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.

 

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.

   Differentiated Monitoring and Support One-Pager

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.

Special Education Monitoring Stakeholder FAQ

Cyclical Reviews

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  

 

 

 

Targeted Reviews

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.

Escalated Support

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 

Region 4

   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

   Martha Posey, Manager 

   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

   Naomi Roach, CTE Program Specialist