Accountability Update February 6, 2014

Updates on… 2014 Accountability System Spring Accountability Development Calendar

State Accountability Overview Performance Index Framework: 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 Postsecondary Readiness Index 4 Accountability System Student Progress Index 2 Closing Performance Gaps Index 3

Index 1: Student Achievement Index 1: Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students. 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 2014 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 (5 total): English l (combined tests); English ll (combined tests) beginning in spring 2014 Algebra l Biology US History English Language Learners (English and Spanish tests): Students in US schools Year 1 excluded Students in US schools Year 2 and beyond included

Index 2: Student Progress 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. Progress Measures by Subject Area

“corresponding test” To be eligible for inclusion in Index 2 students must: Have a valid score in the current year Have taken the same version in the prior year and the current year Have taken tests in the same language (Math being the exception)

Index 3: Closing Performance Gaps Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnicity student groups. 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 The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2012 assessment results. 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 The two lowest performing race/ethnicity student groups on the campus or within the district, based on 2013 assessment results.

Index 4: Postsecondary Readiness 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. 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 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: 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.

Distinction Designations Campus Top Twenty-Five Percent: Campuses in the top quartile of their campus comparison group earn a distinction designation. Student Progress (based on Index 2) Academic Achievement in: Reading/English Language Arts Mathematics 2014 Distinction Designation Campus Top Twenty-Five Percent: Campuses in the top quartile of their campus comparison group earn a distinction designation. Student Progress (based on Index 2) Closing Performance Gaps (based on Index 3) Academic Achievement in: Reading/English Language Arts Mathematics Science Social Studies 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.

Accountability Ratings and Designations 2013 and 2014 Accountability Rating (Districts and Campuses) 2013 Distinction Designations 2014 Distinction Designations Met Standard Campuses Only Student Progress and/or Academic Achievement: Reading/ELA Academic Achievement: Mathematics Districts and Campuses Postsecondary Readiness Closing Performance Gaps Academic Achievement: Mathematics Academic Achievement: Science Academic Achievement: Social Studies Met Alternative Standard (assigned to charter operators and alternative education campuses (AECs) evaluated under alternative education provisions) N/A Improvement Required

Legislative Changes - 83rd Texas Legislature, 2013 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. 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.

2014 Timeline Early March Late March Early Feb Mid March Mid Feb Final recommendations for 2014 and beyond are sent to the Commissioner Late March Commissioner announces accountability ratings and distinction designation criteria for 2014 Early Feb ATAC provides 2014 ratings criteria and targets to APAC Mid March Final recommendations for 2014 science and social studies distinction designations Mid Feb Preliminary recommendations for 2014 science and social studies distinction designations Read from slide 2014 Timeline

Resources 2013 Accountability Rating System http://ritter.tea.state.tx.us/perfreport/account/2013/index.html 2014 Accountability Development http://ritter.tea.state.tx.us/perfreport/account/2014/index.html Performance Reporting Home Page http://www.tea.state.tx.us/perfreport Region 13 System Support http://www4.esc13.net/data_assessment/

Have Questions? Jennifer Womack Trent Sharp System Support Region XIII 512.919.5308 Jennifer.Womack@esc13.txed.net Trent Sharp System Support Turnaround Region XIII 512.919.5279 Trent.Sharp@esc13.txed.net Jonathan Delgado System Support Accountability Region XIII 512.919.5131 Jonathan.Delgado@esc13.txed.net