Spreadsheet: 7fae0bbb-a43e-45a0-b967-0820ddc4631b
Sheet: Sheet1

Complete List of NCLB Probes | Unnamed: 1 | Unnamed: 2 | Unnamed: 3
Indicator | Description | Review Probes | On FDA template?
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if TAKS results for students in the targeted population(s) align with: 1) grades awarded for courses in the area(s) of low performance, 2) local benchmark assessment results, and 3) local curriculum-based assessment (CBA) results. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if local assessments used to track student progress are aligned with TEKS objectives and are written at TAKS rigor. Determine if decisions regarding student interventions and support services are based on local assessment results. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Analyze the curriculum for the area(s) of low performance. Consider the effectiveness and pacing of the district's scope and sequence. Determine if the curriculum is based on TEKS objectives and provides sufficient rigor. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if the curriculum is implemented consistently district wide. Evaluate the vertical and horizontal alignment of local curriculum with TEKS. Evaluate the alignment of local assessments to state assessments. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Evaluate the effectiveness of instructional delivery in the area(s) of low performance, including the direct teach/ lesson cycle, learning styles and/or brain compatibility strategies, formative assessment and questioning, and individualized instructional methodologies, sheltered instruction, etc. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Evaluate the effectiveness of the academic interventions and teacher support strategies for the targeted population (i.e. classroom and other tutorials, TAKS remediation programs, pull-outs, outside support, etc.). Evaluate the availability, utilization, and effectiveness of instructional materials and resources. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Examine staff development and parental involvement activities as they relate to and support efforts toward increasing the academic achievement of targeted students. | Yes
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Analyze the services/assistance available to economically disadvantaged students not passing the reading and/or math Texas Assessment of Knowledge and Skills (TAKS). | No
1 | TITLE I, PART A TAKS/TAKS (ACCOMMODATED) PASSING RATE | Examine the systems in place to track and monitor student progress in meeting state content and academic achievement standards. | No
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Identify the characteristics of students in the target population that dropped out of school in 2008-2009. Determine the extent to which factors, trends, and patterns impacted the dropout rate (i.e. demographics, attendance, discipline, academic performance data, assessment determinations, etc.). | Yes
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Identify the common special programs in which students in the targeted group participated (i.e. pregnancy, homeless, LEP, ESL, special education, migrants, etc.). Analyze the data of the high school(s) feeder campuses and identify trends/issues that impact dropout rate. | Yes
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Determine if all requirements of TEC §28.0212 (Personal Graduation Plan - PGP) and TEC §28.0213 (Intensive Program Instruction) have been met. | Yes
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Review procedures for identifying targeted students. Analyze the effectiveness of support services and dropout recovery services available. Review procedures for documenting and reporting student leavers. | Yes
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Apply the characteristics of students identified in the previous bullets to the current student cohorts to identify the students who may be in at risk for dropping out or not graduating with their cohort group. Evaluate the process used to monitor student progress prior to failure and before students have dropped out of school. | Yes
2 | TITLE I, PART A ANNUAL DROPOUT RATE (GRADES 7-12) | Examine staff development and parental involvement activities as they relate to and support efforts toward increasing the academic achievement of targeted students. | Yes
 |  |  | Yes
4 | TITLE I, PART A GRADUATION RATE | Identify characteristics of students in targeted population impacting the graduation rate. Determine the extent to which factors, trends, and patterns impacted the graduation rate (i.e. demographics, attendance, discipline, academic performance data, assessment determinations, etc.). | Yes
4 | TITLE I, PART A GRADUATION RATE | Identify the common special programs in which students in the targeted group participated (i.e. pregnancy, homeless, LEP, ESL, special education, migrants, etc.). Assess the number of students that did not graduate with their respective cohort groups. Analyze the students who did not graduate by subpopulations. | Yes
4 | TITLE I, PART A GRADUATION RATE | Analyze the data of the high school(s) feeder campuses and identify trends/issues that impact the graduation rate. | Yes
4 | TITLE I, PART A GRADUATION RATE | Determine if all requirements of TEC §28.0212 (Personal Graduation Plan - PGP) and TEC §28.0213 (Intensive Program Instruction) have been met. | Yes
4 | TITLE I, PART A GRADUATION RATE | Review procedures for identifying targeted students. Analyze the effectiveness of support services and credit recovery services available and the impact on the graduation rate. | Yes
4 | TITLE I, PART A GRADUATION RATE | Evaluate the process used to monitor student progress prior to failure. | Yes
4 | TITLE I, PART A GRADUATION RATE | For the cohort that graduated in 2009, compare the percentage of Title I, Part A students who graduated with the percentage of non-Title I, Part A students who graduated. | No
4 | TITLE I, PART A GRADUATION RATE | If your LEA has multiple high school campuses, compare the graduation rates to determine if there are significant differences. | No
4 | TITLE I, PART A GRADUATION RATE | Analyze data for non-graduates by reasons(s) (lacking credits, failed TAKS, attendance, etc.). | No
4 | TITLE I, PART A GRADUATION RATE | Examine the guidance and counseling activities used to assist Title I, Part A students in the development of four-year plans and personal graduation plans (PGPs), and the degree of participation of parents. | No
4 | TITLE I, PART A GRADUATION RATE | Determine the effectiveness of the monitoring systems used to ensure students are on-track to graduate with their cohort group. | No
4 | TITLE I, PART A GRADUATION RATE | Consider the nature and extent of student support services available to struggling students. | No
4 | TITLE I, PART A GRADUATION RATE | Analyze specific student data to identify patterns and trends for at-risk students who graduated with their cohort group and for those who did not; this may include attendance records, disciplinary records, course grades, TAKS results, participation in student support services, and other data available. | No
4 | TITLE I, PART A GRADUATION RATE | Consider whether any of the following contribute to the low graduation rate: board policies, grading policies, retention policies; the availability of credit recovery programs, extended year programs, adult advocate programs, work-study programs, flexible scheduling, teacher interventions, and innovative instructional programs. | No
4 | TITLE I, PART A GRADUATION RATE | [NAME] staff development activities related to increasing the graduation rate for Title I, Part A students. | No
4 | TITLE I, PART A GRADUATION RATE | Consider the effectiveness of parental involvement programs as they relate to at-risk students. | No
4 | TITLE I, PART A GRADUATION RATE | Review systems the LEA has to evaluate Title I, Part A students prior to graduation to determine whether services reflect appropriate transition planning based on the student’s goals, aptitudes, and interests. | No
4 | TITLE I, PART A GRADUATION RATE | Evaluate the role that students play in the personal graduation planning process and the degree to which students possess and/or are taught self- determination skills. | No
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if TAKS results for students in the targeted population(s) align with: 1) grades awarded for courses in the area(s) of low performance, 2) local benchmark assessment results, and 3) local curriculum-based assessment (CBA) results. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if local assessments used to track student progress are aligned with TEKS objectives and are written at TAKS rigor. Determine if decisions regarding student interventions and support services are based on local assessment results. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Analyze the curriculum for the area(s) of low performance. Consider the effectiveness and pacing of the district's scope and sequence. Determine if the curriculum is based on TEKS objectives and provides sufficient rigor. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Determine if the curriculum is implemented consistently district wide. Evaluate the vertical and horizontal alignment of local curriculum with TEKS. Evaluate the alignment of local assessments to state assessments. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Evaluate the effectiveness of instructional delivery in the area(s) of low performance, including the direct teach/ lesson cycle, learning styles and/or brain compatibility strategies, formative assessment and questioning, and individualized instructional methodologies, sheltered instruction, etc. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Evaluate the effectiveness of the academic interventions and teacher support strategies for the targeted population (i.e. classroom and other tutorials, TAKS remediation programs, pull-outs, outside support, etc.). Evaluate the availability, utilization, and effectiveness of instructional materials and resources. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Examine staff development and parental involvement activities as they relate to and support efforts toward increasing the academic achievement of targeted students. | Yes
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Identify the casual and instructional factors for the low TAKS passing rate(s) for students identified as migrant. | No
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Analyze current LEA systems that impact participation of migrant students in the general curriculum and that support their achievement in alignment with non-migrant students. | No
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Examine trends in migrant student participation in LEA and statewide assessments such as the TAKS, TAKS (Accommodated), TAKS-Modified (TAKS‑M), TAKS-Alternate (TAKS-Alt), Texas Primary Reading Inventory (TPRI), and Texas English Language Proficiency Assessment System (TELPAS) at all applicable grade levels. | No
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Analyze the intensive program of instruction and remediation for migrant students who have not performed well on assessments. | No
5 | MIGRANT TAKS/TAKS (ACCOMMODATED) PASSING RATE | Evaluate how and to what extent migrant students have participated in out-of-state TAKS testing in targeted grades 3, 5, and exit level. | No
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Identify the characteristics of students in the target population that dropped out of school in 2008-2009. Determine the extent to which factors, trends, and patterns impacted the dropout rate (i.e. demographics, attendance, discipline, academic performance data, assessment determinations, etc.). | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Identify the common special programs in which students in the targeted group participated (i.e. pregnancy, homeless, LEP, ESL, special education, migrants, etc.). Analyze the data of the high school(s) feeder campuses and identify trends/issues that impact dropout rate. | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Determine if all requirements of TEC §28.0212 (Personal Graduation Plan - PGP) and TEC §28.0213 (Intensive Program Instruction) have been met. | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Review procedures for identifying targeted students. Analyze the effectiveness of support services and dropout recovery services available. Review procedures for documenting and reporting student leavers. | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Apply the characteristics of students identified in the previous bullets to the current student cohorts to identify the students who may be at risk for dropping out or not graduating with their cohort group. Evaluate the process used to monitor student progress prior to failure and before students have dropped out of school. | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Examine staff development and parental involvement activities as they relate to and support efforts toward increasing the academic achievement of targeted students. | Yes
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Analyze the reason(s) for the higher than expected dropout rate for migrant students. | No
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Analyze dropout recovery services as they apply to migrant students. | No
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Analyze the intensive program of instruction and remediation for migrant students who are not on track to graduate with their peers. | No
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Examine personal graduation plans (PGPs) for “At Risk” migrant students (review for educational goals, diagnostic information, intensive instructional program, participation of the student and the parent, and innovative methods to promote student achievement). | No
6 | MIGRANT ANNUAL DROPOUT RATE (GRADES 7-12) | Examine staff development and parental involvement activities as they relate to and support efforts toward decreasing dropout rates for migrant students. | No
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Analyze the percent of targeted students graduating with RHSP/DAP compared to the percentage of students graduating with the RHSP/DAP in the total student population. | Yes
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Analyze interventions and programs available to targeted students, and, using individual student data, determine which interventions, if any, played a role in supporting targeted students toward achieving RHSP and DAP diplomas. | Yes
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Examine career guidance and academic counseling activities used to assist targeted students to develop appropriate graduation plans. | Yes
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Examine staff development and parental involvement opportunities as they relate to the selection of graduation programs for targeted students. | Yes
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Determine the strategies employed by the LEA that permit targeted students to receive credit for additional coursework, through alternative means or transferred from other states or countries in an effort to meet the RHSP/DAP requirements. | Yes
7 | MIGRANT RHSP/DAP DIPLOMA RATE | Analyze the reasons for the lower than expected rate of migrant students graduating with a RHSP or DAP diploma and review current LEA factors that impact migrant students in determining graduation plans. | No
8 | MIGRANT GRADUATION RATE | Identify characteristics of students in targeted population impacting the graduation rate. Determine the extent to which factors, trends, and patterns impacted the graduation rate (i.e. demographics, attendance, discipline, academic performance data, assessment determinations, etc.). | Yes
8 | MIGRANT GRADUATION RATE | Identify the common special programs in which students in the targeted group participated (i.e. pregnancy, homeless, LEP, ESL, special education, migrants, etc.). Assess the number of students that did not graduate with their respective cohort groups. Analyze the students who did not graduate by subpopulations. | Yes
8 | MIGRANT GRADUATION RATE | Analyze the data of the high school(s) feeder campuses and identify trends/issues that impact the graduation rate. | Yes
8 | MIGRANT GRADUATION RATE | Determine if all requirements of TEC §28.0212 (Personal Graduation Plan - PGP) and TEC §28.0213 (Intensive Program Instruction) have been met. | Yes
8 | MIGRANT GRADUATION RATE | Review procedures for identifying targeted students. Analyze the effectiveness of support services and credit recovery services available and the impact on the graduation rate. | Yes
8 | MIGRANT GRADUATION RATE | Evaluate the process used to monitor student progress prior to failure. | Yes
8 | MIGRANT GRADUATION RATE | For the cohort that graduated in 2008, compare the percentage of migrant students who graduated with the percentage of non-migrant students who graduated. | No
8 | MIGRANT GRADUATION RATE | If your LEA has multiple high school campuses, compare the graduation rates to determine if there are significant differences. | No
8 | MIGRANT GRADUATION RATE | Analyze data for non-graduates by reasons(s) (lacking credits, failed TAKS, attendance, etc.). | No
8 | MIGRANT GRADUATION RATE | Examine the guidance and counseling activities used to assist migrant students in the development of four-year plans and personal graduation plans (PGPs), and the degree of participation of parents. | No
8 | MIGRANT GRADUATION RATE | Determine the effectiveness of the monitoring systems used to ensure students are on-track to graduate with their cohort group. | No
8 | MIGRANT GRADUATION RATE | Consider the nature and extent of student support services available to struggling students. | No
8 | MIGRANT GRADUATION RATE | Analyze specific student data to identify patterns and trends for at-risk students who graduated with their cohort group and for those who did not; this may include attendance records, disciplinary records, course grades, TAKS results, participation in student support services, and other data available. | No
8 | MIGRANT GRADUATION RATE | Consider whether any of the following contribute to the low graduation rate: board policies, grading policies, retention policies; the availability of credit recovery programs, extended year programs, adult advocate programs, work-study programs, flexible scheduling, teacher interventions, and innovative instructional programs. | No
8 | MIGRANT GRADUATION RATE | [NAME] staff development activities related to increasing the graduation rate for migrant students. | No
8 | MIGRANT GRADUATION RATE | Consider the effectiveness of parental involvement programs as they relate to at-risk students. | No
8 | MIGRANT GRADUATION RATE | Review systems the LEA has to evaluate migrant students prior to graduation to determine whether services reflect appropriate transition planning based on the student’s goals, aptitudes, and interests. | No
8 | MIGRANT GRADUATION RATE | Evaluate how and to what extent migrant students have participated in out-of-state testing in targeted grades 3, 5, and exit level and determine the impact toward graduation. | No
8 | MIGRANT GRADUATION RATE | Evaluate the role that students play in the personal graduation planning process and the degree to which students possess and/or are taught self- determination skills. | No
All |  | Identify reasons and/or special circumstances related to the findings of the indicator. | No
All |  | Review local data collection and review systems available to the LEA to allow ongoing tracking of LEA performance. | No
All |  | Identify any systems problems that could allow the submission of inaccurate data to the TEA. | No
All |  | Review teacher certifications/qualifications and the training of teachers serving the impacted population. | No
All |  | Consider additional, and potentially more recent, data available to the LEA at the local level. | No
3 | Title I, Part A RHSP/DAP Diploma Rate | Analyze the percent of Title I, Part A students graduating with RHSP/DAP compared to the percentage of students graduating with the RHSP/DAP in the total student population. | Yes
3 | Title I, Part A RHSP/DAP Diploma Rate | Analyze the reasons for the lower than expected rate of Title I, Part A students graduating with a RHSP or DAP diploma and review current LEA factors that impact Title I, Part A students in determining graduation plans. | Yes
3 | Title I, Part A RHSP/DAP Diploma Rate | Analyze interventions and programs available to Title I, Part A students, and, using specific student data, determine which interventions, if any, played a role in supporting Title I, Part A students toward achieving RHSP and DAP diplomas. | Yes
3 | Title I, Part A RHSP/DAP Diploma Rate | Examine guidance/counseling activities used to assist Title I, Part A students develop appropriate graduation plans. | Yes
3 | Title I, Part A RHSP/DAP Diploma Rate | Examine staff development and parental involvement opportunities as they relate to the selection of graduation programs for Title I, Part A students. | Yes
3 | Title I, Part A RHSP/DAP Diploma Rate | Determine the strategies employed by the LEA that permit Title I, Part students to receive credit for additional coursework, through alternative means or transferred from other states or countries in an effort to meet the RHSP/DAP requirements. | Yes