1. Review of Performance Index Framework and Accountability Ratings RICHARDSON INDEPENDENT SCHOOL DISTRICT To serve and prepare all students for their global future.

2.  Purpose  Background ◦ Accountability Performance Index Review ◦ Focus on Index 2  Findings ◦ 2013 Accountability Ratings ◦ Highlights and Challenges  Still to Come ◦ Distinction Designations and Public Release of Data ◦ AYP Waiver Denial ◦ HB 5 and Recent Proposed Policy Changes  Next Steps for RISD ◦ Focus Area: Writing ◦ Focus Area: Graduation Rates RICHARDSON ISD | To serve and prepare all students for their global future.

3.  To review the Texas Accountability system for 2013 and provide accountability results for Richardson ISD RICHARDSON ISD | To serve and prepare all students for their global future.

4.  STAAR 3-8 and STAAR End of Course (EOC) ◦ Reading: Grades 3-8, English I, English II, and English III ◦ Writing: Grades 4 and 7, English I, English II, and English III ◦ Math: Grades 3-8, Algebra I, Geometry, and Algebra II ◦ Science: Grades 5 and 8, Biology, Chemistry, and Physics ◦ Social Studies: Grade 8, World Geography, US History, World History  Three Levels of Performance ◦ Level I – Below Satisfactory ◦ Level II – Satisfactory or sufficiently prepared to proceed ◦ Level III – Advanced or well prepared to proceed  Level II was recently defined as equivalent to being postsecondary ready for the EOCs. ◦ Student expectations are being phased in to the final recommended standards.  Phase 1: Spring 2012 and Spring 2013  Phase 2: Spring 2014 and Spring 2015  Final Recommended Standards: Spring 2016 and beyond RICHARDSON ISD | To serve and prepare all students for their global future.

5. Provides an overall summary of the school’s performance at the Level II (Satisfactory) performance standard on the STAAR across all grade levels and subject areas tested. OVERALL PERCENT PASSING Credits schools for demonstrating progress on the student growth measure that was developed for the STAAR assessments following the spring 2013 administration. MOVING STUDENTS FORWARD Focuses on the economically disadvantaged student group and two lowest performing race/ethnicity groups for the campus/district, recognizing performance gains at two levels in these groups. IMPROVING PERFORMANCE FOR LOWEST PERFORMING GROUPS Combines the following measures: postsecondary readiness performance on STAAR (Level II Final Standard), high school 4yr/5yr graduation rates, and RHSP/DAP graduates. POSTSECONDARY READINESS RICHARDSON ISD | To serve and prepare all students for their global future.

6. Provides an overall summary of the school’s performance at the Level II (Satisfactory) performance standard on the STAAR across all grade levels and subject areas tested. OVERALL PERCENT PASSING Credits schools for demonstrating progress on the student growth measure that was developed for the STAAR assessments following the spring 2013 administration. MOVING STUDENTS FORWARD Focuses on the economically disadvantaged student group and two lowest performing race/ethnicity groups for the campus/district, recognizing performance gains at two levels in these groups. IMPROVING PERFORMANCE FOR LOWEST PERFORMING GROUPS Combines the following measures: postsecondary readiness performance on STAAR (Level II Final Standard), high school 4yr/5yr graduation rates, and RHSP/DAP graduates. POSTSECONDARY READINESS Applied in 2013 Will Be Revised 2014 Applied in 2013 at Level II Phase 1 2014 ELL exclusion rules change and expectation moves to Level II Phase 2 Partial implementation in 2013 – gains at Level II Phase 1 (Performance at postsecondary readiness cannot be included in 2013) Fully implemented in 2014 – including gains at Level II Phase 2 and Level III Partial implementation in 2013 – 4yr and 5yr graduation rates and graduates by diploma plan Fully implemented in 2014 including performance at Level II Final Standard RICHARDSON ISD | To serve and prepare all students for their global future.

7. Elementary Junior High High School District 2013 system requires campuses/districts to meet accountability targets for ALL Indices measured. Elementary Junior High High School District RICHARDSON ISD | To serve and prepare all students for their global future.

8. Met Standard Improvement Required RICHARDSON ISD | To serve and prepare all students for their global future.

9.  STANDARD ACCOUNTABILITY: To be “Met Standard” campuses and districts must meet expectations on all Indices. ◦ Index 1: 50 ◦ Index 2: 5 th percentile – by campus type ◦ Index 3: 55 ◦ Index 4: 75 RICHARDSON ISD | To serve and prepare all students for their global future.

10. Campuses that receive an accountability rating of Met Standard are eligible for the following distinction designations in 2013: ◦ Top 25%: Student Progress ◦ Academic Achievement: Reading/ELA ◦ Academic Achievement: Mathematics Campus distinction designations will be based on campus performance in relation to a comparison group of campuses. RICHARDSON ISD | To serve and prepare all students for their global future.

11. Each campus will have a unique comparison group of 40 other public schools. Comparison groups are chosen based on: ◦ campus type, ◦ campus size, ◦ percent economically disadvantaged, ◦ mobility rates (based on cumulative attendance), and ◦ percent of students with limited English proficiency. Groups were published in mid-July. RICHARDSON ISD | To serve and prepare all students for their global future.

12. Top 25%: Student Progress ◦ Based on performance on Index 2: Student Progress. Campuses that are in the top quartile of their campus comparison group in performance on Index 2. ◦ 2014 and Beyond: Top 25% Closing Achievement Gaps. See Chapter 13 of the 2013 Accountability Manual – for information on the 2014 Top 25% Closing Achievement Gaps distinction designation. Campus Academic Achievement Distinction Designations (AADD) ◦ The AADD recognizes outstanding academic achievement in reading/ELA and mathematics on a variety of indicators, including completion of advanced/dual enrollment courses and SAT and ACT performance and participation, based on comparison groups of similar campuses. AADD indicators are evaluated for All Students only. RICHARDSON ISD | To serve and prepare all students for their global future.

13.  ELL/LEP: ◦ 2013: ELLs are excluded completely if they are in US schools 3 years or less (for asylees/refugees exclusions extend through 5 years). ◦ 2014: ELLs are excluded if they are in US schools 1year or less (for asylees/refugees that extends to those in US schools through 5 years).  All other ELLs will be included.  Students testing in Spanish at Level II – Phase 2.  Students testing in English will use the STAAR ELL Progress Measure.  Retest Results: ◦ EOC retest results within an accountability year will be included in ALL Index calculations. ◦ The 1 st SSI retest results will be included in ALL Index calculations. RICHARDSON ISD | To serve and prepare all students for their global future.

14. Texas has submitted a waiver to the federal Department of Education requesting that the state Accountability Performance Index System replace the federal AYP requirements. ◦ 50% at or above Level II-Phase 1 by subject and student group (performance measure) ◦ 95% participation in reading and math ◦ Federal 4-year graduation rate of 78% or 5-year graduation rate of 83% ◦ 1% and 2% caps apply at the district level, but will not result in a recalculation of performance to exclude exceeders RICHARDSON ISD | To serve and prepare all students for their global future. To meet federal requirements, system safeguards have been put in place. These safeguards ensure poor performance in one area does not go unaddressed, but do not result in a lowered rating. Data will be reported for all students and all student groups, including ELL and Special Education, that meet the minimum size requirements (25 for student groups, 10 for All Students).

15.  Index 2 uses the newly developed student progress measure. ◦ For STAAR, progress is measured as a student’s gain score, the difference between the score a student achieved in the prior year and the score a student achieved in the current year. Individual student progress is then categorized as Did Not Meet, Met, or Exceeded. ◦ Progress measures are calculated for students in grades 4 through high school in reading, mathematics, and writing. For 2013 this includes  reading in grades 4–8, English I reading, and English II reading  mathematics in grades 4–8 and Algebra I, and  writing in English II writing Progress measures will be available for additional grades and courses in writing in future years. ◦ Because it is a gain score, to receive a progress measure a student must have two years of STAAR test scores with the prior year score being one grade level below the current scores and test formats would need to be the same (i.e. English version to English, general assessment to general assessment, modified to modified…) RICHARDSON ISD | To serve and prepare all students for their global future.

16.  Index 2 gives districts and campuses a one point credit for tests that Met the progress target and a two point credit for tests that Exceeded the progress target.  Index 2 targets for non-AEA campuses was set at about the fifth percentile of non-AEA campus performance by the following campus types: ◦ elementary school - 30 ◦ middle school/junior high school - 29 ◦ high school/multi-grade schools – 17  Index 2 target for non-AEA districts was set at about the fifth percentile of non-AEA campus performance across all campus types – 21. RICHARDSON ISD | To serve and prepare all students for their global future.

17.  Richardson ISD and all RISD campuses have “Met Standard” on Index 1, Index 2, Index 3, and Index 4 (where applicable). (See additional handout.) ◦ Index 1 scores range from 58 to 98 ◦ Index 2 scores range from 24 to 62 ◦ Index 3 scores range from 56 to 98 ◦ Index 4 scores range from 80 to 89 RICHARDSON ISD | To serve and prepare all students for their global future.

21.  Highlights: ◦ District performance in science was at 90% passing. ◦ District performance in reading, math, and social studies was in the mid 80s (84%, 85%, and 85% respectively). ◦ The federal 2% cap was exceeded, however it was much lower than in previous years.  Challenges: ◦ District performance in writing was at 66%. ◦ Graduation Safeguard was not met for Special Education population. RICHARDSON ISD | To serve and prepare all students for their global future.

22.  Districts will not receive any Distinction Designations in 2013.  Campus Distinction Designations will be released to districts August 7 th.  Accountability ratings and distinction designations for all districts and campuses will be released publicly by TEA on August 8 th. RICHARDSON ISD | To serve and prepare all students for their global future.

23.  There is still the possibility of the AYP waiver being denied.  AYP ratings will still have to be released. TEA does not or has not published a back-up plan.  If the waiver is denied, Accountability and Continuous Improvement will have calculations following the old system for all campuses and the district.  If the waiver is denied, AYP Performance Expectations are ◦ Reading: 93% ◦ Math: 92% RICHARDSON ISD | To serve and prepare all students for their global future.

24.  The passage of HB 5 has dramatically changed the landscape of High School testing. There will only be five EOCs administered in Spring 2014: ◦ English I (reading and writing will be combined) ◦ English II (reading and writing will be combined) ◦ Algebra I ◦ Biology ◦ US History  Friday, August 2, 2013 Commissioner Williams announced that the Texas Education Agency (TEA) will be proposing a number of significant policy changes concerning the state’s assessment program for the 2013–2014 school year. RICHARDSON ISD | To serve and prepare all students for their global future.

25.  The proposed policy changes include the following: ◦ STAAR English I and English II Assessments Redesign ◦ Benchmark Testing limits imposed by HB 5 ◦ Performance Standards for 2013–2014 School Year – TEA is proposing to maintain the Level II- Phase 1 standards for one more year. ◦ Adjusting testing requirement for students completing Algebra I prior to 2011-2012 school ◦ Substitute Assessments to Fulfill Graduation Requirements for STAAR per HB5 RICHARDSON ISD | To serve and prepare all students for their global future.

26.  The proposed policy changes include the following: ◦ Requiring double-testing for Middle School Students Taking Algebra I ◦ Application of Performance Standards on EOC Assessments to meet the testing requirements for graduation ◦ English Language Learners and English EOC Graduation Requirements – repeals Special Provision for English II ◦ Redesign of the STAAR Alternate Program ◦ Eliminating STAAR Modified Program after 2013-2014 RICHARDSON ISD | To serve and prepare all students for their global future.

27.  Data Analysis ◦ District, Campus, Subject, Teacher, Category, TEK ◦ Objectives Most Missed by Students ◦ Student Writing Interventions as Necessary  Curriculum ◦ Reviewed & Revised Summer 2013 ◦ New Scope & Sequence ◦ New Writing Courses in Junior High & High School  Professional Development ◦ Secondary  Foundations of Teaching Writing  Writing Portfolio Training  Revising & Editing  Expository, Persuasive, Narrative Writing ◦ Elementary  Writing Institute  Nonfiction Writing  Writing to Persuade  Expository Writing RICHARDSON ISD | To serve and prepare all students for their global future.

28.  Resources ◦ EOC Writing Study Guides ◦ Springboard Materials ◦ Writesource – Grades 7 - 11 ◦ Explorations in Nonfiction Writing ◦ Writing to Persuade ◦ Writing-Craft Target Skills ◦ Listen to This: Developing an Ear for Expository ◦ Time for Kids Exploring Writing  DIP/CIP Goals ◦ Targeted & Measurable Goals for District & Campuses Based on Data  Focus & Monitoring ◦ ELA Specialists on Campuses Modeling, Assisting with Instruction, Working with New Teachers ◦ Principal Walk-Throughs  Audit ◦ ELA Fall 2013 RICHARDSON ISD | To serve and prepare all students for their global future.

29.  Special Education RICHARDSON ISD | To serve and prepare all students for their global future.