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Assessment and Accountability ID Team: Get in the Know

Monthly “Hot Topics” in State/Federal Accountability and Assessment RSS Feed

Monthly “Hot Topics” in State/Federal Accountability and Assessment

ACCOUNTABILITY:  New Commissioner of Education Named – Mike Morath, Dallas ISD Board of Trustees member

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:

  • T-TESS and T-PESS will become the state recommended option for teacher and principal appraisal systems with the 2016-2017 school year. 
  • Student growth is scheduled to become a required component of all teacher appraisal systems and T-PESS during the 2017-2018 school year. 
  • Even though all districts will be required to implement student growth as a part of their teacher appraisal system in 2017-2018, no district will be required to use state test scores as their measure of student growth (there are four currently proposed ways to measure student growth and it is proposed that districts be free to choose from any of those four options). Please click here to review the currently proposed rules and four options on the TEA website.

 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.
The participation counts collection window for the STAAR March 2016 and May 2016 grades 3‒8 and EOC administrations opens on December 10, 2015. The participation collection window offers districts an opportunity to provide student participation counts and testing mode information. In order to determine quantities of printed test booklets and other testing materials to be distributed to districts for the March 2016 and May 2016 STAAR grades 3‒8 and EOC administrations, the Texas Education Agency (TEA) is requiring all Texas school districts to submit participation counts for each of their campuses.
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? 
The Critical Success Factors (CSFs) are foundational elements within the framework of the Texas Accountability Intervention System developed by the Texas Education Agency (TEA) and Texas Center for District and School Support (TCDSS).  Products of evidence-based research, their purpose is to help prioritize your focus and energies during the school improvement process.  Identified priorities should lead to developing measurable goals, which in turn, should promote a committed team effort towards success.  An overview of the Critical Success Factors and a Correlation of Critical Success Factors with Turnaround Principles and Nine Principles of High Performing Schools are available at the above links.

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.

Additional Resources:
Capacity Building Initiative website (Region 10)

Region District Campus
4 Katy Schmalz Elementary School
4 Pasadena Dr. Dixie Melillo Middle School
4 Pasadena Elmer G. Bondy Intermediate School


TAIS Resources/Critical Success Factors

Critical Success Factor Overview document
Correlation to Turnaround Principles of High Performing Schools document
Research-based Best Practices Aligned to the Critical Success Factors

Upcoming Region 4 ESC Open Enrollment Sessions Connected to this Month’s Critical Success Factor:

Spotlight On …
Increasing the Use of Quality Data to Drive Instruction


Title of Session


Session ID #

Intervention in the Social Studies Classroom


Social Studies Assessments for Success 2/25/16 1160560
Using DMAC Applications: State Assessment 3/8/16 1181743
Using DMAC Applications: TAG and TEKScore 3/8/16 1181740
STAAR® Review Make and Take:  Grade 4 2/9/16 1181852
STAAR® Review Make and Take:  Grade 3 2/16/16 1181855
Detecting Misconceptions Using Formative Assessment, Grades 4 and 5 2/10/16 1156907
Formative Assessment in Biology 2/10/16 1156840
Guiding STAAR® Series Biology - How to Create Effective Biology Review 2/25/16 1156845
STAAR® Review to Go: Grade 5 Science 3/1/16 1156856
STAAR® Review to Go: Grade 8 Science 3/8/16 1156950
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