State Performance Plan and Annual Performance Report and Requirements
Each state is required to develop a six-year Performance Plan that evaluates the state's efforts to implement the requirements and purposes of the Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)). The Texas State Performance Plan (SPP) illustrates how our State will continuously improve upon this implementation, and includes updates through the Annual Performance Report (APR) submitted annually each February.
TEA is required to publicly report district performance against state targets for the following indicators:
- Annual Measurable Objectives
- Statewide Assessment Participation
- Statewide Assessment Proficiency
- Suspension and Expulsion of Students with IEPs
- Educational Environment, Ages 6-21
- Educational Environment, Ages three-five
- Early Childhood Outcomes
- Parent Involvement
- Disproportionality in Special Education by Race/Ethnicity
- Disproportionality in Specific Disability Categories by Race/Ethnicity
- Child Find
- Early Childhood Transition
- Secondary Transition
- Post-School Outcomes
District Data Collection
Data for Indicators 1 and 2 are collected through PEIMS
Data for Indicators 3A-C are collected from student test answer documents.
Data for Indicators 4A-B, 5A-C, 6, 9, and 10 are collected and reported through PEIMS.
Data for Indicators 7, 11, 12, 13, and 14 are collected through online TEASE applications. Contact data for Indicator 14 is collected through online TEASE applications and results from survey instruments are reported from aggregate datasets.
TEA is required to make annual determinations on the performance of districts' programs for students with disabilities. Determination levels are communicated to appropriate district personnel but are not publicly reported. TEA considers the following factors in making determinations:
- Performance on SPP Compliance Indicators 9, 10, 11, 12, and 13,
- Data submission (valid, reliable, timely),
- Uncorrected noncompliance from other sources (complaints resolution, due process, residential facility monitoring, and monitoring activities),
- Any audit findings, and
- Results Driven Accountability (RDA) Special Education Intervention stage.
TEA uses the following determination levels to report district performance:
- Meets Requirements
- Needs Assistance
- Needs Intervention
- Needs Substantial Intervention
- Appeals Process
Any district assigned a Determination of Needs Intervention or Needs Substantial Intervention may file a written request for appeal within 30 calendar days of the Determination Level Notification letter. Appeals received after the 30-calendar day time frame will not be considered.
The request for appeal must include submission of all information necessary for the TEA to reconsider the original Determination Status Assignment. The TEA will acknowledge receipt of the request, evaluate the appeal based on the information provided, and issue a Determination Status Appeal Response letter when the review is completed.
Appeals must include a contact person's name, an email address, a phone number, and the LEA superintendent's name and signature. The appeal should be submitted to:
Texas Education Agency
Division of Federal and State Education Policy
1701 N. Congress
Austin, Texas 78701
What We Do
The State Performance Plan (SPP) data is used to guide systemic planning initiatives within the district in relation to special education services and supports.