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Superintendent’s Parent – Community Forum
Presented by: Dr. Mary Sieu, Superintendent
Valencia Mayfield, Assistant Superintendent Academic Services
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ABC’s Performance and Progress Using
California’s New Accountability System
Background Information California’s new accountability and continuous improvement system
was approved by the State Board of Education on September 8, 2016.
The new system includes the Eight State Priorities that define a
quality education from a more broader perspective than a single test
score.
Additionally, the State accountability evaluation rubric will be used to
analyze state and local performance standards. The rubric will assist
districts in identifying strengths and weaknesses. The State will also
use the rubric to identify districts in need of assistance or intervention.
Further discussion on this topic will occur at future Board meetings.
The new accountability system provides multiple measures of student
performance and provides a more complete picture of students’
educational experience. 2
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Local Control Funding Formula
LCFF
Local Control Accountability Plan
LCAP
California’s Accountability
System
An Integrated Systems Approach
LCAP and the New Accountability System Integrated, Coherent and Comprehensive System
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The LCAP actions/services should
lead to increased student achievement
and improved conditions for learning.
LCAP
California’s New
Accountability
System
The LCAP metrics are included in
California’s New Accountability System.
California’s Accountability System
Accountability and Continuous Improvement System Performance - Equity - Improvement
Multiple Measures of Data Reporting
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A visit to the Doctor’s office begins with a nurse checking your vitals signs: weight, temperature, pulse, and blood pressure.
The Benefit to Using Multiple Measures
This information and other assessments (e.g. patient’s subjective feedback) are used to determine if additional tests are needed and/or the appropriate treatment.
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Based on the analysis of “multiple measures,” the Doctor determines the patient’s wellness.
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Need Additional Resources
Making Appropriate Progress
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District’s and school’s “multiple measures – data reports”, provides a more complete picture of students’ educational experience.
Accountability and
Continuous Improvement System
California’s New Accountability and Continuous Improvement
System begins July 2017
Growth Model
Status represents current year performance.
Change reflects the difference between performance from the prior year
and current year.
Performance Categories
Green = State target
Blue = Highest Performance Category
Red = Lowest Category
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Performance Categories *
Very Low
Low
Median
High
Very High
*Exception - Suspension Data
California’s Performance Indicators
Performance Indicators Instruments Used to Measure Progress
Academic Indicators California Assessment of Student Performance and Progress
(CAASPP) in English Language Arts (ELA) and Math for
3rd – 8th grade
New Science Assessment (when available)
Progress of English learners toward English
proficiency based on the English learner indicator
California English Language Development Test (CELDT)*
* Will be replaced by a new test.
College and Career Indicators CAASPP ELA and Math for 11th grade and other measures of
college and career readiness
High School Graduation Rate 4-year Cohort Graduation Data
Suspension Rates The suspension rate calculations will be based on the
unduplicated number of students suspended in an academic year.
Chronic Absenteeism (when available) ---------------------------------
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Students’ Performance Based on
California’s Performance Indicators
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Academic Indicators
The Academic Indicator will include the following
information:
Grades 3rd – 8th CAASPP ELA and Math
New CA Science Test (2019-20)
Individual student growth model (2019-20)
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Grades 3rd - 8th and 11th CAASPP English Language Arts State and District Comparison
Information retrieved from CAASPP Test Results
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Grades 3rd - 8th and 11th CAASPP Math State and District Comparison
Information retrieved from CAASPP Test Results
English Learner Indicators
The English Learner (EL) Indicator will include the
following information:
Percent of ELs that moved up at least one
performance level on CELDT from prior year
to current year
Percent of ELs who were reclassified in the
prior year
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English Learner Indicator
Performance Indicator 2014-15 2015-16
English Learner Progress and Proficiency Report Not Applicable 68.4%
17 Information retrieved from DataQuest
*District Calculation
Graduation Rate
The Graduation Rate is based on the following information:
Four-Year Cohort Graduation Rate Formula
Number of students who earn a regular high school diploma by the end of
2014–15 cohort
divided by
Number of first-time grade nine students in 2011–12 plus students who
transfer in, minus students who transfer out, emigrate, or die during school
years 2011–12, 2012–13, 2013–14, and 2014–15.
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Graduation Rate
Performance Indicator 2013-14
2014-15
2015-16
Status
ABC 4 - year Cohort Graduation Rate 93.5% 94.4% Available
April
State 4 - year Cohort Graduation Rate 81% 82.3% Available
April
19 Information retrieved from DataQuest
*District Calculation
Graduation Rate
Cohort Graduation
Rate by Percentages 2013-14
Status
2014-15 Change
District Overall 93.5 94.4 +0.9
African American 94.6 94.8 +0.2
Asian 97.0 97.6 +0.6
Filipino 98.5 99.5 +1.0
Hispanic or Latino 88.3 90.7 +2.4
White 94.7 94.1 +0.6
20 Information retrieved from DataQuest - NOTE: Cohort Grad Data represents a ‘different’ set of students
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Question #1: What is the District's
overall graduation status for 2014-15?
Answer: 94.4%
Question # 2: What is the difference (change)
in the District’s overall graduation status from
2013-14 to 2014-15?
Answer: 94.4% - 93.5% = +0.9%
NOTE Exceptions: Districts and/or schools with grad rate below 67% will be placed as red. Districts and/or schools with grad rate at or above 95% in current year will be placed at blue performance category.
Graduation Rate Cohort
Graduation Rate
by Percentages
2013-14 2014-15 Change Performance
Category
State Overall 81.0 82.3 +1.3
District Overall 93.5 94.4 +0.9
African American 94.6 94.8 +0.2
Asian 97.0 97.6 +0.6
Filipino 98.5 99.5 +1.0
Hispanic or Latino 88.3 90.7 +2.4
White 94.7 94.1 -0.6
22 Information retrieved from DataQuest -
NOTE: Cohort Grad Data represents a ‘different’ set
of students
Performance Categories
Very Low
Low
Median
High
Very High
Suspension Rate
The Suspension Rate is based on the unduplicated number of
students suspended in an academic year.
Suspension Rate Formula
Number of Students Suspended
divided by
Cumulative Enrollment Multiplied by 100
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Performance Categories
Very High
High
Median
Low
Very Low
Suspension Rate
Performance Indicator 2014-15
2015-16
Status
ABC Suspension Rate 2.1% 1.9% *
State Suspension Rate 3.8% Available April
24 Information retrieved from DataQuest
*District Calculation
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1.9%
(0.2)%
Question #1: What is the District's
overall suspension status for 2015-16?
Answer: 1.9%
Question # 2: What is the difference (change)
in the District’s overall suspension status from
2014-15 to 2015-16?
Answer: 1.9% - 2.1% = - 0.2%
College and Career Readiness Indicators
Includes Multiple Measures
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LCAP Actions and Services are
dedicated to improving students’
academic performance and
conditions for learning.
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Increase Graduation Rate
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Increase
College and Career Readiness
SAT and ACT Pre- Academy
Pre-AP Academies
Decrease Suspension Rate
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Increase English Learners
Proficiency in English
Restorative Practices
Additional Information
CAASPP Parent Resources
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Parent Resource to
Understand CAASPP Report
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http://www.testscoreguide.org/
Report Features
•Helps parents understand
score reports and their
child’s progress
•Provides Sample Score
Report
Note: Spanish translation
currently not available.
The Parent Guides -CDE CAASPP Web page
http://www.cde.ca.gov/ta/tg/ca/sbacparentguides.asp
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https://www.youtube.com/watch?v=FQi4qlOCrmk&fe
ature=youtu.be
Parent Resources
Spanish Translation Available
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Student Achievement Our Core Belief
