Looking at Where We’ve Been

1. Looking at Where We’ve Been Module 2

2. From T.S. Eliot: “What we call the beginning is often the end And to make an end is to make a beginning. The end is where we start from.”

3. Goals • Analyze data to determine learning trends demonstrated by our students • TAAS results • End-of-Course examinations • Early indicator reports • Use the analysis to think about making needed changes so all students meet the higher standards

4. What Current Data is Helpful? TAAS Data Grade 8 TAAS results include all of the foundation areas, i.e., reading, mathematics, social studies, and science. End-of-Course (EOC) Examinations Not as comprehensive, nor as rigorous, as the TAKS will be Early Indicator Reports, Parts I and II

5. An ExampleAlgebra I End-of-Course

6. Big Picture Algebra I EOC Lessons • Many students enter Algebra I inadequately prepared for the course. • Some teachers need to be better prepared to teach TEKS-based Algebra I. • Some teachers are not teaching a TEKS-based Algebra I course.

7. Using Data to Achieve Results • Study all the data available from TAAS and the End-of-Course Examinations • Use the results to make better informed decisions about our instructional programs

8. Cumulative End-of-Course Examinations Class of 2000 State Results Economically Disadvantaged White Hispanic African American All Students Percent Passing Note: Class of 2000: 92% met state testing requirements for graduation

9. 2000 AEIS Report Algebra I End-of-Course Examination State Preview of 2003 Exit Level Economically Disadvantaged White Hispanic African American All Students Percent Passing

10. 2000 AEIS Report Algebra I End-of-Course ExaminationDistrict Preview of 2003 Exit Level Percent Passing

11. 2000 AEIS Report Biology End-of-Course Examination State Preview of 2003 Exit Level Economically Disadvantaged White Hispanic African American All Students Percent Passing

12. 2000 AEIS Report Biology End-of-Course ExaminationDistrict Preview of 2003 Exit Level Percent Passing

13. 2000 AEIS Report English II End-of-Course Examination State Preview of 2003 Exit Level Economically Disadvantaged White Hispanic African American All Students Percent Passing

14. 2000 AEIS Report English II End-of-Course ExaminationDistrict Preview of 2003 Exit Level Percent Passing

15. 2000 AEIS Report U.S. History End-of-Course Examination State Preview of 2003 Exit Level Economically Disadvantaged White Hispanic African American All Students Percent Passing

16. 2000 AEIS Report U.S. History End-of-Course ExaminationDistrict Preview of 2003 Exit Level Percent Passing

17. 2003 Early Indicator Summary Report, Part II • District- and campus-level comparisons of aggregate results at the current and higher student passing standards shown on the Confidential Student Report

18. Why This Is Important • The Spring 2001 TAAS tests were based solely on the TEKS. • Because the TEKS are more rigorous than the Essential Elements, every subject area tested on the TAAS became more rigorous. • The information shown on the Early Indicator Report, Part II shows how our students would have done if the test had not been adjusted for difficulty. 18

19. TAAS Transition from EEs to TEKS EEs TEKS TAAS Based TAAS TAAS on Based Based EEs/TEKS on on 1999 TEKS EEs 2000 1998 19

20. The Role of Statistical Equating Despite the increased rigor of the TAAS, the passing standard has been maintained at a consistent level, a Texas Learning Index of 70 or a scale score of 1500, through the process of statistical equating. Equating ensured, for example, that all students who took the Grade 3 TAAS Mathematics Test in Spring 2001 were held to the same standard as Grade 3 students who have taken the TAAS Mathematics Test since 1994. Another effect of equating is that fewer items are required to pass a more rigorous test (the TAAS based on the TEKS) than are required to pass a test of lesser difficulty (the TAAS based on the EEs). 20

21. TAAS Reading Test Number of Correct Items Needed to Reach Texas Learning Index 70

22. TAAS Reading Test Percentage of Correct Items Needed to Reach TLI 70

23. TAAS Writing Test Number of Correct Items Needed to Reach a Scale Score of 1500* 23

24. TAAS Writing Test Percentage of Correct Items Needed to Reach a Scale Score of 1500* * Plus at least a Rating of 2 on the Written Composition.

25. TAAS Mathematics Test Number of Correct Items Needed to Reach a Texas Learning Index of 70

26. TAAS Mathematics Test Percentage of Correct Items Needed to Reach Texas Learning Index of 70

27. TAAS Science and Social Studies Tests Number & Percentage of Correct Items Needed to Reach a Scale Score of 1500

28. Impact of TEKS-based TAAS on Percentage of Correct Items Needed to Reach TLI 70 or SS 1500 Reading from 4 to 9 %age points Writing from 3 to 7 %age points Mathematics from 10 to 20 %age points Grade 8: Science 20 %age points Social Studies 12 %age points

29. Student Success Initiative (SSI) • In 2002-03, students in Grade 3 must pass the state assessment in reading to be promoted without consulting a grade placement committee. • Teachers should use the results from reading inventories in Grades 1 and 2 to plan for the implementation of SSI.

30. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 3 Reading Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test All Students Percent Passing

31. District 3rd Grade Reading: Current & Higher Standard

32. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 3 Mathematics Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test All Students Percent Passing

33. District 3rd Grade Math: Current & Higher Standard

34. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 All Tests Taken Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

35. District 8th Grade All Tests: Current & Higher Standard

36. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 Reading Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

37. District 8th Grade Reading: Current & Higher Standard

38. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 Writing Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

39. District 8th Grade Writing: Current & Higher Standard

40. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 Mathematics Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

41. District 8th Grade Math: Current & Higher Standard

42. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 Science Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

43. District 8th Grade Science: Current & Higher Standard

44. Comparison of TEXAS TAAS Spring 2001 Results at Current and Higher Standards on TEKS-Based TestsGrade 8 Social Studies Economically Disadvantaged White % Meeting Minimum Expectations at Current Standard on TEKS-Based Test. Hispanic African American % That Would Meet Minimum Expectations at Higher Standard on TEKS-Based Test. All Students Percent Passing

45. District 8th Grade Social Studies: Current & Higher Standard

46. TEXASClass of 1999 Completion Rates Economically Disadvantaged White Hispanic African American All Students Graduated Continued in High School 46 Received GED Drop Out 4 Yr.

47. DistrictClass of 1999 Completion Rates

48. Reviewing Data • Review the Early Indicator Summary Report – Part II for our campus and/or district for each grade level. • Compare the percent of each student group that meets the minimum expectations at the current and higher standard. • What do we notice?

49. Ensuring Success Engage in professional development Keep the data in front of you Establish and monitor long- and short-term goals Success Take risks Be enthusiastic Use candor Decrease stress in your environment 49

50. Putting It All Together • Review all the data for our campus and/or district that we have discussed today. • With your group, make a list of your top ten findings.