2019 Public Hearing: Academic Report · 2019. 8. 29. · Region One Education Service Center . Public Hearing: Academic Report - P. ERFORMANCE, G. ROWTH, AND. E. QUITY-© 2019 DIVISION

2019 Public Hearing: Academic Report

P E R F O R M A N C E, G R O WTH , A N D E Q UI TY

August 22, 2019Division of Instructional Leadership, School Improvement, and College Readiness Support

T R A N S F O R M I N G O U R A C C O U N TA B I L I T Y S Y S T E MT H R O U G H E X PA N D E D M E A S U R E S O F L E A R N I N G

Region One Education Service Center Public Hearing: Academic Report

- P E R F O R M A N C E , G R O W T H , A N D E Q U I T Y -

2© 2019 DIVISION OF INSTRUCTIONAL LEADERSHIP, SCHOOL IMPROVEMENT, AND COLLEGE READINESS SUPPORT

2019 State of Texas A-F Accountability System Overview

Regional A-F Accountability Ratings Performance Results

Regional Distinction Designations for Outstanding Achievement Performance Results

Regional ESSA Federal Accountability Performance Results




2019 State of Texas A-F Accountability System

Overview

With the passage of HB22 during the 85th Legislative Session, the Texas school accountability system was expanded so that every District and Campus is evaluated on a broader range of educational achievement measures. Much like students receive letter grades A through F in individual subjects and then combined for a GPA, the law requires schools and districts to be issued letter grades based on three different Performance Measures that include: Domain I: Student Achievement, Domain II: School Progress, and Domain III: Closing the Gaps

Focus on student academic attainment, progress from year to year, and level of

preparation for postsecondary success

Reducing achievement gaps among students from

different racial and ethnic groups, and socioeconomic

backgrounds

Informing parents and the community about district and

campus performance

Texas A–F Accountability System: Purpose

HB 22



Domain III: Closing

The Gaps

Domain II: School

Progress

Domain I: Student

Achievement

State Accountability System

Texas A-F Accountability System: Domain Framework – Expanded Measures of Learning



6


Texas A-F Accountability System: Domain Framework- Expanded Measures of Learning

STAAR Performance

Post-Secondary Readiness (CCMR)

Graduation Rates

Domain I:Student

Achievement

© 2019 DIVISION OF INSTRUCTIONAL LEADERSHIP, SCHOOL IMPROVEMENT, AND COLLEGE READINESS SUPPORT

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Academic Growth STAAR Progress Measure or Maintaining Proficiency Level

Economically Disadvantaged Proficiency

Domain II: School

Progress


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Academic Achievement in Reading and Mathematics

Student Growth in Reading and Mathematics

Four-Year Graduation Rate

English Learner Proficiency Status

School Quality: CCMR Attainment

School Success: STAAR Achievement Component

Domain III:Closing

The Gaps


Domain II: School Progress

(Part A -Academic

Growth)

Domain I: Student

Achievement

Overall Rating9

Texas A-F Accountability System: Overall Rating Evaluation

A-F Rating Label Assigned

A-F RatingLabel Assigned

Domain II: School Progress(Part B - Relative

Performance)


OR OR


Domain III: Closing

The Gaps

AND


Weighted at 70 % Weighted at 30 %




Regional A-F Accountability Ratings Performance Results

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Texas A-F Accountability System: Overall System Evaluation- 2019 District and Campus Rating Labels

For school systems and campuses, what does each academic accountability performance letter represent?

A = “Exemplary Performance”

B = “Recognized Performance”

C = “Acceptable Performance”

D = “In Need of Improvement”

F = “Unacceptable Performance”


2019 State A-F Accountability SystemExemplary “A” Rated School Systems


Region One ESC School Districts and Charter School Systems that earned the Exemplary Performance Rating

Brownsville ISD Los Fresnos CISDMcAllen ISD Roma ISD San Perlita ISD

Sharyland ISD South Texas ISDUnited ISD Valley View ISD Vanguard Academy

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Regional Distinction Designation for

Outstanding AchievementPerformance Results


Eligible Distinction Designations• Academic Achievement in English Language Arts/Reading (campus only)• Academic Achievement in Mathematics (campus only)• Academic Achievement in Science (campus only)• Academic Achievement in Social Studies (campus only)• Top 25 Percent: Comparative Academic Growth (campus only)• Top 25 Percent: Comparative Closing the Gaps (campus only)• Postsecondary Readiness (district and campus)

High Schools and K-12 Campuses: A campus earns a distinction designation if it is in the top quartile (Q1) of its comparison group for at least 33 percent of the indicators used to award the distinction.Elementary and Middle School Campuses: A Campus earns a distinction designation if it is in the top quartile (Q1) of its comparison group for at least 50 percent of the indicators used to award the distinction.

2019 Campus Distinction Designations for Outstanding Achievement

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Districts that receive a rating of A, B, C, or D are eligible for a distinction designation in postsecondary readiness.

2019 District Distinction Designation for Outstanding Achievement:

Postsecondary Readiness Distinction

District Eligibility Criteria

• Districts that receive an A, B, C, or D rating are eligible for a distinction designation for outstanding academic performance in attainment of postsecondary readiness.

• To earn a distinction for postsecondary readiness, districts must have at least 55 percent of all their campuses’ postsecondary indicators in the top quartile.

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Postsecondary Readiness Indicators for Campuses

• Percentage of STAAR Results at Meets Grade Level or Above Standard (All Subjects)

• Percentage of Grade 3–8 Results at Meets Grade Level or Above in Both Reading and Mathematics

• Four-Year Longitudinal Graduation Rate• Four-Year Longitudinal Graduation Plan Rate• TSI Criteria Graduates• College, Career, and Military Ready Graduates• SAT/ACT Participation• AP/IB Examination Participation: Any Subject• CTE Coherent Sequence Graduates

2019 Campus Distinction Designations for Outstanding Achievement

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0%

3% 3% 3% 4%4% 4%

5%6% 6%

7%8% 8% 9% 9%

10%

14%

19% 19%

30%

2019 State Accountability Distinction Designation for Outstanding Achievement

Percent of Eligible Districts Earning Postsecondary Distinction by ESC

Postsecondary Readiness Distinction Designation


Region One ESC School Districts and Charter School Systems that earned the Postsecondary Readiness Distinction

Edinburg CISDHarlingen CISD Laredo ISD Los Fresnos CISDMcAllen ISD Raymondville ISD

Roma ISD Sharyland ISD South Texas ISDUnited ISD Valley View ISD Vanguard Academy

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Postsecondary Readiness Distinction Designation


Of more than 1,200 school districts and charters, 5 school districts in Texas have earned the Postsecondary Readiness Distinction for the past six years since this distinction became part of the accountability system. Of the five school districts that have consecutively earned the PostsecondaryReadiness Distinction, three are Region One ESC school districts:

Los Fresnos CISD Sharyland ISD South Texas ISD

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Regional Every Student Succeeds Act (ESSA)

Federal Accountability Performance Results

ESSA Federal Accountability


• The lowest five percent of campuses that receive Title I, Part A funds are identified for comprehensive support and improvement. If a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is also automatically identified. Additionally, any Title I campus identified for three consecutive years is automatically identified for comprehensive support and improvement the following school year.

Comprehensive Support and Improvement

• TEA uses the Closing the Gaps domain to identify campuses that have consistently underperforming student groups. TEA defines “consistently underperforming” as a campus having one or more student groups that do not meet interim benchmark goals for three consecutive years. Any campus that has one or more achievement gap(s) between individual student groups and the performance targets will be identified.

Targeted Support and Improvement

• Any campus that is not identified for comprehensive or targeted support and improvement will be identified for additional targeted support if an individual student group’s percentage of evaluated indicators met is at or below the percentage used to identify that campus type for comprehensive support and improvement.

Additional Targeted Support

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2019 State AccountabilityPercent of Campuses Meeting Every Student Succeeds Act (ESSA)

Federal Accountability Performance

28

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Region One ESC Questions and Feedback

Contact• Dr. Eduardo Cancino, Deputy Director for Instructional

Leadership, School Improvement, and College Readiness Support

• (956) 984-6022• [email protected]

• Dr. Belinda S. Gorena, Administrator for School Improvement, Accountability, and Compliance


• Kelly VanHee, Administrator for Curriculum, Instruction, and Assessment


• Melissa I. Lopez, Administrator for Office of College, Career and Life Readiness



mailto:[email protected]:[email protected]

2019 Public Hearing: Academic ReportSlide Number 2Slide Number 3Slide Number 4Slide Number 5Slide Number 6Slide Number 7Slide Number 8Slide Number 9Slide Number 10Slide Number 11Slide Number 12Slide Number 13Slide Number 142019 State A-F Accountability System�Exemplary “A” Rated School SystemsSlide Number 16Slide Number 17Slide Number 18Slide Number 19Slide Number 20Slide Number 21Slide Number 22Slide Number 23Postsecondary Readiness �Distinction DesignationPostsecondary Readiness �Distinction DesignationSlide Number 26ESSA Federal AccountabilitySlide Number 28Slide Number 29

Documents

2019 Public Hearing: Academic Report · 2019. 8. 29. · Region One Education Service Center . Public Hearing: Academic Report - P. ERFORMANCE, G. ROWTH, AND. E. QUITY-© 2019 DIVISION