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Update on State and Federal Accountability Systems TASA Summer Conference June 25, 2007 Shannon Housson TEA, Performance Reporting Division.

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Presentation on theme: "Update on State and Federal Accountability Systems TASA Summer Conference June 25, 2007 Shannon Housson TEA, Performance Reporting Division."— Presentation transcript:

1 Update on State and Federal Accountability Systems TASA Summer Conference June 25, 2007 Shannon Housson TEA, Performance Reporting Division

2 2 Session Topics 2007 State Accountability System 2007 AYP Guide Legislative Update Accountability Resources

3 2007 State Accountability System

4 4 Significant Changes for 2007 An increase in the rigor of the TAKS passing standards for all grades and subjects in order to achieve or maintain a rating of Academically Acceptable or Recognized. A new definition for dropout, based on the U.S. Department of Education's National Center for Educational Statistics (NCES) criteria. A change in the standards for underreported students from fewer than or equal to 100 students and less than or equal to 2.0%, to fewer than or equal to 200 students and less than or equal to 5.0%. The new standard accommodates changes in the processing of leaver records and new dropout definition.

5 5 Significant Changes for 2007 (cont.) A School Leaver Provision added for 2007 only, such that the leaver indicators (either alone or in combination) cannot be the cause for a lowered campus or district rating. This provision has been created primarily to accommodate the change in definition of a dropout. The provision affects the following indicators: Underreported Students Annual Dropout Rates Completion Rates For the Annual Dropout Rate (grades 7-8) indicator, Required Improvement is not available to campuses or districts in 2007 as a means to move to the next higher rating.

6 6 TAT and the School Leaver Provision Campuses that avoid being rated Academically Unacceptable in 2007 due to the application of the School Leaver Provision will be subject to technical assistance team (TAT) intervention requirements in the school year This is because campuses rated Academically Acceptable in 2007 are identified for technical assistance teams (TATs) if their 2007 accountability results do not meet the 2008 accountability standards.

7 7 TAT and the School Leaver Provision (cont.) The 2008 dropout/completion standards are identical to those waived in 2007 through the application of the School Leaver Provision. The purpose of the TAT identification is to serve as an early warning system and, therefore, provide interventions that may prevent the campus from being rated Academically Unacceptable in the subsequent year. In addition, districts are subject to identification and intervention under the Performance-Based Monitoring (PBM) system for dropout rates and leaver reporting.

8 8 Dropout and Completion Release June 21, 2007 Dropout/Completion information posted to TEASE Three products for Dropouts: 1. Summary Tables (district & campus) 2. Student Listings of Dropouts 3. Data Download of Dropouts Three products for Completion: 1. Summary Tables (district & campus) 2. Student Listings of Completion Cohort 3. Data Download of Completion Cohort Explanatory Documents (4)

9 9 Preview Data Table Release July 20, 2007 Preview data tables released to districts (and ESCs with access) through TEASE. (Data on TEASE is confidential. TEASE data are not masked). Grade 3 and 5 student-level data provided for download (NEW). Districts may submit appeals after review of preview data tables. No appeals will be resolved prior to August 1, The appeals deadline is August 17, 2007.

10 10 August 1 Events August 1, 2007 Lists of 2007 Accountability ratings for districts and campuses within respective ESC regions are transmitted to each ESC director (tentatively planned to be sent as PDF via ). At 10 a.m., districts can access their list of district and campus ratings on the TEASE Accountability site.

11 11 August 1 Events (cont.) August 1, 2007 District and campus ratings are posted to the public website in the afternoon (exact time T.B.D.) annual dropout and 2006 completion information is also officially released to the public. See Accountability Research site at:

12 12 Review of Appeals Process and Dates See Appeals Chapter in Manual (Chapter 14, p. 115). Particularly note: Appeals calendar (p. 115) Situations unfavorable for appeal (p.116) Special circumstance appeals (p. 118) How to submit an appeal (p. 119)

13 13 August 17, 2007 is appeals deadline (postmarked). Ratings changed due to granted appeals published in late October. No appeals necessary for annual dropout rate, completion rate, or underreported students indicators. Review of Appeals Process and Dates (cont.)

14 2007 AYP Guide

15 15 Introduction AYP Release Schedule 2. New Features of the 2007 AYP System 3. Online Application for Other Circumstance Exceptions 4. Other Changes in the Guide

16 AYP Release Schedule August 8, 2007 Preliminary unmasked AYP data tables released to districts and ESCs on TEASE Accountability website. Data Tables are released one week prior to the public release, instead of one day prior as in 2006 and Data Tables are provided prior to finalizing all computations necessary for AYP results.

17 AYP Release Schedule (cont.) August 8, 2007 (continued) Data tables will not include the AYP or SIP label. The AYP Explanation Table will be shown. Student listings and appeal request forms will be available at that time. Appeal requests and other circumstance exceptions of AYP status are accepted on this date. The online application for other circumstance exceptions is opened to school districts.

18 AYP Release Schedule (cont.) August 15, 2007 Preliminary masked data tables released to the general public via TEAs public AYP website. TEASE Accountability website is updated to include the AYP and SIP status labels. Public AYP results will include the AYP and SIP status labels.

19 AYP Release Schedule (cont.) August 15, 2007 (continued) New web feature: Title I School Improvement Program (SIP) Requirement District and Campus Status History webpage will be released on the public website. The site will show the 2003 – 2007 AYP Status and the SIP Requirement/Status for each corresponding year of AYP.

20 AYP Release Schedule (cont.) August 27, 2007 School start date and deadline for districts identified in SIP to notify parents regarding school choice options. Districts identified for SIP must continue to implement SIP requirements for the entire school year regardless of pending/final appeal status.

21 AYP Release Schedule (cont.) September 7, 2007 Deadline for the submission of appeals and other circumstance exceptions. All requests must be submitted in writing under the signature of the superintendent (or equivalent for charter operators).

22 AYP Release Schedule (cont.) Early-December, 2007 Appeal decision notification letters sent to districts and also available (in unofficial form) on TEASE. Final AYP results will be released.

23 23 New Features of the 2007 System a. Participation requirements for RPTE and LDAA b. Performance Standards Increase c. Performance requirements for TAKS-Alt and LAT d. Federal Cap at 3% on SDAA II only

24 24 Participation requirements for RPTE and LDAA Recent immigrant limited English proficient (LEP) students enrolled two or more years in U.S. schools who take RPTE and no other assessment will be counted as non-participants Students taking LDAA will be counted as non- participants

25 25 Reading/English Language Arts performance standard increases from 53% to 60% Mathematics performance standard increases from 42% to 50% Performance Standards Increase

26 26 Students taking TAKS-Alt field tests will be counted as participants, but included in performance as non- proficient for calculating AYP. LAT version of the TAKS and SDAA II Reading/English Language Arts tests will be used for participation & performance (similar to Mathematics) Performance requirements for TAKS-Alt and LAT

27 27 Federal Cap at 3% The number of students tested on SDAA II below grade level and meeting ARD expectations that may be counted as proficient may not exceed 3% of a districts participation denominator (before exceptions). Students tested on TAKS-Alt are not included in performance in 2007, and therefore not subject to the federal cap.

28 28 The state as a whole cannot exceed the 3% cap, including all exceptions. At the time of preliminary release, a notice will be placed on TEASE as to whether the state can allow other circumstance exceptions. If allowed, the TEASE website will include an online application for other circumstance exceptions. Online Application for Other Circumstance Exceptions

29 29 School districts must submit their request in an appeal letter and include the online application confirmation form. TEA will begin processing the exception based on the AYP student data results available on TEASE. Section IV: Exceptions to the 2007 AYP Guide provides the exception processing details for all exceptions. Online Application for Other Circumstance Exceptions (cont.)

30 30 AYP Resources the Division of Performance Reporting at Phone the Division of Performance Reporting at (512) AYP Guide posted online at

31 Legislative Update

32 32 SB 1031 – Assessment Instrument Requirements Phase-out the TAKS test for grades 9-11 and replace with the following end-of-course assessments: EnglishMathematicsScienceSocial Studies English IAlgebra IBiologyWorld Geography English IIGeometryChemistryWorld History English IIIAlgebra IIPhysicsUS History (Sec (c), Education Code)

33 33 SB 1031 – Assessment Instrument Requirements (cont.) Provides that the agency may adopt other end-of-course instruments not listed above and performance on those tests is not subject to the performance requirements for graduation. (Sec (c-2), Education Code) The freshman class of will be the first group of students to take EOC exams for graduation purposes. (Sec (f), Education Code)

34 34 SB 1031 – Assessment Instrument Requirements (cont.) In order to graduate, students must attain a cumulative score that is at least equal to the product of the number of tests taken in that subject and 70, with each EOC test scored on a scale of Students scoring below 70 will receive accelerated instruction and have the opportunity to be re-tested. Students must score at least 60 in order to count the score toward the cumulative number. (Sec (a), Education Code) Students graduating under the minimum high school program are only required to take the end-of-course assessments for courses required for graduation (Sec (a), Education Code)

35 35 SB 1031 – Assessment Instrument Requirements (cont.) The score a student achieves on the end-of-course exam shall be worth 15% of the student's final grade for that course. (Sec (c), Education Code) Each time an end-of-course assessment instrument is administered, a student failing to achieve at least 60 shall retake the assessment. Any other student may retake an end-of-course assessment for any reason. A student is not required to retake a course as a condition of retaking an end-of-course instrument. (Sec (b), Education Code)

36 36 SB 1031 – Assessment Instrument Requirements (cont.) If a student retakes the end-of-course assessment, a school district is not required to use the students performance on subsequent administrations to determine the students final grade in the course (Sec (c), Education Code) End-of-course assessments include a separate series of special purpose questions to measure college readiness and the need for developmental coursework in higher education. Exams in lower level courses will have questions to determine readiness for advanced coursework. (Sec , Education Code)

37 37 SB 1031 – Assessment Instrument Requirements (cont.) To the extent practicable, each end-of-course assessment shall measure a students performance on college readiness standards and be validated by national post-secondary education experts for college readiness content and performance standards. (Sec (c-4), Education Code) Satisfactory performance on an AP, IB, SAT, ACT, or another instrument determined to be as least as rigorous as the end-of-course assessment may be used to determine whether the student meets end-of-course requirements, including the cumulative score requirement. (Sec (a- 1), Education Code )

38 38 SB 1031 – Assessment Instrument Requirements (cont.) If a school district determines that a student, on completion of grade 11 is unlikely to achieve the cumulative score requirements for one or more subjects, the school district shall require the student to enroll in a corresponding content area college preparatory course for which an end-of-course assessment has been adopted, if available. A student who enrolls in a college preparatory class shall be administered an end-of-course assessment for the course that is scored on a scale of 40. This score may be used to satisfy cumulative score requirements for high school graduation. These courses and end-of-course assessments are authorized in separate legislation, HB 2237, that addresses adopting new

39 39 SB 1031 – Assessment Instrument Requirements (cont.) college preparatory courses for seniors, with TEKS adoption in 2010, test development in 2012, and test implementation in (Sec (b-2), Education Code) All assessments (grades 3-12) shall be developed in a manner that allows a measure of annual student improvement. (Sec (c-1), Education Code) A vertical scale will be implemented in grades 3-8 for mathematics and reading starting with the school year. (Sec , Education Code)

40 40 SB 1031 – Assessment Instrument Requirements (cont.) Requires the commissioner of education to adopt a transition plan to implement SB 1031, including accountability requirements during the phase-out of TAKS and the phase in of end-of-course requirements. (Sec (f), Education Code)

41 41 SB 1031 – Other Establishes a 15-member committee to review the accountability system and make recommendations regarding how the system should be structured. The committee shall begin meeting not later than October 1, 2007, and shall provide a report not later than December 1, The Legislature will be required to adopt a new public accountability system by September 1, (Sec Sec , Education Code)

42 42 SB 1031 – Other Requires the agency to conduct a survey and produce a report by December 1, 2008, to determine the ability of school districts to administer required student assessment instruments by computer. The report must also include a plan and timeline for enabling each school district to administer the assessment instruments by computer. (Sec , Education Code) Allows the agency to release assessment questions every third year. (Sec (f)(2), Education Code)

43 43 SB 1031 – Other Starting in , assessment instruments are to be administered at least two weeks later than the date on which they were administered during the school year. Beginning in , the spring EOC exams may not be administered earlier than the first full week in May, except English I, II, and III. (Sec (c-3, Education Code) All students will complete a college readiness diagnostic assessment in the 8th and 10th grade and students may choose to take a college entrance exam in the 11th grade, all at state expense. (Sec , Education Code)

44 44 SB 1031 – Other Schools will be prohibited from spending more than 10% of the instructional year administering district-required tests. (Sec , Education Code) Limits stand-alone field testing to every other year with the exception of new assessment instruments. Also requires the agency to notify districts prior to the start of the school year of participation in field testing, and calls for a field-test study to be completed by December 1, (Sec , Education Code)

45 45 SB 1031 – Other The Commissioner may require training for school district employees involved in administration of assessment instruments and also allows for a qualifying component. (Sec , Education Code) Safeguards, record retention requirements, random audits, subpoena power, criminal penalties, confidentiality provisions, and requirements for conducting annual statistical analyses are added to maintain the security and integrity of the assessment system. (Sec , Education Code)

46 46 HB 3259 Requires the establishment of a program under which a participating school district would administer international assessment instruments to students Districts can apply to participate in the program, but if necessary the commissioner of education can require a district to participate in the program Performance of Texas students would be compared against the performance of students at the same grade level in other countries Legislation is effective with the school year

47 47 House Bill 3092 HB 3092 states that for the purpose of determining the performance of a school district, including the accreditation status of the district, a student confined by court in a residential program or facility operated by or under contract with the Texas Youth Commission, Texas Juvenile Probation Commission, or any other governmental entity, including a juvenile board, is not considered to be a student of the school district in which the program or facility is physically located.

48 48 House Bill 3092 (cont.) Identification of TJPC programs and facilities is needed and the agency needs an interpretation and definition of "governmental entity, including juvenile boards". After the interpretation is made, it may be necessary to obtain additional information in order to have a complete list of all exclusions. Changes apply beginning with the school year

49 49 Senate Bill 1871 SB 1871 expands PEIMS reporting of participation in bilingual education or ESL to include instructional method when a student is participating in a bilingual or special language program. Requires that the AEIS system and the comprehensive annual report provide student performance results disaggregated by the bilingual or special language program. Changes apply beginning with the school year

50 50 Accountability Resources the Division of Performance Reporting at Phone the Division of Performance Reporting at (512) ESC Accountability Contacts. Online: This presentation: ACCT: AEA: AYP:


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