1. Data Analysis State Accountability

3. Data Analysis (What) Needs Assessment (Why ) Improvement Plan (How) Implement and Monitor

4. Details

5. Index Framework Statutory Goal Improving Student achievement at all levels in the core subjects of the state curriculum

6. Index Framework Statutory Goal Ensuring the progress of all students toward achieving Advanced Academic Performance

7. Index Framework Statutory Goal Closing Advanced Academic Performance level gaps among groups

8. Index Framework Statutory Goals Closing gaps among groups in percentage of students graduating under the recommended high school program and advanced high school program

9. Index 1: Student Achievement

10. Index 2: Student Progress

11. Index 3: Closing Performance Gaps

12. Index 4: Postsecondary Readiness

13. System Safeguards

14. Why a Performance Index ?

15. With a performance Index, the resulting rating reflects overall performance for the campus or district rather than the weakest performance of one student group/subject area.

16. Multiple indexes can be used in the framework to ensure accountability for every student.

17. Any number of indicators and student groups can be added to the system without creating additional targets for campuses and districts to meet.

19. 2013

20. Met Standard Met Alternative Standard Improvement Required

21. Index Score 50 AEA-25 5th Percentile Index Score 55 AEA-30 Index Score 75 AEA-45

22. Differences

23. English Language Learners Student Groups… Economically Disadvantaged African American American Indian Asian Hispanic Pacific Islander White Two or more races Special Education

24. Minimum Group Size

25. Common Elements

28. If student was enrolled on the campus/district on this date: Then these results are included in the campus/district accountability subset Fall 2011 enrollment snapshot EOC summer 2012 Fall 2012 enrollment snapshot EOC Fall 2012 EOC Spring 2013 Grade 3-8 Spring 2013

31. Different “Let Go” Keep

32. Different “Let Go” Keep Minimum Group Size 25 30/10/50 or 50/10/200

33. What does this report tell you about a campus?

34. New Reports Calculation Report-Tables used to aggregate scores to determine Index Points Data Table- Table of disaggregated data used for the Calculation Report. The highlighted cells indicate data used in calculations.

35. Index 1: Student Achievement

37. No Minimum Size 3 year average if less than 10 students Which student groups are calculated in Index 1?

38. Index 1 :Student Achievement  Subjects: Combined over Reading, Mathematics, Writing, Science, and Social Studies.  Tests: STAAR English, STAAR Spanish, EOC, STAAR and EOC Modified and Alternate, TAKS Grade 11  Performance Standards: Phase-in 1 Level II (2013)  MSR: None

39. # Met Phase in Level II for Reading # Met Phase in Level II for Writing # Met Phase in Level II for Math # Met Phase in Level II for Science # Met Phase in Level II for Social Studies # Tested Reading # Tested Writing # Tested Math # Tested Science # Tested Social Studies

40. What does the calculation report indicate about a campus? What would an Index score of 45 indicate about the campus?

41. What are the strengths and weaknesses of the campus based on the calculation report? What reflective questions would you ask the campus about this data? What are your unanswered questions about this campus based on the calculation report?

43. Index 2: Student Progress

45. We do not know? Scores for : Did not Meet Expectations Met Expectations Exceeded Expectations The Index scores that identifies the lowest 5%

46. What we do know?

47. Subjects Reading Math Writing Applies to available grades

48. Student Groups Two or More Races Pacific Islander Hispanic Asian American Indian African American Special Education ELL White All Students

49. Minimum Size Criteria All Students = 10 tests Race/ Ethnicity groups = 25

50. Methodology Met- one point for each percent of students at the Met growth expectation level Exceeded- two points for each percent of students at the Exceeded growth expectations level

51. Set a side for a minute

52. Methodology Met- one point for each percent of student at the Met growth expectation level Exceeded- two points for each percent of students at the Exceeded growth expectations level

57. How is the data in Index 2 different from Index 1? How does improved performance on Index 2 impact the other Indexes? What advice would you give this campus to impact Index 2? (using the sample reports)

58. Index 3: Closing Performance Gaps

60. What you need to know to calculate Index 3?

61. Subjects…

62. STAAR English 3-8 and STAAR Spanish 3-5 at phase-in Level II EOC at phase-in Level II for spring, and the previous fall and summer STAAR 3-8 and EOC Modified and Alternative at Level II Retest results 5 and 8 from 1 st retest TAKS Grade 11 in 2013 Results include…

63. 2 lowest performing race/ethnicity groups from the previous year Student Groups… Economically Disadvantaged African American American Indian Asian Hispanic Pacific Islander White Two or more races

64. Accountability Subset…

65. Minimum Group Size… >=25 for Race/Ethnicity groups

67. Methodology… Phase-in Level II- 2013 and beyond- one point for each percent of students at the phase-in Level II performance standard and above Advanced Level III-2014 and beyond- one additional point for each percent of students at the Level III performance standard

68. Calculations Number of Tests Number at Phase in Level II Number of Tests Number at Level III

69. Economically Disadvantaged group always evaluated

70. Set a Side

77. How will each subject tested affect the overall Index 3 score? What recommendations would you make to this campus based on the sample reports?

79. Index 4: Postsecondary Readiness

80. Indicators STAAR Percent Met Final Level II on One or More Tests Grade 9-12 Graduation Rate Grade 9-12 Annual Dropout Rate Recommended/ Distinguished Achievement (Advanced) High School Program (RHSP/DAP)

81. STAAR Percent Met Final Level II on One or More Tests Includes Assessment results for: STAAR English (Grade 3-8 and Spanish (Grade 3-5) at final Level II performance standard for assessments administered in the spring EOC at final Level II performance standard for assessments administered in the spring and the previous fall and summer STAAR Grades 3-8 and EOC Modified and Alternative at final Level II performance Retest results

82. Number of Students Met final II Standard on One or More Tests Number of Students with One or More Tests

84. Class of 2011 and beyond Student Groups: All Students ELL-Identified in Grade 9 Special Education 7 Race/ Ethnicity Groups Graduation Rate

85. Graduates Graduates + continuers + GED recipients + dropouts

86. 2013 and beyond Student Groups: All Students ELL-Identified in during reported year Special Education 7 Race/ Ethnicity Groups Annual Drop Out Rate Campuses with Grade 9, 10, 11, & 12

87. Number of students who dropped out during year Number of students enrolled during year

89. Student Groups: All Students 7 Race/ Ethnicity Groups Recommended/ Distinguished Achievement High School Program

90. Number of prior year graduates with graduation codes for RHSP or DAP Number of prior year graduates

91. Index Score 50 AEA-25 5th Percentile Index Score 55 AEA-30 Index Score 75 AEA-45

94. Why is some of the data marked out? Why is only graduation rate and RHSP/DAP calculated in the sample report for Index 4 points?

96. System Safeguards

97. Purpose Ensure system disaggregates performance by student group, performance level, subject area, and grade Target for disaggregated results meet and exceed federal requirements – Performance Target – Participation Rate – Graduation rate targets and improvement – Limit on Alternative Assessments

98. Impact Results are reported for any cell that meets minimum size criteria. Failure to meet the safeguard target for any reported cell must be addressed Performance on the safeguard indicators are incorporated into the Texas Accountability Intervention System (TAIS)

102. How does the system safeguards ensure high expectations for all students? Using these sample reports, how would you advise a campus that met all Index standards but only 85% of the system safeguards?

103. Who are our AEA campuses?

104. Current 10 eligibility Criteria Primarily Grades 6-12 AEA Eligibility

106. Residential Facilities No rating for 2013

107. What’s different for AEA? GED

108. What’s different for AEA? GED 4, 5 and 6 Year Graduation rates Choose the best 4, 5 and 6 Year Graduation rates

109. What’s different for AEA? Dropout Rate Less then 20% Bonus points given for Index 4

110. 75 % Graduation and GED Score What’s different for AEA? 25 % % met Level II on one or more tests

111. Index Score 50 AEA-25 5th Percentile Index Score 55 AEA-30 Index Score 75 AEA-45

112. AEA BONUS POINTS RHSD and DAP Plans Continuing Student who Graduate in 5 th or 6 th year Graduating/GED for “statutorily excluded students”

113. What is the 4 year graduation rate? What happens if you do not meet graduation for a student group? What effect does drop out rate have on index score? Why will elementary and middle schools not be scored on Index 4 this year?

114. What information can the AEA Index Scores and the System Safeguards data tell you about alternative campuses?