1. California Assessment of STUDENT PERFORMANCE and PROGRESS
Comparing 2015 Baseline to 2016 Growth
RCAN ~ August 19, 2016
Accountability is a shared responsibility
Performance...Equity...Improvement

2. 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 Expectations To Open a World of Options
Want students to be able to take advantage of educational opportunities
Can do with knowledge, language and lifelong learning skills

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
English Language Arts – Mathematics
College & Career Ready
Exceeded the Standard
College & Career Conditionally Ready
Met the Standard
Target Improvement
Nearly Met the Standard
Target Improvement
Has Not Met the Standard

6. Early Assessment Program Grade 11 Smarter Balanced Assessments
English Language Arts
Mathematics
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. English Language Arts Desert Sands Unified School District
Spring 2015 and Spring 2016
Standard Met or Exceeded
English Language Arts

9. Mathematics 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 67% Economically Disadvantaged 24%
(19,376)
24%
English Learners
(6,944)
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

17. Comparing English Language Arts Scale Scores 2015 to 2016 By Grade
Gap from Standard Met
2016 -9
-14 +2
-16
-10 -8
+27
2015
-30
-26
-20
-13
+26
2800
2300
Threshold Scale Score Range
Standard Exceeded
Standard Met ● ● ● ● ●
Standard Nearly Met ● ● ● ● ● ● ●
Standard Not Met ● ●
Spring 2016 ●
Spring 2015 ●
Grade Grade Grade Grade Grade Grade Grade 11
Desert Sands Unified School District

18. Comparing English Language Arts Scale Scores 2015 to 2016 By Cohort
Gap from Standard Met
2016
-14 +2
-16
-10 -8
2015
-30
-26
-20
2800
2300
Threshold Scale Score Range
Standard Exceeded
Standard Met X
Standard Nearly Met X X X
Standard Not Met
X 2402
Spring 2016 +
Spring 2015 X
Grade Grade Grade Grade Grade 7 Grade Grade 11
Desert Sands Unified School District

19. Comparing Mathematics Scale Scores 2015 to 2016 By Grade
Gap from Standard Met
2016 -9
-23
-44
-56
-51
-58
-75
2015
-27
-38
-53
-63
-71
-77
2800
2300
Threshold Scale Score Range
Standard Exceeded
Standard Met ● ● ●
Standard Nearly Met ● ● ● ● ● ● ● ● ● ●
Standard Not Met ●
Spring 2016 ●
Spring 2015 ●
Grade Grade Grade Grade Grade Grade Grade 11
Desert Sands Unified School District

20. Threshold Scale Score Range
Comparing Mathematics Scale Scores to 2016 By cohort
Gap from Standard Met
2016
-23
-44
-56
-51
-58
2015
-27
-38
-53
-63
2800
2300
Threshold Scale Score Range
Standard Exceeded
Standard Met
Standard Nearly Met X X
Standard Not Met X X X
Spring 2016 O
Spring 2015 X
Grade Grade Grade Grade Grade 7 Grade Grade 11
Desert Sands Unified School District

21. Desert Sands Unified School District 2015 and 2016 CAASPP Overall Achievement Level Summary Grades 3 - 5
21%
24%
22%
33%
31%
29%
26%
23%

22. Desert Sands Unified School District 2015 and 2016 CAASPP Overall Achievement Level Summary by Cohort Elementary Grades

23. Threshold Scale Score Ranges with Low, Medium and High Bands English 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
3 minutes
HANDOUT
Points to make:
As you likely know, each of the achievement levels contains a range of scale scores. The range for Level 2, or Standard Not Met is 2367 to Any student with a score that falls within this range falls into achievement Level 2, or Standard Not Met. Any student with a score between 2432 and 2489 falls into Level 3, or Standard Met.
Each student, no matter the score within the range, is given the same achievement level.
As we communicate these achievement levels, particularly as we talk about improvement, or growth, from year to year, it might be helpful to think of scores within the range as high, medium, or low.
With this graphic, we offer a way to look at performance and improvement over time by dividing the ranges into bands. CLICK
Let’s use the Grade 3 scale scores divide the Level Two range into three parts. CLICK CLICK CLICK
That gives us the opportunity to look the average of a group of students, as falling into the low, medium, or high end of the range for Level 2
Similarly we have divided the range of Level 3 scores into three equal parts, again low, medium, and high. CLICK CLICK CLICK CLICK
The handout you have shows each grade level with the same information. CLICK (to show grade 4).
Please note:  This strategy of using low, medium, and high bands is an attempt to contexualize the performance in a more specific way.   The break points are placeholders to begin the conversation.
While we are focusing on the use of the scores at the group level, a teacher might be able to use this information when talking to a parent at a parent/teacher conference. It also helps to emphasize that these scores are “estimates” of a student’s performance.
(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

24. Desert Sands Unified School District 2015 and 2016 CAASPP Overall Achievement Level Summary Including Threshold Scale Score Ranges for Standard Nearly Met and Standard Met _________ Elementary School

25. Desert Sands Unified School District 2015 and 2016 CAASPP Overall Achievement Level Summary Including Threshold Scale Score Ranges for Standard Nearly Met and Standard Met _________ Elementary School

26. Desert Sands Unified School District 2015 and 2016 CAASPP Overall Achievement Level Summary by Cohort Including Threshold Scale Score Ranges for Standard Nearly Met and Standard Met __________ Elementary School

28. Relationship Between Range and Threshold Descriptors
Students performing at Level 1 should be able to identify textual evidence that minimally supports a basic idea drawn about texts of low complexity.
Students performing at Level 2 should be able to cite relevant textual evidence to support a simple inference, analysis, interpretation, or conclusion …
Students performing at Level 3 should be able to cite sufficient and relevant textual evidence that adequately supports a complex inference…
Students performing at Level 4 should be able to cite strong and thorough textual evidence to support a complex inference, analysis…
Talking points:
This slide details the relationship between the Range and Threshold ALDs.
This graphic shows each of the four achievement levels. (Point them out: Level 1 = Standard Not Met, Level 2 = Standard Nearly Met, Level 3 = Standard Met, and Level 4 =Standard Exceeded.)
It also shows adapted language for Grade Seven ELA Claim 1, Target 1 Range ALDs. (Point this out.)
Notice at the bottom where the cut points are for each of the levels. (Point this out.)
The Threshold ALDs offer us language that describes the performance of a student at the very lowest part (the threshold) of the level. CLICK.
This threshold represents the floor for student performance at that level, not the ceiling.
Level 1
Level 2
Level 3
Level 4
The student who just enters Level 2 should be able to…
The student who just enters Level 3 should be able to…
The student who just enters Level 4 should be able to…

29. 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

30. 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

31. Assessment Target Reports: TOMS Online Reporting System

32. Assessment Target Reports: Searching for Trends

33. Assessment Target Trends (cont.)

34. Assessment Target Trends (cont.)

35. Using Summative Assessment Results in the Instructional Cycle
Data review and discovery
Possible actions moving forward
Program, practice, policies
Possible connections
3 min
HANDOUT: Data Analysis Template (with guiding questions)
Points to make:
In your packet, there are three handouts with these headers, and they are all white. Please pull out the version that has guiding questions in each of the columns.
The purpose of the template is to help us use the summative assessment results appropriately at the local level.
The next few slides describe each of these columns as we process the template and link it back to using the data in the instructional cycle.
First, we’ll do the research CLICK. We’ll write descriptive data statements and report the facts.
Next, we’ll recall the context. CLICK What happened during the year the assessment was given?
Next, CLICK we’ll use the resources that were covered in the first part of this session to bridge the conversations that consider both recalling and reflecting.
Next, CLICK we’ll reflect on how the student’s performance is connected to our practice and identify possible reasons why we got the scores we got.
Last, CLICK we’ll think about possible actions we might take as a result of our conversations and collaboration.
The questions that appear in the template you have are sample questions. They are not intended to be definitive. Depending on what your data say, and what tools you may be using, the questions you wish to ask may be different.

36. Questions???