Student Achievement. School Progress. Closing The Gaps. Student Achievement. Approaches or Above Meets or Above Masters

Transcription

1 Student Achievement School Progress Closing The Gaps Student Achievement Approaches or Above Meets or Above Masters 11

2 STAAR Component All tests (STAAR with and without accommodations and STAAR Alternate 2) combined All subjects combined ELs (except in their first year in US schools) Specific EL performance measures for year two in US schools only Three Performance Levels Approaches Grade Level and Meets Grade Level are required by HB 22. Masters Grade Level standard encourages districts and campuses to push high performing students to excel more. The average of three levels is very close to the percentage of students who achieve the Meets Grade Level standard. Meets Grade Level equates to a 60% chance of completing one year of college without remediation. Masters equates to a 75% chance. 22

3 States Revised ESSA Plan: Jan. 8, 2018 Inclusion of ELs in A-F Accountability: Revised State ESSA Plan Clarification: second year in US schools ELs will be measured under the EL Progress Measure used in the past Index 2, and not an alternative performance measure. 3

4 CCMR Indicators College Ready Meet criteria on applicable AP/IB exams 3 on AP exam 4 on IB exam Meet TSI criteria Both reading and mathematics SAT, ACT, or TSIA Complete a college prep course offered by a partnership between a district and higher education institution as required from HB5 Successfully complete a course for dual credit Successfully complete an OnRamps course (beginning in school year ) Earn an associate s degree (beginning in school year ) Meet standards on a composite of indicators indicating college readiness (beginning TBD) 4

5 States Revised ESSA Plan: Jan. 8, 2018 Meet TSI Criteria Indicator: Revised State ESSA Plan Clarification: students taking Algebra 1 in MS will be required to take SAT, ACT or TSI in HS. 5

6 School Progress: Growth Student Achievement Closing The Gaps School Progress 6

7 School Progress: Two Aspects to Progress Part A: Student Growth Part B: Relative Performance 7

8 STAAR: Test Inclusion Methodology Includes all tests (STAAR with and without accommodations and STAAR Alternate 2) combined Combines reading and mathematics Uses STAAR Progress Measure Includes ELs (except in their first year in US schools) Uses same STAAR Progress Measure for ELs and non-els Because the first STAAR tests are given in third grade, we can t assess growth using the STAAR Progress Measure until fourth grade. In high school, there are limitations to measuring growth with STAAR. It can only possibly be done for 9th graders who take Algebra I, and then only for 9th and 10th graders taking English I or English II. At this point, only Relative Performance will be analyzed in high school. 88

9 States Revised ESSA Plan: Jan. 8, 2018 Inclusion of ELs in A-F Accountability: Revised State ESSA Plan Clarification: second year in US schools ELs will be measured under the EL Progress Measure used in the past Index 2, and not an alternative performance measure. 9

10 Closing the Gaps: Ensuring Educational Equity Student Achievement School Progress Closing The Gaps 10

11 Closing the Gaps: Ensuring Educational Equity All Students Race/Ethnicity Continuously Enrolled Special Education and Mobile English Learners (ELs) Economically Disadvantaged x x 11

12 Closing the Gaps: Ensuring Educational Equity Student Groups All Students African American Hispanic White American Indian Continuously Enrolled/Non-Continuously Enrolled (2 grps) Indicators Academic Achievement in Reading, Mathematics, Writing, Science and Social Studies- (at approaches level) Growth in Reading and Mathematics (Elementary and Middle Schools) Graduation Rates (High Schools) Asian English Learner Language Proficiency Status Pacific Islander College, Career, and Military Readiness Two or More Races Performance (High Schools) Economically Disadvantaged At or Above Meets Grade Level Current and Former Special Education (2 grps) Performance in Reading and Mathematics (Elementary and Middle Schools) Current and Monitored English Learners (2 grps) 12

13 States Revised ESSA Plan: Jan. 8, 2018 Academic Achievement Indicator Will measure achievement outcomes on STAAR grade 3-8 and EOC assessments in ELA/reading, mathematics, writing, science, and social studies at the Approaches Performance Level for all students and student groups Revised State ESSA Plan Clarification: achievement outcomes on STAAR 3-8 and EOC will only include ELA/reading, and mathematics at the Meets Performance Level for all students and student groups. 13

14 States Revised ESSA Plan: Jan. 8, 2018 Student Achievement Indicator (Elem & MS only) Will measure achievement at the Meets Performance Standard on STAAR 3-8 reading and mathematics Revised State ESSA Plan Clarification: this indicator will measure achievement by the average of all three performance levels on the ELA/reading, mathematics, science, social studies, and writing assessments for all students assessed on a campus. Essentially the same achievement measure used in the Student Achievement Domain 1. 14

15 Closing the Gaps: Student Groups Current and Monitored ELs Currently look at current ELs and current and monitored ELs Not required to monitor current ELs alone Federal law requires monitoring current and monitored ELs through their fourth year of monitoring. Feedback Opportunities Should we monitor for four years? Only two? Should we report current and monitored ELs separately? 15

16 Closing the Gaps: Indicators English Language Proficiency Status TELPAS Progress Rate measures performance from prior to current year Current ELs Feedback Opportunity Should we wait on TELPAS given changes in test this year? This would involve different standards within a 5 year window. 16

17 Closing the Gaps: Progress of ELs Process for calculating ELs progress: EL Progress reflects an English Learner s progress towards achieving English language proficiency. Data source is TELPAS results. Accountability subset rule is applied. A student is considered having made the EL Progress if he/she advances by at least one score of the composite rating from the prior year to the current year, or his/her result is Advanced High. If the prior year composite rating is not available, second or third year prior are used. The minimum size is 25. Small number analysis is applied if there are fewer than 25 current EL students. 17

18 Closing the Gaps: Sample Status Report z Identification of Schools: Targeted Support and Improvement Three consecutive years of missing a target in the same student group on the same indicator Summer 2019 based on 2017, 2018, and 2019 data All African Students American Hispanic White Multi-Year Performance Status Consecutive Years Missing Performance Target Reading Mathematics Targeted Campus Determination Multi-Year Growth Status Consecutive Years Missing Growth Target Reading Mathematics Multi-Year Graduation Status Consecutive Years Missing Graduation Target Multi-Year English Learner Language Proficiency Status Multi-Year Student Success Status Consecutive Years Missing Performance Target STAAR Grade 3-8 Reading and Mathematics Performance (at or above Meets Grade Level Standard) (Elementary and Middle Schools) Mathematics Reading College, Career, and Military Readiness

19 States Revised ESSA Plan: Jan. 8, 2018 Targeted Support Schools Exit Criteria: Revised State ESSA Plan Clarification: Targeted campuses will exit additional targeted support when the identified student group meets at least 50 percent of the indicators they no longer meet identification criteria in the Closing the Gaps domain. Campuses are expected to exit within three years. Identification will begin with the August 2018 school ratings and will occur on an annual basis. 19

20 Closing the Gaps: Alignment with ESSA Identification of Schools: Comprehensive Support and Improvement Lowest-performing five percent of campuses based on overall A F grade High schools with less than 67 percent graduation rate Certain targeted schools that do not improve in a specified time Beginning in summer 2018 based on data Updated at least every three years thereafter Feedback Opportunity Should we identify these schools every year or every three years? 20

21 States Revised ESSA Plan: Jan. 8, 2018 Comprehensive Support Schools Exit Criteria: Revised State ESSA Plan Clarification: Campuses that do not rank in the bottom five percent for two consecutive years and have a C letter grade or better in the Closing the Gaps domain but are receiving comprehensive support will be considered as having successfully exited comprehensive support status. Comprehensive support schools must be identified at least once every three years beginning in the school year. 21

22 A-F Accountability FAQ: as of Performance Reporting HB 22 A-F Accountability FAQ: Z4piLEnysY/edit?usp=sharing 22