TAKS includes a form called TAKS Accommodated for students served by special education who meet the eligibility requirements for certain specific accommodations. General Information TAKS—M is an alternate assessment based on modified academic achievement standards that is intended for a small number of students served by special education who meet participation criteria.
Because standards have only recently been set, each student who took TAKS—M in an NCLB-required grade and subject in the spring of received a report in May showing only his or her raw score the number of items the student answered correctly on each subject-area test. On September 19, , online assessment reports will be available, and on September 26, , paper reports will be delivered to districts.
All reports except student labels will be provided online, and the CSR and student labels will be provided on paper. Reports will be organized by campus and based on the campus where the student tested in spring This brochure, which will be available in both English and Spanish, will be formatted so that districts can easily reproduce it. However, there will be no grade 11 retest opportunities.
Following standard setting in summer , updated assessment performance information will be provided to districts. Please note that the TAKS—M assessments administered in spring for the NCLB-required grades and subjects administered in spring will be reported with performance information at the same time as the corresponding TAKS assessment.
The panels recommended cut points in the following grades and subjects: mathematics at grades ; reading at grades ; English language arts at grades 10 and 11; and science at grades 5, 8, 10, and During the standard-setting process, panelists reviewed the content assessed by the test items, engaged in group discussions, and considered the impact on students when making their cut-score recommendations.
After the standard-setting meetings, the commissioner of education approved the raw score cut points presented in Attachment A. These aides are referred to as paraprofessional staff. It is a preview indicator in anticipation of its first possible use in the accountability system in Only one year is available. See Appendix H for a detailed description of the methodology for this indicator and for the assessment results used.
Enrollment: See Total Students. Equity Transfers District Profile only : The amount "excluded from revenues" is the expenditures reported by districts for reducing their property wealth to the required equalized wealth level function The amount "excluded from expenditures" is the expenditures reported by districts for the cost of reducing their property wealth to the required equalized wealth level function Payments to Charter Schools function 96 are also included in both items in this category.
In the Profile section, both counts and percentages of the total number of students in each of these categories are shown. Fund Balance Information District Profile only : The amount of undesignated, unreserved fund balance that existed at the end of the school year is reported for each district. The unreserved fund balance is not legally restricted and has two components: designated and undesignated.
The designated component requires local board action to earmark the balance for bona fide purposes that will be fulfilled within a reasonable period of time.
The undesignated component is available to finance monthly operating expenditures. The amount reported in the AEIS report is the undesignated component, calculated as the difference between the total unreserved fund balance and the designated unreserved fund balance.
This balance amount is expressed as a percent of the total budgeted expenditures for the general fund for the current year as specified in statute.
A district can have a negative, undesignated, unreserved fund balance when the district's reserved fund balance is greater than the district's total fund balance. Note that while other finance items are now reported as actual, fund balance information is still expressed as a percent of total budgeted expenditures for the current year as required in statute.
Source: Financial Audit Report, Jan. General Fund: This is a governmental fund used for operations of on-going organizations and activities. The amounts reported in this fund classification are reported separately from All Funds. General fund reporting includes fund codes and Gold Performance Acknowledgment: The Gold Performance Acknowledgment GPA system acknowledges districts and campuses for high performance on indicators other than those used to determine accountability ratings.
Acknowledgment is awarded for high performance on:. Schools and districts receive one of three possible categories for each indicator. Acknowledged signifies they met the Gold Performance standard for the indicator; Does Not Qualify signifies that they were evaluated but did not meet the standard for the indicator or that the school or district was Academically Unacceptable or AEA: Academically Unacceptable; Not Applicable signifies there were no data to be evaluated for the indicator, usually due to the grades served by the district or campus.
Refer to Chapters 5 and 13 in the Accountability Manual for detailed information on the standards for Gold Performance Acknowledgment. Graduates Class of : In the Profile section, this is the total number of graduates including summer graduates for the school year, as reported by districts in the fall of The value includes 12th graders who graduated as well as graduates from other grades. Students in special education who graduate are included in the totals, and are also reported as a separate group.
Special education graduates are students who graduated with a special education graduation type code or who received special education services their entire senior year as determined by attendance data. Counts of students graduating under the recommended high school or distinguished achievement programs are also shown.
Students graduating with the class of could be coded with one of the following graduation types:. Counts of graduates are calculated slightly differently for three graduation-related indicators on the Performance section of the AEIS report:. The instructional expenditure ratio is a district-level only measure, and is calculated as follows:.
Contact the School Financial Audits Division at for further details on this measure. See Appendix B for function and expenditure code labels. The instructional staff percent is a district-level-only measure, and is calculated as follows:. Contact the School Financial Audits Division at for further details about this measure. Leaver Record: In determining the status of prior year 7th through 12th grade students who are no longer enrolled at a Texas public school, TEA reviews attendance and enrollment records of all districts, the records of Texas graduates for the last several years, and GED certificate records.
Districts, for their part, are required to submit a leaver code for all other students. This group of "leavers" includes students such as those who graduated, moved to another state or country, died, or dropped out. See Appendix I of the Accountability Manual for detailed information on coding leavers. See also Data Quality. Not all students identified as LEP receive bilingual or English as a second language instruction, although most do.
In the Profile section of the reports, the percent of LEP students is calculated by dividing the number of LEP pupils by the total number of students in the school or district. The LEP column in the Performance section shows the performance of students identified as LEP in the current year only; students who are no longer considered limited English proficient are not included in this column. Beginning this year, a new section, Section III, was added to district, region and state reports.
It shows the performance of current-year LEP students in great detail. Mobile: This measure, which is part of the TAKS Participation section of the AEIS, indicates the percent of student test results not included in the accountability system because the students move to a different school or district between the fall and spring. Note that this measure is different from Mobility, which is defined below.
See also Accountability Subset. This rate is calculated at the campus level. The mobility rate shown in the Profile section of campus reports under the "district" column is based on the count of mobile students identified at the campus level.
That is, the district mobility rate reflects school-to-school mobility, within the same district or from outside the district. See also Campus Group.
Paired Schools: For accountability purposes, schools that reported enrollment but did not have grades in which the state-mandated test was given e. K-2 schools are paired with schools with which they have a "feeder" relationship to determine accountability ratings. For example, assuming Travis Primary K-2 feeds students into Navarro Elementary , the district would pair these two schools for accountability purposes. For a complete explanation of each label, see Appendix G.
Performance of Mobile Students State Performance only : This additional report shows the aggregate state-level performance of students who were excluded from the district accountability subset due to mobility across districts between October and the time of testing.
It is calculated for each TAKS subject as:. The report shows performance by subject summed across all grades tested. For purposes of comparison, Performance of Mobile Students is shown for and This indicator is not available at the region, district, or campus level. See also Mobile. Professional Staff: This is a full-time equivalent FTE count of teachers, professional support staff, campus administrators, and, on the district profile, central administrators. Each type of professional staff is shown as a percentage of the total staff FTE.
See also Appendix A. Of the students who failed the TAKS in the prior year, this measure shows the percent that passed the corresponding assessment in the current year. Reports for both these measures by grade are available for each district and campus on the internet, within the AEIS report that appears on the Division of Performance Reporting's website.
This indicator is also available in Section III of the reports. See also Texas Growth Index in this Glossary. Retention Rates by Grade: The retention rate, reported in the Profile section, shows the percent of students in Texas public schools who enrolled in the fall of in the same grade as their grade in the last reported six-week period of the prior year Special education retention rates are calculated and reported separately from the rates of non-special education students because local retention practices differ greatly between these two populations of students.
RHSP graduates are students with type codes of 15, 19, 22, 25 or 28; DAP graduates are students with type codes of 17, 20, 23, 26 or See also Graduates. Both testing companies annually provide the agency with testing information on the most recent test participation and performance of graduating seniors from all Texas public schools. Only one record is sent per student.
If a student takes an ACT or SAT test more than once, the agency receives the record for the most recent examination taken. This shows the percent of graduates who took either college admissions test:. Note that "graduates" in the denominator of equation 1 does not include special education graduates; however, special education graduates who took either the SAT or ACT are included in the numerator.
See Graduates. This shows the percent of examinees who scored at or above the criterion score on either test on the SAT, or 24 on the ACT. Despite the addition of the writing portion of the SAT, the criterion score continues to be based on mathematics and critical reading only. ACT Oct. School Type: For purposes of creating the Campus Groups, schools are placed into one of four classifications based on the lowest and highest grades in which students are enrolled i.
Generally speaking, elementary schools are PK-5 or PK-6, middle schools are , and secondary schools are Schools whose grade spans do not exactly match these, are grouped with the school type most similar to their grade span. Special Education: This refers to the population served by programs for students with disabilities. Assessment decisions for students in special education programs are made by their Admission, Review, and Dismissal ARD committee. The ARD committee is made up of the parent s or guardian, teacher, administrator, and other concerned parties.
Information that would allow the separation of performance of special education students on college admissions tests and on Advanced Placement and International Baccalaureate examinations is not available. Note that in the Profile section of the report, retention rates are shown separately for special education and non-special education students.
Staff Exclusions: These are counts of individuals who serve public school students, but are not included in the FTE totals for any of the other employee statistics. There are two types of these entries: individuals participating in a shared services arrangement and individuals on contract with the district to provide instructional services.
Only the portion of a person's total FTE amount associated with the school in another district or with the organization code is counted as SSA. SSA staff are grouped into three categories: Professional Staff which includes teachers, administrators, and professional support ; Educational Aides; and Auxiliary Staff. Contracted Instructional Staff District and Campus Profiles refers to counts of instructors for whom the district has entered into a contractual agreement with some outside organization.
Through the contract, the outside organization has committed to supplying instructional staff for the district. They are never employees of the reporting school district. Standardized Local Tax Base comptroller valuation District Profile only : The Comptroller conducts a study each year that uniformly evaluates the property values within school district boundaries.
Locally assessed values may vary from the Comptroller's study values. The values certified by the Comptroller's Property Tax Division Comptroller Valuation are standardized in that they are deemed to be comparable across the state.
Note that the values shown are final for tax year This is not the property value used for school funding calculations. The percentages do not sum to , as a student may be enrolled in more than one of these programs. Student Success Initiative SSI : For the school year, students in 3rd grade needed to pass the reading portion of the TAKS in order to be promoted to the 4th grade; students in 5th grade needed to pass both the reading and mathematics portions of the TAKS in order to be promoted to 6th grade; and students in 8th grade needed to pass both the reading and mathematics portions of the TAKS in order to be promoted to 9th grade.
Students were given three opportunities to pass each required test. In addition to promotion based on passing the test, some students were promoted based on the recommendation of their grade placement committee GPC.
The committee members needed to agree that the student was likely to perform on grade level after receiving accelerated instruction. For each subject and grade, this shows the percent of students who did not pass the first administration of the TAKS.
Students who did not pass the test during the first administration must be provided accelerated instruction in preparation for the second administration:. The number of eligible students is calculated from the test answer documents and includes all students who were tested, students who should have been tested but were absent, and students who were not tested for other reasons.
Students who were absent during the first administration or were not tested for other reasons are included in the counts of students requiring accelerated instruction.
For each subject and grade, this shows the cumulative and unduplicated percent of students who took and passed the tests in the first and second administrations combined:. The values shown for this measure are the ones used in determining state accountability ratings. The "by grade" results are based on the first administration of each test only. This shows the percent of students who failed all attempts to pass but were promoted to the next grade by their GPC:.
This presents two calculations for students who failed in For those who were promoted, the first measure shows the percentage who passed the TAKS in Using grade 5 reading as an example, the calculation is as follows:.
For those who were retained, the second measure shows the percentage who passed the TAKS in Note that the highest grade served in many elementary schools is grade 5. In these cases, only the performance of 5th graders who were retained will be reported. The performance of the students promoted to 6th grade will appear in the middle school report.
Some schools and districts may not have any prior year failers. In these cases, no information is printed for this measure.
For grade 8, only one year is available for measures 3 and 4. This indicator is also shown in Section III of the reports. Students by Grade: Percentages are calculated by dividing the number of students in each grade by the total number of students. Districts report the disciplinary actions taken toward students who are removed from the classroom for at least one day.
Although students can have multiple removals throughout the year, this measure counts students only once and includes only those whose removal results in a placement in a disciplinary alternative education program or juvenile justice alternative education program.
The following 19 reason codes on the PEIMS record are included as disciplinary placements: 02, 03, 04, 07, 08, 10, 12, 13, 14, 15, 51, 52, 53, 54, 55, 57, 59, 60, and The TAKS is designed to measure to what extent a student has learned, understood, and is able to apply the concepts and skills expected at each tested grade level. The AEIS reports show performance on these separately.
It also contains no embedded field-test items. TAKS Accommodated performance is not shown separately. It is a new indicator for the AEIS reports, and serves as a preview in anticipation of its use in determining accountability ratings in Only one year is shown. Accountability subset rules apply. Students who achieve Commended Performance have shown a thorough understanding of the knowledge and skills at their grade level.
Note that this includes the performance on selected TAKS Accommodated tests, the same as those used in determining accountability ratings. Students who failed the first time had four additional opportunities to retake test s before their graduation date. This measure is intended to show the relative success of districts in their efforts to help all their students pass the exit-level TAKS, which is a requirement for graduation from Texas public schools. Note that for the class of , results include performance on the TAKS Accommodated tests; however, for the prior year class of , performance on TAKS Accommodated tests is not included.
For the actual number of test questions raw score required to pass each assessment, see Appendix F. The student passing standard is set by the State Board of Education.
TAKS-Modified TAKS-M : This alternate assessment is based on modified academic achievement standards and is designed for students served by special education who meet certain participation requirements. This is a new indicator for for the campus, district, and region reports. Results are summed across grades and reported by subject for all five subjects and for All Tests Taken. The percent meeting the standard is calculated as:.
TAKS Participation: This indicator presents the percent of students tested and not tested on each state assessment, as well as the percent of students included and excluded in determining accountability ratings. An important aspect that should be mentioned in regard to TAKS-M is the requirements set by the Texas education board. The importance of such aspects can be derived from the main concern of such assessment, which is the possibility of discrimination.
Thus, if taking such modification as larger print, it might affect the grading process, whereas simpler vocabulary and fewer answer choices can be seen as controversial. In such a case, it can be seen that the accountability rating for , based on the TAKS test, the Completion Rate I for the class of , and the annual dropout rate, is not including the TAKS-M assessment scores. Accordingly, measures of improvements, based on which other states might follow in implementing such assessment system, can be seen through Texas Projection Measures TPM , which can be seen to take in effect in , where the projections taken in will be assessed.
In that regard, in TAKS assessments will be combined with TAKS accommodated, and thus the total overview of the effectiveness of the new assessment system can be outlined and measured.
Additionally, in such a case it can be predicted that the accountability rating in will be raised as it can be assumed that in addition to TAKS assessment measures, the dropout of the students receiving special education will decrease.
It can be summarized, that the direction taken in Texas is an important step toward the appreciation of the special requirements of students with disabilities in education. The effectiveness of such a system, once assessed, will serve as a leading example for the other states to follow. The usage of the theoretical and practical framework might serve as a case study, where even if some modifications will be required, will be a milestone toward the compliance of the new system with related titles in the Civil Right Act, the Education amendments, Rehabilitation Act, Americans with Disabilities Act, and Individuals with Disabilities Education Act.
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