HB3 Transition PlanSection II Accountability

NEW!

NEW!

New Accountability Systems

• Development in 2011-2012 and 2012-2013

• Alignment with the new provisions of House Bill (HB) 3

• Emphasis on college- and career-ready performance on STAAR

““STAAR & AYP Accountability

The primary consideration that will guide development of the new AYP system will

be alignment with the state accountability system to the greatest extent possible.

Reading3-8

Math3-8

Writing4 & 7

Science5 & 8

Social Studies 8

Indicators: State RequirementsPerformance on STAAR 3-8

Statute requires that indicators combine results across grades.

English IEnglish IIEnglish III

Algebra IGeometryAlgebra II

BiologyChemistry

Physics

World Geo.World Hist.U.S. History

Indicators: State RequirementsPerformance on STAAR EOCs

Percentage of students meeting the satisfactory performance standard or student progress standard

Indicators: State Requirements

Percentage of students meeting the college-ready performance standard or college-ready student progress standard

Indicators: State RequirementsOther Indicators

Dropout Rates Completion and Graduation Rates

• Required Improvement will be a feature of the system. – Date Effective for Satisfactory Performance: 2013– Date Effective for College Readiness Performance: 2014

• Options:– Improvement to Long-Term Goal– Improvement to Annual Accountability Standard– Reduction in Performance Gaps – Increasing Annual Standards– Improvement Across Multiple Years – Any Improvement or No Decline – Multi-Year Average Performance

Indicators: State RequirementsRequired Improvement

A new statutory provision gives districts and campuses the option to use three-year average performance to meet an accountability standard when current

year performance does not meet the standard.

Performance Indicators

Date Effective: TBD

Dropout and District Completion Rates

Date Effective: 2013

HS Graduation Indicator

Commissioner Rule

Indicators: State RequirementsThree Year Average Performance

Reading/ELA PerformanceMath PerformanceFederal caps on alternative assessments

Indicators: Federal Requirements

Reading/ELA Participation (95%)Math Participation (95%)

Other Indicator

Options for Resolving Differences

Add Science and Social Studies Performance

Add Reading/ELA and Math Participation

Implement federal caps on results of alternate assessments

Student Groups

Required GroupsState: Evaluation based on race/ethnicity and SESFederal: Evaluation based on race, SES, SPED, and LEP

Groups being ConsideredAdditional race/ethnicity groups: Asian, Multiracial, OtherNot Economically DisadvantagedLEP, At Risk, Special Education

Student GroupsAdditional Options: State

Define student group membership

longitudinally (Eco Dis and LEP)

New options for student groups

similar to the All Student group

Expand the student groups evaluated

College Readiness

STANDARD TBD, Effective 2014

SUBJECTS Reading/ELA and MathGrades 3-8 and EOC

STUDENTS Required for 5 student groups

ANY HELP? Required Improvement, Effective 2014Three-Year Average, Effective TBD

AP IB SAT PSATPreACT

Satisfactory performance on these assessments may be used as a factor when determining

whether the student satisfies the cumulative score requirement for graduation:

The commissioner will determine whether these results will be factored in the assessment results

used for state accountability.

Dropout/Grad/Completion Rate

• Previous dropouts;• Students who are not in membership for purposes of average daily

attendance; • Students who have been ordered by courts to attend GED programs but have

not earned GED certificates; • Students who are incarcerated in state jails and federal penitentiaries as adults

and as persons certified to stand trial as adults; • Students whose initial enrollment in a school in the United States in grades 7–

12 was as unschooled refugees or asylees; and • Students detained in county detention facilities that are located outside the

students' home districts.

State statute requires that six groups of students be removed from the dropout definition used for state

accountability:

Dropout Rate

Option 1Use a longitudinal dropout rate for first-time ninth graders to measure how many students drop out before graduating.

Option 2Use an annual dropout rate to measure how many students drop out in one school year.

Option 2a: Use selected grades, i.e., grades 7, 8, 9, 10, 11, and/or 12.

Option 2b: Use selected grade spans, i.e., grades 7–8, grades 9–12, and/or grades 7–12.

Graduation RateTEA currently uses a four-year graduation rate that

measures early or on-time graduation. However, some students take longer than four years to graduate.

Options for 2013 Accountability:

4-Year Rate

Class of 2012

5-Year Rate

Class of 2011

6-Year Rate

Class of 2010

7-Year Rate

Class of 2009

Completion RateSome advocate counting GED recipients as completers

because a GED can be used for entrance into college and to obtain employment.

A system control could be used that requires graduates to comprise a certain portion of the rate.

# Graduates + Continuers + GED + Dropouts

# Graduates + Continuers + GED

AEA Accountability Procedures

NCLB requires that all campuses, including AECs, are evaluated in the federal accountability system.

The state accountability system has the option of including AEA procedures designed specifically to evaluate AECs. Options include:• Use Same Indicators and Standards as Regular Campuses. • Use Same Indicators, but Different Standards, as Regular Campuses • Develop Alternative Education Accountability Procedures

Ratings

2013

2014

“Unacceptable”“Acceptable”

Option A

“Unacceptable”“Acceptable”“Recognized”“Exemplary”

Option B

“Unacceptable”“Acceptable”with Recognized &

Exemplary Distinctions

Ratings ““Recognized and Exemplary ratings are distinction designations for meeting

higher college- and career-ready performance standards, rather than

higher performance on the same indicators used for accountability ratings.

Campus Distinction Designations

Top 25% in Annual Improvement on STAAR

Top25% in Performance Gap Reduction on STAAR

Satisfy Criteria in Academic Achievement

A+

Fine Arts Physical Education

21st

21st Century Workforce Development

Second Language Acquisition Program

Performance ReportsReport to District: Comparisons for Annual Performance Assessment Report to Parents: Similar to Confidential Student Reports

Teacher Report Card

Campus Report Card

Performance Report : Similar to AEIS Reports

Comprehensive Annual Report

Nov. 2011

EOC Standards are Set

Spring 2012

STAAR TestingGrades 3-9

June 2012

EOC Results are Reported

Fall 2012

STAAR 3-8 Results are Reported

Dec. 2012

STAAR 3-8 Standards are

Set

Timeline

2010-11

Last Year for Statewide

TAKS Testing

Spring 2013

STAAR TestingGrades 3-10

August 8, 2013

First Ratings are Reported

Thank you!Arielle Arizpe

512-919-5131 | arielle.arizpe@esc13.txed.net