The mission of the PEIMS Department is to assist Midland ISD, the campuses and the special programs of MISD, utilizing the Powerschool Student Information System, with the entry, maintenance, and verification of PEIMS data for state and federal collections.

• Support district and campus staff with the effective use of the district Student Information System

• Communicate and disseminate documentation, updates, and training opportunities

• Design training and resources to promote PEIMS data integrity

• Establish and maintain systematic procedures/materials to support a high quality of data and TEA reporting requirements

• Educating ourselves as well as district and campus staff on state standards to assure data accuracy

• Maintaining a positive outlook by being the best we can in our efforts to be kind, helpful, professional, and a resource to our district and campus staff

• Maintain an open line of communication to provide the best support to our district and campus staff

All PEIMS submissions require the Superintendent's approval before being approved and accepted by the Region (ESC) Center.

• Submission 1 (Fall PEIMS) includes organization and campus data, shared services arrangements data, campus related data, current fiscal year budget data, staff data and student data such as identification/demographic information, enrollment information, special program information and leaver information for grades 7-12 (dropout, graduate) information.

• Submission 2 (Mid-Year PEIMS) includes organization and campus data, shared services arrangements data and actual audited financial data for the previous fiscal year.

• Submission 3 (Summer PEIMS) includes organization and campus data, student data such as identification/demographic information, basic attendance data, program participation attendance data such as bilingual and career/technology, course completion for high school only and student discipline data.

•  Submission 4 (Extended Year PEIMS) includes organization and student data such as identification/demographic information, attendance information regarding extended year and PK and K participation in the summer bilingual program.

For over 20 years, Texas has performed thorough data collections to support state and federal reporting and policy efforts.  The Texas Education Agency (TEA) currently collects organization, budget, actual financial, staff and student data for approximately 8,711 campuses in the Texas public school system.

This data is collected across approximately 160 separate data collection systems at the agency.  The TSDS Core Collection is an effort to consolidate the collection of this data within TSDS to standardize the submission process and reduce redundancy between data collections.

(Note that TSDS PEIMS is not managed through the Core Collection interface, though they are part of TSDS.)

The TSDS Core Collection will improve and standardize the completion, submission, validation and reporting processes for many of these data collections.  In some cases, the legacy collections require manual data submissions using spreadsheets or even email; TSDS will automate those laborious and error-prone processes and create a single, unified system for data submission that will be consistent and easy to use.

TSDS Core Collections do not require the Superintendent's approval when submitting.

TSDS Core Collections do not require the Superintendent's approval when submitting.

• Child Find (CF) data collection combines student-level data to determine State Performance Plan Indicator 11 (SPPI-11) and State Performance Plan Indicator 12 (SPPI-12) in the Texas Student Data System (TSDS) Core Collection platform. SPPI-11 addresses the timely evaluation of students ages 3-21 for special education services under Part B of the Individuals with Disabilities Education Act of 1990 (IDEA). SPPI-12 covers the evaluation and eligibility determination for children who are referred from Part C of IDEA prior to age 3, found eligible for Part B of IDEA, and have an individualized education plan (IEP) developed and implemented by their third birthday to receive early childhood special education (ECSE) services from a local education agency (LEA). Both SPPI-11 and SPPI-12 are compliance indicators, and data is needed to meet federal reporting requirements. 

• Class Roster Winter (CRW) collection is used to report data about course offerings, teacher demographics, teacher class assignments, student demographics, and student class enrollments.  The data is used to create a student assessment data portal accessible by school districts, teachers, parents, students, and public institutions of higher education. Class Roster collects information in advance of and close to the time assessments are administered so that vendors can link the students to their correct teachers. This allows TEA to provide assessment results through the assessment portal at the individual classroom level, and it provides data for the Teacher Incentive Allotment calculation.

•  Residential Facility Tracker (RF Tracker) data collection data is related to students with disabilities who reside in residential facilities (RFs) within the geographic boundaries or jurisdiction of a local education agency (LEA). An RF is a facility that provides 24-hour custody or care of students who reside there for detention, treatment, foster care, or any non-educational purpose. A traditional foster home licensed by the Texas Department of Family and Protective Services (DFPS) as a Foster Family Home (Independent) is not considered an RF for the purposes of this collection. RF Tracker is one of a number of monitoring systems created to ensure that students in special education programs receive the services they need. The data collected by RF Tracker is used by TEA to support the implementation of continuous improvement strategies, interventions, and sanctions to improve LEA performance and compliance with federal and state special education requirements.

• Special Education Language Acquisition (SELA) House Bill (HB) 548 requires the commissioner of the Texas Education Agency and the executive commissioner of the Health and Human Services Commission (HHSC) to ensure that the language acquisition of each child eight years of age or younger who is deaf or hard of hearing is regularly assessed using a tool or assessment. No later than August 31st of each year, a report shall be published on the language acquisition of children eight years of age or younger who are deaf or hard of hearing. The data collected in the Special Education Language Acquisition (SELA) data collection will be used in the creation of this report. Local education agencies (LEAs) must report SELA data for students who meet the following criteria:

  • Eight years of age or younger on September 1st of the school year.

  • Identified with a disability of “Deaf-Blindness (Deaf-Blind)” or “Hearing/Auditory Impairment (Auditory Impairment)”.

• State Performance Plan Indicator 14 (SPPI-14) is one of 17 indicators of the State Performance Plan.  SPPI-14 requires the state to survey special education services recipients who have left high school.  This survey provides a clear measure of post-school outcomes for youth with disabilities as they transition from high school to adult life.  The survey results are submitted to the Office of Special Education Programs (OSEP).  Local education agencies (LEAs) submit student and parent/guardian contact information to the SPPI-14 data collection to be used in contacting a random sample of special education recipients to administer the survey. The data is required to be submitted for students with disabilities who meet the following three criteria:

  • enrolled in Grades 9-12 in the previous school year.

  • dropped out, graduated, or completed a GED.

  • are being reported as Leavers in the current school year.

• Early Childhood Data System (ECDS PK & ECDS KG), formerly the Kindergarten Readiness System (KRS), is the first collection to be incorporated into the TSDS Core Collection. ECDS is the platform used to collect voluntary and state mandated early childhood data. It is designed to inform school districts, communities, and early childhood programs about the effectiveness of prekindergarten, Head Start, and community based licensed childcare programs in preparing children for kindergarten. ECDS provides a fully integrated data solution as part of TSDS and includes most kindergarten reading diagnostic instruments on the TEA Commissioner’s approved list. By integrating ECDS into TSDS, TEA had replaced, enhanced, and augmented the ECDS data collection workflow, submission, validation and reporting functions.

• Provide a single, standard system where there had been scores of independently developed, inconsistent collections.

• Minimize redundant data submissions by allowing LEA's to apply the data warehoused for the TSDS collection to any other relevant data collection.

• Improve data quality by providing validations for the TSDS collection, documented in the Texas Education Data Standards.

• Automate the completion process, allowing better auditing and accountability of the submitted data sets.

• Provide flexibility to grow with and adapt to changing LEA business requirements.

• Provide appropriate levels of security to meet federal, state and local regulations, particularly the Family Education Rights and Privacy Act (FERPA) and Health Information Portability and Accountability Act (HIPAA).

County District Numbers

County Number

District Number

Campus Number

Midland ISD

The Civil Rights Data Collection (CRDC), conducted by the Office for Civil Rights (OCR) since 1968, is a nationwide initiative that gathers data from public schools and districts. It focuses on student enrollment, access to educational programs, school staffing, and school climate factors such as discipline, bullying, and harassment. The data is collected biennially.

At Midland ISD, the PEIMS Team is responsible for collecting and submitting this data, ensuring the district remains compliant with both state and federal requirements.

Data Flow and TSDS Upgrade Overview

What Is Changing?

With the implementation of the TSDS (Texas Student Data System) Upgrade Project, LEAs (Local Education Agencies) will experience a transformation in data reporting. Key changes include:

• Automated Data Submission: LEAs’ systems (student information, assessment, HR, finance) will now submit data to TSDS via automated, near-real-time loads using an API aligned with the latest TEDS version.
• Direct Updates to Individual ODS: Changes made in local systems will automatically publish to the LEA’s Individual Operational Data Store (IODS), eliminating the need for separate data extraction and loading.
• Early Data Validation: The Data Management Center application will allow users to run validations earlier, enhancing data accuracy.

What Is Staying the Same?

Despite these advancements, certain aspects remain unchanged:

• Current Processes: LEAs will continue their usual promotion, validation, and verification of TSDS data submissions.
• Existing Systems and Processes: These include TSDS Web-Enabled Data Standards (TWEDS), TEA Login (TEAL), Unique ID management, existing PEIMS and TSDS Core applications, TSDS validation processes, TSDS reports, and TSDS Incident Management System (TIMS).

Implementation Timeline

Pilot Program (Sept 2021 - Aug 2023):

• Optional for TSDS vendors to develop and test product solutions.
• LEAs can partner with vendors for end-to-end testing.

Parallel Submission (Aug 2023 - Aug 2024):

• Mandatory for all TSDS vendors to test product solutions.
• LEAs to submit data via both API transactions and XML for comparison and vendor readiness.

Midland ISD is a participating Parallel District.

Go-Live (2024 - 2025 School Year):

• All LEAs are required to submit TSDS official data through API transactions.
• XML submissions will no longer be accepted.

TSDS Upgrade Rollout

Pilot Phase (2021‐2023):

• TEA provides SDK to vendors, sets up TSDS Parallel environment, and releases new TEDS version.
• Vendors/LEAs update solutions, configure IODSs, publish and validate data.

Parallel Phase (2023‐2024):

• TEA updates standards, provides additional system functionality, and supports full testing.
• Vendors/LEAs refine solutions, configure IODSs, and ensure data accuracy.

Midland ISD is a participating Parallel District.

Go-Live Phase (2024‐2025):

• Full transition to the upgraded TSDS system with API transactions.

For more information, please check out TEA TSDS Upgrade Project website.