review of performance index framework and accountability ratings richardson independent school...

STATE ACCOUNTABILITY

2013Review of Performance Index Framework

and Accountability Ratings

R I C H A R D S O N I N D E P E N D E N T S C H O O L D I S T R I C T

To serve and prepare all students for their global future.

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

Outline

RICHARDSON ISD | To serve and prepare all students for their global future.

To review the Texas Accountability system for 2013 and provide accountability results for Richardson ISD

Purpose


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

Background: State of Texas Assessments of Academic Readiness (STAAR) Overview


Background: Accountability Performance Index Review

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


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

atLevel 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 implementatio

n in 2013 – 4yr and 5yr graduation rates and

graduates by diploma plan

Fully implemented

in 2014 including

performance at Level II

Final Standard



Elementary Elementary

Junior High Junior High

High School High School High School

District District District

2013 system requires campuses/districts to meet accountability targets for ALL Indices measured.

Elementary

Junior High

High School

District


Accountability : 2013


Met StandardImprovement Required


Rating Labels


STANDARD ACCOUNTABILITY: To be “Met Standard” campuses and districts must meet expectations on all Indices. ◦ Index 1: 50◦ Index 2: 5th percentile – by campus type◦ Index 3: 55◦ Index 4: 75


Index Standards


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.


Distinctions


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.


Distinctions


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.


Distinctions


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 1st SSI retest results will be included in ALL Index calculations.


Special Cases


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

Background: Accountability Performance Index ReviewSystem Safeguards for Adequate Yearly Progress (AYP)


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).

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…)

Background: Focus on Index 2


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.

Background: Focus on Index 2


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

Findings: Accountability Ratings


Findings: Accountability Ratings


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.

Findings: Highlights and Challenges


Districts will not receive any Distinction Designations in 2013.

Campus Distinction Designations will be released to districts August 7th.

Accountability ratings and distinction designations for all districts and campuses will be released publicly by TEA on August 8th.

Still to Come: Distinction Designations and Public Release of Data


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%

Still to Come: AYP Waiver Denial


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.

Still to Come: HB 5 and Recent Proposed Policy Changes


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



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



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

Next Steps for RISD: Focus Area: Writing


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

Next Steps for RISD: Focus Area: Writing


Special Education

Next Steps for RISD: Focus Area: Graduation Rates


review of performance index framework and accountability ratings richardson independent school...

Documents

schools performance

levels of performance

staar level

performance gains

satisfactory level

richardson isd richardson

english i

global future