Accountability UpdateProfessional Service ProviderUpdate and Network Meeting

April 1, 2014

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What’s New (Well, since last year)•State Accountability

▫Changes to Index System▫Who Counts and How▫System Safeguards and other Targets▫ELL Inclusion and Progress Measure

•Federal Accountability▫Priority and Focus Schools▫Focus School Tool

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3Accountability Development Timeline

Advisory Group

Meeting Date Purpose

APAC March 6, 2014APAC will make final recommendations on the accountability ratings criteria for 2014, and performance index targets for 2014, 2015, and 2016, subject to commissioner approval.

AADDC March 7, 2014The Academic Achievement Distinction Designation Committee (AADDC) for science and social studies will convene to develop preliminary recommendations on the 2014 criteria for science and social studies distinction designations.

AADDC Mid March 2014

The AADDC will finalize recommendations on the 2014 science and social studies distinction designation criteria.

COE End of March 2014

Commissioner will announce accountability ratings and distinction designation criteria for 2014 and final 2014 targets, preliminary 2015 targets, and preview 2016 targets.

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2013

Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.

Student Groups: All Students.

Performance Standards: Phase-in 1 Level II (Satisfactory).

STAAR End-of-Course (EOC) Assessments (15 total):

English l – Reading; English ll – Reading; English lll – Reading

English l – Writing; English ll – Writing; English lll – Writing

Algebra l; Geometry; Algebra ll

Biology; Chemistry; Physics

World Geography; World History; US History

English Language Learners (English and Spanish tests):

Students in US schools Year 1 - Year 3 excluded Students in US schools Year 4 and beyond included

Index 1: Student Achievement

Index 1: 2013 vs. 2014 Comparison

Proposed 2014

Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.

Student Groups: All Students.

Performance Standards: Phase-in 1 Level II (Satisfactory).

English Language Learners (English and Spanish tests):

Students in US schools Year 1 excluded

STAAR EOC Assessments (5 total):

English l (combined tests); English ll (combined tests) beginning in spring 2014

Algebra l

Biology

US History

Students in US schools Year 2 and beyond included

Shaded areas are new for 2014

ELL Progress Measure included for those tested in English

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Index 2: Student Progress Progress Measures by Subject Area and School Type

2013

Elem. School Middle School High School

READING

Gr. 4 Reading Gr. 6 Reading English l Reading

Gr. 5 Reading Gr. 7 Reading English ll Reading

_ Gr. 8 Reading _

_ English l Reading _

MATHEMATICS

Gr. 4 Mathematics Gr. 6 Mathematics Algebra l

Gr. 5 Mathematics Gr. 7 Mathematics _

_ Gr. 8 Mathematics _

_ Algebra l _

WRITING

_ _ English ll Writing

Proposed 2014

Elem. School Middle School High School

READING

Gr. 4 Reading Gr. 6 Reading _

Gr. 5 Reading Gr. 7 Reading _

_ Gr. 8 Reading _

_ _ _

MATHEMATICS

Gr. 4 Mathematics Gr. 6 Mathematics Algebra l

Gr. 5 Mathematics Gr. 7 Mathematics _

_ Gr. 8 Mathematics _

_ Algebra l _

WRITING

_ _ _

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Index 3: Closing Performance Gaps

2013

Student Groups:

Economically Disadvantaged Lowest Performing Race/Ethnicity:

The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2012 assessment results.

Points based on STAAR performance:

Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.

By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.

Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups.

Proposed 2014

Student Groups:

Economically Disadvantaged Lowest Performing Race/Ethnicity:

Points based on STAAR performance:

Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.

Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.

By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.

Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.

Shaded areas are new for 2014

Select the two lowest performing student groups if both the prior year reading and mathematics subject area test results each have at least 25 tests.

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Index 4: Postsecondary Readiness

2013 Graduation Score: Combined performance across the

graduation and dropout rates for:

Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or

Grade 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 Annual Graduates: All Students and race/ethnicity student groups.

2014 Graduation Score: Combined performance across the

graduation and dropout rates for:

Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or

Grade 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 Based on Longitudinal Cohort: All Students and race/ethnicity student groups.

STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.

Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)

Texas Success Initiative college readiness benchmarks.

Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.

Index 4: 2013 vs. 2014

Shaded areas are new for 2014

STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.

Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)

Texas Success Initiative college readiness benchmarks.

Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.

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Distinction Designations

2013 Distinction Designations

Student Progress (based on Index 2)

Academic Achievement in: Reading/English Language Arts Mathematics

2014 Distinction Designations

Student Progress (based on Index 2)

Closing Performance Gaps (based on Index 3)

Academic Achievement in: Reading/English Language Arts Mathematics Science Social Studies

Postsecondary Readiness for campuses and districts

Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs)evaluated under AEA provisions are not eligible for distinction designations.

Shaded areas are new for 2014

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Distinction Designations

Districts and Campuses Postsecondary Readiness: House Bill 5 (83rd Texas Legislature, 2013) expanded distinction designations to both districts and campuses for outstanding performance in attainment of postsecondary readiness.

Criteria must include indicators based on percentages of students who:

Achieve college-readiness standards on STAAR; Earn nationally or internationally recognized business/industry

certification; Complete a coherent sequence of CTE courses; Complete dual credit courses or a postsecondary course for local credit; Achieve college readiness standards on SAT, ACT, PSAT, or ACT-PLAN

examinations; and Earn college credit based on AP/IB performance.

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2013 and 2014 Index Targets for Non-AEA Campuses and Districts

To receive a Met Standard rating, non-AEA campuses and districts met the following accountability targets on all indexes for which they had performance data in 2013.

2014 Index targets will be based on recommendations from accountability advisory groups and finalized by the commissioner in spring 2014.

Performance Index Non-AEA Campuses2013 2014

Non-AEA Districts2013 2014

Index 1: Student Achievement 50 TBD 50 TBD

Index 2: Student Progress

High School 17TBD 21 TBDMiddle School 29

Elem School 30

Index 3: Closing Performance Gaps 55 TBD 55 TBD

Index 4: Postsecondary Readiness 75 TBD 75 TBD

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Performance Index AEA Campuses2013 2014

AEA Charter Districts2013 2014

Index 1: Student Achievement 25 TBD 25 TBD

Index 2: Student Progress 9 TBD 9 TBD

Index 3: Closing Performance Gaps 30 TBD 30 TBD

Index 4: Postsecondary Readiness 45 TBD 45 TBD

To receive a Met Alternative Standard rating, AEA campuses and charters met the following accountability targets on all indexes for which they had performance data in 2013.

2014 Index targets will be based on recommendations from accountability advisory groups and finalized by the commissioner in spring 2014.

2013 and 2014 Index Targets for AEA Campuses and Charters

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* Targets for 2013 correspond to the performance target for Index 1: Student Achievement.

Indicator Entity All Students

African Amer.

Amer. Indian Asian Hispanic Pacific

Islander White Two or More Races

Eco.Disadv. ELL Special Ed.

Performance Rates*

ReadingState 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

Federal 75% 75% n/a n/a 75% n/a 75% n/a 75% 75% 75%

MathematicsState 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

Federal 75% 75% n/a n/a 75% n/a 75% n/a 75% 75% 75%

Writing 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

Science 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

Social Studies 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%

Participation Rates

Reading 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Mathematics 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Federal Graduation Rates (including improvement targets)

4-year 78% 78% 78% 78% 78% 78% 78% 78% 78% 78% 78%

5-year 83% 83% 83% 83% 83% 83% 83% 83% 83% 83% 83%

District Limits on Use of Alternative Assessment Results

Reading

Modified 2% Not Applicable

Alternate 1% Not Applicable

Mathematics

Modified 2% Not Applicable

Alternate 1% Not Applicable

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13Indicator Entity All

StudentsAfrican Amer.

Amer. Indian Asian Hispanic Pacific

Islander White Two or More Races

Eco.Disadv. ELL Special Ed.

Performance Rates*

ReadingState TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Federal 79% 79% n/a n/a 79% n/a 79% n/a 79% 79% 79%

MathematicsState TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Federal 79% 79% n/a n/a 79% n/a 79% n/a 79% 79% 79%

Writing TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Science TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Social Studies TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD TBD

Participation Rates

Reading 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Mathematics 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%

Federal Graduation Rates (including improvement targets)

4-year 80% 80% 80% 80% 80% 80% 80% 80% 80% 80% 80%

5-year 85% 85% 85% 85% 85% 85% 85% 85% 85% 85% 85%

District Limits on Use of Alternative Assessment Results

Reading

Modified 2% Not Applicable

Alternate 1% Not Applicable

Mathematics

Modified 2% Not Applicable

Alternate 1% Not Applicable

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* Targets for 2014 correspond to the performance target for Index 1: Student Achievement.

No April Fools Joke!

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2014 Recommendations

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2014 Recommendations16

Let’s Take a Short Break

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Inclusion of ELL Students in Accountability

•ELL Progress Measure▫Included in Index 1, 2, 3▫First Year Excluded▫Better Representation of all Students

RECOMMENDED

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ELL – Index 1Student Achievement RECOMMENDED

•Include ELL Students in Years 2 and 3 (and beyond)• Change from 2013 (Only Yrs 4 and more)

•Spanish Testers• Included in Calculations• Meet Standard if meet Phase 1, Level II

•English Testers• Included in Calculations• Meet Standard if meet ELL Progress Measure

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ELL – Index 2Student Growth RECOMMENDED

•Include ELL Students in Years 2 and 3 (and beyond)• Change from 2013

•Spanish Testers• Included in Calculations• Meet Standard if meet STAAR Growth Measure

•English Testers• Included in Calculations• Meet Standard if meet ELL Progress Measure

•2013 Spanish/2014 English Students• Student meet Phase 1, Level II – EXCEEDS• Student does not meet Phase 1, Level II

• Does NOT MEET Growth Measure

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ELL – Index 3Closing the Gaps RECOMMENDED

•Include ELL Students in Years 2 and 3 (and beyond)• Change from 2013

•Spanish Testers• Included in Calculations• Credit for Phase 1, Level II Performance

•English Testers• Included in Calculations• Credit if meet ELL Progress Measure

•Separate Indicators – Level II and Level III• Spanish: Included in both calculations• English: Included in Level II, Excluded in Level III

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ELL – Index 4Postsecondary Readiness

RECOMMENDED•First Year Immigrants Excluded

•Spanish Testers• Years 2 and Beyond• Included in STAAR Component of Index• Credit if meet Final Level II Standard

•English Testers• Years 2, 3, 4

• Excluded from Calculations• Years 5 and Beyond

• Credit if meet Final Level II Standard

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ELL Progress Measure Calculation•Step 1 – Determine eligibility for ELL

Progress Measure

•Step 2 – Determine Plan for Student

•Step 3 – Determine Progress Measure for student▫Did not Meet Standard▫Met Standard▫Exceeded the Standard

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Step 1 – Determine Eligibility

•Must have valid STAAR Score•Student is classified as LEP•No Parental Denial•Took English-language version of STAAR

▫Includes STAAR and STAAR-L▫No Modified, Alternate, or Spanish

•Student not exceeded the number of years in plan (determined after Step 2)

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Step 2 – Determine Plan

•From SAME Administration▫# Years in US Schools▫TELPAS Composite Rating▫Extenuating Circumstances

Unschooled asylee/refugee Student with interrupted formal education

•Plan determined by chart

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Step 3 – Determine ELL Progress•Use Plan and Appropriate table to

detemine•Compare Scale Score with appropriate

score in table▫< Met - Did Not Meet Standard▫Met <score<Exceeded - Met Standard▫>=Exceeded - Exceeded the standard

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Designation Criteria

Current Tier I & Tier II TTIPS

Lowest performing schools based on combined “All Student” reading and

math performance

Schools with a graduation rate less than 60%

73 schools

36 schools

188 schools

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Attend required trainings

Engage in the Texas Accountability

Intervention System (TAIS) continuous

improvement process

Assign a District Coordinator of School Improvement (DCSI)

Evaluate current campus staff

Create a plan which addresses the ESEA

Turnaround Principles

Priority School Interventions

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Why am I a Focus School?

Title I schools ranked by the widest gaps between reading/math performance of the federal student groups (7) and safeguard targets of 75%.

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Focus School Gap Tool

•Calculates Focus School Gap▫Region 4 Website▫Click on Services▫Click on Accountability▫Click on Visit our Accountability Portal▫Click on Focus Schools Folder▫Select Tool

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Questions???

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