Who s Who in Index 2?

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2 Who s Who in Index 2? To receive a progress measure in Index 2 a student must meet ALL of the following criteria within the same content area: Have a valid score from the prior year and current year. Have tested in successive grade levels or EOC tests in prior year and current year. Have taken the same version/type of test in the prior year and current year. Have taken tests in the same language in the prior year and current year.

3 Who s Who? Ten Student Groups: All Students Students served by Special Education ELL Seven Racial/Ethnic Groups: African American American Indian Asian Hispanic Pacific Islander White Two or More Races

4 Who s Not Included? LEP students that tested English test versions. (ELL Progress Measure coming for 2014) Asylees/refugees excluded ELL tested on Spanish test versions Year 1 through Year 3 Asylees/refugees Year 1 through Year 5 3rd grade students Any student that does not meet one or more of the criteria. A student could meet the criteria in one content area but not another.

5 What Subjects? Reading/ELA Mathematics Writing (English II) Evaluated Separately

6 Minimum Size? All Students: at least 10 test results. Student Groups: at least for the group. 25 test results

7 Met Progress: Performance Level I OR Level II The distance between the final recommended performance standards from the prior year and the current year in the same content area. Goal students in Level II will maintain at least Level II Example: Final Level II 4th grade math = 1599 Final Level II 5th grade math = = 28 point gain to receive Met OR Level III Advanced = distance between Level III standards = Met (Applies to students if their performance on 2012 = Level III Advanced and then their performance in 2013 was Level III Standard 4th grade math = 1677 Level III Standard 5th grade math = = 33 point gain to receive Met Level III performance to Level II performance between years will most likely result in a Not Met Note Grades 3-8 are built on a vertical scale; EOCs are built on a horizontal scale which could result in progress targets being a zero or negative.

8 For each % of tests at the Met Growth Expectation Level

9 Exceeded Progress: Performance Level I or II Demonstrated significant growth: beyond that of the Met target. Defined as: distance between Level II standard in the prior year and Level III standard in the current year Example: Final Level II 4th grade math = 1599 Level III Advanced 5th grade math = = 111 points Students at performance levels I or II would need to show 111 points in order to receive an Exceeded Progress.

10 1 Point for Met + 1 Point for Exceeded = 2 points for each % at the Exceeded Growth Expectation Level

11 Student Performance = Level I OR Level II Final Level II 4 th grade math = 1599 Final Level II 5 th grade math = = 28 point gain Final Level II 4 th grade math = 1599 Level III Advanced 5 th grade math = = 111 points Students at performance levels I or II would need to show 111 points in order to receive an Exceeded Progress.

12 Exceptions All students scoring at the three highest raw scores in the current year will be classified as Exceeded. Students who maintained Level III Advanced performance from the prior year to the current year will be classified as Met or Exceeded. Students scoring below chance in the current year will be classified as Did Not Meet.

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14 How is the progress measure useful to teachers and administrators? Provides additional information by communicating how much the student has improved from the prior year to the current year. Provides a more complete picture of the student s achievement. Allows campuses and districts to receive credit within Index 2, for students who have yet to achieve Level II Performance and pass the test.

15 STAAR Progress Measures Index 2 Accountability O 6 Scenarios 1. Passed the test Met Growth 2. Passed the test Exceeded Growth 3. Passed the test Did Not Meet Growth 4. Failed the test Met Growth 5. Failed the test Exceeded Growth 6. Failed the test Did Not Meet Growth

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18 Step 1: Progress toward Satisfactory Performance How are students and student groups making progress and gains toward Satisfactory Performance from one year to the next? Consider the following: Review minimum size requirements for each student group. (All students 10 tests; Student Groups 25 tests). You have to know which students you are targeting. Analyze students meeting and not meeting Satisfactory Performance Level. Evaluate student groups by core academic subjects: reading, math, and writing (English I English II). Analyze Index 1 data, trends, and patterns to identify barriers.

19 Step 2: Possible Data Sources All STAAR tests prior and current year scale scores by core academic subject.

20 Possible Data Sources Did Not Meet Expected Growth, Met or Exceeded Expected Growth student groups. 200 possible points 200 possible points 400 max points

21 Possible Data Sources

22 Possible Data Sources Elementary Target = 30 Middle School Target = 29 High School = 17

23 Possible Data Sources Programs and Services for students who did not meet, met, exceeded growth/progress. Reporting categories and student expectations by core academic subject Item analysis and curriculum review

24 Groups to Consider O 6 Scenarios 1. Passed the test Met Growth 2. Passed the test Exceeded Growth 3. Passed the test Did Not Meet Growth 4. Failed the test Met Growth 5. Failed the test Exceeded Growth 6. Failed the test Did Not Meet Growth

25 Questions to consider: Which students and student groups: 1. Did Not Meet growth expectations? Why? 2. Met growth expectations? Why? 3. Exceeded growth expectations? Why?

26 Questions to Consider What does the data reveal about the students in each of the growth categories? What does the data indicate when compared within and across the core academic subjects? What do teacher, grade level, department, subject, and campus data indicate? What is the scale score growth? (Vertical scale grades 3-8) For students and student groups that did not meet growth expectation, what do the reporting categories and student expectations indicate? Where are the strengths and weaknesses?

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29 The search feature will allow you to answer: 1. Which students and student groups did not meet, met, or exceeded growth expectations?

30 These tabs unfold like blinds. Click on the ones you want to select information from and then click search.

31 Current Campus: Those students CURRENTLY on your campus. Some of these students MAY NOT have counted in your accountability subsets.

32 Administration Campus: Those students who took a test on your campus. Some of these students MAY NOT have counted in your accountability subsets.

33 Accountability Those students who were Snapshot students. Present on your campus on snapshot day, present on the day of testing.

34 Accountability Choose one Campus: Current, Administration, or Fall You can do a search for each scenario: 1. Did Not Pass - Met Growth 2. Did Not Pass - Exceeded Growth 3. Did Not Pass - Did Not Meet Growth 4. Passed - Met Growth 5. Passed Exceeded Growth 6. Passed - Did Not Meet Growth

35 Accountability Choose one Campus: Current, Administration, or Fall You can do a search for each scenario: 1. Did Not Pass - Met Growth 2. Did Not Pass - Exceeded Growth 3. Did Not Pass - Did Not Meet Growth 4. Passed - Met Growth 5. Passed Exceeded Growth 6. Passed - Did Not Meet Growth

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37 1. Delete unneeded columns. 2. Click on arrow box above row 1 to the left of column A. 3. Then click on Sort and Filter 4. Custom Sort This spreadsheet shows: Passers Did Not Meet Growth 5. Choose the column to sort 6. Sort by values, order: largest to smallest. 7. Then the spreadsheet can be color coded. 8. Guiding Question: Would these students show up on your intervention list?

38 This spreadsheet shows: Passers Did Not Meet Growth 1. Delete unneeded columns. You can answer: What is the scale score growth? Use lead4ward s chart to help you know how close the student was to meeting growth. 2. Click on arrow box above row 1 to the left of column A. 3. Then click on Sort and Filter 4. Custom Sort 5. Choose the column to sort 6. Sort by values, order: largest to smallest. 7. Then the spreadsheet can be color coded. 8. Guiding Question: Would these students show up on your intervention list?

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40 1. Delete unneeded columns. 2. Click on arrow box above row 1 to the left of column A. 3. Then click on Sort and Filter 4. Custom Sort This spreadsheet shows: Passers Did Not Meet Growth 5. Choose the column to sort 6. Sort by values, order: largest to smallest. 7. Then the spreadsheet can be color coded. 8. Guiding Question: Would these students show up on your intervention list? Next step: run a search on Did Not Pass Did Not Meet Growth and generate a new spreadsheet.

41 For students that Did Not Meet growth, what do the reporting categories and student expectations indicate? For each scenario of Not Met (Passed and Did Not Pass): Using the same search criteria, click on Reports then Instructional Click on the search file tab in Instructional Reports Select the Year, Subject, Curriculum, and Test. You will see your search criteria from the previous screen has been imported into this current search. The file box with student names will only be those students that Passed the test Did Not Meet Growth or Did Not Pass Did Not Meet Growth (depending on your search query) Check the All Students box. Run the SE Tutorial Report. This report will tell you exactly which students are weak in which SEs. TEKS Scaffolding documents from lead4ward can be used for interventions with these students to close gaps and help support the TEK in the current grade level.

42 This is based on your search criteria The SE Tutorial report allows you to answer: What do the student expectations indicate? Where are the strengths and weaknesses?

43 Student names will appear here.

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45 Allows teachers to see each item on the test and the corresponding Reporting Category/Student Expectation. This report can be useful now that we have the released tests available. This report gives what percent of students chose each answer choice. Teachers can see hot spots on the heat map. Those items in red are the highest level of concern. Teachers can look at the item on the released test, and then determine: If a large percentage of students are choosing the wrong answer, are they choosing the distractor choice? Teachers can use these reports to dig deeper into why students are missing the items that are hot spots on the heat map.

47 Accountability After searching for those that met, run a different search on those that exceeded. This search can help you answer: What does the data reveal about the students that failed the test, but Met or Exceeded Growth? What interventions are taking place for these students that are working?

49 What about progress toward Level III?

50 Accountability Identify the students that were Level II Performance that either met growth or exceeded growth. For these students/student groups, what do the reporting categories and student expectations indicate? Where are there strengths and weaknesses? The goal for these students should be to help them work towards achieving Level III Academic Performance. The more students you have at Level III, the more students you have receiving a Met or Exceeded Growth measure.

51 What about maintaining Level III?

52 Accountability Identify the students that were Level III Advanced Performance that either met growth or exceeded growth. For these students/student groups, what do the reporting categories and student expectations indicate? Where are there strengths and weaknesses? The goal for these students should be to maintain Level III Advanced Performance. Also run at Exceeded

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54 Level II Satisfactory Performance/ Exceeded Growth: Goal: How can we push these students to Level III Advanced Performance? Level III Advanced Students: Goal: Maintain Level III Advanced Performance Passers that exceed the growth measure will have some SEs that may need attention. What gaps may occur in the current curriculum that may prevent them from continuing to be successful?

55 Skills Content SE Issues Procedural Conceptual Can t Read Processes Diagnostic Tools to know what skills in which they are deficient Test taking skills such as rushing; not completing the entire problem; choosing distractor choices

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59 Shirley Clark Jennifer Nall