ARD/IEP Supports

Significant Cognitive Disabilities, ARD/IEP Supports, Instruction, Assistive Technology, Behavior, Inclusion

Administrator Companion Document to the Rubric of Effective Practices for Students with Complex Access Needs

This document provides administrators with best practices to facilitate learning for students with the most complex access needs and the evidence that they should see if practices are implemented.

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Inclusion, ARD/IEP Supports

Specially Designed Instruction (SDI) - Texas SPED Quick Learns

The Texas SPED Quick Learns is part of the TEA Microlearning Series featuring Specially Designed Instruction (SDI). In this video, educators and instructional leaders will understand what and how to implement SDI.

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Deaf/Hard of Hearing, ARD/IEP Supports, Deafblind

What Specific Data is Available

This course discusses obtaining the appropriate data for an IEP for students who are DHH.

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ARD/IEP Supports, State Guidance

Question and Answer: Individualized Education Program (IEP) Measurable Annual Goals

Guidance and best practices for writing measurable IEP goals that ensure involvement and progress in the student’s grade-level academic standards.

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State Guidance, Instruction, ARD/IEP Supports, Transition

Career and Technical Education (CTE) and Special Education: Frequently Asked Questions

Common questions received by the Texas Education Agency (TEA) relating to CTE and students served by special education.

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Transition, ARD/IEP Supports

Writing Appropriate Measurable Postsecondary Goals Fidelity Checklist and Reflection Tool

This self-check measures progress in writing postsecondary goals for students with disabilities. Identify strengths and areas of need.

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation, Instruction

Data Collection: A-B-C Recording

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

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Deaf/Hard of Hearing, ARD/IEP Supports, Evaluation

Communication Assessment: Deaf and Hard of Hearing Students

Overview of considerations to help guide assessment teams as they gather data to determine a Deaf or Hard of Hearing student’s communication needs.

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Deaf/Hard of Hearing, ARD/IEP Supports

Considering Least Restrictive Environment when Determining Placement: Deaf and Hard of Hearing Students

Describes components that must be considered before the ARD Committee can determine placement for students who are deaf or hard of hearing.

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State Guidance, ARD/IEP Supports, Evaluation

Family Engagement Framework: A Resource for School Administrators

This framework is essential for administrators and outlines six key elements of family engagement that can make a positive difference in the education of students with disabilities.

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ARD/IEP Supports

Administrator Companion Document to the Rubric of Effective Practices for Students with Complex Access Needs

Specially Designed Instruction (SDI) - Texas SPED Quick Learns

What Specific Data is Available

Question and Answer: Individualized Education Program (IEP) Measurable Annual Goals

Career and Technical Education (CTE) and Special Education: Frequently Asked Questions

Writing Appropriate Measurable Postsecondary Goals Fidelity Checklist and Reflection Tool

Data Collection: A-B-C Recording

Communication Assessment: Deaf and Hard of Hearing Students

Considering Least Restrictive Environment when Determining Placement: Deaf and Hard of Hearing Students

Family Engagement Framework: A Resource for School Administrators

Texas ARD/IEP Supports Contacts

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