October 2016 CIM Presentation...October 2016 CIM, Slide 14 State’s New Accountability System The new accountability system is based on multiple measures, not just assessment data,

October 2016 CIM, Slide 11

Accountability Update


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)



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



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



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



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



Four Local Indicators:

1. Basic conditions at a school

2. Progress in implementing standards

3. Parent engagement

4. School climate



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



Each Performance Category will be displayed as a color:

Change

Sta

tus


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


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


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


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…..


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)


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


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


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




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



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


Changes Impacting Data Maintained in SIS


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


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


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


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


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%


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


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


Assessments and

CALPADS


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


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


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



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



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



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



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

[email protected]

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


mailto:[email protected]




http://caaspp.org/administration/instructions/


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

[email protected]

For Security Breaches: 916-319-0969

[email protected]

mailto:[email protected]

Documents

October 2016 CIM Presentation...October 2016 CIM, Slide 14 State’s New Accountability System The new accountability system is based on multiple measures, not just assessment data,