Transcript Slide 1
Student Answer Documents: Accuracy & Accountability And so it begins … • Last year’s data rolls forward. • New students are entered in the district’s system. • Data verification is key! October Snapshot • Last Friday in October is the PEIMS Snapshot Date – October 30, 2009 – Updates and reviews and edits are completed earlier – The audit documents are in the file cabinet, rather than the computer • This is the “Fall Submission” And from there … TEA • Answer documents should be as accurate as test date data. – What was true in October may no longer be accurate. • Answer document data is used to calculate the Accountability and AYP reports. NOT PEIMS! Testing Cycle Begins… • The Fall Submission provides the data submitted to pre-code the TAKS answer documents – No edits – Data on answer documents is based on what the district submits to Pearson in the data file Verifying Coding for Accuracy • Everything is important since it affects something in one of the three accountability systems • It is imperative that we verify the coding on student answer documents • What sources do we use to verify coding? District – Campus – District Process Area Ethnicity Economically Disadvantaged LEP (Current, M1, and M2) Special Education CTE Where is the verification source? Who is doing it? District – Campus – District Process Area Where is the verification source? Who is doing it? Ethnicity Registration Campus Registrar/PEIMS Economically Disadvantaged Lunchroom Cafeteria Mgmt/PEIMS (Free & Reduced Lunch Application) LEP LPAC Committee Minutes (Current, M1, and M2) Bilingual-ESL Coordinator/LPAC Committee/PEIMS Special Education ARD Paperwork/IEPs Special Education Coordinator/ARD Committee/PEIMS CTE Course sequence CTE Coordinator/Counselors/ PEIMS (Codes 0,1,2,3) Testing … • Campus/District Testing Coordinators have the responsibility to ensure the review and verification of the accuracy of data on pre-coded labels. These labels are used for the answer documents. • How do you verify? Against what? • What process is in place in your district? Right Test – Right Student? – What test(s) will be administered? – How do campus testing coordinators and test administrators verify that the student receives the right test? – For special education, ARD documentation dictates this. Wrong Information on the Answer Document? • How do you convey steps for ‘fixing’ a label at the district level?…campus level? • How do you ensure that students do not ‘bubble’ anything on the answer documents that will override the label? What Coding Affects Accountability? • State Accountability – Ethnicity – Economically Disadvantaged – Score Code & Test Taken Information • AYP – – – – – Ethnicity Economically Disadvantaged LEP (Current, M1, and M2) Special Education Score Code What are the AYP Measures next year? Math ????? 67 Reading/Language Arts????? 73 AYP: Target Standards Indicator 1 2 3 Measure 2007 2008 2009 2010 Performance 60% 60% 67% 73% Participation 95% 95% 95% 95% Performance 50% 50% 58% 67% Participation 95% 95% 95% 95% Graduation 70% 70% 70% 70% Attendance 90% 90% 90% 90% Reading Math Other AYP: The Basics Indicators used to determine AYP Indicator 1 2 Reading – Gr. 3-8 and 10 Math – Gr. 3-8 and 10 “Other” 3 HS LEAs w/ 12th grade – Attendance Rate • • % of students who are Proficient AND % of students who Participate % of students who are Proficient AND % of students who Participate % of students who Graduate – Graduation Rate • • Measures ES and MS LEAs w/o 12th grade • By Aug. 31st 4 years after enrollment in 9th % of students in Attendance AYP Performance Standards 2009 2010 2011 2012 2013 Reading/ 67% 73% 80% ELA 87% 93% 100% 58% 67% 75% 83% 92% 100% Math 2014 What Coding Affects Accountability? • PBMAS – Ethnicity – Economically Disadvantaged – LEP • Bilingual • ESL – Special Education – Title I – CATE Data Validation Monitoring (DVM) • Data validation responsibilities include review and follow-up with districts or campuses that have been identified for potential data inaccuracies, anomalies, or irregularities. – Excessive Coding of Absent (content areas and TELPAS Reading) – Excessive Coding of “Other” (content areas and TELPAS Reading) – Excessive Discrepancy PEIMS/TAKS CTE Status • DVM includes stages 1-3 with a variety of activities that LEAs are to conduct with each stage (i.e., FDA,CIP templates) all with the intent of correcting data errors. • Documentation is key. Thank You!