The annual report on the performance of students in each school and district in Texas. This report has multiple indicators including graduation and attendance rates disaggregated by ethnicity, special education, economically disadvantaged, limited English proficient, at-risk, and bilingual/English as a second language. Additionally, the report has information on school and district staff and programs.  The Academic Excellence Indicator System was available from 2003-04 through 2011-12.  For performance reports beginning 2012-13, see the Texas Academic Performance Report.

Access to the General Curriculum (AGC) is the goal of all Texas schools. Under the Individuals with Disabilities Education Act (IDEA), children with disabilities must have the opportunity to learn and be tested on the same curriculum as that provided to students without disabilities.  By using a range of instructional strategies based on the varied strengths and needs of students, teachers ensure that students work towards grade level content standards.  

Adapted Physical Education (APE) meets the needs of students who have a disability, chronic health problem, or other special need that precludes the student from participating in regular physical education instruction but who might be able to participate in physical education that is suitably adapted and, if applicable, included in the student's individualized education program (IEP).

A committee composed of a child's parent, the child, when appropriate, and school personnel who are involved with the child. The admission, review, and dismissal (ARD) committee determines a child's eligibility to receive special education services and develops the individualized education program (IEP) of the child. The ARD committee is the IEP team defined in federal law.

Each year Texas reports to the Office of Special Education Programs (OSEP) on its performance in meeting identified State Performance Plan Indicator (SPPI) targets. This report is called the Part B Annual Performance Report (APR).

Auditory impairment is the partial or total inability to hear. Also known as hearing impairment, this condition includes permanent or fluctuating hearing problems. Auditory impairment can range from slight and mild to severe and profound. The Texas legislature has given directions to avoid using the terms "hearing impaired," "auditory impairment," and "speech impaired" in reference to a deaf or hard of hearing person, and to instead use "deaf" or "hard of hearing," as appropriate.

A written plan, also referenced as a Behavior Improvement Plan, that is developed as part of the individualized education program to address behavioral concerns affecting the student’s educational progress. It is based on a functional behavioral assessment of the problem behaviors, identifies events that predict these behaviors, includes positive interventions to change behaviors, and includes methods of evaluation.

The programs dedicated to preparing young people to manage the dual roles of family member and wage earner. Career and Technical Education (CTE) programs enable students to gain entry-level employment in a high-skill, high-wage job and/or to continue their education.

For a student to be enrolled in a Career and Technical Education for the Disabled (CTED) course, an admission, review, and dismissal committee must determine that services available through a regular career and technical education course are insufficient for the student to make satisfactory progress and that the specialized services the student needs can only be provided in the specialized, self-contained CTED classroom.

A certified orientation and mobility specialist (COMS) is required to conduct an orientation and mobility evaluation for initial eligibility of a student under the Individuals with Disabilities Education Act category of visual impairment and to be a member of the multidisciplinary team in assisting with reevaluations.  A COMS provides services that enable students who are visually impaired to attain systematic orientation to and safe movement within the home, school and community environments, and in addition support development of social, sensory, daily living, and recreation/leisure skills.  

The codification of the general and permanent rules published in the Federal Register by the executive departments and agencies of the federal government. It is divided into 50 titles that represent broad areas subject to federal regulation. Each volume of the Code of Federal Regulations (CFR) is updated once each calendar year and issued on a quarterly basis.

Deaf or Hard of Hearing (DHH) is a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, whether permanent or fluctuating, and adversely affects the child’s educational performance.  
Deaf usually refers to an individual with very little or no functional hearing and who often uses sign language to communicate. Hard of Hearing refers to an individual who has a mild-to-moderate hearing loss who may communicate through sign language, spoken language, or both.

Deafness or hearing impairment is considered a hearing disability. Deafness is a hearing disability that is so severe that the child is unable to process linguistic information by hearing, with or without amplification, which adversely affects the child's educational performance. A hearing disability is a disability, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of deafness.

Local education agencies (LEAs) receive determination level (DL) assignments from the Texas Education Agency (TEA) in the Results Driven Accountability (RDA) system based on combined Indicator performance levels derived from the federally required elements and the state defined elements contained in each LEA's public RDA report.  The annual DLs regarding the performance of LEAs fall into four categories: Meets Requirements, Needs Assistance, Needs Intervention, and Needs Substantial Intervention. 

The Differentiated Monitoring and Support (DMS) system consists of two types of special education program monitoring.  The first is cyclical reviews, which the Texas Education Agency (TEA) conducts to determine compliance with federal and state laws for serving students with disabilities and to assist local education agencies (LEAs) in resolving specific issues or concerns that impact services and outcomes for students with disabilities.  The second is targeted reviews, where performance levels determined for each LEA will trigger differentiated levels of monitoring and enforcement by the agency to improve results-driven outcomes for students. The indicators will be used as a preventative diagnostic for LEAs to develop solutions for issues impacting results for students with disabilities. The performance levels identify the need for more in-depth analysis. LEAs that are identified as having an overall Determination level of 2, 3, or 4 will be asked to participate in a Targeted Support Review which will focus on the identified areas that require intervention.

Trastorno de la comunicación o de la voz que afecte negativamente al rendimiento escolar del niño.

Each school district shall provide a Disciplinary Alternative Education Program (DAEP) that: is provided in a setting other than a student's regular classroom; is located on or off of a regular school campus; provides for the students who are assigned to the DAEP to be separated from students who are not assigned to the program; focuses on English language arts, mathematics, science, history, and self-discipline; provides for students' educational and behavioral needs; and provides supervision and counseling.

Disproportionate representation exists when student representation in special education programs or specific special education categories exceeds their proportional enrollment in a school's general population.

Drug is a term that includes controlled substances, the illegal use of alcohol and tobacco, and the harmful, abusive, or addictive use of substances including inhalants and anabolic steroids.

Early Childhood Special Education (ECSE) is a state and federally mandated program for young children with disabilities ages 3-5. Eligible children with disabilities, ages 3-5, are entitled to receive a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA) Part B, Section 619 in the least restrictive environment (LRE) in accordance with their individual needs. Children who meet eligibility criteria may receive Early Childhood Special Education services in a variety of settings such as a pre-kindergarten classroom, in the home, or in community settings such as Head Start and pre-school. 

Education records are records that are directly related to a student and maintained by an educational agency or institution or by a party acting for the agency or institution.

In Texas, an education service center (ESC) provides training, technical assistance, administrative support, and an array of other services as determined by the legislature, the commissioner of education, and the needs of local school districts and charter schools. Most often associated with small and medium-sized districts, the ESCs have a long history of providing assistance to all districts, including metropolitan and large suburban districts.

A qualified examiner who primarily serves as a member of a multidisciplinary team and works closely with parents, teachers, and other school personnel in using a wide variety of instruments to assess and diagnose learning problems and evaluate academic skills of students.

The Elementary and Secondary Education Act (ESEA) was a law passed in 1965 that emphasized equal educational access and high accountability standards with state-administered federal funds.   In 2002, the ESEA was reauthorized as the No Child Left Behind Act (NCLB). In December 2015, ESEA was reauthorized as the Every Student Succeeds Act (ESSA), replacing NCLB.

Eligibility is the determination that a student is a “child with a disability” as defined by the Individuals with Disabilities Education Act, and as a result of the disability, the child needs special education services to benefit from education.

Emotional disturbance (ED) is a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance: an inability to learn that cannot be explained by intellectual, sensory, or health factors; an inability to build or maintain satisfactory interpersonal relationships with peers and teachers; inappropriate types of behavior or feelings under normal circumstances; a general pervasive mood of unhappiness or depression; and/or a tendency to develop physical symptoms or fears associated with personal or school problems.

End-of-Course (EOC) assessments are tests that measure the student's academic performance in core high school courses and become part of the graduation requirements. The EOC assessments for lower-level courses must include questions to determine readiness for advanced coursework. The assessments for higher-level courses must include a series of special purpose questions to measure college readiness and the need for developmental coursework in higher education.

A program of techniques, methodology and special curriculum designed to teach English language learner students English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. English as a Second Language (ESL) instruction is usually in English with little use of native language.

A law signed on December 10, 2015, amended and reauthorized the Elementary and Secondary Education Act (ESEA) into the Every Student Succeeds Act (ESSA).  Four key points of the ESSA are college- and career-ready standards, focused support and attention for the lowest-performing five percent of schools, expanding preschool opportunity, and support for local innovation and investing in what works.

Evidence-Based Practices (EBP) are practices, strategies, and/or programs whose effectiveness is supported by rigorous research which indicates that the practice, strategy, and/or program works.

Excess costs are costs that exceed the average annual per student expenditure in the local educational agency during the preceding school year for the elementary or secondary school child, as may be appropriate.

An individualized educational program for children with disabilities that is provided beyond the regular school year. The need for Extended School Year (ESY) services must be determined on an individual basis by the child's admission, review, and dismissal committee from formal and/or informal evaluations provided by the local educational agency or the parents. A child is eligible for ESY services when the child has exhibited or reasonably may be expected to exhibit severe or substantial regression in one or more critical skill areas that cannot be recouped within a reasonable period of time.

Alternative dispute resolution that involves the use of a trained facilitator to assist an admission, review, and dismissal (ARD) committee in developing an individualized education program (IEP) for a student with a disability.

A method of alternative dispute resolution that involves the use of a trained facilitator to assist an Admission, Review, and Dismissal (ARD) committee in developing an Individualized Education Program (IEP) for a student with a disability.

A federal law (20 U.S.C. § 1232g; 34 CFR Part 99) that protects the privacy of student education records. The law applies to all schools that receive federal funds. The Family Educational Rights and Privacy Act (FERPA) gives parents certain rights with respect to their children's education records. These rights transfer to the student reaching the age of 18 or when the student attends a school beyond the high school level.

The Texas Education Agency (TEA) makes annual determinations on the performance of local education agencies.  The determination levels are made using performance levels (PLs) assigned to the results-driven accountability (RDA) indicators and the four federally required elements (FREs) which are: 1) State Performance Plan (SPP) Compliance Indicators; 2) Valid, Reliable, and Timely Data; 3) Uncorrected Noncompliance; and 4) Financial Audits. 

Special education and related services that have been provided at public expense under public supervision and direction and without charge, meets the standards of the Texas Education Agency, includes an appropriate preschool, elementary school, or secondary school education in the state involved, and are provided in conforming with the individualized education program (IEP).

A comprehensive initial evaluation that consists of data gathered from multiple sources for a student suspected of having a disability and being considered for special education and related services. The evaluation covers all areas related to the suspected disability, including: health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, adaptive behavior, and motor abilities.

A comprehensive evaluation consisting of data gathered from multiple sources for each student who is being considered for special education and related services. It is a part of the district's overall referral and evaluation system. Before being referred, students who are having difficulty in the general classroom should be referred to all support services available to all students, such as tutoring, corrective, compensatory, response to scientifically based intervention, and other services. academic and behavioral support.

The successful completion of all curriculum requirements and satisfactory performance on the secondary exit-level assessment instrument, or it may be the successful completion of an individualized education program (IEP) and the criteria for graduating pursuant to an IEP. A child with a disability may graduate by completing the same program required of non-disabled children or by completing the requirements the IEP and meeting the criteria set forth by the commissioner in 19 TAC §89.1070.

Deafness or hearing impairment is considered a hearing disability. Deafness is a hearing disability that is so severe that the child is unable to process linguistic information by hearing, with or without amplification, which adversely affects the child's educational performance. A hearing disability is a disability, whether permanent or fluctuating, that adversely affects a child's educational performance but is not included under the definition of deafness.

The method by which eligible, experienced special education teachers may demonstrate competency in each core academic subject area they teach on the basis of a high objective uniform state standard of evaluation. This standard must be one that, among other requirements provides objective coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches.

An evaluation conducted by a qualified examiner who is not employed by the local education agency (LEA) responsible for the education of the child being evaluated. A parent has a right to request an independent educational evaluation (IEE) at public expense when the parent disagrees with an evaluation conducted or obtained by the LEA. The IEE must meet the same criteria the LEA uses for its own evaluations. The LEA does not have to pay for the IEE if it can show at a due process hearing that the LEA's evaluation is appropriate or if it can show that the IEE does not meet the LEA's criteria. The parent always has the right to get an IEE at the parent's expense. Regardless of who pays for it, the admission, review, and dismissal (ARD) committee must consider any IEE that meets its criteria.

An independent hearing examiner (IHE) is an individual licensed to practice law in Texas, is not affiliated with any school district, a teacher in any dispute with a school district, or an organization of school employees, school administrators, or school boards. A teacher can request a hearing after receiving notice of a proposed termination, non-renewal, or suspension without pay. An IHE may be requested and assigned to the case. The IHE is the main point of contact throughout the proceedings and will complete the hearing and make a written recommendation within 60 days from the date TEA received the request for the hearing.

A written statement for each child with a disability that is developed, reviewed and revised by the admission, review, and dismissal (ARD) committee, of which parents are active members. The IEP includes the student's present levels of academic achievement and functional performance, participation in state and district-wide assessments, transition services, annual goals, special factors, special education, related services, supplementary aids and services, extended school year services, and least restrictive environment. The Individuals with Disabilities Education Act (IDEA) is now aligned with the important principles of No Child Left Behind in promoting accountability for results, enhancing the role of parents and improving student achievement through instructional approaches that are based on scientific research.

A comprehensive, written plan developed by a multidisciplinary team, including the parents, that provides a description of the appropriate transition services for the infant or toddler.  For a child from birth through two years of age who is deaf or hard of hearing or who has a visual impairment, an Individualized Family Service Plan (IFSP) meeting must be held in place of an admission, review, and dismissal committee (ARD) meeting. 

The federal law that provides assistance to states for the education of children with disabilities is the Individuals with Disabilities Education Act (IDEA). This law gives every child with a disability the right to a public education at no cost to the family. Part C of the IDEA requires services to begin at birth and extends until the child turns three. Early Childhood Intervention programs deliver Part C services. Part B of the IDEA requires services for children from ages 3 through 21. Most children receiving Part B services are in public schools.

A student with an intellectual disability (ID) is one who has been determined to have significantly sub-average intellectual functioning as measured by a standardized, individually administered test of cognitive ability in which the overall test score is at least two standard deviations below the mean when taking into consideration the standard error of measurement of the test and concurrently exhibits deficits in at least two of the following areas of adaptive behavior: communication, self-care, home living, social/interpersonal skills, use of community resources, self-direction, functional academic skills, work, leisure, health, and safety.

Instructional practices adapted to respond to the complex needs of students not meeting standard on state assessments in grades 3 through 12. Difficulties meeting state assessment standards in any academic subject area may or may not be related to the student’s area of disability.

An appropriate setting determined by the child’s admission, review, and dismissal (ARD) committee in which the child is placed for no more than 45 school days.  This setting enables the child to continue to receive educational services and participate in the general education curriculum, although in another setting, and to progress toward meeting the goals set out in the individualized education program.

This program was designed to provide an educational setting for students who are mandatorily expelled from school per the Texas Education Code or students discretionarily expelled according to the local school districts’ student codes of conduct.  A juvenile justice alternative education program (JJAEP) is mandated to operate by statute in counties with a population of 125,000 or greater. Each program is governed and controlled by a locally negotiated memorandum of understanding between the local juvenile board and each school district within the county.  

All school districts that are required to provide bilingual education and/or English as a second language programs must establish and operate a language proficiency assessment committee (LPAC). The LPAC is charged with reviewing all pertinent information on all identified limited English proficient students upon their initial enrollment and at the end of each school year. Districts are required to have on file policy and procedures for the selection, appointment, and training of members of the LPAC. The committee must adhere to the provisions, monitor student progress, determine appropriate instructional interventions, make assessment decisions on an individual student basis, function as a committee to make assessment decisions, and maintain appropriate documentation.

Any world language other than English, including American Sign Language (ASL), is considered a language other than English. Currently, students may earn credit by taking ASL, Arabic, Chinese, French, German, Hindi, Italian, Japanese, Korean, Latin, Portuguese, Russian, Spanish, Turkish, Urdu, or Vietnamese. In addition, certain computer programming languages can be used to satisfy the languages other than English (LOTE) requirement.

A public board of education or other public authority legally constituted within a State for either administrative control or direction of, or to perform a service function for, public elementary schools or secondary schools in a city, county, township, school district, or other political subdivision of a State, or for a combination of school districts or counties that is recognized in a State as an administrative agency for its public elementary schools or secondary schools. Public school districts, open enrollment charter schools, and regional education service centers are specific examples of local education agencies (LEAs).

Meets Hearing Impaired or Deaf-Blind eligibility and is at risk for difficulties with communication skills, social/emotional skills or mental and/or physical limitations, independent living skills and/or vocational skills, and academic skills.

A requirement to ensure the recipient of federal funds does not spend those funds in place of state and local dollars. Maintenance of Effort (MOE) ensures grant recipients spend their state and local funds for the same activities that would be provided if federal dollars were not available. The underlying principle is that the local educational agency is responsible for maintaining effort in providing a free public education to all students from year to year.  MOE is required by many grant programs. 

An option available to be used for resolving disagreements about a child's identification, evaluation, educational placement and the provision of a free appropriate public education. The Texas Education Agency (TEA) will automatically offer mediation services to the parent and local education agency (LEA) when a due process hearing is requested. When both the parent and the LEA agree to participate, the TEA will provide a trained mediator to conduct the mediation. Mediation may not be used to delay or deny a parent a due process hearing or any other procedural safeguards.

The Minimum High School Program (MHSP) is one of three high school programs by which students who entered grade nine prior to the 2014-2015 school year may graduate.  Before a student is permitted to take courses under the MHSP, the student, the student's parent or guardian, and a school counselor or school administrator must agree that the student should be permitted to take courses under the MHSP, and the student must meet at least one of the following conditions: be at least 16 years of age; have completed two credits required for graduation in each subject of the foundation curriculum under the Texas Education Code §28.002(a)(1), and have failed to be promoted to grade 10 one or more times as determined by the school district. The agreement must be in writing and signed by each party.

The multi-tiered system of support (MTSS) focuses on intervention for the student struggling in academics, behavior, and/or social/emotional areas. Tiers are based on student need and levels of support are provided based on progress monitoring data. 

No Child Left Behind (NCLB) reauthorized the 1965 Elementary and Secondary Act.  NCLB was replaced by the Every Student Succeeds Act in December 2015.

The written document that contains a full explanation of parental rights as guaranteed under the Individuals with Disabilities Act, written in the native language of the parents and written in an easily understandable manner. A copy of the Notice of Procedural Safeguards (NPS) is available to the parents of the child with a disability and must be given to the parents only one time a year, except that a copy also must be given to the parents upon initial referral or parental request for evaluation, upon the first occurrence of the filing of a due process hearing, and upon request by a parent.

The Office of Special Education and Rehabilitative Services (OSERS) is a federal organization that supports programs that help educate children and youth with disabilities and provides for the rehabilitation of youth and adults with disabilities. OSERS provides a wide array of supports to parents and individuals, school districts and states in two main areas—special education and vocational rehabilitation.

The mission of the Office of Special Education Programs (OSEP) is to lead the nation's efforts to improve outcomes for children with disabilities, birth through 21, and their families, ensuring access to fair, equitable, and high-quality education and services. OSEP administers the Individuals with Disabilities Education Act (IDEA) which authorizes formula grants to states under Part B, grants to lead agencies for the infants and families program under Part C, and discretionary grants under Part D to institutions of higher education and other non-profit organizations to support grants for state personnel development, technical assistance and dissemination, technology, personnel development, and parent-training and information centers.

Related services provided to blind or visually impaired children by qualified personnel to enable those students to attain systematic orientation to and safe movement within their environments in school, home, and community. In the state of Texas, orientation and mobility (O&M) instruction must be provided by a certified orientation and mobility specialist who is certified by the Academy for Certification of Vision Rehabilitation and Education Professionals.

An orthopedic impairment is a physical impairment which adversely affects a child’s educational performance and is caused by a congenital anomaly, a disease such as poliomyelitis or bone tuberculosis, or impairments from other causes such as cerebral palsy, amputations, fractures, or burns that cause contractures.

Other Health Impairment (OHI) is defined as having limited strength, vitality, or alertness, which may include asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and/or Tourette syndrome; and adversely affects a child's education performance.

In Results Driven Accountability (RDA), a performance level (PL) is the result that occurs when a standard is applied to a local education agency's (LEA's) performance on an indicator. RDA indicators include a range of PLs, and each PL range has an established set of cut points. Throughout the RDA indicators, the higher the PL, the lower the LEA’s performance.

A group of disorders characterized by delays in the development of socialization and communication skills. Symptoms may include problems with using and understanding language, difficulty relating to people, objects, and events, unusual play with toys and other objects, difficulty with changes in routine or familiar surroundings, and repetitive body movements or behavior patterns.

The public school program for young children with disabilities, ages 3 to 5. These services can be provided in a variety of settings. Under the Individuals with Disabilities Education Act (IDEA), preschool programs for children with disabilities must be administered in the least restrictive environment.

Present levels of academic achievement and functional performance (PLAAFP) for the school-aged student summarizes the current strengths and needs of the student in both academic and functional performance areas. It must include how the student’s disability affects the student’s involvement and progress in the general education curriculum, regardless of the setting in which the student currently receives services. Additionally, it may describe the current instructional level of the student compared to the grade level Texas Essential Knowledge and Skills, and, if the student is below grade level, the PLAAFP also may describe the prerequisite skills the student needs in order to achieve grade-level proficiency.
PLAAFP for the preschool student summarizes the current levels of present performance related to the student’s developmental domains, functional performance, and pre-academic skills. It must include how the student’s disability affects the student’s participation in appropriate activities. Additionally, it may describe the student’s current developmental levels compared to the Texas Prekindergarten Guidelines or district-adopted prekindergarten curriculum.

Educators who provide dyslexia instruction are called providers of dyslexia instruction (PDIs). These individuals are not required to hold a specific license or be certified as a special educator when serving a student who also receives special education and related services if that provider is the most appropriate person to offer dyslexia instruction. These educators must have additional documented dyslexia training and must deliver the instruction with fidelity. This includes training in critical, evidence-based components of dyslexia instruction such as phonological awareness, sound-symbol association, syllabication, orthography, morphology, syntax, reading comprehension, and reading fluency. In addition, they must deliver multisensory instruction that simultaneously uses all learning pathways to the brain, is systematic and cumulative, is explicitly taught, uses diagnostic teaching to automaticity, and includes both analytic and synthetic approaches. 

Originally known as the Texas Open Records Act, the Public Information Act (PIA) was approved by the Legislature in 1973. This act gives an individual the right to access government records and an officer for public information and the officer's agent may not ask why you want them. All government information is presumed to be available to the public. Certain exceptions may apply to the disclosure of the information. Governmental bodies must promptly release requested information that is not confidential by law, either constitutional, statutory, or by judicial decision, or information for which an exception to disclosure has not been sought.

A student evaluation that is conducted by the local education agency (LEA) to determine the educational or related service needs of the child after a previous evaluation. If the child's parents or teacher request a reevaluation, it must occur not more frequently than once a year unless the parent and the LEA agree otherwise, and at least once every three years unless the parent and the LEA agree that a reevaluation is unnecessary.

Any student who has a hearing impairment that severely impairs processing linguistic information through hearing, even with a recommended amplification, and which adversely affects educational performance must be eligible for consideration for the Regional Day School Program for the Deaf (RDSPD), subject to the recommendations of the student’s admission, review, and dismissal (ARD) committee.

Research-based instructional strategies (RBIS) are a set of research-based practices that highlight common misconceptions in the teaching field. They cover topics that sometimes require conceptual or philosophical changes to how we approach instruction and form a set of practices that are supported by research and should be present in classrooms, regardless of available instructional materials. These strategies are based on the science of how students best learn math and reading in K-12 classrooms. 

Respite care is a short time of rest or relief for a person who acts as a caregiver for an individual with a disability in a home, community organization, or residential facility for part of the day, evening, or overnight by paid staff, volunteers, family, or friends occasionally or on a regular basis.

Results Driven Accountability (RDA) is an automated data system that reports annually on the performance of local education agencies (LEAs) in these selected program areas: bilingual education/English as a second language, career and technical education, certain federal Title programs, and special education.

For purposes of determining the timeline for an initial admission, review, and dismissal (ARD) committee meeting, school day does not include a day that falls after the last instructional day of the spring school term and before the first instructional day of the subsequent fall school term.

The School Health and Related Services (SHARS) program allows Texas local education agencies (LEAs) and shared service arrangements (SSAs) to request reimbursement for Medicaid health-related services. The admission, review, and dismissal (ARD) committee determines SHARS services. Services must be medically necessary and reasonable to ensure that children with disabilities are able to participate in the educational program.

School districts may enter into a written contract to jointly operate their special education programs. The contract must be approved by the commissioner. Funds to which the cooperating districts are entitled may be allocated to the districts jointly as Shared Service Arrangement (SSA) units or SSA funds in accordance with the agreement of the SSAs.

Instruction adapted, as appropriate, to the needs of the eligible child under the Individuals with Disabilities Education Act (IDEA), which may include the content, methodology or delivery of instruction; addressing the unique needs of the child that result from the child’s disability; and ensuring access of the child to the general curriculum so that the child can meet the educational standards within the jurisdiction of the local educational agency that apply to all children.

The State Board for Educator Certification (SBEC) was created by the Texas Legislature in 1995 to recognize public school educators as professionals and grant educators the authority to govern the standards of their profession. The board oversees all aspects of the preparation, certification, and standards of conduct of public school educators.

A series of state-mandated standardized tests given to Texas public school students in grades 3-8 and those enrolled in five specific high school courses. First given in spring 2012, the State of Texas Assessments of Academic Readiness (STAAR) is based on the state's curriculum standards called the Texas Essential Knowledge and Skills (TEKS).

Texas is required to develop a six-year performance plan that evaluates efforts to implement the requirements and purposes of the Individuals with Disabilities Education Act of 2004 (IDEA).  The State Performance Plan (SPP) illustrates how Texas will continuously improve upon this implementation, and includes updates through the Annual Performance Report (APR) submitted each February to the United States Department of Education's Office of Special Education Programs (OSEP).

The purpose of the Strategic Support Plan (SSP) is to guide local education agencies (LEAs) through the process of prioritizing Results Driven Accountability (RDA) indicators contributing to low performance and to assist in the LEA's area(s) of growth to improve student outcomes. When implemented with fidelity, the SSP assists in identifying district goals to support root causes of low performance and is used by the LEA as a tool in the continuous improvement process to prioritize essential program elements.

The Student Success Initiative (SSI) grade advancement requirements apply to students enrolled in grades 5 and 8 who take the state assessment in reading and mathematics at grades 5 and 8. The goal of the SSI is to ensure that all students receive the instruction and support they need to be academically successful in reading and mathematics.

The Student-Centered Transitions Network (SCTN) creates pathways for a successful adult life for students with disabilities. 

When the parents of a child with a disability are not known or cannot be located, or when the child is a ward of the state, the local education agency (LEA) must assign an individual to act as a surrogate or substitute parent for that child. The surrogate parent works to ensure the rights of the child are protected. The surrogate parent cannot be an employee of the Texas Education Agency, the LEA, or any agency that is involved with the education or care of the child.

A teacher of students with visual impairments (TVI) can also be called a teacher of the visually impaired or VI teacher, and is typically a licensed special education teacher who has received certification and specialized training in meeting the educational needs of students who are blind or have visual impairments ages birth to 21.  

The Texas Academic Performance Report (TAPR) provides a wide range of information on the performance of students in each school and district in Texas every year. Performance information is disaggregated by student groups, including ethnicity and socioeconomic status. The report also provides extensive information on school and district staff, programs, and student demographics.

As of September 1, 2016, programs and services previously administered or delivered by the former Texas Department of Assistive and Rehabilitative Services (DARS) have been transferred by the Texas Legislature to the Texas Workforce Commission (TWC) or the Texas Health and Human Services Commission (HHS).

The state department of education or state educational agency which is responsible for the public education of all students in Texas. The Texas Education Agency (TEA) works with local school districts to ensure that all public education laws, rules, and regulations are followed.

The required curriculum for each grade level used in the Texas public schools. The Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do.  It is the general curriculum referred to in the Individuals with Disabilities Education Act. 

A special public school in the continuum of statewide placements for students who have a visual impairment. It is also a statewide resource to parents of these children and professionals who serve them. Students ages 6 through 21 who are blind, deafblind, or visually impaired including those with additional disabilities are eligible for consideration for services at the Texas School for the Blind and Visually Impaired (TSBVI).

The Texas Sensory Support Network (TxSSN) ensures the provision of support to infants, toddlers, children, and youth with sensory impairments, their families, and the professionals who serve them, through collaboration with appropriate agencies and organizations, for the education of students under 21 years old who are blind or visually impaired, deaf or hard of hearing, or deaf-blind. This network provides information and strategies for development of communication, mobility, tactile skills, and environmental adaptations. It also addresses diagnosis, evaluation, and educational programs for services to students in their home communities in support of the comprehensive statewide education plan for this student population. 

An organization that provides vocational rehabilitation services for youth and students with physical or cognitive disabilities, including blindness or visual impairments. Texas Workforce Commission (TWC) supported programs encourage students to participate in science, technology, engineering and math programs in order to promote pursuit of careers and educations in these in-demand fields.

Tiered Interventions using Evidence-Based Research (TIER) is a project funded by the Texas Education Agency (TEA). The goal is to provide educators, caregivers, and other educational stakeholders with the knowledge and materials to ensure appropriate implementation of a multi-tiered system of supports (MTSS) in every school across Texas.

An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury (TBI) applies to open or closed head injuries resulting in impairments in one or more areas such as cognition, language, memory, attention, reasoning, abstract thinking, judgment, and problem-solving, along with sensory, perceptual, and motor abilities, psychosocial behavior, physical functions, information processing, and speech. The term does not apply to brain injuries that are congenital or degenerative or to brain injuries induced by birth trauma.

A distinctive student identification number assigned to a student by the Texas Education Agency.

An admission, review, and dismissal (ARD) committee member who disagrees with the individualized education program (IEP) is entitled, but is not required, to write a statement regarding the basis for the disagreement. The written statement of the basis for the disagreement must be included in the IEP.