HB3 Transition Plan
description
Transcript of HB3 Transition Plan
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 | [email protected]