Micki Wesley and Wes Pierce
Region 9 ESC
*Information taken from various TEA resources and meetings
House Bill 3: An
Overview
House Bill 3: An
Overview
House Bill 3: An
Overview
House Bill 3: An
Overview
House Bill 3: An
Overview
From HB 3…
Assessment
Overview
Reading:
Grades 3-8
Math:
Grades 3-8
STAAR 3-8
Grade-Level
Content Area
Exams
Social
Studies:
Grade 8
Science:
Grades
5&8
Writing:
Grades
4&7
Same as TAKS
STAAR EOC
High School
Exams
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
A New View of Assessment
RIGOR, RIGOR,
RIGOR!
“Readiness” and “Supporting”
TEKS standards are identified
TEKS Focus
• Readiness (Core) Knowledge and
Skills: Critical for success in the
current grade/course and important
for preparedness in the grade/course
that follows
• Supporting (Rotational) Knowledge
and Skills: TEKS that are important
but not deemed critical
Supporting
Knowledge and
Skills
Readiness
Knowledge and
Skills
Readiness vs. Supporting Standards
TEKS: Assessed Curriculum
“More Focus”
General Characteristics
Readiness Standards
• Stable, static TEKS assessed
annually
• Essential for preparedness for
next grade or course
• Support college and career
readiness
• Necessitate in-depth instruction
• Address significant content and
concepts
• Approximately 2-4 questions per
standard
Supporting Standards
• Assessed on a rotational basis
across years
• Play a supporting role in preparing
students for next grade or course
• Introduced in current grade or
course but may be emphasized in
a subsequent year
• Reinforced in current grade or
course but may be emphasized in
a previous year
• Address more narrowly defined
content and concepts
• Approximately 0-1 question per
standard
TEKS: Assessed Curriculum
“More Focus”
Content Specific Characteristics:
English Language Arts
Readiness Standards
• Focus on specific reading genres
(fiction and expository)
• Focus on writing for particular
responses
Supporting Standards
• May apply to other reading
genres (poetry, drama, literary
nonfiction, and persuasive)
TEKS: Assessed Curriculum
“More Focus”
Content Specific Characteristics:
Math
Readiness Standards
• Emphasize the integration and
application of mathematical skills
Supporting Standards
• Focus on skills that underlie
more significant mathematical
concepts
TEKS: Assessed Curriculum
“More Focus”
Content Specific Characteristics:
Science
Readiness Standards
• Emphasize the integration and
application of major scientific
concepts
Supporting Standards
• Focus on content that supports
fundamental scientific principles
TEKS: Assessed Curriculum
“More Focus”
Content Specific Characteristics:
Social Studies
Readiness Standards
• Emphasize landmark historical
events and foundational
geographic concepts
Supporting Standards
• Focus on discrete historical facts,
events, or individual people, as
well as more detail-oriented
geographical facts and concepts
TEA will communicate these
differing skills and will
communicate the connection
between the TEKS and the STAAR
TEKS: Assessed Curriculum
“More Clarity”
Content of STAAR
Grades 3-8
• Most assessments will only
address TEKS taught in the
current subject and grade
• Science assessments for grades
5 and 8 will assess TEKS from
multiple levels
• Emphasis on 5 and 8
content standards
• Will include content
standards from two lower
grades (i.e., grades 3 & 4
or grades 6 & 7)
EOCs:
• Will address only the TEKS for
a given course
Inclusion of items measuring higher
cognitive complexity as a means of
preparedness for student success in
subsequent grades and courses, and
ultimately in college and/or a career
TEKS: Assessed Curriculum
“More Depth”
Assessment Structure
General:
By Content:
• Will contain a greater number of
items that have a higher cognitive
complexity level
• Items will be developed to more
closely match the cognitive
complexity level evident in the
TEKS
• Reading: Greater emphasis on
critical analysis than literal
understanding
• Writing: Students required to write
two essays rather than one. Prompts
support analytical, persuasive, and
expository writing, in addition to
literary writing
• Social Studies, Science, and Math:
Process skills will be assessed in
context, not in isolation
• Science and Math: # of open-ended
(griddable) items will increase to
allow students more opportunity to
derive an answer independently
STAAR Blueprints
Process
TEKS
Total #
of Test
Items
STAAR Blueprints can be found at
http://www.tea.state.tx.us/student.assessment/staar
Assessed
Curriculum
Tested SEs
determined
by educator
committees
Tested SEs
determined
by Texas
teachers
SEs
grouped by
Objectives
Blueprints
Developed
TAKS
3rd – 8th
grade test
grade level
content only
5th , 8th Science
and 9 – 11 Tests
assessed content
from multiple
courses
STAAR
EOC
Thinking Maps Double Bubble Map®
• Readiness
• Supporting
• Cannot be
assessed
9th – 12th
EOCs will
test ONLY
course
content
5th Sci – will
include some
3rd/4th
(except 5th & 8th
science)
Blueprints
focused on #
of items per
objective
SEs
grouped by:
Blueprints will
focus on
standards that
prepare students
for the next
grade/course
8th Sci – will
include some
6th/7th
All other 3-8
exams are
grade level
specific
Points to Ponder:
Assessed Curriculum
(TEKS)
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
Rigor of
Assessment
Performance
Standards have
remained the
same: therefore,
students have
“outgrown” the
test
Commended
Performance
difficult to
measure because
there are too few
rigorous items
30 – 60 items on
each test:
1 essay in
4th & 7th
Performance
Standards were
approved in
2001 by
standard-setting
committees
TAKS
Science & Math =
few open-ended
items
Thinking Maps Double Bubble Map®
Performance
Measures will be
set using
empirical data that
Empirical Data = links performance
year-to-year
Compare student
performance with
nationally normedreferenced tests
Both have
Performance
Standards
or Measures
STAAR
EOC
Science & Math =
more openended items (not
multiple choice…
derive answer on
your own)
Performance
Standards will be
reviewed every 3
years & adjusted
to maintain a
high standard of
rigor
Test difficulty will
increase by adding
more rigorous
items at greater
depth of cognitive
complexity
Tests will be
longer:
2 essays in 4th &
7th
Types of
Possible Writing
Tasks:
• Personal
narrative
• Literary
• Expository
• Persuasive
• Analytic
Points to Ponder:
STAAR Rigor
Bundling of
Standards
allows skills to
be tested in
more
integrated and
authentic ways
STAAR represents a
more unified and
comprehensive
assessment system
STAAR 2011-2012
• Grade 3-8 assessments:
– More rigorous, focused tests that link to the EOCs
• By law, grades 3-8 reading and math assessments
must be linked from grade to grade to performance
expectations for the English III and Algebra II EOCs
English III EOC: Example of Rigor
English III EOC: Example of Rigor
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
Test Design and Administration
4th & 7th writing
and English I, II, III
EOC will be a twoday test with more
embedded field
test items
All tests
administered in a
one-day time frame
No time limits on
tests
TAKS
Tied to grade level
with content from
multiple courses
Online testing
offered for exit-level
retests only
Thinking Maps Double Bubble Map®
Some tests
were and will
continue to be
a one-day
testing format
3-8: End of
school day
EOCs: ½ day
Time limits being
considered
STAAR
EOC
All EOCs will be
available online
and pencil/paper
format
Tied to course,
not to grade
level
Points to Ponder:
Test Design and
Administration
English I, II, &
III EOCs
scheduled for
late March…All
others for early
May
Test Administration Concerns
Test security will be a concern
due to:
• Increased number of tests
• 2-day exams
Test
Administration
TEA is investigating:
• Scrambling test items on
different forms during
administrations
• Using multiple test forms
during administrations
• Assigning testing days
versus testing windows for
specific administrations
Test Administration Concerns
UIL:
• Testing Calendar will
conflict with spring sports
and academic meets
Test
Administration
• Last week of April will be
TAKS; 2nd-3rd week of May
will be EOCs
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
Number of Testing Days
Total Testing
Days
Grades 3–8 with
SSI retesting/
field testing=
Grades 4 & 7
writing field
testing
27
Grades 4 & 7
field testing
days almost
eliminated
Total Testing
Days for
grades 3–8
with SSI
retesting =
27
Grades 4 & 7
writing now
2-day tests
Grades 4 & 7
writing
currently
1-day tests
TAKS
Total Testing
Days for grades
9th – 11th with
Exit Level
retesting =
25
Thinking Maps Double Bubble Map®
Both have
Tests, Make-up
Days, and Retests
All TAKS tests
are 1-day
STAAR
EOC
ELA EOCs are
2-day tests
All EOCs offer
2 additional
testing
opportunities
per year
Total Testing
Days for 9th –
12th grade
EOCs with
retesting =
45
Testing Days Concerns
Transition Years:
• In addition to the 45 days
for EOCs, High Schools
could have 9+ additional
testing days for TAKS
Test Days
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
•
•
•
•
Stand Alone FT:
4th & 7th writing
9th reading
10th & Exit ELA
5th Spanish,
reading & math
2008 – stand
alone field tests
moved to every
other year
Stand alone
field tests
2003-2007 in
many areas
occurred
annually
Field Testing
TAKS
Field test items
were embedded
into operational
assessments in all
other grade
level/content
areas
Thinking Maps Double Bubble Map®
7th Writing will
have a onetime standalone field
test
4th Writing will
have a standalone Field Test
every 3 years
Both will
have field
tests
STAAR
EOC
Once STAAR
is up and
running, all
field testing
will be
embedded
All EOCs will
have a onetime standalone field
test
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
Performance Standards
Set as an
ALIGNED
SYSTEM across
grades within a
content area
Set separately
for each grade
and subject
Two cut scores:
satisfactory
and
commended
Both have
Performance
Standards
TAKS
Set based on
examination of
test content
only
Thinking Maps Double Bubble Map®
Both
consider test
content in
setting
standards
STAAR
EOC
EOCs—
Several cut scores:
Satisfactory,
minimum, and
advanced
(advanced course
or college-ready)
Based on data from
empirical studies of…
• Other state tests
• National tests
• International tests
• Examination of the
STAAR/EOC content
Example of
EOC Potential
Cut Scores
Points to Ponder:
Performance
Standards
College
readiness
standard for
science &
social studies
TBD
Performance Standards will be backmapped from
the capstone courses
Points to Ponder:
Test Scoring
Performance Standards Concerns
Student Success Initiative:
• In spring 2012, districts must use raw
scores and other student information
to make promotion/retention
decisions for grades 5 and 8 reading
and math
Districts must consider:
Performance
Standards
• The recommendation of the student’s
teacher(s)
• The student’s grade in the subject or
course
• The student’s potential for
achievement or proficiency in the
subject/course
Be Proactive and set district policies now!
Points to Ponder:
Release of Test Items
Assessment Reports
• STAAR assessment reports will be provided for
parents and students in hard-copy form
• Hard copy District/Campus reports will be
streamlined—more available online
Texas Assessment Management
System (TAMS)
Student Assessment Data Portal
Students, Parents, and Teachers will be able to access
results through the data portal
The portal will provide ability to:
• View reports
• Track student progress
• Provide assessment data to institutions of higher
education
• Provide assessment information to the general public
Texas Assessment Management
System (TAMS)
Student Assessment Data Portal
Teacher Portal: Available now
Student Portal: Available spring 2011
Texas Assessment Management
System (TAMS)
Student Assessment Data Portal
Compare results to
aggregated campus,
district, and state
performance
Parents and
Students can:
Access a report that
will show high
school students’
assessment
progress toward
graduation
Access a report to
show historical and
current assessment
results
Texas Assessment Management
System (TAMS)
Teacher Data Portal
View student
assessment results
individually or by
group
Examine a
distribution of
student
performance
Teachers can:
Compare student
results among
groups, campuses,
districts, or
statewide
Access individual
student scale scores
and objective scores
Reporting Concerns
Waivers:
• Coming Soon! Maybe this week
• Districts can use current data
systems to provide information
Reporting
• Must comply with all boxes on
the waiver’s checklist
Goal 2019-2020
HB 3 Goal:
Texas will become one of the top ten states for
graduating college-ready students by the 2019–2020
school year
Commissioner will:
– determine criteria to determine valid comparisons in these
measures among all fifty states
– determine criteria used to determine if there are no significant
achievement gaps by 2020
CCRS Test Items
Characteristics:
Students may be
required to…
Points to Ponder:
College Readiness
STAAR Progress Indicators
Indicators will report:
• # of students meeting advanced-course readiness
and college/career readiness on STAAR
• # of students graduating under the recommended
or advanced high school program
• Data from Texas colleges and universities
regarding # of students needing remediation on
college entrance-level courses
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
Measurement of Student Progress
Vertical Scale in
reading and
Math for grades
3-8 (English)
and 3-5
(Spanish)
Texas Projection
Measure (TPM)
predicts
performance on
next high-stakes
tests (Grades 5, 8, &
Growth model
will be
developed AS
STAAR /EOCs
are developed
Growth model
developed AFTER
TAKS was in place
(Texas Projection
Measure)
TAKS
11)
Growth measures
available for TAKSM and TAKS-Alt
Thinking Maps Double Bubble Map®
TPM under scrutiny
for future use
Both have
Progress
Measures
STAAR
EOC
Progress
measures will
provide early
warning
indicators for
students who…
Progress measures
will be based on the
new, more rigorous
standards
associated with
STAAR
Progress measures
will be PHASED IN
over several years
as data becomes
available
• May not pass STAAR
• May not pass the next
grade or course
• May not be ready for
advanced courses in
math and English
• May not be college or
career ready in math &
English
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
SPED Assessment
•
•
All SPED TAKS
Assessments
aligned to TEKS
and TAKS
Objectives with
modified
BLUEPRINTS
Separate
Performance
Standards were
set on TAKS–M
and TAKS-Alt
TAKS-A
has the same
Performance
Measures as
the regular
TAKS tests
•
•
4 Options for
SPED:
Regular TAKS
TAKS
Accommodated
TAKS Modified
TAKS Alternate
Modified &
alternate
versions of
STAAR 3 - 8
WILL be
developed
SPED
students
will be
assessed
TAKS
Various forms
of the state
test will be
available
SPED TAKS
tests were
developed
AFTER the TAKS
program was
well established
Thinking Maps Double Bubble Map®
9 EOCs (On
MHSP) will have
modified &
alternate versions
STAAR
EOC
TEA
investigating
standardized
oral
administration
using online
format
No modified
exams for
Algebra II,
chemistry, &
physics
Modified &
Alternate STAAR
tests will be
aligned to TEKS
but will differ in
format & design
Alternate
versions will be
developed AT
THE SAME TIME
as STAAR
development
activities
Points to Ponder:
STAAR Modified
Design
STAAR M will
have
approximately
20% items less
per reporting
category
Points to Ponder:
STAAR Modified
Implementation
Points to Ponder:
STAAR Modified Test
Administrations
Report cumulative
scores for general
assessments only—not
M or Alt; STAAR M
could be used as 15%
of student’s grade
Points to Ponder:
STAAR Alt
TEA does not
recommend usage of
STAAR Alt score as
15% of student’s
course grade or a
cumulative score for
graduation
TAKS vs. STAAR/EOC
How does the TAKS compare to the
STARR/EOC regarding….
ELL Assessment
Majority of
ELLs will take
STAAR in
English or
Spanish
Majority of ELLs
take TAKS in
English or TAKS
in Spanish
Grades 3 – 10:
Recent
immigrant ELLS
may be granted a
LEP exemption
for up to 3 years
Exempt LEP
students still must be
assessed in the
FEDERALLY mandated
subject areas (math &
ELL
students will
be assessed
TAKS
reading, grades 3-8 and 10)
with linguistic
accommodations
ALL ELLS must
pass exit level TAKS
to graduate… no
exemptions, but
testing may be
postponed the first 12
months he is in US
schools
Thinking Maps Double Bubble Map®
Most ELLs
will take the
regular state
assessment
State exemptions
and linguistically
accommodated
STAAR assessment
methods for ELLs
are under review
STAAR
EOC
ELL Students
taking STAAR will
be allowed
accommodations
(i.e. bilingual
dictionary)
Goal = include
MORE ELL
students in
regular STAAR/
EOC
assessment
Assessments
linked to ELPS-Districts need to
require teachers
to be trained in
the ELPS
Points to Ponder:
STAAR-L
STAAR-L will be an
online program that
provides clarification
and oral
words/phrases (may be
phased in over 2 years)
GRADUATION REQUIREMENTS
Plan for phase-out HS TAKS and phase-in EOC assessments
2010–2011
2011–2012
2012–2013
2013–2014
2014–2015
GR 9
TAKS
EOC
EOC
EOC
EOC
GR 10
TAKS
TAKS
EOC
EOC
EOC
GR 11
TAKS
TAKS
TAKS
EOC
EOC
TAKS*
EOC or
TAKS*
GR 12
TAKS*
TAKS*
TAKS*
*Out-of-school testers and 12th grade re-testers
TEA Update on EOC Program
2009 Assessment Conference
80
GRADUATION REQUIREMENTS
• To graduate, a student must achieve a
cumulative score that is at least equal to the
product of the number of EOC assessments
taken in that content area and a scale score that
indicates satisfactory performance
Example: 3 tests x 70 (passing points) = 210 required
cumulative
• A student must achieve a minimum score, as
determined by the commissioner, for the score
to count toward the student’s cumulative score,
or the assessment must be retaken
81
GRADUATION REQUIREMENTS
• A student is not required to retake a course
as a condition of retaking an EOC assessment
• A school district shall provide accelerated
instruction to each student who fails to
perform satisfactorily on an EOC assessment
82
STAAR Considerations…
Graduation Plans
Recommended:
Must meet
satisfactory
performance
standard on
Algebra II and
English III EOCs and
cumulative score
Minimum:
Cumulative score
requirement is
based on # of
courses taken for
which an EOC exists
Distinguished
Achievement Plan
(DAP):
Must meet college
readiness standards
for Algebra II and
English III and
cumulative score
STAAR Considerations…
Graduation Requirements
Commissioner may
determine method
for PSAT or
preliminary ACT
(PLAN) to meet
cumulative score
requirement
Commissioner will
determine method
for AP, IB, SAT, etc.
scores to meet
cumulative score
requirement
Commissioner will
study feasibility of
students satisfying
EOC requirements
by completing a
dual credit course
through an IHE
How Is Texas Doing? EOC 2010
How Is Texas Doing? EOC 2010
How Is Texas Doing? EOC 2010
How Is Texas Doing? EOC 2010
How Is Texas Doing? EOC 2010
How Texas Doing? EOC 2010
How Texas Doing? EOC 2010
EOC Concerns
MHSP:
• If students take courses that are
not part of MHSP requirements
(i.e. Algebra II), they must take
the assessment and count results
toward cumulative score
Districts must consider:
• This could discourage students
from taking higher-level courses
not required by the MHSP
EOC
EOC Concerns
• ELA EOCs will be splitscored to allow students to
re-test on the writing or
reading portions only
• Ability to retest on any EOC
for any reason
EOC
• Costs concerning increased
# of tests and potential
online testing
EOC Concerns
Issues to be addressed through local
district policy:
• EOC must count as 15% of a
student’s final course grade
• How will tight reporting
timeline impact GPA calculation
for graduation?
• How will substitute assessments
impact calculation of a final
course grade?
EOC
• How will districts that award
partial course credit by
semester count the 15% EOC
portion?
EOC Concerns
• How many test administrations are
needed? Because students can retake
EOCs for any reason, a student COULD
take more than four assessments in one
assessment window
• How should testing accommodations
be handled (accommodations for all;
oral administration online)?
• Time Limits: Should assessments be
timed to mirror national
assessments (SAT, ACT, AP, etc.)?
EOC
• Should two assessments be
administered in the same day?
STAAR 3-8 Concerns
• Do 8th graders taking a High
School course still have to
take the 8th grade STAAR in
that subject area?
• What are the requirements
for 5th and 8th grade SSI?
STAAR 3-8
STAAR Eligibility Considerations
Repeating 9th graders
and 10th-11th graders in
the 2011-2012 school
year will continue
under TAKS
Students enrolling in
Texas Public Schools for
the first time will
receive credit for
courses taken without
the student having to
take an EOC
Middle School students
taking high school
courses currently will
not be required to take
an EOC for that
course—cumulative
score will just be
smaller
Beginning in 20112012, Middle Schoolers
taking high school
courses will take the
EOC for the course and
it WILL count
First time Texas Public
School students and
this year’s Middle
School students CAN
choose to take tests for
courses previously
taken
Preview of 2011 State
Accountability and
Beyond
Standard Accountability 2011 and Beyond
Exemplary
≥ 90%
≥ 90%
≥ 90%
Recognized
≥ 75%
≥ 80%
≥ 80%
Reading/ELA
≥ 70%
≥ 70%
≥ 70%
Writing, Social
Studies
≥ 70%
≥ 70%
≥ 70%
Mathematics
≥ 55%
≥ 60%
≥ 65%
Science
≥ 50%
≥ 55%
≥ 60%
All grades
and
subjects
All grades
and
subjects
N/A
All grades
and
subjects
2012
Academically
Acceptable
No Ratings
Sci. (5, 8, 10,
TAKS
11); Soc. St.
(Accommodated)
(8, 10, 11);
(Same standards
ELA (11);
as TAKS)
Math (11)
TAKS–M/
TAKS-ALT
N/A
(Same standards
as TAKS)
2013
2014
Full Ratings
2011
“Yes/No” with some form of distinction
(exemplary/recognized) for College Readiness
2010
Basic Ratings
2009
Ratings will be “yes/no” (acceptable/unacceptable;
satisfactory/unsatisfactory)
TAKS Standards
Standard Accountability 2011 and Beyond
TAKS Standards
TAKS—
Commended
Performance—
Reading/ELA and
Math (All Students
regardless of size;
Eco. Disadv. if min.
size req. met) No RI
or Exceptions
2009
N/A
2010
2011
N/A
Exemplary:
≥25%
Recognized:
≥15%
Ac. Accept.:
N/A
2012
2013
2014
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
TBD
ELL Progress
Indicator—
Reading/ELA (All
Exemplary:
≥60%
Recognized:
N/A
N/A
Students only if
≥60%
min. size req. met)
Ac. Accept.:
RI and Exceptions
N/A
may be utilized
Exemplary: Exemplary: Exemplary:
≥ 95.0%
≥ 95.0%
≥ 95.0%
Completion Rate Recognized: Recognized: Recognized:
I (Gr. 9-12)
≥85.0%
≥85.0%
≥85.0%
Ac. Accept.: Ac. Accept.: Ac. Accept.:
≥75.0%
≥75.0%
≥75.0%
Annual Dropout
≤ 2.0%
≤ 1.8%
≤ 1.6%
Rate (Gr. 7-8)
Texas Projection Measure
The Texas Projection Measure is under
scrutiny. Commissioner Scott will likely do
one of the following for state accountability:
– Eliminate the TPM
– Modify the TPM to use a fraction of the eligible
students
– Make the TPM optional for districts
TPM may remain in use for federal accountability
101
Accountability:
2013 and Beyond
The system will be rebuilt, not retooled
102
State Accountability Ratings: 2013 and
Beyond
• Overview of Statutory Requirements
– On or before August 8th of each year ratings of
Acceptable or Unacceptable will be made
available
– If a district was Unacceptable the previous year,
and they are unacceptable for the current year,
they will receive notice by June 15
Indicators and
Features
104
Accountability
Indicators Required by
Statute
Additional
Accountability
Features
Decisions To Be Made
by the Commissioner
Order of Use
The sequential priority
assigned to the three
additional features is not
specified in statute and
will be determined
during the accountability
development process
Who is a
dropout?
Students
with GEDs,
etc.?
More Decisions To Be
Made by the
Commissioner
Comparison of Indicators
Please see Tables 12-1 and 12-2 regarding
statutory requirements for indicators and
features
Performance Results:
Indicators and Student
Groups
110
Possible State
Accountability Models
Possible State
Accountability Models
Possible State
Accountability Models
Possible State
Accountability Models
Distinction Designations
•District and campus recognized and
exemplary in postsecondary readiness
•Campus ranked in top 25% annual improvement
•Campus ranked in top 25% performance gap
reduction
•Campus distinction on criteria developed by
committees for:
•Academic achievement in ELA, mathematics,
science, social studies
•Fine arts
•Physical education
•21st Century Workforce Development program
•Second language acquisition program
Fine Arts
Considerations
Fitnessgram
results
Physical Education
Considerations
21st Century
Workforce
Development Program
Second Language
Acquisition Program
Timeline for Transition
December 1, 2010 Transition Plan
• 2011 last ratings under current system
• 2012 ratings suspended while new accountability system
developed
• 2013 phase-in of new accountability system begins
•college-ready performance report-only
•No distinction designations
•2011 and 2013 ratings and accreditation statuses
considered consecutive years
• 2014 phase-in continues
•based on student proficiency and college-ready
standards
•distinction designations issued with performance
ratings
Points to Ponder:
Commissioner’s
Decisions
Possible Scenarios
Student Groups: Race/Ethnicity
Accountability system will be based
on new federal race/ethnicity
definitions
Rating Decisions To Be Made
• Two Ratings vs. Four Ratings
– Commissioner shall determine whether to assign four
ratings or only two primary ratings with the possibility of
one of two additional rating distinctions
• Rating Labels
– “Acceptable/Unacceptable” or
“Satisfactory/Unsatisfactory” Performance
– Commissioner shall determine labels for these two rating
categories
• See Tables 12-3 and 12-4
Early Indicator Reports
• During development of new accountability system, advisory
groups will determine whether early indicator reports can be
made available to districts & campuses based on 2011–2012
STAAR results
• These reports would allow districts
to identify areas of performance
that may need strengthening prior
to release of ratings under the new
system
Assessments Used for State
Accountability
Alternative Assessments:
• Discrepancy: Current requirements do not address
including alternative assessments (STAAR M &
STAAR Alt) for acceptable/unacceptable; however,
statute requires their use for recognized/exemplary
distinctions
• The commissioner shall determine how the
modified and alternate assessments for STAAR will
be used to determine all ratings
Assessments Used for State
Accountability
Assessments for English Language Learners:
• In 2011, the ELL Progress Measure was
incorporated in the state accountability system
to evaluate progress towards reading proficiency
in English for current and monitored LEP
students
• The commissioner shall determine how the
STAAR and TELPAS assessment results for ELLs
will be used to determine ratings in the new
accountability system
Other Accountability Requirements
• Campuses With Additional Campus Improvement Plan (CIP)
Requirements
– Since there are no ratings assigned in the 2011–2012
school year and the ratings criteria will not be finalized
until spring 2013, it will not be possible to identify these
campuses for the 2012–2013 school year
– After the initial performance ratings of the new
accountability system are finalized in fall 2013, the list of
campuses with additional CIP requirements will be
released for the 2013–2014 school year
Other Accountability Requirements
Public Education Grant (PEG) Campuses WILL BE IDENTIFIED
– TEA identifies campuses at which 50 percent or more of
the students did not pass the state assessments in any
two of the preceding three years or did not meet
standards for acceptable performance in any of the three
preceding years
– Statute requires that notification of eligibility be provided
no later than February 1 to each parent of a student in
the district assigned to attend a school identified on the
PEG list for the upcoming school year
Decisions To Be Made--PEG
• It is anticipated that a large number of
campuses will be identified for PEG in the
initial years of the STAAR program when the
50 percent passing criteria are applied to the
STAAR results
• Other issues include development of a
methodology that combines TAKS and STAAR
results during the transition years
Performance Reports
• Performance Reports will be similar to
current AEIS
– Will include College Readiness and Certified
Workforce Training
– Reports to Parents, Teachers, and School Report
Cards will be tailored to STAAR
• During transition year, an abbreviated school report
card may be issued
• Consolidation of the campus report card and
the NCLB report card will be considered
Phase I
TEA will submit for
peer review the
development activities ,
test specifications,
accommodations, and
participation
requirements for STAAR
Federal
Accountability:
USDE Approval
Phase II
Submit documentation
for quality, alignment to
TEKS, inclusion of all
students in the testing
program, and reporting
procedures
Phase III
Special Submission for
peer review required
when significant
changes in standards
occur (Performance
Standards review every
3 years)
2012 AYP
• Transition year for AYP just as with state accountability
• Possible AYP Transition Options:
– Carry forward of 2011 AYP status for campuses and districts
(Maintain SIP intervention stages for 2012-13)
– Conduct 2012 AYP evaluations and update SIP requirements for high
school campuses with 2011-2012 Grade 10 TAKS results (Carry
forward for others)
– Conduct 2012 AYP evaluations and update SIP requirements for all
campuses and districts based on 2010-11 grades 3-8 and 2011-2012
grade 10 TAKS results
– Conduct 2012 AYP evaluations and update SIP requirements for all
campuses and districts using 2011-12 test results available in
summer 2012 (Grade 10 TAKS and grades 3-8 STAAR)
– Conduct 2012 AYP evaluations for all campuses and districts in
February 2013, using 2011-12 TAKS results for grade 10 and 2011-12
STAAR results at the TAKS proficiency standard for grades 3-8
AYP: 2013 and Beyond
Goal: To have response from USDE and publish
2013 AYP Guide by summer 2013
2012 PBMAS
• Current PBMAS is comprised of 49 programspecific indicators
• 15 of those are based on TAKS and TAKS A
• 4 are based on TAKS, TAKS A, TAKS M, and TAKS Alt
participation
• Most indicators will not be affected by the
transition to the HB 3 assessment program
• A PBM focus group will review options for
transition year and beyond
Interventions and Sanctions
Accreditation Status:
• Potential to lower district accreditation
status based on performance of only one or
more campuses
• FIRST accreditation status assignment
impacted by financial solvency for 2011-12
and beyond
Interventions and Sanctions
New Reasons for Special Investigations:
• Significant pattern of decreased academic
performance due to promotion in preceding
two school years of students who did not meet
minimum assessment requirements
• Excessive numbers of students graduating
under MHSP
• Excessive numbers of students not electing to
complete higher-level courses (Algebra II, etc.)
• Resource allocation indicates a potential for
improvement needed
2011-2013
Interventions and Sanctions
• Commissioner shall continue to implement
interventions and sanctions for districts and
campuses identified as having unacceptable
performance in the 2010-11 school year
– May increase or decrease the level of interventions
and sanctions based on an evaluation of the
district’s or campus’s performance
• 2010-11 and 2012-13 school years shall be
considered consecutive concerning
interventions and sanctions
Things To Do
Resources
Transition Plan:
http://www.tea.state.tx.us/student.assessment/hb3plan/
STAAR Information:
http://www.tea.state.tx.us/student.assessment/staar/?LangTy
pe=1033