student answer documents: accuracy & accountability
TRANSCRIPT
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 ProcessArea Where is the
verification source?Who is doing it?
Ethnicity
Economically Disadvantaged
LEP (Current, M1, and M2)
Special Education
CTE
District – Campus – District ProcessArea Where is the verification
source?Who is doing it?
Ethnicity Registration Campus Registrar/PEIMS
Economically Disadvantaged
Lunchroom (Free & Reduced Lunch Application)
Cafeteria Mgmt/PEIMS
LEP (Current, M1, and M2)
LPAC Committee Minutes Bilingual-ESL Coordinator/LPAC Committee/PEIMS
Special Education ARD Paperwork/IEPs Special Education Coordinator/ARD Committee/PEIMS
CTE Course sequence(Codes 0,1,2,3)
CTE Coordinator/Counselors/PEIMS
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
AYP: Target Standards
Indicator Measure 2007 2008 2009 2010
1 ReadingPerformance 60% 60% 67% 73%
Participation 95% 95% 95% 95%
2 MathPerformance 50% 50% 58% 67%
Participation 95% 95% 95% 95%
3 OtherGraduation 70% 70% 70% 70%
Attendance 90% 90% 90% 90%
Indicator Measures
1Reading
– Gr. 3-8 and 10
% of students who are ProficientAND
% of students who Participate
2Math
– Gr. 3-8 and 10
% of students who are ProficientAND
% of students who Participate
3
“Other”– Graduation Rate
• HS• LEAs w/ 12th grade
– Attendance Rate• ES and MS• LEAs w/o 12th grade
% of students who Graduate• By Aug. 31st 4 years after enrollment in 9th
% of students in Attendance
AYP: The BasicsIndicators used to determine AYP
AYP Performance Standards
2009 2010 2011 2012 2013 2014
Reading/ ELA 67% 73% 80% 87% 93% 100%
Math 58% 67% 75% 83% 92% 100%
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.