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Performance...Equity...Improvement

California Assessment of STUDENT PERFORMANCE and PROGRESS. Comparing 2015 Baseline to 2016 Growth RCAN ~ August 19, 2016 cathy.doyle@desertsands.us. Performance...Equity...Improvement. CA ( C alifornia) A ssessment of S tudent P erformance and P rogress.

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Performance...Equity...Improvement

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  1. California Assessment of STUDENT PERFORMANCE andPROGRESS Comparing 2015 Baseline to 2016 Growth RCAN ~ August 19, 2016 cathy.doyle@desertsands.us Performance...Equity...Improvement

  2. CA (California)Assessment of Student Performance and Progress CA (California)Assessment of Student Performance and Progress • ...to know whether students are on track to be college and career ready at each grade level

  3. Meeting K-12 Grade-Level ExpectationsTo Open a World of Options

  4. Rigorous Standards, Rigorous Assessments Students must: • Explain how they solve problems • Think critically • Write analytically Within ELA: Reading Writing Listening Research and Inquiry Within mathematics: Concepts & Procedures Problem Solving & Data Analysis Communicating Reasoning

  5. Overall Scores – 2 Areas, 4 Levels Exceeded the Standard College & Career Ready English Language Arts – Mathematics Met the Standard College & Career Conditionally Ready Nearly Met the Standard Target Improvement Has Not Met the Standard Target Improvement

  6. English Language Arts Mathematics • Early Assessment Program Grade 11 Smarter Balanced Assessments College Ready Conditionally Ready Not Yet Ready Not Ready Exceeded Standard Met Standard Nearly Met Standard Not Met Standard

  7. College and Career Readiness does NOT begin in high school.

  8. Desert Sands Unified School District Spring 2015 and Spring 2016 Standard Met or Exceeded English Language Arts

  9. Desert Sands Unified School District Spring 2015 and Spring 2016 Standard Met or Exceeded Mathematics

  10. Desert Sands Unified School District Standard Met or Exceeded Spring 2016 English Language Arts and Mathematics

  11. Achievement Equity: Closing the Gap

  12. 2016 DSUSD Enrollment Largest Racial/Ethnic Groups 28,719 Students

  13. 2016 DSUSD Enrollment 24% English Learners (6,944) 67% Economically Disadvantaged (19,376) 10% Students with Disabilities (2,776)

  14. Smarter Balanced Assessment Standard Met or Exceeded English Language Fluency

  15. Smarter Balanced Assessment Standard Met or Exceeded Economically Disadvantaged

  16. Comparing English Language Arts Scale Scores 2015 to 2016 By Grade Gap from Standard Met 2800 Threshold Scale Score Range Standard Exceeded Standard Met ● 2610 ● 2609 ● 2559 ● 2554 Standard Nearly Met ● 2542 ● 2532 ● 2515 ● 2504 ● 2505 ● 2494 ● 2459 Standard Not Met ● 2447 ● 2423 ● 2402 ● Spring 2015 ● Spring 2016 2300 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Desert Sands Unified School District

  17. Comparing English Language Arts Scale Scores 2015 to 2016 By Cohort Gap from Standard Met 2800 Threshold Scale Score Range Standard Exceeded Standard Met + 2559 + 2542 X 2532 + 2515 Standard Nearly Met + 2504 X 2505 X 2494 + 2459 X 2447 Standard Not Met X 2402 X Spring 2015 + Spring 2016 2300 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Desert Sands Unified School District

  18. Comparing Mathematics Scale Scores 2015 to 2016 By Grade Gap from Standard Met 2800 Threshold Scale Score Range Standard Exceeded Standard Met ● 2516 Standard Nearly Met ● 2528 ● 2553 ● 2551 ● 2515 ● 2504 ● 2496 ● 2484 ● 2494 ● 2462 ● 2475 ● 2447 Standard Not Met ● 2427 ● 2409 ● Spring 2015 ● Spring 2016 2300 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Desert Sands Unified School District

  19. Comparing Mathematics Scale Scores 2015 to 2016 By cohort Gap from Standard Met 2800 Threshold Scale Score Range Standard Exceeded Standard Met Standard Nearly Met + 2516 + 2528 X 2504 + 2496 + 2484 Standard Not Met X 2494 + 2462 X 2475 X 2447 X 2409 X Spring 2015 O Spring 2016 2300 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Desert Sands Unified School District

  20. 21% 22% 33% Desert Sands Unified School District2015 and 2016 CAASPP Overall Achievement Level SummaryGrades 3 - 5 21% 24% 31% 29% 24% 23% 26% 23% 21%

  21. Desert Sands Unified School District2015 and 2016 CAASPP Overall Achievement Level Summary by CohortElementary Grades

  22. Threshold Scale Score Ranges with Low, Medium and High BandsEnglish Language Arts (Divide the difference by three = 21 pts) (Divide the difference by three = 21 pts) 2367 to 2387 2388 to 2408 2409 to 2431 2432 to 2450 2451 to 2469 2470 to 2489 (Divide the difference by three = 21 pts) (Divide the difference by three = 21 pts) 2416 to 2433 2434 to 2452 2453 to 2472 2473 to 2491 2492 to 2511 2512 to 2532

  23. Desert Sands Unified School District2015 and 2016 CAASPP Overall Achievement Level SummaryIncluding Threshold Scale Score Ranges for Standard Nearly Met and Standard Met_________ Elementary School

  24. Desert Sands Unified School District2015 and 2016 CAASPP Overall Achievement Level SummaryIncluding Threshold Scale Score Ranges for Standard Nearly Met and Standard Met_________ Elementary School

  25. Desert Sands Unified School District2015 and 2016 CAASPP Overall Achievement Level Summary by CohortIncluding Threshold Scale Score Ranges for Standard Nearly Met and Standard Met__________ Elementary School

  26. Relationship Between Range and Threshold Descriptors Students performing at Level 1 should be able to identify textual evidence that minimallysupports a basic idea drawn about texts of low complexity. Students performing at Level 4 should be able to citestrong and thorough textual evidence to support a complex inference, analysis… Students performing at Level 3 should be able to citesufficientand relevant textual evidence that adequately supports a complex inference… Students performing at Level 2 should be able to citerelevant textual evidence to support a simple inference, analysis, interpretation, or conclusion … Level 1 Level 2 Level 3 Level 4 The student who just enters Level 3 should be able to… The student who just enters Level 4 should be able to… The student who just enters Level 2 should be able to…

  27. Assessment Target Reports • ELA • Reading • Writing • Listening • Research/Inquiry Math • Concepts and Procedures • an indicator of strengths and weaknesses in grade-specific knowledge, skill, or ability relative to the test performances as a whole of the group you are viewing

  28. Assessment Target Report Icons • Assessment target scores most reliable with group size of at least 50 students • Target score reports are not appropriate for individual students

  29. Assessment Target Reports: TOMS Online Reporting System

  30. Assessment Target Reports: Searching for Trends

  31. Assessment Target Trends (cont.)

  32. Assessment Target Trends (cont.)

  33. Using Summative Assessment Results in the Instructional Cycle • Data review and discovery • Possible actions moving forward • Program, practice, policies • Possible connections

  34. Questions???

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