Accountability Rating System

H I S D Becoming #GreatAllOver1

Accountability Rating System

Commissioner’s Final Rules 2014

H I S D Becoming #GreatAllOver 2

Performance Index Framework Overview

Accountability System

Student Achievement

Index I

Student ProgressIndex 2

Closing Performance

GapsIndex 3

Postsecondary Readiness

Index 4


Key Points for Index CalculationsAccountability

System

Accountability Subset Definition

Phase-in Standards for Level II Satisfactory Performance on STAAR

Student Group Size Requirements


CHANGES FOR 2013-2014 and BEYONDAccountability

System

The number of EOC assessments required for graduation reduced from 15 to 5.

New Academic Achievement Designations (AAD): Top 25% Closing Achievement Gaps based on performance

on Index 3. AAD in Science. AAD in Social Studies. Additional indicators for Academic Achievement in

Reading/ELA and Mathematics based on PSAT and ACT Plan test results.



System

Postsecondary Readiness Designations: District-wide postsecondary distinction indicators across all

eligible campus-level indicators that attain the top 25% (top quartile) of their campus comparison group

Districts that meet or exceed a target of 70% on the percentage of postsecondary readiness indicators in the top quartile receive the postsecondary readiness distinction designation.


CHANGES FOR 2013-2014 and BEYOND


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. (Specific training forthcoming.) 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



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.



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.


System


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.


System


Student Achievement

Index I

Minimum Size RequirementsIndicator All Students Student Groups

Index 1 STAAR Percent Met Level II None; Special Analysis (SA) < 10 students

N/A

Accountability Target: 55

Reading Math Writing Science SocialStudies Total % Met

Level II

Students Met Level II

50 + 38 + 19 + 10 + 19 = 13645% 45

Students Tested 100 + 100 + 42 + 40 + 23 = 305

Index Score 45



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 Immigrants entering at Grade 9 or above included using STAAR

ELL Progress Measure Exceptions: asylees/refugees in U.S. schools Year 1 through

Year 5 excluded

Student Achievement

Index I



STAAR Weighted Growth Rate for Reading

All African Amer.

Amer. Indian Asian Hispanic Pacific

Island. White Two or More ELL Special

Ed.Total

PointsMax.

Points

Number of Tests 100 50 40 30Did Not Meet Expectation 20 10 0 10

Met Expectation 60 20 10 15Exceeded Expectation 20 20 30 5Percent of Students: Met or Exceeded Expectation

80% 80% 100% 67%

Exceeded Expectation 20% 40% 75% 17%Reading Weighted Growth Rate

100 120 175 84 479 800

*High Schools exempted for 2014



Accountability Target: 5th Percentile of Campus Performance

Indicator All African Amer.

Amer. Indian Asian Hispanic Pacific


Ed.Total

PointsMax.

Points

STAAR ReadingWeighted Growth Rate 100 120 175 84 479 800STAAR Mathematics Weighted Growth Rate 85 98 150 160 493 800STAAR WritingWeighted Growth Rate 140 170 310 400Total 1282 2000Index Score (total points divided by maximum points) 64


Index 2 STAAR Percent Met Progress 2013>= 25 students 2014 = None, SA <10

>= 25 tests

*High Schools exempted for 2014



Exclusions: ELL students in U.S. schools Year 1 excluded Exception: asylees/refugees in U.S. schools Year 1 through

Year 5 excluded Students from Grade 8 Reading to English I EOC, or from

Grade 7 Writing to English I EOC New Inclusions:

ELL students in U.S. schools Years 2-4 included using ELL Progress measure for students tested in English

Immigrants entering at Grade 9 or above(Years 2-4) included using STAAR ELL Progress Measure

Students tested on the STAAR Modified and Alternate Students who skip grades, e.g., from 5th to 7th grade

mathematics.




New Inclusions (cont.): Students who transition from Spanish to English STAAR (who

are not eligible for ELL Progress Measure) in mathematics using STAAR progress measure

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.



STAAR Weighted Performance Rate for

Reading

Econ. Disadv. Lowest Performing Group - 1

Lowest Performing Group - 2

Total Points

Maximum Points

Number of Tests 80 40 25

Performance Results: Phase-in Level II and above Number Percent

80 100%

20 50%

25 100%

Level III Advanced (2014 and beyond) Number Percent

40 50%

0 0%

25 100%

Reading Weighted Performance

150 50 200 400 600


Index 3 STAAR Performance NA gap group: >= 25 tests in reading and math the prior year


Closing Performance

GapsIndex 3


Accountability Target: 5th Percentile of Campus Performance

STAAR Weighted

Performance Rate

Economically Disadvantaged

Lowest Performing Race/Ethnic Group - 1

Lowest Performing Race/Ethnic Group - 2

Total Points Maximum Points

Reading 150 50 200 400 600 Math 125 100 90 315 600 Writing 80 90 125 295 600 Science 120 40 90 250 600 Social Studies

50 40 80 170 600

Total 1430 3000 Index Score (total points divided by maximum points) 48

SCORING TABLE

Closing Performance

GapsIndex 3



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 1 Level II performance

standard and Level III Students in U.S. schools Year 5 and beyond included at phase-

in 1 Level II performance standard and Level III Exceptions: asylees/refugees in U.S. schools Year 1 through

Year 5 excluded Immigrants entering at Grade 9 or above excluded

Closing Performance

GapsIndex 3



Index 4

Graduation Rates (4-year and 5-year)

None, SA < 10 >= 25 students

RHSP/AHSP Rates (4-year) None, SA < 10 >= 25 students STAAR Percent Met Level II None, SA < 10 >= 25 students

Accountability Target:Indicator All African

Amer.Amer. Indian Asian Hispanic Pacific


Ed.Total

PointsMax.

Points

4-yr. grad. rate 84.3% 78.8% 78.8% 91.6% 86.0% 44.2% 69.8% 533.5 7005-yr. grad. rate 85.1% 78.8% 80.0% 92.1% 84.0% 48.9% 77.5% 546.4 700Highest Graduation Total 78RHSP/DAP 82.7% 76.4% 83.6% 83.0% 325.7 400RHSP/DAP Score (Total RHSP/DAP divided by maximum points) 81.4STAAR % Met Level II Final on at least two tests

29% 16% 40% 23% 38% 36% 182 600

STAAR Score (STAAR total points divided by maximum points): 30College-Ready Graduates (ELA and Math)

82.0% 72.0% 78.0% 89.0% 321.0 400

College-Ready Score (Total points divided by maximum points) 80.2

High Schools with Graduation RatesPostsecondary

ReadinessIndex 4

Overall Index Score Weight Total STAAR Score 30.0 .25 7.5Graduation Score 78.0 .25 19.5RHSP/DAP Score 81.4 .25 20.4College-Readiness Score 80.2 .25 20.5Index Score 67.9

With All Four Components : 56 Without all four,

use STAAR Component : 18

H I S D Becoming #GreatAllOver 20Annual Dropout Rate Conversion Formula: 100 – (Gr. 9-12 Annual Dropout Rate x 10), with a floor of zero

High Schools without Graduation Rates

Accountability Target: Indicator All African

Amer.Amer. Indian

Asian Hispanic Pacific


Ed.Total

PointsMax.

Points

Gr. 9-12 Annual Dropout Rate

76(2.4%)

61(3.9%)

69(3.1%)

89(1.1%)

87(1.3%)

53(4.7%)

68(3.2%) 503 700

Graduation Score (dropout rate total points divided by maximum points) 72RHSP/DAP 82.7% 76.4% 83.6% 83.0% 325.7 400RHSP/DAP Score (Total RHSP/DAP divided by maximum points) 81.4STAAR % Met Level II Final on at least two tests

29% 16% 40% 23% 38% 36% 182 600

STAAR Score (STAAR total points divided by maximum points): 30College-Ready Graduates(ELA and Math)

82.0% 72.0% 78.0% 89.0% 321.0 400

College-Ready Score (Total points divided by maximum points) 80.2Minimum Size Requirements

Indicator All Students Student Groups

Index 4

Annual Dropout Rates Gr. 9-12

>= 10 Gr. 9-12 students

>= 25 students

STAAR Percent Met Level II None, SA < 10 >= 25 students

Overall Index Score Weight Total STAAR Score 30.0 .25 7.5Graduation (Dropout) Score 72.0 .25 18RHSP/AHSP Score 81.4 .25 20.4College-Readiness Score 80.2 .25 20.1Index Score 65.9


Index 4With All Four Components : 56 Without all four,

use STAAR Component : 18


Accountability Target: Elementary:12; Middle:13Indicator All African

Amer.Amer. Indian Asian Hispanic Pacific


Ed.Total

PointsMax.

PointsSTAAR % Met Level II Final on at least two tests

29% 16% 40% 23% 38% 36% 182 600

STAAR Score (STAAR total points divided by maximum points): 30


Index 4 STAAR Percent Met Level II None; SA < 10 students >= 25



Index 4


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 excluded; 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 in U.S. schools Year 1 through

Year 5 excluded



Index 4

H I S D Becoming #GreatAllOver


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Added - STAAR postsecondary readiness standard (final Level II recommended standard) Credit given for meeting postsecondary readiness standard

(final Level II) on one or more tests. New indicator

Postsecondary Indicator: College-Ready Graduates The percent meeting college ready criteria in both

reading/ELA and mathematics on TAKS exit-level test, or the SAT test, or the ACT test.


Index 4


State Accountability Ratings & DistinctionsAccountability

System

Accountability Rating: 2014 (*) Distinctions: 2014

Met Standard Top 25% Student Progress

Top 25% Closing Achievement GapsAcademic Achievement in:Reading/ELA Mathematics

Science Social Studies

Additional indicators in Reading/ELA and Mathematics based on PSAT/ACT Plan test results

Met Alternative Standard

Improvement Required N/AExemplary, Recognized, Acceptable, Unacceptable

Community/Student Engagement

*To receive a Met Standard, or Met Alternative Standard rating, all campuses and districts must meet all 4 (3 for high schools) performance

index targets


Accountability Ratings

System Safeguard

Targets

Texas Accountability

Intervention System (TAIS)

Additional Designation

in Lieu of AYPMet Standard or Met Alternative

Standard

Met All System Safeguard

Targets

No Interventions Required

Possible Reward School

Met Standard or Met Alternative

StandardMissed One or More System

Safeguard Targets

Intervention Required

Focus School

orPriority School

Improvement Required

Intervention Designations Accountability

System

H I S D Becoming #GreatAllOver


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Performance RatesYear 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20

Math 75% 79% 83% 87% 91% 95% 95% 100%

Reading/ELA 75% 79% 83% 87% 91% 95% 98% 100%

Participation RatesYear 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20Math 95% 95% 95% 95% 95% 95% 95% 95%

Reading/ELA 95% 95% 95% 95% 95% 95% 95% 95%Federal Graduation Rates for previous year cohorts

Year 2012-2013 2013-2014 2014-20154-year Rate 78.0% 80.0% 83.0%5-year Rate 83.0%

Federal Limits on Proficient Results on Alternative AssessmentsModified 2012-2013 and 2013-2014 2% for the All Students Group

Alternate 2013 through 2020 1% for the All Students Group

Safeguard Measures and Targets

Source: TEA waiver application


Questions:

Carla Stevens, Ed La SageResearch and Accountability

713-556-6700

Resources:http://www.houstonisd.org/Page/90761


http://www.houstonisd.org/Page/90761

Documents

Accountability Rating System