ACCOUNTABILITY

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ACCOUNTABILITY

• Progress of Santa Clara County
• October 6, 2009
• Dale Russell, Ed.D., Director
• Dan Mason, Research Analyst
• Diana Wilmot, Ph.D., Coordinator
• Assessment Accountability Department
• Santa Clara County Office of Education

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Table of Contents

• 2009 Accountability Progress Reports
• Federal AYP Performance Targets
• How to Meet API Targets
• AYP Subgroups
• Assessments Used for API AYP
• 2009 CST Participation Rate
• Annual Measurable Objectives - English Language
  Arts
• SCC Percent Proficient AMOs, English Language
  Arts by Ethnicity
• SCC Percent Proficient AMOs, English Language
  Arts by Other Subgroups
• Annual Measurable Objectives Math
• SCC Percent Proficient AMOs, Math by Ethnicity
• SCC Percent Proficient AMOs, Math by Other
  Subgroups

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Table of Contents (cont.)

• California High School Exit Exam (CAHSEE)
• CAHSEE 10th Grade Passing Rate, English
  Language Arts
• CAHSEE 10th Grade Passing Rate, Math
• CAHSEE English Language Arts, All Students by
  Subgroups
• CAHSEE Math, All Students by Subgroups
• Graduation Rate 2001-02 to 2007-08
• SCC Dropout Rate 2001 to 2008
• SCC 12th Grade Graduates Completing Courses
  Required for U.C. or C.S.U. Entrance 2003-2008 by
  Ethnicity
• State API Performance Targets
• API Scale Calibration Factors
• SCC vs. CA 2000 -2008 Median Base API and 2009
  Median Growth API
• SCC 2000 to 2008 Median Base API and 2009 Median
• Growth API

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Table of Contents (cont.)

• SCC 2000-2008 Median Base API and 2009 Median
  Growth API
• Percent of SCC Schools Meeting and Not Meeting
  2009 AYP Criteria
• Highly Qualified Teachers
• Percent of SCC Teachers Fully Credentialed
  2002-2009
• Title III English Learners
• AMAO 1 2003-04 to 2008-09
• AMAO 2 2003-04 to 2008-09
• Percent of LEAs in SCC Meeting AMAO Targets for
  Title III Accountability
• Title I Program Improvement (PI)
• Options and Services for Students and Parents in
  PI Schools
• SCC Districts in Program Improvement
• SCC Schools Entering PI for 1st Time

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Table of Contents (cont.)

• SCC Schools Progressing in PI
• SCC Schools in PI Year 5
• SCC Schools that Maintained PI Status
• Schools that Exited Program Improvement
• STAR Program Resources

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2009 Accountability Progress Reports

• Federal Adequate Yearly Progress - AYP
• Adequate Yearly Progress (AYP) targets increase
  annually.
• By 2014, 100 of students must perform at the
  proficient level or above on state tests.
• Federal Program Improvement - PI
• Title I schools or LEAs are identified for
  Program Improvement (PI) if they have not met AYP
  criteria for two consecutive years.
• State Academic Performance Index - API
• Each school has its own target for growth in the
  Academic Performance Index (API), and the target
  depends on the schools score on the beginning
  API Base.

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Federal AYP Performance Targets

• Participation rate of 95.
• Percentage proficient or above in
  English-Language Arts and Mathematics as compared
  to annual measurable objectives (AMO).
• API Growth of at least one point OR a minimum
  2009 API Growth score of 650 (different targets
  than state target requirements).
• Graduation rate of at least 83.1 OR 0.1
  improvement in the graduation rate in one year OR
  .2 improvement in the graduation average over
  two years.

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How to Meet API Targets

• California - Increase API score by 5 of the
  difference between the school API and 800, or
  increase API by minimum 5 points
• School with 500 API, will need 15 point gain
  calculation (.05)(800-500)
• School with 760 API, will need 5 point gain
• School with 800 or above, needs to maintain score
• Federal - Minimum API of 650 or have at least one
  point growth in the schoolwide API

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AYP Subgroups

• AYP and API use the same subgroups
• Ethnicity
• Socio-Economically Disadvantaged (SED)
• English Learners (EL)
• Students with Disabilities (DI)
• Annual Measurable Objectives
• Schools must meet schoolwide targets and targets
  for each numerically significant subgroup to meet
  state API growth targets.

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Assessments Used for API and AYP

• California Standards Test (CSTs)
• California Alternate Performance Assessment
  (CAPA)
• California Modified Assessment (CMA)
• California High School Exit Examination (CAHSEE)

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2009 CST Participation Rate
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Annual Measurable Objectives (AMOs)-English
Language Arts
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Annual Measurable Objectives(AMOs)-Math
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California High School Exit Exam

• Ensures High School graduates can demonstrate
  grade level competency in
• English/Language Arts (ELA)
• Mathematics
• Since 2005-2006, students must pass CAHSEE to
  receive a public high school diploma, as well as
  having met the district's requirements for
  graduation.

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CAHSEE 10th Grade Passing Rate English/Language
Arts
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CAHSEE 10th Grade Passing Rate Math
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CAHSEE English-Language Arts All Students by
Subgroup
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CAHSEE MathAll Students by Subgroup
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Graduation Rate 2001-02 to 2007-08
Graduation Rate Formula is based on the NCES
definition
Number of Graduates (Year 4) Divided by_ Number
of Graduates (Year 4) Gr. 9 Dropouts (Year 1)
Gr. 10 Dropouts (Year 2) Gr. 11 Dropouts (Year
3) Gr. 12 Dropouts (Year 4)
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SCC Dropout Rate 2001 to 2008
The 4-year derived dropout rate is an estimate
of the percent of students who would drop out in
a four year period based on data collected for a
single year. 4-year Derived Rate Formula
(1-((1-(Reported or Adjusted Gr. 9 Dropouts/Gr. 9
Enrollment))(1-(Reported or Adjusted Gr. 10
Dropouts/Gr. 10 Enrollment))(1-(Reported or
Adjusted Gr. 11 Dropouts/Gr. 11
Enrollment))(1-(Reported or Adjusted Gr. 12
Dropouts/Gr. 12 Enrollment))))100
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SCC 12th Grade Graduates Completing Courses
Required for U.C. or C.S.U. Entrance 2003 - 2008
by Ethnicity
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State API Performance Targets
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API Scale Calibration FactorsUsed in API Base
Calculations
The purpose of the SCF is to preserve the API
scale and maintain consistency in the statewide
average API from one reporting cycle to the next.
The SCF provides a positive or negative
adjustment to each API each year. Although the
SCF maintains the consistency in the statewide
average API, it does not preserve comparability
across reporting cycles.
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Percent of SCC Schools Meeting and Not Meeting
2009 AYP Criteria
AYP Criteria must be met schoolwide and across
all subgroups. Thus, the possible number of AYP
criteria may be as many as 40-44 different
categories depending on district type.
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Highly Qualified Teachers

• NCLB requires that teachers
• Have a bachelors degree,
• Have state certification and
• Demonstrate subject matter competence for each
  core subject they teach.
• School teachers who are teaching core academic
  subjects must be NCLB compliant as of 2005-06
  school year.

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Percent of SCC Teachers Fully Credentialed 2002
- 2009
NFC is not fully credentialed (interns and
waivers). NFC are deemed not highly qualified
teachers under NCLB.
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Title III English Learners

• AMAO 1 Making Progress in Learning English
  (Gain 1 proficiency level annually on CELDT)
• AMAO 2 Attaining English Proficiency (Early
  Advanced/Advanced on CELDT Overall, Intermediate
  for each CELDT sub-domain)
• AMAO 3 Meet the 2009 AYP participation rate
  and percent proficient targets on the CST in ELA
  and Mathematics for the English Learner subgroup.

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AMAO 1 2003-04 to 2008-09Percent Making Annual
Progress in Learning English Measured by CELDT
Data
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AMAO 2 2003-04 to 2008-09 Percent Attaining
English Proficiency Measured by CELDT Data
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Percent of LEAs in SCC Meeting AMAO Targets for
Title III Accountability
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Title I Program Improvement (PI)

• A school or LEA that receives federal Title I,
  Part A, Basic, funds may be identified as PI
  based upon AYP results if it does not meet AYP
  criteria for two consecutive years within
  specific areas.
• PI Schools must provide certain types of required
  services and/or interventions during each year it
  is identified as PI.
• A school or LEA is eligible to exit PI if it
  makes AYP for two consecutive years.

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Options and Services for Students and Parents in
PI Schools
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SCC Districts in Program Improvement
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SCC Schools Entering PI for 1st Time
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SCC Schools Entering PI for 1st Time (cont.)
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SCC Schools Entering PI for 1st Time (cont.)
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SCC Schools Progressing in PI
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SCC Schools Progressing in PI (cont.)
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SCC Schools Progressing in PI (cont.)
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SCC Schools in PI -Year 5
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SCC Schools in PI -Year 5 (cont.)
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SCC Schools that Maintained PI Status
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SCC Schools that Exited PI
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STAR Program Resources

• Testing - www.cde.ca.gov/ta/tg/
• phone [phone]
• email sad_at_cde.ca.gov
• API - www.cde.ca.gov/api/
• phone [phone]
• email aau_at_cde.ca.gov
• AYP - www.cde.ca.gov/ayp/
• phone [phone]
• email aau_at_cde.ca.gov
• PI Identification - www.cde.ca.gov/ayp/
• phone [phone]
• email evaluation_at_cde.ca.gov
• PI Requirements - www.cde.ca.gov/ta/ac/ti/programi
  mprov.asp
• phone [phone]
• email pi_at_cde.ca.gov

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STAR Program Resources (cont.)

• Title III - www.cde.ca.gov/sp/el/t3/acct.asp
• phone [phone]
• email amao_at_cde.ca.gov
• ASAM - www.cde.ca.gov/ta/ac/am/
• phone [phone]
• email asam_at_cde.ca.gov
• API Awards - www.cde.ca.gov/ta/ac/pa/awards.asp
• phone [phone]
• email awards_at_cde.ca.gov
• Low-performing Schools - www.cde.ca.gov/ta/lp/
• phone [phone]