Cambrian School District September 17, 2015 2014-15 California Assessment of Student Performance and Progress (CAASPP) Results Cambrian School District September 17, 2015

Overview Review of California Assessment of Student Performance and Progress (CAASPP) System Review of the 2014-15 Smarter Balanced Summative Assessment Results and Key Findings for Grades 3-8 Next Steps Staff will present a review of the California Standards Test for Science from Fall 2014. The data was just recently released. At this point, staff will be analyzing the results and asking questions.  Staff will provide an update on current State’s plan for assessment to take place in the Spring of 2015, including the Smarter Balanced Assessment. Staff will share with the Board next steps as we move forward this year to help support and students, teachers, and parents to be prepared

What is CAASPP? New statewide student assessment system Replaced the Standardized Testing and Reporting (STAR) system 2014-15 school year marked the beginning…first operational testing of Smarter Balanced Summative Assessments Baseline set of data

The CAASPP system Smarter Balanced Assessments Summative assessments in Grades 3-8 and 11 for English language arts/literacy (ELA) & mathematics Interim assessments for all grades in ELA and mathematics The Digital Library…tools and practices California Alternative Assessments (CAA) in ELA and mathematics Science assessments in grades 5, 8 and 10 (Science CST) Standards-based Test in Spanish (STS)

Smarter Balanced Summative Assessments Primary focal point of CAASPP’s first year of implementation Very different from the old STAR tests Aligned with California’s new content standards for ELA and mathematics Reflect critical thinking and problem solving skills Computer-adaptive Provides more support for students who need them, including English learners and students with disabilities

Smarter Balanced Summative Assessments Test Item Types Selected-response items Might prompt students to choose one or more answers Technology-enhanced items Might prompt students to edit text or draw an object Constructed-response items Prompt students to write a short written or numerical response Performance tasks Engage students in a complex set of tasks to demonstrate their understanding e.g., Conduct research then write an argumentative essay, using sources as evidence

Smarter Balanced Summative Assessments Achievement Levels Students receive an approximate score from 2000 to 3000 The overall score falls into one of four achievement levels: Standard Exceeded Standard Met Standard Nearly Met Standard Not Met

Smarter Balanced Summative Assessments Key Claims ELA Claims: Reading Writing Listening Research/Inquiry Mathematics Claims: Problem Solving & Modeling/Data Analysis Concepts & Procedures Communicating Reasoning For each claim, a student’s performance is represented as “Above Standard,” “At or Near Standard,” or “Below Standard.”

Figure 1: 2015 CAASPP English Language Arts/Literacy Overall Results, Achievement Level Distribution, Cambrian vs. Santa Clara County vs. California

Figure 2: 2015 CAASPP English Language Arts/Literacy Overall Results, Achievement Level Distribution, Bagby, Fammatre, Farnham, Sartorette and Price

Figure 3: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Subgroups at Standard Met or Standard Exceeded, Cambrian vs. Santa Clara County vs. California

# of Students with Scores Table 1: 2015 CAASPP English Language Arts/Literacy, Cambrian School District Students Tested by Subgroup, with Mean Scores Subgroup # of Students Tested # of Students with Scores African American 74 Asian 381 Filipino 81 Hispanic 539 538 White 1,037 Economically Disadvantaged 419 418 English Learners 279 278 Students with Disability 258 All 2,212 2,211

Figure 4: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Grade Levels at Standard Met or Standard Exceeded, Cambrian vs. Santa Clara County vs. California

% of Enrolled Students Tested # of Students with Scores Table 2: 2015 CAASPP English Language Arts/Literacy, Cambrian School District Students Tested by Grade Level, Mean Scale Scores Subgroup # of Students Enrolled # of Students Tested % of Enrolled Students Tested # of Students with Scores Mean Scale Score Grade 3 367 366 99.7 2444.8 Grade 4 390 383 98.2 2489.0 Grade 5 376 371 98.7 2532.3 Grade 6 404 402 99.5 401 2558.6 Grade 7 358 354 98.9 2585.1 Grade 8 348 336 97.1 2602.1 All 2,241 2,212 2,211 N/A

Figure 5: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Cambrian School District Subgroups at each Achievement Level

Figure 6: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Cambrian School District Grade Levels at each Achievement Level

Table 3: 2015 CAASPP English Language Arts/Literacy Claims, Cambrian School District by Grade Levels All Reading: Demonstrating Understanding of Literacy and Non-Fictional Texts Above Standard 28% 35% 31% 30% 39% 40% 34% At or Near Standard 52% 42% 47% 50% 44% 41% 46% Below Standard 21% 23% 22% 20% 17% 19% Writing: Producing Clear and Purposeful Writing 33% 36% 38% 49% 45% 15% 13% 12% 16% Listening: Demonstrating Effective Communication Skills 27% 59% 64% 62% 66% 63% 14% 11% Research/Inquiry: Investing, Analyzing, and Presenting Information 26% 37% 53% 54% 55% 51% 9% 7%

Table 4: 2015 CAASPP English Language Arts/Literacy Claims, Cambrian School District by Subgroups Afr. Am. Asian Filipino Hispanic White ED EL SWD All Reading: Demonstrating Understanding of Literacy and Non-Fictional Texts Above Standard 22% 53% 28% 15% 38% 9% 10% 34% At or Near Standard 43% 49% 51% 47% 46% Below Standard 35% 16% 39% 44% 57% 20% Writing: Producing Clear and Purposeful Writing 24% 42% 19% 14% 12% 40% 52% 29% 30% 7% 11% 55% Listening: Demonstrating Effective Communications Skills 33% 17% 26% 8% 23% 60% 65% 66% 64% 62% 63% 48% 41% 13% Research/Inquiry: Investigating, Analyzing, and Presenting Information 50% 58% 6% 27%

Key Findings for ELA Assessments 64% of Cambrian students reached the Standard Met or Standard Exceeded achievement levels (33% reached Standard Met and 31% reached Standard Exceeded) compared to 58% county students and 44% students statewide. See Figure 1 The rates of students reaching Standard Met and Standard Exceeded ranges from 58% (Farnham) to 66% (Price). See Figure 2 Sartorette at 59%; Fammatre at 63%; Bagby at 64% With the exception of the Filipino Group and White Group, Cambrian subgroups reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 3 There is a substantial achievement gap between Hispanic/Latino students and White and Asian students. 44 percentage point difference between the percent of Hispanic/Latino and Asian students that reached the Standard Met or Standard Exceeded achievement levels (44% vs. 88%, respectively). See Figure 3

Key Findings for ELA Assessments (cont.) Cambrian grade levels reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 4 The rates of Cambrian students reaching Standard Met or Standard Exceeded ranged from 58% (grade 3) to 68% (grade 6). See Figure 4 English Learners reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 3 Among the Ethnic subgroups, African American and Hispanic/Latino students had the highest rates of Standard Not Met (28%). See Figure 5 Students with Disability had the highest rate of Standard Not Met among other subgroups (57%). See Figure 5 Grade 4 had the highest rate of Standard Not Met (21%). See Figure 6

Key Findings for ELA Assessments (cont.) For ELA claims (areas): 12% of Cambrian students were Below Standard on Research/Inquiry compared to 13% on Listening claim 16% on Writing claim 20% on Reading claim See Table 3 and Table 4

Figure 7: 2015 CAASPP Mathematics Overall Results, Achievement Level Distribution, Cambrian vs. Santa Clara County vs. California

Figure 8: 2015 CAASPP Mathematics Overall Results, Achievement Level Distribution, Bagby, Fammatre, Farnham, Sartorette and Price

Figure 9: 2015 CAASPP Mathematics Overall Results, Percent of Subgroups at Standard Met or Standard Exceeded, Cambrian vs. Santa Clara County vs. California

# of Students with Scores Table 5: 2015 CAASPP Mathematics, Cambrian School District Students Tested by Subgroup, with Mean Scores Subgroup # of Students Tested # of Students with Scores African American 74 Asian 380 379 Filipino 80 Hispanic 540 539 White 1,037 Economically Disadvantaged 423 421 English Learners 279 278 Students with Disability 258 All 2,218 2,216

Figure 10: 2015 CAASPP Mathematics Overall Results, Percent of Grade Levels at Standard Met or Standard Exceeded, Cambrian vs. Santa Clara County vs. California

% of Enrolled Students Tested # of Students with Scores Table 6: 2015 CAASPP Mathematics, Cambrian School District Students Tested by Grade Level, Mean Scale Scores Subgroup # of Students Enrolled # of Students Tested % of Enrolled Students Tested # of Students with Scores Mean Scale Score Grade 3 367 366 99.7 2444.8 Grade 4 390 383 98.2 2489.0 Grade 5 376 371 98.7 2532.3 Grade 6 404 402 99.5 401 2558.6 Grade 7 358 354 98.9 2585.1 Grade 8 348 336 97.1 2602.1 All 2,241 2,212 2,211 N/A

Figure 11: 2015 CAASPP Mathematics Overall Results, Percent of Cambrian School District Subgroups at each Achievement Level

Figure 12: 2015 CAASPP Mathematics Overall Results, Percent of Cambrian School District Grade Levels at each Achievement Level

Table 7: 2015 CAASPP Mathematics Claims, Cambrian School District by Grade Levels All Concepts and Procedures: Applying Mathematical Concepts and Procedures Above Standard 40% 32% 35% 31% 33% 36% 34% At or Near Standard 39% 37% Below Standard 26% 30% 29% Problem Solving/Modeling and Data Analysis: Using Appropriate tools and Strategies to Solve Real World and Mathematical Problems 27% 41% 48% 49% 47% 51% 23% 24% 18% 16% 21% Communicating Reasoning: Demonstrating Ability to Support Mathematical Conclusions 28% 53% 46% 50% 58% 14% 22% 13% 20%

Table 8: 2015 CAASPP Mathematics Claims, Cambrian School District by Subgroups Afr. Am. Asian Filipino Hispanic White ED EL SWD All Concepts and Procedures: Applying Mathematical Concepts and Procedures Above Standard 23% 62% 26% 14% 37% 9% 18% 12% 34% At or Near Standard 35% 27% 41% 38% 30% 16% Below Standard 42% 11% 33% 52% 25% 61% 56% 71% Problem Solving/Modeling and Data Analysis: Using Appropriate tools and Strategies to Solve Real World and Mathematical Problems 55% 8% 10% 31% 49% 59% 50% 47% 24% 13% 58% 21% Communicating Reasoning: Demonstrating Ability to Support Mathematical Conclusions 20% 32% 40% 60% 53% 51% 46% 39% 54%

Key Findings for Mathematics 52% of Cambrian students reached the Standard Met or Standard Exceeded achievement levels (25% reached Standard Met and 27% reached Standard Exceeded) compared to 52% county students and 33% students statewide. See Figure 7 The rates of students reaching Standard Met and Standard Exceeded ranges from 50% (Fammatre and Price) to 66% (Bagby). See Figure 8 Sartorette at 51%; Farnham at 52% Within the ethnic subgroups, Cambrian’s African American and Hispanic reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 9 There is a substantial achievement gap between Hispanic/Latino students and Asian students. 52 percentage point difference between the percent of Hispanic/Latino and Asian students that reached the Standard Met or Standard Exceeded achievement levels (26% vs. 78%, respectively). See Figure 9

Key Findings for Mathematics Assessments (cont.) English Learners and Students with Disability reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 9 Among the ethnic subgroups, African American, Filipino and Hispanic/Latino students reached the Standard Met or Standard Exceeded at higher rates than their county and statewide counterparts. See Figure 9 The rates of Cambrian students reaching Standard Met or Standard Exceeded ranged from 49% (grade 4, 6 and 7) to 57% (grade 3). See Figure 10 Among the ethnic subgroups, Hispanic/Latino students had the highest rate of Standard Not Met (38%). See Figure 11 Students with Disability had the highest rate of Standard Not Met among other subgroups (62%). See Figure 11 Grade 5 had the highest rate of Standard Not Met (22%). See Figure 12

Key Findings for Mathematics Assessments (cont.) For mathematics claims (areas): 30% of Cambrian students were Below Standard on Concepts and Procedures compared to 21% on Problem Solving/Modeling and Data Analysis claim 20% on Communicating Reasoning claim See Table 7 and Table 8

Next Steps Communicate the key findings the 2014-15 Smarter Balanced Summative Assessment results to staff and community Provide staff with collaboration time to review, analyze and disaggregate the Smarter Balanced Summative Assessment data at each site Grade Level Meetings Staff Meetings Release Days Revise the Local Control Accountability Plan & School Plan for Student Achievement if needed

Next Steps (cont.) Identify key areas of focus (using the ELA and Math claims outcomes) to target instruction Identify target students, with emphasis on students who are performing at the achievement levels Standard Not Met and Standard Nearly Met in ELA and Math Identify services and additional support for target subgroups, including our Hispanic/Latino, Students with Disability, English Learners, and Economically Disadvantaged students Adjust & provide targeted instruction and interventions to support the revised actions based on the analysis of student data Effectively monitor students progress throughout the year using frequent formative assessments