adequate yearly progress (ayp) academic performance index (api) and assessing california standards...

Adequate Yearly Progress (AYP) Academic Performance Index (API) and Assessing California

Standards Test (CST) Data

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 utilized in IWT.

Adequate Yearly Progress

No Child Left Behind Testing Accountability:

Required Elements

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

1. Participation Rate:

95% participation rate must be met in

CSTs (and CAPA) for all 2nd -5th graders

and for

each “significant” sub group.

AYP Criteria Elementary: Participation Rate

AYP Criteria Elementary: Annual Measurable Outcomes (AMO)

ELA ’05= 24.4% ’06= 24.4% ’07= 24.4% ’08= 35.2%

Mathematics ’05=26.5% ’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)

Figure #2- California Standards Test (CST) Levels: Language Arts

Far Below Basic Below Basic Basic Proficient Advanced

150 to 268 269 to 299 300 to 349 350 to 392 393 to 600

State Target for

All Students

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)

Title I Schools are accountable for significant subgroups

If a 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.

What About Academic Performance Index?

API

Academic Performance Index (API) Criteria: Quintile Rankings based on ELA CST

Quintile API Weights

5 1000

4 875

3 700

2 500

1 200

Advanced

Proficient

Basic

Below Basic

Far Below Basic

Academic Performance Index (API) Criteria:Quintile Rankings based on ELA CST

Quintile API Weights Gain in API Weight

5 1000 125

4 875 175

3 700 200

2 500 300

1 200 N/A

Advanced

Proficient

Basic

Below Basic

Far Below Basic



150 to 268 269 to 299 300 to 349 350 to 392 393 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.

Key to Meeting Adequate Yearly Progress

(AYP) and Increasing Academic Performance

Index (API):

Positive Annual Gains

Goal:

Move One Testing Level Per Year regardless of assessed level.



150 to 268 269 to 299 300 to 349 350 to 392 393 to 600


How Do We Get Them To Proficiency?

First step is to accurately assess California Standards

Test (CST) results so a school may make tactical changes in

classroom practice and customize interventions

utilized in IWT.

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 utilized in IWT.

CST Assessment Protocol: Simplifying the Data Use STAR Master List to

assess individual CST Reporting Clusters:

1. Word Analysis Vocabulary2. Reading Comprehension3. Literary Response4. Writing Conventions5. Writing Strategies

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



150 to 268 269 to 299 300 to 349 350 to 392 393 to 600


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

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

Work Period

10 minutes

Analysis of Data

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 Word Analysis. Which Standards have the greatest number of questions asked within the Word Analysis Strand? Which Standard has the least number of questions?

Which Reporting Cluster has the greatest number of questions asked on the test? The least number of questions?


Within the Word Analysis Vocabulary Reporting Cluster/Strand: Use Test Release Questions, Test

Release answer key and Testing Blue Prints to match sample questions with the standards.


Using the Testing Blue Print page, prioritize Standards which comprise the Word Analysis Vocabulary Reporting Cluster/Strand by number of questions asked: Highest to Lowest


Insert sample questions under corresponding Standard.

Work Period

10 minutes

Analysis of Information

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.

Focus on IWT for initial intervention period.

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 utilized in IWT.

Wade HayashidaTitle I Coordinator,

Local District 8310 354-3416

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