1. Adequate Yearly Progress (AYP) Academic Performance Index (API) and Analysis of the Mathematics Section of the California Standards Test (CST) Data Elementary Mathematics Coaches October 26, 2006

2. Purpose of the Session: 1.To establish the direct relationship between Adequate Yearly Progress (AYP), Academic Performance Index (API) and the California Standards Test (CST). 2.To accurately assess California Standards Test (CST) results so a school may make tactical changes in classroom practice and customize interventions.

3. Adequate Yearly Progress No Child Left Behind Testing Accountability: Required Elements

4. Adequate Yearly Progress (AYP) and Annual Measurable Objectives (AMO) All Title I Schools must meet Adequate Yearly Progress (AYP) school wide. Failure to meet AYP for two consecutive years in a single curricular area or AYP component will move a school into Program Improvement (PI) status. Curricular Areas: Language Arts and Math

5. 1. Participation Rate: 95% participation rate must be met in CSTs (and CAPA) for all 2 nd -5 th graders and for each “significant” sub group. AYP Criteria Elementary: Participation Rate

6. AYP Criteria Elementary: Annual Measurable Outcomes (AMO) ELA ’06= 24.4% ’07= 24.4% ’08= 35.2% Mathematics ’06= 26.5% ’07=26.5% ’08=37.0% 2. Testing Proficiency (AMO): Minimum Percentage of students at Proficient to Advanced levels of the California Standards Test (CST)

7. Figure #1- California Standards Test (CST) Levels: Mathematics Far Below BasicBelow BasicBasicProficientAdvanced 150 to 247248 to 299300 to 349350 to 429430 to 600 State Target for All Students

8. 3. Academic Performance Index (API): Minimal School API Score of 590 Or Increase of 1 API point per year AYP Criteria Elementary: Academic Performance Index (API)

9. Schoolwide Title I Schools are accountable for significant subgroups If a Schoolwide Title I School has a subgroup population which is: 100 students or greater who are to be STAR tested, or 99 to 50 students which represent at least 15% of the total number of students to be tested, the subgroup must meet: Participation Rate and Annual Measurable Objectives (AMO) Proficiency Rates.

10. What About Academic Performance Index? API

11. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST (30% Weight) Quintile API Weights 51000 4875 3700 2500 1200 Advanced Proficient Basic Below Basic Far Below Basic

12. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST Quintile API Weights 51000 4 875 3 700 2 500 1 200 Advanced Proficient Basic Below Basic Far Below Basic 100 200 400 100 200 Numbers of Students

13. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST Quintile API Weights 51000 4 875 3 700 2 500 1 200 Advanced Proficient Basic Below Basic Far Below Basic 10% 20% 40% 10% 20% % of students in each quintile

14. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST Quintile API Weights API 51000 4875 3 700 2 500 1 200 Advanced Proficient Basic Below Basic Far Below Basic 10% 20% 40% 10% 20% % of students in each quintile

15. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST Quintile API Weights API 51000 100 4875 175 3 700 280 2 500 100 1 200 20 Advanced Proficient Basic Below Basic Far Below Basic 10% 20% 40% 10% 20% % of students in each quintile Total:675 API for ELA CST

16. Academic Performance Index (API) Criteria: Quintile Rankings based on Math CST Quintile API Weights Gain in API Weight 51000125 4875175 3 700200 2 500300 1 200N/A Advanced Proficient Basic Below Basic Far Below Basic

17. Figure #2- California Standards Test (CST) Levels: Mathematics Far Below BasicBelow BasicBasicProficientAdvanced 150 to 247248 to 299300 to 349350 to 429430 to 600 State Target for All Students API For Academic Performance Index (API), greatest gains will occur when moving students from the lowest CST levels due to weighting factors.

18. Key to Meeting Adequate Yearly Progress (AYP) and Increasing Academic Performance Index (API): Positive Annual Gains

19. Goal: Move One Testing Level Per Year regardless of assessed level.

20. Figure #3- California Standards Test (CST) Levels: Mathematics Far Below BasicBelow BasicBasicProficientAdvanced 150 to 247248 to 299300 to 349350 to 429430 to 600 State Target for All Students

21. How Do We Get Them To Proficiency? First step is to accurately assess California Standards Test (CST) Math results so a school may make tactical changes in classroom practice and customize interventions.

22. Procedure: 1. Use STAR Master List to assess individual CST Reporting Clusters by each separate grade and quintile level 2. Use the Introduction/CST Test Release Questions as a tool for assessing the summarized weaknesses to: 1. Determining the need for any tactical changes in classroom practice. 2. Better customized targeted interventions.

23. CST Assessment Protocol: Simplifying the Data Use STAR Master List to assess individual CST Reporting Clusters: 1. Number Sense 2. Number Sense 3. Algebra and Functions 4. Measurement and Geometry 5. Statistics, Data Analysis, and Probability

24. CST Assessment Protocol: Simplifying the Data Use STAR Master List to assess by each Quintile Level: 1. Advanced: ADV 2. Proficient: PRO 3. Basic: B 4. Below Basic: BB 5. Far Below Basic: FBB

25. Figure #3- California Standards Test (CST) Levels: Mathematics Far Below BasicBelow BasicBasicProficientAdvanced 150 to 247248 to 299300 to 349350 to 429430 to 600 State Target for All Students

26. CST Assessment Protocol: Simplifying the Data In each Reporting Cluster, simplify the percentage correct by rounding to the nearest single digit number. 76% is 8; 35% is 3.5; 64% is 6

27. CST Assessment Protocol: Simplifying the Data Record the rounded single digit representation on the CST Analysis Form under the proper Reporting Cluster for the first 10 students in the same grade and quintile level. Add all simplified scores. Divide by the total number of students recorded (10 students). Calculate score for each Reporting Cluster

28. Work Period 10 minutes

29. Analysis of Data

30. CST Assessment Protocol: Narrowing the Focus Read Test Release Questions Introduction Reporting Cluster Description and Standards. Key observations in job alike groups: Refer to the Test Blue Print Page for the first Number Sense Strand/Reporting Cluster. Which sub-strand/standard has the greatest number of questions asked within the first Number Sense Strand/Reporting Cluster? Which sub-strand/standard has the least number of questions? Refer to the Test Release Questions Page 1:Which Reporting/Strand Cluster has the greatest number of questions asked on the test? The least number of questions?

31. CST Assessment Protocol: Narrowing the Focus Within the first Number Sense Reporting Cluster/Strand: Use Test Release Questions, Test Release answer key and Testing Blue Prints to match sample questions with the standards.

32. CST Assessment Protocol: Narrowing the Focus Using the Testing Blue Print page, prioritize Standards which comprise the first Number Sense Reporting Cluster/Strand by number of questions asked: Highest to Lowest

33. CST Assessment Protocol: Narrowing the Focus Insert sample questions under corresponding Standard.

34. Work Period 15 minutes

35. Analysis of Information

36. CST Assessment Protocol: Strategizing by Recording Cluster and Quintile Ranking Select a Reporting Cluster/Strand Select a Quintile Ranking Begin brainstorming to determine the need for any tactical changes in classroom practice. Begin with analysis of your core program implementation. Exhaust all core program resources and materials first.

37. Purpose of the Session: 1.To establish the direct relationship between Adequate Yearly Progress (AYP), Academic Performance Index (API) and the California Standards Test (CST). 2.To accurately assess California Standards Test (CST) results so a school may make tactical changes in classroom practice and customize interventions.

38. Wade Hayashida Title I Coordinator, Local District 8 310 354-3416