Adequate Yearly Progress (AYP) Academic Performance Index (API) and Analysis of the Mathematics Section of the California Standards Test (CST) Data

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Adequate Yearly Progress (AYP) Academic
Performance Index (API) and Analysis of the
Mathematics Section of the California
Standards Test (CST) Data

• Elementary
• Mathematics Coaches
• October 26, 2006

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Purpose of the Session

• To establish the direct relationship between
  Adequate Yearly Progress (AYP), Academic
  Performance Index (API) and the California
  Standards Test (CST).
• To accurately assess California Standards Test
  (CST) results so a school may make tactical
  changes in classroom practice and customize
  interventions.

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Adequate Yearly Progress

• No Child Left Behind Testing Accountability
  Required Elements

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Adequate Yearly Progress (AYP) and Annual
Measurable Objectives (AMO)

• All Title I Schools must meet Adequate Yearly
  Progress (AYP) school wide.
• Failure to meet AYP for two consecutive years in
  a single curricular area or AYP component will
  move a school into Program Improvement (PI)
  status.
• Curricular Areas Language Arts and Math

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AYP Criteria Elementary Participation Rate

• 1. Participation Rate
• 95 participation rate
• must be met in
• CSTs (and CAPA) for all
• 2nd -5th graders
• and for
• each significant sub group.

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AYP Criteria Elementary Annual Measurable
Outcomes (AMO)
2. Testing Proficiency (AMO) Minimum
Percentage of students at Proficient to
Advanced levels of the California Standards
Test (CST)

• ELA
• 06 24.4
• 07 24.4
• 08 35.2

• Mathematics
• 06 26.5
• 0726.5
• 0837.0

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Figure 1- California Standards Test (CST)
Levels Mathematics
Far Below Basic Below Basic Basic Proficient Advanced
150 to 247 248 to 299 300 to 349 350 to 429 430 to 600
State Target for All Students
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AYP Criteria Elementary Academic Performance
Index (API)

• 3. Academic Performance Index (API)
• Minimal School API Score of 590
• Or
• Increase of 1 API point per year

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Schoolwide Title I Schools are accountable for
significant subgroups

• If a Schoolwide Title I School has a subgroup
  population which is
• 100 students or greater who are to be STAR
  tested,
• or
• 99 to 50 students which represent at least 15 of
  the total number
• of students to be tested,
• the subgroup must meet
• Participation Rate
• and
• Annual Measurable Objectives (AMO) Proficiency
  Rates.

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What About Academic Performance Index?

• API

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Academic Performance Index (API) Criteria
Quintile Rankings based on Math CST (30
Weight) Quintile API Weights
5 1000 4 875
3 700 2 500
1 200
Advanced Proficient Basic Below Basic Far
Below Basic
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Academic Performance Index (API) Criteria
Quintile Rankings based on Math CST
Quintile API Weights
5 1000 4 875 3
700 2 500 1 200
Numbers of Students
Advanced Proficient Basic Below Basic Far
Below Basic
100
200
400
200
100
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Academic Performance Index (API) Criteria
Quintile Rankings based on Math CST
Quintile API Weights
5 1000 4 875 3
700 2 500 1 200
of students in each quintile
Advanced Proficient Basic Below Basic Far
Below Basic
10
20
40
20
10
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Academic Performance Index (API)
Criteria Quintile Rankings based on Math CST
Quintile API Weights
API 5 1000 4 875
3 700 2 500
1 200
of students in each quintile
Advanced Proficient Basic Below Basic Far
Below Basic
10
20
40
20
10
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Academic Performance Index (API)
Criteria Quintile Rankings based on Math CST
Quintile API Weights
API 5 1000 100
4 875 175 3 700
280 2 500 100
1 200 20
of students in each quintile
Advanced Proficient Basic Below Basic Far
Below Basic
10
20
40
20
10
Total675 API for ELA CST
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Academic Performance Index (API)
Criteria Quintile Rankings based on Math CST
Quintile API Weights Gain in API
Weight 5 1000 125
4 875 175 3 700 200
2 500 300 1 200 N/A
Advanced Proficient Basic Below Basic Far
Below Basic
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Figure 2- California Standards Test (CST)
Levels Mathematics
Far Below Basic Below Basic Basic Proficient Advanced
150 to 247 248 to 299 300 to 349 350 to 429 430 to 600
State Target for All Students
API
For Academic Performance Index (API), greatest
gains will occur when moving students from the
lowest CST levels due to weighting factors.
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Key to Meeting Adequate Yearly Progress (AYP)
and Increasing Academic Performance Index (API)

• Positive Annual Gains

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Goal

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

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Figure 3- California Standards Test (CST)
Levels Mathematics
State Target for All Students
Far Below Basic Below Basic Basic Proficient Advanced
150 to 247 248 to 299 300 to 349 350 to 429 430 to 600
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How Do We Get Them To
Proficiency?

• First step is to accurately assess California
  Standards Test (CST) Math results so a school may
  make tactical changes in classroom practice and
  customize interventions.

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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. Determining the need for any tactical changes in
   classroom practice.
4. Better customized targeted interventions.

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CST Assessment Protocol Simplifying the Data

• Use STAR Master List to assess individual CST
  Reporting Clusters
• Number Sense
• Number Sense
• Algebra and Functions
• Measurement and Geometry
• Statistics, Data Analysis, and Probability

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CST Assessment Protocol Simplifying the Data

• Use STAR Master List to assess by each Quintile
  Level
• Advanced ADV
• Proficient PRO
• Basic B
• Below Basic BB
• Far Below Basic FBB

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Figure 3- California Standards Test (CST)
Levels Mathematics
State Target for All Students
Far Below Basic Below Basic Basic Proficient Advanced
150 to 247 248 to 299 300 to 349 350 to 429 430 to 600
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CST Assessment Protocol Simplifying the Data

• 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 Simplifying the Data

• Record the rounded single digit representation on
  the CST Analysis Form under the proper Reporting
  Cluster for the first 10 students in the same
  grade and quintile level.
• Add all simplified scores.
• Divide by the total number of students recorded
  (10 students).
• Calculate score for each Reporting Cluster

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Work Period

• 10 minutes

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Analysis of Data
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CST Assessment Protocol Narrowing the Focus

• Read Test Release Questions Introduction
  Reporting Cluster Description and Standards.
• Key observations in job alike groups
• Refer to the Test Blue Print Page for the first
  Number Sense Strand/Reporting Cluster. Which
  sub-strand/standard has the greatest number of
  questions asked within the first Number Sense
  Strand/Reporting Cluster? Which
  sub-strand/standard has the least number of
  questions?
• Refer to the Test Release Questions Page 1Which
  Reporting/Strand Cluster has the greatest number
  of questions asked on the test? The least number
  of questions?

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CST Assessment Protocol Narrowing the Focus

• Within the first Number Sense Reporting
  Cluster/Strand
• Use Test Release Questions, Test Release answer
  key and Testing Blue Prints to match sample
  questions with the standards.

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CST Assessment Protocol Narrowing the Focus

• Using the Testing Blue Print page, prioritize
  Standards which comprise the first Number Sense
  Reporting Cluster/Strand by number of questions
  asked Highest to Lowest

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CST Assessment Protocol Narrowing the Focus

• Insert sample questions under corresponding
  Standard.

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Work Period

• 15 minutes

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Analysis of Information
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CST Assessment Protocol Strategizing by
Recording Cluster and Quintile Ranking

• Select a Reporting Cluster/Strand
• Select a Quintile Ranking
• Begin brainstorming to determine the need for any
  tactical changes in classroom practice. Begin
  with analysis of your core program
  implementation.
• Exhaust all core program resources and materials
  first.

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Purpose of the Session

• To establish the direct relationship between
  Adequate Yearly Progress (AYP), Academic
  Performance Index (API) and the California
  Standards Test (CST).
• To accurately assess California Standards Test
  (CST) results so a school may make tactical
  changes in classroom practice and customize
  interventions.

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Wade HayashidaTitle I Coordinator,Local
District 8310 354-3416