Data
Analysis
(What)
Needs
Assessment
(Why )
Implement and Monitor
Improvement
Plan
(How)

Details

Index Framework Statutory
Goal
Improving Student achievement at all levels in the core subjects of the state curriculum

Index Framework Statutory
Goal
Ensuring the progress of all students toward achieving
Advanced Academic Performance

Index Framework Statutory
Goal
Closing Advanced Academic
Performance level gaps among groups

Index Framework Statutory
Goals
Closing gaps among groups in percentage of students graduating under the recommended high school program and advanced high school program

With a performance Index , the resulting rating reflects overall performance for the campus or district rather than the weakest performance of one student group/subject area.

Multiple indexes can be used in the framework to ensure accountability for every student.

Any number of indicators and student groups can be added to the system without creating additional targets for campuses and districts to meet.

Index
Score
50
AEA-25
5th
Percentile
Index
Score
55
AEA-30
Index
Score
75
AEA-45

Differences

Student Groups…
Economically Disadvantaged
English Language
Learners
Special Education
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or more races

If student was enrolled on the campus/district on this date:
Then these results are included in the campus/district accountability subset
Fall 2011 enrollment snapshot
EOC summer 2012
Fall 2012 enrollment snapshot
EOC Fall 2012
EOC Spring 2013
Grade 3-8 Spring 2013

Keep Different “Let Go”

Keep
Minimum
Group Size
Different
25
“Let Go”
30/10/50 or
50/10/200

What does this report tell you about a campus?

• Calculation Report -Tables used to aggregate scores to determine Index
Points
• Data TableTable of disaggregated data used for the Calculation Report.
The highlighted cells indicate data used in calculations.

1:

Which student groups are calculated in Index 1?
No Minimum Size
3 year average if less than 10 students

Index 1 :Student Achievement

Subjects: Combined over Reading, Mathematics ,
Writing, Science , and Social Studies .

Tests: STAAR English, STAAR Spanish, EOC, STAAR and EOC Modified and Alternate, TAKS Grade 11

Performance Standards: Phase-in 1 Level II (2013)

MSR: None

# Met Phase in Level II for Reading
# Met Phase in Level II for Writing
# Met Phase in Level II for Math
# Met Phase in Level II for Science
# Met Phase in Level II for Social Studies
# Tested Reading
# Tested Writing
# Tested Math
# Tested Science
# Tested Social Studies

What does the calculation report indicate about a campus?
What would an Index score of 45 indicate about the campus?

What are the strengths and weaknesses of the campus based on the calculation report?
What are your unanswered questions about this campus based on the calculation report?
What reflective questions would you ask the campus about this data?

We do not know?
Scores for :
Did not Meet Expectations
Met Expectations
Exceeded Expectations
The Index scores that identifies the lowest 5%

What we do know?

Reading
Math
Writing
Applies to available grades

Student Groups
All Students
Special Education
White
Hispanic
Asian
ELL
Pacific Islander
American Indian
African American
Two or More Races

All Students = 10 tests
Race/ Ethnicity groups = 25

Metone point for each percent of students at the Met growth expectation level
Exceededtwo points for each percent of students at the Exceeded growth expectations level

Metone point for each percent of student at the Met growth expectation level
Exceededtwo points for each percent of students at the Exceeded growth expectations level

How is the data in Index 2 different from
Index 1?
How does improved performance on
Index 2 impact the other Indexes?
What advice would you give this campus to impact Index 2? (using the sample reports)

Results include…
• STAAR English 3-8 and STAAR Spanish 3-5 at phase-in Level II
• EOC at phase-in Level II for spring, and the previous fall and summer
• STAAR 3-8 and EOC Modified and Alternative at Level II
• Retest results 5 and 8 from 1 st retest
• TAKS Grade 11 in 2013

Student Groups…
Economically Disadvantaged
2 lowest performing race/ethnicity groups from the previous year
African American
American Indian
Asian
Hispanic
Pacific Islander
White
Two or more races

Accountability Subset…

Minimum Group Size… >=25 for Race/Ethnicity groups

Methodology…
Phase-in Level II- 2013 and beyondone point for each percent of students at the phase-in Level II performance standard and above
Advanced Level III-2014 and beyond- one additional point for each percent of students at the Level III performance standard

Calculations
Number at Phase in Level II
Number of Tests
Number at Level III
Number of Tests

How will each subject tested affect the overall
Index 3 score?
What recommendations would you make to this campus based on the sample reports?

STAAR Percent Met Final Level II on One or More Tests
Grade 9-12 Graduation Rate
Grade 9-12 Annual Dropout Rate
Recommended/ Distinguished Achievement
(Advanced) High School Program (RHSP/DAP)

STAAR Percent Met Final Level II on One or More Tests
Includes Assessment results for:
STAAR English (Grade 3-8 and Spanish (Grade
3-5) at final Level II performance standard for assessments administered in the spring
EOC at final Level II performance standard for assessments administered in the spring and the previous fall and summer
STAAR Grades 3-8 and EOC Modified and
Alternative at final Level II performance
Retest results

Number of Students Met final II
Standard on One or More Tests
Number of Students with
One or More Tests

Graduation Rate
Class of
2011 and beyond
Student Groups:
All Students
ELL-Identified in Grade 9
Special Education
7 Race/ Ethnicity Groups

Graduates
Graduates + continuers +
GED recipients + dropouts

Annual Drop Out Rate
2013 and beyond
Campuses with Grade 9, 10, 11, & 12
Student Groups:
All Students
ELL-Identified in during reported year
Special Education
7 Race/ Ethnicity Groups

Number of students who dropped out during year
Number of students enrolled during year

Recommended/
Distinguished Achievement
High School Program
Student Groups:
All Students
7 Race/ Ethnicity Groups

Number of prior year graduates with graduation codes for RHSP or DAP
Number of prior year graduates

Index
Score
50
AEA-25
5th
Percentile
Index
Score
55
AEA-30
Index
Score
75
AEA-45

Why is some of the data marked out?
Why is only graduation rate and RHSP/DAP calculated in the sample report for Index 4 points?

• Ensure system disaggregates performance by student group, performance level, subject area, and grade
• Target for disaggregated results meet and exceed federal requirements
– Performance Target
– Participation Rate
– Graduation rate targets and improvement
– Limit on Alternative Assessments

• Results are reported for any cell that meets minimum size criteria.
• Failure to meet the safeguard target for any reported cell must be addressed
• Performance on the safeguard indicators are incorporated into the Texas Accountability
Intervention System (TAIS)

How does the system safeguards ensure high expectations for all students?
Using these sample reports, how would you advise a campus that met all Index standards but only
85% of the system safeguards?

Current 10 eligibility Criteria Primarily Grades 6-12

Residential Facilities
No rating for 2013

What’s different for AEA?
GED

What’s different for AEA?
GED
Choose the best

What’s different for AEA?
Less then 20%
Bonus points given for Index 4

What’s different for AEA?
75 %
25 %

Index
Score
50
AEA-25
5th
Percentile
Index
Score
55
AEA-30
Index
Score
75
AEA-45

RHSD and DAP Plans
Continuing Student who
Graduate in 5 th or 6 th year
Graduating/GED for
“statutorily excluded students”

What is the 4 year graduation rate?
What happens if you do not meet graduation for a student group?
What effect does drop out rate have on index score?
Why will elementary and middle schools not be scored on Index 4 this year?

What information can the AEA Index
Scores and the System Safeguards data tell you about alternative campuses?