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2014 Accountability Rating System

2014 Accountability Rating System. Performance Index Framework Overview. Key Points for Index Calculations. Accountability Subset Definition Phase-in Standards for Level II Satisfactory Performance on STAAR Student Group Size Requirements. Accountability System.

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2014 Accountability Rating System

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  1. 2014 Accountability Rating System

  2. Performance Index Framework Overview

  3. Key Points for Index Calculations • Accountability Subset Definition • Phase-in Standards for Level II Satisfactory Performance on STAAR • Student Group Size Requirements • Accountability System

  4. CHANGES FOR 2013-2014 and BEYOND Utilization of the ELL Progress Measure The Texas English Language Learner (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. The year-to-year STAAR expectations take into account the level of English language proficiency ELL students possess, thus providing a more meaningful gauge of annual improvement or progress for these students than the general STAAR Progress Measure. • Accountability System

  5. To be eligible for the ELL Progress Measure, a student must: be classified as limited English proficient (LEP), take the English language versions of STAAR, and not have a parent denial requested for ELL services. (The ELL Progress Measure documentation is still recommended by TEA and has not been approved by the Commissioner.) CHANGES FOR 2013-2014 and BEYOND • Accountability System

  6. How does the Texas ELL Progress Measure work? 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 Level II: Satisfactory Academic Performance standards on STAAR content-area assessments. Students’ plans are determined by the number of years they have been enrolled in U.S. schools and the TELPAS composite proficiency level they obtain the first time they take TELPAS, beginning in 2014 and with second grade. CHANGES FOR 2013-2014 and BEYOND • Accountability System

  7. Metrics • Student Achievement • Index I • All Students Only • Combined over All Subject Areas and all STAAR test versions • Credit given for Satisfactory Performance Level II at the phase-in standard

  8. Scoring Table • Student Achievement • Index I

  9. Exclusions New ELL Exclusions: Students in U.S. schools Year 1 excluded Students in U.S. schools Year 2 through Year 4 included based on test version: English test version using STAAR ELL Progress Measure; Spanish test version using phase-in Level II performance standard Students in U.S. schools Year 5 and beyond included at phase-in Level II performance standard Exceptions: asylees/refugees and students with interrupted formal education (SIFE) in U.S. schools Year 1 through Year 5 excluded Immigrants entering at Grade 9 or above included using STAAR ELL Progress Measure • Student Achievement • Index I

  10. Ten Student Groups Evaluated: • All Students • Race/Ethnicity: • African American, American Indian, Asian, Hispanic, Pacific Islander, White • Two or More Races • Students with Disabilities • English Language Learners (ELLs) • By Subject Area (Readingand Mathematics) • Same assessments used in Index 1 where student progress measures are available • Credit based on weighted performance: 1 point for each percent of students who meet growth expectations, 2 points for each percent of students who exceed growth expectations Metrics • Student Progress • Index 2

  11. ScoringTable • Student Progress • Index 2

  12. ScoringTable • Student Progress • Index 2

  13. Exclusions Exclusions: ELL students in U.S. schools Year 1 excluded Exception: asylees/refugees and SIFE in U.S. schools Year 1 through Year 5 excluded High schools and alternative schools excluded in 2014 New Inclusions: ELL students in U.S. schools Year 2 and beyond included using ELL Progress Measure for students tested in English Immigrants entering at grade 9 or above (Years 2-4) included using ELL Progress Measure Students tested on the STAAR Modified and Alternate Students who skip grades, e.g., from 5th to 7th grade mathematics. • Student Progress • Index 2

  14. New Inclusions (continued): Students who transition from Spanish to English STAAR in math. Students who transition from Spanish to English STAAR (who are not eligible for ELL Progress Measure) in reading will be credited as met expectation for meeting the phase-in 1 Level II standard and as exceeding expectation for meeting the final Level II performance standard. • Student Progress • Index 2

  15. All Economically Disadvantaged Students up to Two Lowest Performing Racial/Ethnic Groups based on the Index 1 student achievement indicator reported in the prior year By Subject Area (Reading/ELA, Mathematics, Writing, Science, and Social Studies) Same Assessments Used in Index 1 Credit based on weighted performance: One point credit given for each percentage of students at the phase-in Level II Satisfactory standard Two credits given for each percentage of students at the Level III Advanced standard Metrics • Closing Performance Gaps • Index 3

  16. ScoringTable • Closing Performance Gaps • Index 3

  17. ScoringTable • Closing Performance Gaps • Index 3

  18. Exclusions New ELL Exclusions: Students in U.S. schools Year 1 excluded Students in U.S. schools Year 2 through Year 4 included based on test version: English test version using STAAR ELL Progress Measure and STAAR Final Level II; Spanish test version using phase-in Level II/ Level III performance standards Students in U.S. schools Year 5 and beyond included at phase-in Level II/ Level III performance standards Exceptions: asylees/refugees and SIFE in U.S. schools Year 1 through Year 5 excluded; immigrants entering at Grade 9 or above excluded • Closing Performance Gaps • Index 3

  19. STAAR Percent Met Level II Final Standard on at Least 2 Subjects • Assessment results include all assessments evaluated in Index I • Eight Student Groups Evaluated: • All Students • Each Race / Ethnicity • Four-year Graduation Rate or Five-year Graduation Rate (or Annual Dropout Rate if no graduation rate) • Ten Student Groups Evaluated; All Students, each Race/Ethnicity, Students with Disabilities, and ELLs • Percent Recommended or Advanced High School Program Plan (RHSP/AHSP) Graduates • Eight Student Groups Evaluated: All Students and each Race/Ethnicity • Percent of Graduates the met College Ready Criterion on Reading and Math • Eight Student Groups Evaluated: All Students and each Race/Ethnicity • Metrics • Postsecondary Readiness • Index 4

  20. High Schools with Graduation Rates • Postsecondary Readiness • Index 4

  21. High Schools without Graduation Rates • Postsecondary Readiness • Index 4 Annual Dropout Rate Conversion Formula: 100 – (Gr. 9-12 Annual Dropout Rate x 10), with a floor of zero

  22. ScoringTable • Postsecondary Readiness • Index 4

  23. New ELL Exclusions: English test version results Students in U.S. schools Year 1 through Year 4 excluded Students in U.S. schools Year 5 and beyond included at final Level II performance standard Exceptions: Asylees/refugees and SIFE excluded in Years 1-5; immigrants entering at Grade 9 or above excluded Spanish test version results: Students in U.S. schools Year 1 excluded Students in U.S. schools Year 2 and beyond included at final Level II performance standard Exception: Asylees/refugees and SIFE in U.S. schools Year 1 through Year 5 excluded • Exclusions • Postsecondary Readiness • Index 4

  24. State Accountability Ratings & Distinctions • Accountability System

  25. Community and Student Engagement Ratings • Community/Student Engagement and Compliance Self Assessment • Campus and district self-assessment on 8 locally-developed criteria of community/student engagement and one indicator on compliance will be reported along with the accountability ratings for 2014. • Fine arts • Wellness & physical education • Community & parental involvement • 21st Century workforce development program • Second language acquisition • Digital learning environment • Dropout prevention strategies • Educational program for G/T students • Accountability System

  26. Intervention Designations • Accountability System

  27. Safeguard Measures and Targets • Accountability System Source: TEA waiver application

  28. System Safeguards • The intent of the safeguards system is to meet federal accountability requirements that are not met in the performance index. • Failure to meet the safeguard target for any reported cell must be addressed in campus and district improvement plans.

  29. HISD was granted an exception to the 1% cap for alternate assessments.

  30. Questions: Carla Stevens, Ed La Sage Research and Accountability 713-556-6700 Resources: http://www.houstonisd.org/Page/90761 • Accountability System

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