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How to Read and Use State Testing Results for your Site Council and Single Plan

How to Read and Use State Testing Results for your Site Council and Single Plan. Presented by Kim Kenne DAC Chair, Pasadena Unified. Topics to be covered. Why do we use this data? Assessments used in CA Accountability systems in CA and how they work Sanctions associated with each system

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How to Read and Use State Testing Results for your Site Council and Single Plan

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  1. How to Read and Use State Testing Resultsfor your Site Council and Single Plan Presented by Kim Kenne DAC Chair, Pasadena Unified

  2. Topics to be covered • Why do we use this data? • Assessments used in CA • Accountability systems in CA and how they work • Sanctions associated with each system • How to access information about your school and district • How to organize testing data for your plan

  3. Primary Function of School Site Councils? • Develop a Single Plan for Student Achievement (SPSA) • Create a budget for categorical dollars to meet goals of the plan • Monitor the plan throughout the school year • Review and revise plan annually

  4. How is Data used in the SPSA process? • When writing the Single Plan ‘The SPSA must be based on an analysis of verifiable state-level data…’ Guide and Template for the Single Plan for Student Achievement – CDE, April 2006 • During monitoring of the plan Local assessments and other data should be used to determine if goals are being achieved. Other data can include: attendance, suspensions/expulsions, dropout and graduate rates, and surveys.

  5. Sample questions that data can answer • Is my school meeting state or district targets for API or AYP? • Are the subgroups in my school achieving? • Have enough seniors passed the CAHSEE? • Are enough seniors graduating? • Are English Learners making sufficient progress in learning English? • Do students have the content knowledge we expect?

  6. Assessments – STAR tests There are 4 components to California’s Standardized Testing and Reporting (STAR) Program: • California Standards Tests (CST) – all grades 2-11 • California Alternate Performance Assessment (CAPA) – students with significant disabilities • California Modified Assessment (CMA) – alternate assessment of California standards for students with IEPs – currently grades 3 - 8 • Standards-based Tests in Spanish (STS) – non-English speakers in US for less than 12 months, in addition to CST (Handout 1)

  7. Other Assessments • California High School Exit Exam (CAHSEE) – required in Grade 10 with additional opportunities to retake in 11th and 12th – must pass to graduate in California • California English Language Development Test (CELDT) – annually in fall, for students classified as English Learners in all grades

  8. Two Accountability Systems California has two accountability systems: • Public School Accountability Act (PSAA) = API (Academic Performance Index) – a growth model • No Child Left Behind (NCLB) = AYP (Adequate Yearly Progress) – a benchmark model

  9. API vs AYP • API is growth model – schools need to meet annual growth targets • AYP is benchmark model – schools need to meet benchmark – which will increase each year until it reaches 100% proficient in 2014 • Interesting fact: If all students at a school get a score of proficient (AYP of 100%), their API would be around 900. Yet CA has set the API state performance target at 800.

  10. Subgroups • For a subgroup to be significant, it must have 100 or more students OR have 50 or more and make up 15% of the valid scores. • Current subgroups are the different ethnicities, English Learners (EL), Socio-Economically Disadvantaged (SED) and Students with Disabilities. • Students who have been reclassified English Proficient are counted in the EL subgroup until they have achieved proficient or above 3 times on the ELA portion of the test. • Students who have exited Special Education are considered Students with Disabilities for two additional years (although not for determining subgroup significance)

  11. Valid Scores - Who counts? • An English Learner who has attended school in the U.S. for less than 12 months does not count for AYP or API. • Students who start at a school after the 1st week of October do not count for AYP or API for that school. If they transferred from within the district, they will still count on the District AYP and API.

  12. API • Calculated for a school and each significant subgroup from all tests taken at that school (CSTs, CAPA, CMA, CAHSEE) • Can range from 200 to 1000 with the state performance target set as 800 • Schools must have 85% participation to be assigned an API score (Exhibit 1 and Handout 2)

  13. API (continued) • Each school gets a base and growth API score. The base API is calculated with the prior year’s test scores but with the new weighted composition of the API calculation. • The growth target for each school and subgroup is 5% of the difference between the school’s/subgroup’s API and 800. If a school or subgroup has reached 800, then they must maintain a score above 800. The minimum growth target will be 5 points until 800 is reached. (Exhibit 2)

  14. API and State Ranks • State ranks are given to schools based on their API score. All schools in CA are divided up by API into 10 deciles with decile 1 the lowest and 10 the highest. Schools are being ranked against other schools, not an absolute standard. • Similar schools ranks are also given. Each school is compared to the 100 most similar schools (based on student and teacher demographics) and that group is divided up into 10 deciles. This is a good indicator of how the school is doing compared to like schools. (Exhibit 3)

  15. Sanctions for API • Only schools that have accepted II/USP or HPSG monies can get sanctioned for API. When a school accepts these monies, they promise to meet certain growth targets. If these targets are not met and a school has flat or negative growth, they will become subject to State Monitoring under the SAIT process. • Schools must grow at least one API point for two of the next three years to exit SAIT.

  16. AYP Adequate Yearly Progress (AYP) is made up of 3 components for elementary and middle schools and 4 components for high schools. • Participation Rate – must be 95% or more for schoolwide and each significant subgroup • API – minimum of 680 (will increase in future) or one point growth • Annual Measurable Objectives (AMOs) in each testing area • For high schools: Graduation rate of 83.2% (will increase in future years) or defined improvements. The graduation rate is always for the prior year. (Exhibit 4 and Handouts 3a and 3b)

  17. AMOs for AYP • The AMOs must be met for both English Language Arts and Math. In elementary and middle school, the tests measured are the CSTs. For high school, the test measured is the CAHSEE (10th graders only). • Students can score Far Below Basic, Below Basic, Basic, Proficient and Advanced. Only Proficient and Advanced meet AMOs. • The target AMOs differ for each grade range and will be increasing until they reach 100% in 2014. (Exhibits 5a and 5b)

  18. AYP Special Cases • Schools that do not meet an AMO target, but have improved significantly may qualify for Safe Harbor which counts as meeting the AMO. • Schools that do not meet an AMO target with the current year performance may also meet the AMO by using the 2 or 3 year averaging method.

  19. Sanctions for AYP • Schools enter Program Improvement (PI) if they fail to make their AYP in two consecutive years in the same content area (participation or percent proficient). They can also become PI for missing their target for API or graduation two years in a row. • Schools must make all their AYP targets two years in a row to exit PI. (Exhibits 6a and 6b)

  20. Title III Accountability At District level only, for English Learners using CELDT results. There are three Annual Measurable Achievement Objectives (AMAOs) with target percentages (Exhibits 7a and 7b): • Annual Progress in Learning English (CELDT score has increased one level in one year) • Attaining English Proficiency (has achieved a level 4 or 5 on CELDT) • District’s English Learner subgroup has met AYP for both ELA and Math * Another indicator to track is the number of students being reclassified as English Proficient (RFEP)

  21. How to access data All state testing data is available on the CDE website – www.cde.ca.gov – under the Testing and Accountability tab – school or district reports • STAR • Accountability Progress Reporting (APR) for AYP and API • CAHSEE Title III Accountability is under Data and Statistics tab, DataQuest option. (Exhibits 8a, 8b, 8c and 8d)

  22. Organizing the Data • Show Schoolwide scores and subgroup scores. • Breakdown by subject area (ELA, Math) • Show whether targets were met or not. • Show numbers of students as well as percentages. (Handouts 4a – 4e)

  23. What does the Data mean? • Multi-year data is more meaningful than a one year snapshot. Allows for analysis of growth over time. • Compare subgroups to each other and to school as a whole. Look for gaps between subgroups. • Review data reports for trends and document the analysis to include in the plan. • Focus on what the data says about educational practices and not just on the tests.

  24. Contact Information : Kim Kenne District Advisory Council Chair Pasadena Unified School District kimkweb@aol.com 626-794-0325 Important link: Guide to the Single Plan for Student Achievement – Handbook for School Site Councils http://www.cde.ca.gov/nclb/sr/le/singleplan.asp

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