Overview of Performance Index Framework Overview of Performance - PowerPoint PPT Presentation

Overview of Performance Index Framework Overview of Performance Index Framework and Preliminary Accountability Projections R I C H A R D S O N I N D E P E N D E N T S C H O O L R I C H A R D S O N I N D E P E N D E N T S C H O O L D I S T R I C T D I S T R I C T To serve and prepare all students for their global future. To serve and prepare all students for their global future.

 Purpose  Background ◦ State of Texas Assessments of Academic Readiness (STAAR) Overview ◦ Why a Performance Index ◦ Accountability Performance Index Review  Findings ◦ Preliminary Estimated Accountability Ratings ◦ Highlights and Challenges Hi hli ht d Ch ll  Next Steps ◦ Index 2: Student Progress ◦ Public Release of Data ◦ Public Release of Data ◦ AYP Waiver Denial RICHARDSON ISD | To serve and prepare all students for their global future.

 To review the Texas  To review the Texas Accountability system for 2013 and provide preliminary li i d id estimated results for estimated results for Richardson ISD RICHARDSON ISD | To serve and prepare all students for their global future.

 STAAR 3-8 and STAAR End of Course (EOC) Reading: Grades 3-8 English I English II and English III Reading: Grades 3 8, English I, English II, and English III ◦ Writing: Grades 4 and 7, English I, English II, and English III ◦ Math: Grades 3-8, Algebra I, Geometry, and Algebra II ◦ Science: Grades 5 and 8, Biology, Chemistry, and Physics ◦ Social Studies: Grade 8 World Geography US History World History Social Studies: Grade 8, World Geography, US History, World History ◦ ◦  Three Levels of Performance Level I – Below Satisfactory ◦ Level II Level II – Satisfactory or sufficiently prepared to proceed Satisfactory or sufficiently prepared to proceed ◦ ◦ Level III – Advanced or well prepared to proceed ◦  Level II was recently defined as equivalent to being postsecondary ready for the EOCs ready for the EOCs ◦ Student expectations are being phased in to the final recommended standards. Phase 1: Spring 2012 and Spring 2013  Phase 2: Spring 2014 and Spring 2015 Ph 2 S i 2014 d S i 2015  Final Recommended Standards: Spring 2016 and beyond  RICHARDSON ISD | To serve and prepare all students for their global future.

Each measure of an index contributes points to an overall index score.  There is one target and it applies to the total index score. The resulting rating reflects overall performance rather than the one area of weakest ti fl t ll f th th th f k t performance. Total Total Max Max Area 1 Area 1 Area 2 rea 2 Area rea 3 Points Points Points Points Group 1 Group 1 75 75 80 80 25 25 180 180 300 300 Group 2 20 60 90 170 300 Group 3 50 85 75 210 300 Total Total 145 145 225 225 190 190 560 560 900 900 62% Advantages:  eliminates the possibility of death by “single cell” ◦ higher performance in one area can compensate for lower performance in a different ◦ area Disadvantages:  total index score meaning is not as clear ◦ higher performance in one area can compensate for lower performance in a different higher performance in one area can compensate for lower performance in a different ◦ area RICHARDSON ISD | To serve and prepare all students for their global future.

Credits schools for Provides an overall Focuses on the Combines the summary of the demonstrating following measures: economically school’s progress on the h postsecondary disadvantaged performance at the student growth student group and readiness Level II measure that will be two lowest performing performance on developed for the (Satisfactory) race/ethnicity groups STAAR (Level II Final performance performance STAAR assessments STAAR assessments Standard), Standard), for the for the standard on the following the spring high school 4yr/5yr campus/district, STAAR across all 2013 recognizing graduation rates, grade levels and administration. performance gains at and RHSP/DAP subject areas two levels in these graduates. t t d tested. groups. OVERALL PERCENT OVERALL PERCENT MOVING STUDENTS MOVING STUDENTS IMPROV IMPROVING ING POSTS POSTSECONDAR CONDARY Y PASS PASSING FORWARD FORWARD PERFORMANCE FOR PERFORMANCE FOR READINESS READINESS LOWEST PERFORMING LOWEST PERFORMING GROUPS GROUPS RICHARDSON ISD | To serve and prepare all students for their global future.

Partial Partial Available in Available in Partial Partial First Available First Available implementation implementation implementation implementation 2013 2013 2013 2013 in in in in implementation in implementation implementation in implementation in in in 2013 – 4yr in 2013 – yr at at (July) 2013 (July) 2013 2013 – 2013 – gains at ains at and 5yr and 5yr Level II Level II Phase 1 Phase 1 Level II Level II Phase 1 Phase 1 graduation rates graduation rates (Performance at (Performance at postseconda postse postse postseconda condary condary and and grad and grad and graduates rad ates ates readin iness c ess cannot be t be by diploma plan by diploma plan included in included in 2013) 2013) Will Be Revised Will Be Revised Fully Full y 2014 2014 2014 2014 F l F ll Full lly y imp i mplemen l emented t d implemented in implemented in expectation expectation in 2014 – in 2014 – 2014 2014 including including moves to moves to including gains at including gains at performance at performance at Level II Phase 2 Level II Phase 2 Level II Level II Phase 2 Phase 2 Level Level II Level Level II Final II Final Final inal and Level III and Level III Standard Standard RICHARDSON ISD | To serve and prepare all students for their global future.

Eleme Elementary tary Eleme Elementary tary Eleme Elementary tary Junior High Junior High Junior High Junior High Junior High Junior High High School High School High School High School High School High School High School High School District District District District District District District District 2013 system requires campuses/districts to meet accountability targets for ALL Indices ALL Indices measured. RICHARDSON ISD | To serve and prepare all students for their global future.

Met Standard Improvement Required p q RICHARDSON ISD | To serve and prepare all students for their global future.

 STANDARD ACCOUNTABILITY: To be “Met Standard” campuses and districts must meet expectations on all Indices. Index 1: 50 Index 1: 50 ◦ ◦ Index 2: 5 th percentile ◦ Index 3: 55 ◦ Index 4: 75 ◦  AEA ACCOUNTABILITY: To be “Met Alternative Standard” campuses and districts must meet expectations on all Indices. Index 1: 25 ◦ Index 2: 5 th percentile ◦ Index 3: 30 ◦ Index 4: 45 ◦ RICHARDSON ISD | To serve and prepare all students for their global future.

Campuses that receive an accountability rating of Met Standard are eligible for the following di ti distinction designations in 2013: ti d i ti i 2013 ◦ Top 25%: Student Progress ◦ Academic Achievement: Reading/ELA A d i A hi t R di /ELA ◦ Academic Achievement: Mathematics Campus distinction designations will be based on C di i i d i i ill b b d campus performance in relation to a comparison group of campuses. g p p RICHARDSON ISD | To serve and prepare all students for their global future.

Each campus will have a unique comparison group of 40 other public schools. Comparison groups are chosen based on: h b d ◦ campus type, ◦ campus size, ◦ percent economically disadvantaged, ◦ mobility rates (based on cumulative attendance), and ◦ percent of students with limited English proficiency. p g p y Groups are to be published in early spring. RICHARDSON ISD | To serve and prepare all students for their global future.

Top 25%: Student Progress ◦ Based on performance on Index 2: Student Progress. Campuses that are in the top quartile of their campus comparison group in performance on Index 2. ◦ 2014 and Beyond: Top 25% Closing Achievement Gaps. See Chapter 13 of the 2013 Accountability Manual for information on the 2014 Top 25% Closing Achievement Gaps distinction designation 25% Closing Achievement Gaps distinction designation. Campus Academic Achievement Distinction Designations (AADD) ◦ The AADD recognizes outstanding academic achievement in reading/ELA and mathematics on a variety of indicators including reading/ELA and mathematics on a variety of indicators, including completion of advanced/dual enrollment courses and SAT and ACT performance and participation, based on comparison groups of similar campuses. AADD indicators are evaluated for All Students only. RICHARDSON ISD | To serve and prepare all students for their global future.