1. 2017 Beginning of Year DATA REFLECTION
RAMIREZ Elementary
2017 Beginning of Year DATA REFLECTION

2. STAAR Results: Grades 3 - 5
MAP Results: Grades K - 5
STAAR Results: Grades 3 - 5
State Accountability Results
The presentation today covers:
grades K-5 MAP Results,
grades 3-5 Spring STAAR Results, and
the 2017 State Accountability.

3. MAP Results
Grades K - 5
First on the agenda…the MAP Reading and Math results for Kindergarten thru 5th grade.

4. PERCENT MET SPRING 2017 MAP GROWTH PROJECTIONS
DISTRICT Results:
66% 79% % 60% % 50% % 63% % 58% % 55%
Each student’s MAP growth projection is different depending on their MAP administration results. This graph shows the PERCENT of students who met their projected growth from Fall 2016 to Spring 2017 for Reading and Math. District percentages are noted at the top of the chart.
The goal should be that EVERY student meets their MAP projected growth.

5. TELPAS
Let’s take a quick look at our Spring TELPAS results.

6. SPRING 2017 TELPAS ELL PROFICIENCY RATING PROGRESS
TELPAS fulfills federal requirements for assessing the English language proficiency of ELLs in kindergarten through grade 12. TELPAS assesses second language development in the domains of listening, speaking, reading, and writing. Multiple-choice assessments are used to assess reading in grades 2–12. For the other grades and domains, holistically rated assessments based on ongoing classroom observations and written student work are used. TELPAS reports student performance in terms of four English language proficiency levels: beginning, intermediate, advanced, and advanced high. The TELPAS results are used in several state and federal accountability and performance-based monitoring indicators.
The graph shows the ELL progress measure of students in grades 1-5 based on student’s composite rating. It represents the following indicators-
Increased- Indicates the # of students who made progress from one language proficiency level to another.
Fossilized- Indicates the # of students who made no progress from one language proficiency level to another (remained stagnant).
Decreased- Indicates the # of students who decreased from one language proficiency level to another.
The goal should be that EVERY student meets their MAP projected growth.

7. STAAR Results
Grades 3 - 5
Let’s take a quick look at our Spring STAAR results, which include results for every student who tested at your campus. PEIMS snapshot students are not factored-in.

8. PERCENT MET STANDARD ON ALL TESTS SPRING 2017 STAAR READING / WRITING
This report breaks down the Reading and Writing Spring scores for ALL test types (i.e., STAAR, STAAR Spanish if applicable, and STAAR Alt 2) for each of the grades shown. All grades haves been summed together for Reading to show an overall Reading score. You can make comparisons between the District and campus.
Take a moment to review and discuss the high points and any areas of concern.

9. PERCENT MET STANDARD ON ALL TESTS SPRING 2017 STAAR MATH / SCIENCE
This report breaks down the Math and Science Spring scores for ALL test types (i.e., STAAR, STAAR Spanish if applicable, and STAAR Alt 2) for each of the grades shown. You can make comparisons between the District and campus.
Take a moment to review and discuss the high points and any areas of concern.

10. STAAR Results Student and ELL Progress
The STAAR progress measure provides information about the amount of improvement, or growth, that a student has made from year to year. For STAAR, progress is measured as a student’s gain score, the difference between the score a student achieved in the prior year and the score a student achieved in the current year. Individual student progress is then categorized as Limited (formerly Did Not Meet), Expected (formerly Met), or Accelerated (formerly Exceeded). A STAAR progress measure is not available for all grades and/or subjects.
In order to receive a progress measure in 2017, a student must meet ALL of the following criteria within the same content area (reading, mathematics, or ELA):
• have a valid score from the previous year and the current year;
• have tested in successive grade levels or end of course (EOC) tests in the previous year and the current year. Students who took the same grade-level or EOC test in the prior year and the current year will not receive a progress measure. Students who take STAAR assessments and have skipped a grade level between the prior year and the current year, will receive a progress measure.
• have taken a STAAR , STAAR L, or STAAR A test in the previous year and the current year (i.e., STAAR); and
• for STAAR reading assessments, have taken tests in the same language in the prior year and the current year (i.e., English or Spanish); and
• for Algebra I and English II, have taken the test for the first time.
ELL students received an ELL Progress Measure based on the number of years in U. S. schools and their TELPAS proficiency level.

11. GRADE 4 READING SPRING 2017 STAAR AND ELL PROGRESS
DISTRICT
CAMPUS 57 51 52 58
This graph depicts a 2016 to 2017 District/Campus comparison of the STAAR and ELL Progress Measure for the percentage of students who met Expected or Accelerated progress in 4th grade Reading. The total percentage of students meeting Expected or Accelerated growth are noted in the black boxes.
A student may fail the test, but still meet their expected progress. Students who are not meeting their expected growth are losing ground and are in jeopardy of falling further and further behind.

12. GRADE 4 MATH SPRING 2017 STAAR AND ELL PROGRESS
DISTRICT
CAMPUS 58 58 49 47
This graph depicts a 2016 to 2017 District/Campus comparison of the STAAR and ELL Progress Measure for the percentage of students who met Expected or Accelerated progress in 4th grade Math. The total percentage of students meeting Expected or Accelerated growth are noted in the black boxes.
A student may fail the test, but still meet their expected progress. Students who are not meeting their expected growth are losing ground and are in jeopardy of falling further and further behind.

13. GRADE 5 READING SPRING 2017 STAAR AND ELL PROGRESS
DISTRICT
CAMPUS 66 62 68 64
This graph depicts a 2016 to 2017 District/Campus comparison of the STAAR and ELL Progress Measure for the percentage of students who met Expected or Accelerated progress in 5th grade Reading. The total percentage of students meeting Expected or Accelerated growth are noted in the black boxes.
A student may fail the test, but still meet their expected progress. Students who are not meeting their expected growth are losing ground and are in jeopardy of falling further and further behind.

14. GRADE 5 MATH SPRING 2017 STAAR AND ELL PROGRESS
DISTRICT
CAMPUS 73 76 82 82
This graph depicts a 2016 to 2017 District/Campus comparison of the STAAR and ELL Progress Measure for the percentage of students who met Expected or Accelerated progress in 5th grade Math. The total percentage of students meeting Expected or Accelerated growth are noted in the black boxes.
A student may fail the test, but still meet their expected progress. Students who are not meeting their expected growth are losing ground and are in jeopardy of falling further and further behind.

15. STAAR Results “True Cohort”
The following charts reflect true cohorts looking at the same students over time. For example, 2017 grade 4 student results are compared to their 3rd grade results.

16. Grade 4 Reading Cohort Report – Students who had both 3rd and 4th grade test results compared to the District. Did more students meet standard in 2017?

17. Grade 4 Math Cohort Report – Students who had both 3rd and 4th grade test results compared to the District. Did more students meet standard in 2017?

18. Grade 5 Reading Cohort Report – Students who had both 4th and 5th grade test results compared to the District. Did more students meet standard in 2017?

19. Grade 5 Math Cohort Report – Students who had both 4th and 5th grade test results compared to the District. Did more students meet standard in 2017?

20. STAAR Results Student Cohort Analysis -----Change by Proficiency Level
Are our students making grade-to-grade progress on STAAR?
In other words, did the students who failed last year meet the “Approaches” (or passing) standard this year? Likewise, did the students who met the passing standard last year meet the “Meets” (or Final) standard this year? Are our students making grade-to-grade progress and moving to higher proficiency levels from year-to-year?

21. READING – GRADE 3-TO-4 SPRING 2017 COHORT ANALYSIS BY PROFICIENCY LEVEL
This slide is a district-to-campus comparison following rd grade student Reading proficiency levels to their 2017 Reading proficiency levels as 4th grade students proficiency labels have been changed to match the new proficiency labels in Did students move up at least one proficiency level?
Did Not Meet to Approaches (passing)
Approaches to Meets (formerly called Final)
Meets to Masters (formerly called Advanced)
Masters to Masters

22. MATH – GRADE 3-TO-4 SPRING 2017 COHORT ANALYSIS BY PROFICIENCY LEVEL
This slide is a district-to-campus comparison following rd grade student Math proficiency levels to their 2017 Math proficiency levels as 4th grade students proficiency labels have been changed to match the new proficiency labels in Did students move up at least one proficiency level?
Did Not Meet to Approaches (passing)
Approaches to Meets (formerly called Final)
Meets to Masters (formerly called Advanced)
Masters to Masters

23. READING – GRADE 4-TO-5 SPRING 2017 COHORT ANALYSIS BY PROFICIENCY LEVEL
This slide is a district-to-campus comparison following th grade student Reading proficiency levels to their 2017 Reading proficiency levels as 5th grade students proficiency labels have been changed to match the new proficiency labels in Did students move up at least one proficiency level?
Did Not Meet to Approaches (passing)
Approaches to Meets (formerly called Final)
Meets to Masters (formerly called Advanced)
Masters to Masters

24. MATH – GRADE 4-TO-5 SPRING 2017 COHORT ANALYSIS BY PROFICIENCY LEVEL
This slide is a district-to-campus comparison following th grade student Math proficiency levels to their 2017 Math proficiency levels as 5th grade students proficiency labels have been changed to match the new proficiency labels in Did students move up at least one proficiency level?
Did Not Meet to Approaches (passing)
Approaches to Meets (formerly called Final)
Meets to Masters (formerly called Advanced)
Masters to Masters

25. STAAR Results Written Composition Reports
A Written Composition report is available on the Eduphoria drop-down report menu.
Students taking the Writing STAAR assessments receive Written Composition scores based on a scale of 0 to 8, with 0 being Nonscorable and 8 being Accomplished.
A student-level report is available on Eduphoria detailing scores and may be used in conjunction with the Writing Images (posted on Principal Access Only website) which were received in June.

26. WRITING SPRING 2017 WRITTEN COMPOSITION RATINGS
This graph shows results for the Expository composition. How did your students compare to the District?
Where did the majority of your students score on their written composition in comparison to the district? An analysis of student writing images and the scores they received may bring clarity to your instructional practices.

27. STATE Accountability
The goal of the Texas Accountability System is to have Texas be among the top ten states in postsecondary readiness by 2020 by:
Improving student achievement at all levels in the core subjects of the state curriculum,
Ensuring the progress of all students toward achieving advanced academic performance,
Closing advanced academic performance level gaps among student groups, and
Rewarding excellence based on other indicators in addition to state assessment results.

28. PERFORMANCE INDEX FRAMEWORK
To receive a Met Standard rating, all campuses and districts must meet the performance targets for: 1
Student Achievement
Target: * All - 60 2
Student Progress
Target: * Elem - 32 3
Closing Performance Gaps
Target: * Elem - 28 4
Postsecondary Readiness
Target: * Elem - 12 OR
AND
AND
In order to receive a Met Standard rating for the school year, districts and campuses must meet:
- Either Index 1: Student Achievement…OR…Index 2: Student Progress, and
- Index 3: Closing Performance Gaps and
- Index 4: Postsecondary Readiness.

29. LEAD4WARD RESOURCE http://lead4ward.com/resources/#tab-3
Lead4Ward provides a Quicklook document for the 2017 Accountability System. It outlines the criteria measured, as well as the “target” for each index.

30. 2017 ACCOUNTABILITY RATING SUMMARY
MET STANDARD
Met Standard on:
Student Achievement
Student Progress
Closing Performance Gaps
Postsecondary Readiness
Did NOT Meet Standard on:
2017 ACCOUNTABILITY RATING SUMMARY
PERFORMANCE INDEX REPORT
TEA provides a summary page detailing the 2017 Accountability Rating and Distinction Designations, along with additional information. More detailed information will be provided in later PPT slides on the individual Indexes.
The 2017 Overall Accountability Rating for our campus is _______________________. This includes all indexes evaluated.
State Statutes require that:
each campus site-based decision-making committee hold at least one public meeting annually after the receipt of the annual campus accountability rating for the purpose of discussing the performance of the campus and the campus performance objectives;
districts are required to publish accountability ratings on their website by the 10th day of the new school year, which are posted on the RAA website; and
districts are required to include the rating on the student report cards, along with a statement of whether the campus has been awarded a distinction designation or has been rated Improvement Required and an explanation.

31. INDEX 1 STUDENT ACHIEVEMENT DATA TABLE
Principals may wish to print this particular slide since it disaggregates data by subject and student group.
The Index 1: Student Achievement Data Table includes the percent of students meeting standard (Approaches Performance) on all subjects tested, as well as by each subject area. The numbers highlighted in yellow are the summed percentage of students meeting the “Approaches” or above by subject.

32. INDEX 1 STUDENT ACHIEVEMENT ACCOUNTABILITY SCORE
TARGET: 60
Index 1 target is 60. Our campus accountability score for Index 1: Student Achievement is: _______________.
We (met the standard / require improvement) for Index 1.
CAMPUS INDEX 1 SCORE 84

33. INDEX 2 STUDENT PROGRESS ACCOUNTABILITY SCORE
TARGET: 32
Index 2 calculates the percentage of students who met Expected or Accelerated progress and the percentage who met Accelerated progress for the student groups meeting minimum size criteria. These percentages are added together by subject and student group for Index 2 calculations. For Elementary, the target is 32 for 2017.
Our campus accountability score for Index 2: Student Progress is: _______________.
We (met the standard / require improvement) for Index 2.
CAMPUS INDEX 2 SCORE 51

34. INDEX 3 CLOSING PERFORMANCE GAPS ACCOUNTABILITY SCORE
TARGET: 28
Index 3 emphasizes the academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups (based on prior year assessment results). The Index 3 target for Elementary campuses is 28.
Our campus accountability score for Index 3: Closing Gaps is: _______________.
We (met the standard / require improvement) for Index 3.
CAMPUS INDEX 3 SCORE 45

35. Ethnic Percent Breakdown History Ramirez Profile
59.4
61.2
Hispanic
African American
Hispanic
African American
The ethnic breakdown of Lubbock ISD and its’ campuses is continually changing. This graph looks at a 13-year span showing increases and decreases in our student population. Campuses must address this changing demographic to ensure all student groups are academically successful.

36. READING / ELA – MET STANDARD or APPROACHES RESULTS
Ramirez - Sum of All Grades Tested 28 10
This graph shows a 5-year comparison of “Met Standard” or “Approaches” results for Reading (all grades and all tests).
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap?

37. READING / ELA – FINAL STANDARD or MEETS GRADE LEVEL RESULTS
Ramirez - Sum of All Grades Tested 67 26
This graph shows a 5-year comparison of “Final Standard” or “Meets Grade Level” results for Reading (all grades and all tests).
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap?

38. READING / ELA – ADVANCED or MASTERS GRADE LEVEL RESULTS
Ramirez - Sum of All Grades Tested 6
This graph shows a 5-year comparison of “Advanced Standard” or “Masters Grade Level” results for Reading (all grades and all tests) for specific student groups of 25 or more students.
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap? 2

39. MATHEMATICS – MET STANDARD or APPROACHES RESULTS
Ramirez - Sum of All Grades Tested 35 4
This graph shows a 5-year comparison of “Met Standard” or “Approaches” results for Math (all grades and all tests).
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap?

40. MATHEMATICS – FINAL STANDARD or MEETS GRADE LEVEL RESULTS
Ramirez - Sum of All Grades Tested 64 23
This graph shows a 5-year comparison of “Final Standard” or “Meets Grade Level” results for Math (all grades and all tests).
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap?

41. No Math Accountability Results in 2015
MATHEMATICS – ADVANCED or MASTERS GRADE LEVEL RESULTS
Ramirez - Sum of All Grades Tested 42
No Math Accountability Results in 2015
This graph shows a 5-year comparison of “Advanced Standard” or “Masters Grade Level” results for Math (all grades and all tests) for specific student groups of 25 or more students.
Discuss the gaps between your highest and lowest student groups. What strategies are needed to close the gap? 2

42. INDEX 4 POSTSECONDARY READINESS ACCOUNTABILITY SCORE
TARGET: 12
Index 4 emphasizes the role of elementary and middle schools in preparing students for the rigors of high school. Index 4 also emphasizes the importance of earning a high school diploma that provides students with the foundation necessary for success in college, the workforce, job training programs, or the military. For elementary and middle school campuses, Index 4 is based solely on students meeting the STAAR Postsecondary Readiness Standard (Final or Meets Grade Level standard) on two or more tests. The Index 4 target for elementary campuses is 12 for 2017.
Our campus accountability score for Index 4: Postsecondary Readiness is: _______________.
We (met the standard / require improvement) for Index 4.
CAMPUS INDEX 4 SCORE 55

43. Our campus failed to meet the STATE safeguard target(s) [highlighted] for the following area(s):
_________________

44. Distinction Designations
Distinction designations are awarded in recognition of outstanding achievement in specific areas. Campus distinctions are based on indicators for student performance in comparison to forty similar campuses. Campuses are only eligible if they have received a rating of Met Standard.
For 2017, distinction designations are awarded in:
Top 25 Percent: Student Progress, which is based on Index 2;
Top 25 Percent: Closing Performance Gaps, which is based on Index 3;
Academic Achievement in:
----Reading/English Language Arts,
----Mathematics,
----Science,
----Social Studies, and
Postsecondary Readiness.

45. Distinction Designations Campus Comparison Groups
Each campus is assigned a unique comparison group that consists of schools, from anywhere in the state, that closely match the “target” school. These are first identified by school type: Elementary, Middle School, High School, etc. Within those categories, schools are grouped with 40 other schools that are most similar on campus size, low grade/high grade, percent economically disadvantaged, mobility rate, percent of English language learners, percent served by special education, and percent enrolled in an Early College High School program.
Per Texas Education Code (TEC) §39.201, alternative education campuses (AECs) evaluated under AEA provisions are not eligible for distinction designations.

46. Distinction Designations
Elementary and Middle Schools: must be in Quartile 1 for 50 % or more of their indicators
High Schools: must be in Quartile 1 for 33 % of their indicators
Campus must be within Quartile 1 for its comparison group
In order to receive an Academic Achievement Distinction Designations campuses must meet:
50% or more of their indicators in the top quartile for elementary and middle school campuses; or
33% or more of their indicators in the top quartile for high schools.
For Student Progress and Closing Performance Gaps, a campus must be in the top 25%, or Quartile 1, of their campus comparison group to receive a Distinction Designation.
The Postsecondary Readiness Distinction Designation targets are:
Top 25% (Quartile 1) of their campus comparison group for elementary and middle school campuses; and
At least 33% of the indicators in the top quartile for high schools.

47. Distinction Designations Academic Achievement
Distinction Designations are awarded according to the type of campus you are, for instance, Elementary, Middle School, or High School. Please take time to look at the Distinction Designation indicators available for your campus if a Met Standard rating is received.

48. Distinction Designations 2017 Academic Achievement: READING
This is the Distinction Designation Summary for Reading showing which quartile our campus is ranked by each indicator evaluated. A campus must be in Quartile 1 in 50% of the indicators evaluated to qualify for a Academic Achievement Reading Distinction Designation.

49. Distinction Designations 2017 Academic Achievement: MATHEMATICS
This is the Distinction Designation Summary for MATHEMATICS showing which quartile our campus is ranked by each indicator evaluated. A campus must be in Quartile 1 in 50% of the indicators evaluated to qualify for a Academic Achievement Reading Distinction Designation.

50. Distinction Designations 2017 Academic Achievement: SCIENCE
This is the Distinction Designation Summary for Science showing which quartile our campus ranked by each indicator evaluated. A campus must be in Quartile 1 in 50% of the indicators evaluated to qualify for a Academic Achievement Science Distinction Designation.

51. Distinction Designations TOP 25% in STUDENT PROGRESS
This report lists the 40 campuses across the State most like our campus in type, grade span, size, demographics, mobility, and percent ELL and special education ranked by Index 2 score in order from high to low. A campus must be in the top Quartile (Quartile 1 – shown in gray) to earn a Top 25% Student Progress Distinction Designation.
This report is something that needs lengthy discussion. Where do we fall in the group of campuses that are most like our campus? What are campuses doing that rank above us?

52. Distinction Designations TOP 25% in CLOSING PERFORMANCE GAPS
A campus must be in the top Quartile (Quartile 1 –shown in gray) to earn a Top 25% Closing Performance Gaps Distinction Designation.

53. Distinction Designations Postsecondary Readiness
A Postsecondary Readiness (Meets Grade Level performance) Distinction Designation is earned if a campus shows performance in Quartile 1 of similar schools in their campus comparison group.

54. RAMIREZ Elementary