2022 Accountability System

General

The last SAT or ACT administration that is included for accelerated testers in 2022 Accountability is May of 2022.

2022 Accountability System School Types

Every campus is labeled as one of four school types according to its grade span based on 2021-22 enrollment data reported in the fall TSDS PEIMS submission. The four school types are:

·         elementary school

·         middle school

·         elementary/secondary (also referred to as K–12), and

·         high school

The 2022 Accountability Manual will include a table that shows every combination of grade levels served by campuses in Texas and the number of campuses that serve each of those combinations. The table will be shaded to indicate each of the 4 corresponding school types.

To find out how a campus that serves a certain grade span is labeled, find the lowest grade level reported as being served by that campus along the leftmost column and the highest grade level reported as being served along the top row. The shading of the cell where the two grade levels intersect indicates which of the four school types that campus is considered. The number inside the cell indicates how many campuses in Texas served that grade span.

No. In this case, the campus’ Domain II scale score would be above a 70 (because a campus’ Domain II score is based on the better of its Part A or Part B score).

Since the campus’ Domain II scale score would be a 70 or above, the district could earn a score of 90 or above for Domain II.

The limitation on the district’s Domain II score to an 89 only applies if a campus has a Domain II score below 70.

The attendance rate that is analyzed as part of Distinction Designations for 2022 Accountability is the 2020-21 attendance rate.

No. Academic Growth is evaluated in Reading and Math only. In Reading, Academic Growth is evaluated for grades 4-8 and English II. In Math, Academic Growth is evaluated in grades 4-8 and Algebra I.

No.

The 40 campuses that are in each campus’ “campus comparison group” for purposes of determining 2022 Distinction Designations will be published on TEA’s 2022 Accountability Ratings System page in late May or early June.

HB 572 added enrollment in a dropout recovery school as an at-risk indicator under TEC Sec. 29.081(d).

SB 879 amended TEC Sec 39.0548(a) to revise the definition of a dropout recovery school.

Yes. When a district assigns a student to DAEP, the district is required to identify the sending campus. STAAR results are attributed to the sending campus as if the student took the assessment at the sending campus.

TEA has attempted to address funding concerns relating to low attendance rates in January and February 2022. See the March 31, 2022 TAA Letter for more details regarding this process.

All students are included in determining district ratings, including students receiving specialized instructional services.

CCMR

All available data fields are used: SSN, TSDS, Last Name, First, Name and DOB. The most frequent match is Last Name, First Name, and DOB.

More information is anticipated this summer or early fall.

More information regarding the methodology for including programs of study in CCMR is anticipated this summer or early fall.

 

A Program of Study is not the same as a coherent sequence of courses.

As summarized in TEA’s Programs of Study Overview , Perkins V describes a program of study as a coordinated, nonduplicative sequence of academic and technical content at the secondary and postsecondary level that:

·         Incorporates challenging state academic standards

·         Addresses academic, technical, and employability skills

·         Aligns with the needs of industries in the state, regional, and/or local economy

·         Progresses in specificity, beginning with all aspects of industry and leading to more occupation specific instruction

·         Has multiple entry and exit points that incorporate credentialing

·         Culminates in the attainment of a recognized postsecondary credential

By comparison, a coherent sequence of CTE courses is less specific and less rigorous. Districts used to report in PEIMS whether a student in grades 9-12 was enrolled in a sequential course of study, which develops occupational knowledge, skills, and competencies relating to a CTE program of study. The student was required to have a 4-year plan of study to take 2 or more CTE courses for 3 or more credits.

TEA has implemented an auto-coding methodology CTE Auto-coding Definitions  to determine a student’s CTE status: (i.e., Not CTE, CTE Participant, CTE Explorer, CTE Concentrator, CTE Completer).

The Agency is currently evaluating the result of the auto-coding methodology to make determinations about how to include programs of study in accountability.

The CCMR Tracker reports the most recent data available to the Agency for the students included in the Tracker. The Tracker is updated with more recent data when those data become available.

The current CCMR Tracker (2022 CCMR Tracker 1) may be accessed through TEAL. It will be updated (2022 CCMR Tracker 2) in June.

Identification of Schools for Improvement

A campus will only be identified as either TSI or ATS (not both).

A campus will be identified as TSI if it has one or more “consistently underperforming student groups”. A “consistently underperforming student group” is a student group that misses the targets for at least the same 3 indicators for 3 consecutive years (2018, 2019 and 2022).

ATS campuses are a subset of TSI-identified campuses. A campus is identified as ATS if it:

·         Meets the requirements to be identified as TSI (see above)

AND

·         At least one of its consistently underperforming student groups missed ALL of the evaluated indicators for that campus type (other than EL Proficiency) for 3 consecutive years

In the example given, the campus would be identified as ATS.

This question appears to be about the Federal School Improvement labels that were assigned to 2 campuses in 2019 (one was identified as ATS and one was not). The 2 campuses have now consolidated into a single campus.

Because TEA is implementing a new methodology for identifying ATS campuses in 2022, campuses that were identified as ATS in 2019 will not have to meet the “exit” criteria that were established for ATS campuses in 2019.

The consolidated single campuses will be evaluated for TSI or ATS based on the 2022 methodology. The 2019 identification will not be a part of that evaluation.

Yes, for the 10 student groups evaluated as part of the Identification of Schools for Improvement, the minimum size criterion is 25. For the components involving STAAR assessments, 25 means the number of tests taken by students in that group. For the non-assessment components (e.g., graduation rate and CCMR), 25 means the number of students in the group.

Escalation to CSI is based on 3 consecutive years of ATS, not TSI.

To be escalated to CSI based on 3 consecutive years of ATS, a campus would need to be identified as ATS in 2022, 2023 and 2024.

For purposes of identifying a campus as TSI (or ATS) in August 2022, the 3 consecutive years that will be analyzed are 2018, 2019 and 2022.

In August 2023, the 3 consecutive years will be 2019, 2022 and 2023.

For purpose of CSI identification, a “Title I Campus” is a campus that is designated as a Title I Campus by the district.

Assessment

HB 3906, passed in 2019, eliminated stand alone Writing assessments in Grades 4 and 7 as of the end of the 2020-21 school year.

Beginning in 2022-23, the redesigned Reading Language Arts assessments in Grades 3-8, English I and English II will assess both reading and writing in a single assessment.

According to the Calendar of Events, for Spring STAAR 3-8, the preliminary results are available to the districts on 5/23 in CRS. CRS will show the student level information including reporting category scores, scale scores and their PLDs.

This is a question for Student Assessment to address.

No, they are not in the standard data file format. But it is something that districts have been asking for and we hope that Cambium can do it in the future.

This is a question for Student Assessment to address.

Virtual Learning

The Virtual Program Ratings to be issued in the fall of 2022 are intended to provide information/feedback on the effectiveness of virtual programming for students who were instructed at least 50% of the time virtually. By statute, the Virtual Program Ratings are separate from the state accountability system ratings that are to be issued in August 2022. The Virtual Program Ratings do not result in interventions or sanctions.

We would recommend reaching out to the Remote Learning team at [email protected]  Their website is  https://tea.texas.gov/academics/learning-support-and-programs/remote-learning

General Questions

The Texas Education Code Section 39.030 requires that overall student performance data on STAAR (without individual student or teacher names) be shared with the school board. Specifically, Section 39.030(b) provides:

 

(b)  The results of individual student performance on academic skills assessment instruments administered under this subchapter are confidential and may be released only in accordance with the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. Section 1232g).  However, overall student performance data shall be aggregated by ethnicity, sex, grade level, subject area, campus, and district and made available to the public, with appropriate interpretations, at regularly scheduled meetings of the board of trustees of each school district.  The information may not contain the names of individual students or teachers.

 

Commissioner Rule 19 TAC Section 101.3014 reiterates this requirement in stating:

 

§ 101.3014. Scoring and Reporting.

 

(a) The superintendent of a school district or chief administrative officer of each charter school shall accurately report all test results as required by the Texas Education Code (TEC), §39.030, with appropriate interpretations, to the school district board of trustees according to the schedule in the applicable test administration materials.

 

The “schedule in the applicable test administration materials” are the dates specified for reporting of the various administrations of STAAR in the Calendar of Events.

 

It is important to note that the requirements described in Section 39.030 of the Texas Education Code and Commissioner Rule Section 101.3014 apply to assessment results – NOT the subset of assessment results that “count” for accountability purposes.

 

It is also important to note that TEA does NOT specify the format or contents of how assessment results are reported to the Board. Each district makes those determinations at the local level.

Yes, each district may determine which individuals in the district receive accountabilityconnect emails – including emails with registration information for upcoming webinars.

 

The individual whose name and email address were provided during the online registration for accountabilityconnect is considered the “Primary District Contact” and is automatically included in the accountabilityconnect mailing list.

 

To add additional district representatives to the accountabilityconnect mailing list is as easy as 1-2-3 …

  1. Provide the individual with access to the accountabilityconnect Users Page
  2. At the bottom of the page, select Click here to sign up for accountabilityconnect email notifications
  3. Complete the requested information and click “Subscribe”

The individual will then be added the accountabilityconnect email mailing list and will receive all future emails that are sent to accountabilityconnect members.