Overview of 2016 Accountability

Overview of 2016 Accountability
Region 9 ESC August 2016 Presented by Micki Wesley Texas Education Agency | Assessment and Accountability | Performance Reporting

Performance Index Framework
2 Student Achievement Index I Postsecondary Readiness Index 4 Student Progress Index 2 Accountability System Closing Performance Gaps Index 3 Texas Education Agency | Assessment and Accountability | Performance Reporting

This may be updated to include more effected records.
Spring 2016 Testing Issues ETS created three flags to identify students affected by online issues during the March 2016 STAAR administration. These flags are on the student-level data files that are provided to districts by ETS. In the assessment reporting file, these flags are located in the Online Test Disruption Flag field. In the accountability file, these flags are located in the Test Administration Indicator field. Both fields will carry a 1, 2, or 3 depending on the type of online issue experienced by the student. Flag 1=Inactivity: The “inactivity” flag indicates students who experienced a disruption due to the server timing out during the test. Flag 2=Test Version: The “test version” flag indicates students who were shown the incorrect version of the online test when they logged in with their test ticket. Flag 3=Both: The “both” flag indicates students who experienced both the “inactivity” and “incorrect test version” issues during testing on March 29, 2016. This may be updated to include more effected records. Texas Education Agency | Assessment and Accountability | Performance Reporting

Spring 2016 Testing Issues –TAA Correspondence
See TEA correspondence sent to districts on April 29, 2016, regarding use of test results affected by March 2016 STAAR online test administration. See TEA correspondence to district on July 8, 2016, regarding the opportunity to correct student data and updated Accountability Timeline Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 Accountability Calendar
Date Activity Friday, May 13 Chapters 2-9 of the 2016 Accountability Manual released (TEA public web) May 27–June 27 Public comment period for the 2016 Accountability Manual Thursday, June 9 List of 2016 campus comparison groups released (TEASE) Monday, June 13 Texas Commission on Next Generation Assessments and Accountability meeting Thursday, June 16 Confidential Lists of College and Career Ready Graduates for 2016 State Accountability released (TEASE) Thursday, June 2 Chapters 1 and 10 and Appendices A-J of the 2016 Accountability Manual released (TEA public web) Late June Mid July (16) Appendix K of the 2016 Accountability Manual released (TEA public web) July 2015 Snapshot report released (TEA public web) Wednesday, July 27 Texas Education Agency | Assessment and Accountability | Performance Reporting

Timelines may be adjusted due to ETS reporting issues.
2016 Accountability Calendar Date Activity End of July August 12 Final Index 2 and Index 3 targets based on the fifth percentile of performance by campus type released via Appendix L (TEA public web) Friday, August 5 2016 Preliminary Performance Index Tables without rating labels released (TEASE) Campuses identified under PEG criteria for 2017–18 school year released to districts (TEASE) Thursday, August 11 26 2016 Preliminary Accountability Tables with rating labels, distinction designations, and system safeguards released (TEASE) Friday, August 12 September 16 2016 Preliminary Accountability Tables with rating labels, distinction designations, and system safeguards released (TEA public web) Campuses identified under PEG criteria for 2017–18 school year released (TEA public web) August 12–September 16 2016 Appeals application available to districts (TEASE) Timelines may be adjusted due to ETS reporting issues. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 Accountability Calendar
Date Activity Friday, September 16 2016 Appeals Deadline Friday, September 30 2016 Consolidated School Rating Report (state-assigned academic and financial ratings and locally-assigned community and student engagement ratings) (TEA public web) November TEA notifies districts of accountability appeal decisions (mail and TEASE) 2016 final ratings release after resolution of appeals (TEASE and TEA public web) Preliminary longitudinal graduation cohort lists updated (TEASE) 2015–16 Preliminary longitudinal graduation cohort lists updated December 2016 Texas School Accountability Dashboards (TEA public web) December-January 2015–16 School Report Card and Federal Report Card (TEA public web) Texas Education Agency | Assessment and Accountability | Performance Reporting

Data Tables Expected by August 26th
Texas Education Agency | Assessment and Accountability | Performance Reporting

Data Tables, Example Texas Education Agency | Assessment and Accountability | Performance Reporting

Key Topics for 2016 Accountability
3 Issue Changes affecting all four performance indices Final Decision The phase-in passing standards have been replaced with a standard progression approach, which began in 2015–16 and continue until 2021– 22, the year final Level II standards are scheduled to be in place. The 2016 accountability system will include the performance results for grades 3–8 mathematics, including progress measure results for grades 4–8 where applicable. The student performance standard for grades 3–8 mathematics will be the 2015–16 standard. Texas Education Agency | Assessment and Accountability | Performance Reporting

4 Issue The inclusion of the STAAR Accommodated and STAAR Alternate 2 results Final Decision STAAR A results will be included in all indices. STAAR Alt 2 results will be included in Index 1, Index 2, and Index 3. The inclusion of STAAR A and STAAR Alt 2 results encourages districts to administer the appropriate assessments to students with disabilities regardless of the impact on state accountability ratings. Texas Education Agency | Assessment and Accountability | Performance Reporting

5 Issue Inclusion of ELLs in Index 1 Final Decision Years in U.S. Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving Bilingual Education or ESL Instructional Services ELL Parental Denials or ELL progress measure plan exceeders First year of enrollment in U.S. schools Not Included STAAR Level II Standard Second through fourth year of enrollment in U.S. schools Spanish STAAR 2016 Level II Standard English ELL Progress Measure ELL Progress Measure STAAR Level II Standard Fifth year or more of enrollment in U.S. schools Texas Education Agency | Assessment and Accountability | Performance Reporting

Issue Inclusion of ELLs in Index 2 Final Decision Years in U.S. Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving Bilingual Education or ESL Instructional Services ELL Parental Denials or ELL progress measure plan exceeders First year of enrollment in U.S. schools Not Included Student Progress Measure Second through fourth year of enrollment in U.S. schools Student Progress Measure Fifth year or more of enrollment in U.S. schools Student Progress Measure Texas Education Agency | Assessment and Accountability | Performance Reporting

7 Issue Inclusion of ELLs in Index 3 Final Decision Years in U.S. Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving Bilingual Education or ESL Instructional Services ELL Parental Denials or ELL progress measure plan exceeders First year of enrollment in U.S. schools Not Included STAAR Level II Standard and Level III Second through fourth year of enrollment in U.S. schools Spanish STAAR 2016 Level II standard and Level III English ELL Progress Measure and STAAR 2016 Level II Standard Standard and Level III STAAR Level II Standard and Level III Fifth year or more of enrollment in U.S. schools Standard and Level III STAAR Level II Standard and Level III Texas Education Agency | Assessment and Accountability | Performance Reporting

ELL Progress Measure Texas Education Agency | Assessment and Accountability | Performance Reporting

8 Issue Inclusion of ELLs in Index 4 Final Decision Years in U.S. Schools STAAR and STAAR A Testers STAAR-L Testers STAAR Alternate 2 Testers ELLs receiving Bilingual Education or ESL Instructional Services ELL Parental Denials or ELL progress measure plan exceeders First year of enrollment in U.S. schools Not Included Second through fourth year of enrollment in U.S. schools Spanish STAAR Final Level II (Spanish test versions on any subject) English (Not tested on any Spanish versions) Not Included STAAR Final Level II Fifth year or more of enrollment in U.S. schools Texas Education Agency | Assessment and Accountability | Performance Reporting

9 Issue Ratings criteria Final Decision For 2016 accountability, districts and campuses must meet three out of four performance index targets. To receive a Met Standard or Met Alternative Standard rating, a district or campus must meet the target on each index for which it has performance data for evaluation. Index 1 or Index 2 and Index 3 and Index 4 Because the progress measure for STAAR A and STAAR Alt 2 will be included for the first time, it is difficult to anticipate how this will affect the Index 2 outcomes. In addition, this addresses the concern with the limited availability of progress measures on the EOC assessments. Texas Education Agency | Assessment and Accountability | Performance Reporting Texas Education Agency | Assessment and Accountability | Performance Reporting

10 Issue Graduation Plan Component and Foundation High School Plan Transition Final Decision For 2016 accountability, two diploma-plan rates will be calculated as shown below; the one that gives the district or campus the most points for the graduation plan component of Index 4 will be used. (RHSP + DAP) Calculation that Excludes FHSP Students: (MHSP + RHSP + DAP) (RHSP + DAP) + (FHSP-E + FHSP-DLA) Calculation that Includes FHSP Students: (MHSP + RHSP + DAP) + (FHSP + FHSP-E + FHSP-DLA) Notes: FHSP: Foundation High School Program (FHSP) without endorsement FHSP-E: FHSP with endorsement and no Distinguished Level of Achievement FHSP- DLA: FHSP with endorsement and Distinguished Level of Achievement Texas Education Agency | Assessment and Accountability | Performance Reporting Texas Education Agency | Assessment and Accountability | Performance Reporting

11 Issue TSI portion of postsecondary component Final Decision It will include the results of the Texas Success Initiative (TSI) assessment in the postsecondary component and give credit for every student who Meets the TSI requirement in reading on the TSI assessment, SAT, or ACT and Meets the TSI requirement in mathematics on the TSI assessment, SAT, or ACT A student must meet the TSI requirement for both reading and mathematics but does not necessarily need to meet them on the same assessment. Meeting the TSI requirement in writing on the TSI assessment or ACT will not be used for accountability in 2016 but will be reported. Texas Education Agency | Assessment and Accountability | Performance Reporting Texas Education Agency | Assessment and Accountability | Performance Reporting

12 Issue Calculation of postsecondary component of Index 4 Final Decision With the inclusion of the TSI results, the postsecondary component evaluated in 2016 accountability for the 2014–15 graduates is as shown below: graduates who graduates who were graduates meeting TSI completed and enrolled in a coherent criteria in both ELA/reading and mathematics (TSI, SAT, or ACT) earned credit for at least two advanced/dual-credit courses in the current or prior school year sequence of CTE courses as part of a four-year plan of study to take two or more CTE courses for three or more credits or or Number of annual graduates Texas Education Agency | Assessment and Accountability | Performance Reporting

Student Groups Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 Index 2 and Index 3 Targets

DMAC Index Scores **BETA**

Index 1: Student Achievement
13 Index 1: Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students. Subjects evaluated: English language arts/reading, mathematics, writing, science, and social studies, combined over all subject areas Student Group: All Students, including ELLs as indicated on slide 12 Performance Standards: Level II Satisfactory Standard Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 1: Student Achievement
14 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 Level II Satisfactory Standard. Each percentage of students meeting the Level II Satisfactory Standard contributes one point to the index. Index scores range from 0 to 100 for all campuses and districts. STAAR Performance Reading Math Writing Science Social Studies Total % Met Level II Satisfactory Standard Index Points # Level II Satisfactory Standard 551 + 534 27 143 87 = 1,342 44% 44 Total Tests 984 988 353 354 356 3,035 Index 1: Score Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 1: Student Achievement 2015 & 2016
Index 1 Target: 60 All Student Groups and all tests combined Grades 3–8 mathematics excluded STAAR A and STAAR Alt 2 for all grades and subjects excluded Grades 3–8 mathematics included STAAR A and STAAR Alt 2 for all grades and subjects included Performance standard: Phase-in 1 Level II (Satisfactory) Performance standard: Level II Satisfactory Standard STAAR EOC Assessments (5 tests): English l English II Algebra l Biology U.S. History No change Substitute assessments for STAAR EOC tests are included Texas Education Agency | Assessment and Accountability | Performance Reporting

STAAR 3-8 Reading & Math, Writing, Science, SS, All EOCs (Includes STAAR A, STAAR Alt.)
2016 Standard 60 Points Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 2: Student Progress
16 Index 2: Student Progress provides an opportunity for districts and campuses to receive credit for improving student performance independent of overall student achievement. Subjects evaluated: Progress outcomes for reading and mathematics assessments only Student Group: All Students, students served by special education, ELL students identified as LEP or students who are in their first or second years of monitoring after exiting ELL status, and seven racial/ethnic groups Performance Standards: Level II Satisfactory Standard Construction: Weighted scores are calculated based on students’ level of performance: one point for each percentage of assessment results that met or exceeded progress measure expectations, one point for each percentage of results that exceeded progress measure expectations aggregated across subjects. Texas Education Agency | Assessment and Accountability | Performance Reporting

% of tests that Met Progress and Exceeded Progress 1 pt for % Met + 2 pts for % Exceeded Calculated for Math and ELA STAAR 3-8 Reading & Math, STAAR A, STAAR Alt., 7th Writing, Alg. I EOC, Eng. II Eng. II EOC Met or Exceeded Progress Measure All Students – 0 MSR 7 Race/ Ethnicity (25 tests) SpEd and ELL – (25 tests) Above the 5th Percentile Measure Tests Included Performance Standard Micki Student Groups Target Texas Education Agency | Assessment and Accountability | Performance Reporting

Page 18 of the 2016 Accountability Manual
Campus Type Texas Education Agency | Assessment and Accountability | Performance Reporting

ELL Progress Measure based on: Number of years in U.S. schools TELPAS *composite proficiency level Whether of not student has extenuating circumstances Texas Education Agency | Assessment and Accountability | Performance Reporting

How is growth defined? Texas Education Agency | Assessment and Accountability | Performance Reporting

Lead4ward Progress Measure Chart

Index 2: Student Progress * Reading & Math ONLY
17 Weighted Progress Rate: All Subjects All African Amer. Hispanic White American Indian Asian Pacific Islander Two or More Races Special Ed ELL Total Points Max. Number of Tests: 989 64 828 39 75 819 # Met or Exceeded Progress 732 51 621 28 49 614 # Exceeded Progress 198 16 124 4 164 Percent of Tests: % Met or Exceeded Progress 74% 80% 75% 72% 65% % Exceeded Progress 20% 25% 15% 10% 5% All Subjects Weighted Progress Rate 94 105 90 82 70 95 536 1200 Index 2: Score (total points divided by maximum points) 45 Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 2: Student Progress 2015 & 2016
18 2015 2016 Index 2 Target: Based on 5th percentile of Index 2 outcomes based on the 2015 performance results by campus type: elementary, middle, or high school. Targets for districts based on 5th percentile of campus performance across all campus types. No change Ten student groups: All Students, seven racial/ethnic groups, Students with Disabilities, Current and Monitored ELLs Across all subjects: reading, writing, and mathematics (Algebra I only for available grades) Grades 3–8 mathematics excluded STAAR A and STAAR Alt 2 for all grades and subjects excluded Across all subjects: reading and mathematics only Grades 3–8 mathematics included STAAR A and STAAR Alt 2 for all grades and subjects included Aggregated weighted score One point for each percentage of assessment results that meet or exceed progress One point for each percentage of results that exceed progress No change No change Progress Measures: STAAR and ELL Progress Measure High schools/K–12 campuses are evaluated on Index 2 Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 3: Closing Performance Gaps
19 Index 3: Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups from the prior year. Please note that for 2016, the results from the 2015 federal system safeguard reports provided to districts in December 2015 will be used to determine the lowest performing racial/ethnic student groups. Construction: One point is given for each percentage of tests meeting or exceeding the Level II Satisfactory Standard. One point is given for each percentage of tests meeting the Level III Advanced Standard on the STAAR assessment. Texas Education Agency | Assessment and Accountability | Performance Reporting

% of tests at Phase-In 1, Level II and % at Level III All subject areas (excluding Math 3-8, STAAR A, STAAR Alt.) All EOCs 1 pt for % at Phase-in 1, Level II + 2 pts for % at Level III ECD + 2 lowest performing Race / Ethnicity groups > 25 tests Above 5th Percentile Measure Tests Included Performance Standard Student Groups Cindy Target Texas Education Agency | Assessment and Accountability | Performance Reporting

20 STAAR Weighted Performance Rate Economically Disadvantaged Lowest Performing Racial/Ethnic Group - 1 Lowest Performing Racial/Ethnic Group - 2 Total Points Maximum Points Number of Tests 80 40 25 # Level II Satisfactory Standard and above 20 # Advanced Standard % Level II 100% 50% % Advanced Standard 0% Reading Weighted Performance Rate 150 50 200 400 600 Texas Education Agency | Assessment and Accountability | Performance Reporting

21 STAAR Weighted Performance Rate Economically Disadvantaged Lowest Performing Racial/Ethnic Group - 1 Lowest Performing Racial/Ethnic Group - 2 Total Points Maximum Points Reading 150 50 200 400 600 Mathematics 125 100 90 315 Writing 80 295 Science 120 40 250 Social Studies 170 Total 1430 3000 Index 3: Score (total points divided by maximum points) 48 Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 3: Closing Performance Gaps 2015 & 2016
22 2015 2016 Index 3 Target: District: 28 Elementary: 28 Middle School: 27 High School/K–12: 31 Index 3 Target: Based on 5th percentile of Index 3 outcomes based on the 2016 performance results by campus type: elementary, middle, or high school. Targets for districts based on 5th percentile of campus performance across all campus types. By Subject Area: reading, Algebra I, writing, science, and social studies Grades 3–8 mathematics excluded STAAR A and STAAR Alt 2 for all grades and subjects excluded By Subject Area: reading, mathematics, writing, science, and social studies o STAAR A and STAAR Alt 2 for all grades and subjects included Student Groups: Economically Disadvantaged Two Lowest Performing Racial/Ethnic Student Groups No change Minimum Size Criteria for Racial/Ethnic Student Groups: Identify the Racial/Ethnic student groups that have 25 or more tests in ELA/Reading and 25 or more tests in mathematics from the prior year Select the lowest performing student group(s) that meet the above minimum size based on prior year results for All Subjects. Points based on STAAR performance: Phase-in Satisfactory Standard: One point for each percentage of tests Advanced Standard: Level II Satisfactory Standard: Texas Education Agency | Assessment and Accountability | Performance Reporting

Small Numbers Analysis
Small numbers analysis applies to the Economically Disadvantaged student group by subject: reading, mathematics, writing, science, and social studies. If the number of STAAR results by subject is fewer than 10 in the accountability subset, a three-year average is calculated for the Economically Disadvantaged student group. The Index 3 calculation is based on the aggregated three-year uniform average. The prior year 2014 and 2015 data used for small numbers analysis are the same Index 3 results previously reported for that school year. Small numbers analysis is not applied to racial/ethnic student groups. If there are fewer than 25 test results in a subject area for the identified lowest performing racial/ethnic student groups, that group’s performance on that subject area is excluded from Index 3 calculations. Texas Education Agency | Assessment and Accountability | Performance Reporting

DMAC Example for Index 3 Small # Analysis

Index 4: Postsecondary Readiness
23 Index 4: Postsecondary Readiness emphasizes the role of elementary and middle schools in preparing students for the rigors of high school and earning a high school diploma that provides the foundation necessary for success in college, the workforce, job training programs, or the military. Construction: For non-AEA districts and campuses, Index 4 is based on four components with one exception: when data are missing for any of the three non-STAAR components, it is based solely on the STAAR component. Index 4 Components Weight 1. STAAR at Postsecondary Readiness Standard 25% 2. Graduation Rate (or Dropout Rate) 3. Graduation Diploma Plan 4. Postsecondary Component: College and Career Readiness Texas Education Agency | Assessment and Accountability | Performance Reporting

Postsecondary Component: College and Career Readiness Percentage of annual graduates who demonstrate postsecondary readiness in one of three ways: Meet or exceed the Texas Success Initiative (TSI) criteria in both English language arts (ELA) and mathematics on the TSI assessment, SAT, or ACT Earn credit for at least two advanced/dual-credit courses Enroll in a coherent sequence of CTE courses (including the Tech Prep program) Note that the TSI portion of the postsecondary component now includes results of the TSI assessment and no longer includes results of the TAKS exit-level assessment. Texas Education Agency | Assessment and Accountability | Performance Reporting

To the Superintendent Addressed Letter
June 16, 2016

24 Indicator All Students African Amer. Amer. India n Asian Hispanic Pacific Islander White Two or More Races ELL Special Ed. Total Points Max. Points STAAR Postsecondary Readiness Standard % Meeting Postsecondary Readiness Standard 29% 16% 40% 23% 38% 36% 182 600 STAAR Postsecondary Readiness Standard: Score (total points divided by maximum points) 30.3 Graduation Rate 4-yr. Graduation Rate 84.3% 78.8% 91.6% 86.0% 44.2% 69.8% 533.5 700 5-yr. Graduation Rate 85.1% 80.0% 92.1% 84.0% 48.9% 77.5% 546.4 Highest Graduation Rate: Score Graduation Rate: Score (best of total graduation points divided by maximum points) 78.1 Graduation Plan Longitudinal RHSP/DAP Rate 72.7% 76.4% 83.6% 83.0% 315.7 400 Longitudinal RHSP/DAP/FHSP E/DLA 70.5% 75.4% 81.5% 82.0% 309.4 RHSP/DAP: Score (total RHSP/DAP points divided by maximum points) 78.9 Postsecondary Component College and Career Readiness 82.1% 71.1% 78.2% 89.9% 321.3 Postsecondary Component: Score (total points divided by maximum points) 80.3 Texas Education Agency | Assessment and Accountability | Performance Reporting

25 Overall Index Score Overall Performance Component Score Multiply by Weight of Total Points STAAR Postsecondary Readiness Score 30.3 X 25% 7.6 Graduation Rate Score 78.1 19.5 Graduation Plan Score 81.4 20.4 Postsecondary Component Score 80.3 20.1 Index 4: Score 68 Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 4: Postsecondary Readiness 2015 & 2016
26 2015 2016 All Components Districts: 57 (based on all four components)* High Schools/K–12: 57 (based on all four components)* Elementary/Middle School: n/a STAAR Only: District: 13 Elementary: 12 Middle School: 13 High School/K–12: 21 Based on four components: STAAR Final Level II, Graduation Rate (or Dropout Rate), Graduation Diploma Plan, and Postsecondary Readiness. If any of the four components are not available, districts and campuses are evaluated on the STAAR component only. Districts: 60 (based on all four components)* High Schools/K–12: 60 (based on all four components)* No change STAAR Score: STAAR Percent Met Final Level ll on two or more STAAR subject-area tests for All Students and racial/ethnic student groups Students tested on one subject area only must meet the final Level II performance standard for that subject area. Similarly, students tested on only two subject areas must meet the final Level II performance standard for both subject areas. Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 4: Postsecondary Readiness 2015 & 2016 continued
27 2015 2016 Graduation Score: Combined performance across graduation/dropout rates for: Grade 9–12 Four-Year Graduation Rate for ten student groups; or Grade 9–12 Five-Year Graduation Rate for ten student groups, whichever contributes the most points to the index Ten Student Groups: All Students and each racial/ethnic group (seven groups), Students with Disabilities, and ELLs No change Graduation Plan: RHSP/DAP Graduates based on Four-Year Longitudinal Cohort: All Students and racial/ethnic groups Graduation Plan: Two diploma-plan rates will be calculated: calculation that excludes FHSP students calculation that includes FHSP students The one that gives the most points will be used. Postsecondary Component: Annual graduates who demonstrate postsecondary readiness in any one of three ways: Meeting the college-ready criteria on the TAKS exit-level test, SAT test, or ACT test in both ELA and mathematics Earning credit for two advanced course/dual credit courses Enrolling in a coherent sequence of two or more career and technical education (CTE) courses as part of a four- year plan of study. Meeting the college-ready criteria on the TSI assessment, SAT test, or ACT test in both ELA and mathematics Texas Education Agency | Assessment and Accountability | Performance Reporting

Index 4: Postsecondary Readiness 2015 & 2016 continued
28 2015 2016 Weighting: Combine with equal weight (25%) the results of four components if all four are available: STAAR Final Level ll Graduation Rate Graduation Plan Postsecondary Readiness Indicator No change Graduation Plan Calculation Substitute assessments for STAAR EOC tests are included No Change Texas Education Agency | Assessment and Accountability | Performance Reporting

Index Targets for Non-AEA Districts & Campuses for 2015 & 2016
29 2015 Accountability Performance Index Targets for Non-AEA Districts and Campuses Target Index 1 Index 2 Index 3 Index 4 All Components STAAR Component Only Districts 60 20 28 57 13 Campuses Elementary 30 n/a 12 Middle 27 High School/K-12 15 31 21 2016 Accountability Performance Index Targets for Non-AEA Districts and Campuses Target Index 1 Index 2 Index 3 Index 4 All Components STAAR Component Only Districts 60 5th Percentile* 13 Campuses Elementary n/a 12 Middle High School/K–12 and Elementary/Secondary 21 Texas Education Agency | Assessment and Accountability | Performance Reporting

Index Targets for AEA Districts & Campuses 2015 & 2016
30 2015 Accountability Performance Index Targets – AEA Charter Districts and Campuses Target Index 1 Index 2 Index 3 Index 4 Both Components Graduation/ Dropout Rate Component Only AEA Charter Districts and Campuses 35 7 11 33 45 2016 Accountability Performance Index Targets – AEA Charter Districts and Campuses Target Index 1 Index 2 Index 3 Index 4 Both Components Graduation/ Dropout Rate Component Only AEA Charter Districts and Campuses 35 5th Percentile* 33 45 Texas Education Agency | Assessment and Accountability | Performance Reporting

31 Construction: For AEA campuses and charter districts evaluated under AEA provisions, the Index 4 score is based on two components: STAAR scores based on the percent of students who meet the Postsecondary Readiness Standard. Four-, five-, and six-year rates for graduates, continuing students, and GED recipients. If a graduation rate is not available, the annual dropout rate is used. Index 4 Components for AEA Campuses and Charters Weight STAAR Postsecondary Readiness Standard 25% Graduation, Continuers, and GED Rate or Annual Dropout Rate 75% AECs can also earn bonus points toward their Index 4 score. Bonus points may be awarded for the percentage of students who graduate under certain graduation plans, the percentage of students considered college-and-career ready, and an excluded students credit. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 AEA Campus Registration
32 AEA campus registration was open from March 28 to April 8, 2016. Alternative education campuses (AECs) rated under 2015 AEA provisions qualified for automatic re-registration in 2016 if they met the following criteria: Each campus must have at least 75% at-risk student enrollment, as verified by current-year PEIMS fall enrollment data; For campuses with less than 75% at-risk student enrollment, prior-year PEIMS data may be used to qualify; Each campus must have at least 50% of students enrolled in grades 6–12. AEA registration includes dropout recovery schools. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 AEA Campus Registration
33 Who What Campuses requesting AEA registration Complete an electronic AEA Campus Registration Form Campuses with less than 75% at-risk enrollment in 2015 Re-request AEA registration by completing an electronic AEA Campus Registration Form AECs rescinding AEA Rescission Form All superintendents Notice of AEC automatic re-registration in 2016 Notice of posted 2016 Final AEA Campus List (early May 2016) AEA registration and rescission forms submitted via TEASE Accountability serve as official documentation and must be printed and maintained locally. Texas Education Agency | Assessment and Accountability | Performance Reporting

Distinction Designations
34 For 2016, distinction designations will be awarded in the following areas: 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: Student Progress (campus only) Top 25 Percent: Closing Performance Gaps (campus only) Postsecondary Readiness (district and campus) STAAR, STAAR A, and STAAR Alternate 2 results are included in the calculations used to award distinction designations. Texas Education Agency | Assessment and Accountability | Performance Reporting

35 Campus Comparison Groups (same as in 2015) 40 Similar Schools School Type School Size Grade Span Percentage Economically Disadvantaged Mobility Rate Percentage English Language Learners A campus earns a distinction designation if it is in the top quartile of its comparison group for at least 33 percent (for high schools and K–12 campuses) or 50 percent (for elementary and middle schools) of the indicators used to award the distinction. Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs) evaluated under AEA provisions are not eligible for distinction designations. Texas Education Agency | Assessment and Accountability | Performance Reporting

36 Academic Achievement in ELA/Reading: No changes from 2015 Academic Achievement in Mathematics: AADD Mathematics Indicators High School Middle School / Junior High Elementary K–12 1) Attendance rate  2) Greater Than Expected Student Growth in Mathematics 3) Grade 3 Mathematics Performance (Level III) 4) Grade 4 Mathematics Performance (Level III) 5) Grade 5 Mathematics Performance (Level III) 6) Grade 6 Mathematics Performance (Level III) 7) Grade 7 Mathematics Performance (Level III) 8) Grade 8 Mathematics Performance (Level III) 9) Algebra I by Grade 8 Participation 10) Algebra I Performance (Level III) 11) AP/IB Examination Participation: Mathematics 12) AP/IB Examination Performance: Mathematics 13) SAT/ACT Participation 14) SAT Performance: Mathematics 15) ACT Performance: Mathematics 16) Advanced/Dual Credit Course Completion Rate: Mathematics Total Mathematics Indicators 9 7 5 16 Texas Education Agency | Assessment and Accountability | Performance Reporting

37 Academic Achievement in Science: No changes from 2015 Academic Achievement in Social Studies: Top 25 Percent: Student Progress: Top 25 Percent: Closing Performance Gaps: Postsecondary Readiness: Texas Education Agency | Assessment and Accountability | Performance Reporting

38 Districts and Campuses Postsecondary Readiness Distinction designation criteria for campuses Elementary and middle schools must have at least 50 percent of indicators in the top quartile of similar schools in their campus comparison group. High schools and K–12 campuses must have at least 33 percent of the indicators in the top quartile. Same as 2015, rigorous criteria are applied to school districts in order to attain a Postsecondary Readiness Distinction Designation: Districts must have at least 70 percent of its campus-level indicators in the top quartile. Texas Education Agency | Assessment and Accountability | Performance Reporting

System Safeguards Safeguard Measures and Targets
39 Safeguard Measures and Targets Reporting for system safeguards 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. 2016 targets for the disaggregated system-safeguard results STAAR performance target corresponds to Index 1 (60) STAAR participation target required by federal accountability (95%) Federal graduation rate targets and improvement calculations for 4-year rate (88%) and 5-year rate (90%) Federal limit on use of the STAAR Alternate 2 assessments (1%) Texas Education Agency | Assessment and Accountability | Performance Reporting

System Safeguards 40 Accountability System Safeguard Measures and Targets (Non-AEAs and AEAs) All African Amer. Hispanic White Amer. Indian Asian Pacific Islander Two or More Races Econ. Disadv. Special Ed ELLs* Performance Rate Targets - State Reading 60% Mathematics Writing Science Social Studies Performance Rate Targets - Federal 87% n/a Participation Rate Targets - Federal 95% Graduation Rate Target - Federal ** 4-year 88% 5-year 90% District Limits on Use of Alternative Assessment Results Reading-STAAR Alt 2 1% Not Applicable Mathematics-STAAR Alt 2 * Both current and monitored ELLs are included in the performance rates, current ELLs only are included in the participation rates, and EVER ELLs in high school are included in the federal graduation rates. ** Federal graduation rate targets are applied to state system safeguards and include an improvement target. Texas Education Agency | Assessment and Accountability | Performance Reporting

System Safeguards 41 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: Texas Education Agency | Assessment and Accountability | Performance Reporting

Locally-Determined Accountability Ratings
42 Community and Student Engagement Since the 2013–14 school year, districts must evaluate community and student engagement for the district and each of their campuses and assign a rating. Districts must assign a performance rating of Exemplary, Recognized, Acceptable, or Unacceptable based on locally-determined criteria. The performance ratings must be based on criteria developed by a local committee. The agency is not permitted to determine criteria that can be used for these evaluations. By August 7, districts must report each rating to TEA and the public. TEA will report the performance ratings and compliance status for community and student engagement indicators reported by school districts on the agency website no later than October 1. Texas Education Agency | Assessment and Accountability | Performance Reporting

Community and Student Engagement Ratings As with last year, the locally-assigned district and campus community and student engagement ratings information will be collected through the Public Education Information Management System (PEIMS) summer collection on the following timeline: The PEIMS summer submission reflecting the data from the 2015–16 school year was due on June 23, 2016. The PEIMS summer resubmission reflecting the data from the 2015–16 school year was due on July 21, 2016. For schools operating on a year-round track, the PEIMS summer submission was due on June 23, 2016, and the PEIMS summer resubmission is due on August 18, 2016. Texas Education Agency | Assessment and Accountability | Performance Reporting

Community and Student Engagement Ratings Each district and charter is required to assign locally-determined performance ratings and compliance statuses to itself and each of its campuses, including alternative campuses, pre-kindergarten campuses, and alternative education campuses evaluated under alternative education accountability (AEA) provisions. Budgeted (non-instructional) campuses, Disciplinary Alternative Education Program (DAEP) campuses, Juvenile Justice Alternative Education Program (JJAEP) campuses, and facilities operated by the Texas Juvenile Justice Department are excluded. Texas Education Agency | Assessment and Accountability | Performance Reporting

Community and Student Engagement Ratings The submissions must be made through PEIMS; there is no alternative data collection system. Districts and charters are required to post the ratings and compliance statuses for the district and each campus on the school district’s website by August 8, For campuses that operate on a year-round calendar, the information should be posted on the school district website no later than the last day of August. TEA is required to report the local performance ratings and compliance statuses on its website no later than October 1, 2016. Texas Education Agency | Assessment and Accountability | Performance Reporting

Community and Student Engagement Ratings See TEA correspondence sent to districts on May 20, 2016, regarding reporting requirements for CaSE ratings. Texas Education Agency | Assessment and Accountability | Performance Reporting

Collection of CaSE Ratings and Letter Grades
Information PEIMS Collection School Year Accountability Year 2016 Community and Student Engagement Ratings (HB5) Three (June 2016) 2015–16 2017 Three CaSE programs to be used in Domain V along with rating criteria* Three (June 2017) 2017–18 2018 2016–17 * The method of collecting ratings criteria for three CaSE programs used in Domain V is to be determined. Texas Education Agency | Assessment and Accountability | Performance Reporting

Information PEIMS Collection School Year Accountability Year 2018 Letter grades for three CaSE programs and overall Domain V grade April (TSDS submission) 2017–18 Three CaSE programs to be used in Domain V along with rating criteria* Three (June 2018) 2018–19 2019 Community and Student Engagement Ratings (HB5) * The method of collecting ratings criteria for three CaSE programs used in Domain V is to be determined. Texas Education Agency | Assessment and Accountability | Performance Reporting

Information PEIMS Collection School Year Accountability Year 2019 Letter grades for three CaSE programs and overall Domain V grade April (TSDS submission) 2018–19 Three CaSE programs to be used in Domain V along with rating criteria* Three (June 2019) 2019–20 2020 Community and Student Engagement Ratings (HB5) * The method of collecting ratings criteria for three CaSE programs used in Domain V is to be determined. Texas Education Agency | Assessment and Accountability | Performance Reporting

Future Accountability Ratings
43 Statutory Requirement for A–F Accountability Ratings Beginning with the 2017–18 school year, TEA is required to assign ratings of A, B, C, D, or F to districts and campuses. Preliminary options for the A–F ratings are under discussion by advisory committees. Final decisions have not been made. Texas Education Agency | Assessment and Accountability | Performance Reporting

House Bill 2804 Texas Education Agency | Assessment and Accountability | Performance Reporting

House Bill 2804, 84th Texas Legislature

Domain IV: Postsecondary Readiness
Districts and High Schools Dropout Rate Graduation rate Percentage of students who do at least one of the following: Complete requirements for FHSP distinguished level of achievement Complete the requirements for an endorsement Complete a coherent sequence of CTE courses Satisfy the TSI benchmark Earn at least 12 hours of postsecondary credit Complete an AP course Enlist in the armed forces Earn an industry certification Any additional indicators of student achievement not related to performance on standardized assessment, as determined by the commissioner Texas Education Agency | Assessment and Accountability | Performance Reporting

Middle/Junior High Schools Student Attendance Dropout Rate Percentage of 7th and 8th grade students who receive instruction in preparing for high school, college, and career Any additional indicators of student achievement not related to performance on standardized assessment, as determined by the commissioner Texas Education Agency | Assessment and Accountability | Performance Reporting

Elementary Schools Student Attendance Any additional indicators of student achievement not related to performance on standardized assessment, as determined by the commissioner Texas Education Agency | Assessment and Accountability | Performance Reporting

Implementation of Domain IV Indicators
Grade 7/8 High School Preparation Course (Middle School Indicator) Per House Bill 18 (HB 18), 84th Texas Legislature, each school district must provide instruction to students in grade seven or eight in preparing for high school, college, and a career. The instruction must include information regarding the following: Creation of a high school personal graduation plan Distinguished level of achievement Each endorsement College readiness standards Potential career choices and the education needed to enter those careers Texas Education Agency | Assessment and Accountability | Performance Reporting

Grade 7/8 High School Preparation Course (Middle School Indicator) A school district is permitted to provide the required instruction as part of an existing course, provide the instruction as part of an existing CTE course designated by the SBOE as appropriate for that purpose, or establish a new elective course through which to provide the instruction. Beginning with the 2015–16 school year, each school district must ensure that each student receives the instruction at least once in grade seven or eight. Texas Education Agency | Assessment and Accountability | Performance Reporting

Proposed 2016–17 changes for TSDS PEIMS In order to collect the data needed for the Texas public school accountability ratings in the 2017–18 school year, the following requirements must be implemented beginning in the 2016–17 school year PEIMS collections. Related to the requirement of grade seven and eight students receiving instruction in preparing for high school, college, and a career, the Texas Education Agency will add a new data element (FHSP-COLLEGE-CAREER- INSTRUCTION-INDICATOR-CODE) to the StudentProgramExtension complex type starting with the 2016–17 school year fall and summer submissions. The Texas Education Agency will also add this new data element (FHSP-COLLEGE-CAREER-INSTRUCTION-INDICATOR-CODE) to the Texas Records Exchange System Data Standards for the 2016–17 school year release of the TREx Data Standards. Texas Education Agency | Assessment and Accountability | Performance Reporting

PBMAS Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 PBM Calendar PBM Product When are data submitted by LEAs? When are data available for internal TEA use? Date of 2015 release Projected date of 2016 release PBMAS (Unmasked reports) Throughout the year, depending on the indicator Data for all indicators available by July LEA reports posted on TEASE ACCT 08/07/15 LEA reports posted on TEASE ACCT Week of August 15, 2016 (Masked reports) LEA reports posted on TEA web site 09/18/15 LEA reports posted on TEA web site 09/16/16 PBMAS State and Region Reports State and region reports posted on TEA web site 10/16/15 State and region reports posted on TEA web site 10/14/16 Leaver Data Validation Indicators PEIMS Data Fall/Submission 1 March (but not officially released until August) LEA reports posted on TEASE ACCT 10/30/15 LEA reports posted on TEASE ACCT 10/28/16 Discipline Data Validation Indicators PEIMS Data Summer/Submission 3 October/November LEA reports posted on TEASE ACCT 11/20/15 LEA reports posted on TEASE ACCT 11/18/16 Student Assessment Data Validation Indicators Spring Student Assessment Data June LEA reports posted on TEASE ACCT 12/18/15 LEA reports posted on TEASE ACCT 12/16/16 Note: PBM products always use the most current data available. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 PBMAS 2016 preview information for the four PBMAS program areas (BE/ESL, CTE, NCLB, and SPED) was provided to ESC PBM contacts during our April 28, TETN session. There are no substantive changes to the information we provided in April, although we will review additional information related to Significant Disproportionality and reporting of other federally- required indicators, as noted in the April 28, TETN session. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 PBMAS Manual The 2016 PBMAS Manual rule adoption is near completion. Adopted Amendment to 19 TAC Chapter 97, Planning and Accountability, Subchapter AA, Accountability and Performance Monitoring, § , Performance-Based Monitoring Analysis System Summary: The amendment adopts applicable excerpts of the Performance-Based Monitoring Analysis System 2016 Manual. Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 PBMAS Manual The public comment period began May 20, and ended June 20, 2016. A summary of public comments received and corresponding agency responses will be available on the agency’s Rules web site. The agency’s Rules web site address is: _(TAC)/Commissioner_of_Education_Rules_- _Texas_Administrative_Code/ Texas Education Agency | Assessment and Accountability | Performance Reporting

2016 PBMAS Manual The adopted rule will be effective in early August.
The final version of the Manual will be posted once the rule is effective. The posting will be followed by a listserv notification. Hard-copy versions will also be available from TEA’s Publications Office (see order form at the back of the posted Manual). Texas Education Agency | Assessment and Accountability | Performance Reporting

Resources 44 2016 Accountability Development State_Accountability/Performance_Reporting/2016_Accountability_Devel opment_Materials/. Accountability Rating System Performance Reporting Home Page Performance Reporting Division of Performance Reporting Telephone (512) Texas Education Agency | Assessment and Accountability | Performance Reporting

Overview of 2016 Accountability

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