Texas Assessment 2012 and Beyond

1. Texas Assessment2012 and Beyond

2. Muriel Summers� �We only get one chance to prepare our students for a future that none of us can possible predict. What are we going to do with that one chance?� If we can remain focused on the bigger picture and intent of the transition to STAAR, we can help to smooth the transition. Muriel�s quote provides a great foundation for the move to STAAR. It is really about preparing our kids for the 21st Century. If we can remain focused on the bigger picture and intent of the transition to STAAR, we can help to smooth the transition. Muriel�s quote provides a great foundation for the move to STAAR. It is really about preparing our kids for the 21st Century.

3. Objectives Provide an overview of the State of Texas Assessment of Academic Readiness (STAAR) Explore potential implications related to the transition to STAAR Review Texas Accountability for 2012 and beyond Provide resources for district and campus leaders to share relevant STAAR information with stakeholders

4. College and Career Readiness Most changes are effective 2011-2012 Response to Senate Bill 1031 (80 Texas Legislature, 2007) and House Bill 3 (81st Texas Legislature, 2009) Increase rigor and relevance � standards and assessments Creation and assessment of postsecondary readiness standards � College and Career Readiness Standards (CCRS) Accountability based on CCRS on STAAR and distinctions outside of STAAR In 2007, the 80th Session of the Texas Legislature enacted SB 1031, which expanded the scope of the EOC program. This legislation required the phase-out of the current high school TAKS assessments and replaced them with EOC assessments to be administered beginning with students entering the ninth grade during the 2011�2012 school year. SB 1031 also required the development of six additional EOC assessments: Algebra II, world geography, world history, and English I, II, and III. In 2009, the 81st Session of the Texas Legislature enacted House Bill (HB) 3, which required that � new assessments be developed at grades 3�8 and linked to EOC assessments and to college readiness; � college readiness be defined as �the level of preparation a student must attain in English language arts and mathematics courses to enroll and succeed, without remediation, in an entry-level general education course for credit in that same content area� at a general academic teaching institution or an institution that offers associate degrees or certificates; � performance on Algebra II and English III indicate college readiness based on studies correlating performance on the EOC assessments with college readiness; � performance on Algebra I and English II correlate to performance on Algebra II and English III; � performance on English I correlates to performance on English II; � performance on grade 8 assessments correlate to performance on Algebra I and English I; � performance on grades 3�7 assessments correlate to assessments in the same content area at the next grade; � performance on college readiness standards be set on certain science and social studies EOC assessments if a link is established between performance on the assessment and college readiness; and � the commissioner of education and commissioner of higher education establish college readiness performance standards for Algebra II and English III, and all other performance standards be established by the commissioner of education.In 2007, the 80th Session of the Texas Legislature enacted SB 1031, which expanded the scope of the EOC program. This legislation required the phase-out of the current high school TAKS assessments and replaced them with EOC assessments to be administered beginning with students entering the ninth grade during the 2011�2012 school year. SB 1031 also required the development of six additional EOC assessments: Algebra II, world geography, world history, and English I, II, and III. In 2009, the 81st Session of the Texas Legislature enacted House Bill (HB) 3, which required that � new assessments be developed at grades 3�8 and linked to EOC assessments and to college readiness; � college readiness be defined as �the level of preparation a student must attain in English language arts and mathematics courses to enroll and succeed, without remediation, in an entry-level general education course for credit in that same content area� at a general academic teaching institution or an institution that offers associate degrees or certificates; � performance on Algebra II and English III indicate college readiness based on studies correlating performance on the EOC assessments with college readiness; � performance on Algebra I and English II correlate to performance on Algebra II and English III; � performance on English I correlates to performance on English II; � performance on grade 8 assessments correlate to performance on Algebra I and English I; � performance on grades 3�7 assessments correlate to assessments in the same content area at the next grade; � performance on college readiness standards be set on certain science and social studies EOC assessments if a link is established between performance on the assessment and college readiness; and � the commissioner of education and commissioner of higher education establish college readiness performance standards for Algebra II and English III, and all other performance standards be established by the commissioner of education.

5. Alignment with Postsecondary CCRS content standards are fully incorporated into the TEKS Assessed on EOC Help to ensure students prepared for freshman year without remediation and prepared to enter workforce Performance standards set using empirical data linking performance form year to year from high school down through grade 3, and from specific courses to college readiness In 2008, the Texas Higher Education Coordinating Board (THECB) and the commissioner of education adopted the Texas College and Career Readiness Standards (CCRS). Since then, the SBOE has incorporated these standards into the TEKS for the four foundational content areas: English language arts, mathematics, science, and social studies.In 2008, the Texas Higher Education Coordinating Board (THECB) and the commissioner of education adopted the Texas College and Career Readiness Standards (CCRS). Since then, the SBOE has incorporated these standards into the TEKS for the four foundational content areas: English language arts, mathematics, science, and social studies.

6. The History of the �T Test� TABS TEAMS TAAS TAKS SDAA/LDAA Acc/M/Alt Which item goes with which assessment??? In 1979, the state of Texas implemented a statewide testing program that since its inception has grown in size, rigor, and scope following changes in policy and legislation. As required by state statute, Texas assessed minimum skills in reading, mathematics, and writing with the Texas Assessment of Basic Skills (TABS) tests (1981�1984) and then with the Texas Educational Assessment of Minimum Skills (TEAMS) tests (1985�1990). The implementation of the Texas Assessment of Academic Skills (TAAS) testing program in 1990 shifted the focus of assessment from minimum skills to academic skills. TAAS mathematics, reading, and writing tests were administered to students in grades 3, 5, 7, 9, and 11. Between 1994 and 2002, TAAS was administered every spring to students in grades 3 through 8 and 10 in reading and mathematics; grades 4, 8, and 10 in writing; and grade 8 in science and social studies. Between 1995 and 2002, EOC assessments were administered in Algebra I, English II, biology, and U.S. history. In 1999, the 76th Session of the Texas Legislature enacted Senate Bill (SB) 103, which required the development of a new statewide testing program. The new testing program, subsequently named TAKS, replaced TAAS as the primary statewide student assessment program in spring 2003. The TAKS tests were designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each grade level tested. Every TAKS test was directly aligned to the state content standards, the Texas Essential Knowledge and Skills (TEKS). When TAKS replaced TAAS in the 2002�2003 school year, EOC assessments were no longer administered with the exception of Algebra I, which remained a voluntary operational assessment. In 2005, Governor Rick Perry issued Executive Order RP53, which called for an increase in college-readiness programs in Texas public schools and authorized �the development of a series of voluntary end-of-course assessments in science, mathematics, and other subjects currently assessed by the eleventh grade Texas Assessment of Knowledge and Skills, to measure student performance�.� In response to the order, TEA began to develop new EOC assessments in geometry, biology, chemistry, physics, and U.S. history. In 1979, the state of Texas implemented a statewide testing program that since its inception has grown in size, rigor, and scope following changes in policy and legislation. As required by state statute, Texas assessed minimum skills in reading, mathematics, and writing with the Texas Assessment of Basic Skills (TABS) tests (1981�1984) and then with the Texas Educational Assessment of Minimum Skills (TEAMS) tests (1985�1990). The implementation of the Texas Assessment of Academic Skills (TAAS) testing program in 1990 shifted the focus of assessment from minimum skills to academic skills. TAAS mathematics, reading, and writing tests were administered to students in grades 3, 5, 7, 9, and 11. Between 1994 and 2002, TAAS was administered every spring to students in grades 3 through 8 and 10 in reading and mathematics; grades 4, 8, and 10 in writing; and grade 8 in science and social studies. Between 1995 and 2002, EOC assessments were administered in Algebra I, English II, biology, and U.S. history. In 1999, the 76th Session of the Texas Legislature enacted Senate Bill (SB) 103, which required the development of a new statewide testing program. The new testing program, subsequently named TAKS, replaced TAAS as the primary statewide student assessment program in spring 2003. The TAKS tests were designed to measure the extent to which a student has learned and is able to apply the defined knowledge and skills at each grade level tested. Every TAKS test was directly aligned to the state content standards, the Texas Essential Knowledge and Skills (TEKS). When TAKS replaced TAAS in the 2002�2003 school year, EOC assessments were no longer administered with the exception of Algebra I, which remained a voluntary operational assessment. In 2005, Governor Rick Perry issued Executive Order RP53, which called for an increase in college-readiness programs in Texas public schools and authorized �the development of a series of voluntary end-of-course assessments in science, mathematics, and other subjects currently assessed by the eleventh grade Texas Assessment of Knowledge and Skills, to measure student performance�.� In response to the order, TEA began to develop new EOC assessments in geometry, biology, chemistry, physics, and U.S. history.

7. Comparison � TAKS vs. STAAR Review TAKS Assessment vs. STAAR Assessment Program First Turn, Last Turn First Turn, Last Turn Each group member reads the handout A Comparison of Assessment Attributes Texas Assessment of Knowledge and Skills (TAKS) to State of Texas Assessment of Academic Readiness (STAAR) and highlights 2-3 items (points of agreement, disagreement, provocative statements, interesting facts, etc. Round robin technique with no cross-talking Determine the first speaker and order for other group members Determine time limits and do a full round with the first speaker taking the first and last turn Might consider a moderator to prevent cross talk First Turn, Last Turn Each group member reads the handout A Comparison of Assessment Attributes Texas Assessment of Knowledge and Skills (TAKS) to State of Texas Assessment of Academic Readiness (STAAR) and highlights 2-3 items (points of agreement, disagreement, provocative statements, interesting facts, etc. Round robin technique with no cross-talking Determine the first speaker and order for other group members Determine time limits and do a full round with the first speaker taking the first and last turn Might consider a moderator to prevent cross talk

8. Introducing� � Education Service Center, Region 20

9. State of Texas Assessments of Academic Readiness (STAAR) More rigorous than TAKS; greater emphasis on alignment to college and career readiness Grades 3-8: Tests are in same grades and subjects as TAKS High school: Twelve end-of-course assessments in the four foundation content areas�replaces the current high school TAKS tests Total Testing Days: Grade 3-8 � 19 (27 with SSI) vs. 19(27) TAKS HS � 15 (45 with retesting) vs. 13(25) TAKS

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11. COLLEGE READINESS House Bill 3 defines college readiness as the level of preparation a student must attain in English language arts and mathematics courses to enroll and succeed, without remediation, in an entry-level general education course for credit in that same content area for a baccalaureate degree or associate degree program (Section 39.024a)

12. New Assessment Design

13. STAAR Testing � Education Service Center, Region 20

14. Frequency Distribution � Education Service Center, Region 20

15. STAAR Quick Reference Guides Review the STAAR Quick Reference Users Guide Review the STAAR Quick Reference Guide What do you notice about: The TEKS? The construct of the assessment? Number of standards vs. number of STAAR questions? How will you use this tool as a resource?

16. Grade Band Teacher What does it mean to be a �grade band� teacher vs. a �grade level� teacher? Think � Pair � Share

17. Begin With the End in Mind A grade band teachers designs curriculum and instruction with the end in mind The �end� includes CCRS as determined through Algebra 2 & English 3

18. End-of-Course English III and Algebra II assessments will include a performance standard that indicates college readiness. Research will be conducted to investigate a college-readiness component for science and social studies EOC assessments.

19. End-of-Course Graduation Requirements Freshman class of 2011�2012 is first group to have EOC assessments as part of their a graduation requirement. That is the current 8th graders. All 12 EOC assessments will be available in 2011�2012 in both online and paper modes.

20. End-of-Course Graduation Requirements In order to graduate, a student must achieve a cumulative score that is at least equal to the product of the number of EOC assessments taken in that content area and a scale score that indicates satisfactory performance. For each of the four core content areas, the cumulative score = n x passing scale score, where n = number of assessments taken.

21. End-of-Course Graduation Requirements A student must achieve a minimum score, as determined by the commissioner, for the score to count towards the student�s cumulative score. A student�s cumulative score is determined using the student�s highest score on each EOC assessment.

22. End-of-Course Graduation Requirements Students must reach at least the minimum score

23. End-of-Course Graduation Requirements If the passing scale score on each of the 3 science EOC assessments happens to be set at 1000, then the cumulative score = 3 x 1000 the cumulative score = 3000

24. End-of-Course Graduation Requirements If the minimum scale score on each of the 3 science EOC assessments happens to be 900 Then students must score at least 900 on each of the 3 science EOC assessments But scoring 900 on each of the 3 science EOC assessments will not meet the cumulative score requirement of 3000

25. End-of-Course December 2010 Texas Education Agency Student Assessment Division Graduation Requirements If a student scores 1200 on Biology 800 on Chemistry 1100 on Physics Discuss this scenario at your table. Does this student meet the graduation requirements? Why or why not? 800 does not meet the minimum score requirement of 900 and cannot be used towards the cumulative score Then the student�s cumulative score is 2300 which does not meet the cumulative score requirement of 3000; the student must retest in chemistry

26. End-of-Course Graduation Requirements If a student scores 950 on Biology 1000 on Chemistry 900 on Physics Another one for practice� Then the student�s cumulative score is 2850 And 2850 does not meet the cumulative score requirement of 3000; therefore the student must retest

27. End-of-Course Graduation Requirements For students on the minimum high school program, the cumulative score is based on the number of courses taken for which an EOC assessment exists.

28. End-of-Course Graduation Requirements For students on the minimum high school program, the cumulative score requirement may vary by subject area from 1 to 3 required assessments. 3 for English language arts (English I, English II, English III) 2* for mathematics (Algebra I, Geometry) 1* for science (Biology) 2* for social studies (U.S. History, World Geography or World History) *Based on minimum program requirements *Based on minimum program requirements *Based on minimum program requirements

29. End-of-Course Graduation Requirements In addition to meeting the cumulative score requirement in each of the four core content areas, students on the recommended high school program have to pass EOC assessments for English III Algebra II

30. End-of-Course Graduation Requirements In addition to meeting the cumulative score requirement in each of the four core content areas, students on the distinguished achievement program have to perform satisfactorily on the college-readiness component of the EOC assessments for English III Algebra II

31. End-of-Course Graduation Requirements If a student does not achieve the minimum score on an EOC assessment, the student shall retake the assessment. If a student does not perform satisfactorily on the college-readiness component of the EOC assessments for English III or Algebra II, the student may retake the assessment.

32. End-of-Course 32 Graduation Requirements A student is not required to retake a course as a condition of retaking an EOC assessment. A school district shall provide accelerated instruction to each student who fails to perform satisfactorily on an EOC assessment.

33. End-of-Course Graduation Requirements A student�s score on an EOC assessment will be worth 15% of the student�s final grade for that course. A school district is not required to use the student�s score on subsequent administrations to determine the student�s final grade for that course. What is your district considering?

34. End-of-Course Graduation Requirements For middle school students who take a high school course (e.g., Algebra I) prior to spring 2012, TEA is considering several options. Students would not be required to take that particular EOC assessment. Their cumulative score for that content area would decrease. Students could choose to take that particular EOC assessment in spring 2012 or beyond. If they take the assessment, the score they receive would only be used in their cumulative score if it benefitted the students.

35. End-of-Course Graduation Requirements For freshman who complete a high school course in fall 2011 (e.g., students on an accelerated block schedule), TEA is considering several options. Students would not be required to take that particular EOC assessment. Their cumulative score for that content area would decrease. Students could choose to take that particular EOC assessment in spring 2012 or beyond. If they take the assessment, the score they receive would only be used in their cumulative score if it benefitted the students.

36. End-of-Course December 2010 Texas Education Agency Student Assessment Division Graduation Requirements For students who are new to Texas public schools (e.g., from out-of-state, out-of-country, or private schools) and who have earned credit for a high school course that has an EOC assessment associated with it, TEA is considering several options in addition to the options that currently exist. Students would not be required to take that particular EOC assessment. Their cumulative score for that content area would decrease. Students could choose to take that particular EOC assessment. If they take the assessment, the score they receive would only be used in their cumulative score if it benefitted the students.

37. End-of-Course Graduation Requirements In the future, TEA is planning multiple administrations of EOC assessments for Students who complete the course at different times of the year Retest opportunities TEA is planning EOC administrations at the end of Spring Summer Fall

38. GRADUATION REQUIREMENTS

39. Standard Setting Process Higher than TAKS Set first for English III and Algebra II College Readiness Linked by grade level down to 3rd grade Validity Studies empirical studies of other state, national, and international assessments test content Standard-setting committees & policy review committees Reviewed every 3 years

40. Standard Setting/Data Reporting � Education Service Center, Region 20

41. Student Performance Labels Level III: Advanced Academic Performance* Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention. *For Algebra II and English III, this level of performance also indicates students� postsecondary readiness. Level II: Satisfactory Academic Performance Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic intervention. Level I: Unsatisfactory Academic Performance Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed in the next grade or course without significant, ongoing academic intervention.Level III: Advanced Academic Performance* Performance in this category indicates that students are well prepared for the next grade or course. They demonstrate the ability to think critically and apply the assessed knowledge and skills in varied contexts, both familiar and unfamiliar. Students in this category have a high likelihood of success in the next grade or course with little or no academic intervention. *For Algebra II and English III, this level of performance also indicates students� postsecondary readiness. Level II: Satisfactory Academic Performance Performance in this category indicates that students are sufficiently prepared for the next grade or course. They generally demonstrate the ability to think critically and apply the assessed knowledge and skills in familiar contexts. Students in this category have a reasonable likelihood of success in the next grade or course but may need short-term, targeted academic intervention. Level I: Unsatisfactory Academic Performance Performance in this category indicates that students are inadequately prepared for the next grade or course. They do not demonstrate a sufficient understanding of the assessed knowledge and skills. Students in this category are unlikely to succeed in the next grade or course without significant, ongoing academic intervention.

42. Other noteworthy items� Possible time limits SSI (5th and 8th grade Reading and Mathematics) in 2011-2012 Based on raw score and other available data as defined by LEA One administration Test format EOCs � paper and online Grades 3-8 � Paper only Grade 3 � separate answer document Time limits � EOC � day; 3-8 school day As the state transitions from the TAKS program to the STAAR program, one of the implementation policies TEA is considering is a policy to limit the amount of time a student spends taking a STAAR assessment on a given day. This consideration is based on advice from advisory committees to align Texas�s testing policies with other state and national assessments. SAT, ACT, and AP exams are all administered in timed settings, for example, so there is concern that high school students are not being adequately prepared for testing in this environment. In addition, with the increased testing that will be necessary at high schools with twelve tests requiring retest opportunities as opposed to four exit level tests under TAKS for which retests are offered, there is interest by school district personnel in administering two EOC sessions in one day. Although an individual student would likely not take two EOC assessments in one day, a school district would be able to schedule two EOC testing sessions in a single day. For STAAR grades 3�8 assessments it is likely that schools, at a minimum, will not be allowed to administer the tests beyond the end of the regular school day, and additional time limits could be considered for tests administered at these grades. In making this decision, TEA will consider the appropriate time needed to complete the assessments, student fatigue, and other related factors. Time limits � EOC � day; 3-8 school day As the state transitions from the TAKS program to the STAAR program, one of the implementation policies TEA is considering is a policy to limit the amount of time a student spends taking a STAAR assessment on a given day. This consideration is based on advice from advisory committees to align Texas�s testing policies with other state and national assessments. SAT, ACT, and AP exams are all administered in timed settings, for example, so there is concern that high school students are not being adequately prepared for testing in this environment. In addition, with the increased testing that will be necessary at high schools with twelve tests requiring retest opportunities as opposed to four exit level tests under TAKS for which retests are offered, there is interest by school district personnel in administering two EOC sessions in one day. Although an individual student would likely not take two EOC assessments in one day, a school district would be able to schedule two EOC testing sessions in a single day. For STAAR grades 3�8 assessments it is likely that schools, at a minimum, will not be allowed to administer the tests beyond the end of the regular school day, and additional time limits could be considered for tests administered at these grades. In making this decision, TEA will consider the appropriate time needed to complete the assessments, student fatigue, and other related factors.

43. Other noteworthy items� Field testing Grade 3-8 � Embedded in operational test Grade 4 and 7 Writing � every three years beginning in 2014 EOC � Embedded in operational test The overall field-test burden on students and districts will be reduced through the embedding of field-test items, whenever possible

44. Other STAAR Assessment Options � Education Service Center, Region 20

45. STAAR Accommodated Not a separate test Accommodations WILL be allowed on STAAR STAAR will be in Verdana font, larger type, more white space 45

46. STAAR Modified and STAAR Alternate 46 Testing Opportunities for STAAR Modified EOC Assessments Once all nine STAAR Modified EOC assessments are operational in spring 2015, they will be administered two times per year. There will be an administration in the fall semester for students who complete courses at that time and an administration in the spring semester. STAAR Modified EOC assessments will be administered only two times a year because satisfactory performance on these assessments is not required for graduation; therefore, there is less need for retest opportunities than there is for the general assessments. Admission, review, and dismissal (ARD) committees determine graduation requirements for students receiving special education services.Testing Opportunities for STAAR Modified EOC Assessments Once all nine STAAR Modified EOC assessments are operational in spring 2015, they will be administered two times per year. There will be an administration in the fall semester for students who complete courses at that time and an administration in the spring semester. STAAR Modified EOC assessments will be administered only two times a year because satisfactory performance on these assessments is not required for graduation; therefore, there is less need for retest opportunities than there is for the general assessments. Admission, review, and dismissal (ARD) committees determine graduation requirements for students receiving special education services.

47. STAAR Modified and STAAR Alternate Commissioner Rule (amending �89.1070) ARD Committee may substitute a local course for a course required for graduation (under 4 x 4) E.g. Fundamentals of Math for Algebra I Local course MUST be aligned to the required course and its EOC assessment New course PEIMS codes are anticipated for students taking courses that substitute for required courses STAAR Algebra I Modified STAAR Algebra I Alternate 47 Substitute Courses Because of the move from grade-based TAKS assessments to course-based STAAR assessments in high school, a policy change was needed to address the previous policy allowing substitute courses at the high school level for students receiving special education services. Under the previous policy, some students receiving special education services could take locally developed courses that counted for credit toward completion of the requirements for the MHSP if an ARD committee determined that the state-approved course was not appropriate. These locally developed courses were not required to be aligned to the TEKS for the state-required courses. To be in compliance with federal law, all students must participate in the assessment system; therefore, without this change in policy regarding locally developed courses, students at the high school level would likely be assessed on curriculum to which they may not have sufficient access. To address this issue, commissioner�s rules are being amended to define testing requirements for students receiving special education services who take locally developed substitute courses for those listed on the MHSP. Districts will be allowed to continue providing locally developed substitute courses for some students receiving special education services for the courses listed on the MHSP. However, the content of the locally developed substitute course must be fully aligned to the TEKS for the course it replaces. Students will be required to participate in an EOC assessment (general, modified, or alternate) for the course that has been substituted. Substitute Courses Because of the move from grade-based TAKS assessments to course-based STAAR assessments in high school, a policy change was needed to address the previous policy allowing substitute courses at the high school level for students receiving special education services. Under the previous policy, some students receiving special education services could take locally developed courses that counted for credit toward completion of the requirements for the MHSP if an ARD committee determined that the state-approved course was not appropriate. These locally developed courses were not required to be aligned to the TEKS for the state-required courses. To be in compliance with federal law, all students must participate in the assessment system; therefore, without this change in policy regarding locally developed courses, students at the high school level would likely be assessed on curriculum to which they may not have sufficient access. To address this issue, commissioner�s rules are being amended to define testing requirements for students receiving special education services who take locally developed substitute courses for those listed on the MHSP. Districts will be allowed to continue providing locally developed substitute courses for some students receiving special education services for the courses listed on the MHSP. However, the content of the locally developed substitute course must be fully aligned to the TEKS for the course it replaces. Students will be required to participate in an EOC assessment (general, modified, or alternate) for the course that has been substituted.

48. Accountability � 2012 and Beyond� Based on STAAR EOC and grades 3-8 Evaluation of college-ready performance as well as student proficiency 2020 Accountability goals Top 10 states in terms of college readiness No significant achievement gaps among student groups

49. Accountability � 2012 and Beyond� Two rating levels Acceptable Unacceptable Academic Excellence Distinction Designations Recognized and Exemplary Percent of students who meet the college-ready standard or annual improvement standard Separate ratings or �add ons� to Acceptable/Unacceptable

50. Accountability � 2012 and Beyond� Campus Distinction Designations Top 25% in Percent in Annual Improvement Top 25% in Closing Performance Gaps Five additional campus distinctions

51. Accountability � 2012 and Beyond� Five Additional Campus Distinction Designations Academic achievement in ELA, Mathematics, science, or social studies Fine arts Physical education 21st Century workforce development program Second language acquisition program 2011-2012 four Distinction Committees August 2013 � Release of distinction designations

52. Accountability � 2012 and Beyond� 2011-2012: Performance ratings suspended August 8, 2013: District and campus ratings issued for first time under new system Ratings based on percent proficient indicators Percent college-ready indicators �report� only August 8, 2014: District and campus ratings issued for second time under new system Ratings based on percent proficient and percent college-ready indicators

53. Accountability � AYP Transition Plan Option1: Amendments Requested for 2012 and Beyond Carry forward 2011 AYP status for all campuses and districts and maintain SIP intervention stages TEA will submit proposal for AYP determinations under new STAAR assessment program Option 2: Use Grade 10 TAKS Results for AYP Purposes

54. Implications Wheel What are the implications for curriculum? What are the implications for instruction?

55. �We need to prepare students for THEIR future not OUR past. - Ian Jukes, Educator and Futurist

56. Tools and Resources HB 3 Transition Plan http://www.tea.state.tx.us/student.assessment/hb3plan/ TEA Assessment Resources http://www.tea.state.tx.us/student.assessment/staar/ ESC-20 STAAR Resources http://portal.esc20.net/portal/page/portal/esc20public/Curriculum%20Forum

57. � Education Service Center, Region 20

58. References Texas Education Agency; HB 3 Transition Plan http://www.tea.state.tx.us/student.assessment/hb3plan/ Texas Education Agency; TEA Assessment Resources http://www.tea.state.tx.us/student.assessment/staar/ Lead4ward http://lead4ward.com/

59. Contact Information Jeff Goldhorn, Ph.D. jeff.goldhorn@esc20.net (210)370-5490