Results Driven Accountability (RDA)
The RDA system is a data-driven framework developed and implemented annually for local educational agencies (LEAs) by the Division of Review and Support in coordination with other departments within the ¶¶ÒõÊÓƵ. The RDA Chapter 12 in the Accountability Manual provides comprehensive technical documentation about the RDA system, including program areas, indicators, measurement requirements, data sources, and more. This system is used by the TEA as one part of its annual evaluation of LEA performance and program effectiveness. It is worth noting that the RDA Chapter 12 was previously a standalone RDA Manual, formerly called Performance-Based Monitoring Analysis System (PBMAS).
2025-2027 RDA Resources
Disclaimer: Special Education RDA Indicator Update
In accordance with House Bill 6 (89th Legislative Session, 2025), TEA will exclude the following Results Driven Accountability (RDA) special education discipline indicators from the Performance Level (PL) Mean and Determination Level (DL) calculations:
- SPED OSS and Expulsion >10 Days Rate (Ages 3–21)
- SPED ISS >10 Days Rate (Ages 3–21)
- SPED Total Disciplinary Removals Rate (Ages 3–21)
PLs for these indicators will still be reported for informational purposes only. A To the Administrator Addressed (TAA) correspondence with additional details was posted on July 17, 2025.
More information about RDA can be found in Chapter 12 and Appendix K of the Accountability Manual.
| 2025 RDA | 2026 RDA | 2027 RDA |
|---|---|---|
|
|
RDA Timeline for 2025 Through 2028 A-F Accountability Refresh
RDA Changes: 2024-2026
RDA Webinars for LEAs and ESCs
| Day and Time | Title | Presenters | Webinar Links |
|---|---|---|---|
| September 18, 2025 2:00 - 3:00 p.m. | RDA Overview for Federal Programs | TEA OSPSS Staff | |
| November 13, 2025 2:00 - 3:00 p.m. | RDA Overview for Federal Programs | TEA OSPSS Staff |
Planning for the Future
Ongoing implementation of the RDA will include the addition of new indicators, revision of current indicators, and deletion of indicators that are no longer necessary. Factors independent from the RDA itself are also likely to have an impact on the future versions of RDA. These factors include the following:
- legislatively required changes to the statewide assessment program, STAAR;
- changes resulting from reauthorizations of federal statutes, including the Elementary and Secondary Education Act;
- results of any state or federal reviews, guidance, and regulations;
- changes to data collection definitions and processes; and
- legislation from a regular or special legislative session
RDA Guidance Documents
​
RDA Determination Level Frameworks
- 2025 Special Education — RDA Determination Level Framework
- 2025 BE/ESL/EB and OSP — RDA Determination Level Framework
RDA Intervention and Submission Calendars
- Special Education: 2025-2026 RDA Special Education Submissions calendar
- BE/ESL/EB and OSP: BE OSP RDA Intervention and Submissions calendar
RDA Program Specific Guides:
- Results Driven Accountability (RDA) – Bilingual/English as a Second Language/Emergent Bilingual (BE/ESL/EB)
- Results Driven Accountability (RDA) – Other Special Populations (OSP)
- Results Driven Accountability (RDA) – Special Education (SPED)
Strategic Support Plan:
The purpose of the SSP is to guide LEAs through the process of prioritizing RDA indicators contributing to low performance. The SSP is not a substitute to fulfill requirements of the Effective Schools Framework (ESF) determined by accountability nor any targeted improvement plan required through the ESF process.
The SSP is designed to assist the LEA's area(s) of growth to improve outcomes identified within the RDA performance indicators. The SSP is a tool used annually as part of the LEA's continuous improvement process to prioritize essential program elements, timelines, milestones, metrics, and task owners. When implemented with fidelity, the SSP assists in identifying district goals to support root causes of low performance related to RDA determination levels.
The process of developing the Strategic Support Plan has eight (8) steps:
Review Sources of Data
2. Identify Priority Areas
3. Develop Problem Statement(s)
4. Conduct Root Cause Analysis
5. Define Annual Goal(s)
6. Develop Strategies for Implementation
7. Define Implementation Activities
8. Monitor and Report Progress
LEAs required to engage in the continuous improvement process, based upon RDA determination levels, should submit SSPs to the ¶¶ÒõÊÓƵ in the Ascend Texas application. LEAs will retain information used during analysis and only submit to the TEA if requested. LEAs will use the Support Plan feature in the Ascend Texas application to develop a SPP to fulfill applicable continuous improvement requirements.
Office of Special Populations and Student Supports
Department of Review and Support
Phone: (512) 463-9414
Monday-Friday (8:00 AM to 5:00 PM)
Fax:(512) 463-9560
Email: ReviewandSupport@tea.texas.gov
Office of Special Populations and Student Supports
Department of Special Education
Phone: (512) 463-9414
Monday-Friday (8:00 AM to 5:00 PM)
Fax:(512) 463-9560
Email: sped@tea.texas.gov
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)
Website: