School Improvement - Louisiana Department of Education

Step 5: Identify weakest/strongest subgroup for current year
• Look for the lowest/highest index score for all subgroups (Indian, Asian/Pacific Islander, Black,
Hispanic, White, LEP, Economically Disadvantaged, and Students with Disabilities) for the
current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest index scores have been low/high for the past few years (ex:
2006‐2008), then it should be noted as a potential weakness/strength.
Step 6: Identify achievement gap issues
• Compare each subgroup’s index score to the Whole School or other subgroup index score in
ELA, Reading, Math, Science, and Social Studies and evaluate subgroup performance (ex: Are
any subgroups consistently below/above the Whole School proficiency score in ELA, Reading,
Math, Science, and Social Studies?).
• NOTE: Be sure to look at data across all years before concluding that a subgroup
weakness/strength exists.
• If any subgroup index score is consistently or substantially lower/higher than the Whole School
or other subgroup index score and/or proficiency rates, then it should be noted as a potential
weakness/strength.
PERCENT PROFICIENT – GRADE LEVEL AND SUBGROUP TREND DATA ANALYSIS
Step 7: Identify any grade level weaknesses/strengths
• Compare grade level proficiency rates and evaluate grade level performance (ex: Does one
grade have substantially lower/higher percent Proficient scores than all other grades?). NOTE:
Be sure to look at data across all years before concluding that a grade level weakness/strength
exists.
• If any grade level percent Proficient score is consistently lower/higher than other grade percent
Proficient scores in the school, then it should be noted as a potential weakness/strength.
Step 8: Identify weakest/strongest subgroup area for current year by grade level
• Look for the lowest/highest subgroup (Indian, Asian/Pacific Islander, Black, Hispanic, White, LEP,
Economically Disadvantaged, Students with Disabilities) percent Proficient score across all grade
levels for the current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest percent Proficient score has been low/high for the past few
years, then it should be noted as a potential weakness/strength.
Step 9: Identify any declining/improving trends for subgroups by grade level
• Look for subgroup percent Proficient scores in ELA, Reading, Math, Science, and Social Studies
that have declined/improved within grade levels over the past few years. NOTE: Some declining
trends may be the result of population shifts and may not necessarily reflect problematic areas.
• If any subgroup percent Proficient scores have steadily or substantially declined/improved over
the past few years, then it should be noted as a potential weakness/strength.
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