How to Analyze the AEIS Report

1. How to Analyze theAEIS Report Prepared by: Dr. Teresa Cortez Spring 2008

2. How do I read all that data? • Being able to analyze data is critical to your success as a principal… • and passing the TExES • There are some basic tools to use that will help you get the “big picture” of what the data are saying

3. How do I read all that data? • The TExES is built around knowledge and skills that an entry-level principal should have. • You do not need to know how to disaggregate the data to pass the TExES

4. Difference between standardized and objective exams • Standardized exams (norm referenced) • Compares student scores with the group of students who are also testing at the same time. • Objective exams • Determines if a student knows a particular objective

5. How to read and interpret standardized tests • Is the TAKS test is a standardized, norm-referenced, or objective exam? • The TAKS test is an objective exam…

6. How to approach questions on the TExES that pertain to the AEIS report • Read the prompt for the decision set; • It will lay the groundwork for what the decision set is all about. • Underline key words • Look at the charts, tables, or graphs provided • Think “big picture”

7. Look at the chart, table, or graph • For what grade or grade level are these data? • Identify them • To what subject do the data refer? • Identify them as well • If there is a chart, look across the top and down the left side to see what your headings are

8. Read the concepts on which the students have been tested • They will likely be grouped in broad categories • This will provide you the basic structure of what was tested • This helps constitute the big or global picture that you want to have before you start reading the questions within the decision set

9. Do not try to read any more into the data than what is reported • If they ask you to pinpoint a large or the largest need in the school or grade, look for the lowest scores or scores on a downward trend. • Low scores indicate the need for improvement

10. Interpreting test scores Low scores Areas of concern/ weaknesses Strengths High scores Moving scores Potential trends

11. Even the best schools have a lowest area in something • If you are at the top of one level, you are at the bottom of the next level of achievement

12. Until every school has 100% mastery of every concept on every test for every student group, there is always room to improve. • You must continuously ask, “How can we do this better?”

13. If a question asks you where a school’s greatest strengths are, look for the bigger numbers or the areas showing the greatest upward trends.

14. If the numbers are consistently coming up, even slowly, it is a positive thing and should be noticed. • You will not be asked any detailed or advanced statistical analysis questions. • This is not the primary role of the principal

15. You will need to prove that you know how to determine whether students in your school are learning and what their strengths and weaknesses are. • If students from all subgroups are not learning, why aren’t they?

16. What can be done to improve the culture, climate, instruction, and curriculum of the school such that all students can and do learn?

17. The purpose of any student testing • To determine student growth • To determine student and campus strengths, weaknesses, and trends • To use this data as a sound basis for determining campus, grade, or subject goals for student growth and improvement

18. If everyone is not learning, it does not matter what your scores are. • Ideal principals never, never, never give up until every child is mastering every concept.

19. The AEIS Report • Every school and district is rated with an accountability system based largely on data detailed in the AEIS report. • Two important areas are student passing rates on the TAKS test and student attendance.

20. The “Big Picture” • There are three specific areas to consider: • The cover or title page • It will tell you the academic year of testing, as well as the name, campus number, and state rating of the school

21. The “Big Picture” • There are three specific areas to consider: • Section I • Testing data • Attendance • Section II • Everything else • Demographics, student data, faculty data, program information and budget information

22. Section I • Testing information • TAKS begins in 3rd grade and continues through 11th grade • Subjects tested include reading/ELA, writing, mathematics, science, and social studies • Some tests are given only at certain grade levels • “Indicators” are listed at the top of the chart

23. Section I • Testing information • “Indicators” are listed at the top of the chart from right to left • Think of it as from “big to little” in looking at the groupings • The biggest group is the State • The next column will be District • The next column is Campus Group • Then the Campus column follows

24. Campus Group • The Campus Group is very important • Each year, detailed demographic data about every student in every school as well as data about the school and district are entered into the PEIMS system • The campus group includes the campuses in the state that are the most similar to yours according to all the factors indicated. • Ethnicity, Socioeconomic status, Mobility

25. Campus Column • The first column you look at • Focus on this column first • Highlight it so you can focus on it

26. Student Groups • Remember – think “big to little” • After the campus column, there are different columns for each ethnicity and special program • African American, Hispanic, White, Native American, Asian/Pacific Islander, Male, Female, Economically Disadvantaged, and Special Education

27. Student Groups • The goal is for every subgroup to do well • Look for any large differences in passing rates of students on any section of any test • Create plans and strategies to resolve any discrepancies

28. Analyzing the Data • In the ideal school, instruction is individualized and curriculum is developmentally appropriate such that there will be no significant deviations between subgroups

29. Analyzing the Data • In reality, there are deviations, intense study and planning is undertaken from many stakeholders to resolve the situation so that all students learn and perform well.

30. Section I (cont.) • On the left side of each page in Section I will be rows labeled with the subjects tested such as Reading, math, Writing, or All Tests • Appropriate scores will be noted on two lines, one for the current year and one for the previous year. • You want your scores to go up annually • If they go down or remain stagnant, you and your school community must analyze why and plan for improvement

31. All Tests…What does it mean? • Determines the percentage of students who passed every test they took • It is necessary because if you just looked at the individual subjects and compared results, sometimes you could get a less-than-complete picture. • Goal is to have 100% of all students pass All Tests taken

32. All Tests - Example • 3rd Grade Class • 50% pass Reading • 50% pass Math • Are 50% of the students doing well? • 50% of the students cannot read or do math • This could be a wrong conclusion

33. All Tests - Example • 3rd Grade Class • All Tests row allows us to see an overall picture of exactly what percentage of the grade or school is passing everything taken. • The goal is to have 100% of the students passing all tests.

34. TAKS % Passing Sum of 3-8 & 10 • This is the next portion of Section I • It is a summary of all the scores in the school or district • This is a quick reference guide to the overall performance of how the entire school or district did on the specified subject and All tests. • If you are asked any questions about overall campus performance, this is where you would look first.

35. TAKS % Exempted Sum of 3-8 & 10 • Exempting students from the test is discouraged • It could appear that you are hiding students from your accountability rating making your scores higher • The goal is for everyone to test and score well

36. TAKS % Exempted Sum of 3-8 & 10 • This section shows the percentage of students, per subgroup, that you have exempted for either special education or limited English proficiency purposes. • You want your numbers to be lower than those in the State, District, or Campus Group columns • You do not want high percentages within any of your subgroups

37. Attendance • If students are not coming to school, how can they learn? • Note that this number is always one year behind • This is because the academic year is not over yet; therefore it is impossible to determine the total percent of attendance

38. Attendance • You want your attendance percentages to be higher than those in the State, District, or Campus Group columns • If a certain subgroup has low attendance, it is critically important to ascertain why these students are not coming to school

39. Section II • Includes everything that is not in Section I

40. Student Information • No more student groups • The basic layout will be: • Campus (including Count and Percent columns) • Campus Group • District • State

41. Student Information • You will be given basic enrollment information (not testing) • How many students are enrolled in each grade • What is the percentage of enrollment in each grade

42. Student Information • This data will be further disaggregated into • Ethnic Distribution • Mobility • Economically Disadvantaged • Limited English Proficient • Number of Students per Teacher • Retention Rates by Grade

43. Student Information • In the Number of Students per Teacher • You would like to see a small ratio of students to teacher • In the Retention Rates by Grade (for both regular and special education students) • you would like to see a small percentage of retention • you do not want to see high passing rates due to flunking everybody

44. Staff Information • The basic layout will be: • Campus (including Count and Percent columns) • Campus Group • District • State

45. Staff Information • This is where you would look to determine the numbers and percentages of: • staff who are professional (teachers, professional support, and campus administration), • educational aides, • total staff, • total minority staff, • teachers by ethnicity, • teachers by gender, • teachers by years of experience, • average years of experience of teachers, • average years of experience of teachers with district, • average teacher salary by years of experience, • and average actual salaries for teachers, professional support, and campus administration

46. Staff Information • You could be asked questions regarding: • Average salaries for anyone • Planning for future personnel needs • Look to see the average years’ experience of your staff to begin thinking about future retirements and their potential effect on • Staffing • Budget • Instruction • How well is your campus doing in comparison with the other groups on recruiting and retaining minority staff?

47. Budgeted Operating Expenditure Information • This is where you find everything about the budget in summarized form • The format will again compare • Campus (Count and Percent) • Campus Group • District • State

48. Budgeted Operating Expenditure Information • A general rule of thumb is that the superintendents, school boards, and especially taxpayers like your test scores to be higher than anyone else’s • But for you to be doing it with less money. • You would want your numbers in this section to be less than the comparison group.

49. Budgeted Operating Expenditure Information • Boards and taxpayers like to see money targeted directly toward students and instruction and as little as possible toward administration. • You will find actual amount and percentage of the budget for the Total Campus Budget by Function and Per Pupil • Think “Scores Up, Costs Down”

50. Program Information • This is where you will find how many students are in each category of campus program as well as the amount of money spent on them. • The format includes • Campus (Count and Percent) • Campus Group • District • State