Assessment and Accountability The Tide Is Changing www'esc13'netcc

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Assessment and Accountability The Tide Is
Changingwww.esc13.net/cc

• Ervin Knezek
• ESC Region 13
• ervin.knezek_at_esc13.txed.net

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How are these words like the accountability
systems?

• thighs
• sequins
• chicken livers
• ambidextrous
• mudwrestling
• cream of celery soup

• PAD
• AMAOs
• Intervention level
• TGI
• AEC
• NCES definition

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ever feel like this?
NCLB TAKS SDAA LDAA RPTE TOP IDEA
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Assessment Updates

• TAKS
• SDAA II
• LDAA
• TELPAS
• RPTE
• TOP

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Timeline

• May 2005 Accountability Manuals
• AEIS
• AYP
• PBMAS
• August 2005
• August 1 State Ratings
• August 15 - AYP
• End of August PBMAS

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Texas Accountability Systemfor 2005 and Beyond
(at least 2005)Commissioner of EducationThe
Texas System
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• The Rules of the Game
• New Assessments
• Instructional Issues
• Staff Issues
• Resources

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The Forces of Transition
Federal
State
Local
Leadership
Data/Information/Updates
Refocus, Renew, Retool
Abandon
Transition
Adopt
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The Context

• Two systems
• State (AEIS, State Compensatory, PBMAS)
• Federal (AYP/AMAOs/Technology)
• Assessments
• TAKS
• SDAA II
• On enrolled grade level
• Off enrolled grade level
• LDAA (Locally Determined Alternate Assessment)
• RPTE
• TELPAS (RPTE TOP)

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Overall Design

• The overall design of the state accountability
  system is an improvement model
• Campuses and districts must meet either an
  absolute standard or an improvement standard for
  each accountability measure at the Academically
  Acceptable level

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Rating Labels

• Campuses and districts are assigned the same
  rating labels
• Exemplary
• Recognized
• Academically Acceptable
• Academically Unacceptable

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State Accountability Indicators

• Performance
• TAKS
• SDAA II
• Completion Rate (grades 9-12)
• Annual Dropout Rate (grades 7-8)

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Student Performance IndicatorsTexas Assessment
of Knowledge and Skills (TAKS)State Developed
Alternative Assessment (SDAA)
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Accountability Subsets

• District mobility District ratings are based on
  test results for students enrolled in the
  district on the PEIMS fall as of date
• Campus mobility Campus ratings are based on
  test results for students enrolled on the campus
  on the PEIMS fall as of date

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Student Groups

• TAKS performance is evaluated for All Students
  and for the following student groups meeting
  minimum size requirements
• African American
• Hispanic
• White
• Economically Disadvantaged
• SDAA performance is evaluated for All Students
  only

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Minimum Size forStudent Groups

• TAKS (Reading/ELA, Writing, Math, Science, Social
  Studies)
• 30/10/50
• Student groups are evaluated if the campus or
  district has test results for at least 30
  students in the group (summed across grades) for
  the subject and that represents at least 10 of
  all tests takers in that subject, or test results
  for at least 50 students in the group
• SDAA (Reading, Writing, Math)
• 30 tests
• Tests may represent as few as 10 students

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STATE Performance Standards
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State Accountability New Considerations

• Grade 5 Reading and Mathematics
• Required Improvement
• Commended Performance
• SDAA II

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State Accountability

• Annual Drop Out Rate
• GPA
• Comparable Improvement
• College Readiness Texas Success Initiative (TSI)
  (Replaces TASP/TAAS)
• Data Quality
• Academically Unacceptable

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NCES Dropout Definition
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Adopting theNCES Dropout Definition

• State statute requires Texas to adopt the NCES
  dropout definition for 2005-06 leavers
• Students leaving school to enter an alternative
  program to work toward a HS diploma or GED
  certificate are not completers and may be a
  dropout under the NCES definition

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When do students drop out of school?

• Physically
• Emotionally
• Instructionally
• What data sets help inform us of that?

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Completion Rate(Grades 9-12)

• Completion Rate
• GEDS not considered completers with the 2006
  system
• District rate
• Standards

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(No Transcript)
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Annual Dropout Rate(Grades 7-8)
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Still on the table

• Gold Performance Acknowledgements (GPA)
• Comparable Improvement (TGI)
• College Readiness Texas Success Initiative (TSI)
  (Replaces TASP/TAAS)
• Commended Performance

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NCLBThe Federal Accountability System
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Objectives

• Provide an overview of the federal accountability
  system AKA AYP
• Examine special issues associated with assessment
  of students with disabilities

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NCLB The Big Picture

• Ratified by congress in December 2001 and signed
  by President Bush on January 8, 2002
• Four key elements
• Stronger accountability for results
• Expanded flexibility and local control
• Expanded options for parents
• Emphasis on research-based methods

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NCLB Accountability Provisions

• Stronger academic standards
• Tests aligned with rigorous state standards
• Adequate Yearly Progress (AYP)
• Results reported according to student groups
• Access to Highly Qualified teachers

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What is AYP?

• Under the No Child Left Behind Act (NCLB), public
  school districts, campuses, and the state are
  evaluated annually for Adequate Yearly Progress
  (AYP).

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What Does AYP Measure?

• Performance of students in Reading/Language Arts
  and Mathematics
• Participation of students in the assessment
  system
• One additional measure
• Attendance
• (elementary/middle school)
• Graduation Rate
• (high school)

Evaluated at the ALL STUDENT level only , UNLESS
needed for improvement measure
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How Does AYP Compare to the State Accountability
System?

• Includes LEP and Special Education student groups
• Different performance standards
• Fewer subject areas evaluated
• Sanctions for Title I campuses
• Limitation on of scores reported as
  proficient when assessed against alternate
  standards

1 2
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What Tests are Included?

• TAKS
• Reading Proficiency Test in English (RPTE)
• State Developed Alternative Assessment (SDAA)
• Locally Determined Alternative Assessment (LDAA)

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Texas AYP Targets Reading/English Language Arts
and Mathematics
Grades 3-8 and 10 summed across grade levels by
subject for reading/language arts and mathematics
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Texas AYP Targets Reading/English Language Arts
and Mathematics
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What Student Groups are Assessed for AYP?

• All students
• White
• Hispanic
• African-American
• Economically Disadvantaged
• Special Education
• Limited English Proficient (LEP)

Demographic Groups
Program Groups
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How Do Campuses and Districts Meet AYP?

• Did all student groups meet the performance
  standard for Reading and Mathematics?
• Did at least 95 of the students enrolled on test
  date participate in testing?
• Did the campus meet the Attendance or Graduation
  standard?

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Is There A Performance Improvement Option?

• Used when did not meet absolute performance
  standard
• Did the campus or district
• Reduce prior year failure by 10?
• See an improvement of at least 0.1 on Attendance
  or Graduation Rate?

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What Are Some of the Issues Related to the
Assessment of Students with Disabilities?

• A unique accountability group
• Performance on all assessments rather than the
  results of SDAA as an accountability indicator
• Limitation on scores counted as proficient
  against alternate (off grade level) standards at
  the district level

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NCLBAssessment of students with disabilities
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Title I Monitoring Visit Findings and TEA
Response
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Redistribution of Scores That Exceed 1 Limitation

• Scores above the 1 limitation will be
  reclassified as not proficient and will be
  redistributed to the campus
• Impacts all student groups represented by the
  score

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What are the Sanctions for Campuses Not Meeting
AYP?

• Campus requirements by year
• School Choice
• Supplemental Education Services
• Corrective Action
• Restructuring
• Alternative Governance

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Title I Districts Not Meeting AYP

• Stage 1 Revise District Improvement
  Plan
• Stage 2 Implement revised District
  Improvement Plan
• Stage 3 Improvement Requirements
• Defer programmatic funds or reduce administrative
  funds
• Implement significant curricular and professional
  development activities
• Replace the district personnel relevant to the
  district not meeting AYP

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Stage 3 Continued

• Stage 3 Improvement Requirements
• Remove particular schools from the jurisdiction
  of the district and establish alternative
  arrangements for public governance
• Appoint a receiver or trustee to administer the
  affairs of the district place of the
  superintendent and school board
• Abolish or restructure the school district
• Authorize student transfers from a school
  operated by the school district to a higher
  performing public school operated by another
  school district and provide transportation, and
  implement at least one additional corrective
  action

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On the table for your school..

• SDAA
• LDAA
• 1
• 2
• Achievement Levels
• AMAOs
• Are we done yet?

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AYP Planning for 2005-06

• 1 cap 2 cap
• SDAA II
• ARD Decision making
• Baseline
• LEP Math Local
• LEP Exemptions
• Fifth Year Students
• Medical Emergencies- documentation
• Continuing students
• Targeted assistance
• Score code accuracy
• LDAA

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Making use of Teacher Leader TeamsWho is on your
staff?
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Funding

• Curriculum
• Professional Development
• Coaching
• Support
• Instructional Materials