2. Data 101 Presented by Janet Downey After School Program Specialist Riverside Unified School District

4. California Standardized Testing and Reporting (STAR) Name of TestTo whom givenGoal California Standards Test (CST) Students in grades 2-11 in language arts, math, science, and social studies Score Proficient or Advanced (other outcomes are Far Below Basic, Below Basic, and Basic) California Modified Assessment (CMA) Special Education students who cannot take the CST N/A California Alternate Performance Assessment (CAPA) Special Education students who cannot take the CST or CMA N/A California English Language Development Test (CELDT) English Learners in grades K-12 Score Proficient in English California High School Exit Exam (CAHSEE) Students in grades 10-12Score 350 or higher; 380 for AYP proficiency

5.  Academic Performance Index (API) (state)  Adequate Yearly Progress (AYP) (federal) Subgroups: Ethnicity Socio-Economically Disadvantaged English Learners Students with Disabilities  Title III Accountability (AMAOs) (federal) English Learners

6. Academic Performance Index (API)  California Public Schools Accountability Act (PSAA) of 1999  Compensatory Model  Growth-Based Yearly Target Adjusted Each Year  Report=composite score both school wide and for subgroups Annual Yearly Progress (AYP)  Federal No Child Left Behind (NCLB) Legislation  Non-Compensatory Model  100% of Target in 12 years w/ yearly subtargets  Report=% proficient or above in language arts and math—school-wide and for four subgroups

7.  Numerically significant —100+ students or --50+ students representing 15% of population  Ethnicity— Black or African American American Indian or Alaska Native Asian Filipino Hispanic or Latino Native Hawaiian or Pacific Islander White Two or more races

8.  Socioeconomically Disadvantaged --student neither of whose parents have received a high school diploma or -- students eligible for free or reduced lunch  English Learner --students identified as EL based on CELDT --reclassified EL not scoring proficient in ELA 3 times after being reclassified  Students with Disabilities --students receiving special education services --students previously in special education during 2-year follow up

9. School or Subgroup 2009 Base API 2009-2010 Growth Targets 200-6905 percent of the difference between the Base API and the statewide performance target of 800 Ex. If Base Score = 200 800-200 = 600 600 x 5% = 30 Growth Target = 30 691-795Gain of 5 points 796-799Increase to 800 or above 800 or moreMust maintain an API of at least 800

12. Program Improvement and Its Consequences YearDistrict/LEASchool 1Technical Assistance to school (TA), Parental Notification Revise School Plan Use 10% of funding for training 2Technical Assistance and Training, School Choice, Supplemental Education Services (SES) = Tutoring More training Implement school plan 3TA, Training, Parent Notification, School Choice, SES Corrective Action– 1 of following: replace staff, new curriculum, outside expert, extend school year or day, restructure 4TA, Training, Parent Notification, School Choice, SES Plan for alternative governance-1 of following: reopen as charter, replace most staff and principal, outside manager, state takeover, any other major restructuring 5TA, Training, Parent Notification, School Choice, SES Implement plan developed in Year 4

13. Proficient Not Proficient 2. Make Safe Harbor1. Meet the Goal  Decrease NOT proficient by 10%

14.  California English Language Development Test (CELDT) measure Measures English proficiency on a 5-point scale for listening, speaking, reading, and writing to develop a composite score: 1= Beginning 2=Early Intermediate 3=Intermediate 4=Early Advanced 5=Advanced

15. NameMeasuresCalifornia Goal AMAO I Making progress in learning English One proficiency level increase on the CELDT per year AMAO II Attaining English proficiency EL less than 5 years EL 5+ years called Long Term English Learners (LTELs) Score Early Advanced or Advanced on CELDT overall and at least Intermediate in listening, speaking, reading, and writing AMAO III Meet AYP participation rate and proficient targets for EL subgroup Achieve proficient or advanced on CST

16. Most Recent Overall CELDT scoreGoal BeginningEarly Intermediate Intermediate Early Advanced Early Advanced or Advanced but not yet proficient Achieve English proficiency (Overall proficiency at EA or A with no category below Intermediate) Early or Advanced and proficient in English Maintain English Proficient status

19.  Is used for 10 th -12 th graders  Requires a scaled score of 350 or higher in order to graduate from high school  Requires a scaled score of 380 or higher in order to be classified as Proficient for AYP purposes

20. Research your school’s status vis a vis state and federal testing requirements: API 1. Did your school site meet its API growth targets? By how much? AYP—by school and subgroups 1. Did your school site meet its AYP targets-- schoolwide and by subgroups for language arts and math? Identify strengths and weaknesses. EL 1. Did your school site meet its AMAO targets I, II, and III for English Learners?

21.  DataQuest—CST, CELDT, API, AYP, AMAOs  School Accountability Report Cards  School Web Site  District Web Site  District Trimester Assessments  Interview the Principal  Talk to Teachers  Report Cards  Progress Reports  Your own after school data