edld 5333 week 2 assignment renee suire

EDLD 5333 Leadership for Accountability

Week 2 Assignment: Mining for Data

Overview

In this week’s lecture, we discussed the Texas accountability system and the Academic Excellence Indicator System (AEIS) as a school improvement tool in relation to No Child Left Behind. This week, you will perform Step 2 of the comprehensive needs assessment, which you will use later to develop a campus action plan.

In this assignment, you will explore the Academic Excellence Indicator System (AEIS) data, locate reports that are critical to your campus improvement team, and compare your selected campus’ performance to AEIS standards. Your goal in completing this data analysis is to determine areas of strength and weakness and identify patterns and trends at your selected campus.

Lamar University 1 of 14


Rubric

Use the following rubric to guide your work.

Tasks Accomplished Proficient Needs Improvement

Unacceptable

Week 2 Assignment: Mining for Data (ELCC 2.2 a., b., c.; 2.3 a., c.)

Part 1: Campus Report Summary

Conducts detailed comparison of scores in each subject, subgroup, and grade level to the standards for Acceptable, Recognized, and Exemplary.

(10 points)

Compares scores in each subject, subgroup, and grade level to the standards for Acceptable, Recognized, and Exemplary.

(8 points)

Does not compare scores in each subject, subgroup, and grade level to the standards for Acceptable, Recognized, and Exemplary.

(7 points)

Does not summarize Campus Report.

(0 points)

Part 2: Campus Group and CI Report Summary

Conducts detailed comparison of scores in each subject to the standards for Acceptable, Recognized, and Exemplary.

(10 points)

Compares scores in each subject, subgroup, and grade level to the standards for Acceptable, Recognized, and Exemplary.

(8 points)

Does not compare scores in each subject, subgroup, and grade level to the standards for Acceptable, Recognized, and Exemplary.

(7 points)

Does not turn in this portion of assignment.

(0 points)

Part 3: Multi-Year History Report Summary

Successfully notes trends and/or patterns in campus AEIS data.

(10 points)

Notes one trend and/or pattern in campus AEIS data.

(8 points)

Does not note trends and/or patterns in campus AEIS data.

(7 points)


(0 points)

Part 4: AEIS Chart Completion

Completes all applicable data in three AEIS Comparison Charts.

(10 points)

Completes all applicable data in two AEIS Comparison Charts.

(8 points)

Completes all applicable data in one AEIS Comparison Chart.

(7 points)


(0 points)

Part 5: Area of Strength

Identifies one area of campus strength and two areas of weakness from AEIS data, and explains choices with detailed elaboration.

(10 points)

Identifies one area of campus strength and two areas of weakness from AEIS data, and explains choices with some elaboration.

(8 points)

Identifies one area of campus strength and two areas of weakness with no elaboration

(7 points)


(0 points)

Mechanics Responses are relevant to course

Responses are relevant to course

Responses do not reflect knowledge of

Responses do not reflect knowledge of



content. Student adheres to APA stylistic guidelines. Writing is clear, concise, and well organized. Excellent sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are no errors in grammar, spelling, or punctuation.

content. Student adheres mostly to APA stylistic guidelines. Writing is mostly clear, concise, and well organized. Good sentence/paragraph construction. Thoughts are expressed in a coherent and logical manner. There are three or fewer errors in grammar, spelling, or punctuation.

course content. Student adheres loosely to APA stylistic guidelines. Writing is unclear and/or disorganized. Weak sentence/paragraph construction. Thoughts are not expressed in a coherent and logical manner. There are four or more errors in grammar, spelling, or punctuation.

course content, lack clarity and depth, and/or include multiple errors in grammar, spelling, and punctuation, including APA errors.

(0 points)

Discussion Board due dates and postings criteria

Posts a substantive response to each discussion prompt by the 4th day of each week (2 points), and responds to two colleagues in by the 7th day @ 11:59 p.m. (1 point). Total = 3 points each week.

See first column. (0 points) (0 points)

Discussion Board Overview: A thorough response is more than “I agree,” or “Awesome comments.” Be specific (e.g.,“I agree with your comment about the first question because . . .,” or “Awesome comments – I really like your suggestions for involving parents, community members, along with teachers and students because. . .”) We encourage you to write two or more sentences in responding to other students’ posts. The professors will be monitoring your Discussion Board responses and we look forward to learning from one another. We grow from sharing insights and suggestions with one another.

Reference CitationsReference citations should be specific and preferably in APA format in order to receive full credit. General statements such as "Research indicates" or "Marzano points out" do not constitute a reference citation. Remember, the purpose of an appropriate citation is to allow readers of your work to easily identify the written work and author. For example, if you use a phrase like, “The Marzano guidelines emphasize . . .”, guide the reader to the source of this comment, Marzano (2009).



Part 1: Campus Report Summary (ELCC 2.1 a.; 2.2 a., & c.)

A critical skill for an instructional leader is the ability to use data-based decision making. You will practice this skill in this Application assignment as you collect data in preparation for creating an action plan for school improvement. In this section, you will select a school—ideally one in which you work—and review it’s AEIS data. (Out of state students may review your state’s education agency data base for your campus report.) Remember that the TExES principal certification exam will have questions referring to the AEIS report, so you should be familiar with reading and interpreting the AEIS report.

Directions

1. Navigate to http://www.tea.state.tx.us/perfreport/aeis. On the left side of the Web page, select the most current AEIS report available.

2. When the next screen appears, click “Campus Report” on the left.

3. Complete the form to select a campus and access a campus AEIS Report. Then click continue.

4. Print out the Campus Report (Choose PDF format since the TExES exam uses this format).

5. Carefully review the data, and familiarize yourself with the format. Study Sections I and Section II by row, title, and column heading so that you know where to locate specific information.

Look for increases and decreases in the two-year comparison provided

Review each indicator on the report, and compare your campus performance on each indicator to the standards for Unacceptable, Acceptable, Recognized, and Exemplary ratings

6. Summarize your Campus Report findings in the workspace below.

Campus Report Summary Workspace

Overall, Ft. Sam Houston Elementary School scored 93% in Reading/ELA, which was a 3% increase from the 2010 school year and an Exemplary rating according to TAKS. The school scored 89% in Mathematic, which was a 4% increase from 2010 and a Recognized rating. In Writing, the school scored 90%, which was a 5% decrease from 2010, but still an Exemplary score. On the Science portion, the school scored 87%, which is a 1% increase from 2010 and a Recognized scoring according to TAKS. Both the 3rd grade and 5th grade classes went up in every subject. Notably, the 5th graders went up 14% in Reading from 80% to 94%.


http://www.tea.state.tx.us/perfreport/aeis


Part 2: Campus Group and CI Report Summary (ELCC 2.1 a.; 2.2 a., b.; 3.3 c.)

Prior to completing this part of the assignment, review “Appendix F – Campus Comparison Group” in the Week 2 Reading: 2011 Accountability Manual http://ritter.tea.state.tx.us/perfreport/account/2011/manual/ to read about the Campus Comparison Group. Then review “Appendix E” to read about the VSG (Vertical Scale Score Growth. This information will be helpful in completing the assignment.

Directions

1. Navigate to http://www.tea.state.tx.us/perfreport/aeis

2. Select the most recent year’s AEIS report from the column on the left. Next, click on “Comparable Improvement” (left column). In the text, click on the highlighted words “Campus Group and Comparable Improvement (CI) Report.”

3. Complete the form to select a campus and access a “Campus Group and Comparable Improvement (CI) Report.” Select PDF format because this is the format used on the TExES Principal Exam. Then click continue.

4. Print out the “Campus Group and Comparable Improvement (CI) Report.” Carefully review the data, and familiarize yourself with the format.

What quartile is your campus in for each subject?

What does this tell you about the performance of your campus compared to others with your same or similar demographics?

5. Summarize your “Campus Group and Comparable Improvement Report” findings in the workspace below.

Note: High schools do not have a second page of this report which contains data broken into quartiles. Summarize the information on your report, and include a statement that since your campus is a high school, you cannot report on the quartile comparisons.

Campus Group and CI Report Summary Workspace

The Fort Sam Houston campus is in the 2nd quartile in both reading and mathematics, so it is considered one of the top 20 scoring schools but did not qualified for the Gold Performance Acknowledgement. This also means that this campus has achieved higher scores than at least 20 of the other schools in its demographic. The campus’ average vertical growth for the year of 2011 is 40 in reading and 56 in math.



http://ritter.tea.state.tx.us/perfreport/account/2011/manual/


Part 3: Multi-Year History Report Summary (ELCC 2.1 a.; 2.2 a., b., c.; 2.3 a., b., c.)

Directions

1. Navigate to http://www.tea.state.tx.us/perfreport/aeis.

2. On the left, click Multi-Year: Schools.

3. Complete the form to select a campus and access a campus “Multi-Year History Report.”

4. Select the most current span of years in PDF format because this is the format used on the TExES Principal Exam. Then click continue.

5. Print out the “Campus Data Multi-Year History.”

6. Carefully review the data, and familiarize yourself with the format.

Look for increases and decreases in performance by subject, grade level, and subgroups. Compare campus results with state, district, and campus group.

Note patterns and/or trends you see over time.

7. Summarize the patterns and/or trends noted in the data in the workspace below.

Multi-Year History Report Summary Workspace

The campus of Fort Sam Houston Elementary school has seen an overall 8% positive change from the years 2003 to 2011. For all tests taken, the African American student population has increased 14%, Hispanics have increased 4%, and Whites increased 3%. The Economically Disadvantaged population has increased 22% in this timeframe. In the area of reading, overall the campus gained 4% since 2003, with African Americans gaining 5%, Hispanics 1%, Whites 3%, and ED students 6%. More notably, the math scores have gone up by 11%, with African Americans scoring a 13% gain, Hispanics 11%, Whites 8%, and ED students 29%. Unfortunately, there was a 0% gain in the area of writing. Hispanics decreased by 5% while African Americans and Whites made no gains. The ED population gained 1%. The science scores proved most impressive with a 23% gain school wide. African Americans went up 48%, Whites 15%, and ED 34%. The Hispanic population lost 12% in this time span. I’ve noticed that the Hispanic population was the only group to have decreases in score percentages from 2003 to 2011. I also noticed that this school has a weakness in the subject area of writing and made minimal gains in reading and ELA.




Part 4: AEIS Comparison Chart – All Grades Tested (ELCC 2.1 a.; 2.2 a., b., c.; 2.3 a., b., c.)

In the next section of the assignment, complete three charts using AEIS data: one for your selected campus; a second for a selected grade level; and a third for other campus factors.

Directions

Review Table 8 from the 2011 Accountability Manual http://ritter.tea.state.tx.us/perfreport/account/2011/manual for information to assist with this assignment. Standards for the new STAAR will be phased in.

In each of the three charts below, record the standard for performance on the AEIS base indicator. Next, measure your campus performance against the AEIS standard. See the Accountability Manual for the most current standards for each AEIS indicator.

For example, for a campus to be rated “Acceptable” according to 2011 standards, its students must have scored 70% on the ELA/Reading portion of the Texas Assessment of Knowledge and Skills (TAKS). Suppose your campus scored 65%. Then you would measure your campus against the standard by subtracting 65 (your campus score) from 70 (the Acceptable standard for that indicator). There would be a difference of -5. In other words, your campus still has some work to do before it meets the standard. There are additional ways to achieve certain ratings under the Required Improvement (RI) and Exceptions rules that are addressed in the Accountability Manual, but for now, look strictly at the standards noted in the Accountability Manual.

For a campus to be rated exemplary, the campus must score at least 90% in all applicable areas. Suppose, however, that your campus scored 95%. Then you would measure your campus against the standard by subtracting 90% (the standard) from 95% (your campus score). The difference would be +5. In other words, your campus exceeds the exemplary standard on that indicator. Always ask yourself: “What about the students who did not pass?” We are trying to reach 100% of our students!! A plan must be made for those who did not meet the standard.


http://ritter.tea.state.tx.us/perfreport/account/2011/manual


Chart 1: AEIS Comparison Chart: All Grades Tested

Acceptable Recognized Exemplary

Base Indicators Standard (varies by subject):

Reading: 70%

Writing: 70%

Social Studies: 70%

Mathematics: 65%

Science: 60%

Standard (same for all subjects):

Meets 80% for each subject or 75% and required improvement.


Meets 90% standard for each subject.

TAKS (use most recent results & most recent standards criteria)

Current Standard – Campus Score = Difference

Example: 70 – 65 = 5 below standard





Reading/ ELA

70% 80% 90%

All Students 70 – 93 = + 23 80 – 93 = + 13 90 – 93 = + 3

African American 70 – 88 = + 18 80 – 88 = + 8 90 – 88 = - 2

Hispanic 70 – 91 = + 21 80 – 91 = + 11 90 – 91 = +1

White 70 – 96 = + 26 80 – 96 = + 16 90 – 96 = +6

Econ. Disadvantaged 70 – 90 = +20 80 – 90 = + 10 90 – 90 = +0

Commended Performance N/A Yes Yes

ELL Progress Indicator N/A 60 – 93 = + 33 60 – 93 = + 33

Writing 70% 80% 90%

All Students 70 – 90 = +20 80 – 90 = +10 90 – 90 = +0

African American 70 – 99 = + 29 80 – 99 = +19 90 – 99 = +9

Hispanic 70 – 86 = +16 80 – 86 = +6 90 – 86 = - 4

White 70 – 89 = +19 80 – 89 = +9 90 – 89 = -1

Econ. Disadvantaged 70 – 89 = +19 80 – 89 = +9 90 – 89 = -1

Commended Performance N/A N/A N/A

ELL Progress Indicator N/A 60 – 83 = +23 60 – 83 = +23



AEIS Comparison Chart: All Grades Tested (Continued)

Social Studies 70% 80% 90%

All Students Data was not included in report N/A N/A

African American N/A N/A N/A

Hispanic N/A N/A N/A

White N/A N/A N/A

Econ. Disadvantaged N/A N/A N/A


ELL Progress Indicator N/A N/A N/A

Mathematics 65% 80% 90%

All Students 65 – 89 = +24 80 – 89 = +9 90 – 89 = -1

African American 65 – 84 = +19 80 – 84 = +4 90 – 84 = -6

Hispanic 65 – 86 = +21 80 – 86 = +6 90 – 86 = -4

White 65 – 92 = +27 80 – 92 = +12 90 – 92 = +2

Econ. Disadvantaged 65 – 93 = +28 80 – 93 = +13 90 – 93 = +3

Commended Performance N/A Yes Yes

ELL Progress Indicator N/A 60 – 87 = +27 60 – 87 = +27

Science 60% 80% 90%

All Students 60 – 87 = +27 80 – 87 = +7 90 – 87 = -3

African American 60 – 95 = +35 80 – 95 = +15 90 – 95 = +5

Hispanic 60 – 78 = +18 80 – 78 = -2 90 – 78 = -12

White 60 – 89 = +29 80 – 89 = +9 90 – 89 = -1



ELL Progress Indicator N/A N/A N/A

Chart 2: AEIS Comparison Chart: Grade Level



For this portion of the assignment, select a grade level at your campus.


Base Indicators Standard (varies by subject):

Reading: 70%

Writing: 70%

Social Studies: 70%

Mathematics: 65%

Science: 60%


Meets 80% for each subject or 75% and required improvement.


Meets 90% standard for each subject.

TAKS (use most current AEIS data & standards)

Standard – Grade Level Performance= Difference



Reading/ ELA 70% 80% 90%

All Students 70 – 94 = +24 80 – 94 = +14 90 – 94 = +4

African American 70 – 84 = +14 80 – 84 = +4 90 – 84 = -6

Hispanic 70 – 99 = +29 80 – 99 = +19 90 – 99 = +9

White 70 – 92 = +22 80 – 92 = +12 90 – 92 = +2


Writing 70% 80% 90%

All Students 70 – 90 = +20 80 – 90 = +10 90 – 90 = +0


Hispanic 70 – 85= +15 80 – 85 = +5 90 – 85 = -5

White 70 – 89 = +19 80 – 89 = +9 90 – 89 = -1




AEIS Comparison Chart: Grade Level (Continued)

Social Studies 70% 80% 90%

All Students Data was not included in report N/A N/A



White N/A N/A N/A


Mathematics 65% 80% 90%

All Students 65 – 89 = +24 80 – 89 = +9 90 – 89 = -1


Hispanic 65 – 91 = +26 80 – 91 = +11 90 – 91 = +1

White 65 – 85 = +20 80 – 85 = +5 90 – 85 = -5


Science 60% 80% 90%

All Students 60 – 87 = +27 80 – 87 = +7 90 – 87 = -3


Hispanic 60 – 78 = +18 80 – 78 = -2 90 – 78 = -12

White 60 – 89 = +29 80 – 89 = +9 90 – 89 = -1




Chart 3: AEIS Comparison Chart: Other Factors


Base Indicators Standard: 75% Standard: 85% Standard: 95%


Standard – Campus Score = difference



Completion Rate I (High School) 75% 85% 95%

All Students N/A N/A N/A



White N/A N/A N/A


N/A N/A N/A

Base Indicators Standard: 1.6% Standard: 1.6% Standard: 1.6%





Dropout Rate (Grades 7 & 8 only) 1.6% 1.6% 1.6%

All Students N/A N/A N/A



White N/A N/A N/A


Base Indicators Standard: 95% Standard: 95% Standard: 95%

The AEIS reports the previous year’s attendance

rate only.




Attendance Rate 95 – 95.7 = +0.7 95 – 95.7 = +0.7 95 – 95.7 = +0.7



Part 5: Area of Strength (ELCC 2.1 a.; 2.2 a., c.; 2.3 a., b., c.)

In part 4, you completed the AEIS Comparison Charts to record your school’s scores and compare them to the standards for each AEIS rating by computing the difference between the standard for Acceptable, Recognized, and Exemplary in each subject, grade, and subgroup. Next, you will use the data to determine areas of strength and weakness at the campus. In a future assignment, you will use the data from this needs assessment to build an action plan for school improvement.

Directions

1. Use the AEIS Comparison Charts to target one area of strength and two areas of weakness at the campus.

2. In the workspace below, briefly explain why you chose each area of strength and weakness.

Identified Area of Strength Why I Chose It

1.Reading/ELA Reading/ELA is the subject with the highest score for all students tested and falls into the Exemplary standard. The overall student score is a 93%, which is 3% above the minimum Exemplary standard. Although the school is considered exemplary in this area, they should still work to achieve the 100% goal.

Identified Area of Weakness Why I Chose It

1. Science The subject of science is a weakness for the FSH campus because the student population as a whole scored lowest in this area. Although the it falls under the Recognized standard, the score needs to be brought up by 3% to reach the Exemplary standard, and 13% to reach the 100% goal.

2. Writing Although writing has an Exemplary score of 90%, the overall student population has shown 0% growth in this subject since 2003. Also, two groups of students have shown negative growth in this subject in the past 9 years. This school needs to focus on writing to help their students achieve the 100% goal.

Internship assignments:



Complete a Course-Embedded reflection, “II-004 Curriculum, Measurement, and Alignment of Resources”. Use the same method of recording your reflections that you have been using throughout the program.

Remember to continue to complete Campus-Supervised activities from your internship plan, completing a reflection for each activity. All course-embedded and campus-supervised reflections must be completed prior to your final course.

The internship handbooks can be found at this website: http://sites.google.com/site/luedlead/


http://sites.google.com/site/luedlead/

edld 5333 week 2 assignment renee suire

Documents

apa stylistic guidelines

aeis comparison chart

aeis comparison charts

campus comparison group

campus aeis data

african americans

student adheres

aeis report