TAPR (Texas Academic Performance Report) - Tatum ISD, 2013-2014 School Year

Texas Academic Performance Report

&

TISD Program Evaluation: CIA Student Achievement

December 2014

The Performance Report known as the Academic Excellence Indicator System (AEIS) Report from 1990-91 to 2011-12 is now named the Texas Academic Performance Report (TAPR). The TAPR is published to adhere to Texas Education Code Chapter 39  that requires each district’s board of trustees to publish an annual report that includes the TAPR, campus performance objectives, a report of violent or criminal incidents, and information received under Texas Education Code §51.403(e) from the Texas Higher Education Coordinating Board. The board of trustees shall hold a hearing for public discussion of the report, and they shall widely disseminate the report within the district.

The portion of the TAPR completed by TEA for the District is at this link and each campus at this link. The district financial report is found at this link. Each campus performance objectives can be found at THS, TMS, TES and TPS. The violent or criminal incidents are contained in this report. The THECB report is at this link. A glossary of terms can be found at this link.

STATE ACCOUNTABILITY

·         The 2014 accountability rating system for Texas public schools provides one of three ratings: Met Standard, Improvement Required or Not Rated. To reach the Met Standard rating the district or campus must meet or exceed the target score on all indexes. There are four indexes for 2014. The four indexes are listed below and further defined in this chart.

• Index 1 Student Achievement – % of all students passing state assessments, target 55
• Index 2 Student Progress - % of students that Met or Exceeded Progress (TMS, TES & TISD only)
• Index 3 Performance Gaps - % of students in performance gap groups passing (All campuses and district)
• Index 4 Postsecondary Readiness – Graduation rate, RHSP/DAP Rate, STAAR Passing rate at Final Recommended Level,  College Ready Graduates

Accountability Summary Report by Campus and District

Index	Target	TISD	Target	THS	Target	TMS	Target	TES	Target	TPS
1 Student Achievement	55	81	55	76	55	83	55	81	55	86
2 Student Progress	16	36	N/A	N/A	28	34	33	44	N/A	N/A
3 Closing Performance Gaps	28	43	31	40	27	45	28	44	28	41
4 Postsecondary Readiness	57	69	57	70	13	39	12	32	12	28
MET STANDARD	Yes		Yes		Yes		Yes		Yes
Distinctions Earned	0/10		0/6		2/7		2/6		0/3

STAAR AND END-OF-COURSE TESTING

Passing averages for grades 3 – 8 & EOC were at State averages (+/- 5%) with exception of writing (+19%)

Test	Grades	State	TISD	Diff.
Reading	3 - 8 & EOC	77%	80%	+3%
Writing	4 & 7	72%	90%	+18%
Math	3 - 8 & EOC	78%	82%	+4%
Science	5 & 8 & EOC	78%	80%	+2%
Soc Stud	8 & EOC	76%	73%	-3%

Grade Level Performance on STAAR & End of Course (EOC)

Test	Reading			Math			Writing
	State	TISD	Diff	State	TISD	Diff	State	TISD	Diff
Gr 3	76%	88%	+12	71%	83%	+12
Gr 4	74%	72%	-2	71%	64%	-7	73%	84%	+11
Gr 5	86%	86%	0	88%	96%	+8
Gr 6	78%	79%	+1	79%	77%	-2
G 7	76%	82%	+6	68%	75%	+7	72%	95%	+23
G 8	90%	95%	+5	86%	94%	+8
EOC 1	67%	73%	+6	80%	82%	+2
EOC 2	69%	71%	+2

Test	Science			Social Studies
	State	TISD	Diff	State	TISD	Diff
Gr 5	74%	82%	+8
G 8	72%	81%	+9	63%	71%	+8
EOC 1	89%	75%	-14	92%	81%	-11

Percentage of Students at Final Passing Standard (2016 Standard)

The STAAR & EOC passing standard (Level II) is being implemented in three phases. Phase 1 was planned for 2012 & 2013, but has been extended into 2015. Phase 2 was planned for 2014 & 2015, but it is not clear if it will be used at all.  The Final Recommended passing standard as of today is expected to begin in 2016.

Reading		Writing		Math		Science		Social Studies
State	TISD	State	TISD	State	TISD	State	TISD	State	TISD
45%	46%	35%	60%	39%	35%	43%	48%	39%	32%
+1%		+25%		-4%		+5%		-7%

STAAR percentage who Met or Exceeded Progress All Grades	Reading		Math
	State	TISD	State	TISD
Percent Met or Exceeded	61%	64%	60%	58%
	+3%		-2%
Percentage Exceeded	17%	14%	18%	13%
	-3%		-5%

ATTENDANCE AND GRADUATION INFORMATION

• Attendance - Student attendance rate in 2012-2013 was 96.2%, highest in 17 years of current data and higher than state and region 7 averages.
• Drop-out Rate - 1.4% of students in grades 9-12 were classified as drop-outs, maintaining historical level below state average, and there were no dropouts in grades 7-8.
• 4 Year Graduation Rate - 95.7% of the 2013 class graduated in four years, maintaining a historical number above state and region averages.
• 5 Year Completion Rate - 95.3% of the 2012 class graduated in five years (first year reported).  This percentage is above state and regional averages.
• Recommended Graduates - 84.8% of THS students graduated as Recommended Graduates, maintaining a historical number above state and regional averages.
• College Readiness - 65% of 2013 class were college ready in ELA and 73% in math and 53% were college ready in both subjects.  These numbers are +/- 2% of the state and regional averages in all categories  
• SAT/ACT - 16% of test takers were at or above criterion, state average 25%.  
• Average ACT score of THS students was 19.6 compared to the state average of 20.1. There were not enough students taking SAT to report campus data on performance.
• TX Higher Ed Enrollment - 53.3% of the 2012 class was enrolled in TX higher education institutions in the fall of the 2013, which was a drop from 67% with the class of 2011.  The state average for the class of 2012 was 57.3%.
• College Credit - Fifty-eight (58) 2014 graduates or 51% of the class earned on average 15 hours of college credit.

2nd Week of December

4th Graders learning how to "Code"
with Mrs. Januwati

DOK - Reflection on Student Work

As we get ready to end 2014, it is a great time to reflect on the roles that each of us play and how that affects student learning.  A great way to reflect on our effectiveness is to look at the products of our effort, student work. I found this post by @MindShift called "What Meaningful Reflection On Student Work Can Do for Learning".  I hope you find some ideas that help you.


Here are some questions to help you reflect on student work.

• Which students are struggling with the work?
• What specific instruction am I giving them to help them overcome their struggle?
• Does the work match the strengths that they bring to the table?
• Are there different ways that I can get them to demonstrate mastery?
• Which students are easily mastering the work?
• What specific instruction am I giving that helps them mastery the content, so I can continue to provide them this instruction?
• How can I challenge them at deeper levels with future work?
• How can I use these students to help those who struggle? 

Change in Math 5 & 8 STAAR Dates

The date for STAAR grades 5 and 8 mathematics testing has changed from March 30, 2015 to April 20, 2015.  Please mark your calendars.

TMS One Act Play steals the Show

Congratulations to the TMS One Act Play who won 2nd Place at the District Meet

Congratulations to the TMS One Act Play for their 2nd place finish at the district meet.  Honors include:

• Best Actor - Trent Johnson
• All-Star Cast 
• Haley Young
• Abbi Smith
• Wyatt Mauldin
• Honorable Mention All Star Cast
• Ghost Chorus 
• Rylie Lassen
• McKayla Calhoun

The team tied with Carthage for most points earned (44 points).  The points will be added to their district total when TMS competes in the UIL Academic meet this spring.  Congratulations to theatre directors:  David Young, Pam Galloway and Claudia Sullivan for all of their hard work in preparing the kids for excellence.

TIP (Tech Integration Pic) of the Week

Mrs. Bryan's class  (right) put their learning of summarization to practice by creating Shelfari pages to keep up with their books and write reviews.  Check out the Shelfari resource site at www.shelfari.com. 


Do you Diigo?
Do you every wonder what happened to that article was that you found a month ago?  Me, too...  That is until I found Diigo.  Diigo is a free bookmarking tool that you and your students can use to bookmark and annotate articles, digital documents and virtually anything that you find on the web.  The cool thing about Diigo is that you can bookmark links into categories and tag keywords to the article.  Don't lose that amazing article.  Diigo it!

Don't Make a Poster.  Make a Glogster

Check out the following awesome digital poster created byMason, a fifth grade student in Ms. Beazley's class.  This tool makes a great alternative to the traditional poster project and offers opportunities for students to locate and use the best information and resources from the web.

#HourOfCode

Go to THIS LINK to learn how to code.  It is EASY!!!

Blog of the Week

4 Ideas For Motivating Adolescent Male Readers via @TeachThought

1st Week of December

I truly hope that each of you had a very restful Thanksgiving break.  It won't be long until we are out for Christmas break.  I hope you have a very productive 2 weeks.


DOK starts with the First 5 Minutes

If your instructional block is 50 minutes, the first five minutes  makes up 10% of your instruction.  How a lesson begins has huge implications on how deep you can take kids in their learning through the remaining 45 minutes.  As you reflect on your lessons, does the first five minutes engage your kids deeply?  Does the first 5 minutes connect kids with the day's content as well as their prior learning?  Chances are that if kids have tasks in the first 5 minutes that challenge them as well as connect them to the day's content, there is a greater chance that they will develop a desire to want to learn new information in the following 45 minutes.

This week, take time to share with others what you are doing to connect kids at deep levels in the first 5 minutes of your instructional block.

DOK Questioning Strategy for your Students

Click on this link to download a PDF of a cube net that you or your students can make.  On the 6 faces of the cube you can write DOK question stems.  Rolling the cube gives kids a fun or different way to answer high level questions with whatever activity they are doing.




Collaboration
TES reading teachers had a great collaboration this week. In their meeting they began with celebrations of the growth that they had seen on the 2nd six weeks assessment.  Their agenda posted on the board guided the team and maximized time.  When time is maximized, that is a good thing for everyone in the room.  To further maximize collaborative time, collaboration must have 2 things:

1. A purpose for coming together that involves all members, and 
2. A product that every person should walk away with.  This would include new ideas, activities, and most of all, a deeper understanding of how to ensure learning for all.

Formative Assessment Due - December 12
As you are refining your assessments for the 3rd 6 weeks, don't forget to look to Lead4Ward's Resource Page (Click Here) at the released test questions for the SE's that you will be testing.  It will give you a good idea if your test questions are at the rigor of STAAR.

DON'T FORGET - December 12 is the deadline to turn in FA checklists and assessments into your principal.  If you have questions about the assessments, please get with them.  If you need any help from me, please let me know.



TIP (Tech Integration Pic) of the Week

Read and watch this:  The 4 Ss of Note-Taking with Technology via Edutopia and watch the video at the end.

Dr. Vilia Payne (right) is using online testing with her science classes to  provide herself and the students instant feedback on content mastery.

Social Media Find of the Week

Veronica Wilkerson found a great article on differentiation called, 

There's No Time to Differentiate: Myth-Busting DI, Part 2.  This article gives a wealth of suggestions and activities that teachers can use immediately to accelerate student learning.

Google+ Post of the Week

John Spencer

Shared publicly  -  Nov 16, 2014

 #Teachers

Teachers using Write About have three powerful options for leaving private feedback on student work. Check out this demo to see it in action. Teacher Feedback on Write About

TISD Vertical Learning in Action

I Here is a quick run-down of all the adult learning that took place yesterday.  Thank you to all of our leaders and teachers for your hard work in learning from one another in vertical teams.

Reading PK - 2

TPS teachers (below left & right) had some awesome collaborative discussions about guided reading.  They identified where they felt confident in their abilities and identified a campus learning goal.  Their plan is to work and learn together for the 3rd 6 weeks to become more effective at using this best practice in their daily instruction.

Science and Social Studies

• Social Studies teachers collaborated on the STAAR and EOC standards and developed plans to prepare all kids in every class for STAAR concepts that are aligned to non-STAAR tested courses.
• Science teachers in 6-12 collaborated about the Biology EOC and 8th grade STAAR standards and how non-tested STAAR courses could provide a more solid foundation for concepts that students need for STAAR.
• Science teachers in 3 and 5 reflected on their formative assessment data and made plans to reteach and intervene for students who are failing to learn.

CTE

 CTE teachers (right) worked together to identify the prerequisite skills that students need to possess as they decide what courses to choose this spring.  The teachers also worked to determine the best ways to align their courses toward certifications, dual credit courses and entry into the work force or a post-secondary school.  

HS Math, PE and Fine Arts

• HS math teachers learned about Accelerated Math and how to use it to create prescriptive interventions for kids. 
• Fine Arts teachers began the process of creating a vertically aligned curriculum that will prepare every student to walk into each  campus at grades 3, 6, and 9 with the music and art fundamentals needed to ultimately prepare them to be highly competitive in high school.
• PE Teachers worked together to make a schedule and design physical education activities to prepare every kid to make gains and be successful on the Fitnessgram this spring.

Reading 3-5 & Math 3-8

TES Reading teachers at the right worked together to deepen their knowledge and expertise at small group instruction, while TES and TMS math teachers (below left and right) used their data from the 2nd 6 weeks formative assessment to drive their plans for instruction, intervention and extension in the 3rd 6 weeks. 

ELA (6-12)

Secondary ELA teachers had some great discussions as they deepened their knowledge about reading and writing.  6th, 7th, 11th, and 12th grade reading teachers (right) found commonalities in the fact that students lacked background knowledge to help them with inferencing, and they collaborated about strategies to integrate student discussion and technology tools such as Padlet, Today's Meet and Google Drive into their instruction.  Writing teachers at 4, 7, 9 and 10 (below) reflected on their students' writing on the 2nd 6 weeks assessments and developed targeted plans to address instructional and student deficits in the 3rd 6 weeks.

Counselors and Special Education

• Counselors continued their work in developing a district wide RtI system and had discussions about how to communicate all of the changes for STAAR, STAAR-A and new accommodations to teachers.  
• Special Education teachers reviewed the latest updates to STAAR A and the accommodations. They also looked at the needs of students receiving special education and 504 services to determine how they could begin to incorporate these new supports into their daily instruction.

3rd Week of November

DOK - Building Independence

Why is Trust Crucial in Creating Independent Learners? (CLICK HERE)
 via Mindshift (click here)

5 Ways to Collect Digital Exit Tickets - This article gives teachers proven strategies to assess what kids know before they walk out of the door.

Collaboration

In collaboration meetings there are always discussions surrounding the topic of how we know if kids are learning, and how we help them move forward.  The slide to the right shows what tons of research says is helping kids learn.

1. Accuracy requires the tasks that we give kids to be tied directly to the student expectations (TEKS) that we expect all kids to master.
2. Descriptive feedback is more or less how educators provide specific information to help students know exactly what they need to do next in their learning to be better.
3. Student involvement means that students own the process.  If students are not involved in the learning process, then how can expect them to be an active participant in closing their own gaps.

As you collaborate with your colleagues, share your ideas of how your are incorporating Accuracy, Descriptive Feedback, and Student Involvement into your learning tasks and assessments.

TIP (Tech Integration Pic) of the Week

#BYOD to Coach Eppler's class

Do you want to integrate technology with only 1 device????
Plickers.com is a cool app to integrate technology in your classroom with only 1 device.  Go to their website to see how you can use QR Cards as a formative assessment in your daily instruction.

Cell Phone Learning - Students in Scott Eppler's World History class are using their cell phones to do their work. In the pic to the right, Coach Eppler's QR Code takes students to a website that includes video, information and interactive games to help students further explore the Roman Empire.




Gaming in the Classroom - Heather Haley has her students using 2nd Grade Learning Games to solidify their knowledge.  Watch this video of one of her students reinforcing his knowledge of synonyms.

Give your Kids' Brains a Break - Thank you to April Dygert for finding GoNoodle.com.  This is a great tool to give your kids quick physical activity.  Physical activity stimulates the brain which helps kids learn better.

What technology are you using that is enhancing your instruction?  Share your learning because you have a strategy that someone in Tatum ISD needs to help kids learn!

Tweet of the Week

 

Marzano ResearchVerified account@MarzanoResearch

Teachers and principals who collaborate will improve schools only when they are relentlessly focused on student learning. - @robertjmarzano

2nd Week of November

TPS STEM Lab
From empty room to #MakerSpace in 2 Weeks
Great job for Veronica Wilkerson

Growth Mindset

The gap between successful and unsuccessful people is the not so much talent as it is how they think. Watch this video from John Maxwell to learn more about growth mindset.

Early Release Staff Assignments (click here)

The assignments for this early release schedule have been modified some.  Please review the assignments, and remember that teams will meet from 2 - 4 p.m.

A Great 

Conversation Strategy for your Classroom

The Teaching Channel is a great resource for new ideas to enhance learning.  Here is a great 2 Minute video to illustrate how kids can have deep and structured academic conversations in the classroom on a daily basis.  CLICK HERE

Academic discourse is a proven strategy to get kids to think at DOK Level 3 or 4.  Listen to the teacher's explanation of the 4 Ls that students must use in academic discourse.  Also pay attention to how the teacher is using observation and note-taking to determine which students are learning.  I thought it was a cool idea to gather important information about your students' learning.

TIP (Tech Integration Pic) 

of the Week

 Cristi Jones, TPS computer lab teacher, uses engaging lessons that teach K-2 Technology TEKS. Below are a few things our students learned during the 2nd six weeks.

First and Second Grade

Cristi Jones helping a student

Digital Citizenship

https://www.commonsensemedia.org/videos/pause-think-online

Cyber-bullying
www.coolschoolgames.com

The second six weeks they also went on a virtual field trip of the first Thanksgiving http://www.scholastic.com/scholastic_thanksgiving/ and toured the Mayflower.

Kindergarten

They carved a pumpkin and typed a sentence using sight words. " I can see the...". They have learned how to save their work to dropbox!

Blog Post of the Week

Infographic - 6 Instructional Strategies that Stick

NEW TAB at the TOP

Check out Edshelf.  It is a tech tool that you can use to find the perfect tech tool to meet any instructional need.

1st Week of November

DOK - Growth Mindset

Tweet of the Week MAMS_PrincipalNov 01, 5:11am via Twitter for iPhone

Great reflection questions to end the week and help your planning 

#satchat#atplc #edchat #njed #cechat 

#mupa13pic.twitter.com/STBWDCCQu0

Do you have a growth mindset?  Learning is about growing through failure not success.  To find out, I encourage you to read Bill Ferriter's blog below and watch the video at the end.  I rarely say that something is unbelievably amazing, but this concise post (which was unbelievably amazing) fixed my mind on what is most important.  It is the growth not the result that determines if we are learning.  If we can condition ourselves first to become fixated on the growth we are making in our craft as opposed to being fixated on meeting a specific level of mastery, then I am confident that we will be more successful at conditioning our kids to develop the same mindset.  After all, learning is about growth not mastery.

Bill Ferriter's - This is What a Growth Mindset Looks Like

STAAR Updates

Evelyn C. is creating a Google Slide
presentation with her classmate who is working on the
same project from another computer.
#TechCollaboration

Here are some links of interest when it comes to STAAR and who can take what test.

• Click on the Testing Calendar tab at the top of this blog to find out when we are taking which test.
• Click on CIA Resources tab at the top to open a Google Doc.  After that, click on the tab at the bottom called STAAR.  It has all the resources that I have found to help you all understand the new changes.
• Writing changes
• STAAR A
• Accommodations
• Math Changes

TIP (Tech Integration Pic) of the Week

By:  Cindy Haston

Several THS teachers are preparing students for college level online learning by utilizing THS Moodle learning management system.  This is the same platform used by Kilgore College and similar to Blackboard and others used by virtually every major college and university.  THS teachers Wendy Fleming, Melody Ojeda, Trey Miller, Wanda Risner  and Brian Price have been leading the way.   Vilia Payne and Robert Galloway have also discovered the benefits to their students of having anytime access to course material and are quickly getting on board, especially in courses such as Pharmacy Tech and Dual Credit US History.  Currently 75% of THS students are taking advantage of round-the-clock access to course content using Moodle for at least one of their classes.

Blog of the Week

Teaching Between the Desks via @ASCD

Encouraging Intrinsic Motivation in your Students via @edudemic

Leah Moake is teaching her kids
about sequencing by making pancakes.
#RealWorldApplication

Kelly Sorenson's students are "liking"
character selfies created by their peers.
Students had to identify character traits and
draw an illustration. #Relevance

WATCH THIS POWERFUL TED VIDEO