Understanding AYP Campus Data

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Understanding AYP Campus Data
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Goal

• Initiate discussions about school data
• Analyze AYP Results
• Identify strengths and weaknesses of the AYP data
• Identify the types of data useful for school
  improvement
• Identify the strengths of each type of data
• Improve teaching and student learning

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AYP Indicators?

• In your table group list the indicators used to
  calculate AYP

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AYP Guide

• http//www.tea.state.tx.us/ayp/index.html

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AYP Indicators

• Reading/Language Arts Performance
• Mathematics Performance
• Graduation Rate
• Or Attendance Rate
• Reading/Language Arts Participation (95)
• Mathematics Participation (95)

In all student groups
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Other AYP Indicators

• Attendance rate 90
• Graduation rate 70

In all student groups
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Flexibility

• Safe Harbor
• Performance improvement for each tested student
  group or a 10 decrease in the percentage not
  proficient from the previous year.
• AND at least 1/10 improvement in graduation rate
  or attendance rate

In all student groups
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Flexibility for a small campus or district

• Confidence Interval
• Available upon appeal to small campuses
  districts with at least 10, but less than 50
  tested students in Reading/Language Arts or
  Mathematics
• Allows AYP to be met by recalculating observed
  performance rate plus allowance for sampling
  error.
• Uniform Averaging
• Uses data aggregated over two years
• Pairing
• Campuses with less than 10 assessments,
  performance results at all students level will be
  applied to assigned paired campus
• Case by case evaluation for fewer than five
  assessments

In all student groups
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Performance Standard
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
Reading/ELA 47 53 60 67 73 80 87 93 100
Mathematics 33 42 50 58 67 75 83 92 100
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Rising Performance Standard
02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14
Reading/ELA 47 53 60 67 73 80 87 93 100
Mathematics 33 42 50 58 67 75 83 92 100
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100 by 2014
100
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• Campus rated Academically Unacceptable, Missed
  AYP in Reading (Performance) and Mathematics
  (Performance)

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• Students may be represented in more than one
  group

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For future reference, write 53 on your copy of
the AYP Report
53

• All Students that
• Met standard on 04-05 Reading/Language Arts
• Were tested on 04-05 Reading/Language Arts
• of the students that met 53 standard
• of the all student group

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v
53
Special formats , gt99, lt1, used to protect
student confidentiality n/a indicates the data
are not available or applicable - indicates there
were no students in that group
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v
53

• Take Five
• Explain to your neighbor what we know about this
  Economically Disadvantaged group.

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For future reference, write 47 on your copy of
the AYP Report
47
53

• Reading/Language Arts
• Student performance
• in 2003-2004

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53
47

• Improvement Required to meet AYP through Safe
  Harbor. Improvement is not calculated for the
  Other Indicator.

• The difference between the rates for the two
  years is used to determine if the campus met
  performance improvement in Reading/Language Arts

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Reading/Language Arts

• Highlight or circle each student group that does
  not meet AYP in Reading/Language Arts
• Discuss with a neighbor
• What do we know?
• What do we not know?
• What are some questions it raises?

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42
53
33

• Examine the Mathematics Data provided.
• Highlight or circle the student groups that did
  not meet AYP
• What questions do these data raise?

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Resource

• Principals Planning Guide Mathematics
• District Implications
• Strategic Steps for Math Interventions
• Short term
• Long term
• Region XIII ESC. (2006). Principals planning
  guide Mathematics. Austin, TX Author.
  (http//www.esc13.net/statewide/sirc/ )

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42
70
53
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70
Other Measure Only one other measure is used in
the AYP calculation for each district and
campusAttendance Rate OR Graduation Rate.
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95
95
Participation results are summed across Grades
3-8 and 10 for the grades tested at the campus or
district.
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9595
7090

• - Met AYP on this measure
• Missed AYP for performance due to NCLB 5 cap
  on SDAA II and LDAA

X Missed AYP for this measure
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In the next 5 minutes, discuss with a partner

• What are some of the questions that can be
  addressed at this time?
• What correlations can you make at this time?
• What else would you like to know?

Share your ideas with your table group.
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Now it is your turn

• The Table Facilitator will provide you with your
  campus data.
• Work with your school team to examine your school
  data and complete the data organizer provided.
• Note what we know from the data provided.
• Document questions that need to be investigated
  later.

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Student Learning

• Annual-large scale (TAKS)
• Designed for accountability purposes
• Samples student knowledge in broad domains
• Used to evaluate the effectiveness of curriculum
• Periodic
• Ongoing
• Learning Point Associates. (2004). Guide to
  Using Data in School Improvement Efforts.
  Naperville, IL Author

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Student Learning

• Annual-large scale
• Periodic (often called Benchmarks)
• Purchased or locally developed
• Immediate student results
• Ongoing
• Learning Point Associates. (2004). Guide to
  Using Data in School Improvement Efforts.
  Naperville, IL Author.

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Student Learning

• Annual-large scale
• Periodic
• Formative and Ongoing
• Guides daily instructional decisions
• Identifies excelling and struggling students
• Identifies successful instructional strategies
• Learning Point Associates. (2004). Guide to
  Using Data in School Improvement Efforts.
  Naperville, IL Author.

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Where is your team going from here?

• What are your next steps?
• How are you going to use data?
• What will you use to inform your action steps for
  school improvement?
• Possible Resources include the Principal Planning
  Guides
• Skill Check and Benchmarking Processes
• TEKS Based Instruction at TAKS Standards