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Aligned Frameworks | Texas Education Agency

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The Texas Education Agency is the state agency that oversees primary and secondary public education. It is headed by the commissioner of education. The Texas Education Agency improves outcomes for all public school students in the state by providing leadership, guidance, and support to school systems.

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The Texas Education Agency is the state agency that oversees primary and secondary public education. It is headed by the commissioner of education. The Texas Education Agency improves outcomes for all public school students in the state by providing leadership, guidance, and support to school systems.

Overview

Learn more about TEA's roles and responsibilities and organization in this brief overview.

Agency Finances

Public education is a big business in Texas. Billions of dollars flow through the agency and are distributed to our more than 1,200 school districts and charters. The agency's finances from our legislative appropriations request to our check book register are all available for public review.

Come Visit or Drop Us a Line

Would you like to come to TEA or contact us by email or phone? You'll find all our contact information on one-page.

Laws and Rules

The work of TEA and the entire public school system is driven by laws created by the Texas Legislature and the U.S. Congress and administrative rules adopted by the commissioner of education, the State Board of Education, and the State Board for Educator Certification. Public input is critical in crafting laws and rules.

Leadership

The commissioner of education, the State Board of Education and the State Board for Educator Certification provide statewide leadership for the Texas public schools.

Legal Services

TEA's Legal Services Division provides information and resources about legal issues that affect public education in Texas.

Other Services

TEA coordinates with 20 Regional Education Service Centers (ESCs) that provide support to school districts and charters. They provide a wide array of training, services such as handling payrolls for districts, meeting space and much more to Texas schools. The agency also has programs supporting military families and homeless students and provides up-to-date information on weather and other disasters affecting Texas school districts.

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The Texas Education Agency is the state agency that oversees primary and secondary public education. It is headed by the commissioner of education. The Texas Education Agency improves outcomes for all public school students in the state by providing leadership, guidance, and support to school systems. Learn more about TEA's roles and responsibilities and organization in this brief overview.

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The Texas Education Agency oversees several testing programs, including federally-mandated assessments, state-mandated assessments, optional assessments, and a high school equivalency program.  Additionally, TEA supports local education agencies with data submissions, data systems, monitoring and interventions.

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The Student Assessment Division is responsible for the development and administration of the State of Texas Assessments of Academic Readiness (STAAR ®) and the Texas English Language Proficiency Assessment System (TELPAS). The Texas Assessment program includes more than just the STAAR summative tests. Assessment tools and resources provide educators and parents meaningful information to support strong teaching and guide students to their full potential. Without assessments, it's hard to measure how well all Texas students are learning and understanding subjects and course material throughout their educational experience. For many Texas students, assessments also help measure how well they are mastering the English language.

Texas Assessment Program Components

Subscribe to the Student Assessment mailing list

And get e-mail notifications about webpage updates.

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The Student Assessment Division is responsible for the development and administration of the State of Texas Assessments of Academic Readiness (STAAR ®) and the Texas English Language Proficiency Assessment System (TELPAS). The Texas Assessment program includes more than just the STAAR summative tests.

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Special Education in Texas

Together, we are committed to high expectations and strong systems that achieve equitable outcomes for every student with a disability.

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Special Education in Texas

Together, we are committed to high expectations and strong systems that achieve equitable outcomes for every student with a disability.

Special Education Strategic Plan

In early 2018, TEA worked with stakeholders across Texas to develop the Strategic Plan for Special Education in Texas. This plan was informed by more than 7,000 voices and lays out an ambitious set of activities aimed at dramatically improving special education programs in Texas. Click on each circle below to see TEA's progress in completing the activities laid out in the various areas within the strategic plan.

Stay Informed

Explore Our Work

TEA is committed to providing families, students, and schools with high quality supports to enable students with disabilities to achieve the highest outcomes. The links below lead to information and resources provided by TEA toward achieving that goal.

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Together, we are committed to high expectations and strong systems that achieve equitable outcomes for every student with a disability. In early 2018, TEA worked with stakeholders across Texas to develop the Strategic Plan for Special Education in Texas.

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Special Education Small and Rural Schools (SPED SRS) | Texas Education Agency

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About Us Resources ECRP Map and Survey of Programs

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Parent support and involvement makes a positive difference by elevating student academic performance and increasing achievements. Explore the resources below to discover ways in which you can receive support and be involved in your student's education.

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We offer resources to understand your child’s disability, rights under IDEA, and promote collaboration for effective services to children with disabilities in Texas.

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The purpose of the project is to provide and maintain an updated web-based platform to assist stakeholders such as local educational agencies (LEAs), advocates, and parents in learning about state and federal laws and regulations by providing rich resources regarding obligations and rights for the provision of a free and appropriate public education in the least restrictive environment to students with disabilities.

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The purpose of the project is to provide and maintain an updated web-based platform to assist stakeholders such as local educational agencies (LEAs), advocates, and parents in learning about state and federal laws and regulations by providing rich resources regarding obligations and rights for the provision of a free and appropriate public education in the least restrictive environment to students with disabilities.

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Texas: IDEA MANUAL for Parents and Students

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Texas: IDEA MANUAL for Parents and Students

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Key Parental Rights in Special Education

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Key Parental Rights in Special Education

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Dustin Rynders, Disability Rights Texas provides an overview of key parental rights in special education including and practical tips on how to protect their child’s interest. The presentation will include identification, evaluation, ARD procedures, placement and discipline protections.

This webinar is part of the Knowledge is Power! What You Need to Know About Special Education series, a multi-agency collabration of Partners Resource Network with Disability Rights Texas, West Texas A&M University – Center for Learning Disabilities, Texas A&M AgriLife Extension Services – Texas Council for Developmental Disabilities (TCDD), and Region 10 ESC

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Key Parental Rights in Special Education | Dustin Rynders, Disability Rights Texas provides an overview of key parental rights in special education including and practical tips on how to protect... | By Partners Resource Network | Facebook

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Dustin Rynders, Disability Rights Texas provides an overview of key parental rights in special education including and practical tips on how to protect...

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Even those not strictly in a special education role should understand the basics of serving students with disabilities.

The Basics of Special Education

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The Basics of Special Education

Individuals with Disabilities Education Act (IDEA)

The federal Individuals with Disabilities Education Act (IDEA) mandates a "free appropriate public education" for students with disabilities - as defined by the statute - and ensures special education and related services to those children. IDEA, along with Texas state regulations, outline the process of how a student in need of special education services is identified and tested, as well as how their curriculum and classroom placement should be modified.

Students with disabilities should learn alongside other students in the classroom as much as possible to promote inclusion. Aids or extra services must be provided by the district to make this inclusion a reality. This might include a variety of accommodations, including technical support, teacher training, or extra assistance. If a student ends up with a placement outside of the traditional classroom, there must be proof by the district of the setting not benefiting the student.

Section 504

Section 504 of the federal Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities, including in public education. While IDEA provides funding for the education of students with disabilities defined by that law, Section 504 is an anti-discrimination regulation that is not tied to funding.

If a student does not qualify for IDEA funding but has a condition that meets the definition of disability, they may qualify for accommodations under Section 504. There is no federally mandated procedure for identifying and evaluating students for Section 504 accommodations, and policies are set by local school districts.

Assessing Students for Special Education Services

Assessing whether a student needs special education services follows a defined procedure. After a referral from a teacher or another figure with knowledge of the student, an assessment should be provided (with the permission of a parent or legal guardian) within 60 days.

The student's school is financially responsible for the assessment.

Special Education Placement

Once a student has been assessed, an Admission, Review, and Dismissal (ARD) committee determines eligibility and placement in special education services.

An ARD committee includes the student's parents or legal guardian, a special education representative, a general education classroom teacher, and a school administrator. Depending on the child's disability, other people may be required (or optional) to be in attendance as outlined by the Legal Framework.

That committee constructs an Individualized Education Program (IEP), which outlines educational goals for the student and the plan to achieve those goals, including checkpoints, modified curriculum, and other possible services specific to the student. Teachers must follow the guidelines and requirements for the IEP of their student, and every teacher who interacts with that student must be aware of the relevant components.

The Texas Education Agency has a model IEP form on its website.

The ARD committee is also responsible for determining, at any point, whether services should be discontinued for the student. ARD committee meetings can be requested at any time.

Student Discipline

A student who receives special education services is subject to the same state standards regarding removal from class for excessive disruptive behavior, but long-term alternative placement (more than 10 days) of such a student can be made only by an ARD committee. For more information, see our guide to the Safe Schools Act.

For student safety, the Texas Education Code specifies that special education classrooms may be required to record (with audio and visual elements) classroom activities upon a request by a parent or legal guardian, a member of the school board, or a staff member.

Legal Information

Questions?

If you have questions or concerns, please contact your  local union. If you're a member of the  Associate Membership Program, please contact the  AMP service department.

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Even those not strictly in a special education role should understand the basics of serving students with disabilities. The Basics of Special Education Individuals with Disabilities Education Act (IDEA) The federal Individuals with Disabilities Education Act (IDEA) mandates a "free appropriate public education" for students with disabilities - as defined by the statute - and ensures special education and related services to those children.

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Hawaiʻi State Department of Education – Ka ʻOihana Hoʻonaʻauao o ke Aupuni Hawaiʻi

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Special education is specially designed instruction, related services, and other supplementary aids to meet your child's unique needs-at no cost to you. The Hawaiʻi State Department of Education (HIDOE) provides services to children ages 3 through 21, residing in Hawaiʻi, who are eligible for special education and related services.

overview

Special education refers to a range of services provided your child with disabilities to improve their educational outcomes. It is specially designed instruction to meet the unique needs of your child with disabilities. Special education may include, but is not limited to, academic services, speech-language services, psychological services, physical and occupational therapy, counseling services, and parent education. In addition, special education services are provided at no cost to you. Find out if Special Education Is For Your Child (PDF).

Special education services are made available to any student-ages 3 through 21-who demonstrates a need for specially designed instruction after an eligibility determination. An evaluation will determine the nature and extent of the student's needs. Evaluations are separate assessments that may include: academic performance, communication skills, general intelligence, health, vision, hearing, social and emotional status, and motor abilities. If your child is eligible for special education, services are provided through an Individualized Education Program (IEP).

The federal Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and state regulations require the HIDOE to provide a free appropriate public education (FAPE), which includes a continuum of services for your child who is eligible for special education and related services.

Evaluation and Eligibility

Special education is intended for students who have disabilities that cause difficulty in learning and need specialized instruction.

Evaluation is defined as the procedures used to determine if your child has a disability and the nature and extent of the need for special education and related services. This process helps identify learners who are eligible for special education and related services by determining the presence of a disability and the need for special education services. There are specific timelines that teams must follow for the evaluation process.

Appropriate referrals for special education begins after supportive instructional practices have occurred and the student needs far more than the classroom teacher can provide through general education support. For example, a student who has significant academic and/or behavioral challenges and continues to display a lack of progress despite increasing levels of intervention.

Determination of Disability for Special Education

Teams must:

Conduct an evaluation

Complete the three-prong test

Consider your child's educational progress and the interaction between the disability

Determine the educational impact of that disability

Decide the need for special education

This important distinction highlights that the disability label alone does not prompt a determination of eligibility for special education. In the context of special education eligibility, the disability label has no standing without reference to impaired educational progress as a result of the disability.

Three-Prong Test

Each prong must be met before the team can determine that if your child is eligible for special education.

Prong 1: Disability - Does your child have a disability?

Prong 2: Adverse effect - Is the disability adversely affecting your child's involvement and progress in general education?

Prong 3: Need -Does your child need special education and related services due to their disability?

Individualized Education Program

An Individualized Education Program (IEP) is a written statement about the educational program for your child with a disability. It serves as a management tool to ensure that your child receives the needed special education and related services. It can also serve as an evaluation tool when used to determine the extent of their progress toward accomplishing projected goals.

Each IEP includes:

A statement of your child's present levels of academic achievement and functional performance

A statement of annual goals, including short-term instructional objectives

A statement of the specific special education and related services to be provided

The extent that your child will be able to participate in regular educational programs

The projected dates for initiation of services and the anticipated duration of the services

Appropriate objective criteria and evaluation procedures and schedules for determining, on at least an annual basis, whether the objectives are being achieved

Beginning at age 14 (or younger if determined appropriate by the IEP team), the IEP shall include a statement of the transition service needs of your child-under the applicable components of the their IEP-that focuses on their courses of study (such as participation in a vocational educational program).

Beginning not later than the first IEP to be in effect when your child turns 16 (or younger if determined appropriate by the IEP team), the IEP must include:

Appropriate measurable post-secondary goals based upon age-appropriate transition assessment

The transition services (including courses of study) needed to assist the student in reaching those goals

Age-appropriate transition assessments based on the individual needs of your child that are to be used to determine appropriate measurable post-secondary goals

Beginning no later than one year before your child reaches the age of majority under state law, (18 years of age in Hawaiʻi), their IEP must include a statement that the student has been informed of his/her rights under Part B of IDEA, if any, that will transfer to your child on reaching the age of majority

The following participants need to be present at an IEP meeting (PDF):

A representative of the public agency, other than your child's teacher, who is qualified to provide, or supervise the provision of, special education

The child's teacher

One or both of the parents/legal guardians

Your child, if appropriate

Other individuals at the discretion of the parent or agency

IEP Meetings

IEP meetings need to be held at least annually. Depending on the needs and progress of your child, meetings to review and revise may be held more frequently.

While IEP meetings are usually initiated and conducted by the school, it is appropriate for parents to request an IEP meeting when you believe your child is not progressing satisfactorily or you feel there is a problem with the current IEP.

State Performance Plan/Annual Performance Report (SPP/APR)

The Individuals with Disabilities Education Improvement Act of 2004 (IDEA) requires each state to develop a State Performance Plan/Annual Performance Report (SPP/APR) that evaluates the state's efforts to implement the requirements and purposes of the IDEA and describes how the state will improve its implementation.

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Special education is specially designed instruction, related services, and other supplementary aids to meet your child's unique needs-at no cost to you. The Hawaiʻi State Department of Education (HIDOE) provides services to children ages 3 through 21, residing in Hawaiʻi, who are eligible for special education and related services.

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Parent Rights – Hawaiʻi State Department of Education

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You may be eligible for special education services under federal and state law. The HIDOE wants to ensure that all students who need special services are supported, and wants you to know about your rights. The procedural safeguards explain your rights under the Individuals with Disabilities Education Improvement Act (IDEA), 34 Code of Federal Regulations (CFR), and Hawaiʻi Administrative Rules (HAR).

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Moving to Hawaii to Teach Special Education

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Moving to Hawaii to Teach Special Education

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Moving to Hawaii to Teach Special Education: This video shares about the experiences and perspectives of 3 special education teachers who relocated to Hawaii to teach. They share about what they learned, the importance of getting to know the students and communities, and then share some words of advice for those who are considering coming out to Hawaii to teach!

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Moving to Hawaii to Teach Special Education

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Department of Education Hawaii - Quality Practices in Specialized Support - Elementary

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Department of Education Hawaii - Quality Practices in Specialized Support - Elementary

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Department of Education Hawaii - Quality Practices in Specialized Support - Elementary