2016 – 2017 Accountability Performance Index Framework

2016 – 2017 Accountability Performance Index Framework
ILP3 Based on Initial Release of Chapters 2-9 of Accountability Manual Resources for Today: Region One Education Service Center Office of School Improvement, Accountability and Compliance

Outcomes Describe the 2017 State Accountability System based on initial release of Chapters 2-9 of Accountability Manual Performance Index Framework Ratings Performance Standards System Safeguards Build capacity to provide public comment on 2017 Accountability

Changes to Assessments in 2017
Spring 2017 Administration STAAR A STAAR L STAAR Exam with Online Accommodations Beginning with the spring 2017 administration, students who would have taken STAAR A or STAAR L will take the STAAR exam with a platform of online accommodations.

Level I: Unsatisfactory
Change in Performance Level Descriptors December 2016 Spring 2017 Level III: Advanced Masters Final Level II Meets Phase-In Level II Approaches Level I: Unsatisfactory Does not Meet

STAAR Progress Level Descriptors
December 2016 Exceeded Progress Spring 2017 Accelerated Progress December 2016 Met Progress Spring 2017 Expected Progress December 2016 Did Not Meet Progress Spring 2017 Limited Progress

STAAR Progress Level Descriptors
The 2017 manual will continue to use Did Not Meet, Met, or Exceeded Progress. Reference in Manual Progress Measure Summer 2016 Fall 2016 Spring 2017 Did Not Meet Progress STAAR Progress Measure Limited Progress Did Not Meet Expectation ELL Progress Measure Met Progress Expected Progress Met Expectation Exceeded Progress Accelerated Progress Exceeded Expectation Exceeded Expectation

Accountability Timeline
Date Activity Tuesday, February 14 Release of final 2017 accountability decisions (public web) March 27–April 7 AEA campus registration process (TEASE) April 14 2017 Accountability Manual, Chapters 2–9 released (public web) April 14–May 15 Public comment period for the 2017 Accountability Manual (public web) May 1–May 12 Campus pairing process (TEASE) May 12 2017 Accountability Manual, Chapter 1, Chapter 10, and appendices A–J released (public web) End of May Appendix K of the 2017 Accountability Manual released (public web) June 8 List of 2017 campus comparison groups released (TEASE and public web) June 15 Confidential lists of college and career ready graduates for 2017 state accountability released (TEASE)

Date Activity Monday, August 7 2017 performance index tables without rating labels released (TEASE) Monday, August 14 2017 accountability tables with rating labels, distinction designations, and system safeguards released (TEASE) Campuses identified under PEG criteria for 2018–19 school year released (TEASE) Tuesday, August 15 2017 accountability tables with rating labels, distinction designations, and system safeguards released (public web) Campuses identified under PEG criteria for 2018–19 school year released (public web) August 14–September 15 2017 appeals application available to districts (TEASE)

Date Activity Friday, September 15 2017 appeals deadline By October 1 2017 Consolidated School Rating Report (state-assigned academic and financial ratings and locally-assigned community and student engagement ratings) released (public web) November TEA notifies districts of accountability appeal decisions (mail and TEASE) Preliminary longitudinal cohort reports for 2018 accountability released (TEASE) 2017 final ratings released after resolution of appeals (TEASE and public web) Final PEG List published following the resolution of all appeals (public web) 2016–17 Texas Academic Performance Reports released (TEASE and public web) December 2017 Texas School Accountability Dashboard released (public web) 2016–17 School Report Card released (public web)

State Accountability Rating System Performance Index Framework Construction
Each measure of student performance contributes to an index score. Targets set by the commissioner determine the minimum score required for meeting a performance standard for each index. The index score provides an overall performance of the campus or district. No single indicator, by itself, can result in a lower rating. Multiple indexes ensure accountability for every student. Indicators and student groups can be added to the system without creating additional targets.

Accountability Ratings
Met Standard indicates acceptable performance and is assigned to districts and campuses that meet the targets on all required indices for which they have performance data. Met Alternative Standard indicates acceptable performance and is assigned to eligible charter districts and alternative education campuses (AECs) that are evaluated by AEA provisions. Improvement Required indicates unacceptable performance and is assigned to districts and campuses, including charter districts and AECs evaluated under AEA provisions, that do not meet the targets on all required indices for which they have performance data. Not Rated indicates that a district or campus did not receive a rating for one or more reason

Not Rated indicates that a district or campus did not receive a rating for one or more reason: The district or campus serves only students enrolled in early education (EE). The district or campus has no data in the accountability subset. The district or campus has insufficient data to assign a rating. The district operates only residential facilities. The campus is a Juvenile Justice Alternative Education Program (JJAEP) The campus is a Disciplinary Alternative Education Program (DAEP) The campus is a residential facility The test documents for either the district or campus were lost in transit between the district and the test coordinator

To attain a Met Standard rating, district and campuses must meet the target on the following indexes for which it has performance data in 2017. Index 1 or Index 2 Index 3 Index 4 Met Standard

2017 Targets Assessments Evaluated
2016 Index 1 Index 2 Index 3 Index 4 STAAR Grades 3-8 STAAR EOC Assessments (5 Tests) STAAR EOC Substitute Assessments N/A STAAR L (Via the ELL Progress Measure) X STAAR A STAAR Alternate 2

Assessments Evaluated 2016 vs. 2017
Index 1 Index 2 Index 3 Index 4 Summer and Fall 2016 Spring 2017 STAAR Grades 3–8 (all subjects)*  n/a (all subjects*, with and without accommodations) STAAR EOC (5 tests) STAAR EOC (5 tests, with and without accommodations) including substitute assessments (1) STAAR L (evaluated in the ELL progress measure) X (2) STAAR L EOC (evaluated in the ELL progress measure)** STAAR L (evaluated in the ELL progress measure)** STAAR A STAAR A EOC** STAAR A** STAAR Alternate 2

2017 Targets District and Campus
Standard Accountability Targets District/Campus Type Index 1 Student Achievement Index 2* Student Progress Index 3* Closing Performance Gaps Index 4 Postsecondary Readiness Target All Components Targets STAAR Components District 60% 22 28 13% Elementary School 32 NA 12% Middle School 30 26 High School/ K-12 Campus 17 21% *Targets for non-AEA campuses are set at about the fifth percentile of non-AEA 2017 campus performance by campus type. Targets for non-AEA districts correspond to about the fifth percentile of non-AEA 2017 campus performance across all campus types.

2017 Performance Level Descriptors District and Campus

2017 Measuring Proficiency District and Campus

2017 Targets District and Campus
Alternative Education Accountability District Type Campus Type Index 1 Student Achievement Index 2 Student Progress Index 3 Closing Performance Gaps Index 4 Postsecondary Readiness Target Both Components* Graduation/ Dropout Rate ** AEA Campus 35% At or about 5th percentile (8) (13) 33% 45% *STAAR Post Secondary Readiness Standard and Graduation Score/Annual Dropout ** If graduation score/annual dropout are not available, do not evaluate Index 4

Performance Standards
Final 7 3 6 5 4 2 3 1 2 1 Small Incremental Increases Annually

New Standard Progression Performance Standards
2016 2017 2018 2019 2020 2021

Inclusion of English Language Learners Index 1-4
Years in US Schools Index 1 Index 2 Index 3 Index 4 ELLs receiving Bilingual Education or ESL Instructional Service 1st year of enrollment in US Schools Not Included 2nd – 4th Year In US Schools Spanish STAAR 2017 Approaches English ELL Progress Measure Student Progress Measure ELL Progress Measure and STAAR Meets STAAR 2017 Meets 5th Year or More in US Schools STAAR 2017 Approaches Grade Level Standard STAAR Approaches and Masters STAAR Meets

Inclusion of English Language Learners Index 1-4
Years in US Schools Index 1 Index 2* Index 3 Index 4 ELLs taking STAAR Alternate 2 1st year of enrollment in US Schools STAAR Approaches: Satisfactory Academic Performance Student Progress Measure STAAR Approaches Satisfactory Academic Performance and Approaches Accomplished Academic Performance STAAR Approaches: Satisfactory Academic Performance 2nd – 4th year or enrollment in US Schools 5th Year or More Enrollment in US Schools

Index 1: Student Achievement
Student Achievement provides an overview of student performance based on satisfactory student achievement across all subjects for all students.

Measures STAAR Performance Meet/Exceeds Approaches Grade Level Standard Percent M/E ELL Progress Measure Expectation Achieve Equivalency Standard on End-of-Course Substitute Assessments All Student Group All Subjects Combined

Index 1: Student Achievement Inclusion of ELLs
Years in US Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving BE/ESL ELL Parental Denials or ELL Progress Measure pan exceeders 1st Year of enrollment in US Schools Not Included STAAR Satisfactory Academic Performance 2nd through 4th Year enrollment in US schools Spanish STAAR Level Approaches Grade Level Standard STAAR Approaches Grade Level Standard ELL Progress Measure (This is based on Manual: Appendix I for Is Not Out Yet) English Fifth year or more of enrollment in US schools* STAAR Approaches Grade Level Standard English Language Learners year 2-4 who have exceeded the number of years in the ELL Progress Measure Expectation plan are included in index 1 at STAAR Approaches Phase in I.

Index 1: Student Achievement Calculations
Percent of students that Met satisfactory academic performance collapsed across grade levels and subject Includes ELL students that met their expected progress measures and Students that met the substitute assessment equivalency standard

Inclusions STAAR A (all subjects and grades) STAAR Alt. 2 (all subjects and grades) Grades 3-8 Mathematics Students in US Schools Years 2 or more included Exclusions Students in US Schools year 1

Accountability Cycle 2016-2017
Summer 2016 Accountability Subset: Snapshot October 2015 Fall Accountability Subset: Snapshot October 2016 Spring 2017 Grades 3-8 Spring Administration Grades 5 & 8 Primary Administration & First Retest 3. EOC First Administration and Retests (Fall, Spring and Previous Summer)

STAAR Retest Performance
Student Success Initiative Students in grades 5 and 8, will include: test results for reading and mathematics from the first administration first re-test administration of all STAAR test versions. The second re-test administration in June 2017 is not used. Students in grades 5 and 8, the STAAR reading and mathematics test results from the 1st and 2nd administration (first re-test opportunity) are processed in two steps. The best test result from both administrations is found for each subject. If all test results have the same level of performance, then the most recent test result is selected for calculation. the accountability subset rules determine whether the test result is included in the performance index.

Calculating Index Performance Same Campus or District
Fall 2015 Snapshot Campus A Summer 2016 Fall 2016 Snapshot Fall 2016 Spring 2017 The best test result is selected; each test meets the accountability subset Single best result for each test administered in the accountability cycle.

Calculating Index Performance Different Campus or District
Best Test Does not meet accountability subset Meets Accountability Subset Fall 2015 Snapshot Campus A Summer 2016 Fall 2016 Snapshot Fall 2016 Spring 2017 Campus B The best test result is selected. However, only the summer 2016 test meets the accountability subset rule. Single best result for each course is selected Same level of performance, then the most recent test result is selected Selected test applied to the district that administered the test if the student meets accountability subset.

Index 2: Student Progress
Ensuring the progress of all students toward achieving Advanced Academic Performance

Index 2: Student Progress
Measures STAAR Performance Percent Met ELL Progress Measure Expectation Percent Met STAAR Progress All Student Group Hispanic African American White Asian American Indian Pacific Islander Two or More Races ELL Special Education Reading and Mathematics Only Note: Reading and Mathematics only

Index 2: Student Progress Inclusion of ELLs
Years in US Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving BE/ESL ELL Parental Denials or ELL Progress Measure pan exceeders 1st Year of enrollment in US Schools Not Included Student Progress Measure 2nd through 4th Year enrollment in US schools Student Progress Note that Index 2 includes the appropriate student progress measure for which the ELL student was eligible to receive a calculation. ELL students will receive either an ELL Progress Measure or a STAAR progress measure, but not both. Fifth year or more of enrollment in US schools* English Language Learners year 2-4 who have exceeded the number of years in the ELL Progress Measure Expectation plan are included in index 1 at STAAR Approaches Phase in I.

Index 2: Progress Measures
STAAR Progress Measure The STAAR Progress Measure provides information about the amount of improvement or growth a student has made from year to year. ELL Progress Measure The ELL Progress Measure provides year-to-year performance expectations on the State of Texas Assessments of Academic Readiness (STAAR) content-area assessments for Texas ELL students.

Index 2: STAAR Progress Measure “Gain Score”
Based on Vertical Scale Scores Student Performance Student Math Grade 4 Score Exceeded Expectation 2 points Difference Met Expectation 1 point Gain Score Student Math Grade 3 Score The Satisfactory Cut Score will be phased in over time with cut standards that have not yet been determined. This Satisfactory Cut Score will be used towards a student’s cumulative score for that content area. There will also be a EOC Minimum Cut Score set within a “reasonable” range of the Satisfactory Cut Score and will be used to determine whether a student’s score in a particular EOC may count towards a student’s cumulative score in that content area. Make note that the Advanced Cut Score will be set from the onset and will remain constant. There is a possibility that the Advanced Cut Score may be adjusted to a higher level in the future. For EOC STAAR assessment, the Advanced Cut Score: In Algebra I, English I, and English II will be used to determine a student’s Advanced Course Readiness In Algebra II and English II will be used to determine a student’s College Readiness Did Not Meet Expectation

Progress Measure Sample Calculation
1567 1798 Current Year Scale Score _ Prior Year Scale Score Gain Score (Prior year: 6th grade reading) Met Level I/II Progress Expectation = 45 ≥ ≥ ≥ Student Met Progress

Index 2: STAAR Progress Measure Criteria and Inclusions
Valid score from the prior year and current year. Accelerated testing will be included for students who follow a non typical grade/course sequence. Spanish to English Proxy: Students who took the STAAR reading in Spanish in 2016 and STAAR reading in English in 2017 will be calculated as follows: STAAR Approaches Grade Level Standard (English version): One point for each percentage of tests meeting the STAAR Approaches Grade Level standard or above; and Meets Grade Level (English-version): One point for each percentage of tests meeting the Meets grade level standard. ELL students with parent denials will receive a STAAR Progress Measure rather than an ELL Progress Measure and must meet Approaches Phase in 1 performance. ELL students year 2-4 who have exceeded the number of years in their ELL Progress Measure Expectation plan will receive a STAAR Progress Measure.

Index 2: STAAR Progress Measure Exclusions
First Year ELL students will be excluded from index 2: student progress (except for STAAR Alt 2). All subjects other than math and reading are not included

2017 Accountability System School Types
Four Campus Types Elementary Middle K/12 - Elementary/ Secondary High School Ranked Together

ELL Progress Measure Eligible ELLs are placed into a plan that specifies the expected number of years it should take for the student to reach proficiency, or meet his or her Approaches Academic Performance standards on STAAR content-area assessments. Only composite scores from second grade and higher are used. In the final year of the plan, students are expected to meet the Meets Academic Performance standards. Reported for STAAR and STAAR L.

ELL Progress Measure Higher levels of proficiency =
Fewer years in student plan

Ell Progress Measure Expectations

Index 2: ELL Progress Measure
Criteria Has a valid STAAR score Is classified as an English Language Learner (LPAC) Student takes an English version of the assessment Includes STAAR, STAAR L, and STAAR A Does not include STAAR Alternate 2 or Spanish versions of STAAR Number of years in U.S. schools does not exceed the plan (Only after classification as an ELL) Exclusions Student is an ELL with a parent denial for services

Index 2: Student Progress Calculations

Sample District Index 2

Index 3: Closing Performance Gaps
Closing Performance Gaps emphasizes advanced academic achievement of economically disadvantaged students and the two lowest performing race/ethnic student groups.

Index 3: Closing Achievement Gaps
Measures STAAR Performance Masters Grade Level Standard ELL Exceeds Progress Measure Approaches Grade Level Standard and Above ELL Meets Progress Measure Economically Disadvantaged Group Lowest Race/Ethnic Group 1 Lowest Race/Ethnic Group 2 All Subjects Combined Note: Grades 3-8 mathematics, STAAR A, and STAAR Alt. 2 are excluded from 2015 state accountability.

Incentive to reach Masters Masters Performance Standard Approaches 2 points credit for each percentage of students 1 point for each percentage of students Identified Group Prior Year Assessment Results Economically Disadvantaged Lowest 2 Performing Race/Ethnic Groups

Index 3: Closing Performance Gaps Student Groups Evaluated
Economically Disadvantaged Group Lowest Performing (LP) Race/Ethnic (RE)Group How many student groups meet the minimum size requirement of 25 for both Reading and Mathematics? RE3 RE2 RE1 = Lowest 2 Performing Race/Ethnic Groups Evaluated LP Three or More Race/Ethnic Groups RE2 RE1 = Lowest 1 Performing Race/Ethnic Group Evaluated LP Two Race/Ethnic Groups LP RE1 = No Race/Ethnic Group Evaluated One Race/Ethnic Group

Index 3: Closing Performance Gaps Inclusion of ELLs
Years in US Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving BE/ESL ELL Parental Denials or ELL Progress Measure pan exceeders 1st Year of enrollment in US Schools Not Included STAAR Satisfactory Academic Performance and Accomplished Academic Performance 2nd through 4th Year enrollment in US schools Spanish STAAR Approaches Grade Level Standard and Masters Grade Level Standard English ELL Progress Measure and STAAR Meets Grade Level Standard Fifth year or more of enrollment in US schools*

Index Construction Lowest Group

Index 3 Calculation Weighted

Index 3 Score 2016 Index 3 Targets: E= M= K/12 & HS= D=28

Inclusions STAAR STAAR A (all subjects and grades) STAAR Alt. 2 (all subjects and grades) Algebra I English I English II Biology US History ELL Students in US Schools 2-4 Years Included Students in US schools years 5+ included Exclusions Students in US Schools 1 Year STAAR L ELLs in their first year of enrollment in US schools in grade 9 or above

Index 4: Postsecondary Readiness
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; and the role of elementary and middle schools in preparing students for high school.

Measures STAAR Performance STAAR Meets Grade Level Standard Graduation Rate or Dropout Rate Graduation Diploma Plan Post Secondary Component All Student African American Hispanic White Asian American Indian Pacific Islander Two or More Races ELL Ever identified Special Education Only Graduation Rate All Subjects Combined

Elementary and Middle Schools 100% High Schools and Districts

Index 4: Post-Secondary Readiness Inclusion of ELLs
Years in US Schools STAAR and STAAR A Tests STAAR-L Tests STAAR Alternate 2 Tests ELLs receiving BE/ESL ELL Parental Denials or ELL Progress Measure pan exceeders 1st Year of enrollment in US Schools Not Included STAAR Approaches: Satisfactory Academic Performance 2nd through 4th Year enrollment in US schools Spanish STAAR Final Approaches (Spanish test versions on any subject) STAAR Meets Grade Level Standard English (Not Tested on any Spanish versions) Fifth year or more of enrollment in US schools* English Language Learners year 2-4 who have exceeded the number of years in the ELL Progress Measure Expectation plan are included in index 1 at STAAR Approaches Phase in I.

STAAR Postsecondary Performance (Meets Grade Level Standard)
Methodology: the percent of students meeting the Meets Grade level performance standard in two or more subject areas or one subject area, if only one subject area is taken. Data Sources: TEA STAAR Performance (summer 2016, fall 2016 and spring 2017) PEIMS Fall 2015 Snapshot PEIMS Fall 2016 Snapshot Exceptions: One subject area, if only one subject area test is taken.

STAAR Postsecondary Readiness Elementary and Middle Schools
Grade 3 Reading Math Grade 4 Writing Grade 5 Science Grade 6 Grade 7 Grade 8 Social Studies Must meet standard on two or more tests at Meets grade level standard; exceptions apply if only one subject area test is taken.

Graduation Rate-Longitudinal Class of 2016 (entered in 2012-2013)
Standard Accountability Four or Five year Graduation Rate Alternative Education Accountability Four, Five or Six year Graduation Rate Number of Graduates in Class ________________________________________ Number of Students in the Class (Graduates + Continuers + GED Recipients + Dropouts) Number of Graduates + GED Recipients + Continuing Students __________________________________________________ Number of Students in the Class (Graduates + Continuers + GED Recipients + Dropouts) Expand to include dropout recovery schools Campuses and Districts Year 1 Year 5 Graduation Rate Calculated if: Grade 9 & 11 Grade 9 & 12 Grade 12 Annual Dropout Rate Calculated If not,

Longitudinal Cohort A cohort is defined as:
Students who begin grade 9 in Texas public schools for the first time in the same school year. Students who, in the next three school years, enter the Texas public school system in the grade level expected for the cohort. Students who transfer out of the Texas public school system over the four or five years for non-graduate reasons are removed from the class. Note: Preliminary cohorts are available on the TEA (TEASE) website under the accountability tab.

Graduation Plan Longitudinal Cohort - Class of 2016
Number of RHSP/DAP Graduates in the Class ___________________________________ Number of Graduates in the Class (Excludes FHSP) Graduation Diploma Plans DAP RHSP MHSP FHSP Note: FHSP not included in the methodology All student group MSR=10 Each race/ethnic group MSR=25 Campuses or districts that do not have a longitudinal graduation plan rate will use an annual graduation plan rate. Beginning with class of 2018, all students will be required to select the FHSP

College and Career Readiness
Number of annual graduates reported for the school year that either: 1) Meet or exceeded TSI criteria in both reading/English language arts and mathematics on TSI, SAT, or ACT or 2) Completed and received credit for at least two advanced/dual enrollment courses Enrolling in a coherent sequence of CTE Courses (Including the Tech Prep Program) __________________________________________________________________ Number of Graduates (Class of ) Appendix K not Released as of yet Data Sources (See Appendix K): ACT, Inc. (tests as of June 2015 administration) College board (tests as of June 2015 administration) PEIMS TEA/Pearson TAKS Performance (Spring 2014)

College and Career Readiness Indicator Percent of Annual Graduates-2015-2016
Meets the TSI college readiness standard in both reading/ELA and mathematics (TAKS/ACT/SAT). College Ready Graduate Completed and earned credit for at least two advanced/dual enrollment courses in either or school year. Advanced/Dual Enrollment Completion Enrolled and reported in a coherent sequence of CTE courses as part of a four year plan of student to take two or more CTE courses for three or more credits during the school year. A graduate reported as enrolled in a Tech Prep program in 2016 are included. Career and Technical Education Coherent Sequence of Courses

Index 4 Calculations

Inclusions Grades 3-8 mathematics Expanded Postsecondary Readiness Component STAAR A (all subjects and grades) ELL students in year 2-4 that take a Spanish version. Exclusions STAAR Alt. 2 (all subjects and grades) ELL students in year 2-4 that take an English version.

Index 4: Postsecondary Readiness AEA Accountability
Weighted Score Graduation/Annual Dropout Rate Score=75% STAAR Score=25% Bonus Points (Max 30) Bonus Points Diplomas (RHSP & DAP) Postsecondary/ College Ready & Career Readiness Excluded Students Credit

Index 4: AEA Accountability Bonus Point Methodology (maximum of 30 points)
Diplomas Includes 4 Year Longitudinal Cohort or Annual RHSP Number of RHSP/DAP Graduates in the Class Number of Graduates in the Class College & Career Readiness Graduates meeting TSI criteria in both reading/ELA and mathematics (TAKS, SAT, or ACT Graduates who completed and earned credit for at least two advanced/dual enrollment course in the current or prior school year Graduate who enrolled in a coherent sequence of CTE courses as part of a four-year plan of student to take two or more CTE courses for three or more credits OR OR Number of annual graduates Excluded Students Credit Districts and campuses serving recovered dropouts and other students who graduate or earn a GED, but are statutorily excluded from the graduation and dropout calculation rate Number of Graduates Continuers, GED Recipients in the 4 year Cohort federal rate (without exclusions) Continuers, GED Recipients state rate (with exclusions) -

Performance Rates Performance Target 60 91% Safeguard Measure State
Federal Performance Target 60 91% Subjects Reading, writing, science, social studies and Algebra I Reading and mathematics (includes grades 3-8 math, STAAR A and STAAR Alt 2) Student Groups 11 Student groups ELL includes= current, M1 and M2 students 7 Student Groups MSR All students=None (SNA) Student Groups=25 All students=25 (no SNA) Student Groups=25 and 10% or 200 for Student Groups

Participation Rate Participation Measures: Scored Answer Documents
_____________________________ Total Number of Answer Documents Submitted Participation Measures: Based on all students enrolled at the time of testing and defined as the total number of test documents submitted by each school district. (denominator) Not limited to students enrolled for a full academic year. Answer documents coded as absent or other are not counted as participants and therefore, not included in calculating the participation numerator.

Participation Rate Safeguard Measure State Federal Participation
Target 95% Subjects Reading and Mathematics Student Groups 11 Student Groups ELL’s include only current ELLs 7 Student Groups MSR All Students=none (SNA) Student Groups=25 All Students=25 (no SNA) Student Groups=25 and 10% or 200 Other Not Applicable STAAR A and STAAR Alt 2 excluded No Authentic Academic Response (NAAR):included as participants. Medical Exception: not included, no impact STAAR A: Only students receiving special education services are included in the special education student group results

Graduation Rate Texas is required to use the National Center for Education Statistics (NCES) dropout definition and federal graduation rate calculation. Safeguard Measure State Federal Graduation Rate Target 4 year= 88.5% 5 year=91% Student Groups 11 student Groups ELL’s include Ever ELL 7 Student Groups MSR All Students=none (SNA) Student Groups=25 All Students=10 (no SNA) Student Groups=25 and 10% or 200

Federal Limits Use of Alternative Assessments
Number of scores that meet STAAR Alternate 2 Satisfactory standard may not exceed 1% of the district’s total participation. Safeguard Measure State Federal Limit on Use of Alternative Assessments STAAR Alt 2 1% Limit on Use of Alternative Assessment STAAR Alt 2 included Measures are reported separately for Reading and Mathematics

2017 System Safeguards System Safeguard Target
STAAR Performance target required by state accountability 60% STAAR performance target required by federal accountability (where applicable) 91% STAAR participation target required by federal accountability 95% Federal graduation rate targets and improvement calculations for four-year rate 88.5% Federal graduation rate targets and improvement calculations for five-year rate Federal limit on use of the STAAR alternate 2 assessments 1% 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.

2017 System Safeguards 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 91% n/a

2017 System Safeguards Accountability System Safeguard Measures and Targets (Non-AEAs and AEAs [continued]) All African Amer. Hispanic White Amer. Indian Asian Pacific Islander Two or More Races Econ. Disadv. Special Ed ELLs* Participation Rate Targets—Federal Reading 95% Mathematics Graduation Rate Targets—Federal ** 4-year 88.5% 5-year 91% 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 system safeguards and include an improvement target.

Local Responsibilities and Consequences
Statutory Compliance statutes direct local districts and/or campuses to perform certain tasks or duties in response to annual issuance of state accountability ratings Public Discussion of Ratings TEC § (g) – Campus site-based decision-making committee must hold at least one public meeting annually after ratings release to discuss performance and objectives Notice in Student Report Card and on website (TEC § and TEC § ) to include: 1. along with first written notice of a student’s performance a statement of whether a campus has been awarded a distinction designation or has been rated Improvement Required and an explanation; and 2. by the 10th day of the new school year to have posted on the district website the most current information available in the campus report card and the information in the most recent performance report for the district. Public Education Grant (PEG) Program TEC § – ) by February 1 – districts must notify each parent of a student assigned to attend a campus on the PEG list Action required: Districts with an Improvement Required rating (campus or district) or Accredited Probation/Accredited Warned status will be required to follow directives from the commissioner designed to remedy the identified area of concern

Community and Student Engagement; Compliance
Not later than August 8 of each year, the district shall report each performance rating to the agency and make the performance ratings publicly available as provided by the commissioner rule. A school district shall: Use criteria developed by a local committee. Assign the district and each campus a performance rating of: Exemplary Recognized Acceptable Unacceptable HB 5 Section 46

CASE Timeline for 2016-2017 June 22/July 20, 2017 TSDS Submission
No later than August 8, 2017 No later than October 1, 2017 Data for SY 16-17 Data for SY 17-18 Districts Report Ratings on Website TEA Reports ratings publicly Districts submit 8 categories Ratings for Exemplary Satisfactory Acceptable Unacceptable Districts Indicate internet website link to CASE Ratings Districts indicate 1st, 2nd, 3rd CASE Choice Districts submit overall CASE Rating Districts indicate statutory reporting and policy compliance

CASE Domain V Timeline for 2017-2018
June 22/July TSDS Submission May 4, 2018 TSDS Submission No later than August 8, 2018 No later than October 1, 2018 Districts indicate 1st, 2nd, 3rd CASE Choice Districts submit 8 categories Ratings Exemplary Satisfactory Acceptable Unacceptable Districts Report Ratings on Website TEA Reports ratings publicly Districts Indicate internet website link to CASE Ratings Districts submit overall CASE Rating Districts indicate statutory reporting and policy compliance TEA assigns A-F on district-selected three categories

CASE Domain V Timeline for 2017-2018 and Beyond
Information PEIMS Collection Accountability Year 2017 CaSE Ratings (Exemplary, Recognized, Acceptable, or Unacceptable) for all eight categories for districts and campuses Three (June 2017) Three CaSE categories for academic accountability along with the evaluation criteria for each 2018 CaSE Collection (May 2018) Letter grades (A, B, C, D, or F) for three CaSE programs reported in June 2017 Three (June 2018) 2019 (May 2019) Letter grades (A, B, C, D, or F) for three CaSE programs selected in June 2018 Three (June 2019) 2020

Distinction Designations
The commissioner announced final decisions for 2017 distinction designations on February 14, 2017: Two additional indicators will be used to determine campus comparison groups: The percentage of students served by special education The percentage of students enrolled in an Early College High School program The percentage of a district’s campuses that must have postsecondary indicators in the top quartile in order for the district to earn the postsecondary readiness distinction designation is reduced from 70 to 55.

Chapters 2-9 Accountability Manual
Public comment on 2017 Accountability Manual The 2017 Accountability Manual is currently in development. Chapters 2–9 are posted for public comment in the April 14, 2017, edition of the Texas Register as part of the administrative rule-making process. Comments may be submitted According to the administrative rule-making timeline, Chapters 2–9 are scheduled to be effective on July 12, 2017. Because of the required administrative rule-making process, these chapters are not yet final. The public comment period will close Monday, May 15, 2017. Chapter 1, Chapter 10, and appendices A–J are scheduled to be posted May 12, 2017. Appendix K is scheduled to be posted by the end of May.

Belinda S. Gorena, Administrator 956-984-6173 bgorena@esc1.net
Ruben Degollado, Coordinator Benjamin Macias, Specialist Barbara Gonzalez, Specialist

2016 – 2017 Accountability Performance Index Framework

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