Texas State Plan for the Education of Gifted/Talented Students
The Texas State Plan for the Education of Gifted/Talented Students provides accountability standards and guidance to districts.
This tool was developed to help parents and guardians better understand the Texas State Plan for the Education of Gifted/Talented Students. We have isolated relevant parts of the state plan and highlighted information attempts to make the law more accessible to parents and guardians of Gifted/Talented students.
The Texas State Plan for the Education of Gifted/Talented Students provides accountability standards and guidance to districts.
Students who participate in services designed for gifted/talented students will demonstrate skills in self-directed learning, thinking, research, and communication as evidenced by the development of innovative products and performances that reflect individuality and creativity and are advanced in relation to students of similar age, experience, or environment. High school graduates who have participated in services for Gifted/Talented students will have produced products and performances of professional quality as part of their program services.
The state goal defines why services for Gifted/Talented students were created for the students of Texas. It also summarizes the desired outcomes of Gifted/Talented programs in Texas schools.
The Texas Education Code are the laws and rules passed by the Texas State Legislature that apply to most Texas schools that are supported by state tax funds.
CHAPTER 29. EDUCATIONAL PROGRAMS
Subchapter D. Educational Programs for Gifted and Talented Students
In this subchapter, “gifted and talented students” means a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who:
- (1) exhibits high performance capability in an intellectual, creative, or artistic area;
- (2) possesses an unusual capacity for leadership; or
- (3) excels in a specific academic field.
Please read your district’s publicly available school-board approved Gifted/Talented policy to identify the types of Gifted/Talented services provided by your district. For example, your district might not offer Gifted/Talented services for students who exhibit high performance capability in an artistic area or creative area.
Title 19, Part II
Chapter 89. Adaptations for Special Populations
Subchapter A. Gifted/Talented Education
§89.1 Student Assessment.
School districts shall develop written policies on student identification that are approved by the local board of trustees and disseminated to parents. The policies must:
- (1) include provisions for ongoing screening and selection of students who perform or show potential for performing at remarkably high levels of accomplishment in the areas defined in the Texas Education Code, §29.121;
- (2) include assessment measures collected from multiple sources according to each area defined in The Texas State Plan for the Education of Gifted/Talented Students;
- (3) include data and procedures designed to ensure that students from all populations in the district have access to assessment and, if identified, services for the Gifted/Talented program;
- (4) provide for final selection of students to be made by a committee of at least three local district educators who have received training in the nature and needs of gifted students; and
- (5) include provisions regarding furloughs, reassessment, exiting of students from program services, transfer of students, and appeals of district decisions regarding program placement.
§89.3 Student Services.
School districts shall provide an array of learning opportunities for Gifted/Talented students in kindergarten through grade 12 and shall inform parents of the opportunities. Options must include:
- (1) instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently;
- (2) a continuum of learning experiences that leads to the development of advanced-level products and performances;
- (3) in-school and, when possible, out-of-school options relevant to the student’s area(s) of strength that are available during the entire school year; and
- (4) opportunities to accelerate in areas of strength.
Students who show the potential for performing at remarkably high levels of accomplishment should participate in Gifted/Talented programming. The identification and assessment should ensure that all populations have access to assessment and participation in gifted/talented programming.
A “twice-exceptional learner” is a child or youth who performs at—or shows the potential for performing at—a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: exhibits high performance capability in an intellectual, creative, or artistic area; possesses an unusual capacity for leadership; or excels in a specific academic field (TEC 29.121) and who also gives evidence of one or more disabilities as defined by federal or state eligibility criteria.
The presence of difference between individuals and among groups including but not limited to age, socioeconomics, education, race and ethnicity, gender, sexual orientation, culture, and religious beliefs.
Services and activities not ordinarily provided by the school that are specifically designed to fully develop the capabilities of students who give evidence of high achievement or capability in areas such as intellectual, creative, artistic, or leadership capacity.
The following section includes family-relevant highlights from the State Plan along with additional information to help families better understand the state plan.
This section explains to families the accountability pieces of the state plan. The intention of this section is to help parents understand what is required by law, in order to better inform families and support equitable access and implementation of services.
Gifted/Talented education policies and procedures are reviewed and recommendations for improvement are made by an advisory group of community members, parents of Gifted/Talented students, school staff, and gifted/talented education staff, who meet regularly for that purpose.
Families can get involved by joining an advisory group. This will allow for you to be able to guide your child’s district in the improvement of G/T services. Ask your districts how to be a part of this group.
Develop a comprehensive manual or program guide describing all Gifted/Talented programs, services, assessments, and communication, which is accessible to parents, community and students and includes district G/T contact information.
Families can ask where the manual or program guide can be found. It is important that this document be accessible and provide a good understanding of what the services are for your child and how services are deemed to be appropriate for students in the district.
Written policies on student identification for Gifted/Talented services are approved by the district board of trustees and disseminated to all parents (19 TAC §89.1).
Families should have access to written policies that have been approved by the district board of trustees. Districts will have local and legal policies that can be reviewed.
Referral procedures for assessment of Gifted/Talented students are communicated to families in a language and form that the families understand, or a translator or interpreter is provided to the extent possible.
Families should have access to referral procedures in language understood by the family. If you are having difficulty with understanding the processes that exist in the district, it is important to contact the G/T department in your school district.
Referral forms for assessment of Gifted/Talented students are provided to families in a language and form that the families understand, or a translator or interpreter is provided to the extent possible.
Families should have access to referral forms in a language understood by the family. If documents are not available in a language that you speak, contact your child’s campus to see what can be done to help you. It is important to have a good understanding of how the language difference is taken into consideration when determining if G/T services are appropriate.
Families and staff are informed of individual student assessment results and placement decisions as well as given opportunities to schedule conferences to discuss assessment data.
Families should be informed of assessment results and they can schedule conferences to discuss the results. This is a good opportunity to ensure that accommodations and modifications were taken into consideration based on the learning differences of your child.
An awareness session providing an overview of the assessment procedures and services for Gifted/Talented students is offered for families by the district and/or campus prior to the referral period.
Prior to assessments, families should have an opportunity to learn about the assessment procedures and services for Gifted/Talented students offered by the district. Contact your school districts to learn when these meetings take place and let them know of any special circumstances that may exist that need to be addressed for you to participate.
All family meetings are offered in a language families can understand or a translator or interpreter is provided to the extent possible.
Families should let the district know if they need a translator for a family meeting. These translators should have a good understanding of what the services are.
Provisions regarding transfer students, furloughs, reassessment, exiting of students from program services, and appeals of district decisions regarding program placement are included in board-approved policy (19 TAC §89.1(5)).
Policy ensuring that transfer students are properly assessed and appropriately placed following notification of enrollment in the district is included in board-approved policy. Transfers from campus to campus within the district are also addressed in board-approved policy.
Families should be aware that students who transfer to a new district are subject to the new district’s board-approved policy. Also, some districts do not offer services in leadership, artistic, and creativity areas. Please review board-approved policy of a new district when transferring between districts.
When a Gifted/Talented student transfers to another district either in or out of Texas, that district is provided with the student’s assessment data by the sending district.
Families should expect assessment data from previous districts to be shared with a new district when students transfer.
Policy is adopted allowing student furlough (the opportunity for students to have a leave of absence from Gifted/Talented program services) for specified reasons and for a certain period of time without being exited.
Districts have policies about leaves of absences from program services, and parents should familiarize themselves with the policy if a furlough is being considered for a student. At the conclusion of the furlough, the child will continue with services unless the committee recommends new actions.
Policy related to reassessment of Gifted/Talented students is based on performance in response to Gifted/Talented services and if reassessment occurs at all, it is no more than once in elementary grades, once in middle school grades, and once in high school.
If a district chooses to reassess Gifted/Talented students, it is no more than once in elementary school, middle school, and high school. Reassessment is assessment of current students in Gifted/Talented programs for the purpose of collecting information to better inform program and instructional decisions.
Policy related to exiting of students from Gifted/Talented services is based on multiple criteria including student performance in response to services. Exiting of a student is finalized by committee decision after consultation with parents and student regarding the student’s educational needs.
Families should be consulted prior to any student’s exit from Gifted/Talented services, and multiple criteria including student performance should be found within district policy. It is appropriate to ask the committee to review the various opportunities that were available for your child in the G/T services.
Policy related to appeals allows parents, students, and educators to appeal placement decisions in a timely manner and to present new data, if appropriate.
Families may appeal district Gifted/Talented placement decisions, and present new data during the appeals process. The appeal process should occur in a timely manner and new information can be reviewed to determine if services are appropriate.
Provisions for ongoing identification of students who perform or show potential for performing at remarkably high levels of accomplishment in each area of giftedness served by the district are included in board-approved policy (19 TAC §89.1(1)).
Board-approved policy should reflect that there are provisions for ongoing identification of students. As is reflected in Texas Education Code (§29.121), the policy should reflect that the district is attempting to identify a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment. It is important to determine if the learning differences of your child were taken into consideration when determining if services were appropriate for your child.
Assessment opportunities for Gifted/Talented identification are made available to students at least once per school year.
After a student has completed an assessment during a school year, their next opportunity to complete the assessment process is in the student's next school year.
Students in grades K–12 shall be assessed and, if identified, provided Gifted/Talented services (TEC §29.122 and 19 TAC §89.1(3)).
Families should expect a student to receive Gifted/Talented services once they are identified. The start date of students may vary from district to district; however, students in Kindergarten must be identified and receive services by March 1.
Data collected from multiple sources for each area of giftedness served by the district are included in the assessment process for Gifted/Talented services (19 TAC §89.1(2)). The assessment process allows for student exceptionalities to the extent possible.
Multiple data sources should influence decisions made by the committee of 3+ educators that will make the final decision on Gifted/Talented placement. Districts cannot use one “screener” or single test to exclude students from referral to and participation in Gifted/Talented services. If a student receives accommodations and modifications when taking assessments, the process should allow for accommodations and modifications to the extent possible.
Based on a review of information gathered during the assessment process, students whose data reflect that Gifted/Talented services will be the most effective way to meet their identified educational needs are recommended by the selection committee for Gifted/Talented services.
The data used by the selection committee can differ from district to district. The final decision is made by the G/T trained committee.
Students are assessed in languages they understand or with nonverbal assessments.
Families should expect students to be assessed in languages understood by the student, and nonverbal assessments should have instructions explained to the student in a language understood by the student. Ask your child’s school district the types of opportunities that exist in identification for children with learning differences.
All kindergarten students are automatically considered for Gifted/Talented and other advanced level services.
Families should expect all kindergartners to be considered for Gifted/Talented services. Considered does not mean that every student must go through the entire identification and assessment process. Ask your child’s school district what this looks like for your child.
At the kindergarten level, as many criteria as possible, and at least three (3), are used to assess students who perform at or show the potential of accomplishment relative to age peers.
Families should expect districts to consider at least 3 criteria (performance indicators) when trying to recognize a student’s performance or potential relative to others of the same age, experience, or environment. These performance indicators can be qualitative measures that cannot be recorded numerically and that include observations, anecdotal records, checklists, interviews, student products, performances, etc. The performance indicators can also be quantitative measures that can be expressed in terms of definite numbers or amounts such as scores on achievement tests.
Qualitative measures are performance indicators that cannot be recorded numerically and that include observations, anecdotal records, checklists, interviews, student products, performances, etc. Quantitative measures are performance indicators that can be expressed in terms of definite numbers or amounts such as scores on achievement tests. Districts must use 3 or more measures and cannot use one “screener” or test to determine whether a student needs Gifted/Talented services.
If services are available in leadership, artistic, and creativity areas, a minimum of three (3) criteria are used for assessment.
Some districts do not offer services in leadership, artistic, and creativity areas. If districts do offer services in these areas, they must use at three least criteria for assessment. This assessment process may be different to reflect the service options that exist.
Access to assessment and, if needed, Gifted/Talented services is available to all populations of the district (19 TAC §89.1(3)).
All populations have access to assessment, and if needed, Gifted/Talented services.
The population of the Gifted/Talented services program is closely reflective of the population of the total district and/or campus.
Underrepresentation in gifted education of culturally diverse, linguistically diverse, and multi-exceptional students has been widely recognized as a problem in gifted education. Families should expect equitable participation in Gifted/Talented services from all populations.
Final determination of students’ need for gifted/talented services is made by a committee of at least three (3) local district or campus educators who have received training in the nature and needs of Gifted/Talented students and who have met and reviewed the individual student data (19 TAC §89.1(4)).
A committee of at least 3 educators must meet and make the final decision on whether a student needs Gifted/Talented services. The decision should not be made by a test or by a single person. You have the right to appeal the decision made by the committee if you believe that the information does not best reflect your child’s needs.
The selection committee is formed of members who have completed training as required by 19 TAC §89.2.
Selection committee members should at least be trained on the nature and needs of Gifted/Talented students. It is highly recommended by TEA that each member of the G/T committee have the 30 foundational hours and be current with their G/T six-hour update.
A balanced examination of all assessment data collected through the district’s Gifted/Talented assessment process is conducted and used by the selection committee in making identification decisions.
Assessment data consideration should consider all data evenly when considering placement. Tools will be utilized in a way to best determine the need for services.
Student progress/performance in response to Gifted/Talented services is periodically assessed using standards in the areas served and identified in the written plan. Results are communicated to parents or guardians.
Families should be informed of students’ progress and performance in response to Gifted/Talented services. Contact your district to inform yourself on how this progress monitoring takes place and what are ways that you can be informed of your child’s progress.
Identified Gifted/Talented students are assured an array of learning opportunities that are commensurate with their abilities and that emphasize content in the four (4) foundation curricular areas. Services are available during the school day as well as the entire school year. Parents are informed of these options (19 TAC §89.3(3)).
Families should be informed of the learning opportunities available to Gifted/Talented students available during the school day in math, science, social studies, and reading/language arts (the four foundational curricular areas). You may contact your child’s school to learn what types of data were utilized to determine if the opportunities are appropriate for your child.
Information concerning special opportunities (e.g., contests, academic recognition, summer camps, community programs, volunteer opportunities, etc.) is available and disseminated to parents and community members.
Families and community members should be informed of special opportunities such as contests, academic recognition, summer camps, community programs, volunteer opportunities, and any other opportunities available to Gifted/Talented students.
Services for Gifted/Talented students are comprehensive, structured, sequenced, and appropriately challenging, including options in the four (4) foundation curricular areas.
Families should expect students to be appropriately challenged in math, science, social studies, and reading/language arts. This is accomplished through the implementation of G/T accommodations and modifications.
Gifted/Talented students are ensured opportunities to work together as a group, work with other students, and work independently during the school day as well as the entire school year as a direct result of Gifted/Talented service options (19 TAC §89.3(1)).
Gifted/Talented students have opportunities to work independently and collaboratively throughout the school year. You are able to ask your school district the way this is done consistently in the classroom setting.
Flexible grouping patterns and independent investigations are provided throughout the program design/services.
Students will work with a variety of other students during the learning process throughout the year, but will also have the opportunity to complete independent investigations. Independent study is a self-directed learning strategy where the teacher acts as guide or facilitator, and the student plays a more active role in designing and managing his or her own learning.
Out-of-school options relevant to the students’ areas of strength are provided by school districts whenever possible (19 TAC §89.3(3)).
If possible, districts will look for opportunities to support students’ areas of strength.
Local board policies are developed that are consistent with State Board of Education rules on credit by examination (19 TAC §74.24) and early high school graduation opportunities (TEC §56.203).
Credit by examination is a method in which a student may receive credit for a subject/course or accelerate through a grade by taking one or more exams.
Acceleration and flexible pacing are employed, allowing students to learn at the pace and level appropriate for their abilities and skills, and are actively facilitated by district administrators, counselors, and teachers.
Flexible pacing is defined as placing students at an appropriate instructional level and allowing them to move forward in the curriculum as they master content and skills. Flexible pacing is achieved by such methods as continuous progress, compacted course, advanced level courses, grade skipping, early entrance, concurrent or dual enrollment, and credit by examination.
Local board policies are developed that enable students to participate in dual/concurrent enrollment, distance learning opportunities, and accelerated summer programs if available.
Concurrent enrollment is the practice of enrolling in a college or university to earn college or university credit while in high school. Dual credit is an opportunity for a student to earn high school credit for successful completion of a college course. Review local board-approved policy to explore options available to students.
A person who has thirty (30) hours of professional learning in Gifted/Talented education and annual six (6) hour professional learning updates as required in 19 TAC §89.2(1) is assigned to coordinate district level services for Gifted/Talented students in grades K–12.
District coordinators have completed at minimum an initial 30 hours of Gifted/Talented training, and have attended and additional six hours of professional development annually.
Develop and implement services to address the social and emotional needs of Gifted/Talented students and their impact on student learning.
Families should expect districts to develop and implement services that support the social and emotional needs of Gifted/Talented students.
An array of appropriately challenging learning experiences in each of the four (4) foundation curricular areas is provided for Gifted/Talented students in grades K–12, and parents are informed of the opportunities (19 TAC §89.3).
Families should be informed of the appropriately challenging learning opportunities available to Gifted/Talented students available during the school day in math, science, social studies, and reading/language arts (the four foundational curricular areas).
Opportunities are provided for students to pursue areas of interest in selected disciplines through guided and independent research.
Families should expect students to have opportunities to explore areas of interest in selected disciplines through guided and independent research. This might occur through the Texas Performance Standards Project or some other process that is supported by the district.
A continuum of learning experiences is provided that leads to the development of advanced-level products and/or performances such as those provided through the Texas Performance Standards Project (TPSP) (19 TAC §89.3(2)).
Families should expect Gifted/Talented students to develop advanced-level products and/or performances and they may use the Texas Performance Standards Project to support product and performance creation.
Participation in the Texas Performance Standards Project (TPSP), or other experiences that result in the development of sophisticated products and/or performances that are targeted to an audience outside the classroom, is available through gifted/talented curricula.
Families should expect Gifted/Talented students to develop advanced-level products and/or performances and they may use the Texas Performance Standards Project to support product and performance creation. These products would be targeted to an audience outside the classroom, and may look like a Gifted/Talented exhibition of products. Showcases of this work may be in person or virtual.
Opportunities are provided to accelerate in areas of student strengths (19 TAC §89.3(4)).
Families should expect students to have opportunities to accelerate in areas of strength. You are able to ask your district what processes are in place to identify student strengths. Many times this is discussed in G/T committee meetings.
Flexible pacing is employed, allowing students to learn at the pace and level appropriate to their abilities and skills.
Families should expect educators to adjust their pacing to appropriately challenge students, and to have students engage in learning experiences that are appropriate to student abilities and skills.
Scheduling modifications are implemented in order to meet the identified needs of individual students.
Students might have their schedules modified to support their needs and/or course options.
Provisions to improve services to Gifted/Talented students are included in district and campus improvement plans (TEC §§11.251-11.253).
Families have access to district improvement plans and can view the provisions to improve services to Gifted/Talented students.
Educators adapt and/or modify the core or standard curriculum to meet the needs of Gifted/Talented students and those with special needs such as twice-exceptional, highly gifted, and English learners.
Families should expect educators to adapt and modify what they teach to meet the needs of Gifted/Talented students. Students should have the needs met in any of their identified special populations as well as their G/T services.
Twice exceptional learners are students who performs at—or shows the potential for performing at—a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who: 1. exhibits high performance capability in an intellectual, creative, or artistic area; 2. possesses an unusual capacity for leadership; or 3. excels in a specific academic field (TEC 29.121) and who also gives evidence of one or more disabilities as defined by federal or state eligibility criteria. Twice exceptional students should receive supports required by law, while also receiving support in the development of the students’ talents.
English Learners means a student whose primary language is other than English and whose English language skills are such that the student has difficulty performing ordinary classwork in English. TEC §29.052(1)
English learners should receive language supports while also participating in appropriately challenging learning experiences.
A minimum of thirty (30) clock hours of professional learning that includes nature and needs of Gifted/Talented students, identification and assessment of Gifted/Talented students, and curriculum and instruction for Gifted/Talented students is required for teachers who provide instruction and services that are a part of the district’s defined Gifted/Talented services. Teachers are required to have completed the thirty (30) hours of professional learning prior to their assignment to the district’s Gifted/Talented services (19 TAC §89.2(1)).
Educators of Gifted/Talented students should have received a minimum of 30 clock hours of professional learning about how to support Gifted/Talented students.
Teachers without required training who are assigned to provide instruction and services that are part of the district’s defined Gifted/Talented services are required to complete the thirty (30) hour training within one semester (19 TAC §89.2(2)).
Educators of Gifted/Talented students who are new to the district and have not previously received Gifted/Talented training should receive a minimum of 30 clock hours of professional learning within one semester about how to support Gifted/Talented students.
Teachers who provide instruction and services that are a part of the district’s defined Gifted/Talented services receive a minimum of six (6) hours annually of professional development in Gifted/Talented education that is related to state teacher Gifted/Talented education standards (19 TAC §89.2(3) and TAC §233.1).
Educators should participate yearly in at least six hours of professional development in Gifted/Talented education.
Written policies are developed on Gifted/Talented student identification, approved by the local board of trustees and disseminated to parents (19 TAC §89.1).
Families should have access to written policies on Gifted/Talented identification in the district.
Input from family and community representatives on Gifted/Talented identification and assessment procedures is invited annually.
Districts should annually invite families and community representatives to give feedback on identification and assessment procedures.
Information is shared or meetings are held annually requesting parent and community recommendations regarding students who may need Gifted/Talented services.
Families should expect districts to invite parents to meetings or receive written information requesting parent and community recommendations regarding students who may need Gifted/Talented services.
The opportunity to participate in a parent association and/or Gifted/Talented advocacy groups is provided to parents and community members.
Families and community members should be offered the opportunity to participate in a parent association(s) and/or Gifted/Talented advocacy group(s).
An array of learning opportunities is provided for Gifted/Talented students in grades K–12, and parents are informed of all Gifted/Talented services and opportunities (19 TAC §89.3).
Families should expect to be informed of all Gifted/Talented services and learning opportunities.
Products and achievements of Gifted/Talented students are shared with the community.
Gifted/Talented students’ products and achievements will be shared with the community.
Orientation and periodic updates are provided for parents of students who are identified as gifted/talented and provided Gifted/Talented services.
Families should expect to receive information about orientations to Gifted/Talented services, and receive updates on progress in Gifted/Talented services. These meetings are an excellent opportunity to ask how the different needs for your child will be met in the various special populations that they are a part of.
The effectiveness of Gifted/Talented services is evaluated annually, shared with the board of trustees, and the data is used to modify and update district and campus improvement plans. Parents are included in the evaluation process, and the outcomes and findings of the evaluation are shared with parents (TEC §§11.251–11.253).
Families can participate in the evaluation of Gifted/Talented services, and should have access to the outcomes and findings of the evaluation. Families can also access district improvement plans and campus improvement plans.
TITLE VI, CIVIL RIGHTS ACT OF 1964; THE MODIFIED COURT ORDER, CIVIL ACTION 5281, FEDERAL DISTRICT COURT, EASTERN DISTRICT OF TEXAS, TYLER DIVISION
Reviews of local education agencies pertaining to compliance with the Title VI Civil Rights Act of 1964 and with specific requirements of the Modified Court Order, Civil Action No. 5281, Federal District Court, Eastern District of Texas, Tyler Division are conducted periodically by staff representatives of the Texas Education Agency. These reviews cover at least the following policies and practices:
- (1) acceptance policies on student transfers from other school districts;
- (2) operation of school bus routes or runs on a nonsegregated basis;
- (3) nondiscrimination in extracurricular activities and the use of school facilities;
- (4) nondiscriminatory practices in the hiring, assigning, promoting, paying, demoting, reassigning, or dismissing of faculty and staff members who work with children;
- (5) enrollment and assignment of students without discrimination on the basis of race, color, or national origin;
- (6) nondiscriminatory practices relating to the use of a student’s first language; and
- (7) evidence of published procedures for hearing complaints and grievances.
In addition to conducting reviews, the Texas Education Agency staff representatives check complaints of discrimination made by a citizen or citizens residing in a school district where it is alleged discriminatory practices have occurred or are occurring.
Where a violation of Title VI of the Civil Rights Act is found, the findings are reported to the Office for Civil Rights, U.S. Department of Education.
If there is a direct violation of the Court Order in Civil Action No. 5281 that cannot be cleared through negotiation, the sanctions required by the Court Order are applied.
TITLE VII, CIVIL RIGHTS ACT OF 1964 AS AMENDED BY THE EQUAL EMPLOYMENT OPPORTUNITY ACT OF 1972; EXECUTIVE ORDERS 11246 AND 11375; EQUAL PAY ACT OF 1964; TITLE IX, EDUCATION AMENDMENTS; REHABILITATION ACT OF 1973 AS AMENDED; 1974 AMENDMENTS TO THE WAGE-HOUR LAW EXPANDING THE AGE DISCRIMINATION IN EMPLOYMENT ACT OF 1967; VIETNAM ERA VETERANS READJUSTMENT ASSISTANCE ACT OF 1972 AS AMENDED; IMMIGRATION REFORM AND CONTROL ACT OF 1986; AMERICANS WITH DISABILITIES ACT OF 1990; AND THE CIVIL RIGHTS ACT OF 1991.
The Texas Education Agency agrees to comply fully with the information above that is found within Title VI of the Civil Rights act.