1. 2008 State and AYP Accountability Systems Data Analysis, Reporting, and Research September 21, 2007

2. State Accountability Update

3. Data Analysis, Reporting, and Research – E & A2  No appeals on AEIS  AYP Appeals: 11 campus appeals + district (grad rate) Appeals Panel meets - late September/early October Final ratings Release – late October Gold Performance Acknowledgments issued – late October 2006/07 AEIS Reports issued (Public) – late November 2007 Remaining Calendar Items

4. Data Analysis, Reporting, and Research – E & A3 2007/08 TAT list notification – November 1, 2007 Academically Acceptable Campus, but would be Academically Unacceptable based on 2008 performance standards Technical Assistance Team 2008/09 PEG list notification – mid-December The PEG program permits parents whose children attend schools on the PEG list to request that their children transfer to schools in other districts. Districts must notify each parent of a student in the district assigned to attend a school on the PEG list. Parents may request a transfer for the 2007-08 school year. Public Education Grant 2006/07 School Report Cards – mid-December 2007 Remaining Calendar Items (cont.)

5. Data Analysis, Reporting, and Research – E & A4 School Leaver Provision Dropout and Completion Rate Exemption in 2007 This provision will no longer apply in 2008 and may be the cause for lower district and campus ratings for : Completion Rate I Annual Dropout Rate (Gr. 7-8) (Standard Procedures) Completion Rate II Underreported students The 2008 dropout/completion standards are identical to those waived in 2007 through the application of the School Leaver Provision.

6. Data Analysis, Reporting, and Research – E & A5 TAT and the School Leaver Provision Campuses that avoid being rated Academically Unacceptable in 2007 due to the application of the School Leaver Provision will be subject to technical assistance team (TAT) intervention requirements in the 2007-08 school year. This is because campuses rated Academically Acceptable in 2007 are identified for technical assistance teams (TATs) if their 2007 accountability results do not meet the 2008 accountability standards.

7. Data Analysis, Reporting, and Research – E & A6 TAT Methodology For the 2007-08 TAT list, the 2006-07 and 2005-06 TAKS results will be re-built to include grade 8 science at the panel recommended standard and to include selected TAKS – Accommodated (called TAKS-Inclusive in 2007) subjects and grades. These results will be evaluated against the 2008 accountability standards. The TAT list is not a rating – it is a list of campuses at risk of being Academically Unacceptable in the future.

8. Data Analysis, Reporting, and Research – E & A7 TAT Methodology (cont.) The purpose of the TAT identification is to serve as an early warning system and, therefore, provide interventions that may prevent the campus from being rated Academically Unacceptable in the subsequent year. If a district feels a campus’s identification is based on data quality issues, this can be addressed by tailoring the interventions to fit the reason for being on the list.

9. Data Analysis, Reporting, and Research – E & A8 Standard Accountability Decisions for 2008 TAKS and TAKS-A* Combined 2008 (Final Decision) Recommended 2009*2010** Exemplary ≥ 90% Recognized ≥ 75%≥ 80% Academically Acceptable Reading/ELA ≥ 70% Writing, Social Studies ≥ 65%≥ 70% Mathematics ≥ 50%≥ 55%≥ 60% Science (with grade 8) ≥ 45%≥ 50%≥ 55% * Selected grades and subjects for TAKS-A. ** Standards for 2009 and beyond will be reviewed annually and are subject to change. Numbers in bold indicate a change from the prior year.

10. Data Analysis, Reporting, and Research – E & A9 2008 Assessments Included in AEIS TAKS + TAKS-Accommodated Combined TAKS Indicator200820092010 TAKS (Grades 3 – 11)Use TAKS-Accommodated Science (grades 5, 8, 10, & 11) Science (grade 5 Spanish) Social Studies (grades 8, 10, & 11) English Language Arts (grade 11) Mathematics (grade 11) Use (NEW) Use

11. Data Analysis, Reporting, and Research – E & A10 2008 Assessments Not-Included in AEIS TAKS-Accommodated Tested – Not in AEIS (in AYP)20082009 201 0 Reading/ELA (grades 3 – 10) + Spanish Mathematics (grades 3 – 10) Mathematics (grades 3 – 6) + Spanish Writing (grades 4 & 7) Writing (grade 4 Spanish) Report in AEIS Only Use

12. Data Analysis, Reporting, and Research – E & A11 Standard Accountability Decisions for 2008 TAKS-Modified TAKS-M (Replacement for Off-level SDAA-II) Designed to meet the federal requirements mandated under NCLB Replaces SDAA-II for students unable to meet grade level performance (2% cap applies for AYP) Will be administered for the first time in spring 2008, with the first possible use in the state accountability system in 2010

13. Data Analysis, Reporting, and Research – E & A12 Standard Accountability Decisions for 2008 TAKS-Alternate TAKS-Alt (Replaces LDAA) Designed for students with significant cognitive disabilities Federal regulations allow up to one percent of students taking this assessment to be counted as proficient for Adequate Yearly Progress calculations Field tested in spring 2007 and will be administered for the first time in spring 2008 Results will be reported for two years beginning with 2008, with the first possible use in the state accountability system in 2010

14. Data Analysis, Reporting, and Research – E & A13 School Leaver Data  Quality of leaver data that will be submitted by September 28. This information will be the basis for dropout and completer indicators used in 2008 ratings. 2007 Completion and Dropout rates will count in 2008 AEIS - Lagging Indicator Definition of Completion Rate (9 th Grade Cohort): Numerator: Graduates + Continuers Denominator: Graduates + Continuers + GED Recipients + Dropouts (NEW) Not counted in Completion Rate: GED Recipients!!!!!

15. Data Analysis, Reporting, and Research – E & A14 Standard Accountability Decisions for 2008 and Beyond (cont.) School Leaver provision does not apply in 2008 under standard procedures Required Improvement – Available beginning in 2008 2008 (Final Decision) 20092010 Academically Acceptable≤ 1.0%TBD Recognized≤ 0.7%TBD Exemplary≤ 0.2%TBD Annual Dropout Rate (Grades 7-8)

16. Data Analysis, Reporting, and Research – E & A15 Standard Accountability Decisions for 2008 and Beyond (cont.) Specific appeals policy for hurricane-displaced students who are non- completers will be considered. Required Improvement - Continues to be used 2008 (Final Decision) 2009* (Recommended) 2010* (Recommended) Academically Acceptable ≥ 75.0% Recognized ≥ 85.0% Exemplary ≥ 95.0% Completion Rate I Definition of a ‘Completer’ Graduates + Continued HS Dropout Definition (used in denominator) Phase-in NCES Definition NCES Definition * Standards for 2009 and beyond will be reviewed annually and are subject to change. Completion Rate I (Grade 9-12) Indicator

17. Federal Accountability Update

18. Data Analysis, Reporting, and Research – E & A17 2008 AYP Preview Performance standards for 2007-08 will remain the same as for 2006-07. Under the NCLB Act, all states are required to assess students in science during the 2007-08 school year. However, the statute does not require that the science assessment results be used for calculating AYP. Any such changes would require an amendment to the statute which could possibly occur after final reauthorization of NCLB.

19. Data Analysis, Reporting, and Research – E & A18 2008 Assessments included in AYP Calculations Reading/ELA Assessments Participation 95% Standard Performance/Accountability Subset 60% Standard Total Students Number Participating  Number TestedMet Standard TAKSYesIf participant  If non-mobileIf standard is met TAKS (Accommodated) YesIf participant  If non-mobileIf standard is met TAKS-MYesIf participant  If non-mobile If standard is met (subject to 2% cap) TAKS-AltYesIf participant  If non-mobile If standard is met (subject to 1% cap) TELPAS Reading (RPTE)* YesNon-ParticipantN/ANot Included LAT version of TAKS* YesIf participant  If non-mobileIf standard is met * Students in their First Year in U. S. Schools are counted as participants, but excluded from the performance calculation.

20. Data Analysis, Reporting, and Research – E & A19 2008 Assessments included in AYP Calculations (cont.) Mathematics Assessments Participation 95% Standard Performance/Accountability Subset 50% Standard Total Students Number Participating  Number TestedMet Standard TAKSYesIf participant  If non-mobileIf standard is met TAKS (Accommodated) YesIf participant  If non-mobileIf standard is met TAKS-MYesIf participant  If non-mobile If standard is met (subject to2% cap) TAKS-AltYesIf participant  If non-mobile If standard is met (subject to1% cap) LAT version of TAKS** YesIf participant  If non-mobileIf standard is met * Students in their First Year in U. S. Schools are counted as participants, but excluded from the performance calculation.

21. Data Analysis, Reporting, and Research – E & A20 AYP Appeals Appeals are not a data correction opportunity. Appeals are not considered for areas where a district/campus Met AYP or was Not Evaluated. Appeals are considered for areas where AYP was missed, even if the result would mean the district/campus still misses AYP overall.

22. Data Analysis, Reporting, and Research – E & A21 AYP Appeals –Common Errors in Dallas ISD TAKS-LAT coding on TAKS answer document Underestimating the number of LEP or Special Education student tested - 50/10%/200 rule 9.5% is rounded to 10% When enrolling students, make sure they are not issued new Dallas ISD student IDs or State IDs. Returning Dallas ISD students should get their old Local-ID and the old State-ID.

23. Data Analysis, Reporting, and Research – E & A22 Accountability Resources Accountability: http://www.tea.state.tx.us/perfreport/account/ http://www.tea.state.tx.us/perfreport/account/ Alternative Education Accountability (AEA): http://www.tea.state.tx.us/aea/ AYP: http://www.tea.state.tx.us/ayp/http://www.tea.state.tx.us/ayp/

24. Data Analysis, Reporting, and Research – E & A23 How can this answer NOT be given full credit?

25. School Effectiveness Indices SEIs Data Analysis, Reporting, and Research September 21, 2007

26. Data Analysis, Reporting, and Research – E & A25 What Variables Are Included In SEIs? SEIs are computed by grade for each test and subject Grades 1–12 Kindergarten excluded: No pretest scores from prekindergarten

27. Data Analysis, Reporting, and Research – E & A26 SEI Subjects TAKS reading, math, science, social studies, writing ITBS/Logramos reading comprehension and mathematics total TELPAS reading and Woodcock-Muñoz ACP – ELA, math, social studies, science, foreign language, technology. Must be administered in more than 5 schools.

28. Data Analysis, Reporting, and Research – E & A27 There Is An SEI For Each Test For example, at grade 5 there is an SEI for TAKS reading, TAKS mathematics, and TAKS science. At grade 10, there is an SEI for each of the 4 TAKS tests and each ACP. These are combined across grades and tests with schoolwide data to get the overall SEI.

29. Data Analysis, Reporting, and Research – E & A28 Is The Overall SEI Useful? Yes and No Yes – it gives an overall measure of school effectiveness across tests and variables Yes – it is used in various measures of schools No – instructionally the individual grade and test SEIs give much more information about performance (we will talk more about this)

30. Data Analysis, Reporting, and Research – E & A29 School SEI Report

31. Data Analysis, Reporting, and Research – E & A30 How Do Last Year’s SEIs Help Me Now? In any grade where teachers have remained the same or mostly the same, SEIs from last year are the best indicator of how those teachers will do this year. The SEIs help you target grades and subjects where changes should be made. Once you identify a weakness, examine CEIs, Curriculum Tools on MyData, and Learning Profiles to get more information.

32. Data Analysis, Reporting, and Research – E & A31 Quick Quiz Last year’s SEIs are pretty much useless because they are on last year’s students in last year’s grades. True? False? Your presenter will provide an answer

33. Data Analysis, Reporting, and Research – E & A32 SEI Reports Each individual SEI is available in the 2006-07 SEI report (on MyData Portal) Longitudinal School Effectiveness Indices Six-Year Report available There is a stem and leaf graph with each grade and subject SEI Overall SEI is a weighted average of individual SEIs TAKS has the most weight

34. Classroom Effectiveness Indices - CEIs Data Analysis, Reporting, and Research September 21, 2007

35. Data Analysis, Reporting, and Research – E & A34 Who Gets CEIs? Which Students Are Included? All teachers who teach a core content course where there is an accountability measure Students included are continuously enrolled Students included have no more than 20 absences for TAKS/Norm Referenced Students included have no more than 10 absences for ACP Students included have the necessary prior test scores

36. Data Analysis, Reporting, and Research – E & A35 What CEIs Are Computed? CEIs are computed for: Each test in the accountability system Norm Referenced (ITBS, TELPAS reading or WM), TAKS or ACPs Each section the teacher teaches CEIs are combined for: All sections of a course taught by a teacher All courses in a division (LA, math, science, SS)

37. Data Analysis, Reporting, and Research – E & A36 Quick Quiz No teacher should have A. More than one CEI B. More than two CEIs C. More than three CEIs D. None of the Above

38. Data Analysis, Reporting, and Research – E & A37 Quiz Answer: A Teacher Can Get a CEI For each test appropriate for a section For each section of a course For each course total (all sections of Algebra I, for example) For each division courses are in

39. Data Analysis, Reporting, and Research – E & A38 Isn’t Having So Many CEIs Confusing? No. You use the CEIs to get a picture of how each teacher did with each section, all sections, each course, and each core content area (division). Sample Division CEI Report – Next Page

40. Data Analysis, Reporting, and Research – E & A39 Sample Division CEI Report

41. Data Analysis, Reporting, and Research – E & A40 CEIs Have Been, Are, Will Be, or Can Be Used In Teacher incentive decisions - TIF program, priority school decisions Reconstitution decisions (TAKS CEIs only) Staff development decisions Mentor selection decisions Coach selection decisions Leadership training decisions

42. Data Analysis, Reporting, and Research – E & A41 Connection of SEIs and CEIs SEIs have a lot of variables in them, but the bulk of the SEIs come from student test scores How each teacher succeeds with his or her students, as measured by the CEIs, directly affects your SEIs. You increase your SEIs when your teachers improve and get higher CEIs. There are no magic bullets.

43. Data Analysis, Reporting, and Research – E & A42 Quick Quiz What is the best course to take in regard to CEIs? A. Ignore them. My teachers will all do better and CEIs don’t measure anything important. B. Look at them and answer teacher questions about them. Then put them on the shelf with the CIP until next year. C. Use them to help teachers individually and to guide where to make classroom observations.

44. Data Analysis, Reporting, and Research – E & A43 Resources on SEIs and CEIs You will get a CD today with a presentation on SEIs and CEIs ready for use in your school. This CD can be used with all of your teachers in a staff meeting, used at PLC meetings, or can be used by individual teachers. For more information contact: Data analysis, Reporting, and Research Services Phone: 972-925-6446 Online: http://mydata.dallasisd.org