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Texas Education Agency










*January 2025*




*Special Education Newsletter**
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Announcements


*Empowering ECSE Educators to Improve Student* *Outcomes* Grant

We are excited to announce that the *Empowering ECSE Educators to Improve Student* *Outcomes* grant application will open January 15, 2025 - March 7, 2025. This grant will enable Education Service Center (ESC) 10 to administer a program providing funding support for* local educational agencies* (*LEAs) and ESCs* seeking *training and certification for ECSE professionals* during the 2024-2025 school year. Trainings will focus on behavior management and inclusive opportunities and will increase ECSE educators' ability to improve student outcomes for children with disabilities, ages 3 through 5 and not in kindergarten. LEAs also can apply for funding through the program to support prekindergarten teachers with dual certification in special education and general education.

 

For more information please visit the Empowering ECSE Educators to Improve Student Outcomes Grant website [ [link removed] ]!

 

 

SBEC Rule Update Open for Public Comment

The State Board for Educator Certification (SBEC) proposes the repeal of 19 TAC §231.701, new 19 TAC §231.701 and 19 TAC §231.710, and amendment to 19 TAC §231.709, concerning *special education-related services personnel assignments*. The proposed revisions would *provide requirements for school districts to make personnel assignment decisions based on the correlating certification and demonstration of content proficiency requirements*. The proposed revisions would also *expand the list of certificates appropriate for personnel serving in special education-related assignments* and *include a section dedicated to requirements for an assignment of Teachers of Students who are Deafblind*.

 

Proposed Figure: 19 TAC §231.701(d) [ [link removed] ]

 

*Public comment period is January 10-February 10, 2025*. For more information visit the proposed SBEC Rules webpage [ [link removed] ]. 

 

 

PDSES flyer
*The $1,500 Parent-Directed Special Education Services (PDSES) Grant Application Window Opens February 3 at 8:00 AM CST  *

The Parent-Directed Special Education Services (PDSES) program (previously known as the Supplemental Special Education Services (SSES) program) is a one-time $1,500 online grant for parents/guardians of eligible students served by special education and who are enrolled in a Texas public school. Parents/guardians of eligible students can use their online account to shop the marketplace to obtain educational materials and resources such as textbooks, curriculum, or technology devices and/or services such as additional speech therapy, tutoring, or other specific services.

 

To be eligible for the PDSES grant, a student must:


* be enrolled in a Texas public school, grades PreK-12 (including 18+ programs),
* be receiving special education services through an individualized education program (IEP), *AND*
* have not received a PDSES/SSES grant in the past. PDSES (formerly SSES) is a one-time only grant.

This year’s application window *opens on February 3, 2025, at 8:00 AM CST*, and *closes on March 31, 2025, at 5:00 PM CST.*

 

To help parents with the application process, TEA created the PDSES Application Process for Parents [ [link removed] ] one-pager and other valuable resources can be found on the PDSES Outreach Materials [ [link removed] ] webpage.

* *

*For more information visit **PDSES.TEA.TEXAS.GOV* [ [link removed] ]

 

 



*TSDS SPPI 14 Post-school Outcomes Submission Due Date*

 

The State Performance Plan Indicator (SPPI) 14 Post-school Outcomes *data submission* *deadline* to the Texas Student Data System (TSDS) is *February 20, 2025, at 11:59 PM*. Local educational agencies (LEAs) must submit contact information for children with disabilities who exited the LEA during the 2023-2024 school year for the TSDS SPPI 14 collection.

 

The SPPI 14 data collection supports state and local compliance with federal reporting requirements under 20 U.S.C. § 1416(a)(3)(B) by providing data on post-school outcomes for the State Performance Plan/Annual Performance Report (SPP/APR).

 

For assistance with SPPI 14, LEAs can contact their regional, education service center (ESC) TSDS SPPI 14 Champion, TSDS Technical Champion (ESCs 1–10 [ [link removed] ] or 11–20 [ [link removed] ]), or  submit a TSDS Incident Management System (TIMS) ticket via the TSDS Portal [ [link removed] ]. Additional guidance and resources are available on the TEA SPPI 14 webpage [ [link removed] ] and the TSDS SPPI 14 webpage [ [link removed] ].






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Upcoming Dates


* *1/1 - 4/1:* Required SHARS Submission - IEP Ratio Supporting Documentation
* *1/6 - 2/28*: Learning Ally's Great Reading Games Competition" (details in the Department News section) "" "
* *1/30 from 2:00 – 3:00 PM CST: *Workshop #2: Using CCEIS Funds to Address Significant Disproportionality in Your LEA "(details and registration information "in the "Department News section) "
* *2/3 at 8:00 AM CST - 3/31 at 5:00 PM CST:* The Parent-Directed Special Education Services (PDSES) $1,500 grant application window is open
* *2/20 at 11:59 PM CST*: SPPI 14 Post-school Outcomes data submission deadline
* *2/24 from 2:00 – 3:30 PM CST: *Workshop #3: Data Based Individualization (DBI) for Equitable Identification "(details and registration information "in the "Department News section) "
* *2/27 from 2:00 – 3:30 PM CST: *Workshop #4: Assessment and Evaluation of Culturally and Linguistically Diverse Students "(details and registration information in the Department News section) "
* **3/31: **Extended Legal Framework Deadline! The deadline for uploading or linking operating procedures to the Legal Framework and submission of the OSEP and Transition Assurance have been extended from January 24, 2025 to March 31, 2025.

Don't forget to check out TEA's Special Education Webinars and Newsletters website [ [link removed] ] for a list of upcoming events, previous webinar recordings, and past editions of the Special Education Newsletter.

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student who is deaf
*Did you know... *

*January 4th* is recognized internationally as *World Braille Day* to honor the birthday of Louis Braille, the inventor of the code. In addition to the annual worldwide celebration, in the United States *January is Braille Literacy Month*, which is used to raise awareness regarding braille literacy. When people hear the word “braille” they often think of people who are blind. However, braille is beneficial to many individuals with visual impairments, including those with dual sensory loss and/or multiple disabilities. Visit Paths to Literacy [ [link removed] ] to learn more about Louis Braille, how to get started with braille, sources of free braille books, and more. 





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In This Issue


* Developmental Delay Quick Guide and FAQ [ #link_12 ]
* Updated Multi-Tiered System of Support (MTSS) Webpage [ #link_8 ]
* Updated SPPI Guidance Documents [ #link_9 ]
* Now Available! Texas SPED Quick Learns [ #link_7 ]
* New TIER/MTSS Online Courses Available [ #link_10 ]
* 2025 LEADS Workshop Series: Addressing Significant Disproportionality [ #link_2 ]
* Let the Competition Begin! [ #link_11 ]
* TEA Engagement Opportunities [ #link_3 ]
* Instructional Materials Review and Approval (IMRA) [ #link_13 ]
* State Assessment Educator Item Review Committees [ #link_4 ]
* Qualified Monitors and Conservators Needed [ #link_5 ]
* NATIONAL NEWS [ #link_1 ]

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Texas SPED Support
Monthly Spotlight:

Texas SPED Support [ [link removed] ] just posted a *new Welcome video* on the *benefits of collections* which are thoughtfully curated groups of resources and professional development materials, each centered around a common theme or tailored for specific educational roles. *Check out the Texas SPED Support Collections video [ [link removed] ] to learn more. *

 

Follow on Facebook & Instagram: @TexasSPEDSupport
Follow on Twitter: @TXSPEDSupport






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DEPARTMENT NEWS

 

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Developmental Delay Quick Guide and FAQ

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.

 

*Go to Quick Guide* [ [link removed] ]


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Updated Multi-Tiered System of Support (MTSS) Webpage

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 [ [link removed] ] and Spanish [ [link removed] ]) and a new  sample template (English [ [link removed] ] and Spanish [ [link removed] ]) that schools can use to provide parents with notice whenever their child begins to receive intervention strategies.

 

*View Webpage * [ [link removed] ]


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Updated SPPI Guidance Documents

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*


* SPPI 6: Preschool Environments FAQ [ [link removed] ]
* SPPI 6: Decision Tree for Preschool Educational Environments [ [link removed] ]
* SPPI 7: Preschool Outcomes FAQ [ [link removed] ]
* SPPI 7: Preschool Outcomes Entry and Exit Criteria [ [link removed] ]
* SPPI 13: Secondary Transition FAQ [ [link removed] ]

*New Guidance Document*


* SPPI 7: Preschool Outcomes 2024-25 Updates Presentation [ [link removed] ]
* SPPI 11 and 12: Texas Student Data System (TSDS) Child Find FAQ [ [link removed] ]

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 [email protected].

 

*Go to SPPI Webpage* [ [link removed] ]


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Now Available! Texas SPED Quick Learns

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. 

*View Now* [ [link removed] ]


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New TIER/MTSS Online Courses Available

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 behavior*s 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

*Go to Course* [ [link removed] ]


 

*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*

*Go to Course* [ [link removed] ]


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2025 LEADS Workshop Series: Addressing Significant Disproportionality

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. 

*Register Now* [ [link removed] ]


 

*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. 

*Register Now* [ [link removed] ]


 

*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.   

*Register Now* [ [link removed] ]


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Let the Competition Begin!

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 [ [link removed] ] 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" [ [link removed] ]"."

*Visit Great Reading Games* [ [link removed] ]


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TEA Engagement Opportunities

*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.*

*Sign Up Here* [ [link removed] ]


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Instructional Materials Review and Approval (IMRA)

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! 

*Learn More* [ [link removed] ]


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State Assessment Educator Item Review Committees

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.

*Apply Now* [ [link removed] ]


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Qualified Monitors and Conservators Needed

*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 [ [link removed] ], would like to recommend a colleague, or apply for a monitor and conservator appointment [ [link removed] ] by the commissioner, please visit www.tea.texas.gov/mc-appointments [ [link removed] ]_ _for more information!

 

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NATIONAL NEWS

 

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 [ [link removed] ] to learn more. 

 

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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) [ [link removed] ] 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.

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Resources to Support Identification and Referral of Children Who are Deafblind

The National Center on Deafblindness [ [link removed] ]’ article, “Resources to Support Identification and Referral of Children Who Are Deafblind [ [link removed] ],” was published in the back-to-school issue of “Exceptional Parent Magazine [ [link removed] ].” 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.

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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 [ [link removed] ] and check back later for the part 2 recording. 

 

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Job Listings


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The Texas Education Agency will improve outcomes for all public-school students in the state by providing leadership, guidance, and support to school systems.

 

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