Accountability Updates

Sound Check: Can you hear me now?

Sound Check Complete! If you can’t hear, check the sound on your speakers or call the number in your and listen through your phone.

Leadward Accountability Conference

Data Validation Monitoring: Student Assessment Missed Indicators have been posted in ISAM Staging in February

Data Information: Texas Assessment Management System Analytics Portal Summary Reports

2016 Testing Season: Reporting Update Commissioner’s new phase-in standards not on summary reports Final Recommended not on summary reports Phase-ins and Final Recommended not on summary reports They are in the data files But can your teachers see those? Do they know what they mean?

2016 Accountability Development Materials Accountability/Performance_Reporting/2016_Accountability_Development_Ma terials/ Development Calendar file:///C:/Users/gilsonk/Downloads/001e_2016%20Accountability%20Develop ment%20Calendar_September%202015_Final.pdf

Assessment Conference Please come if possible!

ESSA and Accountability Disclaimer: TEA is Waiting on Guidance Before Answering Any Questions

Timeline No changes to accountability will be a transition year will be full implementation

Testing Requirements Maintains current testing requirements 8th Graders in Algebra 1 do not double test No Modified Tests 1% cap on STAAR Alt 2 Not mandated for an LEA, but going over means you have to report to the state

Standards States must adopt challenging academic content and achievement standards in Math, ELAR, and Science with not less than 3 levels of achievement Standards must be aligned to entrance requirements for the State’s public higher education and CTE standards May measure individual growth Goals are set by the State

Accountability AYP is eliminated New system must be developed with local stakeholders Replaced with an Index of Accountability with long-term goals that measure certain indicators, including: Academic achievement on State assessments Graduation Rates Progress in Achieving English Language Proficiency for ELLs A measure of school quality and student success 95% participation

Interventions School improvement grants will be replaced by a capacity building approach at the local level. School improvement, restructuring, etc will be replaced by two categories: Comprehensive or Targeted Support and Improvement Beginning in and once every 3 years Criteria: Bottom 5% of schools High schools graduating less than ⅔ of their students Schools in which a subgroup is consistently underperforming in the same manner as the lowest 5% of schools States set exit criteria

“Evidence Based Strategies” Defined in the law: as being strong evidence with at least one well-designed experimental study, moderate evidence from one well-designed quasi experimental study, or promising evidence from at least one well-designed correlational study, you can also include ongoing evaluation and proven strategies

What About Current Focus/Priority Schools? States have 2 options, and must notify the Feds by Jan 29: Option A: Do not exit schools and maintain current identification. A State may “freeze” its current lists of priority and focus schools as of December 10, These schools would continue to implement their approved interventions through the 2015–2016 and 2016–2017 school years. The State would not be able to exit schools from the current lists until after the 2016–2017 school year.

Former Focus/Priority Schools cont’d Option B: Exit schools and identify new priority and focus schools. A State may exit priority and focus schools that meet the State’s approved exit criteria and identify new priority (at least 5 percent of Title I schools) and focus (at least 10 percent of Title I schools) schools based on more recent data. Newly identified schools, as well as those that remain on these lists because they did not meet the State’s exit criteria, would implement their approved interventions through the 2016–2017 school year. A State selecting this option must provide updated lists of priority and focus schools to ED by Monday, March 1, 2016.

What the Feds Cannot Do Prescribe goals for student achievement, either short-term or long-term Tell states how turn around low-performing schools or intervene in them Coerce or provide incentives to use a particular set of standards Specify any parameter of teacher/school leaders Use money to design or force the use of a national test Tell states how they must factor in participation it must be included and be at least 95%, but how is up to the state