Superintendents Report Achievement Report Update

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Superintendents ReportAchievement Report Update

• Presented to
• The Board of Education
• June 5, 2003

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The Interim Assessment Challenge

• Constant monitoring of student progress to tailor
  instruction to student needs
• Working smarter, not harder
• When system is perfected
• When sufficient professional development has
  occurred to build instructional strategies and
  data analysis skills

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Purpose of interim assessments

• Test students on standards they should know at a
  specific time of the year
• Identify students who are falling behind while
  time is available to re-teach
• Identify specific standards to work on with each
  child
• Differentiate instruction for students who are
  not making progress

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A Change ProcessMoving Towards

• Schools teachers that are data based
• Differentiated instruction based on data
• Regular, timely monitoring of the data to create
  plans to improve student progress

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Laying the groundwork for a meaningful assessment
system

• Accomplished in 2002-03
• Standards-based adoptions K-5
• Standards calendars, all grade levels
• Interim assessments, all grade levels
• Use of IDMS to monitor student progress, standard
  by standard
• Teacher Talk Time to reflect on progress and plan
  adjustments to instruction

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Scope of interimassessments

• PreK
• Students are assessed on CDE Desired Results
  three times during the year
• Analysis of data is submitted to the CDE, shared
  with parent advisory groups and with individual
  parents at teacher conferences

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Trends in Pre-K Achievement

• Significant progress by children in all 3 areas
  (Head Start, State Preschool, Child Development)
• However, fewer children are mastering area of
  Children are Effective Learners
• Areas of planned focus are language and math
  concepts.

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Scope of K-5 Assessments
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Trends in Elementary Achievement

• In reading
• Increase in number of students meeting benchmark
  decrease in number not yet approaching
  benchmark
• Greater proportion of students moving towards
  benchmark levels in 3rd 4th than in 5th
• In math
• Similar increase in students meeting benchmark at
  grades 3 4 but decrease in meeting benchmark at
  grade 5

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Scope of Grade 6-8 Assessments
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Trends in Middle School Math Achievement

• 3 schools consistently outscore the district
  average in math, every grade, every assessment
• Percent of students mastering math standards
  drops each assessment
• In science, grade 8 shows highest level of
  mastery and retention of concepts

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Trends in Middle SchoolLanguage Arts Achievement

• 6th grade made progress on most reading
  standards, although district average score ranges
  are between 47 71 on standards tested
• 7th grade improved in writing conventions, but
  average score is 64 mastery
• 8th grade students scored lowest on writing
  standards. District average scores range from 59
  to 64 on all standards clusters.

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Scope of Grade 9-11 Assessments
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Trends in High School Math Achievement

• District average score is below 50 on 2nd 3rd
  tests in Alg. A/B all tests for Alg. C/D
• In Alg. 1, grade 8 students score higher than
  high school students on same assessments
• Overall 3rd test scores were higher than 1st two,
  showing progress as year continued
• High school scores mirror their CAHSEE data

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Trends in High School English Achievement

• 11th graders achieve greater standards mastery
  than 9th or 10th
• 11th grade showed gains during year at all high
  schools
• 10th grade made significant progress in learning
  written conventions
• Scores mirror each high schools CAHSEE results

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Adjustments Planned to Interim Assessment Process

• Summer committees will
• Fine tune assessments
• Improve test items
• Create and identify appropriate item banks by
  standard
• Assess key standards over time to provide data on
  gains
• Build review items into each assessment
• Revise and improve instructional calendars based
  on teacher input new text adoptions in middle
  and high

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Adjustments (continued)

• Staff, in collaboration with consultants, will
• Adapt or create assessments appropriate for
  students in beginning level ELD
• Improve logistics
• Producing and distributing tests
• Scanning and reporting
• Tracking which schools/teachers have submitted
  their answer sheets for scoring
• Statistical correlation between district interims
  and STAR results.

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High School Exit Exam Update

• CAHSEE is a graduation requirement for graduating
  class of 2004 and after
• Students continue to retake an unpassed portion,
  either English or Math or both
• Students must pass both portions in order to
  receive a diploma

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District CAHSEE Status

• Class of 2004 has had 4 testing opportunities
• Class of 2005 has tested once
• Student support includes
• Instruction in the core courses in all grade
  levels
• CAHSEE prep classes and materials
• Tutoring and supplemental instruction
• Standards-based materials in all grades

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California High School Exit Exam Students Passing
by Graduating Class (2004 2005) English
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California High School Exit Exam Students Passing
by Graduating Class (2004 2005) Math
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California High School Exit Exam Students Passing
by Graduating Class (2004 2005) English Math
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Change in requirement possible

• An independent study of CAHSEE determined
• the test is valid, but
• all students in CA have not had sufficient
  opportunity to learn the standards tested
• By August, CDE will make a recommendation to the
  legislature whether CAHSEE should remain in place
  for 2004 or be delayed.

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Change in requirement possible (continued)

• This week the state Assembly passed a bill to
  defer CAHSEE as a grad requirement until 2006.
• The Senate has not yet considered the bill.
• While implementation of CAHSEE as a grad
  requirement may be delayed, the district
  continues to plan diligently for students to pass.

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Districts commitment is to..

• Continuous improvement of the assessment process
• Professional development of staff to meet the
  needs of students
• Current, standards-based materials and
  interventions
• in order to Leave No Child Behind