Monthly “Hot Topics” in State/Federal Accountability and Assessment
ESSA signed into law. T-TESS and T-PESS still in place for teacher and principal appraisals. Implementation still on track for 2016-17 school year. According to the Texas Education Agency, “The new teacher and principal appraisal systems, T-TESS and T-PESS, respectively, were designed based on the recommendations of our state educators and in the best interest of educator development. The Texas Education Agency did not shape any component of either T-TESS or T-PESS for the purpose of securing a waiver from the No Child Left Behind Act. TEA and the twenty regional service centers will continue with the work of supporting districts as they transition to T-TESS and T-PESS.”
A few additional facts for you:
A- F ratings for districts and charters to be implemented with 2016–17 Texas state accountability system.
ASSESSMENT: December EOC completed. Participation counts for Spring testing due in January.
Participation counts for the March 2016 STAAR grades 5 and 8 math and reading, grades 4 and 7 writing, and STAAR English I and English II administrations must be submitted by 11:00 PM (CT) on Friday, January 15, 2016.
Participation counts for the May 2016 STAAR Grades 3‒8 and EOC administrations must be submitted by 11:00 PM (CT) on Friday, January 22, 2016.
Monthly Spotlight on Critical Success Factors: Improving Academic Performance
What are the Critical Success Factors?
Increasing the Use of Quality Data to Drive Instruction
The use of quality data to drive instructional decisions can lead to improved student performance (Wayman, 2005); (Wayman, Cho, & Johnston, 2007); (Wohlstetter, Datnow, & Park, 2008). This CSF emphasizes effective uses of multiple sources of disaggregated data. However, it is not necessarily the amount of data utilized, but rather how the information is used (Hamilton, et al., 2009). For example, academic achievement can improve when teachers create regular opportunities to share data with individual students (Black & Williams, 2005). Therefore, it is not only the use of data to drive instructional decision-making that is significant, but also the ongoing communication of data with others that provides the greatest opportunity for data to have a positive impact on student learning outcomes.