2007-08 AEIS Glossary

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A=20 printer-friendly version of the Glossary is = also=20 available as a PDF download.

A translation in Spanish, the=20 Glosario, will be available in = January.

Accountability Rating: This refers to = the=20 district and campus ratings assigned by the 2008 state=20 accountability system. Districts and campuses are evaluated = on=20 performance on the TAKS, completion rate and annual dropout = rate.=20 Possible ratings are:

Exemplary;=20
Recognized;=20
Academically Acceptable;=20
Academically Unacceptable;=20
Not Rated: Other; and=20
Not Rated: Data Integrity Issues.

The above ratings apply to districts (including charter=20 operators) and schools rated under the standard = accountability=20 procedures.

Additionally, alternative education accountability (AEA) = ratings=20 are issued to campuses and charters registered to be = evaluated under=20 AEA procedures. Possible AEA ratings are:

AEA: Academically Acceptable;=20
AEA: Academically Unacceptable; and=20
AEA: Not Rated - Other.

For a more detailed explanation of the accountability = system, see=20 the 2008=20 Accountability Manual available at=20 www.tea.state.tx.us/perfreport/account/2008/manual/.

Accountability=20 Subset: This refers to the group of non-mobile = students=20 whose performance on the TAKS is used in determining a = school's and=20 district's accountability rating. Specifically, the subsets = have=20 been calculated as follows:

Campus-level accountability subset: If a student = was=20 reported in membership at one campus on October 26, 2007, = but moves=20 to another campus before the TAKS test, that student's = performance=20 was removed from the accountability results for both = campuses,=20 whether the campuses were in the same district or different=20 districts. Campuses were held accountable only for those = students=20 reported to be enrolled in the campus in the fall and tested = in the=20 same campus in the second semester.

District-level accountability subset: If a = student was=20 in one district on October 26, 2007, but then moved to = another=20 district before the TAKS test, that student's performance = was taken=20 out of the accountability subset for both districts. = However, if the=20 student moved from campus to campus within the district, his = or her=20 performance was included in that district's results, even = though it=20 did not count for either campus. This means that district=20 performance results do not match the sum of the campus = performance=20 results.

TAKS/TAKS (Accommodated)/TAKS-M/TAKS-Alt Participation, = included=20 in the AEIS report, shows what percent of a district's or = school's=20 test takers are mobile and are not included in the=20 Accountability Subset. For additional information = and=20 examples of how the accountability subset is determined, see = Chapter 2 of the 2008=20 Accountability Manual. Also see Mobile,=20 TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation, and = Appendix=20 E.=20

Adopted Tax = Rate=20 (calendar year 2007) (District Profile = only): This=20 is the locally adopted tax rate set for the 2007 calendar = year. The=20 total adopted rate is composed of a maintenance and = operation rate=20 (M&O) and a debt service rate (sometimes referred to as = the=20 Interest and Sinking fund rate). Rates are expressed per = $100 of=20 taxable value. Taxes based on this rate were to be paid by = taxpayers=20 in early 2008. The state value shown for the adopted tax = rates is=20 the simple average of all the district rates. (Source: = Texas=20 Comptroller of Public Accounts, July 2008)

Advanced = Course/Dual=20 Enrollment Completion: This indicator is based on a = count=20 of students who complete and receive credit for at least one = advanced course in grades 9-12. Advanced courses include = dual=20 enrollment courses. Dual enrollment courses are those for = which a=20 student gets both high school and college credit. Deciding = who gets=20 credit for which college course is described in Texas = Administrative=20 Code =A774.25 which states, in part:

(b) To be eligible to enroll and be awarded credit = toward state=20 graduation requirements, a student must have the approval = of the=20 high school principal or other school official designated = by the=20 school district. The course for which credit is awarded = must=20 provide advanced academic instruction beyond, or in = greater depth=20 than, the essential knowledge and skills for the = equivalent high=20 school course.

Appendix=20 C lists all courses identified as advanced, with = the=20 exception of courses designated only as dual enrollment. = Dual=20 enrollment courses are not shown, as the courses vary from = campus to=20 campus and could potentially include a large proportion of = all high=20 school courses.

Course completion information is reported by districts = through=20 the Public Education Information Management System (PEIMS) = after the=20 close of the school year. The values, expressed as a = percent, are=20 calculated as follows:

number of students in grades 9-12 who = received=20 credit for at least
one advanced or dual enrollment = course in=20 2006-07
divided by
number of students in = grades 9-12=20 who completed at least one course in 2006-07

Schools and districts may qualify for Gold = Performance=20 Acknowledgment for advanced course/dual enrollment = completion.=20 For a more detailed explanation of Gold Performance=20 Acknowledgment, see Chapter 5 of the 2008=20 Accountability Manual.

Special education students are included in the results = shown for=20 the campus or district and the individual student groups. = For=20 purposes of comparison, course completion rates are also = shown for=20 the prior year (2005-06). See also Appendix=20 C. (Source: PEIMS, June 2007, June 2006) =

Advanced Placement Examinations: See AP/IB=20 Results.

All = Funds:=20 Financial information is broken down by fund type (general = fund only=20 and all funds). All Funds consists of four fundamental fund = groups:=20 General Fund (fund codes 101-199 and 420), Special Revenue = Funds=20 (fund codes 200/300/400), Debt Service Funds (fund code = 599), and=20 Capital Projects Funds (fund codes 601 and 699). It also = includes=20 the Enterprise Fund, and the National School Breakfast and = Lunch=20 Program (fund code 701). Within the general fund, fund code=20 420-Foundation School Program and Other State Aid-is used by = charter=20 operators only.

Note that all financial data shown by fund is actual = data, not=20 budgeted. Accordingly, the information is from the prior = year=20 (2006-07). See Appendix=20 B. (Source: PEIMS, March 2008)

Annual = Dropout=20 Rate: Three annual dropout rate indicators are = shown:

(1) Annual Dropout Rate (Gr 7-8). This includes = only=20 grades 7 and 8. This is the rate used in determining a = campus=20 accountability rating under standard procedures (for = campuses that=20 have one or both of those grades) or the district's rating. = It is=20 calculated as follows:

number of dropouts in grades 7 and 8 =
divided=20 by
number of grade 7 and 8 students who were in = attendance=20 at any time during the 2006-07 school year

(2) Annual Dropout Rate (Gr 7-12). This includes = grades=20 7 through 12. This is the rate used in determining a campus = or=20 charter operator accountability rating under AEA procedures = (for=20 campuses or charters that have one or more of those grades). = It is=20 calculated as follows:

number of dropouts in grades 7 through 12=20
divided by
number of grade 7-12 students who = were in=20 attendance at any time during the 2006-07 school year

(3) Annual Dropout Rate (Gr 9-12). This includes = grades=20 9 through 12. This measure shows the dropout rates for the = high=20 school grades. It is a report-only measure and is not used = in=20 determining accountability ratings. It is calculated as = follows:=20

number of dropouts in grades 9 through 12=20
divided by
number of grade 9-12 students who = were in=20 attendance at any time during the 2006-07 school year

Beginning with dropouts reported for the 2005-06 school = year, TEA=20 used a more rigorous dropout definition, based on the = federal=20 definition for dropouts. To aid in the transition to the new = definition, a feature was added to the state accountability = system,=20 the School Leaver Provision. Under this provision, a campus = or=20 district's rating could not be lowered solely because of = performance=20 on its annual dropout rate. This provision applied to both = the 2007=20 and 2008 rating years. The 2007-08 AEIS reports show two = years of=20 data because the 2006-07 and 2005-06 dropout rates use = comparable=20 definitions. See Appendix I of the 2008=20 Accountability Manual for more information on the = dropout=20 definition.

All three annual rates appear on district, region, and=20 state-level AEIS reports. Reports for secondary campuses = evaluated=20 under standard procedures show the grade 7-8 and grade 9-12 = rates.=20 Reports for secondary campuses evaluated under AEA = procedures show=20 the grade 7-8 and grade 7-12 rates.

Note that with all annual dropout rate calculations, a = cumulative=20 count of students is used in the denominator. This method = for=20 calculating the dropout rate neutralizes the effects of = mobility by=20 including in the denominator every student ever reported in=20 attendance at the campus or district throughout the school = year,=20 regardless of length of stay. For a more complete = description of=20 dropout rates, see the Secondary School Completion and = Dropouts in=20 Texas Public Schools, 2006-07 reports, available at=20 www.tea.state.tx.us/research/. See also Dropout=20 and Leaver=20 Record. (Source: PEIMS, Oct. 2006, Oct. 2007 = and June=20 2007)

AP/IB = Results: These=20 refer to the results of the College Board's Advanced = Placement (AP)=20 examinations and the International Baccalaureate = Organization's=20 International Baccalaureate (IB) examinations taken by Texas = public=20 school students. High school students may take these = examinations,=20 ideally upon completion of AP or IB courses, and may receive = advanced placement or credit, or both, upon entering = college.=20 Generally, colleges will award credit or advanced placement = for=20 scores of 3, 4, or 5 on AP examinations and scores of 4, 5, = 6, or 7=20 on IB examinations. Requirements vary by college and by = subject=20 tested.

Three values are calculated for this indicator:

(1) Tested. This shows the percent of students = in grades=20 11 and 12 taking at least one AP or IB examination:

number of 11th and 12th grade students = taking at=20 least one AP or IB examination
divided = by
number of=20 non-special education 11th and 12th grade students

(2) Examinees ≥ Criterion. The percent of = examinees with=20 at least one AP or IB score at or above the criterion score = (3 on AP=20 or 4 on IB):

number of 11th and 12th graders with at = least one=20 score at or above criterion
divided = by
number of=20 11th and 12th graders with at least one AP or IB examination =

(3) Scores ≥ Criterion. This shows the = percent of scores=20 at or above the criterion score (3 on AP or 4 on IB):

number of 11th and 12th grade AP & IB=20 examination scores at or above criterion
divided=20 by
number of 11th and 12th grade AP & IB = examination=20 scores

The denominator of equation (1) does not include 11th and = 12th=20 grade students served in special education; however, all = students=20 who took at least one AP or IB examination are included in = the=20 numerator. The performance of special education students is = included=20 in both the numerator and denominator of the other = equations.

Schools and districts may qualify for Gold Performance=20 Acknowledgment for participation and performance on AP/IB = results=20 (measures (1) and (2) above). For a more detailed = explanation of=20 Gold Performance Acknowledgment, see the 2008=20 Accountability Manual. See also Criterion=20 Score. (Sources: The College Board, Aug. 2007, = Jan.=20 2007; The International Baccalaureate Organization, Aug. = 2007, Aug.=20 2006; and PEIMS, Oct. 2007, Oct. 2006)

ARD: This refers to the Admission, = Review, and=20 Dismissal committee that determines the individual education = plan=20 for every student in special education. See also Special=20 Education and TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation.

At-Risk: A student=20 is identified as at risk of dropping out of school based on=20 state-defined criteria (=A7TEC 29.081.) At-risk status is = obtained=20 from the PEIMS 110 records. The percent of at-risk students = is=20 calculated as the sum of the students coded as at risk, = divided by=20 the total number of students in membership:

number of students coded as at-risk =
divided=20 by
total number of students

A column showing at-risk student performance is shown on = the=20 district, region, and state reports. While this column is = not=20 available on the campus-level reports, counts of at-risk = students=20 are shown in the Profile section of the campus reports (as = well as=20 the district, region, and state reports).

The statutory criteria for at-risk status include each = student=20 who is under 21 years of age and who:

was not advanced from one grade level to the next for = one or=20 more school years;=20
is in grades 7, 8, 9, 10, 11, or 12 and did not = maintain an=20 average equivalent to 70 on a scale of 100 in two or more = subjects=20 in the foundation curriculum during a semester in the = preceding or=20 current school year or is not maintaining such an average = in two=20 or more subjects in the foundation curriculum in the = current=20 semester;=20
did not perform satisfactorily on an assessment = instrument=20 administered to the student under TEC Subchapter B, = Chapter 39,=20 and who has not in the previous or current school year=20 subsequently performed on that instrument or another = appropriate=20 instrument at a level equal to at least 110 percent of the = level=20 of satisfactory performance on that instrument;=20
is in prekindergarten, kindergarten or grades 1, 2, or = 3 and=20 did not perform satisfactorily on a readiness test or = assessment=20 instrument administered during the current school year;=20
is pregnant or is a parent;=20
has been placed in an alternative education program in = accordance with =A7TEC 37.006 during the preceding or = current school=20 year;=20
has been expelled in accordance with =A7TEC 37.007 = during the=20 preceding or current school year;=20
is currently on parole, probation, deferred = prosecution, or=20 other conditional release;=20
was previously reported through the PEIMS to have = dropped out=20 of school;=20
is a student of limited English proficiency, as = defined by=20 =A7TEC 29.052;=20
is in the custody or care of the Department of = Protective and=20 Regulatory Services or has, during the current school = year, been=20 referred to the department by a school official, officer = of the=20 juvenile court, or law enforcement official;=20
is homeless, as defined by 42 U.S.C. Section 11302 and = its=20 subsequent amendments; or=20
resided in the preceding school year or resides in the = current=20 school year in a residential placement facility in the = district,=20 including a detention facility, substance abuse treatment=20 facility, emergency shelter, psychiatric hospital, halfway = house,=20 or foster group home.

(Sources: PEIMS, Oct. 2007; Texas Education Code, = 79th Texas=20 Legislature)

Attendance = Rate:=20 Attendance rates reported in AEIS are based on student = attendance=20 for the entire school year. Only students in grades 1-12 are = included in the calculations. Attendance is calculated as = follows:=20

total number of days students were present = in=20 2006-07
divided by
total number of days = students=20 were in membership in 2006-07

Schools and districts may qualify for Gold Performance=20 Acknowledgment based on their attendance rate. For a more = detailed=20 explanation of Gold Performance Acknowledgment, see the 2008=20 Accountability Manual.

Attendance rates are shown for 2006-07 and 2005-06. = (Source:=20 PEIMS, June 2007, June 2006)

Auxiliary = Staff=20 (District Profile only): This shows the Full-Time=20 Equivalent (FTE) count of staff reported without a role but = with a=20 PEIMS employment and payroll record. Counts of auxiliary = staff are=20 expressed as a percent of total staff. For auxiliary staff, = the FTE=20 is simply the value of the percent of day worked. = (Source:=20 PEIMS, Oct. 2007)

Average = Actual=20 Salaries (regular duties only): For each=20 professional staff type, the total salary is divided by the = total=20 FTE count of staff who receive that salary. The total actual = salary=20 amount is pay for regular duties only and does not include=20 supplemental payments for coaching, band and orchestra = assignments,=20 and club sponsorships. (Source: PEIMS, Oct. = 2007)

Average=20 Teacher Salary by Years of Experience (regular = duties=20 only): Total pay for teachers within each experience = group is=20 divided by the total teacher FTE for the group. The total = actual=20 salary amount is pay for regular duties only and does not = include=20 supplements. (Source: PEIMS, Oct. 2007)

Average Years=20 Experience of Teachers: Weighted averages are = obtained by=20 multiplying each teacher's FTE count by years of experience. = These=20 amounts are summed for all teachers and divided by the total = teacher=20 FTE count, resulting in the averages shown. This measure = refers to=20 the total number of (completed) years of professional = experience for=20 the individual in any district. (Source: PEIMS, Oct.=20 2007)

Average=20 Years Experience of Teachers with District: = Weighted=20 averages are obtained by multiplying each teacher's FTE = count by=20 years of experience. These amounts are summed for all = teachers and=20 divided by the total teacher FTE count, resulting in the = averages=20 shown. This measure refers to tenure, i.e., the = number of=20 years employed in the reporting district, whether or not = there has=20 been any interruption in service.

Campus Group: = Each campus=20 is assigned to a unique comparison group of 40 other public = schools=20 (from anywhere in the state), that closely matches that = campus on=20 six characteristics. Comparison groups are provided so that = schools=20 can compare their performance to that of other schools with = whom=20 they are demographically similar. Comparison groups are also = used=20 for determining the Comparable Improvement Gold = Performance=20 Acknowledgments.

The demographic characteristics used to construct the = campus=20 comparison groups include those defined in statute as well = as others=20 found to be statistically related to performance. They = are:

the percent of African American students enrolled for = 2007-08;=20
the percent of Hispanic students enrolled for 2007-08; =
the percent of White students enrolled for 2007-08;=20
the percent of economically disadvantaged students = enrolled=20 for 2007-08;=20
the percent of limited English proficient (LEP) = students=20 enrolled for 2007-08; and=20
the percent of mobile students as determined from = 2006-07=20 cumulative attendance.

All schools are first grouped by type (elementary, = middle,=20 secondary, or multi-level). Then the group is determined on = the=20 basis of the most predominant features at the target school. = For=20 example, assume a high school has 40.5% African American, = 20.9%=20 Hispanic, 32.5% White, 35.6% economically disadvantaged, = 11.2%=20 limited English proficient, and 21.7% mobile students. Of = these=20 features, the most predominant (i.e., the largest) = is the=20 percent of African American students, followed by the = percent of=20 economically disadvantaged students, the percent of White = students,=20 the percent of mobile students, the percent of Hispanic = students,=20 and finally, the percent of limited English proficient = students. The=20 following steps illustrate the group identification = process:

Step 1: 100 secondary campuses having percentages = closest to=20 40.5% African American are identified;

Step 2: 10 schools from the initial group of 100 are = eliminated=20 on the basis of being most distant from the value of 35.6% = economically disadvantaged;

Step 3: 10 of the remaining 90 schools that are most = distant=20 from 32.5% White students are eliminated;

Step 4: 10 of the remaining 80 schools that are most = distant=20 from 21.7% mobile students are eliminated;

Step 5: 10 of the remaining 70 schools that are most = distant=20 from 20.9% Hispanic students are eliminated;

Step 6: 10 of the remaining 60 schools that are most = distant=20 from 11.2% limited English proficient students are = eliminated;=20 and

Step 7: 10 of the remaining 50 schools that are most = distant=20 from 20.9% Hispanic students and/or 32.5% White students = are=20 eliminated. (This last reduction step is based on the = least=20 predominant characteristics among the four student groups=20 evaluated in the accountability system: African American,=20 Hispanic, White, and economically = disadvantaged.)

The final group size is 40 schools. This methodology = creates a=20 unique comparison group for every campus. Please note the = following:=20

With this methodology, the number of times a school = appears as=20 a member of other groups will vary.=20
In cases where the campus has a missing mobility = value, the=20 district's average mobility is used as a proxy. This will = happen=20 for schools in their first year of operation.=20
Districts are not grouped.

In the Performance section of a campus AEIS = report, the=20 value given in the Campus Group column is the median of the = values=20 from the 40-school group for that campus. (The median is = defined as=20 that point in the distribution of values, above and below = which=20 one-half of the values fall.) In the Profile section of the = report,=20 the value given in the Campus Group column is the mean, or = average=20 value. If a report contains question marks (?) in the Campus = Group=20 column, this means there were too few schools in the = comparison=20 group (specifically, fewer than 25 schools) to have = confidence in=20 the median values. Such small numbers are considered too = unstable to=20 provide an adequate comparison group value.

See Comparable=20 Improvement and Texas=20 Growth Index.

Campus #: The campus number is the = unique=20 9-digit identifying number assigned to every Texas public = school. It=20 consists of the county number (assigned alphabetically from = 001 to=20 254), followed by the district number (9-- is used primarily = for=20 regular districts, 8-- for charter operators), and ending = with the=20 campus number (generally 00- for high schools, 04- for = middle=20 schools, and 1-- for elementary schools).

Class Size = Averages by=20 Grade and Subject: These values show the average = class size=20 for elementary classes (by grade) and for secondary classes = (by=20 subject) for selected subjects. Districts do not report = actual class=20 size averages. The class size averages are computed by the = TEA based=20 on the teacher role and class schedule information reported = in the=20 PEIMS 090 record by the district each fall. The following = principles=20 are used in deriving the average class sizes:

classes identified as serving regular, = compensatory/remedial,=20 gifted and talented, career and technical, and honors = students are=20 included in the calculation;=20
subjects in the areas of English language arts, = mathematics,=20 science, social studies, foreign language, computer = science,=20 business education, vocational, and self-contained are = included in=20 the calculation;=20
classes where the number of students served is = reported to be=20 zero are not included in the calculation;=20
service codes with the "SR" prefix are not included in = the=20 calculation;=20
only teacher roles coded as "special duty teacher," = "teacher,=20 " and "substitute teacher" are included in the = calculation;=20
only class settings coded as "regular class" are = included in=20 the calculation;=20
missing partial FTE counts are not included in the=20 calculation;=20
if a teacher teaches more than one class at the same = time, the=20 records are combined into a single class; and=20
elementary classes where the number of students = exceeds 100=20 are excluded from the calculation.

The methodology differs depending on whether the class is = elementary or secondary due to differences in reporting = practices=20 for these two types of teacher schedules. For secondary = classes,=20 each unique combination of teacher and class time is counted = as a=20 class. Averages are determined by summing the number of = students=20 served (in a given subject at the campus) and dividing by = the=20 calculated count of classes.

For elementary classes, the number of records reported = for each=20 grade is considered. For example, a teacher teaching a = variety of=20 subjects to the same group of fourth graders all day should = have=20 only one record indicating the total number of fourth grade = students=20 served. However, an elementary teacher who teaches a single = subject=20 to five different sections of fourth graders each day will = have five=20 separate records reported, each with a unique count of = students=20 served. Average class sizes are calculated by summing all = the=20 students served (in a given grade at the campus) and = dividing by the=20 sum of the teacher FTE counts for those records. So, for = example, a=20 full-time mathematics teacher with five sections of fourth = graders,=20 with 20 different students in each, would have an average of = 100/5=20 or 20 students.

College Admissions Tests: See SAT/ACT=20 Results.

College = Readiness=20 Indicators: These indicators are grouped together = to help=20 provide a picture of college preparedness at a given high = school.=20 They can be used by educators as they work to ensure that = students=20 are able to perform college-level course work at = institutions of=20 higher education.

The indicators include:

Advanced Course/Dual Enrollment Completion;=20
Recommended High School Program/Distinguished = Achievement=20 Program Graduates;=20
AP/IB Results;=20
Texas Success Initiative (TSI) Higher Education = Readiness=20 Component;=20
SAT/ACT Results; and=20
College-Ready Graduates.

College-Ready = Graduates:=20 To be considered college-ready as defined by this indicator, = a=20 graduate must have met or exceeded the college-ready = criteria on the=20 TAKS exit-level test, or the SAT test, or the ACT test. The = criteria=20 for each is:

Subject	Exit-level=20 TAKS		SAT		ACT
ELA	>=3D 2200 scale score on ELA = test AND a=20 =933=94 or higher on essay	OR	>=3D500 on Critical Reading=20 AND >=3D1070 Total	OR	>=3D 19 on English = AND >=3D 23=20 Composite
Math	>=3D 2200 scale score on = mathematics test=20	OR	>=3D500 on Math = AND >=3D1070 Total=20	OR	>=3D 19 on Math AND >=3D 23 = Composite=20

Three values are calculated for this indicator:

(1) Eng Lang Arts. This shows the percent of = graduates=20 who scored at or above the criterion score on the TAKS, SAT, = or ACT=20 English language arts tests.

number of graduates who scored at or above = the=20 College-Ready criterion for ELA
divided=20 by
number of graduates (class of 2007) with ELA = results to=20 evaluate

(2) Mathematics. This shows the percent of = graduates who=20 scored at or above the criterion score on the TAKS, SAT, or = ACT=20 mathematics tests.

number of graduates who scored at or above = the=20 College-Ready criterion for mathematics =
divided=20 by
number of graduates (class of 2007) with = mathematics=20 results to evaluate

(3) Both Subjects. This shows the percent of = graduates=20 who scored at or above the criterion score on both the TAKS, = SAT, or=20 ACT ELA and mathematics tests.

number of graduates who scored at or above = the=20 College-Ready criteria on both ELA & = mathematics=20
divided by
number of graduates (class of = 2007) with=20 results in both subjects to evaluate

This indicator differs from the TSI - Higher Education = Readiness=20 Component, in several ways:

it includes performance on the SAT and ACT;=20
it is based on prior year graduates rather than = current year=20 11th graders;=20
it provides an overall measure of both subjects = combined; and=20
performance is tied to the campus and district where = the=20 student graduated, while the TSI indicator uses the campus = and=20 district where the TAKS tests were administered. =

For 2008, performance on the exit-level TAKS includes the = performance on TAKS (Accommodated). To allow for comparison, = two=20 years are shown, and prior year (2007) has been recomputed = to=20 include performance on TAKS (Accommodated).

(Sources: TEA Student Assessment Division, The = College Board,=20 Aug. 2007, ACT, Inc. Oct. 2007; and PEIMS, Oct. = 2007)

Commended Performance: See TAKS.

Community = Services=20 (2006-07) (District Profile only): = Expenditures=20 for activities or purposes other than regular public = education.=20 These are activities relating to the whole community, such = as the=20 operation of a school library, swimming pool, and = playgrounds for=20 the public (objects 6100-6400, function 61). Community = Services=20 expenditures are shown as a stand-alone amount and are not = included=20 in total operating expenditures.

Note this item is reported as actual expenditures, not = budgeted.=20 Accordingly, the information is from the prior year = (2006-07). See=20 also Appendix=20 B. (Source: PEIMS, March 2008)

Comparable = Improvement:=20 Comparable Improvement (CI) is a measure that calculates how = student=20 performance on the TAKS mathematics and reading/English = language=20 arts tests has changed (or grown) from one year to the next, = and=20 compares the change to that of the 40 schools that are=20 demographically most similar to the target school.

CI is calculated separately for reading/ELA and = mathematics,=20 based on individual student Texas Growth Index = (TGI)=20 values. The student-level TGI values are aggregated to the = campus=20 level to create an average TGI for each campus. The average = TGI=20 values for the 40 member group are rank ordered. Schools = that fall=20 into the first quartile (i.e. top 10 schools of the 40 in = their=20 campus group), receive Gold Performance = Acknowledgment for=20 CI.

For 2008, performance on exit-level TAKS (Accommodated) = tests was=20 included in determining CI. See Chapter 5 of the 2008=20 Accountability Manual for a complete explanation of = Gold Performance Acknowledgments. For a detailed=20 explanation of TGI, see Appendix E of the 2008=20 Accountability Manual. See also Campus=20 Group, Texas=20 Growth Index, and Appendix=20 D.

Completion=20 Rate: This indicator shows the status of a group = (cohort)=20 of students after four years in high school. The cohort = consists of=20 students who first attended ninth grade in 2003-04. They are = followed through their expected graduation as the class of = 2007. Any=20 student who transferred into the 2003-04 cohort is added to = it, and=20 any student who transfers out of the 2003-04 cohort is = subtracted=20 from it.

A student who transfers into the cohort is one who, = for=20 example, moves into the cohort from another high school in = Texas=20 or from out of state.=20
A student who transfers out of the cohort is one who, = for=20 example, moves to another public high school in Texas; = note that=20 these students are then transferred into the cohort of the = receiving high school and district. There are also = students who=20 move out of the state or out of the country, or students = who=20 transfer to private schools or who are home-schooled. = These types=20 of transfers cannot be tracked and are taken out of the = cohort.=20
Students do not change cohorts even if they repeat a = grade or=20 skip a grade. If they begin with the 2003-04 ninth grade = cohort,=20 they remain with that cohort. This means, for example, = that a=20 student who started the ninth grade in 2003-04, but takes = 6 years=20 to graduate (i.e., in May 2009) is still part of = the=20 2003-04 cohort; they are not switched to the 2005-06 = cohort. This=20 student would be considered a continuing student, and = counted as=20 part of the Continued HS number for the class of 2007. =

Other important information:

For the 2007 accountability cycle TEA began using a = more=20 rigorous dropout definition, which was based on the = federal=20 definition for dropouts. To aid in the transition to the = new=20 definition, a feature was added to the state = accountability=20 system, the School Leaver Provision. Under this provision, = a=20 campus or district's rating could not be lowered solely = because of=20 performance on its completion rate. This provision applied = to both=20 the 2007 and 2008 rating years. For a more complete = description of=20 the new dropout definition, see Appendix I of the = 2008=20 Accountability Manual.=20
Dropouts are counted according to the dropout = definition in=20 place the year they drop out. The definition changed in = 2005-06.=20 Completion rates for classes in which the national dropout = definition is being phased in (i.e., classes of = 2006,=20 2007, 2008, and 2009) are not comparable to completion = rates for=20 the class of 2005 and prior classes, nor to each other.=20
Special Education students who graduate with an = Individualized=20 Education Program (IEP) are included as graduates.=20
This indicator is computed and reported for districts = as well=20 as for high schools that have had continuous enrollment in = grades=20 9-12 since at least the 2003-04 school year. Campuses that = only=20 serve some of these grades or that have been in existence = for=20 fewer than five years do not show a completion rate. =

The four student outcomes used in computing the = longitudinal=20 rates are:

(1) Graduated. Based on the 2003-04 cohort, this = shows=20 the percent who received their high school diploma on time = or=20 earlier - by the end of the 2006-07 school year. It is = calculated as=20 follows:

number of students from the cohort who = received a=20 high school diploma by the end of 2006-07
divided=20 by
number of students in the 2003-04 cohort*

(2) Received GED. Based on the 2003-04 cohort, = this=20 shows the percentage who received a General Educational = Development=20 certificate by August 31, 2007. It is calculated as follows: =

number of students from the cohort who = received a=20 GED
divided by
number of students in the = 2003-04=20 cohort*

(3) Continued High School. Based on the 2003-04 = cohort,=20 this shows the percentage still enrolled as students in the = fall of=20 the 2007-08 school year. It is calculated as follows:

number of students from the cohort who = were enrolled=20 for the 2007-08 school year
divided = by
number of=20 students in the 2003-04 cohort*

(4) Dropped Out (4-yr). Based on the 2003-04 = cohort,=20 this shows the percentage who dropped out and did not return = by the=20 fall of the 2007-08 school year. It is calculated as = follows:

number of students from the cohort who = dropped out=20 before the fall of the 2007-08 school year
divided=20 by
number of students in the 2003-04 cohort*

* The cohort in the denominator of the formulas shown = above=20 includes those students who graduated, continued in school, = received=20 a GED, or dropped out. It does not include data errors or = leavers=20 with the following leaver reason codes. See the following = table=20 (note that the leaver reason codes vary, based on year):

Year	Leaver reason codes NOT included=20
2003-04	03, 16, 19, 21, 22, 24, 30, 31, 60, 61, 63, 64, 66, = 72, 78,=20 80, 81, 82, 83
2004-05	03, 16, 19, 21, 22, 24, 30, 31, 60, 61, 63, 64, 66, = 72, 78,=20 80, 81, 82, 83
2005-06	03, 16, 24, 60, 66, 78, 81, 82, 83, 85, = 86
2006-07	03, 16, 24, 60, 66, 78, 81, 82, 83, 85, 86, 87=20

These four outcomes sum to 100% (some totals may not = equal=20 exactly 100% due to rounding).

For the 2007-08 AEIS reports, the completion rate is = shown three=20 different ways:

Completion/Student Status Rate. This shows = all of the=20 above measures separately. The prior rate (class of 2006) = is also=20 shown.=20
Completion Rate II (w/GED). This indicator = sums=20 together the first three of the above outcomes: the = percent of=20 students in the 2003-04 cohort who received their high = school=20 diplomas by the end of the 2006-07 school year, those who = received=20 GEDs, and those who were still enrolled as high school = students=20 for the 2007-08 school year. This rate is used for = determining the=20 alternative education accountability ratings=20
Completion Rate I (w/o GED). This indicator = sums=20 together the first and third of the above outcomes: the = percent of=20 students in the 2003-04 cohort who received their high = school=20 diplomas by the end of the 2006-07 school year and those = who were=20 still enrolled as high school students for the 2007-08 = school=20 year. This rate is used for determining the standard=20 accountability ratings.

Completion rates for districts serving Texas Youth = Commission=20 facilities do not include students from the facilities = unless the=20 students have been attributed to regular campuses in the = district of=20 service through campus of accountability procedures.

For further information on these rates, see the report Seconda= ry=20 School Completion and Dropouts in Texas Public Schools,=20 2006-07. (Sources: PEIMS, Oct. 2007, June 2007, = Oct.=20 2006, June 2006, Oct. 2005, June 2005, Oct. 2004, June 2004, = Oct.=20 2003, June 2003, June 2002, June 2001, and General = Educational=20 Development Information File)

Completion/Student Status Rate: See Completion=20 Rate.

Criterion=20 Score: This refers to the scores on SAT and ACT = college=20 admissions tests, the AP and IB tests, and the college-ready = indicator. For college admissions tests, the criterion = scores are at=20 least 24 on the ACT (composite) and at least 1110 on the SAT = (total). For AP and IB tests, the criterion scores are at = least 3 on=20 AP tests, and at least 4 on IB tests. For college-ready = criterion=20 scores, see College-Ready=20 Graduates.

Please note that each college and university establishes = its own=20 score criteria for admitting or granting advanced placement = or=20 credit to individual students. See also SAT/ACT=20 Results and AP/IB=20 Results.

Data Quality = (District=20 Profile only): The AEIS reports show the percent of = errors a=20 district made in two key data submissions: 1) the PID Error = rate in=20 PEIMS Student Data, and 2) the percent of Underreported = Students in=20 PEIMS Student Leaver Data.

(1) PID Error Rate. The Person Identification = Database=20 (PID) system ensures that each time information is collected = for a=20 student, the identifying information matches other data = collections=20 for that student. This allows student data to be linked, = such as=20 enrollment records, which are collected in October, to = attendance=20 records, which are collected in June; or data to be matched = across=20 years. It also helps maintain student confidentiality by = assigning=20 an ID that does not divulge the student's identifying=20 information.

During the data submission process each district has the = ability=20 to run PID Discrepancy Reports that show any PID errors = found. The=20 district then has time to correct the errors before its = submission=20 is finalized. While the PID error rate has declined = significantly=20 over the years, any amount of error has a detrimental effect = on the=20 calculation of longitudinal measures such as the four-year = dropout=20 rate and the high school completion rate. The AEIS reports = show the=20 PID error rate in PEIMS Student Data, collected in = Submission 1=20 (Oct. 2007).

The rate is calculated as follows:

number of student PID errors found in = PEIMS=20 submission 1 (fall 2007)
divided by
number = of=20 student records in PEIMS submission 1 (fall 2007)

(2) Percent of Underreported Students. = Underreported=20 students are 7th-12th graders who were enrolled at any time = the=20 prior year and who were not accounted for through district = records=20 or TEA processing in the current year. A district is = required to=20 submit a leaver record for any student served in grades 7-12 = the=20 previous year, unless the student received a GED certificate = by=20 August 31, is a previous Texas public school graduate, moved = to=20 another Texas public school district, or returned to the = district by=20 the end of the school start window (for this year's AEIS = report,=20 that was September 28, 2007). Leaver reasons include: = graduated,=20 died, or dropped out. (For a more complete definition of = leavers,=20 see Leaver Records.)

The rate is calculated as follows:

number of underreported students =
divided=20 by
number of grade 7-12 students who were served in = the=20 district in the 2006-07 school year

Under the accountability system, there have been = consequences for=20 districts that exceeded certain thresholds for this measure. = However, for 2007 and 2008, a school leaver provision was in = place=20 in the accountability system that states a district rating = cannot be=20 lowered because of performance on the underreported students = indicator.

Distinguished Achievement Program: See = RHSP/DAP=20 Graduates.

Dropout: A=20 dropout is a student who is enrolled in public school in = grades=20 7-12, does not return to public school the following fall, = is not=20 expelled, and does not graduate, receive a GED, continue = school=20 outside the public school system, begin college, or die.

Dropout counts are obtained from PEIMS records. Based on = the=20 attendance and enrollment records of all districts, the = records of=20 Texas graduates for the last several years, and GED = certificate=20 records, TEA identifies students for whom districts do not = need to=20 submit leaver records. School districts must account for all = other=20 students through the submission of leaver reasons. The = leaver record=20 provides 14 possible reasons for leaving school, including = one which=20 indicates the student is a dropout (98).

Beginning with 2005-06 dropouts and continuing with = 2006-07=20 dropouts reported in this year's AEIS reports, TEA is using = a more=20 rigorous dropout definition, based on the federal = definition. See=20 Appendix I of the 2008=20 Accountability Manual for information on the = dropout=20 definition. See also Annual=20 Dropout Rate. (Source: PEIMS, Oct. = 2007)

Dropout Rate: See Annual=20 Dropout Rate.

Economically=20 Disadvantaged: The percent of economically = disadvantaged=20 students is calculated as the sum of the students coded as = eligible=20 for free or reduced-price lunch or eligible for other public = assistance, divided by the total number of students:

number of students coded as eligible for = free or=20 reduced-price lunch or other public assistance =
divided=20 by
total number of students

See also Campus Group and Total=20 Students. (Source: PEIMS, Oct. 2007, Oct. 2006; and = TEA=20 Student Assessment Division)

Educational=20 Aides: Educational aides are staff who are reported = with a=20 role of 033 (Educational Aide), 036 (Certified Interpreter), = or 037=20 (Non-Certified Interpreter). These aides are referred to as=20 paraprofessional staff. The FTE counts of educational aides = are=20 expressed as a percent of the total staff FTE. (Source: = PEIMS,=20 Oct. 2007)

English Language = Learners Progress=20 Measure: Reporting of the ELL Progress Measure is = suspended=20 for one year due to the transition from the Reading = Proficiency=20 Tests in English (RPTE) to the Texas English Language = Proficiency=20 Assessment System (TELPAS). The ELL measure will be reported = on the=20 2008-09 AEIS reports and will incorporate progress made on = the=20 TELPAS reading test between the 2008 and 2009 = administrations.

Enrollment: See Total=20 Students.

Equity Transfers = (2006-07) (District Profile only): The = amount=20 "excluded from revenues" is the expenditures reported by = districts=20 for reducing their property wealth to the required equalized = wealth=20 level (function 91). The amount "excluded from expenditures" = is the=20 expenditures reported by districts for the cost of reducing = their=20 property wealth to the required equalized wealth level = (function=20 91). Payments to Charter Schools (function 96) are also = included in=20 both items in this category.

Note this item is reported as actual expenditures, not = budgeted.=20 Accordingly, the information is from the prior year = (2006-07). See=20 also Appendix=20 B. (Source: PEIMS, March 2008)

Ethnic=20 Distribution: Students are reported as White, = African=20 American, Hispanic, Asian/Pacific Islander, and Native = American. In=20 the Profile section, both counts and percentages of the = total number=20 of students in each of these categories are shown. = (Source:=20 PEIMS, Oct. 2007, Oct. 2006; The College Board; ACT Inc.; = The=20 International Baccalaureate Organization; and TEA Student = Assessment=20 Division)

FTE: Full-Time Equivalent.

Fund = Balance=20 Information (District Profile only): The = amount of=20 undesignated, unreserved fund balance that existed at the = end of the=20 2006-07 school year is reported for each district.

The unreserved fund balance is not legally restricted and = has two=20 components: designated and undesignated. The designated = component=20 requires local board action to earmark the balance for bona = fide=20 purposes that will be fulfilled within a reasonable period = of time.=20 The undesignated component is available to finance monthly = operating=20 expenditures.

The amount reported in the AEIS report is the = undesignated=20 component, calculated as the difference between the total = unreserved=20 fund balance and the designated unreserved fund balance. = This=20 balance amount is expressed as a percent of the total = budgeted=20 expenditures (for the general fund) for the current year = (2007-08)=20 as specified in statute.

A district can have a negative, undesignated, unreserved = fund=20 balance when the district's reserved fund balance is greater = than=20 the district's total fund balance.

Note that while other finance items are now reported as = actual,=20 fund balance information is still expressed as a percent of = total=20 budgeted expenditures for the current year as required in = statute.=20 (Source: Financial Audit Report, Jan. 2008)

General Fund: = This is a=20 governmental fund used for operations of on-going = organizations and=20 activities. The amounts reported in this fund classification = are=20 reported separately from All Funds. General fund reporting = includes=20 fund codes 101-199 and 420. Fund 420, Foundation School = Program and=20 Other State Aid, is included in the general fund for charter = schools=20 only.

Note that all financial data shown by fund is actual = data, not=20 budgeted. Accordingly, the information is from the prior = year=20 (2006-07). See also Appendix=20 B. (Source: PEIMS, March 2008)

Gold Performance=20 Acknowledgment: The Gold Performance=20 Acknowledgment (GPA) system acknowledges districts and = campuses=20 for high performance on indicators other than those used to=20 determine accountability ratings. Beginning with the 2008 = ratings=20 cycle, charter operators and alternative education campuses = (AECs)=20 evaluated under alternative education accountability (AEA)=20 procedures are eligible to earn GPAs. Acknowledgment is = awarded for=20 high performance on:

Advanced Course/Dual Enrollment Completion=20
AP/IB Examination Results=20
Attendance Rate=20
Commended Performance on TAKS: Reading/English = Language Arts=20
Commended Performance on TAKS: Mathematics=20
Commended Performance on TAKS: Writing=20
Commended Performance on TAKS: Science=20
Commended Performance on TAKS: Social Studies=20
Comparable Improvement: Reading/ English Language Arts = (campus=20 only)*=20
Comparable Improvement: Mathematics (campus only)*=20
Recommended High School Program/Distinguished = Achievement=20 Program=20
SAT/ACT Results (College Admissions Tests)=20
TSI - Higher Education Readiness Component: English = Language=20 Arts=20
TSI - Higher Education Readiness Component: = Mathematics=20
Comparable Improvement GPA is not applicable for = campuses=20 evaluated under AEA procedures.

Schools and districts receive one of three possible = categories=20 for each indicator. Acknowledged signifies they met the Gold = Performance standard for the indicator; Does Not Qualify = signifies=20 that they were evaluated but did not meet the standard for = the=20 indicator or that the school or district was Academically=20 Unacceptable or AEA: Academically Unacceptable; Not = Applicable=20 signifies there were no data to be evaluated for the = indicator,=20 usually due to the grades served by the district or campus. = Schools=20 or districts labeled Not Rated are not evaluated for Gold=20 Performance Acknowledgment and are noted as Not Applicable. =

Refer to Chapters 5 and 13 in the 2008=20 Accountability Manual for detailed information on = the=20 standards for Gold Performance Acknowledgment.

See also Advanced=20 Course/Dual Enrollment Completion, AP/IB=20 Results, Attendance=20 Rate, Comparable=20 Improvement, RHSP/DAP=20 Graduates, SAT/ACT=20 Results, Texas=20 Success Initiative (TSI) - Higher Education Readiness=20 Component, and TAKS.

Graduates = (Class of=20 2007): In the Profile section, this is the = total=20 number of graduates (including summer graduates) for the = 2006-07=20 school year, as reported by districts in the fall of 2007. = The value=20 includes 12th graders who graduated as well as graduates = from other=20 grades. Students in special education who graduate are = included in=20 the totals, and are also reported as a separate group. = Special=20 education graduates are students who graduated with a = special=20 education graduation type code or who received special = education=20 services their entire senior year (as determined by = attendance=20 data). Counts of students graduating under the recommended = high=20 school or distinguished achievement programs are also = shown.

Students graduating with the class of 2007 could be coded = with=20 one of the following graduation types:

Minimum High School Program=20
Recommended High School Program=20
Distinguished Achievement Program=20
Special Education student completing an IEP

Counts of graduates are calculated slightly differently = for three=20 graduation-related indicators on the Performance section of = the AEIS=20 report:

SAT/ACT results do not indicate whether the examinee = is served=20 in special education; therefore, there is no way to know = if a=20 student taking the SAT or ACT is served in special = education.=20 However, because relatively fewer students served in = special=20 education take college admissions tests, only non-special=20 education graduates are included in the denominator.=20
The RHSP/DAP (Recommended High School = Program/Distinguished=20 Achievement Program) indicator as well as the = College-Ready=20 Graduates indicator include all graduates, special = education and=20 non-special education, in both the numerator and = denominator.=20

See also College-Ready=20 Graduates, Completion=20 Rate, and RHSP/DAP=20 Graduates. (Source: PEIMS, Oct. 2007)

Instructional=20 Expenditure Ratio (2006-07) (District Profile=20 only): This measure, required by TEC 44.0071, indicates = the=20 percentage of the district's total actual expenditures for = the=20 2006-07 fiscal year that were used to fund direct = instructional=20 activities. The instructional expenditure ratio is a = district-level=20 only measure, and is calculated as follows:

expenditures reported in function codes = 11, 12, 13,=20 31 and object codes 6112 through 6499
divided=20 by
expenditures reported in function codes 11-52, = 92,and 95=20 and object codes 6112 through 6499

Contact the School Financial Audits Division at (512) = 463-9095=20 for further details on this measure. See Appendix=20 B for function and expenditure code labels.=20 (Source: PEIMS, March 2008)

Instructional Staff=20 Percent (District Profile only): This = measure,=20 required by TEC 44.0071, indicates the percentage of the = district's=20 full-time equivalent employees whose job function was to = directly=20 provide classroom instruction to students during the 2007-08 = school=20 year. The instructional staff percent is a = district-level-only=20 measure, and is calculated as follows.

total number of hours district staff = reported under=20 expenditure object codes 6112, 6119, and 6129, and function = codes=20 11, 12, 13, and 31
divided by
total number of = hours=20 worked by all district employees

Contact the School Financial Audits Division at (512) = 463-9095=20 for further details about this measure. See Appendix=20 A. (Source: PEIMS, Oct. 2007)

International Baccalaureate (IB): See AP/IB=20 Results.

Leaver = Record: In=20 determining the status of prior year 7th through 12th grade = students=20 who are no longer enrolled at a Texas public school, TEA = reviews=20 attendance and enrollment records of all districts, the = records of=20 Texas graduates for the last several years, and GED = certificate=20 records. Districts, for their part, are required to submit a = leaver=20 code for all other students. This group of "leavers" = includes=20 students such as those who graduated, moved to another = state, or=20 country, died, or dropped out. This information is sent to = TEA in=20 Submission 1 of the annual PEIMS data collection.

See Appendix I of the 2008=20 Accountability Manual for detailed information on = coding=20 leavers. See also Data=20 Quality. (Source: PEIMS, Oct. 2007; Secondary = School=20 Completion and Dropouts in Texas Public Schools, 2006-07, = Texas=20 Education Agency)

Limited English = Proficient=20 (LEP): These are students identified as limited = English=20 proficient by the Language Proficiency Assessment Committee = (LPAC)=20 according to criteria established in the Texas = Administrative Code.=20 Not all pupils identified as LEP receive bilingual or = English as a=20 second language instruction, although most do. In the = Profile=20 section of the reports, the percent of LEP students is = calculated by=20 dividing the number of LEP pupils by the total number of = students in=20 the school or district.

The LEP column in the Performance section shows the = performance=20 of students identified as LEP in the current year only; = students who=20 are no longer considered limited English proficient are not = included=20 in this column.

See Campus=20 Group and TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation. = (Source:=20 PEIMS, Oct. 2007)

Met Standard: This refers to the TAKS = passing=20 standard set by the State Board of Education for each TAKS = subject=20 and grade. For a detailed explanation, see TAKS=20 Panel Recommendation.

Mobile: = This=20 measure, which is part of the TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation section of = the=20 AEIS, indicates the percent of student test results not = included in=20 the accountability system because the students move to a = different=20 school or district between the fall and spring.

Note that this measure is different from = Mobility, which=20 is defined below. See also Accountability=20 Subset.

Mobility=20 (Campus Profile only): A student is considered to = be mobile=20 if he or she has been in membership at the school for less = than 83%=20 of the school year (i.e., has missed six or more = weeks at a=20 particular school).

number of mobile students in = 2006-07
divided=20 by
number of students who were in membership at any = time=20 during the 2006-07 school year

This rate is calculated at the campus level. The mobility = rate=20 shown in the Profile section of campus reports under the = "district"=20 column is based on the count of mobile students identified = at the=20 campus level. That is, the district mobility rate reflects=20 school-to-school mobility, within the same district or from = outside=20 the district. See also Campus=20 Group. (Source: PEIMS, June 2007)

n/a: This indicates that data are not = available=20 or are not applicable.

Number of=20 Students per Teacher: This shows the total number = of=20 students divided by the total teacher FTE count. = (Source: PEIMS,=20 Oct. 2007)

Paired Schools: For accountability = purposes,=20 schools that reported enrollment but did not have grades in = which=20 the state-mandated test was given (e.g. K-2 schools) are = paired with=20 schools with which they have a "feeder" relationship to = determine=20 accountability ratings. For example, assuming Travis Primary = (K-2)=20 feeds students into Navarro Elementary (3-5), the district = would=20 pair these two schools for accountability purposes. This = means that=20 the TAKS performance of Navarro Elementary is also used for = rating=20 Travis Primary and is reported on the AEIS report for Travis = Primary.

Panel Recommendation: See TAKS=20 Panel Recommendation.

PBM Special Education = Monitoring=20 Results Status: This label appears on the cover of = AEIS=20 reports for districts with a special education monitoring = status.=20 For a complete explanation of each label, see Appendix=20 G.

Performance of TAKS-M Students = (State=20 Performance only): See TAKS-M=20 Met 2008 Standard.

Performance of=20 Mobile Students (State Performance only): = This=20 additional report shows the aggregate state-level = performance of=20 students who were excluded from the district accountability = subset=20 due to mobility across districts between October and the = time of=20 testing. It is calculated for each TAKS subject as:

number of mobile students who passed each=20 test
divided by
number of mobile students = tested

Mobile student results are shown at www.t= ea.state.tx.us/perfreport/aeis/2008/state.html.=20 Scroll down to Performance of Mobile Students (past = the=20 TAKS indicators) and click on the link.

The report shows performance by subject summed across all = grades=20 tested. For purposes of comparison, Performance of Mobile = Students=20 is shown for 2008 and 2007. The 2007 results have been = recalculated=20 to include performance on grade 8 TAKS science, as well as = selected=20 grades and subjects for TAKS (Accommodated).

This indicator is not available at the region, district, = or=20 campus level. See also Mobile.=20 (Source: TEA Student Assessment Division)

Professional=20 Staff: This is a full-time equivalent (FTE) count = of=20 teachers, professional support staff, campus administrators, = and, on=20 the district profile, central administrators. Staff are = grouped=20 according to the PEIMS roles reported. Each type of = professional=20 staff is shown as a percentage of the total staff FTE. See = also Appendix=20 A. (Source: PEIMS, Oct. 2007)

Progress of = Prior Year=20 TAKS Failers (Sum of Grades 4 - 11): This indicator = provides two measures that show the progress of students who = failed=20 the reading/ELA portion or the mathematics portion of the = TAKS in=20 the prior year.

(1) Percent of Failers Passing TAKS. Of the = students who=20 failed the TAKS in the prior year, this measure shows the = percent=20 that passed the corresponding assessment in the current = year.

For 2008, the reported values for reading/ELA and = mathematics are=20 calculated as:

number of matched students who failed in = 2007 but=20 passed in 2008
divided by
number of matched = students=20 who failed in 2007

(2) Average TGI Growth. For students who failed = the TAKS=20 in the prior year, this measure shows their average growth = (or=20 change) between the prior year and current year.

For 2008, the reported values for reading/ELA and = mathematics are=20 calculated as:

sum of individual student TGI values for = students=20 who failed in 2007
divided by
total number of = students with TGI values who failed in 2007

For 2008, students included in these measures are those = who:

took the spring 2008 TAKS reading/ELA and/or = mathematics tests=20 in grades 4-11, including grade 11 TAKS (Accommodated) = tests=20 (progress is not calculated for grade 3 test takers since = that is=20 their first TAKS test);=20
are part of the 2008 Accountability Subset;=20
can be matched to the spring 2007 TAKS = administration-anywhere=20 in the state-to find their prior year score for = reading/ELA and/or=20 mathematics;=20
failed the 2007 TAKS administration of reading/ELA = and/or=20 mathematics (using the 2007 student-level passing = standard).=20

Reports for both these measures by grade are available = for each=20 district and campus on the internet, within the AEIS report = that=20 appears on the Division of Performance Reporting's website. = To view=20 these reports, access the HTML version of a campus or = district=20 report from the AEIS site (w= ww.tea.state.tx.us/perfreport/aeis/2008/).=20 The link below Progress of Prior Year TAKS Failers produces = a=20 separate report that provides the progress of prior year = failers by=20 grade. See also Texas Growth Index in this Glossary. For a = more=20 complete explanation of the Texas Growth Index, see = Appendix E in the 2008=20 Accountability Manual. (Source: TEA Student = Assessment=20 Division)

Recommended High School Program: See RHSP/DAP=20 Graduates.

Retention = Rates by=20 Grade: The retention rate, reported in the Profile = section,=20 shows the percent of students in Texas public schools who = enrolled=20 in the fall of 2007-08 in the same grade as their grade in = the last=20 reported six-week period of the prior year (2006-07). It is=20 calculated as follows:

total students not advanced to the next=20 grade
divided by
total students advanced to = the next=20 grade + total students not advanced to the next grade

Special education retention rates are calculated and = reported=20 separately from the rates of non-special education students = because=20 local retention practices differ greatly between these two=20 populations of students.

The AEIS report only shows retention rates for grades = K-8.=20 Retention rates for all grades can be found in Grade= -Level=20 Retention in Texas Public Schools, 2006-07, = available from=20 TEA. (Source: PEIMS, Oct. 2007, June 2007)

RHSP/DAP=20 Graduates: This indicator shows the percent of = graduates=20 who were reported as having satisfied the course = requirements for=20 the Texas State Board of Education Recommended High School = Program=20 or Distinguished Achievement Program. It is calculated as=20 follows:

number of graduates reported with = graduation codes=20 for
Recommended High School Program or=20 Distinguished Achievement Program
divided=20 by
number of graduates

RHSP graduates are students with type codes of 10, 14, = 15, 19,=20 22, or 25; DAP graduates are students with type codes of 09, = 16, 17,=20 20, 23, or 26. See the PEIMS = Data Standards for more information.

Schools and districts may qualify for Gold Performance=20 Acknowledgment based on their RHSP/DAP rate. For a more = detailed=20 explanation of Gold Performance Acknowledgment, see the 2008=20 Accountability Manual. See also Graduates. = (Source:=20 PEIMS, Oct. 2007, Oct. 2006)

SAT/ACT = Results:=20 These include the College Board's SAT Reasoning Test and = ACT, Inc.'s=20 ACT Assessment. Both testing companies annually provide the = agency=20 with testing information on the most recent test = participation and=20 performance of graduating seniors from all Texas public = schools.=20 Only one record is sent per student. If a student takes an = ACT or=20 SAT test more than once, the agency receives the record for = the most=20 recent examination taken.

Three values are calculated for this indicator:

(1) Tested. This shows the percent of graduates = who took=20 either college admissions test:

number of graduates who took either the = SAT or the=20 ACT
divided by
number of non-special = education=20 graduates

Note that "graduates" in the denominator of equation (1) = does not=20 include special education graduates; however, special = education=20 graduates who took either the SAT or ACT are included in the = numerator. (See Graduates.)

(2) At/Above Criterion. This shows the percent of = examinees who=20 scored at or above the criterion score on either test (1110 = on the=20 SAT, or 24 on the ACT):

number of examinees who scored at or above = criterion
divided by
number of examinees

(3) Mean Score. This shows the average score for the SAT = total=20 and the average score for the ACT composite, calculated as = follows:=20

total score (mathematics plus critical = reading) for=20 all students who took the SAT
divided = by
number of=20 students who took the SAT

and

total composite score for all students who = took the=20 ACT
divided by
number of students who took = the=20 ACT

Despite the addition of the writing portion of the SAT, = the=20 criterion score continues to be based on mathematics and = critical=20 reading only.

Schools and districts may qualify for Gold = Performance=20 Acknowledgment based on their SAT/ACT performance and=20 participation. For a more detailed explanation of Gold=20 Performance Acknowledgment, see the 2008=20 Accountability Manual. See also Criterion=20 Score. (Sources: The College Board, Aug. 2007, = Jan.=20 2007; ACT, Inc. (ACT) Oct. 2007, Oct. 2006; and PEIMS, Oct. = 2007,=20 Oct. 2006)

School Type: For purposes of creating = the Campus=20 Groups, schools are placed into one of four classifications = based on=20 the lowest and highest grades in which students are enrolled = (i.e., in membership) at the school: = elementary,=20 middle (including junior high school), = secondary, and=20 both elementary/secondary (K-12). Generally = speaking,=20 elementary schools are PK-5 or PK-6, middle schools are 6-8, = and=20 secondary schools are 9-12. Schools whose grade spans do not = exactly=20 match these, are grouped with the school type most similar = to their=20 grade span.

SDAA II: The State Developed Alternative = Assessment II (SDAA II) was last administered during the = 2006-07=20 school year, and is not shown on the 2007-08 AEIS reports. = The=20 assessment was replaced by the TAKS special education = assessments.=20 See TAKS=20 Special Education Assessments.

Special = Education: This=20 refers to the population served by programs for students = with=20 disabilities. Assessment decisions for students in special = education=20 programs are made by their Admission, Review, and Dismissal = (ARD)=20 committee. The ARD committee is made up of the parent(s) or=20 guardian, teacher, administrator, and other concerned = parties. In=20 the 2007-08 school year, a student in special education may = have=20 been administered the TAKS or one of the TAKS special = education=20 assessments: TAKS (Accommodated), TAKS-Modified, or = TAKS-Alternate.=20 Results from TAKS (Accommodated) for certain grades and = subjects are=20 included in the TAKS performance shown on the AEIS reports. = Campus=20 and district-level performance results of the TAKS-Modified = and=20 TAKS-Alternate are not shown on the 2007-08 AEIS = reports.

Other indicators that include the performance of students = in=20 special education are: advanced course/dual enrollment = completion,=20 attendance rate, annual dropout rates, college-ready = graduates,=20 completion rates, RHSP/DAP, TAKS exit-level cumulative pass = rate,=20 and the Texas Success Initiative. Information that would = allow the=20 separation of performance of special education students on = college=20 admissions tests and on Advanced Placement and International = Baccalaureate examinations is not available. Note that in = the=20 Profile section of the report, retention rates are shown = separately=20 for special education and non-special education students. = See TAKS=20 Special Education Assessments and TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation. = (Source:=20 PEIMS, Oct. 2007, Oct. 2006, and TEA Student Assessment=20 Division)

Special Education Compliance Status: See = PBM=20 Special Education Monitoring Results Status.

Staff = Exclusions:=20 These are counts of individuals who serve public = school=20 students, but are not included in the FTE totals for any of = the=20 other employee statistics. There are two types of these = entries:=20 individuals participating in a shared services arrangement = and=20 individuals on contract with the district to provide = instructional=20 services. Shared Services Arrangement (SSA) Staff = work in=20 schools located in districts other than their employing = district, or=20 their assigned organization (in PEIMS) shows a code of 751,=20 indicating that they are employed by the fiscal agent of an = SSA.=20 Only the portion of a person's total FTE amount associated = with the=20 school in another district (or with the 751 organization = code) is=20 counted as SSA. SSA staff are grouped into three categories: = Professional Staff (which includes teachers, administrators, = and=20 professional support); Educational Aides; and Auxiliary = Staff. Note=20 that SSA Auxiliary Staff are identified by the type of fund = from=20 which they are paid. Contracted Instructional Staff = (District=20 and Campus Profiles) refers to counts of instructors = for whom=20 the district has entered into a contractual agreement with = some=20 outside organization. Through the contract, the outside = organization=20 has committed to supplying instructional staff for the = district.=20 They are never employees of the reporting school district.=20 (Source: PEIMS, Oct. 2007)

Standardized Local Tax Base = (comptroller=20 valuation) (District Profile only): The=20 Comptroller conducts a study each year that uniformly = evaluates the=20 property values within school district boundaries. Locally = assessed=20 values may vary from the Comptroller's study values. The = values=20 certified by the Comptroller's Property Tax Division = (Comptroller=20 Valuation) are standardized in that they are deemed to be = comparable=20 across the state. Note that the values shown are final for = tax year=20 2007. This is not the property value used for school funding = calculations.

Value (after exemptions). This refers to the market = value of=20 all property in a district, minus certain exemptions and=20 deductions. The value after exemptions reflects deductions = for the=20 state-mandated homestead exemptions, the disabled = veterans'=20 exemptions, the school tax ceiling for homeowners over age = 65 or=20 disabled, and other state-mandated exemptions.=20
Value per Pupil. This refers to school district = property=20 value, or Standardized Local Tax Base, divided by the = total number=20 of students. This per pupil figure is one definition of = "wealth."=20 Note that the values shown are final for tax year 2007. At = the=20 state level, the per pupil amount is created by dividing = by the=20 total number of students in districts with property value. = Some=20 districts do not have property value; their students are = not=20 included.=20
Value by Category. This shows aggregates of individual = property tax categories expressed as a percent of the=20 Comptroller's property value before the exemptions are = applied.=20 Thus, the sum of the category values will exceed the value = used=20 for per pupil calculations. Note that the values shown are = final=20 for tax year 2007.=20
- Business -=20
  - real property: commercial and industrial;=20
  - real and tangible personal property: utilities; = and=20
  - personal property: commercial and industrial. =
- Residential - real property: single-family, = residential;=20 multifamily, residential; and inventory.=20
- Land - real property: vacant lots and tracts; = acreage at=20 market value, and farm and ranch improvements; acreage = at=20 productivity value.=20
- Oil and Gas - real property: oil, gas, and other = minerals.=20
- Other - tangible personal property: other; and = intangible=20 personal property.

(Source: Texas Comptroller of Public Accounts, July=20 2008)

Student=20 Enrollment by Program: Students are identified as = served in=20 programs and/or courses for Special Education, Career and = Technical=20 Education, Bilingual/ESL Education, or Gifted and Talented=20 Education. The percentages do not sum to 100, as a student = may be=20 enrolled in more than one of these programs. (Source: = PEIMS,=20 Oct. 2007)

Student Success = Initiative=20 (SSI): In 1999, as part of the mandate for the TAKS = tests,=20 the Texas Legislature included new grade advancement testing = requirements. For the 2007-08 school year, students in 3rd = grade=20 needed to pass the reading portion of the TAKS in order to = be=20 promoted to the 4th grade; students in 5th grade needed to = pass both=20 the reading and mathematics portions of the TAKS in order to = be=20 promoted to 6th grade; and students in 8th grade needed to = pass both=20 the reading and mathematics portions of the TAKS in order to = be=20 promoted to 9th grade. Students were given three = opportunities to=20 pass each required test. In addition to promotion based on = passing=20 the test, some students were promoted based on the = recommendation of=20 their grade placement committee (GPC). The committee members = needed=20 to agree that the student was likely to perform on grade = level after=20 receiving accelerated instruction. The AEIS report shows = four=20 measures for this indicator:

(1) Students Requiring Accelerated Instruction. = For each=20 subject and grade, this shows the percent of students who = did not=20 pass the first administration of the TAKS. Students who did = not pass=20 the test during the first administration must be provided=20 accelerated instruction in preparation for the second=20 administration:

number of eligible students who did not = meet the=20 standard in the first administration
divided=20 by
number of eligible students in the first=20 administration

The number of eligible students is calculated from the = test=20 answer documents and includes all students who were tested, = students=20 who should have been tested but were absent, and students = who were=20 not tested for other reasons. (The count of = eligible=20 students does not include students who have a special = education or=20 LEP exemption.) Students who were absent during the first=20 administration or were not tested for other reasons are = included in=20 the counts of students requiring accelerated instruction. =

(2) TAKS Cumulative Met Standard. For each = subject and=20 grade, this shows the cumulative (and unduplicated) percent = of=20 students who took and passed the tests in the first and = second=20 administrations combined:

number of students who passed the test in = either of=20 the first two administrations
divided = by
cumulative=20 number of students who took the test in either of the first = two=20 administrations

The values shown for this measure are the ones used = in=20 determining state accountability ratings. In most = cases, this=20 value does not match the TAKS performance shown by grade in = the=20 first few pages of this AEIS report. The "by grade" results = are=20 based on the first administration of each test only.

(3) TAKS Failers Promoted by Grade Placement = Committee.=20 This shows the percent of students who failed all attempts = to pass=20 but were promoted to the next grade by their grade placement = committee:

number of students promoted by their=20 GPC
divided by
cumulative number of students = who=20 failed all administrations

Because 2008 is the first year grade 8 students are = subject to=20 SSI requirements, this indicator is only available for = grades 3 and=20 5.

(4) TAKS Met Standard (Failed in Previous Year). = This=20 presents two calculations for students who failed in = 2007.

For those who were promoted, the first measure shows the=20 percentage who passed the TAKS in 2008. Using grade 5 = reading as an=20 example, the calculation is as follows:

number of students promoted by their GPC = who passed=20 grade 6 TAKS reading in 2008
divided = by
number of=20 students who were promoted by their GPC and took grade 6 = TAKS=20 reading

For those who were retained, the second measure shows the = percentage who passed the TAKS in 2008. Using grade 5 = reading as an=20 example, the calculation is as follows:

number of students retained who passed = grade 5 TAKS=20 reading in 2008
divided by
number of students = retained and took grade 5 TAKS reading in 2008

Because 2008 is the first year grade 8 students are = subject to=20 SSI requirements, this indicator is only available for = grades 3 and=20 5.

The values include results from both the English and = Spanish=20 versions of the TAKS.

Note that the highest grade served in many elementary = schools is=20 grade 5. In these cases, only the performance of 5th graders = who=20 were retained will be reported. The performance of the = students=20 promoted to 6th grade will appear in the middle school = report.

Some schools and districts may not have any prior year = failers.=20 In these cases, no information is printed for this = measure.

For more information, see TEA's Student Assessment = Division SSI=20 site at http://www.tea.state.tx.us/student.assessment/resources/ssi/index.= html.=20 (Source: TEA Student Assessment Division)

Students by Grade:=20 Percentages are calculated by dividing the number = of=20 students in each grade by the total number of students. = (Source:=20 PEIMS, Oct. 2007)

Students with=20 Disciplinary Placements: Counts and percents of = students=20 placed in alternative education programs under Chapter 37 of = the=20 Texas Education Code (Discipline; Law and Order) are shown = (for the=20 2006-07 school year) in the AEIS reports. Disciplinary = placement=20 counts are obtained from PEIMS records. Districts report the = disciplinary actions taken toward students who are removed = from the=20 classroom for at least one day. Although students can have = multiple=20 removals throughout the year, this measure counts students = only once=20 and includes only those whose removal results in a placement = in a=20 disciplinary alternative education program or juvenile = justice=20 alternative education program. It is calculated as follows: =

number of students with one or more = disciplinary=20 placements
divided by
number of students who = were in=20 attendance at any time during the school year

The following 19 reason codes on the PEIMS 425 record are = included as disciplinary placements: 02, 03, 04, 07, 08, 10, = 12, 13,=20 14, 15, 51, 52, 53, 54, 55, 57, 59, 60, and 61. (Source: = PEIMS,=20 June 2007)

TAKS (Texas = Assessment of=20 Knowledge and Skills): The Texas Assessment of = Knowledge=20 and Skills (TAKS) is a comprehensive testing program for = public=20 school students in grades 3-11. The TAKS is designed to = measure to=20 what extent a student has learned, understood, and is able = to apply=20 the concepts and skills expected at each tested grade level. =

The grades and subjects shown on the AEIS reports are: =

Grade 3 - reading (first administration only) and = mathematics=20
Grade 4 - reading, mathematics, and writing=20
Grade 5 - reading (first administration only), = mathematics=20 (first administration only), and science=20
Grade 6 - reading and mathematics=20
Grade 7 - reading, mathematics, and writing=20
Grade 8 - reading (first administration only), = mathematics=20 (first administration only), science, and social studies=20
Grade 9 - reading and mathematics=20
Grade 10 - English language arts, mathematics, = science, and=20 social studies=20
Grade 11 - English language arts, mathematics, = science, and=20 social studies. These assessments are known as the = exit-level=20 tests; students are required to pass them in order to = qualify for=20 graduation from high school.

All TAKS tests in grades 3 through 6 are available in = either=20 English or Spanish. The AEIS reports show performance on = these=20 separately.

Each one of these tests is linked directly to the Texas = Essential=20 Knowledge and Skills (TEKS) curriculum. The TEKS is the=20 state-mandated curriculum for Texas public school students. = For more=20 information on TEKS, see the Texas Essential Knowledge = and=20 Skills website at http://www.tea.state.tx.us/teks= /.

For 2007-08, the AEIS report shows the percent passing = TAKS in=20 several ways:

TAKS Met 2008 Standard, By Grade. The first = indicator=20 shown on the report is percent passing TAKS by grade for = each=20 subject area and for all tests taken. Please note the = following:=20
- Student Success Initiative. Only = performance from=20 the first administration of grade 3, 5, and 8 reading = and grade=20 5 and 8 mathematics is shown by grade. Results that = include the=20 second administration can be found on the AEIS reports = under=20 Student Success Initiative: TAKS Cumulative Met = Standard.=20
- TAKS (Accommodated). Performance on the = TAKS=20 (Accommodated) is included in the following subjects and = grades:=20 English language arts for grade 11; mathematics for = grade 11;=20 science for grades 5, 8, 10, and 11; social studies for = grades=20 8, 10, and 11. Note that prior year performance (2007) = has been=20 recomputed to include TAKS (Accommodated) performance in = these=20 grades and subjects.=20
- Grade 8 Science. The passing standard for = grade 8=20 science is now at panel recommendation (scale score of = 2100).=20 Note that prior year performance (2007) has been = recomputed to=20 show performance at panel recommendation.=20
- Test Administrations Included. The results = shown=20 are for the first administration in the spring for = grades 3-10.=20 Students in grade 11 usually take the exit-level test = for the=20 first time in the spring semester of their junior year. = However,=20 under certain circumstances they may take the test for = the first=20 time in the previous October. The performance of these = early=20 testers is included in the results shown on the AEIS if = they=20 took and passed all four tests.=20
- All Tests Taken. As described above, the = number of=20 tests given varies by grade. This means that the number = of tests=20 included in "All Tests Taken" varies by grade. Footnotes = or=20 labels on the reports indicate when "All Tests Taken" = includes=20 TAKS (Accommodated) results.
Sum of All Grades Tested. Three indicators = are shown=20 which sum TAKS results (by subject) across grades.=20
- TAKS Met 2008 Standard (Sum of All Grades = Tested,=20 INCLUDES SELECTED TAKS (Accommodated)). This is the = accountability indicator used for campuses and districts = evaluated under standard procedures. It includes:=20
  - The cumulative passing rate from the first and = second=20 administrations for grade 3 reading and grade 5 and 8 = reading=20 and mathematics;=20
  - Performance on the TAKS (Accommodated) assessments = for ELA=20 (grade 11); mathematics (grade 11); science (grades 5, = 8, 10,=20 and 11); and social studies (grades 8, 10, and 11).=20
  - Performance on all TAKS Spanish versions; =
- TAKS Met 2008 Standard (Sum of All Grades = Tested,=20 INCLUDES ALL TAKS (Accommodated)) (2010 Preview). = This=20 measure is provided as a preview of performance in 2010, = which=20 will include performance on all TAKS (Accommodated) = assessments.=20 The additional TAKS (Accommodated) grades and subjects = that will=20 be included are reading and mathematics for grades 3-10 = and=20 writing in grades 4 and 7.=20
- TAKS Commended Performance (Sum of All Grades = Tested),=20 INCLUDES SELECTED TAKS (Accommodated). This measure = refers=20 to the highest performance level on the TAKS, a scale = score of=20 2400, as set by the State Board of Education. Students = who=20 achieve Commended Performance have shown a thorough=20 understanding of the knowledge and skills at their grade = level.=20 Schools and districts may qualify for Gold = Performance=20 Acknowledgment based on their TAKS Commended = Performance on=20 reading/ELA, writing, mathematics, social studies, and = science.=20 Because the accountability system now includes grade 8 = science=20 and selected TAKS (Accommodated) results, the commended=20 performance evaluated for GPA also includes these = results. For a=20 more detailed explanation of Gold Performance=20 Acknowledgment, see chapter 5 of the 2008=20 Accountability Manual.

Other important information:

Sum of all grades tested. This refers to the = grades=20 tested at the particular school. For example, the percent = passing=20 reading in an elementary school with a grade span of K-5 = is=20 calculated as follows:

number of students who passed the reading = test in=20 grades 3, 4, & 5
divided by
number of = students=20 who took the reading test in grades 3, 4, & 5

Rounding of Met Standard Percent. TAKS = performance on=20 the AEIS is rounded to whole numbers. For example, 49.877% = is=20 rounded to 50%; 79.4999% is rounded to 79%; and 89.5% is = rounded=20 to 90%.=20
Masking for Very High and Very Low = Performance. Since=20 2004, more stringent masking rules have applied to results = for the=20 TAKS. In cases where performance is at or near 100%, the = value is=20 shown as ">99%." In cases where performance is at or = near 0%,=20 the value is shown as "<1%." It is necessary to mask = data that=20 potentially reveals the performance of every student in = order to=20 be in compliance with the federal Family Educational = Rights=20 and Privacy Act (FERPA).=20
Accountability Subset. Only test takers who = were=20 enrolled on the last Friday in the previous October are = included=20 in the calculations shown on the AEIS reports. This is = referred to=20 as the "October subset" or the Accountability Subset. For = the=20 district, a student who moved into the district after = October 26,=20 2007 would not have his performance included at the = district=20 level. At the campus level, a student who changed to a = different=20 campus within the same district after October 26, 2007 = would not=20 have his performance included at that school, though it = would be=20 included at the district level. See Accountability Subset = for more=20 information.=20
All Tests Taken. Although All Tests = Taken is=20 not a measure evaluated for accountability ratings = purposes, it is=20 shown on the AEIS report, both "by grade" and "summed = across=20 grades." This value shows the percent of students who = passed every=20 test they took. For example, a group of 100 students = tested in=20 reading and mathematics at the 3rd grade might have the = following=20 results: 90 students passed reading and 80 students passed = mathematics. However, only 75 of those students passed = BOTH=20 reading and mathematics. For this reason, while the = percent=20 passing reading would be 90%, and the percent passing = mathematics=20 would be 80%, the percent passing All Tests Taken = would=20 be only 75%, not an average of 80% and 90%. All Tests = Taken is=20 always equal to or less than the percent of students who = passed=20 any of the individual subject areas. The more tests taken = and=20 considered for this measure, the more likely the All = Tests=20 Taken value will be lower than any of the individual = subject=20 areas.

See also Appendix=20 F and TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation. = (Source:=20 TEA Student Assessment Division)

TAKS-Alt: See TAKS=20 Special Education Assessments.

TAKS Commended Performance: See TAKS.

TAKS = Exit-level=20 Cumulative Pass Rate (District Performance = only):=20 The TAKS cumulative pass rate shows the percent of = students who=20 first took the TAKS exit-level test in spring 2007, and = eventually=20 passed all TAKS tests taken (in the same district) by spring = 2008.=20 (Students who failed the first time had four additional=20 opportunities to retake test(s) before their graduation = date.) This=20 measure is intended to show the relative success of = districts in=20 their efforts to help all their students pass the exit-level = TAKS,=20 which is a requirement for graduation from Texas public = schools.=20

Test takers included in the TAKS Exit-level = Cumulative Pass=20 Rate for the class of 2008:

Any student who took the test for the first time in = spring=20 2007.=20
All special education students who took the test.=20
All above students, whether or not they were in the=20 Accountability Subset in spring 2007.

Test takers NOT included in the TAKS Exit-level = Cumulative=20 Pass Rate:

Students who first took the exit-level test in = District A, did=20 not pass all sections and then moved to District B and = retested.=20 These students are taken out of both the numerator and=20 denominator, whether or not they eventually passed all = tests=20 taken.=20
Students who moved out of state, left the country, or = died=20 before passing all tests taken. These students are in the=20 denominator but not the numerator. They cannot be removed = because=20 they are not specifically identified in the data.=20
Students who dropped out of school before passing all = tests=20 taken are in the denominator but not the numerator.=20
Students who moved into the state after the spring of = 2007 are=20 not included, even if they took the TAKS and graduated = with the=20 class of 2008.

(Source: TEA Student Assessment Division)

TAKS-M Met 2008=20 Standard (State Performance only): This = additional=20 report shows the aggregate state-level performance of = students who=20 took the TAKS-Modified (TAKS-M) assessment in the spring of = 2008.=20 For the subject areas of reading/ELA, mathematics, and = science, the=20 percent meeting the standard is shown by subject, summed = across all=20 grades tested:

number of students who passed TAKS-M = [subject] test=20 in grades 3-8, & 10
divided by
number of = students=20 who took the TAKS-M [subject] test in grades 3-8, & = 10

The TAKS-M test was administered for the first time in = 2008, in=20 reading/ELA and mathematics to students in grades 3 through = 8 and=20 10, and in TAKS-M science in grades 5, 8, and 10.

To see the TAKS-M results, access the HTML version of the = 2007-08=20 AEIS state report at http:= //www.tea.state.tx.us/perfreport/aeis/2008/state.html,=20 and scroll to Performance of TAKS-M Students (past = the TAKS=20 grade 11 indicator) and click on the link.

This indicator is not available at the region, district, = or=20 campus level, since only selected grades and subjects were = tested in=20 2008. This indicator will be shown at the region, district, = and=20 campus level in the 2008-09 AEIS reports, when all grades = and=20 subjects are assessed. See also TAKS=20 Special Education Assessments. (Source: TEA = Student=20 Assessment Division)

TAKS Met 2008=20 Standard: This refers to the current TAKS passing = standard.=20 For a detailed explanation, see TAKS=20 Panel Recommendation below. See also Appendix=20 F.

TAKS Panel = Recommendation:=20 This refers to the final phased-in passing standard set by = the SBOE=20 for the TAKS. In November 2002, the State Board of Education = adopted=20 two performance standards for the TAKS: Met = Standard (i.e.=20 passing) and Commended Performance (i.e. high = performance).=20 These standards were adopted based on recommendations from = educators=20 and citizens who served on TAKS standard-setting panels. = Because the=20 TAKS is more challenging than its predecessor, the Texas = Assessment=20 of Academic Skills (TAAS), the Board agreed to a transition = plan to=20 phase in Met Standard over several years. = (Commended=20 Performance had no phase-in period.)

For the 2008, the passing standards for all TAKS tests = was panel=20 recommendation. See also TAKS=20 and Appendix=20 F.

TAKS Passing Standard: See TAKS=20 Panel Recommendation.

TAKS = Progress=20 Measure (AEA Campus and AEA Charter Operator=20 Performance only): This measure is used in determining=20 accountability ratings under alternative education = accountability=20 (AEA) procedures. The TAKS Progress Measure is based on = tests taken.=20 It sums performance results across grades 3 though 12 and = across all=20 subjects. It is calculated as follows:

number of TAKS tests that meet the = standard or have=20 a TGI ≥ 0 and
number of TAKS exit-level = retests that=20 meet the standard
divided by
number of TAKS = tests=20 taken and
number of TAKS exit-level retests that = meet=20 the standard

This measure is only shown on the AEIS reports for = campuses and=20 charter operators evaluated under the AEA procedures in = 2008. Prior=20 year results are provided regardless of whether the campus = or=20 charter operator was evaluated under AEA procedures in the = prior=20 year.

AEA Campus. On reports for registered = alternative=20 education campuses, the value shown for the Campus Group = column is=20 a dash (-); the value for the District column is an = asterisk (*)=20 unless the campus is run by an AEA charter operator. The = State=20 column shows aggregates of the AEA campuses only.=20
AEA Charter Operator. On reports for AEA = charter=20 operators, the value shown for the State and Region = columns show=20 aggregates of the AEA campuses only.

For more information on this measure, see Chapter = 10 in=20 the 2008=20 Accountability Manual.

TAKS Special = Education=20 Assessments: For students receiving special = education=20 services, the ARD committee determines which TAKS assessment = is=20 appropriate for each student based on his/her individual = needs.=20 TAKS, the general assessment option that includes TAKS=20 (Accommodated) for students receiving special education = services, is=20 administered to the majority of students in Texas. For those = students who cannot be assessed with TAKS and/or TAKS=20 (Accommodated), the TAKS-M and TAKS-Alt are the alternate=20 assessments that can be given to students who meet specific=20 participation requirements.

TAKS (Accommodated). This is the general = assessment=20 with certain format accommodations (e.g., larger = font,=20 fewer items per page). It also contains no embedded = field-test=20 items. As of 2007-08, this assessment is now administered = in all=20 grades and subjects. However, only performance on the = assessments=20 used in determining the 2008 accountability ratings are = included=20 in the 2007-08 AEIS reports: ELA (grade 11); mathematics = (grade=20 11); science (grades 5, 8, 10, and 11); and social studies = (grades=20 8, 10, and 11). TAKS (Accommodated) performance is not = shown=20 separately, but is included in the TAKS indicators. = Footnotes and=20 labels on the reports indicate when these results are = included.=20 Note that, in order to allow for comparison, prior year=20 performance (2007) has been recomputed to also include = performance=20 on TAKS (Accommodated).=20
TAKS-Modified (TAKS-M). This alternate = assessment is=20 based on modified academic achievement standards and is = designed=20 for students served by special education who meet = participation=20 requirements. TAKS-M results at the state-level are = available on=20 the 2007-08 AEIS state report. See TAKS-M=20 Met 2008 Standard for details. The TAKS-M results = at the=20 campus, district, and region-level are expected to be = reported in=20 AEIS for the first time in 2008-09; however, the earliest = possible=20 use for the TAKS-M results in state accountability is in = 2011.=20 TAKS-M participation is shown in the participation section = of the=20 report.=20
TAKS-Alternate (TAKS-Alt). This alternate = assessment=20 is based on alternate academic standards and is designed = for=20 students with significant cognitive disabilities. Students = served=20 in special education programs who met participation = requirements=20 were administered the TAKS-Alt in spring 2008. These test = results=20 are not reported on the 2007-08 AEIS. However, = participation in=20 the test is shown in the TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation section = of the=20 reports. The TAKS-Alt results are expected to be reported = in AEIS=20 for the first time in 2008-09; however, the earliest = possible use=20 for the TAKS-Alt results in state accountability is in = 2011.=20

For more information on these assessments see the Student = Assessment Division website, at http://www.tea.st= ate.tx.us/student.assessment/.

TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation: This=20 indicator presents the percent of students tested and not = tested on=20 each state assessment, as well as the percent of students = included=20 and excluded in determining accountability ratings. For = 2008,=20 results from the TAKS and selected TAKS (Accommodated) tests = were=20 used in determining accountability ratings.

There are two reasons for excluding test results from=20 accountability:

Mobile. Students may take the TAKS or TAKS=20 (Accommodated) but be excluded from the results reported = because=20 they were not enrolled in the same district or campus by = the last=20 Friday in the previous October (shown as Mobile).=20
Non-Acct Test. Performance on excluded TAKS=20 (Accommodated) tests, TAKS-M, and TAKS-Alt is not used in=20 determining accountability ratings.

Other students are not tested. Reasons for not testing = are as=20 follows:

Absent. Students may have been absent during = every=20 test administration.=20
LEP Exempt. Students may have received a LEP (Limited = English=20 Proficient) exemption for every test and taken only the = Texas=20 English Language Proficiency Assessment System (TELPAS) = test.=20
Other. Tests may not be scored due to illness = during=20 testing or other test administration irregularities. =

The percentages of students participating and not = participating=20 in testing are based as much as possible on the total number = of=20 students enrolled at the time of testing. Districts are = required to=20 submit a TAKS answer document for every student enrolled in = grades 3=20 through 11. The methodology used to create TAKS/TAKS=20 (Accommodated)/TAKS-M/TAKS-Alt Participation = eliminates, as=20 much as possible, duplicate counts of students resulting = from=20 multiple answer documents. Appendix=20 E provides a description for each component of=20 TAKS/TAKS (Accommodated)/TAKS-M/TAKS-Alt = Participation.=20 (Source: TEA Student Assessment Division)

Teachers by=20 Ethnicity and Sex: These are counts of teacher FTEs = by the=20 major ethnic groups and by sex. Counts are also expressed as = a=20 percent of the total teacher FTEs. (Source: PEIMS, Oct.=20 2007)

Teachers by=20 Highest Degree Held (District Profile = only): This=20 shows the distribution of degrees attained by teachers in = the=20 district. The FTE counts of teachers with no degree, = bachelor's,=20 master's, and doctorate degrees are expressed as a percent = of the=20 total teacher FTEs. (Source: PEIMS, Oct. 2007)

Teachers by=20 Program (population served): Teacher FTE = counts=20 are categorized by the type of student populations served. = Regular=20 education, special education, compensatory education, career = and=20 technical education, bilingual/ESL education, gifted and = talented=20 education, and miscellaneous other populations served are = shown.=20 Teacher FTE values are allocated across population types for = teachers who serve multiple population types. Percentages = are=20 expressed as a percent of total teacher FTEs. (Source: = PEIMS,=20 Oct. 2007)

Teachers by=20 Years of Experience (District Profile = only): This=20 is the FTE count of teachers with years of professional = experience=20 that fall into the ranges shown. Experience in these = categories is=20 the total years of experience for the individual, not years = of=20 experience in the reporting district or campus. Teacher = counts=20 within each range of experience are expressed as a percent = of total=20 teacher FTEs. A beginning teacher is a teacher reported with = zero=20 years of experience. (Source: PEIMS, Oct. 2007)

Texas Growth Index = (TGI):=20 The Texas Growth Index (TGI) is an estimate of a student's = academic=20 growth on the TAKS tests over two consecutive years (in = consecutive=20 grades). For the state accountability system, it is used to=20 calculate Comparable Improvement in reading/ELA and = mathematics for=20 Gold Performance Acknowledgments, and to calculate = the TAKS=20 Progress Indicator under the alternative education = accountability=20 procedures. Average TGI is also one of the measures reported = for=20 prior year TAKS failers.

A TGI of zero means that the year-to-year change in = average scale=20 score is equal to the average predicted changes as = calculated in the=20 2003 to 2004 base comparison years. A positive TGI means the = group=20 demonstrated growth that is larger than the expected growth = for that=20 group. A negative TGI indicates the group grew less than = expected.=20 Note that TAKS (Accommodated) tests have been included in=20 determining TGI, specifically for 11th grade ELA and = mathematics=20 tests, where appropriate.

For a detailed explanation of how TGI is determined and = used,=20 refer to Appendix E of the 2008=20 Accountability Manual.

Texas Success = Initiative (TSI) -=20 Higher Education Readiness Component: The Texas = Success=20 Initiative (TSI) is a program designed to improve student = success in=20 college. It requires students to be assessed in reading, = writing and=20 mathematics skills prior to enrolling in college, and to be = advised=20 based on the results of that assessment.

Students may be exempted from taking a test for the Texas = Success=20 Initiative if they have a high enough score on their = exit-level TAKS=20 tests for mathematics and English language arts, as set by = the Texas=20 Higher Education Coordinating Board (THECB). The qualifying = scores=20 are scale scores of 2200 on their TAKS mathematics and = English=20 language arts with a written composition score of 3 or = higher on the=20 writing component. This indicator shows the percent of = students who=20 achieved this level of proficiency by subject (English = language arts=20 and mathematics) for 2008 and 2007. Results on the TSI - = Higher=20 Education Readiness Component were evaluated for GPA in = the=20 state accountability system.

For 2008, performance on exit-level TAKS (Accommodated) = tests was=20 included in determining TSI. To allow for comparison, prior = year=20 performance (2007) has been recomputed to also include = performance=20 on TAKS (Accommodated). This indicator is subject to = accountability=20 subset rules. For more detailed information, see Chapter = 5=20 of the 2008=20 Accountability Manual. (Source: Division of = Student=20 Assessment)

Total=20 Expenditures by Object (2006-07) (District = Profile=20 only): Total actual expenditures are grouped by object = of=20 expense. Total actual expenditures for groups of object = categories=20 are expressed as a percentage of total expenditures. The = values in=20 the Per Student column show actual expenditure object = categories=20 divided by the total number of 2006-07 students in = membership. Note=20 that the number shown is not the amount actually spent on = each and=20 every student, but rather a per-student average of the = total. Object=20 codes appear in parentheses.

Payroll Costs - gross salaries or wages and = benefit=20 costs for all employees (6100);=20
Other Operating Costs - services rendered to = school=20 districts by firms, individuals and other organizations; = supplies=20 and materials including fuel for vehicles; other reading = materials=20 (not including the cost of state-adopted textbooks); food = service=20 supplies; and other expenses necessary for the operation = of the=20 school district (6200-6400).=20
Debt Service - all expenditures for debt = service=20 including the retirement of debt and bond principal, and = all=20 interest expenses (6500); and=20
Capital Outlay - expenditures for fixed = assets, such=20 as land, buildings, and equipment (6600).

Note this item is reported as actual = expenditures, not=20 budgeted. Accordingly, the information is from the = prior=20 year (2006-07). See also Appendix=20 B. (Source: PEIMS, March 2008)

Total=20 Operating Expenditures by Function (2006-07): = Actual total=20 operating expenditures are grouped by function of expense. = Actual=20 operating expenditures for groups of function categories are = expressed as a percent of actual total operating = expenditures. The=20 values in the Per Student column show actual operating = expenditures=20 by function divided by the total number of 2006-07 students = in=20 membership. Per student operating expenditures are shown for = total=20 operating expenditures and for various groupings of = operating=20 categories. Note that the number shown is not the amount = actually=20 spent on each and every student, but rather a per-student = average of=20 the total.

When comparing averages for school-level expenditures = note that=20 the state and district averages include all types of = schools. For=20 example, a high school's per student expenditure may not be=20 comparable to the state average because the state value = includes=20 elementary and middle schools, which typically have lower = per=20 student expenditures than high schools. Other variables that = may=20 affect comparisons are the experience level of teachers and=20 administrators, the types of instructional programs offered, = and the=20 student characteristics. Function codes appear in = parentheses.

Instruction - all activities dealing directly = with=20 the interaction between teachers and students, including=20 instruction aided with computers (11); and, expenditures = to=20 provide resources for Juvenile Justice Alternative = Education=20 Programs (95).=20
Instructional-Related Services - expenditures = for=20 educational resources and media, such as resource centers = and=20 libraries (12); and, curriculum development and = instructional=20 staff development (13).=20
Instructional Leadership - managing, = directing,=20 supervising, and providing leadership for staff who = provide=20 instructional services (21).=20
School Leadership - directing and managing a = school=20 (23).=20
Support Services - Student - guidance, = counseling,=20 and evaluation services (31); social work services (32); = and,=20 health services (33).=20
Student Transportation (District Profile = only) -=20 transporting students to and from school (34).=20
Food Services - food service operation, = including=20 cost of food and labor (35).=20
Cocurricular Activities - school-sponsored = activities=20 during or after the school day that are not essential to = the=20 delivery of instructional services (36).=20
Central Administration (District Profile = only) -=20 managing or governing the school district as an overall = entity=20 (41); costs associated with the purchase or sale of = attendance=20 credits either from the state or from other school = district(s)=20 (92); and for Charter Schools only, fund raising (81).=20
Plant Maintenance and Operations - keeping = the=20 physical plant and grounds in effective working condition = (51).=20
Security and Monitoring Services - keeping = student=20 and staff surroundings safe (52).=20
Data Processing Services - data processing = services,=20 whether in-house or contracted (53).=20
Other Campus Costs - (Campus Profile only) = combines=20 functions 35, 36, 51, 52, 53 above.

Note this item is reported as actual = expenditures, not=20 budgeted. Accordingly, the information is from the = prior=20 year (2006-07). See also Appendix=20 B. (Source: PEIMS, March 2008)

Total=20 Operating Expenditures by Program (2006-07): Actual = total=20 operating expenditures are grouped by program of expense. = Actual=20 operating expenditures for groups of program categories are=20 expressed as a percent of actual total operating = expenditures. The=20 values in the Per Student column show actual total operating = expenditures divided by the total number of 2006-07 = students in membership. Per student operating expenditures = are shown=20 for total operating expenditures by program for various = groupings of=20 operating categories. Note that the number shown is not the = amount=20 actually spent on each and every student; it is a = per-student=20 average of the total. Program codes appear in parentheses. = The sum=20 of operating expenditures by program area is less than total = operating expenditures by function because a significant = portion of=20 expenditures have no program area designated and are = reported as=20 "99" meaning "undistributed." These are not included in any = of the=20 program categories shown or in the total operating = expenditure=20 amount by program. Also, functions included differ between = the two=20 breakdowns (by program versus by function).

Regular - costs to provide the basic services = for=20 education/instruction to students not in special education = (11).=20
Gifted & Talented Education - the cost to = assess=20 students for program placement and provide instructional = services=20 beyond the basic educational program, designed to meet the = needs=20 of students in gifted and talented programs (21).=20
Career & Technology Education - the cost = to=20 evaluate, place and provide educational and/or other = services to=20 prepare students for gainful employment, advanced = technical=20 training or homemaking. This may include apprenticeship = and job=20 training activities (22).=20
Special Education - services to students with = disabilities. The costs incurred to evaluate, place and = provide=20 educational and/or other services to students who have = Individual=20 Educational Plans (IEP) approved by Admission, Review and=20 Dismissal (ARD) committees. These plans are based on = students'=20 abilities and/or learning needs (23).=20
Accelerated Education - the cost to use = instructional=20 strategies in accordance with campus/district improvement = plans to=20 provide services in addition to those allocated for basic = services=20 for instruction, thereby increasing the amount and quality = of=20 instructional time for students at risk of dropping out of = school=20 and the costs incurred to provide services in support of = Title I,=20 Part A schoolwide campuses with at least 40% educationally = disadvantaged students. (24, 30).=20
Bilingual/ESL Education - cost to evaluate, = place and=20 provide educational and/or other services that are = intended to=20 make the students proficient in the English language, = primary=20 language literacy, composition and academic language = related to=20 required courses (25).=20
Other - costs incurred to provide services to = students who are separated from the regular classroom to a = nondisciplinary or disciplinary alternative education = program (26,=20 28, 29).=20
Athletics/Related Activities (District = Profile only)=20 - costs incurred to provide for participation in = competitive=20 athletic activities, including coaching costs as well as = for=20 sponsors of drill team, cheerleaders, pep squad or other = organized=20 activity to support athletics excluding band (91). =

Note this item is reported as actual operating=20 expenditures by program, not budgeted. Accordingly, = the=20 information is from the prior year (2006-07). See Appendix=20 B for details. (Source: PEIMS, March = 2008)

Total Revenues=20 by Source (2006-07) (District Profile = only):=20 Actual total revenues are grouped by revenue source. Actual = revenues=20 for groups of object categories are expressed as a percent = of total=20 revenue. The values in the Per Student column show actual = total=20 revenues divided by the total number of students in = membership=20 during the 2006-07 school year. Per-student revenues are = shown for=20 total revenues by source for various groupings of revenue=20 categories. Note that the number shown is not the amount = actually=20 received for each and every student, but rather a = per-student=20 average of the total.

The amounts appearing as revenue in any of the categories = shown=20 are the amounts that were reported by districts for the = general fund=20 and all funds. Object codes appear in parentheses.

Local Tax - district income from local real = and=20 personal property taxes (objects 5710-5719, less functions = 91=20 & 96 expenditures);=20
Other Local and Intermediate - revenue for = services=20 to other districts, tuition and fees from students, = transfers from=20 within the state, revenue from cocurricular and = enterprising=20 activities, revenues from intermediate sources (county), = and all=20 other local sources (objects 5720-5769);=20
State - per capita and foundation program=20 entitlements, revenue from other state-funded programs, = and=20 revenue from other state agencies. State revenue also = includes=20 Teacher Retirement System benefits paid by the State of = Texas on=20 behalf of employees in the district (object 5800 series); = and=20
Federal - revenue received by the district = directly=20 from the federal government or distributed by the TEA or = other=20 state entities for programs such as career and technology=20 education, programs for educationally disadvantaged = children=20 (Education Consolidation and Improvement Act, and = Elementary and=20 Secondary Education Act), food service programs, and other = federal=20 programs (object 5900 series).

Note this item is reported as actual revenues, = not=20 budgeted. Accordingly, the information is from the = prior=20 year (2006-07). See Appendix=20 B for details. (Source: PEIMS, March = 2008)

Total=20 Staff: Total staff includes professional staff = (teachers,=20 professional support, administrators), educational aides, = and (on=20 the district profile) auxiliary staff. Minority staff is the = sum of=20 the FTE counts for all non-white staff groups (African = American,=20 Hispanic, Asian/Pacific Islander, and Native American). This = FTE=20 count is expressed as a percent of the total staff FTE. = (Source:=20 PEIMS, Oct. 2007)

Total=20 Students: This is the total number of public school = students who were reported in membership on October 26, = 2007, at any=20 grade, from early childhood education through grade 12. = Membership=20 is a slightly different number from enrollment, because it = does not=20 include those students who are served in the district for = less than=20 two hours per day. For example, the count of Total Students = excludes=20 students who attend a nonpublic school but receive some = services,=20 such as speech therapy-for less than two hours per day-from = their=20 local public school district. (Source: PEIMS, Oct.=20 2007)

Turnover Rate for=20 Teachers (District Profile only): This = percent=20 shows the total FTE count of teachers from the fall of = 2006-07 who=20 were subsequently not employed in the district in the fall = of=20 2007-08, divided by the total teacher FTE count for the fall = of=20 2006-07. Social security numbers for teachers employed in = the=20 district in the fall of 2006-07were checked to verify their=20 employment status in the same district in the fall of = 2007-08. Staff=20 who remained employed in the district but not as teachers = were also=20 counted toward teacher turnover. (Source: PEIMS, Oct. 2007, = Oct.=20 2006)

Value by Category: See Standardized=20 Local Tax Base (comptroller valuation).

Who to = Call

Information about the calculation of all Academic = Excellence=20 Indicator System (AEIS) data elements is provided in this = Glossary.=20 Information on the calculation of state accountability = ratings is=20 available in the 2008=20 Accountability Manual. If, after reading these = documents,=20 you have questions about the calculation of AEIS indicators = or=20 accountability ratings, contact Performance = Reporting at=20 (512) 463-9704.

Questions related to programs and policies for the = following=20 subjects should be directed to the contacts listed below. = All=20 telephone numbers are in the (512) area code.

Subject	Contact	Number
Accountability Ratings (methodology)	Performance Reporting	463-9704
Adequate Yearly Progress (AYP)	Performance Reporting	463-9704
Advanced Courses	Curriculum	463-9581
Advanced Placement (AP) Programs	Curriculum	463-9581
Charter Schools	Charter Schools	463-9575
College Admissions Tests:
SAT	College Board, Southwestern Regional = Office	891-8400
ACT	ACT Regional Office	345-1949
Copies of AEIS reports	http://www.tea.state.tx.us/perfreport
DAEP (Disciplinary Alternative Education = Program)	Chapter 37, TEC =96 Safe Schools	463-3070
Distinguished Achievement Program	Curriculum	463-9581
Dropout and Completion	Accountability Research	475-3523
Gold Performance Acknowledgment	Performance Reporting	463-9704
General Inquiry	School Governance and General Inquiries	475-3697
JJAEP (Juvenile Justice Alternative Education=20 Program)	Chapter 37, TEC =96 Safe Schools	463-3070
Limited English Proficient Students
Testing Issues	Student Assessment	463-9536
Other Issues	Curriculum (Bilingual Education Program = Unit)	475-9581
No Child Left Behind Act	NCLB Program Coordination	463-9374
PBM Special Education Monitoring Results = Status	Program Monitoring and Interventions	463-5226
PEIMS	PEIMS HelpLine	936-7346
Public Hearings	Interventions and Special Investigations	463-9290
Recommended High School Program	Curriculum	463-9581
Retention Policy	Curriculum	463-9581
School Finance	School Financial Audits	463-9095
School Report Card	Performance Reporting	463-9704
Special Education
Testing Issues	Student Assessment	463-9536
Other Issues	Special Education	463-9414
Statutory (Legal) Issues	Legal Services	463-9720
TAKS (all assessments)	Student Assessment	463-9536
TAKS Testing Contractor	Pearson Educational Measurement	(800) 252-9186
TAT (Technical Assistance Team)
Methodology for List	Performance Reporting	463-9704
Implementation of Team	Program Monitoring and Interventions	463-5226
Texas Success Initiative (TSI)	Texas Higher Education Coordinating Board	427-6100

Information on the Internet: http://= www.tea.state.tx.us/perfreport

Appendix=20 A

PEIMS Role=20 Identifications (In Alphabetical Order by=20 Label)

Central = Administrators
027	Superintendent/CAO/CEO/President
Campus = Administrators
003	Assistant Principal
Either Central Or Campus=20 Administrators*
004	Assistant/Associate/Deputy = Superintendent
012	Instructional Officer
020	Principal
028	Teacher Supervisor
040	Athletic Director
043	Business Manager
044	Tax Assessor and/or Collector
045	Director - Personnel/Human Resources
055	Registrar
061	Asst/Assoc/Deputy Exec Director
062	Component/Department Director
063	Coordinator/Manager/Supervisor
Professional Support = Staff
002	Art Therapist
005	Psychological Associate
006	Audiologist
007	Corrective Therapist
008	Counselor
011	Educational Diagnostician
013	Librarian
015	Music Therapist
016	Occupational Therapist
017	Certified Orientation & Mobility = Specialist
018	Physical Therapist
019	Physician
021	Recreational Therapist
022	School Nurse
023	LSSP/Psychologist
024	Social Worker
026	Speech Therapist/Speech-Lang = Pathologist
030	Visiting Teacher
032	Work-Based Learning Site Coordinator
041	Teacher Facilitator
042	Teacher Appraiser
054	Department Head
056	Athletic Trainer
058	Other Campus Professional Personnel
064	Specialist/Consultant
065	Field Service Agent
079	Other ESC Professional Personnel
080	Other Non-Campus Professional = Personnel
Teachers
025	Special Duty Teacher
029	Teacher
047	Substitute Teacher
Educational Aides
033	Educational Aide
036	Certified Interpreter
037	Non-Certified Interpreter
Auxiliary Staff
Employment record, but no=20 responsibility records.

* Administrators reported with these roles = are=20 categorized as central office or campus, depending on the=20 organization ID reported for them.

Appendix=20 B

Financial = Accounting Codes for=20 Revenue and Expenditure = Items
(In Alphabetical Order by = Label)

Label	Funds*	Function(s)	Object(s) +++ =	Program(s)
Actual Expenditure=20 Information
By=20 Function
Community=20 Services	General and All	61	6100-6400	All
Total=20 Operating Expenditures	General and All	Sum of Detail Below	6100-6400	All
Instruction**	General and All	11,95	6100-6400	All
Instructional =96=20 Related Services**	General and All	12,13	6100-6400	All
Instructional=20 Leadership**	General and All	21	6100-6400	All
School=20 Leadership**	General and All	23	6100-6400	All
Support = Services =96=20 Student**	General and All	31,32,33	6100-6400	All
Student=20 Transportation	General and All	34	6100-6400	All
Food=20 Services	General and All	35	6100-6400	All
Cocurricular=20 Activities	General and All	36	6100-6400	All
Central=20 Administration	General and All	41,92 (or 81/Chrtr = Schools)	6100-6400	All
Plant = Maintenance=20 & Operations	General and All	51	6100-6400	All
Security = and=20 Monitoring Services	General and All	52	6100-6400	All
Data = Processing=20 Services	General and All	53	6100-6400	All
Other = Campus=20 Costs***	General and All	35,36,51-53	6100-6400	All
By = Object
Total=20 Expenditures	General and All	All=A7	All 6000s	All
Payroll=20 Costs	General and All	All=A7	6100	All
Other = Operating=20 Costs	General and All	All=A7	6200-6400	All
Debt=20 Service	General and All	All=A7	6500	All
Capital=20 Outlay	General and All	All=A7	6600	All
Actual Program = Expenditure=20 Information
By=20 Program
Total=20 Operating Expenditures	General and All	Sum of Detail Below	6100-6400	Sum of Detail Below =
Regular=20 Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	11
Special=20 Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	23
Accelerated=20 Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	24, 30
Career = &=20 Technology Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	22
Bilingual/ESL=20 Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	25
Gifted = &=20 Talented Education	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	21
Athletics/Related=20 Activities=A7=A7	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	91
Other	General and All	11-13,21,23,31-36,51,52, 91+, = 92,95,96+,99=20 ****	6100-6400	26, 28, 29
Actual Revenue=20 Information
By=20 Source
= Total =20 Revenues	General and All	n/a	5000s	n/a
Local=20 Tax	General and All	n/a	5710-5719 (less function 91& 96=20 expenditures)	n/a
Other = Local &=20 Intermediate	General and All	n/a	5720-5769	n/a
State	General and All	n/a	5800	n/a
Federal	General and All	n/a	5900	n/a
Equity = Transfers++	General and All	91,96	All 6000s	All

*   Funds =96 The general fund includes fund = codes=20 101-199. Fund code 420 is also included in the general = fund=20 for charter schools only. All funds include the general = fund plus=20 fund codes 200/300/400 series, 599, 601, 699, and = 701.
**=20 Indicates the line item appears on the Campus = Profile as=20 well as District Profile. All line items not marked appear = only on=20 the District Profile.
***   Indicates the = line item=20 appears on the Campus Profile only.
****   At = the=20 campus level, only functions 11-13, 21, 23, 31-33, and 95 = are=20 included in expenditures by program area.=20
=A7      Excludes = Intergovernmental=20 Charges (function 90 series) except functions 92 &=20 95.
=A7=A7      = Athletics/Related=20 Activities is not included at the campus level.
+ = Functions 91 and 96 represent tuition transfers for grades = not=20 offered, not =93Equity Transfers.=94
++ Functions = 91 and 96=20 represent the expenditure amount reported for the cost of = reducing=20 property wealth to the required equalized wealth level and = payments to charter schools, respectively.
+++ The 6400 = object=20 codes include: 6629, 6631, 6639, 6649, and 6659 which is = only=20 applicable to charter schools excluding open enrollment = college=20 and university charters. Note that these object codes are = not=20 included in the 6600 code series.

See the Financial=20 Resource Guide for explanations of the fund, = function,=20 object, and program codes.

Appendix=20 C

Advanced Academic=20 Courses=20

2007-08 Academic = Excellence=20 Indicator System

English Language Arts

A3220100

English Language and=20 Composition

A3220200

English Literature and Composition

A3220300

International English Language

I3220300

English III

I3220400

English IV

03221100

Research/Technical Writing

03221200

Creative/Imaginative Writing

03221500

Literary Genres

03221600

Humanities

03221800

Independent Study in English

03231000

Independent Study in Journalism

03231902

Advanced Broadcast Journalism III

03240400

Oral Interpretation III

03240800

Debate III

03241100

Public Speaking III

03241200

Independent Study in=20 Speech

Mathematics

A3100101

Calculus AB

A3100102

Calculus BC

A3100200

AP Statistics

I3100100

Mathematical Studies Standard

I3100200

Mathematical Standard Level

I3100300

Mathematics Higher Level

I3100400

Further Mathematics Standard

03101100

Pre-Calculus

03102500

Independent Study in Mathematics (1^st=20 time)

03102501

Independent Study in Mathematics (2^nd=20 time)

Computer Science

A3580100

Computer Science I

A3580200

Computer Science II

I3580200

Computer Science I

I3580300

Computer Science II

I3580400

Informational Technology in a Global = Society

03580200

Computer Science I

03580300

Computer Science = II

Science

A3010200

Biology

A3020000

Environmental Science

A3040000

Chemistry

A3050001

Physics B

A3050002

Physics C

I3010200

Biology

I3010201

Biology II

I3020000

Environmental Systems

I3040001

Chemistry I

I3040002

Chemistry II

I3050001

Physics I

I3050002

Physics = II

Social Studies/History

A3310100

Microeconomics

A3310200

Macroeconomics

A3330100

United States Government and = Politics

A3330200

Comparative Government and Politics

A3340100

United States History

A3340200

European History

A3350100

Psychology

A3360100

Human Geography

A3370100

World History

I3301100

History, Standard Level

I3301200

History: Africa, Higher Level

I3301300

History: Americas, Higher Level

I3301400

History: East and Southeast Asia, Higher = Level

I3301500

History: Europe, Higher Level

I3302100

Geography, Standard Level

I3302200

Geography, Higher Level

I3303100

Economics, Standard Level

I3303200

Economics, Higher Level

I3303300

Business and Management I (IBBMT1)

I3303400

Business and Management II (IBBMT2)

I3304100

Psychology, Standard Level

I3304200

Psychology, Higher Level

I3366010

Philosophy

I3000100

Theory of Knowledge

03310301

Economics Advanced Studies

03380001

Social Studies Advanced=20 Studies

Fine Arts

A3150200

Music Theory

A3500100

History Of Art

A3500300

Art/Drawing

A3500400

Art/Two-Dimensional Design Portfolio =

A3500500

Art/Three-Dimensional Design Portfolio =

I3250200

Music SL

I3250300

Music HL

I3600100

Art/Design HL

I3600200

Art/Design SL-A

I3600300

Art/Design SL-B

I3750200

Theatre Arts SL

I3750300

Theatre Arts HL

M1170158

Dance Technology I

M1170159

Dance Technology II

M1170160

Dance Choreography I

M1170161

Dance Choreography II

M1170162

Dance Choreography III

03150400

Music IV Band

03150800

Music IV Orchestra

03151200

Music IV Choir

03151600

Music IV Jazz Band

03152000

Music IV Instrumental Ensemble

03152400

Music IV Vocal Ensemble

03250400

Theatre Arts IV

03251000

Theatre Production IV

03251200

Technical Theatre IV

03502300

Art IV Drawing

03502400

Art IV Painting

03502500

Art IV Printmaking

03502600

Art IV Fibers

03502700

Art IV Ceramics

03502800

Art IV Sculpture

03502900

Art IV Jewelry

03503100

Art IV Photography

03503200

Art IV Graphic Design

03503500

Art IV Electronic Media

03830400

Dance = IV

Advanced Languages (Modern or = Classical)

A3120400=20
Japanese IV=20

A3400400

Italian IV

A3410100

French IV Language

A3410200

French V Literature

A3420100

German IV Language

A3430100

Latin IV (Vergil)

A3430200

Latin V (Latin Literature)

A3440100

Spanish IV Language

A3440200

Spanish V Literature

A3450400

Russian IV

A3490400

Chinese IV

I3120400

Japanese IV

I3120500

Japanese V

I3410400

French IV

I3410500

French V

I3420400

German IV

I3420500

German V

I3430400

Latin IV

I3430500

Latin V

I3440400

Spanish IV

I3440500

Spanish V

I3450400

Russian IV

I3450500

Russian V

I3480400

Hebrew IV

I3480500

Hebrew V

I3490400

Chinese IV

I3490500

Chinese V

I3520400

Hindi IV

I3520500

Hindi V

I3996000

Other Foreign Language IV

I3996100

Other Foreign Language V

03110400

Arabic IV

03110500

Arabic V

03110600

Arabic VI

03110700

Arabic VII

03120400

Japanese IV

03120500

Japanese V

03120600

Japanese VI

03120700

Japanese VII

03400400

Italian IV

03400500

Italian V

03400600

Italian VI

03400700

Italian VII

03410400

French IV

03410500

French V

03410600

French VI

03410700

French VII

03420400

German IV

03420500

German V

03420600

German VI

03420700

German VII

03430400

Latin IV

03430500

Latin V

03430600

Latin VI

03430700

Latin VII

03440400

Spanish IV

03440440

Spanish IV For Span Speakers

03440500

Spanish V

03440550

Spanish V For Span Speakers

03440600

Spanish VI

03440660

Spanish VI For Span Speakers

03440700

Spanish VII

03440770

Spanish VII For Span Speakers

03450400

Russian IV

03450500

Russian V

03450600

Russian VI

03450700

Russian VII

03460400

Czech IV

03460500

Czech V

03460600

Czech VI

03460700

Czech VII

03470400

Portuguese IV

03470500

Portuguese V

03470600

Portuguese VI

03470700

Portuguese VII

03480400

Hebrew IV

03480500

Hebrew V

03480600

Hebrew VI

03480700

Hebrew VII

03490400

Chinese IV

03490500

Chinese V

03490600

Chinese VI

03490700

Chinese VII

03510400

Vietnamese IV

03510500

Vietnamese V

03510600

Vietnamese VI

03510700

Vietnamese VII

03520400

Hindi IV

03520500

Hindi V

03520600

Hindi VI

03520700

Hindi VII

03980400

American Sign Language IV

03980500

American Sign Language V

03980600

American Sign Language VI

03980700

American Sign Language VII

03996000

Other Foreign Language IV

03996100

Other Foreign Language V

03996200

Other Foreign Language VI

03996300

Other Foreign Language=20 VII

All courses shown were for the 2006-07 school year.=20
An =93A=94 prefix indicates a College Board Advanced = Placement=20 course.=20
An =93I=94 prefix indicates an International = Baccalaureate course.=20
Dual Enrollment courses are not specifically shown on = this=20 list.

Appendix=20 D

Appendix=20 E

Appendix=20 F

TAKS Raw Scores for = Spring 2008=20 Tests

Spring 2008 TAKS Reading (English) = Performance Standards

	Standard	Total Points = Possible=20	Number = Correct	Percent Correct =
Grade=20 3¹	Panel Recommendation	36	24	67%
	Commended = Performance	34	94%
Grade=20 4	Panel Recommendation	40	28	70%
	Commended = Performance	38	95%
Grade=20 5¹	Panel Recommendation	42	29	69%
	Commended = Performance	39	93%
Grade=20 6	Panel Recommendation	42	27	64%
	Commended = Performance	38	90%
Grade=20 7	Panel Recommendation	48	33	69%
	Commended = Performance	45	94%
Grade=20 8¹	Panel Recommendation	48	33	69%
	Commended = Performance	44	92%
Grade=20 9	Panel Recommendation	42	26	62%
	Commended = Performance	35	83%

Spring 2008 TAKS Reading (Spanish) = Performance Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 3¹	Panel Recommendation	36	23	64%
	Commended = Performance	33	92%
Grade=20 4	Panel Recommendation	40	25	63%
	Commended = Performance	36	90%
Grade=20 5¹	Panel Recommendation	42	27	64%
	Commended = Performance	37	88%
Grade=20 6	Panel Recommendation	42	25	60%
	Commended = Performance	36	86%

Spring 2008 TAKS English Language = Arts=20 Performance Standards²

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 10	Panel Recommendation	73	44	60%
	Commended = Performance	63	86%
Grade=20 11	Panel Recommendation	73	43	59%
	Commended = Performance	63	86%

Spring 2008 TAKS Mathematics = (English)=20 Performance Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 3	Panel Recommendation	40	27	68%
	Commended = Performance	37	93%
Grade=20 4	Panel Recommendation	42	28	67%
	Commended = Performance	39	93%
Grade=20 5¹	Panel Recommendation	44	30	68%
	Commended = Performance	40	91%
Grade=20 6	Panel Recommendation	46	29	63%
	Commended = Performance	41	89%
Grade=20 7	Panel Recommendation	48	27	56%
	Commended = Performance	44	92%
Grade=20 8¹	Panel Recommendation	50	30	60%
	Commended = Performance	45	90%
Grade=20 9	Panel Recommendation	52	31	60%
	Commended = Performance	45	87%
Grade=20 10	Panel Recommendation	56	34	61%
	Commended = Performance	51	91%
Grade=20 11	Panel Recommendation	60	33	55%
	Commended = Performance	53	88%

Spring 2008 TAKS Mathematics = (Spanish)=20 Performance Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 3	Panel Recommendation	40	27	68%
	Commended = Performance	37	93%
Grade=20 4	Panel Recommendation	42	28	67%
	Commended = Performance	37	88%
Grade=20 5¹	Panel Recommendation	44	29	66%
	Commended = Performance	39	89%
Grade=20 6	Panel Recommendation	46	29	63%
	Commended = Performance	40	87%

Spring 2008 TAKS = Writing=20 (Spanish) Performance Standards³

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 4	Panel Recommendation	32	18	56%
	Commended = Performance	27	84%

Spring 2008 TAKS = Writing=20 (English) Performance Standards³

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 4	Panel Recommendation	32	18	56%
	Commended = Performance	28	88%
Grade=20 7	Panel Recommendation	44	26	59%
	Commended = Performance	39	89%

Spring 2008 TAKS Social Studies = Performance=20 Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 8	Panel Recommendation	48	25	52%
	Commended = Performance	42	88%
Grade=20 10	Panel Recommendation	50	29	58%
	Commended = Performance	45	90%
Grade=20 11	Panel Recommendation	55	28	51%
	Commended = Performance	49	89%

Spring 2008 TAKS Science (English) = Performance Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 5	Panel Recommendation	40	30	75%
	Commended = Performance	37	93%
Grade = 8=20	Panel Recommendation	50	32	64%
	Commended = Performance	44	88%
Grade=20 10	Panel Recommendation	55	34	62%
	Commended = Performance	49	89%
Grade=20 11	Panel Recommendation	55	30	55%
	Commended = Performance	50	91%

Spring 2008 TAKS Science (Spanish) = Performance Standards

	Standard	Total Points=20 Possible	Number=20 Correct	Percent=20 Correct
Grade=20 5	Panel Recommendation	40	31	78%
	Commended = Performance	37	93%

Footnotes:

March 2008 (first administration) Grades 3, 5 and 8 = Reading=20 TAKS standards.=20
An essay rating of 2 or higher is required for Met = Standard=20 on the English Language Arts tests.=20
An essay rating of 2 or higher is required for Met = Standard=20 and an essay rating of 3 or higher is required for = Commended=20 Performance on the grades 4 and 7 writing tests. =

The numbers and percents shown in Appendix F = are based=20 on the first administration of the spring 2008 TAKS test. = It=20 should not be used to anticipate the exact number and = percent=20 correct required to achieve Met Standard or = Commended=20 Performance levels on future test administrations. = This is=20 because the numbers may differ slightly from those shown = above to=20 ensure that equivalent standards are maintained for each = TAKS=20 administration.

Appendix=20 G

PBM Special Education = Monitoring=20 Results Status

The system of special education monitoring is aligned = with=20 other PBM activities through the use of graduated = interventions=20 based on indicators of school district and charter school=20 performance and program effectiveness. These indicators = are part=20 of the Performance-Based Monitoring Analysis System = (PBMAS).=20 Overall results on the PBMAS indicators, as well as = instances of=20 low performance on individual PBMAS indicators, are taken = into=20 account in determining required levels of intervention. = The=20 individual indicators address issues related to student=20 participation in, and performance on, assessment = instruments;=20 graduation and dropout rates; over-identification of = students for=20 special education programs; disproportionate student=20 representation based on race or ethnicity or on limited = English=20 proficiency; and disciplinary actions. District and = charter=20 special education data are reviewed regularly as are = complaints=20 filed with TEA about special education services. For = further=20 information or questions about this status, please contact = the=20 Program Monitoring and Interventions Division at (512)=20 463-5226. The =93as of date=94 for the statuses = reported in the=20 2007-08 AEIS report is October 8, 2008.

The definitions of each program status category=20 are:

Local Interventions Implemented. The LEA = completed=20 a local review process by a specified date as required = in Stage=20 1A Intervention and retained materials and templates at = the LEA.=20
Completed: Routine Follow-up. The LEA data = and=20 documentation met TEA requirements for completion of = process.=20 TEA will monitor implementation of the CIP.=20
Completed: Noncompliance Follow-up. The LEA = data=20 and documentation met TEA requirements for completion of = process. TEA will monitor implementation of the CIP and = systemic=20 correction of areas of noncompliance identified by the = review.=20
Pending CIP Resubmission. TEA review = determined=20 that one or more areas of the CIP did not meet minimum = TEA=20 requirements, and revision was necessary.=20
Pending TEA On-Site Action. TEA review = determined=20 that: appropriate implementation of TEA monitoring = processes,=20 including submission of accurate data, appropriate=20 implementation of intervention requirements, and/or = appropriate=20 implementation of the CIP, could not be verified through = LEA=20 documentation; imminent program performance and/or = effectiveness=20 concerns exist; and/or ongoing noncompliance for more = than one=20 year is identified, resulting in an on-site review to = determine=20 additional TEA intervention.=20
TEA On-Site Action Completed: Routine = Follow-up.=20 TEA has completed an on-site review of the LEA program. = As a=20 result, the LEA has implemented and/or revised a CIP. = TEA will=20 monitor implementation of the CIP.=20
TEA On-Site Action Completed: Noncompliance=20 Follow-up. TEA has completed an on-site review of = the LEA=20 program. As a result, the LEA has implemented and/or = revised a=20 CIP that includes actions to address noncompliance with = program=20 requirements. TEA will monitor implementation of the CIP = and=20 systemic correction of areas of noncompliance identified = by the=20 review.=20
Year After TEA On-Site Action: Routine=20 Follow-up. TEA completed an on-site review of = the LEA=20 program in the prior year. As a result, the LEA=20 implemented and/or revised a CIP that continued = throughout the=20 subsequent year. TEA continues to monitor = implementation=20 of the CIP.=20
Year After TEA On-Site Action: = Noncompliance=20 Follow-up. TEA completed an on-site review of = the LEA=20 program during the prior year. As a result the LEA = implemented and/or revised a CIP that included actions = to=20 address noncompliance with program requirements, and the = CIP=20 continued throughout the subsequent year. TEA = continues to=20 monitor implementation of the CIP and systemic = correction of=20 areas of noncompliance identified by the review.=20
TEA On-Site Action Completed:=20 Oversight/Sanction/Intervention. TEA has completed = an=20 on-site review of the LEA program. As a result: ongoing=20 noncompliance for longer than one year was = identified/confirmed;=20 appropriate implementation of the TEA monitoring = process,=20 including submission of accurate data and appropriate=20 implementation of intervention requirements, could not = be=20 verified; and/or CIP implementation was not proceeding = as=20 appropriate for the LEA. TEA oversight, sanctions, and=20 interventions were implemented as a result.=20
Pending Random Data Verification. = Regardless of=20 whether a stage of intervention initially was assigned, = an LEA=20 may be subject to random selection for data review to = ensure the=20 integrity of monitoring system data and appropriate=20 implementation of the program.=20
Pending Random Process Verification. = Regardless of=20 review results or stage of intervention, an LEA may be = subject=20 to random selection for process review to ensure the = integrity=20 of the implementation of the monitoring system, = including data=20 reporting and accuracy of findings.=20
Oversight/Sanction/Intervention. TEA = oversight,=20 sanctions, and interventions were implemented under the=20 following circumstances: (a) the second CIP submission = of an LEA=20 at Stage 1, Stage 2, or Stage 3 Intervention was not = adequate;=20 (b) the CIP of an LEA at Stage 4 Intervention was not = adequately=20 developed after an on-site review; (c) ongoing = noncompliance for=20 longer than one year was identified; (d) CIP = implementation was=20 not proceeding as appropriate for any LEA; (e) the LEA=20 previously was assigned on-site interventions and = remained under=20 escalated oversight during the period of transition = after=20 removal of those interventions; or (f) TEA could not = verify=20 appropriate implementation of TEA monitoring processes,=20 including submission of accurate data, appropriate=20 implementation of intervention requirements, and/or = appropriate=20 implementation of a CIP.=20
On-Site Intervention Assigned. TEA has = assigned a=20 technical assistance team, special purpose monitor, = conservator,=20 or management team to oversee correction of = noncompliance and/or=20 implementation of program and monitoring requirements.=20
Proposed Charter Non-Renewal. The charter = school=20 has been notified of TEA's intent not to renew the = charter.=20
Campus Closure. The campus was closed as a = result=20 of TEA sanctions.=20
In Review. TEA had not completed initial = review of=20 the information submitted by the LEA.=20
No status is shown for LEAs not selected for PBM=20 intervention for special education program areas.=20

Perform= ance=20 Reporting

Some of the content on this page may require one = of the=20 following plug-ins:
Adobe Acrobat Reader | Readers for Microsoft = Word, Excel, or Powerpoint | Windows Media Player=20

By using this site and its = products, you=20 agree to the Copyright and terms of service.=20

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