1. California Assessment of Student Performance and Progress 2014 - 2015

2. Understanding Baseline CAASPP Scores Overall scores: Each student will receive an overall score for English language arts/literacy (ELA) and mathematics, expressed as a number between 2000 and 3000. Achievement levels: Each overall score falls into one of four achievement levels: standard not met, standard nearly met, standard met, and standard exceeded. 2

3. Achievement Level Descriptors 3 Demonstrates advanced progress toward mastery. Standard Exceeded Standard Met Demonstrates progress toward mastery. Standard Nearly Met May require further development for success in future coursework. Standard Not Met Needs substantial improvement for success in future coursework. Find more information about Achievement Level Descriptors at http://www.cde.ca.gov/ta/tg/sa/index.asp. http://www.cde.ca.gov/ta/tg/sa/index.asp

4. English Language Arts State of California

5. English Language Arts LAUSD

6. English Language Arts Studio School

7. Neighboring Elementary Schools ELA Aragon ElementaryGlassell Park Elementary

8. Claim Results: A Deeper Look 8 Reading Writing Speaking and Listening Research/I nquiry Within English Language Arts/Literacy: Within Mathematics: Problem Solving & Data Analysis Concepts & Procedures Communicating Reasoning

9. 9 ELA Claim Descriptions ELA and Mathematics Claim Descriptions are located at http://www.cde.ca.gov/ta/tg/sa/index.asp.http://www.cde.ca.gov/ta/tg/sa/index.asp

10. Reading Claims

11. Writing Claims

12. Speaking / Listening

13. Research and Inquiry

14. Mathematics State of California

15. Mathematics LAUSD

16. Mathematics Studio School

17. Neighboring Elementary Schools Mathematics Aragon ElementaryGlassell Park Elementary

18. 18 Mathematics Claim Descriptions ELA and Mathematics Claim Descriptions are located at http://www.cde.ca.gov/ta/tg/sa/index.asp.http://www.cde.ca.gov/ta/tg/sa/index.asp

19. Mathematics Concepts and Procedures

20. Mathematics Problem Solving / Data Analysis

21. Mathematics Communicating Reasoning

22. Studio School Demographics EthnicityPoverty

23. Implications: SPSA & Title 1 Spending  Invested funds in years one and two: ELA professional development and partially funded a coordinator.  In year three, we spent 100% of funds on a coordinator; looked specifically for someone with a Math background who could support math team with: Remediate conceptual / procedural understanding. Continue with daily problem solving / data analysis work. Focus on explaining reasoning.  We should have roughly another $20,000-30,000 coming this school year (funding allocated for 210 students; have 260 students). High priorities include: Math professional development Supporting students’ SEL needs, so they can focus on instruction!