Standardized Testing and Reporting STAR Report

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Standardized Testing and Reporting (STAR) Report
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Purposes of Tonights Presentation
Overview

• To provide an overview of how VCUSD students
  performed on the STAR testing program

Grade Levels

• To look at the grade levels where VCUSD reform
  strategies have been in place for 1-2 years

Reform Strategies
Summary

• To provide a summary of how VCUSD did in meeting
  the State Administrators
• Academic Goals for the District

Academic Goals
Summary

• To provide summary information on how VCUSD did
  in meeting State and Federal Goals for student
  performance

State Federal Goals
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Next Steps Taking a Closer Look at the Data
WHO
AAA Department Leadership Teams Department
Teams Grade Level Teams
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Next Steps Taking a Closer Look at the Data
WHAT
Answer Question About

• Why these results?
• What strategies are working/need improvement
• Skills and knowledge needed to accelerate
  desired results

September - October
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What is STAR data?

• California Standards Tests (CST)
• Grade 2 to 7 ELA and Math
• Grade 8 to 11 Gen Math, Alg 1, Geo, Alg 2, High
  School Summative
• Grades 5, 8-11 Science
• Grades 8, 10-11 History Social-Science
• Writing Test at 4th and 7th (part of the ELA)
• California Alternate Performance Assessment
  (CAPA)
• Significant Cognitive Disabilities
• California Achievement Tests (CAT/6)
• Norm referenced tests given only at 3rd and 7th
• Aprenda 3
• Spanish-speaking English learners in grades 2 to
  11 that have been enrolled in U.S. school less
  than 12 months

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Goal 1
The School District and each school will increase
annually the number of students who achieve at
the proficient level or higher on the STAR
Standards Testing Program.
increase annually the of students
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Key Factors to Improve Student Achievement

• Have clear measurable goals
• Align resources to accomplish goals
• Monitor progress
• Use proven instructional materials consistently
• Immediate interventions at the student, teacher
  and school level
• Focused, data-driven Professional Development

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Conclusions

• District wide improvement over all grades
  since 2004

Greatest increase at elementary 1/4 students
proficient in 2004, and now more than 1/3
students proficient
Majority of Schools have increased the
percentage of proficient students 14
schools in ELA 18 Schools in Math

• Majority of the 16 Elementary schools have
  increased the percentage of proficient students
• 11 schools in ELA
• 13 schools in Math

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Goal 2
Increase
The School District and each school will show an
increase in student achievement for each
identified underperforming ethnic group that
represents 5 or more of the student enrollment.
UInderpeforming ethnic group
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Conclusions

• Most subgroups showed improvement
• Greatest increase in Mathematics
• more concrete and easier to implement

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Research Based Strategies Implemented at a very
high level will positively impact student
achievement
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Strategies Impact Achievement
Core Program Implementation
Grade 2
All teachers have required reading materials in
all classrooms
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Protected Instructional time (Math
and Reading)
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Pacing Guides
Implementation at high level
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Intervention
Grade 2
Reading Intervention Program Implemented
Math Intervention Program Implemented
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Monitoring
Grade 2
District Wide Assessment in Math and Reading
Frequent Assessments for Students in Intervention
District Wide Writing Assessment
Consistent District Wide Reporting Procedures
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Professional Development
Houghton Mifflin Reading
Intervention Programs
Advanced Houghton Mifflin
Grade Level Collaboration
Harcourt Brace Math
English Learners
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Good Job, VCUSD!
Work As A Team and Stay the Course
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State and Federal Reports

• Academic Performance Index
• Adequate Yearly Progress

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Academic Performance Index (API)

• Growth model with a statewide performance target
  of 800
• Compensatory (by student and content area)
• Assessments used
• California Standards Tests (CSTs)
• California Alternate Performance Assessment
  (CAPA)
• California Achievement Test, Sixth Edition Survey
  (CAT/6 Survey)
• California High School Exit Exam (CAHSEE) (HS
  only)
• Each school has its own target
• Subgroup targets at 80 of schools target
• Scale of 200 to 1000
• Decile ranks (traditional schools only)
• Statewide (released in Spring)
• Similar schools ranks (released in Spring)

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Schools with API greater than 700
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API criteria for Growth Target

• Growth target of 5 of distance to 800
• OR
• API of 800 or above (statewide performance
  target)
• Subgroup targets at 80 of schools target
• Minimum size criteria for subgroups
• 100 valid scores from students
• OR
• 50 valid scores comprising at least 15 of the
  valid scores from students

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Meeting API

• Meet or exceed growth target for all students
• Meet or exceed growth targets for each subgroup
• African American
• American Indian
• Asian
• Filipino
• Hispanic or Latino
• Pacific Islander
• White (not of Hispanic origin)
• Socioeconomically disadvantaged
• English Learners
• Students with disabilities
• Participation rate of 95 at elementary and
  middle schools and 90 at high school

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Met API Targets 2006
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18 schools increased by between 4 and 73 API
points 5 schools decreased by between -9 and -29
API points
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Adequate Yearly Progress (AYP)

• Status model
• Every school, local educational agency (LEA), and
  subgroup have the same target
• Minimum size criteria for subgroups
• 100 valid scores from students
• OR
• 50 valid scores comprising at least 15 of the
  valid scores from students
• Targets go up to 100 proficient by 2013-14
• Assessments in English Language Arts (ELA) and
  Mathematics
• CSTs (2nd thru 8th)
• CAPA (2nd thru 8th and 10th)
• CAHSEE (HS only and 10 grade only)
• API indicator
• Graduation rate (only for high schools and LEA
  with high schools students)

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AYP Targets

• Percent of Proficient/Advanced or passing CAHSEE
  (10th only at a 380 score)
• Elementary and Middle (all students and
  subgroups)
• ELA 24.4 Math 26.5
• High Schools (all students and subgroups)
• ELA 22.3 Math 20.9
• Unified School District (all students and
  subgroups)
• ELA 23.0 Math 23.7
• API indicator must be a growth of one point or
  minimum API of 590
• Minimum Graduation Rate 82.9 or an improvement
  of .1 from previous year
• Participation rate of 95 in both ELA and
  Mathematics

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Meeting AYP

• Schools and District must meet or exceed the
  percent for their classification for all students
• Schools and District must meet or exceed the
  percent for their classification for all
  subgroups
• African American
• American Indian
• Asian
• Filipino
• Hispanic or Latino
• Pacific Islander
• White (not of Hispanic origin)
• Socioeconomically disadvantaged
• English Learners
• Students with disabilities
• Must meet the requirements for API and Graduation
  rate

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Schools that Met AYP Criteria
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English Language Arts
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Mathematics
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