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October 2016 CIM, Slide 11
Accountability Update
October 2016 CIM, Slide 12
State’s New Accountability System
State Board of Education has adopted the
framework for the state’s new State
Accountability and Continuous Improvement
System
The new system will meet BOTH state and
federal accountability requirements under the
Every Student Succeeds Act (ESSA)
New state system will be rolled out over time,
meaning indicators will be added or enhanced,
as data becomes available (and reliable)
October 2016 CIM, Slide 13
State’s New Accountability System
Accountability and Continuous Improvement System
Local Control and Accountability Plan (LCAP) and Annual Update
Local Control Funding Formula (LCFF) Rubrics
Support and Assistance System established by LCFF
Three statutory purposes for the Rubric
To support LEAs in identifying strengths, weaknesses, and areas for improvement – informs their LCAPs
To assist in determining whether LEAs are eligible for technical assistance; and
To assist the State Superintendent of Public Instruction in determining whether LEAs are eligible for more intensive state support/intervention
October 2016 CIM, Slide 14
State’s New Accountability System
The new accountability system is based on multiple measures, not just assessment data, which will provide a more complete picture of how well schools are serving their students
CALPADS data will be used as announced
• Moving away from providing opportunities to view and then amend the student level data used in developing the indicators
Emphasizes importance of keeping CALPADS up to date on an ongoing basis, especially enrollments/exits, demographic, and program data
October 2016 CIM, Slide 15
State’s New Accountability System
At its September 2016 meeting the State Board of Education (SBE) adopted:
6 State Indicators of School Success
• CALPADS data will be used for much but not all of these indicators
4 Local Indicators of School Success
October 2016 CIM, Slide 16
State’s New Accountability System
Six State Indicators of School Success
1. 4-year Graduation Cohort Rate
2. English Learner Indicator (ELI) – progress of ELs towards English proficiency and reclassification rates
3. Achievement Data – Smarter Balanced results in English Language Arts and Math
4. College/Career Indicator – preparedness for postsecondary
5. Suspension Rates
6. Chronic Absenteeism Rates
October 2016 CIM, Slide 17
State’s New Accountability System
Four Local Indicators:
1. Basic conditions at a school
2. Progress in implementing standards
3. Parent engagement
4. School climate
October 2016 CIM, Slide 18
State’s New Accountability System
The California Accountability Model is based both on
• Status: Where a school is today based on the most recent data
• Change: Progress school is making from one year to the next
Both Status and Change have five levels:
• Status: Very High, High, Medium, Low, Very Low
• Change: Increase significantly, Increased, Maintained, Declined, Declined Significantly
Status and Change are combined to produce Performance Category
October 2016 CIM, Slide 19
State’s New Accountability System
Each Performance Category will be displayed as a color:
Change
Sta
tus
October 2016 CIM, Slide 20
State Indicators
All indicators will be developed for each student group
CALPADS data is critical for identifying student groups
Student groups include: • Race/ethnicity
• Socio-economically disadvantaged
• English Learner
• Migrant
• Foster
• Homeless
• Special Education
October 2016 CIM, Slide 21
State Indicators
4-Year Graduation Cohort Rate
• We’ve be doing this! No changes
• In the future the plan is to have these reports in CALPADS
English Learner Indicator
• The CDE has convened a work group to explore whether Long-Term EL data can be incorporated
• Key Data: CELDT and eventually ELPAC scores
• Key CALPADS Data: English Language Acquisition Status
October 2016 CIM, Slide 22
State Indicators
Achievement Data
• Key Data: Smarter Balanced English Language Arts and Mathematics scores
• Key CALPADS Data: Demographic and program data to determine student groups
October 2016 CIM, Slide 23
State Indicators
College and Career Indicator (CCI)
Data will be used to determine students in the 4-year graduation cohort (minus students who take the California Alternate Assessment) who are
• Prepared
• Approaching Prepared
• Not Prepared
Based on…..
October 2016 CIM, Slide 24
Accountability Update - Indicators
Key Non-CALPADS Data used for CCI: • Passing AP and IB exams
• Scores on Smarter Balanced ELA and Math
Key CALPADS Data used for CCI: • Met UC/CSU a-g (completion indicator)
• Completion, with a passing grade, of academic or CTE courses that are
• Dual Enrollment (State Course Codes: 2190, 2290, 2490, 2690, 2890, 6090) or
• Identified in Course Section Instructional Level (Field 9.19) as “College Credit” (Code: 16)
• Completion of CTE pathway
• State Seal of Biliteracy (new completion indicator)
• Golden State Seal Merit Diploma (new completion indicator)
October 2016 CIM, Slide 25
Accountability Update - Indicators Multiple ways for students to meet criteria
FOR EXAMPLE a graduate is considered “Prepared” if he/she meets at least 1 of the following measures:
Criteria for being considered “Prepared” for College or Career
A
CTE Pathway completion plus one of the following:
• On Smarter Balanced assessment, at least a Level 3 “Standard Met” on ELA or
math, and at least a Level 2 “Standard Nearly Met” in the other subject area
• One semester/two quarters of Dual Enrollment with passing grade (Academic/CTE)
B At least a Level 3 “Standard Met” on both Smarter Balanced ELA & Math
C Completion of two semesters/three quarters of Dual Enrollment with passing grade
(Academic and/or CTE subjects)
D Passing Score on two AP Exams or two IB Exams
E
Completion of courses that meet UC/CSU a-g criteria plus one of the following:
• CTE Pathway completion
• At Least a Level 3 on ELA or Math; and at least a Level 2 in the other subject
• One semester/two quarters of Dual Enrollment with passing grade (academic/CTE)
• Passing score on one AP Exam or on one IB Exam
October 2016 CIM, Slide 26
Accountability Update - Indicators
Suspension Rates
• Suspension Rates are calculated using count of suspensions and cumulative enrollment
• LEAs will certify their cumulative enrollment as part of EOY 3 beginning in 2016-17
NOTE: Importance of cumulative enrollment
Chronic Absenteeism Rates
• More discussion on this to come later in presentation
• Will not be used as an official indicator until 2019-20
• The 2016-17 data will be used for federal reporting
October 2016 CIM, Slide 27
2016 Accountability Reports (Federal) – last of
“old” federal reports Released week of October 17th
2016 Accountability Reports include: 2015-16 Participation Rates
2015-16 Percent proficient
Class of 2015 4-year cohort graduation rate
3-year average for the cohort graduation
rates (Class of 2012, 2013, 2014) The 3-year average will be used in the new
California Model
Accountability Update
October 2016 CIM, Slide 28
Accountability Update
2016 Rubrics – for new state accountability
LEAs will receive a private preview of the Rubrics for the following state indicators this December prior to public release in January 2017
• SBAC ELA results (grades 3-8)
• SBAC Math results (grades 3-8)
• English Learner Indicator
• Graduation Rate Indicator
• Suspension Rate Indicator
October 2016 CIM, Slide 29
Accountability Update
2016 Rubric indicators:
Are to be used to inform LEAs’ development of their annual LCAPs
Will not be used by the state to identify LEAs requiring technical assistance or intervention
October 2016 CIM, Slide 30
Changes Impacting Data Maintained in SIS
October 2016 CIM, Slide 31
LEAS should:
Be maintaining “Military Family” program records
Begin maintaining in their local student information systems, students receiving: • Golden Merit Seal Diploma • Seal of Biliteracy
Beginning in spring 2017, LEAs will be able to exit students graduating in 2016-17 with these indicators
Keep enrollments in CALPADS up-to-date throughout the year to facilitate certification of a cumulative enrollment count in EOY used for suspension and chronic absenteeism rates
Be preparing for submission of Student Absenteeism Summary (STAS) file
Changes Impacting Data Maintained in SIS
October 2016 CIM, Slide 32
Student Absenteeism
Why are we collecting absenteeism data?
Research finds chronically absent students fall behind and
often dropout
Attendance patterns often begin at the elementary school
level and so it is important to identify problems early
LEAs should use the attendance data they already collect
on a daily basis to identify emerging attendance issues so
that problems can be addressed quickly
October 2016 CIM, Slide 33
Student Absenteeism
CALPADS data:
• Is not useful for an early warning system
• Is useful to identify schools/districts that may require assistance in addressing attendance problems
CALPADS data will also be used to meet federal and state reporting requirements
• The federal Every Student Succeeds Act (ESSA) requires states to report chronic absenteeism data
• The new State Accountability and Continuous Improvement System will include Chronic Absenteeism as a performance indicator
October 2016 CIM, Slide 34
Student Absenteeism
CALPADS will collect for each enrolled student, the following aggregate counts for the year:
The number of days a student could have attended
The number of days a student attended
• Regular classroom
• In-house suspension
The number of days a student was absent
• Excused
• Unexcused
• Out-of-school Suspension
October 2016 CIM, Slide 35
Student Absenteeism
CALPADS will use the data to calculate and report counts of students in the following absence categories in Certification Report 14.1
Absence Category
Count of Students
with % Absence
Satisfactory Attendance < 5%
At-Risk > 5% and < 10%
Moderate Chronic Absent > 10% and < 20%
Severe Chronic Absent > 20%
October 2016 CIM, Slide 36
LEAs will be required to submit the data in the Student Absenteeism Summary (STAS) file as part of EOY 3 in 2016-17
The data collected on the STAS leverages the attendance data LEAs already collect and maintain in their local student information systems for average daily attendance (ADA) reporting
• In other words there are no changes to the rules used to collect attendance for ADA purposes, just some differences in how the data is aggregated and reported
• NOTE: Current ADA reporting process continues
Student Absenteeism
October 2016 CIM, Slide 37
Student Absenteeism
The rules for aggregating the data and reporting it to CALPADS were developed in consultation with the SIS vendors and LEAs with custom systems
• Primary difference is a more simplified way to count days attended for students whose ADA is based on “hourly attendance”
It is important to follow the guidance and instruction provided by your SIS
Refer to Flash #120, CFS, and User Manual for more details
October 2016 CIM, Slide 38
Assessments and
CALPADS
October 2016 CIM, Slide 39
2015-16 CELDT data in CALPADS will be available soon
Loading CAASPP results into CALPADS is still planned, but a lower priority given availability of results in the Test Operations Management System (TOMS), maintained by the assessment vendor, Educational Testing Services (ETS)
Assessments and CALPADS Update
October 2016 CIM, Slide 40
What enrollments are sent to TOMS?
CDE sends the most current primary or short-term enrollment each Sunday through Thursday night
If a student is concurrently enrolled, CALPADS sends the enrollment with the most recent start date
Therefore, a Concurrent Enrollment anomaly does not need to be resolved for a student to test UNLESS the latter LEA enrolled the student in error
CHANGE: A student exited with an E155 is no longer treated as an enrollment by TOMS, which means a student must have a current enrollment in CALPADS to access the interim assessments
CAASPP and CALPADS Update
October 2016 CIM, Slide 41
What CALPADS student data are sent to TOMS?
The most current demographic data from CALPADS are sent daily to ETS for loading into TOMS
All the student data displayed on the TOMS Student Demographics screen come from CALPADS
TOMS now includes the ability to download the student demographic data that can be used to identify any data issues
CAASPP and CALPADS Update
October 2016 CIM, Slide 42
What student data are used in reports?
CDE now sends all exits to TOMS
For 2017 summative testing ETS will “freeze” the demographic data it receives from CALPADS when the student exits or at the end of the LEA’s testing window, whichever comes first, and use this data for reports in TOMS, the Online Reporting System (ORS), and on the public Website
Therefore, it is important that LEAs keep CALPADS up-to-date with student demographic and program participation data to ensure accurate reporting
During the testing window, LEAs should review subgroup data available in TOMS and correct any data prior to the end of their testing window
CAASPP and CALPADS Update
October 2016 CIM, Slide 43
NOTE: CDE will continue to use the most up-to-date demographics in the CALPADS ODS when using assessment data in the accountability measures
• CDE will continue to inform LEAs when ODS data will be pulled for this purpose
CAASPP and CALPADS Update
October 2016 CIM, Slide 44
What are other important things to remember?
Update CALPADS with students’ Special Education and Section 504 plan program records because LEAs will only be able to load accommodations for students with a Special Education or 504 program record loaded from CALPADS to TOMS
Ensure CALPADS has students’ current mailing addresses because the mailing address meets both CALPADS purposes for maintaining student addresses:
To provide to TOMS for LEAs opting for student addresses on Individual Student Reports (ISRs)
For the Direct Certification matching process
CAASPP and CALPADS Update
October 2016 CIM, Slide 45
Who should I contact for technical
questions, such as when a school or
student is not in TOMS?
California Technical Assistance Center
800-955-2954
CalTAC@ets.org
http://caaspp.org/about/smarter-balanced/
http://caaspp.org/administration/instructions/
Hours of operation: Monday through Friday,
7 a.m. to 5 p.m. PT
CAASPP and CALPADS Update
October 2016 CIM, Slide 46
CAASPP and CALPADS
Who should I contact for policy or program
questions?
California Department of Education
Accommodations, Test Policy, Testing Irregularities
CAASPP Office
916-445-8765
caaspp@cde.ca.gov
For Security Breaches: 916-319-0969
CAASPPirreg@cde.ca.gov
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