Reflection and Data Mining Dell City I.S.D. Reflection and Data Mining August 2018

What do you hope or expect to gain from today’s session? REFLECTION TIME What are pressing concerns occupying your mind? Take 2 minutes to jot down all the things you need to complete or are thinking about. What do you hope or expect to gain from today’s session?

Starting with the “Why?” What is your “WHY”? Divide the room into 4 groups and have them answer this question.

Moving from Compliance to Commitment We are great at the what, but we need to start and focus on the why? WHAT HOW WHY

What does school improvement mean to you? REFLECTION TIME When you think about school improvement, what is the first thing that comes to mind? What does school improvement mean to you?

What were the goals we set for the 2017-2018 academic school year? REFLECTION TIME What were the goals we set for the 2017-2018 academic school year? What progress did we make towards meeting our goals?

REFLECTION TIME What were the initiatives/strategies we set as priorities to meet our goals? Were the initiatives/strategies effective? What evidence do we have to justify our conclusion?

Are there any pending action items we have not completed? REFLECTION TIME Within your sphere of control, were there any challenges that impacted the effectiveness and/or implementation of our initiatives/strategies? (Consider the initiatives/strategies at our campus. How might we tier or prioritize them?) Are there any pending action items we have not completed?

What crucial conversations are needed to achieve our goals? REFLECTION TIME What crucial conversations are needed to achieve our goals?

REFLECTION TIME Please get a piece of chart paper. Write your School Name at the top Write two goals you had in 2017-2018 Write at least one strategy you had in 2017-2018 for each of the goals you listed. (Be detailed. We will refer to this as we dig into the data.)

How comfortable/knowledgeable/informed do you feel about the new A-F accountability system?

A = Exemplary Performance B = Recognized Performance A-F Letter Grades A = Exemplary Performance B = Recognized Performance C = Acceptable Performance D = In Need of Improvement F = Unacceptable Performance

Accountability 101 A = Exemplary Performance B = Recognized Performance C = Acceptable Performance D = In Need of Improvement F = Unacceptable Performance

BEST OF ACHIEVEMENT OR PROGRESS Overview BEST OF ACHIEVEMENT OR PROGRESS 70% of Overall Grade 30% of Overall Grade

Student Achievement Domain

Student Achievement Domain Elementary/Middle Schools Weight STAAR 100% High Schools, K–12, and Districts STAAR 40% College, Career, and Military Readiness (CCMR) 40% Graduation Rate 20%

Student Achievement Domain Approaches G.L. + Meets G. L. + Masters G.L. Score 3 Formula for Success and Recognition as an “A” level campus 90% Approach GL 60% Meet GL Score of 60 30% Master GL

Student Achievement Domain College Ready Meet criteria of 3 on AP or 4 on IB examinations Meet TSI criteria (SAT/ACT/TSIA/College Prep course) in reading and mathematics Complete a course for dual credit (9 hours or more in any subject or 3 hours or more in ELAR/mathematics) Earn an associate’s degree Complete an OnRamps course* Meet standards on a composite of indicators indicating college readiness* Career Ready CTE coherent sequence coursework completion and credit aligned with approved industry-based certifications (one-half point credit) Earn industry-based certification Graduate with completed IEP and workforce readiness (graduation type code of 04, 05, 54, or 55) Be admitted to postsecondary industry certification program* Military Ready Enlist in the United States Armed Forces *Implementation in 2019 and beyond

Student Achievement Domain Graduation Rate High school graduation rates include the four-year, five-year, or six-year longitudinal graduation rate (with state exclusions) or annual dropout rate, if the graduation rate is not available.

Student Achievement Domain Let’s Calculate Our Domain 1 Result 55% + 24% + 12% 3 30 ( Scales to a 56 – Improvement Required)

Student Achievement Domain Let’s Calculate Our Domain 1 Result Go to www.esc19.net Click on Programs Click on Research and Analysis Click on Accountability Resources Click on Domain 1 Projection Worksheet

Student Achievement Domain Let’s Calculate Our Domain 1 Result Using the Domain 1 worksheet, insert all your grade level and subject results. Number of testers % of Approach Grade Level % of Meets Grade Level % of Masters Grade Level Use the TEA SCALING TOOL to convert your result

Student Achievement Domain How do your Domain 1 results connect to your listed Goals and Strategies? Does the data indicate success or a need for growth? Are you surprised?

Student Achievement Domain Will the goals listed in your 2018-2019 campus/district improvement plans help you move to the type of letter grade you want?

School Progress Domain

School Progress Domain Elementary, Middle, High Schools, K–12, and Districts The higher scaled score of Part A: Academic Growth or Part B: Relative Performance is used for the School Progress domain rating.

School Progress Domain Part A: Student Growth School Progress, Part A: Academic Growth includes all assessments with a STAAR progress measure.* Districts and campuses (including high schools) earn credit for results that maintain proficiency or meet growth expectations on STAAR. *Substitute assessments are not included.

School Progress Domain Part A: Student Growth Current-Year Performance on STAAR Prior-Year Performance on STAAR   Does Not Meet Approaches Grade Level Meets Grade Level Masters Grade Level Met or Exceeded Growth Expectation=1 point, Else = 0 points Met or Exceeded Growth Expectation=1 point, Else = 0.5 point 1 point 0 points

School Progress Domain Part A: Student Growth Current-Year Performance on STAAR Alternate 2 Prior-Year Performance on STAAR Alternate 2   Level I: Developing Level II: Satisfactory Level III: Accomplished Met or Exceeded Growth Expectation=1 point, Else = 0 points 1 point 0 points Met or Exceeded Growth Expectation=1 point, Else = 0.5 point

School Progress Domain Part B: Relative Performance School Progress, Part B: Relative Performance evaluates the achievement of all students relative to districts or campuses with similar socioeconomic statuses.

School Progress Domain

School Progress Domain Part B: Relative Performance—High Schools, K–12, and Districts with CCMR Component Student Achievement STAAR component* and CCMR component results averaged compared to districts or campuses with similar percentages of economically disadvantaged students Part B: Relative Performance—High Schools, K–12, and Districts without CCMR Component Student Achievement STAAR component* results compared to districts or campuses with similar percentages of economically disadvantaged students *Substitute assessments are included at the Meets Grade Level standard.

School Progress Domain Let’s Calculate Our Domain 2 Result 57 ( Scales to a 62 – Met Standard)

School Progress Domain Let’s Calculate Our Domain 2 Part B Result Domain 1 Result of 30 with a 100% Econ Disadv Rate Scales to a 60 – Met Standard)

School Progress Domain How did you and your campus do? How are you measuring growth? Do you have the same definition of growth? What does intervention look like for you and your students? How are you addressing the needs and growth requirements of all learners? Do you tier your students? What supports are needed to meet growth targets?

School Progress Domain How do your Domain 2: Relative Performance results connect to your listed Goals and Strategies? Does the data indicate success or a need for growth? Are you surprised?

Closing the Gaps Domain

Closing the Gaps Domain Economically Disadvantaged

Closing the Gaps Domain Student Groups Components All Students Academic Achievement in Reading and Mathematics (At Meets Grade Level or Above) African American Hispanic Growth in Reading and Mathematics (Elementary and Middle Schools) White American Indian 4-year Federal Graduation Rate (High Schools, K–12, and Districts) Asian Pacific Islander College, Career, and Military Readiness (High Schools, K–12, and Districts) Two or More Races Economically Disadvantaged Student Achievement Domain Score: STAAR Component Only (Elementary and Middle Schools) Current and Former Special Education Current and Monitored English Learners (through fourth year as allowed by ESSA) English Language Proficiency Status (USDOE denied the requested waiver.) Continuously Enrolled/ Non-Continuously Enrolled

Closing the Gaps Domain Academic Achievement* STAAR (percentage at Meets Grade Level or above) ELA/Reading Mathematics Targets By student group and subject area No safe harbor *Substitute assessments are included at the Meets Grade Level standard.

Closing the Gaps Domain Growth Elementary and Middle Schools (School Progress domain) ELA/Reading Mathematics Graduation Rate High Schools, K–12, Districts* 4-year Federal Graduation Rate (without exclusions) Targets By student group For Growth, by subject area No safe harbor *For high schools, K–12s, and districts without a federal four-year graduation rate, the STAAR Growth Status is used, if available.

Inclusion of English Learners in 2018 Accountability English Learners (ELs) who are year one in U.S. schools are excluded from accountability performance calculations. Due to changes to the Texas English Language Proficiency Assessment System (TELPAS), Texas will request a waiver from the U.S. Department of Education to exclude EL students who are year two in U.S. schools from 2018 performance calculations. (THIS WAIVER WAS DENIED) TELPAS will be evaluated as a lagging indicator measuring results from 15/16 to 16/17 STAAR Alternate 2 assessment results will be included regardless of an EL’s years in U.S. schools. Asylees, refugees, and students with interrupted formal education (SIFEs) are not included in state accountability until their sixth year of enrollment in U.S. schools.

Closing the Gaps Domain School Quality and Student Success High Schools, K–12, and Districts College, Career, and Military Readiness* Elementary and Middle Schools Student Achievement Domain Score: STAAR Component Only Targets By student group No safe harbor *Evaluates annual graduates plus students in grade 12 during school year 2016–­17 as reported in TSDS PEIMS who did not graduate. If a high school, K–12, or district does not have CCMR data, the Student Achievement Domain Score: STAAR Component Only is used, if available.

Closing the Gaps Domain High Schools, K–12, AEAs, and Districts Weight Academic Achievement 50% Federal Graduation Status 10% (If not available, STAAR Growth Status) English Language Proficiency 10% College, Career, and Military Readiness 30% (If not available, Student Achievement Domain Score: STAAR Component Only) The TELPAS waiver was denied by USDOE and English Language Proficiency will be included at a weight of 10%

School Progress Domain Let’s Calculate Our Domain 3 Result

School Progress Domain Let’s Calculate Our Domain 3 Result 11 ( Scales to a 60 – Met Standard)

Closing the Gaps Domain Let’s Calculate Our Domain 3 Result Go to www.esc19.net Click on Programs Click on Research and Analysis Click on Accountability Resources Click on Domain 3 Projection Worksheet

Closing the Gaps Domain How do your Domain 3 results connect to your listed Goals and Strategies? Does the data indicate success or a need for growth? Are you surprised?

Ratings

Dell City ISD Overall Rating Calculation   Scaled Score Better of School Progress Part A or Part B Better of Student Achievement or School Progress Weight Weighted Points Student Achievement Domain 56 School Progress, Part A Domain 62 62  70%   43.4 School Progress, Part B Domain 60 Closing the Gaps Domain 61 30% 18.3 Overall Score 61.7 2018 District Overall Rating D

Wrapping it Up Thinking about all 3 Domains of accountability, and your results, what component will you focus on to meet state expectations?

Wrapping it Up What type of data do you need to meet your goals this year and encounter success in the component you just identified?

Wrapping it Up How will you gather this data? What type of support and resources do you need?

Wrapping it Up Why is accurate and reliable data important to this conversation? How will we ensure that all data collected is accurate and reliable?

Wrapping it Up What processes will we follow to analyze and evaluate data, and allow data to guide our decisions for successful outcomes?

Any Questions??!! Glenn Nathan ganathan@esc19.net 915.780.6517