TEA collects data from Local Educational Agencies (LEAs)
for State Performance Plan (SPP)/Annual Performance Report (APR).
LEA Data Collection
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)
(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
Indicators 3A-C (Participation and Performance on
Data for Indicator 3A-C are collected
from student test answer documents and reported from the Annual Measurable
Indicators 4A-B (Suspension and Expulsion),
5A-C (Least Restrictive Environment Ages 6-21), 6 (Least Restrictive
Data for Indicators 4A-B, 5A-C, 6 are
collected through and reported from the PEIMS.
Indicator 8 (Parent
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 the PEIMS.
Indicators 7 (Early Childhood Outcomes), 11 (Child Find), 12 (Early
Childhood Transition), 13 (Secondary Transition), and 14 (Post School
Data for Indicators 7, 11, 12, and 13 are collected
through online (TEA Secure Environment) TEASE
applications. Contact data for Indicator 14 are collected through online TEASE
applications and results from survey instruments are reported from aggregate
following documents provide information for the clarification period for
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 Federal and State Education Policy and the Division of Program Monitoring
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
will let you view the district, regional or statewide report.
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
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.
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
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: