DISD Local Assessment and Data Analysis Guide 2022-2023

2022-2023 Assessment Handbook Assessment, Analysis, Action, Culture



Dickinson ISD Assessment and Data Analysis Guide Table of Contents Description and Purpose of Assessment .......................................................................................................................5 Ripple Effect ................................................................................................................................................................................6 Preparing Students for Success .........................................................................................................................................7 Communication Process for District Assessments.....................................................................................................7 Use of Data for Planning and Improvement ................................................................................................................7 SECTION ONE – ASSESSMENT PROCEDURES ..................................................................................................................9 Procedures for District-Level CBAs and Interim Assessments.............................................................................. 10 Summary of Responsibilities .............................................................................................. 12 Assessment (Tested Curriculum) .......................................................................................... 14 District Developed Assessments ........................................................................................ 14 Formative Assessments................................................................................................... 15 State Assessments............................................................................................................ 15 National Assessments ..................................................................................................... 16 SECTION TWO – Security Procedures for District Assessments............................................................................ 19 Test Security and Confidentiality Procedures for District Assessments ................. 20 ETHICAL ASSESSMENT PREPARATION AND ADMINISTRATION................................... 21 SECTION THREE – Data Analysis Procedures ............................................................................................................. 23 Data Analysis – Essential Components .......................................................................... 24 Teacher Data Analysis........................................................................................................ 25 Data Protocol – Individual Teacher Reflection ........................................................... 26 Item Analysis Review with Grade Level/Department ............................................... 27 Administrator Data Review ............................................................................................... 28 MAP Data............................................................................................................................... 29 Section Four Acceleration without Prior Instruction .............................................................................................. 31 Acceleration without Prior Instruction ..................................................................................... 32 Appendix.................................................................................................................................................................................... 34 Oath of Security and Confidentiality for District Assessments................................................. 35 Eduphoria Aware Naming Conventions.................................................................................... 36 Data Report,.............................................................................................................................. 37 2nd Grade Math Example.................................................................................................. 39 Quintiles and Common Sense ......................................................................................... 43 Analyzing Quintiles .............................................................................................................. 45

MAP Reports.......................................................................................................................... 46 SUMMARY OF DESIGNATED SUPPORTS AVAILABLE FOR STAAR, STAAR Spanish, AND TELPAS47

Description and Purpose of Assessment An effective assessment program recognizes the relationship between a school district’s mission and vision, state learning standards, district course curricula, classroom instruction, formative and summative assessment, and student learning. The purpose of the Dickinson ISD assessment plan is to ensure that assessment is fulfilling its intended role in this relationship. Key building blocks to a successful assessment program1 1. Transparent starting point: teachers see the assessments at the beginning of each cycle; assessments define the roadmap for teaching. Assessments are shared with teachers so that they can teach to the level of rigor the assessment demands. 2. Aligned to the level of rigor demanded by STAAR and curriculum sequence. 3. Aligned to the instructional sequence of clearly defined grade level and content expectations. The state of Texas measures student achievement in Reading, Writing, Mathematics, Science, and Social Studies. Each State of Texas Assessments of Academic Readiness, STAAR, assessment is directly aligned to the Texas Essential Knowledge and Skills (TEKS). To determine how well students are progressing and mastering the state standards, Dickinson ISD designs district assessments based on the TEKS, (readiness, supporting, and process standards) and the district written scope and sequence to assess student performance. These Curriculum-Based Assessments (CBAs) are administered at the end of each nine-week grading period in the four core content areas: English Language Arts/Reading, Mathematics, Science, and Social Studies. District and campus assessment results provide information on student mastery of state and district curriculum. These data support teacher decisions to adjust instruction for each student relative to their performance during the year. The assessments also allow teachers, parents, and students to track academic progress over the course of the year. Having specific procedures will allow students and teachers to inform instruction throughout the year. Our commitment to assessing student growth ensures that all students are successful and thus prepared for promotion to the next grade level or course and ready for graduation from high school. 1 Driven by Data 2.0 5

Ripple Effect Unit and lesson planning: alignment with state Assessment standards and district Analysis curriculum guides Action Culture2 Delivery of instruction: teachers Ripple Effect orchestrate learning experiences for Strategic Interventions students must occur Formative assessments: teachers check for student understanding minute by minute, day by day Curriculum Based Assessments: (Interim Assessments) formal testing to check for student proficiency Data Analysis: teachers analyze results, plan improvements and identify struggling students Follow-up: teachers utilize the data analysis to reteach and support students Summative Assessment: STAAR 2 Data Driven 2.0 6

Preparing Students for Success Dickinson ISD provides the following for student success: ● Highly-qualified teachers ● Differentiated instruction ● Aligned DISD curriculum ● Aligned District assessments ● Data disaggregation program (Eduphoria Aware) for state, district, and classroom assessments ● Interventions and acceleration ● Aligned instructional resources Communication Process for District Assessments ● Dates/windows for the Interim Assessments and CBAs are published through the DISD Assessment calendars. ● Campuses announce specific administration dates through campus newsletters, faculty newsletters, class announcements, syllabi, etc. Use of Data for Planning and Improvement Data provides feedback: ● to students about what they have learned and what they still must learn in a course, grade level, or unit of instruction ● to teachers about students’ learning so that instructional methods can be altered or enhanced to create more effective teaching and learning; and ● to campus and district administrators regarding how well the district’s curriculum plan and scope and sequence meets the needs of all DISD students. Key Principles to Data Driven Instruction3 ● Assessment: Creating rigorous interim assessments that provide meaningful data. ● Analysis: examining the results of assessment to correctly identify the causes of both strengths and shortcoming ● Action: teaching more effectively what students need to learn ● Culture: Creating an environment in which data-driven instruction can survive and thrive. 3 Driven by Data 2.0 7

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SECTION ONE – ASSESSMENT PROCEDURES 9

Procedures for District-Level CBAs and Interim Assessments BEFORE TESTING: ● All campuses and grade levels will follow the annually adopted assessment calendar schedules for administering district-level assessments. ● Campus Testing Coordinators will complete participation counts five weeks before each district designated assessment or verify online registration. ● Curriculum Specialists will develop tests and order copies as needed from Publications if the campuses will use print copies. ● Curriculum Specialists will input district assessment answer keys into Eduphoria Aware. ● Curriculum Specialists will send electronic copies of specified tests to campus testing coordinators at CAP (grades 6-12) and DCC (grades 9-12). Additional tests and keys may be requested by the CTC at Esmond Center (depending on their population at the time). ● Curriculum Specialists will contact DALC teachers to determine which tests and the number of printed copies that should be sent to each teacher at DALC. DALC teachers may contact the curriculum Specialists whenever additional printed tests are needed. ● Campus Testing Coordinators will develop a process for distributing tests, answer documents and test tickets to teachers. Tests will not be distributed to teachers prior to the scheduled day of the test. ● Teachers or designated personnel will print answer documents from Eduphoria Aware on designated campus laser printers only. DURING TESTING: ● Campuses and individual teachers will administer the district-level tests according to the schedules set in the yearly curriculum calendars. ● Individual students may have accommodations for extended time as directed by their ARD, 504, LPAC, or RTI committees. AFTER TESTING: ● Teachers will scan their answer documents or submit student responses as soon as possible– and no later than 24 hours after assessment is completed. ● Teachers will verify that students have submitted their on-line assessment for grading. ● Data from scanned district assessments will be available in Eduphoria Aware to teachers, Curriculum Specialists, and campus and district administrators so that individual student, class, campus, and district results can be disaggregated and used to improve student performance. ● Follow district procedures for teacher and grade level/subject/department data analysis. ● Following each assessment, data will be used in class for remediation, intervention and instructional planning. 10

● Printed copies of CBAs should not go home with students, parents can make appointments to view the assessment. ● Printed copies of CBAs must be returned to the Campus Testing Coordinator before the next CBA to be destroyed. GUIDELINES FOR ADMINISTERING CURRICULUM-BASED ASSESSMENTS AND INTERIM ASSESSMENTS ● In grades 2-3, teachers may read selected words or phrases in the questions and answer choices on the math and science CBAs or Interim assessment (and only upon student request). Reading all the questions and answer choices is not permitted unless the student receives oral administration as a routine accommodation for state testing. Teachers may NOT read the reading selections to the students at any time. In grades 4-12, teachers may assist students with the reading of test questions and answer choices only if this accommodation is directed by the student’s IEP, 504 or RTI accommodation plan. SPANISH VERSIONS OF DISTRICT-LEVEL ASSESSMENTS ● CBAs and Interim Assessments will be available in English and Spanish versions in grades K-5. ● Bilingual teachers should know their students’ language of instruction and request the appropriate test version. ● All Spanish assessment data will be scanned and disaggregated inclusively with the English data. DISTRICT-LEVEL ASSESSMENTS FOR STUDENTS SERVED BY SPECIAL EDUCATION ● Students whose ARD committees determine that they will take STAAR with or without accommodations (grades 3-8 and EOC), will take the district CBAs and Interim Assessments with those same accommodations. These results will be scanned and disaggregated inclusively with the other data. ● Teachers shall make “STAAR-allowable” (grades 3-8 and EOC) accommodations for students on local assessments when their ARD/504/RTI committees have identified allowable testing accommodations, which are routinely, effectively, and independently used in the classroom. ● For all students with disabilities, the recommendations in the ARD/504/RTI paperwork should be followed for all assessments, accommodations, supplemental aids, and grading. 11

Summary of Responsibilities Curriculum Specialists o Develop nine-week Assessments that are supported by the Scope and Sequence. o Meet with CBA vetting committees to gather input on the assessments. o Arrange for Spanish translation as necessary. o Order print copies to be sent to campuses. o Enter keys in Aware; Campuses will be responsible for printing answer documents. o Disaggregate data after tests are scanned to identify curriculum/ instructional gaps. o Participate in campus and district data conferences as requested. Campus Testing Coordinators o Train campus staff on local assessment procedures. o Submit participation counts no later than three weeks prior to the test. o Receive materials and ensure security/confidentiality of the test. o Plan for allowable testing accommodations per students’ IEPs (example – oral administration/text to speech, small group, extra time, etc.) Be sure the accommodations match daily instruction and assessment routines. o Plan test and test ticket distribution. o Supervise and assist as necessary with printing of answer documents. o Use CBA and Interim assessment testing procedures to prepare for STAAR administration. o Prompt teachers to scan answer documents immediately after completing the assessment. Principals o Use CBA and Interim assessment testing procedures to prepare for STAAR administrations. o Plan for and conduct campus data conferences. o Participate in district data conferences following CBA and Interim Assessments. Teachers o Teach district curriculum, maintain the scope and sequence. o Provide accommodations as noted in students’ IEP or 504 paperwork. o Administer assessments during prescribed dates and time periods. o Use assessment procedures to prepare for STAAR administrations. o Scan answer documents the day the students complete the assessment.. o Administer make up tests to all absent students. o Use assessment data to inform instruction, intervention and enrichment. o CBAs should not go home with students. o Return CBAs to the Campus Testing Coordinator to be destroyed. 12

ARD Committee Facilitators o Continually communicate ARD committee decisions on students’ accommodations and testing to CTC and teachers. o Provide list of students who will take alternate state assessments to CTC. o Ensure that ARD committee paperwork and decisions follow the state and local assessment procedures. Counselors o Continually communicate 504 committee decisions on students’ testing accommodations to CTC and teachers. o Ensure that 504 committee paperwork and decisions follow the state and local assessment procedures. LPAC Coordinators o Continually communicate LPAC committee decisions on students’ testing accommodations to CTC and teachers. o Ensure that LPAC committee paperwork and decisions follow the state and local assessment procedures. RTI Coordinators o Continually communicate RTI committee decisions on students’ testing accommodations to CTC and teachers. o Ensure that RTI committee paperwork and decisions follow the state and local assessment procedure 13

Assessment (Tested Curriculum) The assessed curriculum is the manner in which students are assessed in their attainment and mastery of the written curriculum. Student assessments, both formative and summative, should be utilized. Teacher-made tests, as well as district developed assessments, will be used to determine patterns of student achievement. Teachers and administrators will use test results to assess the status of individual student achievement, to continuously regroup students for instruction, to identify general achievement trends of various groups of students, and to modify curriculum and/or instruction as needed by assessment results. Assessed Curriculum Principles ● Measure student progress ● Guide teachers’ instruction at appropriate levels of challenge ● Guide students’ learning ● Guide district/campus improvement and programmatic decisions ● Communicate progress to parents to support learning at home A comprehensive assessment program is an essential part of the total educational program. District and campus assessments are aligned to the district curriculum, and they are administered frequently to measure student proficiency of the Texas Essential Knowledge and Skills. In addition to the required state assessments, STAAR and TELPAS, the following assessments are used in Dickinson ISD: District Developed Assessments Campus-level Common Formative Assessments (CFA) – short formative assessments used to analyze skills taught during a two to four week period of time. These periodic assessments are collaboratively designed by grade-level or course teams of teachers and finalized by curriculum specialists. Student results are analyzed by teachers to guide instructional planning and intervention. Campus-level Common Summative Assessments (CSA) – short summative assessments used to analyze skills taught during a two to four week period of time. These periodic assessments are collaboratively designed by grade-level or course teams of teachers and finalized by curriculum specialists. Student results are analyzed by teachers to guide instructional planning and intervention. Curriculum-Based Assessments (CBA)– district developed tests aligned to the district curriculum documents that test skills taught during a defined period. These assessments are developed by the curriculum specialists with assistance from academic coaches and/or content teachers. Data is closely analyzed by teachers, administrators and curriculum specialists. 14

Performance- Based Assessments – measures students’ ability to apply the knowledge and skills learned from a unit or units of study. Students are given a task, and the task challenges them to use higher-level thinking skills. Performance tasks produce a product and/or performance that serves as evidence of learning. Writing Portfolios – collection of student work and related material that depicts a student’s growth in writing. Writing Portfolios will be used K-12 to assess different types of writing throughout the school year. Formative Assessments Formative assessments are ongoing assessments, observations, summaries, and reviews that inform teacher instruction and provide students feedback on a regular basis. Examples include: ● Summaries and Reflections – Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their meta-cognitive skills. These require that students use content-specific language. ● List, Charts, and Graphic Organizers – Students will organize information, make connections, and note relationships through the use of various graphic organizers. ● Visual Representations of Information – Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This “dual coding” helps teachers address classroom diversity, preferences in learning style, and different ways of “knowing.” ● Collaborative Activities – Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts. ● Conferencing / Reviews / Audit - This involves sitting down with students and reviewing their written work/homework/progress in general. This is a very useful and beneficial process for teachers and students, especially when using data tracking forms. (Scholastic, Judith Dodge, 25 Quick Formative Assessments for a Differentiated Classroom) ● Interim Assessments (From TEA) - The Texas Education Agency (TEA) has created online interim assessments that align to the Texas Essential Knowledge and Skills (TEKS). Test questions for the STAAR Interim Assessments are developed with Texas teachers and include some former STAAR items. These assessments State Assessments CIRCLE Progress Monitoring System – PreK students are evaluated 3 times a year. Circle is a tool that enables a teacher to assess a child’s progress in a particular 15

skill area such as Rapid Letter Naming, Letter-Sound Correspondence, Phonological Awareness, Rapid Vocabulary, Book & Print Awareness, and Story Retell & Comprehension. Interim Assessments - Students will participate in the state Interim online Assessments. The data is utilized to prepare students to maximize their application knowledge of the TEKS. Grades 3–8 reading, Spanish grades 3–5 reading, grades 3–8 mathematics, Spanish grades 3–5 mathematics, Algebra I, English I, and English II. mCLASS Reading and Amplify Math – Kindergarten – 1st grade students are evaluated 3 times a year. mCLASS/Amplify is a tool that enables teachers to assess a child’s progress in a particular skill area of Reading and Mathematics. State of Texas Assessments of Academic Readiness (STAAR) - a series of state- mandated standardized tests used in Texas public elementary and secondary schools to assess a student's achievements and knowledge learned in the grade level. It tests curriculum taught from the Texas Essential Knowledge and Skills. Texas English Language Proficiency Assessment System (TELPAS) – used annually to assess the progress that emergent bilingual students are making in learning the English language. It assesses the English language proficiency of K-12 ELLs in four language domains – listening, speaking, reading and writing. Texas OLPT/LAS Links This assessment provides a norm-referenced measure of reading, writing, listening, and language comprehension for English Language learners. It is administered individually to students by teachers or ELL Instructional Paraprofessionals upon a student’s entry to DISD to determine proficiency in the assessed areas in English and Spanish and to establish need for student placement in the bilingual or ESL program. Texas Success Initiative (TSI) – The TSI Assessment (TSIA) is part of the Texas Success Initiative program designed to help your college or university determine if you are ready for college-level course work in the areas of reading, writing, and mathematics. If you are an incoming college student in Texas, you are required to take the TSI Assessment - unless you are already exempt. National Assessments ACT - The ACT® college readiness assessment is a curriculum- and standards- based educational and career planning tool that assesses students' academic readiness for college. It contains five curriculum-based tests: the English, mathematics, reading, and science tests are standardized multiple-choice tests 16

based on the major areas of high school and postsecondary instructional programs; the optional writing test is an impromptu essay on a given prompt. Data from the ACT are used for many purposes. For example, high schools use the data in academic advising and counseling. Colleges use the data for recruitment, admissions, and course placement. Advanced Placement (AP) – exams developed by the College Board and administered in May. The AP exams represent the culmination of college-level work in a given discipline in a secondary school setting. Rigorously developed by committees of college and AP high school faculty, the AP Exams test students' ability to perform at a college level. Students may receive college credit for AP scores of a 3, 4 or 5. The required score for college credit is determined by each college or university. Armed Services Vocational Aptitude Battery (ASVAB) – a multiple-aptitude battery that measures developed abilities and helps predict future academic and occupational success in the military. CogAT (Cognitive Abilities Test) - used to help educators make student placement decisions for the Gifted and Talented program. It is a K–12 assessment designed to measure students’ learned reasoning abilities in the three areas most linked to academic success in school: Verbal, Quantitative and Nonverbal. ITBS (Iowa Test of Basic Skills) – nationally standardized comprehensive assessment of student progress in major content areas. The ITBS is used in DISD with 1st and 2nd grade bilingual students. National Assessment of Educational Progress (NAEP) – NAEP exams are given to students in grades 4 and 8, and districts selected to participate in testing are notified by TEA. NWEA Measures of Academic Progress® (MAP®) are K-12 interim assessments that measure growth, project proficiency on high-stakes tests, and inform how educators differentiate instruction, evaluate programs, and structure curriculum. SAT Suite of Assessments The redesigned SAT Suite of Assessments — which includes the SAT, PSAT/NMSQT, PSAT™ 10, and PSAT™ 8/9 — focuses on the knowledge and skills that current research shows are most essential for college and career readiness and success. The exams reflect the work students are doing in classrooms across the country and around the globe. 17

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SECTION TWO – Security Procedures for District Assessments 19

Test Security and Confidentiality Procedures for District Assessments Dickinson ISD holds test security and confidentiality at the utmost importance and deems any violation of the test security and confidentiality procedures to be extremely serious. All district and campus personnel involved in any aspect of district testing are required to strictly adhere to all procedures described in this document. Test security involves accounting for all secure materials and confidential student information before, during, and after each test administration. Confidentiality involves protecting the contents of all secure test materials, including, but not limited to, test booklets, completed answer documents, student compositions, and student performance. TEST SECURITY ● Test booklets and answer documents are secure test materials and should never be left in open areas or unattended. ● Test administrators may not review test items with students prior to administration of assessment. ● No one may copy, reproduce, or keep all or part of any secure test booklet, answer document, or supplementary secure materials at any time. ● Examinees may not be coached in any manner before or during testing; student responses may not be interfered with or altered in any way. ● Answers may not be provided to students during testing in any way. These include cues, clues, hints, and/or actual answers in any form – written, printed, verbal, or nonverbal. ACCESS TO TEST MATERIALS ● The Campus Testing Coordinator will disseminate the appropriate test booklets, answer documents, and supplemental materials to test administrators the morning of the test. ● Following each assessment, CBAs should be used in class for remediation. CBAs should never go home with students. ● CBAs must be returned to the Campus Testing Coordinator before the next CBA to be destroyed. 20

ETHICAL ASSESSMENT PREPARATION AND ADMINISTRATION Teachers must: ● Teach the entire prescribed district curriculum during a grading period as per the documents in Eduphoria Forethought. ● Allow students access to their prescribed accommodations during instruction and assessment. ● Use the data from all assessments to determine the appropriate interventions for students and then implement them. ● Use the CBAs and Pre-STAAR Benchmarks in class after all students have taken the assessment for learning purposes. ● Return CBAs to the Campus Testing Coordinator before the next CBA to be destroyed. Teachers must NOT: ● Reveal all or any part of secure tests to students in any manner before the administration (written, oral, or electronic). ● Copy or otherwise reproduce all or any part of a secure district test. ● Review or provide test questions or answers to students on all or any part of a secure test before or during the administration. ● Suggest or “coach” students to mark, change, or write their answers in any way during the administration. ● Erase or change student answers during or after the administration. ● Tell students that any test (local or state) does not matter (even if it does not count for accountability or recorded grade). 21

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SECTION THREE – Data Analysis Procedures 23

Data Analysis – Essential Components Disaggregate and analyze the data Disaggregate the data. from all assessments Analyze performance data of current students. Reflect on the data to determine the Provide interventions and correlation between teaching and learning. monitor student performance. Provide training and support, focusing on identified areas. Phase 3 Phase 1 Where are we? Are we making progress toward our goal? Phase 2 Where do we want to be? How will we get there? Understand the readiness and supporting standards. Apply the process standards Use the district scope and sequence. Plan for all students. Monitor and adjust. Develop enrichment and intervention action plans for students. Conference with students. 24

Teacher Data Analysis After each assessment, the following will be completed for discussion at the campus data conferences; evaluate and prepare one data report for each course/class to include data by student groups: All Students, African American, Hispanic, White, Eco. Dis., Special Ed., and English Language Learners. Performance and Growth levels – Utilize the student scores view option 1. Percent Did Not Meet Grade Level Expectations 2. Percent Approaches Grade Level Expectations 3. Percent Meets Grade Level Expectations 4. Percent Masters Grade Level Expectations 5. Monitor student growth/progress – i. Achieving the approximately the same percent passing from one assessment to the next would achieve “Expected Growth.” ii. Gaining 10 percentage-points from one assessment to the next would achieve “Accelerated Growth.” iii. Not performing as well as the previous test would achieve “Limited Growth.” iv. Compare performance levels throughout the year. You cannot compare the raw score on STAAR to the raw score on other assessments, compare performance levels. If a student achieved Meets standards on STAAR, the minimum expectation is to Meet standards on other assessments. Class Quintile report Utilize the Eduphoria Report – Class Quintile Report to access this data ● This tool analyzes student performance gaps and the distribution of scores. Decisions can be made from observations of these groups. 1. Are students staying within their quintile or moving up in quintiles a. Any student dropping in quartiles – why 2. Are the quintile averages increasing or decreasing a. Compare quintile averages to STAAR b. Compare quintile averages to previous assessments 3. Reference the Lead4Ward documents on Analyzing Student Performance Quintiles in the Appendix Item Analysis – Spend less time on analyzing what students already know and more on what they need. 25

Item analysis should be:4 1. Immediate: a fast turnaround of assessment results 2. Simple: succinct data reports to lead discussion and action 3. Teacher-owned: Teachers analyze student work supported by instructional leaders 4. Test and student work in hand: Start from an exemplar and identify the gaps using the distractors and student work 5. Deep: Move beyond what students answered incorrectly and answer why: identify key procedural and conceptual misunderstanding. Item Analysis - Utilize the student individual Response view at course level and the incorrect response report. 1. Items with >80% correct responses a. these SE’s should be reviewed with the individual students that answered incorrectly b. These items require developing student foundational skills 2. Items with > 60% - < 80% correct response a. These SE’s should be reviewed in small groups b. Small groups should be based on the distractors that the student chose 3. Items <60% correct responses a. These SE’s will be reviewed whole class b. The item itself will be analyzed through the distractors c. The students will not be taught the question/response, they will be taught the foundation and concept. Guiding Questions for item analysis 1. Low performing questions —did students all choose same wrong answer? Why or why not? 2. Break down by standard: did they do similarly on every question or were some questions harder? Why? 3. Compare similar standards: does results in one influence the other? 4. Sort data by students’ scores: are there questions that separate proficient / non-proficient students? Data Protocol – Individual Teacher Reflection Questions for teachers to reflect on while developing their action plan. 1. What misunderstandings are revealed in the student responses? a. Study the distractors b. What does each distractor tell you about intervention c. What was the most common distractor and why 4 Data Driven 2.0 26

2. What gaps in the instruction contributed to the misunderstandings? a. How will I address the gaps? b. How does the TEKS Scaffold report support my action plan? 3. What will I do to help the students achieve mastery and how will it be measured? 4. What additional support/resources are needed from campus administration and the Educational Services Department? 5. How will you evaluate your goals? 6. For each class period, identify your student needs: a. Students who have demonstrated proficiency and need enrichment/extension on the tested TEKS b. Students who need a parent/teacher conference c. Students who need Level 1 interventions by the classroom teacher d. Students who need Level 2 or 3 interventions (RtI) Item Analysis Review with Grade Level/Department 1. Meet with grade level/department to review item and Reporting Category data. a. Compare your results to your peers i. How can you support each other ii. How can you learn from each other iii. What resources can you share 2. Using the Student Individual Responses report from Aware, identify the questions most often answered incorrectly. a. Is there a common foundation weakness b. Was the SE taught in a way that supported the portion of the SE that was tested 27

Administrator Data Review After each district level assessment, campus data talks will be scheduled with the Deputy Superintendent for Educational Services. The following should be completed prior to the district data conference: 1. Evaluate and prepare a campus report showing the following: ● Percent Masters, Meets, Approaches and Did Not Meet Grade Level per grade level subject area by student group and by student expectation. ● Percent Masters, Meets, Approaches and Did Not Meet Grade Level by teacher in the subject area by student group and by student expectation. ● Percent of Students who Met Progress per grade level subject area 2. Review Lead4ward Leadership Report Card from Eduphoria Aware for each course if available. 3. Meet with each grade level/department and review the following: ● What student expectations did ˂80% of the students master? o Why did students choose the distractor? o How was the student expectation taught? o How will the student expectation be re-taught and re-assessed? ● Whom can the teachers go to for help to improve a student expectation? ● What additional support/resources are needed from the Educational Services department? 4. Based on the data collected, develop a campus action plan to address specific deficient areas. The action plan will be reviewed at the district data conference, and it should be discussed/monitored regularly at faculty/grade level/department/team meetings. District Data Conference Outline: 1. Disaggregated data – Needs Assessment (by subject/grade level/teacher for the Closing the Gaps student groups 2. Instructional Goals: Where do we want to be? 3. Campus Action Plans a. How are we going to get where we want to be? b. How will we know if what we are doing is making a difference? 4. Questions/Comments 5. Quintile Analysis –This tool analyzes student performance gaps and the distribution of scores. Decisions can be made from observations of these groups. 28

MAP Data NWEA MAP is a computer-adaptive assessment that identifies students’ instructional readiness to learn in reading and math. The students take MAP at the beginning, middle and end of the school year. Teachers and interventionists will use the MAP to develop an intervention and/or enrichment program for each student. Reports that teachers will access and analyze 1. Student profile report a. Student growth and performance b. Goal setting c. Instructional areas 2. Student Goal Setting worksheet a. Provides current year’s data b. Data is broken down by reporting category c. Utilize for student conference d. Student can set personal goal for RIT growth 3. Class Report a. Analyze class needs by instructional area b. Norm referenced data c. Student RIT and Percentile 4. Achievement Status and Growth summary Quadrant Report a. Compares achievement to growth b. Compares two terms of student data Procedures Teachers will conference with individual students and discuss RIT scores and individual goal setting. The teacher will utilize the Learning continuum to group students by skills and concept development needs. The learning continuum will inform the level and scope of remediation. Reports that Campus Administrators will access and analyze 1. Grade Report a. Detailed summary of test data b. Grade level priorities can be established utilizing this report c. Inform goals and guide instructional adjustments 2. Projected proficiency Summary a. Use to project student performance on state and college readiness assessments 29

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Section Four Acceleration without Prior Instruction 31

Acceleration without Prior Instruction Credit by Exam for Acceleration without Prior Instruction Grade Acceleration Exams for acceleration are offered four times per year for students enrolled in DISD on an advertised schedule. Application should be made through the school counselor. Application deadlines for exam sessions are listed on the DISD website. No other Exams for Acceleration are offered during the school year. Student placement in a new grade level will only occur at the start of a school year. Once a student has begun a grade level or course, the student is no longer eligible to take the corresponding Exam for Acceleration. Kindergarten Acceleration State law requires that students be five years old by September 1st for entry into Kindergarten. Consequently, DISD Board Policy does not provide for early admittance to Kindergarten. A five-year old student who attends private Kindergarten may take the first grade Exams for Acceleration the following year. A student must be enrolled in Dickinson ISD in order to participate in the Kindergarten Exams for Acceleration during the summer. There will be only one Kindergarten Exam for Acceleration administration each year, and it will take place in June. Students will take four exams: English Language Arts, Mathematics, Science, and Social Studies. Per DISD Board Policy EHDC (Local) a student must receive a score of 90% or higher on all four exams in order to be accelerated to first grade. Other requirements outlined in EHDC (Local) also apply. Acceleration for Grades 1 through 8 Students will take four exams: English Language Arts, Mathematics, Science, and Social Studies. Students must receive a score of 80% or higher on all four exams in order to be accelerated to the next grade level. Students in grades 1 – 5 must have a recommendation from a school district representative to be accelerated. [EHDC(LEGAL)] High School Course Acceleration (Courses with No Prior Instruction) Students must take an exam for each semester of an academic course for which they are attempting to earn credit. The student must earn at least an 80% on both semester exams to receive credit for the course. If a student is given credit in a subject on the basis of an exam in which the student scored an 80% or higher, then the exam score will be entered on the student’s transcript. The exam score will not be computed in class rank. For more information on Credit by Exam and the registration form, see the DISD website – www.dickinsonisd.org and policy EHDC(Local). Credit by Exam for Credit Recovery A student who has previously taken a course or subject—but did not receive credit or a final grade for it—may, in circumstances determined by the principal 32

or attendance committee, be permitted to earn credit by passing an exam approved by the district’s board of trustees on the essential knowledge and skills defined for that course or subject. Prior instruction may include, for example, incomplete coursework due to a failed course or excessive absences, homeschooling, or coursework by a student transferring from a non-accredited school. The opportunity to take an examination to earn credit for a course or to be awarded a final grade in a subject after the student has had prior instruction is sometimes referred to as “credit recovery.” The school counselor or principal would determine if the student could take an exam for this purpose. If approval is granted, the student must score at least 70 on the exam to receive credit for the course or subject. The attendance review committee may also offer a student with excessive absences an opportunity to earn credit for a course by passing an exam. For further information, see the school counselor and policy EHDB(LOCAL). 33

Appendix 34

Oath of Security and Confidentiality for District Assessments Test Administrators This document must be returned to the campus principal or campus testing coordinator and maintained on campus for a period of one academic year. I, _____________________________________________________, do hereby affirm that I will abide by the Test Security and Confidentiality Procedures for District Assessments. I further affirm that I will follow all written and oral administrative procedures and directives for all district-level assessments. I understand that failure to comply with official directives and/or administrative regulations/procedures shall result in disciplinary action, up to and including a recommendation for termination of employment with the district. Signature of Test Administrator Printed Name Campus Date 35

Eduphoria Aware Naming Conventions Grades K - 8 Naming Convention for Campus CAs [XX-YY] [Campus 3-4 letter abbreviation] [G#] [Subject] [Level (Pre-AP, AP, etc.)] [CA # & name][Online] For example: 21-22 CRES G4 Science CA 2 Matter 21-22 DMS G7 Math Pre-AP CA 5 Fractions Online High School Courses Naming Convention for Campus CAs [XX-YY] [Campus 3-4 letter abbreviation] [Subject] [Level (Pre-AP, AP, etc.)] [CA # & name] [Online] For example: 21-22 DHS Biology 1 CA 3 Cells 21-22 MJHS Algebra 1 CA 4 Equations Online 21-22 DHS World Geography Pre-AP CA 1 Cultural Conv 21-22 DHS English 3 AP CA 9 Fiction Grades K-8 Naming Convention for 9 weeks/semester for Non-STAAR tested courses NOTE: CBA’s for STAAR Courses will be Interim online testing when available. If an Interim test is not available, the curriculum specialists will develop a CBA or 9 weeks Assessment [XX-YY] [G#] [Subject] [Level (Pre-AP, AP, etc.)] [CBA #][Spanish] [Online] For example: 21-22 G8 Science CBA 1 21-22 G5 Science CBA 1Spanish High School Course Naming Convention for 9 week or Semester Exams for Non-STAAR tested courses [XX-YY] [Subject] [Level (Pre-AP, Honors, etc.)] [9Wk #] [Online] For example: 21-22 Biology 9 wk 1 Online 21-22 World Geography Pre-AP semester 1 Naming Convention for Pre-STAAR Benchmarks PSBMs will be completed through the TEA Interim Testing online system 36

Data Report, Teacher: Assess Performance Not Met Appr Meets levels Progress Accelera Campus Class Limited Expected Scored grea than previo Asian Scored less Scored ≈ same assessment AA than previous as previous Hisp assessment assessment 2+ White SpEd EL(LEP) % of students Item Analysis – Attach the student Incorrect Respo Items >80% students answered Items >60% < correctly corr Incorrect: tutor students individually, build Incorrect: tutor sm foundation distra

sment: Course: Class: Masters ated ater ous t onse Report that include your additional notes 80% answered Items <60% answered correctly rectly mall groups, group by Whole group instruction, build foundation actors and process 37

Item #, SE, your action plan Item #, SE, your actio An Exemplar of a Teacher Reflection is provided as they use to process assessment data and develop a pla The exemplar models the grouping of items/concepts by There is examples of teacher self-reflection as well as cur A time line is developed to maximize impact. Distractors are analyzed in a diagnostic manner along w Teacher holds her/himself responsible for moving the stud The plan includes individual student needs for those mos

on plan Item #, SE, your action plan s a guide to influence teachers on the protocol that an of action. y intervention level small group, whole group, etc. rriculum considerations. with interpretation of student work. dents forward through direct actionable steps. st at-risk. 38

2nd Grade Math Example Exemplar of a Te WHOLE CLASS INSTRUCTION: ANALYSIS: WHY DID STUDENTS NO What are the standards What misunderstandings are revealed in that need whole class re- #8 –Double digit subtraction: teach? Students struggle with double-digit subtracti not do enough modeling/debrief of how to 60%-below explain thoroughly that you cannot take a sm ● Numerical number. As seen in the student responses s Operations-- 1. Attempted to count on by 10s and Double digit ‘jumps’ of ten correctly: their work subtraction (#8: 52%) 2. Subtracted the tens first, (60-40=2 ● Fractions (#2-- 0%; #3--60%, #26 OE-60%) 3. Subtracted the tens first (60-40 = 2 ones 4. Used borrowing strategies 5. Did not show any work at all, just t Moving forward, I need to: ● Model and debrief more base-10 s counting on or back strategies. ● Rebuild students’ use of the borro neatly and double checking counti ● Continue to require students to sh #2 –Fractions: For question 2, I did not expose students to fractions. Up to this point, I had emphasize the whole. I did not provide enough examp groups (of 2, 3, 4, etc.). On the assessment, students who answered this question incorr ● The majority picked C (shows 3 soc picked C because it had 3 soccer b

eacher Reflection OT LEARN IT? n the data? Why do you think students failed to reach mastery? ion because of a lack of mastery of base-ten understanding. I did o use 10’s and 1’s to subtract 2-digit numbers. Additionally, I did not maller number from a bigger number without having a negative students who answered incorrectly either: d 1s but not doing so accurately/miscounting or not counting k was not as neat, which resulted in errors 20) then subtracted the ones incorrectly (20-3 = 17. 17-4 = 13) 20) then incorrectly subtracted 3-5 = 2 or 5-3 = 2 to get the the answer strategies with subtractions, as well as model and debrief owing strategy as well as place extra stress on showing all work ing for accuracy. how their work using a strategy discussed in class. o other types of similar questions nor introduce more complex ed the denominator as being the total number of parts that make up ples where the number of parts are not single numbers, but instead , the denominator was 3 equal groups of balls, not 3 balls. For rectly: ccer balls and 1 football) looked at the denominator of 1/3 and balls in it 39

SMALL GROUP ● The rest who picked B (shows 2 so INSTRUCTION: but assumed 3 was for the total nu Next week, in order to help the students ma ● Review the meanings of the nume is a group rather than a single obje ● Develop students’ ability to repres ● Review similar problems through M #3- (Number Sense) Fractions: From question 3, the data shows that in my introduced in previous units. Also, I did no most examples were of just showing or iden For students who selected the wrong answe ● Most students who solved incorre what exactly the numerator and d of parts in the whole on the top, a vice versa. Moving forward: ● I will model more fraction problem numerator and denominator actua Morning Math WS. INSTRUCTIONAL PLAN—WHAT TE STANDARDS: Week 1 ● 13 – (Reasoning) Four-sided shape Makyah, Ibn-Karriem Snack time: solve Four-sided shapes story p four-sided shapes and model crossing out st eliminated because they are not four-sided. ● 1 – (Numerical Operations) Missin Ty-Teonnah, Nyree, Alyssa Snack time: solve problems with one unkno using tens facts. I will ensure students doub ● 11 – (Problem Solving) Money/Cha

occer balls and 1 basketball) looked at the denominator of 1/3 umber of balls in the group. aster this concept I will: erator and denominator and apply to contexts where the whole ect/number sent complex fractions Morning Math y teaching I did not spiral enough fraction review after fractions were ot debrief enough examples of representing a fraction in context-- ntifying a fraction in isolation. er: ectly chose 9/5 instead of 5/9. Students were confused with denominator actually represent. Students had put total number and isolated/shaded number of parts on the bottom, instead of ms in context of a story, and continue to draw out what the ally represent. I will include similar fraction problems in ECHNIQUES WILL YOU USE TO ADDRESS THESE es (92%) problems. Students will review how to identify various types of trategy to show students how to keep track of shapes already ng Addend (88%) own addend. Students will debrief counting up/back strategies and ble check their work for accuracy. ange (68%) 40

Beatriz, Ke’Ajah, Alexis, Karina, Be Lunch: extra story problems about making c using actual coins to show how change is ca dollars and cents. ● 21 – (Problem Solving) JRU (72%) Martain, Ke’Ajah, Jaylin, Alexis, Benjam Snack time: solve story problems with extra being asked. I will have students retell story identify relevant and non-relevant informati STUDENTS OF WHAT SUPPORT SHOULD WE PROV MAJOR Do we need additional supports (if so, what CONCERN: All Three Students: Which students are ● First 3 standards to reteach them an significantly behind? Standard Ibn-Karriem (33%) (Reasoning) Four-sided shapes o Alexis (33%) Makyah (42%) (92%) o (Problem Solving) Join Two o Numbers-Result Unknown: o story problems with extraneous info (72%) (Problem Solving) o Money/Change (68%) o

enjamin, Alyssa, Makyah change from a dollar. I will model counting up/back strategies alculated. I will highlight importance of representing money in min, Elijah, Ibn-Karriem a information. I will emphasize returning to question to see what is y problem in own words. I will have students go back to text to ion. VIDE FOR THESE STUDENTS? t)? nd reteach methods (standards the rest of the class has mastered): Reteach Method o have cut-outs of all shapes (4-sided and others); have students sort them by number of sides o create shape word problems, giving students shape manipulatives as possible answer choices (start with 2 choices and move eventually to 4); as students eliminate answer choices, have them move them into a discard pile o increase physical size of story problems to allow for easier annotation o read and identify what is being asked (repeat that practice until students are able to identify question accurately approx.. 90% of time) o use highlighter to identify relevant details and thick black marker to shade out extraneous details o create a “store” for students to use dollar bills to purchase items (i.e., classroom supplies); students will take turns being banker and purchaser 41

o ● General Instructional Strategies: o Students will be given additi Bright Work once a week. T Snack. o Students will be pulled to gr particular skill is being addre o Students will be sit next to H and do extra practice worksh o Students will be targeted for for understanding While this amount of written detail is n district data conference, it is an exam to think and process through.

o develop word problems with the “store” theme and have them use the money and coins as manipulative to solve problems ional practice worksheets on skills of concern in Life’s Work and This work will be collected, checked, and followed up with during reen table to highlight strategies during Independent Practice when essed that day. Hi student during Independent Practice to discuss strategies to solve heets with Hi student during Choice Time. r questioning during Math Meeting and whiteboard practice to check not expected to be reviewed at the mple of the layers that teachers need 42

STAAR: Analyzing St Quintiles and C Quintile 1 Quintile 2 Quin AVG % Correct AVG % Correct AVG % Correct Students Score Students Score ● Students ● Discuss the students learning ● Discuss the students learning ● Discuss the stude needs (perception) needs (perception) (perception) ● Look for concept gaps ● Are students in quintile more ● Average <65% cor ● Average <50% correct could like students in quintile 1 or 3? students are more in lower quintiles mean longitudinal or systemic ● Plan accelerated instruction or systemic content/ concept issues targeted intervention ● Complete SE analysis for this ● Consider instructi group of students for transfer of lea ● Notice patterns in readiness and concept developm process standards ● Are those aligned to concepts in ● Consider multi-gr the current year instruction? ● Most student per ● Review the progress of and the success of interventions for these around/above 65% students from the previous teacher, or conce school year ● Plan accelerated i ● Plan accelerated instruction targeted interven Analyze the gap between the performance of the students in quintile 1 and quintile 5. ● Is the gap small? ● The more similar the performance of the group o Performance in both quintile 1 and quintile 5 is similar but low = systemic iss o Performance in both quintile 1 and quintile 5 is similar but high = celebration ● Is the gap wide? ● The more diverse the performance of the group o May describe systemic content/concept issues Analyze the distribution of scores by teacher ● Teachers highlight students in their classes last year ● Original class composition establishes the baseline ● Similar composition of classes – analysis yields which teachers may need support ● Ability based distribution of classes – analysis should included previous performance – did stu Major concept and process gaps

tudent Performance Common Sense ntile 3 Quintile 4 Quintile 5 Score AVG % Correct AVG % Correct ents learning needs Students Score Students Score rrect and the ● Discuss the students ● Discuss the students learning needs e like the students learning needs (perception) could mean (perception) /concept issues. ● Highest performing students ion: opportunities ● Are students in quintile ● Did all students in this quintile get over arning, rigor, or more like students in ment quintile 3 or 5? 80% of the items correct? 90%? rade level issues ● If most students score below 80% rformance ● Plan targeted % - specific student, intervention significant instructional issues could ept issues. exist– likely across grade levels instruction or ● Complete SE analysis for this group of ntion students ● Notice patterns in readiness standards to identify overarching curriculum hot spots sues (likely longitudinal) n and specific student, teacher, or concept issues udents make progress? 43