Becoming a Premier Urban School District

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Becoming a Premier Urban School District

• Understanding Evaluation, Accountability
  Assessment Systems

September 22, 2006 Infomart, 7th Floor
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Becoming a Premier School District

• Know your children
• Know your teachers
• Know how your school compares
• Control for quality
• Know the rules - accountability assessment
  systems

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Know the rules
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Three Accountability Systems

• Campus performance in Dallas ISD is currently
  rated under three distinct systems
• Local - SEI
• State - AEIS
• Federal - AYP

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Local Accountability System

• Dallas Accountability System, also known as SEI
  is a method of evaluating campuses with regard to
  absolute performance and value-added growth.
• Of the 213 schools rated in 2006, there were 11
  Value-Added Exemplary (5) and 53 Value-Added
  Recognized (25) schools.
• Almost 1M is set aside annually to provide
  Outstanding School Performance Award to teachers
  and staff at the winning schools.

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State Accountability System

• State Accountability System, commonly known as
  AEIS, is a method of evaluating campuses based
  on set standards of performance on five subjects
  in five student groups, and other indicators. 
• Of the 212 Dallas ISD schools rated in 2006,
• 13 Exemplary (6),
• 67 Recognized (32),
• 106 Academically Acceptable (50),
• 23 Academically Unacceptable (11), and
• 3 AEA Academically Acceptable (1).
• Over 7M has been granted to 78 Dallas ISD
  schools to be distributed in fall of 2007.

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Federal Accountability System

• Adequate Yearly Progress (AYP) is the
  accountability component of the No Child Left
  Behind Act of 2001. The US Department of
  Education requires that all states rate their
  public schools based on whether or not they met
  adequate yearly progress in reading and math on
  the state's assessment and on one additional
  indicator (grad or attendance).
• As of 2006, Dallas ISD has nine Stage 3, seven
  Stage 2, 13 Stage 1, and three Year1 schools.

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Test Your Understanding

• The following questions are designed to increase
  an awareness of the rules and procedures of the
  State and Federal accountability systems.

• There are no sanctions for not getting the
  correct answers.

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Assessing Special Ed Students
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Stage 1 Title I SIP Requirements

• Parent notification
• School choice and transportation
• Campus Improvement Plan
• Technical Assistance Provider (TAP)
• SIP funding application

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Stage 2 Title I SIP Requirements

• All requirements as in Stage 1, plus
• Supplemental Educational Services

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Stage 3 Title I SIP Requirements

• All requirements as in Stage 2, plus at least one
  of the following corrective actions
• Replace school staff who are relevant to the
  failure to make AYP
• Institute and fully implement a new curriculum
• Significantly decrease management authority at
  the campus level
• Appoint outside expert to advise the campus on
  its progress toward making AYP based on its CIP
• Extend the school year or school day for the
  campus
• Restructure the internal organizational structure
  for the campus.

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Stage 4 Title I SIP Requirements

• All requirements as in Stage 3, plus the district
  must prepare a plan and make necessary
  arrangements to carry out one of the following
  restructuring options
• Reopen school as charter school.
• Replace principal and staff.
• Contract for private management company of
  demonstrated effectiveness.
• State takeover.
• Any other major restructuring of school
  governance.

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• Know the rules
• Control for quality

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Common Issues Impacting Rating

• At least 17 schools missed getting higher
  accountability ratings due to errors made by
  adults and not student performance.

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1. Partial erasures

• Common Issues
• Student responses on TAKS and SDAA answer
  documents occasionally have asterisks (). This
  often occurs when a child bubbles more than one
  response, indicating incomplete erasures.
• Twelve schools could have jumped an AEIS
  rating and three schools could have made AYP had
  all those erasures been correct .

• Possible Solutions
• Cleaning erasures is serious business. Campuses
  need to have a plan to address incomplete
  erasures in a controlled environment
• Practice bubbling in formative assessments
• Important It must be noted that the student is
  the only person that can clean up erasures

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2. Demographic misinformation.

• Common Issues
• When answer documents are pre-slugged, errors in
  demographics are minimal. It is the
  hand-slugging that is causing problems. This
  occurs for new students or destroyed answer
  documents.
• Most common
• Flipped DOB DD/MM/YYYY
• Nicknames/ Hyphenated Names
• Reversed digits in ID

• Possible Solutions
• Schools need to double check all documents before
  submission. A list of student demographic
  information on MyData can be used for this
  purpose.
• For a student to be continuously enrolled, the
  school code, first name, last name and date of
  birth must match on PEIMS snapshot and the date
  of testing.

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3. Missing expectations

• Common Issue
• On the SDAA-II, 179 tests had missing ARD
  expectations. If the expectation is missing, TEA
  assigns an achievement expectation of III (3).

• Possible Solution
• There is a triple check for this. The campus,
  Area and Systemwide Testing check answer
  documents during quality control
• More hands-on training will be provided to
  relevant staff prior to quality control

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4. Dropouts

• Common Issue
• Every year, middle schools seem blind-sided by
  the fact that they miss AEIS based on the dropout
  rate.
• Middle Schools track students into private
  schools, find coding errors or even find the
  students incarcerated. Unfortunately, finding
  these students after PEIMS resubmission cannot be
  reason for appeal.

• Possible Solution
• Start early! Verify proper coding and actively
  seek to resolve the leaver issue as soon as the
  school receives a list of school leavers
• Seek help from other schools, Area or district
  offices in tracking the leavers
• Understand the new Leaver Codes

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5. Improper Status Codes

• Common Issue
• When TEA looks at multiple answer documents for
  AYP calculations, TAKS has the highest priority.
  
• A special education student who takes SDAA
  only, but has a blank pre-coded TAKS answer
  document submitted with an S scorecode, will be
  considered Not Proficient.

• Possible Solution
• Know specific rules on how to void and code
  answer documents.
• Given that there is also extensive training,
  this should not be happening.
• Hand-coded documents should be double checked
  before submission.

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6. Grade Change

• Common Issue
• There are students with earned credits not
  matching their grade level.
• There are 10th graders who fail but earn enough
  credit to become 11th graders in the middle of
  10th grade.
• District policy forbids changing grade level in
  mid-year. Consequently, some students take 10th
  grade TAKS twice, while others may never take
  10th grade TAKS.

• Possible Solution
• ???

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7. Lack of Participation

• Common Issue
• AYP requires 95 participation. This does not
  mean just TAKS participation but all tests (TAKS
  SDAA, LDAA, RPTE in reading TAKS, SDAA, LDAA,
  LAT in math).
• Many schools think it is 95 tested for all
  students. If only 47 out of 50 in a student
  group tests, they miss AYP on participation.

• Possible Solution
• Schools need an AYP checklist to make sure all
  students are tested
• Know the impact a few students can make in a
  participation rate of a small student group

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• Know the rules
• Control for quality
• Understand your competition

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How do we compare to other urban school
districts?

• All public schools in Texas are rated on the same
  set of performance standards, making it easier to
  compare across districts
• For a fair comparison, only the districts with
  similar characteristics are considered Austin,
  Dallas, Houston, EL Paso, Fort Worth, and San
  Antonio

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Reading - All
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Reading Economically Disadv.
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Mathematics - All
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Math Econ. Disadvantaged
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Writing - All
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Writing Econ. Disadvantaged
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Science - All
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Science - Econ. Disadvantaged
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Social Studies - All
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Social Studies Econ. Disadv.
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For More Information

• All documents included in this presentation are
  available on EA website
• http//www.dallasisd.org/eval/index.htm