Academic Excellence Indicator System 200506

1
Academic Excellence Indicator System2005-06

• Annual Report and Public Hearing
• Our School District
• Date

2
Academic Excellence Indicator System (AEIS)

• Comprehensive reporting system defined by statute
• Published annually since 1990-91
• Gives parents and community a snapshot of
• District/Campus Performance (Section I of AEIS
  Report)
• District/Campus Profile (Section II of AEIS
  Report)
• Contains all data used to determine
  District/Campus accountability ratings
• Uses data collected through
• State data reporting system (PEIMS)
• Student assessment system

3
AEIS Reports

• Section I District/Campus Performance
• Data for all indicators used to determine
  accountability ratings
• Spring 2006 TAKS performance
• Spring 2006 SDAA II performance
• Completion Rate I for class of 2005
• 2004-05 Annual Dropout Rate for grades 7 and 8
• Disaggregated data by grade level
• Data for indicators that may potentially be
  included in future accountability
• Spring 2006 TAKS I performance

4
AEIS Reports

• Section II District/Campus Profile
• Demographic data about students and staff
• Program information
• Financial information

5
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• TAKS performance Spring 2006
• Met Standard by grade, subject, and student
  group
• Comparison to 2005 performance
• Comparison to State and Region performance
• Achieved Commended Performance (90 of the items
  correct)

6
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• TAKS performance Spring 2006
• Accountability Measure Met Standard Sum of
  All Grades Tested (3-11) (or all grades tested at
  campus)
• By subject
• Reading/ELA
• Math
• Writing
• Science (excluding 8th grade Science)
• Social Studies
• By student group
• All Students
• African American
• Hispanic
• White
• Economically Disadvantaged

7
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• SDAA II performance Spring 2006
• Met ARD Expectations by subject and student
  group
• Accountability Measure Met ARD Expectations
  sum of all tests, in all subjects (Reading,
  Mathematics, Writing), in all grades (3-10)

8
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• TAKS I performance Spring 2006
• Met Standard by grade, subject, and student
  group
• Comparison to State and Region performance

9
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• TAKS/SDAA II Participation Rates
• Sum of all grades by student group
• TAKS Exit-Level Cumulative Pass Rate
• Progress of Prior Year TAKS Failers
• Student Success Initiative Results
• RPTE Results

10
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• Attendance Rate
• Annual Dropout Rate
• Grades 7-8 Standard Accountability Measure
• Grades 7-12 Alternative Accountability Measure
• Completion Rate II
• Class of 2005 (with GED)
• Completion Rate I
• Class of 2005 (without GED) Accountability
  Measure

11
AEIS Performance Reports(Section I)

• District/Campus performance indicators include
• Advanced Courses/Dual Enrollment
• Recommended High School Program
  (RHSP)/Distinguished Achievement Program (DAP)
  Graduates
• AP/IB Results
• Texas Success Initiative Higher Education
  Readiness Component (HERC)
• SAT/ACT Results

12
AEIS Changes for 2005-06

• Increased standards for TAKS Performance
• Use of Completion Rate I
• Does not count GED recipients as Completers
• TAKS Passing Standard
• At Panel Recommendation for all subjects and all
  grades (other than 8th grade Science)
• Exclusion of students displaced due to Katrina or
  Rita
• Replacement of TAAS/TASP Equivalency Indicator
  with the Texas Success Initiative (TSI) Higher
  Education Readiness Component (HERC) for Gold
  Performance Acknowledgement

13
2006 Accountability Standards
14
Anticipated 2007 Accountability Standards
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2006 Accountability Ratings forOur District

• District
• Campus 1
• Campus 2
• Campus 3
• Campus 4
• Campus 5

16
TAKS Performance All Grades
17
TAKS Performance Reading/English Language Arts
18
TAKS Performance Writing
19
TAKS Performance Mathematics
20
TAKS Performance Science
21
TAKS Performance Social Studies
22
SDAA II Performance (All Students Receiving
Special Education Services Taking SDAA II)
23
TAKS I Performance Science(For Students
Receiving Special Education Services Taking the
TAKS I)
24
TAKS I Performance - Social Studies(For Students
Receiving Special Education Services Taking the
TAKS I)
25
TAKS I Performance Exit Level ELA and Math(For
Students Receiving Special Education Services
Taking the TAKS I)
26
RPTE Performance
27
Attendance
28
Annual Dropout Rate (Gr. 7-8)
29
Annual Dropout Rate (Gr. 7-12)
30
Completion Rate I

• Percent of students (longitudinal measure) who
  first attended 9th grade in 2001-02 who completed
  or who are continuing their education 4 years
  later
• Graduated with class of 2005 (or earlier)
• Re-enrolled in school in fall of 2005

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Class of 2005Completion Rate I (Longitudinal)
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Additional Indicators

• XXXX percent of high school students completing
  an advanced course
• XXXX percent of graduates completing the RHSP
• XXXX percent of graduates completing the DAP
• AP and IB examination results
• Number tested XXXX
• by score
• 5 XXXX
• 4 XXXX
• 3 XXXX
• lt2 XXXX

33
Additional Indicators

• Texas Success Initiative (TSI) Higher Education
  Readiness Component (HERC)
• Language Arts XXXX
• Mathematics XXXX
• SAT
• Participation Rate
• Average score
• State Average
• ACT
• Participation Rate
• Average score
• State Average

34
AEIS Profile Report(Section II)

• Student Information
• By grade
• Ethnicity
• Program areas
• Retention rates
• Class size

35
AEIS Profile Report(Section II)

• Staff Information
• Professional staff
• Experience
• Financial Information
• Tax information
• Expenditures

36
Campus Performance Objectives

• Campus Improvement Plans are based on the AEIS
• Performance Objectives are approved by the Board
  of Trustees
• Data from the AEIS gives direction for the
  development of performance objectives that are
  low in relation to the accountability standards

37
Violent and Criminal Incidents

• Texas statute (TEC 39.053) requires every
  district to publish a report on violent and
  criminal incidents at campuses in the district
• Number
• Rate
• Type

38
Violent and Criminal Incidents
39
Student Enrollment and Academic Performance
(Texas Higher Education Coordinating Board)

• Data collected and reported by the Texas Higher
  Education Coordinating Board
• Reported for each high school in the district
• Reports on student performance in postsecondary
  institutions
• Most recent report (2003) available at
• http//www.thecb.state.tx.us/Reports/
• 2004 Report COMING SOON!

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Accessing the Report

• Public Hearing
• Where the report is available
• TEA
• District website
• Campus libraries or offices

41
Adequate Yearly Progress2005-06

• Our School District
• Date

42
Adequate Yearly Progress(AYP)

• Created by No Child Left Behind
• NCLB
• Ratified by Congress in December 2001
• Signed by President Bush on January 8, 2002
• Four key elements of NCLB
• Stronger accountability for results
• Tests aligned with rigorous state standards
• AYP
• Results reported according to student groups
• Access to Highly Qualified teachers
• Expanded flexibility and local control
• Expanded options for parents
• Emphasis on research-based methods

43
Adequate Yearly Progress

• Measures used to determine AYP
• Performance Percent of students (Grades 3-8 and
  10) who are Proficient in
• Reading/ELA
• Math
• Participation Percent of students (Grades 3-8
  and 10) who Participate in state assessment in
• Reading/ELA
• Math
• Additional Measure
• Attendance Rate
• For elementary and middle school campuses
• Districts not offering 12th grade
• Graduation Rate
• For high school campuses
• Districts offering 12th grade

44
Adequate Yearly Progress

• Standards used to determine AYP
• Performance
• Reading/ELA 53 Proficient
• All Students
• African American
• Hispanic
• White
• Economically Disadvantaged
• Special Education
• LEP
• Math 42 Proficient
• All Students
• African American
• Hispanic
• White
• Economically Disadvantaged

45
Adequate Yearly Progress

• Standards used to determine AYP
• Participation
• Reading/ELA 95 Participation
• All Students
• African American
• Hispanic
• White
• Economically Disadvantaged
• Special Education
• LEP
• Math 95 Participation
• All Students
• African American
• Hispanic
• White
• Economically Disadvantaged

46
Adequate Yearly Progress

• Standards used to determine AYP
• Attendance
• 90 Attendance
• All Students
• Graduation
• 70 Graduation Rate Class of 2005
• All Students

47
Adequate Yearly Progress

• AYP Status Labels
• Met AYP
• Missed AYP (Reason)

48
Adequate Yearly Progress

• Determining Performance
• NCLB allows each State to define Proficient
• BUT NCLB requires that all students be held to
  the same high standards of academic achievement
• All 3rd graders held to the same 3rd grade
  standard
• All 4th graders held to the same 4th grade
  standard
• Etc.

49
Adequate Yearly Progress

• Impact in Texas of NCLBs requirement that all
  students be held to the same high standards of
  academic achievement
• All students taking an SDAA II below Enrolled
  Grade Level (EGL) or who take an LDAA are
  automatically considered Non Proficient for AYP
  purposes
• Exception USDE has allowed (by regulation and
  by written agreement with the State of Texas) the
  following
• A specific number of LDAA assessments and below
  EGL SDAA II assessments CAN be considered
  Proficient
• For Spring 2006, that number 3 of the total
  number of students enrolled in the district in
  Grades 3-8 and 10 on the date of the assessment
  (i.e., Reading/ELA or Math)

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Texas AYP Standards for Performance(Through
Spring 2014)
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AYP Reports

• Page 1 Performance
• Page 2 Participation
• Page 3 Additional Measure

52
2006 AYP Status forOur District

• District
• Campus 1
• Campus 2
• Campus 3
• Campus 4
• Campus 5

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Performance Reading/English Language
Arts(Grades 3-8 and 10)
54
Performance Mathematics(Grades 3-8 and 10)
55
Participation Reading/English Language
Arts(Grades 3-8 and 10)
56
Participation Mathematics(Grades 3-8 and 10)
57
Graduation Rate
58
Attendance Rate(For Districts Not Offering Grade
12)
59
If District or any Campus identified as Missed
AYP

• Plan or required action (if in mandatory Stage of
  Intervention)
• TAP
• Activities
• Other
• Other
• Other

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Accessing the AYP Report

• Where the report is available
• TEA
• District website
• Campus libraries or offices