Center for Effective Schools » Accountability & Assessment

Accountability & Assessment

  • Assessment
    • Accountability
  • Additional Guidance
    • Instructional Continuity FAQ
 
Texas’ student assessment program is designed to measure the extent to which a student has learned and is able to apply the knowledge and skills at each tested grade or course identified in the Texas Essential Knowledge and Skills (TEKS). The state assessment program is fully aligned to the TEKS, the statewide curriculum required to be taught.


Texas has had a statewide student assessment since 1980. In spring 2012, Texas students began taking the State of Texas Assessments of Academic Readiness (STAAR®). The assessments are administered to students in grades 3–8 and high school. STAAR, including STAAR Spanish, is available on paper and online. Online versions with designated supports for English learners (ELs) and students with disabilities are also available. 

The state also offers STAAR Alternate 2 for students who have significant cognitive disabilities and are receiving special education services. 

The Texas English Language Proficiency Assessment System (TELPAS) and the TELPAS Alternate are provided to assess the progress that ELs make in learning the English language. 

TEA also provides free, optional, online interim assessments that align to the TEKS.

Resources

State Assessment Contacts

Ratings & Results

New TEA Correspondence: Every Student Succeeds Act (ESSA) Waiver Approval & 2020 State Academic Accountability
 
Coronavirus (COVID-19) Support and Guidance
  • Assessment
    • Accountability
Instructional Continuity Planning Framework
  • Additional Guidance
    • Instructional Continuity FAQ
The ESC 7 Accountability Turnaround team is dedicated to providing district educators and their professional service providers the most current information about state accountability including rules, regulations, and requirements for campuses and districts with an accountability rating of 'F' or whose rating puts them at risk for interventions in the subsequent school year.

A TEAL account is required to access the required intervention submissions in the Intervention Staging Activity Manager (ISAM). A separate account is required to access district unmasked data in TEAL Accountability.
 

Resources

Federal Accountability

The ESC 7 Accountability Turnaround Team is dedicated to providing district educators and their professional service providers the most current information about federal accountability including rules, regulations, and requirements for campuses and districts.
 
The Every Student Succeeds Act (ESSA) became law on December 10, 2015, replacing the No Child Left Behind Act on July 1, 2017. Under the provisions of Texas Education Code (TEC), Chapter 39, the state is required to provide interventions to improve identified low-performing schools. The ESSA statute increases the flexibility and decision-making authority afforded to states, encourages states and schools to be innovative, and holds states accountable for results. ESSA provides a unique opportunity for the Texas Education Agency (TEA) to chart a path for shifting key decisions related to school improvement, funding, and resources. Schools are currently identified as indicated:
 
  1. Comprehensive Support and Improvement Schools: Using the Closing the Gaps domain scaled score, TEA rank orders the scaled domain score for all campuses.
      • The lowest five percent of campuses that receive Title I, Part A fund
      • Any Title I or non-Title I (ineligible for funding) campus that does not attain a 67 percent four-year federal graduation rate for the all students group
      • Any Title I campus identified for targeted support and improvement for three consecutive years for the same student group(s) is identified the following school year.
  1. Targeted Support and Improvement (annual identification)
    • Campuses (that are not Comprehensive Support) that have at least one "consistently under-performing" student groups: A student group that misses the targets in at least the same three indicators, for three consecutive years.
  2. Additional Targeted Support (annual identification)
    • Campuses for which 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 (that is not identified for comprehensive or targeted support)

Parent and Family Engagement

Region 7 ESC is committed to helping parents and schools build partnerships that benefit students and improve educational opportunities. Every research study on parental involvement done over the past 20 years reached the same conclusion: when parents are involved in their child’s education that child’s self esteem and academic achievement improve. Through the Parent Involvement Initiative and the Parent Coordination Network, Region 7 ESC seeks to support both parents and schools to improve communication, collaboration, and active involvement to improve student outcomes from preschool to high school, in communities large and small.
 
In many East Texas schools, there are only a few students classified as chronically absent, only a few students identified as dropouts, and only a few disengaged students in classrooms. Thankfully, the mindset of most educators in East Texas schools is that “one student is one too many.” For this reason, numerous, multi-leveled approaches are needed in order to engage parents. One basic strategy for teachers, counselors, and administrators is to meet parents where they are; and go where the parents are to provide support and resources. This is in addition to providing engaging parent activities throughout the school year. This could include home visits, offering parent training at local agencies and churches, providing outreach at community events, and showing an interest in students' activities outside the classroom. Another simple strategy is to have regular conversations with parents to highlight and focus on their child's academic and behavior successes, and to share concerns using positive approaches.

Parent Involvement

As a member of the Title I Statewide School Support and Family & Community Engagement Initiative, Region 7 encourages collaboration among all stakeholders that serve children and families and believes the results will promote educational excellence in achievement for all students across the state. Priorities include:
 
1. Promoting supporting and encouraging engagement of parents at each of the following three parent involvement levels:
 
Level 1--This level includes a broad representation of parents who are not frequently visible in schools but make sure their children are prepared mentally, physically and nutritionally with materials and supplies needed for success.
Level 2--This level includes a smaller representation of parents who are visible in schools daily, weekly or monthly. These parents assist in a variety of ways at schools (office assistants, library assistance, paperwork, classrooms, discipline, etc).
Level 3--This level includes an even smaller representation of parents who participate in school planning and governance. This is a group of parent leaders who motivate the involvement of other parents, give input on required parent policies and compacts, lead parent discussions, and give advice on parent needs.
 
Regardless of the level of engagement, parental involvement is needed, appreciated and essential in helping students reach their fullest academic potential.
 
2. Support for parents, schools and community members as they collaborate to provide the best "village effort" to produce excellent schools in great communities.
 
3. Offer training's that will provide parents, schools and community members the knowledge needed to carry out effective school, parent and community partnerships.
Engaging Parents Contact
Title III Contact

PBM

Results-Driven Accountability (RDA)- formerly Performance-Based Monitoring Analysis System (PBMAS)

Results-Driven Accountability (RDA) is an automated data system that reports annually on the performance of school districts and charters in four program areas: Bilingual Education/English as a Second Language (BE/ESL), Career and Technical Education (CTE), Federal Title Programs (ESSA), and Special Education (SPED).

One component of RDA is the special education monitoring process, which includes four types of monitoring: 1) Performance-Based Monitoring of public school districts and charters; 2) approval and re-approval of Nonpublic Schools; 3) cyclical monitoring of other state entities that provide services to students with disabilities; and 4) Residential Facilities Monitoring. The Special Education unit also monitors the correction of non-compliance identified through data submission for the State Performance Plan (SPP).

Data Validation Monitoring (DVM) is another component of the RDA system. This system is designed to monitor the accuracy of data submitted by schools to be used in state accountability and RDA (in the areas of leavers/dropouts, school discipline, and student assessment). Data Validation and Verification (DVV) are on-site reviews conducted by TEA to validate the accuracy of data, and the implementation of the PBM system.

In order to receive notification and access to unmasked accountability data and reports- and following discussion with your superintendent or authorized designee, you will need to request the Accountability application on the TEA Secure Applications Information (TEAL) webpage. If you are responsible for facilitating or leading intervention activities and submitting required reports, you will also need  to apply for the Intervention Stage and Activity Manager (ISAM) application. Our team is ready to support you with analysis of accountability data and throughout the intervention process.  


Helpful Links

 
Performance-Based Monitoring Analysis System Contacts
 
Beverly Beran, M.Ed.
Director of Special Education
bberan@esc7.net
(903) 988-6910
 
PBM-Bilingual/ESL
Carmen Delgado, M.Ed.
(903) 988-6861
 
PBM-CTE
Mark Parkerson, M.Ed.
(903) 988-6864
 
PBM-ESSA
Kerri Brice, M.Ed.
(903) 988-6719

PBM-Special Education
Beverly Beran, M.Ed.
(903) 988-6910

Student Growth

According to the U.S. Dept. of Ed. (USDE), Student Growth is the change in student achievement for an individual student between two or more points in time, defined as—
 
  • For grades and subjects in which assessments are required under Elementary and Secondary Education Act-ESEA section 1111(b)(3): (1) a student's score on such assessments and (2) other measures of student learning, such as those described in the second bullet, provided they are rigorous and comparable across schools within an LEA.

    • For grades and subjects in which assessments are not required under ESEA section 1111(b)(3): alternative measures of student learning and performance, such as student results on pre-tests, end-of-course tests, and objective performance-based assessments; performance against student learning objectives; student performance on English language proficiency assessments; and other measures of student achievement that are rigorous and comparable across schools within an LEA.
 
Our ESC 7 team goal is to build capacity in the continuous improvement process where student growth lies.  Using the links below, you will find high leverage resources to assist in you with implementation of systems to support positive learning outcomes and academic growth for your students.
 
The Student Learning Objectives (SLO) process represents a continuous cycle of improvement embodied in strong teaching practice. When quality, standards-based learning goals are created and implemented, students will benefit. This instructional process allows teachers and teacher appraisers to determine and reflect on a teacher’s pedagogical strengths and areas for growth. Implementation of the SLO process satisfies the student performance measure component of the Teacher Incentive Allotment.
 
On the Texas Gateway you will find engaging, TEKS-aligned resources that can be used with students as a part of classroom instruction, intervention, acceleration, or additional practice to promote student growth.   It is an online curriculum management system that includes curriculum components, an assessment item bank, and content specific resources aligned to the TEKS (including the Spanish-translated version for K-5 content).
 
 
Student Learning Objectives Contact
 
LaTonya Whitaker, M.Ed.
903-988-6741
State & Federal Accountability
 
Crissy Haynie, M.S.
(903) 988-6762
 
Julie Gillespie, M.Ed.
(903) 988-6754
 
LaTonya Whitaker, M.Ed.
(903) 988-6741
 
 
English Language Proficiency (ELP) Status
Carmen Delgado, M.Ed.
(903) 988-6861

State Assessment
Crissy Haynie, M.S.
(903) 988-6762

State Assessment Data Validation (DRC-DDV State Assessment)
Crissy Haynie, M.S.
(903) 988-6762

Leavers Data Validation (DRC-LRDV)
Mechelle Carpenter, B.B.A.
(903) 988-6839

Discipline Data Validation (DRC-DDV)
LaTonya Whitaker, M.Ed.
(903) 988-6741
 
Performance-Based Monitoring (PBM)/ Results-Driven Accountability (RDA)
Beverly Beran, M.Ed.
(903) 988-6910

PBM/RDA-Bilingual/ESL
Carmen Delgado, M.Ed.
(903) 988-6861

PBM/RDA-CTE
Mark Parkerson, M.Ed.
(903) 988-6810

PBM/RDA-ESSA
Kerri Brice, M.Ed. 
(903) 988-6719

PBM/RDA-Special Education 
Beverly Beran, M.Ed.
(903) 988-6910
 
Residential Facilities Monitoring
Beverly Beran, M.Ed.
(903) 988-6910

State Performance Plan
Beverly Beran, M.Ed.
(903) 988-6910


DMAC
Anita Luff, M.Ed.
(903) 988-6804

Performance is defined as how well the student has prepared for and how well the student has mastered the material presented. Preparation and guidance with the proper standards and additional resources are provided below.
 
  • Assessment
    • Accountability
Instructional Continuity Planning Framework
  • Additional Guidance
    • Instructional Continuity FAQ
 
 

Standards / Curriculum

 
Texas Gateway
Online curriculum management system that includes curriculum components, an assessment item bank, and content specific resources aligned to the TEKS (including Spanish translated version for K-5 content).
 

Performance Reports

 
 
 
 

Instructional Strategies

 
 

Teacher Resources

Early Childhood Resources
 
 

Student Resources

 

State Performance Plan (SPP)

The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b), requires each state to develop a six-year performance plan. This State Performance Plan (SPP) evaluates the state’s efforts to implement the requirements and purposes of IDEA and illustrates how the state will continuously improve upon this implementation.
 
  • COVID-19 Special Education Q&A
  • TELPAS and LPAC Guidance
  • ARD Committee Considerations
  • Guidance for Military Connected Students
  • Guidance for Foster Care Students
  • English Learner FAQ
  • Section 504 of the Rehabilitation Act of 1973 Guidance
  • Special Education Privacy and FERPA Considerations for Virtual Instruction
  • ARD Committee Considerations During COVID-19
  • Evaluation Considerations During COVID-19
Coronavirus (COVID-19) Support and Guidance
  • Assessment
    • Accountability
  • Staff and Educator Issues
    • Guidance on Educator and Issues and Educator Evaluations and Non-renewal
Instructional Continuity Planning Framework
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(B), requires states to collect data from LEAs annually in order to report data for the SPP/APR and publicly report LEA performance against the state target for the following 14 SPP indicators:
 
1. Graduation
2. Dropout
3A-C. Adequate Yearly Progress
4A-B. Suspension/Expulsion
5A-C. Educational Environment, Ages 6-21
6. Educational Environment, Ages 3-5
7A-C. Early Childhood Outcomes
8. Parent Participation
9. Disproportionality in the special education program
10. Disproportionality by specific disability
11. Child Find
12. Early Childhood Transition
13. Secondary Transition
14. Post-School Outcomes
The Individuals with Disabilities Education Act of 2004 (IDEA 2004), Section 616(b)(2)(C)(i)(II), requires states to publicly report LEA performance against the state targets in the State Performance Plan. Every LEA will have a district profile that their performance on indicators 1-14 against the state target in the State Performance Plan (SPP).

SPP Reports and Requirements
Pursuant to the Individuals with Disabilities Education Act, 2004 (IDEA 2004) Section 616(a)(1)(C)(i) and 34 CFR §300.608(a), states are required to make “Determinations” annually under Section 616(d) on the performance of LEAs’ programs for students with disabilities. In making such Determinations, the state will assign an LEA one of the following Determination levels:
 
- Meets the requirements
- Needs assistance
- Needs intervention
- Needs substantial intervention
State Performance Plan (SPP) Contact
 
Beverly Beran, M.Ed
Director, Special Education
bberan@esc7.net
(903) 988-6910
 
Child Find
Helen Crissey, M.Ed
Coordinator, Special Education
hcrissey@esc7.net
(903) 988-6977
 
Early Childhood Transition
Jennifer Brandt, M.A.
Specialist, Special Education
jbrandt@esc7.net
(903) 988-6970
 
Early Childhood Outcomes Educational Environment - Ages 3-5
Jennifer Brandt, M.A.
Specialist, Special Education
jbrandt@esc7.net
(903) 988-6970
 
Progress in the General Curriculum
Stacey Perkins, M.A.
Specialist, Special Education
sperkins@esc7.net
(903) 988-6911
 
Denise Richmond, M.Ed
Specialist, Special Education
drichmond@esc7.net
(903) 988-6902
Disproportionality by Specific Disability, Disproportionality in the Special Education Program,
Parent Participation

Helen Crissey, M.Ed
Coordinator, Special Education
hcrissey@esc7.net
(903) 988-6977
 
Beverly Beran, M.Ed
Director, Special Education
bberan@esc7.net
(903) 988-6910
 
Dropout, Graduation, Post-School Outcomes,
Secondary Transition
Jackie Reavis, Ed.D.
Coordinator, Special Education
jreavis@esc7.net
(903) 988-6978
 
Suspension / Expulsion
Audra Hastings, M.B.A.
Specialist, Special Education
ahastings@esc7.net
(903) 988-6908