Special Education » Differentiated Monitoring & Support

Differentiated Monitoring & Support


The Differentiated Monitoring Support system consists of two types of special education program monitoring: Cyclical reviews and Targeted reviews. The graphic below provides a visual overview of the various activities included in the TEA Differentiated Monitoring & Support System.



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Overview of DMS Activities
based on RDA Determination Level



The purpose of the special education self-assessment is to assist Local Education Agency (LEA) leadership teams in evaluating and improving their educational program serving students with disabilities receiving special education services. The special education self-assessment is completed annually by all LEAs, regardless of RDA framework determinations, and is intended to engage leadership teams in proactively addressing special education compliance and support student performance.

The window for completion of the special education self-assessment will be from April 29, 2024, through September 27, 2024. For the 2023-2024 School year, LEAs will be required to complete the 23 compliance/strategy areas.



Cyclical & Targeted Reviews

Every LEA in the state participates in cyclical review of their special education program on a six-year rotating schedule. Cyclical reviews are intended to provide a comprehensive analysis of the LEA’s special education program, including a review of the LEA’s special education policies and practices. The schedules for cyclical review are published on the TEA Review and Support website.

Our team can provide support for your district prior to cyclical monitoring by conducting IEP Folder Reviews, providing training for staff on what to expect, or providing support and training on any area identified by your district in this area. Contact Lori Anderson or Helen Crissey for more information or to schedule and IEP Folder Review for your LEA.


Results-Driven Accountability

The RDA is a local education agency (LEA) level, data-driven framework developed and implemented annually by the Department of Review and Support in coordination with other departments within the Texas Education Agency (TEA).  The RDA Manual, formerly the Performance-Based Monitoring Analysis System (PBMAS), is intended to serve as a comprehensive technical resource used by the TEA as one part of its annual evaluation of LEAs’ performance and program effectiveness.


To obtain the unmasked, confidential RDA Reports for your LEA, access the TEAL Accountability application.


Support Plans

Strategic Support Plan (SSP): The Strategic Support Plan is recommended for all LEAs to utilize related to Results-Driven Accountability and the SpEd Self-Assessment areas identified by the LEA for improvement.

The Strategic Support Plan is required to be completed by LEAs with a Determination Level of 2, 3, or 4 in the Special Education Domain, or a Determination Level of 3 or 4 in the Bilingual/ESL/EB and OSP domains reported annually through Results-Driven Accountability. 

Ascend Texas SSP Process

Corrective Action Plan (CAP): The purpose of the corrective action plan (CAP) is to guide LEAs through an in-depth analysis of components contributing to noncompliance, and to develop strategies to create a CAP to resolve noncompliance as identified by the monitoring priorities within the State Performance Plan (SPP) federally required elements and/or by Differentiated Monitoring support (DMS) activities. 

Ascend Texas CAP Process


IDEA Equity Requirements

Under 20 U.S.C 1418 (d) and 34 Code of Federal Regulations (CFR) §300.646, states must provide for the collection and examination of data to annually determine whether significant disproportionality based on race or ethnicity is occurring in the State and local education agencies (LEAs) with respect to three areas.


Upcoming Events

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