Importance of Improved Instructional Services for Students

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Transcript Importance of Improved Instructional Services for Students

Using Data to Improve Instruction for
Students in At Risk Situations
Office of Research and Evaluation
Principal’s Meeting October 1, 2003
Importance of Improved Instructional
Services for Students in At Risk Situations
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This group presents a primary concern in
district performance in every subject, as well
as in terms of completion rate.
State Compensatory Funding is a state level
program to support students in at risk
situations. The legislature is considering
funding and corresponding results in the light
of budget requirements.
Legislative Focus on Students in At Risk
Situations
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New legislation includes: SB 1108 Section 7 & 14
which calls for a “personal graduation plan” for
students not expected to graduate by the end of the
fifth year after enrolling in the ninth grade. There
are also new provisions for tracking the progress of
these students. SB 16 allows local districts to
establish a mentoring services program for students
at risk of dropping out of school. Other legislation
calls for better methods of tracking student success.
A Proposed Change to the Accountability
System Includes the “Progress of Prior Year
Failers”
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If a student is not successful on the statewide
assessment, how does the student do in the following
year?
This measure has been included on the AEIS Report
for several years, but is not included for 2002 – 2003
since this is the first year of TAKS.
In 2001 and 2002 SAISD showed average TLI growth
and percent passing for “prior year TAAS failers” that
was lower than the state and region in every grade
for both math and reading.
TAAS: Percent of Prior Year Failers
Passing in 2002 (last available data)
100
80
60
53
56
66
54
40
52
46
35
30 29
62
57
41
20
0
4
5
6
7
Reading
Math
8
10
SAISD 2003 TAKS: Comparing “At Risk”
and “Not At Risk” Performance
100
90
80
70
60
50
96
89
85
81
67
64
55
50
40
30
79
78
77
73
60
91
40
Reading
Math
At Risk
Science
Social
Studies
Not At Risk
Total
Writing
How are students in at-risk situations
funded?
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Funding is based on free and reduced lunch
count (Economically Disadvantaged
students). Identification of students has
nothing to do with acquiring SCE funds at the
state level.
The District does consider these numbers in
allocating SCE funds to campuses.
Grant applications are often evaluated with
the number of students in at risk situations as
a major award factor.
How are students in at-risk situations
identified?
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There are 13 groups identified under state
law. All groups need services, but the
services might be counseling or other
assistance. For example, students who are
homeless, pregnant or parenting, in a
residential facility, etc. might not have an
academic problem. The plan would address
their specialized needs.
All LEP students are identified as a student in
an at-risk situation, but many needs may be
met through the bilingual program.
How are students in at-risk situations
identified?
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A student identified for disciplinary reason
might need a different sort of plan for
improvement, than a students with academic
issues.
Students with academic issues need a fully
developed plan to move toward success. The
issue is likely to be more complex than “time
on task.” A varied instructional approach is
needed.
Critical academic performance groups
within the identified students in at risk
situations
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Students in grades PreK – 3 who did not
perform satisfactorily on a readiness test or
assessment instrument administer during the
current school year.
Students who did not pass TAKS in the prior
year ( or those who failed two years ago and
did not score at 110% this year).
Students who were not advanced from one
grade level to the next for one or more school
years.
Identifying and Serving Students in AtRisk Situations
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Need to continue the identification
throughout the year
Need to provide “needed” services
Need to track academic progress
Outline of the identification process