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2016-17 California Assessment of Student Progress and Monitoring

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2016-17 California Assessment of Student Progress and Monitoring Report to the Board of Education October 11, 2017 z 2016-17 California Assessment of Student Progress and Performance and Local Measures z 2016-17 CAASPP System English Language Arts/Literacy and •Smarter Balanced Mathematics Summative •California Alternate Assessment Assessments Grade 5 & 8 • California Standards Test Science • California Alternate Assessment z Smarter Balanced Assessment English Language Arts Speaking Research Reading Writing and and Listening Inquiry z Smarter Balanced Assessment Math Problem Solving Concepts and Communicating and Data Procedures Reasoning Analysis z Achievement Level Descriptors Standard Exceeded Standard Met Demonstrates Standard Nearly Met advanced progress Standard Not Demonstrates Met progress toward May require toward mastery. further mastery. Needs development substantial for success in improvement future for success in coursework. future coursework. z CAASPP Grades 3-6 Percent of Students who Met Standards English Language Arts 100 90 80 70 63 60 54 50 46 40 30 20 10 0 CVESD County State Percent of Students Who Met & Exceeded Standards z CAASPP Grades 3-6 All Student Comparison: ELA 100 90 80 70 62 63 60 55 50 50 50 51 50 43 42 40 28 31 30 20 14 17 16 16 10 0 All Students Socioeconomically Students with English Learners Foster Youth Disadvantaged Disabilities w/ RFEP 2014-15 2015-16 2016-17 Percent of Students Who Met & Exceeded Standards z CAASPP Grades 3-6 Percent of Students who Met Standards Math 100 90 80 70 60 51 46 50 39 40 30 20 10 0 CVESD County State Percent of Students Who Met & Exceeded Standards z CAASPP Grades 3-6 All Student Comparison: Math 100 90 80 70 60 49 51 50 44 38 39 40 37 37 31 32 32 30 20 15 16 11 12 11 10 0 All Students Socioeconomically Students with English Learners Foster Youth Disadvantaged Disabilities w/ RFEP 2014-15 2015-16 2016-17 Percent of Students Who Met & Exceeded Standards z CAASPP Local Districts - ELA 100 90 80 71 70 63 60 54 50 42 40 34 34 30 20 10 0 CVESD 3-6 Coronado 3-6 National 3-6 San Ysidro 3-6 SD Unified 3-6 South Bay 3-6 Percent of Students Who Met & Exceeded Standards z A Closer Look at CVESD and Coronado ELA 100 90 80 80 78 77 77 80 75 74 73 68 72 72 71 71 70 69 69 68 70 67 67 67 60 50 40 30 20 10 0 Percent of Students Who Met Standards z CAASPP Local Districts -Math 100 90 80 70 65 60 51 50 50 40 31 30 27 27 20 10 0 CVESD 3-6 Coronado 3-6 National 3-6 San Ysidro 3-6 SD Unified 3-6 South Bay 3-6 Percent of Students Who Met & Exceeded Standards z A Closer Look at CVESD and Coronado Math 100 90 76 80 69 70 64 65 65 65 65 64 60 50 40 30 20 10 0 Silver Village Veterans Wolf Liberty Arroyo Marshall Salt Creek Strand Canyon Vista Percent of Students Who Met Standards z CVESD and SBAC States ELA 100 90 80 70 63 55 57 56 60 54 50 50 51 50 49 51 50 46 46 47 40 30 20 10 0 Average of Students Who Met Standards z CVESD and SBAC States Math 100 90 80 70 60 52 51 48 47 46 45 50 47 45 50 39 43 38 42 39 40 30 20 10 0 Average of Students Who Met Standards Five-by-Five zPlacement Report z Five-by-Five Placement Report CHANGE STATUS z z Science California Science Test California Alternate Assessment for Science z California Science Test California Alternate Assessment for Science Rollout Plan Year California Science Test 2016-17 Pilot Test 2017-18 Field Test 2018-19 Operational Test 2019-20 Operational Test Year California Alternate Assessment for Science 2016-17 Pilot Test 2017-18 Pilot Test 2018-19 Field Test 2019-20 Operational Test Local Measures z Local Measures Writing Grades K-2 100 90 80 70 62 63 60 54 50 40 30 20 10 0 2014-15 2015-16 2016-17 Percent of Students Who Met Standards z Local Measures Math Grades K-2 100 90 79 79 80 75 70 60 50 40 30 20 10 0 2014-15 2015-16 2016-17 Percent of Students Who Met Standards z Local Measures Reading Grades K-1 100 90 80 70 71 72 70 60 50 40 30 20 10 0 2014-15 2015-16 2016-17 Percent of Students Who Met Standards z Local Measures Reading Lexile Grades 2-6 100 90 80 70 60 49 50 43 40 36 30 20 10 0 2014-15 2015-16 2016-17 Percent of Students at College and Career Readiness Levels z Moving Forward CVESD Instructional Focus The CVESD community will work collaboratively to ensure that ALL students, including English Learners, Students with Disabilities, and designated target groups, show measurable growth, which will lead to reducing the achievement gap in literacy and mathematics. This will occur through the implementation of aligned to the California State Standards, and driven by the District’s LCAP goals. z Professional Development Highlights •TEACHERS •PARENTS •Collaboration •Parent Academy •During School •Parent Nights •After School •DAC/DELAC Meetings •Summer PD Building Collaborative Relationships Conversations & Discussions Visible Learning ELPAC Benchmark ELA Dr. Duncan- & ELD Andrade NGSS & Math Equity & Access •RESOURCE TEACHERS •PRINCIPALS •RT Trainings •Leadership Meetings •Staff Development •Cohort & ILT Sessions Linda Darling-Hammond Stanford Graduate School of Education z Innovative Thinkers Socially Confident Responsible Our Shared Vision Lifelong High Love of Achieving Learning Report to the Board of Education October 11, 2017 z 2016 -17 California Assessment of Student Progress and Performance and Local Measures Special Education Progress on Goals REPORT TO THE BOARD OF EDUCATION OCTOBER 11, 2017 Goals Review Write Meet with Data Guidelines Sites Customer Monitor IEPs Service Calls Reduce due process filings and costs. COMPLIANCE CUSTOMER SERVICE Assess Appropriately Match Needs to Services Communicate Ensure Staff Participation Ensure Meaningful Parent Participation Listen Be Realistic in Scheduling When There’s No Progress, Take Action Provide Good Customer Service Provide Prior Written Notice Goals Review Write Meet with Data Guidelines Sites 1. Compliance and Customer Services Review 2. Settlement Debriefings Customer Monitor IEPs Service Calls Reduce due process filings and costs. Goals Review Write Meet with Data Guidelines Sites Customer Monitor IEPs Service Calls Reduce due process filings and costs. 61% Parents contacted 94% Parents happy 93% All areas of need addressed 31% Met 55% Partial Progress 13% Not Met Goals Review Write Meet with Data Guidelines Sites Customer Monitor IEPs Service Calls Reduce due process filings and costs. Goals DASHBOARD Very High INFORMED PROFESSIONAL High DEVELOPMENT Medium Low Very Low Improve student achievement. Additional Action Steps 1. Create Action Steps Based on Morale Survey 2. Meet Regularly with CVE President 3. Utilize Lead SLP to Manage Caselaods and Support SLPs 4. Identify Additional Benchmark Support Materials for MM SDC 5. Continue to Monitor and Evaluate Goalbook 6. Monitor Suggestions from Customer Service Calls Questions? REPORT TO THE BOARD OF EDUCATION OCTOBER 11, 2017 2016-2017 California Assessment of Student Performance and Progress Presentation to the Chula Vista Elementary School District Board of Education October 11, 2017 ELA/Mathematics Comparison English Language Learner Socioeconomically Disadvantaged Students with Disabilities CAASPP ELA 52% 50% Percent Percent Whoof Students or Met Exceeded Exceeded Expectations 41% 41% 38% 37% 33% 30% 30% 32% 27% 13% CAASPP Mathematics 36% Percent of Percent 32% 32% Exceeded Exceeded Expectatons 25% 25% 25% Students Who Met Met Students Whoor 21% 22% 18% 17% 15% 16% CAASPP Local Control and Accountability Plan Goal One Schoolwide and all groups of students will show measurable progress toward mastery of California state content standards, including the Common Core State Standards, as adopted by the State Board of Education applicable to charter schools. Measurable Outcome: ● At least 5% increase in CAASPP ELA and Math results. ● At least 70% of all students will be at expected DRA level. Response to Intervention ● We have developed a clearly structured Response to Intervention model that outlines student supports provided at levels 1, 2, and 3. ● Our clearly structured Response to Intervention program allows students to receive 1-1/2 hours of reading intervention in small groups guided by Instructional Assistants trained in specific (SIPPS and Reading Plus) techniques. ● Long-Term English Learners are given a thirty-minute structured word inquiry lesson after school with the English language development coordinator. This intervention gives our students an added two hours of vocabulary inquiry which we believe will have a positive effect on our students ability to comprehend what they read. Questions CVESD Board Presentation Howard Gardner Community School Wednesday, October 11, 2017 Introduction Established in Fall 2012 as a directly-funded Charter School in Chula Vista that focuses on Howard Gardner’s theory of Multiple Intelligences Enrollment: 215 Grades served: TK-8th Demographics: 54% English Learners 12% Students with Disabilities 88% Free/Reduced Lunch 12.3% Homeless Youth Race/Ethnicity (87% Hispanic, 5% African-American, 5% White, 1% Filipino, 1% American Indian, & 1% Two or more races) Mission Howard Gardner Community School will provide students with a unique, and supportive learning environment based on the tenets of multiple intelligence theory, facilitate the development of 21st century skills, and create an atmosphere where ALL students reach their highest potential. Assessment Results 2016-2017 CAASPP Results (Overall) CAASPP ELA (Grade/Subgroup) CAASPP Mathematics (Grade/Subgroup) Developmental Reading Assessment (TK-2) Physical Fitness Test (PFT) Physical Fitness Data Local Control and Accountability Plan (LCAP) 2017-2018 LCAP Goals Goal #1 Use multiple forms of student/school wide data including assessments to inform instructional decisions, implementation of research-based intervention programs; and fully implement the RTI/SST Program in order to identify and provide appropriate academic and social-emotional supports that will ensure student academic success and close the achievement gap among all subgroups.
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