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Tools Used to Measure Achievement

RIMS Stellar Region 10 After School Programs Closing the Achievement Gap Institute October 22, 2010. Tools Used to Measure Achievement. Data 101. Presented by Janet Downey After School Program Specialist Riverside Unified School District. What are the sources of data in California?.

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Tools Used to Measure Achievement

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  1. RIMS Stellar Region 10 After School ProgramsClosing the Achievement Gap InstituteOctober 22, 2010

  2. Tools Used to Measure Achievement Data 101 Presented by Janet Downey After School Program Specialist Riverside Unified School District

  3. What are the sources of data in California?

  4. State and National Measuring Sticks • Academic Performance Index (API) (state) • Adequate Yearly Progress (AYP) (federal) Subgroups: Ethnicity Socio-Economically Disadvantaged English Learners Students with Disabilities • Title III Accountability (AMAOs) (federal) English Learners

  5. API vs. AYP Annual Yearly Progress (AYP) • Federal No Child Left Behind (NCLB) Legislation • Non-Compensatory Model • 100% of Target in 12 years w/ yearly subtargets • Report=% proficient or above in language arts and math—school-wide and for four subgroups Academic Performance Index (API) • California Public Schools Accountability Act (PSAA) of 1999 • Compensatory Model • Growth-Based Yearly Target Adjusted Each Year • Report=composite score both school wide and for subgroups

  6. Subgroups • Numerically significant —100+ students or --50+ students representing 15% of population • Ethnicity— Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races

  7. Subgroups (cont.) • Socioeconomically Disadvantaged --student neither of whose parents have received a high school diploma or -- students eligible for free or reduced lunch • English Learner --students identified as EL based on CELDT --reclassified EL not scoring proficient in ELA 3 times after being reclassified • Students with Disabilities --students receiving special education services --students previously in special education during 2-year follow up

  8. API Growth Targets

  9. Why is this important?

  10. Ways to Avoid or Not Advance in Program Improvement Status 1. Meet the Goal 2. Make Safe Harbor Proficient • Decrease NOT proficient by 10% Not Proficient

  11. English Learners • California English Language Development Test (CELDT) measure Measures English proficiency on a 5-point scale for listening, speaking, reading, and writing to develop a composite score: 1= Beginning 2=Early Intermediate 3=Intermediate 4=Early Advanced 5=Advanced

  12. Federal Title IIIAnnual Measurable Achievement Objectives (AMAO)

  13. Annual Growth Target on CELDT

  14. AMAO # 1 Growth Targets

  15. AMAO #2—ELs in language instruction education programs less than 5 years 5 years or more Both targets must be reached to meet AMAO #2.

  16. California High School Exit Exam (CAHSEE) • Is used for 10th-12th graders • Requires a scaled score of 350 or higher in order to graduate from high school • Requires a scaled score of 380 or higher in order to be classified as Proficient for AYP purposes

  17. Homework: Research your school’s status vis a vis state and federal testing requirements: API • Did your school site meet its API growth targets? By how much? AYP—by school and subgroups 1. Did your school site meet its AYP targets-- schoolwide and by subgroups for language arts and math? Identify strengths and weaknesses. EL 1. Did your school site meet its AMAO targets I, II, and III for English Learners?

  18. Data Sources • DataQuest—CST, CELDT, API, AYP, AMAOs • School Accountability Report Cards • School Web Site • District Web Site • District Trimester Assessments • Interview the Principal • Talk to Teachers • Report Cards • Progress Reports • Your own after school data

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