Texas Assessment Conference| February 17-18, 2014 Texas Education Agency | Office of Assessment and AccountabilityDivision of Performance Reporting
Overview of 2014
Accountability
2013 Reporting Update
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New for 2012-13, the Texas Performance Reporting System (TPRS) provides …
Performance and participation results for additional student groups: Economically Disadvantaged / Non-Economically Disadvantaged Male / Female; Special Education / Non-Special Education; At Risk / Non-At Risk; and Migrant / Non-Migrant.
Disaggregated performance results for English Language Learners (ELL) and Career and Technical Education (CTE) student groups.
Indicators not previously reported on TAPR, such as College-Ready Graduates performance in either subject (ELA or Math), AP/IB Results by subject area, and SAT/ACT by subject area.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
STAAR Performance Results (all students, whether or not they were in the accountability subset)
Disaggregated by subject, by grade, and summed across grades
TAB 1
TAPR Student Groups
All Students, African American, Hispanic, White, American Indian, Asian, Pacific I slander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL).
TAB 2
Additional Student Groups
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
STAAR Performance Results (only students in the accountability subset)
Disaggregated by subject, by grade, and summed across grades
TAB 3
TAPR Student Groups
All Students, African American, Hispanic, White, American Indian, Asian, Pacific I slander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners (ELL).
TAB 4
Additional Student Groups
Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
TAB 5
English Language Learners (ELL); Career and Technical Education (CTE) Student Groups
Results reported by groups of ELL and CTE students: English Language Learners (ELL), Non-ELL, First year Monitored limited English proficient (LEP) students, Second year Monitored LEP students; Career and Technical Education (CTE) Coherent Sequence, Non-CTE, and CTE Elective.
TAB 6
Bilingual Education (BE)/ English as a Second Language (ESL) Student Groups (District, Region, and State only)
Results reported by BE/ESL instructional program student groups: BE Program Total, Transitional BE/Early Exit, Transitional BE/Late Exit, Dual Language Immersion/Two-Way, Dual Language Immersion/One-Way, ESL Program Total, ESL /Content-Based, ESL /Pull-Out, LEP Students not served by BE/ESL Instruction, LEP Students served by BE/ESL Instruction, and Total ELL.
2012-13 Texas Performance Reporting System
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2012-13 Texas Performance Reporting System
STAAR Participation Results (all students, whether or not they were in the accountability subset; includes participation measures not previously reported on TAPR)
Disaggregated by subject
TAB 7
TAPR Student Groups
Results reported by student groups: All Students, African American, Hispanic, White, American Indian, Asian, Pacific I slander, Two or More Races, Special Education, Economically Disadvantaged, and English Language Learners.
TAB 8
Additional Student Groups
Results reported by student groups: Economically Disadvantaged, Non-Economically Disadvantaged, Male, Female, Special Education, Non-Special Education, At Risk, Non-At Risk, Migrant, and Non-Migrant.
Other Reports
TAB 9
Postsecondary Readiness I ndicators (includes performance indicators not previously reported on TAPR) Disaggregated by TAPR student groups, where available.
Attendance Rates Annual Dropout Rates Longitudinal Rates RHSP/ DAP Graduates Advanced Course Completion Texas Success I nitiative College-Ready Graduates In either subject (ELA or Math) AP/ I B By subject SAT/ ACT By subject Graduates Enrolled in TX I nstitution of Higher Education (I HE) Graduates in TX I HE Completing One Year Without Remediation
TAB 10
Profile (includes profile indicators not previously reported on TAPR)
Student I nformation Staff I nformation
TAB 11
Report Cards
Texas Academic Performance Report (TAPR) School Report Cards National Assessment of Educational Progress
2013 Reporting Update
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http://ritter.tea.state.tx.us/perfreport/tprs/2013/index.html
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Accountability Goals
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Texas will be among the top 10 states in postsecondary readiness by 2020, by:
Improving student achievement at all levels in the core subjects of the state curriculum.*
Ensuring the progress of all students toward achieving Advanced Academic Performance.*
Closing Advanced Academic Performance level gaps among groups.*
Rewarding excellence based on other indicators in addition to state assessment results.
* These goals are specified in Chapter 39.053(f) of the Texas Education Code.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2014 Accountability Development Timeline
Advisory Group
Meeting Date Purpose
ATAC December 5-6, 2013
Two-day meeting addressed a variety of technical issues related to 2014 accountability. The preliminary Accountability Technical Advisory Committee (ATAC) recommendations and all of the meeting materials are posted online under 2014 Accountability Development.
APAC January 22, 2014
One-day orientation session provided new Accountability Policy Advisory Committee (APAC) members with an overview of the 2013 development process for the performance index framework, indicators, and distinction designations. All of the meeting materials are posted online under 2014 Accountability Development.
ATAC February 11, 2014
Preliminary recommendations on the 2014 ratings criteria and targets were determined for review by the APAC in March 2014.
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2014 Accountability Development Timeline
Advisory Group
Meeting Date Purpose
AADDC Early March 2014
The Academic Achievement Distinction Designation Committee (AADDC) for science and social studies will be convened to develop preliminary recommendations on the 2014 science and social studies distinction designation indicators.
APAC March 6, 2014Final recommendations will be determined for commissioner approval on the accountability ratings criteria for 2014 and performance index targets for 2014, 2015, and 2016 accountability ratings.
AADDC Mid March 2014
The AADDC will finalize recommendations on the 2014 science and social studies distinction designation indicators.
COE End of March 2014
Commissioner announces accountability ratings and distinction designations criteria for 2014 and final 2014 targets, preliminary 2015 targets, and preview 2016 targets.
Performance Index Framework
9
For 2013 and beyond, an accountability framework of four Performance Indexes includes a broad set of measures that provide a comprehensive evaluation of the campus or district.
Student Achievement
Index I
Student ProgressIndex 2
Closing Performance
GapsIndex 3
Postsecondary Readiness
Index 4
Accountability System
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 1: Student Achievement
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Index 1: Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students.
Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.
Student Group: All Students.
Performance Standards: Phase-in 1 Level II (Satisfactory).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Index 1: Student Achievement
Example: 2013 Index 1
Reading Mathematics Writing Science SocialStudies Total
% Met Phase-in 1
Level IIIndex Points
Students Met or Exceeded Phase-in 1 Level II
50 + 38 + 19 + 10 + 19 = 136
45% 45Students Tested 100 + 100 + 42 + 40 + 23 = 305
Index 1 Score 45
Index 1: Construction
Since Index 1 has only one indicator, the Total Index Points and Index Score are the same: Index Score = Total Index Points. Total Index Points is the percentage of assessments that meet the Phase-in 1 Level II Standard.
Each percent of students meeting the Phase-in 1 Level II performance standard contributes one point to the index. Index scores range from 0 to 100 for all campuses and districts.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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2013
Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups: All Students.
Performance Standards: Phase-in 1 Level II (Satisfactory).
STAAR End-of-Course (EOC) Assessments (15 total):
English l – Reading; English ll – Reading; English lll – Reading
English l – Writing; English ll – Writing; English lll – Writing
Algebra l; Geometry; Algebra ll
Biology; Chemistry; Physics
World Geography; World History; US History
English Language Learners (English and Spanish tests):
Students in US schools Year 1 - Year 3 excluded Students in US schools Year 4 and beyond included
Index 1: Student Achievement
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 1: 2013 vs. 2014 Comparison
Proposed 2014
Combined over All Subjects: Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups: All Students.
Performance Standards: Phase-in 1 Level II (Satisfactory).
English Language Learners (English and Spanish tests):
Students in US schools Year 1 excluded
STAAR EOC Assessments (5 total):
English l (combined tests); English ll (combined tests) beginning in spring 2014
Algebra l
Biology
US History
Students in US schools Year 2 and beyond included
Shaded areas are new for 2014
ELL Progress Measure included for those tested in English
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Index 2: Student Progress
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 2: Student Progress focuses on actual student growth independent of overall achievement levels for each race/ethnicity student group, students with disabilities, and English language learners.
By Subject Area: Reading, Mathematics, and Writing (for available grades).
Points based on weighted performance: One point given for each percentage of tests at the Met progress level. Two points given for each percentage of tests at the Exceeded progress level.
Additional progress measures in 2014: STAAR-M, STAAR-Alt, and ELL. Additional progress measures in 2014: STAAR-M, STAAR-Alt, and English Language Learners (ELL).
Shaded areas are new for 2014
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Index 2: Student Progress
Progress Measures by Subject Area and School Type
2013
Elementary School Middle SchoolHigh School
READINGGr. 4 Reading Gr. 6 Reading English l ReadingGr. 5 Reading Gr. 7 Reading English ll Reading
- Gr. 8 Reading -
- English l Reading-
MATHEMATICSGr. 4 Mathematics Gr. 6 Mathematics Algebra lGr. 5 Mathematics Gr. 7 Mathematics -
- Gr. 8 Mathematics-- Algebra l -
WRITING
- -English ll Writing
Proposed 2014
Elementary School Middle SchoolHigh SchoolREADINGGr. 4 Reading Gr. 6 Reading -
Gr. 5 Reading Gr. 7 Reading -
- Gr. 8 Reading-- -
-MATHEMATICS
Gr. 4 Mathematics Gr. 6 Mathematics Algebra l
Gr. 5 Mathematics Gr. 7 Mathematics-- Gr. 8 Mathematics
-- Algebra l
-WRITING
- --
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
STAAR Weighted Progress Rate
AllStudents
African Amer.
Amer. Indian Asian Hispanic Pacific
Islander WhiteTwo or MoreRaces
ELL Special Ed.
Total Points
Max.Points
Example Calculation for Reading Progress Number of Tests
100 50 40 30
Performance Results: Met or Exceeded Progress Number Percent
8080%
4080%
40100%
2067%
Exceeded Progress Number Percent
2020%
2040%
3075%
517%
Reading Weighted Progress Rate 100 120 175 84 479 800
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Index 2: 2013 Construction – Table 1
Index 2: Student Progress
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
STAAR Weighted Progress Rate
All Students
African Amer.
Amer. Indian Asian Hispanic Pacific
Islander WhiteTwo or More Races
ELL Special Ed.
Total Points
Max.Points
ReadingWeighted Progress 100 120 175 84 479 800
MathematicsWeighted Progress 85 98 150 160 493 800
WritingWeighted Progress 140 170 310 400
Total 1282 2000
Index 2 Score (total points divided by maximum points) 64
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Index 2: 2013 Construction – Table 2
Index 2: Student Progress
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Index 3: Closing Performance Gaps
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
2013
Points based on STAAR performance:
Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.
By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups:
Economically Disadvantaged Lowest Performing Race/Ethnicity:
The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2012 assessment results.
Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups.
Proposed 2014
Points based on STAAR performance:
Phase-in 1 Level II satisfactory performance: One point for each percent of tests at the Phase-in 1 Level II satisfactory performance standard.
Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.
By Subject Area: Reading, Mathematics, Writing, Science, and Social Studies.
Student Groups:
Economically Disadvantaged Lowest Performing Race/Ethnicity:
The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2013 assessment results.
Level III advanced performance:Two points for each percent of tests at the Level III advanced performance standard.
Shaded areas are new for 2014
Select the two lowest performing student groups if both the prior year reading and mathematics subject area test results each have at least 25 tests.
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 3: How to Determine Race/Ethnicity Groups for 2014 Index 3 Calculations
2013 Index 1: Student Achievement Data Table
All
Students African
American Hispanic White 2013 STAAR Performance All Subjects Percent of Tests % at Phase-in 1 Level II or above 44% 52% 49% 77% % at Final Level II or above 10% 8% 10% 19% % at Level III Advanced 2% 3% 2% 0% Number of Tests # at Phase-in 1 Level II or above 1,342 188 1,265 20 # at Final Level II or above 289 30 250 5 # at Level III Advanced 54 10 50 0 Total Tests 3,035 359 2,597 26
Reading Percent of Tests % at Phase-in 1 Level II or above 56% 57% 56% 55% % at Final Level II or above 13% 0% 12% 9% % at Level III Advanced 2% 5% 2% 0% Number of Tests # at Phase-in or above 551 47 490 6 # at Final Level II or above 124 0 107 1 # at Level III Advanced 21 4 17 0 Total Tests 984 82 878 11
Mathematics Percent of Tests % at Phase-in 1 Level II or above 54% 44% 55% 90% % at Final Level II or above 11% 0% 10% 40% % at Level III Advanced 3% 0% 3% 0% Number of Tests # at Phase-in 1 Level II or above 534 36 483 9 # at Final Level II or above 105 0 92 4 # at Level III Advanced 26 0 26 0 Total Tests 988 82 882 10
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Index 3: Closing Performance Gaps
Index 3: 2013 Construction – Table 1
STAAR Weighted Performance Rate
Economically Disadvantaged
Lowest Performing Race/Ethnic Group - 1
Lowest Performing Race/Ethnic Group - 2
Total Points
MaximumPoints
Example Calculation for Reading Weighted Performance Number of Tests
80 40 25
Performance Results: Phase-in 1 Level II Satisfactory and above Number Percent
80100%
2050%
25100%
Level III Advanced Number Percent
4050%
00%
25100%
Reading Weighted Performance Rate 150 50 200 400 600
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
STAAR Weighted Performance Rate
Economically Disadvantaged
Lowest Performing Race/Ethnic Group - 1
Lowest Performing Race/Ethnic Group - 2
Total Points
MaximumPoints
Reading Weighted Performance 150 50 200 400 600
Mathematics Weighted Performance 125 100 90 315 600
Writing Weighted Performance 80 90 125 295 600
Science Weighted Performance 120 40 90 250 600
Social Studies Weighted Performance 50 40 80 170 600
Total 1430 3000
Index 3 Score (total points divided by maximum points) 48
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Index 3: 2013 Construction – Table 2
Index 3: Closing Performance Gaps
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Index 4: Postsecondary Readiness
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 4: Postsecondary Readiness emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, or the military; and the role of elementary and middle schools in preparing students for high school.
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Index 4: Postsecondary Readiness
2013 Graduation Score: Combined performance across the
graduation and dropout rates for:
Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or
Grade 9-12 Five-Year Graduation Rate for All Students and all student groups, whichever contributes the higher number of points to the index.
RHSP/DAP Annual Graduates: All Students and race/ethnicity student groups.
2014 Graduation Score: Combined performance across the
graduation and dropout rates for:
Grade 9-12 Four-Year Graduation Rate for All Students and all student groups; or
Grade 9-12 Five-Year Graduation Rate for All Students and all student groups, whichever contributes the higher number of points to the index.
RHSP/DAP Graduates Based on Longitudinal Cohort: All Students and race/ethnicity student groups.
STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.
Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)
Texas Success Initiative college readiness benchmarks.
Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.
Index 4: 2013 vs. 2014 Comparison
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Shaded areas are new for 2014
STAAR Score: STAAR Percent Met Final Level ll on one or more tests for All Students and race/ethnicity student groups.
Additional Indicators Required by House Bill 5 (83rd Texas Legislature, 2013)
Texas Success Initiative college readiness benchmarks.
Number of students who earn postsecondary credit required for a foundation high school program, an associate’s degree, or an industry certification.
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IndicatorAll
Students
African
Amer.
Amer. Indian
Asian
Hispanic
Pacific
Islander
White
Two or
MoreRaces
ELLSpecial Ed.
Total Point
s
Max.Poin
ts
STAAR ScoreSTAAR % MetFinal Level ll onOne or More Tests
29% 16% 40% 23% 38% 36% 182 600
STAAR Score (STAAR total points divided by maximum points) 30
Graduation Score (Gr. 9-12)4-yr. graduation rate
84.3% 78.8% 78.8% 91.6% 86.0% 44.2% 69.8% 533.5 700
5-yr. graduation rate
85.1% 78.8% 80.0% 92.1% 84.0% 48.9% 77.5% 546.4 700
Highest Graduation Total 546.4 700Graduation Score (best of total graduation points divided by maximum points) 78.0
RHSP/DAP Score4-yr. graduationPercent RHSP/DAP
82.7% 76.4% 83.6% 83.0% 325.7 400
RHSP/DAP Score (best of total RHSP/DAP points divided by maximum points) 81.4
Postsecondary/College-Ready Graduates ScoreCollege-Ready Graduates either subject (ELA or Math)
82.0% 72.0% 78.0% 89.0% 321.0 400
College-Ready Score (total points divided by maximum points) 80.2
Overall Index ScoreSTAAR Score 30.0
Multiply
byWeight
Graduation Score
78.0
RHSP/DAP Score
81.4
College-Ready Score
80.2
Index Score (sum of weighted index scores)
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Index 4: Postsecondary Readiness
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4-, 5-, and 6-year Graduation and General Education Development (GED) Score;
If no Graduation and GED Rates, use Grade 9-12 Annual Dropout Rate: Points given for annual dropout rates lower than 20.0
2013 AEA Registration Criterion
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
4-, 5-, and 6-year Graduation, Continuing Students, and GED Score;If no Graduation, Continuing, and GED Rates, use Grade 9-12 Annual Dropout Rate: Points given for rates lower than 20.0
STAAR Score: STAAR Percent Met Final Level ll on one or more tests
2013 Proposed 2014
Continuing Students,
Shaded areas are new for 2014
Index 4: AEA Campuses and Charters
Contrib. to Points
75%
25%
Expand AEA Registration to include Dropout Recovery centersExpand AEA Registration to include dropout recovery schools
STAAR Score: STAAR Percent Met Final Level ll on one or more tests
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Bonus Points:
RHSP/DAP Rate: All Students. Continuing Students Success Rate:
All Students. Excluded Students Count: All
Students.
Bonus Points:
RHSP/DAP Rate: All Students.
Excluded Students Count: All Students.
Postsecondary/College-Ready Graduates Indicator
2013 Proposed 2014
Index 4: Postsecondary Readiness
Index 4: AEA Campuses and Charters Bonus Points
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Shaded areas are new for 2014
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2014 Accountability Rating Labels
Accountability Rating(Campuses and Districts)
Met Standard
Met Alternative Standard(assigned to charter operators and alternative education campuses
(AECs) evaluated under alternative education accountability (AEA) provisions)
Improvement Required
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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2013 and 2014 Index Targets for Non-AEA Campuses and Districts
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
To receive a Met Standard rating, non-AEA campuses and districts had to meet the following accountability targets on all indexes for which they had performance data in 2013.2014 Index targets will be based on recommendations from accountability advisory groups and will be finalized by the commissioner in spring 2014.
Performance Index Non-AEA Campuses2013 2014
Non-AEA Districts2013 2014
Index 1: Student Achievement 50 TBD 50 TBD
Index 2: Student Progress
High Schools: 17
TBD 21 TBDMiddle Schools: 29
Elementary Schools: 30
Index 3: Closing Performance Gaps 55 TBD 55 TBD
Index 4: Postsecondary Readiness 75 TBD 75 TBD
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Performance Index AEA Campuses2013 2014
AEA Charter Districts2013 2014
Index 1: Student Achievement 25 TBD 25 TBD
Index 2: Student Progress 9 TBD 9 TBD
Index 3: Closing Performance Gaps 30 TBD 30 TBD
Index 4: Postsecondary Readiness 45 TBD 45 TBD
To receive a Met Alternative Standard rating, AEA campuses and charters had to meet the following accountability targets on all indexes for which they had performance data in 2013. 2014 Index targets will be based on recommendations from accountability advisory groups and will be finalized by the commissioner in spring 2014.
2013 and 2014 Index Targets for AEA Campuses and Charters
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Distinction Designations
2013 Distinction Designations
Student Progress (based on Index 2)
Academic Achievement in: Reading/English Language Arts Mathematics
2014 Distinction Designations
Student Progress (based on Index 2)
Closing Performance Gaps (based on Index 3)
Academic Achievement in: Reading/English Language Arts Mathematics Science Social Studies
Postsecondary Readiness for campuses and districts
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs)evaluated under AEA provisions are not eligible for distinction designations.
Shaded areas are new for 2014
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Distinction Designations
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Districts and Campuses Postsecondary Readiness: House Bill 5 (83rd Texas Legislature, 2013) expanded distinction designations to both districts and campuses for outstanding performance in attainment of postsecondary readiness.
Criteria must include indicators based on percentages of students who:
Achieve college-readiness standards on STAAR; Earn nationally or internationally recognized business/industry
certification; Complete a coherent sequence of CTE courses; Complete dual credit courses or a postsecondary course for local credit; Achieve college readiness standards on SAT, ACT, PSAT, or ACT-PLAN
examinations; and Earn college credit based on AP/IB performance.
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Pending Topics for 2014 Accountability
Issue
It is not possible to define targets for 2014 based on Index 2 scores because the 2014 scores will include additional progress measures for students tested on the STAAR M and STAAR Alt assessments and for English language learners.
Current ATAC Proposal
Set Index 2 targets at or about the 5th percentile by campus type, as determined by the 2013-14 student progress measure. This recommendation is consistent with the method used in 2013.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Index 2 at the high school level will be based on two assessments: • Reading – STAAR Alternate in English and English ll• Mathematics – Algebra l
The limited number is due to a reduction in the number of EOC tests and the creation of a combined English l and English ll test for spring 2014.
Current ATAC Proposal
Suspend inclusion of Index 2 from state accountability results for high schools/secondary campuses in 2013-14.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Inclusion of Algebra l EOC results for middle school students in 2014 accountability results.
Current Status
TEA is waiting for a final decision from the USDE on the double-testing waiver described in the November 6, 2013 correspondence to the department.
TEA will inform all districts about testing policies and use of these results in 2014 accountability as soon as possible following receipt of USDE’s decision.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
STAAR English I and II reading and writing assessments were administered as separate assessments in July 2013 and Fall 2013 and will be administered as a single English I and II assessment beginning in spring 2014.
Current ATAC Proposal
Exclude the results from the separate English I and English II reading and writing assessments administered in summer 2013 and fall 2013.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Commissioner rules adopted in December 2013 allow for substitute assessments that a student may use in place of a corresponding end-of-course (EOC) in order to meet the student's assessment graduation requirements.
Current Status
Students with test answer documents indicating the student has taken and met the criterion score on the substitute assessment for an EOC test will be counted as participants, but will not be included in the performance results evaluated for accountability.
Student performance results are not collected on the test answer documents. Additionally, only one performance level has been identified on each substitute assessment.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Appropriate inclusion of the English language learners (ELLs) Progress Measure results for ELLs in their second and third years in U.S. schools.
Current ATAC Proposal
The ELL workgroup of the ATAC is preparing final recommendations for the inclusion of ELL students in accountability performance indexes, including the use of the ELL Progress Measure.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Assignment of weights to four components of Index 4: Postsecondary Readiness: STAAR performance at the final Level II standard, longitudinal graduation rates, longitudinal RHSP/DAP rates, and College-Ready Graduates indicator.
Current ATAC Proposal
APAC members will review the following recommended component weights from the ATAC: • STAAR performance (35%);• Longitudinal graduation rates (35%);• Longitudinal RHSP/DAP rates (15%); and• College-Ready Graduates indicator (15%).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Pending Topics for 2014 Accountability
Issue
Development of Postsecondary Readiness distinction designations for districts.
Current ATAC Proposal
Apply a district-level methodology based on the campus postsecondary distinction evaluation.
Set a target on the percent of district-wide postsecondary distinction indicators across all eligible campus-level indicators that attain the top 25% (top quartile) of their campus comparison group.
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Community and Student Engagement
Beginning with the 2013-14 school year, districts will be required to evaluate community and student engagement for the district and each of their campuses and assign a rating. The ratings are required to be reported to TEA by August 8, 2014.
Districts will be required to assign a performance rating of exemplary, recognized, acceptable, or unacceptable based on locally determined criteria. These performance ratings must be based on criteria developed by a local committee. The agency is not permitted to determine the criteria that can be used for these evaluations.
For the 2013-14 school year, TEA will collect the locally-determined ratings in the summer 2014 PEIMS Submission 3 for the district and each campus in the district. TEA will report these ratings publicly by October 1, 2014.
Legislative Changes - 83rd Texas Legislature
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Dropout Recovery
Beginning with the 2013-14 school year, school districts will be required to evaluate dropout recovery schools, which are defined as: serves students in grades 9-12; has enrollment of which at least
50 percent of the students are 17 years of age or older as of September 1 of the school year; and
meets the eligibility requirements for and is registered under alternative education accountability procedures adopted by the commissioner.
Accountability Ratings
Beginning with the 2016-17 school year, TEA is required to assign ratings of A, B, C, D, or F to districts, and ratings of exemplary, recognized, acceptable, or unacceptable to campuses.
System Safeguards
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Safeguard Measures and Targets:
Reporting system disaggregates performance by student group, performance level, and subject area.
Performance rates are calculated from the assessment results used to calculate Index 1: Student Achievement.
2013 targets for the disaggregated system-safeguard results: STAAR performance target corresponds to Index 1 (50%); STAAR participation target required by federal accountability (95%); Federal graduation rate targets and improvement calculations for 4-year
rate (78%) and 5-year rate (83%); and Federal limit on use of alternate assessments (1% and 2%).
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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2013 Accountability System Safeguard Measures and Targets
System Safeguards
* Targets for 2013 correspond to the performance target for Index 1: Student Achievement.
Indicator All Students
African Amer.
Amer. Indian Asian Hispanic Pacific
Islander WhiteTwo or More Races
Eco.Disadv. ELL Special
Ed.
Performance Rates*Reading 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Mathematics 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Writing 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Science 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%Social Studies 50% 50% 50% 50% 50% 50% 50% 50% 50% 50% 50%
Participation RatesReading 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%Mathematics 95% 95% 95% 95% 95% 95% 95% 95% 95% 95% 95%
Federal Graduation Rates (including improvement targets)4-year 78% 78% 78% 78% 78% 78% 78% 78% 78% 78% 78%5-year 83% 83% 83% 83% 83% 83% 83% 83% 83% 83% 83%
District Limits on Use of Alternative Assessment Results
ReadingModified 2% Not ApplicableAlternate 1% Not Applicable
MathematicsModified 2% Not ApplicableAlternate 1% Not Applicable
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
System Safeguards
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Results will be reported for any group that meets accountability minimum size criteria.
Failure to meet the safeguard target for any reported group must be addressed in the campus or district improvement plan.
Performance on the safeguard measures will be incorporated into the Texas Accountability Intervention System (TAIS).
See Accountability Monitoring website for further information: http://www.tea.state.tx.us/pmi/accountabilitymonitoring/
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
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Overview of Federal Accountability
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
On September 30, 2013, the U.S. Department of Education approved the Texas request to waive specific provisions of the Elementary and Secondary Education Act of 1965 (ESEA).
The Texas accountability System Safeguard information was used to meet federal accountability requirements to identify Priority and Focus Schools.
These federal accountability requirements are limited to the Reading/English language arts and Mathematics performance and participation indicators.
Other federal requirements require the Reading/English language arts and Mathematics performance and participation system safeguard information.
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Note that performance information must be reported at the 2012-13 federally approved target of 75% for the following:
• Title III Annual Measurable Achievement Objectives (AMAOs), using only the ELL performance and participation information; and,
• USDE Office of Special Education Programs (OSEP) State Performance Plan (SPP) and State Annual Performance Report (APR) that measure the students served by special education programs.
Resources:2013 Accountability Manual: Chapter 10 - Federal Accountability and Appendix K - System Safeguards and Federal Accountability Requirementshttp://ritter.tea.state.tx.us/perfreport/account/2013/manual/index.html
Overview of Federal Accountability
Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting
Resources
2014 Accountability Developmenthttp://ritter.tea.state.tx.us/perfreport/account/2014/index.html
2013 Accountability Rating Systemhttp://ritter.tea.state.tx.us/perfreport/account/2013/index.html
Performance Reporting Home Pagehttp://www.tea.state.tx.us/perfreport
Performance Reporting [email protected]
Division of Performance Reporting Telephone (512) 463-9704
Thank you!
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Texas Education Agency | Office of Assessment and Accountability | Division of Performance Reporting