2015 Texas Accountability System Overview and Updates August 13, 2015

Key Changes for 2015 Accountability To receive a Met Standard rating, a district or campus must meet the target on three indices: Index 1 or Index 2 and Index 3 and Index 4. Mathematics, grades 3-8, is excluded from state accountability. Algebra I is the only mathematics course included in state accountability. STAAR A and STAAR Alternate 2 for all subjects and grade levels are excluded from state accountability. Index 2 score combines available STAAR and ELL progress measures across all subjects and grade levels. Index 2 includes both current and monitored ELLs in their first and second years of academic monitoring. Index 4 includes a new postsecondary component.

Accountability Subset Who Counts and Where?

Accountability Subset For the State of Texas Assessments of Academic Readiness (STAAR®) indicators, the performance of only those students enrolled on the PEIMS fall snapshot date (the last Friday in October) is considered for accountability. Campus Accountability Subset Campuses are accountability for the performance of students reported to be enrolled on the snapshot date and the date of testing. District Accountability Subset Districts are accountable for the performance of students reported to be enrolled on the snapshot date and on the date of testing. Example If a student moves from one campus to another campus in the same district, his or her performance is included in the district results but is not included in the results of either campus.

Accountability Subset Accountability subset: Grades 3-8 – fall enrollment snapshot date EOC – for tests administered in spring and fall, fall enrollment snapshot date; for tests administered in summer, prior year fall enrollment snapshot date Results from the following administrations included If the student was enrolled on the campus/district on the following date 2015 State Accountability Cycle EOC Summer AdministrationPrior year fall enrollment snapshot dateFall 2013 EOC Fall Administration Current year fall snapshot dateFall 2014 EOC Spring Administration Current year fall snapshot dateFall Spring administration Current year fall snapshot date Fall 2014

Accountability Subset A student could count over more than one accountability year. Sara Beth a Top o Texas ISD student, took and failed Algebra I at Top-o-Texas Middle School in the spring of Was advanced to Top-o-Texas High School, where she received accelerated instruction in the fall of The spring 2014 failure is attributed to the middle school campus. Sara Beth then took the fall 2014 administration of Algebra I and failed. She continued to receive additional supports from the Top-o-Texas High School, but although her score improved, she failed the spring 2015 Algebra I administration. The last failure is attributed to the high school campus for So Sara Beth’s Algebra I EOC scores count in both 2014 and 2015!

2015 State Index System High-level Overview

Accountability Goals By the end of the school year, Texas will be among the top ten states in postsecondary readiness by Improving student achievement at all levels in the core subject areas of the state curriculum, Ensuring the progress of all students toward achieving advanced academic performance, Closing the performance gaps among student subgroups, and Rewarding excellence based on other indicators in addition to state assessment results.

Performance Index Framework

Performance Index Goals Index 1: Student Achievement Provide a snapshot of student performance across subjects Index 2: Student Progress Measure year-to-year student progress Index 3: Closing Performance Gaps Emphasize academic achievement of economically disadvantaged students and the two lowest-performing racial/ethnic student groups Index 4: Postsecondary Readiness Emphasize the importance of a high school diploma as the foundation of success in college, the workforce, job training programs, or the military

Four Groups Campus Type Chart (p. 18)

Rating Labels The state accountability system uses ratings that indicate acceptable and unacceptable performance. In 2015, two labels indicate acceptable performance: Met Standard Met Alternative Standard (assigned to charter districts and campuses that are evaluated under alternative education accountability [AEA] provisions) The label that indicates unacceptable performance is: Improvement Required

INDEX 1 Student Achievement All Student Level Student Counts 1 Time per subject % of Students Meeting Standard (Phase 1, Level II) Student Progress 2015 Reading and Math Groups All Race/Ethnicity Special Ed ELL Progress Measure Non-ELL: STAAR Progress ELL: ELL Progress INDEX 2 State Accountability Index System

INDEX 3 Closing the Achievement Gap All Subjects Econ. Disadvantaged, Up to 2 Lowest Performing Race/Eth Group Two Components Phase 1, Level II Level III Advanced Postsecondary Readiness One or Four Components STAAR Final Level II 2+ Graduation Rate Graduation Plan (RHSP/DAP) College-Readiness Testing (Read/ELA & Math) Longitudinal Rates used (Annual if no Longitudinal) INDEX 4 State Accountability Index System

State Targets 2014 State of Texas Accountability System

Non-AEA Districts and Campuses Accountability Targets In 2015, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on at least three indexes: Index 1 or Index 2 and Index 3 and Index 4

Alternative Districts and Campuses Accountability Targets (DeWalt) In 2015, to receive a Met Standard or Met Alternative Standard rating, districts and campuses must meet targets on at least three indexes: Index 1 or Index 2 and Index 3 and Index 4

2014 State Index System Index Calculations

Index 1: Student Achievement

Index 2: Student Progress

Index 3: Closing Performance Gaps

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Index 4: Postsecondary Readiness

Distinction Designations

Distinctions designations are awarded to districts and campuses in recognition of outstanding achievement. To be eligible for distinction designations, a district or campus must receive a Met Standard rating. Districts and campuses rated using AEA provisions are not eligible. Campus distinctions are based on indicators of student performance in comparison to forty similar campuses.

Distinctions Available Distinction Designations Campuses may be awarded distinction designations for outstanding achievement in the following areas: English language arts/reading Mathematics Science Social Studies Student progress Closing performance gaps Postsecondary Readiness Districts may be awarded distinction designations for outstanding achievement in postsecondary readiness.

Comparison to Comparable Group 40 Campuses Closely “Match” the Target School Type of School (Elem., Middle, High, Elem./Secondary, etc.) Schools with Unique Grade Spans are Grouped with Most Like Size, Low/High Grade, % Eco. Dis., Mobility Rate, % ELL Must Rate in Top Quartile (Top 25%) of Comparison Group Distinction Designations

To earn a distinction: High Schools and combined elementary/secondary schools (K-12) must be in the top quartile (Q1) for 33 percent or more of their total eligible indicators. Middle, junior high, and elementary schools must be in the top quartile for 50 percent or more of their total eligible indicators. Distinction Designations

System Safeguards State and Federal Accountability

System Safeguards

Accountability Reports What to look for

Accountability Overview

State Accountability Rating

Graphical Summary

Numerical Summary

Distinctions

State Safeguards

Demographic Information

Items of Note Important Reminders

A Separate REQUIRED IMPROVEMENT calculation at the INDEX Level for Campuses and Districts that DO NOT MEET the Accountability Target for the Index will be Considered for 2015 and BEYOND. Required Improvement to Come NO Required Improvement

July 30, 2015: TEASE release of data without Ratings August 6, 2015 TEASE release of data with Ratings August 7, 2015: Public Release of Data by TEA; Ratings Assigned November 2014: Finalized Accountability Ratings Fall 2014 Notification of Ratings

Only appeals that would result in a changed rating will be considered. A campus or district must meet all requirements for a higher rating in order for its appeal to be evaluated. Appeals are NOT considered for the Accountability System Safeguard measures that may result in campus or district interventions. Districts are responsible for providing accurate information to TEA. Data corrected during correction window will be included in determining accountability ratings. Not a Data Correction Opportunity Appeals (Due 9/8/2015)

Accountability 84 th Texas Legislative Session

5 Domains Performance on tests Progress Closing Gaps Postsecondary Readiness Non-testing things HB 5 family and community engagement Not a Data Correction Opportunity Domain System

Federal Accountability Focus and Priority Schools

Priority and Focus Schools 5% of Title I schools with the widest gap in reading and math at the all students level 10% of Title I schools with the widest average gap in reading and math based on all federal student groups

Working on USDE approval for Year 4 work Will use most recent assessment data Exit Criteria Must show “significant progress” to meeting AMOs Meet 60% graduation rate data to provide new 3 year list

Resources Accountability Manual Accountability System ESEA Waiver Information Performance Monitoring and Interventions Region 4 Accountability Blog

Richard Blair, Senior Education Specialist , Kelly Ingram, Director , Contact Information Region 4 Accountability Contacts