Accountability & Compliance

The Texas Education Agency (TEA) has a responsibility to monitor the implementation of the Individuals with Disabilities Education Act (IDEA) and other programs that receive federal and state funds. Differentiated Monitoring and Support (DMS) in one component of the OSEP Accountability Framework and is designed to ensure compliance with federal and state regulations and improve services to students with disabilities.

The Differentiated Monitoring and Support System consists of two types of Special Education program monitoring: Cyclical Reviews and Targeted Reviews.

Cyclical Reviews

As part of this framework, TEA has implemented a six-year rotating monitoring schedule to provide a comprehensive analysis of each LEA’s special education program, including policies and practices. These cyclical reviews are one piece of the overall DMS Accountability Framework.

Targeted Reviews

Performance levels determined for each LEA will trigger differentiated levels of monitoring and enforcement by TEA to improve results-driven outcomes for students. 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.

During the year in which the LEA is selected for cyclical review, LEAs at all determination levels (1-4) are required to participate in the self-assessment and comprehensive desk review.

Results Driven Accountability

Results Driven Accountability (RDA) is a comprehensive evaluation system designed to improve student performance and program effectiveness at the local education agency (LEA) level. The RDA framework is a data driven system that utilizes performance indicators, data validation indicators, and other indicators of program compliance required by federal law.

The RDA framework consists of indicators for three program areas: Bilingual Education/English as Second Language/Emergent Bilingual (BE/ESL/EB), Other Special Populations (OSP), and Special Education (SPED). The RDA indicators are grouped into three domains for each program area.

Domain I: Academic Achievement

Domain 2: Post-Secondary Readiness

Domain 3: Disproportionate Analysis

Depending on determination levels assigned based on performance of the indicators, LEAs may be required to complete a strategic support plan and/or engage in a targeted desk or onsite review. 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.

For more information contact the ESC 15 Special Education Liaisons.

Cliff Kinder                                                                         Stefanie Taylor

cliff.kinder@esc15.net                                                      stefanie.taylor@esc15.net