1. Cambrian School District September 17, 2015
California Assessment of Student Performance and Progress (CAASPP) Results
Cambrian School District
September 17, 2015

2. Overview
Review of California Assessment of Student Performance and Progress (CAASPP) System
Review of the 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 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

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

4. 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)

5. 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

6. 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

7. 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

8. 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.”

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

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

11. 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

12. # 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

13. 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

14. % 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

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

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

17. 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%

18. 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%

19. 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

20. 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

21. 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

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

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

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

25. # 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

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

27. % 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

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

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

30. 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%

31. 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%

32. 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

33. 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

34. 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

35. Next Steps
Communicate the key findings the 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

36. 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