Federal Accountability/ AYP Update Texas Assessment Conference December 7 - 8, 2009 Shannon Housson and Ester Regalado TEA, Performance Reporting Division

2 AYP Topics 2009 Final Release Schedule 2009 State Summary Results Preview of 2010 Use of TPM in AYP Review of the Federal Cap Title I Final Regulations/Graduation Rate No Child Left Behind School Report Card

AYP Final Release Schedule July 30 th August 6 th District and campus AYP results available on TEASE Accountability web application. Public release of Preliminary AYP results. December 15 Final 2009 AYP Status released - TEASE. Preview of NCLB School Report Card (SRC) data, Part I only. December 17 Final 2009 AYP Status released – TEA website. January, 2010Public release of NCLB SRC.

AYP State Summary Results District Results AYP Status Final 2008 Results Preliminary 2009 Results Meets AYP82467%99280% Missed AYP39132%21818% Not Evaluated141%252% TOTAL1,229100%1,235100%

AYP State Summary Results (cont.) Campus Results (Regular and Charter) AYP Status Final 2008 Results Preliminary 2009 Results Meets AYP6,17075%6,69680% Missed AYP1,10914%3915% Not Evaluated91611%1,23515% TOTAL8,195100%8,322100%

AYP State Summary Results (cont.) Of those missing AYP, 52% (113) of districts and 6% (22) of campuses missed AYP solely due to the 1% and/or 2% federal caps in compared to 18% of districts and 1% of campuses in A total of 154 campuses missed the Mathematics Performance indicator, the largest category that failed to Meet AYP standards. The Texas Projection Measure (TPM) was used for 2009 AYP evaluations, and allowed 10% (126) of districts to Meet AYP that would have otherwise missed AYP; and 6% (528) of campuses.

AYP State Summary Results (cont.) Comparison to State Accountability (preliminary results) 6,696 campuses met AYP, of which, 6,547 (98%) campuses received a state accountability rating of Exemplary, Recognized, and Academically Acceptable (in standard or AEA procedures). 149 campuses (2%) of those that met AYP were rated Academically Unacceptable in either standard or AEA procedures.

AYP State Summary Results (cont.) Comparison to State Accountability (preliminary results) Of the 391 campuses that missed AYP, 104 campuses (27%) received an Academically Unacceptable rating (in standard or AEA procedures); 242 campuses (62%) were rated Academically Acceptable in either standard or AEA procedures, and 43 campuses (11%) were rated Exemplary or Recognized.

Preview 2010 AYP Performance Standards increase to: 73% in Reading/English language arts 67% in Mathematics Participation Rate and Other Indicator standards remain unchanged. No changes in state assessments used for 2010 AYP. TPM will continue to be used for AYP Annual review of the 2% Federal Cap on TAKS-M: Application of the cap for TAKS-M TPM values projected to meet the passing standard.

Preview: Use of TPM in AYP Review of AYP Performance Calculation Three steps for AYP Performance calculation: 1.AYP Proficiency Rate (without Growth) 2.Performance Improvement/Safe Harbor (without Growth) 3.AYP Performance Rate with Growth. AYP Performance Rate with Growth: (Students who Met the Passing Standard + Students predicted to meet the Standard) Total Number of Students Tested

Preview: Use of TPM in AYP (cont.) Phase-in for the TAKS–M projection equations (TPM) TPM projections are expected to be reported for TAKS–M tests in school year for grades 4, 7, and 10. If a student is tested on TAKS-M in one predictor subject (reading or mathematics) and tested in TAKS, TAKS (Accommodated), or LAT TAKS in the other subject, the student will not receive a TPM projection.

Preview: Use of TPM in AYP (cont.) Phase-in for the TAKS–M projection equations (TPM) The Federal Cap process will include student results that are projected to meet the passing standard based on the TPM. Priority will be given to students meeting the passing standard (will likely be included in the 2% federal cap first), followed by students projected to meet the passing standard by TPM.

Preview: Assessments * Students in their First Year in U. S. Schools are counted as participants, but excluded from the performance calculation Reading/ELA Assessments Participation 95% Standard Performance ( Accountability Subset) 73% Standard Total Students Number Participating Number Tested Met Standard or TPM TAKSYesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM TAKS (Accommodated) YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM TAKS-M / LAT TAKS-M * YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM (subject to 2% cap) TAKS-AltYesIf participant If in the Accountability subset If standard is met (subject to 1% cap) No TPM available TELPAS Reading* Yes Non- Participant N/ANot IncludedNot includedN/A LAT version of TAKS* YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM

Preview: Assessments (cont.) * Students in their First Year in U. S. Schools are counted as participants, but excluded from the performance calculation Mathematics Assessments Participation 95% Standard Performance (Accountability Subset) 67% Standard Total Students Number Participating Number Tested Met Standard or TPM TAKSYesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM TAKS (Accommodated) YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM TAKS-M / LAT TAKS-M * YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM (subject to 2% cap) TAKS-AltYesIf participant If in the Accountability subset If standard is met (subject to 1% cap) No TPM available LAT version of TAKS* YesIf participant If in the Accountability subset If standard is met or if projected to meet standard by TPM

Preview: AYP Federal Caps Review of the 1% Federal Cap Students are selected randomly from TAKS-Alt proficient results. Exceptions to the 1% cap will be processed prior to the Preliminary AYP Release in August 2010 for: School districts registered with the TEA Special Education Residential Facilities Tracking System (RF Tracker) for school year School districts included in the Directory for Services for the Deaf in Texas, Regional Day School Programs for the Deaf (RDSPD).

Preview: AYP Federal Caps (cont.) Review of the 2% Federal Cap Step 1) TEA prioritizes campuses by grades served and proportion of students with disabilities enrolled. School districts have the opportunity to review and/or modify the campus rankings. Step 2) Student results are selected in order to maximize the number of campuses that Meet AYP beginning with the campuses assigned the highest priority.

Preview: AYP Federal Caps (cont.) Reminder: The federal cap relates to counting students as proficient for AYP purposes only and does not limit the number of students that may take an alternate assessment. State policies and procedures related to assessment decision-making are detailed in the TEA publication titled Admission, Review, and Dismissal (ARD) Committee Decision-Making Process for the Texas Assessment Program. A review of the federal cap process will be provided through a Texas Education Telecommunications Network (TETN) session accessible by ESC and school district staff in spring 2010.

Preview: Texas AYP Workbook Final Title I regulations were implemented to provide a Uniform, Comparable Graduation Rate. On November 19, 2009, the Title I Committee of Practitioners (COP) reviewed the recommended changes to the 2010 AYP Workbook and Federal Cap process for The proposed amendments include: The states definition of graduation rate, A description of the states reporting plans, The states goal and targets, and Possible use of the Extended-Year Graduation Rate.

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Graduation Rates: Regulations require a four-year graduation rate for the AYP 2010 calculations; an extended- year (5 or 6 year) rate is optional. Decision to be made Texas will use a 4-year rate alone, or Texas will use 4-year and 5-year graduation rates

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Graduation Rate calculation for AYP: Examples for use of 4-year and 5-year rates can be found in US Department of Education, NCLB High School Graduation Rate, Non- Regulatory Guidance, December 22, Decision to be made Districts and campuses must meet either: annual target for the 4-year rate, or annual target for the 5-year rate

Preview: Texas AYP Workbook (cont.) Proposed Amendments: State Goal: a State must set a single graduation rate goal that represents the rate the State expects all high schools in the State to meet. Decision to be made Graduation rate goal of either: 80% / 85% / 90% / 95% / 100%

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Annual Graduation Rate Targets: a State must set annual graduation rate targets. Decision to be made Calculation for the 4-year rate could include three alternatives: Absolute standard of 70.0%, or Improvement standard, similar to safe harbor calculation (10% decline in the difference between the prior year rate and the goal), or 1.0 percentage point increase in rate.

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Annual Graduation Rate Targets: Federal regulations specify if an extended-year rate is used, the target must be higher than the target for the 4-year rate. Decision to be made Calculation for the 5-year rate could require meeting: An absolute standard of 75.0%.

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Targets for 2011 and beyond: Decision to be made Propose that absolute standards for 2011 and beyond not be included in this proposal, although the improvement standard would apply to 2011 and beyond. Plan for the submission of proposed amendments to the 2011 Texas AYP Workbook that could include a transition plan for new End of Course assessments with annual graduation rate targets submitted as part of the transition plan.

Preview: Texas AYP Workbook (cont.) Proposed Amendments: Student group definition changes: Federal regulations allow states to develop business rules for the definition of student groups used for AYP. Decision to be made Apply the current definition of LEP student group, defined as students in the LEP program during their final (4th) year in the longitudinal cohort.

26 AYP Preview: Final Title I Regulations Regulations also require: Disaggregating Graduation Rate Data Report the four-year adjusted cohort graduation rate or a transitional graduation rate reported for school, district, and state levels by student groups prior to school year 2010–11; States report the four-year adjusted cohort graduation rate by the 2010–11 school year; and Use the cohort graduation rate by student group in 2012 AYP.

27 No Child Left Behind School Report Card Section 1111(h)(1) and (2) of the ESEA amended by the NCLB Act requires the annual reporting of student achievement and AYP information. For , and beyond, the US Department of Education requires that Texas state, district, and campus reports be accessible by stakeholders in one document. NCLB School Report Cards (SRC) will be available for easy dissemination by school districts on one website in January, 2010.

NCLB School Report Card (cont.) 28

29 NCLB School Report Card (cont.) There are five sections that make up the NCLB SRC: Part I – Percent of Students Tested, Student Achievement by Proficiency Level Achievement Trend Data (as shown on handout) Part II, a. – Comparison Between Student Achievement and the State's Academic Expectations as measured by Adequate Yearly Progress (AYP) (as shown on handout) Part II, b. – Number of Recently Arrived LEP Students Who Are Not Assessed on the State's Reading/ELA Test Part III – Information on Adequate Yearly Progress (AYP) and School Improvement Program (SIP) for districts and campuses receiving Title I, Part A funds

30 NCLB School Report Card (cont.) Sections of the NCLB SRC, continued: Part IV, a. – Professional Qualifications of All Public Elementary and Secondary Teachers, As Defined by the State (Teacher Degree) Part IV b. – Percentage of Public Elementary and Secondary Teachers With Emergency/Provisional Credentials Part IV c. – Percentage of Classes Not Taught by Highly Qualified Teachers by High Poverty Compared to Low Poverty Campuses

31 NCLB School Report Card (cont.) Sections of the NCLB SRC, continued: Part V – NAEP-2007 (Based on a Statewide Sample) a. State-level percentages at NAEP achievement levels b. State-level actual participation rates

32 NCLB School Report Card (cont.) TEA will provide a confidential unmasked NCLB SRC Part I: Student Achievement Preview Report to school districts via TEASE in December, Appendix E of the 2009 AYP Guide (page 137) describes the relationship between the Part I of the NCLB SRC and AYP performance results. Difference between AYP and NCLB SRC Part I: Student Achievement: Does not include students that were projected to meet the standard by TPM. The LEP student group does not include Monitored LEP students.

33 NCLB School Report Card (cont.) Difference between AYP and NCLB SRC Part I: Student Achievement : Includes all TAKS-M and TAKS-Alt passing results (federal caps are not applied), Includes mobile students (students that are not in the accountability subset), Includes all students reported for each school district, including data reported on any campuses designated as TYC or Texas Juvenile Probation Commission (TJPC) campuses (see page 52 of the 2009 AYP Guide).

34 NCLB School Report Card (cont.) For more information on the performance results included in the NCLB School Report Card, please contact the Performance Reporting Division at (512) For more information on the distribution requirements of the NCLB School Report Card, please contact the Division of NCLB Program Coordination at (512)

35 AYP Resources For more information on AYP, see the 2009 AYP Guide, accessible at U.S. Department of Education information is available at The current Texas AYP Workbook of June 12, 2009 is accessible at Frequently Asked Questions about AYP are available at

36 SIP Resources SIP History Website Districts and campuses can view their Title I School Improvement Program (SIP) status history reports from 2003 through the present. See the AYP guide for the appropriate year for descriptions of any of the AYP or SIP status labels shown. The SIP history reports are accessible at Contact the Division of Performance Reporting by at or phone at (512)