1. Goal Setting and Localized Accountability Presentation for SAISD Board September 2005 Office of Research, Evaluation and Assessment

2. 2 Belief Base of Localized Accountability We believe that teachers and administrators do not work in isolation. Localized accountability means we work together to define goals, and make the goals become reality. People support what they help create. Change comes from within. The teacher is the program. The result will be fulfillment of these beliefs. Excellence and equity for all students. No child will be left behind.

3. 3 Levels of Accountability by Organizational Unit District Area Campus Grade Level or Subject Area

4. 4 What is new in our focus? Collaborative goal-setting will be a focus for the 2004 – 2005 school year. Current data to guide our goal-setting will allow for more precise diagnosis and assessment. (Called “Accountability Now”) Clearly defined roles, procedures, and processes will provide support to all levels of the organization. We will use operational campus and grade level goals early in our planning process, and through the collaboration step finalize these goals to include more “current state” information to all levels of the organization.

5. 5 Examining Grade Level TAKS Performance for 2003 – 2004: How did we do? Ratings were assigned in the same fashion as overall accountability small numbers, required improvement and the exemption rule were used. Numbers indicate the number of schools at each rating. HS (8 schools X 3 grades = 24 total) MS ( 16 schools X 3 grades and 1 school X 2 grades = 50 total) Elem. (53 schools X 3 = 159 total) ExemplaryRecognizedAcceptableUnacceptable HS7152 MS12362 Aca.424 9 Elem.1680621

6. 6 AcademiesExemplaryRecognizedAcademically Acceptable Total Austin314 Baskin134 Briscoe134 Cameron314 Pfeiffer314 Carroll314 Miller314 Gates1 34 Hawthorne2215 Total Classes 424937

7. 7 SAISD Grade Level Accountability Analysis 53% of all grade levels in the District were at the Exemplary or Recognized Level.

8. 8 How did grade levels perform by school level? 29% of grade levels at high school (9 – 11) were Recognized 24% of grade levels at middle school (6 – 8) were Recognized 76% of grade levels at academies (3 – 6 or 7) were either Recognized or Exemplary 60% of grade levels at elementaries (3 – 5) were either Recognized or Exemplary Percent of grade levels which were Exemplary or Recognized.

9. 9 Current Status of Goals Setting Schools have set “operational” campus and grade level goals. During September and October, these goals will be modified using the “Accountability Now” – or current information. Grade or subject area groups will meet to collaborate on goals, individual teacher goal setting will occur, and collaboration by organizational unit will continue. Final campus goals will come to the Board in November, after enrollment has stabilized. Many schools will set very high goals. The District has also calculated “expected gain” for each campus and grade which represents a minimum expectation. Schools are encouraged to set high goals without undue risk. High expectations and large performance gains will be acknowledged and supported.