Student Growth
student_growth_performance_standards.pdfTexas Education Agency--Student Growth Performance Standards
Student Growth Measures
District Created Pre-test to STAAR or District Created Post-test
All district created pre-tests for core content areas in grades 3 and higher are created by the Director of Curriculum and Instruction using the item banks available to the district through Eduphoria. The questions selected for use are either released STAAR or STAAR-like questions aligned directly to the standards of the course. The total number of items included on each test as well as the number of items included for each standard will be based upon the blueprints and test design schematics of past STAAR assessments. The blueprint for non-tested core content areas will be determined by grade level and the number of standards. Assessments will align to the new STAAR design and include interactive items. While these assessments will not be made viewable by the teachers for whom the data will be used for TIA, they will be reviewed and approved by campus and district leadership as well as review committees from related content areas or the regional service center. If, however, a released STAAR is used in its entirety as the pre-test, the review process will be waived.
In order to ensure valid results for the purpose of TIA, guidelines have been put in place to ensure a fully representative collection of data is reviewed for each teacher. A student’s pre-test or post-test will be considered invalid if 15% or more of the questions are left blank. Additionally, if fewer than 95% of students in the determined representative group complete both the pre-test and post-test, the results may not be used for TIA designation. A student will not be considered part of a teacher’s representative group if the student enrolls in the district after the pre-test window or the student unenrolls from the district prior to the administration of the post- test. If a student is enrolled for the pre-test and post-test window, but for a period of time is unenrolled in the district, the teacher, TIA coordinator, and campus principal will determine whether the student should or should not be included in the teacher’s representative group.
The district will ensure that test security is upheld. As stated above, access to these assessments will be limited to those reviewing for approval. All individuals involved in this process will be expected to sign a statement of confidentiality and security. The same security and monitoring guidelines which are used for STAAR will be used in the administration of the pre- and post-tests. The training for these procedures will take place twice per year, once prior to the administration window for pre-tests and once prior to the administration window for the post-tests. In addition to measures required by the state during STAAR testing, the district will also utilize features available through the Eduphoria online testing platform such as question randomization and lock-down browser.
In order to determine each student's level of growth, the teacher, campus leadership and district leadership will analyze each student’s pre-test score and apply a district adopted Graduated Percent Increase Model to determine the student’s target performance level. To use this model, a scale was created that will determine the percentage of growth a student must show based on the specific pre-test score. Once the scale is applied and the target score is determined, an equivalent performance level will be applied. If the student earns a post-test score within the target performance level or a higher performance level, the student will be determined to have met growth.
In order to calculate the percentage of a teacher’s students who met or exceeded expected growth, the raw number of students who met or exceeded growth will be calculated first. That number will then be divided by the total number of students with an expected growth score who completed the final assessment to determine the percent of a teacher’s students who met or exceeded growth. Upon receipt of students' individual scores, the Director of Curriculum and Instruction will compile the data for each teacher on an individualized spreadsheet showing each student's pre-test score, target performance level, actual score, whether or not the student met expected growth, and the total percent of the teacher's students who met or exceeded expected growth. This report will be provided to the teacher no more than ten working days after individual STAAR scores are made available to the district or the completion of the post-test.
Test administrators must document the use of any testing accommodations. Only testing accommodations that are allowable on STAAR will be allowed during pre-tests and post-tests. Only students who receive accommodations per an IEP, 504 plan or ESL plan may receive accommodations. If it is determined that a student either did not receive the appropriate accommodations or was allowed accommodations that are not included in the student’s educational plan, the test results will be considered invalid. With the exception of students who qualify for a STAAR Alt 2 assessment, modifications will not be made to pre- and post-tests. Only students who qualify to take a paper assessment of STAAR will be allowed to take a paper version of the pre-test or post-test.
Renaissance STAR for Reading and Math
Student growth in reading and math for teachers who teach 1st or 2nd grade or elementary special education will be measured using a beginning of the year Renaissance STAR (pre-test) and end of year Renaissance STAR (post-test).
Renaissance STAR is a 3rd party assessment that has been recognized by TEA for use in measuring student growth for Teacher Incentive Allotment. STAR Reading and STAR Math are TEKS aligned in both English and Spanish.
During the first four weeks of the school year, all students enrolled in eligible courses will complete the BOY Renaissance STAR Reading and Math. During the final four weeks of the school year, all students enrolled in eligible courses will complete the EOY Renaissance STAR Reading and Math. The Student Growth Report will be used to determine growth. This report summarizes growth between two testing periods in the same school year. The report includes an SGP (student growth percentile) score which compares students' growth to the growth of their academic peers nationwide. The SGP goal for each student will be 50. Students whose end-of-year SGP is 50 or higher will be considered to have met growth.
The number of students who meet their goal will be divided by the total number of students in each teacher's representative group to determine the percentage of students who met growth. For teachers who teach both reading and math, a growth percentage using the method described above will be determined for both subjects. These two percentages will then be averaged together to determine the teacher's final growth score.
Previous Year’s STAAR to Current Year’s STAAR
For grade levels with consecutive STAAR assessments, the previous year’s STAAR will serve as the pre-test and the current year’s STAAR will serve as the post-test. The STAAR Transition Table will be heavily relied upon to determine each student’s target performance level. In order to determine each student's target performance level, the teacher, campus leadership and district leadership will analyze each student’s pre-test score (previous year’s STAAR), STAAR Transition Table, and academic history to determine a predicted performance level. While the committee will examine all available data for the student, it is understood that some data will have a greater relationship to the score in question than other data. For example, in determining a student’s predicted performance level in math, the student’s historical math data will have a greater impact on the predicted performance level than that student’s historical reading data. Any student whose post-test score (current year’s STAAR) fall within the target performance level or a higher performance level will have met or exceeded expected growth. In order to calculate the percentage of a teacher’s students who met or exceeded expected growth, the raw number of students who met or exceeded growth will be calculated first. That number will then be divided by the total number of students with an expected growth score who completed the final assessment to determine the percent of a teacher’s students who met or exceeded growth. Upon receipt of students' individual scores, the Director of Curriculum and Instruction will compile the data for each teacher on an individualized spreadsheet showing each student's pre-test score, predicted score, actual score, whether or not the student met expected growth, and the total percent of the teacher's students who meet or exceeded expected growth. This report will be provided to the teacher no more than ten working days after individual STAAR scores are made available to the district or the completion of the post-test.
CIRCLE Progress Monitoring System
The CIRCLE assessment, an assessment included on the Commissioner's List of Approved Prekindergarten Assessment Instruments, meets all requirements as a high-quality instrument used to measure the progress of prekindergarten students. Progress is measured in the following domains: (1) emergent literacy-reading, (2) math, (3) emergent literacy-writing, (4) language and communication, and (5) health and wellness development. The first two domains will be used to determine growth for this eligible group. Growth will be determined by calculating the average growth at the district level. A student who shows average or above-average growth for the district will be considered to have met expected growth.
Texas Kindergarten Entry Assessment (TX-KEA)
The TX-KEA, an assessment included on the Commissioner's List of Approved Kindergarten Assessment Instruments, meets TEA requirements and is aligned to the kindergarten standards. Progress is measured in the following domains: (1) emergent literacy-reading, (2) math, (3) emergent literacy-writing, (4) language and communication, and (5) health and wellness development. The first two domains of the TX-KEA will be used to determine growth for this eligible group. For the TX-KEA, growth will be determined by calculating the average growth at the district level. A student who shows average or above-average growth for the district will be considered to have met expected growth.
Fitness Gram
FitnessGram is the state selected instrument used to assess the fitness level of students and to monitor progress in the following domains: (1) Aerobic Capacity, (2) Body Composition, (3) Muscular Strength and Endurance, and (4) Flexibility. Growth will be determined by calculating average growth for the district for each domain. Students who make average growth or above-average growth based on the district average will be considered to have met expected growth. The growth percentages for each domain will be averaged to calculate a final growth score.
Music Play Online for Recorder
Music Play Online for Recorder is an internationally recognized program for teaching elementary students music skills. Students start with a baseline assessment to determine their current level in the areas of knowledge of notes, rhythm, tone, and musicality. A set of rigorous criteria is used to determine each student's beginning level. The same criteria are used to determine the student's end-of-year level based on the final piece of music assessed. Growth will be determined by calculating average growth for the district. This program aligns to the elementary Music TEKS.
UIL Band Sight Reading
The UIL Band Sight-Reading rubric is a well-established instrument used in the state of Texas to support school music programs in their endeavors to produce students who are musically literate and prepared to experience a lifetime of musical enrichment. The development of specific sight-reading skills encompasses the essential elements of performance required to make appropriate, independent musical judgments, and ensure success during the initial reading of a musical work. In addition to using the established UIL rubric, Eastland ISD will also utilize sight-reading material that meets specific composition criteria as specified by UIL as well as musical selections that are appropriate for our school classification. The rubric is aligned to the state standards for Band and will measure students’ mastery of tone, technique, and musicianship. Growth will be determined by calculating average growth for the district.
ServSafe Industry Certification Exam
The Texas ServSafe Food Handler Certification, a certification based on the successful completion of the Texas recognized ServSafe exam, is required for anyone who is involved in the preparation, storage, or service of food. As part of our culinary program, students take part in the preparation and serving of food at various school and community events. All students are expected to demonstrate an understanding of basic food safety, personal hygiene, cross-contamination and allergens, time and temperature, and clearing and sanitation. Students’ mastery of these concepts is vital to the safety and success of the culinary arts program. The assessment is aligned to the TEKS. Students must score at least 70%, the standard a student must meet to earn the certification, on the post-test in order to meet growth.
Student Growth Portfolios
Student growth portfolios will be used to assessment student growth for Art II, III, and IV. The portfolio will be comprised of no fewer than five student artifacts from different units of study. A skills progression rubric will be used to determine each student’s beginning of the year level. At the end of the year, personnel who are qualified to do so will score the student portfolio using the skills progression rubric. Growth will be determined by calculating average growth for the district.
