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Wylie ISD reports strong Results Driven Accountability performance; special education and related categories earn top determinations
Summary
District staff told trustees the TEA Results Driven Accountability report returned top determination levels in the district’s three measured groups and that the district met 100% compliance on 283 initial special-education referrals.
District administrators told trustees the Texas Education Agency’s Results Driven Accountability (RDA) report showed favorable outcomes across the measures presented to the board, including top determination levels in the district’s three RDA groups and full compliance on federally required special-education referral timelines.
At the meeting, the presenter (district special-education staff) explained that TEA’s RDA divides students into three groups for scoring — emergent bilingual/ESL, other special populations (for example, students in foster care or experiencing homelessness) and special education — and then applies multiple indicators for academic achievement, postsecondary readiness and disproportionate representation. The district packet contains indicator-by-indicator pages; the presenter described performance levels (0 best through 4 worst) and said the district had no performance level 4s in the current report.
For special education the board heard that the district met 100% compliance on initial-referral processing: staff said they handled 283 initial referrals and met the required timelines for consent, evaluation and ARD meetings. The presenter noted that TEA’s disproportionality review covers many subgroup/indicator combinations (98 possible checks) and that the district was within the safe range in 97 of those for 2022–23; discipline removals for the “two or more races” subgroup exceeded the threshold in one category, marked as “significantly disproportionate – year 1.” Region 14 staff reviewed the data with district staff and, the presenter said, expect the district to be within acceptable bounds for 2023–24.
The presenter emphasized that the district’s federal compliance indicators (for example, timelines and referral processing) earned the best performance level, and that the overall special-education determination level (DL1) was the highest rating TEA provides.
Trustees asked no substantive follow-up questions in the excerpt provided. Incoming staff member Darren Hughes was introduced to the board during the presentation.
The board packet includes the full RDA tables and indicator-by-indicator scoring; the presenter referred trustees to specific packet pages for detail.
