Summary Of The 2015-2016 Texas Academic Performance Report

The 2015-2016 Texas Academic Performance Report allowed me to evaluate the campus data as a whole. Dividing the data into subgroups was instrumental in highlighting areas of strength and weakness among grades and ethnicities. Before the 2015-2016 school year, S.S. Dillow Elementary was a campus that did not meet standards for some years. In comparing 2014-2015 to 2015-2016, significant gains have been made to bring the campus to an accountability rating of “Met Standard”, with top 25 percent student progress in the Fort Worth district. S.S. Dillow’s demographics are comprised of 624 students with 26.3 percent African-American, 70.7 percent Hispanic, 2.1 percent White, .2 percent American Indian, and .8 percent two or more races. Although, significant gains were made there was still plenty of room

Depka suggests seeking out additional data in effort to steer the plan of action in the right direction. In discussion with the principal, I learned that many sources of data were reviewed and collected, such as correct program placement for the Hispanic students, fidelity of the Dual Language program conducted, teacher quality, and proper educational resources. Using just the TAPR would have not given the same rich data. Data gathered by walk-throughs shed light on teacher quality and program fidelity. The leadership team reviewed and analyzed the data first and then the faculty had the opportunity to do the same during staff meetings and PLCs with guidance. The data collected formed the conclusion that interventions were needed in all areas aforementioned. The Dual Language department worked closely with new teachers to promote best practices and a fine tooth comb reevaluated placement for students within the programs. Professional development was aligned with student and teachers needs and teachers had the opportunity to voice the needs of certain