Standards-Based Individualized Education Program (SB IEP) Process Training 2026-27

Note: At this time, the proposed amendments to 19 Texas Administrative Code (TAC) §89.1050 and 1055 have not been adopted and are still subject to the rulemaking process. Because the rule has not been finalized, the Texas Education Agency (TEA) is unable to provide guidance or interpretations regarding how the proposed changes would be implemented.

TEA's guidance is based on current law and adopted rules. If the proposed amendment is adopted, TEA will develop and disseminate guidance and technical assistance as appropriate to support local educational agencies (LEAs), education service centers (ESCs), families, and other stakeholders in understanding and implementing the adopted requirements.

Until any amendment is officially adopted and becomes effective, LEAs should continue to follow the requirements currently in effect.

Due to this information and the extensive connection to the proposed TAC amendments, the 26-27 SB IEP Process Training TEA Learn course will be relaunched within a few weeks as four separate three-hour courses.

• Course #1: SB IEP: Foundational Concepts and Student Data
• Course #2: SB IEP: Developing the Present Levels of Academic Achievement and Functional Performance (PLAAFP)
• Course #3: Drafting Measurable Annual Academic and Functional Goals
• Course #4: Determining Specially Designed Instruction (SDI) and Data Collection for Progress Monitoring

We appreciate your patience and understanding during this time.

Participants may take this course online by enrolling on TEAlearn.com. Participants may also take this course in person, by finding a trainer at their regional education service center. Visit our contact page to find contact information of a trainer in all 20 education service centers.

The intent of this training is to provide participants with an understanding of the SB IEP process. Participants will learn about gathering student data, including the full and individual initial evaluation (FIIE), developing the student's present levels of academic achievement and functional performance (PLAAFP) statement, drafting measurable annual goals with short-term objectives/benchmarks (when appropriate), determining specially designed instruction (SDI), and creating a data collection system for monitoring progress of the annual goals.

The intended audience for this training is special education teachers, related service providers, and any other professional staff responsible for drafting a student’s IEP, including the PLAAFP and measurable annual goals.

The standards-based IEP process is based on the belief that students with disabilities can make progress on challenging goals aligned to the general education curriculum at the enrolled grade level with specially designed services and supports. Special education is not a separate and special place for learning, but services and supports that are individually designed to help students access the general education program. Students may be accessing the curriculum at different levels of complexity, at different paces, and/or in different ways, but they should all be working toward rigorous goals.

NOTE: This course has been approved for 12 hours of continuing education credits (CEUs) by the Texas Speech-Language-Hearing Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures. Instructions for claiming TSHA CEUs is provided at the end of this course and can be accessed once the activities and posttest have been successfully completed.

Coaching Support Included

This training includes a coaching component delivered by experts at each regional education service center to help educators apply what they’ve learned with confidence and fidelity. Coaching provides personalized, job‑embedded support grounded in four research‑based practices proven to strengthen instruction: alliance-building, observation, modeling, and performance feedback.

Educators and coaches complete a three‑step coaching cycle—pre‑observation, observation, and performance feedback—to reinforce training content and improve implementation. Coaching is designed to fit flexibly into your existing schedule and enhance your work, not add to it.