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Cycle 2 Group 2Dates: January 2021-March 2021CDN: 108906TEXAS EDUCATION AGENCY2020-2021 CYCLICAL MONITORING REPORTMCALLEN INDEPENDENT SCHOOL DISTRICTNon-Compliance IdentifiedCorrective Actions To Be CompletedINTRODUCTIONThe Texas Education Agency (TEA) would like to extend appreciation to McAllen Independent SchoolDistrict for their efforts, attention, and time committed to the completion of the review process.The TEA has developed a monitoring approach that reviews compliance-based indicators while alsolooking for best practices. In commitment to the approach, the cyclical monitoring report will providethe results of the LEA’s compliance review related to the Individuals with Disabilities Education Act(IDEA) and federal and state statutes, a summary of data related to Results-Driven Accountability(RDA), State Performance Plan (SPP), Significant Disproportionality (SD), and dyslexia programevaluation recommend targeted technical assistance and support for LEAs related to specialeducation, and highlight best practices of LEAs that demonstrate success.CYCLICAL MONITORINGThe TEA conducts cyclical reviews of all LEAs statewide over six years. The purpose of cyclicalmonitoring is to support positive outcomes for students with disabilities and to determinecompliance with special education regulations and dyslexia program regulations.LEAs are required to submit artifacts and/or sources of evidence for compliance and promisingpractices review in the following areas: Child Find/Evaluation/FAPEIEP DevelopmentIEP ContentIEP ImplementationState AssessmentProperly Constituted ARD CommitteesTransition2020–2021 CYCLICAL REVIEW COMPLIANCE SUMMARYOn January 22, 2021, the TEA conducted a policy review of McAllen Independent School District. OnFebruary 25, 2021, the TEA conducted a comprehensive desk review of McAllen Independent SchoolDistrict. The total number of files reviewed for the McAllen Independent School Districtcomprehensive desk review was 24. The review found overall that 9 files out of 24 files wereCopyright 2020. Texas Education Agency. All Rights Reserved.
compliant. An overview of the policy review and student file review for McAllen Independent SchoolDistrict are organized in the chart below by indicating the number of compliant findings within thereviewed file submissions related to the compliance area. Itemized details of these findings are in theappendix:Compliance AreaPolicy Review(# compliant of # reviewed)Student File Review(# compliant of # reviewed)Child Find/Evaluation/FAPE19 of 1924 of 24IEP Development5 of 514 of 24IEP Content3 of 324 of 24IEP Implementation21 of 2124 of 24Properly Constituted ARD8 of 824 of 24State Assessment4 of 419 of 24Transition6 of 69 of 102020-2021 DYSLEXIA COMPLIANCE SUMMARYThe dyslexia monitoring process focuses on three-core elements: early identification and intervention,program of instruction, and parent notification. The TEA Department of Review and Support: DyslexiaMonitoring reviewed McAllen Independent School District artifacts using a program evaluation protocolwhich is aligned to Senate Bill 2075 of the 86th Legislature, Texas Education Code (TEC) 38.003 (c-1), and 19Texas Administrative Code (TAC) Chapter 74.28. The 2020-2021 school year results for McAllen IndependentSchool District are in the table below.On March 26,2021, the TEA concluded a program evaluation of McAllen ISD. An overview of the evaluationreview for McAllen ISD is organized in the chart below.Areas of ImplementationDyslexia ProceduresParent CommunicationScreeningReading InstrumentsEvaluation and IdentificationInstructionDysgraphiaProfessional Development and TrainingCompliance StatusMet ComplianceMet ComplianceMet ComplianceMet ComplianceMet ComplianceMet ComplianceMet ComplianceMet Compliance2020-2021 RESIDENTIAL FACILITY INFORMATIONMcAllen Independent School District 108906 has 5 of Residential Facilities (RFs) according to RFTracker 2020 collection. The chart below identifies the RFs which were included in the cyclicalreview.Copyright 2020. Texas Education Agency. All Rights Reserved.
RF NameRF NumberGrade Level(s)A World for ChildrenAnastacio Valdez261187Circle of Living Hope- HeldEscareno260147A World for Children- Alston260535PK-12A World for Children261985PK-12D&S Community Services262053PK-12PK-12PK-12DATA SUMMARY OF RESULTS-DRIVEN ACCOUNTABILITY, STATE PERFORMANCEPLAN INDICATORS, AND SIGNIFICANT DISPROPORTIONALITYThe following supplemental data may be used to support development of the Strategic Support Plan (SSP)for continuous improvement and/or a Corrective Action Plan (CAP) if noncompliance is identified.YearResults-Driven Accountability(RDA) Determination Level2020DL 2—Needs AssistanceSPP Indicators 11, 12, yN/A*Indicator 11: Child FindIndicator 12: Early Childhood TransitionIndicator 13: Secondary Transition2020-2021 COVID-19 IMPACT NARRATIVEIn the 2020-2021 academic year, Local Education Agencies (LEAs) were provided an opportunity to completea COVID-19 impact narrative form documenting the practices incorporated to support Child Find and FAPEfor students being served by special education programs during the COVID-19 pandemic.2020-2021 CYCLICAL REVIEW PARENT, TEACHER, ADMINISTRATORINTERVIEWS/SURVEYStaff and Family SurveysOn April 1, 2021, the TEA Review and Support team received 279 surveys during the comprehensivedesk review.The Review and Support surveys focused on the following review areas:Seventy one percent of participants felt they receive sufficient communication from their school. Thebest way the school/district provides information about (trainings, online trainings, support groups,and other available resources) concerning special education services is via emails, notices sent home,and school website.Majority of parent/family member participants felt they would be most comfortable attending specialeducation information sessions at the school campus.Majority of the participants indicated they have a clear understanding of special education services.Copyright 2020. Texas Education Agency. All Rights Reserved.
The most selected areas of special education the participants would like to know about were School,Family, and Community Engagement network and Child find evaluation and ARD support network.Most participants felt the training to help meet students' needs with disabilities was extremelyeffective or effective.Eighty seven percent of participants felt there were frequent opportunities to collaborate withrelated service providers and twelve percent felt there was not frequent opportunities to collaboratewith service providers.The obstacles concerning student's special education programming and services were reported as: Assuring students receive accommodations and/or modifications as outlined in the IEP. Scheduling ARD meetings and timely updates on student progress. Knowledge of available services and programs.Majority of participants agree with the importance of including students' interests/life goals in thetransition process, with 56% strongly agreeing.Many participants indicated they chose the remote learning model. Most participants also reportedthat remote learning for students receiving special education was somewhat effective.COVIDEighty four percent of participants felt that during COVID school closure/remote learning, the EmergencyContingency Plan effectively improved student progress.During COVID closures, the top three ways indicated that teachers provided support to students withmoderate to severe disabilities were: Teachers provided supports needed for students to be successful. Teachers made regular contact with students and parents to meet academic and emotionalneeds. Teachers modified work and provided individualized support.Participants indicated that during COVID school closure/remote learning, they needed professionaldevelopment to provide virtual instruction and the use of virtual platforms.Participants indicated that during COVID school closure/remote learning strategies, the district's toptwo supports that did not work well for students with disabilities were online submission forassignments and shared device per family.More than 81% of participants indicated that they agreed or strongly agreed that school staff workedwith parents/guardians in addressing severe behavior and work refusal.This survey was approved by the Texas Education Agency's data governance board. Participation inCopyright 2020. Texas Education Agency. All Rights Reserved.
this survey was both voluntary and anonymous. No data was collected identifying a name so thatindividual responses cannot be linked to any respondent. Participants were given the option to stopthe survey at any time.StrengthsBased on results of the policy review and student file review, along with data collected from LEA staffand family surveys, the Review and Support team identified the following strengths for McAllenIndependent School District: IEPs are individualized to meet student’s specific needs. Present Levels of Academic Achievement and Functional Performance (PLAAFPs) aredescriptive and provide detailed information along with supportive data. Required ARD committee members attend ARDs when appropriate to ensure properlyconstituted ARDs.ConsiderationsBased on results of the policy review and student file review, along with data collected from LEA staffand family surveys, the Review and Support team identified the following considerations for McAllenIndependent School District: Consider revising procedures and provide additional training on the topic ofdeveloping measurable goals with a description on how the student’s progress will bemeasured. Consider additional procedures and training on the topic of intensive programs of instructionfor students receiving special education services who do not meet expectations on the stateassessments. Consider revising procedures and provide trainings to allow for development of detailed andindividualized transition plans.TECHNICAL ASSISTANCEAs a result of monitoring, the TEA has identified the following technical assistance resources tosupport McAllen Independent School District engaging in universal support as determined by theRDA performance level data and artifacts within the compliance review:Copyright 2020. Texas Education Agency. All Rights Reserved.
TopicState Assessment: IntensiveProgram of InstructionResourceTechnical Assistance: IEP Development p.27: The IEP Developmentdocument is part of an ongoing series to provide technical assistance toLEAs from the Texas Education Agency.Accelerated Instruction and Intensive Programs of InstructionUUUUIEP Development: GoalsTechnical Assistance: IEP Development p.12: The IEP Developmentdocument is part of an ongoing series to provide technical assistance toLEAs from the Texas Education Agency.TransitionTransition and Employment Guide (T&E Guide): Texas Education Agency'sT&E Guide per TEC §29.0112 provides information on statewideservices and programs that assist in the transition to life outside of thepublic school system. This guide includes transition services;employment and supported employment services; social securityprograms; community and long-term services and support;postsecondary educational programs and services; information sharingwith health and human services agencies and providers; guardianship,alternatives to guardianship, including a supported decision-makingagreement under Chapter 1357, Estates Code; self-advocacy, persondirected planning, and self-determination; and contact information forall relevant state agencies.School, Family, andCommunity EngagementNetworkhttps://www.spedtex.org/The School, Family, and CommunityEngagement Network (SPEDTEX) – The network provides resources andprofessional development to build educators' capacity to workcollaboratively with families and community members supporting positiveoutcomes for students with disabilities.FINDINGS OF NONCOMPLIANCEA finding is made when noncompliance is identified with the Review and Support report findings, SPPnotification, and/or individualized education program (IEP) requirements. Noncompliance that issystemic in nature must be included in a comprehensive corrective action plan (CAP) with actionsteps to address each of the noncompliance findings. When noncompliance has been identified aspart of this cyclical review, McAllen Independent School District will receive formal notification ofnoncompliance in addition to this report.The TEA Department of Review and Support will further advise the LEA on the corrective actionprocess, if applicable.The TEA follows procedures for the correction of noncompliance consistent with federal guidelines(OSEP Memo 09-02.)Before the TEA can report that noncompliance has been corrected, it must first verify the LEA: Has corrected each individual case of noncompliance (Prong 1); and Is correctly implementing the specific regulatory requirements (i.e., subsequently achievedCopyright 2020. Texas Education Agency. All Rights Reserved.
100% compliance) (Prong 2).The TEA is required to monitor the completion of a corrective action plan if any noncompliance isdiscovered. The corrective action plan must be designed to correct any and all areas ofnoncompliance as soon as possible, but in no case later than one year from the date of notification.Corrective Action Plan (CAP)The LEA will develop a CAP to address any items identified as noncompliance in this summary report.An approved form for the CAP can be accessed on the Review and Support website or in theresources located in Ascend Texas.The LEA must submit the CAP in Ascend within 30 school days from the date of this report and/orformal notification of noncompliance. The TEA will review the CAP submitted by the LEA for approval.If the TEA determines that a revision(s) is necessary, the LEA will be required to revise and resubmit.The Review and Support team will contact the LEA to provide notification when the CAP has beenapproved.Individual CorrectionThe educational agency has 60 school days from the date of this summary report to correct allidentified findings of noncompliance for individual students, unless noted otherwise in the report.2020–2021 DYSLEXIA PROGRAM EVALUATION FINDINGSAs a result of the program evaluation review, the TEA Department of Review and Support: DyslexiaMonitoring has identified the following strengths, considerations, and technical assistancerecommendations for McAllen ISD.Areas of StrengthAn area of strength for the LEA includes the intentional use of district program audits and checkliststo establish districtwide alignment and ongoing training for internal and external stakeholders.Areas of ConsiderationThe LEA's dyslexia program is in alignment with state and federal requirements. The followingresources are recommended to support the implementation of the dyslexia program, internalsystems, and procedures.TopicTEA Review and SupportTEA Special EducationDyslexia: TEA Professional Learning CourseResourceDyslexia MonitoringDyslexia and Related DisordersTEALearn Dyslexia ModulesIf you have questions about the contents of this dyslexia review summary, please contact EdnaMorales in the Texas Education Agency Department of Review and Support: Dyslexia Monitoring, byphone at 512-463-9260 or by email at Edna.MoralesStrittmatter@tea.texas.gov.Copyright 2020. Texas Education Agency. All Rights Reserved.
Corrective ActionThe TEA reviews data collected from the dyslexia program evaluation to ensure compliance withfederal and state regulatory requirements. In accordance with Senate Bill 2075 of the 86thLegislature, TEC 38.003 (c-1), and 19 TAC 74.28. regarding noncompliance identified through thedyslexia program evaluation, a finding of noncompliance is identified by the citation (i.e., program orprocess) that is violated.Dyslexia Performance Plan (DPP)If noncompliance is identified, the LEA is required to demonstrate correction of all noncompliance inthe Dyslexia Performance Plan (DPP). This tool guides LEAs through a continuous improvementprocess. It addresses areas of growth that will positively impact students with dyslexia or otherrelated disorders. LEAs should complete the DPP no later than 120-days after receiving notification ofnoncompliance. This document will be provided by the TEA or can be accessed in the resourcessection of the Review and Support website.LEA ACTIONSTimeline for Strategic Support Plan (SSP) and/or Corrective Action Plan (CAP) Below:Required ActionsSSPSubmission DueDate12/18/2019Completion DueDateCAP6/14/20204/30/2022DPPN/ASupport LevelUniversalCommunicationSchedule90 days30 daysFor more information about cyclical monitoring and the Differentiated Monitoring and Support process, please visit the Review and Support website**LEA may have previously identified corrective actions in addition to findings in this report.Copyright 2020. Texas Education Agency. All Rights Reserved.
REFERENCESDifferentiated Monitoring and Support SystemReview and Support General Supervision Monitoring GuideState Performance Plan and Annual Performance Report and RequirementsResults-Driven Accountability Reports and DataResults-Driven Accountability District ReportsResults-Driven Accountability ManualCopyright 2020. Texas Education Agency. All Rights Reserved.
APPENDIXIEP DevelopmentStudent File ReviewItemID4IDEA Citation34 CFR §300.320(a)(3)TEC/TACCitationEvidence ofFindingsYesRequired ActionsMust BeAddressed in CAPIndividual—YesYesConvene ARD committee meetings for those students whose recordsindicate noncompliance in this area to consider if the student’s free,appropriate public education (FAPE) had been impacted and determineif compensatory services are needed.Systemic-YesReview and revise policies and operating procedures addressing thisissue.Develop processes that allow for self- monitoring this area ofnoncompliance Provide training on these procedures to theappropriate staff.Demonstrate systemic, ongoing compliance in this area.Copyright 2020. Texas Education Agency. All Rights Reserved.
State AssessmentStudent File ReviewItemSA4IDEA CitationTEC/TACCitationTEC §28.0213Evidence ofFindingsRequired ActionsYesIndividual—YesConvene ARD committee meetings for those students whoserecords indicate noncompliance in this area to consider if thestudent’s free, appropriate public education (FAPE) had beenimpacted and determine if compensatory services areneeded. Systemic—YesReview and revise policies and operating proceduresaddressing this issue.Develop processes that allow for self- monitoring this areaof noncompliance.Provide training on these procedures to the appropriatestaff.Demonstrate systemic, ongoing compliance in this area.Copyright 2020. Texas Education Agency. All Rights Reserved.Must BeAddressed in CAPYes
TransitionStudent File ReviewItemTR11IDEACitation34 CFR300.320(b)TEC/TACCitationTAC 89.1055(l)(1)Evidence ofFindingsYesRequired ActionsIndividual—YesConvene ARD committee meetings for those studentswhose records indicate noncompliance in this area toconsider if the student’s free, appropriate public education(FAPE) had been impacted and determine if compensatoryservices are needed.Systemic—Not ApplicableCopyright 2020. Texas Education Agency. All Rights Reserved.Must BeAddressed in CAPNo
Texas Administrative Code (TAC) Chapter 74.28. The 2020-2021 school year results for McAllen Independent School District are in the table below. On March 26,2021, the TEA concluded a program evaluation of McAllen ISD . An overview of the evaluation review for McAllen ISD is organized in the chart below.
