LBJ ELEMENTARY

1
LBJ ELEMENTARY Johnson City ISD presents DATA
ROUNDUP at the Ranch
October 27, 2005
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Straight Shootin (Our Purpose) All student
subgroups in grades 3 and 4 will achieve a 90
passing rate on math, reading, and writing TAKS
scores by the end of the 05-06 school year.
(says the sheriff and posse)
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Questions around the Campfire

• Do the benchmarks identify low performing
  students?
• Do we use item analysis to guide instruction?
• Are we meeting the needs of individual subgroups
  during instruction?
• Do lesson plans reflect that the TEKS (that are
  covered on TAKS) are taught prior to the
  administration date?

4
Processes to Lasso

• AEIS IT software to identify subgroups
• Lesson plans
• Pacing chart for TEKS
• Classroom grades

• Benchmark tests
• Correlation of TEKS to TAKS objectives
• TPRI/ITBS data
• Teacher perception survey

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Corralling the Data (Disaggregation)

• Benchmark results
• Item analysis of individual questions
• TPRI/ITBS tracking form
• AEIS-IT software reports of results by subgroup
  populations
• Star reading reports

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Wrangling our Findings
Benchmarks were administered last week and are
being scored and added to the AEIS-IT software.
Using AEIS-IT reports we will be corralling our
students into tutorial groups and providing
appropriate interventions.
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Chuck Wagon of Interventions (already in place)

• Daily automaticity practice
• Documentation of TEKS in lesson plans
• Daily Excel math
• Math practice software
• Problem solving activities
• Creative Education Institute (CEI)

• TPRI suggested interventions
• Title 1 Reading
• Plans for afterschool tutoring
• Waterford software and dedicated lab
• Accelerated reading
• Increased time in math class to 75 minutes
• ARD decisions

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Saddle Up! (Conclusions and other things to
consider)

• Administer benchmarks near end of 2nd grade
• Analyze TAKS objectives on MS TAKS tests to
  determine which are introduced and taught in
  elementary school
• Analyze TAKS objectives on 3rd/4th TAKS tests to
  determine which are introduced and taught in
  lower grades
• Compile data in teacher-friendly format
• Add additional interventions
• Design applicable staff development
• Investigate Accelerated Math software

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Memory Jogger Gantt Chart
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Howling to Know

• Do we have data to identify which interventions
  are successful?
• What interventions are other districts using
  that are successful?