Accountability Update

1. Accountability Update Professional Service Provider Update and Network Meeting April 1, 2014

2. 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

3. Accountability Development Timeline

4. Index 1: Student Achievement Index 1: 2013 vs. 2014 Comparison • 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 • 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 • ELL Progress Measure included for those tested in English Shaded areas are new for 2014

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

6. Index 3: Closing Performance Gaps 6 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: • Pointsbased 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. • 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. • Pointsbased 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. • 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. • Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard. Shaded areas are new for 2014

7. Index 4: Postsecondary Readiness Index 4: 2013 vs. 2014 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. • 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. Shaded areas are new for 2014

8. Distinction Designations • 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 • 2013 Distinction Designations • Student Progress (based on Index 2) • Academic Achievement in: • Reading/English Language Arts • Mathematics Shaded areas are new for 2014 Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs) evaluated under AEA provisions are not eligible for distinction designations.

9. 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.

10. 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.

11. 2013 and 2014 Index Targets for AEA Campuses and Charters 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.

12. 2013 Accountability System Safeguard Measures and Targets * Targets for 2013 correspond to the performance target for Index 1: Student Achievement.

13. 2014 Accountability System Safeguard Measures and Targets * Targets for 2014 correspond to the performance target for Index 1: Student Achievement.

14. 14 No April Fools Joke!

15. 15 2014 Recommendations

16. 16 2014 Recommendations

17. 17 Let’s Take a Short Break

18. 18 • ELL Progress Measure • Included in Index 1, 2, 3 • First Year Excluded • Better Representation of all Students Inclusion of ELL Students in Accountability RECOMMENDED

19. 19 ELL – Index 1Student Achievement • 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 RECOMMENDED

20. 20 ELL – Index 2Student Growth • 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 RECOMMENDED

21. 21 ELL – Index 3Closing the Gaps • 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 RECOMMENDED

22. 22 ELL – Index 4Postsecondary Readiness • 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 RECOMMENDED

23. 23 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

24. 24 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)

25. 25 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

26. 26

27. 27 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

28. 28

29. Designation Criteria Lowest performing schools based on combined “All Student” reading and math performance 188 schools Schools with a graduation rate less than 60% 36 schools Current Tier I & Tier II TTIPS 73 schools

30. Priority School Interventions Assign a District Coordinator of School Improvement (DCSI) Engage in the Texas Accountability Intervention System (TAIS) continuous improvement process Attend required trainings Evaluate current campus staff Create a plan which addresses the ESEA Turnaround Principles

31. 31 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%.

32. 32 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

33. 33 Questions???