preliminary data: not a final accountability document1 saisd 2003 - 2004 taks performance board work...

Preliminary Data: Not a Final Accountability Document

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SAISD 2003 - 2004 TAKS Performance Board Work Session June 2004

Office of Research, Evaluation, and Assessment


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Vision 2005 and BeyondMission Statement

The mission of the San Antonio Independent School District is to graduate all students as responsible citizens with the academic and social preparation to pursue higher education, join the military, or enter the workforce.


3

SAISD Fundamental Beliefs

Excellence and equity in student performance are achievable for all students.No child will be left behind.The teacher is the program.People support what they help create.Change comes from within.


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District Functions

1. Governance2. Teaching and Learning3. Student Support4. Administration5. Human Resources6. Technology7. Communications8. School-Community Relations9. Special Facilities Construction and

Improvement


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Elevating Assessment Standards: TAKS (Texas Assessment of Knowledge and Skills) Phase-In Plan

A new Texas curriculum, the Texas Essential Knowledge and Skills, was written to address higher standards and called for a new statewide assessment system.The previous TAAS (Texas Assessment of Academic Skills) tested many students accurately, but students who achieved at high levels or low levels were not tested with the same degree of accuracy.TAKS was designed to truly measure the performance of students who excel and offer more room for growth. The state implemented SDAA (State Developed Alternative Assessment) to assess special education students functioning below grade level. This measure is being redesigned for 2004-2005 to offer more effective measurement for these students.


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Levels of Scoring on TAKS Set by the State Board of Education in 2003

2003 – 2 Standard Errors of Measurement below the recommended standard

2004 – 1 Standard Error of Measurement below the recommended standard

2005 – Panel Recommendation – Standard at the level the State Board expects.


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What does the “Levels of Scoring” in the Phase-In Cycle mean?

Texas schools are in the second year of TAKS (Texas Assessment of Knowledge and Skills) testing.

The number of questions needed to pass each subject and grade level test has gone up. The percentage correct for passing on any test varies.

In 2005, schools will be at the level of difficulty the state originally planned (Panel Recommendation). *

Because of the increase in the level of difficulty in the test, using accountability numbers alone does not give a true picture of increases in achievement.

*With the exception of 11th grade, which will reach this level in 2006.


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Example of standards increase:

Grade 7 Math Test 48 questions

Year #questions % of test

2003 - 2SEM 22 of 48 46%2004 – 1SEM 25 of 48 52%2005 – PR (Estimate) 30 OF 48 60%(Number to be set 28 - 43)

Grade 8 Social Studies Test 48 questions

Year #questions % of test

2003 - 2SEM 19 of 48 40% 2004- 1SEM 22 of 48 46% 2005 – PR (Estimate) 28 OF 48 58%

(Number to be set 25 - 41)


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District and Campus Evaluation for 2003 – 2004: Where are we?

Campuses and the District were both subjected to a three step measurement process answering the following questions.Step One: Did we achieve at the level of excellence outlined by our state accountability system (70% or more passing) – or were our gains greater than the standard? To measure gains at the District level, we used the State average. To measure gains at the campus level, we used the District average for the appropriate grade and subject.


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District Analysis: Step One

Measured # cells by all students and group90 – 100% (5 pts. Each) = 1 X 5 = 5

80 – 89% (4 pts. Each) = 9 X 4 = 36 70 – 79 (3 pts. Each) = 6 X 3 = 18 Total = 59 pts. Areas we lagged behind the state by -5 percentage points or more and

were not at 70% or greater in the cell= 4 X 3 = -1247 pts/ 25 cells = 1.88

(See Handout 1: SAISD: District Summary)


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Step Two: If the campus did not meet this standard, we measured their gains to see if they were on track to meet the Recognized standard in 2006. We measured at both 70% and 80% since we are not sure what the measure will be in this year. Scores may be low, but many campuses have impressive gains that indicate they are moving toward the target at a good pace.


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District Analysis: Step Two

Can the District reach 80% at 1 SEM in 2006 if we continue with the same level of gain? (See Handout 2: SAISD District Analysis at 1 SEM) Result: Yes - in all areas except African American Mathematics. We need 14.5 percentage points of gain per year, and we got 12.6 percentage points in 2003 – 2004.


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Step three: We then measured the campus against District or District against State gains to see if we were “closing the gap.”


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District Analysis: Step Three

Did the District make disproportionate gains so as to “close the gap” on the state – or were we already at the needed standard?Standard must be met at least 70% of the time.We met this standard in 81% of all measures.


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Summary of District Gains/Losses Compared to State

Measures “closing the gap” against State -

25 80.6%

Measures “gap widened 3.5 percentage points or less”

5 16.1%

Measures “gap widened more than 3 percentage points”

1 3.2%

Total 31 100%

In 97% of measures, the District gain surpassed state gain (81%) or was within 3.5 percentage points of state gain (16.1%).


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Where are we going?

Step four: Campuses that did not meet any of these criteria are on our priority list for 2004 – 2005.Goal Setting: While we used the comparison of performance at 1SEM to 1SEM for evaluative purposes, we must anticipate 2004-2005 by setting goals at the more rigorous Panel Recommendation level. See Handout 3: SAISD District Analysis at Panel Recommendation)


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Comparison Framework

The following slides show SAISD achievement across two years of TAKS. The first slide in the series shows the actual accountability numbers from year to year, disregarding the changes in the level of difficulty of the test.The second slide in the series shows the growth measured at the same level of difficulty across two years. This is true growth – “apples to apples.”The third slide in the series shows the growth measured against the state. Are we making disproportionate gain.


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2003 (2 SEM) – 2004 (1 SEM) SAISD TAKS Reading Grades 3-11

84

7468

7474

85

7569

7575

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+1 +1 +1 +1 +1


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2003 (1SEM)– 2004 (1SEM)– SAISD TAKS Reading Grades 3-11

68 6761

68

8075 75

6975

85

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+8 +8 + 8 +8 +5


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Reading: Comparison of District to State Pluses Indicate Closing of the Gap

3.7 3.2

-0.9

5.5

1.70.5 0.1

-3.5 -3.5

1.5

-7-5-3-113579

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3 4 5 6 7 8 9 10 11 All

Closing the Gap District to State

+ + - + + + + - - +


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2003 (2 SEM) – 2004 (1 SEM) SAISD TAKS

Math Grades 3- 11

77

65

52

6464

78

64

51

6464

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

NC NC -1 -1 +1


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2003 (1SEM) – 2004 (1SEM)– SAISD TAKS

Math Grades 3- 11

53 53

39

53

6964 64

51

64

78

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+11 +11 +12 +11 +9


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Math: Comparison of District to State Pluses Indicate Closing of the Gap

6.1

8.2

0.8

911.4

4 4.3

-0.7

-4.5

4.3

-6

-3

0

3

6

9

12

3 4 5 6 7 8 9 10 11 All


+ + + + + + + - - +


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2003 (2 SEM) – 2004 (1 SEM) SAISD TAKS Writing Grades 4 and 7

8579777979

858376

8383

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+4 +4 -1 +4 NC


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2003 (1SEM) – 2004 (1SEM)– SAISD TAKS Writing Grades 4 and 7

83 8376

83 8576

6661

6666

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+17 +17 +15 +17 +9


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Writing: Comparison of District to State Pluses Indicate Closing of the Gap

8.3

10.38.7

-3

0

3

6

9

12

4 7 All


+ + +


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2003 (2 SEM) – 2004 (1 SEM) SAISD TAKS Science Grades 5, 10, 11

74

5547

5555

80

5852

5858

0102030405060708090

100

All Eco Dis AA H W

2003 2004

+3 +3 +5 +3 +6


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2003 (1SEM) – 2004 (1SEM)– SAISD TAKS Science Grades 5, 10, 11

41 4133

41

64

80

58525858

0102030405060708090

100

All Eco Dis AA H W

2003 2004

+17 +17 +19 +17 +16


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Science: Comparison of District to State Pluses Indicate Closing of the Gap

3.7

6.7

1.9

4.3

-3

0

3

6

9

12

5 10 11 All


+ + + +


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2003 (2 SEM) – 2004 (1 SEM) SAISD TAKS Social Studies Grades 8, 10, 11

94

8683

868693

85858585

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

-1 -1 +2 -1 -3


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2002 (1SEM) – 2003 (1SEM)– SAISD TAKS Social Studies Grades 8, 10, 11

79 7975

79

9085 85 85 85

93

30

40

50

60

70

80

90

100

All Eco Dis AA H W

2003 2004

+6 +6 +10 +6 +3


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Social Studies: Comparison of District to State Pluses Indicate Closing of the Gap

-2.2

2.43

1

-4

-2

0

2

4

6

8 10 11 All


+ + + +


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TAKS 2003 - 2004

The District made good gains during the 2003-2004 school year. Planning for the new school year will address areas revealed by this analysis.Programs are under review for needed changes during the coming year.

We can truly say, we are “Proud to be in SAISD.”

preliminary data: not a final accountability document1 saisd 2003 - 2004 taks performance board work...

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