Quarterly Chronicle

for the Child Find, Evaluation, and ARD Supports Network

About us

Project Purpose

The Texas Education Agency (TEA) is committed to providing effective supports and guidance to Texas public schools in their implementation of strong and effective programs for students with disabilities. The purpose of this project is to increase capacity in Texas local education agencies (LEAs) regarding the implementation of effective practices related to child find, evaluation (including full and individual initial evaluations (FIIEs)) and the admission, review, and dismissal (ARD) process. This will be accomplished through the development of easily accessible resources and professional development opportunities, both of which must reflect best practice regarding adult learning theory.


Click HERE to learn more about the network and access resources.

Big picture

NEW!! Special Education Prior Written Notice Quick Guide

This Special Education Prior Written Notice Quick Guide document highlights the key points for local education agencies (LEAs) to notify parents/guardians with prior written notice. The quick guide provides an overview notification requirements, required contents, best practices, and legal and state resources. An asynchronous video module and handout also accompany this quick guide.

Click HERE to access the resource.

NEW!! Child Find Public Awareness Posters/Flyers

The Child Find, Evaluation, and ARD Supports Network has created a poster that LEAs may print and post on their campuses and around their district. This poster is available in English and Spanish. The poster is a fillable PDF so that LEAs may include the contact information of the special education department.

Click HERE to access the resources.

Big picture

NEW!! Transition and Admission, Review, and Dismissal (ARD) Committee Meetings

This recorded webinar will assist participants in understanding transition planning and the role it plays in the ARD committee meeting process, including timelines and statutory requirements; understanding how to conduct transition assessments, functional vocational evaluations, and summaries of performance; and will review additional transition requirements including state performance plan indicators.

Click HERE to register for access to this recording.

Additional Recorded Webinars

  • Writing Present Levels of Academic Achievement and Functional Performance (PLAAFP) and Developing Measurable Annual Goals
  • Evaluating Dyslexia in the Full and Individual Evaluation (FIE)
  • Writing Effective Impact and Need Statements in the Full and Individual Evaluation (FIE)
  • Reevaluations: From Review of Existing Evaluation Data (REED) to Evaluation
  • Triangulating Data in the Full and Individual Evaluation: Telling the Student's Story
  • Best Practices for Conducting a Virtual Admission, Review, and Dismissal (ARD) Committee Meeting
  • Evaluations During the 2020-21 School Year
  • ARD 101
  • Documenting Growth in the FIE
  • Evaluating Dysgraphia in the FIE

Click HERE for recorded session links.

Big picture

NEW! Intensive Program of Instruction (IPI) and Accelerated Instruction (AI) for Student's Served Through Special Education

This document provides guidance regarding the applicability of the requirements of Intensive Program of Instruction (IPI) and Accelerated Instruction (AI) for students who have an Individualized Education Program (IEP).

Click HERE to access the resource.

It can also be found under Guidance Documents under TEA Special Education Resources on the TEA Special Education Guidance webpage.

NEW! Technical Assistance: Behavior Supports and Guidance for Students with Disabilities

This document provides guidance regarding prevention of challenging behavior, functional behavior assessment, behavior intervention plans, IDEA requirement for placement and school discipline, and many other topics related to behavior supports!


Click HERE to access the resource.


It can also be found under Guidance Documents under TEA Special Education Resources on the TEA Special Education Guidance webpage.

Services for Students with Dyslexia and Coding Instructional Arrangement (IA)

The “Services for Students with Dyslexia and Coding Instructional Arrangement (IA)” is posted as its own link on the dyslexia page instead of only embedded in appendix A the handbook FAQ. Additionally, some of the wording has been slightly updated.

Click HERE to access the resource.

It can also be found under Dyslexia Resources on the TEA Special Student Populations Dyslexia and Related Disorders webpage.

Updated Rule - Other Health Impairment (OHI) Determinations

As of June 7, 2022, 19 TAC 89.1040 has been revised to add two new medical professionals who can assist in determining eligibility for other health impairment (OHI). They are underlined and bolded below:

(8)Other health impairment. A student with other health impairment is one who has been determined to meet the criteria for other health impairment due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette's Disorder as stated in 34 CFR, §300.8(c)(9). The multidisciplinary team that collects or reviews evaluation data in connection with the determination of a student's eligibility based on other health impairment must include a licensed physician, a physician assistant, or an advanced practice registered nurse with authority delegated under Texas Occupations Code, Chapter 157.

Special Education Monthly Newsletters

Each month, TEA publishes a Special Education Newsletter. These newsletters contain announcements, upcoming dates, department news, and links to new resources and guidance. Click on the link to access the monthly newsletter.

June 2022

July 2022

August 2022

Big picture

New!! USDOE Guidance Helps Schools Support Students with Disabilities and Avoid Discriminatory Use of Discipline

On July 19, 2022, the U.S. Department of Education announced the release of new guidance from its Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) to help public elementary and secondary schools fulfill their responsibilities to meet the needs of students with disabilities and avoid the discriminatory use of student discipline.


These newly released resources build on the Department’s continued efforts to support students and schools through pandemic recovery. The guidance makes clear that schools do not need to choose between complying with Section 504 and IDEA and keeping their school community—including students and staff—safe.


Click HERE to access new resources.


All these documents can be found on the Department's School Climate and Student Discipline Resources website.

OSEP Newsletters

Stay informed with the latest news coming out of the Office of Special Education and Rehabilitative Services and the Department of Education.


Access these monthly newsletters with the latest information from the Office of Special Education Programs.

June 2022

July 2022

August 2022

Big picture