Accountability: October to Test Day What can we do

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Accountability October to Test Day What can we
do?

• Terry Wyatt

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Todays Agenda

• Testing Changes for 2008-09
• Test Selection Forces
• AYP
• TAKS-M Planning
• Small and Large District Nuances
• Exit Level Students
• Impact Across all 4 Accountability Systems
• SSI / TMSFA

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Accountability Solution

• The Texas Legislature will be increasing school
  funding by 3 Billion dollars. Funds will be
  distributed in this school year.
• Your district will use those extra funds to
  provide for additional instructional personnel.
• There will be enough funding for important
  instructional materials.
• NOT

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Accountability Realty

• You dont control your funding streams.
• You can and must maximize the effectiveness and
  efficiency of what you have.
• How can the teachers in my classrooms impact
  student learning more every day?
• How can I as an administrator enable my quality
  staff to make that happen?

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Accountability

• AEIS
• AYP
• PBMAS
• State Performance Plan

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AYP Results Released

• Your district has access through the TEASE
  network to the early release information on your
  districts AYP results.
• More districts and campuses failed to meet AYP
  this year. (My perspective)
• The special education subgroup was a big player
  in these failures.
• The SE student performance affected other
  subgroups.

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Emerging Test Information

• Accommodations Manual
• Posted to TEAs Website
• Change areas to be sure to review
• Calculators Dictionaries, Spelling assistance
• Supplemental aides manipulatives
• Page 79 TEA Chart
• There is an electronic submission process for the
  ARF, although you will still be able to fax,
  mail, hand deliver.
• Free chart available from Tri-County website.
  (10/13)
• http//cs1.mcm.edu/tri-county/training.htm

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Accommodations Manual

• Why is this important?
• Our effective use of accommodations throughout
  the school year and during state-wide assessments
  can be an effective piece in helping students
  with disabilities come closer to mastery of grade
  level TEKS, and as a corollary the TAKS test.

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Testing SSI

• Students in SSI grades who take TAKS-M will be
  subject to SSI requirements in the 2008-09 school
  year.
• The state will offer three opportunities for
  students to take TAKS-M starting in 2008-09.
• Students who take TAKS-Alt are still not subject
  to SSI at all.

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AYP

• Participation
• Performance
• One other measure
• Graduation
• Attendance
• Subgroups to Participation and Performance Only
• Minimum size 50 and 10 200

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Subgroups

• African American
• Hispanic
• White
• Economically Disadvantaged
• Special Education
• LEP
• Minimum Size Rules Apply 50 and 10, 200

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Passing Standards
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Multiple Test Opportunities

• SSI grades provide students three opportunities
  to take the statewide assessment.
• For AYP and AEIS the results of the first two
  tests can be used in accountability calculations.
• AYP stacks the tests to determine which result
  to use.

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Test Stack

• TAKS/TAKS Accommodated
• TAKS LAT
• TAKS-M
• TAKS-M LAT
• TAKS-Alt
• TELPAS

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CAP

• The federal government places a cap on the number
  of students who can BE COUNTED AS PASSERS on
  assessments which are not the general state
  assessment.
• 1 on Alternate Achievement Standards
• 2 on Modified Achievement Standards
• TAKS-M is our 2 test
• TAKS-Alt is our 1 test

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Artificial Failure

• Students who exceed the cap are labeled
  artificial failures for the purposes of
  calculating AYP.
• This is done at the DISTRICT level.
• Once a student has been labeled as an AF, he/she
  is counted as an AF at all levels district,
  campus, state.
• Thus, the cap impacts the campus, but is not
  calculated at the campus level.

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AYP Penalties

• Only apply to Title I campuses and Districts
• Must fail 2 consecutive years
• 2 years to get in 2 years to get out

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Subgroup Challenge

• From 2007 AYP Report of spring 08 test info
• Does your special education subgroup contain more
  than 50 students?
• Did any of your other subgroups which contain 50
  students flirt close to the passing standard?
• 50 and 10 up to 200

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District Examples

• District B
• 600 Students,
• 65 Special Education
• 350 Economically Disadvantaged

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District B Ec. Dis.
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District B Ec. Dis. 2
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Passing Standards
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Lessons

• Be aware of your subgroups which flirt with the
  passing standards for AYP and meet the minimum
  size rules.
• Economic Disadvantage
• LEP
• Scrutinize you TAKS-M passing rates in reading
  and math. This will help you extrapolate how
  many students you should test on TAKS-M.
• Study your TAKS-Acc. passing rates.
• Adjust testing AND instruction

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TAKS-M Plan Suggestion

• Campus must be self-monitoring. You must put
  enough students in TAKS-M that you fill the 2
  CAP with passers.
• You cannot afford do have too many artificial
  failures.
• Grades 7 12 may put 4 in TAKS-M
• Grades 3 6 may put 3 in TAKS-M
• Goal is to have 3.5 district-wide

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Small District Nuances

• If a district does not have 50 students in the
  special education subgroup, what thinking should
  go before expanding the planned 3.5 planning
  cap?
• Review Spring 08 results carefully, including
  changes to your demographics since then.
• Exactly which subgroups did count, and which are
  expected to count this year?
• What were your passing rates in those subgroups?

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Large District Considerations

• Coordinating planning with multiple campuses,
  while respecting ARD authority.
• Leadership, instruction, guidance, and monitoring
  are all critical.
• Planning for campus ranking on Artificial
  Failure process
• Subgroups, subgroups, subgroups. How will SE
  students in those SG affect the borderline?
• Plan as a district, implement at the campus.

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Subgroup Thinking

• Gen. Ed. TAKS passing 55, 58, 68, 78, 83
• SE TAKS-Acc passing 35, 45, 55, 63, 71, 80
• SE TAKS-M counters 15, 35, 55, 66, 80, 90
• TAKS-Alt counters 15, 35, 55, 66, 80, 90, 100
• The farther to the right you are on each of the
  above lines, the longer you will pass AYP.
• The closer you line 1 score is to the AYP
  standard, the more critical lines 2-4 are.

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Instructional Planning for SE

• Work to increase the learning curve for your
  special education students.
• Include them in your RtI assessment process.
• Monitor their progress on fluency and
  mathematical calculations.
• Team with your special education staff to review
  this progress.
• Based on the results you see from your special
  education students over the course of the year,
  work with your SE staff to adjust for improvement.

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Exit Level Students

• What test can an 11th grader take?
• Do those tests impact
• AEIS?
• AYP?
• PBM?
• What are the implications if a student is not
  able to pass an exam?
• Can you exempt a student from all tests?
• Exit Impact on Graduation Handout Soon

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Review

• 2007-08 Testing Handout

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Impact on 4 Systems

• AYP Best Approach
• AEIS No risk as TAKS-M/Acc dont count
• PBMAS Only risk is on report only participation
  indicator
• SPP supports success on this system

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SSI

• This is a state law which requires that students
  pass specific statewide assessments to be
  promoted to the next grade.
• Students get three testing opportunities
• A Grade Placement Committee (GPC) is the decision
  maker if a student does not pass.
• ARD takes the place of GPC

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SSI Years

• Grade 3 Reading
• Grade 5 Reading and Math
• Grade 8 Reading and Math

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GPC Duties after 2nd failure

• Consider waiver requests
• Parent may request no 3rd test
• Consider parent appeal to go to next grade.

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TMSFA

• Texas Middle School Fluency Assessment

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TMSFA

• Emerged from Texas Legislature legislation.
• Since 8th graders are expected to pass reading
  and math for promotion purposes, we are expected
  to do instructional assessment on struggling
  students in the 7th grade year.
• Then we are expected to provide instruction to
  support the needs identified.

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Procedures

• By August 1, 2008 districts were required to
  notify TEA of their choice of instruments.
• Every 7th grade student who failed their
  state-wide assessment must be assessed in
  reading.
• Assessment must be done if 1st six weeks of
  school. It must be done 3 times over the course
  of the year.
• Information from the assessment should be used to
  provide instruction to those students.

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Which students does this affect?

• TAKS Yes
• TAKS-Ac. Yes
• TAKS-M District Decision
• TAKS-Alt No

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Plan of Action

• I would do the following
• Benchmark all 7th grade students who
• Failed
• 2150 or below
• Reading and Math
• Progress Monitor all
• Develop supportive instructional program for all
• Assess their progress over year.

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Contact Information

• Terry Wyatt, Executive Director
• Tri-County Co-Op
• 120 S. Swenson
• Stamford, Texas 79553
• 325-773-3637 voice
• 325-773-3915 fax
• twyatt_at_tricty.esc14.net
• http//cs1.mcm.edu/tri-county