Local Educational Agency Reports and Requirements
TEA collects data from Local Educational Agencies (LEAs) for State Performance Plan (SPP)/Annual Performance Report (APR).
LEA Data Collection
The data source and requirements for collection vary by reporting priorities or indicators which are listed below for SPP indicators 1-14.
Data Source and Collection Schedule (PDF 26KB)
Indicators 1 (Graduation) and 2 (Dropout)
Data for Indicators 1 and 2 are collected through the Public Education Information Management System (PEIMS) submissions and reported from the Academic Excellence Indicator System Dataset.
Indicators 3A-C (Participation and Performance on Statewide Assessments)
Data for Indicator 3A-C are collected from student test answer documents and reported from the Annual Measurable Objective Dataset.
Indicators 4A-B (Suspension and Expulsion), 5A-C (Least Restrictive Environment Ages 6-21), 6 (Least Restrictive Environment 3-5)
Data for Indicators 4A-B, 5A-C, 6 are collected through and reported from PEIMS.
- Preschool Programs for Children with Disabilities FAQ (PDF 106KB)
- Preschool Special Education Service-Location-Code Decision Tree (PDF 141KB)
Indicator 8 (Parent Participation)
Data for Indicators 8 are collected through survey instruments and reported from aggregate datasets.
Indicators 9 (Disproportionality in Special Education), and 10 (Disproportionality by Specific Disability)
Data for Indicators 4A-B, 5A-C, 6, 9, and 10 are collected through and reported from PEIMS.
Indicators 7 (Early Childhood Outcomes), 11 (Child Find), 12 (Early Childhood Transition), 13 (Secondary Transition), and 14 (Post School Outcomes)
Data for Indicators 7, 11, 12, and 13 are collected through online (TEA Log-in) TEAL applications. Contact data for Indicator 14 is collected through and reported from TSDS PEIMS.
- Indicator 7 - General Information
- Indicator 11 - General Information
- Indicator 12 - General Information
- Indicator 13- General Information
- SPP 7, 11, 12, and 13 Troubleshooting Document
The following documents provide information for the clarification period for LEAs.
- 2019 Clarification Process Indicators 11 and 12 (PDF 15.3KB)
- 2019 Clarification Process Indicator 13 (PDF 14.7KB)
- Data Clarification Period 2019 Accessible (PDF 91KB)
- Data Clarification Period 2019 (PowerPoint)
Consequences for Data Invalidity
LEAs are required to provide valid and reliable data that reflect the measurement for each SPP indicator. TEA considers data certified and submitted by districts through the TEASE applications to be final and uses the district's performance on the indicators in the annual determinations analysis. Any issues related to the submission of inaccurate data or the non-submission of data will be addressed by the Division of Special Education and the Division of Program Monitoring and Intervention.
TEA publicly reports district performance against the state targets in the SPP for Indicators 1-14 for a given year. Each spring, TEA produces a District Profile of SPP Indicators Report for each district in the state.
Report Search will let you view the district, regional or statewide report.
2019 LEA Public Report (School Year 2017-18 District Profiles)
- About the 2019 Public Report (PDF)
2018 LEA Public Report (School Year 2016-17 District Profiles)
2017 LEA Public Report (School Year 2015-16 District Profiles)
2016 LEA Public Report (School Year 2014-15 District Profiles)
2015 LEA Public Report (School Year 2013-14 District Profiles)
2014 LEA Public Report (School Year 2012-13 District Profiles)
The following documents provide explanations for the methodologies used to compute the data in the SPP/APR.
TEA is required to make annual determinations about the performance of the LEAs using the categories of Meets Requirements, Needs Assistance, Needs Intervention, and Needs Substantial Intervention. As implied, these categories represent various intensities of required technical assistance and/or intervention. States are required to make a Determination using these categories for every LEA within the state on an annual basis.
Beginning in Fall 2015, TEA fully integrated federally required district determination elements into the overall Performance Based Monitoring (PBM) special education staging system. Districts receive one intervention stage/determination based on combined district performance levels derived from the federally required elements and the Performance Based Monitoring and Analysis System (PBMAS) indicators.
Federally Required Elements
States must consider the following four federally required elements in assigning a Determination level for LEAs:
- Performance on compliance indicators 9, 10, 11, 12, and 13 in the SPP
- Whether data submitted by LEAs is valid, reliable, and timely;
- Uncorrected noncompliance from other sources (complaints resolution, due process, residential facility monitoring and monitoring activities); and
- Any audit findings.
State Defined Elements
States may choose to define additional elements in making determinations. In order to more accurately reflect LEA performance as indicated by data results, TEA has incorporated the following state defined elements:
- Performance-Based Monitoring Analysis System (PBMAS) indicator performance levels