Letter Generator: TEA Complaint About Compensatory Services

If you have already sent a letter to your school to request either the COVID-19 supplement to your child’s Individualized Education Program (IEP) required under new state law or compensatory services because you believe your child lost progress due to closures from the pandemic, and the school does not respond or provide the services in a prompt manner, parents should send a complaint letter to the Texas Education Agency (TEA). Passed in 2021, Senate Bill 89 requires schools to add a written supplement to a student’s IEP to address needed compensatory services for special education service reductions and lost progress resulting from school closures because of the pandemic. (If you haven't sent a letter to your school yet, see our Request Compensatory Services from School letter generator.)

Languages: this TEA Complaint About Compensatory Services resource is available in English and Spanish. Be aware that DRTx recommends that you provide your letter in a language understandable to the party or entity receiving it, which in most circumstances will be English.

Please complete the form below which will generate a PDF of a letter you can email or fax to TEA and to the school district superintendent. This form does not email or fax the letter for you - you must save the PDF to your device and then send.

"*" indicates required fields

Your Name *

First Last

Your Daytime Phone Number (best number to reach you) *

Your Email *

Your Address *

Street Address Address Line 2 City State ZIP Code

Your student's name *

First Last

Your student's age *

Please enter a number from 3 to 22.

Your child qualifies for special education services as a student with: (type in diagnosis or condition) *

For example: "Down Syndrome" or "deaf" or "blind" or "autism" or "mobility disabilities" or "a mental health diagnosis" etc.

My student has a condition that (explain how student's disability impacts his/her education) *

For example: "requires extra time on tests, tutoring from a reading specialist, and a positive behavioral support plan" or "requires her to have assistive technology to read her lessons" or "requires individualized or small group instruction for math"

Name of School District (do not need to include ISD on the end) *

Name of Your Student's School *

My student lost progress during the following school years: (pick one or both) *

2019-2020

2020-2021

Please select the issue(s) for which you are asking for compensatory services.

You may select as many as may apply. Enter your best estimate for the beginning and ending dates.

Issue 1: Did this happen with your child? If so, check the box.

My child received no special education services in a certain time frame.

Date no services began *

Date no services ended *

Issue 2: Did this happen with your child? If so, check the box.

My child only received partial special education services during a certain time frame.

Date partial services began *

Date partial services ended *

Issue 3: Did this happen with your child? If so, check the box.

My child received no related services within a certain time frame.

Date no related services began *

Date no related services ended *

Issue 4: Did this happen with your child? If so, check the box.

My child only received PARTIAL RELATED services for a certain time frame.

Date PARTIAL RELATED services began *

Date PARTIAL RELATED services ended *

Issue 5: Did this happen with your child? If so, check the box. (no dates are required on this item)

The school failed to timely evaluate my child.

Issue 6: Did this happen with your child? If so, check the box. (no dates are required on this item)

The school failed to timely develop an initial IEP.

Please add a description of the specific problems with technology access, instruction, accommodations, modifications, timelines that further explain the five choices above. *

For example: “In the beginning of the shut down and switch to remote learning, the district only provided packets of work once a week that did not include student’s appropriate and agreed upon modifications reflected in his IEP. In late April, the district finally provided laptop, but there were access problems that took multiple days to identify and troubleshoot and then inappropriate packets were sent electronically through email with no scheduled direct instruction. This was drastically different than the services that general education students were provided during this time which included pre-recorded videos on YouTube and synchronous learning options. The lack of modifications has led to a loss of progress in Math, Reading and Science as evidenced by his failing grades in all three subjects.”]

Signature *

Publication Code: ED39

Print This Page

Please select the issue(s) for which you are asking for compensatory services.

Recent items