MPACT:
Student Achievement
Data-Driven Decision
Making 3.0
Student Achievement
Goals
• District Goal 1: Manor ISD students will
demonstrate academic success, and eliminate
achievement gaps between student groups,
through a relevant and well-balanced
curriculum that includes and is supported by
technology.
• District Goal 5: Manor ISD students will
demonstrate knowledge, skills and attitudes at
each grade level that predict success in postsecondary education and the workplace within
an ever-changing global society.
• Campus Improvement Plan Goals
C&I Goals
• Goal 1: create a culture of engaged adult and
student learners whose work is aligned to state and
federal standards
• Goal 3: develop campus instructional leaders by
providing consistent and relevant scaffolding,
dialogue and support for standards-based
instruction and best practices in all content areas
• Goal 4: engage in best-practice instructional
planning and professional learning communities at
all levels to align curriculum, instruction and
assessment to improve the quality of Tier I
instruction in all content areas as measured by
universal screeners, unit tests, and state tests
Accountability & Data
Analysis Goals
• Communicate and explain the new
accountability system to district and
campus staffs
• Support the campuses with timely
student assessment data to guide
instruction
• Outcomes
MPACT Process
Peer Reviews &
Meetings
– Fidelity to implementation of Backward
Design and TRS resources evident at all
campuses
– Director’s Meeting
– DDDM 3.0
– Systems Focus
DDDM: 3.0
• Alignment
– Aligning our understanding of why we
analyze data
– Aligning our methodology in analyzing data
to high yield outcomes
– Aligning central office and campus data
analysis strategies
– Aligning our resources for data analysis to
problems and solutions
Aligning our
understanding of why &
how we analyze data
Accountability
Report, PBMAS,
Universal
Screeners,
Quintiles
Student Progress; ELL
Progress
Item Analysis: STAAR/EOC;
Unit Tests
360 Student Data View
Outcomes
• Shared understanding of district processes
and tools for data driven decision making
• Shared understanding of when to use tools
and how to prioritize their use in terms of
accountability and student success
• Hands-on practice creating or generating
student data for your area/campus
Agenda
• 9:00-11:30
– Student Progress Measure
– ELL Progress Measure
• 11:30-12:15
– Lunch
• 12:30-4:00
– Workshops
Workshops
• Link to site
• Register for workshops
• Exit tickets from workshop session will
inform planning for future staff
development
Progress Measures
and
Quintiles
Beth Chapoton
Erin Warren
November 1, 2013
PIG
Personality Test
How will I do my crazy job
and work with all of these
crazy people? How will they
work with me? Will I also
become crazy?
Draw a picture of a PIG.
• Using the paper provided.
• Work on your own.
• Totally and completely nonscientific
analysis of your drawing will follow.
If the PIG is drawn;
• Toward the top of the
paper, you are
positive and
optimistic!
• Toward the middle of
the paper, you are a
realist!
• Toward the bottom of
the paper, you are
negative and
pessimistic.
If the PIG;
• Faces left, you believe in tradition.
• Faces right, you are innovative
and active.
• Faces forward (looking at you), you
are direct and forthright.
• Faces the rear, see counseling
immediately!
If the PIG is drawn with;
• Many details, you are analytical.
• Few details, you are a risk taker and sometimes
commit before analyzing an entire situation.
• Fewer than 4 legs showing, you are living in a time
of major personal change.
• 4 legs showing, you are secure and sometimes
stubborn.
• More than 4 legs showing, seek professional help!
The size of the ears indicates
how good a listener you are.
• The bigger the better.
The length of the tail indicates
the quality of your love life.
• The longer the tail, the more fulfilling your
love life.
• Did you even draw a tail?
STAAR Progress Measure,
ELL Progress Measure
What’s new? What do we know?
November 1, 2013
Performance Index Framework
Index 1
STUDENT ACHIEVEMENT
Target: 50
Index 2
STUDENT PROGRESS
Elementary Target: 30
Middle School Target: 29
High School Target: 17
District Target: 21
Index 3
CLOSING PERFORMANCE
GAPS
Weighted Performance of Eco
Dis and Two Lowest Performing
Race/Eth Sub-Pops
Target: 55
Index 4
POSTSECONDARY
READINESS
Target: 75
•
Four Indexes – each is evaluated separately
•
Campus/district gets a score (points) for each index
•
Campus/district index score must meet the TARGET score for each index
•
Meet all four index targets = MET STANDARD rating
•
Miss one or more index targets = IMPROVEMENT REQUIRED rating
2013 Transition Year: The 2013 ratings criteria and targets will stand alone because the performance index
framework cannot be fully implemented in 2013.
Progress: Theme throughout
New Accountability System
Index 2
Index 1
STUDENT ACHIEVEMENT
Target: 50
STUDENT
PROGRESS
Elementary Target: 30
Middle School Target: 29
High School Target: 17
District Target: 21
Index 3
CLOSING PERFORMANCE
GAPS
Weighted Performance of Eco
Dis and Two Lowest Performing
Race/Eth Sub-Pops
Target: 55
Whole index is about
PROGRESS
ELLS with years in US
schools of 2, 3, or 4 will
count in Index 1 using
ELLS who test in English
count in Index 2 using
ELLS with years in US
schools of 2, 3, or 4 will
count in Index 3 using
ELL PROGRESS
MEASURE
ELL PROGRESS
MEASURE
ELL PROGRESS
MEASURE
(not STAAR L2)
(not STAAR Progress
Measure)
(and STAAR L3)
Index 4
POSTSECONDARY
READINESS
Target: 75
Progress: Distinction
Designations
Distinction Designation:
Distinction Designation:
Distinction Designation:
TOP 25 % IN STUDENT PROGRESS
ACADEMIC ACHIEVEMENT
IN READING
ACADEMIC ACHIEVEMENT: MATH
Awarded for being in Q1, based
on Index 2 (Student Progress)
score
100% about
PROGRESS
Awarded for being in Q1,
for 33% (high schools)
or 50% (elementary, middle)
of eligible measures
Greater than expected
PROGRESS = one of
the eligible measures
Awarded for being in Q1,
for 33% (high schools)
or 50% (elementary, middle)
of eligible measures
Greater than expected
PROGRESS = one of
the eligible measures
Index 2: Student
Progress
ALL STUDENTS + 7 RACE/ETH SUB-POPS, + 2 PGM GRPS
Af-Am, Am Ind, Asian, Hisp, Pac Island, White, 2-or-More Races; SPED, LEP
(Minimum Size = 25)
Index 2 focuses on actual student growth,
independent of overall achievement levels.
By Subject Area (Then Combined): Reading,
Mathematics, and Writing for available grades.
Credit based on weighted performance, using the
STAAR Progress Measure and ELL Progress Measure:
•1 pt credit given for each percentage of students
at the Met Progress level.
•2 pts credit given for each percentage of students
at the Exceeded Progress level.
STAAR Progress Measure
Each student is assigned a progress category
based on the change in his/her scale score in
relation to progress expectations
– Did Not Meet
– Met
– Exceeded
To receive a STAAR Progress
Measure, a student must…
Have a valid score on the same
version and same language test
from prior and current year
Have tested in successive grade
levels in current and prior year
•Repeat EOC testers don’t get
progress measure
•Skipping a grade = no progress
measure (exception: 7th math
to Alg. I)
ELLs..
ELLs who test in English will not
receive a STAAR Progress Measure
•Beginning in 2014, an ‘ELL
Progress Measure’ will be used
for LEP students
ELL students who test in Spanish
will receive a STAAR Progress
Measure – as long as both the
current and prior year tests are
both Spanish (rare occurrence in
MISD)
More Fine Print…
Students who score Level III (Advanced) on both the current and prior
year tests will automatically receive at least Met Progress.
STAAR Progress Measure
To “Meet Progress” or “Exceed Progress,” students must make a large enough scale score point
gain from one year to the next:
Met Progress = distance between current year Final Level II and prior year Final Level II.
Exceeded Progress = distance between current year Final Level III and prior year Final Level II
4th math LII = 1599
3rd math LII = 1529
1599-1529=70
Met Progress =
70 pt gain
4th math LIII = 1677
3rd math LII = 1529
1677-1529=148
Exceeded Progress =
148 pt gain
Fine print:
‘Top Score Range’
(missing 0-3 questions)
= automatic Exceeded
‘Chance Score Range’
(raw score you could get
bubbling randomly) =
automatic Did Not Meet
lead4ward Tool
5th Grade STAAR Math (2013)
5th Grade
Math 2013
Jimmy
4th Grade
Math 2012
Performance
Level
Raw
Score
Scale
Score
Performance
Level
Scale
Score
III
48
1847
III
2016
Scale Score
Differential
Progress
Category
-169
EXCEEDED
PROGRESS
5th Grade STAAR Math (2013)
5th Grade
Math 2013
Tina
4th Grade
Math 2012
Performance
Level
Raw
Score
Scale
Score
Performance
Level
Scale
Score
I
26
1481
I
1320
Scale Score
Differential
Progress
Category
161
EXCEEDED
PROGRESS
5th Grade STAAR Math (2013)
5th Grade
Math 2013
Performance
Level
II
Selena
Raw
Score
39
4th Grade
Math 2012
Scale
Score
1627
Performance
Level
II
Scale
Score
1607
Scale Score
Differential
Progress
Category
20
DID NOT
MEET
PROGRESS
Lead 4Ward Tool
ELLs, ELL Progress Measure
ELLS (English Testers) 2013 vs. 2014
•
•
2013: Many ELL scores excluded from index calculations (because
STARR ELL Progress Measure wasn’t available)
2014 and beyond: more ELL scores included, BUT, for tests in English,
based on ELL Progress Measure
2014
2013
11
Achievement
Achievement
22
Progress
Progress
33
Gaps
Gaps (EcoDis)
(EcoDis)
Yr 1
Yr 1
Yr 2
Not
Included
Yr 5+up
Immigrants
Entering in
Gr 9+
Not
Included
STAAR
L2
Not
Included
Not
Included
2
Progress
Not
Included
Not
Included
NA
(Grad
Score
Only)
Yr 3
ELL
Progress
Measure
STAAR
L2
Immigrants
Entering in
Gr 9+
Not
Included
4
Postsecondary
Not
Included
Not
Included
ELL
Progress
Measure
ELL
Progress
Measure
&
STAAR
L3
Not
Included
STAAR
L2 & L3
STAAR
Final L2
Included
based on Yrs
in US, like
above
Not
Included
Yr 4
Yr 5+up
3
Gaps (EcoDis)
Not
Included
Yr 2
Not
Included
Yr 3
Yr 4
1
Achievement
44
Postsecondary
Postsecondary
Included
based on Yrs
in US, like
above
ELLS (Spanish Testers) 2013 vs. 2014
•
•
•
Spanish testers: STAAR scores/STAAR progress measure, not ELL
Progress Measure
2013: Many ELL scores excluded from index calculations (because
STARR ELL Progress Measure wasn’t available)
2014 and beyond: more ELL scores included
2013
1
Achievement
2
Progress
2014
3
Gaps (EcoDis)
4
Postsecondary
Yr 1
Yr 2
Yr 1
Not
Included
Not
Included
Not
Included
Yr 3
Yr 4
Yr 5+up
STAAR
L2
STAAR
Progress
Measure
NA
(Grad
Score
Only)
1
Achievement
2
Progress
3
Gaps (EcoDis)
4
Postsecondary
Not
Included
Not
Included
Not
Included
Not
Included
STAAR
L2
STAAR
Progress
Measure
STAAR
L2 & L3
STAAR
L2
(Final)
Yr 2
Yr 3
Yr 4
Yr 5+up
What Has TEA Told Us about
the ELL Progress Measure?
• ELL Progress Measure will:
• take into account the amount of time needed to
acquire English affects time needed to fully learn and
demonstrate grade-level academic skills in English
• be applied to all content areas
What IS the Progress Measure?
Basically, ELL Progress Measure = STAAR SCALE
SCORE TARGET that an ELL must achieve. The
target takes into account the student’s years in US
schools, and what their INITIAL TELPAS score was.
ELL Progress Measure
Each student is put on a 1, 2, 3, 4, or 5 year plan, which
determines a set of scale score targets that get closer to
regular STAAR L2 every year. (Scale Score details TBD)
– Starting point (first scale score target)
depends on initial TELPAS rating
– YES/Met Progress = achieved the designated
scale score target for student’s year in their
plan
– NO/Did Not Meet Progress = did not reach
scale score target
– No such thing as ‘exceeded’
DRAFT Charts from TEA
Plan = how many years the student has before
he is expected to reach regular STAAR L2 scale
score
Initial
Initial TELPAS Composite Proficiency Level
Years in
Schools
Years in Beginning and Extenuating
“Initial”
= Grade 2
1
Circumstances
Schools
or higher (Gr 2 is
1
Beginning
starts at
first online TELPAS
1
Intermediate
Grade 1
reading)
1
Advanced
1
Plan
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
4
Expectation
1st Year (E1)
5-Yr Plan
2
2
2
4
ELL Progress
Measure Plan
2nd Year (E1)
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
2
Expectations (E1, E2, E3) =
scale score targets. Target for
final year of the plan is
always STAAR L2.
4th Year (E3)
5th Year (LII)
1st Year (E1)
4-Yr Plan
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
3rd Year (E2)
2nd Year (E2)
3rd Year (E3)
4th Year (LII)
1st Year (E2)
3-Yr Plan
2nd Year (E3)
3rd Year (LII)
2-Yr Plan
1st Year (E3)
2nd Year (LII)
5-Year Plan
4-Year Plan
1-Yr Plan
1st Year (LII)
DRAFT Charts from TEA
Years in
Schools
starts at
Grade 1
“Initial” = Grade 2
or higher (Gr 2 is
first online TELPAS
ELL Progress
reading)
Measure Plan
Plan
Initial
Years in
Schools
Initial TELPAS Composite Proficiency Level
1
1
1
1
1
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
2
3
3
4
4
Expectation
1st Year (E1)
2nd Year (E1)
5-Yr Plan
4th Year (E3)
5th Year (LII)
1st Year (E1)
4-Yr Plan
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
3rd Year (E2)
2nd Year (E2)
3rd Year (E3)
4th Year (LII)
1st Year (E2)
3-Yr Plan
2nd Year (E3)
3rd Year (LII)
“Garden variety” Manor 2nd Grade ELL
Advanced or Below
4-Year Plan
will have 2 Years in US Schools and
Advanced High
3-Year Plan
score Intermediate or Advanced on
Advanced High or Below and Extenuating
Grade 2 TELPAS, so5-Year
will be
on a 3 or 4
Plan
Circumstances
rd
year plan. At 3 grade (first STAAR
Any TELPAS Score
4-Year Plan
grade) that student will already be in
year 3 or 4 of their plan, because the
Years in US Schools clock started back
in Grade 1.
2-Yr Plan
1-Yr Plan
1st Year (E3)
2nd Year (LII)
1st Year (LII)
ELL Progress Measure Conceptual Model
From Fall ELL Assessment Update TETN on Sept. 9
Satisfactory
In Year 4 of this student’s “4 year plan”, his
expectation is the regular STAAR L2 scale score
This is a 4
Year Plan
In Year 3 of this student’s “4 year plan”, his
expectation (E2) was this STAAR scale score
This student’s
first year
TELPAS rating
was
Intermediate
In Year 2 of this student’s “4 year plan”, his
expectation (E2) was this STAAR scale score
In Year 1 of this student’s “4 year plan”, his
expectation (E1) was this STAAR scale score
E1,the initial scale score expectation, depends on the student’s first TELPAS rating. Each
subsequent year, the expectation moves closer to regular STAAR L2.
Absent extenuating circumstances, no one gets a plan that’s longer than four years.
Things to Notice…
Initial
Years in
Schools
Initial TELPAS Composite Proficiency Level
Plan
1
1
1
1
1
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
2
4
4
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
5-Year Plan
4-Year Plan
Only students with
Extenuating Circumstances
have 5-Year Plans.
Most of our Manor ELLs will
be on a 4 year plan, AND
most are already in Year 3 or 4
of their 4 year plan, or are past
year 4: “Years in US Schools”
begins at 1st grade; many of
our ELLs have been with us
since pre-K.
That means that most of our
ELLs have to get the regular
STAAR L2 scale score (or very
close to it) in order to get a
YES on the ELL Progress
Measure.
Sample Student #1
Initial
Years in
Schools
Initial TELPAS Composite Proficiency Level
Plan
1
1
1
1
1
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
2
4
4
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
5-Year Plan
4-Year Plan
*Just below = relative to E1 and E2 – we don’t know any exact numbers yet
Antonio
Antonio is a third grader (who
looks mature for his age). He
has been at DES since
kindergarten. When he took
TELPAS in 2nd grade, he
scored Beginning.
Antonio is on a 4-Year Plan.
Since this is his 3rd year of the
plan (yr 1 = 1st grade, year 2
= 2nd grade, year 3 = 3rd
grade), his target is E3, which
is a scale score just below*
STAAR L2.
Sample Student #2
Initial
Years in
Schools
Initial TELPAS Composite Proficiency Level
1
1
1
1
1
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
4-Year Plan
3-Year Plan
2-Year Plan
Carlos is on a 3-Year Plan.
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
Since this is his 5th year in US
schools, Carlos is already 2
years past his 3-year plan and
needs to score regular
STAAR L2.
2
4
4
Plan
5-Year Plan
5-Year Plan
4-Year Plan
Carlos
Carlos is a fifth grader
(wearing a hat and false
moustache). He has been at
BMES since pre-K. When he
took TELPAS in 2nd grade, he
scored Advanced.
He MIGHT be counted with
the STAAR Progress Measure
instead of the ELL Progress
Measure – we don’t yet know.
Sample Student #3
Initial
Years in
Schools
Initial TELPAS Composite Proficiency Level
1
1
1
1
1
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
2
4
4
Plan
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
5-Year Plan
4-Year Plan
Lucy
Lucy is a sixth grader at MMS
(who wears a lot of makeup).
She moved to Florida from
Beijing as a pre-k student,
and moved to Manor in third
grade, where she took
TELPAS (years in US schools
= 3) and scored Advanced.
Lucy is on a 4-Year Plan.
She is in her sixth year in US
schools, so she has already
passed year 4 of her 4 year
plan, and needs to score
regular STAAR L2.
She MIGHT be counted with
the STAAR Progress Measure
instead of the ELL Progress
Measure – we don’t yet know.
Sample Student #4
Initial
Years in
Schools
1
1
1
1
1
Notice… If years in US school is lower
Initial TELPAS Composite
Proficiency
Planis a
than
enrolledLevel
grade, student
more recent immigrant.
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
1-Year Plan
2
2
2
Beginning and Extenuating Circumstances
Beginning
Intermediate
Advanced
Advanced High
Intermediate or Below and Extenuating
Circumstances
Intermediate or Below
Advanced
Advanced High
3
Advanced or Below and Extenuating Circumstances
5-Year Plan
3
3
Advanced or Below
Advanced High
Advanced High or Below and Extenuating
Circumstances
Any TELPAS Score
4-Year Plan
3-Year Plan
2
4
4
Emilio
Emilio is a junior at MHS. He
has been in US schools since
sixth grade, when he took
TELPAS and scored
Beginning.
5-Year Plan
4-Year Plan
3-Year Plan
2-Year Plan
5-Year Plan
4-Year Plan
Emilio is on a 4-Year Plan.
This is Emilio’s sixth year in
US schools, so he has already
passed year 4 of his 4 year
plan (he reached year 4 in the
ninth grade), and needs to
score regular STAAR L2.
He MIGHT be counted with
the STAAR Progress Measure
instead of the ELL Progress
Measure – we don’t yet know.
Impact of ELL Progress Measure on
2014 Accountability
Index 1: Student Achievement
2014
1
Achievement
Yr 1
Not
Included
Yr 2
Yr 3
ELL
Progress
Measure
Yr 4
Yr 5+up
STAAR
L2
Immigrants
Entering in
Gr 9+
Not
Included
•Non-ELLs use (phase-in) STAAR L2
•Non-ELLS count as either a
YES/1 point (met L2) or a NO/0
points (did not meet L2)
•ELLs years 2-4 use ELL Progress
Measure
•Essentially, same as STAAR L2
for most ELLs, because most
have already ‘maxed-out’ their
plans
•Net: not much of an
accountability ‘break’
•So…What would your scores
look like with ELL scores
included?
STAAR Math, Phase-In Level II
STAAR Reading, Phase-In Level II
STAAR Writing, Phase-In Level II
STAAR Science, Phase-In Level II
STAAR Soc.Studies, Phase-In Level II
Impact of ELL Progress Measure on
2014 Accountability
Index 2: Student Progress
2014
Yr 1
1
Achievement
2
Progress
Not
Included
Not
Included
ELL
Progress
Measure
ELL
Progress
Measure
Yr 2
Yr 3
Yr 4
Yr 5+up
Immigrants
Entering in
Gr 9+
STAAR
L2
Not
Included
Included
based on Yrs
in US, like
above
•Non-ELLs use STAAR Progress
measure and count for 0, 1, or 2
points
•0 = did not meet progress
•1 = met progress
•2 = exceeded progress
•ELLs years 2 and up use ELL
Progress Measure and count for 0
or 1 point
•0 = did not meet
progress/target scale score
•1=met progress/target scale
score
•Remember: most ELLs’ target
score happens to be STAAR L2
Impact of ELL Progress Measure on
2014 Accountability
Index 3: Closing Gaps
(Weighted Performance of Eco Dis)
2014
Yr 1
1
Achievement
2
Progress
3
Gaps (EcoDis)
Not
Included
Not
Included
Not
Included
ELL
Progress
Measure
ELL
Progress
Measure
&
STAAR
L3
Yr 2
Yr 3
Yr 4
Yr 5+up
Immigrants
Entering in
Gr 9+
ELL
Progress
Measure
STAAR
L2
Not
Included
STAAR
L2 & L3
Included
based on Yrs
in US, like
above
Included
based on Yrs
in US, like
above
•Non-ELLs (and ELLS years 5+up)
use STAAR L2 and L3 and count for
0, 1, or 2 points
•0 = did not meet L2 (phase-in)
•1 = met L2 (phase-in)
•2 = met L3 (new for 2014)
•ELLs years 2-4 use ELL Progress
Measure and STAAR L3 – we think
they will count for 0, 1, or 2 points
•0 = did not meet
progress/target scale score
•1=met progress/target scale
score
•2 = met STAAR L3 (new for
2014)
•Remember: most ELLs’ target score
happens to be STAAR L2
Impact of ELL Progress Measure on
2014 Accountability
Index 4: Postsecondary Readiness
2014
Yr 1
1
Achievement
2
Progress
3
Gaps (EcoDis)
4
Postsecondary
Not
Included
Not
Included
Not
Included
Not
Included
ELL
Progress
Measure
ELL
Progress
Measure
&
STAAR
L3
Not
Included
STAAR
L2 & L3
STAAR
Final L2
Included
based on Yrs
in US, like
above
Not
Included
Yr 2
Yr 3
Yr 4
Yr 5+up
Immigrants
Entering in
Gr 9+
ELL
Progress
Measure
STAAR
L2
Not
Included
Included
based on Yrs
in US, like
above
•Non-ELLs (and ELLS years 5+up)
use STAAR Final (not phase-in) L2
as part of the ‘STAAR Score’
•2013: no ‘STAAR Score,’ just
Graduation Rate (Index 4 was
only for high schools in 2013)
•2014: STAAR Score (Final L2)
and Graduation Rate will both
be used (STAAR Score alone for
elementary and middle schools;
STAAR Score + Graduation Rate
for high schools)
•ELL Progress Measure not part of
Index 4
•How did our 5+ years ELLs do re:
STAAR Final L2? (How did All
Students do?)
STAAR 2013: Looking Ahead…
2014: Final Level 2 and L2 Used in Index 4
Questions?
Review
phase in
performance categories
Big Questions
• Which students need intervention plans?
• How do we leverage our success?
• How do we scaffold intervention for our
focus student expectations?
STAAR Performance Standards
Satisfactory
Advanced
Level I
Level II
Level III
Unsatisfactory
Academic
Performance
Satisfactory
Academic
Performance
Advanced
Academic
Performance
p. 3
Performance Standards and the
Phase-in of STAAR
STAAR Level II – 3 phases
• For Grades 3-8: set based on the school year in which the student takes
the test
• For EOCs: set on a student-by-student basis based on when the
student takes his/her first EOC in any subject area
Recommended
Phase 2
Phase 1
2011-12
2012-13
2013-14 (proposed)
TBD
TBD
≈
55%
≈
62%
≈
75%
• So many numbers!
• How can we use data like these to guide decisionmaking and development?
≈
85%
p. 4
≈
55%
≈
62%
≈
65%
≈
85%
2015
2014
2013
2012
2012
2013
2014
2015
Rethinking
Scores
85
Well Prepared
75
Sufficiently Prepared
62
Sufficiently Prepared
55
Getting There
(Gr. 3-8 Final)
(Gr. 3-8 Phase 2 | EOC Final)
(Sufficiently Prepared - Phase 1)
STAAR Performance Standards
Satisfactory
Advanced
Level I
Level II
Level III
Unsatisfactory
Academic
Performance
Satisfactory
Academic
Performance
Advanced
Academic
Performance
Long Term
Short Term
Enrichment
Sustained Intervention
Targeted Intervention
Maintained Success
Analyze
Quintiles
Quintiles
• Display of student performance
• Created by organizing students into 5 equal
groups
– Based on performance
Quintiles
Tools
– Quintile Chart
• www.lead4ward.com/resources
– Student Raw Score %
– eduphoria:aware | DMAC quintiles
Purposes
– Determine level of need (systemic or specific)
– Organize intervention by quintile
Quintiles
• Sort student raw score percentages
– Highest to lowest
• Divide into five equal groups
• Display on quintile chart
Quintiles
and
Common
p. 6
52%
54%
66%
52%
54%
50%
58%
40%
57%
39%
52%
56%
52%
54%
48%
Examining Quintiles
85
Well Prepared
75
Sufficiently Prepared
62
Sufficiently Prepared
55
Getting There
(Gr. 3-8 Final)
(Gr. 3-8 Phase 2 | EOC Final)
(Sufficiently Prepared - Phase 1)
Does this campus have
systemic or specific
needs?
p. 6
p. 6
Quintile 3
N
3
p. 6
Systemic or Specific
Needs
Systemic
• Clarify the system
• Identify Who Needs Support
– Teachers
– Students
• Focus our Work
Specific
• Identify Who Needs Support
– Teachers
– Students
• Focus our Work
Look Ahead
• Quintile the students in our course
THIS year
• Which students are prepared for the
next performance level?
• Where should our team start with
intervention?
N
N
N
3
Y
Y
N
Y
p. 6
N
3
3
N
N
3
3
3
3
Y
Y
N
Y
Big Questions
• Which students need intervention plans?
– Long-term sustained intervention
• Level I – Level I
• Level I
• Level II – Did not meet progress
– Short-term, targeted intervention
• Level II
think about
quinterventions
Analyze
Progress Measure
Progress Measure
Focuses on actual student progress
independent of the student’s achievement
level (Level I, Level II, Level III)
Focuses on actual student progress toward…
Level III
performance
Progress Measure
Tools
– List of Students
• Exceeded Progress Measure
• Did Not Meet Progress Measure
– eduphoria:aware | DMAC
– Quintile Chart
• www.lead4ward.com/resources
– eduphoria:aware | DMAC quintiles
Purposes
– Determine successful practices
– Support student goal setting
p. 7
Tell a colleague about your
student.
How do you think your student
will perform in 2013-14?
p. 7
p. 5
p. 5
p. 8
Top Ten Ways
to Exceed Progress
10
9
8
7
6
5
4
3
2
1
p. 8
Change/adapt the intervention
Consider long term intervention
N
3
3
N
N
3
3
3
3
Y
Y
N
Y
think about
quinterventions
Progress Measure
For the students I taught last year who
exceeded the progress measure
– What did I do to help that student?
For the students in my class this year who
exceeded the progress measure
– What did last year’s teacher do?
– Ask the student for input
Big Questions
• Which students need intervention plans?
– Long-term sustained intervention
• Level I – Level I
• Level I
• Level II – Did not meet progress
– Short-term, targeted intervention
• Level II
Big Questions
• How do we leverage our success?
– Identify the instructional/teacher factors for
students who exceeded the progress measure
– Determine which of those factors worked best
for students who did NOT meet the progress
measure
Questions?