Using Data to Improve Instruction for Students in At Risk Situations Office of Research and Evaluation DLT Meeting, Feb.

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Transcript Using Data to Improve Instruction for Students in At Risk Situations Office of Research and Evaluation DLT Meeting, Feb.

Using Data to Improve Instruction for
Students in At Risk Situations
Office of Research and Evaluation
DLT Meeting, Feb. 23, 2005
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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.
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Legislative Focus on Students in At Risk
Situations
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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 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.
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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.
In SAISD 39% of students that failed TAKS
Reading/ELA in 2003 passed in 2004.
In SAISD 23% of students that failed TAKS Math in
2003 passed in 2004.
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SAISD 2003 TAKS: Comparing “At Risk”
and “Not At Risk” Performance
100
90
96
89
80
70
60
50
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
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SAISD 2004 TAKS: Comparing “At Risk”
and “Not At Risk” Performance
100
90
91
80
70
60
96
83
84
81
83
78
74
Science
Social
Studies
Writing
Not At Risk
Total
75
65
92
63
57
50
50
40
30
Reading
46
Math
At Risk
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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.
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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.
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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.
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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.
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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
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