DEPARTMENT NEWS
State Systemic Improvement Plan Quarterly Announcement
The State Systemic Improvement Plan (SSIP) is a multi-year initiative that focuses on a specific area of need identified through data analysis and stakeholder input. TEA’s SSIP aims to increase the reading proficiency rate for all children with disabilities in grades 4, 8, and high school against grade level and alternate achievement standards, with or without accommodations. TEA’s SSIP comprises four improvement strategies:
- Support regional Education Service Centers (ESCs) and LEAs in enhancing student outcomes
- Leverage state and federal funds for technical assistance, professional development, and resource allocation
- Expand dyslexia support and reading instruction programs
- Adopt early childhood literacy programs by LEAs
- Provide additional support to LEAs through grants for regional liaisons
2. Expand Initiatives and Opportunities
- Continue network supports, resources, and professional development opportunities to enhance reading instruction and address related issues
3. Communicate Expectations, Standards, and Results
- Provide statewide training through Reading Academies and Reading Academies ESC Implementation Grant
- Implement certification requirements and training for school personnel to extend the reach of reading instructional strategies
- Collaborate with higher education institutions, statewide agencies, and organizations to improve teacher quality initiatives
- Ensure consistency across programs and policies that impact student outcomes
- Complete a revised educational diagnostician certification and test framework aligned with updated standards
- Approve specific test items for the educational diagnostician exam
To support these strategies, TEA offers free articles and self-paced courses that align with the SSIP on the Texas SPED Support website. Stay tuned for more updates on the progress of TEA’s State Systemic Improvement Plan and its impact on improving reading proficiency for students with disabilities in Texas.
Spring 2024 Early Student Results for the Texas Assessment Program
Early student results for spring 2024 administrations of the State of Texas Assessments of Academic Readiness (STAAR®), STAAR Alternate 2, and the Texas English Language Proficiency Assessment System (TELPAS) will be available for district testing coordinators and superintendents in the Centralized Reporting System (CRS) to aid district personnel in making student-level decisions. In addition, early data files will be posted to the Secure File Center for the district testing coordinator (DTC). Early student results will be available in CRS for other authorized educators, including teachers with rosters, a few days after results are provided to district testing coordinators. These early results are for student-level information not for district or campus accountability reporting.
| Test Administration |
Date early results are available for DTCs and superintendents |
Date early results are available for all educators who have access and are rostered in TIDE |
| STAAR EOC Assessments |
May 22 |
May 24 |
| TELPAS Assessments |
May 23 |
May 24 |
| STAAR Grades 3–8 Assessments |
May 30 |
June 4 |
| STAAR Alternate 2 Assessments |
June 5 |
June 10 |
NOTE: TELPAS Alternate early results were available on April 9, 2024.
To support district and campus administrators in making student-level decisions, the Student Assessment Division has developed an additional video resource, Accessing Early STAAR Results for District and Campus Administrators. This new video is available on the Reporting Events page in the District and Campus Coordinator Resources.
SHOUT OUT! New Braunfels Independent School District’s Special Education Department
For the past 3 years, staff in New Braunfels Independent School District’s (NBISD) have engaged in professional development regarding Specially Designed Instruction (SDI) with ESC Region 20. They have been committed to deepening their understanding of SDI and improving educational outcomes for students receiving special education services. Check out this 20 minute video showcasing elementary and high school co-teachers and leadership teaching lessons and explaining how they implement and incorporate SDI in their classrooms.
Trending Topics in Special Education Monitoring
Trending Topics in Special Education is a resource for special education administrators to ensure timely access to relevant resources aligned to the top three areas of noncompliance each quarter. The topics are based on data collected through the Differentiated Monitoring and Support (DMS) system activities and are developed from commonly asked questions, clarifications, and compliance activities. Previously this newsletter was posted on the TEA website HERE; however, moving forward, trending topics will be included in four monthly Special Education Newsletters – November, February, May, and August.
During this quarter, the top three areas of noncompliance in special education monitoring are listed below. Additionally, within the top three areas, information about the elements from the Desk Review Rubric that were frequently cited is included. Relevant resources and professional development have been identified to support LEAs in these areas of noncompliance and are available free of charge.
IEP Development
The most recent group of monitoring identified common challenges with the development of measurable annual goals (ID10), impact and need statements in the present levels of academic achievement and functional performance (ID2), and a description of how student progress will be measured (ID3).
-
Standards-Based Individualized Education Program (SB IEP) Process Training: This training provides participants with an understanding of the SB IEP process for gathering student data, including the full and individual evaluation (FIE), to write the student’s present levels of academic achievement and functional performance (PLAAFP) statement, to draft measurable annual goals with short-term objectives/benchmarks, if appropriate, and to create a data collection system for monitoring progress of the annual goals. It is available as an asynchronous online course and synchronously through each ESC. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
-
Writing Effective Impact and Need Statements in the Full and Individual Evaluation: This recorded webinar provides guidance for writing effective needs statements related to the student’s disability in the initial FIE to create present level statements that lead to the development of an appropriate IEP.
-
A Step Toward IEP Quality and Rigor for Students with Complex Access Needs: This course is similar to the SB IEP Process training but delves deeper into topics relevant to students with complex access needs. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
-
TIER Progress Monitoring Tool: The TIER Progress Monitoring Tool is a free progress monitoring platform to house data for students receiving interventions. It is intended for use with the accompanying instructional video.
Transition
The most recent group of monitoring identified common challenges with completing the first transition ARD meeting prior to a student’s 14th birthday, developing measurable post-secondary goals based upon age-appropriate transition assessments, and ensuring the IEP addresses the transfer of rights of the student no later than one year before the 18th birthday.
- Writing Appropriate Measurable Postsecondary Goals: This asynchronous online course gives Texas educators the information and tools to write appropriate measurable postsecondary goals for students with disabilities. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
- Conducting Necessary Transition Assessments: This asynchronous online course gives educators the information and tools needed to conduct meaningful transition assessments. Each ESC offers coaching as well to support participants and ensure they apply the skills learned with fidelity.
- Notice of Transfer of Rights Model Form: This document provides a model form, information, and resources for LE
|
