Hilltop Middle School 2010-2011 SPSA Data Revisions...

Hilltop Middle School 2010-2011

1

SPSA Data Revisions based on 2010 CST Scores

School Demographics/Staff Certificated Certificated Classified Classified

Principal 1 Counselor 3 Clerk/Secretary 6 Tester 1

Assist. Principal 2 School Nurse 1 Campus Assistant 2 Student Program Fac. 2

Sch. Psychologist 1 Librarian 1 Custodian 6 Lab Facilitator 1

Classroom Teacher 50 Special Ed. Teachers 8.2 Cafeteria Workers 4 Comm. Relations Fac. 0

Resource Teacher .2 CIS .2 Health Clerk 10

CIS .4 Instructional Aide 6 Library Media Assist 1

Total Certificated: 68 Total Classified: 39

School Demographics – Students

Student

Enrollment

Ethnicity

(%) Amer. Indian/

Alaskan Native Asian Filipino Hispanic

Black, not of

Hispanic origin

White, not of

Hispanic

origin

Pacific

Islander

2008-2009 .4 2.2 4.2 73 3.7 15 1.5

2009-2010 0 2 4 78 3 13 1

2010-2011

Student Data http://data1.cde.ca.gov/dataquest/ 2008-2009 2009-2010 2010-2011

EL (Formerly LEP) - English Learners whose primary language is other than English. 248 203 165

Redesignated Students - Redesignated from EL to Fully English Proficient (R-FEP).) 224 285 256

Home Language Other Than English - Primary language is other than English. 743 615 588

Title I/SCE - Students identified as basic or below level on CST scores for math and

ELA. 664 n/a n/a

Gifted and Talented Students (GATE) - Identified gifted and talented students 228 222 246

Free and Reduced Lunch Students - Receiving free/reduced priced meals based on

income qualification. 628 631 611

AVID (Advanced Via Individual Determination) – College readiness class. 68 58 100

Special Education Students -Are identified in an Individual Education Plan (IEP), 47 25 71

73 (RSP)

Attendance Suspensions & Expulsions

Year Actual

Attendance

Year

Suspension Expulsions

Number Number

2007-08 96.3% 2007-08 104 4

2008-09 97.2% 2008-09 147 4

2009-10 96.25% 2009-10 183 3

School Mobility Rate Promotion Rates

Year Total Enrollment Male Female

2008-2009 1241 635 619

2009-2010 1202 613 589

2010-2011 1134 584 550

Year Percentage

2007-08 9.18

2008-09 9.15

2009-10 6

Year Number Percentage

2007-08 542 80%

2008-09 552 91%

2009-10 530 86%

http://data1.cde.ca.gov/dataquest/


2

ESEA/NCLB PROGRAM IMPROVEMENT SITE REQUIREMENTS (PI Schools Only)

2010-2011 (LEA will provide technical assistance to all schools in Program Improvement.)

For schools in Program Improvement – check the appropriate year of Program Improvement for your site.

X PI Year I PI Year 2 PI Year 3 – Corrective Action PI Year 4 - Restructuring PI Year 5 – Restructuring

Notifies parents of PI status of school and school choice

Revises school plan within 3 months to cover 2-year period

Provides choice to attend another public school in the LEA that is not PI (district/school responsibility)

Establishes peer review process to review revised school plan (district/school responsibility)

Uses 10% of Title I school funds for staff professional development

Implements plan promptly

Parent notification of PI status of school (district/school responsibility)

Offer Supplemental Educational Services to all eligible students

School continues: o Plan implementation o Professional development o Continue School Choice

(district/school responsibility)


LEA identifies school for corrective action and does at least one of the following: o Replaces school staff o Implements new curriculum o Decreases management

authority at school level o Appoints outside expert o Extends school year or day o Restructures internal

organizational structure of school

LEA informs parents and public of corrective actions and allows comment. LEAs may provide direct technical assistance to school site councils in developing school plans.

School continues: o Professional development o Collaboration with district to

improve student achievement o School choice (district/school

responsibility) o Supplemental services

(district/school responsibility)


During Year 4, in consultation with the LEA, prepare plan for alternative governance of school, which must include one of the following: (district/school responsibility) o Reopen school as a charter o Replace all or most staff,

including principal o Contract with outside entity to

manage school o State takeover o Any other major restructuring

LEA provides notice to parents and teachers and allows comment.

School continues: o Professional development o Collaboration with district to

improve student achievement o School choice o Supplemental services

Parent notification of PI status of school, : (district/school responsibility)

Implement alternative governance plan developed in Year 4 (district /school responsibility)

School continues: o Professional development o Collaboration with district

to improve student achievement

o School choice o Supplemental services

School continues in PI, and LEA offers choice and supplemental services until school makes AYP for two consecutive years. School exits PI after two consecutive years of making AYP.

School Accountability: Date ESEA/NCLB Choice letter sent:

September 3, 2010

Date SES letter sent:

September 2010

Date PI letter sent:

September 3,2010

Number of students selecting (Pending 2nd

sem)

ESEA/NCLB Choice: # _____ Granger Junior

#_______ Bonita Vista Middle

Number of Students selecting SES:

(Categorical office will provide # )

Parent PI meeting dates: Tuesday, October 19


3

Academic Performance Index (API) The API is a single number on a scale of 200 to 1,000 that indicates how well a school performed, based on spring

state testing. The purpose of the API is to measure the academic performance and growth of schools. (Adjust reporting years to show available data for most current three-

year trend).

2007 API Base 2008 API Base 2009 API Base

2006 API (Base) 756 2007 API (Base) 780 2009 API (Base) 775

2006 Statewide Rank 6 2007 Statewide Rank 7 2009 Statewide Rank 6

2006 Similar Schools Rank 6 2007 Similar Schools Rank 8 2009 Similar Schools Rank 6

2006-07 Growth Target 5 2007-08 Growth Target 5 2009-10 Growth Target 5

2006 API Target 761 2008 API Target 785 2010API Target 780

2007-08 Growth 2008-09 Growth 2009-10 Growth

2007 Growth 782 2007 Growth 782 2010Growth 790

2006-07Growth 13 2006-07Growth 2 2009-10Growth 15

Met Growth Target/Schoolwide YES Met Growth Target/Schoolwide NO Met Growth Target/Schoolwide NO

Comparable Improvement NO Comparable Improvement NO Comparable Improvement NO

Both School wide and CI NO Both School wide and CI NO Both School wide and CI NO

Awards Eligible NO Awards Eligible NO Awards Eligible NO

Information compiled from the CDE reports at http://api.cde.ca.gov/

See APPENDIX, Page____ for more information on API criteria.

2007 Subgroup

API (Base)

2007-08 Subgroup

Growth Target

2008 Subgroup

API (Growth)

2007-08 Subgroup

Growth

Met Subgroup

Growth Target

2008 Subgroup

API (Base)

2008-09 Subgroup

Growth Target

2009 Subgroup

API (Growth)

2008-09 Subgroup

Growth

Met Subgroup

Growth Target

2009 Subgroup

API (Base)

2009-10 Subgroup

Growth Target

2010 Subgroup

API (Growth)

2009-10 Subgroup

Growth

Met Subgroup

Growth Target

Amer Indian/Alaskan Native

Asian/Asian American Black/African American

Filipino/Filipino American

Hispanic/Latino 740 5 15 YES 769 767 5 -2 NO 761 5 773 12 YES

Pacific Islander White (non Hispanic origin)

814 A 13 YES 833 827 A -6 YES 821 A 863 42 YES

Socioeconomically Disadv

659 5 39 YES 749 746 5 -3 NO 739 5 763 24 YES

Based on enrollment, only statistically significant numbers are reported. Information compiled from the CDE reports at http://api.cde.ca.gov/

http://api.cde.ca.gov/



4

Federal Accountability Adequate Yearly Progress (AYP) Required by the federal No Child Left Behind Act; AYP measures the performance of California schools and districts. In order to achieve this goal and meet annual

performance objectives, districts and schools must improve each year according to set requirements. Data reported show whether all groups of students in the school made

Adequate Yearly Progress (AYP).

School met all 2008

Adequate Yearly Progress

(AYP) Criteria?

2008 School met all 2009 Adequate

Yearly Progress (AYP)

Criteria?

2009 School met all 2010 Adequate

Yearly Progress (AYP) Criteria?

2010

NO NO NO

Information compiled from the CDE reports at: http://www.cde.ca.gov/ta/ac/ay/index.asp

2008AYP Criteria Summary 2009 AYP Criteria Summary 2010 AYP Criteria Summary

Met 2008 AYP

Criteria Met 2009 AYP

Criteria Met 2010AYP

Criteria

AYP Components ELA Math AYP Components ELA Math AYP Components ELA Math

Participation Rate Yes Yes Participation Rate Yes Yes Participation Rate Yes Yes

Percent Proficient Yes Yes Percent Proficient Yes No Percent Proficient No No

API as additional

indicator 756

API as additional

indicator 782

API as additional

indicator 790

ENGLISH LANGUAGE ARTS MATHEMATICS

2007-2008 2008-2009 2009-2010 2007-2008 2008-2009 2009-2010

Participation

95%

Proficient or

above 35.2%

Participation

95%

Proficient or

above 46.0%

Participation

95%

Proficient or

above 56.8%

Participation

95%

Proficient or

above 37%

Participation

95%

Proficient or

above 47.5%

Participation

95%

Proficient or

above 58.0%

Groups

Rat

e

Met

2008 AYP

Crite

ria

Per

cen

t

Met

2008 AYP

Crite

ria

Rat

e

Met

2009AYP

Crite

ria

Per

cen

t

Met

2009AYP

Crite

ria

Rat

e

Met

2010 AYP

Crite

ria

Per

cen

t

Met

2010 AYP

Crite

ria

Rat

e

Met

2008 AYP

Crite

ria

Per

cen

t

Met

2008AYP

Crite

ria

Rat

e

Met

2009AYP

Crite

ria

Per

cen

t

Met

2009 AYP

Crite

ria

Rat

e

Met

2010 AYP

Crite

ria

Per

cen

t

Met

2010AYP

Crite

ria

Schoolwide 58 100 Yes 56.3 Yes 100 Yes 59.6 Yes 100 Yes 44.2 Yes 100 Yes 44.3 No 100 Yes 45.4 No

African Amer. 53.1 100 51.5 100 50.0 100 39.4 100 39.4 100 43.8

Asian 83.1 100 83.3 100 89.5 100 83.3 100 83.3 100 73.7

Filipino 72.7 100 72.7 100 83.8 100 67.4 100 68.2 100 59.5

Hispanic/Latin 100 Yes 54.5 Yes 100 Yes 52.6 Yes 100 Yes 55.5 No 99 Yes 40.8 Yes 99 Yes 40.7 No 100 Yes 42.0 No

Pacific Islander 54.5 99 54.5 100 100 36.4 100 36.4 100

White 100 Yes 70.3 Yes 100 Yes 69.5 Yes 100 Yes 79.4 Yes 100 Yes 53.0 Yes 100 Yes 53.9 Yes 100 Yes 60.3 Yes

Socioecon. Dis 100 Yes 48 Yes 100 Yes 46.0 Yes 100 Yes 51.4 Yes 100 Yes 37.8 Yes 100 Yes 37.9 No 100 Yes 41.6 No

English Learner

100 Yes 35.3 No 100 No 33.9 No 100 Yes 43.3 Yes 100 Yes 30.6 No 100 Yes 31.0 No 100 Yes 38.5 Yes

Students w/ Disabilities

100 yes 34.2 No 99 No 31.5 No 99 Yes 34.7 Yes 99 Yes 18.4 No 99 Yes 23.9 No 100 Yes 25.5 No




5

California English Language Development Test Report (CELDT) - All Assessments – All Students The CELDT addresses state-adopted English Language Development Standards that covers listening/speaking skills for kindergarten and first grade, and

listening/speaking, reading, and writing skills for grades two through twelve. (Adjust reporting years to show available data for most current three-year trend).

*Granger Jr.

Overall

Proficiency

Middle School

2008-09 2009-10 2010-11

7th 8th *9th Total

Tested 7th 8th *9th

Total

Tested 7th 8th *9th

Total

Tested

Advanced 13 7 n/a 20 36 9 n/a 45 10 10 n/a 20

13% 9% n/a 11% 27% 9% n/a 20% 12% 10% n/a 11%

Early Advanced 45 35 n/a 80 60 44 n/a 104 35 43 n/a 78

43% 45% n/a 44% 45% 46% n/a 46% 41% 42% n/a 41%

Intermediate 29 24 n/a 53 31 28 n/a 59 27 34 n/a 61

28% 31% n/a 39% 31% 28% n/a 26% 32% 33% n/a 32%

Early

Intermediate

8 9 n/a 17 3 8 n/a 11 6 7 n/a 13

8% 12% n/a 9% 2% 80% n/a 50% 7% 7% n/a 7%

Beginning 9 3 n/a 12 2 6 n/a 8 7 9 n/a 16

9% 4% n/a 7% 2% 6% n/a 4% 8% 9% n/a 9%

Number Tested 104 78 n/a 182 132 95 n/a 227 85 103 n/a 188

Data compiled from CDE website at: http://celdt.cde.ca.g


6

California Standards Test (CST) SCORES - The CSTs for English–language arts, mathematics, science,

and history–social science are administered only to students in California public schools. Except for a writing component that

is administered as part of the grade seven English–language arts tests, all questions are multiple-choice. These tests were

developed specifically to assess students' knowledge of the California content standards. Student scores are reported as

performance level. *Granger Jr.

English Language Arts (ELA) 2010 State Report – All Students (CDE California Standardized Testing and Reporting -STAR)

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 441,478 23 32 27 11 7

08 451,376 29 25 27 11 8

*09 490,324 24 30 25 13 8 The Categorical Office will provide state and district scores.

2010 District Report – All Students (CDE California Standardized Testing and Reporting -STAR)

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 5384 20 34 29 11 6

08 5736 26 28 29 11 6

*09 6413 24 36 26 11 4 CDE reports available at http://star.cde.ca.gov/ The Categorical Office will provide state and district scores.

2010 Feeder School Report – All Students (CDE California Standardized Testing and Reporting -STAR)

Feeder School

(select top2-3 schools)

PI

School

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far Below

Basic

Hilltop Drive No 06 77 26 35 29 5 5

Cook No 06 75 20 40 25 9 5

Rosebank No 06 104 28 47 22 2 1 CDE reports available at http://star.cde.ca.gov/

2010 School Reporting Clusters – ELA – All Students

Reading Writing

Word Analysis

and Vocabulary

Development

Reading

Comprehension

Literacy

Response and

Analysis

Written

Conventions

Writing

Strategies

# Possible Mean % Correct





Grade 7 11

70

18

72

13

68

16

71

8

n/a

Grade 8 9 58 18 73 15 67 16 66 17 64

The CST Summary list (STAR) testing, spring 2010.

http://star.cde.ca.gov/



7

California Standards Test (CST) SCORES

ALL Students

Table 1. CST - English Language Arts, Reported by Percentages - Student scores are reported as

performance levels.

Grade Year Advanced Proficient Basic Below Basic Far Below

Basic

07 2008 23 35 25 12 6

2009 24 38 27 9 3

2010 25 39 26 8 3

08 2008 17 32 30 15 7

2009 21 30 34 12 3

2010 39 27 39 10 6

SUBGROUPS

Table 2. CST – English Language Arts, Reported as Percent Proficient and Above

Data reported are the number of students tested and the percent of students achieving at the proficient or advanced level

(meeting or exceeding the state standards). (Adjust reporting years to show available data for most current three-year trend).

Subgroups

2008 2009 2010 # of Students Tested/% Prof. & Above # of Students Tested/% Prof. & Above # of Students Tested/% Prof. & Above

07 08 *09 07 08 *09 07 08 *09 # % # % # % # % # % # % # % # % # %

Male 323 50 363 45

n/a

281 62 292 49

n/a

248 57 275 53

n/a

Female 284 66 310 53 275 61 288 54 269 70 286 57

Econ Disadv 300 50 317 41 263 51 323 42 279 54 270 48

Non-econ Disadv 307 64 356 55 293 71 257 63 238 74 289 62

English Learner 101 11 101 3 91 8 76 3 68 12 86 9

GATE 118 95 120 87 118 97 121 93 109 99 112 91

African-Amer. 25 32 19 47 8 9 19 47 17 35

Filipino 19 84 8 na 22 86 21 57 15 80 22 86

Hispanic 455 55 508 45 440 56 434 49 412 59 449 51

White 88 72 112 67 61 77 88 66 59 90 56 71

Stud.

w/disabilities 61 2 67 8 30 20 31 19 17 29 31 19

Std. w/no disabil. 546 64 606 53 526 64 549 53 500 65 530 57


8

Standards-based Tests in Spanish (STS)

The STS consists of multiple-choice tests that assess reading/language arts and mathematics in Spanish. The Spanish-

speaking English learners in grades two through eleven who either were receiving instruction in Spanish or had been enrolled

in school in the United States for less than 12 months when testing began were required to take the STS in addition to taking

the CST and/or CMA. School districts had the option of administering the STS to Spanish-speaking English learners who had

been enrolled in school in the United States for 12 months or more and were not receiving instruction in Spanish.

English-Language Arts (ELA)


Grade/Subgroup Students

Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far

Below

Basic

07 173 11 26 34 23 6

Females 101 11 28 36 20 5

Males 72 11 22 32 28 7

Econ. Dis. 149 9 26 34 23 7

Eng. Learner (<12 mos. in US) 83 12 30 42 14 1

Eng. Learner (>12 mos. in US) 90 10 21 27 31 10 CDE reports available at http://star.cde.ca.gov/

Mathematics



Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far

Below

Basic

07 173 12 23 29 24 13

Females 100 6 26 29 30 9

Males 73 19 18 30 15 18

Econ. Dis. 150 11 23 27 25 13

Eng. Learner (<12 mos. in US) 84 12 27 29 20 12

Eng. Learner (>12 mos. in US) 89 11 18 30 27 13 CDE reports available at http://star.cde.ca.gov/




9

California Modified Assessment (CMA) The CMA is a standards-based test for students with an individualized education program who meet the eligibility criteria

adopted by the State Board of Education. The No Child Left Behind Act of 2001 calls for a range of assessments appropriate

to students' abilities. The CMA provides an appropriate assessment for a small percentage of students allowing them to

demonstrate their knowledge of skills in the California academic content standards for English–language arts (ELA) (grades

three through nine only), mathematics (grades three through seven), and Algebra I (for eligible students in grades seven

through eleven), and science (grades five, eight, and ten only). Scale scores and performance levels are available only for

CMA results for English–language arts for grades three through eight, mathematics for grades three through seven, and

science for grades five and eight in 2010. For 2010, CMA results are reported as percent correct for English–language arts for

grade nine, Algebra I for grades seven through eleven, and life science for grade ten. Scale scores and performance levels

will be available for those subjects and grades beginning in 2011.

English-Language Arts (ELA) - 2010 District Report – All Students - CDE reports available at



Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far Below

Basic

07 478 15 23 23 29 9

Females 148 20 25 26 24 5

Males 330 13 22 21 32 12

Econ. Dis. 357 13 20 25 31 10

Not Econ. Dis. 120 22 32 15 24 8

English Learner 266 11 21 22 35 11

Hispanic or Latino 377 12 24 23 31 10


Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far Below

Basic

08 439 8 20 27 31 13

Females 158 8 17 35 28 13

Males 280 8 22 23 34 13

Econ. Dis. 293 9 20 24 31 16

Not Econ. Dis. 146 6 20 34 32 8



Mathematics - 2010 District Report – All Students - CDE reports available at http://star.cde.ca.gov/


Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far Below

Basic

07 490 13 22 23 27 15

Females 166 10 23 28 25 14

Males 324 15 21 21 28 15

Econ. Dis. 356 11 21 24 29 15

Not Econ. Dis. 133 20 25 21 20 14





(Your School Name/Year)

10

California Alternative Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the

CSTs even with modifications participated in the STAR Program by taking the CAPA. The CAPA is an individually administered performance assessment with

all tasks linked to the California English–language arts, mathematics, and science content standards.

CAPA English Language Arts (ELA) - All Students STATE

2009-10 Level I

Grade

#

Tested

%

Adv

%

Prof

%

Basic

%

BB

%

FBB

07 1,220 56 24 8 7 5

08 1,265 57 22 8 7 6

*09 1,235 54 19 10 8 8

Level I – Grades two to eleven

2009-10 Level IV

Grade

#

Tested

%

Adv

%

Prof

%

Basic

%

BB

%

FBB

07 3,209 42 30 16 8 3

08 3,279 49 27 15 7 2

Level IV – Grades six through eight

2009-10 Level V

Grade

#

Tested

%

Adv.

%

Prof

%

Basic

%

BB

%

FBB

*09 3,386 41 37 17 3 3

DISTRICT

2009-10 Level I

# Tested % At or above

98 82


2009-10 Level IV

# Tested % At or Above

117 97


*2009-10 Level V


173 88

Level V – Grades nine through eleven.

(Your School Name/Year)

24

California Alternative Performance Assessment (CAPA) - Students with significant cognitive disabilities who are unable to take the

CSTs even with modifications participated in the STAR Program by taking the CAPA. The CAPA is an individually administered performance assessment with

all tasks linked to the California English–language arts, mathematics, and science content standards.

CAPA Mathematics - All Students

STATE 2009-10 Level I

Grade

#

Tested

%

Adv

%

Prof

%

Basic

%

BB

%

FBB

07 1,216 33 32 19 8 6

08 1,265 34 33 18 9 7

09 1,229 34 29 19 9 9


2009-10 Level IV

Grade

#

Tested

%

Adv

%

Prof

%

Basic

%

BB

%

FBB

07 3201 33 35 12 17 3

08 3,271 39 35 9 14 2


2009-10 Level V

Grade

#

Tested

%

Adv.

%

Prof

%

Basic

%

BB

%

FBB

09 3,374 33 31 21 12 2


DISTRICT

2009-10 Level I


98 68


2009-10 Level IV


117 83


*2009-10 Level V


173 71



25

CAPA – SCHOOL * Hilltop Middle

English Language Arts (ELA) - All Students

2007-08

Level I

Grades 2-11 Level IV

Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

1 0 12 67 -- --

2008-09

Level I


Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

1 0 17 82 -- --

2009-10

Level I


Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

3 0 18 94 -- --

Mathematics - All Students

2007-08

Level I


Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

1 0 12 67 -- --

2008-09

Level I


Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

1 0 17 35 -- --

2009-10

Level I


Grades 6-8 *Level V

Grades 9-11

# Tested %At

or Above # Tested

%At

or Above # Tested

%At

or Above

3 0 18 82 -- --


25





performance level. *Granger Jr.

CST Math/General Math

2010 State Report – All Students (CDE California Standardized Testing and Reporting -STAR)

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 409,666 18 31 28 17 6

08 164,146 6 25 31 24 14

*09 57,813 2 15 27 31 25 CST math, grade 7. The Categorical Office will provide state and district scores.


GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 5,243 21 33 28 14 4

08 2,863 4 23 35 25 13

*09 1,516 1 15 33 34 17

2010 Feeder School Report – Mathematics - All Students (CDE California Standardized Testing and Reporting -STAR)

Feeder School

(select top2-3 schools)

PI

School

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

%

Below

Basic

%

Far Below

Basic

Hilltop Drive No 06 77 23 44 19 9 4

Cook No 06 74 24 32 24 12 7

Rosebank No 06 108 10 48 21 18 3 CDE reports available at http://star.cde.ca.gov/

2010 School Reporting Clusters – Math/General Mathematics – All Students

Rational Numbers

Exponents,

Powers and Roots

Quantitative

Relationships &

Evaluating

Expressions

Multistep

Problems,Graphing

Functions

Measurement &

Geometry

Statistics, Data

Analysis &

Probability #

Possible

Mean %

Correct

#

Possible

Mean %

Correct

#

Possible

Mean %

Correct

#

Possible

Mean %

Correct

#

Possible

Mean %

Correct

#

Possible

Mean %

Correct

Grade 7 14

62

8

61

10

63

15

65

13

60

5

74

Grade 8 14 48 10 46 11 56 10 49 11 39 9 50

The CST summary list (STAR) testing, spring 2010



26

California Standards Test (CST) SCORES - *Granger Jr.

ALL Students

Table 1. CST – Math/Gen. Math, Reported by Percentages - Student scores are reported as

performance levels. The five performance levels are Advanced (exceeds state standards); Proficient (meets state standards);

Basic (approaching state standards); Below Basic (below state standards); and Far Below Basic (well below state standards).

Students scoring at the Proficient or Advanced level meet state standards in that content area. (Adjust reporting years to

show available data for most current three-year trend).

Grade Year Advanced Proficient Basic Below Basic Far Below

Basic

07

2008 14 37 31 14 5

2009 15 37 32 11 4

2010 16 42 29 10 3

08

2008 6 24 32 26 12

2009 4 25 40 24 7

2010 4 18 36 26 16

SUBGROUPS

Table 2. CST – Math/General Math, Reported as Percent Proficient and Above Data reported are the number of students tested and the percent of students achieving at the proficient or advanced level


Subgroups

2008 2009 2010 # of Students Tested/% Prof. & Above # of Students Tested/% Prof. & Above # of Students Tested/% Prof. & Above

07 08 *09 07 08 *09 07 08 *09

# % # % # % # % # % # % # % # % # %

Male 319 49 193 30

n/a

319 49 193 29

n/a

237 57 140 21

n/a

Female 280 53 176 29 280 53 176 30 264 59 132 23

Econ Disadv 299 46 189 25 399 46 189 27 270 51 148 24

Non-econ Disadv 300 55 180 34 300 55 180 * 231 66 122 20

English Learner 99 14 86 15 99 14 86 9 66 21 97 19

GATE 113 95 32 91 113 95 32 71 102 90 9 *

African-Amer. 25 44 12 25 25 44 12 * 18 39 11 27

Filipino 19 79 4 19 79 4 * 15 80 6 *

Hispanic 449 47 288 29 449 47 288 27 400 55 230 20

White 86 63 54 36 86 63 54 35 56 75 23 35

Stud.

w/disabilities 58 7 61 11 58 7 62 9 14 36 67 1

Std. w/no disabil. 541 55 307 33 541 55 307 35 487 59 205 28


27





performance level.*Granger Jr.

Math - Algebra I

2010 State Report – All Students (CDE California Standardized Testing and Reporting -STAR)

GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 31,487 50 35 11 4 1

08 274,229 16 30 24 22 7

*09 269,697 3 19 26 36 16 The Categorical Office will provide state and district scores.


GRADE Students

Tested

%

Advanced

%

Proficient

%

Basic

% Below

Basic

%

Far Below

Basic

07 130 53 37 8 2 0

08 3,220 15 43 27 12 2

*09 3,126 3 27 35 27 7

No Feeder School Report added here.

2010 School Reporting Clusters – Algebra I – All Students Number Properties,

Operations, Linear

Equations

Graphing & Systems of

Linear Equations Quadratics & Polynomials

Functions & Rationale

Expressions





Grade 07 17 81 14 62 21 68 13 47

Grade 08 17

68

14

50

21

55

13

39

The CST Summary list (STAR) testing, spring 2010


28

California Standards Test (CST) SCORES

ALL Students

Table 1. CST – Algebra I, Reported by Percentages - Student scores are reported as performance levels.

The five performance levels are Advanced (exceeds state standards); Proficient (meets state standards); Basic (approaching

state standards); Below Basic (below state standards); and Far Below Basic (well below state standards). Students scoring at

the Proficient or Advanced level meet state standards in that content area. (Adjust reporting years to show available data for

most current three-year trend).

Grade Year

(# tested) Advanced Proficient Basic Below Basic

Far Below

Basic

07

2008 (5) * * * * *

2009 (8) * * * * *

2010 (13) 23 38 23 15 0

08

2008 (303) 5 38 42 14 1

2009 (290) 4 38 35 19 4

2010 (323) 3 37 37 20 2

SUBGROUPS

Table 2. CST – Algebra I, Reported as Percent Proficient and Above Data reported are the number of students tested and the percent of students achieving at the proficient or advanced level


Subgroups

2008 2009 2010

# of Students Tested/% Prof. & Above



07 08 *09 07 08 *09 07 08 *09

# % # % # % # % # % # % # % # %

Male 1 * 170 44

n/a

4 * 131 47

n/a

9 0 154 41

n/a

Female 4 * 133 41 4 * 154 38 4 0 169 40

Econ Disadv 0 128 40 1 * 138 37 8 0 412 36

Non-econ

Disadv 5 * 175 45 7 * 152 47 5 0 181 44

English Learner 0 15 * 0 11 9 1 0 13 15

GATE 5 * 88 65 6 * 100 70 7 0 97 68

African-Amer. 0 7 * 0 7 * 0 0 6 0

Filipino 0 4 * 1 * 11 64 0 0 16 50

Hispanic 3 * 220 40 5 * 215 38 9 0 249 38

White 2 * 57 53 0 47 51 4 0 38 47

Stud.

w/disabilities 0 5 * 0 2 * 0 0 8 0

Std. w/no

disabil. 5 * 298 44 8 * 288 43 13 62 315 41


29

Middle School

California Physical Fitness Report Summary of Expectations: The Fitnessgram, developed by the Cooper Institute for Aerobics Research,

assesses six major health-related areas of physical fitness including aerobic capacity (cardiovascular endurance), body composition

(percentage of body fat), abdominal strength and endurance, trunk strength and flexibility, upper body strength and endurance, and overall

flexibility. A score of 6 indicates that a student is in the healthy fitness zone in all six performance areas, and meets standards to be

considered physically fit. Information can be found at the Standards and Assessment Division's California Physical Fitness Test site.

Grade 7

SCHOOL #

ACHIEVED

2004-2005 2005-2006 2006-2007 2007-2008 2008-2009

# % # % # % # % # %

Total

District

6 of 6

5 of 6

4 of 6

3 of 6

2 of 6

1 of 6

0 of 6

1,746

1,624

1,246

858

531

273

68

28.4

26.4

20.3

13.9

8.6

4.4

1.1

1,897

1,539

1,199

774

486

218

38

30.8

25.0

19.5

12.6

7.9

3.5

0.6

1,896

1,543

1,195

772

452

173

40

31.2

25.4

19.7

12.7

7.4

2.8

0.7

2,014

1,610

1,113

720

450

199

98

32.5

26.0

17.9

11.6

7.3

3.2

1.6

2339

1696

1004

633

325

138

38

37.9

27.5

16.3

10.3

5.3

2.2

36

2008-2009 Physical Fitness test results posted at http://www.cde.ca.gov/ta/tg/pf/pftresults.asp

Grade 7

SCHOOL #

ACHIEVED

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

# % # % # % # % # %

Hilltop

Middle

6 of 6

5 of 6

4 of 6

3 of 6

2 of 6

1 of 6

0 of 6

287

170

86

58

28

9

1

44.9

26.6

13.5

9.0

4.4

1.4

0.2

259

205

118

70

24

2

0

38.2

30.2

17.4

10.3

3.5

0.3

0

175

170

138

81

34

19

11

27.9

27.1

22.0

12.9

5.4

3.0

1.8

201

163

114

71

27

10

0

34.3

27.8

19.5

12.1

4.6

1.7

0

249

163

80

54

9

3

6

44.1

28.9

14.1

9.5

1.5

0.5

1.0

http://www.cde.ca.gov/ta/tg/pf/

http://www.cde.ca.gov/ta/tg/pf/pftresults.asp

30

API Academic Performance Index

State of California Accountability System – this

is a “growth” system.

Applies to:

All schools, except ASAM schools only

get an API score for federal accountability and

do not get growth targets or rankings

Based on:

CST scores in ELA, Math,

History/Soc. Sci., Science. Improving

scores of lower achieving students earns

a higher score.

CMA/CAPA

CAHSEE pass rate (>350)–

o (10th

/11th

/12th

grade)

Goal – API of 800 or above (on a scale of 200-

1000); or growth of 5% of the difference

between the school score and 800 each year.

Sanctions:

Reported in media

Ineligible to apply for state award $ /

Disting. Schools

State Monitoring: SAIT – School

Assistance and Intervention Team (not

currently funded)

AYP Adequate Yearly Progress

Federal Accountability System – this is a

criteria based system.

Applies to:

All schools, but sanctions are for Title 1

funded schools only

Based on:

CST proficiency rate (ms) ELA/Math

CAHSEE proficiency rate ELA/Math,

(>380), (hs-10th

grade only)

CMA/CAPA

Participation rate on testing

API

Graduation rate (hs only)

Goals –

ELA % proficient – 66.7% (hs) or

67.6% (ms)

Math % proficient - 66.1% (hs) or

68.5% (ms)

Participation - 95%

API – 710 or show growth

Grad. Rate – 83.3%

Sanctions:

Reported in media

Program Improvement Designation

(PI) with penalties that increase after

each year in PI

31

Common acronyms used by the California Department of Education (Updated 9-18)

ACRONYM STANDS FOR WEB ADDRESS

Acc Accelerated Instruction http://www.cde.ca.gov/sp/g/

ADA Average Daily Attendance http://www.cde.ca.gov/ds/fd/ec/

AMAOs Annual Measurable Achievement Objectives http://www.cde.ca.gov/sp/el/t3/acct.asp

AP Advanced Placement http://www.cde.ca.gov/sp/g/

API Academic Performance Index http://www.cde.ca.gov/ta/ac/ap

APS Academic Program Survey http://www.cde.ca.gov/ta/lp/vl/improvtools.asp#aps

APR Accountability Progress Report http://www.cde.ca.gov/ta/ac/ar/

ASDEG Association of San Diego Educators of the Gifted http://www.asdeg.org

ASES After School Education and Safety Plan http://www.cde.ca.gov/fg/fo/profile.asp?id=1403

AST Academic Support Team

AVID Advancement Via Individual Determination http://www.cde.ca.gov/ci/gs/ps/avidgen.asp

AYP Adequate Yearly Progress http://www.cde.ca.gov/ds/sp/ay/

BTSA Beginning Teacher Support Program http://www.cde.ca.gov/fg/fo/profile.asp?id=523

CAG California Association for the Gifted http://www.cagifted.org

CAHSEE California High School Exit Examination http://www.cde.ca.gov/ta/tg/hs/

CAPA California Alternate Performance Assessment http://www.cde.ca.gov/ta/tg/sr/capa.asp

CBEDS California Basic Educational Data System http://www.cde.ca.gov/ds/ss/cb

CDE California Department of Education http://www.cde.ca.gov

CELDT California English Language Development Test http://www.cde.ca.gov/ta/tg/el

CIS Coordinated Intervention Services

CMA California Modified Assessment http://www.cde.ca.gov/ta/tg/sr/cmastar.asp

COE County Office of Education http://www.cde.ca.gov/re/sd/co/index.asp

CogAT Cognitive Abilities Test http://www.riverpub.com

CPM Categorical Program Monitoring http://www.cde.ca.gov/ta/cr/cc

CST California Standards Testing http://www.cde.ca.gov/ta/tg/sr/cstsciref.asp

DAC District Advisory Council – Title 1 / SCE

DAC GATE District Advisory Council – Gifted and Talented

Education

http://www.suhsd.k12.ca.us

DAS District Assistance Survey http://www.cde.ca.gov/ta/lp/vl/documents/distassistsrvy

1.doc

http://www.cde.ca.gov/sp/g/

http://www.cde.ca.gov/ds/fd/ec/

http://www.cde.ca.gov/sp/el/t3/acct.asp


http://www.cde.ca.gov/

http://www.cde.ca.gov/ta/lp/vl/improvtools.asp#aps

http://www.cde.ca.gov/ta/ac/ar/

http://www.asdeg.org/

http://www.cde.ca.gov/fg/fo/profile.asp?id=1403

http://www.cde.ca.gov/ci/gs/ps/avidgen.asp

http://www.cde.ca.gov/ds/sp/ay/

http://www.cde.ca.gov/fg/fo/profile.asp?id=523

http://www.cagifted.org/

http://www.cde.ca.gov/ta/tg/hs/

http://www.cde.ca.gov/ta/tg/sr/capa.asp

http://www.cde.ca.gov/ds/ss/cb


http://www.cde.ca.gov/ta/tg/el

http://www.cde.ca.gov/ta/tg/sr/cmastar.asp

http://www.cde.ca.gov/ta/cr/cc

http://www.cde.ca.gov/ta/tg/sr/cstsciref.asp

http://www.suhsd.k12.ca.us/

http://www.cde.ca.gov/ta/lp/vl/documents/distassistsrvy1.doc

http://www.cde.ca.gov/ta/lp/vl/documents/distassistsrvy1.doc

32

DELAC District English Learners Advisory Council

DSLT District/School Liason Team

DTAT District Technical Assistance Team

EL English Learner http://www.cde.ca.gov/ta/cr/el

ELA English Language Acquisition http://www.cde.ca.gov/sp/el/ii

ELAP English Language Acquisition Program http://www.cde.ca.gov/fg/aa/ca/englishlang.asp

ELD English Language Development http://www.cde.ca.gov/ta/cr/el

ESLRs Expected Schoolwide Learning Results http://www.acswasc.org/process_ca_comprehensive.htm

FEP Fluent-English-Proficient http://www.cde.ca.gov/demographics

FTE Full-Time-Equivalent http://data1.cde.ca.gov/dataquest/gls_fte.htm

GATE Gifted and Talented Education http://www.cde.ca.gov/sp/g/

GEAR-UP Gaining Early Awareness and Readiness for

Undergraduate Programs http://www.ed.gov/programs/gearup/index.html

HPSGP High Priority Schools Grant Program http://www.cde.ca.gov/ta/lp/hp/

IB International Baccalaureate http://www.cde.ca.gov/sp/g/

IEP Individualized Education Program http://www.calstat.org/iep/

ISS Instructional Support Services

LC Language Census http://www.cde.ca.gov/ds/ss/lc

LD Learning Disabled

LEA Local Educational Agency http://www.cde.ca.gov/re/sd

LEP Limited English Proficient

ESEA/NCLB No Child Left Behind http://www.cde.ca.gov/pr/ESEA/NCLB

NAG National Association of the Gifted http://www.nagc.org

PI Program Improvement http://www.cde.ca.gov/ta/ac/ti/programimprov.asp

OLA Office of Language Aquisition

PLC Professional Learning Communities http://www.cde.ca.gov/ta/lp/vl/dshsbpplc.asp

PSAA Public Schools Accountability Act http://www.cde.ca.gov/psaa

PTA Parent Teacher Association http://www.pta.org

R-FEP Redesignated Fluent-English-Proficient http://www.cde.ca.gov/ds/sd/lc/

QEIA Quality Education Investment Act http://www.cde.ca.gov/ta/lp/qe/

RtI Response to Intervention http://www.cde.ca.gov/sp/se/sr/documents/sldeligibltyrti

2.pdf

http://www.cde.ca.gov/ta/cr/el

http://www.cde.ca.gov/sp/el/ii

http://www.cde.ca.gov/fg/aa/ca/englishlang.asp

http://www.cde.ca.gov/ta/cr/el

http://www.acswasc.org/process_ca_comprehensive.htm

http://www.cde.ca.gov/demographics

http://data1.cde.ca.gov/dataquest/gls_fte.htm


http://www.ed.gov/programs/gearup/index.html

http://www.cde.ca.gov/ta/lp/hp/


http://www.calstat.org/iep/

http://www.cde.ca.gov/ds/ss/lc

http://www.cde.ca.gov/re/sd

http://www.cde.ca.gov/pr/nclb/

http://www.nagc.org/

http://www.cde.ca.gov/ta/ac/ti/programimprov.asp

http://www.cde.ca.gov/ta/lp/vl/dshsbpplc.asp

http://www.cde.ca.gov/psaa

http://www.pta.org/

http://www.cde.ca.gov/ds/sd/lc/

http://www.cde.ca.gov/ta/lp/qe/

http://www.cde.ca.gov/sp/se/sr/documents/sldeligibltyrti2.pdf

http://www.cde.ca.gov/sp/se/sr/documents/sldeligibltyrti2.pdf

33

SABE/2 Spanish Assessment of Basic Education http://www.cde.ca.gov/ta/tg/sr

SARC School Accountability Report Card http://www.cde.ca.gov/ta/ac/saa

SBCP School-Based Coordinated Programs

SDCOE San Diego County Office of Education http://www.sdcoe.net/

SEA State Education Agency http://www.cde.ca.gov

SES Supplemental Educational Services

(ESEA/NCLB) http://www.cde.ca.gov/ta/ac/ti/supplemental.asp

SLC Smaller Learning Community http://www.cde.ca.gov/ta/lp/vl/dshsbpslc.asp

SOS Systems of Support http://www.cde.ca.gov/sp/sw/ss/

SSC School Site Council http://www.cde.ca.gov/ESEA/NCLB/sr/le/documents/spsaguid

e.doc

SPSA Single Plan for Student Achievement http://www.cde.ca.gov/ESEA/NCLB/sr/le/documents/spsaguid

e.doc

STAR Standardized Testing and Reporting http://www.cde.ca.gov/ta/tg/sr

TOSA Teacher on Special Assignment

STS Standard-based Test in Spanish

UCP Uniform Complaint Procedures http://www.cde.ca.gov/re/cp/uc

WASC Western Association of Schools and Colleges http://www.acswasc.org

http://www.cde.ca.gov/ta/tg/sr

http://www.cde.ca.gov/ta/ac/saa

http://www.sdcoe.net/


http://www.cde.ca.gov/ta/ac/ti/supplemental.asp

http://www.cde.ca.gov/ta/lp/vl/dshsbpslc.asp

http://www.cde.ca.gov/sp/sw/ss/

http://www.cde.ca.gov/nclb/sr/le/documents/spsaguide.doc




Hilltop Middle School 2010-2011 SPSA Data Revisions...

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