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. 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. SCHOOL PROGRESS 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

Identification of Schools for Improvement Qualifying Criteria Exit Criteria CSI Comprehensive Support and Improvement Lowest 5%, Graduation <67% Starting in 2021: Consistently Underperforming (3-yrs at TSI Level for 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 Targeted Support and Improvement 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 Additional Targeted Support 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 Dept. of Performance and Planning April 2019 RED: Proposed Commissioner Changes for 2019