Academy (ACA) Fall 2026 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.
2024-2026 Innovative Services for Students with Autism Grant - Testimonials From the Field: GEORGETOWN ISD
The Innovative Services for Students with Autism Grant has sparked a profound cultural and structural shift across Georgetown ISD. By seamlessly weaving assistive technology, behavioral regulation tools, inclusive playground spaces, and specialized community instruction into our core district operations, we have built a deeply accessible environment where students can truly thrive.
The impact of this grant represents a wonderful shift in how we support, communicate, and educate students with autism. By focusing on assistive technology, augmentative and alternative communication (AAC), curriculum, self-regulation, and transition services across both indoor and outdoor settings, we have established a lasting model of inclusion. Our students have gained the confidence and independence necessary to be successful both within our schools and after they transition out of the district.
Core Areas of Innovation & Transformation
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Communication and Giving Every Student a Voice: The widespread deployment of Augmentative and Alternative Communication (AAC) kits and portable GoTalk devices—including pocket, lanyard, and wearable watch-style options—has revolutionized daily interactions for non-verbal and limited-speech students. Rather than playing or working in isolation, students are actively utilizing their 'AAC voices' to communicate immediate wants, practice choice-making, and form authentic social bonds with peers and teachers across all environments.
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Reimagining Playgrounds and Transition Spaces: With outdoor sensory playground equipment and large-scale, durable communication boards installed across all 11 elementary campuses, school recess has been completely reimagined. Rather than engaging in isolated, parallel play, general education and special education students naturally interact and share spaces. Furthermore, the installation of outdoor sensory pathways — complemented by flexible, mobile indoor 'learning noodles'—provides students with the structured, regulating movement they need to navigate school hallways and transitions calmly.
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Standardizing Classroom Regulation: Through tailored 'Teacher Kits' equipped with hand therapy tools, fidgets, and environmental visuals, we have standardized predictable, calming environments across elementary classrooms and successfully scaled them into secondary and alternative placement settings. Teachers report that these tools dramatically improve focus, with students proactively selecting regulation tools to prepare themselves for learning before a lesson even begins.
Perspectives from Georgetown ISD Staff
It's a joy to see students using the sensory pathway as they transition in the hallway! It is used several times a day and provides structured movement for those who struggle to walk in a straight line. - ARD Facilitator
All of my 1st and 2nd graders usually pick out a fidget before I give my lesson. They listen better when they have something in their hands. - Classroom Teacher
It was an amazing experience for all... I heard one student say, 'This was the best field trip Ever (for a CBI trip).' - First-Time Community-Based Instruction (CBI) Teacher
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. In addition, all participants will receive a $200 daily stipend for each day of participation and earn Continuing Professional Education (CPE) credits. Applications are accepted on a rolling basis.
Keep students learning and growing all summer long with Learning Ally!
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Summer Reading Together — Students can stay engaged, prevent the summer slide, and even win prizes by joining our statewide reading program through August 28.
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Plan Ahead for 2026–2027 — Set your educators up for success by scheduling your Back‑to‑School Training now. Visit the Learning Ally Texas Page to find your Account Manager’s contact information and set up a time to connect.
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Heading to the TCASE Interactive Conference in July? Stop by and meet the Learning Ally Texas Team to explore how we can support your campus or district’s literacy goals.
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New to Learning Ally? Enroll for your free account through the Educator Access Form and get started right away.
Join Deaf and Hard of Hearing Services (DHHS) for an overview of the Certificate of Deafness Tuition Waiver (CODTW) Program July 7, 2026, from 7-8 p.m. central standard time. The CODTW Program provides qualified students who are deaf, deafblind, or hard of hearing with a waiver for tuition and tuition-based fees at state-supported post-secondary schools in Texas.
This webinar will outline the program’s requirements and application process, as well as give attendees an opportunity to ask questions. It is intended for anyone looking to learn more about the program, including high school or college students who are deaf, deafblind, or hard of hearing, their families, and professionals who work with these students.
This webinar will be in American Sign Language (ASL) and spoken English. Captions and ASL/English interpretation will be provided. If you need other accommodations, please email DHHS Training & Education- Webinar Accommodations by June 29, 2026.
Certificates of Attendance will be awarded to attendees that may be used for continuing education documentation. Participants may earn 0.1 DHHS CEUs accepted by the Board of Evaluation of Interpreters. Email questions to DHHS Training & Education.
Connecting behavior to the TEKS just got easier! Introducing the TEKS Behavior Alignment Tool. This comprehensive resource helps educators align student behavior expectations with the Texas Essential Knowledge and Skills (TEKS) across all grade levels. Spanning early childhood through high school, the tool includes multiple content areas, such as ELA, Health Education, Social Studies, Fine Arts, Physical Education, Science, and Technology Applications, to highlight how academic standards connect to observable social, emotional, and behavioral skills. Organized by developmental progression, the TEKS Behavior Alignment Tool supports instructional planning, classroom management, and systems-level behavior supports.
To further support implementation, the TEKS Behavior Alignment Tool includes three companion guides tailored for Educators, Campus Administrators, and ARD Committees, offering practical guidance for using the tool and developing effective, aligned behavior supports.
NCII Resources for Educators
Visit the National Center on Intensive Intervention's (NCII's) "Educators" page which is intended to help educators and other building-based personnel find tools and resources to support students with intensive needs, including students with disabilities and those who have not responded to validated intervention programs delivered with fidelity. General and special education teachers, interventionists, school psychologists, school counselors, and others may find this information helpful.
Children's Books: Portrayals of People with Disabilities
Curated by the IRIS Center in conjunction with Mary Anne Prater-Doty, the author or co-author of seven books and dozens of academic journal articles on teaching students with developmental difficulties as well as special and general education topics, this search tool contains information and synopses of children’s and young adult literature about or having to do with people with disabilities. This information includes the name of the author and illustrator, year of publication, publisher, appropriate grade level, and award status.
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