The Division of Program Monitoring and Interventions develops and implements program review processes for special education programs statewide that promote program effectiveness and ensure that state supervision and oversight requirements for special education programs are met as required by state and federal law. The primary focus of special education monitoring will be on improving educational results and functional outcomes for all students with disabilities.
The special education monitoring process includes four types of monitoring activities: performance-based monitoring of public school districts including charter schools; approval and re-approval of nonpublic schools; cyclical monitoring of other state entities that provide services to students with disabilities; and residential facility monitoring. Additionally, the special education unit monitors the correction of noncompliance identified through data submission for the State Performance Plan.
TEA monitoring and intervention activities have been designed to focus on a data-driven and performance-based system that will take place in a continuous improvement model. These activities reflect an emphasis on data integrity, data analysis, increased student performance, and improved program effectiveness. The PBM system reflects the use of graduated interventions based on the Local Education Agency (LEA) performance as evidenced from the Performance-Based Monitoring Analysis System (PBMAS) indicators. Results on each PBMAS indicator and patterns across indicators are examined to determine the required levels of intervention. The Core Analysis Team is responsible for conducting intervention activities (required participants are listed in the Core Analysis Team Participants document). LEAs are required to collect and analyze data to identify areas for improvement and noncompliance (as applicable). Intervention Guidance and Resources are available to assist LEAs in conducting the required activities.
The purpose of the compliance review is to focus on compliance issues or indicators to ensure that the LEA is implementing the program as required by federal statute or regulation. The LEA completes a review of specified compliance requirements related to the identified areas of performance concern and includes the results in the district improvement plan and/or CAP, as appropriate.
The System Analysis (SA) is designed to evaluate and summarize results of all applicable intervention activities to analyze the LEA's systems for the provision of special education services according to federal and state regulations and to identify systemic issues related to areas for improvement and noncompliance. An additional purpose of the SA is to identify trends and patterns of service in areas for improvement as identified by the state supervision system and the Texas Continuous Improvement Process.
Improvement Plan/Corrective Action Plan
The purpose of the Improvement Plan is to collect results and findings from all required interventions and direct the LEA in its implementation and its activities designed to improve student performance and correct any non-compliance. An LEA is required to develop a Corrective Action Plan (CAP) to address non-compliance identified during any intervention activity.
The authority to conduct on-site reviews for the program area is found in the 34 Code of Federal Regulations (CFR) §300.147, Texas Education Code (TEC) §7.028, TEC §7.021(b)(1), TEC §39.057, and 19 Texas Administrative Code (TAC) §97.1071. Additionally, on-site visits and/or other interventions or sanctions may be required to address program effectiveness and student performance concerns reflected in documented substantial, ongoing, or imminent risks as reflected in current and/or longitudinal local education agency data. The activities in this level of intervention may or may not be combined with other monitoring activities. An LEA may be required to develop an improvement plan and/or Corrective Action Plan (CAP) in response to both the visit and any other required data review activities.