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Understanding AYP Campus Data

Understanding AYP Campus Data. Goal. Initiate discussions about school data Analyze AYP Results Identify strengths and weaknesses of the AYP data Identify the types of data useful for school improvement Identify the strengths of each type of data Improve teaching and student learning.

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Understanding AYP Campus Data

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  1. Understanding AYP Campus Data

  2. Goal • Initiate discussions about school data • Analyze AYP Results • Identify strengths and weaknesses of the AYP data • Identify the types of data useful for school improvement • Identify the strengths of each type of data • Improve teaching and student learning

  3. AYP Indicators? In your table group list the indicators used to calculate AYP • … • … • … • … • …

  4. AYP Guide • http://www.tea.state.tx.us/ayp/index.html

  5. AYP Indicators • Reading/Language Arts Performance • Mathematics Performance • Graduation Rate • Or Attendance Rate • Reading/Language Arts Participation (95%) • Mathematics Participation (95%) In all student groups

  6. Other AYP Indicators • Attendance rate 90% • Graduation rate 70% In all student groups

  7. Flexibility • Safe Harbor • Performance improvement for each tested student group or a 10% decrease in the percentage not proficient from the previous year. • AND at least 1/10% improvement in graduation rate or attendance rate In all student groups

  8. Flexibility for a small campus or district • Confidence Interval • Available upon appeal to small campuses & districts with at least 10, but less than 50 tested students in Reading/Language Arts or Mathematics • Allows AYP to be met by recalculating observed performance rate plus allowance for sampling error. • Uniform Averaging • Uses data aggregated over two years • Pairing • Campuses with less than 10 assessments, performance results at all students level will be applied to assigned paired campus • Case by case evaluation for fewer than five assessments In all student groups

  9. Performance Standard

  10. Rising Performance Standard

  11. 100% by 2014 100%

  12. Campus rated Academically Unacceptable, Missed AYP in Reading (Performance) and Mathematics (Performance)

  13. Students may be represented in more than one group

  14. For future reference, write 53% on your copy of the AYP Report 53% • All Students that: • Met standard on 04-05 Reading/Language Arts • Were tested on 04-05 Reading/Language Arts • % of the students that met 53% standard • % of the all student group

  15. √ 53% Special formats ‘*’, >99%, <1%, used to protect student confidentiality n/a indicates the data are not available or applicable - indicates there were no students in that group

  16. √ 53% • Take Five • Explain to your neighbor what we know about this Economically Disadvantaged group.

  17. For future reference, write 47% on your copy of the AYP Report 47% 53% • Reading/Language Arts • Student performance • in 2003-2004

  18. 53% 47% • Improvement Required to meet AYP through Safe Harbor. Improvement is not calculated for the Other Indicator. • The difference between the rates for the two years is used to determine if the campus met performance improvement in Reading/Language Arts

  19. Reading/Language Arts • Highlight or circle each student group that does not meet AYP in Reading/Language Arts • Discuss with a neighbor • What do we know? • What do we not know? • What are some questions it raises?

  20. 42% 53% 33% Examine the Mathematics Data provided. • Highlight or circle the student groups that did not meet AYP • What questions do these data raise?

  21. Resource • Principal’s Planning Guide: Mathematics* • District Implications • Strategic Steps for Math Interventions • Short term • Long term *Region XIII ESC. (2006). Principal’s planning guide: Mathematics. Austin, TX: Author. (http://www.esc13.net/statewide/sirc/ )

  22. 42% 70% 53% 33% 70% Other Measure: Only one other measure is used in the AYP calculation for each district and campus—Attendance Rate OR Graduation Rate.

  23. 95% 95% Participation results are summed across Grades 3-8 and 10 for the grades tested at the campus or district.

  24. 95%95% 70%90% “-” Met AYP on this measure % Missed AYP for performance due to NCLB 5% cap on SDAA II and LDAA “X” Missed AYP for this measure

  25. In the next 5 minutes, discuss with a partner… • What are some of the questions that can be addressed at this time? • What correlations can you make at this time? • What else would you like to know? Share your ideas with your table group.

  26. Now it is your turn… • The Table Facilitator will provide you with your campus data. • Work with your school team to examine your school data and complete the data organizer provided. • Note what we know from the data provided. • Document questions that need to be investigated later.

  27. Student Learning* • Annual-large scale (TAKS) • Designed for accountability purposes • Samples student knowledge in broad domains • Used to evaluate the effectiveness of curriculum • Periodic • Ongoing * Learning Point Associates. (2004). Guide to Using Data in School Improvement Efforts. Naperville, IL: Author

  28. Student Learning* • Annual-large scale • Periodic (often called Benchmarks) • Purchased or locally developed • Immediate student results • Ongoing * Learning Point Associates. (2004). Guide to Using Data in School Improvement Efforts. Naperville, IL: Author.

  29. Student Learning* • Annual-large scale • Periodic • Formative and Ongoing • Guides daily instructional decisions • Identifies excelling and struggling students • Identifies successful instructional strategies * Learning Point Associates. (2004). Guide to Using Data in School Improvement Efforts. Naperville, IL: Author.

  30. Where is your team going from here? • What are your next steps? • How are you going to use data? • What will you use to inform your action steps for school improvement? Possible Resources include the Principal Planning Guides: • Skill Check and Benchmarking Processes • TEKS Based Instruction at TAKS Standards

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