Academically  Acceptable

One of four ratings issued by the Texas Education Agency for campuses and school districts indicating that at least 70% of all students and of African American, Hispanic, White and Economically Disadvantaged student groups passed the reading, 65% passed the writing, 65% passed the social studies, 50% passed the math, and 45% passed the science TAKS section in grades 3-8 and 10, and a dropout rate no higher than 2.0% for the 2008 rating.

Academically Unacceptable

The lowest of four ratings issued by the Texas Education Agency for campuses and school districts indicating that at least one sub-population of student groups did not meet the requirements of academically acceptable.

ADA

The Average Daily Attendance represents the number of students in class each day and the basis for state funding; also an abbreviation for the Americans with Disabilities Act, federal legislation related to making facilities and programs more accessible to the handicapped.

AEIS

The Academic Excellence Indicator System pulls together a wide range of information on the performance of students in each school and district in Texas every year. This information is put into the annual AEIS reports, which are available each year in the fall.

AMAOs

Districts are required by federal law (No Child Left Behind) to meet achievement targets for limited English proficient students (LEP) based upon assessment results from the Texas English Language Proficiency Assessment System (TELPAS). The requirements for LEP students are call Annual Measurable Achievement Objectives. Failure to meet AMAOs in successive years can lead to state sanctions upon the district.

AP

The Advanced Placement Program, administered by the College Board of New York and taught at local high schools, allows students to participate in a college level course and possibly earn college credit while still in high school. Secondary schools and colleges cooperate in this program to give students the opportunity to show mastery in college level courses by taking the AP exam in May of each school year.

At-Risk

A term used to identify students who are likely to drop out of school before graduating.

AYP

Under the accountability provisions of No Child Left Behind (NCLB), all public school campuses, school districts, and the state are evaluated for Adequate Yearly Progress based on criteria using three measures: Reading/Language Arts, Mathematics, and either Graduation Rate (high schools and districts) or Attendance Rates (elementary and middle schools).  Only specified grade levels are used for this evaluation.

Bilingual

Bilingual classes enable limited English proficient students to become competent in the comprehension, speaking, reading and composition of the English language through the development of literacy and academic skills in the primary language and English.

Board

The seven citizens elected to govern and manage the school district as the Board of Trustees; also known as the School Board or as Trustees.

CHAMP

CHAMPs assists classroom teachers to design (or fine tune) a proactive and positive classroom management plan that will overtly teach students how to behave responsibly.  CHAMPs will reduce classroom disruptions and office referrals; improve classroom climate; increase student on-task behavior; and establish respectful and civil interactions.

By following the effective, research-based practices outlined in CHAMPs, teachers develop methods for clearly communicating their expectations on every classroom activity and transition.  Expectations to clarify are:

• Conversation (Can students talk to each other during this activity?)
• Help (How do students get the teacher's attention and their questions answered?)
• Activity (What is the task/objective?  What is the end product?)
• Movement (Can students move about during this activity?)
• Participation (How do students show they are fully participating?  What does work behavior look/sound like?

Compass

Compass is a secure, web-based data management application that is used by NEISD teachers and administrators to organize and track students' progress, create customized reports, monitor interventions, and view historical data with a goal of making informed decisions to improve student achievement.

Co-Teach

Differentiated Instruction

The cycle of instruction from assessment to planning of instruction to delivery of instruction needs to be differentiated for students at both ends of the performance spectrum from gifted to typical to academically limited students. Teachers begin by identifying the TEK to be taught. 

Dual Language

Dual Language classes allow English speaking students and Spanish speaking students to have instruction in both languages with the result being students speaking both English and Spanish fluently.

EOC

Texas has mandated the development of end-of course assessments for secondary-level courses in Algebra I, Algebra II, geometry, biology, chemistry, physics, English I, English II, English III, world geography, world history, and United States history.  The purpose of the new EOC assessments is to measure students' academic performance in core high school courses and to become part of the graduation requirements starting with the freshman class of 2011-2012.  The EOC assessments for lower-level courses will include questions that determine readiness for advanced coursework.  The assessments for higher-level courses will include a separate series of special purpose questions that measure college readiness and the need for developmental coursework in higher education.  In addition, the score a student achieves on each EOC assessment will be worth 15% of the student's final grade for that course.

ELL

ESL

English for Speakers of Other Languages is a transition program to assist students who do not speak English, or who speak limited English. The program of study is the same for English speaking students and for ESL students.

Exemplary

The highest of four ratings issued by the Texas Education Agency for campuses and school districts indicating that at least 90% of all students and of African American, Hispanic, White and Economically Disadvantaged student groups passed the reading, writing, social studies, math, and science TAKS section in grades 3-8 and 10, and a dropout rate no higher than 2.0% for the 2008 rating.

Four by Four
(4X4)

G/T

Gifted and Talented is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. There is no standard global definition of what a gifted student is.

LAT

Linguistically Accommodated Testing is a special administration of TAKS for LEP-exempt recent immigrants.  Linguistic accommodations are made in order to assist students in overcoming language barriers and to provide a meaningful assessment of academic knowledge and skills.

LEP

NCLB

The No Child Left Behind Act of 2001 (Public Law 107-110) is a United States federal law that was signed into law on January 8, 2002.  It re-authorized a number of federal programs aiming to improve the performance of U.S. primary and secondary schools by increasing the standards of accountability for states, school districts, and schools, as well as providing parents more flexibility in choosing which schools their children attend. The Act requires states to develop assessments in basic skills to be given to all students in certain grades, if those states are to receive federal funding for schools. NCLB does not assert a national achievement standard; standards are set by each individual state, in line with the principle of local control of schools.

PBMAS

The Performance Based Monitoring Accountability System is an automated data system that reports annually on the performance of school districts and charter schools in selected program areas (bilingual education/English for speakers of other languages, career and technical education, special education, and certain Title programs under the No Child Left Behind Act).

PEG

The Public Education Grant identifies campuses at which 50 percent or more of the students did not pass applicable assessments in reading, mathematics, science or social studies in any two of the preceding three years or were rated Academically Unacceptable in any of the preceding three years under the statewide accountability system.

PEIMS

Public Education Information Management System encompasses all data requested and received by TEA about public education, including student demographic and academic performance, personnel, financial, and organizational information.

Pre-AP

Courses designed to prepare students for Advanced Placement courses in high school. Conceptually, Pre-AP is based on the following two important premises. The first is the expectation that all students can perform at rigorous academic levels. This expectation should be reflected in curriculum and instruction throughout the school such that all students are consistently being challenged to expand their knowledge and skills to the next level. The second important premise of Pre-AP is the belief that we can prepare every student for higher intellectual engagement by starting the development of skills and acquisition of knowledge as early as possible. Addressed effectively, the middle and high school years can provide a powerful opportunity to help all students acquire the knowledge, concepts, and skills needed to engage in a higher level of learning.

Recognized

One of four ratings issued by the Texas Education Agency for campuses and school districts indicating that at least 75% of all students and of African American, Hispanic, White and Economically Disadvantaged student groups passed the reading, writing, social studies, math, and science TAKS section in grades 3-8 and 10, and a dropout rate no higher than 2.0% for the 2008 rating.

SIOP

The Sheltered Instruction Observation Protocol model is a research-based approach to sheltered instruction that has proven effective in addressing the academic needs of English language learners. Using instructional strategies linked to these components, content area teachers help English learners develop their academic English skills as they learn grade-level content. Training in the SIOP model is required for NEISD content teachers and supports them in planning and delivering lessons that incorporate these strategies consistently.

SNAP

The purpose of School Needing Acceleration Plan is to direct additional personnel and resources to a campus with the goal implementing strategies that support at-risk, struggling learners toward meeting TAKS mastery expectations. Through SNAP, the Division of Instruction works collaboratively with the leadership of each SNAP campus to develop and implement a plan for acceleration. A SNAP campus team leader is designated to facilitate and communicate support services between the campus leadership and SNAP team.

SRC

The School Report Card is a report prepared by the Texas Education Agency that must be sent to the parent or guardian of every child enrolled in public schools.  The report provides information concerning the student performance as well as information concerning expenditures, average class size, and student/teacher ratios.

SSI

The Student Success Initiative was created by the Texas Legislature to ensure that all students receive the instruction and support they need to be academically successful in reading and mathematics.  Under the SSI grade advancement requirements, students are required to pass the Texas Assessment of Knowledge and Skills (TAKS) grade 3 reading test to be promoted to the fourth grade and to pass the TAKS grade 5 reading and mathematics tests to be promoted to sixth grade.  Additionally, students are required to pass the TAKS grade 8 reading and mathematics tests to be promoted to the ninth grade.

TAAS

Texas Assessment of Academic Skills is the state-mandated tests in reading, writing, mathematics, science and social studies that was replaced by TAKS.

TAKS

Texas Assessment of Knowledge and Skills is the current Texas statewide assessment program that measures mastery of the Texas Essential Knowledge and Skills in Reading/English Language Arts, Mathematics, Science, and Social Studies.  Students must pass the TAKS for Reading and Math in grades 3, 5, and 8 in order to be promoted to the next grade level.  In high school, students must pass the Exit TAKS for English Language Arts, Mathematics, Science and Social Studies in order to receive a diploma.

TAKS-Alt

TAKS-Alternative is an alternate assessment based on alternate academic achievement standards and is designed for students with significant cognitive disabilities who meet the participation requirements.  Unlike other statewide assessments in Texas, TAKS-Alt is not a traditional paper or multiple-choice test.  Instead, the assessment involves teachers observing students as they complete teacher-designed activities that link to the grade-level TEKS curriculum. Teachers then score student performance using the TAKS-alt rubric and submit results and evidence through an online instrument.

TAKS-M

TAKS-Modified is an alternative assessment based on modified academic achievement standards and is designed for students' receiving special education services who meet participation requirements for TAKS-M and for whom TAKS is not appropriate. TAKS-M covers the same grade-level content as TAKS, but the assessment itself has been simplified through modifications in format and test design.

TASB

Texas Association of School Boards is a voluntary, nonprofit, statewide educational association that serves and represents local Texas school districts with a goal of promoting educational excellence for Texas school children through advocacy, visionary leadership, and high quality services to school districts. 

TEA

Texas Education Agency is the Austin-based agency that administers the state's public education system.

TEKS

Texas Essential Knowledge and Skills is the State Board of Education approved foundation curriculum in English language arts/reading, science, social studies, and mathematics.

TELPAS

Texas English Language Proficiency Assessment System is designed to assess the progress that limited English proficient (LEP) students make in learning the English language.

Title I

Campuses identified by the federal government that have a high population of economically disadvantaged students. The district receives federal funding for extra staffing for Title 1 campuses.