RIMS Stellar Region 10 After School Programs

Closing the Achievement Gap Institute

October 22, 2010

Tools Used to Measure Achievement

Data 101Presented by Janet DowneyAfter School Program SpecialistRiverside Unified School District

What are the sources of data in California?

California Standardized Testing and Reporting (STAR)

Name of Test To whom given Goal

California Standards Test (CST)

Students in grades 2-11 in language arts, math, science, and social studies

Score Proficient or Advanced (other outcomes are Far Below Basic, Below Basic, and Basic)

California Modified Assessment (CMA)

Special Education students who cannot take the CST

N/A

California Alternate Performance Assessment (CAPA)

Special Education students who cannot take the CST or CMA

N/A

California English Language Development Test (CELDT)

English Learners in grades K-12

Score Proficient in English

California High School Exit Exam (CAHSEE)

Students in grades 10-12 Score 350 or higher; 380 for AYP proficiency

Academic Performance Index (API) (state) Adequate Yearly Progress (AYP) (federal)

Subgroups:EthnicitySocio-Economically

DisadvantagedEnglish LearnersStudents with Disabilities

Title III Accountability (AMAOs) (federal)English Learners

State and National Measuring Sticks

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

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

API vs. AYP

Numerically significant—100+ students or --50+ students representing 15% of population

Ethnicity—Black or African AmericanAmerican Indian or Alaska NativeAsianFilipinoHispanic or LatinoNative Hawaiian or Pacific IslanderWhiteTwo or more races

Subgroups

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

Subgroups (cont.)

School or Subgroup

2009 Base API

2009-2010 Growth Targets

200-690 5 percent of the difference between the Base API and the statewide performance target of 800

Ex. If Base Score = 200800-200 = 600600 x 5% = 30Growth Target = 30

691-795 Gain of 5 points

796-799 Increase to 800 or above

800 or more Must maintain an API of at least 800

API Growth Targets

0%

20%

40%

60%

80%

100%

13.6%13.6%13.6%

24.4%24.4%24.4%

35.2%

46.0%

56.8%

67.6%

78.4%

89.2%

100.0%

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

0%

20%

40%

60%

80%

100%

16.0%16.0%16.0%

26.5%26.5%26.5%

37.0%

47.5%

58.0%

68.5%

79.0%

89.5%

100.0%

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2012-13

2013-14

Program Improvement and Its ConsequencesYear District/LEA School1 Technical Assistance to school

(TA), Parental NotificationRevise School PlanUse 10% of funding for training

2 Technical Assistance and Training, School Choice, Supplemental Education Services (SES) = Tutoring

More trainingImplement school plan

3 TA, Training, Parent Notification, School Choice, SES

Corrective Action– 1 of following: replace staff, new curriculum, outside expert, extend school year or day, restructure

4 TA, Training, Parent Notification, School Choice, SES

Plan for alternative governance-1 of following: reopen as charter, replace most staff and principal, outside manager, state takeover, any other major restructuring

5 TA, Training, Parent Notification, School Choice, SES

Implement plan developed in Year 4

Why is this important?

Proficient

Not Proficient

2. Make Safe Harbor

Ways to Avoid or Not Advance in Program Improvement Status

1. Meet the Goal

Decrease NOT

proficient by 10%

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= Beginning2=Early Intermediate3=Intermediate4=Early Advanced 5=Advanced

English Learners

Name Measures California Goal

AMAO I Making progress in learning English

One proficiency level increase on the CELDT per year

AMAO II Attaining English proficiency•EL less than 5 years•EL 5+ years called Long Term English Learners (LTELs)

Score Early Advanced or Advanced on CELDT overall and at least Intermediate in listening, speaking, reading, and writing

AMAO III Meet AYP participation rate and proficient targets for EL subgroup

Achieve proficient or advanced on CST

Federal Title IIIAnnual Measurable Achievement

Objectives (AMAO)

Most Recent Overall CELDT score

Goal

Beginning Early Intermediate

Early Intermediate Intermediate

Intermediate Early Advanced

Early Advanced or Advanced but not yet proficient

Achieve English proficiency (Overall proficiency at EA or A

with no category below Intermediate)

Early or Advanced and proficient in English

Maintain English Proficient status

Annual Growth Target on CELDT

03-04

04-05

05-06

06-07

07-08

08-09

09-10

10-11

11-12

12-13

13-14

4042444648505254565860

% Needing to make progress

% o

f Els

mee

ting

annu

al

grow

th ta

rget

sAMAO # 1 Growth Targets

AMAO #2—ELs in language instruction education programsless than 5 years5 years or more

Both targets must be reached to meet AMAO #2.

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

California High School Exit Exam (CAHSEE)

Research your school’s status vis a vis state and federal testing requirements:

API1. Did your school site meet its API growth targets?

By how much?AYP—by school and subgroups1. Did your school site meet its AYP targets--

schoolwide and by subgroups for language arts and math? Identify strengths and weaknesses.

EL1. Did your school site meet its AMAO targets I, II,

and III for English Learners?

Homework:

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

Data Sources