State and National Assessments (SNA)

State and National Assessments (SNA) Commonly used Acronyms

Accommodation Request Form (ARF)

 An online request form submitted to the Texas Education Agency’s, Student Assessment Division, requesting authorization to provide a student Type 2 Accommodations. These accommodations include complex transcriptions and an extra day to complete testing for students with severe disabilities. Adequate Yearly Progress (AYP)

 Adequate Yearly Progress (AYP) refers to the federally mandated accountability system required by the No Child Left Behind (NCLB) Act of 2001 and the Elementary and Secondary Education Act (ESEA). AYP reports three indicators for each district and campus in the state: Reading/English Language Arts (Reading/ELA), Mathematics, and one Other Measure (Graduation Rate or Attendance Rate). Admission, Review and Dismissal (ARD)

 A group of people who make educational decisions about students who need special education services. The purpose of the ARD meeting is to provide an opportunity for parents and educators to discuss and develop Individualized Education Programs for students with special needs. Assessment of Course Performance (ACP)

 Assessments of Course Performance (ACPs) are created in collaboration with Teaching and Learning, and are used each semester in grades K through 12 as part of the students’ summative evaluation. ACPs, per Board Policy, are a part of the course and represent 15% of a semester grade in High School and 10% of a semester grade in Middle School. For Elementary School, the ACP represents 5% of the semester grade for Grades 3-5. Average Daily Attendance (ADA)

 “ Average daily attendance” is based on self-reported attendance information that each school district and charter school submits to the Texas Education Agency via the Public Education Information Management System (PEIMS). The Texas Education Agency (Agency) uses average daily attendance as a primary factor in determining each school district’s and charter school’s annual allocation of Foundation School Program funding. Campus Testing Coordinator (CTC)

 CTC’s are responsible for organizing all federal, state and local assessments on campus. Credit by Examination for Acceleration (CEFA)

 Credit by Examination for Acceleration (CEFA) is a means by which high-achieving elementary students may advance one grade level (K-5) and high-achieving middle and high school students may be awarded credit for particular courses by taking and passing required exams. Credit-by-Examination with Assessment of Course Performance (CBEwACP)

 Credit-by-Examination with Assessment of Course Performance (CBEwACP) is a means by which students entering the Dallas Independent School District from home-study or non-accredited schools may receive credit (with parent, counselor, and principal approval) for prior instruction.

1 August 2015 State and National Assessments (SNA) Commonly used Acronyms

Department of Education (DOE)

 A department of the federal executive branch responsible for providing federal aid to educational institutions and financial aid to students, keeping national educational records, and conducting some educational research. District and Campus Coordinator Manual

 The District and Campus Coordinator Manual (DCCM) explains the responsibilities of testing coordinators for the STAAR, STAAR Spanish, STAAR L, STAAR Alternate 2and TELPAS assessments.

End-of-Course (EOC)

 The STAAR EOC (End-of Course) assesses high school students’ (grades 9-12) mastery of the Texas Essential Knowledge and Skills (TEKS) for a given course, and determine college and career readiness. English Language Learners (ELL)

 Students who are unable to communicate fluently or learn effectively in English, who often come from non-English-speaking homes and backgrounds, and who typically require specialized or modified instruction in both the English language and in their academic courses. Educational Testing Service (ETS)

 Educational Testing Service (ETS), was awarded the Program Integration and State of Texas Assessments of Academic Readiness (STAAR) components of the contract. The STAAR component incorporates all testing activities related to the general STAAR grades 3-8 and end-of-course (EOC) assessments as well as STAAR Spanish, STAAR L, and STAAR A assessments. IDEA Language Proficiency Test (IPT)

 IDEA Language Proficiency Test (IPT) is Dallas ISD’s current language diagnostic assessments for students new-to the-district whose Home Language Survey indicates a language other than English (Spanish) in grades PK-12. The 2015 – 2016 is the first year of test administration in the district, Individualize Education Plan (IEP)

 The Individualized Education Program (IEP) is a written document required for each child who is eligible to receive special education services. It is provided to a student who has been determined first to have a disability and, second, to need special education services because of that disability. Integrated Physics and Chemistry (IPC)

 Integrated Physics and Chemistry is designed to introduce students to the basic concepts of both physics and chemistry and the foundational skills and approaches which will provide a solid preparation for full year courses in Physics and Chemistry. Iowa Test of Basic Skills (ITBS)/Logramos

 The ITBS are English-language standardized national norm-referenced achievement tests administered to students in grades K-2. The Logramos is the Spanish version of the tests. Students are

2 August 2015 State and National Assessments (SNA) Commonly used Acronyms tested in reading, language arts, and mathematics. The test scores are used to compare student performance, make instructional decisions, provide information to parents, and determine eligibility for special programs

Language Proficiency Assessment Committee (LPAC)

 The Language Proficiency Assessment Committee (LPAC) serves as the foundation for the education of LEP students. At the time a student with a language other than English enters the school system, the committee responsibilities are set in motion. The committee’s responsibility is to identify students who are limited in English; and oversee the placement and monitor the progress of those students in bilingual or ESL programs. Local Education Agency (LEA)

 A commonly used synonym for a school district, an entity which operates local public primary and secondary schools in the United States.

National Assessment of Educational Progress (NAEP)

 Known as the “Nation’s Report Card,” is the only nationally representative and continuing assessment of what America’s students know and can do in various subject areas. In the Dallas ISD, the reading and mathematics assessments are administered in grades 4 and 8. Public Education Information Management System (PEIMS)

 PEIMS is an automated information system repository for attendance and other data about students in the State’s public education system. Response to Intervention (RTI)

 A multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. State Board of Education (SBOE)

 The State Board of Education (SBOE) sets policies and standards for Texas public schools. The primary responsibilities of the SBOE include: setting curriculum standards, reviewing and adopting instructional materials, establishing graduation requirements, and overseeing the Texas Permanent School Fund. State Board of Educator Certification (SBEC)

 The State Board for Educator Certification (SBEC) was created by the Texas Legislature in 1995 to recognize public school educators as professionals and grant educators the authority to govern the standards of their profession. The board oversees all aspects of the preparation, certification, and standards of conduct of public school educators. State of Texas Assessment of Academic Readiness (STAAR)

 STAAR is an assessment program designed to measure the extent to which students have learned and are able to apply the knowledge and skills defined in the state-mandated curriculum standards, the Texas Essential Knowledge and Skills (TEKS).

3 August 2015 State and National Assessments (SNA) Commonly used Acronyms Student Support Team (SST)

 The SST program is a three-stage model comprised of program delivery that establishes a collaborative partnership between various instructional and support staff. The stages are designed to be more progressive as each stage builds on the previous.

Texas Academic Performance Reports (TAPR)

 The Texas Academic Performance Reports (TAPR) pull together a wide range of information on the performance of students in each school and district in Texas every year. Performance is shown disaggregated by student groups, including ethnicity and low income status. The reports also provide extensive information on school and district staff, programs, and student demographics. Texas Assessment Management Systems (TAMS)

 The Texas Assessment Management System, delivered through PearsonAccess, is the former consolidated online tool for managing all Texas assessments through the 2014-2015 school year. Texas Education Agency (TEA)

 TEA is a branch of the state government in Texas that is responsible for public education. Texas English Language Proficiency Assessment System (TELPAS)

 Under requirements by NCLB, the Texas Education Agency (TEA) developed the Texas English Language Proficiency Assessment System (TELPAS). It is used to assess the English-language proficiency of LEP students annually in kindergarten through Grade 12 in four language domains: listening, speaking, reading, and writing. Texas Essential Knowledge and Skills (TEKS)

 Texas Essential Knowledge and Skills or TEKS are the state standards for Texas public schools from kindergarten to year 12. They detail the curriculum requirements for every course. State-mandated standardized tests measure acquisition of specific knowledge and skills outlined in this curriculum. Teacher Excellence Initiative (TEI)

 The Dallas ISD’s Teacher Excellence Initiative looks at defining and evaluating excellence through three lenses: performance, student achievement and student surveys. Test Operation Management System (TOMS)  The Test Operation Management System, delivered through ETS, is the current online management for all STAAR grades 3-8 and EOC testing activities. Trial Urban District Assessment (TUDA)

 The Trial Urban District Assessment (TUDA) is designed to explore the feasibility of using NAEP to report on the performance of public school students at the district level. Woodcock-Muñoz Language Survey (WMLS)

 Students New-to the-District whose Home Language Survey indicates a language other than English (Spanish) in grades PK-12 must be assessed with the WMLS and placed in an appropriate instructional program within four weeks of enrollment. This survey was last administered during the 2014-

4 August 2015 State and National Assessments (SNA) Commonly used Acronyms 2015 school year.

5 August 2015