ARD/IEP Supports

Finding evidence of secondary transition requirements in the individualized education program (IEP)

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.

This quick guide outlines federal and state requirements and procedures for students new to the local educational agency (LEA) because they have transferred from in or outside the state.

TEA's technical assistance guide to support LEAs in developing individualized, high-quality, rigorous IEPs for students receiving special education services.

Requirements and best practices for obtaining informed consent for conducting evaluations and initiating special education and related services.

Common questions received by the Texas Education Agency (TEA) relating to CTE and students served by special education.

This framework is essential for administrators and outlines six key elements of family engagement that can make a positive difference in the education of students with disabilities.