Part B State Annual Performance Report (APR) for 2005 | February 2007

Monitoring Priority: Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)

Indicator 3: Participation and performance of children with disabilities on statewide assessments:

1. Percent of districts meeting the State’s AYP objectives for progress for disability subgroup.
   
2. Participation rate for children with IEPs in a regular assessment with no accommodations; regular assessment with accommodations; alternate assessment against grade level standards; alternate assessment against alternate achievement standards.
   
3. Proficiency rate for children with IEPs against grade level standards and alternate achievement standards.

(20 U.S.C. 1416 (a)(3)(A))

Measurement

1. Percent = # of districts meeting the State’s AYP objectives for progress for the disability subgroup (children with IEPs) divided by the total # of districts in the State times 100.
   
2. Participation rate =

1. # of children with IEPs in grades assessed;
2. # of children with IEPs in regular assessment with no accommodations (percent = b divided by a times 100);
3. # of children with IEPs in regular assessment with accommodations (percent = c divided by a times 100);
4. # of children with IEPs in alternate assessment against grade level standards (percent = d divided by a times 100); and
5. # of children with IEPs in alternate assessment against alternate achievement standards (percent = e divided by a times 100).
   Account for any children included in a but not included in b, c, d, or e above.
   
   Overall Percent = b + c + d + e divided by a.

3. Proficiency rate =

1. # of children with IEPs in grades assessed;
2. # of children with IEPs in grades assessed who are proficient or above as measured by the regular assessment with no accommodations (percent = b divided by a times 100);
3. # of children with IEPs in grades assessed who are proficient or above as measured by the regular assessment with accommodations (percent = c divided by a times 100);
4. # of children with IEPs in grades assessed who are proficient or above as measured by the alternate assessment against grade level standards (percent = d divided by a times 100); and
5. # of children with IEPs in grades assessed who are proficient or above as measured against alternate achievement standards (percent = e divided by a times 100).
   
   Overall Percent = b + c + d + e divided by a.

Actual Data for FFY 2005 (2005-06):

Table 3A | Adequate Yearly Progress,
Local Education Agency (LEA) Performance on AYP Objective

State’s AYP objectives for progress for disability subgroup includes:
1. 95% of students with disabilities participated in assessment in Reading/ELA
2. 95% of students with disabilities participated in assessment in Mathematics
3. 53% of students with disabilities meet the proficiency standard in Reading/ELA
4. 42% of students with disabilities meet the proficiency standard in Mathematics

Source: Adequate Yearly Progress Dataset

*As defined in 2004-05, the total number of LEAs in the State is reported.
**Total number of LEAs reported represents the number of districts in the State that have a disability subgroup
that meets the State’s minimum “n” size.

Table 3B.1 | Participation Rate, Math

Source: Adequate Yearly Progress Dataset

Table 3B.1 | Participation Rate, Reading

Source: Adequate Yearly Progress Dataset

Table 3C.1 | Performance Rate, Math

Source: Adequate Yearly Progress Dataset

Table 3C.1 | Performance Rate, Reading

Source: Adequate Yearly Progress Dataset

Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2005:

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 (87.6%). A year to year comparison of the data are not available since the methodology for determining performance for 3A changed (number of districts that met the “n” size decreased). Trend data will be available for the next ARP submission.

3B. The State exceeded the 95% target for students participating on math assessments (99%) and on reading assessments (99%). The State 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://www.tea.state.tx.us/ayp/index.html.

3C. The State exceeded the 42% target for students performing on math assessments (65%) and the 53% target for students performing on reading assessments (66%).

The Texas Reading Initiative and Texas Math Initiative (see description at end of the Indicator) continue to contribute to increased student performance in the Texas Assessment Program.

Revisions, with Justification, to Proposed Targets / Improvement Activities / Timelines / Resources for FFY 2006:

I. Targets

State will not revise the targets.

Targets for FFY 2006:

• 3A = 100%
  
• 3B = Participation Math and Reading = 95%
  Revised from 100% to 95% to align to NCLB requirement
  
• 3C = Performance – Math (50%) and Performance – Reading (60%)

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 No Child Left Behind (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 they need to be academically successful in reading and mathematics. The academic support provided 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://www.tea.state.tx.us/studentsuccess/index.html).
  
• Texas Math Initiative - The Texas Math Initiative goals are to identify best practices and proven research-based models for math instruction by empowering teachers, parents and school districts to enact meaningful changes that will provide measurable 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://www.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 or above by the end of Grade 3, and continues to support reading achievement for students in subsequent school years (http://www.tea.state.tx.us/reading/).
  
  
• Texas Reading First Initiative – The Texas Reading First Initiative 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://www.tea.state.tx.us/reading/readingfirst/readingfirst.html).

Expansion of Accommodations
The Texas Education Agency will provide additional guidance to administrators, educators, and parents regarding the use of accommodations for all assessments in the Texas Assessment Program. Data regarding the use of these accommodations will be collected and reported beginning in the 2007-2008 school year.

Improvement activities associated with this indicator will be ongoing through the 2010-2011 school year.

Special Education Main Page

Texas Education Agency | Division of IDEA Coordination
1701 North Congress Avenue | Austin, Texas 78701-1494
Telephone: 512.463.9414 | Fax: 512.463.9560

Created: June 14, 2007

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