Title I Coordinators’ Meeting: Guiding Students to Proficiency December 07, 2005

Contents:  Computer Distribution Review: Three Priorities for the School Year Time Task Calendar I.Using Data to Meet Adequate Yearly Progress (AYP) 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.

Using Data to Meet Adequate Yearly Progress (AYP) Title I Coordinators December 7, 2005

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.

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

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

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

#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.

Analysis of 2005 AYP Accountability Progress Report Individual School Reports

Work Period: Elementary/Middle 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

Work Period: High Schools Calculating #of Proficient or above to meet AMO ELA: Multiply.223 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.209 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

Work Period 5 to 10 minutes

Blank Slide

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

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

Who Are They? Training to Run CST data utilizing Decision Support System (DSS) All coordinators will be offered training at Fort Mc Arthur, January and February 2006 Dates for sign ups will be ed to you this month. Sub day will be provided for all in class coordinators.

Who Are They? Technical Assistance for CST Information from SIS Screen 7 Elementary SIS Secondary SIS

#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

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. Determining the need for any tactical changes in classroom practice. 2. Better customized targeted interventions.

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

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

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

CST Assessment Protocol: Record the rounded single digit representation on the CST Analysis Form under the proper Reporting Cluster for the first 10 students in the same grade and quintile level. Add all simplified scores. Divide by the total number of students recorded (10 students). Calculate score for each Recording Cluster

Work Period 5 to 10 minutes

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?

CST Assessment Protocol: Chart responses to the 3 questions Label top of chart with grade level

CST Assessment Protocol: Use Test Release Questions answer key and Testing Blue Prints to match questions with standards. Determine which standards are areas of need.

CST Assessment Protocol: By consensus prioritize top three needs. Chart

CST Assessment Protocol: Begin brainstorming to determine the need for any tactical changes in classroom practice. Begin with analysis of your core program implementation. Develop specific targeted interventions. Exhaust all core program resources and materials first.

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.

Wade Hayashida Title I Coordinator, Local District