Michelle Le Patner, Director

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Our Journey Another Year of Assessment

• Presented by
• Michelle Le Patner, Director
• Department of Research and Evaluation

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AGENDA

• SAUSDs Achievement Goals
• California Assessment System
• The 2008 Data Results
• Federal State Accountability
• Requirements for Testing Coordinators
• Support and Assistance

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Our Next Steps
ELD
ELEMENTARY Reading by Grade 3 Grade 4 5
English Fluency
INTERMEDIATE Algebra
FAILURE IS UNACCEPTABLE
ELD
ELD
HIGH SCHOOL CAHSEE
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California Assessment System

• Lets take a look at the
• States Testing

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More Information on State Testing

• http//www.cde.ca.gov/ta/tg/

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California Standards Test (CST) Results
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District Achievement Highlights

• As the NCLB targets increase by 10.8 each year,
  SAUSD continues to chase a moving target.
• Despite a federal accountability system based on
  an unrealistic goal, public scrutiny, and a
  dwindling State budget, SAUSD schools have
  prevailed
• We are incredibly proud of our schools
  performance.
• The dedication, effort, and commitment to the
  students of SAUSD are commendable.

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District Achievement Highlights

• English-Language Arts
• Overall, the nearly 6 gain in English-Language
  Arts district-wide is cause for celebration.
• We had more than 1,000 additional students score
  proficient and advanced from the prior year in
  ELA.
• Grades 2-8 10 made growth in English Language
  Arts with an increase of 2-8 percentage points
  toward proficiency and advanced levels.
• Grade 9 remained stable and grade 11 showed a
  slight decline of 1.

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District Achievement Highlights Contd

• Mathematics
• In mathematics, we had nearly 1,300 more students
  score proficient and advanced, a 6 overall
  increase from 2007.
• Grades 3-5 continue to show growth of 4-9
  percentage points towards proficiency or above in
  Mathematics. Grade 2 maintained their
  proficiency and above levels.
• Grade 8 Algebra I scores improved by 13.
• There was an 11 increase in proficiency and
  above levels in 8th grade General Math.
• History-Social Science
• There was an increase in the percent of students
  proficient or above in history-social science in
  grades 8 and 11. Grade 10 students proficiency
  and above levels remained stable.
• Science
• The number of students proficient or above in
  Grade 5 Science increased by 9.
• In Biology, there was 2-5 growth in students
  proficiency and above levels.
• There was stability in the percent proficient and
  advanced in Earth Science in grade 9.
• There was a 17 increase in the percent
  proficient or advanced in Physics.

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Q How are the CSTs reported?

• The individual results are reported by scale
  scores and performance levels approved by the
  State Board of Education.
• Scale Scores
• Range between 150 (low) and 600 (high) for each
  grade and subject area 350 is proficient (AT
  GRADE LEVEL)
• Are used to equate the CSTs from year to year
  and
• Determine performance levels and indicate how
  close the student is to the next performance
  level.
• Performance Levels
• Establish the cut points at which students have
  demonstrated sufficient knowledge and skills to
  be regarded at a particular achievement level
  (e.g. Advanced, Proficient, etc.) and
• Have been established by grade level and subject
  area or course and do not change from year to
  year.

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Performance Levels (cont.)

• California uses five performance levels to report
  student achievement on the CSTs
• Far Below Basic, Below Basic, Basic, Proficient
  and Advanced.

The target for all California students is to
score at proficient or above.
Example of Range (262-299) and Cut Point (262)
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Multi-Year Comparison of California Standards
Test ResultsPercent Proficient and
Advanced(Percent of Students Meeting Standards)
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2008 CELDT
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2007-2008 CELDT Results for SAUSDPercent of
Students at Each Overall Proficiency Level
Annual Assessment Only
Source CDE
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2007-2008 CELDT Results (K-5)Percent of Students
at Each Overall Proficiency Level
Annual Assessment Only
Source CDE
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2007-2008 CELDT Results (6-8)Percent of Students
at Each Overall Proficiency Level
Annual Assessment Only
Source CDE
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2007-2008 CELDT Results (9-12)Percent of
Students at Each Overall Proficiency Level
Annual Assessment Only
Source CDE
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2008 CAHSEE
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CAHSEE Pass Rate Growth Class of 2008
SeniorsScore of 350 or higher on BOTH Sections
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2 Year Comparison of Pass Rate Grade 10
Sophomores Score of 350 or higher on each section
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Physical Fitness Test (PFT) Results
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Physical Fitness Test (PFT) Scores
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Accountability
Federal and State
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Which State Test Results Are Used in AYP and API?
Where does the California Modified Assessment fit?
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4 Parts to Meeting AYP

• AMOs - Annual Measurable Objectives in
  English-language arts and mathematics (schoolwide
  and subgroups)
• Participation Rate of 95 (schoolwide and
  subgroups)
• Growth in API of at least one point or minimum of
  620 API score
• Graduation Rate at least 0.1 from the previous
  years rate or an improvement in the rate of at
  least 0.2 in the average two-year rate or a
  minimum rate of at least 83.0.

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Annual Measurable Objectives (AMOs)

• Elementary and Middle Schools are based on
• The California Standards Tests (CSTs) in English
  language arts and math
• The California Alternate Performance Assessment
  (CAPA) for students with severe cognitive
  disabilities

• High Schools are based on
• Results from the Grade 10 California High School
  Exit Exam (CAHSEE) administration
• The California Alternate Performance Assessment
  (CAPA) for students with severe cognitive
  disabilities

NCLB prohibits the use of norm-referenced test
data in measuring student achievement
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Annual Measurable Objectives

• To achieve AYP, a school must meet or exceed
  Annual Measurable Objectives (AMOs) schoolwide
  and for each student subgroup
• economically disadvantaged
• major ethnic and racial groups
• students with disabilities
• English language learners

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Determining Subgroups for AYP and API

• To be considered numerically significant
• Have at least 100 students enrolled with valid
  test scores
• Have at least 50 students enrolled or with valid
  test scores who make up at least 15 of the
  schools population

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AMOs English Language Arts Elementary Middle
Schools
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AMOs Math Elementary Middle Schools
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AYP for High Schools

• Based on the following
• 10th Grade CAHSEE
• March and May (make-up) administrations ONLY
• Percent Proficient or above
• Scale scores range from 275-450, with a passing
  score of 350
• AYP Percent proficient score required is 380

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

• Components of API
• Advanced 1000
• Proficient 875
• Basic 700
• Below Basic 500
• Far Below Basic 200
• Every student counts

• Components of AYP
• Participation Rate
• Percent Proficient
• API
• Graduation Rate
• All Proficient and Advanced students count

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Academic Performance Index

• The 2007-08 Growth Target reflected how much each
  school needed to grow in order to reach the
  target of 800
• The 2008 API Base score summarizes a district or
  a school's performance on the 2008 STAR and
  CAHSEE.
• Any school with an API of 800 or more must
  maintain an API of at least 800.
• LEAs and schools in the Alternative Schools
  Accountability Model (ASAM) do not receive growth
  targets.

Source California Department of Education (CDE)
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Estimated Adequate Yearly Progress Academic
Performance Index
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General Requirements

• For ALL Testing Administrations

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Lets Talk About

• Responsibilities of the Test Site Coordinator
• SAUSDs Assessment Calendar
• Planning the Logistics
• Staff training
• Test Security
• Preparing Answer Documents
• Return of Materials
• Our Students with Disabilities

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Summary Of Responsibilities for the Test Site
Coordinator

• Before Testing
• Learn about 2008- 2009 test administration.
• Plan all test administration logistics for the
  site.
• Determine who will be test examiners and
  proctors.
• Provide test examiner and proctor training.
• Manage test security.
• Inventory and coordinate test materials received
  from the district and return Inventory Control
  form within 48 hours.
• Organize materials for testing locations (rooms).
• Identify locations (rooms).
• Distribute test materials to test examiners each
  day of testing.
• Meet with all resource and administrative staff
  to discuss responsibilities, including
  organization and proctoring.
• Place a call using EXTEND to parents to notify of
  test dates at least one week prior to the test
  and then the day before.

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Pre-ID Protocol

• Monthly a demographic error report comes from ITC
• Data is corrected based on that error report
• Information is extracted from SchoolMax
• RE runs the extract on the day of/after the due
  date for schools
• RE sends testing coordinator the file to
  review-48 hour turnaround
• Testing coordinator meets with office staff/BRT
  to discuss demographic issues, demographics are
  corrected
• RE sends pre-ID file to testing company

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Summary Of Responsibilities for the Test Site
Coordinator

• During Testing
• Manage test security
• Handle defective booklets and answer documents
• Manage Emergency Situations
• Ensure proctors are auditing administration
• After Testing
• Collect and process testing materials
• Prepare answer documents for return
• Process test documents for students using
  accommodations and modifications
• Count all testing materials
• Ensure results are reviewed with staff

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Auditing Classrooms

• Keep a record of the classroom auditing that
  occurs.

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Summary Of Responsibilities for the Test Site
Coordinator

• Return of Materials
• Correctly package scorable materials
• Correctly package non-scorable materials
• Return materials to the Department of Research
  Evaluation during your scheduled appointment
  time.
• Errors in organization and packing of materials
  will require that you return to RE.
• Plan to stay 45mins-1 hour in RE

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Scheduling

• Lets look at the district master assessment and
  accountability calendar

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Lets Talk About District Assessments

• SAUSDs Assessment Index

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Planning the Logistics

• Identify staff members to serve as
• Test Examiners
• Proctors
• Observers (if applicable)
• Back-up as Examiners and Proctors
• Notify parents of testing
• Place a call using EXTEND to parents to notify of
  test dates at least one week prior to the test
  and then the day before.
• Plan testing locations, distribution and return
  of materials, including an overflow room
• Organize bathroom visits
• Meet with all resource and administrative staff
  to discuss responsibilities, including
  organization and proctoring.
• Speak with your office staff regarding student
  absences
• Student Absence Form
• Plan your training

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Staff Training

• Train all examiners, proctors, and scribes
• Have Security Affidavits signed
• Use handouts provided
• Need a sign in/sign out
• Watch Testing DVD (if applicable)
• Review the Directions for Administration (DFA)
• Emergency Evacuation Plan distributed and
  reviewed (posted during testing)
• Submit staff training handouts, agenda, sign-in
  sheets when returning testing materials

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Test Security

• Site Coordinators must review sign the Testing
  Security Agreement
• Anyone having access to the test materials must
  sign and submit a Security Affidavit to the test
  site coordinator before receiving access to any
  testing materials. These forms are to be turned
  in to RE, with one copy kept at the site
• Inventory all testing materials within 48 hours
  of receipt and contact RE immediately if any
  materials are missing
• Use the Inventory Verification Form. Fax to RE
  after 48 hours, following completion of inventory
  check

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Test Security Contd

• All testing material must be stored in a secure,
  locked area at all times when they are not in use
• All materials must be accounted for BEFORE
  dismissing students
• Report missing test materials to RE immediately
• Report any irregularities to RE immediately
• Students needing more time are to be brought to
  an overflow room by a supervisor, once materials
  have been collected from each student

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Preparing Answer Documents

• Prepare answer documents for return
• Hand-bubble answer documents with no Pre-ID
• Erase all stray marks
• Remove any scratch paper, sticky notes, paper
  clips etc.
• Separate answer documents for students with
  disabilities, students with no Pre-ID, students
  not tested
• Follow the correct process for grouping answer
  documents (in bundles)

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Return of Materials

• Remember to save all boxes for return of
  materials
• Remember to bring a copy of the agenda sign-in
  sheets from your examiner proctor training when
  you return testing materials
• Remember to bring in the originals of all signed
  affidavits.
• Remember to proctor during administration and
  observe that procedures are being upheld.
• Remember to separate answer documents for
  Students with Disabilities, Students with no
  Pre-ID, and Students not Tested
• Remember to bring you Accommodations/Modifications
  Usage form when you return testing materials
• Remember to bring in a copy of absence forms when
  you return testing materials
• Return your materials at your scheduled time! If
  you are late or do not show up, you impact
  someone else.

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Our Students with Disabilities

• Students with disabilities must be allowed to
  take the test with any accommodations or
  modifications specified in their IEP or Section
  504 Plan.
• Lets look at the Testing Variations,
  Accommodations, and Modifications Matrix
• Lets look at the Accommodations/Modifications
  Usage Form

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A Note About Accommodations and Modifications

• Accommodations
• Accommodations are variations in the
  standardized administration of the tests that do
  not change the construct being measured. Do NOT
  impact API and AYP scores.
• Modifications
• Modifications change what is being tested and,
  therefore, change scores. Impact API and AYP
  negatively for subgroups and schools.

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Support We Provide
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The RE Department Staff

•  Michelle Le Patner, DirectorPhone (714)
  558-5850email michelle.lepatner_at_sausd.us
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•  Sabina Acevedo, Administrative Secretary
• Phone [phone]
• email sabina.acevedo_at_sausd.us
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• Hung Tran, Senior Research AnalystPhone (714)
  558-5635email hung.tran_at_sausd.us
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• Anthony Tran, Senior Research Analyst
• Phone [phone]email anthony.tran_at_sausd.us
  
• Emily Wolk, Curriculum SpecialistPhone (714)
  558-5864email emily.wolk_at_sausd.us
• Iduma Bermudez, Educational Research Data Support
  SpecialistPhone [phone]email
  iduma.bermudez_at_sausd.us
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• Juanita Mejia, Administrative Clerk II
• Phone [phone]
• email juanita.mejia_at_sausd.us