State Accountability System CDE Dashboard Overview
The State Accountability System CDE Dashboard provides insights into local district activities, such as Title 1 Coordinators Meeting. It covers various accountability measures like AYP, PI, LCFF, LCAP, and more. The system aims to enhance transparency and support for schools and LEAs.
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State Accountability System CDE Dashboard Overview Local District Northeast Title 1 Coordinators Meeting May 25, 2017
A Decade of Accountability Annual Yearly Progress (AYP) Federal: 18 to 22 criteria including proficiency rates, participation rates, graduation rate, API . Program Improvement (PI) Academic Performance Index (API) State- discontinued March 2014 Alternative Schools Accountability Model (ASAM) Academic Growth Over Time (AGT) Deasy School Accountability Report Card (SARC) School Quality Improvement Index (SQII)
LCFF LCAP LCFF LCAP Local Control and Accountability Plan 100% Graduation (grad. rate, A-G Rate, AP exam pass with a 3 or better rate, A-G awareness) 100% Proficiency for All (Subgroup Rates) (grad. rate, A-G courses pass rate, EAP rate of exceeding college readiness standard, CST science rate of proficient or advanced, Progress on CELDT, Reclassification rate, LTEL rate, SRI basic or higher rate) 100% Attendance Staff & student 96% + proficiency rate (<8 days) , Chronic absence rate (>15 Days) Parent, Student, Community Engagement School Experience Survey participation and responses) School Safety Suspension rate (out-of-school), Expulsion rate, SES campus safety survey perception data o
Adequate Yearly Progress (Federal) Measured Rates of Proficiency based on Annual Results 4
The New State Accountability System INTERVENTION AND SUPPORT LEA/SCHOOL DESIGNATIONS METRICS States establish accountability indicators. LEAs support and ensure that identified schools implement required processes and interventions based on identification. States establish criteria to identify LEAs and schools for intervention and assistance. States produce California Dashboard to share results for LEAs and Schools (no stakes). State identifies LEAs and (eventually) schools for support and intervention. State provides technical assistance to identified LEAs. 2016-17 Criteria: by 9/2017 LEAs Identified: 2017-18 Schools Identified: 2018-19 2018-19 5
Moving Forward Under the New System Things to consider New metrics and benchmarks Different growth model Comprehensive Subgroup representation Transparent & public Sourced from CALPADs 6
Where Does the Data Come From? Majority is from CALPADS sourced from MiSiS Part of data clean-up efforts in Certify 7
State Indicators: Chronic Absenteeism English Learner Progress Graduation Rate College & Career ELA (SBAC) Mathematics (SBAC) 8
State Indicators (School and LEA) State Indicators (School and LEA) Chronic absenteeism starting 2018-19, data being collected in 2016-17 Suspension rate in-school and out-of-school suspensions English Learner progress Annual progress on CELDT + reclassified EL s in prior year Graduation rate Four-year cohort graduation rate, excludes options schools, five-year rate considered for 18-19 College & career indicator for graduates in 4-yr. cohort, Gr. 11 SBA scores, AP & IB tests, A-G completion with C or above, dual enrollment, career pathway completion with C or above Academic indicator Grade 3-8 scores on standardized tests, ELA and Math 9
State Indicators: Chronic Absenteeism English Learner Progress Graduation Rate College & Career ELA (SBAC) Mathematics (SBAC) 11
State Indicator: Academic ~ ELA and Math MAIN IDEA: How far above or below the minimum scale score for standards met are your students on average? INTENT: Shows needed improvement to bring the average student to meeting standard as measured by Smarter Balance Assessments KEY SHIFTS: Based on scale scores for all students and subgroups Establishes level 3 score for each grade level as a comparison point (lowest score needed to meet standard) Averages the distance from Level 3 to determine performance Every student will have a positive, negative, or neutral contribution to the school-wide, LEA-wide, or student group average. 12
Grade Minimu m Scale Score Maximum Scale Score Achievement Level 1 Scale Score Range for Standard Not Met Achievement Level 2 Scale Score Range for Standard Nearly Met Achievement Level 3 Scale Score Range for Standard Met Achievement Level 4 Scale Score Range for Standard Exceeded 3 2114 2623 2114 2366 2367 2431 2432 2489 2490 2623 4 2131 2663 2131 2415 2416 2472 2473 2532 2533 2663 5 2201 2701 2201 2441 2442 2501 2502 2581 2582 2701 LEVEL 3: The minimum score at each grade level that is needed to meet standard on the SBAC in math and ELA 13
Sample: ELA Grade 3 Level 3 Subgroup A Subgroup B 2700 2600 +193 +152 +148 +118 2500 +69 +68 +58 Level 3 (2432) 2400 +18 -28 2300 -101 -152 2200 -210 2100 For ELA 3rd Grade, Level 3 equals a scale score of 2432 Each student s distance from Level 3 is averaged Overall (+27.75) Subgroup A (+54.75) 14
Distance From Level 3 All scale score ranges are set by the Smarter Balanced Assessment Consortium and won t change All students in the same grade across California are measured against the same scale score All grade 6 students across California are measured against the 2531 scale score for ELA. All grade 8 students across California are measured against the 2586 scale score for Math. 15
State Indicators: Chronic Absenteeism English Learner Progress Graduation Rate College & Career ELA (SBAC) Mathematics (SBAC) 16
Metrics for College and Career Indicator 17
Performance Levels for State Indicators Performance Levels are calculated using percentiles that combine Status and Change using a five- by-five colored table that produced 25 results represented by five colors. Blue Green Yellow Orange Red Highest Lowest
Five Status and Five Change Levels Five Status Levels Five Change Levels Increased Significantly Increased Maintained Very High Blue Green Yellow Orange Red High Medium Low Declined Very Low Declined Significantly 20
Status Status and Change Change Sample (3 yr. average) (3 yr. average) 2015 Grad Rate: 89% N/A 3 yr. average rate: 91% Difference between 2015 and 3 yr. average: -2 Gray = NA
Reported Subgroups Each state indicator will be reported for all schools and for the following subgroups (n 30): Race/ethnicity African-American Asian Filipino Hispanic/Latino Native American Pacific Islander Two or More Races White Socioeconomically disadvantaged Students with disabilities English learners definition varies by indicator Homeless and Foster will be added Fall 2017 23
State Indicators: Chronic Absenteeism English Learner Progress Graduation Rate College & Career ELA (SBAC) Mathematics (SBAC) 28
The English Learner Progress Indicator E L P I measures the percent of EL students who are making progress toward language proficiency from one year to the next on the California English Language Development Test (CELDT) and the number of ELs who were reclassified from EL to fluent English proficient in the prior year. 29
How are students performing in ELA on the SBAC? Are all subgroups demonstrating growth at the same rate? 30
Grade 3 Grade 8 How well are students and subgroups at my school meeting ELA standards? 31
High School How well are students and subgroups at my school meeting ELA standards? Are students graduating College and Career Ready? 32
Resources The CDE s Dashboard Website includes comprehensive resources, sample presentations & letters, technical guides, video overviews, and metrics used to determine the indicators: http://www.cde.ca.gov/ta/ac/cm/index.asp Calculation questions on state indicators, the college/career indicator, and grade distance from level 3: aau@cde.ca.gov tel. 916.319.0863 CALPADS: calpads@cde.ca.gov tel. 916.324.6738 33
