2016 – 2017 Accountability Performance Index Framework

1. ILP3 2016 – 2017AccountabilityPerformance Index Framework Based on Initial Release of Chapters 2-9 of Accountability Manual Region One Education Service Center Office of School Improvement, Accountability and Compliance Resources for Today: http://www.esc1.net/Page/2994

2. 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

3. Changes to Assessments in 2017 Spring 2017 Administration STAAR Exam with Online Accommodations STAAR A STAAR L • 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.

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

5. 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

6. STAAR Progress Level Descriptors • The 2017 manual will continue to use Did Not Meet, Met, or Exceeded Progress.

7. Accountability Timeline

8. Accountability Timeline

9. Accountability Timeline

10. State Accountability Rating SystemPerformance 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.

11. 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

12. Accountability Ratings 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

13. Accountability Ratings 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.

14. 2017 TargetsAssessments Evaluated

15. Assessments Evaluated2016 vs. 2017

16. 2017 TargetsDistrict and Campus *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.

17. 2017 Performance Level DescriptorsDistrict and Campus

18. 2017 Measuring ProficiencyDistrict and Campus

19. 2017 TargetsDistrict and Campus *STAAR Post Secondary Readiness Standard and Graduation Score/Annual Dropout ** If graduation score/annual dropout are not available, do not evaluate Index 4

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

21. New Standard ProgressionPerformance Standards

23. Inclusion of English Language LearnersIndex 1-4

24. Inclusion of English Language LearnersIndex 1-4

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

26. Index 1: Student Achievement Measures All Student Group All Subjects Combined

27. Index 1: Student AchievementInclusion of ELLs 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.

28. Index 1: Student AchievementCalculations • 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

29. Index 1: Student Achievement 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

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

31. 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.

32. Calculating Index PerformanceSame Campus or District Single best result for each test administered in the 2016-2017 accountability cycle.

33. Calculating Index PerformanceDifferent Campus or District Best Test Does not meet accountability subset Meets Accountability Subset 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.

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

35. Index 2: Student Progress Measures All Student Group Hispanic African American Asian White American Indian Two or More Races Pacific Islander ELL Special Education Reading and Mathematics Only Note: Reading and Mathematics only

36. Index 2: Student ProgressInclusion of ELLs 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.

37. 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.

38. Index 2: STAAR Progress Measure“Gain Score” Gain Score Based on Vertical Scale Scores Student Performance Exceeded Expectation 2 points Student Math Grade 4 Score Difference Met Expectation 1 point Gain Score Student Math Grade 3 Score Did Not Meet Expectation 2015-2016 2016-2017

39. 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 ≥ 1674 - 1614 ≥ 45 60 ≥ 45 Student Met Progress

40. Index 2: STAAR Progress MeasureCriteria 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.

41. Index 2: STAAR Progress MeasureExclusions • 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

42. 2017 Accountability System School Types Four Campus Types Elementary Middle K/12 - Elementary/ Secondary High School Ranked Together

43. 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.

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

45. Ell Progress Measure Expectations

46. 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

47. Index 2: Student ProgressCalculations

48. Sample District Index 2

50. 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.