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Report: Lubbock ISD sees mixed results in TEA results-driven accountability; special education determination level declines
Summary
District staff presented Texas Education Agency (TEA) Results Driven Accountability findings: bilingual education and other special populations improved a category, while special education determination dropped to 'needs assistance.' Staff described causes and a strategic support plan with quarterly TEA check-ins.
Lubbock ISD staff reported mixed results under the Texas Education Agency’s Results Driven Accountability (RDA) framework, with bilingual education and other special populations moving up a category and special education’s determination level declining to “needs assistance.”
Presenters said the district is compliant on federal Special Education performance indicators and that work continues on 98 TEA report-only indicators; the district was out of compliance in two report-only areas tied to significant disproportionality. Staff said declines in special education’s overall determination were driven in part by discipline measures that TEA now includes in calculations — including in-school suspension (ISS), out-of-school suspension (OSS) and disciplinary alternative placements — and by disproportionate OSS rates for some groups.
A staff presenter explained that if disciplinary placements tied to mandatory offenses (weapons, drugs, serious bodily injury) were removed from the calculation, the district’s special-education determination would meet requirements. The presenter said the statewide rise in student behavioral incidents has affected many districts, and that the district is addressing the result through a TEA-required strategic support plan with quarterly updates to TEA.
Other highlights: emergent bilingual students and exited English learners exceeded state averages across several grades and subjects, and graduation rates for emergent bilinguals rose by 2 percentage points. Students who exited special education also posted above-state results in grades 3–8 math, reading and science, according to the presentation.
Why it matters: a “needs assistance” determination for special education triggers closer TEA monitoring and requires a corrective/strategic approach to address the identified gaps. Staff said they are coordinating targeted interventions, data reviews and campus-level improvement plans tied to the strategic support plan.
Ending: Staff praised the special education and monitoring teams and said they would continue quarterly reporting to TEA and present periodic updates to the board.
