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

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

Additional teams provide

Additional teams provide support and leadership for all Division duties and responsibilities. Division duties and responsibilities are determined by the results inherent in the TEA’s mission statement. Since results accountability is integral to this organizational alignment, the Division has shifted its focus from measuring team efforts to measuring effective team results. The alignment with SPP Indicators and results accountability extends to ESC responsibilities. Each ESC develops a regional special education continuous improvement plan (SECIP) based on improvement activities and progress/slippage as compared to the state targets. Statewide leadership in addressing identified areas of need in special education services is provided through eleven functions and five projects directed by various ESCs. Their primary responsibility is to provide leadership, training, technical assistance, and the dissemination of information throughout the state. Additionally, the ESCs coordinating these statewide leadership functions and projects are responsible for the implementation of many of the state’s continuous improvement activities. The alignment of these activities with the SPP priorities is illustrated in the SPP alignment graphic at the end of the Overview. A complete description of statewide leadership functions and projects can be found at Though both functions and projects provide statewide leadership, ESC function leads establish and coordinate a 20-region network (see Figure 1.). This network ensures ongoing communication among ESCs about state-level needs assessment processes and planning, as well as implementing and evaluating statewide activities. Project leadership is focused on a specific activity. Measurable results for ESC function and project activities are reflected in reports submitted to the TEA by the ESCs. Statewide Leadership Functions activities for 2007-08 and 2008-09 are reflected in the “Improvement Activities” section of Indicator 1: Graduation. ESC contact information, including links to all 20 ESC websites, can be found at Part B State Annual Performance Report for FFY 2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page v

Overview of the Texas Continuous Improvement Process The origins of the Texas Continuous Improvement Process (TCIP) can be traced back to September of 2000 when the Office of Special Education Programs (OSEP) monitored the state using the Continuous Improvement Monitoring Process (CIMP). The State adopted aspects of the CIMP and created the TCIP Model. The TCIP model has four parts: 1. Self Assessment The self assessment is the first part of the TCIP. It is conducted by the Texas Steering Committee (TSC), a group of 20-25 special education stakeholders with diverse perspectives (parents, teachers, administrators, advocates, etc). The TSC performs the self assessment prior to the annual submission of the State Performance Plan (SPP) / Annual Performance Report (APR) on February 1 of each year. The self assessment is accomplished by reviewing current data, discussing State progress and slippage, sharing on statewide improvement activities, and advising on targets. It is conducted at two meetings, one in November and one in January of each year. 2. Public Input and Information Meetings (PIIM) Another source of data the State considers in the course of continuous improvement for the future is feedback gathered at Public Input and Information Meetings (PIIM) hosted statewide. Each of the twenty regional education service centers (ESC) is required to hold at least one PIIM annually. The ESCs invite stakeholders knowledgeable of regional interests in special education issues to attend the meeting and participate in providing feedback on questions supporting three indicators of the SPP. The group of invited stakeholders includes parents, educators, and community agencies representative of the region’s demographic diversity. In addition, ESCs announce the meeting through a variety of media to ensure that interested members of the public also have the opportunity to attend and participate in providing feedback. All stakeholders in the special education process are welcome. The ESCs and the TEA collaborate in selecting which SPP Indicators will be used and developing questions for each year’s PIIMs. For the 2007-08 school year, the following SPP Indicators were selected: � Indicator 2: Dropout � Indicator 4: Rates of Suspension and Expulsion � Indicator 5: Educational Environment, Ages 6-21 � Indicators 9/10: Disproportionality All ESCs were required to select one question from Indicator 5, as well as one question from two of the three remaining indicators (2, 4, and 9/10). During the PIIM, ESCs obtain consensus from participating stakeholders on the feedback to be reported to the TEA. The TEA analyzes the feedback reported from all twenty regions in order to identify trends for guiding improvement planning within the State. This qualitative data is also included to support quantitative data of Indicators 2, 4, 5, and 9-10 in the APR. Feedback at the regional level remains at the ESC and is used for guiding improvement planning within the region. Statewide Summary of Regional Feedback report is available on the TEA website at and regional summary reports are available from each ESC. Part B State Annual Performance Report for FFY 2007 February 2, 2009 (OMB NO: 1820-0624 / Expiration Date: 08-31-2009) Page vi

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