1. 1 Accountability Systems

2.  Do RFEPs count in the EL subgroup for API?  How many “points” is a proficient score worth?  Does a passing score on the CAHSEE equal a proficient score?  How many different significant sub groups are there? List as many as you can.  Students moving from FBB to B increases AYP T or F  You can meet AYP through Safe Harbor?  What does CAPA stand for?  Who is eligible to take the CMA?  Students with testing modifications scores are not considered valid T or F  Do students who enroll after Thanksgiving count in your school’s scores?  What tests count towards AYP at the high school level?  Do all schools who do not meet AYP targets fall into Program Improvement?  What does a similar school rank of 5 represent? 2

3.  Two systems that convert test results into different measures of academic performance  California measure: the Academic Performance Index (API) looks at growth in school performance  Federal measure: Adequate Yearly Progress (AYP) looks at the percentage of students proficient or above 3

4.  Defined in the same manner for both the state and federal accountability systems  Definition  100 students or more with valid STAR Program Scores OR  50 students with valid STAR Program Scores that make up at least 15% of the total number of students tested 4

5.  Participation rate  Based on enrollment on the first day of testing  Percent proficient  Based on the number of valid test scores  Schools or LEAs with fewer than 100 students will not have any numerically significant subgroups 5

6.  All major racial/ethnic groups  Socioeconomically disadvantaged  Defined as participating in the Free or Reduced Price Lunch Program or neither parent has a high school diploma  English Learners  An English Learner based on the results of the CELDT or  A reclassified English-Proficient (RFEP) student who has not scored at proficient level or above in CST-ELA more than 3 times since being reclassified 6

7.  Students with disabilities  A student who receives special education services, has a valid disability code or  Previously identified as SWD but who is no longer receiving services for two years after exiting 7

8. 8

9.  Created by the Public Schools Accountability Act (PSAA) in 1999  Single number ranges from 200 - 1000  Based on student performance on statewide assessments across multiple subject areas  Requires subgroup accountability to address achievement gaps  Used to rank schools 9

10.  Cross-sectional look at student achievement - does not track individual student progress  Based on the performance of the students at the school who were enrolled for a “full academic year” (Mobility tracking)  The API from one year is compared to the API from the prior year to measure growth 10

11.  New tests are added or new weights are given to the tests with the Base API  Within one reporting cycle, the Base and Growth APIs must have the same tests with the same weights – only valid way to compare results 11

12.  California Standards Tests (CSTs)  English-language arts (grades 2-11)  Mathematics (grades 2-11)  Science (grades 5, 8, 9-11)  History/Social Science ▪ Grade 8 ▪ Grade 11 (U.S. History) ▪ Grades 9-11 (world history)  California Modified Assessment  ELA 3-9 th ) and Math 3-7 and Algebra, Science 5, 8, 10  California Alternative Performance Assessment  ELA and Math 2-11 and Science 5, 8, 10  California High School Exit Exam (CAHSEE)  10 th grade ELA and Math  11 th and 12 th (if passed anytime during school year) 12

13.  Required by EC Section 52056  Statewide Rank  Establishes a ranking of schools from highest to lowest  Calculated separately by school type  Compares to all schools statewide with same school type  Similar School Rank  Calculated separately by school type  Compares a school to 100 other schools that are similar on key variables 13

14.  Ranks are established by deciles (10 equal groups)  Range from 1 to 10  1 is low  10 is high  Ranks improve when the API score increases  Dependent upon API increases of other schools statewide 14

15. 1. Obtain demographic data, Base APIs, and school type 2. Calculate a School Characteristics Index (SCI) for each school based on more than 20 variables 3. Rank SCIs from high to low separately by school type. Identify 50 schools with SCIs just above and 50 schools with SCIs just below the “target” school 4. Sort by APIs and determine similar schools rank 15

16.  Rank 1 means the school is comparable to the lowest 10 schools of the 100 similar schools  Rank 10 means the school is better than at least 90 of the 100 similar schools  Schools often do not “look” like my school  Based on similar challenges 16

17.  Measure performance of schools and determine improvement  Determine eligibility for awards and interventions programs  Charter school renewal  Component of federal AYP system 17

18. 18

19.  Federal accountability requirement enacted by No Child Left Behind (2001)  Methodology must be annually approved by the U.S. Department of Education  Must meet annual targets that increase over time  Goal is 100% of students proficient in ELA and mathematics by 2013-2014  Annual determination for schools and LEAs 19

20. 1. Participation rate  ELA and math 2. Percent proficient (Annual Measurable Objectives (AMOs)  ELA and math 3. API as an additional indicator 4. Graduation rate  High schools only 20

21. 21 True

22.  Participation rate  Up to 11 different student subgroups  Two content areas  22 ways  Percent proficient  Up to 11 different student subgroups  Two content areas  22 ways  API  High school graduation rate 22

23.  Elementary and Middle Schools  CSTs  CMA  CAPA  High Schools (grade 10 only)  CAHSEE  CAPA 23 CST = California Standards Test CAPA = California Alternate Performance Assessment CAHSEE = California High School Exit Exam Participation rate and percent proficient calculations based on

24.  High schools  Based only on Grade 10 CAHSEE results  Student enrollment and performance will differ if you compare STAR, API, and AYP results 24

25.  Must be 95% or greater  In ELA and math  For the school or LEA and all numerically significant subgroups  Students tested with modification are not counted as participating  Numerically significant subgroups based on enrollment on the first day of testing 25

26.  Each state can set their own definition of “proficient”  Also called Annual Measurable Objectives (AMOs)  Annual target by school type  ELA and math 26

27.  Targets are the same for  LEAs  Schools  Subgroups  Numerically significant subgroups are based on the number of valid test scores 27

28.  API  Schools must grow by at least one point or have an API score at or above the annual target (680)  Graduation Rate  For high schools only  Must show growth or be above the annual target 28

29.  Two-year average  Averages results over two years  Safe Harbor  The percent of students scoring below proficient decreased by 10% 29

30. 30

31.  Only schools receiving Title I funding  Schools are identified after missing AYP for two consecutive years  In the same content area (ELA or math), or  On the same indicator (API or graduation rate) 31

32. 32 Met all criteria except participation for Hispanic in ELA 2009 Met all criteria except percent proficient for English Learners in ELA Identified for PI: The school missed the same content area for two consecutive years 2010

33. 33 Met all criteria except percent proficient for African Americans in math Not Identified for PI: The school did not miss in the same content area for two consecutive years 2010 Met all criteria except percent proficient for African Americans in ELA 2009

34.  State  Schools participating in state intervention programs are subject to sanctions if API growth requirements are not met ▪ School Assistance and Intervention Team (SAIT)  Federal  Schools and LEAs receiving Title I funding are identified for interventions if they fail to make AYP for two consecutive years ▪ Program Improvement 34

35.  State  Includes results from the CSTs, the CAHSEE, the CMA and the CAPA  Includes ELA, math, science, and history/social science  Federal  Includes results from the CSTs, and CAPA for grades 2-8; CMAs for grades 3- 8; CAHSEE and CAPA for grade 10  Includes only ELA and math 35

36.  State  STAR: Includes results from all students who took the assessments  API: Excludes students not enrolled for a full academic year; includes assessment results from grades 2-11  Federal  Excludes students not enrolled for a full academic year  Excludes English Learners enrolled in U.S. schools less than a year  Includes CAHSEE results for grade 10 only 36

37.  API: California State Accountability  API scale: 200 – 1000  API scores based on proficiency levels  AYP: Federal Accountability  Determined by percent of students scoring proficient or advanced  2011 Targets ▪ Elem & Middle Schools: ELA = 67.6%; Math = 68.5% ▪ High Schools: ELA = 66.7% ; Math = 66.1% APIAYP Advanced1000YES Proficient875YES Basic700NO Below Basic500NO Far Below Basic200NO