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SPED Resource Central
  • Live Calendar
  • Timeline Topics
    • YAG Checklist
    • Quarterly Slide Decks
    • School Appreciation
  • Spotlight Topics
    • Table of Contents
    • 89th Legislature Updates
    • Accelerated Learning: AI, IPI, HB 4545
    • Age of Majority
    • ARDC Meeting
    • Cameras in the Classroom
    • CEIS & CCEIS
    • Certification
    • Child Find
    • Confidentiality
    • Corrective Action Plan
    • Cyclical Monitoring
    • Differentiated Monitoring and Support
    • Discipline & Behavior
    • Dispute Resolution
    • Early Childhood Interventions (ECI)
    • Extended School Year
    • Facilitated IEP
    • Family Community Engagement
    • Funding Workbook
    • Grading and Progress Monitoring
    • Graduation
    • Legal Framework
    • Non-Ed Funds
    • Operating Procedures
    • PEIMS/TSDS/SAAH
    • Posting Guidelines
    • Private Nurse Agreements
    • Residential Facilities (RF)
    • Results Driven Accountability
    • Scheduling & Staffing
    • Significant Disproportionality (SD)
    • Snapshot: School District Profiles
    • SPED Determinations
    • State Assessment
    • State Performance Plan Indicators (SPPI)
    • Strategic Support Plan
    • Targeted Supports
    • TEAL (TEA Login)
    • Training
    • Transfer Students
    • Transition
  • Feedback
  • Additional Resources
  • More
    • Live Calendar
    • Timeline Topics
      • YAG Checklist
      • Quarterly Slide Decks
      • School Appreciation
    • Spotlight Topics
      • Table of Contents
      • 89th Legislature Updates
      • Accelerated Learning: AI, IPI, HB 4545
      • Age of Majority
      • ARDC Meeting
      • Cameras in the Classroom
      • CEIS & CCEIS
      • Certification
      • Child Find
      • Confidentiality
      • Corrective Action Plan
      • Cyclical Monitoring
      • Differentiated Monitoring and Support
      • Discipline & Behavior
      • Dispute Resolution
      • Early Childhood Interventions (ECI)
      • Extended School Year
      • Facilitated IEP
      • Family Community Engagement
      • Funding Workbook
      • Grading and Progress Monitoring
      • Graduation
      • Legal Framework
      • Non-Ed Funds
      • Operating Procedures
      • PEIMS/TSDS/SAAH
      • Posting Guidelines
      • Private Nurse Agreements
      • Residential Facilities (RF)
      • Results Driven Accountability
      • Scheduling & Staffing
      • Significant Disproportionality (SD)
      • Snapshot: School District Profiles
      • SPED Determinations
      • State Assessment
      • State Performance Plan Indicators (SPPI)
      • Strategic Support Plan
      • Targeted Supports
      • TEAL (TEA Login)
      • Training
      • Transfer Students
      • Transition
    • Feedback
    • Additional Resources

TEA | Significant Disproportionality Website

SD is a State-determined condition in which disproportionality in the identification, educational placement, or discipline of children with disabilities within an LEA exceeds the State's threshold established under the standard methodology and its flexibilities found in 34 CFR, §300.647 (see the Texas Significant Disproportionality Crosswalk). Texas uses a risk-ratio threshold of 2.5. 

Under 20 U.S.C 1418 (d) and 34 Code of Federal Regulations (CFR) §300.646, states must provide for the collection and examination of data to annually determine whether significant disproportionality based on race or ethnicity is occurring in the State and local education agencies (LEAs) with respect to three areas. 

significant disproportionality

SD Year 3 Designations

Notification of Significant Disproportionality Year 3 letters were sent to LEAs on 2026-2027 TBD

If an LEA is found to be SD in one or more of the SD categories as published in the Results Driven Accountability (RDA) report for three years in a row, LEAs are required to:

  • Review (and, if appropriate) revise policies, procedures, and practices;

  • Reserve the maximum amount of funds to be used for early intervening services; and

  • Report on the revision of policies, procedures, and practices.

Assurances

Assurance Requirement: SD 3 LEAs must submit an assurance through the Legal Framework for the Child-Centered Special Education Process portal by January 15, 2026.

Public Reporting

Acceptable methods of communication for publicly reporting any revisions to the policies, practices, and procedures may include a school board meeting announcement, a notice in the local newspaper, a posting on the LEA's website, and direct notices to families. 

Mandatory CCEIS Set Aside

LEAs with an SD determination must reserve 15 percent of their IDEA Part B and Part B Preschool flow-through funds for Comprehensive Coordinated Early Intervening Services (CCEIS) to address factors contributing to SD. This 15 percent reservation must be identified in the LEA's Special Education Consolidated Grant application.

Survey Requirement: LEAs identified with SD must complete the TEA Significant Disproportionality and CCEIS Survey by November 21, 2025. 

Check out TEA's Texas Significant Disproportionality Updates and FAQs for more information!

Additional Resources

Identification/Representation

Child Find Spotlight

Disability Condition Eligibility Definitions

OSEP Fast Facts

Placement

Inclusion

Universal Design for Learning

Disciplinary Removals

Discipline & Behavior Spotlight

OSEP: Positive, Proactive Approaches

PEIMS Coding and RDA

Region 7 | School-Wide Barriers to Improving Student Behavior

Restorative Discipline Practices

Related Resources

TEA Significant Disproportionality Website

TEA Results Driven Accountability Website

CEIS & CCEIS Spotlight

Disproportionality in SPED | Module

Texas SPED Support houses a variety of trainings and resources to support this spotlight topic.

Have questions?  Contact your local ESC Special Education Department.

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