The Assessment & Accountability Division serves the District by ensuring timely and accurate assessment training, administration, analysis and reporting.
The Assessment & Accountability Division oversees all training, administration, and reporting for required State Assessments such as STAAR and TELPAS. Our team also supports the administration and reporting of other many other assessments such as SAT, ACT, and CogAT, and ensures the timely upload of local, state, and national assessment data into District data systems.
- Current Accountability Ratings
- District Annual Report
- Federal Accountability
- Other Assessment Links
- State Accountability
- State of Texas Assessments of Academic Readiness (STAAR)
- Student Success Initiative (SSI)
- Substitute Assessments
- TEA Testing Calendars
- Texas English Language Proficiency Assessment System (TELPAS)
As a result of HB 22, which was passed into law during the 85th Texas legislative session, the Texas Education Agency was required to develop and implement an A-F State Accountability system for public schools. In this system, campuses and districts are evaluated in three domains: Student Achievement, School Progress, and Closing the Gaps, and they receive an overall letter grade.
Districts were evaluated for the first time under this new system in 2018. Round Rock ISD was rated an ‘A’ in Student Achievement, ‘B’ in School Progress, ‘B’ in Closing the Gaps and ‘A’ Overall. Campuses across the State will receive A- F ratings for the first time in 2019. All Round Rock ISD campuses were rated Met Standard or Met Alternative Standard in 2018.
The Texas Education Agency has more information more about the A-F Accountability System. Ratings for campuses and districts across the State.
Each year, the District compiles a wide range of performance information into an Annual Report in the format specified by TEA. The primary component of the Annual Report is the Texas Academic Performance Reports (TAPR) for the district and each campus. In addition to the TAPR, the district also includes the PEIMS Financial Standard Reports, campus performance objectives, a report of violent or criminal incidents, and information received from the Texas Higher Education Coordinating Board (THECB) for each high school campus. Each year the Annual Report is presented to the community in a public hearing as part of the January regular meeting of the Board of Trustees.
Every Student Succeeds Act (ESSA) was signed into law on December 10, 2015. It was a bipartisan measure to reauthorize the Elementary and Secondary Education Act (ESEA) which addressed many of the long-standing concerns with the No Child Left Behind legislation that had been in place since January 2002.
States implement the requirements of Federal education policy via a State Plan. Many aspects of the State Accountability system are designed to meet the requirements of federal regulations. The Texas Education Agency (TEA) submitted its final Every Student Succeeds Act (ESSA) consolidated plan to the U.S. Department of Education on March 6, 2018. For more information about the State Plan, please visit the Every Student Succeeds Act page on the TEA website.
The 2016-17 school year was the final year that State Accountability ratings were determined through a system of four Indexes: Student Achievement, Student Progress, Closing Performance Gaps, and Postsecondary Readiness.
In response to changing requirements from the Texas Legislature through House Bill 22, campuses and districts now will be evaluated under an A-F letter grade system in each of three Domains: Student Achievement (which includes college and career readiness), School Progress, and Closing the Gaps. The 2017-18 school year is a transition year for Accountability. Districts will receive A-F letter grades for the first time in August 2018; however, campuses will continue to receive ratings of Met Standard or Improvement Required. Campus A-F ratings will be applied for the first time after the 2018-19 school year. The Texas Education Agency has a variety of resources posted on their website including informational videos about the of the A-F system.
In 2009, the 81st Texas Legislature passed House Bill 3, which required the Texas Education Agency (TEA) to increase the rigor of state assessments so that performance standards would clearly indicate students’ college readiness. STAAR tests the content standards of the Texas Essential Knowledge and Skills (TEKS) at a greater level of depth and complexity than previously, and emphasizes the skills that are needed to be successful in the next grade level or course.
As of 2017, TEA will only provide one Student Report Card each year that summarizes the results of all STAAR tests taken that year. The Student Report Cards are not available until school is closed for summer break; however, families can access the results online through the Texas Assessment Data Portal. Instructions and other links are provided below.
Frequently Asked Questions
Which subjects are tested with STAAR?
All students in grades 3-8 take a STAAR assessment in reading and mathematics each year, students in grades 4 and 7 are tested in writing, students in grades 5 and 8 are tested in science, and students in grade 8 are tested in social studies.
High school end-of-course (EOC) exams are required in the following courses: English I, English II, Algebra I, Biology, and U.S. History. Middle school students who are enrolled in high school courses are also required to take the EOC tests. Passing STAAR EOC exams is required for high school graduation; however the Texas Legislature developed a substitute assessment policy to provide students an alternative way of meeting this requirement.
Are there STAAR tests for special populations?
The Texas Education Agency no longer develops separate STAAR exams for special populations such as STAAR A (Accommodated) STAAR L (Linguistically Accommodated), or STAAR M (Modified). However, TEA continues to develop elementary assessments for students who are appropriately assessed in Spanish. TEA also develops the STAAR Alternate 2 to facilitate the appropriate assessment of students with significant cognitive disabilities.
TEA has a wide variety of accessibility features and designated supports that are available to students who qualify. Some of these supports, such as the Content and Language Supports, are available through the online version of the STAAR test. More information about accomodation resources is available at the link below.
The Student Success Initiative (SSI), which was enacted in 1999, established grade advancement requirements for students in grades 5 and 8 who take the STAAR reading and math tests. Students are given up to three attempts to pass each test, typically in April, May, and June.
The SSI requires 5th and 8th grade students to pass both reading and math test to be promoted to the next grade level. A student also may be promoted to the next grade level by the unanimous decision of his or her grade placement committee that the student is likely to perform at grade level after additional instruction. The goal of the SSI is to support on-grade-level academic achievement for every student.
The Texas Education Agency’s “A Parent Guide to the Student Success Initiative” is available in both English and in Spanish.
Since the beginning of the STAAR assessment program in 2011-2012, students have been eligible to substitute assessments in place of a corresponding end-of-course (EOC) assessment to meet the student’s assessment graduation requirements. (Texas Administrative Code RULE §101.4002).
In July 2017, the Texas Education Agency amended this rule reflect recent revisions to the ACT and SAT assessments. A wide range of tests from ACT and SAT as well as certain AP, IB, and TSIA assessments that meet college readiness benchmarks or that indicate students are on track to be college ready can be used as substitute assessments. Full list of possible substitution options.
Frequently Asked Questions
If a student is currently enrolled in a course that has a required STAAR EOC exam, can they substitute an assessment?
Yes, it if the student has already taken a substitute assessment and achieved a high enough score (check the Substitute Assessments Standards to be sure) to indicate that they are college ready or on track to be college ready in that subject, then they can substitute that test for the STAAR EOC.
Can students use substitute assessments for all of their required STAAR EOC exams?
No. There is one important limitation. Students may not use substitute assessments for both English I and English II. They must take one of the English STAAR EOC assessments.
If a student has previously failed a required STAAR EOC exam, can they substitute an assessment?
Yes, if the student has already taken the substitute assessment and achieved a high enough score (check the Substitute Assessment Standards to be sure) to indicate that they are college ready or on track to be college ready in that subject, then they can substitute that test at the next administration of STAAR EOC.
How does using substitute assessments impact the student’s school?
Substitute assessments count at the Meets Grade Level performance level in each Domain of the school’s State Accountability calculations, which is the second highest level of performance. For students who would have scored at the highest level, Masters Grade Level, the use of a substitute does not accurately reflect higher level of performance of the student or the school. Also, because the substitute assessments count at the Meets Grade Level of performance, they also do not benefit the school in the calculation of Academic Distinctions, which focus on the highest level of performance, Masters Grade Level.
Substitute assessments are specifically excluded from the calculation of School Progress, Part A, because the Texas Education Agency cannot currently calculate STAAR progress measures in reading and math using these assessments. Therefore, students who made expected (or better) academic growth from English I to English II or from 8th grade math to Algebra I will not be included in this calculation.
Finally, although substitute assessments indicate a certain level of academic achievement, neither the student nor the school will not receive information about performance relative to the curriculum standards covered in the course.
What is the process for using a substitute assessment to meet graduation requirements?
It is the responsibility of the student and parent/guardian to provide a copy of the official score report to their school’s campus testing coordinator (CTC) along with the Substitute Assessment Request Form.
Requests must be received at least one week in advance of the STAAR EOC administration window so that the testing coordinator can arrange for an alternative activity on test day and submit the appropriate materials to the Round Rock ISD Assessment Department. The substitution becomes official when the Assessment Department sends the appropriately marked STAAR EOC answer document to the Educational Testing Service (ETS).
STAAR EOC 2018 Assessment windows
April 10, 2018: (English I)
April 12, 2018: (English II)
April 3, 2018: Last day to turn in an official score report and request form to the campus testing coordinator
May 7-11: (Algebra I, Biology, U.S. History)
April 30, 2018: Last day to turn in an official score report and request form to the campus testing coordinator
June 25: (English I)
June 27: (English II)
June 25-29: (Algebra I, Biology, U.S. History)
June 18, 2018: Last day to turn in an official score report and request form to the campus testing coordinator
December 3: (English I)
December 5: (English II)
December 3-7: (Algebra I, Biology, U.S. History)
November 26, 2018: Last day to turn in an official score report and request form to the campus testing coordinator
The Texas Education Agency prepares testing calendars a year in advance, but the dates are subject to change. It is advisable to check them periodically for important updates.
The Texas English Language Proficiency System measures English Language Learners (ELLs) growth in listening, speaking, reading and writing in English. Students receive a rating of beginning, intermediate, advanced, or advanced high in each domain. All ELLs in kindergarten through 12th grade are tested each spring until their language proficiency assessment committee (LPAC) determines that they are proficient in the English language.