2013 ACCOUNTABILITY
OVERVIEW
Linda Jolly
Region 18 ESC
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Accountability System Differences
2011 and before
2013 and ??
• % meeting standard
• Point based
• 25 indicators
• Missed 1 = Unacceptable
• 4 Index Targets
• Miss 1 Target
• Not all students counted
• All students count
• Separate from federal
• Integrated with federal
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Differences
• Emphasis now on:
• Individual student progress
• Closing the gaps
• Post-secondary readiness
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Rating Labels
• Met Standard
• Met Alternative Standard (for AEA)
• Improvement Required
• Not Rated (for DAEP, JJAEP,…)
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Performance Index Framework
STAAR/EOC Phase-in of Standards
• STAAR Level II passing standards will be phased-in
• Phase 1
• Phase 2
• Final
standards
2012 and 2013
2014 and 2015
2016 and beyond (final panel-recommended
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Performance Index Criteria
2013 Rating Labels
2013 Rating Labels:
• Met Standard – met performance index targets on all
indexes for which they have performance data in 2013.
• High Schools – All 4 index targets
• Elementary and Middle Schools – All 3 index targets where they
have data.
• Improvement Required: Did not meet one or more
performance index targets.
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2013 Performance Index Targets
To receive a Met Standard Rating all non-AEA campuses and districts
must meet the following accountability targets on all indexes for which
they have performance data in 2013
Performance Index
Campuses
Districts
Index 1: Student
Achievement
50
50
Index 2: Student
Progress
High Schools – 17
Middle Schools – 29
Elementary - 30
21
Index 3: Closing
Performance Gaps
55
55
Index 4: Postsecondary
Readiness
75
75
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2013 Accountability Snapshot
The following snapshot table applies to Index 1, 2, and 3:
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STAAR Phase-in Final and Recommended Level II and Level III
Standards
TEA proposal change
is to maintain Phase 1
for the 2013-2014
school year for all
assessments
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2013 Accountability Summary
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2013 Accountability Summary
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Index 1: Student Achievement
Index 1: The purpose of this index is to provide a
snapshot of performance across all subjects at the
satisfactory performance standard (Phase-in I Level II).
• Subjects: Combined over Reading, Mathematics, Writing,
Science and Social Studies.
• Student Groups: All Students only
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Index 1: Student Achievement
• Performance Standards: Phase-in I Level II Standard
(Satisfactory) on the following assessments:
• STAAR Grades 3-8 English and Spanish (3-5) Spring 2013
• EOC Assessments (best results: highest score) Spring 2013, Fall 2012,
and Summer July 2012
• STAAR Grades 3-8 and EOC Modified for Spring 2013
• 2013 only: TAKS, TAKS Accommodated and TAKS-Modified
• Grade 11 Results at Met Standard Performance
• Primary Administration only
• 2014 and beyond will not include TAKS
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Index 1: Region 18
TARGET = 50
Level I – Not Met Standard/Unsatisfactory Academic Performance
Level II - Met Standard /Satisfactory Performance
Level III – Advanced Academic Performance/
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Index 1: Region 18
Student Achievement Data Table
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Index 1: Region 18 Sample
Student Achievement Data Table
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Index 2: Student Progress
Index 2: Student Progress focuses on actual student
growth independent of overall student achievement levels.
• Subjects: Reading, Mathematics, and Writing in available grades
• Ten Student Groups Evaluated:
• All Students
• Students served by Special Education
• English Language Learners (ELL)
• Seven Racial/Ethnic Groups: African American, American Indian, Asian,
Hispanic, Pacific Islander, White, and Two or More Races
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Index 2: Student Progress
• Three Growth Indicators:
• Did Not Meet Growth Expectation = 0
• Met Growth Expectation = 1
• Exceeded Growth Expectation = 2
High Schools = 17
Middle Schools = 29
Elementary = 30
AEA = 9
• Credit based on weighted performance:
• One point credit given for each percentage of tests at Met Growth
expectations level.
• Two points credit given for each percentage of tests at the Exceeded
growth expectations level.
# of points = Points earned
# of tests
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Index 2: Student Progress Calculation Report
Region18
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Index 2: Student Progress Calculation Report
Region 18
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Index 2: Student Progress Calculation Report
Region 18
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Index 3: Closing Performance Gaps
Index 3: Closing Performance Gaps emphasizes
advanced academic achievement of economically
disadvantaged students and the two lowest
performing race/ethnicity students groups.
• Subject Area: Reading, Mathematics, Writing, Science and Social
Studies
• Student Groups:
• Economically Disadvantaged
• Lowest Performing Race/Ethnicity: Two lowest performing race/ethnicity student
groups on the campus or district (based on prior-year assessment results)
Sub Pop 1 and 2 are determined as the lowest performing from 2012 results.
ELLS are excluded
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Index 3: Closing Performance Gaps
Credit based on weighted performance:
• Phase-in Level II satisfactory performance -2013 and beyond
• One Point for each percent of students at the Phase-in Level II satisfactory
performance standard.
• Level III Advanced performance – 2014 and beyond
• Two points for each percent of students at the Level III advanced performance
standard.
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Index 3: Closing Performance Gaps Calculation Report
Region 18
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Index 3: Closing Performance Gaps Calculation Report
Region 18
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Index 3: Closing Performance Gaps Data Table
Region 18
Here is your
2012
STAAR
results that
determines
your 2 sub
pops
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Index 3: Closing Performance Gaps Data Table
Region 18
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Index 4: Postsecondary Readiness
Index 4: Postsecondary Readiness emphasizes the
importance for students to receive a high school
diploma that provides them with the foundation
necessary for success in college, the workforce, job
training programs, or the military; and the role of
elementary and middle schools in preparing students
for high school.
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Index 4: Postsecondary Readiness
Graduation Score: Combined performance across the
graduation rates from either the 4 year or 5 year
graduation rates and the Diploma Indicator:
•
Grades 9-12 Four-Year Graduation Rate for All Students
and all student groups or Grades 9-12 Five-Year
Graduation Rate for All Students and all student groups,
whichever contributes the higher number of points to the
index
• RHSP/DAP Graduates for All Students, ELL, Special Ed, and
7 race/ethnicity student groups (Diploma Plan Indicator)
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Index 4: Postsecondary Readiness
STAAR Score:
• STAAR Percent Met Final Level II on One or More Tests for
All Students and race/ethnicity student groups (2014 and
beyond)
• Subjects: Reading, Writing, Math, Science and Social
Studies
• Student groups: All students and 7 race/ethnicity student
groups: African. Am., Am. Indian, Asian, Hispanic, Pacific
Islander, White, Two or more races.
• Minimum size criteria: All students – none, small analysis if
fewer than 10. Student groups >=25
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Index 4: Post Secondary Readiness Calculation Report
Region 18
4yr
Grads
(2012)
5yr
Grads
(2011)
# of
RHSP/
DAP
(2012)
# of
Grads
(2012)
Score
Score
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Index 4: Postsecondary Readiness
Data Table Region 18
Emphasis on this index is the importance of students to receive a
hs diploma that provides them with the foundation for success in
college, workforce, job training, or military.
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System Safeguards
• With the PI (Performance Index) framework, poor performance
in one subject or one student group does not result in an
Improvement Required Rating.
• However, districts and campuses are responsible for
addressing performance for each subject and each student
group.
• System safeguards are added to ensure that poor performance
in one area or one student group is not masked in the
performance index.
• Participation rates, graduation rates, and limits on use of
STAAR Alternate and STAAR Modified are calculated to meet
federal requirements.
• Texas Accountability Intervention System (TAIS)
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System Safeguards Region 18
Failure to meet the safeguard target for any
reported cell must be addressed in the CIP/DIP.
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Distinction Designations
• Campuses that receive an accountability rating of Met
Standard are eligible for Distinction Designation
Campus Designations awarded:
• Top 25% Student Progress – based on performance on
Index 2: Student Progress. Campuses that are in the top
quartile of their campus comparison group (40 campuses)
• Academic Achievement in Reading/ELA – outstanding
academic achievement in Reading/ELA on a variety of
indicators
• Academic Achievement in Mathematics – outstanding
academic performance in Math on a variety of indicators.
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Top 25% Student Progress Distinction
• Campuses in the top 25% (top 10 in group) of their
campus comparison group (40 campuses) on Index 2:
Student Progress score are eligible for a distinction
designation for student progress.
• Campuses only
• Eligibility criteria – Met Standard rating
• Campuses in the top 25% in student progress
• Campus comparison groups set by TEA based on campus similarities
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Academic Achievement
Distinction Designations
• Distinction Designation Indicators
• Twenty-two indicators will be used to determine outstanding
academic achievement and will vary by type of campus and by
subject.
• Indicators evaluated include performance at the STAAR Level III
(Advanced) standard for selecting grades and subject areas in
elementary and middle schools, and indicators including SAT/ACT
and AP/IB participation and performance for high schools.
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2013 Academic Achievement Distinction Designations
(AADD) Indicators
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Looking at what is ahead…
2014 ACCOUNTABILITY
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STAAR Assessments for 2014
HB 5
• STAAR Continues to test for Grades 3-8
• Mathematics at grades 3-8
• Reading at grades 3-8
• Writing at grades 4 and 7
• Science at grades 5 and 8
• Social Studies at grade 8
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STAAR Assessments for 2014
HB 5
• STAAR EOC Assessments required to pass for high
school graduation:
• English I (reading and writing combined)
• English II (reading and writing combined )
• Algebra I
• Biology
• U.S. History
(Cohort 2011/2012 and Thereafter)
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STAAR Assessments for 2014
HB 5
• EOC Assessments no longer required or available:
• Geometry
• Algebra II
• Chemistry
• Physics
• World Geography
• World History
• English III
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STAAR Assessments for 2014
HB 5
• STAAR EOC Assessments no longer include:
• A cumulative score requirement for graduation.
• A minimum score to count towards the cumulative score.
• The requirement that the score count as 15% of the final course
grade.
STAAR Assessments for 2014
HB 5
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• STAAR EOC Assessments Requirements:
• The commissioner is required to provide a scale score to 100-point
score conversion table.
• Districts are required to provide accelerated instruction to students
EACH time a student fails any of the five STAAR EOC
assessments in the applicable subject area prior to the next
administration of the test.
• District shall use funds appropriated for AI (accelerated
instruction), and must provide the AI at no cost to student.
• District must evaluate the effectiveness of all AI programs for
EOCs and annually hold a public meeting to consider the results.
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STAAR Assessments for 2014
HB 5
• STAAR English I and II:
•
Instead of having separate reading and writing assessments,
these tests will be combined into one assessment per course
with one score.
•
The combined assessments will be available beginning in spring
2014.
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Release of STAAR Assessments
HB 5
• Requires the agency to release the general STAAR
assessments for grades 3-8 and EOC (first spring form only)
and STAAR Spanish assessments for grades 3-5 (first spring
form only) in:
• 2012-2013, 2013-2014, 2014-2015, 2015-2016
• Requires the agency to release STAAR Modified for grades 3-8
and EOC (first spring form only) in:
• 2013-2014, 2014-2015, 2015-2016
• Requires the agency to release the general STAAR,
STAAR Spanish, and STAAR Modified every third year
thereafter.
Other Assessment Changes
HB 5
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• Requires the commissioner to establish assessment administration
procedures that minimize disruptions to school operations and
classroom environments.
• Prohibits districts from removing students from class for remedial
tutoring or test preparation for more than 10% of the school year
(parent permission exception).
• Limits the number of benchmark assessments to two per state
assessment (does not apply to college preparation assessments such
as AP, IB, SAT, ACT). Parents of students with special needs may
request additional assessments.
• A student is not considered to be enrolled in a U.S. school for a
school year unless he/she is enrolled for a period of at least 60
consecutive days.
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Accountability Changes for 2014
• Each district must annually evaluate district and campus performance in
community and student engagement and assign a performance rating of
Exemplary, Recognized, Acceptable or Unacceptable.
Required measures to be evaluated:
• Fine Arts
• Wellness & PE
• Community and parental involvement
• 21st Century Workforce Development
• Second Language Acquisition
• Digital Learning
• Dropout Prevention Strategies
• Educational programs for G/T students
• Record of the district and campus in complying with statutory reporting and policy
requirements
Each district will use criteria developed by a local committee and will report
ratings to TEA and make ratings publicly available by August 8th of each year.
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Accountability Changes for 2014
HB5
Distinction Designation
TEA shall issue district and campus distinction designations with district/campus ratings by August 8th
each year (in connection with performance ratings).
District and campus distinction designations shall be awarded for outstanding performance in
attainment of postsecondary readiness and MUST include, as newly added factors, the % of students
who:
•
•
•
•
Earned a nationally or internationally recognized business or industry certification or license
Completed a coherent scope and sequence of CTE courses
Completed a dual credit course or an articulated postsecondary course
Achieved applicable college readiness benchmarks or the equivalent on PSAT, SAT, ACT, or ACT
Plan
• Received a score on AP or IB assessments sufficient to be awarded college credit.
• Campus-only distinction designations remain largely unchanged(top 25% for annual
improvement in student progress, top 25% in closing student achievement differentials,
outstanding performance in ELA, Math, Science or Social Studies, outstanding
performance in advanced middle or junior high school achievement) BUT distinctions
on fine arts, PE, 21st Century Workforce, and second language acquisition have been
removed from TEA’s domain and moved to the district level.
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Additional Student Achievement Indicators Required
HB5
• % of students completing distinguished level of achievement under
foundation high school program
• % of students completing an endorsement
• At least 3 additional indicators which MUST include:
• % of students satisfying TSI in reading, writing, or math
• # of students earning 12 hours of postsecondary credit required for foundation program
or to earn an endorsement
• # of students earning >30 hours of postsecondary credit required for foundation
program or to earn an endorsement
• # of students earning associate’s degree
• # of students earning an industry endorsement
• An indicator that measures improvements in student achievement
cannot negatively affect TEA’s review of a district/campus if the
district/campus is already achieving at the highest level
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Additional Student Achievement Indicators
Required
HB5
• TEA required to determine a way to include in
district/campus ratings students who satisfy, before
graduation, TSI requirements on college readiness
benchmarks prescribed by THEB or passing EOCs
• TEA shall, to the greatest extent possible, evaluate
campus performance on the basis of factors other than
student achievement
• Texas School Accountability Dashboard to be developed
by TEA for public access to district and campus
accountability information; no specified effective date.
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ANY QUESTIONS?
Thank you!!!