Transcript CST Assessment Training

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
AYP Criteria
Elementary:
Participation Rate
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:
Annual Measurable Outcomes (AMO)
2. Testing Proficiency (AMO):
Minimum Percentage
of students at Proficient to Advanced levels of the
California Standards Test (CST)
ELA
 ’05=
 ’06=
 ’07=
 ’08=
24.4%
24.4%
24.4%
35.2%
Mathematics
 ’05=26.5%
 ’06=26.5%
 ’07=26.5%
 ’08=37.0%
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
AYP Criteria
Elementary:
Academic Performance Index (API)
3. Academic Performance Index (API):

Minimal School API Score of 590
Or

Increase of 1 API point per year
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
Advanced
5
1000
Proficient
4
875
Basic
3
700
Below Basic
2
500
1
200
Far Below
Basic
Academic Performance Index (API) Criteria:
Quintile Rankings based on ELA CST
Quintile
API Weights
Gain in API
Weight
Advanced
5
1000
125
Proficient
4
875
175
Basic
3
700
200
Below Basic
2
500
300
Far Below
Basic
1
200
N/A
Figure #1- 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
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.
Figure #1- California Standards Test (CST) Levels: Language Arts
State Target for All Students
Far Below Basic
Below Basic
Basic
Proficient
Advanced
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.
2.
Use STAR Master List to assess
individual CST Reporting Clusters by
each separate grade and quintile level
Use the Introduction/CST Test Release
Questions as a tool for assessing the
summarized weaknesses to:
1.
2.
Determining the need for any tactical
changes in classroom practice.
Better customized targeted interventions
utilized in IWT.
CST Assessment Protocol:
Simplifying the Data

1.
2.
3.
4.
5.
Use STAR Master List to assess
individual CST Reporting Clusters:
Word Analysis Vocabulary
Reading Comprehension
Literary Response
Writing Conventions
Writing Strategies
CST Assessment Protocol:
Simplifying the Data

1.
2.
3.
4.
5.
Use STAR Master List to assess by
each Quintile Level:
Advanced: ADV
Proficient: PRO
Basic: B
Below Basic: BB
Far Below Basic: FBB
Figure #1- California Standards Test (CST) Levels: Language Arts
State Target for All Students
Far Below Basic
Below Basic
Basic
Proficient
Advanced
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
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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
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


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?
CST Assessment Protocol:
Narrowing the Focus

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.
CST Assessment Protocol:
Narrowing the Focus

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
CST Assessment Protocol:
Narrowing the Focus

Insert sample questions under
corresponding Standard.
Work Period
10 minutes
Analysis of Information
CST Assessment Protocol:
Strategizing by Recording Cluster and
Quintile Ranking
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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 Hayashida
Title I Coordinator,
Local District 8
310 354-3416