Intensity of Services Special Education Funding Model Resources

State Guidance, ARD/IEP Supports

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Understanding the Intensity of Services Funding Model

Every student who meets eligibility as a child with a disability under the Individuals with Disabilities Education Act (IDEA) must be determined to need specially designed instruction (SDI) in some way. Under previous funding structures, instructional setting (e.g., general education or special education classroom, home, hospital, off home campus) has historically played a significant role in how special education services were understood and funded. This new intensity of services funding model is intentionally designed to shift that focus from centering determinations based on where services are delivered, to instead emphasize the intensity of the SDI and related supports required for a student to access and make progress in their enrolled grade level curriculum. 

Intensity Tiers

To determine the tiers of intensity in the new intensity of services funding model, there are 5 domains for which an intensity level of support must be determined based on ARD committee decisions documented in a student’s individualized education programs (IEPs).

Determining levels of support and the intensity tier will be measured across 5 required domains:

  • Curriculum and Instruction,
  • Behavior,
  • Communication,
  • Independent Functioning, and
  • Personal Care/Health.

Each domain is evaluated independently using IEP documentation and considers 4 key factors:

  • the type, nature, and frequency of services;
  • whether a specialized provider is required;
  • whether a specific staff to student ratio is necessary; and
  • whether specialized equipment or technology is needed.

Domains are scored on a four point (0-3) scale, with the highest factor score determining the overall domain intensity.

Service Groups

In addition to intensity tiers are service groups. Service groups are designed to recognize that, beyond a base level of special education funding determined through the intensity tiers, some students require additional, measurable resources to implement their IEPs. There are five service groups in the new model. Service groups will generate additional funding. 

Resources and Guidance for Implementation

TEA has created the following resources to support school systems in determining the tier of intensity and service groups for their students. TEA also disseminated a To the Administrator Addressed (TAA) Letter on April 16, 2026, that should be used to support school systems with this new process and model. 

Special Education Funding Tool

The Special Education Funding Tool is designed to provide an interactive mechanism for Texas school systems to analyze a student’s individualized education program (IEP) and crosswalk those documented services into the new model. This tool will assist school systems in determining an intensity of service tier and service group for each of their students receiving special education services. Users should review each domain within the tool and use the associated dropdown menus for each factor to determine the student’s intensity tier. Users must also indicate whether the student also requires one or more service groups. Information collected using the tool’s export feature can be used in assisting school systems with their required PEIMS data collections.

Frequently Asked Questions

This Frequently Asked Questions (FAQ) section is designed to support Texas school systems in understanding the new funding system and in using the Special Education Funding Tool. As school systems begin using the tool and new questions arise, this FAQ will be reviewed and updated on an ongoing basis to ensure it remains accurate, helpful, and responsive to user needs.

Additional resources will be added frequently so make sure to check the full section list for all available resources.