HomeMy WebLinkAboutWA Resolution 23-02 Texas Academic Performance Report TAPRWESTLAKE ACADEMY
RESOLUTION NO.23-02
A RESOLUTION OF THE WESTLAKE ACADEMY BOARD OF TRUSTEES
APPROVING TEXAS ACADEMIC PERFORMANCE REPORT (TAPR).
WHEREAS, Annually, the Texas Education Agency requires all Districts and Charter
Schools to provide a public hearing on TAPR results; and
and
WHEREAS, Westlake Academy has received an Overall rating of A for TAPR results;
WHEREAS, the resolution shall be approved by the Board of Trustees
NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF TRUSTEES OF
WESTLAKE ACADEMY:
SECTION 1: That all matters stated in the Recitals hereinabove are found to be true and
correct and are incorporated herein by reference as if copied in their entirety.
SECTION 2: That the Board of Trustees of Westlake Academy does hereby approve the
Texas Academic Performance Report (TAPR) attached hereto as Exhibit "A ".
SECTION 3: If any portion of this Resolution shall, for any reason, be declared invalid
by any court of competent jurisdiction, such invalidity shall not affect the remaining provisions
hereof and the Board of Trustees hereby determines that it would have adopted this Resolution
without the invalid provision.
SECTION 4: That this resolution shall become effective from and after its date of
passage.
PASSED AND APPROVED ON THIS 30th DAY OF JANUARY 2023.
ATTEST:
Amy M. Pana, Board Secretary
Sean Kilbride, President
Dr. Sean Wils , Su erintendent
Resolution WA 23-01
Page 1 of 2
APPROVED AS TO FORM:
L. �fon Vo Town Attorney
Include any Exhibits along with your Resolutions or
Ordinances in a separate file.
Resolution WA 23-01
Page 2 of 2
Texas Education Agency
2022 Accountability Ratings Overall Summary
WESTLAKE ACADEMY CHARTER SCHOOL (220810) - TARRANT COUNTY
Accountability Rating Summary
it
STAAR Performance 78
College, Career and Military Readiness 95
Graduation Rate 100
92
Academic Growth
Relative Performance (Eco Dis: 2.6%)
Closing the Gaps
83 92
87 84
100 100
Distinction Designations
Not Eligible Postsecondary Readiness
Released August 2022 TEA I School Programs I Assessment and Reporting I Performance Page 1 of 1
Reporting
2022 Campus Comparison Group
WESTLAKE ACADEMY (220810001) - WESTLAKE ACADEMY CHARTER SCHOOL
Campus Type: Elementary/Secondary
Sorted by District Name
% Early
Grade Number of % Econ Mobility College % Special
Name District Name Span Students Disadv % EL Rate HS Ed
1 ABBOTT SCHOOL (109901001)
ABBOTT ISD
PK-12
282
24.8
0.7
7.5
0.0
13.1
2 ARISTOI CLASSICAL UPPER
ARISTOI CLASSICAL
05-12
563
6.2
3.7
13.0
0.0
11.9
SCHOOL (101803001)
ACADEMY
3 BLUFF DALE EL (072904101)
BLUFF DALE ISD
PK-12
227
27.3
0.4
16.7
0.0
11.0
4 CHAPARRAL STAR ACADEMY
CHAPARRAL STAR
KG-12
354
6.8
12.7
19.9
0.0
2.5
(227814001)
ACADEMY
5 COMPASS ACADEMY CHARTER COMPASS ACADEMY
KG-12
1,371
8.5
0.1
3.4
0.0
9.6
SCHOOL (068802001)
CHARTER SCHOOL
6 FAYETTEVILLE SCHOOLS
FAYETTEVILLE ISD
PK-12
279
20.4
6.1
6.4
0.0
10.0
(075906001)
7 FORT ELLIOTT SCHOOL
FORT ELLIOTT CISD
PK-12
159
30.8
0.6
10.6
0.0
10.7
(242906001)
8 GRADY SCHOOL (156905001)
GRADY ISD
PK-12
249
19.7
5.2
7.4
0.0
4.4
9 IUNIVERSITY PREP (220906007)
GRAPEVINE-COLLEYVIL
05-12
1,340
6.0
0.1
8.3
0.0
2.5
LE ISD
10 GREAT HEARTS NORTHERN
GREAT HEARTS TEXAS
KG-12
1,431
17.3
3.2
6.7
0.0
6.8
OAKS (015835003)
11 GROOM SCHOOL (033901001)
GROOM ISD
PK-12
143
25.2
1.4
9.6
0.0
21.0
12 GUTHRIE SCHOOL (135001001)
GUTHRIE CSD
KG-12
132
19.7
3.0
8.2
0.0
9.8
13 HIGHLAND SCHOOL (177905001) HIGHLAND ISD
PK-12
225
25.8
0.0
8.9
0.0
9.3
14 HUCKABAY SCHOOL
HUCKABAY ISD
PK-12
304
22.4
2.0
12.5
0.0
9.2
(072908001)
15 IMAGINE INTERNATIONAL
IMAGINE
KG-12
1,386
9.0
10.1
7.2
0.0
5.3
ACADEMY OF NORTH TEXAS
INTERNATIONAL
(0438
ACADEMY OF NORTH
TEXAS
16 IRA SCHOOL (208903001)
IRA ISD
KG-12
275
26.5
2.2
8.0
0.0
8.7
17 KLONDIKE ISD (058905001)
KLONDIKE ISD
PK-12
259
22.4
5.8
9.2
0.0
7.7
18 KNIPPA SCHOOL (232901001)
KNIPPA ISD
PK-12
412
32.0
3.9
6.6
0.0
10.2
19 LEADERSHIP PREP SCHOOL
LEADERSHIP PREP
05-12
846
5.1
4.0
10.0
0.0
9.0
SECONDARY (061804002)
SCHOOL
20 MCMULLEN COUNTY SCHOOL
MCMULLEN COUNTY
PK-12
283
27.6
1.4
7.2
0.0
7.1
(162904001)
ISD
21 MERIDIAN WORLD SCHOOL LLC
MERIDIAN WORLD
KG-12
1,683
5.7
9.8
5.6
0.0
9.7
(246801001)
SCHOOL LLC
22 MIAMI SCHOOL (197902001)
MIAMI ISD
PK-12
196
29.6
1.0
11.9
0.0
7.7
23 NAZARETH SCHOOL (035903001)
NAZARETH ISD
PK-12
250
19.2
0.4
1.8
0.0
7.2
24 NEW HOME SCHOOL
NEW HOME ISD
PK-12
586
13.1
1.9
6.3
0.0
4.3
(153905001)
25 NORTHSIDE SCHOOL
NORTHSIDE ISD
KG-12
236
33.1
0.0
5.8
0.0
10.2
(244905001)
26 GATEWAY COLLEGE
ORENDA CHARTER
KG-12
1,534
5.1
2.3
10.0
0.0
7.4
PREPARATORY SCHOOL
SCHOOL
(014804006)
27 SPRING BRANCH ACADEMIC
SPRING BRANCH ISD
01-12
140
8.6
2.1
0.0
0.0
0.7
INSTITUTE (101920018)
28 AMARILLO COLLEGIATE
TEXAS COLLEGE
KG-12
461
31.7
0.9
14.4
0.0
6.3
ACADEMY(221801011)
PREPARATORY
ACADEMIES
29 FOUNDERS CLASSICAL
TEXAS COLLEGE
KG-12
931
19.7
8.6
8.9
0.0
4.8
ACADEMY (221801043)
PREPARATORY
ACADEMIES
30 FOUNDERS CLASSICAL
TEXAS COLLEGE
KG-11
874
8.6
8.6
12.0
0.0
6.4
ACADEMY- FRISCO (221801068)
PREPARATORY
ACADEMIES
31 FOUNDERS CLASSICAL
TEXAS COLLEGE
KG-11
860
10.1
8.6
8.9
0.0
6.4
ACADEMY OF FLOWER MOUND
PREPARATORY
(221801
ACADEMIES
32 FOUNDERS CLASSICAL
TEXAS COLLEGE
KG-12
706
6.5
3.1
9.6
0.0
6.4
ACADEMY OF LEANDER
PREPARATORY
(221801058)
ACADEMIES
33 FOUNDERS CLASSICAL
TEXAS COLLEGE
KG-12
669
26.9
1.0
15.7
0.0
5.5
ACADEMY OF SCHERTZ
PREPARATORY
(221801066)
ACADEMIES
34 TEXAS TECH UNIVERSITY K-12
TEXAS TECH
KG-12
977
0.0
0.0
0.0
0.0
0.1
(152504001)
UNIVERSITY K-12
Texas Education Agency I School Programs I Assessment & Reporting i Performance Reporting June 14, 2022
2022 Campus Comparison Group
WESTLAKE ACADEMY (220810001) - WESTLAKE ACADEMY CHARTER SCHOOL
Campus Type: Elementary/Secondary
Sorted by District Name
% Early
Grade
Number of
% Econ
Mobility
College %
Special
Campus Name
District Name
Span
Students
Disadv
% EL
Rate
HS
Ed
35 TREETOPS SCHOOL
TREETOPS SCHOOL
KG-12
323
20.4
0.9
7.3
0.0
6.8
INTERNATIONAL(220801001)
INTERNATIONAL
36 TRIVIUM ACADEMY (061805001)
TRIVIUM ACADEMY
KG-11
553
3.8
10.1
10.3
0.0
12.1
37 UT TYLER UNIVERSITY
UT TYLER UNIVERSITY
01-12
259
20.8
1.2
20.8
0.0
6.9
ACADEMY AT LONGVIEW
ACADEMY
(212804102
38 UTPB STEM ACADEMY
UTPB STEM ACADEMY
KG-12
763
24.5
3.9
10.5
0.0
6.0
(068803001)
39 VALOR SOUTH AUSTIN
VALOR PUBLIC
KG-11
682
20.8
2.9
6.5
0.0
8A
(227829001)
SCHOOLS
40 WILDORADO SCHOOL
WILDORADO ISD
PK-12
230
26.5
0.0
11.2
0.0
10.0
(180904101)
Comparison Group Average
586
18.0
3.4
9.1
0.0
7.8
Texas Education Agency I School Programs I Assessment & Reporting I Performance Reporting June 14, 2022
2022 Accountability Manual
Chapter 1-2022 Accountability Overview
About this Manual
The 2022 Accountability Manual is a technical guide that explains how the Texas Education Agency (TEA)
uses the accountability system to evaluate the academic performance of Texas public schools. The
manual describes the accountability system and explains how TEA processes information from different
sources to produce 2022 accountability data reports.
The 2022 Accountability Manual attempts to address all possible scenarios; however, because of the
number and diversity of districts and campuses in Texas, there could be unforeseen circumstances that
are not anticipated in the manual. If a data source used to determine district or campus performance is
unintentionally affected by unforeseen circumstances, including natural disasters or test administration
issues, the commissioner of education will consider those circumstances and their impact in determining
whether or how that data source will be used to assign accountability ratings and award distinction
designations. In such instances, the commissioner will interpret the manual as needed to assign the
appropriate ratings and/or award distinction designations that preserve both the intent and the integrity
of the accountability system.
Accountability Advisory Groups
Educators, school board members, business and community representatives, professional organizations,
and legislative representatives from across the state have been instrumental in developing the current
accountability system.
Accountability Technical Advisory Committee (ATAC) includes representatives from school districts,
charter schools, and regional education service centers (ESCs). Members made recommendations to
address technical issues for 2022 accountability.
Accountability Policy Advisory Committee (APAC) includes representatives from legislative offices,
school districts, charter schools, parents, and the business community. Members made
recommendations to address policy issues for 2022 accountability.
The commissioner considered all proposals and released the 2022 Academic Accountability System
Framework in February 2022.
The accountability development proposals and supporting materials that were reviewed and discussed
at each advisory group meeting are available online at https://tea.texas.gov/texas-
schools/accountability/academic-accountability/performance-reporting/2022-accountability-
development-materials-0.
Overview of the 2022 Accountability System
The overall design of the accountability system evaluates performance according to three domains:
Student Achievement evaluates performance across all subjects for all students, on both general and
alternate assessments; College, Career, and Military Readiness (CCMR) indicators; and graduation rates.
School Progress measures district and campus outcomes in two areas: the number of students that
grew at least one year academically (or are on track) as measured by STAAR results and the achievement
of all students relative to districts or campuses with similar economically disadvantaged percentages.
Closing the Gaps uses disaggregated data to demonstrate differentials among racial/ethnic groups,
socioeconomic background, and other factors. The indicators included in this domain, as well as the
Chapter 1-2022 Accountability Overview
2022 Accountability Manual
domain's construction, align the state accountability system with the Elementary and Secondary
Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA).
Who is Rated?
Districts and campuses with students enrolled in the fall of the 2021-22 school year are assigned a state
accountability rating. For this purpose, students are considered enrolled if they are in membership. In
order for a student to be in membership they must be scheduled to attend at least two hours of
instruction each school day or participate in an alternative attendance accounting program.
Students instructed virtually are included in accountability calculations in the same manner as in -person
students. Students enrolled in virtual courses under an agreement described by Texas Education Code
(TEC), Section 29.9091, are considered enrolled in the sending district or school for purposes of average
daily attendance and accountability.
Districts
Beginning the first year they report fall enrollment, school districts and charter schools are rated based
on the aggregate results of students in their campuses. Districts without any students enrolled in the
grades for which STAAR assessments are administered (3-12) are assigned the rating label of Not Rated.
State -administered school districts, including Texas School for the Blind and Visually Impaired, Texas
School for the Deaf, Texas Juvenile Justice Department, and Windham School District are not assigned a
state accountability rating.
Campuses
Beginning the first year they report fall enrollment, campuses, and open -enrollment charter schools,
including alternative education campuses (AECs), are rated based on the performance of their students.
For the purposes of assigning accountability ratings, campuses that do not serve any grade level for
which the STAAR assessments are administered are paired with campuses in their district that serve
students who take STAAR. Please see "Chapter 7—Other Accountability System Processes" for
information on pairing.
Rating Labels
Districts and campuses receive an overall rating, as well as a rating for each domain. The rating labels
for districts and campuses are as follows.
A, e, orC: Assigned for overall performance and for performance in each domain to districts and
campuses (including those evaluated under alternative education accountability (AEA)) that meet
the performance target for the letter grade
Not Rated: Indicates that a district or campus does not receive a rating for one or more of the
following reasons:
o The district or campus has no data in the accountability subset.
o The district or campus has insufficient data to assign a rating.
o The district operates only residential facilities.
o The campus is a juvenile justice alternative education program (JJAEP).
o The campus is a disciplinary alternative education program (DAEP).
o The campus is a residential facility.
o The commissioner otherwise determines that the district or campus will not be rated.
4 Chapter 1-2022 Accountability Overview
2022 Accountability Manual
• Not Rated: Senate Bill1365: Assigned in 2022 for overall performance to districts and campuses
that do not meet the performance target to earn at least a C.
• Not Rated: Data Under Review indicates data accuracy or integrity may have compromised
performance results, making it impossible to assign a rating. The assignment of a Not Rated: Data
Under Review label is temporary while the data are reviewed.
• Not Rated: Data Integrity Issues indicates data accuracy or integrity have compromised
performance results, making it impossible to assign a rating. The assignment of a Not Rated: Data
Integrity Issues label is permanent.
• Not Rated: Annexation indicates that the campus is in its first school year after annexation by
another district and, therefore, is not rated, as allowed by the annexation agreement with the
agency.
See Chapter 9 for more information on how these ratings impact sanctions and interventions.
Single -Campus Districts
For single -campus school districts and charter schools, the 2022 performance targets applied to the
campus are also applied to the district, ensuring that both the district and campus receive identical
ratings. School districts or charter schools that meet the definition above are considered single -campus
districts or charter schools in any criteria outlined in this manual.
Distinction Designations
Districts and campuses that receive acceptable accountability ratings are eligible to earn distinction
designations. Distinction designations are awarded for achievement in several areas and are based on
performance relative to a group of campuses of similar type, size, grade span, and student
demographics. Districts are eligible for a distinction designation in postsecondary readiness. Please see
"Chapter 6—Distinction Designations" for more information.
2022 Accountability System School Types
Every campus is labeled as one of four school types according to its grade span based on 2021-22
enrollment data reported in the fall Texas Student Data System (TSDS) PEIMS submission. The four
types —elementary school, middle school, elementary/secondary (also referred to as K-12), and high
school —are illustrated by the table on the following page. The table shows every combination of grade
levels served by campuses in Texas and the number of campuses that serve each of those combinations.
The shading indicates the corresponding school type.
To find out how a campus that serves a certain grade span is labeled, find the lowest grade level
reported as being served by that campus along the leftmost column and the highest grade level
reported as being served along the top row. The shading of the cell where the two grade levels intersect
indicates which of the four school types that campus is considered. The number inside the cell indicates
how many campuses in Texas served that grade span in 2021-22. For example, a campus that serves
early elementary (EE) through grade four is labeled elementary school; there are 179 campuses that
serve only that grade span. A campus that serves grades five and six only is labeled middle school, and
there are 110 such campuses statewide.
Chapter 1-2022 Accountability Overview
2022 Accountability Manual
2022 STAAR-Based Indicators
Accountability Subset Rule
A subset of assessment results is used to calculate each domain. The calculation includes only
assessment results for students enrolled in the district or campus in a previous fall, as reported on the
TSDS PEIMS October snapshot. Three assessment administration periods are considered for
accountability purposes:
EOC summer 2021 administration October 2020 enrollment snapshot
EOC fall 2021 administration
EOC spring 2022 administration October 2021 enrollment snapshot
Grades 3-8 spring 2022 administration
The 2022 accountability subset rules apply to the STAAR performance results evaluated across all three
domains.
• Grades 3-8: districts and campuses are responsible for students reported as enrolled in the fall
(referred to as October snapshot) in the spring assessment results.
• End -of -Course (EOC): districts and campuses are responsible for
o summer 2021 results for students reported as enrolled in the October 2020 snapshot;
o fall 2021 results for students reported as enrolled in the October 2021 snapshot; and
o spring 2022 results for students reported as enrolled in the October 2021 snapshot.
STAAR Retest Performance
The opportunity to retest is available to students who have taken EOC assessments in any subject.
• EOC retesters are counted as passers based on the passing standard in place when they were first
eligible to take any EOC assessment.
In this case, the most recent result is found for each subject retested and included in performance
calculations if the result meets the accountability subset rule. If a STAAR progress measure is available,
the result is included in progress calculations if the result meets the accountability subset rule. The
following charts provide examples of how the accountability subset is applied to EOC retesters.
Chapter 1-2022 Accountability Overview
2022 Accountability Manual
Accountability Subset Examples for EOC Retesters
The best result is found for performance (most recent result) and progress (only available), considered
separately. The selected result is only applied to the district and campus that administered the
assessment if the student meets the accountability subset rule (discussed above).
Enrolled Tested Enrolled Tested Tested
October 2020 October 2021
Snapshot Summer 2021 Snapshot Fall 2021 Suring 2p22
Campus A Campus A Camps B
Campus A Campus A
The best result is selected. Only the fall 2021 result meets the accountability subset rule. If spring
2022 was selected as the best result, the result would not meet the accountability subset rule for
inclusion at Campus A or Campus B.
SAT/ACT Inclusion —Accountability Subset
The SAT/ACT results of accelerated testers (or the non -participation of accelerated testers in SAT/ACT) is
attributed to the district and campus at which the student was reported as enrolled on October 2021
PENS snapshot. Please see Chapter 2 for additional information on accelerated testers and the
inclusion of SAT/ACT results.
Chapter 1-2022 Accountability Overview
2022 Accountability Manual
2022 TSDS PEIMS-Based Indicators
One of the primary sources for data used in the accountability system is the TSDS PENS data collection.
The TSDS PENS data collection has a prescribed process and timeline that offer school districts the
opportunity to correct data submission errors or data omissions discovered following the initial data
submission. TSDS PENS data provided by school districts and used to create specific indicators are listed
below.
TSDS PENS data used for accountability indicators
Data for
4-year Longitudinal Graduation Rate
Class of 2021
5-year Longitudinal Graduation Rate
Class of 2020
6-year Longitudinal Graduation Rate
Class of 2019
Annual Dropout Rate
2020-21 school
year
Graduate with Completed IEP and Workforce Readiness
Graduate Under an Advanced Diploma Plan and be Identified as a Current
Special Education Student
Earn an Industry -Based Certification
Earned during
2020-21
2019-20, 2018-19,
and 2017-18
school years
Complete College Prep Course
Dual Credit Course Completion
Earn an Associate Degree
2022 Other Indicators
The CCMR component of the accountability system includes data from ACT, Advanced Placement (AP),
International Baccalaureate (IB), SAT, Texas Success Initiative (TSI) assessment results, OnRamps, and
level I and level II certificates.
Tests as of July 2021 administration
ACT college admissions test (2020-21, 2019-20, 2018-19, and 2017-18
school years)
Chapter 1-2022 Accountability Overview
2022 Accountability Manual
Other data used far
Data reported for
College, Career, and J1Aillitat Readiness ',
Tests as of June 2021 administration
AP examination
(2020-21, 2019-20, 2018-19, and 2017-18
school years)
Tests as of May 2021 administration
IB examination
(2020-21, 2019-20, 2018-19, and 2017-18
school years)
TSI assessment
Tests from June 2011 to October 2021 administration
Tests as of June 2021 administration
SAT college admissions test
(2020-21, 2019-20, 2018-19, and 2017-18
school years)
Courses completed during the 2020-21, 2019-20, 2018—
OnRamps dual enrollment course completion
19, and 2017-18
school years
Certificates earned during the 2020-21, 2019-20, 2018—
Level I and level II certificates
19, and 2017-18
school years
Due to discrepancies between annual enlistment counts for Texas military enlistees aged 17-19 released
by the United States Department of Defense and TSDS PEIMS military enlistment data for 2017 and 2018
annual graduates, military enlistment data is excluded from accountability calculations until such data
can be obtained directly from the United States Armed Forces.
Ensuring Data Integrity
Accurate data is fundamental to accountability ratings. The system depends on the responsible
collection and submission of assessment and TSDS PEIMS information by school districts and charter
schools. Responsibility for the accuracy and quality of data used to determine district and campus
ratings, therefore, rests with local authorities. An appeal that is solely based on a district's submission of
inaccurate data will likely be denied.
Because accurate and reliable data are the foundation of the accountability system, TEA has established
several steps to protect the quality and integrity of the data and the accountability ratings that are
based on that data.
• Campus Number Tracking: Requests for campus number changes may be approved with
consideration of prior state accountability ratings. Ratings of D, F, or Improvement Required for the
same campus assigned two different campus numbers may be considered as consecutive years of
unacceptable ratings for accountability interventions and sanctions, if the commissioner determines
this is necessary to preserve the integrity of the accountability system.
Data Validation System: Data Validation is a data -driven system designed to confirm the integrity of
district submitted data. Annual data validation analyses examine districts' leaver and dropout data,
student assessment data, discipline data and may also validate other district submitted data.
Districts identified with potential data integrity concerns engage in a process to either validate the
accuracy of their data or determine that erroneous data were submitted. This process is
10 Chapter 1-2022 Accountability Overview
2022 Accountability Manual
fundamental to the integrity of all the agency's evaluation systems. For more information, see the
Data Validation Manuals on the PBM website at http://tea.texas.gov/pbm/DVManuals.aspx.
Test Security: As part of ongoing efforts to improve security measures surrounding the assessment
program, TEA uses a comprehensive set of test security procedures designed to assure parents,
students, and the public that assessment results are meaningful and valid. Among other measures,
districts are required to implement seating charts during all administrations and maintain certain
test administration materials for five years. All testing personnel are required to be trained in test
security and administration procedures at least once. However, annual test administration training
is strongly encouraged, especially for policies and procedures that have changed. Detailed
information about test security policies for the state assessment program is available online at
https://txassessmentdocs.atlass is n. net/wiki/spaces/ODCCM/pages/2547990915/Test+Secu rite
Not Rated: Data Integrity Issues: This rating is used when the accuracy and/or integrity of
performance results have been compromised, preventing the assignment of a rating. TSDS PEIMS
data submitted by districts, such as military enlistment data, are subject to audit at the discretion of
the agency. Results of an audit may lead to corrective action plans, revised accountability ratings, or
possible investigations under TEC, Section 39,057, and consequent actions and interventions under
that section and TEC, Chapter 39A. This label is not equivalent to an F rating, though the
commissioner of education has the authority to lower a rating or assign an F rating due to data
quality issues. A Not Rated: Data Integrity Issues rating does not break the chain of consecutive
years of unacceptable accountability ratings for accountability sanctions and interventions purposes.
All districts and campuses with a final rating label of Not Rated: Data Integrity Issues are
automatically subject to desk audits the following year.
These steps can occur either before or after the ratings release, and sanctions can be imposed at any
time. To the extent possible, ratings are finalized when updated ratings are released following the
resolution of appeals. A rating change resulting from an imposed sanction will stand as the final rating
for the year.
Chapter 1-2022 Accountability Overview 11