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Using Data to Meet Adequate Yearly Progress (AYP) Middle School Principal’s Breakout Session November 16, 2005.

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Presentation on theme: "Using Data to Meet Adequate Yearly Progress (AYP) Middle School Principal’s Breakout Session November 16, 2005."— Presentation transcript:

1 Using Data to Meet Adequate Yearly Progress (AYP) Middle School Principal’s Breakout Session November 16, 2005

2 Purpose of the Session: 1.How Many Do We Need? To determining the number of students schoolwide and in each subgroup that must be targeted to allow the school to meet AYP. 2.Who Are They? Identify the students who may be targeted to move to Proficiency. 3.How Can We Take Them to Proficiency? Key step is to accurately assess CST test results so a school may customize interventions and changes in classroom practice.

3 Key to Meeting Adequate Yearly Progress (AYP): Positive Annual Gains

4 Goal: Move One Testing Level Per Year regardless of assessed level.

5 Figure #1- California Standards Test (CST) Levels: Language Arts Far Below BasicBelow BasicBasicProficientAdvanced 150 to to to to to 600 State Target for All Students

6 #1 How Many Do We Need? Determine the number of students schoolwide and in each subgroup that must be targeted to allow the school to meet AYP.

7 Analysis of 2005 AYP Accountability Progress Report Individual School Reports

8 Work Period: Calculating #of Proficient or above to meet AMO ELA: Multiply.244 times the number of valid scores in a significant subgroup to determine how many students must be at Proficient or better to meet the AMO. Math: Multiply.265 times the number of valid scores in a significant subgroup to determine how many students must be at Proficient or better to meet the AMO

9 #2 Who Are They? Identify the students who may be targeted to move to Proficiency.

10 Figure #5- California Standards Test (CST) Levels: Language Arts Far Below BasicBelow BasicBasicProficientAdvanced 150 to to to to to 600 State Target for All Students

11 Break 7 Minutes

12 #3 How Do We Get Them To Proficiency? Use of Assessment Tool to customize interventions and changes in classroom practices to meet the needs indicated by the CST results

13 Procedure: 1. Use STAR Master List to assess individual CST Reporting Clusters by each separate grade and quintile level 2. Use the Introduction/CST Test Release Questions as a tool for assessing the summarized weaknesses to: 1. Better customized targeted interventions. 2. Assist in determining the need for any tactical changes in classroom practice.

14 CST Assessment Protocol: Use STAR Master List to assess individual CST Reporting Cluster by each separate grade and quintile level: Far Below Basic Below Basic Basic Proficient Advanced

15 Figure #1- California Standards Test (CST) Levels: Language Arts Far Below BasicBelow BasicBasicProficientAdvanced 150 to to to to to 600 State Target for All Students

16 CST Assessment Protocol: In each Reporting Cluster, simplify the percentage correct by rounding to the nearest single digit number. 76% is 8; 35% is 3.5; 64% is 6

17 CST Assessment Protocol: Record the rounded single digit representation on the CST Analysis Form under the proper Reporting Cluster for all students in the same grade and quintile level. Add all simplified scores. Divide by the total number of students recorded. Calculate score for each Recording Cluster

18 Work Period 5 to 10 minutes

19 CST Assessment Protocol: Read Test Release Questions Introduction (20 minutes) Ask the following questions in job alike groups: Which Reporting Cluster has the greatest number of questions asked on the test? The least number of questions? In reading the Introduction to the Test Release Questions, is there a Reporting Cluster which has significant influence on a student’s ability to master the other Reporting Clusters? In reading the standards within each Reporting Cluster, are there key standards which have significant influence on a student’s ability to master the other standards within that Reporting Cluster?

20 CST Assessment Protocol: Determine areas of strength and weakness. By consensus prioritize top three needs. Chart

21 CST Assessment Protocol: Begin brainstorming to determine the need for any tactical changes in classroom practice and/or to develop specific targeted interventions.

22 Purpose of the Session: 1.How Many Do We Need? To determining the number of students schoolwide and in each subgroup that must be targeted to allow the school to meet AYP. 2.Who Are They? Identify the students who may be targeted to move to Proficiency. 3.How Can We Take Them to Proficiency? Key step is to accurately assess CST test results so a school may customize interventions and changes in classroom practice.

23 Janice Hackett Jeff Jacobson Fleming M.S Wade Hayashida Local District


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