State Performance Plan / Annual Performance Report





The State is required to develop a six-year performance plan that evaluates the State's efforts to implement the requirements and purposes of the Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b). The State Performance Plan (SPP) illustrates how the State will continuously improve upon this
implementation, and includes updates through the Annual Performance Report (APR) submitted each February to the United States Department of Education Office of Special Education Programs (USDE/OSEP). The 2020-21 school year begins the State’s next six-year reporting cycle.

SPP Data Collection and COVID-19 
Information related to the SPP data collection and COVID-19 can be found on the
COVID-19 Support: Special Education webpage.



Annual Performance Reports

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    Monitoring     Priorities 


        SPP/APR           Methodologies 

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State Sampling

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               State            Determinations


Each year the State reports to the Office of Special Education Programs (OSEP) on its performance in meeting identified State Performance Plan Indicator (SPPI) targets. This report is called the Part B Annual Performance Report (APR).

Current State Performance Plan/Annual Performance Report (SPP/APR)

Archived State Performance Plans/Annual Performance Reports (SPPs/APRs)


In alignment with IDEA, the US Department of Education Office of Special Education Programs (USDE/OSEP) identifies five monitoring priorities within the State Performance Plan and 17 Indicators associated with these monitoring priorities.

Free Appropriate Public Education (FAPE) in the Least Restrictive
Environment (LRE)

  • Graduation (Indicator 1)
  • Dropout (Indicator 2)
  • Participation and Performance on Statewide Assessment (Indicator 3A-C) 
  • Suspension/Expulsion (Indicator 4A-C)
  • Educational Environment, Ages 6-21 (Indicator 5A-C)
  • Educational Environment, Ages 3-5 (Indicator 6A-B)
  • Early Childhood Outcomes (Indicator 7A-C)
  • Parent Participation (Indicator 8)


  • Disproportionality in the special education program (Indicator 9)
  • Disproportionality by specific disability (Indicator 10)

Effective General
Child Find

  • Child Find (Indicator 11)

Effective General
Effective Transition

  • Early Childhood Transition (Indicator 12)
  • Secondary Transition (Indicator 13)
  • Post-School Outcomes (Indicator 14A-C)

Effective General

  • Resolution Sessions (Indicator 15)
  • Mediation (Indicator 16)
  • State Systemic Improvement Plan (SSIP) (Indicator 17)


State Sampling

The State uses sampling approaches to data collection when there are limited resources (financial and staff) and many sampling units (schools, students, and parents). With more than 525,000 students receiving special
education services in nearly 9,000 campuses in Texas, a sampling approach is essential to examine Indicators within the State Performance Plan (SPP).

Importantly, the sampling approach must provide valid and reliable information and must ensure that the
response data is representative of the demographics in the State. Texas represents a high variance in districts and student characteristics that change from region to region and by age groups. To increase the validity of the sample, the State applies different techniques. One technique used is a purposive sampling (selected based on the knowledge of a population and the purpose of the study). Another method used is a stratified random
sampling approach (divides a population by characteristic into smaller groups then sampled).

The Texas sampling plan for SPP Indicators has approval by the federal Office of Special Education Programs (OSEP). The current plan considers prior experience with sampling within the special education program in      Texas.

Campus Sampling 

As previously noted, there are nearly 9,000 campuses, with some districts having over 100 separate campuses within Texas. As with district sampling, there is an established framework for including campuses based on grade span (e.g., elementary, secondary) and type of population served (e.g., early childhood).

For campus sampling to be employed, there must be at least six campuses of the same grade span within the district. While there are many districts with sampling allowable at the elementary level, there are far fewer that have at least six high schools. Thus, there may be a combination of campus-level sampling at the elementary level and a district-wide sample at the high school level. Again, the intent of sampling is, while maintaining an acceptable level of validity, to reduce the burden on individual campuses to the greatest extent possible.

Student Sampling 

Given the sampling procedures, the State selects a certain number of students (or student’s parents) each year. In general, the number of students selected is far greater than necessary to establish acceptable levels of
statistical representation at the state level. For example, the parent involvement survey includes forms for 27,000 parents statewide. Statistical bounds are, of course, somewhat lower at the regional level and the district level. In many cases, there are simply too few students to be included in reporting due to the Family Educational Rights and Privacy Act (FERPA) considerations.

Stratified Sampling 

To increase return rates and improve the representation of information, the State includes certain groups at a higher than expected (based on population) ratios. For example, there are relatively few deaf-blind students, so their proportion of the sample is greater than in the population in general. Likewise, prior history indicates that certain other groups have lower return rates. Increasing percentages from these eligibility categories and groups will tend to increase the validity of the sample.

Monitoring Return Rates

The Texas Education Agency (TEA) monitors the survey return rates to determine if reasonable efforts are being made by district staff to encourage returns. While the State understands that the district cannot directly force survey returns, the historical range of response rates indicates that some districts are likely making a
reasonable effort in this regard. In contrast, others are, perhaps, not as attentive. The State considers historical return rates among various groups already noted in purposive sampling. 


Section 616(d) of the Individuals with Disabilities Education Act (IDEA) requires the United States Department of Education Office of Special Education Programs (USDE/OSEP) to review each State’s Annual Performance Report (APR) annually. Based on the information provided in the APR, information obtained through monitoring visits, and any other public information, the USDE/OSEP will issue one of four possible State Determinations: Meets Requirements, Needs Assistance, Needs Intervention or Needs Substantial Intervention.

Federal Fiscal Year (FFY)

Data Year Reported

Texas Determination Status / Date

FFY 2005


Needs Assistance / June 2007

FFY 2006


Needs Intervention / June 2008

FFY 2007


Needs Assistance / June 2009

FFY 2008


Needs Assistance / June 2010

FFY 2009


Needs Assistance / June 2011

FFY 2010


Needs Intervention / July 2012

FFY 2011


Needs Assistance / July 2013

FFY 2012


Needs Intervention / June 2014

FFY 2013


Needs Intervention / June 2015

FFY 2014


Needs Assistance / June 2016

FFY 2015


Needs Assistance / June 2017

FFY 2016


Needs Assistance / June 2018

FFY 2017


Needs Assistance / July 2019

FFY 2018


Needs Assistance / June 2020

FFY 2019

2019-20 Needs Assistance / June 2021

The USDE determination status letters to the State of Texas as well as information concerning how the USDE made determinations may be found on the IDEA Part B Profiles webpage. 

Contact Information

Special Education Program Reporting
Phone: (512) 463-9414
Monday-Friday (8:00 AM to 5:00 PM)
Fax:(512) 463-9560

Department of Review and Support
Phone: (512) 463-9414
Monday-Friday (8:00 AM to 5:00 PM)
Fax:(512) 463-9560

Special Education or IEP-Related Questions?

Consult SPEDTex, the Texas Special Education Information Center. This is a resource backed by TEA to inform and support parents, teachers, and anyone committed to the success of children with disabilities. 

Phone: 1-855-SPEDTEX  (1-855-773-3839