Data Coaches Academy 2012-2013.

Data Coaches Academy

Coaches Academy Training
Agenda Coaches Academy Training Saturday, August 11 8:30 – 12:30 Welcome STAAR Data Analysis Break Out Sessions by Content Area District Heat Map Identifying Tested Student Expectations (Data Tool) Questions and Student Expectations Reflections and Next Steps

Algebra I Spring 2012 Data Unsatisfactory Satisfactory Advanced
Phase 1 < 20 Scale score < 3500 (# students) 20 – 26 Scale score 3500 – 3721 Phase 2 27 – 33 Scale score 3750 – 3969 Final 34 – 41 Scale score 4000 – 4293 >41 Scale score 4333 – 6100 SHS 115 147 150 103 36 ED9 108 188 213 161 66 MHS 69 97 125 154 61 AHS 102 104 100 71 33 MECHS 2 28 43 63 Eastlake 109 128 74 42 9 Total 503 666 690 574 268 Percent 19% 25% 26% 21% 10% This slide shows the Algebra I data from the test taken in May. I would point out the following. In terms of colors … green is a good thing while red is not. The numbers in the table are the number of students, for example, 115 students from Socorro High School in the first column and first row were unsatisfactory and must retake the math exam. If you add up the percentages in all of the columns except the unsatisfactory you would see that approximately 81% of our students successfully passed the algebra exam. The standards for phase in take place in one more instructional year, meaning that students beginning the school year must score 27 or higher to be successful. The students in the school year must score 34 or higher to be successful. The final passing scores are listed at the bottom of the slide, 63% for recommended and 78% for advanced for the and school year. It is important to point out that the dark green column labeled advanced is very similar to our commended. Final Passing % = 34/54 * 100 = 63% Advanced Passing % = 42/54 * 100= 78% 54 questions on the Algebra I exam

Algebra I Spring 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 27 Scale score < 3721 (# students) 27 – 33 Scale score 3750 – 3969 Final 34 – 41 Scale score 4000 – 4293 >41 Scale score 4333 – 6100 SHS 262 150 103 36 ED9 296 213 161 66 MHS 166 125 154 61 AHS 206 100 71 33 MECHS 2 28 43 63 Eastlake 237 74 42 9 Total 1169 690 574 268 Percent 43% 26% 21% 10% Using those same scores and assuming we do not do anything differently notice that our unsatisfactory score jumps to 43% or close to 1200 students. These are our current 7th and 8th graders. Final Passing % = 34/54 * 100 = 63% Advanced Passing % = 42/54 * 100= 78% 54 questions on the Algebra I exam

Algebra I Spring 2015-2016 Projected Data
Unsatisfactory Satisfactory Advanced Final < 34 Scale score < 3969 (# students) 34 – 41 Scale score 4000 – 4293 >41 Scale score 4333 – 6100 SHS 412 103 36 ED9 509 161 66 MHS 291 154 61 AHS 306 71 33 MECHS 30 43 63 Eastlake 311 42 9 Total 1859 574 268 Percent 69% 21% 10% Final phase in score for our current 6th graders. They must score at least 34 to get a satisfactory score or 63% on their exam. Final Passing % = 34/54 * 100 = 63% Advanced Passing % = 42/54 * 100= 78% 54 questions on the Algebra I exam

World Geography Spring 2012 Data
Unsatisfactory Satisfactory Advanced Phase 1 < 31 Scale score < 3500 (# students) 31-38 Scale score Phase 2 39 – 46 Scale score Final 47 – 56 Scale score 4000 – 4359 >56 Scale score 4404 – 6193 SHS 179 188 154 97 17 ED9 116 164 256 213 73 MHS 122 155 170 33 AHS 124 112 143 96 24 MECHS 1 3 39 75 18 Total 542 622 771 651 165 Percent 20% 23% 28% 24% 6% In world geography we had 20% of our students were unsuccessful and only 6% in the commended range. Final Passing % = 47/68 * 100 = 69% Advanced Passing % = 57/68 * 100= 84% 68 questions on the World Geography exam

World Geography Spring 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 39 Scale score < 3750 (# students) 39 – 46 score Final 47 – 56 Scale score 4000 – 4359 >56 Scale score 4404 – 6193 SHS 367 154 97 17 ED9 280 256 213 73 MHS 277 179 170 33 AHS 236 143 96 24 MECHS 4 39 75 18 Total 1164 771 651 165 Percent 42% 28% 24% 6% Again projecting the data out we would have close to 1200 students needing to retake the exam. Final Passing % = 47/68 * 100 = 69% Advanced Passing % = 57/68 * 100= 84% 68 questions on the World Geography exam

World Geography Spring 2015-2016 Projected Data
Unsatisfactory Satisfactory Advanced Final < 47 Scale score < 4000 (# students) 47 – 56 Scale score 4000 – 4359 >56 Scale score 4404 – 6193 SHS 521 97 17 ED9 536 213 73 MHS 456 170 33 AHS 379 96 24 MECHS 43 75 18 Total 1935 651 165 Percent 70% 24% 6% In the final year, like algebra I, approximately 70% would need to retake the exam. Final Passing % = 47/68 * 100 = 69% Advanced Passing % = 57/68 * 100= 84% 68 questions on the World Geography exam

World History Spring 2012 Data
Unsatisfactory Satisfactory Advanced Phase 1 < 31 Scale score < 3500 (# students) 31-36 Scale score Phase 2 37 – 41 Scale score Final 42 – 53 Scale score >54 Scale score Eastlake 204 105 59 46 4 Percent 48% 25% 14% 11% 1% 68 questions on the World History exam Final Passing % = 42/68 * 100 =62% Advanced Passing % = 54/68* 100= 79% World History Projected Data Unsatisfactory Satisfactory Advanced Phase 2 < 37 Scale score < 3750 (# students) 37 – 41 Scale score Final 42 – 53 Scale score FInal >54 Scale score Eastlake 309 59 46 4 Percent 74% 14% 11% 1% World history was only offered at the freshman level at one campus. As you look at the data in the first year close to 50% of our students were unsuccessful. Only 4 students meet the advanced or commended level. Final Passing % = 42/68 * 100 =62% 68 questions on the World History exam Advanced Passing % = 54/68* 100= 79%

World History 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 37 Scale score < 3750 (# students) 37 – 41 Scale score Final 42 – 53 Scale score >54 Scale score Eastlake 309 59 46 4 Percent 74% 14% 11% 1% Final Passing % = 42/68 * 100 =62% Advanced Passing % = 54/68 * 100= 79% 68 questions on the World History exam World History Projected Data At the final phase in the unsatisfactory score is 88%. A test that is very difficult and for current students on our campuses taking world history I would want to talk to the teachers at Eastlake to get their perspective. Unsatisfactory Satisfactory Advanced Final < 42 Scale score < 4000 (# students) 42 – 53 Scale score >54 Scale score Eastlake 435 46 4 Percent 88% 11% 1% Final Passing % = 42/68 * 100 =62% Advanced Passing % = 54/68* 100= 79% 68 questions on the World History exam

Biology Spring 2012 Data Unsatisfactory Satisfactory Advanced Phase 1
< 20 Scale score < 3500 (# students) 20 – 26 Scale score 3500 – 3728 Phase 2 27 – 32 Scale score 3750 – 3949 Final 33 – 44 Scale score 4000 – 4486 >45 Scale score 4576 – 6191 SHS 110 216 143 157 11 ED9 103 270 221 195 36 MHS 220 162 13 AHS 88 191 125 98 1 MECHS 4 35 73 24 Eastlake 64 142 108 114 12 Total 475 1043 794 97 Percent 15% 33% 25% 3% In terms of biology the trends are similar. The advanced or commended are at 3%. Final Passing % = 33/54 * 100 =61% Advanced Passing % = 45/54 * 100= 83% 54 questions on the Biology exam

Biology Spring 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 27 Scale Score < 3750 (# students) 27 – 33 Scale score 3750 – 3949 Final 34 – 44 Scale score 4000 – 4486 >45 Scale score 4576 – 6191 SHS 326 143 157 11 ED9 373 221 195 36 MHS 330 162 13 AHS 279 125 98 1 MECHS 4 35 73 24 Eastlake 206 108 114 12 Total 1518 794 97 Percent 47% 25% 3% Final Passing % = 33/54 * 100 =61% Advanced Passing % = 45/54 * 100= 83% 54 questions on the Biology exam

Biology Spring 2015-2016 Projected Data
Unsatisfactory Satisfactory Advanced Final < 33 Scale score < 4000 (# students) 33 – 44 Scale score 4000 – 4486 >45 Scale score 4576 – 6191 SHS 469 157 11 ED9 594 195 36 MHS 492 13 AHS 404 98 1 MECHS 39 73 24 Eastlake 314 114 12 Total 2312 794 97 Percent 72% 25% 3% In the final phase in the unsatisfactory percentage is 72%. Final Passing % = 33/54 * 100 =61% Advanced Passing % = 45/54 * 100= 83% 54 questions on the Biology exam

Reading 9th Spring 2012 Data Unsatisfactory Satisfactory Advanced
Phase 1 < 30 Scale score < 1875 (# students) 30 – 33 Scale score Phase 2 34 – 36 Scale score 1950 – 1980 Final 36 – 45 Scale score >46 Scale score SHS 270 116 54 207 25 ED9 262 157 77 318 41 MHS 223 124 60 240 AHS 144 74 47 210 30 MECHS 5 9 4 95 23 Eastlake 168 89 32 137 Total 1072 569 274 1207 167 Percent 33% 17% 8% 37% 5% In reading it looks a little like feast or famine with 33% on one end and 37% on the other. The advanced or commended is at 5%. Final Passing % = 36/56 * 100 = 64% Advanced Passing % = 46/56* 100 = 82% 56 questions on the 9th grade reading exam

Reading 9th 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 34 Scale score < 1950 (# students) 34 – 36 Scale score 1950 – 1980 Final 36 – 45 Scale score >46 Scale score SHS 386 54 207 25 ED9 419 77 318 41 MHS 347 60 240 AHS 218 47 210 30 MECHS 14 4 95 23 Eastlake 257 32 137 Total 1641 274 1207 167 Percent 50% 8% 37% 5% Final Passing % = 36/56 * 100 = 64% Advanced Passing % = 46/56* 100 = 82% 56 questions on the 9th grade reading exam

Reading 9th 2015-2016 Projected Data
Unsatisfactory Satisfactory Advanced Final < 36 Scale score < 2000 (# students) 36 – 45 Scale score >46 Scale score SHS 440 207 25 ED9 496 318 41 MHS 407 240 AHS 265 210 30 MECHS 18 95 23 Eastlake 289 137 Total 1915 1207 167 Percent 58% 37% 5% The final phase in shows about 60% of our unsuccessful. Final Passing % = 36/56 * 100 = 64% Advanced Passing % = 46/56* 100 = 82% 56 questions on the 9th grade reading exam

Writing 9th Spring 2012 Data Unsatisfactory Satisfactory Advanced
Phase 1 < 40 (# students) 40 – 42 Scale score Phase 2 43 – 44 Scale score Final 45 – 56 Scale score >57 Scale score SHS 398 54 83 134 5 ED9 380 136 86 245 11 MHS 304 96 61 196 14 AHS 236 57 47 156 4 MECHS 2 10 3 108 13 Eastlake 264 44 84 Total 1584 407 324 923 51 Percent 48% 12% 10% 28% 2% The writing scores shows 48% unsuccessful and a 2% commended rate. 32 questions on the 9th grade writing exam plus literary and expository writing piece Final Passing % = 45/62 * 100 = 73% Advanced Passing % = 46/62* 100 = 92%

Writing 9th 2013-2014 Projected Data
Unsatisfactory Satisfactory Advanced Phase 2 < 43 Scale score < 1950 (# students) 43 – 44 Scale score Final 45 – 56 Scale score >57 Scale score SHS 452 83 134 5 ED9 516 86 245 11 MHS 400 61 196 14 AHS 293 47 156 4 MECHS 12 3 108 13 Eastlake 318 44 84 Total 1991 324 923 51 Percent 61% 10% 28% 2% 32 questions on the 9th grade writing exam plus literary and expository writing piece Final Passing % = 45/62 * 100 = 73% Advanced Passing % = 46/62* 100 = 92%

Writing 9th 2015-2016 Projected Data
Unsatisfactory Satisfactory Advanced Final < 45 Scale score < 2000 (# students) 45 – 56 Scale score >57 Scale score SHS 535 134 5 ED9 602 245 11 MHS 461 196 14 AHS 340 156 4 MECHS 15 108 13 Eastlake 362 84 Total 2315 923 51 Percent 70% 28% 2% In the final phase in the data again shows about 70% in the unsatisfactory category. 32 questions on the 9th grade writing exam plus literary and expository writing piece Final Passing % = 45/62 * 100 = 73% Advanced Passing % = 46/62* 100 = 92%

Projected Scores A graphic that shows our projected algebra scores in The exam data shows that we had about 500 students that were unsuccessful in the May administration. During July we had approximately 360 retake the test and 25% or about 90 students were successful. We still have about 400 students needing to pass the Algebra I exam.

Projected Scores A graphic that shows our projected world history scores in The exam data shows that we had about 540 students that were unsuccessful in the May administration. After the July administration we still have approximately 450 students needing to pass the exam.

Projected Scores A graphic that shows our projected world history scores in The exam data shows that we had about 200 and after the July administration we still have 150 that need to retake the test.

Projected Scores In biology we had 475 unsatisfactory scores after the may administration and still have 450 students needing to retake the exam after the July administration.

Projected Scores In reading we had over 1000 students that were unsuccessful on the May exam. Waiting on the data for the July administration.

Projected Scores During the May administration we have over 1500 students that were unsuccessful. Currently waiting on the July data.

Please turn to page 3 of the graduation requirements, which refers to our current Freshman and Sophomores. At the bottom right hand corner (shown on next slide) look at the scores needed to achieve the Distinguished Achievement Plan, DAP, diploma. Compare those scores to the STAAR EOC Raw Score Conversions table(shown on slide 29). All three of the scores for Reading III, Writing III and Algebra II are in the advanced or commended category. So go back in the PowerPoint to the Algebra score. Pick Socorro HS and show them that 36 students were commended in algebra I, there were 25 stunts commended in reading, and 5 students in writing. It’s possible there may not be any graduates that would qualify for the DAP diploma.

What are the implications for trends or patterns you see in the data?
Timed Pair Share - You will have 30 seconds to talk about the above topic - I will provide you think time - Partner A shares, B listens - Positive gambit - Switch Roles Numbers look scary. This PowerPoint creates a sense of urgency. Participants may mention a multitude of ideas.

Video is a metaphor for all of us working together to overcome the exam. We must draw on our best talent pools across the district to make us all successful.

Please move to content area rooms
- Take care of personal needs Report to room assignments in 3 minutes Science Room HR ELAR Room Room B Social Studies Room A Math Room C/D

District Heat Map Take out data set for the district in any content area.

District Heat Map Priority Tiering Green > 70 Blue 60 - 69 55 - 69
Color 6th Grade 7th Grade 8th Grade Algebra I Green > 70 Blue Yellow Pink < 45 < 40 Decide on what the coloring criteria should be. I would recommend either 3 or 4 color.

District Heat Map Frayer Model How does the display compare to what you would have expected it to look like? What are some patterns you’re noticing regarding the display? What are some surprises for you? How might you compare highs and lows? What are some generalizations you might take? Decide on how you want to process the information. Could use the Frayer model. Fold a sheet of paper in half and then half again. Fold in a right triangle of the newly folded paper on the corner that when unfolded is the center. Unfold. You should have a diamond in the center. Write content area and district heat map in center diamond. In the four corners write expectations, surprises, comparisons and generalizations. Have participants fill in chart, discuss as table groups and share out aha’s with larger group.

Identifying Tested Student Expectations (Data Tool)
Reading Biology

The Tool Point out features of the tool. SE’s are organized by reporting category and labeled readiness and supporting and including processing(if identified). The tool also show when the SE is taught in terms of CSCOPE. The district data by student response is prepopulated. Pull out data by campus and by individual response. Have teachers fill in campus data by question number. There is also a teacher column if you would like to use it.

The Tool

(Implications for instruction)
Here’s What! (Just the Facts) So What? (Interpret the data) Now What? (Implications for instruction) District Here’s What! So What? Now What? Have teachers fill in one fact in the district row in terms of what they saw using the tool. Then one response to that in the column So What? And then one response for implications for implications. Have them write 2 or 3 for the district and campus. This can be done in small groups, or individually and then shared out whole group. Campus

Test Items Released Items CSCOPE Unit Assessments
SpringBoard Assessments Offer released items from assessments. The items should be from the same SE and preferably a low scoring SE. Ask the following questions. Does the questions ask what the SE demands? Do the questions show asking the SE in multiple ways? How are we teaching that SE? What are our aha’s about these questions that help us improve instruction?

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