Using Data to Meet Adequate Yearly Progress (AYP)

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Using Data to Meet Adequate Yearly Progress
(AYP)

• Middle School Principals Breakout Session
• November 16, 2005

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Purpose of the Session

• How Many Do We Need? To determining the number of
  students schoolwide and in each subgroup that
  must be targeted to allow the school to meet AYP.
• Who Are They? Identify the students who may be
  targeted to move to Proficiency.
• How Can We Take Them to Proficiency? Key step is
  to accurately assess CST test results so a school
  may customize interventions and changes in
  classroom practice.

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Key to Meeting Adequate Yearly Progress (AYP)

• Positive Annual Gains

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Goal

• Move One Testing Level Per Year regardless of
  assessed level.

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Figure 1- California Standards Test (CST)
Levels Language Arts
State Target for All Students
Far Below Basic Below Basic Basic Proficient Advanced
150 to 268 269 to 299 300 to 349 350 to 392 393 to 600
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1 How Many Do We Need?

• Determine the number of students schoolwide and
  in each subgroup that must be targeted to allow
  the school to meet AYP.

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Analysis of 2005 AYP Accountability Progress
Report

• Individual School Reports

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Work Period Calculating of Students _at_
Proficient or above to meet AMO

• ELA Multiply .244 times the number of valid
  scores in a significant subgroup to determine how
  many students must be at Proficient or better to
  meet the AMO.
• Math Multiply .265 times the number of valid
  scores in a significant subgroup to determine how
  many students must be at Proficient or better to
  meet the AMO

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2 Who Are They?

• Identify the students
• who may be targeted to move to Proficiency.

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Figure 5- California Standards Test (CST)
Levels Language Arts
Far Below Basic Below Basic Basic Proficient Advanced
150 to 268 269 to 299 300 to 349 350 to 392 393 to 600
State Target for All Students
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Break

• 7 Minutes

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3 How Do We Get Them To
Proficiency?

• Use of Assessment Tool to customize interventions
  and changes in classroom practices to meet the
  needs indicated by the CST results

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Procedure

1. Use STAR Master List to assess individual CST
   Reporting Clusters by each separate grade and
   quintile level
2. Use the Introduction/CST Test Release Questions
   as a tool for assessing the summarized weaknesses
   to
3. Better customized targeted interventions.
4. Assist in determining the need for any tactical
   changes in classroom practice.

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CST Assessment Protocol

• Use STAR Master List to assess individual CST
  Reporting Cluster by each separate grade and
  quintile level
• Far Below Basic
• Below Basic
• Basic
• Proficient
• Advanced

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Figure 1- California Standards Test (CST)
Levels Language Arts
State Target for All Students
Far Below Basic Below Basic Basic Proficient Advanced
150 to 268 269 to 299 300 to 349 350 to 392 393 to 600
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CST Assessment Protocol

• In each Reporting Cluster, simplify the
  percentage correct by rounding to the nearest
  single digit number.
• 76 is 8 35 is 3.5 64 is 6

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CST Assessment Protocol

• Record the rounded single digit representation on
  the CST Analysis Form under the proper Reporting
  Cluster for all students in the same grade and
  quintile level.
• Add all simplified scores.
• Divide by the total number of students recorded.
• Calculate score for each Recording Cluster

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Work Period

• 5 to 10 minutes

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CST Assessment Protocol

• Read Test Release Questions Introduction (20
  minutes) Ask the following questions in job alike
  groups
• Which Reporting Cluster has the greatest number
  of questions asked on the test? The least number
  of questions?
• In reading the Introduction to the Test Release
  Questions, is there a Reporting Cluster which has
  significant influence on a students ability to
  master the other Reporting Clusters?
• In reading the standards within each Reporting
  Cluster, are there key standards which have
  significant influence on a students ability to
  master the other standards within that Reporting
  Cluster?

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CST Assessment Protocol

• Determine areas of strength and weakness. By
  consensus prioritize top three needs.
• Chart

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CST Assessment Protocol

• Begin brainstorming to determine the need for any
  tactical changes in classroom practice and/or to
  develop specific targeted interventions.

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Purpose of the Session

• How Many Do We Need? To determining the number of
  students schoolwide and in each subgroup that
  must be targeted to allow the school to meet AYP.
• Who Are They? Identify the students who may be
  targeted to move to Proficiency.
• How Can We Take Them to Proficiency? Key step is
  to accurately assess CST test results so a school
  may customize interventions and changes in
  classroom practice.

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Janice HackettJeff JacobsonFleming M.S.310
326-4242Wade HayashidaLocal District 8310
354-4316