EDLD 5333 Leadership for Accountability

Miguel Leija/ EDLD 5333

Week 2- 03/07/10

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.

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Rubric
Use the following rubric to guide your work.

Tasks Accomplishe Proficient Needs Unacceptable

d Improvement

Week 2 Assignment: Mining for Data (ELCC 2.2 k-i, s-iv; 2.3 s-ii;2.5 k-i, s-i,
ii, iii, iv; 2.9 s-i, ii, iii, iv)

Part 1: Conducts Compares Does not Does not

Campus detailed scores in each compare summarize
Report comparison of subject, scores in each Campus
Summary scores in each subgroup, and subject, Report.
subject, grade level to subgroup, and (0 points)
subgroup, and the standards grade level to
grade level to for Acceptable, the standards
the standards Recognized, for Acceptable,
for Acceptable, and Recognized,
Recognized, Exemplary. and
and (8 points) Exemplary.
Exemplary. (7 points)
(10 points)

Part 2: Conducts Compares Does not Does not turn

Campus detailed scores in each compare in this portion
Group and CI comparison of subject, scores in each of assignment.
Report scores in each subgroup, and subject, (0 points)
Summary subject, grade level to subgroup, and
subgroup, and the standards grade level to
grade level to for Acceptable, the standards
the standards Recognized, for Acceptable,
for Acceptable, and Recognized,
Recognized, Exemplary. and
and (8 points) Exemplary.
Exemplary. (7 points)
(10 points)

Part 3: Multi- Successfully Notes one Does not note Does not turn
Year History notes trends trend and/or trends and/or in this portion
Report and/or pattern in patterns in of assignment.
Summary patterns in campus AEIS campus AEIS (0 points)
campus AEIS data. data.
data. (8 points) (7 points)
(10 points)

Part 4: AEIS Completes all Completes all Completes all Does not turn
Chart applicable data applicable data applicable data in this portion
Completion in three AEIS in two AEIS in one AEIS of assignment.
Comparison Comparison Comparison

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Charts. Charts. Chart. (0 points)

(10 points) (8 points) (7 points)

Part 5: Area Identifies one Identifies one Identifies one Does not turn
of Strength area of area of area of in this portion
campus campus campus of assignment.
strength and strength and strength and (0 points)
two areas of two areas of two areas of
weakness from weakness from weakness with
AEIS data, and AEIS data, and no elaboration
explains explains (7 points)
choices with choices with
detailed some
elaboration. elaboration.
(10 points) (8 points)

Mechanics Few errors in Multiple errors

grammar, in grammar,
spelling, or spelling or
punctuation. punctuation.
(5 points) Responses lack
clarity and
depth.
(0 points)

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Part 1: Campus Report Summary (ELCC 2.2 k-i, s-iv; 2.5 k-i, s-i, ii, iii, iv; 2.9 s-i,
ii, iii, iv)
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 its AEIS data.

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 data.

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.
5. Carefully review the data, and familiarize yourself with the format. Study Section I and
Section II by row, title, and column heading so that you will 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

According to Section one of the TEA AEIS report Lorenzo De Zavala Elementary in the
Edinburg Consolidated Independent School District met their performance standard for AEIS
and improved on most of their percentages for each grade level in section I. Third grade had a
significant 2% increase in mathematics for their first administration going from a 93% to a 95%
in 2009. The percentage of students passing Third Grade TAKS reading remained at 95%. For
all test, Third grade had a 92% passing rate which was up from 89% for the previous year.
Fourth grade made a strong showing in Writing and Mathematics. In Writing the grade level
maintained a 95% passing rate from the previous year (2008). In Mathematics there was a
considerable gain because the grade level improved from 95% to 98%. The overall
improvement in all test was from 84% to 86%. In Fifth grade, the percentages dropped
considerably which leave room for the grade level to revamp their plan on improving academic
performance on the TAKS. However, even though there was a decrease in passing rate, 5th
grade still had a high percentage in students passing the TAKS (Reading 88%, Math-87%,
Science 82%). The overall percentage for this grade level was 72%. Since this was the first year
that TAKS-A and TAKS-M were introduced, the percentages leave room for improvement as
well. Overall, all grade levels in section 1 of the AEIS report showed an excellent percentage
passing rate which were: Reading-86%, Mathematics-86%, Writing- 96%, Science 75%. As a
result from this the school received a rating of academically Recognized campus.

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Section 2 of the AEIS report gives information on student population, staff, and the programs
offered campus wide. Overall the school was mostly Hispanic population with a total make up of
98%. The rate of Economically Disadvantaged students is a total of 90%, Limited English
Proficiency 95%, At-Risk 60%. The teacher occupancy according to the AEIS reports is of 39
teachers, 6 Professional Support Staff, and the Principal. The average of experienced teacher
has anywhere between 8 years to more than 10. The education programs are in school
specifically target Bilingual Education, Special Education, and Gifted and Talented. 79% of
these teachers are certified for the Bilingual program, 5.1% (one teacher) are for special
education

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Part 2: Campus Group and CI Report Summary (ELCC 2.2 k-i, s-iv; 2.5 k-i, s-i, ii,
iii, iv; 2.9 s-i, ii, iii, iv)
Prior to completing this part of the assignment, review “Appendix F – Campus Comparison
Group” in the Week 2 Reading 2009 Accountability Manual.

Directions
1. Navigate to http://www.tea.state.tx.us/perfreport/aeis
2. Select the most recent year’s 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 CI Report.”
3. Complete the form to select a campus and access a “Campus Group and 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 CI Report.”
5. Carefully review the data, and familiarize yourself with the format.
6. Summarize your “Campus Group and CI Report” findings in the workspace below.
Campus Group and CI Report Summary Workspace

The Campus Comparison group chart is designed to see the gains in both Math and
Reading for each campus. For Reading/ELA the students who tested were 111. In
2008 their scale scores were 2260 but in 2009 improved to 2267. The improvement
for a TGI Avg Failer was of .30 in 2008. In 2009 the average TGI was .15 overall.

In Math there were 110 students matched to this exam in our campus The average
scale score in 2008 was of 2288 and in 2009 increased to 2358. The total average
Failer TGI was .84 for 2008 while in 2009 the 2009 average TGI shoed .30.

Overall, this means that the school showed gain with these two subjects for the
TAKS testing. Although results slightly increased, they were considerable gains that
show the school is working on improvement.

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Part 3: Multi-Year History Report Summary (ELCC 2.2 k-i, s-iv; 2.5 k-i, s-i, ii, iii,
iv; 2.9 s-i, ii, iii, iv)
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 Multi-Year History Report for De Zavala Elementary showed an increase in percentage rate
for all subjects. In the last 6 years the increase in passing scores has soared from being in low
40% up to high 80’s and 90’s.

In Reading, De Zavala Elementary achieved a passing percentage of 93% for all students in
2009. That was a +24% gain campus wide. In comparsion to the District, that was a +25%
increase from the previous year while State Change was +19%.

In Mathematics, the passing percentage was of 96%. Campus Change was +30%, District
Change was +34%, and State change resulted in +25%.

In writing the percentage in 2009 was of 96% for all students. From that 95% included
Economically Disadvantaged populations. Campus Change was at +18%, District Change was
at +19%, and State Change was at +15%.

In Science, the passing rate was at 82%. That was a 64% increase from other years campus
wide. District wide that summed up to 43%, and 36% state wide.

Overall in all testing areas, the campus had an overall 86% passing percent for. This included
the percent for all students which were all Hispanic and considered Economically
Disadvantaged. According to the chart, the campus change of +41%, District Change for +35%,
and Stage Change of +27%. The general observation here is that as the expectations go from
campus to district to state, the increase tends to fall short although the numbers put De Zavala
on the positive track to work beyond a Recognized status.

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Part 4: AEIS Comparison Chart – All Grades Tested (ELCC 2.5 k-i, s-i, ii, iii, iv; 2.9
s-i, ii, iii, iv)
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
In each of the four 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 2009 standards, its students
must score 70% on the 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). 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), Texas Projection Measure (TPM), and Exceptions rules that are addressed in
the Accountability Manual, but for now, look strictly at the standards noted above.
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 is exceeding the exemplary standard.

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AEIS Comparison Chart: All Grades Tested

Acceptable Recognized Exemplary

Base Standard (varies by Standard (same for Standard (same for

Indicators subject): all subjects): all subjects):
• Reading:
• Writing:
• Social Studies:
• Mathematics:
• Science:

TAKS (use
most recent Standard – Campus
Standard – Campus Standard – Campus
results & most Score = Difference
Score = Difference Score = Difference
recent Example: 90 – 65 =
standards Example: 70 – 65 = -5 Example: 75 – 65 = -10
-25
criteria)

Reading/ ELA

All Students 93%-70%= +23% 93%-75%= +18% 93%-90%= +3

African
- - -
American

Hispanic 93%-70%= +23% 93%-75%= +18% 93%-90%= +3

White - - -

Econ.
93%-70%= +23% 93%-75%= +18% 93%-90%= +3
Disadvantaged

Writing

All Students 96%-70%= +26% 96%-75%= +21% 96%-90%= +6%

African
- - -
American

Hispanic 95%-70%= +25% 95%-75%= +20% 95%-90%= +5%

White - - -

Econ.
95%-70%= +25% 95%-75%= +20% 95%-90%= +5%
Disadvantaged

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AEIS Comparison Chart: All Grades Tested (Continued)

Social Studies
* * *
All Students
* * *
African
American
* * *
Hispanic
* * *
White
* * *
Econ.
Disadvantaged

Mathematics

All Students 96%-70%= +26% 96%-75%= +21% 96%-90%= +6%

African
American

Hispanic 96%-70%= +26% 96%-75%= +21% 96%-90%= +6%

White

Econ.
96%-70%= +26% 96%-75%= +21% 96%-90%= +6%
Disadvantaged

Science

All Students 82%-70%= +12% 82%-75%= +7% 90%-82%= -8%

African
American

Hispanic 81%-70%=+11% 81%-75%=+6% 90%-81%=-9%

White

Econ.
81%-70%=+11% 81%-75%=+6% 90%-81%=-9%
Disadvantaged

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AEIS Comparison Chart: Grade Level

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

Acceptable Recognized Exemplary

Base Standard (varies by Standard (same for Standard (same for

Indicators subject): all subjects): all subjects):
Reading:
Writing:
Social Studies:
Mathematics:
Science:

TAKS (use Standard – Grade Standard – Grade Standard – Grade

most current Level = Difference Level = Difference Level = Difference
AEIS data &
standards)

Reading/ ELA 3rd Grade

All Students 95%-70%= +25% 95%-75%= +20% 95%-90%= +5%

African
American

Hispanic 95%-70%= +25% 95%-75%= +20% 95%-90%= +5%

White

Econ.
95%-70%= +25% 95%-75%= +20% 95%-90%= +5%
Disadvantaged

Mathematics 3rd Grade

All Students 95%-70%= +25% 95%-75%= +20% 95%-90%= +5%

African
American

Hispanic 95%-70%= +25% 95%-75%= +20% 95%-90%= +5%

White

Econ.
95%-70%= +25% 95%-75%= +20% 95%-90%= +5%
Disadvantaged

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AEIS Comparison Chart: Grade Level (Continued)

Social Studies
* * *
All Students
* * *
African
American
* * *
Hispanic
* * *
White
* * *
Econ.
Disadvantaged

Writing
* * *
All Students
* * *
African
American
* * *
Hispanic
* * *
White
* * *
Econ.
Disadvantaged

Science
* * *
All Students
* * *
African
American
* * *
Hispanic
* * *
White
* * *
Econ.
Disadvantaged

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AEIS Comparison Chart: Other Factors

Acceptable Recognized Exemplary

Base Indicators Standard: Standard: Standard:

TAKS (use most Standard – Campus Standard – Campus Standard –

current AEIS data Score = difference Score = difference Campus Score =
& standards) difference

Completion Rate DOES NOT APPLY AT ELEMENTARY LEVEL

(High School)
* * *
All Students
* * *
African American
* * *
Hispanic
* * *
White
* * *
Econ. Disadvantaged

Base Indicators Standard: Standard: Standard:

TAKS (use most Standard – Campus Standard – Campus Standard –

current AEIS data Score = difference Score = difference Campus Score =
& standards) difference

Dropout Rate DOES NOT APPLY AT ELEMENTARY LEVEL

(Grades 7 & 8)
* * *
All Students
* * *
African American
* * *
Hispanic
* * *
White
* * *
Econ. Disadvantaged

Base Indicators Standard: Standard: Standard:

TAKS (AEIS Standard – Campus Standard – Campus Standard –

reports the Score = difference Score = difference Campus Score =
previous year’s difference
attendance rate)

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Attendance Rate 98%- 75%= +23% 98%- 85%= +13% 98%-95%= +3%

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Part 5: Area of Strength (ELCC 2.2. k-i, s-i, iv; 2.5 k-i, s-i, ii, iii, iv; 2.9 k-i, s-i, ii, iii)
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
later assignment, you will use the data 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. TAKS Mathematics This is a strong area within our campus not

just because the scores or the percentages
give indication. It is the established
supplemental math program of Sharon Wells
that has helped maintain this slight increase on
a yearly basis.

Identified Area of Weakness Why I Chose It

1. TAKS Science Although science is the area with a high

increase rate in students passing, it is still an
area that has kept the school from receiving an
Exemplary recognition.

2. TAKS Reading Reading is another area that has shown vast

improvement. However, in this area, the need
for improvement is more grade level specific.
While 5th and 3rd grade do excellent, it is
important to work with fourth grade so that
they can improve on that subject.

E-portfolio assignment:
Complete “II-004 Curriculum, Measurement, and Alignment of Resources”
Course-Embedded Log 1.
Continue to complete and post Campus-Supervised reflection logs in the e-portfolio. All Course-
Embedded and Campus-Supervised logs must be completed by your 11th course in the
program prior to the EDLD 5398 Internship course.

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