Assessment Update. Dr. Chun-Wu Li Assessment and Accountability Services. Accountability. Accountability Release Dates. Tentative Accountability Release Dates Accountability LEA Preview: October 3, 2012 School Quality Snapshots Webinar: October 8, 2012
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Dr. Chun-Wu LiAssessment and AccountabilityServices
Tentative Accountability Release Dates
Number of LEAs and schools that made their 2011 AYP through safe harbor
In January 2012, the SBE adopted regulations that define continuous enrollment for accountability purposes. These regulations do not, in any way, mandate local policies about enrolling or exiting students in the California Longitudinal Pupil Achievement Data System (CALPADS).
California Code of Regulations (CCR), Title 5 Section 1039.2, specifies that a student is considered continuously enrolled if the student was enrolled in the same school or LEA from Fall Census Day to the first day of testing without a gap of enrollment of 30 or more consecutive calendar days. This definition was first applied with the 2011 Base API.
Continuous enrollment is determined by using enrollment and exit code data from CALPADS. For the October 2012 accountability release, data was extracted from CALPADS on August 15, 2012.
The CDE will extract CALPADS enrollment and exit code data on two more occasions. The tentative schedule is:
December 20, 2012
February 26, 2013
The CDE will use the extracted data, along with corrected demographic data, to update AYP and API Reports
SB 219 requires assessment and other accountability results of some students enrolled in an Alternative Education Program (AEP) to be assigned back to a school or LEA of residence in the calculation of the API
In January 2012, the SBE adopted CCR, Title 5, Section 1039.3, which specifies how students’ STAR and CAHSEE test scores will be reassigned
STAR and CAHSEE results are assigned to a non-AEP school and/or a non-AEP LEA of residence if both of the student:
Was referred after Fall Census Day to an AEP school (i.e., exited using student exit code T167 in the CALPADS) and
Took the STAR and/or CAHSEE at the AEP school
In January 2012, the SBE approved an amendment to California’s Consolidated State Application Accountability Workbook to add the use of a five-year cohort graduation rate for 2013 AYP determinations
In February 2012, the SBE and CDE submitted the amendment to the U.S. Department of Education (ED) for approval
The updated January 2013 AYP reports will include the 2012 five-year cohort graduation rates and growth targets for the 2013 AYP determinations
Meeting the four-year or five-year cohort graduation rate will qualify as meeting the graduation rate criteria for AYP
The five-year cohort graduation rate will be used as an alternative method for meeting the graduation rate criteria if the eligibility criterion is met
November Election and Proposition 30 School Year Calendars
Test windows can be changed if orders are not in an Approved Status.
Once the orders have been placed, testing windows are fixed and cannot be changed.
Set up test administrations only after number of instructional days and school calendars are finalized.
Orders still must be placed and approved by December 1, 2012.
STAR Module Available
October 1, 2012 – November 9, 2012
Webcast September 27, 2012
Fields That May Be Corrected
CALPADS “Continuously Enrolled”
Alignment to Common Core State Standards
Planning to provide CCSS-aligned results on STAR Student Reports
Planning to align CST released test questions (RTQs) with California’s Common Core State Standards (CCSS)
Expedited Return of Individual Student Results
After QC of test results, CST and CMA student scores electronically delivered within 10–12 working days of the receipt of test materials
Preliminary scores in an electronic format
Include scale scores and performance levels
Student record labels, individual student reports, and district data CD will be sent out with paper reports in July-August.
Writing results for grades four and seven
Will be reported separately
Will not be a part of the scale score
Paperless Aggregate Reporting
Data Manager for California STAR
This tool is a browser-based graphical user interface for analysis.
Interactive tool presents results in views of lists, tables, and charts.
Develop ad hoc reports and download data for import into other programs.
Focus Group/Pilot Testing in October 2012.
Take the test with or without accommodations and pass both English–language arts (ELA) and mathematics portions. (California Education Code [EC] Section 60851[a]).
Take the test (ELA and/or mathematics portion) using a modification and score at least 350 and obtain a local waiver (EC Section 60851[c]).
Utilize the exemption (EC Section 60852.3)
On behalf of a student with disabilities (SWD), the local educational agency (LEA) or special education local plan area (SELPA) may submit a streamlined waiver request (EC 56101).
The exemption was enacted through the 2009–10 Budget Act and is established in EC Section 60852.3.
Eligible SWDs are exempt from meeting the CAHSEE requirement as a condition of high school graduation.
At its July meeting, the State Board of Education (SBE) adopted permanent regulations extending the implementation date for alternative means to January 1, 2013. This extension also will, in effect, extend the exemption.
Assembly Bill (AB) 1705 (Amended by Stats. 2012, Ch. 192, Effective January 1, 2013.) amends California Education Code (EC) sections 60852.1 and 60852.2. On January 1, 2013, the implementation date of the alternative means will be postponed until July 1, 2015.
AB 1705 also authorizes the SBE, through regulation, to extend this date up to one year.
Student has an operative IEP or Section 504 plan that indicates that he or she is an eligible SWD, has an anticipated graduation date, and is scheduled to receive a high school diploma on or after July 1, 2012;
Has attempted to pass both portions of the CAHSEE (ELA and mathematics) at least once and has not passed;
Has satisfied or will satisfy all other state and local requirements for a high school diploma; and
Has attained a performance level scale score of 300 (basic) or above on the California Standards Test (CST) for ELA in grade ten or CST for Algebra I without the use of a modification or a scale score of 350 (proficient) or above on the California Modified Assessment (CMA) for ELA in grade ten or CMA for Algebra I.
Pursuant to EC Section 60851(b), all SWDs shall take the CAHSEE in grade ten for the purpose of fulfilling the accountability requirements of the federal Elementary and Secondary Education Act.
Separation of K–1 Test
Educators’ meeting: October 11, 2012
Item writing activities: January–April 2013
Content and bias and sensitivity reviews: May 2013
Item pilots: May–June 2013
Field test: 2014–15
Projected separation: 2015–16
TK students whose primary language is other than English must be administered the CELDT.
Mark the “K” bubble for grade
Include date of birth
“TK” bubble for grade may be added to the answer book.
CELDT Administration (cont.)
CELDT Results by Prior Overall
CELDT Results by Prior Overall
CELDT Results by Prior Overall
Source: June 2012 update
Source: September 2012 update
Student level AMAO 1 performance improved over 7% from prior year
Source: March 7, 2012 update
Percent students meeting AMAO 2
Academic Performance Index
Adequate Yearly Progress
English Learner Counts
Graduation and Dropout Counts
Title I & Homeless Student Counts
Suspensions and Expulsions
Courses Offered, credits and grades earned
Some Funding Calculations
Federal and State Reporting
In coming years, the CDE will use additional CALPADS data for API and AYP reporting:
Race and Ethnicity
English Learner Status
Pilot Test in early 2013.
More than 10,000 items and performance tasks
Open to all schools in the Consortium
Two million students
22% of students from each Governing State