2016 Accountability System
2016 Accountability System Index 1: Student Achievement
Index 2: Student Progress
Measure
% passing (% of all tests meeting the Performance Standard) Calculated across all subject areas tested at the campus/district 1 point for each %age point of the overall pass rate of all tests across all subjects
Tests Included
STAAR, STAAR L, STAAR A, STAAR Alternate 2, STAAR Spanish
Performance Standard (“2016 STAAR Passing Standard”) ELL Students
Grades 3‐8 – all subjects (including Math) EOCs – 5 assessments (English I, English II, Algebra I, Biology, US History) EOC Substitute Assessments may be substituted for applicable EOCs STAAR L only included for students with an ELL Progress Measure
STAAR Level II – Standard Progression 2015‐16
Grades 3‐8 | EOCs for students taking 1st EOC in 2015‐16
STAAR Level II – Phase 1 (for EOCs for students who took at least 1 EOC prior to 2015‐16) Applicable standard on an EOC Substitute Assessment ELL Progress Measure (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) 1. 1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) Included 2. ELLs taking STAAR L who do not have an ELL Progress Measure EXCEPT 3. Asylees/Refugees/SIFE* in years 1‐5 in U.S. Schools FOR
Student Groups (MSC = Min. Size Criteria)
1 Group = All Students Across All Subject Areas (no MSC) Performance data are reported for 11 student groups: All Students + 7 Race/Ethnicity Groups + SpEd + ELL +EcoDis
Test Cycles
STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 STAAR EOCs – Summer 2015, Fall 2015, Spring 2016 (Best of)
Measure
1. STAAR Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups)
4 Indicators (For STAAR Postsecondary Readiness, only EOC Course Tests taken for first time in 2016 Accountability Year Included)
Index 1
* Students with Interrupted Formal Education
% of students who Met Level II – Final (or EOC Substitute Assessment Standard) on 2 or more subject area tests OR on 1 subject area test (if only 1 is taken)
2. Graduation Rate: 4‐year or 5‐year Cohort (All Students + 7 Race/Ethnicity Groups + SpEd + ELL Ever in HS) Or converted Annual Dropout Rate
% of students who Met Progress and % who Exceeded Progress Calculated across subject areas (cumulating results from Reading and Math) For each student group meeting MSC: Numerator = 1 point for each % Met Progress + 2 points for each % Exceeded Progress Denominator = 200 points
Measure
STAAR Progress Measure (all versions of STAAR) Reading (Grades 4‐8 and English II) | Math (Grades 4‐Algebra I) ELL Progress Measure (all English versions of STAAR for eligible ELL Students) Reading (Grades 3‐8, English I, and English II) | Math (Grades 3‐Algebra I) STAAR Progress Measure (Met or Exceeded Progress) ELL Progress Measure (Met or Exceeded Progress for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) Spanish to English Proxy in Reading if ELL Progress Cannot Be Calculated (STAAR 2016 Passing Standard or STAAR Level II – Final) Included 1. 1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) EXCEPT 2. ELLs taking STAAR L who do not have an ELL Progress Measure FOR 3. Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools
Tests Included
Targets ES
MS 13
HS 21
Dist 13
STAAR Postsecondary Readiness = 100% of Index 4 Score
HS
Dist
ES
Targets = See Index 4 Targets
MS
HS
All Students + 7 Race/Ethnicity Groups + SpEd + ELL Students (including former ELL students in 1st or 2nd year of monitoring) STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 Alg I, Eng I, Eng II – Summer 2015, Fall 2015, Spring 2016 (1st attempt)
Met Standard requires meeting targets for: Index 3, AND Index 4, AND EITHER Index 1 or Index 2 Dist
≈ 5th %ile
% of students at 2016 STAAR Passing Standard and % at Level III Calculated in each subject area – then summed For each student group meeting MSC in each subject area: Numerator = 1 point for each % at 2016 STAAR Passing Standard + 2 points for each % at Level III Denominator = 200 points
STAAR, STAAR A, STAAR Alternate 2, STAAR Spanish Grades 3‐8 and EOCs – all subjects (including Math) STAAR L in all subject areas is EXCLUDED 2016 STAAR Passing Standard and STAAR Level III OR ELL Progress Measure – Met Progress and STAAR Level II – Final (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR)
Targets
Index 4
ES 12
MS
≈ 5th %ile
Index 3
3. Graduation Plan Rate: RHSP/DAP Rate or RHSP/DAP/FHSP‐E/FHSP‐ DLA Rate: (All Students + 7 Race/Ethnicity Groups) 4. Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups) % of 2014‐15 graduates who Met the TSI requirement (scored at or above criterion score on TSI, SAT or ACT in BOTH ELA and Math) OR Earned credit for at least 2 advanced/dual enrollment courses in 2014‐15 or 2013‐14 OR Enrolled in a coherent sequence of CTE courses as part of a 4‐year plan of study to take 2 or more CTE courses for 3 or more credits (For each indicator, MSC for the All Students group = 0; for all other groups, MSC = 25)
10 Groups (MSC = 25 for all groups other than All Students, where MSC = 0)
Target = 60
For Districts and High School Campuses with data for all 4 indicators = 60 Each of the 4 indicators is weighted 25% of Index 4 Score For Districts and Campuses that do not have all data for all 4 indicators:
ELL Students
Index 2
Included EXCEPT FOR
Index 4 Targets
Performance Standard
1. 2. 3. 4.
1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) ELLs taking STAAR L Immigrants entering ≥ Grade 9 Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools
Economically Disadvantaged (no MSC) and Up to 2 lowest performing Race/Ethnicity groups from 2015 [≥25 tests in both Reading AND Math] In each subject area, an identified Race/Ethnicity group is only evaluated if, in the 2016 accountability year, the group had at least 25 tests
STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 STAAR EOCs – Summer 2015, Fall 2015, Spring 2016 (Best of)
Index 4: Postsecondary Readiness
Student Groups (MSC = Min. Size Criteria)
Test Cycles
Measure
Tests Included Performance Standard ELL Students
Student Groups (MSC = Min. Size Criteria)
Test Cycles
Index 3: Closing Performance Gaps
© 2016 lead4ward, LLC
This quicklook only addresses key aspects of the 2016 Accountability System for traditional districts/campuses. See TEA 2016 Accountability Development Materials for additional information regarding the 2016 Accountability System. Italics indicate changes to the 2015 Accountability System being Implemented for the 2016 Accountability System
REV 06/01/2016
2016 Accountability System Distinction Designations – INCLUDE All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Topic
Summary
Campus Distinction Designations (1‐7) District Distinction Designations (Only #7)
1.
Academic Achievement Distinction Designation (AADD) Indicators by Subject Area
2. 3. 4. 5. 6. 7.
Comments
Top 25% Student Progress (top quartile of Campus Comparison Group on Index 2 Score) Top 25% Closing Achievement Gap (top quartile of Campus Comparison Group on Index 3 Score) Academic Achievement in Reading/Language Arts Academic Achievement in Math Academic Achievement in Science Academic Achievement in Social Studies Postsecondary Readiness (1) STAAR Postsecondary Readiness (from Index 4) (2) 4‐Year Graduation Rate (Cohort Class of 2015) (3) Diploma Plan Rate (Cohort Class of 2015) (4) College‐Ready Graduates Rate – School Year 2014‐15 Graduates (from Index 4) (5) Advanced Course/Dual Enrollment Completion Rate (School Year 2014‐15) (6) SAT/ACT Performance Met Criterion – School Year 2014‐15 Graduates (7) SAT/ACT Participation Rate – School Year 2014‐15 Graduates (8) AP/IB Examinees Meeting Criterion Score – School Year 2014‐15 Examinees (9) CTE Coherent Sequence Graduates – School Year 2014‐15 Graduates
AADD Indicators ‐ Reading/ELA
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Campuses/Districts must earn an accountability rating of Met Standard in order to be eligible for a Distinction Designation Academic Achievement Distinction Designations (AADD) Methodology Each campus is compared to its Campus Comparison Group on a number of indicators specific to each subject area (Reading/ELA, Math, Science and Social Studies) To earn AADD in a subject area, a campus must be in the top quartile of its Campus Comparison Group on the following percentages of the indicators applicable to the campus group type in that subject area: Elementary and Middle Schools: ≥ 50% of the indicators for which the campus has data High Schools and K‐12 campuses: ≥ 33% of the indicators for which the campus has data Campus Comparison Group Each campus is identified by school type (elementary, middle, high school, or combined elementary/secondary ‐ based on fall PEIMS enrollment) Each campus is assigned to a unique comparison group of the 40 other public schools that most closely match the campus based on the following characteristics: 1. Grade levels served – lowest grade level and highest grade level enrollment (based on fall PEIMS enrollment) 2. Campus size –total student enrollment (based on fall PEIMS enrollment) 3. Percentage of students economically disadvantaged (based on fall PEIMS enrollment) 4. Percentage of students identified as English language learners (ELLs) (based on fall PEIMS enrollment) 5. Mobility rate [percentage of students identified as mobile] (based on PEIMS prior year attendance) Postsecondary Readiness Distinction Designation Methodology for Campuses Elementary and Middle Schools: top quartile of Campus Comparison Group on Index 4 score High Schools and K‐12 Campuses: top quartile of Campus Comparison Group on ≥ 33% of the indicators for which the campus has data Postsecondary Readiness Distinction Designation Methodology for Districts Across all campuses in the district, determine the percentage of Postsecondary Readiness indicators for which campuses are in the top quartile of their Campus Comparison Group District earns a Postsecondary Readiness Distinction Designation if across all campuses in the district ≥ 70% of the postsecondary readiness indicators are in the top quartile of the campuses’ respective Campus Comparison Groups
HS MS/JH ES K–12
Attendance rate Greater Than Expected Student Growth in Reading/ELA Grade 3 Reading Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 6 Reading Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) English I Performance (Level III) English II Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Performance: ELA SAT/ACT Participation SAT Performance: Reading and Writing ACT Performance: ELA Advanced/Dual Enrollment Course Completion Rate: Reading/ELA Total Indicators ‐ Reading/ELA
Y Y
Y Y
Y Y Y Y Y Y
Y Y Y Y Y Y Y Y Y Y Y Y 10
6
6
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 18
AADD Indicators ‐ Math 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
AADD Indicators ‐ Science
HS MS/JH ES K–12
Attendance rate Greater Than Expected Student Growth in Mathematics Grade 3 Math Performance (Level III) Grade 4 Math Performance (Level III) Grade 5 Math Performance (Level III) Grade 6 Math Performance (Level III) Grade 7 Math Performance (Level III) Grade 8 Math Performance (Level III) Algebra I by Grade 8 Participation Algebra I Performance (Level III) AP/IB Examination Participation: Mathematics AP/IB Examination Performance: Mathematics SAT/ACT Participation SAT Performance: Mathematics ACT Performance: Mathematics Advanced/Dual Enrollment Course Completion Rate: Mathematics Total Indicators ‐ Math
Y Y
Y Y Y Y Y Y Y 9
Y Y
Y Y Y Y Y
Y Y Y Y Y
7
5
1 2 3 4 5 6 7 8
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 16
HS MS/JH ES K–12
Attendance rate Grade 5 Science Performance (Level III) Grade 8 Science Performance (Level III) EOC Biology Performance (Level III) ACT Performance: Science AP/IB Examination Participation: Science AP/IB Examination Performance: Science Advanced/Dual Enrollment Course Completion Rate: Science Total Indicators ‐ Science
Y
Y Y
Y Y Y Y Y Y 6
AADD Indicators ‐ Social Studies 1 2 3 4 5 6
Y
Attendance rate Grade 8 Social Studies Performance (Level III) EOC U.S. History Performance (Level III) AP/IB Examination Participation: Social Studies AP/IB Examination Performance: Social Studies Advanced/Dual Enrollment Course Completion Rate: Social Studies Total Indicators ‐ Social Studies
2
2
Y Y Y Y Y Y Y Y 8
HS MS/JH ES K–12 Y
Y Y
Y
Y Y Y Y Y Y
2
N/A
6
Y Y Y Y 5
State Accountability System Safeguards – INCLUDE All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Performance Rates (ELL student group includes current AND monitored ELLs) State: Each Subject Area Federal: Reading & Math
Graduation Rates – Federal Targets* (ELL student group = EVER ELL in high school)
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
ELL
Sp Ed
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
4 Year
88%
88%
88%
88%
88%
88%
88%
88%
88%
88%
88%
87%
5‐Year
90%
90%
90%
90%
90%
90%
90%
90%
90%
90%
90%
87%
87%
87%
87%
87%
87%
Reading & Math ONLY
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
ELL
Sp Ed
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
Sp Ed
ELL
* Federal graduation rate targets are applied to state system safeguards and include an improvement target
Participation Rates (ELL student group only includes current ELLs)
State Accountability System Safeguards – Consequences and Interventions Results are reported for each student group that meets Minimum Size Criteria Failure to meet a safeguard target for any reported group must be addressed through the Texas Accountability Intervention System (TAIS) continuous improvement process
© 2016 lead4ward, LLC
This quicklook only addresses key aspects of the 2016 Accountability System for traditional districts/campuses. See TEA 2016 Accountability Development Materials for additional information regarding the 2016 Accountability System. Italics indicate changes to the 2015 Accountability System being Implemented for the 2016 Accountability System
REV 06/01/2016
Index 2: Student Progress
Measure
% passing (% of all tests meeting the Performance Standard) Calculated across all subject areas tested at the campus/district 1 point for each %age point of the overall pass rate of all tests across all subjects
Tests Included
STAAR, STAAR L, STAAR A, STAAR Alternate 2, STAAR Spanish
Performance Standard (“2016 STAAR Passing Standard”) ELL Students
Grades 3‐8 – all subjects (including Math) EOCs – 5 assessments (English I, English II, Algebra I, Biology, US History) EOC Substitute Assessments may be substituted for applicable EOCs STAAR L only included for students with an ELL Progress Measure
STAAR Level II – Standard Progression 2015‐16
Grades 3‐8 | EOCs for students taking 1st EOC in 2015‐16
STAAR Level II – Phase 1 (for EOCs for students who took at least 1 EOC prior to 2015‐16) Applicable standard on an EOC Substitute Assessment ELL Progress Measure (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) 1. 1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) Included 2. ELLs taking STAAR L who do not have an ELL Progress Measure EXCEPT 3. Asylees/Refugees/SIFE* in years 1‐5 in U.S. Schools FOR
Student Groups (MSC = Min. Size Criteria)
1 Group = All Students Across All Subject Areas (no MSC) Performance data are reported for 11 student groups: All Students + 7 Race/Ethnicity Groups + SpEd + ELL +EcoDis
Test Cycles
STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 STAAR EOCs – Summer 2015, Fall 2015, Spring 2016 (Best of)
Measure
1. STAAR Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups)
4 Indicators (For STAAR Postsecondary Readiness, only EOC Course Tests taken for first time in 2016 Accountability Year Included)
Index 1
* Students with Interrupted Formal Education
% of students who Met Level II – Final (or EOC Substitute Assessment Standard) on 2 or more subject area tests OR on 1 subject area test (if only 1 is taken)
2. Graduation Rate: 4‐year or 5‐year Cohort (All Students + 7 Race/Ethnicity Groups + SpEd + ELL Ever in HS) Or converted Annual Dropout Rate
% of students who Met Progress and % who Exceeded Progress Calculated across subject areas (cumulating results from Reading and Math) For each student group meeting MSC: Numerator = 1 point for each % Met Progress + 2 points for each % Exceeded Progress Denominator = 200 points
Measure
STAAR Progress Measure (all versions of STAAR) Reading (Grades 4‐8 and English II) | Math (Grades 4‐Algebra I) ELL Progress Measure (all English versions of STAAR for eligible ELL Students) Reading (Grades 3‐8, English I, and English II) | Math (Grades 3‐Algebra I) STAAR Progress Measure (Met or Exceeded Progress) ELL Progress Measure (Met or Exceeded Progress for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR or STAAR L) Spanish to English Proxy in Reading if ELL Progress Cannot Be Calculated (STAAR 2016 Passing Standard or STAAR Level II – Final) Included 1. 1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) EXCEPT 2. ELLs taking STAAR L who do not have an ELL Progress Measure FOR 3. Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools
Tests Included
Targets ES
MS 13
HS 21
Dist 13
STAAR Postsecondary Readiness = 100% of Index 4 Score
HS
Dist
ES
Targets = See Index 4 Targets
MS
HS
All Students + 7 Race/Ethnicity Groups + SpEd + ELL Students (including former ELL students in 1st or 2nd year of monitoring) STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 Alg I, Eng I, Eng II – Summer 2015, Fall 2015, Spring 2016 (1st attempt)
Met Standard requires meeting targets for: Index 3, AND Index 4, AND EITHER Index 1 or Index 2 Dist
≈ 5th %ile
% of students at 2016 STAAR Passing Standard and % at Level III Calculated in each subject area – then summed For each student group meeting MSC in each subject area: Numerator = 1 point for each % at 2016 STAAR Passing Standard + 2 points for each % at Level III Denominator = 200 points
STAAR, STAAR A, STAAR Alternate 2, STAAR Spanish Grades 3‐8 and EOCs – all subjects (including Math) STAAR L in all subject areas is EXCLUDED 2016 STAAR Passing Standard and STAAR Level III OR ELL Progress Measure – Met Progress and STAAR Level II – Final (for eligible ELL students in 2nd – 4th years in U.S. schools taking an English version of STAAR)
Targets
Index 4
ES 12
MS
≈ 5th %ile
Index 3
3. Graduation Plan Rate: RHSP/DAP Rate or RHSP/DAP/FHSP‐E/FHSP‐ DLA Rate: (All Students + 7 Race/Ethnicity Groups) 4. Postsecondary Readiness (All Students + 7 Race/Ethnicity Groups) % of 2014‐15 graduates who Met the TSI requirement (scored at or above criterion score on TSI, SAT or ACT in BOTH ELA and Math) OR Earned credit for at least 2 advanced/dual enrollment courses in 2014‐15 or 2013‐14 OR Enrolled in a coherent sequence of CTE courses as part of a 4‐year plan of study to take 2 or more CTE courses for 3 or more credits (For each indicator, MSC for the All Students group = 0; for all other groups, MSC = 25)
10 Groups (MSC = 25 for all groups other than All Students, where MSC = 0)
Target = 60
For Districts and High School Campuses with data for all 4 indicators = 60 Each of the 4 indicators is weighted 25% of Index 4 Score For Districts and Campuses that do not have all data for all 4 indicators:
ELL Students
Index 2
Included EXCEPT FOR
Index 4 Targets
Performance Standard
1. 2. 3. 4.
1st Yr. in U.S. Schools (unless taking STAAR Alternate 2) ELLs taking STAAR L Immigrants entering ≥ Grade 9 Asylees/Refugees/SIFE in years 1‐5 in U.S. Schools
Economically Disadvantaged (no MSC) and Up to 2 lowest performing Race/Ethnicity groups from 2015 [≥25 tests in both Reading AND Math] In each subject area, an identified Race/Ethnicity group is only evaluated if, in the 2016 accountability year, the group had at least 25 tests
STAAR Grades 3‐8 – Spring 2016 Primary and 1st retest for Reading and Math Grades 5 & 8 STAAR EOCs – Summer 2015, Fall 2015, Spring 2016 (Best of)
Index 4: Postsecondary Readiness
Student Groups (MSC = Min. Size Criteria)
Test Cycles
Measure
Tests Included Performance Standard ELL Students
Student Groups (MSC = Min. Size Criteria)
Test Cycles
Index 3: Closing Performance Gaps
© 2016 lead4ward, LLC
This quicklook only addresses key aspects of the 2016 Accountability System for traditional districts/campuses. See TEA 2016 Accountability Development Materials for additional information regarding the 2016 Accountability System. Italics indicate changes to the 2015 Accountability System being Implemented for the 2016 Accountability System
REV 06/01/2016
2016 Accountability System Distinction Designations – INCLUDE All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Topic
Summary
Campus Distinction Designations (1‐7) District Distinction Designations (Only #7)
1.
Academic Achievement Distinction Designation (AADD) Indicators by Subject Area
2. 3. 4. 5. 6. 7.
Comments
Top 25% Student Progress (top quartile of Campus Comparison Group on Index 2 Score) Top 25% Closing Achievement Gap (top quartile of Campus Comparison Group on Index 3 Score) Academic Achievement in Reading/Language Arts Academic Achievement in Math Academic Achievement in Science Academic Achievement in Social Studies Postsecondary Readiness (1) STAAR Postsecondary Readiness (from Index 4) (2) 4‐Year Graduation Rate (Cohort Class of 2015) (3) Diploma Plan Rate (Cohort Class of 2015) (4) College‐Ready Graduates Rate – School Year 2014‐15 Graduates (from Index 4) (5) Advanced Course/Dual Enrollment Completion Rate (School Year 2014‐15) (6) SAT/ACT Performance Met Criterion – School Year 2014‐15 Graduates (7) SAT/ACT Participation Rate – School Year 2014‐15 Graduates (8) AP/IB Examinees Meeting Criterion Score – School Year 2014‐15 Examinees (9) CTE Coherent Sequence Graduates – School Year 2014‐15 Graduates
AADD Indicators ‐ Reading/ELA
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Campuses/Districts must earn an accountability rating of Met Standard in order to be eligible for a Distinction Designation Academic Achievement Distinction Designations (AADD) Methodology Each campus is compared to its Campus Comparison Group on a number of indicators specific to each subject area (Reading/ELA, Math, Science and Social Studies) To earn AADD in a subject area, a campus must be in the top quartile of its Campus Comparison Group on the following percentages of the indicators applicable to the campus group type in that subject area: Elementary and Middle Schools: ≥ 50% of the indicators for which the campus has data High Schools and K‐12 campuses: ≥ 33% of the indicators for which the campus has data Campus Comparison Group Each campus is identified by school type (elementary, middle, high school, or combined elementary/secondary ‐ based on fall PEIMS enrollment) Each campus is assigned to a unique comparison group of the 40 other public schools that most closely match the campus based on the following characteristics: 1. Grade levels served – lowest grade level and highest grade level enrollment (based on fall PEIMS enrollment) 2. Campus size –total student enrollment (based on fall PEIMS enrollment) 3. Percentage of students economically disadvantaged (based on fall PEIMS enrollment) 4. Percentage of students identified as English language learners (ELLs) (based on fall PEIMS enrollment) 5. Mobility rate [percentage of students identified as mobile] (based on PEIMS prior year attendance) Postsecondary Readiness Distinction Designation Methodology for Campuses Elementary and Middle Schools: top quartile of Campus Comparison Group on Index 4 score High Schools and K‐12 Campuses: top quartile of Campus Comparison Group on ≥ 33% of the indicators for which the campus has data Postsecondary Readiness Distinction Designation Methodology for Districts Across all campuses in the district, determine the percentage of Postsecondary Readiness indicators for which campuses are in the top quartile of their Campus Comparison Group District earns a Postsecondary Readiness Distinction Designation if across all campuses in the district ≥ 70% of the postsecondary readiness indicators are in the top quartile of the campuses’ respective Campus Comparison Groups
HS MS/JH ES K–12
Attendance rate Greater Than Expected Student Growth in Reading/ELA Grade 3 Reading Performance (Level III) Grade 4 Reading Performance (Level III) Grade 4 Writing Performance (Level III) Grade 5 Reading Performance (Level III) Grade 6 Reading Performance (Level III) Grade 7 Reading Performance (Level III) Grade 7 Writing Performance (Level III) Grade 8 Reading Performance (Level III) English I Performance (Level III) English II Performance (Level III) AP/IB Examination Participation: ELA AP/IB Examination Performance: ELA SAT/ACT Participation SAT Performance: Reading and Writing ACT Performance: ELA Advanced/Dual Enrollment Course Completion Rate: Reading/ELA Total Indicators ‐ Reading/ELA
Y Y
Y Y
Y Y Y Y Y Y
Y Y Y Y Y Y Y Y Y Y Y Y 10
6
6
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 18
AADD Indicators ‐ Math 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
AADD Indicators ‐ Science
HS MS/JH ES K–12
Attendance rate Greater Than Expected Student Growth in Mathematics Grade 3 Math Performance (Level III) Grade 4 Math Performance (Level III) Grade 5 Math Performance (Level III) Grade 6 Math Performance (Level III) Grade 7 Math Performance (Level III) Grade 8 Math Performance (Level III) Algebra I by Grade 8 Participation Algebra I Performance (Level III) AP/IB Examination Participation: Mathematics AP/IB Examination Performance: Mathematics SAT/ACT Participation SAT Performance: Mathematics ACT Performance: Mathematics Advanced/Dual Enrollment Course Completion Rate: Mathematics Total Indicators ‐ Math
Y Y
Y Y Y Y Y Y Y 9
Y Y
Y Y Y Y Y
Y Y Y Y Y
7
5
1 2 3 4 5 6 7 8
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y 16
HS MS/JH ES K–12
Attendance rate Grade 5 Science Performance (Level III) Grade 8 Science Performance (Level III) EOC Biology Performance (Level III) ACT Performance: Science AP/IB Examination Participation: Science AP/IB Examination Performance: Science Advanced/Dual Enrollment Course Completion Rate: Science Total Indicators ‐ Science
Y
Y Y
Y Y Y Y Y Y 6
AADD Indicators ‐ Social Studies 1 2 3 4 5 6
Y
Attendance rate Grade 8 Social Studies Performance (Level III) EOC U.S. History Performance (Level III) AP/IB Examination Participation: Social Studies AP/IB Examination Performance: Social Studies Advanced/Dual Enrollment Course Completion Rate: Social Studies Total Indicators ‐ Social Studies
2
2
Y Y Y Y Y Y Y Y 8
HS MS/JH ES K–12 Y
Y Y
Y
Y Y Y Y Y Y
2
N/A
6
Y Y Y Y 5
State Accountability System Safeguards – INCLUDE All Math Assessments in Grades 3‐8 and STAAR A and STAAR Alternate 2 Assessments in All Grades/Courses and Subject Areas Performance Rates (ELL student group includes current AND monitored ELLs) State: Each Subject Area Federal: Reading & Math
Graduation Rates – Federal Targets* (ELL student group = EVER ELL in high school)
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
ELL
Sp Ed
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
60%
4 Year
88%
88%
88%
88%
88%
88%
88%
88%
88%
88%
88%
87%
5‐Year
90%
90%
90%
90%
90%
90%
90%
90%
90%
90%
90%
87%
87%
87%
87%
87%
87%
Reading & Math ONLY
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
ELL
Sp Ed
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
95%
All
Af Am
Am Ind
Asian
Hisp
Pac Isl
White
2 or More
Eco Dis
Sp Ed
ELL
* Federal graduation rate targets are applied to state system safeguards and include an improvement target
Participation Rates (ELL student group only includes current ELLs)
State Accountability System Safeguards – Consequences and Interventions Results are reported for each student group that meets Minimum Size Criteria Failure to meet a safeguard target for any reported group must be addressed through the Texas Accountability Intervention System (TAIS) continuous improvement process
© 2016 lead4ward, LLC
This quicklook only addresses key aspects of the 2016 Accountability System for traditional districts/campuses. See TEA 2016 Accountability Development Materials for additional information regarding the 2016 Accountability System. Italics indicate changes to the 2015 Accountability System being Implemented for the 2016 Accountability System
REV 06/01/2016
