Using Data to Improve Instruction for Students in At Risk Situations

1. Using Data to Improve Instruction for Students in At Risk Situations Office of Research and Evaluation DLT Meeting, Feb. 23, 2005

2. Importance of Improved Instructional Services for Students in At Risk Situations • This group presents a primary concern in district performance in every subject, as well as in terms of completion rate. • State Compensatory Funding is a state level program to support students in at risk situations. The legislature is considering funding and corresponding results in the light of budget requirements.

3. Legislative Focus on Students in At Risk Situations • SB 1108 Section 7 & 14 which calls for a “personal graduation plan” for students not expected to graduate by the end of the fifth year after enrolling in the ninth grade. There are also provisions for tracking the progress of these students. SB 16 allows local districts to establish a mentoring services program for students at risk of dropping out of school. Other legislation calls for better methods of tracking student success.

4. The Accountability System Includes the “Progress of Prior Year Failers” • If a student is not successful on the statewide assessment, how does the student do in the following year? • This measure has been included on the AEIS Report. • In SAISD 39% of students that failed TAKS Reading/ELA in 2003 passed in 2004. • In SAISD 23% of students that failed TAKS Math in 2003 passed in 2004.

5. SAISD 2003 TAKS: Comparing “At Risk” and “Not At Risk” Performance

6. SAISD 2004 TAKS: Comparing “At Risk” and “Not At Risk” Performance

7. How are students in at-risk situations funded? • Funding is based on free and reduced lunch count (Economically Disadvantaged students). Identification of students has nothing to do with acquiring SCE funds at the state level. • The District does consider these numbers in allocating SCE funds to campuses. • Grant applications are often evaluated with the number of students in at risk situations as a major award factor.

8. How are students in at-risk situations identified? • There are 13 groups identified under state law. All groups need services, but the services might be counseling or other assistance. For example, students who are homeless, pregnant or parenting, in a residential facility, etc. might not have an academic problem. The plan would address their specialized needs. • All LEP students are identified as a student in an at-risk situation, but many needs may be met through the bilingual program.

9. How are students in at-risk situations identified? • A student identified for disciplinary reason might need a different sort of plan for improvement, than a students with academic issues. • Students with academic issues need a fully developed plan to move toward success. The issue is likely to be more complex than “time on task.” A varied instructional approach is needed.

10. Critical academic performance groups within the identified students in at risk situations • Students in grades PreK – 3 who did not perform satisfactorily on a readiness test or assessment instrument administer during the current school year. • Students who did not pass TAKS in the prior year ( or those who failed two years ago and did not score at 110% this year). • Students who were not advanced from one grade level to the next for one or more school years.

12. Identifying and Serving Students in At-Risk Situations • Need to continue the identification throughout the year • Need to provide “needed” services • Need to track academic progress • Outline of the identification process