Review and Support
The Division of Review and Support (R&S) is a unit housed in the TEA Office of Special Populations. The primary responsibilities of the R&S division are: (1) to monitor LEAs related to Individuals with Disabilities Education Act (IDEA), special populations and federal and state statutes using a risk assessment index and holistic student-centered practices; and (2) to provide targeted technical assistance and support for LEAs related to special education and special populations. The Review and Support division is guided by an effort to support the most effective practices that lead to improved outcomes for students.
States have a responsibility under federal law to establish a system of general supervision to monitor the implementation of the Individuals with Disabilities Education Act (IDEA) of 2004 by school districts. States are accountable for using this system for enforcing requirements and ensuring continuous improvement. This system is designed to a) ensure compliance with federal and state regulations and b) improve services and results for students with disabilities. The U.S. Department of Education, Office of Special Education Programs identified nine interconnected components that comprise a state’s system of general supervision. An effective model of general supervision depends upon fluid interaction among these components, with an emphasis on accountability at all levels to Texas’s children and youth with disabilities served by this system.
Trending Topics in Special Education
Trending topics is a triannual resource for special education administrators to ensure timely access to relevant content. The topics in Issue One were identified based on commonly asked questions and compliance challenges during the 2018-2019 school year. Future topics for this resource will be determined based on questions and findings from special education monitoring activities.
Issue One: Intensive Program of Instruction, Documentation of Related Services Time, Autism Supplement, Extended School Year (ESY), Home Schooling, ARD Committee Membership, Evaluations/Reviews of Existing Evaluation Data (REEDs)
State Performance Plan
The Individuals with Disabilities Education Act (IDEA) of 2004 requires each state to develop a six-year performance plan. The extension of the IDEA continues to require a State Performance Plan (SPP)/Annual Performance Report (APR) to evaluate the State of Texas’ efforts to implement the requirements and purposes of IDEA and illustrate how the State will continuously improve upon its implementation. The State is required to submit an updated SPP/APR to the Office of Special Education Programs (OSEP) on February 1 each year.
Texas Continuous Improvement Process
The State of Texas incorporates the SPP in the blueprint for the Texas Continuous Improvement Process (TCIP). The requirements of IDEA related to the development of the SPP and the accompanying APR correlate directly with the State's philosophy to build a system which encompasses data-driven, evidence-based improvement efforts inclusive of stakeholder needs and input. The State's general supervision system demonstrates how this philosophy guides the State in its efforts to improve results for students with disabilities.
Differentiated Monitoring and Support
The Differentiated Monitoring Support system consists of two types of special education program monitoring: Cyclical reviews and Targeted reviews.
Frequently Asked Questions
The Division of Review and Support has developed a FAQ to provide guidance on frequent questions and/or concerns expressed by various stakeholder groups during events conducted across the state regarding the Differentiated Monitoring and Support (DMS) system and the effects on local education agencies during the 2019-2020 academic year.
State education agencies have a responsibility under federal law, to establish a system of general supervision that monitors local education agencies' (LEA) implementation of the Individuals with Disabilities Education Improvement Act (IDEA) of 2004. The Texas Education Agency (TEA) is accountable to monitor local education agencies (LEAs) to ensure compliance with federal and state regulations and to improve services and results for students with disabilities.
The TEA will conduct IDEA cyclical reviews to determine compliance with federal and state laws for serving students with disabilities; and to assist LEAs in resolving specific issues or concerns that impact services and outcomes for students with disabilities.
All LEAs in the state of Texas will be, at a minimum, monitored every six years in a scheduled cycle. Cyclical monitoring schedules will be published on the TEA website in two-year increments in July prior to the start of each school year. LEAs participating in cyclical monitoring will also receive correspondence from the TEA at the start of the school year, and throughout the monitoring process. Each school year, LEAs selected for monitoring will be reviewed in three groups as follows:
Cycle 1 Reviews 2019-2020
Group 1: October-December
Group 2: January-March
Group 3: April-June
Cycle 2 Reviews 2020-2021
Group 1: October-December
Group 2: January-March
Group 3: April-June
The first two years of the cyclical schedule can be found here: Cyclical Monitoring Schedule
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 performance 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.
Beginning in the Fall of 2020, the TEA will conduct a comprehensive data review of LEAs who are identified as Needs Substantial Intervention. Based on the comprehensive data review, the TEA will determine if a LEA requires escalated support.
Special Populations Monitoring
Review and Support will include a focus on the effectiveness of federal and state program areas, specifically, bilingual education/English as a second language (BE/ESL), career and technical education, and Every Student Succeeds Act (ESSA). LEAs are staged for interventions by the TEA Division of Review and Support based on a consideration of LEA student performance and program effectiveness results. LEAs staged for interventions engage in activities that lead to the development and implementation of a district focused support plan.
Review and Support Regional Team Contacts
Regions 1, 2, South 13
Denise Magallanez, Manager
Jennifer Brewer, Program Specialist
Guliz Kraft, Program Specialist
Regions 3, 12, North 13
Julie Martinez, Manager
Ismael Angel Rosales, Program Specialist
Audrey Whittenburg, Program Specialist
Ramonda Olaloye, Manager
Crystal Brumfield, Program Specialist
Hilda Elizondo, Program Specialist
Kelly Peterson, Program Specialist
Regions 5, 6, 7
Jacob Klett, Manager
Katie Mahler, Program Specialist
Julia Ross, Program Specialist
Regions 8, 9, 10
Scarlett Papas, Manager
Rhonda Demps, Program Specialist
Ann Laquey, Program Specialist
Regions 11, 14
Kendra Kelly Luco, Program Specialist
Regions 15, 17, 18, 19
Tracey Easley-Card, Manager
Carroll Sadler, Program Specialist
Zane Wubbena, Program Specialist
Regions 16, 20
Susan Bineham, Manager
Christy Lewis, Program Specialist
Randy Seaman-Cavazos, Program Specialist
Escalation Team Contacts
Stacy Venson, Manager
Norma Jean Cano, Program Specialist
Kimberly Hutter, Program Specialist
Kristina Jones, Program Specialist
Special Populations Monitoring Team Contacts
Susie Coultress, Director
Gordon Franzen, MOA Program Specialist
Ronald Bragg, CTE Program Specialist
Naomi Roach, CTE Program Specialist
Office of Special Populations
Division of Review and Support Phone: (512) 463-9414