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FFY 2007 Annual Performance Report - TEA - Home School ...

FFY 2007 Annual Performance Report - TEA - Home School ...

Discussion of

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2007: I. Improvement Activities Completed The improvement activities related to increasing the participation and performance rates for students with disabilities are interrelated to several other indicators in the Annual Performance Report (APR) including: � Indicator 1: Graduation Rate � Indicator 5: Educational Environments, Ages 6-21 (placements in the least restrictive environment) The data associated with the indicators above must be considered when addressing the adequate yearly progress indicator. Specific improvement activities related to these areas include all the activities listed in Indicator 1 (Graduation). II. Explanation of Progress or Slippage 3A. The State did not meet the 100% target (42%). The dramatic decrease in the number of districts meeting the AYP Objective can be attributed to the realignment of the Texas Assessment Program to the federal requirements in No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA). This data should be considered baseline. The number of districts not meeting the minimum “n” size continues to reflect the declining number of students meeting special education eligibility. 3B. The State exceeded the 95% target for students participating on math assessments (99%) and on reading assessments 99%. The number of non-participants has decreased. Reasons for nonparticipation include those students who were absent; those students who participated in testing, but their tests were not scored because of illness during the test, cheating, etc.; those students who participated in the testing by taking a linguistically accommodated mathematics test, but were exempted because they were in their first year in U.S. schools; and those students who participated in an alternate assessment based on an alternative achievement standards, but were cognitively impaired to the degree they could not respond, . The TEA will continue to monitor the number of non-participants annually. The TEA continues to emphasize the overall importance of Adequate Yearly Progress by providing timely and accurate information to school districts and the public on the TEA’s website at http://ritter.tea.state.tx.us/ayp/index.html. 3C. The State met the 50% target for student proficiency rates on math assessments (50%) and exceeded the 60% target for student proficiency rates on reading assessments (62%). The decrease in the proficiency rates from 2006-07 to 2007-08 can be attributed to the realignment of the Texas Assessment Program to the federal requirements in No Child Left Behind (NCLB) and the Individuals with Disabilities Education Act (IDEA). The 2007-08 school year is the first year of implementation of an aligned assessment program. The 2006-07 school year was the last year the out of level test (State Developed Alternative Assessment) was administered. This data should be considered baseline. Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2008: I. Targets State will not revise the targets associated with NCLB Adequate Yearly Progress for FFY 2008: � 3A = Meet AYP Objectives = 100% � 3B = Participation Rates, Math and Reading = 95% � 3C = Proficiency Rates, Math (58%) and Reading (67%) Part B State Annual Performance Report for FFY 2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page 31

II. Improvement Activities / Timelines / Resources The improvement activities related to increasing the participation and performance rates for students with disabilities are interrelated to several other indicators in the Annual Performance Report (APR) including: � Indicator 1: Graduation Rate � Indicator 5: Educational Environments, Ages 6-21 (placements in the least restrictive environment) The data associated with the indicators above must be considered when addressing the adequate yearly progress indicator. Specific improvement activities related to these areas include all the activities listed in Indicator 1 (Graduation). Additional State-Level Activities Under the accountability provisions in the NCLB Act, all public school campuses, school districts, and the State are evaluated for Adequate Yearly Progress (AYP). Districts, campuses, and the State are required to meet AYP criteria on three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (for high schools and districts) or Attendance Rate (for elementary and middle/junior high schools). Activities to meet the needs of students with disabilities are embedded in the following statewide academic initiatives: � Student Success Initiative The goal of the Student Success Initiative (SSI) is to ensure that all students receive the instruction and support that they need to be academically successful in reading and mathematics. The academic support under the SSI takes many forms, but students identified as being in need must be provided additional targeted instruction to ensure that they are afforded the opportunity for intensive instruction if they fall behind their classmates. http://ritter.tea.state.tx.us/studentsuccess/ � Texas Math Initiative The Texas Math Initiative (TMI) goals are to identify best practices and proven researchbased models for math instruction by empowering teachers, parents, and school districts to enact meaningful changes that will provide measureable results. This initiative brings together teachers. Administrators, and math experts to build consensus on reform efforts and give teachers a clear understanding of the math skills expected of students and the best instructional practices to enhance student performance. http://ritter.tea.state.tx.us/math/ � Texas Reading Initiative The Texas Reading Initiative (TRI) was developed in collaboration with the U.S. Department of Education, national reading experts, universities, colleges, regional Education Service Centers, and local school districts. The TRI adheres to scientific research-based principles for beginning reading instruction. Utilizing the Pre-K Guidelines and the Texas Essential Knowledge and Skills (TEKS) for Grades K-3 and the State’s adopted reading textbooks, the TRI commits its energies and funding to ensure that all Texas students are reading on grade level of above by the end of Grade 3, and continues to support reading achievements for students in subsequent schools years. http://ritter.tea.state.tx.us/reading/index.html � Texas Reading First Initiative The Texas Reading First Initiative (TRFI) provides an opportunity for every district to help all students achieve reading mastery by the end of the third grade. The Texas Reading First Initiative grant will strengthen the Texas Reading Initiative which already employs an infrastructure to link the State’ s business community, policymakers, state educational professionals, university-based research partners, and regional technical assistance providers together. http://ritter.tea.state.tx.us/curriculum/readingfirst/ � Texas Adolescent Literacy Academies The goal of the Texas Adolescent Literacy Academies (TALA) initiative is to fully equip Grade 6-8 students with the literacy skills they need to be successful across all of the core curriculum subjects: literature, science, math and social studies. Texas teachers in grades 6, 7, and 8 will have the opportunity to receive professional development in scientifically based Part B State Annual Performance Report for FFY 2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page 32

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