Accountability & Assessment
State Assessment
Texas has had a statewide student assessment since 1980. In spring 2012, Texas students began taking the State of Texas Assessments of Academic Readiness (STAAR®). The assessments are administered to students in grades 3–8 and high school. STAAR, including STAAR Spanish, is available on paper and online. Online versions with designated supports for English learners (ELs) and students with disabilities are also available.
The state also offers STAAR Alternate 2 for students who have significant cognitive disabilities and are receiving special education services.
The Texas English Language Proficiency Assessment System (TELPAS) and the TELPAS Alternate are provided to assess the progress that ELs make in learning the English language.
TEA also provides free, optional, online interim assessments that align to the TEKS.
Resources
Federal Accountability
- Comprehensive Support and Improvement Schools: Using the Closing the Gaps domain scaled score, TEA rank orders the scaled domain score for all campuses.
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- The lowest five percent of campuses that receive Title I, Part A fund
- Any Title I or non-Title I (ineligible for funding) campus that does not attain a 67 percent four-year federal graduation rate for the all students group
- Any Title I campus identified for targeted support and improvement for three consecutive years for the same student group(s) is identified the following school year.
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- Targeted Support and Improvement (annual identification)
- Campuses (that are not Comprehensive Support) that have at least one "consistently under-performing" student groups: A student group that misses the targets in at least the same three indicators, for three consecutive years.
- Additional Targeted Support (annual identification)
- Campuses for which an individual student group’s percentage of evaluated indicators met is at or below the percentage used to identify that campus type for Comprehensive Support and Improvement (that is not identified for comprehensive or targeted support)
College, Career, Military Readiness
Parent and Family Engagement
Parent and Family Engagement
Parent Involvement
Level 2--This level includes a smaller representation of parents who are visible in schools daily, weekly or monthly. These parents assist in a variety of ways at schools (office assistants, library assistance, paperwork, classrooms, discipline, etc).
Results-Driven Accountability
Results-Driven Accountability (RDA)- formerly Performance-Based Monitoring Analysis System (PBMAS)
One component of RDA is the special education monitoring process, which includes four types of monitoring: 1) Performance-Based Monitoring of public school districts and charters; 2) approval and re-approval of Nonpublic Schools; 3) cyclical monitoring of other state entities that provide services to students with disabilities; and 4) Residential Facilities Monitoring. The Special Education unit also monitors the correction of non-compliance identified through data submission for the State Performance Plan (SPP).
Data Validation Monitoring (DVM) is another component of the RDA system. This system is designed to monitor the accuracy of data submitted by schools to be used in state accountability and RDA (in the areas of leavers/dropouts, school discipline, and student assessment). Data Validation and Verification (DVV) are on-site reviews conducted by TEA to validate the accuracy of data, and the implementation of the PBM system.
In order to receive notification and access to unmasked accountability data and reports- and following discussion with your superintendent or authorized designee, you will need to request the Accountability application on the TEA Secure Applications Information (TEAL) webpage. If you are responsible for facilitating or leading intervention activities and submitting required reports, you will also need to apply for the Intervention Stage and Activity Manager (ISAM) application. Our team is ready to support you with analysis of accountability data and throughout the intervention process.
Helpful Links
Performance-Based Monitoring Analysis System Contacts
Carmen Delgado, M.Ed.
(903) 988-6861
Mark Parkerson, M.Ed.
(903) 988-6864
Kerri Brice, M.Ed.
(903) 988-6719
PBM-Special Education
Beverly Beran, M.Ed.
(903) 988-6910
Student Growth
- For grades and subjects in which assessments are required under Elementary and Secondary Education Act-ESEA section 1111(b)(3): (1) a student's score on such assessments and (2) other measures of student learning, such as those described in the second bullet, provided they are rigorous and comparable across schools within an LEA.
• For grades and subjects in which assessments are not required under ESEA section 1111(b)(3): alternative measures of student learning and performance, such as student results on pre-tests, end-of-course tests, and objective performance-based assessments; performance against student learning objectives; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and comparable across schools within an LEA.
Crissy Haynie, M.S.
(903) 988-6762 LaTonya Whitaker, M.Ed.
(903) 988-6741 State Assessment Data Validation (DRC-DDV State Assessment) Crissy Haynie, M.S. (903) 988-6762 Leavers Data Validation (DRC-LRDV) Mechelle Carpenter, B.B.A. (903) 988-6839 Discipline Data Validation (DRC-DDV) LaTonya Whitaker, M.Ed. (903) 988-6741 Performance-Based Monitoring (PBM)/ Results-Driven Accountability (RDA)
Beverly Beran, M.Ed. (903) 988-6910 |
Student Performance
Standards / Curriculum
Online curriculum management system that includes curriculum components, an assessment item bank, and content-specific resources aligned to the TEKS (including Spanish translated version for K-5 content).
Performance Reports
National Association for the Education of Young Children
National Association for the Education of Young Children: Families
National Association for the Education of Young Children: STEM
The Fred Rogers Center for Early Learning and Children’s Media
State Performance Plan (SSP)
- COVID-19 Special Education Q&A
- TELPAS and LPAC Guidance
- ARD Committee Considerations
- Guidance for Military Connected Students
- Guidance for Foster Care Students
- English Learner FAQ
- Section 504 of the Rehabilitation Act of 1973 Guidance
- Special Education Privacy and FERPA Considerations for Virtual Instruction
- ARD Committee Considerations During COVID-19
- Evaluation Considerations During COVID-19
- Assessment
- Accountability
- Staff and Educator Issues
- Guidance on Educator and Issues and Educator Evaluations and Non-renewal
Local Education Agency (LEA) Data Collection
2. Dropout
3A-C. Adequate Yearly Progress
4A-B. Suspension/Expulsion
5A-C. Educational Environment, Ages 6-21
6. Educational Environment, Ages 3-5
7A-C. Early Childhood Outcomes
8. Parent Participation
9. Disproportionality in the special education program
10. Disproportionality by specific disability
11. Child Find
12. Early Childhood Transition
13. Secondary Transition
14. Post-School Outcomes
Local Education Agency (LEA) Public Reporting
SPP Reports and Requirements
Local Education Agency (LEA) Determination
- Needs assistance
- Needs intervention
- Needs substantial intervention
Helpful Links
State Performance Plan Contacts
Jennifer Brandt, M.A.
Specialist, Special Education
[email protected]
(903) 988-6970
Jennifer Brandt, M.A.
Specialist, Special Education
[email protected]
(903) 988-6970
Stacey Perkins, M.A.
Specialist, Special Education
[email protected]
(903) 988-6911
Parent Participation
Secondary Transition
Tracy Johnston, M.Ed.
Specialist, Special Education
[email protected]
(903) 988-6733
Whitney Sherman, M.Ed., BCBA, LBA
Specialist, Special Education
[email protected]
(903) 988-6896