Changes Ahead: 2010-2011 Accountability Lamar CISD Administrative Retreat

Where are we now? Student Achievement Indicators Overview

Accountability Systems State Commonly known as AEIS Revised by HB 3 Changes to create a system closer to that of the Federal System Federal AYP No Child Left Behind, 2001 Title Campuses Fewer Changes More Accountability Groups

Current State Standards TAKS and TAKS A fully integrated at all grades for all subjects. Increase in standards: Academically Acceptable Math from 55% to 60% Science from 50% to 55% Recognized All subjects raised from 75% to 80% Meet standard or meet standard via TPM ‘Gate-Up’ using Required Improvement or Exceptions

Current State Standards Completion Rate I (9-12 Grades) 75% Academically Acceptable 85% Recognized 95% Exemplary Drop-Out Rate (7-8 Grades) Decreased from 2.0% to 1.8% (7-8 grade dropouts are required, minimum of 5) Implementation of the Texas Vertical Scale How it differs from 2100/2400 What does it show? Effect on Comparable Improvement

Accountability Predictions Factors to Consider Impact of the Texas Projection Measure Change in Standards

Current Accountability Predictions Recognized Campuses Foster Terry Briscoe George Lamar JH Navarro Jackson Pink Seguin Smith 10 Total Campuses

Current Accountability Predictions Exemplary Campuses Wertheimer Wessendorff Austin Bowie Campbell Dickinson Frost Hubenak Huggins Hutchinson Long McNeill Meyer Ray Thomas Travis Velasquez Williams 18 Total Campuses

Federal Accountability System Grades 3-8 and 10 Reading/ELA and Math Participation – 95%; Graduation 70%; Attendance 90% 2010 Standards 73% Reading/ELA 67% Math Performance or TPM Safe Harbor 2011 Standards 80% Reading/ELA 75% Math

AYP Cap District-wide measure of the Number of Students who participated and passed an alternative assessment. 1% for TAKS-Alt 2% for TAKS-M

Preparing for 2011 – Changes to State Accountability

House Bill 3 Mandated transitions in the state assessment and accountability system 2010-2011 will be the final year for the current accountability system Some of the changes made during this year will help in the transition into the new system.

TAKS Indicators Beginning in 2010-2011, TAKS-Modified and TAKS-Alt will be added to the indicators used. End of a long phase in process More closely reflective of AYP Will not evaluate LEP or SPED as separate subpopulations for state accountability

Ratings – Performance Standards Acceptable Reading / ELA, Writing/ Social Studies: Remain at 70% Math Increases to 65% (+5%) Science Increases to 60% (+5%) Recognized 80% for each subject (no change) Exemplary 90% for each subject (no change)

New Requirements for Ratings Commended Performance Level All students and economically disadvantaged 15% Recognized 25% Exemplary Reading/ELA and Math Can meet by commended + TPM commended This is being used to project STAAR performance English Language Learner Progress All students Rates student progress based on two years TELPAS data and current year reading TAKS. 60% or higher rating for Recognized or Exemplary District or campus can also meet Required Improvement or Exception criteria

Completion and Drop-Out Rates Completion Rate I will remain the same: 75% or Required Improvement for Academically Acceptable 85% or Required Improvement for Recognized 95% for Exemplary 7-8 Drop-Out Rate For all ratings categories it will drop from 1.8% to 1.6% Underreported Students A district that underreports more than 150 students, or more than 3% of its prior year students, cannot be Recognized or Exemplary.

Gold Performance Acknowledgements Commended Performance All student groups must have commended at 30% or higher College Ready Graduates Indicator standard will increase from 35% to 40% The Future of GPAs

Reporting For 2010-2011, only the new PEIMS race/ethnic definitions will be collected and reported. Ethnicity: Hispanic Race: Native American Asian Af-American Pacific Islander White In 2011, reports will follow the new data standards. Guidelines and details will follow.

Commissioner’s Memo – July 8, 2010

Preview of STAAR Twelve end-of-course tests will replace the TAKS high school end- of-grade tests. In reading and mathematics, grades 3 through 8, the tests will be linked from grade to grade to the performance expectations for the Algebra II and English III end-of course assessments. In grades 5 and 8 science, there is increased focus on promoting readiness for high school science through an emphasis on content and skills in grades 3-5 and grades 6-8 that link to the high school science content standards for biology, chemistry, and physics. In grades 4 and 7 writing, students will be required to respond to two writing tasks (including first person essay and expository) rather than just one task.

Preview of STAAR In most cases, the tests will contain more items to better measure student skills at all performance levels. Performance standards will be set using empirical data gathered from studies that link performance year-to-year from grades 3 through 8 to high school and college and career readiness. Empirical studies will inform standard setting through the comparison of student performance on the STAAR assessments with nationally administered assessments. Performance standards will be reviewed at least once every three years and, if necessary, adjusted to ensure the assessments maintain a high level of rigor.

Current Year’s Release of Ratings – July 30 “ When the Texas Education Agency (TEA) releases the 2010 accountability information on July 30, 2010, there will be several enhancements to clearly show where TPM was used to elevate a district’s or a campus’s rating. The campus and district listings that show the accountability rating labels will be annotated to indicate the campuses and districts that earned ratings without the use of any additional features (Required Improvement, TPM, or the Exceptions Provision). Also, each campus and district accountability data table will continue to show measure by measure which campuses and districts earned ratings by meeting the absolute standards and specifically where additional features were used to elevate a rating.”  

The Future use of TPM for Ratings Proposals the commissioner are considering include: Suspension of the use of TPM for accountability ratings. Continued use of TPM in state accountability, but only for districts that elect to use it. Modifications to the calculation of TPM and/or its use to include additional safeguards, such as: applying performance floors, counting each student who fails but is projected to pass as a fraction of a passer, prohibiting TPM to be used for the same measure in a subsequent year, limiting the number of measures for which TPM can be used in a given year, and limiting which rating categories can use it.