2019 Accountability Updates

Accountability Rating Labels The overall design of the accountability system will remain unchanged. Districts, open-enrollment charter schools, and campuses will be evaluated by three domains: Student Achievement, School Progress (Academic Growth and Relative Performance), and Closing the Gaps. All campuses will receive a A–F rating in 2019. Ratings will be based on scaled scores using the same grade bands (90 – 100=A) as district ratings. The cut points for letter grades are unchanged.

Rating Calculations Scaling methodology is unchanged apart from the conversion for districts and campuses with a 100 percent graduation rate. A 100 percent graduation rate will scale to a 100. In 2018, a district could not receive an overall or domain rating of A if the district included any campus with a corresponding overall or domain rating of Improvement Required. In this case, the highest scaled score a district could receive for the overall or in the corresponding domain was an 89. With the implementation of letter grade ratings for campuses, this step will be updated for 2019 to align with statute. A district may not receive an overall or domain rating of A if the district includes any campus with a corresponding overall or domain rating of D or F.

Rating Calculations The provision that stipulates if an F rating is received in three of the four areas: Student Achievement; School Progress, Part A: Academic Growth; School Progress, Part B: Relative Performance; or Closing the Gaps, the highest scaled score a district, open-enrollment charter school, or campus can receive for the overall rating is a 59 will remain. However, for 2019 accountability, if the Student Achievement domain rating is a D or higher, this provision will not be applied.

English Learners An updated EL performance measure will only be used in STAAR performance components. First year EL students are excluded from STAAR performance components while second year EL students will be included using an EL performance measure in place of a STAAR performance level. ELs who are in their second year in U.S. schools who have a parental denial for EL services will not receive an EL performance measure. ELs will continue to be evaluated for growth using the STAAR progress measure.

Domain I: Student Achievement Updates Domain I: Student Achievement Domain II: School Progress Domain III: Closing The Gaps Domain I: Student Achievement

Domain I: Student Achievement Updates Level STAAR Indicators College, Career, and Military Ready Indicators Graduation Indicators N/A Meet TSI criteria in ELA/reading and mathematics on assessments or college prep courses Meet AP/IB criteria Earn dual-course credits Enlist in the U.S. Armed Forces Earn an approved industry-based certification Earn an associate’s degree while in high school Graduate with completed IEP and workforce readiness Complete CTE coherent sequence coursework and earn credit aligned with approved industry-based certifications (one-half point credit) On Ramps Credit for SPED graduates graduating under RHSP, DAP, FHSP-E, or FHSP-DLA graduation plans Credit for graduates earning Level I or Level II certificates Graduation Rates (Best of 4, 5, or 6 year longitudinal rate (with state exclusions) 100% Elementary 100% Middle 40% 40% High 20% Implementation 2019 and Beyond

CTE & Industry-Based Certifications The career and technical education (CTE) transition timeline is updated to reflect the 2019–20 school year implementation of the updated list of industry-based certifications. The updated list of industry-based certifications is scheduled to go into effect for the 2019–20 school year and will apply to accountability ratings in August 2021. To view the updated list, visit: https://tea.texas.gov/cte/ Additionally, the list of CTE courses aligned with an industry-based certification will include 19 additional courses by which a CTE coherent sequence graduate may earn 0.5 credit toward CCMR. To view the updated list of aligned CTE courses, visit: https://tea.texas.gov/2019AccountabilityDevelopment/

CTE and Industry-Based Certifications The career and technical education (CTE) transition timeline will be updated to reflect the 2019–20 school year implementation of an updated list of industry-based certifications for future use in accountability. This updated industry-based certifications list will be used to evaluate CCMR for 2020 graduates in August 2021. Additionally, the list of CTE courses aligned with an industry-based certification will include 19 additional courses by which a CTE coherent sequence graduate may earn 0.5 credit toward CCMR.

Domain II: School Progress Updates Domain I: Student Achievement Domain III: Closing The Gaps Domain II: School Progress

Domain II: School Progress Updates Part A-Student Growth Part B-Relative Performance The Domain II score is the best of Part A OR Part B There are no indicator or methodology adjustments specific to Part A: Academic Growth or Part B: Relative Performance for 2019

Domain III: Closing the Gaps Updates Domain I: Student Achievement Domain II: School Progress Domain III: Closing The Gaps

Closing the Gaps Domain The English Language Proficiency (ELP) component will evaluate two years of TELPAS data. For 2019 accountability, current year TELPAS composite scores will be compared to 2018 TELPAS composite scores to determine if ELs made progress. TELPAS Alternate will not be used in 2019. It will be used in 2020 for the first time.

Domain III - Closing the Gaps: Ensuring Educational Equity Campus Type Domain Component Weight Elementary and Middle Schools Academic Achievement (Meets Rdg/Math by Student Group) 30% Academic Growth Status (Rdg/Math by Student Group) 50% English Language Proficiency 10% Student Achievement Domain Score (Domain I by Student Group) High Schools Districts Federal Graduation Status College, Career, and Military Readiness Targets in the Closing the Gaps domain are unchanged.

Identification of Schools for Improvement There are three categories identified: Comprehensive Support and Improvement (CSI) Targeted Support and Improvement (TSI) Additional Targeted Support (ATS) RED: Proposed Changes from the Commissioner

ATS TSI CSI Closing the Gaps Score All Texas Schools RANK ES TITLE SCHOOLS ATS RANK MS TITLE SCHOOLS RANK HS TITLE SCHOOLS TSI Grad < 67% CSI TITLE SCHOOLS ONLY STARTING IN 2021: Any title campus identified for TSI for three consecutive years for the SAME three indicators will be moved to Comprehensive Support and Improvement the following school year All Texas Schools TEA will rank the title Elementary, Middle, and High Schools and identify the lowest 5% These will be identified for Comprehensive support and Improvement. Any high school that has less a less than 67% graduation rate for the all student category will automatically be identified for Comprehensive Support and Improvement. Any other campus with: at least 25 math and 25 reading assessments in the academic achievement component NEW whose overall performance is less than the 5% cutoff will be identified for Additional Target Support. STARTING IN 2019: Any campus with a student group: with at least 25 math and 25 reading assessments in the academic achievement component and whose performance does not meet the target for the same criteria/component for three consecutive years will be identified for Targeted Support and Improvement. Any title campus identified for targeted support and improvement for three consecutive years for the SAME student group will be moved to Comprehensive Support and Improvement the following school year STARTING IN 2019: Any campus with a student group: with at least 25 math and 25 reading assessments in the academic achievement component and whose performance does not meet the target for the SAME three indicators criteria/component for three consecutive years in the will be identified for Targeted Support and Improvement. (2017, 2018, & 2019) Any other campus with a student group: with at least 25 math and 25 reading assessments in the academic achievement component NEW critiera for 2019 and whose overall performance is less than the 5% cutoff will be identified for Additional Target Support. LOWEST 5% LOWEST 5% LOWEST 5%

STUDENT & SCHOOL SUCCESS Qualifying Criteria Exit Criteria CSI Lowest 5%, Graduation <67% Starting in 2021: Consistently Underperforming (3-yrs at TSI Level for the SAME 3 indicators) Do not rank at the bottom 5% and/or >67% graduation for two years Increase one letter grade in the Closing the Gaps Domain Extensive Monitoring & Documentation TSI Consistently Underperforming Student Group (3 consecutive years in the SAME 3 indicators) TEA has not shared the exit criteria TEA has not shared the expectations ATS Meet the targets for Academic Achievement component in both reading and math in the triggering student group. Meet at least 50% of the indicators for that student group. Student Group Falling below the 5% cutoff Must address in CIIP NO GAPS! STUDENT & SCHOOL SUCCESS Closing the Gaps

Based on the proposed commissioner’s rules If the Y’s and N’s are shaded red and green (light or dark), it means that student group is eligible to be identified for Additional Targeted Support. If the Y’s and N’s are shaded with the darker red and green, it means that the student group has already missed the target for two consecutive years and could be identified as Targeted Support and Improvement after the 2019 STAAR assessments.

TSI Targeted Support and Improvement (If target is missed in 3 or more of the same indicators in 2019, then ??? TEA has not told us) Targeted Support and Improvement (≥3 Same) All Students Af Amer Hisp White Amer Ind Asian Pac Isl 2 or More Races EcoDis EL (+Former) SpEd (Current) SpEd (Former) Cont Enroll Non-cont Enroll ATS Additional Targeted Support (Performance of groups highlighted in red must be addressed in Campus Improvement Plan) 2017-18 Target for HS 6% Performance 50 25 75   100 # Indicators Met 2 1 3 # Indicators Evaluated 4

OVERVIEW OF THE 2019 STATE ACCOUNTABILITY SYSTEM All Students Part A: STAAR Combined over all subject areas evaluated (reading, mathematics, writing, science, and social studies) Credit awarded for Approaches Grade Level or Above, Meets Grade Level or Above, and Masters Grade Level on: STAAR* (with and without accommodations) in grades 3–8 (including Spanish versions where applicable); EOC assessments (with and without accommodations); and STAAR Alternate 2 at Level II Satisfactory and Level III Accomplished standards. Part B: College, Career, and Military Readiness Percentage of annual graduates that accomplish any one of the following: Meet TSI criteria in ELA/reading and mathematics on assessments or college prep courses Meet AP/IB criteria Earn dual-course credits Enlist in the U.S. Armed Forces Earn an approved industry-based certification Earn an associate’s degree while in high school Graduate with completed IEP and workforce readiness Complete CTE coherent sequence coursework and earn credit aligned with approved industry-based certifications (one-half point credit) On Ramps (NEW) Credit for SPED graduates graduating under RHSP, DAP, FHSP-E, or FHSP-DLA plans (NEW) Credit for graduates earning Level I or Level II certificates (NEW) Part C: Graduation Rate Four-year, five-year, or six-year graduation rate (or annual dropout rate if no graduation rate) Domain Score For elementary and middle schools, the Student Achievement domain score is based solely on the STAAR component. For districts and high schools, the three components are weighted 40%-40%-20%, respectively. STUDENT ACHIEVEMENT All Students Part A: Academic Growth Credit awarded for students who improve performance year over year as measured by STAAR progress measures and performance levels on STAAR* reading and mathematics. Part B: Relative Performance Credit awarded based on performance relative to similar districts or campuses. Domain Score The School Progress domain score is the better of Part A: Academic Growth or Part B: Relative Performance. There are no indicator or methodology adjustments specific to Part A: Academic Growth or Part B: Relative Performance for 2019. SCHOOL PROGRESS All Students & Disaggregated Student Groups Student performance disaggregated by the following: All students Race/ethnicity Economically disadvantaged status Current special education Former special education Current and monitored English learners Continuously enrolled Non-continuously enrolled Components Part A: Academic Achievement Meets Grade Level or Above in reading & mathematics Part B: Growth/Graduation School Progress Domain: Part A (ES and MS) Four Year Federal Graduation Rate (HS) Part C: English Language Proficiency Will evaluate two years of TELPAS data. Composite scores will be compared. (NEW) Part D: School Quality or Student Success STAAR component of Student Achievement Domain (ES and MS) College, Career, and Military Readiness (HS) Domain Score Credit awarded based on weighted performance of student groups against annual targets set by subject area. The Closing the Gaps domain score is based on the four components weighted by district or campus type. CLOSING THE GAPS Relative Performance Academic Growth Better of either Student Achievement or School Progress = 70% of overall rating 30% of overall rating Better of either Student Achievement or School Progress = 70% of overall rating 30% of overall rating *STAAR results from EL students in their first year in U.S. schools are excluded from accountability calculations. STAAR Alternate 2 results are included without regard to number of years in U.S. schools. English Learners (ELs) in their second year in U.S. schools will be included in the STAAR performance components of the 2019 accountability system using the EL performance measure (NEW). Those in their second year in U.S. schools who have a parental denial for EL services will not receive an EL performance measure (NEW). ELs will continue to be evaluated for growth using the STAAR progress measure. Accountability Rating Labels: Districts and Campuses will receive A-F ratings for overall performance, as well as a rating for performance in each domain (NEW). The cut points for letter grades are unchanged. April 2019 Dept. of Performance and Planning