Where We Were, Where We Are Now

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Where We Were,Where We Are Now Where We Are
Heading
2008 STAR Results

• Michelle Le Patner
• Department of
• Research and Evaluation

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AGENDA

• SAUSD Achievement Highlights
• Grade 3
• District Results
• Adequate Yearly Progress Academic Performance
  Index
• SAUSD Multi-Year Comparison of
• CST Results showing Percent Proficient
• and Advanced
• Your new Assessment Accountability Binder

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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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Actions Produce ResultsTest Scores Just Report
the Results

• Test scores
• are a snapshot in time

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What Actions Made A Difference?
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What Made The Difference!
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Causes for Celebration
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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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Understanding STAR
Background and Updates
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What is the 2008 STAR Program?

• The STAR Program for 2008 consists of six
  components
• California Standards Test (CST)
• California Modified Assessment (CMA) (grades 3-5)
• California Achievement Test (CAT/6 Survey)
• California Alternate Performance Assessment
  (CAPA)
• Standards-based Tests in Spanish (STS)
• Aprenda La prueba de logros en español, Tercera
  edición, (Aprenda 3, grades 8 11)

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Reporting CST Results

• Background
• Terms and Definitions

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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.
• See your assessment and accountability binder,
  Standardized Tests tab
• 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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Q How are STAR Program results used for
school accountability?

• Adequate Yearly Progress (AYP)
• Federal Accountability
• The Academic Performance Index (API)
• State Accountability
• Every Student Counts

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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
  590 API score
• Graduation Rate improved one-tenth of 1 from the
  prior year (districtwide and schoolwide)

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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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AMOs English Language Arts Elementary Middle
Schools
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AMOs Math Elementary Middle Schools
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Adequate Yearly Progress (AYP) Academic
Performance Index (API)

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

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

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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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Growth Target

• This item is for school reports only.
• A school's growth target is calculated by taking
  5 percent of the difference between a school's
  2008 API Base and the statewide performance
  target of 800.

Maximum 1000 Target 800 Example
School 674 Minimum 200 0
5 x (800-674) 1
Lets look at what your Growth Target was
Growth Target
Source California Department of Education (CDE)
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API Base and Growth

• School Target Growth for 2009
• Each school is also assigned an API target growth
  in the API 2008 Base Report (
• The target growth is calculated as 5 of the
  difference between the API Base score and the
  statewide goal

2005 API Base 674
Statewide Goal 800
Difference 126
Difference 126
2006 Target Growth 6
5
The actual API growth of 15 is compared against
the target growth of 6 to determine if
a school met its target
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Q What grade levels and subject areas are
tested on the CSTs? (cont.)
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2008 District STAR Results

• 5 Year Comparison of
• Percent Proficient and Advanced

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Percent Proficient Advanced by Grade Level
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3 Year Comparison of Performance Levels
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3 Year Comparison of Performance Levels
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Percent Proficient Advanced by Grade Level
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Contact Information

• Michelle Le Patner, Director
• Department of Research and Evaluation
• [phone] Phone
• michelle.lepatner_at_sausd.us