Spring 2008 How to Analyze the AEIS Report Prepared by: Dr. Teresa Cortez Spring 2008

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Transcript of Spring 2008 How to Analyze the AEIS Report Prepared by: Dr. Teresa Cortez Spring 2008

  • Slide 1
  • Spring 2008 How to Analyze the AEIS Report Prepared by: Dr. Teresa Cortez Spring 2008
  • Slide 2
  • How do I read all that data? Being able to analyze data is critical to your success as a principal and passing the TExES There are some basic tools to use that will help you get the big picture of what the data are saying
  • Slide 3
  • Spring 2008 How do I read all that data? The TExES is built around knowledge and skills that an entry-level principal should have. You do not need to know how to disaggregate the data to pass the TExES
  • Slide 4
  • Spring 2008 Difference between standardized and objective exams Standardized exams (norm referenced) Compares student scores with the group of students who are also testing at the same time. Objective exams Determines if a student knows a particular objective
  • Slide 5
  • Spring 2008 How to read and interpret standardized tests Is the TAKS test is a standardized, norm- referenced, or objective exam? The TAKS test is an objective exam
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  • Spring 2008 How to approach questions on the TExES that pertain to the AEIS report Read the prompt for the decision set; It will lay the groundwork for what the decision set is all about. Underline key words Look at the charts, tables, or graphs provided Think big picture
  • Slide 7
  • Spring 2008 Look at the chart, table, or graph For what grade or grade level are these data? Identify them To what subject do the data refer? Identify them as well If there is a chart, look across the top and down the left side to see what your headings are
  • Slide 8
  • Spring 2008 Read the concepts on which the students have been tested They will likely be grouped in broad categories This will provide you the basic structure of what was tested This helps constitute the big or global picture that you want to have before you start reading the questions within the decision set
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  • Spring 2008 Do not try to read any more into the data than what is reported If they ask you to pinpoint a large or the largest need in the school or grade, look for the lowest scores or scores on a downward trend. Low scores indicate the need for improvement
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  • Spring 2008 Low scores Areas of concern/ weaknesses High scores Strengths Moving scoresPotential trends Interpreting test scores
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  • Spring 2008 Even the best schools have a lowest area in something If you are at the top of one level, you are at the bottom of the next level of achievement
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  • Spring 2008 Until every school has 100% mastery of every concept on every test for every student group, there is always room to improve. You must continuously ask, How can we do this better?
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  • Spring 2008 If a question asks you where a schools greatest strengths are, look for the bigger numbers or the areas showing the greatest upward trends.
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  • Spring 2008 If the numbers are consistently coming up, even slowly, it is a positive thing and should be noticed. You will not be asked any detailed or advanced statistical analysis questions. This is not the primary role of the principal
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  • Spring 2008 You will need to prove that you know how to determine whether students in your school are learning and what their strengths and weaknesses are. If students from all subgroups are not learning, why arent they?
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  • Spring 2008 What can be done to improve the culture, climate, instruction, and curriculum of the school such that all students can and do learn?
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  • Spring 2008 The purpose of any student testing To determine student growth To determine student and campus strengths, weaknesses, and trends To use this data as a sound basis for determining campus, grade, or subject goals for student growth and improvement
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  • Spring 2008 If everyone is not learning, it does not matter what your scores are. Ideal principals never, never, never give up until every child is mastering every concept.
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  • Spring 2008 The AEIS Report Every school and district is rated with an accountability system based largely on data detailed in the AEIS report. Two important areas are student passing rates on the TAKS test and student attendance.
  • Slide 20
  • Spring 2008 The Big Picture There are three specific areas to consider: The cover or title page It will tell you the academic year of testing, as well as the name, campus number, and state rating of the school
  • Slide 21
  • Spring 2008 The Big Picture There are three specific areas to consider: Section I Testing data Attendance Section II Everything else Demographics, student data, faculty data, program information and budget information
  • Slide 22
  • Spring 2008 Section I Testing information TAKS begins in 3 rd grade and continues through 11 th grade Subjects tested include reading/ELA, writing, mathematics, science, and social studies Some tests are given only at certain grade levels Indicators are listed at the top of the chart
  • Slide 23
  • Spring 2008 Section I Testing information Indicators are listed at the top of the chart from right to left Think of it as from big to little in looking at the groupings The biggest group is the State The next column will be District The next column is Campus Group Then the Campus column follows
  • Slide 24
  • Spring 2008 Campus Group The Campus Group is very important Each year, detailed demographic data about every student in every school as well as data about the school and district are entered into the PEIMS system The campus group includes the campuses in the state that are the most similar to yours according to all the factors indicated. Ethnicity, Socioeconomic status, Mobility
  • Slide 25
  • Spring 2008 Campus Column The first column you look at Focus on this column first Highlight it so you can focus on it
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  • Spring 2008 Student Groups Remember think big to little After the campus column, there are different columns for each ethnicity and special program African American, Hispanic, White, Native American, Asian/Pacific Islander, Male, Female, Economically Disadvantaged, and Special Education
  • Slide 27
  • Spring 2008 Student Groups The goal is for every subgroup to do well Look for any large differences in passing rates of students on any section of any test Create plans and strategies to resolve any discrepancies
  • Slide 28
  • Spring 2008 Analyzing the Data In the ideal school, instruction is individualized and curriculum is developmentally appropriate such that there will be no significant deviations between subgroups
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  • Spring 2008 Analyzing the Data In reality, there are deviations, intense study and planning is undertaken from many stakeholders to resolve the situation so that all students learn and perform well.
  • Slide 30
  • Spring 2008 Section I (cont.) On the left side of each page in Section I will be rows labeled with the subjects tested such as Reading, math, Writing, or All Tests Appropriate scores will be noted on two lines, one for the current year and one for the previous year. You want your scores to go up annually If they go down or remain stagnant, you and your school community must analyze why and plan for improvement
  • Slide 31
  • Spring 2008 All TestsWhat does it mean? Determines the percentage of students who passed every test they took It is necessary because if you just looked at the individual subjects and compared results, sometimes you could get a less- than-complete picture. Goal is to have 100% of all students pass All Tests taken
  • Slide 32
  • Spring 2008 All Tests - Example 3 rd Grade Class 50% pass Reading 50% pass Math Are 50% of the students doing well? 50% of the students cannot read or do math This could be a wrong conclusion
  • Slide 33
  • Spring 2008 All Tests - Example 3 rd Grade Class All Tests row allows us to see an overall picture of exactly what percentage of the grade or school is passing everything taken. The goal is to have 100% of the students passing all tests.
  • Slide 34
  • Spring 2008 TAKS % Passing Sum of 3-8 & 10 This is the next portion of Section I It is a summary of all the scores in the school or district This is a quick reference guide to the overall performance of how the entire school or district did on the specified subject and All tests. If you are asked any questions about overall campus performance, this is where you would look first.
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  • Spring 2008 TAKS % Exempted Sum of 3-8 & 10 Exempting students from the test is discouraged It could appear that you are hiding students from your accountability rating making your scores higher The goal is for everyone to test and score well
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  • Spring 2008 TAKS % Exempted Sum of 3-8 & 10 This section shows the percentage of students, per subgroup, that you have exempted for either special education or limited English proficiency purposes. You want your numbers to be lower than those in the State, District, or Campus Group columns You