- 179 Views
- Uploaded on
- Presentation posted in: General

California Standards Test and CAHSEE Correlation Use of Student Data for Targeted Preemptive Intervention

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

California Standards Testand CAHSEE CorrelationUse of Student Data for Targeted Preemptive Intervention

November 1, 2006

Dr. Janis Fries-Martinez, Principal

Gerardo Loera, Assistant Principal

Polytechnic High School

Los Angeles Unified School District 2

- How to accurately identify 10th grade students who need intervention for the CAHSEE before they take it in the spring
- How to identify a target group of students to strategically raise the percentage of students scoring Proficient or Above on the CAHSEE in order to meet AYP requirements
- How to predict, with significant amount of certainty, which 10th grade students will pass and fail the CAHSEE on their initial try

- AYP and API are dependent in large part to CAHSEE scores
- AYP: Annual Measurable Objectives are measured mainly by success of 10th grade students taking the CAHSEE the 1st time

- Problem: High failure rate on CAHSEE
- Problem: Not enough students scoring Proficient or Above on CAHSEE

- How do we effectively target students for pre-emptive intervention for success on the CAHSEE before they initially take it?
- How do we proactively identify students that need additional support?
- Do we know which students are likely to pass the test or get a proficient score ?

- A passing score on the CAHSEE is:
- 350 or greater on the English Language Arts portion of the test
AND

- 350 or greater on the Mathematics portion of the test

- 350 or greater on the English Language Arts portion of the test
- A proficient score is:
- 380 or greater on the English portion of the test
- 380 or greater on the Mathematic portion of the test

Grades/Marks

Demographics

Socioeconomic status

Learning environment

CELDT Scores

Language Classification

Special Education Status

CST Scores

Periodic Assessments

Etc.

Test Groups:

Poly HS: Class of 2006

Poly HS: Class of 2007

Santee HS: Class of 2007

LAUSD Class of 2008 (37,000+ scores)

LAUSD Class of 2007 (36,000+ scores)

Note: 800+ scores included

Source: Secondary Student Information System

Note: 37,000+ scores included

Source: School Information Branch

Note: 23,282 scores included

Source: School Information Branch

LAUSD Class of 2008 - 9th Grade Geometry CST vs. 10th Grade Math CAHSEE – Matched Scores

Note: 8,410 scores included

Source: School Information Branch

LAUSD Class of 2007 - 9th Grade MATH CST vs. 10th Grade Math CAHSEE – Matched Scores

Note: 36,190 scores included

Source: School Information Branch

Total

26985

11761

Accuracy

Therefore the model for predicting a passing score or failing score on the English portion of the CAHSEE based on the 9th grade CST is correct 83.4% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore this model is correct 84.6% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a passing or failing score on the Mathematics portion of the CAHSEE based on the 9th grade CST is correct 72.9% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a score on the Mathematics portion of the CAHSEE based on the 9th grade CST is correct 85.1% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a passing score or failing score on the Mathematics portion of the CAHSEE based on the 9th grade Geometry CST is correct 88.7% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a Proficient or Above score on the Mathematics portion of the CAHSEE based on the 9th grade Geometry CST is correct 82.1% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a passing score or failing score on the Mathematics portion of the CAHSEE based on the 9th grade Math CST is correct 72.7% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

Therefore the model for predicting a Proficient or Above score on the Mathematics portion of the CAHSEE based on the 9th grade Math CST (regardless of which CST test was taken such as Algebra I, Geometry, General Math etc.) is correct 81.5% of the time.

This is a Confusion Matrix as described in the work of Kohavi and Provost, 1998

- For Program Improvement Schools:
- A Review of the 2006 AYP Progress Report needs to be made in order determine which subgroups, if any, fell short of meeting the Annual Measurable Objectives (AMO)
- Recall that the AMOs are directly associated with the percentages of 10th grade students that score Proficient or Above on the ELA and Math portions of the CAHSEE

- A Review of the 2006 AYP Progress Report needs to be made in order determine which subgroups, if any, fell short of meeting the Annual Measurable Objectives (AMO)

- For Program Improvement Schools (cont.):
- Once a subgroup has been identified, an SSIS extract can be performed to create a list of students needing pre-intervention
- The extract should produce a list of 10th grade students that scored less than a 346 on their English 9th Grade CST. This list should be sorted in decreasing order by their English 9th Grade CST scaled score.

- Once a subgroup has been identified, an SSIS extract can be performed to create a list of students needing pre-intervention

- For Program Improvement Schools (cont.):
- Once a subgroup has been identified, an SSIS extract can be performed to create of list of students needing pre-intervention
- The extract should produce a list of 10th grade students that scored less than a 326 on their Math 10th Grade CST. This list should be sorted in decreasing order by their Math 9th Grade CST scaled score.

- Once a subgroup has been identified, an SSIS extract can be performed to create of list of students needing pre-intervention

- For Program Improvement Schools (cont.):
- The resulting lists are prioritized lists of students that will benefit from pre-intervention and would most likely not score a Proficient or Above on the CAHSEE without additional support.

- How to identify 10th grade students that will probably fail one or both parts of the CAHSEE?
- Perform an SSIS extract for 10th Grade students that scored less than a 268 on their 9th Grade Math CST
- Perform an SSIS extract for 10th grade students that scored less than a 292 on their 9th Grade English CST

- Cynthia Lim in the LAUSD School Information Branch has offered to provide schools with technical support on identifying students at-risk of not passing the CAHSEE or not getting a Proficient or Above score.

- Master schedule permitted for approximately 170 seats for CAHSEE preemptive intervention in Spring of 2006
- Selected a window of scores predicted to be 300-370
- Based on student performance this resulted in a target range as follows:
For ELA: CSTs of 212 - 328

For Math: CSTs of 164 - 308

- On average, non prepped 10th Graders matched the predicted values.
- Math predicted mean score: 347.5
- Math actual mean score: 348.5
- ELA predicted mean score: 353.0
- ELA actual mean score: 352.2

- CAHSEE Preemptive intervention works!
- Preparation was a cost effective means of positively impacting the study group.