1. Accountability Update
February 6, 2014

2. Updates on… 2014 Accountability System
Spring Accountability Development Calendar

3. 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

4. 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

5. 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

6. “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)

8. 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.

9. 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.

10. 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.

11. 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

12. Legislative Changes - 83rd Texas Legislature, 2013
Community and Student Engagement
Beginning with the 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 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 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 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.

13. 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 science and social studies distinction designations
Mid Feb
Preliminary recommendations for 2014 science and social studies distinction designations
Read from slide
2014 Timeline

14. Resources
2013 Accountability Rating System
2014 Accountability Development
Performance Reporting Home Page
Region 13 System Support

15. Have Questions? Jennifer Womack Trent Sharp System Support
Region XIII
Trent Sharp
System Support
Turnaround
Region XIII
Jonathan Delgado
System Support
Accountability
Region XIII