Student Answer Documents: Accuracy & Accountability

And so it begins …

• Last year’s data rolls forward.

• New students are entered in the district’s system.

• Data verification is key!

October Snapshot• Last Friday in October is the PEIMS Snapshot

Date – October 30, 2009– Updates and reviews and edits are completed

earlier– The audit documents are in the file cabinet, rather

than the computer• This is the “Fall Submission”

And from there … TEA

• Answer documents should be as accurate as test date data.– What was true in October may no longer be

accurate.• Answer document data is used to calculate the

Accountability and AYP reports. NOT PEIMS!

Testing Cycle Begins…

• The Fall Submission provides the data submitted to pre-code the TAKS answer documents– No edits– Data on answer documents is based on what the district

submits to Pearson in the data file

Verifying Coding for Accuracy

• Everything is important since it affects something in one of the three accountability systems

• It is imperative that we verify the coding on student answer documents

• What sources do we use to verify coding?

District – Campus – District ProcessArea Where is the

verification source?Who is doing it?

Ethnicity

Economically Disadvantaged

LEP (Current, M1, and M2)

Special Education

CTE

District – Campus – District ProcessArea Where is the verification

source?Who is doing it?

Ethnicity Registration Campus Registrar/PEIMS

Economically Disadvantaged

Lunchroom (Free & Reduced Lunch Application)

Cafeteria Mgmt/PEIMS

LEP (Current, M1, and M2)

LPAC Committee Minutes Bilingual-ESL Coordinator/LPAC Committee/PEIMS

Special Education ARD Paperwork/IEPs Special Education Coordinator/ARD Committee/PEIMS

CTE Course sequence(Codes 0,1,2,3)

CTE Coordinator/Counselors/PEIMS

Testing …

• Campus/District Testing Coordinators have the responsibility to ensure the review and verification of the accuracy of data on pre-coded labels. These labels are used for the answer documents.

• How do you verify? Against what?• What process is in place in your district?

Right Test – Right Student?

– What test(s) will be administered? – How do campus testing coordinators and test

administrators verify that the student receives the right test?

– For special education, ARD documentation dictates this.

Wrong Information on the Answer Document?

• How do you convey steps for ‘fixing’ a label at the district level?…campus level?

• How do you ensure that students do not ‘bubble’ anything on the answer documents that will override the label?

What Coding Affects Accountability?• State Accountability

– Ethnicity– Economically Disadvantaged– Score Code & Test Taken Information

• AYP– Ethnicity– Economically Disadvantaged– LEP (Current, M1, and M2)– Special Education– Score Code

What are the AYP Measures next year?

Math ?????

67Reading/Language Arts?????

73

AYP: Target Standards

Indicator Measure 2007 2008 2009 2010

1 ReadingPerformance 60% 60% 67% 73%

Participation 95% 95% 95% 95%

2 MathPerformance 50% 50% 58% 67%

Participation 95% 95% 95% 95%

3 OtherGraduation 70% 70% 70% 70%

Attendance 90% 90% 90% 90%

Indicator Measures

1Reading

– Gr. 3-8 and 10

% of students who are ProficientAND

% of students who Participate

2Math

– Gr. 3-8 and 10

% of students who are ProficientAND

% of students who Participate

3

“Other”– Graduation Rate

• HS• LEAs w/ 12th grade

– Attendance Rate• ES and MS• LEAs w/o 12th grade

% of students who Graduate• By Aug. 31st 4 years after enrollment in 9th

% of students in Attendance

AYP: The BasicsIndicators used to determine AYP

AYP Performance Standards

2009 2010 2011 2012 2013 2014

Reading/ ELA 67% 73% 80% 87% 93% 100%

Math 58% 67% 75% 83% 92% 100%

What Coding Affects Accountability?• PBMAS

– Ethnicity– Economically Disadvantaged– LEP

• Bilingual• ESL

– Special Education– Title I– CATE

Data Validation Monitoring (DVM)

• Data validation responsibilities include review and follow-up with districts or campuses that have been identified for potential data inaccuracies, anomalies, or irregularities. – Excessive Coding of Absent (content areas and TELPAS Reading)– Excessive Coding of “Other” (content areas and TELPAS Reading)– Excessive Discrepancy PEIMS/TAKS CTE Status

• DVM includes stages 1-3 with a variety of activities that LEAs are to conduct with each stage (i.e., FDA,CIP templates) all with the intent of correcting data errors.

• Documentation is key.

Thank You!