- TDOE allocates funding per student to LEAs, subject to available appropriations and relative to students in other LEAs using previous year data
- TDOE will convene relevant stakeholders (based on member list in legislation) to advise on outcome incentive dollars and outcome goals
- TDOE determines outcome goals based on rulemaking
- TNSBE will issue a positive, negative, or neutral recommendation on TDOE proposal before rulemaking
|TDOE Draft TISA Rules (6/6/22)||
- Outcomes Goals:
- 3rd-grade TCAP reading proficiency (15%) with double funding for students from low-income backgrounds, ELs, & SWDs
- 4th-grade ELA TCAP growth to proficient (10%) with double funding for students from low-income backgrounds, ELs, & SWDs
- 8th grade math and ELA TCAP proficiency or growth (2+ standard errors) (10%) with double funding for students from low-income backgrounds, ELs, & SWDs
- 21 on ACT or 3 points growth (10%) with double funding for students from low-income backgrounds
- Tier II or II industry credential (10%) with double funding for students from low-income backgrounds
- High School students with disabilities meeting 3 or 4 annual IDEA goals
- Leftover money goes to Ready Grad proficiency (10%) with double funding for students from low-income backgrounds
- TDOE projected $104.4M in outcomes funding, but based on annual appropriations
- No required local contribution
- Outcomes bonuses reported at the school level
- TDOE will engage Outcomes Committee annually (new between proposal and draft)
- Large majority of funding should be allocated through the base and weights to ensure stability and flexibility for districts
- Metrics should be tied to existing, targeted, and growth-based measures (e.g., 3rd and 8th-grade math and reading growth and Ready Grad) to promote stakeholder transparency, efficiency, and evaluation
- Identify students from low-income backgrounds, in rural schools, with disabilities, and English Learners for additional outcomes-based funding
- Regularly monitor and evaluate outcomes funding through the Outcomes or TISA Review Committee
- Prioritizing growth-based measures creates opportunities for more districts to earn additional funding, rather than rewarding districts that are already have higher levels of proficiency
- Additional funding for students with disabilities and English learners recognizes that all students can reach high expectations, but may require additional support
- Goals should be consistent across measures. For example, 3rd and 4th-grade do not include math, but 8th-grade does. Additionally, students identified for additional funding, like English learners, are not included in the high school model and receive different percentages of funding depending on the measure. Goal measures and percentages should be consistent across goals to support transparency and targeted goal setting
- Growth measures should be consistent across goals. For example, 3rd-grade uses proficiency, 4th-grade uses growth to proficiency, and 8th-grade defines growth at 2+ standard errors. It is critical to support students who are the furthest behind or just beyond the proficiency cut-off. Outcomes measures should utilize consistent growth measures aligned to our ESSA plan to increase transparency and targeted goal setting
- The number of outcomes goals, particularly at the high school level, may make it difficult for district and school leaders to budget and plan strategically to demonstrate growth in the goal areas. Instead, the rules should incentivize 3rd and 8th-grade math and reading growth at the elementary and middle school levels and Ready Grad at the high school level as aligned to our ESSA plan. Additionally, the Read Grad indicator already includes the ACT.
- Requiring the TISA Outcomes Committee to meet annually supports continual improvement and stakeholder engagement
|Questions for Consideration||
- How will the State determine outcomes allocation amounts each year? What role will TDOE, the Outcomes Committee, and other stakeholders play? What factors will be considered?
- How will TDOE and the Outcomes Committee monitor, evaluate, and revise outcomes goals? What factors will be considered?
- Will TDOE publish the amount of available funding each year for outcomes funding, how schools/districts performed on each goal, and who was awarded funding (including funding amounts overall, per student, and disaggregated by students identified for additional funding)?
- Will TISA Outcomes meetings be open to the public and recorded to increase stakeholder transparency?