Welcome to OnAccountability 2020

1.2020 Accountability Links #

Accountability Links Section
We have included this accountability link section to our OnAccountability page to help you get to frequently referenced accountability links posted by the Texas Education Agency (TEA). This list is not all inclusive and we will certainly be adding more as the year progresses and we receive feedback from our users.

2020 Accountability Manual and Chapters

2020 Data File Formats

Last updated on March 4, 2020

2.2020 TEA Perf Reporting Email #

TEA Performance Reporting Email
We have also included TEA Perf Reporting Email section to this page which will serve as an archive of all TEA accountability related, ‘This week in Performance Reporting’ listserve emails. This will provide our users with an easy way to look up past agency postings regarding accountability specific items.

Only items pertaining to Accountability will be kept in these archive posts. Users wishing to see the posts in their entirety are encouraged to sign up for the TEA listserve

https://public.govdelivery.com/accounts/TXTEA/subscriber/new

Last updated on March 4, 2020

2.1.2/28/20 #

What’s New in Performance Reporting

A–F Accountability

Waiver Request for Accelerated Students

The public comment period regarding proposed testing requirements for accelerated students begins today and ends Monday, March 30, 2020, at 5:00 PM (CT). This waiver requests that all middle school students enrolled in a high school level course be exempt from taking the grade level STAAR assessment in addition to the corresponding STAAR EOC assessment; thereby eliminating the double testing burden for accelerated students. The approval of this waiver would not exempt any sixth through eighth grade students enrolled in advanced courses from federal assessment requirements. It would, however, align the assessment requirements with students’ instruction, where possible. The proposed amendment would also require high school students who complete state testing requirements prior to grade 9 to take either the ACT or the SAT once to fulfill federal testing requirements. A copy of the waiver request is available on the TEA website at https://tea.texas.gov/about_tea/laws_and_rules/essa/every_student_succeeds_act/.

All comments on this proposed amendment are accepted via electronic mail addressed to performance.reporting@tea.texas.gov. For additional information, please see the February 20, 2020 To the Administrator Addressed letter.

Local Accountability System

TEA is offering region-specific webinars this month through early March. The hour-long webinar will introduce district responsibilities, statute requirements, local accountability system plan development, how to get started, and more! Time will also be allotted for participant questions.

Interested participants need to attend only a single webinar. Multiple dates and times are offered to allow participants flexibility and choice when registering for a region-specific webinar. Districts are encouraged to register for a webinar associated with their education service center to facilitate communication among districts within a region.

District timelines, including plan submission deadlines, are now posted on the local accountability website.

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Raw score to scale score conversion tables for all state assessments are posted here.

Parents can access their child’s assessment results in the Student Portal. Teachers and other authorized personnel can access student-level assessment results in the Teacher Portal. Assessment results at the campus/district/region/state level can be viewed in the Analytic Portal.

For questions or help with accessing and interpreting STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate results, please email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

Can a campus be identified for targeted support and additional targeted support simultaneously?

A campus may receive only one label. Based on the campus’ outcomes in the Closing the Gaps domain, the agency identifies comprehensive support and improvement schools. Then, those campuses that were not identified for comprehensive support and improvement are evaluated for targeted support and improvement. Lastly, those campuses that were not identified for comprehensive or targeted are evaluated for additional targeted support.

Last updated on March 5, 2020

2.2.2/21/20 #

What’s New in Performance Reporting

A–F Accountability

Waiver Request for Accelerated Students

TEA requested a waiver from select statutes and regulations of the Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act, to broaden the advanced mathematics exception to include all middle school students administered end-of-course (EOC) assessments in mathematics, language arts, and science. This waiver requests that all middle school students enrolled in a high school level course be exempt from taking the grade level assessment in addition to the EOC assessment; thereby eliminating the double testing burden for accelerated students. As a reminder, the approval of this waiver would not exempt any sixth through eighth grade students enrolled in advanced courses from federal assessment requirements. However, it would align the assessment requirements with students’ instruction, where possible. A copy of the waiver request is available on the TEA website at https://tea.texas.gov/about_tea/laws_and_rules/essa/every_student_succeeds_act/.

A proposed amendment to 19 Texas Administrative Code (TAC), §101.3011, Implementation and Administration of Academic Content Area Assessment Instruments, will be published in April 2020. The proposed amendment will require, beginning in the 2020–21 school year, all students to be administered appropriate assessments to be used for federal accountability. This requirement includes administering an EOC assessment (not a grade-level assessment) to a middle school student who is completing instruction in the corresponding course. The EOC assessment may be used to fulfill the student’s graduation requirement and will be used for the campus’ and district’s federal accountability calculations. The proposed amendment would also require high school students who complete state testing requirements prior to high school to take once either the ACT or the SAT to fulfill federal testing requirements.

Public Comment

TEA is accepting comments regarding this waiver request via email to performance.reporting@tea.texas.gov. The public comment period begins Friday, February 28, 2020, and ends Monday, March 30, 2020, at 5:00 PM (CT). Note that TEA will not respond to individual comments but will incorporate the comments as it is finalizing the waiver request before submission to the U.S. Department of Education.

Local Accountability System

District timelines, including plan submission deadlines, are now posted on the local accountability website.

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Raw score to scale score conversion tables for all state assessments are posted here.

For questions or help with accessing and interpreting STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate results, please email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

If a student transfers campuses/districts after meeting College Career or Military Readiness (CCMR) criteria, which campus/district receives the CCMR credit?

The district/campus from which the student graduates receives CCMR credit regardless of whether the student met the criteria while enrolled in that district/campus.

Last updated on March 5, 2020

2.3.2/14/20 #

What’s New in Performance Reporting

A–F Accountability

Rescore Requests

In order to be considered for 2020 accountability calculations, all STAAR rescore requests must be made on or before June 19, 2020. A rescore deadline for TELPAS requests will also be established this spring and will be shared. The outcomes of these requests will be included in the final CAF and used to calculate preliminary ratings. Rescore requests submitted after the deadlines will not be considered during the appeals process.

Alternative Education Accountability (AEA) Registration

The 2020 AEA campus registration process for the state academic accountability system opens March 30 and closes April 10, 2020. Campuses rated by 2019 AEA provisions are re-registered automatically in 2020, provided that the campus continues to meet enrollment and at-risk criteria as determined by TSDS PEIMS October snapshot data. New this year, campuses that were not registered in 2019 but meet eligibility in 2020 will be automatically registered for AEA by the agency. Districts may choose to remove a campus from evaluation under AEA procedures by submitting an AEA rescission form through the TEA Login (TEAL) Accountability application. Additional instructions for the rescission request will be provided before the AEA window opens.

Pairing

All campuses serving prekindergarten (PK) through grade 12 must receive an accountability rating. Campuses that do not serve any grade level for which STAAR assessments are administered are paired with another campus in the same district for accountability purposes. A campus may pair with its district and be evaluated on the district’s results.

Charter school campuses and AECs registered for evaluation by AEA provisions are not paired with another campus. Likewise, traditional campuses may not be paired with AECs. Districts may use the prior-year pairing relationship or select a new relationship. If a district does not indicate a pairing preference, pairing decisions will be made by TEA. The pairing registration window in TEAL Accountability will be April 27 through May 8, 2020.

Local Accountability System

District timelines, including plan submission deadlines, are now posted on the local accountability website.

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Raw score to scale score conversion tables for all state assessments are posted here.

For questions or help with accessing and interpreting STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate results, please email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

When will the agency receive a decision regarding amendments to the state’s Every Student Succeeds Act (ESSA) plan?

After providing an opportunity for public comment, the agency submitted an ESSA state plan amendment to the U.S. Department of Education (USDE) on January 31, 2020. The USDE has 120 days to review Texas’ amendment requests. When, and if, TEA receives USDE approval of the amendment, additional information will be provided to local education agencies on the impact to August 2020 accountability ratings and identification of schools for improvement.

To view FAQs about the amendment request, visit our resources webpage.

Last updated on March 5, 2020

2.4.2/7/20 #

What’s New in Performance Reporting

A–F Accountability

After providing an opportunity for public comment, the agency submitted an Every Student Succeeds Act (ESSA) state plan amendment to the U.S. Department of Education (USDE) on January 31, 2020. The following sections summarize the amendment as submitted to the USDE:

Graduation Rate

Currently, Texas evaluates the four-year graduation rate under ESSA for high schools, K–12s, and districts and requires student groups that are at or above 90 percent to exceed that rate by at least a tenth of a percent in the following year(s). In order to recognize the challenges faced by alternative education campuses and the potential negative implications for campuses and districts with small numbers, TEA is proposing to update the methodology for the graduation rate indicator to evaluate campuses against the four-year long-term target, the interim target, and against expected growth toward the long-term target. The evaluation of the six-year rate as step four was removed in response to preliminary discussions with the USDE, which indicated that the inclusion of the six-year graduation rate would be unfavorable for approval.

graduation rate flow chart

Federal School Improvement Identification

In order to allow additional time for campuses to capture graduates, rather than using a four- year federal graduation rate to identify any Title I or non-Title I campus that does not attain at least a 67 percent graduation rate, TEA is proposing the use of the six-year federal graduation rate to identify these campuses for comprehensive support and improvement.

Additionally, to align with the intent of ESSA, TEA is proposing the escalation of Title I additional targeted support campuses to comprehensive support and improvement after three consecutive years, rather than escalating Title I targeted support and improvement campuses. In response to public comments, the amendment includes a delay in implementation—an additional targeted support identification in 2020, 2021, and 2022 for a Title I campus would result in comprehensive support and improvement implementation in the 2022–2023 school year.

Eighth Grade Math Exception

Language was updated in this section to clarify that Texas requires students who take the Algebra I end-of-course assessment in middle school to take the SAT or ACT at least once in grades 9–12. The results of these assessments will be included in the accountability performance and participation calculations beginning in August 2021.

To learn more about the amendment visit the agency’s ESSA webpage.

Local Accountability System

TEA is offering region-specific webinars beginning in February through early March. The hour-long webinar will introduce district responsibilities, statute requirements, local accountability system plan development, how to get started, and more! Time will also be allotted for participant questions.

District timelines, including plan submission deadlines, are now posted on the local accountability website.

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Raw score to scale score conversion tables for all state assessments are posted here.

For questions or help with accessing and interpreting STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate results, please email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

What does the accountability system development process look like?

The 2020 Accountability Policy Advisory Committee (APAC) and the Accountability Technical Advisory Committee (ATAC), which include representatives from legislative offices, the business community, parents of children attending Texas public schools, and educators from school districts, open-enrollment charter schools, and education service centers meet multiple times each year to make suggestions and recommendations on key components of the academic accountability system. The commissioner considers all proposals and makes final decisions.

Our final advisory group meeting for 2020 accountability was held earlier this week. To learn more about the topics discussed during committee meetings visit the 2020 Accountability Development webpage.

Accountability Winter/Spring Learning Webinars

Performance Reporting is happy to announce the continuation of our learning webinar series beginning in February. These presentations will review the Texas Academic Performance Report (TAPR) data download, the identification of schools for improvement, and the College, Career, or Military Readiness Outcomes Bonus. This series is designed for audiences who are not familiar with the topics or need training on the most crucial components.

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

If you were unable to participate in a webinar, you can view archived recordings at this link.

Accountability Winter/Spring Learning Webinar Dates

Understanding the Identification of Schools for Improvement—March 10, 2020 at 1:00 pm

Understanding the College, Career, or Military Readiness (CCMR) Outcomes Bonus —May 8, 2020 at 1:00 pm

Last updated on March 5, 2020

2.5.2/3/20 #

What’s New in Performance Reporting

A–F Accountability

College, Career, or Military Readiness (CCMR) Outcomes Bonus

The Performance Reporting Division has received numerous inquiries regarding CCMR Outcomes Bonus funds provided by the 86^th Texas Legislature. The current amounts displayed in the Summary of Finance are based on estimated percentages of 2017 CCMR graduates provided by the commissioner.

As explained in the August 9, 2019 video presentation, the agency will establish annual graduate thresholds and determine 2018 graduate bonuses once data is received from the Department of Defense and the National Student Clearinghouse later this spring. Performance Reporting anticipates sharing the 2018 graduate CCMR Outcomes Bonus student listings through the TEA Login (TEAL) Accountability application in late spring. School Finance will update the 2019–20 funding estimates in September 2020 based on the updated counts.

Additionally, the agency anticipates releasing 2019 graduate CCMR Outcomes Bonus student listings in June 2020, which will be used to generate 2020–21 funding amounts.

To learn more about the CCMR Outcomes Bonus, please visit the following site. If you have questions regarding funding, please contact School Finance at (512) 463-8994.

Federal Report Cards

The U.S. Department of Education requires each state to prepare, and disseminate widely to the public, an annual report card for all public school districts, campuses, and the state. The Federal Report Cards webpage allows users to generate the report. Every district that receives Title I, Part A funding is responsible for disseminating the report cards to the general public via widely available public means.

For more information about the Federal Report Card and districts’ responsibilities related to it, please visit the Title I, Part A webpage.

Local Accountability System

TEA will offer region-specific webinars beginning in February through early March. The hour-long webinar will introduce district responsibilities, statute requirements, local accountability system plan development, how to get started, and more! Time will also be allotted for participant questions.

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Reports for the December 2019 State of Texas Assessments of Academic Readiness (STAAR^®) EOC administration were posted on Wednesday, January 15. STAAR Report Cards, rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System. The raw score to scale score conversion tables are posted here. Results for this administration were posted in the Student Portal and the Teacher Portal as well.

Reminder: The STAAR Report Cards for the December 2019 EOC administration are available online only. No printed copies will be sent.

To ensure that state and federal reporting of assessment data is delivered error-free, accurate and consistent records must be maintained for all students who take the STAAR. The first and last name, PEIMS ID number, and date of birth indicated on a student’s answer document or online testing record are used to match that student’s test information to his or her records in the STAAR Assessment Management System. Districts are responsible for resolving inconsistent student information, missing student information, and mismatches between the most recently submitted answer document and records in the STAAR Assessment Management System. The window for resolving data problems for the December 2019 STAAR EOC administration opened on December 17, 2019. All resolutions must have been completed by January 24, 2020, to be reflected in the final region and state reports.

Districts may continue to resolve student data problems for up to one year after each test administration. Districts that resolve problems after the January 24, 2020, deadline will receive updated STAAR Report Cards and data files, but changes will not be reflected in statewide reports.

For questions or help with accessing and interpreting STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

Is the 2020 A–F estimator available? If so, where is it located?

Yes, the 2020 A–F Estimator is available in the TEA Login (TEAL) Accountability application and at the following website https://rptsvr1.tea.texas.gov/perfreport/account/2020/estimator/search.html. The tool prepopulates domain and component values with 2019 accountability outcomes. Users can enter 2020 component values to estimate the corresponding 2020 domain and overall results. The accuracy and validity of the estimation is based solely on the data inputted by the user.

Domain and overall rating estimations are based on the 2019 accountability system methodology and are intended as a planning resource for districts and campuses. The tool does not include alternative education accountability (AEA) bonus points, Local Accountability, or updates based on the development of the 2020 accountability system, which will be finalized in late spring.

Accountability Winter/Spring Learning Webinars

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

If you were unable to participate in a webinar, you can view archived recordings at this link.

Accountability Winter/Spring Learning Webinar Dates

Utilizing the Texas Academic Performance Report (TAPR) Data Download—February 7, 2020 at 1:00 pm

Understanding the Identification of Schools for Improvement—March 10, 2020 at 1:00 pm

Understanding the College, Career, or Military Readiness (CCMR) Outcomes Bonus —May 8, 2020 at 1:00 pm

Last updated on March 5, 2020

2.6.1/24/20 #

What’s New in Performance Reporting

A–F Accountability

The 2019 Texas Academic Performance Report (TAPR) advanced data downloads are now available. This download option provides additional indicators that are available in the HTML version of the TAPR as well as numerators and denominators.

Local Accountability System

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Reminder: The STAAR Report Cards for the December 2019 EOC administration are available online only. No printed copies will be sent.

To ensure that state and federal reporting of assessment data is delivered error-free, accurate and consistent records must be maintained for all students who take the STAAR. The first and last name, PEIMS ID number, and date of birth indicated on a student’s answer document or online testing record are used to match that student’s test information to his or her records in the STAAR Assessment Management System. Districts are responsible for resolving inconsistent student information, missing student information, and mismatches between the most recently submitted answer document and records in the STAAR Assessment Management System. The window for resolving data problems for the December 2019 STAAR EOC administration opened on December 17, 2019. All resolutions must be completed by today, January 24, 2020, to be reflected in the final region and state reports.

This Week’s FAQ

ACT, Inc. and College Board college readiness standards are different from those used for accountability. How did the agency establish the accountability college readiness standards?

While ACT, Inc. and the College Board have their own college readiness standards, the standards used for accountability are based on the Texas Success Initiative assessment (TSIA) exemption criteria established by the Texas Higher Education Coordinating Board. For more information, please see the TSIA exemptions, exceptions, and waivers statute.

Accountability Winter/Spring Learning Webinars

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

If you were unable to participate in a webinar, you can view archived recordings at this link.

Accountability Winter/Spring Learning Webinar Dates

Utilizing the Texas Academic Performance Report (TAPR) Data Download—February 7, 2020 at 1:00 pm

Understanding the Identification of Schools for Improvement—March 10, 2020 at 1:00 pm

Understanding the College, Career, or Military Readiness (CCMR) Outcomes Bonus —May 8, 2020 at 1:00 pm

Employment Opportunity

The Student Assessment Division is looking for someone to join their team. Interested and qualified candidates can apply for the following position:

Manager of TELPAS and TELPAS Alternate (Manager III)

Student Assessment is hiring a manager of TELPAS and TELPAS Alternate to provide leadership for the Assessment Administration and Test Development team. This position oversees the development, production, and administration of the TELPAS and TELPAS Alternate.

Performance Reporting Calendar

February 17—TEA closed for Presidents’ Day

Late March—2020 alternative education accountability registration

Last updated on March 5, 2020

2.7.1/17/20 #

What’s New in Performance Reporting

A–F Accountability

The Texas School Accountability Dashboard required by Texas Education Code §39.309 has been updated with accountability results and demographics from the 2018–19 school year. The dashboard allows users to easily compare districts or schools by providing clear and concise accountability information and demographics for schools, districts, and the state as a whole.

Proposed Amendment to the Every Student Succeeds Act (ESSA) State Plan

TEA will submit an amendment to adjust the Closing the Gaps domain graduation rate methodology used in the academic accountability system, as well as the methodology used to identify schools for support and improvement.

All comments on this proposed amendment are due by Saturday, January 18, 2020, by electronic mail addressed to performance.reporting@tea.texas.gov. For additional information, please see the December 19, 2019 To the Administrator Addressed letter.

Local Accountability System

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Reports for the December 2019 State of Texas Assessments of Academic Readiness (STAAR^®) EOC administration were posted on Wednesday, January 15. STAAR Report Cards, rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System. The raw score to scale score conversion tables are posted here. Results for this administration will be posted in the Student Portal and the Teacher Portal by January 20, 2020.

Reminder: The STAAR Report Cards for the December 2019 EOC administration will be available online only. No printed copies will be sent.

To ensure that state and federal reporting of assessment data is delivered error-free, accurate and consistent records must be maintained for all students who take the STAAR. The first and last name, PEIMS ID number, and date of birth indicated on a student’s answer document or online testing record are used to match that student’s test information to his or her records in the STAAR Assessment Management System. Districts are responsible for resolving inconsistent student information, missing student information, and mismatches between the most recently submitted answer document and records in the STAAR Assessment Management System. The window for resolving data problems for the December 2019 STAAR EOC administration opened on December 17, 2019. All resolutions must be completed by January 24, 2020, to be reflected in the final region and state reports.

This Week’s FAQ

How will the new Texas Success Initiative Assessment 2.0 (TSIA2) results be included in College, Career, and Military Readiness (CCMR)?

TEA and the Texas Higher Education Coordinating Board (THECB) are collaborating on the revision and launch of the TSIA2. The new assessment will include an integrated reading and writing section as well as updated standards and is scheduled to launch August 31, 2020. During the transition, both TSIA and TSIA2 results will be used for CCMR. The standard that was in place when the student tested will be used to determine college readiness.

For additional information on the TSIA2, visit the Texas Success Initiative and Developmental Education website.

Accountability Winter/Spring Learning Webinars

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

If you were unable to participate in a webinar, you can view archived recordings at this link.

Accountability Winter/Spring Learning Webinar Dates

Utilizing the Texas Academic Performance Report (TAPR) Data Download—February 7, 2020 at 1:00 pm

Understanding the Identification of Schools for Improvement—March 10, 2020 at 1:00 pm

Understanding the College, Career, or Military Readiness (CCMR) Outcomes Bonus —May 8, 2020 at 1:00 pm

Performance Reporting Calendar

January—2019 TAPR advanced data downloads are released

January 20—TEA closed for Martin Luther King Jr. Day

Last updated on March 5, 2020

2.8.1/10/20 #

What’s New in Performance Reporting

A–F Accountability

The 2018–19 School Report Cards (SRC) are now available on the Texas Education Agency’s website at http://tea.texas.gov/perfreport/src/index.html. The purpose of the SRC is to inform parents and guardians about a campus’ individual characteristics and academic performance.

Distribution to Campuses. TEA has notified each principal that the SRC for his or her campus is available. It is, however, the district’s responsibility to provide the SRC to each campus for distribution to parents and guardians.

Distribution to Parents. Each campus must send a copy of the SRC to the parent or guardian of each of its students within six weeks of its release. Due to the timing of the release, districts have the flexibility to start the six weeks clock after the holiday break. The campus may provide the SRC in the same way that it sends other official communications to parents and guardians, such as including the SRC in a weekly folder sent home with each student, mailing it to the student’s residence, providing it at a parent-teacher conference, or enclosing it with the student’s report card. Districts may distribute the SRC electronically if they can ensure that parents and guardians are notified that the SRC is available and that they are able to access it. A campus or district must provide a printed copy (in color or black and white) to anyone who cannot access the electronic version.

Proposed Amendment to the Every Student Succeeds Act (ESSA) State Plan

For additional information, please see the December 19, 2019 To the Administrator Addressed letter.

TSDS PEIMS Fall Resubmission

January 16, 2020, is the resubmission due date for local education agencies (LEAs) to make corrections to data submitted for the PEIMS Fall Submission (Submission 1). LEAs are not required to send a resubmission of PEIMS data. The period between the first submission (December 5, 2019) and the resubmission deadline is an extension provided to all LEAs to review their original submission for any errors and make corrections.

If an LEA does not submit corrections during the resubmission window, or if the data is not free of fatal errors, TEA will use the PEIMS data sent for the first submission. Immediately following the closure of a collection, the data is loaded to TEA databases and made available to agency staff for state and federal accountability and reporting.

As the resubmission deadline approaches, it is a good time for districts to review local data submission procedures to confirm clean and accurate data were submitted during the fall collection. Accurate and timely data are the cornerstone of a fair and reliable accountability system. As such, Performance Reporting staff has made targeted efforts to stress the importance of quality TSDS PEIMS data submissions. TSDS PEIMS data is used throughout the A–F accountability system and in reports produced by Performance Reporting.

Local Accountability System

Please reach out to the local accountability system team at LAS@tea.texas.gov, call (512) 463-9704, or check the website if you have questions.

Assessment Scoring and Reporting

Reports for the December 2019 State of Texas Assessments of Academic Readiness (STAAR^®) EOC administration are scheduled to be posted by Friday, January 17. STAAR Report Cards, rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System. The raw score to scale score conversion tables will be posted here. Results for this administration will be posted in the Student Portal and the Teacher Portal by January 20, 2020.

Reminder: The STAAR Report Cards for the December 2019 EOC administration will be available online only. No printed copies will be sent.

To ensure that state and federal reporting of assessment data is delivered error-free, accurate and consistent records must be maintained for all students who take the STAAR. The first and last name, PEIMS ID number, and date of birth indicated on a student’s answer document or online testing record are used to match that student’s test information to his or her records in the STAAR Assessment Management System. Districts are responsible for resolving inconsistent student information, missing student information, and mismatches between the most recently submitted answer document and records in the STAAR Assessment Management System. The window for resolving data problems for the December 2019 STAAR EOC administration opened on December 17, 2019. All resolutions must be completed by January 24, 2020, to be reflected in the final region and state reports.

This Week’s FAQ

Regarding the proposed amendment to the graduation rate methodology used in the Closing the Gaps domain, will student groups be required to show growth even after meeting the 94.0 percent long-term target?

No, any student group with a graduation rate at or above 94.0 percent would meet the requirement as mentioned in step 1. Steps 2–4 would only apply if the student group did not meet the 94.0 percent long-term target. The following graduation rate flowchart summarizes the proposed graduation rate methodology.

Accountability Winter/Spring Learning Webinars

Thank you to everyone who participated in our learning webinar series in 2019. Performance Reporting is happy to announce the continuation of our learning webinar series beginning in February. These presentations will review the Texas Academic Performance Report (TAPR) data download, the identification of schools for improvement, and the College, Career, or Military Readiness Outcomes Bonus. This series is designed for audiences who are not familiar with the topics or need training on the most crucial components.

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

If you were unable to participate in a webinar, you can view archived recordings at this link.

Accountability Winter/Spring Learning Webinar Dates

Utilizing the Texas Academic Performance Report (TAPR) Data Download—February 7, 2020 at 1:00 pm

Understanding the Identification of Schools for Improvement—March 10, 2020 at 1:00 pm

Understanding the College, Career, or Military Readiness (CCMR) Outcomes Bonus —May 8, 2020 at 1:00

Last updated on March 5, 2020

3.2019 Archive #

3.1.2019 OnAccountability - Updates #

Welcome to the OnDataSuite OnAccountability page

This site will be dedicated to providing our district accountability users updates and information on items that will affect your accountability reports in OnDataSuite.

The majority of the information located in they UPDATES section will also be sent via email to anyone who has checked ‘Accountability’ in their OnDataSuite “Job Title and Areas of Interest Settings” located under their “My Account” administrative section.

Last updated on March 4, 2020

3.1.1.5/31/2019 -TEA CCMR Preview File 2 #

Uploading of CCMR data file to be temporarily disabled
In light of the new CCMR file provided by the state on May 31, 2019, we have disabled the ability to upload any CCMR data file into OnDataSuite. We will provide a notification to all clients once this option has been reactivated.

Explanation of why
Earlier today (May 31, 2019) TEA provided districts with a secondary CCMR PREVIEW file. This file layout differs significantly from the initial PREVIEW file provided to districts in late April that were used to in the development of both the A-F accountability system as well as the the CCMR EWS / TEA toggle fields option.

In addition to this file layout being different, the contents of this new file do not represent a continuation of the initial file values but rather creates a continuation of the fields and values that were not included in the initial PREVIEW 1 file.

We had anticipated that this new file would provide a wipe/replace option for prelim file 1 but now that we have seen the file, we are working toward a solution that will merge the data from both prelim file 1 and prelim file 2.

Example of both files that shows the change in file layout structure

Last updated on June 1, 2019

3.1.2.5/8/2019 CCMR Preview File #

In preparation for the upcoming 2019 Accountability cycle, OnDataSuite will be deleting all currently uploaded CCMR file center files on Friday, May 10, 2019

Due to changes made in the recently TEAL released TEA CCMR spreadsheet, on Friday May 10, OnDataSuite will be deleting all previously loaded TEA CCMR files from your file center and we are asking our districts to re-upload them and assign a year and preview/final indicator.

For details on how to upload your files please visit our online manual site at this link:
https://manuals.ondatasuite.com/index.php/users-manual/#loading-ccmr-files

How will this affect my accountability reporting within OnDataSuite?

The deletion of the prior year CCMR file will only temporarily affect the A-F Student Achievement displays of TEA data reported last for the 2018 accountability year. To this point, the upload of the prior year CCMR data should be considered historical in nature. Once you re-upload your files your reports will refresh to accurately display whether the data is a preview view or a final view. Additionally, as a bonus, this change will now allow districts to view their CCMR Preview data in direct comparison to the CCMR Early Warning (EWS) Report. (To be released soon.)

Why are we doing this?

Districts are loading their latest CCMR Preview files into OnDataSuite file center CCMR location and it is adversely affecting the A-F Domain 1 CCMR reports. Because these files are used in the accountability A-F reporting calculations as reported by the state and due to the fact that these preview CCMR files do not contain all the necessary data required fields, we had to update our file center upload process.

What is the difference between the CCMR file and the CCMR Preview File?

This year TEA provided districts with a an excel formatted CCMR PREVIEW file in late April of 2019 via the TEASE/TEAL system. While this file contained several columns that were also included in the prior year CCMR file, it did not maintain the same file structure or include certain populated data fields in all areas. This deviation in file structure was causing issues for districts who were trying to upload files into the OnDataSuite file center and then reference the data from within the A-F reporting system.

OnDataSuite CCMR data file solution – Updates to upload process and report adjustment

To accommodate the changes to the TEA released CCMR Preview file, we are updating our TEA CCMR file center upload process and asking our districts to now specify the year the file is tied to as well as if the file is considered a ‘preview’ or ‘final’ file. This will allow districts to see their preview data in the A-F system under the Domain 1 detail report but will not be considered complete until the final file is released by TEA. Once a final file is uploaded the A-F system will again utilize the final CCMR data to supersede our calculated A-F CCMR values. Prior to the preview file release this table would be blank until the final file was obtained and uploaded.

This update will now allow districts to compare their CCMR Early Warning Report to the state released CCMR Preview and final reported CCMR file.

Please be aware that the uploading of any CCMR file in the file center does not have any effect on the CCMR EWS report. The CCMR EWS report is based solely on the calculation of individual data files uploaded into the file center. These individual data files are used to calculate the predicted CCMR point accumulation and adhere to the scored test-to-point accrual as outlined by the latest released accountability manual.

However, OnDataSuite has determined that it would be beneficial for our districts to compare their CCMR EWS reports to both the Preview as well as the final CCMR reports made available through the state. With this new update to the CCMR file center upload process, once a file has been uploaded into the CCMR file center, users will now have the ability to toggle-view their current CCMR EWS report alongside their latest state provided data file.

This report is to be released soon along with support training dates.

Last updated on May 10, 2019

3.1.3.CCMR Preview TEA Notification #

CCMR Preview file as explained by TEA (Notification sent to superintendents on 4/25/2019)

Please review the notification that was sent to superintendents during the release of the CCMR preview file. Items of importance to the reporting of this data through the OnDataSuite accountability reporting tools have been highlighted.

April 25, 2019

TO THE SUPERINTENDENT ADDRESSED:

This correspondence is to notify you that you may now download the 2019 College, Career, and Military Readiness (CCMR) Preview Student Listing in Excel from the TEA Login (TEAL) Accountability application.

This preview listing contains 2019 CCMR data for 2017–18 annual graduates and 2017–18 non-graduating 12th graders that have been processed by Performance Reporting. The data for the remaining CCMR indicators are currently being processed and will be released for preview in late May. A final 2019 CCMR Student Listing will be released in mid-June.

The April 25 preview listing contains student-level data for the following CCMR indicators:

Texas Success Initiative Assessment (TSIA)
Special Education Graduate with Advanced Degree Plan
College Prep Course Completion
Dual Credit Completion (3 hours for ELA/reading or math or 9 hours in any subject)
Associates Degree
Military Enlistment
IEP Completion with Workforce Readiness
CTE Coherent Sequence Graduate with Industry-Based Certification Aligned Coursework
Industry-Based Certifications

Please note that all students who meet the requirements for the CTE coursework aligned with industry-based certifications are indicated in this listing, regardless of whether they meet the criteria for other indicators. On the final listing, which is scheduled to be released in mid-June, students who meet the criteria for at least one other CCMR indicator will be removed from this column. Only those students who do not meet any other CCMR indicator will receive the 0.5 point credit.

Purpose

The purpose of this preview listing is to provide districts early access to CCMR data that is provided to the agency by outside testing entities, such as the College Board. Districts should review the student listing and compare TSIA data with local records. If discrepancies are identified, districts may notify the Performance Reporting Division using the instructions below.

Supported Web Browsers

The TEAL Accountability application is not fully compatible with Microsoft Internet Explorer. Please use Mozilla Firefox, Google Chrome or Apple Safari web browsers to view and download content through TEAL Accountability.

District-Provided TSIA Data Submission Instructions

If a district has a CCMR-qualifying TSIA record for a 2017–18 annual graduate or 2017–18 non-graduating 12th grader that is not reflected in the preview listing, the district may notify Performance Reporting by using the following instructions. In order to be considered, the TSIA must have been administered by October 31, 2018, and have met the criterion score of 350 for reading and/or 351 for math. All submissions must be completed by 5:00 PM CDT on May 15, 2019.

Complete the District Contact and Data Entry tabs of the 2019 District-Provided TSIA Data spreadsheet. The Instructions tab provides data entry parameters.
Save copies of official TSIA results as PDFs. An example of an acceptable, official result from the College Board is provided in a link below.
Submit the completed spreadsheet and all supporting documentation securely via Accellion. A link to Accellion registration and instructions is provided in the Instructions tab of the spreadsheet. Spreadsheets will only be accepted via Accellion.
Only one spreadsheet should be submitted per district. All campuses and all students should be listed on the same Data Entry tab.
All spreadsheets and supporting documentation must be received by 5:00 PM CDT on May 15, 2019. The agency will not prompt districts for missing data.
This is not an opportunity to correct TSDS PEIMS data that were inaccurately reported by the district. A district that submits inaccurate data must follow the Texas Education Data Standards procedures and timelines for resubmitting data.

All 2019 District-Provided TSIA Data submissions will receive a delivery receipt. Additionally, Performance Reporting will notify districts of outcomes for each student after the TSIA data has been processed. Please note that the data processed during this time will only impact TSIA data as is used in accountability calculations and associated reporting. Updated data sets will not be provided to other TEA divisions or state agencies.

If you have questions, please contact the Performance Reporting Division at (512) 463-9704 or performance.reporting@tea.texas.gov.

Thank you.

Contact Information
Texas Education Agency
Performance Reporting Division
(512) 463-9704
performance.reporting@tea.texas.gov

Attachment – TSIA Record Example
Attachment – 2019 District Provided TSIA Data

Heather C. Smalley
Performance Reporting Division
Texas Education Agency
512-463-9704

http://tea.texas.gov/accountability/

Last updated on May 8, 2019

3.2.2019 Accountability Links #

2019 Academic Accountability System Framework

2019 CTE Courses Aligned with Industry-Based Certifications

2019 Accountability Manual and Chapters

2019 Local Accountability System Manual

2019 Data File Formats

Last updated on May 30, 2019

3.3.2019 TEA Posted Accountability FAQ #

General Information

1. When do districts and campuses receive their accountability ratings?

Each district receives its accountability ratings on August 14, 2019. By August 7, 2019, each district receives student lists and data tables for each domain. By analyzing that information, districts and campuses may anticipate their ratings. Accountability ratings are released to the public on August 15, 2019.

2. What are the domain cut points for 2019?

Cut points vary for each domain, depend on the campus type (elementary, middle, high/K–12), and whether the campus is an alternative education campus. Chapter 5 of the 2019 Accountability Manual provides the domain cut points.

3. Are all districts and campuses, including new campuses, rated in 2019?

Beginning the first year they report fall enrollment, school districts and charter schools are rated based on the aggregate results of students in their campuses. Districts without any students enrolled in the grades for which STAAR assessments are administered (3-12) are assigned the rating label of Not Rated.

Beginning the first year they report fall enrollment, campuses, including alternative education campuses, and open-enrollment charter schools are rated based on the performance of their students. For the purposes of assigning accountability ratings, campuses that do not serve any grade level for which the STAAR assessments are administered are paired with campuses in their district that serve students who take STAAR. Please see Chapter 7 of the 2019 Accountability Manual for information on pairing.

4. Are some districts and/or campuses, excluded from the 2019 accountability system?

Yes, some campuses are excluded from state accountability because they did not have membership, as defined by Average Daily Attendance eligibility. Thus, a campus must have valid membership combined with enrollment in order to be included in the set of campuses for use in the accountability system.

5. In 2018, a district could not receive an overall or domain rating of A if the district included any campus with an overall or corresponding domain rating of Improvement Required. With the implementation of letter grade ratings for campuses, this step is updated for 2019 to align with statute. Statute specifies a district may not receive an overall or domain rating of A if the district includes any campus with a corresponding overall or domain rating of D or F. Does this provision also apply to each of the School Progress domain parts?

No. This provision only considers the resolved School Progress domain rating. In other words, if the better of School Progress, Part A or Part B is a D or F for a campus, the district School Progress domain scaled score is limited to an 89.

Keep in mind that this provision applies from domain to domain rating and overall to overall rating. For example, if a campus earns a D in Student Achievement, the district’s Student Achievement scaled score is limited to an 89. If a campus earns a D overall, the district’s overall scaled score is limited to an 89.

6. Is membership the same as enrollment?

Membership is slightly different from enrollment. Membership does not include those students who are served in the district for fewer than two hours per day. Membership and Eligibility for Attendance and Foundation School Program (FSP) Funding defines membership as follows:

Both membership and eligibility to generate average daily attendance (ADA) are related to the amount of time that a student receives instruction each day. However, they are not the same. A student is in membership in your district if the student is enrolled in the district and is either

scheduled to attend at least two hours of instruction each school day or
participates in an alternative attendance accounting program.

7. Are state-administered districts and/or campuses, excluded from the 2019 accountability system?

State-administered school districts, including Texas School for the Blind and Visually Impaired, Texas School for the Deaf, Texas Juvenile Justice Department, and Windham School District are not assigned a state accountability rating.

8. All the campuses in our district are rated D or higher, but the district is rated an F. How is this possible?

It’s not uncommon for a campus to have a higher rating than its district. This could be caused by any of several scenarios:

One or more student groups are excluded from a campuses accountability rating because the groups do not meet minimum size criteria. At the district level, however, these student groups meet minimum size criteria and are included in the district’s accountability rating.
Students move between campuses in a district during the school year. The STAAR results of these students may be excluded from the accountability ratings of either campus according to accountability subset rules. The results are, however, included in the district’s accountability ratings.
If the district is evaluated in all four areas: Student Achievement; School Progress, Part A: Academic Growth; School Progress, Part B: Relative Performance; or Closing the Gaps and receives an F rating in three of the four areas, the highest overall scaled score the district can receive is a 59; however, for 2019, if the Student Achievement domain rating is a D or higher, this provision is not applied.

9. How will multiple-year Unacceptable status for purposes of accountability interventions and sanctions be determined this year?

In determining consecutive years of unacceptable ratings for purposes of accountability interventions and sanctions, only years that a district, charter school, or campus is assigned an accountability rating shown below will be considered.

2019: A, B, C, D, F for districts and campuses
2018: A, B, C, D, F for districts and Met Standard, Met Alternative Standard, Improvement Required for campuses
2013-2017: Met Standard, Met Alternative Standard, Improvement Required
2012: (No state accountability ratings issued)
2004-2011: Exemplary, Recognized, Academically Acceptable, Academically Unacceptable, AEA: Academically Acceptable, AEA: Academically Unacceptable

While no ratings were issued in 2012, an Improvement Required rating assigned in 2013 and Academically Unacceptable/AEA: Academically Unacceptable ratings assigned in 2011 are considered consecutive years. In addition, although the consecutive years of F/Improvement Required ratings may be separated by one or more years of temporary closure or Not Rated ratings, such separations, whether for single or multiple years, do not break the chain of consecutive years of unacceptable ratings for purposes of accountability interventions and sanctions. This policy applies to districts and charter schools as well as campuses when Not Rated and Not Rated: Data Integrity Issues labels are assigned.

More information is available on the TEA website at https://tea.texas.gov/Student_Testing_and_Accountability/Monitoring_and_Interventions.

Accountability Subset

10. What is the accountability subset?

The accountability subset is the collection of assessment results used to determine district and campus accountability ratings and distinction designations.

A subset of assessment results is used to calculate each domain. The calculation includes only assessment results for students enrolled in the district or campus in the previous fall, as reported on the TSDS PEIMS October snapshot. Three assessment administration periods are considered for accountability purposes:

STAAR results are included in the subset of district/campus accountability	if the student was enrolled in the district/campus on this date:
EOC summer 2018 administration	October 2017 enrollment snapshot
EOC fall 2018 administration	October 2018 enrollment snapshot
EOC spring 2019 administration
Grades 3-8 spring 2019 administration

The 2019 accountability subset rules apply to the STAAR performance results evaluated across all domains.

Grades 3–8 Scenarios

Districts and campuses are responsible for students reported as enrolled in the fall (referred to as October snapshot) in the spring assessment results.

A student was reported as enrolled on October 2018 snapshot at	The student took the spring 2019 STAAR at	The campus that receives the result is	Does the result meet the accountability subset?
Campus A	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	No

End-of-Course (EOC) Scenarios

Districts and campuses are responsible for

summer 2018 results for students reported as enrolled on the October 2017 snapshot;
fall 2018 results for students reported as enrolled on the October 2018 snapshot; and
spring 2019 results for students reported as enrolled on the October 2018 snapshot.

If a student was enrolled on October enrollment snapshot at	The student took	The campus that receives the result is	Does the result meet the accountability subset?
Campus A (October 2017)	summer 2018 EOC at Campus A	Campus A	Yes
Campus A (October 2018)	spring 2019 EOC at Campus B	Campus B	No

STAAR Retests and Mobility (SSI)

11. How are the STAAR grades 5 and 8 results for students with Student Success Initiative (SSI) requirements included in accountability calculations?

For students in grades 5 and 8, accountability calculations include assessment results for reading and mathematics from the first administration and first retest administration of all STAAR versions. The second retest administration in June 2019 is not used.

For students in grades 5 and 8, the STAAR reading and mathematics assessment results from the first and second administration (first retest opportunity) are processed in two steps. First, the best result from both administrations is found for each subject. The best result is found for performance and progress, considered separately. If all results have the same level of performance, then the most recent result is selected for calculation. Second, the accountability subset rules determine whether the result is included in accountability.

12. A student is enrolled in District A on the TSDS PEIMS October snapshot date, moves to District B, and fails the first administration of an assessment. The student moves back to District A and passes the retest. How is the retest counted?

The retest is used for District A’s accountability because it is the best assessment outcome for the student. The failed assessment from the first administration at District B is not used in accountability calculations for District A or B.

Grades 5 and 8 SSI Assessment Accountability Subset Scenarios

A student was enrolled on October 2018 enrollment snapshot at	The student took the April 2019 STAAR at	The campus that receives the April 2019 STAAR result is	Does the result meet the subset?	The student took the May 2019 STAAR at	The campus that receives the May 2019 STAAR result is	Does the result meet the subset?
Campus A	Campus A	Campus A	Yes	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	No	Campus B	Campus B	No
Campus A	Campus A	Campus A	Yes	Campus B	Campus B	No
Campus A	Campus B	Campus B	No	Campus A	Campus A	Yes

Grade 4 and 7 Writing Assessment Accountability Subset Scenarios

13. How are students included in the accountability subset who move between the April grade 4 and 7 writing STAAR and May reading and mathematics STAAR administrations?

Grade 4 and 7 writing STAAR assessment results are assigned to the same campus as a May reading and/or mathematics assessment results. The campus at which the student tested in May receives the April writing STAAR results. To meet the accountability subset, the student must have been administered the May assessment at the same campus they were enrolled on the October snapshot.

If the student took a writing STAAR in April but did not take a reading or mathematics STAAR in May, the April result is reported to the campus at which the April assessment was administered, even if the student moved between April and May.

A student was reported as enrolled on October 2018 snapshot at	The student took the writing STAAR at	The student took the reading and/or mathematics STAAR at	The campus that receives the result is	Does the result meet the accountability subset?
Campus A	Campus A	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	Campus B	No
Campus A	Campus A	Campus B	Campus B	No
Campus A	Campus B	Campus A	Campus A	Yes
Campus A	Campus A	Didn’t Test	Campus A	Yes
Campus A	Campus B	Didn’t Test	Campus B	No

STAAR EOC Retests and Mobility

14. Is there a limit to the number of years an EOC retester is included in accountability?

No. Districts and campuses are accountable for assessment results during each accountability cycle. The accountability cycle is summer, fall, and spring. TEA does not remove assessment results for student who retest across multiple accountability cycles.

15. How are STAAR EOC retest results included in accountability calculations?

Each district and campus is accountable for three EOC assessment administrations: 1) summer 2018 results for students enrolled on the prior-year October enrollment snapshot date, 2) fall 2018 results for students enrolled on the October enrollment snapshot date, and 3) spring 2019 results for students enrolled on the October enrollment snapshot date.

STAAR EOC Accountability Subset Scenarios

A student was enrolled on October 2017 snapshot at	The student took the summer 2018 EOC at	The campus that receives the result is	Does the result meet the accountability subset?
Campus A	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	No

A student was enrolled on October 2018 enrollment snapshot at	The student took the fall 2018 EOC at	The campus that receives the result is	Does the result meet the accountability subset?
Campus A	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	No

16. How are students included in the accountability subset who move between the April English I/English II EOC and May EOC administrations?

English I and English II EOC assessment results are assigned to the same campus as a May EOC assessment result. The campus at which the student tested in May receives the April English I and English II EOC results. To meet the accountability subset, the student must have been administered the May assessment at the same campus they were enrolled on October snapshot.

If the student took an English I or English II EOC in April but did not take an EOC in May, the April result is reported to the campus at which the April assessment was administered, even if the student moved between April and May.

A student was enrolled on October 2018 enrollment snapshot at	The student took April 2019 EOC at	The student took May 2019 EOC at	The campus that receives the result is	Do the results meet the accountability subset?
Campus A	Campus A	Campus A	Campus A	Yes
Campus A	Campus B	Campus B	Campus B	No
Campus A	Campus A	Campus B	Campus B	No
Campus A	Campus B	Campus A	Campus A	Yes
Campus A	Campus A	Did not test	Campus A	Yes

Additional EOC Scenarios

The following charts show scenarios where EOC testers move between districts and/or campuses. The result(s) used in accountability calculations is/are highlighted in yellow.

Scenario 1:

Enrolled	Tested Summer 2018	Enrolled	Tested Fall 2018	Tested Spring 2019
October 2017 Snapshot Campus A	Tested Summer 2018	October 2018 Snapshot Campus B	Tested Fall 2018	Tested Spring 2019
	CAMPUS A		CAMPUS B	CAMPUS B
	English I = Approaches Grade Level
	Biology = Did Not Meet Grade Level		Biology = Approaches Grade Level
				English II = Meets Grade Level

Scenario 2:

Enrolled	Tested Summer 2018	Enrolled	Tested Fall 2018	Tested Spring 2019
October 2017 Snapshot Campus A	Tested Summer 2018	October 2018 Snapshot Campus A	Tested Fall 2018	Tested Spring 2019
	CAMPUS A		CAMPUS A	CAMPUS B
	Algebra I = Did Not Meet Grade Level		No retest taken	Algebra I = Approaches Grade Level*
	English II = Did Not Meet Grade Level		English II = Meets Grade Level
				U.S. History = Meets* Grade Level

*Result not included because it does not meet subset.

Scenario 3:

Enrolled	Tested Summer 2018	Enrolled	Tested Fall 2018	Tested Spring 2019
October 2017 Snapshot Campus A	Tested Summer 2018	Fall 2018 Snapshot Campus B	Tested Fall 2018	Tested Spring 2019
	CAMPUS A		CAMPUS A	CAMPUS B
	Algebra I = Did Not Meet Grade Level		Algebra I = Did Not Meet Grade Level	Algebra I = Approaches Grade Level
	Biology = Did Not Meet Grade Level		Biology = Approaches* Meet Grade Level
			U.S. History = Did Not Meet Grade Level	U.S. History = Approaches Grade Level

*Result not included because it does not meet subset.

Student Achievement Domain

17. What is the minimum size criteria to be evaluated on the Student Achievement domain?

A district or campus must have 10 or more STAAR assessments, combined across all subjects, in the all students group to be evaluated on Student Achievement. Small numbers analysis is not used.

18. What if my district or campus doesn’t meet minimum size for Student Achievement?

A district or campus that does not have 10 or more STAAR assessments, combined across all subjects, in the all students group does not receive a rating for 2019.

19. Is the accountability subset rule applied to College, Career, and Military Readiness (CCMR)?

No. Districts and campuses are held accountable for all graduates (and non-graduating 12th graders in Closing the Gaps).

20. How is small numbers analysis used in the CCMR component of Student Achievement?

Small numbers analysis is applied to all students if the number of annual graduates is fewer than 10.
A three-year-average CCMR rate is calculated for all students. The calculation is based on an aggregated three-year uniform average using the district’s or campus’s 2019 and 2018 CCMR data and 2017 modeled CCMR data. The all students group is evaluated if the three-year sum has at least 10 annual graduates.

21. When evaluating Student Achievement, if my district or campus has fewer than 10 annual graduates, is their domain score based on STAAR and the graduation rate? If so, what are the weights for each component?

A district or campus is not evaluated in the Student Achievement domain based solely on the STAAR and the graduation rate components.

For districts and campuses lacking the CCMR component, the STAAR component is weighted at 100 percent. Districts and campuses lacking the CCMR and graduation rate components in the Student Achievement domain have the STAAR component weighted at 100 percent. For districts and campuses lacking the graduation rate component, the STAAR component is weighted at 50 percent and the CCMR component is weighted at 50 percent.

Small numbers analysis, as described below, applies to all students if the number of annual graduates is fewer than 10.

A three year-average CCMR rate is calculated for all students. The calculation is based on an aggregated three year uniform average using the district’s or campus’s 2019 CCMR data, 2018 CCMR data, and 2017 modeled CCMR data.
The all students group is evaluated if the three year sum has at least 10 annual graduates.

22. How does the agency determine whether a graduate was enrolled in a CTE coherent sequence and completed and earned credit for coursework aligned with the approved industry-based certification list for CCMR credit?

The CTE coherent sequence status comes from the summer 2018 submission of TSDS PEIMS Element ID E0031. Then the agency verifies the graduate completed one of the 104 aligned courses through the TSDS PEIMS course completion records. Additionally, Element ID E0948 must indicate the graduate completed all semesters of the course.

See Appendix H of the 2019 Accountability Manual or the TSDS PEIMS Data Standards at https://www.texasstudentdatasystem.org/TSDS/TEDS/Texas_Education_Data_Standards for more details.

23. How does the agency determine whether a graduate met the criteria for dual-credit course completion for CCMR?

The dual credit course completion data comes from two elements in TSDS PEIMS. Specifically, Element ID E1011 and Element ID E1081 are used to determine whether the graduate met the requirements. These elements provide information on whether the course is dual credit and the number of college credit hours earned.

See Appendix H of the 2019 Accountability Manual or the TSDS PEIMS Data Standards at https://www.texasstudentdatasystem.org/TSDS/TEDS/Texas_Education_Data_Standards for more details.

24. How and when will the new CCMR indicators be incorporated into accountability?

While OnRamps course completion was incorporated beginning in 2019, the following two indicators are still under development:

Admission to a postsecondary industry certification program (year of implementation TBD)
Meeting standards on a composite of indicators that indicate college preparation
(year of implementation TBD)

25. How do districts collect, report, and document that a student has enlisted or intends to enlist in the U.S. Armed Forces for CCMR?

Each district decides how to collect and document this indicator. This can include a senior survey, documentation from a local recruiter, or any other method. Each district must maintain supporting documentation which may be subject to audit by the agency.

Each fall districts report military enlistment for the graduating class from the previous year in the TSDS PEIMS submission. Districts use Element ID E1589 to indicate whether students enlisted in or intended to enlist in the U.S. Armed Forces. The data may be updated any time until the January resubmission deadline.

26. We give every student the Armed Services Vocational Aptitude Battery (ASVAB) Career Exploration Program (CEP). Can we code every student as intending to enlist in the U.S. Armed Forces?

While a student taking the CAT-ASVAB or the MET-site ASVAB may serve as documentation for a district to indicate the intent to enlist, a student taking an ASVAB CEP, also known as the Student ASVAB, with no other supporting documentation does not indicate the intent to enlist.

27. Why don’t students who meet the TSI exemption requirements on English III and Algebra II EOCs credit the CCMR components in accountability?

Statute (TEC §39.0238 [f][1]) prohibits the use of Algebra II and English III results in accountability calculations; therefore, they may not be used to credit the CCMR component.

School Progress, Part A: Academic Growth Domain

28. What is the STAAR progress measure?

The STAAR progress measure quantifies a student’s year-to-year improvement by comparing current and prior-year scores on STAAR. By comparing the change in his or her score to progress expectations, each student is assigned to one of three categories: Limited, Expected, or Accelerated.

More information about the STAAR progress measure is available on the TEA website at https://tea.texas.gov/Student_Testing_and_Accountability/Testing/State_of_Texas_Assessments_of_Academic_Readiness_(STAAR)/Progress_Measures/.

29. Why didn’t a student get a STAAR progress measure?

While STAAR progress measures are available for most students, there are circumstances in which progress measures are not calculated. Students do not receive a progress measure if they do not have a valid score in consecutive years in the same content area.

30. The STAAR Alternate 2 English I EOC is eligible for a progress measure. Are those results included in Academic Growth calculations?

No. In order to evaluate the same subjects across all assessment types, only English II and Algebra I EOCs are evaluated in the Academic Growth domain.

31. How is our School Progress domain rating calculated if we don’t meet minimum size in Part A: Academic Growth?

Districts and campuses are evaluated for Part A: Academic Growth if there are 10 or more STAAR progress measures, combined across ELA/reading and mathematics. If a district or campus does not receive an Academic Growth score, the Part B: Relative Performance score is used for the School Progress domain score.

32. Our campus is an AEA. AEAs are not evaluated on Part B: Relative Performance. We do not meet minimum size for Part A: Academic Growth. How does this impact our rating?

If a district or campus does not have a School Progress, Part A or Part B outcome, the Student Achievement scaled score is weighted at 70 percent for the overall rating calculation.

School Progress, Part B: Relative Performance Domain

33. How is the percentage of economically disadvantaged students calculated?

The district or campus overall percentage of economically disadvantaged students is calculated based on TSDS PEIMS October snapshot data. The number of students in membership who are eligible for free or reduced-price lunch or other public assistance is divided by the total number of students in membership. This percentage is used in School Progress, Part B: Relative Performance.

Whether a student is considered economically disadvantaged is also reported on STAAR answer documents. This information, however, is not used to calculate the percentage of economically disadvantaged students at a district or campus. It is used only to identify which students are included in the economically disadvantaged student group in the Closing the Gaps domain.

34. How are economically disadvantaged students counted at campuses that opt into the Community Eligibility Provision (CEP) under the National School Lunch Program?

Although CEP relaxes some campus data collection requirements for the purposes of providing free and reduced lunches, the accountability system relies on an accurate count of economically disadvantaged students. For accountability, the percentage of economically disadvantaged students at a campus or district is based on TSDS PEIMS October snapshot data.

Closing the Gaps Domain

35. How does the accountability system ensure that individual student groups are not ignored?

The Closing the Gaps domain is specifically designed to address this concern. Closing the Gaps is critical in the overall district or campus evaluation. It ensures the lowest-performing student groups receive focused interventions. The system evaluates the performance of fourteen student groups: all students, African American, Hispanic, white, American Indian, Asian, Pacific Islander, two or more races, economically disadvantaged, current special education, former special education, current and monitored English learners, continuously enrolled, and non-continuously enrolled.

36. What is the minimum size for the Closing the Gaps domain to evaluated?

A district or campus must have 10 assessments in ELA/reading and 10 assessments in mathematics in the Academic Achievement component to be evaluated in the Closing the Gaps domain.

Additionally, the Academic Achievement component must have five indicators that meet minimum size for Closing the Gaps to be evaluated.

If a district or campus does not meet both of these minimum size requirements, the Closing the Gaps domain is not evaluated.

37. How many assessment results are required for a student group to be evaluated?

A student group needs at least 25 assessment results in reading or mathematics to be evaluated. If a student group has at least 25 assessment results in reading but not mathematics, or vice versa, that student group is evaluated only for the subject that meets the minimum size.

38. How many indicators must meet minimum size for a component to be evaluated?

The following components must have a minimum of five indicators that meet minimum size to be included in the Closing the Gaps calculation:

Academic Achievement
Academic Growth Status
Student Achievement Domain Score: STAAR Component Only

The remaining components only require one evaluated indicator:

Federal Graduation Status
English Language Proficiency Status
CCMR Status

See Chapter 4 of the 2019 Accountability Manual for details on the minimum size requirements for each component.

39. What does “five evaluated indicators” mean with respect to whether or not a component is evaluated?

There must be at least five indicators that meet the minimum size requirements. Five evaluated indicators could come from as few as three student groups. For example, consider a campus that meets minimum size in all students (reading and mathematics), Hispanic (reading and mathematics), and continuously enrolled (mathematics). This is five evaluated indicators.

40. How do the component weights in the Closing the Gaps domain change if we don’t meet minimum size in one or more components?

The weighting is proportionally distributed to those components that meet the minimum size requirements.

For example, consider an elementary school that has fewer than five evaluated indicators in the Academic Growth Status component. That 50 percent weight is proportionally distributed to the remaining three components, assuming they meet the minimum size requirements. Removing the 50 percent from the denominator of the remaining components produces their new weights. In this case, 30/100 = 30% becomes 30/50 = 60%. In the same manner 10/100 = 10% becomes 10/50 = 20%. The new weightings sum to 100% as shown in the chart below:

Elementary Example:

Closing the Gaps Domain Component	Regular Weight	Sample Adjusted Weight
Academic Achievement	30%	30/50 = 60%
Academic Growth Status	50%	0
English Language Proficiency	10%	10/50 = 20%
Student Achievement Domain Score: STAAR Component Only	10%	10/50 = 20%

41. How is an overall rating calculated for districts and campuses that don’t have a Closing the Gaps domain score?

If a district or campus does not have a Closing the Gaps domain score, the better of Student Achievement or School Progress is used for the overall rating.

42. I have a high school that serves only students in grades 9 and 10. How is this campus evaluated in Closing the Gaps?

The campus is evaluated on the following components:

Academic Achievement (STAAR Performance at Meets Grade Level or above in ELA/Reading and Mathematics) is weighted at 50%.
Academic Growth Status (as the campus does not have Federal Graduation Status data) is weighted at 10%.
English Language Proficiency is weighted at 10%.
Student Achievement Domain: STAAR component only (as the campus does not have annual graduates) is weighted at 30%.

43. How are 12th grade students identified for inclusion in the CCMR component of Closing the Gaps?

The Closing the Gaps CCMR denominator is annual graduates plus students in grade 12 who did not graduate. This includes grade 12 students who were in attendance during the last six weeks of school year 2017-18 but did not graduate, as reported in TSDS PEIMS attendance records.

44. Are individualized education program (IEP) continuers excluded from CCMR in Closing the Gaps?

Yes, grade 12 students reported in the TSDS PEIMS 2017-18 fall collection as IEP continuers are excluded from the Closing the Gaps CCMR denominator for 2019. Keep in mind that the student should only be coded as a continuer any time after their initial year in grade 12.

45. What if a 12th grade student was reported in attendance at multiple campuses the last six weeks?

If a student was reported in attendance at more than one campus during the last six weeks, the student is removed from all campuses at which he/she was reported. A 12th grade student who was reported in attendance at more than one campus during the last six weeks will not appear on a CCMR list for any district.

46. How does TEA conduct small numbers analysis on the CCMR component of Closing the Gaps?

If the all students group has fewer than 10 students, TEA conducts small numbers analysis, as described below.

A three-year-average CCMR rate is calculated for all students. The calculation is based on an aggregated three-year uniform average using the district’s or campus’s 2019 and 2018 CCMR data as well as 2017 modeled CCMR data.
The all students group is evaluated if the three-year sum has at least 10 annual graduates plus students in grade 12 who did not graduate.

47. What is meant by “Ever EL” in the Closing the Gaps domain?

Ever ELs are students reported in TSDS PEIMS as English learners at any time while attending grades 9-12 in a Texas public school. This student group is used in the Federal Graduation Status component of the Closing the Gaps domain.

48. Does the English Language Proficiency (ELP) use grades 3-12 TELPAS results for current year EL students or does it consider all K–12 results?

The English Language Proficiency component measures the percentage of current ELs in grades K–12 who have made progress in developing their English language proficiency since it was last assessed. To be considered as having made progress, a student must increase at least one proficiency level on the TELPAS composite rating from the prior year to the current year or have a composite rating of Advanced High. Students who had a TELPAS composite rating of Advanced High in the prior year must maintain the composite rating of Advanced High in the current year in order to be considered as having made progress.

49. Regarding the four-year federal graduation rate that is used in the Closing the Gaps domain, student groups who met or exceeded their targets will be required to exceed that rate in the following year. Does this mean that if, for example, the Pacific Islander student group had a 91.0 percent federal graduation rate in 2018, they have to have at least a 92.0 percent federal graduation rate in 2019?

No, graduation rates are rounded to one decimal place; therefore, the student group must exceed their prior year rate by one tenth of a percentage point. For example, if the student group achieved a 91.0 percent federal graduation rate in 2018, they’d have to achieve at least a 91.1 percent federal graduation rate in 2019 to meet the target.

Calculating an Overall Score

50. What happens if a district or campus does not meet the minimum size requirements for a rating in the Student Achievement domain?

That district or campus does not receive a 2019 accountability rating.

51. What if a campus does not have data to calculate a specific domain rating?

If a district or campus does not have data to calculate a score for the Student Achievement domain, the district or campus does not receive a rating. If the district or campus does not have data to calculate a score for School Progress, the Student Achievement domain is used for 70 percent of the overall rating. If the district or campus does not have data to calculate a Closing the Gaps domain score, the better of Student Achievement or School Progress is used for the overall rating. There are several reasons that a district or campus might not have data for a domain.

52. A campus in my district has an D rating in the Student Achievement domain. How does this impact my district rating?

A district may not receive a domain rating of A if the district includes any campus with a corresponding domain rating of D or F. In this case, the highest scaled score a district can receive for the Student Achievement domain is an 89.

53. A campus in my district has an overall rating of D. How does this impact my district rating?

A district may not receive an overall rating of A if the district includes any campus with an overall rating of D or F. In this case, the highest scaled score a district can receive for the overall rating is an 89.

54. My district has an F rating in three of the four areas: School Progress, Part A; School Progress, Part B; and Closing the Gaps domains. How does this impact my district rating?

If the district is evaluated in all four areas: Student Achievement; School Progress, Part A: Academic Growth; School Progress, Part B: Relative Performance; or Closing the Gaps and receives an F rating in three of the four areas, the highest overall scaled score the district can receive is a 59; however, for 2019, if the Student Achievement domain rating is a D or higher, this provision is not applied.

Scaling

55. I have calculated my raw domain score. Now what?

In order to align letter grades and scores used in the A–F academic accountability system to the common conception of letter grades, raw domain and component scores are adjusted to scaled scores. Domain and component scores can be scaled using the scaling formulas found in Chapter 5 or by using the 2019 Scaled Score Conversion Tool found on our website at https://rptsvr1.tea.texas.gov/perfreport/account/2019/scaling_tool.html.

56. When I am calculating my School Progress, Part B: Relative Performance, do I use my raw or scaled STAAR component score/raw or scaled STAAR and CCMR component scores along with my economically disadvantaged percentage?

To scale Relative Performance, use the raw STAAR component score or the average of the raw STAAR and CCMR components, depending on your campus type.

Participation

57. Is the accountability subset applied to participation calculations?

No.

58. We have an English I EOC retester who was absent for the December administration but tested in May. How does this impact our participation rate?

One result per student, per subject, per cycle is used in participation calculations. The scored May assessment would be used in the participation calculation.

59. What happens when a district or campus does not meet the 95 percent participation target in the Closing the Gaps domain?

Should the participation rate for the all students group or any student group fall below 95 percent, the denominator used for calculating performance in the Closing the Gaps Academic Achievement component is adjusted to include the necessary number of assessments to meet the 95 percent threshold. The performance results shown on the Closing the Gaps domain data table account for any adjustments that were made. Below is an example of this adjustment.

Example:
Original ELA/Reading Academic Achievement Performance Calculation:

53 assessments at Meets Grade Level or above standard
—divided by—
93 scored assessments that meet accountability subset
(out of the 100 total assessments)

Adjusted ELA/Reading Academic Achievement Performance Calculation:

53 assessments at Meets Grade Level or above standard
—divided by—
95 assessments (93 scored plus 2 absent/other assessments)

Identification of Schools for Improvement

60. My campus is not a Title I, Part A campus. Can it be identified for comprehensive support and improvement?

Comprehensive support and improvement is limited to campuses that receive Title I, Part A funds with the exception of campuses identified due to graduation rates. If a campus does not attain a 67 percent four-year graduation rate for the all students group, the campus is automatically identified for comprehensive support and improvement regardless of whether it receives Title I, Part A funding.

Targeted and additional targeted support and improvement is not limited to Title I, Part A campuses.

61. Is a campus that is paired with another campus that has been identified for comprehensive, targeted, or additional targeted support and improvement also identified as such?

No. Federal intervention labels are not assigned based on state rating pairings. Each campus is evaluated based on its own Closing the Gaps data.

62. What if a campus was identified as additional targeted support for a student group in 2018 based on the Student Success component but the student group doesn’t meet minimum size requirements in the Academic Achievement component in 2019? Are they exited from additional targeted support?

Yes. If the 2018 triggering student group does not meet minimum size requirements for Academic Achievement in 2019, (and the campus had no other reason to be identified ATS for 2019) the campus is exited in 2019.

63.Do non-Title I campuses that are identified for comprehensive support and improvement based on their four-year federal graduation rate being less than 67 percent receive additional funding?

No. Non-Title I campuses are not eligible for comprehensive support grant funding.

64. What if a student group that triggered targeted support and improvement identification doesn’t meet minimum size? Does the count of consecutive years start over?

Yes. When a student group is not evaluated because it does not meet minimum size, the count of consecutive years resets for that student group.

65. Are all campuses that are identified for targeted support and improvement for three consecutive years for the same student group then identified as comprehensive support and improvement?

No. Only Title I campuses are upgraded to comprehensive support in this case.

66. What all is required of campuses identified as comprehensive, targeted, and additional targeted support?

The School Improvement Division oversees interventions and supports. For additional information, visit https://tea.texas.gov/si/accountabilityinterventions/.

Alternative Education Accountability (AEA)

67. What are alternative education campuses (AECs), and how are ratings assigned under AEA provisions?

AECs are those that serve students at risk of dropping out of school as defined in Texas Education Code (TEC) §29.081(d). Accountability ratings for AECs and charter schools are assigned similarly to non-AEA districts and campuses, but the cut points are modified and alternative procedures applicable to the graduation rate and annual dropout rate calculations are provided. AEA charter schools and AECs are not evaluated on School Progress, Part B due to the small number of districts and campuses used for comparison. Furthermore, they may earn bonus points for their overall score.

68. How do campuses qualify to be evaluated under AEA provisions, and when does registration occur?

To be eligible to be evaluated under AEA provisions, an alternative education campus (AEC) must meet the criteria outlined in Chapter 7 of the 2019 Accountability Manual.

Registration occurs in spring of the school year for which a charter school or campus wishes to be rated under AEA provisions. Eligible districts and campuses file an AEA Campus Registration Form using the TEAL Accountability application. Filing an AEA Campus Registration Form is required for each AEC not on the list of pre-registered AECs that wishes to be evaluated by current-year AEA provisions. AECs rated under AEA provisions the previous year are pre-registered. A charter school or campus that was evaluated under AEA provisions the previous year and does not wish to be evaluated under AEA provision in the current year should file an AEA Campus Rescission Form using the TEASE Accountability website. The current-year registration process occurred March 25-April 5, 2019.

See Chapter 7 in the 2019 Accountability Manual for additional details.

English Learners (ELs)

69. How are STAAR results for ELs included in each of the domains?

English learners (ELs) who are year one in U.S. schools are excluded from all accountability performance calculations. ELs who are year two in U.S. schools are included in STAAR performance indicators using the EL performance measure.

STAAR Alternate 2 assessment results are included regardless of an EL’s years in U.S. schools.

The STAAR progress measure is used for ELs and non-ELs in the School Progress, Part A domain.

Unschooled asylees, unschooled refugees, and students with interrupted formal education (SIFEs) are not included in state graduation rate or STAAR-based indicators in the state accountability until their sixth year of enrollment in U.S. schools. These students are evaluated in CCMR indicators.

70. How is the EL performance measure calculated?

The EL performance measure is only calculated for ELs in their second year in U.S. schools. For more information about how it is calculated, please see Setting Performance Measure Progress Expectations on STAAR for English Learners on the Assessment Scoring and Reporting webpage.

71. Where does TEA get the information for years in U.S. schools and asylee, refugee, and SIFE status?

In order to apply exclusions for years in U.S. schools or for unschooled asylee, unschooled refugee, or students with interrupted formal education (SIFE) status, TEA must receive a current year, scored TELPAS document. Additionally, the TELPAS years in U.S. schools and asylee, refugee, or SIFE information must not be blank or missing. If a student does not have a current year TELPAS, the EL rules are not applied.

Special Issues

72. Are STAAR results for foreign exchange students used in accountability?

Yes, if a foreign exchange student takes the STAAR and is in the accountability subset, his or her assessment results are included in accountability calculations.

73. How are students with No Authentic Academic Response (NAAR), medical exception, or medically exempt designation included in accountability?

STAAR results with NAAR, medical exception, or medically excluded designations are not included in domain calculations. In the Closing the Gaps domain, STAAR Alternate 2 students with NAAR designation are included as participants. Students with the medical exception or medically exempt designations are not included in the participation rate calculation. For more information on how participation is calculated, please see Appendix H of the 2019 Accountability Manual.

Algebra I EOC in Middle School

74. If a middle school student takes the Algebra I EOC, at which campus are the results included for accountability?

The assessment results are reported as Algebra I on accountability reports to the campus identified in the answer document header. Generally, this is the campus at which the student was currently enrolled.

75. Which assessment is included in accountability if a grade 8 student takes the grade 8 mathematics STAAR and the Algebra I EOC? Which campus is held accountable?

For 2019, if a student takes both the Algebra I EOC and grade 8 STAAR mathematics assessments, only the Algebra I EOC result is used in accountability calculations. The results are reported as Algebra I on accountability reports to the campus identified in the answer document header. Generally, this is the campus at which the student was enrolled at the time of testing.

76. If a student at the middle school doesn’t pass the Algebra I EOC and retests during the summer, which campus is credited for the retest?

If the student meets the standard on the retest, the result is included in the accountability calculations for the middle school in the next accountability cycle. If the student fails and retests again during the fall, the result is included in the accountability calculations for the campus at which he or she is enrolled in the fall.

Distinction Designations

77. What are distinction designations?

Distinction designations are awarded to campuses for outstanding performance in relation to 40 other similar campuses of similar type, size, grade span, and student demographics. A district or campus that receives an accountability rating of A, B, C, or D are eligible for a distinction designation.

For 2019, distinction designations are awarded in the following areas:

Academic Achievement in English Language Arts/Reading (campus only)
Academic Achievement in Mathematics (campus only)
Academic Achievement in Science (campus only)
Academic Achievement in Social Studies (campus only)
Top 25 Percent: Comparative Academic Growth (campus only)
Top 25 Percent: Comparative Closing the Gaps (campus only)
Postsecondary Readiness (district and campus)

A campus earns a distinction designation if it is in the top quartile (Q1) of its comparison group for at least 33 percent (for high schools and K–12 campuses) or 50 percent (for elementary and middle schools) of the indicators used to award the distinction.

For an indicator to be used to evaluate campuses for a distinction designation, at least 20 campuses in the comparison group must have data for that indicator. If fewer than 20 campuses have data for an indicator, it cannot be used to evaluate campuses for the distinction. This often affects schools with non-traditional grade spans.

For details on how campus comparison groups are determined, see Appendix E in the 2019 Accountability Manual.

78. Are alternative education campuses (AECs) eligible for distinction designations?

No, campuses evaluated under alternative education accountability (AEA) provisions are not eligible for distinction designations, per TEC §39.201.

79. How is the Algebra I by Grade 8 Participation indicator calculated for the Academic Achievement Distinction Designation in Mathematics?

The Algebra I by Grade 8 Participation indicator limits the denominator to grade 8 students based on 2018 TSDS PEIMS fall enrollment. The numerator is Algebra I assessments taken in either the current or any prior school year as reported as reported on the Consolidated Accountability File (CAF) cumulative history section.

80. My campus had two indicators in Social Studies and was in the top quartile for attendance rate. Why didn’t we earn a distinction designation?

The attendance rate indicator applies to all four subject area distinctions. Consequently, this indicator cannot be the sole measure used by a campus to attain a distinction.

81. Which grade levels are considered for the attendance rate indicator?

The attendance rate calculation is based on student attendance for the entire school year for students in grades 1–12. Please see Appendix H of the 2019 Accountability Manual for additional details.

82. What is a campus comparison group?

Campus comparison groups are used to determine which campuses earn distinction designations. Distinction designations are awarded to campuses for outstanding performance in relation to 40 other similar campuses. Each campus is assigned to a unique comparison group comprised of Texas schools that are most like it. To determine the campus comparison group, each campus is identified by school type (See the School Types chart in Chapter 1 of the 2019 Accountability Manual.) then grouped with 40 other campuses from anywhere in Texas that are most similar in grade levels served, size, percentage of students who are economically disadvantaged, mobility rate, percentage of English learners, percentage of students served by special education, and percentage of students enrolled in an Early College High School program. See Appendix E of the 2019 Accountability Manual for more details.

83. Can a district earn a distinction designation in postsecondary readiness if any of its campuses are rated D or F?

Yes, as long as the district itself received an A, B, C, or D rating.

84. Do students count toward the TSI Criteria Graduates indicator used for distinction designations if they meet the ELA/reading criteria on one type of assessment or earn credit for an ELA college prep course and meet the mathematics criteria on another type of assessment or earn credit for a mathematics college prep course?

Yes, the TSI Criteria Graduates indicator gives credit for students who meet the Texas Success Initiative (TSI) standards on a Texas Success Initiative assessment (TSIA), SAT, or ACT or complete and earn credit for a college prep course within the respective subject area. To be included, the student must meet the standards in both ELA/reading and mathematics.

2019 Accountability Development

85. Who helped TEA develop the state accountability rating system?

The 2019 accountability system was informed by extensive feedback from the Accountability Policy Advisory Committee (APAC) and Accountability Technical Advisory Committee (ATAC), which include educators and representatives from legislative offices, school districts, charter schools, and the business community. The accountability development materials that were reviewed by the advisory groups at each meeting are available online at https://tea.texas.gov/2019AccountabilityDevelopment.

86. Who are the members of the advisory groups?

The 2019 Accountability Policy Advisory Committee (APAC) includes representatives from legislative offices, school districts, the business community, and parents of children attending Texas public schools.

Members of the 2019 Accountability Technical Advisory Committee (ATAC) are Texas public school educators from districts and education service centers who have detailed knowledge of the state assessment and accountability systems.

Technical Information

87. If a student’s reported racial/ethnic value is different in each of the individual assessment files (STAAR 3–8, STAAR EOC, or TELPAS), which race/ethnicity is used?

The accountability results are based on the demographic information from the Consolidated Accountability File (CAF) which includes only one racial/ethnic value. The CAF provides the most recent demographic information based on the last test administration available for each student.

88. If a student is coded as a special education student or Limited English Proficiency (LEP) on any one test document, is the student considered special education/LEP for all documents?

The accountability results are based on the demographic information from the Consolidated Accountability File (CAF) which includes only one special education/LEP value. The CAF provides the most recent program information based on the last test administration available for each student. For the LEP field, if the student tested in TELPAS or is identified as a current LEP student (value of “C”) in any current-year test administration, the value on the CAF file is “C.”

89. Which TELPAS file is used to determine the number of years an EL student is enrolled in U.S. schools?

Years in U.S. schools is based on 2019 TELPAS data. If information on years in U.S. schools does not exist, results are included with a value of 5 years.

TEAL Accountability Application

90. How do I gain access to the TEAL Accountability Application?

To apply for access to a TEAL account:

Go to the TEA Login page.
Click Request New User Account.
Fill in the form and submit it. You will receive an email with your account information.
Apply for access to the Accountability application by selecting My Application Accounts > Request New Account.

91. What information can be found in the TEAL Accountability Application?

Unmasked data related to accountability ratings, the public education grant, alternative education accountability, pairing, and appeals are in the TEASE Accountability application. Additionally, confidential student lists for STAAR performance, STAAR growth, CCMR, and ELP are available through the application.

District Posting Requirements

92. What does the district need to provide to the public regarding the ratings?

Each district must post its ratings on its website. They must also provide information directly to parents regarding school performance. For detailed information on what is required, see the Posting FAQ.

Consolidated Accountability File (CAF)

93. What is the Consolidated Accountability File?

The testing contractor provides TEA, ESCs, and school districts with a Consolidated Accountability File (CAF), which contains all performance results as well as all demographic and program information for every student. Accountability calculations are based on the CAF.

94. How am I supposed to read the CAF?

The CAF is a large, complex data file. Specialized software is required to view it. Annually, the agency produces a data file format, which describes each field found in the CAF. You may download the relevant data file format at https://tea.texas.gov/Student_Testing_and_Accountability/Accountability/State_Accountability/Performance_Reporting/Data_File_Formats.

95. Why do results for students that moved out of our district appear in our CAF? Why does our CAF include county district campus numbers other than our own?

For 2019, the CAF contains all data related to students who were administered an assessment in the district at any point during the 2017-18 or 2018-19 school year. A student who tested in two or more districts is reported to each district. The student’s record contains the same data for each district. It is not filtered for the accountability subset. When Performance Reporting processes the CAF for accountability calculations, the data is filtered according to accountability methodology.

96. How do we know which results in the CAF are included in our accountability calculations?

Confidential student lists for STAAR performance, STAAR growth, CCMR, and ELP will be made available through TEAL on August 7.

97. How many years of testing data are included on the CAF?

The CAF includes testing data from 2018-19 starting with 2018 summer EOC through 2019 spring EOC (with Pearson data for TELPAS and STAAR Alternate 2). It also includes testing data from the prior year (2017-18) starting with 2017 summer EOC and ending with 2018 spring EOC (with Pearson data for TELPAS and STAAR Alternate 2).

98. Who do I contact to correct the CAF?

Requests for corrections to the CAF need to be made directly to the testing contractor during the corrections window. For accountability purposes, data are considered final at the close of the corrections window.

Last updated on March 5, 2020

3.4.2019 TEA Perf Reporting Email #

Only items pertaining to Accountability will be kept in these archive posts. Users wishing to see the posts in their entirety are encouraged to sign up for the TEA listserve

https://public.govdelivery.com/accounts/TXTEA/subscriber/new

Last updated on March 4, 2020

3.4.1.12/13/19 #

What’s New in Performance Reporting

A–F Accountability

Texas Academic Performance Reports

Yesterday the PDF version of the 2018–19 Texas Academic Performance Report (TAPR) was released. As mentioned in previous weekly bulletins, the TAPR has two forms: an online data system and a scaled back PDF version. The PDF version of the TAPR includes only major data points and is designed to allow districts to fulfill their public notification requirements. Please note, the 90-day public dissemination period will begin the day districts return from winter break.

The accompanying TAPR Glossary and TAPR Guidelines are also available. The TAPR Glossary contains definitions and methodologies for all items found in the TAPR. The TAPR Guidelines are intended to help districts fulfill their legal responsibilities regarding the TAPR and annual report of their educational performance.

A comprehensive listing of items within the TAPR system (HTML) and on the PDF TAPR is available at the following link. The TAPR PDF is also available in the TEA Login (TEAL) accountability application. The advanced data downloads, which include numerators, denominators, and rates, will be available on the public TAPR site in January.

This Week’s FAQ

If a student in grade 5 or 8 achieves the Approaches Grade Level on reading and/or mathematics during the April administration, are they allowed to retake the assessment during the May administration in order to achieve the Meets Grade Level or Masters Grade Level standard?

The accountability retest provision is not applicable for Student Success Initiative (SSI) grades. The 2019 Accountability Manual allows a district to retest a student who achieves the Approaches Grade Level standard on an English I EOC assessment or an Algebra I EOC assessment in order to provide an opportunity for the student to achieve the Meets Grade Level or Masters Grade Level standard only under the following conditions:

the student is in ninth grade;
the student first takes the EOC during the December administration; and
the student retakes the EOC during the spring administration immediately following the December administration during which the student first took the assessment.

Last updated on March 5, 2020

3.4.2.12/6/19 #

What’s New in Performance Reporting

A–F Accountability

Texas Academic Performance Reports

The comprehensive online TAPR system has been updated with 2018–19 data. A multitude of 2018–19 data is available via the TAPR system, including Performance, Participation, Attendance and Graduation, Postsecondary Readiness, Profile, and Kindergarten Readiness. A comprehensive listing of items within each tab in the TAPR system is available at the following link.

As mentioned in previous weekly bulletins, the TAPR has two forms: an online data system and a scaled back PDF version. The PDF version of the TAPR includes only major data points and is designed to allow districts to fulfill their public notification requirements. The TAPR PDF will be available in the TEA Login (TEAL) accountability application and on the TEA public website next week, along with TAPR data downloads and a comprehensive glossary. The advanced data downloads, which include numerators, denominators, and rates, will be available on the public TAPR site in January.

A–F Development

Each year, TEA convenes two advisory groups to develop key provisions of the state academic accountability system and provide recommendations to the commissioner of education. These advisory groups consist of educators, school board members, business and community representatives, professional organization representatives, and legislative representatives from across the state. The commissioner will consider their proposals and all stakeholder feedback when making final decisions in spring 2020. You can follow the development of the 2020 accountability system at the following link.

This Week’s FAQ

I’ve heard that unschooled asylees, unschooled refugees, and students with interrupted formal education (SIFEs) will now be included in accountability after their first year of enrollment in U.S. school. Is this true?

Yes, this shift is necessary to meet federal requirements. In the past, these students’ STAAR results were excluded until the student reached their sixth year of enrollment in U.S. schools. Beginning with 2020 accountability, STAAR 3–8 and STAAR end-of-course results for unschooled asylees, unschooled refugees, and SIFEs in year 2 and beyond will be included in the same manner as all English learners. For further information, please see item #1 in the U.S. Department of Education’s Performance Review Report To the Administrator Addressed letter.

Last updated on March 5, 2020

3.4.3.11/22/19 #

What’s New in Performance Reporting

A–F Accountability

As a reminder, beginning with the December 2019 STAAR EOC administrations, substitute assessments will no longer be included in accountability calculations. During the upcoming year, the agency will amend Texas Administrative Code (TAC), as appropriate, and remove references to the inclusion of substitute assessments in accountability during the adoption of the 2020 Accountability Manual. Substitute assessments may continue to be used to meet individual student graduation requirements, as adopted under 19 TAC §101.4002.

For additional information please see the June 20, 2019 To The Administrator Addressed or contact Performance Reporting at performance.reporting@tea.texas.gov or (512) 463-9704.

Local Accountability System

The Local Accountability System is currently supporting districts that submitted a Notice of Interest and participated in training during the fall. The schedule for spring trainings and the timeline for plan development will be available in December.

Announcements will be made via this listserv and the website. Please reach out to the local accountability system team at LAS@tea.texas.gov or call (512) 463-9704 if you have questions about participating in the coming months.

This Week’s FAQ?

Does a student who earned an industry-based certification (IBC) in middle school credit College, Career, and Military Readiness (CCMR)?

No, Performance Reporting only credits districts and campuses for IBCs earned in grades 9–12. For additional information on IBC reporting requirements, please see the October 17, 2019 To the Administrator Addressed.

Last updated on March 5, 2020

3.4.4.11/15/19 #

What’s New in Performance Reporting

A–F Accountability

The confidential (unmasked) preliminary longitudinal cohort reports for districts have been updated to reflect 2018–19 data. They are now available through the Texas Education Agency Login (TEAL) Accountability application under the RES tab. Per the Family Educational Rights and Privacy Act (FERPA), these reports are confidential and are intended for district use only.

The agency builds the high school longitudinal rates used for accountability, monitoring, and reporting purposes from student-level cohort groups based on a student’s first-time ninth grade year. The preliminary cohort lists are being provided for information and planning purposes only. Districts are advised to use the lists to help them determine in what year a student is expected to graduate for district planning, agency reporting, and accountability purposes. The preliminary cohort lists provide cohort membership information and selected demographic information only. Final student statuses are not provided.

If you have questions about your preliminary longitudinal cohort lists, please call the Division of Research and Analysis at (512) 475-3523 or email research@tea.texas.gov.

2020 A–F Estimator

This week the agency released the 2020 A–F Estimator, which is available in TEAL Accountability and on the 2020 Accountability Development Materials website. The A–F Estimator provides school districts and open-enrollment charter schools with a way to calculate and estimate their 2020 performance in each domain as well as their overall score. The tool prepopulates domain and component values with 2019 results. District and charter school users can enter 2020 component values to estimate the corresponding 2020 domain and overall results. The accuracy and validity of the estimation is based solely on the data inputted by the district or charter school.

Domain and overall rating estimations in the tool are based on the 2019 accountability system methodology and are intended as a planning resource for districts. The tool does not include alternative education accountability (AEA) bonus points, Local Accountability, or updates based on the development of the 2020 accountability system, which will be finalized this spring. An additional selection was added to see results for a new campus for which no data was available for 2019.

Local Accountability System

The Local Accountability System Frequently Asked Questions (FAQs) provides additional information about the process of developing a plan and district and campus participation. This week, we highlight the standards for reliability and validity.

What are the standards for reliability and validity?

Local accountability system measures must meet standards for reliability and validity. In terms of specific measures, tests, or ratings:

A measure is considered reliable if it delivers consistent results across administrations.

Examples include forms of assessments that have been created and tested to be equivalent to each other and observational ratings conducted by trained and assessed raters who have reached a level of consistency with each other.

A measure is considered valid if the resulting outcome represents what the test is designed to measure.

Examples include content-specific tests focused on the related content topic, surveys designed to capture beliefs and attitudes about certain topics, and rating protocols with clearly defined observational evidence.

Reliability and validity are closely related, and both must be evident for a measure, test, or rating to be included as component outcomes in a local accountability system plan.

In terms of the overall local accountability system plan, in addition to including reliable and valid measures:

A plan is considered reliable if it is applicable over time across campuses.

A plan is considered valid to the degree that the results show progress toward meaningful local student outcome goals.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ?

When will the PDF TAPR be released?

The PDF version of the TAPR, which includes only major data points and is designed to allow districts to fulfill their public notification requirements, will be available in the TEA Login (TEAL) accountability application and on the TEA public website in December. Once the PDF TAPR is available, the district’s board of trustees must hold a public hearing to discuss the district’s TAPR report within 90 days. Guidelines to help districts fulfill their legal responsibilities regarding the TAPR report will accompany the PDF TAPR release in December. TAPR data downloads and a comprehensive glossary will also be released in December. The advanced data downloads, which include numerators, denominators, and rates, will be available on the public TAPR site in January.

Last updated on March 5, 2020

3.4.5.11/8/19 #

What’s New in Performance Reporting

Texas Academic Performance Reports (TAPR)

The comprehensive online TAPR system has been updated with 2018–19 data. A multitude of 2018–19 data is available via the TAPR system, including Performance, Participation, Attendance and Graduation, Postsecondary Readiness, Profile, and Kindergarten Readiness. Each tab within the TAPR system includes an Excel download and an accompanying glossary.

As mentioned in previous weekly bulletins, the TAPR has two forms: an online data system and a scaled back PDF version. The PDF version of the TAPR includes only major data points and is designed to allow districts to fulfill their public notification requirements. The TAPR PDF will be available in the TEA Login (TEAL) accountability application and on the TEA public website in December. TAPR data downloads and a comprehensive glossary will be released in December. The advanced data downloads, which include numerators, denominators, and rates, will be available on the public TAPR site in January.

Final Accountability Appeals Decisions

Official state accountability appeals notification letters were sent this week to district superintendents who appealed their 2019 state accountability ratings. The Texas Education Code requires that the commissioner of education provide a process for districts and charters to challenge their accountability ratings. Appeals are carefully reviewed by an independent appeals panel before being sent to the commissioner for a final decision. Later this month, TEA will update TXschools.gov and accountability products to reflect final 2019 ratings.

Local Accountability System

The Local Accountability System Frequently Asked Questions (FAQs) document provides additional information about the process of developing a plan and district and campus participation. This week, we highlight two below.

How does the local accountability system plan impact a campus rating? Can my rating go down?

At the end of each applicable school year, districts and open-enrollment charter schools assign overall and domain-specific letter grade ratings of A–F for each campus, according to performance outcomes, as outlined in the approved local accountability plan. Campuses with an overall rating of A, B, or C under the state accountability system for the applicable year of the plan may combine state and local accountability ratings with the state rating contributing at least 50% of the combined rating. A combined campus rating could change as a result of the local accountability system by going up or going down. Campuses that are not rated under the state accountability system are not eligible to combine state and local ratings. However, the local accountability data for paired campuses, and other campuses not rated under the state accountability system, may be displayed on TEA, district, and campus websites.

How does the local accountability system impact my district rating?

The local accountability system plan campus ratings do not affect the state accountability system district rating. District ratings are determined by campus state accountability system ratings only; these ratings do not include local accountability system ratings.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ?

Has the U.S. Department of Education (USDE) approved the amendment to the state’s Every Student Succeeds Act (ESSA) plan to adjust the targets for the English Language Proficiency (ELP) measure?

TEA received a response from the USDE regarding the amendment request. The USDE approved the request to amend the ELP status target from 42 to 36 percent for 2018–19 through 2021–22; from 44 to 38 percent for 2022–23 through 2026–27; and from 46 to 40 percent for 2027–28 through 2031–32. You can view the amended ESSA targets at https://tea.texas.gov/sites/default/files/2019.June-ESSAAppendixA-clean.pdf.

Last updated on March 4, 2020

3.4.6.11/1/19 #

What’s New in Performance Reporting

A–F Accountability

For 2020 accountability ratings, Career and Technical Education (CTE) coherent sequence graduates who meet no other College, Career, and Military Readiness (CCMR) criteria and complete and receive credit for at least one CTE course aligned with an industry-based certification receive one-half point for CCMR. The following chart details the transition from CTE coherent sequence coursework to industry-based certification.

Graduates from the Class of 2019 will be the final class to be awarded one-half point credit for completing and receiving credit for at least one CTE course aligned with an industry-based certification.

Reporting of Industry-Based Certifications

December 5, 2019 is the first submission due date for the Texas Student Data System (TSDS) PEIMS Fall 2019–20 collection. As a reminder, the 2019–20 Fall Submission is an opportunity to “catch up” on reporting IBCs earned by students in prior school years that have not yet been reported to the Texas Education Agency (TEA). In previous years, the TSDS PEIMS collection of IBCs was limited to graduates. For the 2019–20 Fall Submission, in addition to collecting IBCs for 2019 graduates, IBC reporting will include:

IBCs earned by 2019 graduates using the 2019–20 IBC list for public school accountability (list of 244)
IBCs earned prior to the 2019–20 academic year for currently enrolled students while in grades 9–12 using the 2019–20 IBC list for public school accountability (list of 244)
More than three IBCs may be reported for each graduate or student.

This reporting provides additional information to Performance Reporting for use in the College, Career, and Military Readiness components of the academic accountability system. 2019 graduates reported as having earned an IBC from the expanded list of 244 will receive credit in 2020 CCMR calculations. For additional information, please see the October 17, 2019 To the Administrator Addressed.

Last updated on March 4, 2020

3.4.7.10/25/19 #

What’s New in Performance Reporting

A–F Accountability

Today, October 25^th, is the last Friday of October, which is known as the TSDS PEIMS October snapshot date. The data reported for the October snapshot is used in accountability in two ways. The first relates to our most frequently asked question, which is whether a student will be included in accountability calculations for a district or campus. Each student who tests or retests during the 2020 accountability cycle (summer 2019, fall 2019, or spring 2020) contributes one assessment result per subject tested if they meet the accountability subset. To meet the subset, a student must be reported as enrolled in the same district/campus on the TSDS PEIMS October snapshot as the district/campus where they tested.

The second use relates to the economically disadvantaged percentage used in the School Progress, Part B: Relative Performance domain. The economically disadvantaged percentage for each district and campus is calculated based on the TSDS PEIMS October snapshot data. The total number of students in membership who are eligible for free or reduced-price lunch or other public assistance is divided by the total number of students in membership.

Whether a student is considered economically disadvantaged is also reported on STAAR answer documents. This information, however, is not used to calculate the economically disadvantaged percentage for a district or campus. It is used only to identify which students are included in the economically disadvantaged student group in the Closing the Gaps domain.

As a reminder, accurate and timely data are the cornerstone of a fair and reliable accountability system. As such, Performance Reporting staff has made targeted efforts throughout the year to stress the importance of quality TSDS PEIMS data submissions by districts. TSDS PEIMS data is used throughout the A–F accountability system and in all the reports produced by Performance Reporting. Additional information is available in our FAQs.

Local Accountability System

The Local Accountability System Frequently Asked Questions (FAQs) document provides additional information about the process of developing a plan and submitting it to TEA for approval. This week, we highlight two below.

How does a district participate in the local accountability system?

As the first step, district staff should familiarize themselves with local accountability system guidelines and complete a notice of interest. District participation in the local accountability system requires attending TEA-sponsored training and submitting a local accountability plan that must be approved by TEA and may include review by an external panel. The 2020–21 Notice of Interest deadline and training schedule will be available in spring 2020.

Can a district participate in the local accountability system and other initiatives at the same time?

Yes. The local accountability system is flexible enough to allow districts to incorporate goals, or activities arising from related initiatives, into the district local accountability plan.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

The 2019–2020 Data File Format for Student Registration lists six possible values for the LEP-INDICATOR-CODE (1, F, S, 3, 4, and 0). This year TSDS PEIMS Data Standards include a new value of 5. This LEP-INDICATOR-CODE value 5 will NOT be collected on students’ answer documents or in the STAAR Assessment Management System. If districts enter a value of 5 in their student registration upload file, the STAAR Assessment Management System will return an error as that value is not currently recognized. Districts should submit a value of 0 for all students who are coded as 5 on the TSDS PEIMS file.

The Student Portal has been updated with the latest assessment information. Parents can access their child’s results using a unique access code, which can be found on their child’s Report Card. Additionally, parents can view their child’s performance relative to the campus, district, and state.

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

Where can I find the current Texas English Language Proficiency Assessment System (TELPAS) raw score conversion tables?

Resources related to the scoring and reporting of assessment results for the STAAR, STAAR Alternate 2, TELPAS, and TELPAS Alternate assessments are available on the Assessment Scoring and Reporting page of Performance Reporting’s site. Please update your bookmarks as all future documents for these assessment programs will be posted here.

Last updated on March 4, 2020

3.4.8.10/18/19 #

What’s New in Performance Reporting

A–F Accountability

One of the few updates that will be made to the 2020 accountability rating system methodology is the English Language Proficiency (ELP) component evaluated in the Closing the Gaps domain.

2020 TELPAS results will be compared to 2019 TELPAS results. A student will be credited for progress if the student advances by at least one level on the composite rating from the prior year to the current year or if the student’s 2020 composite rating is Advanced High. If a 2019 composite rating is not available, the composite rating from 2018 will be compared to the 2020 composite rating.

A subset rule will continue to be applied to the ELP component; if the student was enrolled in the same campus or district on the October 2019 TSDS PEIMS snapshot as the campus or district that they were administered the TELPAS in spring 2020, the result will be included in calculations.

Reporting of Industry-Based Certifications

The Texas Student Data System (TSDS) PEIMS Fall 2019–20 collection is an opportunity to “catch up” on reporting IBCs earned by students in prior school years that have not yet been reported to the Texas Education Agency (TEA). In previous years, the TSDS PEIMS collection of IBCs was limited to graduates. For the 2019–20 Fall Submission, in addition to collecting IBCs for 2019 graduates, IBC reporting will include:

IBCs earned by 2019 graduates using the 2019–20 IBC list for public school accountability (list of 244)
IBCs earned prior to the 2019–20 academic year for currently enrolled students while in grades 9–12 using the 2019–20 IBC list for public school accountability (list of 244)
More than three IBCs may be reported for each graduate or student.

Local Accountability System

Districts that submitted a Notice of Interest (NOI) and attended required training should have received a district local accountability system plan submission form via email with associated due dates. Please contact us if you submitted an NOI and attended training but did not receive an email with the plan submission form.

What is the local accountability system?

House Bill (HB) 22 (85th Texas Legislature, Regular Session, 2017) established the Local Accountability System (LAS) to allow districts and open-enrollment charter schools to develop local accountability system plans for their campuses. A district’s local accountability plan provides stakeholders with detailed information about school performance and progress over time. Local accountability plans may vary by school type (elementary school, middle school, high school, and K–12) and by school group (magnet schools, early college high schools, etc.), but must apply equally to all campuses as applicable by school type and group. Once approved by TEA, it is expected that a plan be operational and relatively unchanged for three to five years.

What is a local accountability plan?

A local accountability plan is created at the district-level to measure campus outcomes that are not included in the state accountability system. A local accountability plan is a coherent set of outcomes based on district needs and goals for student achievement. Outcomes are measured through defined components based on valid and reliable data sources.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

This Week’s FAQ

Are all districts and campuses, including new campuses, rated in 2020?

Last updated on March 4, 2020

3.4.9.10/11/19 #

What’s New in Performance Reporting

A–F Accountability

The four campus type categories used for accountability—elementary school, middle school, elementary/secondary, or high school—are determined by the grades with students reported in membership for the October Texas School Data System/Public Education Information Management System (TSDS PEIMS) enrollment snapshot date (October 25, 2019).

As October Snapshot and the TSDS PEIMS fall data submission deadline (December 5, 2019) approaches, districts should carefully review this information to ensure accurate campus types are reported. Campus type determines component weighting, domain cut points, as well as the campus comparison groups used for distinction designations.

Local Accountability System

The Local Accountability System Frequently Asked Questions (FAQs) document provides additional information about the process of developing a plan and submitting it to the TEA for approval. This week, we highlight two questions below.

Question: How does a district measure components and outcomes?

Answer: As required by statute, local accountability plan measures must contain levels that allow for differentiation (with assigned standards for achieving the differentiated levels) and provide for the assignment of a letter grade of A, B, C, D, or F.

At least one year of baseline data measuring current levels is required. Current levels of achievement are used when assigning standards for achieving differentiated levels (i.e., campus letter grades) over the course of plan implementation.

Question: How are components and domains weighted?

Answer: Domains are weighted as the summation of component weights.

Example: A domain with 3 components of 10%, 50%, and 20% would have a weight of 80% of overall plan. The plan could have from one to four additional components across different domain(s) for the remaining 20%.

Components may carry a weight of 5% to a maximum of 60% for a total of two to ten components per school type plan.

The overall local accountability rating and the combined rating for each campus are presented on the TEA report card website. Districts are required to include domain component descriptions and ratings on district or campus websites.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

The Campus Enrollment Type-Code in TSDS PEIMS (Data Element E1641 and Code Table C219) specifies the method by which the campus draws student enrollment (zoned, open enrollment, selective enrollment, etc.). How do I know which category to select, and how will this designation be used?

The campus enrollment type determination must be made by the district by evaluating which description(s) most accurately reflect current year enrollment practices. The data collection will be used to evaluate the feasibility of adding enrollment type as a variable in campus comparison group construction in future (2021 or later) accountability systems.

Last updated on March 4, 2020

3.4.10.10/4/19 #

What’s New in Performance Reporting

A–F Accountability

As October Snapshot (October 25, 2019) and the Texas School Data System/Public Education Information Management System (TSDS PEIMS) fall data submission deadline (December 5, 2019) approaches, it is a good time for districts to review local data submission procedures to confirm clean and accurate data submissions as well as to ensure that all resubmission timelines are followed. Accurate and timely data are the cornerstone of a fair and reliable accountability system. As such, Performance Reporting staff has made targeted efforts throughout the year to stress the importance of quality TSDS PEIMS data submissions by districts. TSDS PEIMS data is used throughout the A–F accountability system and in all the reports produced by Performance Reporting.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

Does the economically disadvantaged percentage used in the School Progress, Part B: Relative Performance domain include only students who were administered STAAR or all students at the district or campus?

The district or campus overall percentage of economically disadvantaged students, which is used in Relative Performance, is calculated based on TSDS PEIMS October snapshot data. The total number of students in membership who are eligible for free or reduced-price lunch or other public assistance is divided by the total number of students in membership.

Accountability Fall Learning Webinars

Performance Reporting is happy to announce the continuation of our learning webinar series this fall. These presentations will review components of the 2019 accountability reports, the Texas Academic Performance Report (TAPR), and distinction designations. The series is designed for audiences who are not familiar with the topics or need training on the most crucial components.

All webinars are offered through Zoom, a free video conference service. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

Accountability Fall Learning Webinar Dates

Understanding Distinction Designations—October 30, 2019 at 1:00 pm

Understanding the 2019 Texas Academic Performance Report (TAPR)—December 11, 2019 at 1:00 pm

Walkthrough of the 2019 Accountability Data Reports recording — September 26, 2019

Last updated on March 4, 2020

3.4.11.9/27/19 #

What’s New in Performance Reporting

A–F Accountability

Texas Academic Performance Report (TAPR)

The PDF version of the TAPR will be released in the TEA Login (TEAL) Accountability application and on the TEA public website shortly after final ratings are released in December. The PDF version of the TAPR will only include major, statutorily-required data points.

Now in its second year, the comprehensive online TAPR System (HTML version), which includes additional indicators not published in the PDF TAPR, will be updated on a rolling basis as data becomes available. A green highlight for each tab within the TAPR system will be displayed when it has been updated with 2018–19 TAPR data, as shown below.

The majority of data will be processed and released by the end of October in the HTML system with additional updates throughout the winter. This weekly bulletin will provide a release timeline for each tab within the TAPR System.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

Why did Texas develop a measure of student progress? Where can I find technical documentation regarding the STAAR progress measure?

Progress measures are legislatively mandated for the STAAR program (Texas Education Code §39.023, §39.034, and §39.053). To meet these requirements, Texas developed the STAAR Progress Measure.

The Technical Digest provides information about the development procedures and technical attributes of the state-mandated assessment program. Chapter 3 of the Technical Digest describes the development and implementation of the progress measure. Additional information regarding the STAAR progress measure is available here.

Last updated on March 4, 2020

3.4.12.9/20/2019 #

What’s New in Performance Reporting

A–F Accountability

Snapshot 2018: School District Profiles is now available on the TEA website.

Snapshot 2018 profiles public education in Texas, at both the state and district levels, for the 2017–18 school year and includes almost 100 separate data elements to either browse or download. Snapshot also combines the data into summary tables based on specific characteristics, and its peer-search function allows a user to group districts according to shared characteristics.

Local Accountability System

An overview of the 2018–19 Local Accountability System (LAS) was recently added to the LAS website. The highlights include information about the participating districts and ratings received through the Local Accountability System, both individually and combined with state ratings.

Additional information about the local accountability process, including the 2020 DRAFT Local Accountability System Guide and Appendices, LAS FAQs, and a one-page LAS Overview, is available on the LAS website.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

We’ve heard that military enlistment reporting requirements for College, Career and Military Readiness (CCMR) are changing. Is this true?

For now, districts should continue to report “intent to enlist” in TSDS PEIMS until told otherwise. The agency is hopeful the Department of Defense (DoD) will provide enlistment records this spring that may be used for future accountability cycles. Once the agency obtains these records directly from the DoD, criteria related to military enlistment for academic accountability will align with the CCMR Outcomes Bonus criteria, which requires graduates to achieve a passing score on the Armed Services Vocational Aptitude Battery (ASVAB) and enlist in the Armed Forces. Because all enlistees must pass the ASVAB, DoD enlistment data will provide confirmation of both requirements.

Last updated on March 4, 2020

3.4.13.9/13/19 #

What’s New in Performance Reporting

A–F Accountability

Additional Targeted Support and Improvement Identification

Any campus that is not identified for comprehensive or targeted support and improvement is identified for additional targeted support if an individual student group’s percentage of evaluated indicators met is at or below the percentage used to identify that campus type for comprehensive support and improvement. Identification of additional targeted support campuses occurs on an annual basis.

For 2019, the scaled Closing the Gaps cut point for comprehensive identification at the bottom five percent of Title I campuses was a scaled score of 42. Unscaling the 42 equated to a 9 elementary raw score, a 4 middle/high school raw score, and 1 alternative education accountability (AEA) raw score. Those raw scores were then set as the percentage of indicators a student group must meet (by campus type). For example, any middle school campus that had a student group that met fewer than 4 percent of evaluated indicators was identified for additional targeted support. This occurs regardless of the Closing the Gaps domain rating or overall rating earned. An example is shown below.

As a reminder, the identification of campuses for comprehensive, targeted, or additional targeted support is a federal requirement under the Every Student Succeeds Act (ESSA). Campuses that are excluded from state accountability requirements (such as residential facilities) cannot be excluded from federal identifications.

The lists of campuses identified for support under ESSA are available at https://tea.texas.gov/2019Accountability.aspx. If you have questions about interventions associated with support and improvement campuses, please contact the School Improvement Division at (512) 463-5226 or SIDivision@tea.texas.gov.

Local Accountability System

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

Did You Know?

The 2019 State Summary Data Tables detail statewide accountability ratings and distinction designations by district, charter, campus, and school type.

The downloadable overview of statewide ratings is available in the Excel format and lists all 2019 campus and district rating results by domain and overall rating. Additional data downloads that contain numerators, denominators and percentage results for data elements used in the 2019 accountability system can be found at https://rptsvr1.tea.texas.gov/perfreport/account/2019/download.html.

Last updated on March 4, 2020

3.4.14.9/6/19 #

What’s New in Performance Reporting

A–F Accountability

Targeted Support and Improvement Identification

New this year, TEA used the Closing the Gaps domain to identify campuses that had consistently underperforming student groups. A student group that missed the targets in at least the same three indicators, for three consecutive years, were considered “consistently underperforming.” An example is shown below.

Local Accountability System

Districts interested in participating in the Local Accountability System (LAS) process for the 2019–20 school year must submit an online Notice of Interest and attend a TEA-sponsored training session during the fall of 2019.

The Notice of Interest (NOI) form and the 2020 DRAFT Local Accountability System Guide and Appendices are available on the LAS website. By submitting the NOI form, districts will be provided with additional information about the LAS process but are not committed to participate in the process. The deadline to submit a NOI form for the 2019–20 school year is Friday, September 13, 2019.

Districts who seek to participate in the LAS process during the 2019–20 school year are also required to attend a TEA-sponsored training session in Austin on either September 25–26 or September 30–October 1. Please note that the second day of each training session will be an optional half-day district work session with support from the TEA LAS team. Additional information about the training schedule is available on the LAS website. Districts with an approved NOI will be given priority when registering for the LAS training.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQs

When will the 2018–19 Texas Academic Performance Report (TAPR) be released?

The TAPR System (HTML version) will be updated on a rolling basis as data becomes available. STAAR data is expected to be updated in September with other accountability-related data to follow. The majority of data will be processed and released by the end of October in the HTML system. This weekly bulletin will provide release dates for tabs within the TAPR System.

The PDF version of the TAPR will be released in the TEA Login (TEAL) and on the TEA public website shortly after final ratings are released in December.

Last updated on March 4, 2020

3.4.15.8/30/19 #

What’s New in Performance Reporting

A–F Accountability

Appeals

Districts and charter schools may appeal any overall or domain rating and any campus overall or domain rating of B–F for any reason. Only appeals that would result in a changed rating are considered. For its appeal to be considered, a district, charter school, or campus must explain how the proposed change will affect the district, charter school, or campus rating.

A successful accountability appeal is typically limited to such rare cases as a data or calculation error attributable to the testing contractor(s), a regional education service center (ESC), or the Texas Education Agency (TEA). The appeals process is not an appropriate method to correct data that were inaccurately reported by the district. Online applications provided by TEA and the testing contractors ensure that districts and charter schools are aware of data correction opportunities, particularly through TSDS PEIMS data submissions and the Texas Assessment Management System (TAMS). District and charter school responsibility for data quality is the cornerstone of a fair and uniform rating determination.

Decisions regarding distinction designations cannot be appealed. Indicators for distinctions are reported for most districts, charter schools, and campuses regardless of eligibility for a designation. Districts, charter schools, and campuses receiving an F rating are not eligible for a distinction. However, districts, charter schools, and campuses that appeal an unfavorable rating will automatically receive any distinction designation earned if their appeal is granted and the district, charter school, or campus rating is revised to A–D.

Finally, campuses identified for comprehensive, targeted, or additional targeted support may not appeal the identification, as it is based on August 2019 accountability data. Additional information about the appeals process is available in Chapter 8 of the 2019 Accountability Manual.

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQs

What are the posting requirements for the 2019 accountability ratings? Am I required to post these reports on our district website?

The Texas Education Code (TEC) requires the following:

TEC §39.361 requires districts to state whether one or more of its campuses have been awarded a distinction designation or is currently rated F and to provide an explanation of the significance of the information.
TEC §39.362 requires districts to post on the district website the current accreditation status and accountability ratings, Texas Academic Performance Reports (TAPR), and School Report Cards (SRC) as well as an explanation of the information by the 10th day of each school year. The district should update its website with the 2018–19 TAPR and 2018–19 SRC as soon as they are available.

For additional information, see the Requirement for Posting of Performance FAQ.

Last updated on March 4, 2020

3.4.16.8/23/19 #

What’s New in Performance Reporting

A–F Accountability

Data Downloads Now Available

The full 2019 accountability data downloads are now available in the Texas Education Agency Login (TEAL) Accountability application and on the 2019 Accountability Rating System website. In addition to the accountability summary data, this data download provides all data included in the 2019 accountability data tables in an Excel, comma-delimited, or tab-delimited format.

Links to district and campus data tables are also available on the 2019 Accountability Rating System site, as well as data tables for each ESC region and for the state as a whole.

Accelerated Testers Guidance

As was shared in the August 22 Enhancements and Updates to the Texas Assessment Program for 2019‒20 TAA, there will be no policy changes to the testing requirements for accelerated students for the 2019–20 school year, as the agency works to implement new funding established under House Bill (HB) 3. Districts should continue to follow existing policies and guidance concerning testing of accelerated students for the 2019–20 school year. HB 3 will provide funding for districts to administer the SAT or ACT; this funding will facilitate the implementation of federal testing requirements for accelerated students who have taken the STAAR Algebra I end-of-course (EOC) prior to high school. During the upcoming school year, the agency will complete the required process to include these outcomes in August 2021 accountability.

Reminder on Substitute Assessments in Accountability

As a reminder, beginning with the December 2019 and spring 2020 STAAR EOC administrations, substitute assessments will no longer be included in accountability calculations. During the upcoming year, the agency will amend Texas Administrative Code (TAC), Title 19, §101.4002, as appropriate, and remove references to the inclusion of substitute assessments in accountability during the adoption of the 2020 Accountability Manual. Substitute assessments may continue to be used to meet individual student graduation requirements, as adopted under 19 TAC §101.4002.

For questions about the accountability system, please contact Performance Reporting at performance.reporting@tea.texas.gov or (512) 463-9704.

Local Accountability System

The Notice of Interest (NOI) form and the 2020 DRAFT Local Accountability System Guide and Appendices are now available on the LAS website. By submitting the NOI form, districts will be provided with additional information about the LAS process but are not committed to participate in the process. The deadline to submit a NOI form for the 2019–20 school year is Friday, September 13, 2019.

Districts that anticipate participating in the LAS process during the 2019–20 school year are also required to attend a TEA-sponsored training session during the fall of 2019. The schedule for LAS training sessions this fall will be posted (available soon) on the LAS website. Districts with an approved NOI will be given priority when registering for the LAS training.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Performance-Based Monitoring

The 2019 Leaver Records Data Validation Manual is now available at the following link: http://tea.texas.gov/pbm/DVManuals.aspx

The 2019 Leaver Records Data Validation district and student-level reports are scheduled to be posted to the TEAL Accountability application in early November.

Additionally, Local Education Agencies (LEAs) identified as a result of a 2018 Student Assessment Data Validation indicator are generally expected to (a) validate and document their data are, in fact, correct; and (b) if correct data reflect a program implementation concern, address that concern; or (c) if the district’s identification occurred because of incorrect data, improve local data collection and submission procedures. A Local Education Agency (LEA) is expected to document efforts to address identified indicators. For 2018 Student Assessment Data Validation, unless specifically contacted by the agency, this documentation should remain on file within the LEA for potential audit purposes.

Technical Assistance:

Performance-Based Monitoring (PBM) contacts are available at each education service center (ESC) to provide technical assistance to school districts. ESC PBM contacts can be found at http://tea4avholly.tea.state.tx.us/tea.askted.web/Forms/Home.aspx using the Search RESCs function.

For questions regarding data validation manuals or the indicators described in the manual, please contact: Performance-Based Monitoring (512) 936-6426 or pbm@tea.texas.gov

For questions regarding compliance Leaver or Discipline reviews, please contact:
Data Reporting Compliance Unit (DRCU) (512)463-5738 or DRCU@tea.texas.gov

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQs

On our 2019 Closing the Gaps data table, the Pacific Islander group achieved a 94.0 percent four-year federal graduation rate in 2017 and a 93.0 percent four-year federal graduation rate in 2018, which does not meet the requirement for improving at least a tenth of a percent. For 2020 accountability, will the target for the Pacific Islander group revert to 90.0 percent, or will the target be 93.1 percent?

As approved by the U.S. Department of Education, the ESSA state plan requires student groups who meet or exceed the four-year federal graduation target (90.0 percent) to improve that rate in the following year. As graduation rates are rounded to one decimal place, a student group must exceed their prior year rate by one-tenth of a percentage point. In the example above, because the Pacific Islander group achieved a 93.0 percent four-year federal graduation rate in 2018, they are required to exceed that rate by at least a tenth of a percent in the following year. As such, the target for the Pacific Islander group would be 93.1 percent to meet the four-year federal graduation rate for 2020 accountability.

What was the 2019 Closing the Gaps scaled score cut point for comprehensive support and improvement identification?

The 2019 lowest five percent Closing the Gaps scaled score cut point for Title I campuses was 42. Title I campuses with a Closing the Gaps scaled score at or below 42 were identified, or reidentified, for comprehensive support and improvement.

Last updated on March 4, 2020

3.4.17.8/16/19 #

What’s New in Performance Reporting

A–F Accountability

The 2019 academic accountability ratings were released to districts in the Texas Education Agency Login (TEAL) on Wednesday, August 14 and to the public on Thursday, August 15. To explore ratings throughout the state and dig into the data used to calculate ratings, please visit TXschools.gov. Links to district and campus data tables are also available on the 2019 Accountability Rating System site.

Districts and charters who wish to appeal a district or campus rating should file their intent to appeal using the TEAL Accountability application. TEAL Accountability provides a mechanism for tracking all accountability rating appeals and allows districts and charter schools to monitor the status of their appeal(s).

After filing an intent to appeal, districts and charter schools must mail an appeal packet including all supporting documentation necessary for TEA to process the appeal. Filing an intent to appeal does not constitute an appeal. Please refer to Chapter 8 of the 2019 Accountability Manual for additional details about appeals.

Local Accountability System

Districts who anticipate participating in the LAS process during the 2019-20 school year are also required to attend a TEA-sponsored training session during the fall of 2019. The schedule for LAS Training sessions this fall will be posted (available soon) on the LAS website. Districts with an approved NOI will be given priority when registering for the LAS Training.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Performance-Based Monitoring

The 2019 Leaver Records Data Validation Manual is now available at the following link:

http://tea.texas.gov/pbm/DVManuals.aspx

The 2019 Leaver Records Data Validation district and student-level reports are scheduled to be posted to the TEAL Accountability application in early November.

Technical Assistance:

For questions about the manual or the indicators described in the manual, please contact:
Performance-Based Monitoring (512) 936-6426 or pbm@tea.texas.gov

For questions about compliance reviews, please contact:
Data Reporting Compliance Unit (DRCU) (512)463-5738 or DRCU@tea.texas.gov

Assessment Scoring and Reporting

Raw score to scale score conversion tables are posted here.

This Week’s FAQ

Why does my domain/overall score show an 89, but when I drill down to the data the raw component score would scale to an A?

A statutory domain or overall adjustment to a B or 89 may have been applied for several reasons:

The district received an 89 overall if it includes any campus with an overall rating of D or F. In this case, the highest overall scaled score a district can receive is an 89.
A district received an 89 domain scaled score if it includes any campus with a corresponding domain rating of D or F. In this case, the highest scaled score a district can receive for that domain is an 89.
The district or campus received an F rating in either the School Progress, Part A or Part B domains; therefore, the better outcome of the two domains is limited to a scaled score of 89.
The district or campus received an F rating in either the Student Achievement domain or the School Progress domain; therefore, the better outcome of the two domains is limited to a scaled score of 89.

Employment Opportunities in Performance Reporting

The Performance Reporting Division is looking for someone to join our team. Interested and qualified candidates can apply for the following position at https://capps.taleo.net/careersection/701/jobdetail.ftl?job=00006496&tz=GMT-05%3A00&tzname=America%2FChicao

Programmer IV

The person chosen to fill this position will conduct data analysis, ad-hoc queries, generate data tables and reports regarding academic performance and accountability. This role is critical to helping TEA increase transparency, fairness, and rigor in district and campus academic and financial performance.

Performance Reporting Calendar

August 14–September 13—2019 appeals application available to districts (TEAL)

By August 30—Accountability data downloads released to districts (TEAL) and to the public (TEA public website)

September 13—2019 accountability appeals window closes

Last updated on August 24, 2019

3.4.18.8/9/19 #

What’s New in Performance Reporting

A–F Accountability

Confidential Accountability Data Tables and Student Listings

The 2019 accountability data tables and student listings, which provide the unmasked data used to determine a campus or district’s accountability rating, are now available for districts in the Texas Education Agency Login (TEAL) Accountability application. Please note that the data in these reports are confidential.

Accountability data tables and student listings are available for all campuses and districts that will receive an accountability rating in 2019, including registered alternative education campuses and charter schools that are evaluated under alternative education accountability provisions. The data tables and student listings contain the data used to calculate each of the three domain scores.

The data tables are currently only available in HTML. Performance Reporting is in the process of creating batch PDFs for release in TEAL by 4 p.m. on Friday, August 9. A follow up notification will be distributed when PDFs are available for download.

What’s Next

On August 14, the 2019 accountability ratings will be available to districts through the TEAL Accountability application. District and campus accountability and distinction designation reports will also be available through TEAL at this time. The following day, Thursday, August 15, all 2019 accountability reports will be released on the agency’s public website. The public accountability reports and data tables will be masked to protect student confidentiality.

Date	Activity
August 14	District and campus accountability summary (with 2019 ratings) released to districts (TEAL)
	Distinction designation reports released to districts (TEAL)
	2019 appeals application available to districts (TEAL)
August 15	All reports listed above (masked to protect student confidentiality) released to the public (TEA public website)
August 30	Accountability data downloads released to districts (TEAL) and to the public (TEA public website)
September 13	2019 appeals deadline

TEAL Accountability Application Reminder

Performance Reporting will continue to release confidential data tables and reports related to 2019 accountability ratings in the TEAL Accountability application. In order to access the Accountability application, all users must create a TEAL account. You can request access at https://tealprod.tea.state.tx.us/. If you have any issues creating a TEAL account, please submit a request for assistance at https://txeduagency.zendesk.com.

For an overview of TEAL, please visit http://www.tea.state.tx.us/webappaccess/overview.htm.

Local Accountability System

Districts interested in information about the Local Accountability System process for the 2019–20 school year are encouraged to submit an online Notice of Interest and attend a TEA-sponsored training session during the fall of 2019. The Notice of Interest form and the 2019-20 LAS Manual (draft) will be available on the LAS website by August 12, 2019.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Consolidated Accountability File (CAF)

The 2019 CAF, which contains all state assessment performance results as well as all demographic and program information for every tested student, is available for districts in the Texas Assessment Management System. The 2019 CAF data file format can be found here.

TELPAS Alternate Spring 2019 Administrations

Reports for the spring 2019 TELPAS Alternate administrations have been posted. TELPAS Report Cards, campus rosters, summary reports, and data files can be accessed through the TELPAS Assessment Management System.

Note: The TELPAS Report Cards for the spring 2019 TELPAS Alternate administrations will be shipped and delivered to districts August 5–9.

The Student Portal is updated with the latest assessment information. Parents can access their child’s results using a unique access code, which can be found on their child’s Report Card. Additionally, parents can view their child’s performance relative to the campus, district, and state.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

On our Closing the Gaps report, the Pacific Islander student group had a 91.0 percent four-year federal graduation rate for 2019 and the report reflects a No for meeting the target. How can this be?

As approved by the U.S. Department of Education, the state ESSA plan requires student groups who meet or exceed the four-year federal graduation target to improve that rate in the following year. As graduation rates are rounded to one decimal place, a student group must exceed their prior year rate by one-tenth of a percentage point. For example, if the Pacific Islander group achieved a 91.0 percent four-year federal graduation rate in 2018, they would have to achieve at least a 91.1 percent four-year federal graduation rate in 2019 to meet the target. This requirement can be found on page 36 of Chapter 4 of the 2019 Accountability Manual.

Accountability Summer Learning Webinars

Performance Reporting thanks all who attended our summer learning webinar series. We are currently working to develop a fall learning series that will continue to explain the accountability rating system and introduce a series on the Texas Academic Performance Report (TAPR). If you were unable to join our summer learning webinars, you can view the recordings of the sessions at the links below.

Accountability Summer Learning Webinar Recording Links

Understanding the Closing the Gaps Domain recording

Understanding the School Progress Domain recording

Understanding the Student Achievement Domain recording

Performance Reporting Calendar

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (txschools.gov and https://tea.texas.gov/2019Accountability.aspx)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 15—Campuses identified for comprehensive, targeted, and additional targeted support and improvement for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on August 24, 2019

3.4.19.7/19/2019 Accountability Manual Updates #

What’s New in Performance Reporting

A–F Accountability

2019 Accountability Manual

The administrative rule adoption process for Chapters 1–11 of the 2019 Accountability Manual is complete; the final versions are available at https://tea.texas.gov/2019accountabilitymanual.aspx. Once all 2019 appendices are finalized, a comprehensive PDF including all chapters and appendices will be made available.

The 2019 Accountability Manual describes the 2019 accountability system and explains how information from various sources is used to measure district and campus performance, assign accountability ratings, and award distinction designations. Below is a summary of the changes that were made the adopted version of Chapters 1–11.

At adoption, page numbers throughout Chapters 1–11 of the 2019 Accountability Manual were updated. The adopted text also includes the following changes either to provide clarification to readers or in response to public comment.

Chapter 1 was not changed.

Chapter 2 was revised to clarify that English learners (ELs) who are in their second year in U.S. schools who have a parental denial for EL services do not receive an EL performance measure and are included in the same manner as non-ELs. Language was revised to clarify that in order to receive credit in the CCMR component for OnRamps, a graduate must qualify for university or college credit. A conflicting sentence about the use of small numbers analysis in the dropout rate methodology was removed.

Chapter 3 was updated to remove a sentence that explained the methodology shown in the chart for Academic Growth points. A statement was added to the Relative Performance section clarifying the economically disadvantaged percentage is rounded to one decimal place.

Chapter 4 was updated to reflect multiple changes. Language was added to clarify that the continuously enrolled, non-continuously enrolled, and former special education student groups are not evaluated for the 4-year federal graduation rate component. The word “rate” was removed from the Inclusions to the Four-Year Federal Dropout Definition heading for clarity. A formula was added to the English Language Proficiency (ELP) section for clarity. Language was revised to clarify that in order to receive credit in the CCMR component for OnRamps, a graduate or non-graduating 12th grader must qualify for university or college credit. The 2019 ELP target was updated to 36 percent.

Chapter 5 was updated to finalize chart to page number references throughout.

Chapter 6 was not changed.

Chapter 7 was not changed.

Chapter 8 was not changed.

Chapter 9 was not changed.

Chapter 10 was updated to change an “and” to an “or” in the additional targeted support example for clarity.

Chapter 11 was not changed.

TEAL Accountability Application Reminder

This summer, Performance Reporting will release confidential data tables and reports related to 2019 accountability ratings in the TEA Login (TEAL) Accountability application. In order to access the Accountability application, all users must create a TEAL account. You can request access at https://tealprod.tea.state.tx.us/. If you have any issues creating a TEAL account, please submit a request for assistance at https://txeduagency.zendesk.com.

For an overview of TEAL, please visit http://www.tea.state.tx.us/webappaccess/overview.htm.

Local Accountability System

Please see the timeline below for important dates for districts considering participation in LAS 2019–20. Additional information is also available on the LAS website.

9/2/19 Notification of Interest (NOI) due to TEA
9/3/19–9/30/19 District LAS trainings at TEA (required for new districts)
11/1/19 Final 2019–20 LAS plans due to TEA

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

STAAR June 2019 Grades 5 and 8 Mathematics and Reading Retest Administration

Reports for the June 2019 STAAR grades 5 and 8 mathematics and reading retest administration have been posted. STAAR Report Cards, campus rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System.

Note: The STAAR Report Cards for the June 2019 STAAR grades 5 and 8 mathematics and reading retest administration will be available online only. No printed copies will be shipped.

The Student Portal was also updated. Parents can access their child’s June 2019 mathematics and reading results using a unique access code, which can be found on their child’s STAAR Report Card. Additionally, parents can view their child’s performance relative to the campus, district, and state.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQs

How are 12th grade students identified for inclusion in the College, Career, and Military Readiness (CCMR) component of Closing the Gaps?

The Closing the Gaps CCMR denominator is annual graduates plus students in grade 12 who did not graduate. This includes grade 12 students who were in attendance during the last six weeks of school year 2017–18 but did not graduate, as reported in TSDS PEIMS attendance records.

Accountability Summer Learning Webinars

Performance Reporting is pleased to offer a summer learning webinar series. These presentations will provide an explanation of each domain within the accountability system and an understanding of how performance data is used to generate a rating for campuses and districts. These webinars are designed for audiences who are not familiar with the accountability rating system or need training on the most crucial components within the system.

All webinars are offered through Zoom, a free video conference service. Additional webinars will be announced throughout the summer. You can sign up using a Zoom, Google, or Facebook login. If you don’t have an account, you can sign up for free.

Accountability Summer Learning Webinar Dates

Understanding the Closing the Gaps Domain—August 7, 2019 at 1:00 pm

Understanding the School Progress Domain recording—July 10, 2019

Understanding the Student Achievement Domain recording—June 12, 2019

Performance Reporting Calendar

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (txschools.gov and https://tea.texas.gov/2019Accountability.aspx )

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 15—Campuses identified for comprehensive, targeted, and additional targeted support and improvement for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on July 20, 2019

3.4.20.7/12/2019 #

What’s New in Performance Reporting

A–F Accountability

This week the agency posted the final 2019 Accountability Administrator’s Guide. This guide is intended to provide relevant information about this year’s accountability system to school district and open-enrollment charter school administrators. It is now available at https://tea.texas.gov/2019Accountability.aspx.

TEAL Accountability Application Reminder

For an overview of TEAL, please visit http://www.tea.state.tx.us/webappaccess/overview.htm.

Local Accountability System

Please see the timeline below for important dates for districts considering participation in LAS 2019–20. Additional information is also available on the LAS website.

9/2/19 Notification of Interest (NOI) due to TEA
9/3/19–9/30/19 District LAS trainings at TEA (required for new districts)
11/1/19 Final 2019–20 LAS plans due to TEA

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Note: The English Learner Performance Measure (EL PM) fields on the student level data files have been populated based on results from the preliminary spring 2019 TELPAS data. Updates made by districts during the TELPAS data correction window will be processed and any possible changes will be reflected in the next regular monthly update in July.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

How do the component weights in the Closing the Gaps domain change if we don’t meet minimum size in one or more components?

The weighting is proportionally distributed to those components that do meet the minimum size requirements.

For example, a middle school met the minimum number of evaluated indicators in only two components. The campus does not have five evaluated indicators in the Student Achievement Domain Score: STAAR Component Only. It also does not meet minimum size for the English Language Proficiency component. The 20 percent total weight of the Student Achievement Domain Score: STAAR Component Only and English Language Proficiency components is distributed proportionally among the two remaining components.

Removing the 20 percent from the denominator of the remaining components produces their new weights. In this case, 30/100 = 30 percent becomes 30/80 = 37.5 percent. In the same manner 50/100 = 50 percent becomes 50/80 = 62.5 percent. The new weightings sum to 100 percent as shown in the chart below:

Accountability Summer Learning Webinars

Accountability Summer Learning Webinar Dates

Understanding the Closing the Gaps Domain—August 7, 2019 at 1:00 pm

Understanding the School Progress Domain recording—July 10, 2019

Understanding the Student Achievement Domain recording—June 12, 2019

Performance Reporting Calendar

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public web)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on July 13, 2019

3.4.21.6/20/2019 Discontinuation of Sub Assessment #

Discontinuing Use of Substitute Assessments in Future Accountability Cycles

PDF Version

DATE:	June 20, 2019
SUBJECT:	Discontinuing Use of Substitute Assessments in Future Accountability Cycles
CATEGORY:	Notice
NEXT STEPS:	Share with appropriate staff

The purpose of this communication is to provide a final decision regarding the use of substitute assessments for purposes of accountability. This letter follows the March 21, 2019 To the Administrator Addressed letter concerning the U.S. Department of Education’s (USDE) response to its performance review of Texas and the state’s use of substitute assessments in academic accountability.

Context and Summary

Beginning in the 2013–2014 school year, Texas has allowed the use of substitute assessments for accountability purposes. In December 2018, the USDE issued an action item following a federal monitoring visit requiring Texas to cease this policy. On March 22, 2019, the Texas Education Agency (TEA) responded to the USDE asking for additional time to determine options for continuing this policy while remaining compliant with federal law. TEA has extensively explored options, as outlined below, and determined that our state policy on substitute assessments cannot be successfully reconciled with federal accountability statute. As a result, beginning with the 2020 accountability cycle, substitute assessments will not be included in state or federal accountability calculations. Substitute assessments will continue to be an option for students to meet state graduation requirements.

Assessment and Accountability Requirements under the Elementary and Secondary Education Act (ESEA) as Reauthorized by the Every Student Succeeds Act of 2018

Under ESEA, a state is required to adopt and administer the same academic assessments to measure the achievement of all public elementary and secondary school students in the state. Furthermore, states are required to include these assessment results in the accountability system. ESEA provides districts flexibility with federal assessment requirements through the use of approved locally selected assessments. Under ESEA, locally selected assessments are defined as nationally recognized entrance or placement exams used by institutions of higher education that are administered in multiple states. Locally selected assessments must offer accommodations to all students, including English learners and children with disabilities. These assessments must undergo peer review to demonstrate alignment with the Texas Essential Knowledge and Skills (TEKS). Locally selected assessments must also demonstrate alignment to the three performance levels for the State of Texas Assessments of Academic Readiness (STAAR^®), which equate to the Masters Grade Level, Meets Grade Level, and Approaches Grade Level standards. Once a nationally recognized assessment has undergone the peer review and USDE approval process, a district has the flexibility to use the same locally selected, nationally recognized assessment in place of a STAAR end-of-course (EOC) assessment in all of its high schools.

Texas’ Use of Substitute Assessments

Beginning with the 2011–2012 school year, in accordance with the Texas Education Code (TEC), the commissioner of education adopted into rule substitute assessments under the Texas Administrative Code (TAC) §101.4002. Under this rule, a student may use an adopted substitute assessment in place of a corresponding STAAR EOC assessment to meet the student’s assessment graduation requirements.

TEA began including substitute assessments at the postsecondary readiness level (Final Level II) in accountability calculations in 2014. In conjunction with an update to STAAR performance level labels, substitute assessments were included at the Meets Grade Level standard for 2017, 2018, and 2019 accountability. The agency has been conducting studies to establish Approaches Grade Level, Meets Grade Level, and Masters Grade Level cut points for substitute assessments adopted under TAC §101.4002.

USDE’s Finding

In August 2018, a team from the USDE’s Office of State Support (OSS) Management and Support Unit reviewed TEA’s administration of fiscal requirements and certain program requirements of OSS programs—Title I, Part A; Title II, Part A; Title III, Part A; and School Improvement Grants. An action item contained within the OSS report stated that “TEA must cease the policy of permitting substitute assessments in accountability calculations. All students must take the reading/language arts, mathematics, and science assessments required under ESEA. Exceptions are limited to alternate assessments for students with cognitive disabilities and 8th grade students taking the Algebra I end-of-course assessment in place of the State of Texas Assessments of Academic Readiness (STAAR) grade 8 mathematics.”

Feasibility of Implementing Locally Selected Assessments in Texas

The agency, in conjunction with the Texas Legislature, stakeholders such as the Texas School Alliance and the Texas Association of School Administrators, as well as district leaders across the state, has been dedicated to the inclusion of substitute assessments in accountability. This spring TEA staff explored the feasibility of implementing locally selected assessments that would meet ESEA assessment and accountability requirements. As existing nationally recognized entrance exams do not demonstrate sufficient alignment with the TEKS for any specific course, the implementation process would require updates to both the student expectations in the TEKS and the state assessment program to establish coursework and assessments aligned with nationally recognized entrance exams. Given this finding, there appears to be no viable path around the OSS finding to cease the use of substitute assessments in accountability. Due to the timing of this notification, Performance Reporting will include the results of substitute assessments submitted by students scheduled to retest in June 2019 for STAAR EOCs. Beginning with the December 2019 and spring 2020 STAAR EOC administrations, substitute assessments will no longer be included in accountability calculations. During the upcoming year, the agency will amend TAC §101.4002 as appropriate and remove references to the inclusion of substitute assessments in accountability during the adoption of the 2020 Accountability Manual.

Continued Use of Substitute Assessments to Meet Individual Student Graduation Requirements

Substitute assessments may continue to be used to meet individual student graduation requirements as adopted under TAC §101.4002. For additional information please refer to TAC §101.4002 or contact the Student Assessment Division at (512) 463-9536.

Contact Information

If you have questions about academic accountability, please contact the Performance Reporting Division at (512) 463-9704 or performance.reporting@tea.texas.gov.

Sincerely,

Mike Morath
Commissioner of Education

Cc: District and ESC Testing Coordinators

ESEA §1111(b)(2)(B)

ESEA §1111(b)(2)(H)

TEC §39.025(a-1), (a-2), and (a-3)

Last updated on June 24, 2019

3.4.22.6/14/2019 #

What’s New in Performance Reporting

Academic Accountability

The 2019 Campus Comparison Group reports are now available in TEA Login (TEAL) Accountability. Campus comparison groups are used to award distinction designations, which will be publicly available on August 15, 2019. Distinction designations are awarded for achievement in several areas and are based on performance relative to the campus comparison group.

To determine the campus comparison group, each campus is identified by school type (See the school types chart in “Chapter 1—2019 Accountability Overview” for more information.) then grouped with 40 other campuses from anywhere in Texas that are most similar in grade levels served, size, percentage of students who are economically disadvantaged, mobility rate, percentage of English learners, percentage of students receiving special education services, and percentage of students enrolled in an Early College High School program. For additional information on campus comparison groups, please see “Appendix E – Campus Comparison Groups” in the 2019 Accountability Manual.

2019 Accountability Manual

Appendix A–E, G and H of the 2019 Accountability Manual are now available.

“Appendix A—Acknowledgements” lists the contributors to the 2019 accountability system and manual.

“Appendix B—ESC Contacts” lists the accountability contacts by education service center (ESC) region.

“Appendix C—Statutory References” explains the statutory authority of the accountability rating system.

“Appendix D—Accountability Glossary” explains a listing of terms and definitions used throughout the accountability manual.

“Appendix E—Campus Comparison Groups” explains how campus comparison groups are used to determine distinction designations.

“Appendix G—Inclusion or Exclusion of Data ” lists the student attribution codes for removing student performance and participation results based on campus type.

“Appendix H—Data Sources” explains the data sources for the indicators used in the accountability system, including those used for distinction designations.

Local Accountability System

The 2019 Local Accountability System Manual public comment period closed on Monday, June 3, 2019 with 12 comments submitted. The TEA LAS team is incorporating feedback and preparing the manual for adoption. Suggestions and comments for future editions of the manual may be sent to the LAS mailbox.

For districts considering participation in LAS 2019–20, please see the timeline below for important dates.

7/1/19–8/30/19 District LAS trainings at TEA (required for new districts)
9/2/19 Notification of Interest (NOI) due to TEA
11/1/19 Final LAS plans due to TEA

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

IMPORTANT NOTE: In order for updated assessment data to be included in the consolidated accountability file (CAF), all allowable changes, such as corrections to student ID information, score code changes, and requests for rescoring of essays, must be submitted to ETS Texas Assessment Support Center by June 24, 2019.

STAAR Spring 2019 Grades 3-8 Administration

Reports for the Spring 2019 State of Texas Assessments of Academic Readiness (STAAR^®) grades 3-8 administration have been posted. STAAR Report Cards, campus rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System. The STAAR Report Cards for the Spring 2019 grades 3-8 administration were printed and shipped to districts along with the confidential student labels. The report cards are cumulative and include all results for the student.

The Student Portal has been updated. Parents can access their child’s results using a unique access code, which can be found on their child’s STAAR Report Card. Parents can also view the assessment questions, their child’s answers to the questions, and correct answers and rationales for the spring EOC and grades 3-8 administrations. Additionally, parents can view their child’s performance relative to the campus, district, and state.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

In August 2018, campuses that received an Improvement Required rating in both the Student Achievement and the School Progress domains were placed on the 2019–20 Public Education Grant (PEG) List. In August 2019, will campuses that earn a D or F rating be placed on the 2020–21 PEG List?

No. The 2020–21 PEG List, which will be released in August, will include campuses that receive an F rating in both the Student Achievement and the School Progress domains.

Accountability Summer Learning Webinars

Performance Reporting has received requests to provide training on the 2019 accountability rating system, and we’re happy to announce the creation of our summer learning webinar series. These presentations will provide an explanation of each domain within the accountability system and an understanding of how performance data is used to generate a rating for campuses and districts. These webinars are designed for audiences who are not familiar with the accountability rating system or need training on the most crucial components within the system.

Accountability Summer Learning Webinar Dates

Understanding the School Progress Domain—July 10, 2019 at 1:00 pm

Understanding the Closing the Gaps Domain—August 7, 2019 at 1:00 pm

Performance Reporting Calendar

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on June 19, 2019

3.4.23.6/7/2019 #

What’s New in Performance Reporting

Academic Accountability

This week TEA’s Division of Research and Analysis released final summary reports, student listings, and rates in TEA Login (TEAL) Accountability for the following:

Longitudinal graduation rates
Longitudinal graduation, continuation, or TxCHSE rates
Longitudinal diploma program rates
Annual dropout rates

Two sets of graduation rates are published within longitudinal graduation reports: a rate calculated for federal accountability purposes (without state exclusions) and a second rate calculated with statutory exclusions applied for state accountability. The reports also show the diploma program rate used for distinction designations in the state accountability system.

If you have questions about the lists of cohort students or the summary report for your district, please contact the Division of Research and Analysis at (512) 475-3523 or by email at research@tea.texas.gov.

If you have questions about how this data is used for state accountability, please contact the Performance Reporting Division at (512) 463-9704 or by email at performance.reporting@tea.texas.gov.

Local Accountability Systems

For districts considering participation in LAS 2019–20, a calendar with important dates will be available by Friday, June 14.

Have a question or comment about the local accountability system? Drop us a line at LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

STAAR May 2019 Grades 5 and 8 Mathematics and Reading Retest Administration

Reports for the May 2019 STAAR grades 5 and 8 mathematics and reading retest administration have been posted. STAAR Report Cards, campus rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System.

Note: The STAAR Report Cards for the May 2019 STAAR grades 5 and 8 mathematics and reading retest administration are available online only. No printed copies will be shipped.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQ

The proposed 2019 Accountability Manual introduced the new OnRamps indicator for College, Career, and Military Readiness (CCMR). Must a student accept the college credit hours earned and have them transcribed on their transcript in order to receive CCMR credit?

No. The OnRamps program provides the agency with OnRamps dual-enrollment course completion data that is used in accountability calculations. CCMR credit will be awarded for successful course completion and eligibility for college credit hours without regard to whether the student accepted the credit hours.

Accountability Summer Learning Webinars

Accountability Summer Learning Webinar Dates

Understanding the Student Achievement Domain—June 12, 2019 at 1:00 pm

Understanding the School Progress Domain—July 10, 2019 at 1:00 pm

Understanding the Closing the Gaps Domain—August 7, 2019 at 1:00 pm

Performance Reporting Calendar

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

Mid-June—2019 Campus Comparison Groups released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on June 24, 2019

3.4.24.5/31/19 #

Good afternoon, Performance Reporting bulletin members.

Welcome to this week’s update.

Have a coworker who needs to sign up? Bulletin subscriptions can be managed on TEA’s website at https://public.govdelivery.com/accounts/TXTEA/subscriber/new.

Have feedback about the weekly bulletin? We’d love to hear from you! Feedback helps us continuously improve our newsletter and keep it relevant.

What’s New in Performance Reporting

A–F Development

College, Career, and Military Readiness (CCMR) Preview Listing 2

This week the agency released the second 2019 CCMR Preview Student Listing in the TEA Login (TEAL) Accountability application. The purpose of this preview listing is to provide districts early access to CCMR data that are provided to the agency by outside testing entities, such as the College Board. Districts should review the student listing and compare data with local records. If discrepancies are identified, districts may notify the Performance Reporting Division using the instructions sent in the notification to superintendents on May 31, 2019.

This second preview listing contains the remaining 2019 CCMR data for 2017–18 annual graduates and 2017–18 non-graduating 12th graders not previously released:

SAT
ACT
AP
IB
Level I and Level II Certificates
OnRamps Dual-Enrollment

A final 2019 CCMR Student Listing will be released in mid-June.

Amendment to the State’s Every Student Succeeds Act (ESSA) State Plan

The English Language Proficiency (ELP) component of the Closing the Gaps domain compares a student’s current year composite rating to the prior year composite rating. For 2017 and prior, the composite ratings were calculated using, in part, the student’s TELPAS Listening and Speaking performance, as determined by a holistic rating system. In 2018 and 2019, the composite ratings instead used the student’s TELPAS Listening and Speaking performance, as determined by the new item-based standardized assessments. As there are two years (i.e., 2018 and 2019) of composite rating data calculated in the same way, the agency intends to submit an amendment to adjust the target for the ELP measure to better align with 2018 and 2019 TELPAS data.

Due to the need to receive final approval from the U.S. Department of Education prior to the release of ratings, all comments on this proposed amendment are due by Thursday, June 13, 2019, by electronic mail to performance.reporting@tea.texas.gov. Additional information can be found at https://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/Amendment_to_the_State_s_Every_Student_Succeeds_Act_(ESSA)_State_Plan/.

Assessment Scoring and Reporting

Spring 2019 STAAR EOC Administrations

STAAR Report Cards, rosters, summary reports, and data files for the spring 2019 STAAR EOC administrations were posted to the Assessment Management System on May 29. The reports can be accessed through the Assessment Management System at https://www.TexasAssessment.com/STAAR/

English Learner Performance Measure

Technical documentation and FAQs related to the 2019 English learner (EL) performance measure are now available on the Scoring and Reporting website. Please note that EL performance measure results will be available in the consolidated accountability file (CAF) and August TEAL Accountability Student Listings.

Spring 2019 TELPAS

TELPAS Report Cards, rosters, summary reports, and data files for the 2019 Texas English Language Proficiency Assessment System (TELPAS) administration were posted to the TELPAS Assessment Management System on May 23. The reports can be accessed under Reports > Published Reports via the 2019 TELPAS administration. Printed copies of the standard reports for all students tested and any additional reports requested are being shipped to your district and are scheduled to arrive by May 31, 2019.

Raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQs

Does the ELP component of the Closing the Gaps domain employ a subset rule similar to accountability subset applied to STAAR components?

Yes. A subset rule will continue to be applied to the ELP component; if the student was enrolled in the same campus or district on the October 2018 TSDS PEIMS snapshot as the campus or district that they were administered the TELPAS in spring 2019, the result will be included in the district’s or campus’s 2019 ELP calculations.

How are results included in accountability calculations for those students who move between the April English I/English II EOC and May EOC administrations?

English I and English II EOC assessment results from the April administration are assigned to the same campus or district as a May EOC assessment result. To meet the accountability subset, the student must have been administered the May assessment at the same campus or district that they were enrolled on fall snapshot.

Accountability Summer Learning Webinars

Accountability Summer Learning Webinar Dates

Understanding the Student Achievement Domain—June 12, 2019 at 1:00 pm

Understanding the School Progress Domain—July 10, 2019 at 1:00 pm

Understanding the Closing the Gaps Domain—August 7, 2019 at 1:00 pm

Performance Reporting Calendar

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

Mid-June—2019 Campus Comparison Groups released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on June 1, 2019

3.4.25.5/17/2019 #

What’s New in Performance Reporting

Academic Accountability

For 2019, single-campus districts or charter schools will receive an A–F rating. A school district or charter school comprised of only one campus that shares the same 2019 performance data with its only campus must meet the performance targets for the campus to demonstrate acceptable performance. For these single-campus school districts and charter schools, the 2019 performance targets applied to the campus are applied to the district, ensuring that both the district and campus receive identical ratings.

For questions about the 2019 accountability system, please contact Performance Reporting at performance.reporting@tea.texas.gov or (512) 463-9704.

Local Accountability Systems

The 2019 Local Accountability System Manual is available for public comment. The public comment period closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to LAS@tea.texas.gov.

Upcoming presentations on the local accountability system will be held in San Antonio (5/21), Huntsville (5/22) and Corpus Christi (5/29). Please contact the host education service center for more information.

Have a question or comment about the local accountability system? Email LAS@tea.texas.gov or call (512) 463-9704.

Assessment Scoring and Reporting

Spring 2019 STAAR Alternate 2

STAAR Alternate 2 Report Cards, rosters, summary reports, and data files for the 2019 State of Texas Assessments of Academic Readiness (STAAR^®) Alternate 2 administration have been posted to the STAAR Alternate 2 Assessment Management System. The files can be accessed under Reports > Published Reports via the 2019 STAAR Alternate 2 administration. Printed copies of the standard reports for all students tested and any additional reports requested are being shipped to districts and are scheduled to arrive by May 24, 2019.

Spring 2019 TELPAS Alternate

Student data files and confidential campus rosters for initial reporting for the 2019 Texas English Language Proficiency Assessment System (TELPAS) Alternate administration were posted to the TELPAS Alternate Assessment Management System on May 10. The reports can be accessed under Reports > Published Reports via the 2019 TELPAS Alternate administration.

English Learner Performance Measure

Technical documentation and FAQs related to the 2019 English learner (EL) performance measure are now available on the Scoring and Reporting website.

April 2019 STAAR Grades 5 and 8 Administrations

All student test warnings resolved by May 10 will be processed, and updated STAAR Report Cards and data files will be posted on May 17. The final region reports will also be posted on this date. The reports can be accessed through the STAAR Assessment Management System.

Spring 2019 STAAR End-Of-Course (EOC) Administrations

Preliminary rosters and data files for the spring 2019 STAAR EOC administrations will be posted to the Assessment Management System on May 22. The preliminary rosters and data files will include results for all students who took:

English I or English II test (paper or online)
Algebra I, Biology, or U.S. History online
Algebra I, Biology, or U.S. History on paper and the answer documents were returned, scanned, and scored by May 18

The preliminary rosters and data files can be accessed through the Assessment Management System at https://www.TexasAssessment.com/STAAR/

The April 2019 STAAR grades 5 and 8 mathematics and reading raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQs

In 2018, a district could not receive an overall or domain rating of A if the district included any campus with an overall or corresponding domain rating of Improvement Required. With the implementation of letter grade ratings for campuses, this step will be updated for 2019 to align with statute. Statute specifies a district may not receive an overall or domain rating of A if the district includes any campus with a corresponding overall or domain rating of D or F. Does this provision also apply to each of the School Progress domain parts?

No. This provision will only consider the resolved School Progress domain rating. In other words, if the better of School Progress, Part A or Part B is a D or F for a campus, the district School Progress domain scaled score is limited to an 89.

Keep in mind that this provision applies from domain to domain rating and overall to overall rating. For example, if a campus earns a D in Student Achievement, the district’s Student Achievement scaled score is limited to an 89. In turn, that 89 will be used to calculate the district’s overall rating. If a campus earns a D overall, the district’s overall scaled score is limited to an 89.

Performance Reporting Calendar

Late-May—2019 Preview CCMR Student Listing #2 released (TEAL)

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

Mid-June—2019 Campus Comparison Groups released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on May 17, 2019

3.4.26.5/10/19 #

What’s New in Performance Reporting

Academic Accountability

Two new sections are available on the Texas Academic Performance Report (TAPR) System website under the Performance tab. The first, STAAR Performance–Additional Student Groups displays STAAR results by student groups that were not previously reported for performance, such as at-risk, migrant and male and female. The second, STAAR Performance–All Students–Additional Student Groups displays STAAR results for all tested students, regardless of whether they were in the accountability subset, and disaggregates results by student groups that were not previously reported for performance.

As mentioned in previous weekly bulletins, the Texas Performance Reporting System (TPRS) will no longer be updated as the comprehensive online TAPR System has fully replicated its reporting categories and datasets. TPRS archives will remain available for 2012–13 through 2016–17.

For questions about TAPR or TPRS, please contact Performance Reporting at performance.reporting@tea.texas.gov or (512) 463-9704.

Local Accountability Systems

The Local Accountability System webpage has been updated to include additional materials and information. Local accountability system plans from twelve pilot districts along with campus “what-if” scores based on the local plans and data from the 2017–18 school year are available at https://tea.texas.gov/LAS_Pilot_District_Outcomes.aspx

The 2019 Local Accountability System Manual is available for public comment. The public comment period closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to LAS@tea.texas.gov.

For questions about the 2019 Local Accountability System, please contact the local accountability system team at LAS@tea.texas.gov or (512) 463-9704.

Assessment Scoring and Reporting

Spring 2019 TELPAS Alternate

Student data files and confidential campus rosters for initial reporting for the 2019 Texas English Language Proficiency Assessment System (TELPAS) Alternate administration are scheduled to be posted to the TELPAS Alternate Assessment Management System on May 10. The reports can be accessed under Reports > Published Reports via the 2019 TELPAS Alternate administration.

English Learner Performance Measure

Technical documentation and FAQs related to the 2019 English learner (EL) performance measure are now available on the Scoring and Reporting website.

April 2019 STAAR Grades 5 and 8 Administrations

Districts have until Friday, May 10 to resolve student test warnings. All changes made by this date will be processed, and updated STAAR Report Cards and data files will be posted on May 17. The final region reports will also be posted on this date. The reports can be accessed through the STAAR Assessment Management System.

Spring 2019 STAAR End-Of-Course (EOC) Administrations

English I or English II test (paper or online)
Algebra I, Biology, or U.S. History online
Algebra I, Biology, or U.S. History on paper and the answer documents were returned, scanned, and scored by May 18

The preliminary rosters and data files can be accessed through the Assessment Management System at https://www.TexasAssessment.com/STAAR/

The April 2019 STAAR grades 5 and 8 mathematics and reading raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQs

The CCMR Preview Student Listing released on April 25^th did not include results for graduates who met the criterion score on the SAT or ACT. Will that data be provided to districts?

The April 25^th CCMR Preview Student Listing provided districts early access to nine CCMR indicators. Results for the remaining CCMR indicators are currently being processed and will be released for preview in late May. The second preview will include the following data:

AP/IB
OnRamps
Level I and Level II Certificates
SAT and ACT Results

A final 2019 CCMR Student Listing will be released in mid-June through the TEA Login (TEAL) Accountability application.

Employment Opportunities in Performance Reporting

The Performance Reporting Division is looking for people to join our team. Interested and qualified candidates can apply for the following position:

Research Specialist V

The person chosen to fill this position will serve as a Research Specialist V in the Division of Performance Reporting. This position conducts research for the accountability rating appeals and documents their findings. The position also conducts data analysis, data queries, and generates data and reports. This position is also responsible for web postings and ensuring website accessibility compliance. This role is critical to the implementation of a transparent, fair, and rigorous state academic accountability system and a comprehensive academic performance reporting system to ensure continuous improvement in the academic achievement of all Texas public school students.

Performance Reporting Calendar

Late-May—2019 Preview CCMR Student Listing #2 released (TEAL)

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

Mid-June—2019 Campus Comparison Groups released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on May 17, 2019

3.4.27.5/3/19 #

What’s New in Performance Reporting

A–F Development

Chapters 1–11 of the 2019 Accountability Manual are now available. Because of the required administrative rulemaking process, these chapters are not yet final. The public comment period on the proposed rules (including the manual) opens today and closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to performance.reporting@tea.texas.gov.

Chapters Currently Available for Public Comment

“Chapter 1—Overview of 2019 Accountability” briefly describes the 2019 accountability system.

“Chapter 2—Student Achievement Domain” provides the methodology used to calculate the Student Achievement domain.

“Chapter 3—School Progress Domain” provides the methodology used to calculate the School Progress domain.

“Chapter 4—Closing the Gaps Domain” provides the methodology used to calculate the Closing the Gaps domain.

“Chapter 5—Calculating 2019 Ratings” describes the methodology used to assign accountability ratings.

“Chapter 6—Distinction Designations” describes the methodology used to award distinction designations.

“Chapter 7—Other Accountability System Processes” describes the campus pairing process and alternative education accountability provisions.

“Chapter 8—Appealing the Ratings” describes the process for appealing ratings.

“Chapter 9—Responsibilities and Consequences” describes the responsibilities of TEA, the responsibilities of school districts and open-enrollment charter schools, and the consequences to school districts and open-enrollment charter schools related to accountability and interventions.

“Chapter 10—Identification of Schools for Improvement” describes the methodology to identify comprehensive, targeted, and additional targeted support and improvement schools.

“Chapter 11—Local Accountability Systems” briefly describes the 2019 local accountability system.

For questions about the 2019 accountability system, please contact Performance Reporting at performance.reporting@tea.texas.gov or (512) 463-9704.

Local Accountability Systems

The 2019 Local Accountability System Manual is also now available for public comment. The public comment period closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to LAS@tea.texas.gov.

For questions about the 2019 Local Accountability System, please contact the local accountability system team at LAS@tea.texas.gov or (512) 463-9704.

Assessment Scoring and Reporting

Technical documentation and FAQs related to the 2019 English learner (EL) performance measure are now available on the Scoring and Reporting website.

STAAR Report Cards, rosters, summary reports, and data files can be accessed through the STAAR Assessment Management System.

Reminder: The STAAR Report Cards for the April 2019 grades 5 and 8 mathematics and reading administration are available online only. No printed copies will be sent.

Parents can access their child’s results using a unique access code, which can be found at the bottom of their child’s STAAR Report Card. Parents can also view the assessment questions, their child’s answers to the questions, and correct answers and rationales. Additionally, parents can view their child’s performance relative to the campus, district, and state.

Beginning in spring 2019, STAAR Assessment Management System users with a Teacher role and an associated TX-UNIQUE-STAFF-ID in the Assessment Management System will now have access to teacher rosters containing results for specific students who were linked to their teacher’s TX-UNIQUE-STAFF-ID during the registration window.

The April 2019 STAAR grades 5 and 8 mathematics and reading raw score to scale score conversion tables are posted here.

For questions or help with accessing and interpreting STAAR results, districts and parents can email assessment.reporting@tea.texas.gov or call (512) 463-9704.

This Week’s FAQs

Are individualized education program (IEP) continuers included in 2019 College, Career, and Military Readiness (CCMR) calculations?

The CCMR denominator in the Student Achievement domain only consists of 2018 annual graduates while the denominator in the Closing the Gaps domain consists of 2018 annual graduates plus students in grade 12 who did not graduate. These grade 12 students are those who were in attendance during the last six weeks of school year 2017–18 as reported in TSDS PEIMS attendance records.

Grade 12 students reported in the TSDS PEIMS 2017–18 fall collection as individualized education program (IEP) continuers are excluded from the Closing the Gaps CCMR denominator for 2019. IEP continuers are students who are at least 18 years of age by September 1, have satisfied credit requirements for high school graduation, have not completed their IEP, and are enrolled and receiving IEP services.

Grade 12 students reported in TSDS PEIMS as IEP Continuers on the 2017–18 October snapshot will be excluded from the Closing the Gaps CCMR denominator for 2019 accountability.

STAAR data files show values of 0, 1, or 2 for progress. Are these point values used to calculate School Progress, Part A: Academic Growth? Where can I find my 0.5 point awarded for students who maintained performance?

No. In the STAAR data files, a 0 indicates Limited progress, a 1 indicates Expected progress, and a 2 indicates Accelerated progress. For Academic Growth, one point is awarded for Expected or Accelerated progress. For additional information, including when 0.5 point is awarded, see the matrices in Chapter 3 of the 2019 Accountability Manual.

Performance Reporting Calendar

May 10—Campus pairing registration window closes (TEAL)

Late-May—2019 Preview CCMR Student Listing #2 released (TEAL)

Mid-June—Final 2019 CCMR Student Listing released (TEAL)

Mid-June—2019 Campus Comparison Groups released (TEAL)

August 7—2019 preliminary performance domain tables without rating labels released (TEAL)

August 14—2019 preliminary accountability tables with rating labels and distinction designations released (TEAL)

August 15—2019 preliminary accountability tables with rating labels and distinction designations released (public site)

August 15—Campuses identified under PEG criteria for 2020–21 school year released (public web)

August 14–September 13—2019 appeals application available to districts (TEAL)

September 13—2019 accountability appeals window closes

Last updated on May 9, 2019

3.4.28.5/1/19 - Local Acct Manual #

Chapters 1–3 of the 2019 Local Accountability Manual are now available. Because of the required administrative rulemaking process, these chapters are not yet final. The public comment period on the proposed rules (including the manual) opens Friday, May 3, 2019, and closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to las@tea.texas.gov.

Chapters Currently Available for Public Comment

“Chapter 1—Local Accountability System Overview” briefly describes the 2019 local accountability system (LAS).

“Chapter 2—LAS Plan Design, Submission, and Approval” describes the local accountability system plan development process, timeline for plan and data submission, domains and components, component weighting and rigor, component samples, and required district postings.

“Chapter 3—LAS Ratings, Audits, and Appeals” describes the ratings submission and review process, ratings appeal process, and timeline for appeals.

Last updated on May 9, 2019

3.4.29.5/1/19 - Acct Manual Online #

Chapters 1–11 of the 2019 Accountability Manual are now available. Because of the required administrative rulemaking process, these chapters are not yet final. The public comment period on the proposed rules (including the manual) opens on Friday, May 3, 2019, and closes on Monday, June 3, 2019. Public comments may be made through the TEA website or to performance.reporting@tea.texas.gov.