Assessment Update

1. Assessment Update Prepared by Riverside County Office of Education District and School Success Center September 19, 2008

2. Adequate Yearly Progress (AYP)

3. Amendments to 2008 AYP Calculation Pair and Share Schools Schools with K or K-1 only receive percent proficient of “paired” school (grade 2 only)

4. Amendments to 2008 AYP CalculationUse of Alternate Methods When Computing AYP for Grade Spans Use safe harbor, confidence intervals and averaging when computing AYP at the grade span level.

5. Amendments to 2008 AYP Calculation PI Status of Local Educational Agencies (LEAs) and Schools with a break in Title I funding A school in Program Improvement (PI) that stops receiving Title I funds would not be subject to PI interventions in the years in which it received no Title I funds, however, the school’s PI status would be maintained in a historical database and be applied to the school when/if it started receiving Title I funds again

6. Amendments to 2008 AYP Calculation Flexibility for Students with Disabilities (SWD) Did not receive the 20% credit in either English-language arts (ELA) or mathematics for the SWD group Were able to count students who took the CMA in 2008 as participants in 2008 AYP calculations Waiting for State Board of Education (SBE) action on the CMA performance levels If the SBE approves the CMA performance levels in November, the CDE will re-run the 2008 AYP and the 2008-09 PI list.

7. Amendments to 2008 AYP Calculation Inclusion of Students Who Use a Calculator for Assessments Include students who use a calculator for the mathematics portion of the California High School Exit Exam (CAHSEE) as participants and use an adjusted scale score to determine if the score is proficient This was not approved for the students in grades two through eight on the California Standards Test

8. Amendments to 2008 AYP Calculation English Learner (EL) Subgroup EL students and Re-designated Fluent English Proficient (RFEP) students, if they are included in the percent proficient, are included in determining whether the subgroup is numerically significant.

9. 2008 AYP StatewideSchool Results

13. Impact on 2008 AYP Results Percent proficient targets increased significantly Unavailability of the 20% credit for the SWD subgroup in either ELA or mathematics Change to the definition of which students are included when determining whether the EL subgroup is numerically significant Problems with student demographic data submitted by some districts Availability of dropout and graduate information by subgroup Impacted safe harbor calculations Subgroups must also make the other indicators under AYP (API and graduation rate) in order to qualify for safe harbor

14. Safe Harbor An LEA, school, or subgroup must show a decrease in the percentage of students below proficient by 10 percent over the prior year to qualify for safe harbor Includes a confidence interval based on the number of valid scores See the AYP Information Guide at www.cde.ca.gov/ta/ac/ay for more information

15. Safe HarborCalculation Methodology

16. Safe HarborSimple Example

17. Data Corrections For the Standardized Testing and Reporting (STAR) Program and the CAHSEE, data corrections must be made through Educational Testing Service (ETS) The CDE will send STAR and CAHSEE data review information to Accountability Coordinators in late September The window for correcting 2007-08 CAHSEE demographic data is the close of business on Monday, November 3, 2008. The window for correcting 2007-08 STAR demographic data is the close of business on Friday, October 31, 2008. Schools and LEAs maintain their AYP and PI status until the Internet reports are updated API, AYP and PI reports will be re-run in January/February 2009

18. PI in 2008-09 Almost 275 schools are new to PI Nearly 350 advance to Year 5 About 60 LEAs are new to PI Nearly all of the prior Year 2 LEAs advanced to Year 3 and will face corrective action later this fall There were 21 PI Year 4 and PI Year 5 schools exiting PI in 2007-08, five of them from Riverside County Exiting PI Year 4: Jefferson Elementary (Corona-Norco); Harvest Valley Elementary (Romoland) Exiting PI Year 5: John F. Kennedy Elementary (Desert Sands), Della S. Lindley Elementary (Palm Springs), and Elsinore Elementary (Lake Elsinore)

19. Planning Requirements: PI Year 3 District LEAs will be subject of priority assistance index, defined at: http://www.cde.ca.gov/be/ag/ag/yr08/documents/mar08item21a2.xls Priority Assistance Index is a combination of AYP and API variables Corrective actions Technical assistance State will review possible corrective actions at November 2008 meeting of State Board of Education LEAs will be assigned corrective action and level of technical assistance (Extensive, Moderate, Minor, Other)

20. California high School Exit Examination(CAHSEE)

21. CAHSEE Requirement All students must satisfy the CAHSEE requirement, as well as all other state and local requirements to receive a California public high school diploma. The CAHSEE requirement can be satisfied by passing the exam or, for students with disabilities, receiving a local waiver. Education Code Section 60851(c).

22. CAHSEE Testing Opportunities Grade ten- one time (Feb., Mar., or May) Grade eleven*-two times Grade twelve*-five times Adult students*-three times * May participate in successive administrations.

23. 2008-09 Test Dates Future CAHSEE administrations will be: October 7-8, 2008 November 4-5, 2008 December 6 & 13, 2008 (Saturdays) December 8-12, 2008 (ELA writing prompt field test) February 3-4, 2009 March 17-18, 2009 May 12-13, 2009 Recruiting for field test writingRecruiting for field test writing

24. CAHSEE Webcast A Web cast will be held on Tuesday, September 30, 2008, 9:00 AM-11:30 AM San Diego County Office of Education http://wcportal.sdcoe.net/v_h.asp

25. Local Waiver Education Code Section 60851(c) At the request of the student’s parent or guardian, a school principal must submit to the local school board a request for a waiver of the requirement to pass the part(s) of the CAHSEE on which a modification was used and the equivalent of a passing score was earned.

26. Remediation Education Code Section 37252 - Districts must provide remediation to students in grades seven through twelve who do not show sufficient progress toward passing the CAHSEE. Education Code Section 37254 (Intensive Instruction and Services Grant): $74.3 million is budgeted statewide. All LEAs that apply will receive funding after October 1, 2008. LEAs will receive up to $531 for each grade twelve student who has not passed one or both parts of the CAHSEE. Any remaining funds will be distributed to LEAs for grade eleven students.

27. Class of 2008 Grade 10, Grade 11, and Grade 12 Estimated Cumulative Percentage Meeting the CAHSEE Requirement By Subgroup1 

28. Student Results Retention Requirements Districts must maintain in each student’s permanent record the following information: The date(s) the student took the CAHSEE. Whether the student satisfied the CAHSEE requirement for each section of the exam. The information must be entered in the student’s permanent record within 60 days of receiving data files from ETS. If a student moves, districts are required to provide CAHSEE scores to the new district even if the student owes fees. Education Code Section 49068 and California Code of Regulations 438.

29. Resources Assistance Packets: Annual Notification: Communicating with Parents and Guardians About the CAHSEE for the 2008-09 School Year Individual Student Results: Explaining the 2008-09 CAHSEE Student and Parent Report to Parents, Guardians, and Students Summary Results: Explaining the 2008-09 CAHSEE Summary Results to the Public Released Test Questions Student Study Guides (Revised) Teacher Guides (Revised) Compendium of Remediation Models

30. California Longitudinal Pupil Achievement Data System(CALPADS)

31. CALPADS Update:Assessment Impact LEAs will submit Pre-ID files to test vendor through CALPADS LEAs will continue to work directly with test vendor in scheduling calendar and ordering materials Amount of data on Pre-ID significantly reduced because test vendors will receive demographic and program participation data from CALPADS New Pre-ID process scheduled for implementation in time for the Spring 2010 STAR testing Transition to new process for CAHSEE and CELDT to be determined based on vendor contracts Goal to use same process for all assessments

32. CALPADS Update: Assessment Impact CALPADS will provide LEAs reports of their own data Since CALPADS will have assessment data, CALPADS will provide LEA reports that include STAR, CAHSEE, and CELDT data Preliminary draft LEA reports have been developed and vetted with CAC CDE will be seeking input from LEA assessment staff

33. Counting Grads and Drops Former CBEDS – aggregate counts SSIDs – individual student data using withdrawal codes

34. Withdrawal Codes Withdrawal Code Descriptions http://www.cde.ca.gov/ds/sd/cs/ewdcodes8.asp Dropout Guidelines http://www.cde.ca.gov/ds/sd/cb/dropoutguide.asp

35. Race/Ethnicity Change Two Question Format Hispanic or Non-Hispanic? Race: Select or one or more races from the five racial categories. Racial Categories American Indian or Alaska Native Asian Black or African American Native Hawaiian or other Pacific Islander White

36. Race/Ethnicity Change CALPADS will implement new federal guidelines with 2009-10 implementation CALPADS will collect detailed Asian groups per state law Unknown not allowed Decline to State not allowed Must allow for multiple races Two or more races for reporting Re-identification not required Collection forms should not include decline to state Third-party identification Default reporting for missing data

37. California English Language Development Test(CELDT)

38. What’s new in 2008-09? Title III Accountability (AMAOs) is now handled by the Evaluation, Research and Analysis Unit in the Policy and Evaluation Division Title III Program and fiscal components remain in the Language Policy and Leadership Office K-1 Early Literacy test questions being developed, reviewed, and field tested Transitions to next contract

39. Transitions

40. K-1 Early Literacy WestEd is: Developing test questions. Conducting Content Review and Bias/Sensitivity Review. Next Contractor will: Field test Early Literacy in Spring 2009. Include K-1 Reading and Writing in the 2009-10 operational test. Prepare report to Legislature due no later than January 1, 2013.

41. CELDT Blueprints Available on CELDT Resources Web page at http://www.cde.ca.gov/ta/tg/el/resources.asp Blueprints are aligned to English Language Development (ELD) Standards approved by State Board of Education in 1999 Organized by four grade spans Kindergarten – Grade Two Grade Three – Grade Five Grade Six – Grade Eight Grade Nine – Grade Twelve Standards are ordered by the ELD proficiency levels from Beginning to Advanced

42. Released Test Questions (RTQs) Released for the first time in April 2008 Located on the CELDT Resources Web page at http://www.cde.ca.gov/tg/el/resources.asp Based on the ELD Standards Released questions taken from the 2003-04, 2004-05, and 2005-06 CELDT Editions Covers all four domains: listening, speaking, reading, and writing Contains current scoring rubrics Intend to release additional CELDT questions every other school year

43. Workshops “CELDT 101” – General Test Administration WebEx Training Archived online (May 2008) Data Analysis and Use – Fall 2008 7 Live Workshops (11/20/08 in Riverside) 4 Live WebEx Up to 14 Recorded WebEx Register at: https://www.regonline.com/builder/site/Default.aspx?eventid=650995 Pre-Administration Workshops – Spring 2009 (new contract)

44. Physical Fitness Test(PFT)

45. California Education Code Section 60800 Requires: Annual PFT administration (FITNESSGRAM®) for all students in grades five, seven, and nine School districts to administer the PFT during the months of February, March, April, or May Students to participate in the PFT whether or not they are enrolled in a physical education class Students be provided with their individual results after completing the PFT Schools report the summary results of the PFT in their annual School Accountability Report Card (SARC)

46. PFT Training: FITNESSGRAM® Administration, Data Collection, and Reporting Results Audience: District PFT coordinators and physical education teacher leads Content: FITNESSGRAM® protocols, data collection and reporting procedures, and use of data Materials and video from the training will be available for downloading and viewing online in November at http://www.pft-info.org Registration: Online at http://www.pft-reg.org PFT Riverside Workshop on 11/19/08.

47. Changes to PFT Reporting Age determination Statewide Student ID (SSID) requirement New FITNESSGRAM® software instructions

48. 2008 PFT Results We anticipate that the results will be available at the end of November 2008 or early December 2008. 2008 PFT Summary Files via EDS (downloadable data files) at http://www.eddataonline.com/fitness/2008/data/ PFT Summary Reports via DataQuest(fixed reports of results) at http://dq.cde.ca.gov/dataquest/ Previous years’ results are available at http://dq.cde.ca.gov/dataquest/

49. Early Assessment Program (EAP)

50. 11th Grade Testing To receive EAP results students must complete all sections of test CST in English and/or mathematics (Algebra 2 or Summative High School Mathematics as appropriate) EAP 15 multiple-choice items in English and/or mathematics Administered with the CST Untimed EAP essay in English March 3 - 31, 2009 March 2 - 31, 2010 English CSU questions on CST are from State Board Standards Reading comprehension and literary response Writing strategies Written essay Student explains author’s argument and extent to which student agrees with author’s analysis and conclusion Math CSU questions on CST are from State Board Standards Algebra I, Geometry, and Algebra II English CSU questions on CST are from State Board Standards Reading comprehension and literary response Writing strategies Written essay Student explains author’s argument and extent to which student agrees with author’s analysis and conclusion Math CSU questions on CST are from State Board Standards Algebra I, Geometry, and Algebra II

51. 11th Grade Testing Students are identified as Ready for CSU college-level courses in English or mathematics Not yet demonstrating readiness… In mathematics, students may also be identified as ready on a conditional basis. They must fulfill requirements in 12th grade in order to maintain exemption from placement testing. Students whose results indicate readiness are exempted from placement exams English Placement Test (EPT) Entry Level Math Exam (ELM)

52. Duplicate Student Reports Students may email requests for paper copies of reports to EAPDups@ets.org Requests must include the following information Full name Date of birth High school Year student attended 11th grade Note: EAP results are only valid for the year following high school graduation.

53. EAP Test Results EAP aggregate data available online: http://eap2008.ets.org/ http://eap2007.ets.org/ http://eap2006.ets.org/

54. EAP English Statewide Results

55. EAP Math Statewide Results

56. Professional Development for Teachers and Administrators Collaboratively sponsored by County Offices of Education and the CSU to English-language arts and mathematics teachers ERWC www.calstate.edu/eap/englishcourse/ Mathematics http://pd.csusuccess.org/ Reading Institutes for Academic Preparation – Cross-curricular approaches to academic literacy (Web site in development) Handbook for School Site Leaders www.calstate.edu/eap/documents/site-leader-handbook/ Professional Development in English – Expository Reading and Writing Course Workshops Provide teachers with skills necessary to teach the 11th and 12th Grade Expository Reading and Writing Course CSU Coordination facilitated by the EAP coordinators Equips teachers to teach expository text and rhetorical analysis Helps high school teachers to understand the demands and requirements of freshman comp Professional Development in English – Expository Reading and Writing Course Workshops Provide teachers with skills necessary to teach the 11th and 12th Grade Expository Reading and Writing Course CSU Coordination facilitated by the EAP coordinators Equips teachers to teach expository text and rhetorical analysis Helps high school teachers to understand the demands and requirements of freshman comp

57. Standardized Testing and Reporting Program(STAR)

58. Students To Be Tested All students in grades two through eleven, including English learners and students with disabilities, enrolled on the first day of STAR testing are required to take these tests. Only students with written parent/guardian requests submitted to the school may be exempted from testing (Education Code Section 60615).

59. Program Components The STAR Program has five components: California Standards Tests (CST) California Modified Assessment (CMA) [Grades 3-8 in 2009] California Alternate Performance Assessment (CAPA) Standards-based Tests in Spanish (STS) California Achievement Tests, Sixth Edition Survey (CAT/6 Survey)* *There is a possibility that the NRT may be eliminated through the budget process. Confirmation will be made after the budget is finalized.

60. New for 2009 CMA now in grades three through eight CAPA Level 1 rubric changes STS now in grades two through eleven Aprenda 3 will no longer be administered Test results by performance levels will be available for STS [grades two through four] and CMA [grades three through five]

61. Current Testing Windows CST, CMA, CAPA, STS, and CAT/6 21-day window comprised of 10 days before and 10 days after the day on which 85% of all instructional days for the year are completed Writing CMA and CSTs (grades four and seven): March 3 or May 5

62. California Standards Test(CST) California Standards Test – most students participate in this assessment grades 2 -11. Students with 504 Plans or Individualized Education Programs (IEPs) may take this test with or without accommodations and/or modifications Blueprints are on the CDE Web site at http://www.cde.ca.gov/ta/tg/sr/cstblueprints.asp CAT/6 is for third and seventh grade students only

63. California Modified Assessment (CMA) NCLB Act of 2001 allows states to develop a modified assessment CMA assesses students with IEPs who meet CMA participation criteria approved by the State Board of Education CMA participation criteria are available on the CDE Web site at http://www.cde.ca.gov/ta/tg/sr/participcriteria.asp CMA participation includes an additional two percent flexibility, in addition to the one percent allowed for students with significant cognitive disabilities taking an alternate assessment, for adequate yearly progress (AYP) calculations Blueprints are on the CDE Web site at http://www.cde.ca.gov/ta/tg/sr/cmablueprints.asp

64. CMA (cont.) Individualized education programs (IEPs) must document which subject areas will be assessed by the CMA and must be revised annually to include CMA participation If accommodations are used for this assessment they must also be documented. Tests students in grades three through eight - English-Language Arts in grades three through eight - Writing in grades four and seven - Math in grades three through seven - Science in grades five and eight

65. California Alternate Performance Assessment (CAPA) No Child Left Behind (NCLB) Act requires alternate assessments, based on alternate achievement standards, be linked to grade-level content standards CAPA assesses students with significant cognitive disabilities who are unable to take the CSTs even with accommodations and/or modifications State Board of Education approved blueprints in March 2006 Blueprints are on the CDE Web site at http://www.cde.ca.gov/ta/tg/sr/capablueprints.asp For CAPA Eligibility to Participate in the STAR by Taking the CAPA http://www.cde.ca.gov/ta/tg/sr/capa.asp Students participating in the CAPA who are enrolled in “ungraded programs” shall take the CAPA level commensurate to their age To determine the enrollment grades for students in ungraded programs, subtract 5 from the student's chronological age. For example, an 11 year old would be enrolled in grade six in a graded program (11-5=6) Reminder: No out-of-level testing is allowed

66. IEP Requirements Individualized Education Programs (IEPs) must document how students will participate in statewide assessments CSTs with or without accommodations and/or modifications CMA with or without accommodations CST/CMA combined – subject specific CAPA only Special Education Directors must coordinate and communicate with testing coordinators to ensure that students are tested appropriately

67. Standards-based Tests in Spanish (STS) Will test students in: Required for Spanish-speaking English learners (ELs) who either: Receive instruction in their primary language; or Have been enrolled in a school in the U.S. less than 12 months At the option of the school district, the STS may also be given to any other Spanish-speaking English learner

68. STS (cont.) STS questions are based on math and reading/language arts content standards for California Tests are being developed in Spanish rather than being translated or transadapted Blueprints are available on the CDE Web site athttp://www.cde.ca.gov/ta/tg/sr/stsblueprints.asp

69. Assessment and Accountability Related Items

70. 2008-2009 RCAN Dates 2008-2009 RCAN Dates 09/19/2008 10/31/2008 12/12/2008 02/06/2009 03/27/2009 05/29/2009 Online registration is available at www.rcoe.us/EdServices_Events/

71. Special Education Division Training Dates Webinar – CMA and IEP Team Guidance September 19, 2008 (Archived) Workshops: CMA and IEP Team Requirements October 23, 2008, 9 a.m. – 12 p.m. San Joaquin County Office of Ed. October 30, 2008, 9 a.m. – 12 p.m. Anaheim City School District

72. Assessment RelatedWorkshops and Conferences 09/30/08 CAHSEE Webcast: http://wcportal.sdcoe.net/v_h.asp 11/06/08 STAR Ordering Workshop (RCOE) 11/19/08 PFT Workshop (Riverside) 11/20/08 CELDT Data Analysis and Use Workshop (Riverside) 12/02/08 STAR Pre-ID Workshop (RCOE) 12/03/08 Evaluator’s Meeting (Rancho Mirage) 12/04/08-12/05/08 CERA Conference (Rancho Mirage) 01/13/09 STAR Pre-Test Workshop (RCOE)