STATE ACCOUNTABILITY
Update 2015
PowerPoint created by Elvia Noriega, Richardson ISD
Outline
• 2015 Big System Changes
o New Tests and New TEKS
• Index Changes and Standards
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Index 1: Student Achievement
Index 2: Student Progress
Index 3: Closing Performance Gaps
Index 4: Postsecondary Readiness
System Safeguards
Distinction Designations
Community & Student Engagement Accountability System
Other Accountability Systems
o Public Education Grant (PEG)
o Performance Based Monitoring Analysis System (PBMAS)
o Data Validation Monitoring (DVM)
• Timelines
• Want More Information?
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2015 Big System Changes
• Assessments for Students Receiving Special
Education Services
o STAAR A: an online accommodated version of the general STAAR
• Students identified with dyslexia or a related disorder (as defined in
Texas Education Code §38.003) receiving Section 504 services may
also be eligible for STAAR A participation
o STAAR Alt 2: a redesign of the original STAAR Alternate
o Both NEW tests are available in all subjects and grade levels as the
general STAAR
• New Performance Standards for Mathematics,
Grades 3–8
o Revised curriculum standards in mathematics for grades K–8 were
adopted by the State Board of Education in April 2012 for implementation
in the 2014–15 school year.
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2015 Big System Changes
• To accommodate these assessment changes, the
following will apply to 2015 state accountability
ratings and distinction designations:
o Results of STAAR assessments in mathematics for grades 3–
8 will be excluded from all four indexes and distinction
designations.
o Results of STAAR A and STAAR Alternate 2 assessments for
all subjects and grade levels and EOC tests will be
excluded from all four indexes and distinction designations.
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Index Changes and Standards
OVERALL
PERCENT
PASSING
MOVING
STUDENTS
FORWARD
IMPROVING
PERFORMANCE
FOR LOWEST
PERFORMING
GROUPS
POSTSECONDARY
READINESS
For a “Met Standard” rating label campuses/districts must meet:
Index 1 OR Index 2
AND Index 3
AND Index 4
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Index 1: Student Achievement
Student Achievement provides an overview of student performance based on
satisfactory student achievement across all subjects for all students.
# Pass Reading + # Pass Algebra I + # Pass Science + # Pass Social Studies + # Pass Writing
=
Index
# Test Reading + # Test Algebra I + # Test Science + # Test Social Studies + # Test Writing
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Passing Standard: Level II – Phase 1
Assessments Included:
STAAR (English and Spanish ,
1st
and 2nd admins, All EOC admins)
STAAR L
Substitute Assessments
Student Groups:
ALL STUDENTS
Index Standard:
60
(up 5 points from 2014)
Inclusion of ELL Students:
• Year 1: ALL EXCLUDED
• Years 2-4 Tested in English: Use ELL Progress Measure
• Years 2-4 Tested in Spanish Test: Use Level II –Phase 1
• 5+ Years: Use Level II –Phase 1
• Unschooled Asylee/Refugee and SIFE:
• Exclude through Year 5
• Beginning with Year 6: Use Level II –Phase 1
• ELL Denials (Years 2-4): Use Level II –Phase 1
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Index 2: Student Progress
Student Progress focuses on actual student growth independent of overall
achievement levels for each race/ethnicity student group, students with disabilities,
and English language learners.
By Student Group: Reading Progress + Algebra I Progress + Writing Progress
One point for Met progress
Two points for Exceeded progress
Progress Measures Included:
STAAR Progress Measure
ELL Progress Measure
(includes G3 reading, G4 writing and
English I)
Index Standard:
5th Percentile
Student Groups:
ALL STUDENTS
7 Race/Ethnicity Groups
by Level: Elem, JH, HS, Dist
SPED
ELL – Current, M1 & M2
(Group size must be at least 25)
Inclusion of ELL Students:
• Year 1: ALL EXCLUDED
• Years 2-4 Tested in English: Use ELL Progress Measure
• Years 2-4 Tested in Spanish Test: Use STAAR Progress Measure
• 5+ Years: Use STAAR Progress Measure
• Unschooled Asylee/Refugee and SIFE:
• Exclude through Year 5
• Beginning with Year 6: Use STAAR Progress Measure
• ELL Denials (Years 2-4): Use STAAR Progress Measure
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Index 2: Student Progress
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Index 3: Closing Performance Gaps
Closing Performance Gaps emphasizes advanced academic achievement of
economically disadvantaged students and the two lowest performing race/ethnicity
student groups.
Level II –
Phase 1
NO CHANGE IN PROCESS
Student Groups:
Economically Disadvantaged
Two lowest performing Race/Ethnicities
(With 25 tests in reading & 25 tests in Math in 2014)
Group size must be at least 25
1
Point
2
Points
Subjects: Reading, Algebra I, Writing,
Assessments Included:
STAAR (English and Spanish,
and 2nd admins, all EOC admins)
STAAR L
Index Standard:
Elementary: 28
Junior High: 27
High School: 31
District: 28
Science and Social Studies
1st
Inclusion of ELL Students:
• Year 1: ALL EXCLUDED
• Years 2-4 Tested in English: Use ELL Progress Measure/Level II-Final
• Years 2-4 Tested in Spanish Test: Use Level II-Phase 1/ Level III
• 5+ Years: Use Level II-Phase 1/ Level III
• Unschooled Asylee/Refugee, SIFE, & Immigrants entering in G9+:
• Exclude through Year 5
• Beginning with Year 6: Use Level II-Phase 1/ Level III
• ELL Denials (Years 2-4): Use Level II-Phase 1/ Level III
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Index 4: Postsecondary Readiness
Postsecondary Readiness emphasizes the importance of earning a high school diploma that
provides students 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.
Indicator
STAAR: Level II-Final (CCR)
Weight
Postsecondary Indicators:
25%
1. Texas Success Initiative (TSI) college readiness
2. Completing and earning credit for at least two
advanced/dual enrollment courses, or
3. Enrolling in a career and technical education
(CTE) coherent sequence of courses as part of a
four-year plan of study to take two or more
CTE courses for three or more credits.
on Two or More test taken
Graduation (best of 4yr & 5yr rates)
25%
Graduation Plan (RHSP/DAP)
25%
Postsecondary Indicators
25%
Assessments Included:
Student Groups: ALL STUDENTS & 7 Race/Ethnicity Groups
STAAR (English and Spanish, 1st
(Group size must be at least 25)
and 2nd admins, EOC 1st attempts)
STAAR L
Index Standard:
Elementary: 12
Junior High: 13
LHFC: 21
High School: 57
District: 57
Inclusion of ELL Students:
• Year 1: ALL EXCLUDED
• Years 2-4 Tested only in English: EXCLUDED
• Years 2-4 Tested in Spanish Test: Use Level II-Final
• 5+ Years: Use Level II-Final
• Unschooled Asylee/Refugee, SIFE, & Immigrants entering in G9+:
• Exclude through Year 5
• Beginning with Year 6: Use Level II-Final
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Performance Index Targets
Index 1
Index 2
Index 3
Index 4
Elementary School
60
5th Percentile for all
elementary schools
28
12
Junior High School
60
5th Percentile for all
junior high schools
28
13
High School
60
5th Percentile for all
high schools
27
57/21*
District
60
5th Percentile for all
campuses
31
57/13*
*NOTE: For high schools and districts that do not have all four components, the Index 4
standard will reflect the STAAR Measure standards set for High Schools (21) and Districts (13).
Elementary and Middle schools will be evaluated using only the STAAR Measure.
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System Safeguards
System safeguards ensure poor performance in one area does
not go unaddressed, but will not result in a lowered rating. Data
is reported for all students and all student groups, including
ELL(M1 & M2) and Special Education, that meet the minimum
size requirements (25 for student groups, 10 for All Students).
• 60% at or above Level II-Phase 1 by subject and student group
(performance measure)
NOTE: For Federal System Safeguard
• Reading and math standard: 83% (Math – at the new
standard – and all STAAR A and STAAR Alt 2 data will be
INCLUDED)
• 95% participation in reading and math
• Federal 4-year graduation rate of 80% or 5-year graduation rate
of 85%
• 1% cap applies at the district level, but will not result in a
recalculation of performance to exclude exceeders
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Distinction Designations
Distinction Designations are awarded to campuses for outstanding achievement in
specific areas compared to forty other campuses most similar in grade levels served, size,
the percentage of students who are economically disadvantaged, mobility rate, and the
percentage of English language learners.
Campus Top Twenty-Five Percent:
Campuses in the top quartile of their campus comparison group earn a distinction designation.
• Student Progress (based on Index 2)
• Closing Performance Gaps (based on Index 3)
Campus Academic Achievement in:
• Reading/English Language Arts
• Algebra I
• Algebra I participation by Grade 8
• Algebra I performance by Grade 8
• Science
• Social Studies
Excluded:
Grade 3-8 mathematics
STAAR A
STAAR Alt 2
Districts and Campuses Postsecondary Readiness
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Community & Student Engagement
and Compliance Accountability (HB5)
• Consists of 10 ratings based on self-evaluation in the following
9 areas and one overall
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Fine Arts
Wellness and Physical Education
Community and Parental Involvement
21st Century Workforce Development Program
Second Language Acquisition Program
Digital Learning Environment
Dropout Prevention Strategies
Educational Programs for Gifted and Talented Students
Compliance with statutory reporting and policy requirements
• Rating labels: Unacceptable, Acceptable, Recognized, and
Exemplary
• Must be publicly reported by August 8
THESE ACCOUNTABILTY RATING HAVE NO IMPACT ON ANY
OTHER STATE RATING LABELS.
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Other Accountability Systems
Public Education Grant (PEG)
• The PEG program, first introduced in 1995, permits parents whose
children attend schools on the PEG list to request that their children
transfer to schools in other districts. A list of PEG-designated
schools is provided to districts annually.
• By February 1, districts must notify each parent of a student in the
district assigned to attend a school on the PEG list. Based on the
February list, parents may request a transfer for the following school
year.
• Criteria for PEG:
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STAAR passing rate <= 50% in any two of the three preceding years (2012, 2013, 2014)
OR
rated Improvement Required in 2013 or 2014.
• Once a campus is on the PEG list it there for at least TWO
years.
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What does it mean for me?
Performance Based Monitoring Analysis System (PBMAS)
•
The PBMAS is a district-level, data-driven monitoring system developed and
implemented annually since 2004.
•
PBMAS is used by TEA as one part of its annual evaluation of school districts’
performance and program effectiveness and compliance.
•
Four specific programs are
evaluated on state assessment
BE/ESL
performance by subject and
participation by assessment type;
graduation and dropout rates, diploma
plan type, even program participation by
student group.
SPED
CATE
NCLB
(Title I)
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District performance is compared to a standard or state average. Distance from
the standard is rated on a scale from 0- 3 (3 being the most distant)
•
Multiple indicators at levels 2 and 3 result in interventions and required
response from the district.
•
Grade 3-8 mathematics WILL BE included in PBMAS.
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What does it mean for me?
Data Validation Monitoring (DVM)
• PBMAS is a data-driven system that relies on data submitted by
districts; therefore, the integrity of districts’ data is critical. To
ensure data integrity, PBMAS includes annual data validation
analyses that examine districts’
o leaver and dropout data – eight indictors,
o student assessment data – 14 indicators, and
o discipline data – nine indicators
• Districts and campuses are identified for potential data inaccuracies,
data anomalies, or data irregularities. Random audits are conducted
as necessary to ensure the data submitted to TEA are accurate and
reliable.
• A data validation indicator suggests an anomaly that may require a
local review to determine whether the anomalous data are accurate.
• Multiple triggered indicators can result in interventions and
required response from the district.
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Timelines
• Late May – Student Assessment data is available to districts
• Early June – 4 & 5 year Graduation/Dropout data, and other
postsecondary indicators used in Index 4 are provided to districts
• Late June/Early July – Consolidated Accountability File arrives
• August 8th – all Accountability Ratings are Public
• August – standards will be set for Grades 3-8 mathematics
o PBMAS Tables released with Staging/Intervention released in early November.
• September – updates CSRs with passing information at the new
performance standards will be sent to districts
• End of 1st Six Weeks – 1st Report card must include campus
accountability ratings and distinction designations
• November/December –
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Texas Annual Performance Reports (TAPR) released
Leaver and Dropout Data Validation Released – Staging/Intervention in January
Discipline Data Validation Released – Staging/Intervention in February
Assessment Data Validation Released – Staging/Intervention in April
PEG List released – parent notifications by February 1.
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Want more information?
Texas Education Agency Website:
http://tea.texas.gov/
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Questions
Lyneille Meza:
940-369-0687
lmeza@dentonisd.org
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