2014-15 california assessment of student performance and progress (caaspp) results cambrian school...
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2014-15 California Assessment of Student Performance and Progress (CAASPP) Results
Cambrian School DistrictSeptember 17, 2015
Overview
Review of California Assessment of Student Performance and Progress (CAASPP) System
Review of the 2014-15 Smarter Balanced Summative Assessment Results and Key Findings for Grades 3-8
Next Steps
What is CAASPP?
New statewide student assessment system
Replaced the Standardized Testing and Reporting (STAR) system
2014-15 school year marked the beginning…first operational testing of Smarter Balanced Summative Assessments
Baseline set of data
The CAASPP system
Smarter Balanced Assessments Summative assessments in Grades 3-8 and 11 for English
language arts/literacy (ELA) & mathematics Interim assessments for all grades in ELA and mathematics The Digital Library…tools and practices
California Alternative Assessments (CAA) in ELA and mathematics
Science assessments in grades 5, 8 and 10 (Science CST)
Standards-based Test in Spanish (STS)
Smarter Balanced Summative Assessments
Primary focal point of CAASPP’s first year of implementation
Very different from the old STAR tests
Aligned with California’s new content standards for ELA and mathematics
Reflect critical thinking and problem solving skills
Computer-adaptive
Provides more support for students who need them, including English learners and students with disabilities
Smarter Balanced Summative Assessments Test Item Types
Selected-response items Might prompt students to choose one or more answers
Technology-enhanced items Might prompt students to edit text or draw an object
Constructed-response items Prompt students to write a short written or numerical response
Performance tasks Engage students in a complex set of tasks to demonstrate their understanding
e.g., Conduct research then write an argumentative essay, using sources as evidence
Smarter Balanced Summative Assessments Achievement Levels
Students receive an approximate score from 2000 to 3000
The overall score falls into one of four achievement levels: Standard Exceeded Standard Met Standard Nearly Met Standard Not Met
Smarter Balanced Summative Assessments Key Claims
ELA Claims: Reading Writing Listening Research/Inquiry
Mathematics Claims: Problem Solving &
Modeling/Data Analysis Concepts & Procedures Communicating Reasoning
For each claim, a student’s performance is represented as “Above Standard,” “At or Near Standard,” or “Below Standard.”
Figure 1: 2015 CAASPP English Language Arts/Literacy Overall Results, Achievement Level Distribution, Cambrian vs. Santa
Clara County vs. California
Standard Not Met Standard Nearly Met Standard Met Standard Exceeded
Cambrian School Dis-trict
0.16 0.2 0.33 0.31
Santa Clara County 0.21 0.2 0.29 0.29
California 0.31 0.25 0.28 0.16
3%
8%
13%
18%
23%
28%
33%
Perc
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Figure 2: 2015 CAASPP English Language Arts/Literacy Overall Results, Achievement Level Distribution, Bagby, Fammatre,
Farnham, Sartorette and Price
Standard Not Met Standard Nearly Met Standard Met Standard Exceeded
Bagby 0.18 0.18 0.26 0.38
Fammatre 0.19 0.18 0.28 0.35
Farnham 0.18 0.24 0.26 0.32
Sartorette 0.18 0.23 0.29 0.3
Price 0.13 0.2 0.39 0.27
3%
8%
13%
18%
23%
28%
33%
38%
43%
Perc
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Figure 3: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Subgroups at Standard Met or Standard Exceeded, Cambrian vs. Santa Clara County vs. California
African Amer.
Asian Filipino Hispanic White ED EL SWD All
Cambrian School District 0.5 0.88 0.6 0.44 0.69 0.34 0.29 0.25 0.64
Santa Clara County 0.42 0.82 0.6 0.33 0.74 0.33 0.18 0.19 0.58
California 0.28 0.72 0.63 0.32 0.61 0.31 0.11 0.12 0.44
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Perc
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Table 1: 2015 CAASPP English Language Arts/Literacy, Cambrian School District Students Tested by Subgroup, with Mean Scores
Subgroup # of Students Tested # of Students with Scores
African American 74 74
Asian 381 381
Filipino 81 81
Hispanic 539 538
White 1,037 1,037
Economically Disadvantaged 419 418
English Learners 279 278
Students with Disability 258 258
All 2,212 2,211
Figure 4: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Grade Levels at Standard Met or Standard
Exceeded, Cambrian vs. Santa Clara County vs. California
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Cambrian School District 0.58 0.6 0.66 0.68 0.66 0.66 0.64
Santa Clara County 0.53 0.56 0.61 0.57 0.58 0.59 0.58
California 0.38 0.4 0.44 0.43 0.44 0.45 0.44
5%
15%
25%
35%
45%
55%
65%
75%
Perc
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Table 2: 2015 CAASPP English Language Arts/Literacy, Cambrian School District Students Tested by Grade Level, Mean Scale Scores
Subgroup# of
Students Enrolled
# of Students
Tested
% of Enrolled Students
Tested
# of Students
with ScoresMean Scale
Score
Grade 3 367 366 99.7 366 2444.8
Grade 4 390 383 98.2 383 2489.0
Grade 5 376 371 98.7 371 2532.3
Grade 6 404 402 99.5 401 2558.6
Grade 7 358 354 98.9 354 2585.1
Grade 8 348 336 97.1 336 2602.1
All 2,241 2,212 98.7 2,211 N/A
Figure 5: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Cambrian School District Subgroups at each
Achievement Level
African Amer.
Asian Filipino Hispanic White ED EL SWD All
Standard Not Met 0.28 0.07 0.15 0.28 0.11 0.33 0.38 0.57 0.16
Standard Nearly Met 0.22 0.1 0.26 0.28 0.19 0.33 0.33 0.18 0.2
Standard Met 0.3 0.33 0.3 0.31 0.35 0.26 0.19 0.13 0.33
Standard Exceeded 0.2 0.5 0.3 0.13 0.34 0.08 0.1 0.12 0.31
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Figure 6: 2015 CAASPP English Language Arts/Literacy Overall Results, Percent of Cambrian School District Grade Levels at each
Achievement Level
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Standard Not Met 0.2 0.21 0.15 0.13 0.14 0.12 0.16
Standard Nearly Met 0.22 0.2 0.2 0.2 0.2 0.21 0.2
Standard Met 0.24 0.23 0.34 0.42 0.37 0.39 0.33
Standard Exceeded 0.34 0.37 0.32 0.26 0.29 0.27 0.31
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Table 3: 2015 CAASPP English Language Arts/Literacy Claims, Cambrian School District by Grade Levels
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Reading: Demonstrating Understanding of Literacy and Non-Fictional Texts
Above Standard 28% 35% 31% 30% 39% 40% 34%
At or Near Standard 52% 42% 47% 50% 44% 41% 46%
Below Standard 21% 23% 22% 20% 17% 19% 20%
Writing: Producing Clear and Purposeful Writing
Above Standard 33% 33% 42% 36% 41% 44% 38%
At or Near Standard 46% 47% 42% 49% 45% 44% 46%
Below Standard 21% 20% 15% 15% 13% 12% 16%
Listening: Demonstrating Effective Communication Skills
Above Standard 27% 23% 23% 23% 21% 21% 23%
At or Near Standard 59% 64% 62% 66% 66% 64% 63%
Below Standard 14% 13% 15% 11% 13% 15% 13%
Research/Inquiry: Investing, Analyzing, and Presenting Information
Above Standard 28% 26% 44% 38% 40% 37% 35%
At or Near Standard 53% 54% 47% 55% 47% 52% 51%
Below Standard 19% 16% 9% 7% 12% 11% 12%
Table 4: 2015 CAASPP English Language Arts/Literacy Claims, Cambrian School District by Subgroups
Afr. Am. Asian Filipino Hispanic White ED EL SWD All
Reading: Demonstrating Understanding of Literacy and Non-Fictional Texts
Above Standard 22% 53% 28% 15% 38% 9% 10% 9% 34%
At or Near Standard 43% 38% 49% 51% 47% 51% 46% 34% 46%
Below Standard 35% 9% 22% 34% 16% 39% 44% 57% 20%
Writing: Producing Clear and Purposeful Writing
Above Standard 24% 53% 42% 19% 44% 14% 12% 14% 38%
At or Near Standard 46% 40% 47% 52% 44% 51% 49% 29% 46%
Below Standard 30% 7% 11% 29% 12% 35% 39% 55% 16%
Listening: Demonstrating Effective Communications Skills
Above Standard 22% 33% 17% 12% 26% 9% 8% 10% 23%
At or Near Standard 57% 60% 65% 66% 64% 62% 63% 48% 63%
Below Standard 22% 8% 17% 22% 10% 29% 29% 41% 13%
Research/Inquiry: Investigating, Analyzing, and Presenting Information
Above Standard 28% 50% 33% 19% 39% 17% 13% 12% 35%
At or Near Standard 49% 43% 51% 60% 51% 58% 60% 48% 51%
Below Standard 23% 6% 15% 19% 10% 24% 27% 38% 12%
Key Findings for ELA Assessments
64% of Cambrian students reached the Standard Met or Standard Exceeded achievement levels (33% reached Standard Met and 31% reached Standard Exceeded) compared to 58% county students and 44% students statewide. See Figure 1
The rates of students reaching Standard Met and Standard Exceeded ranges from 58% (Farnham) to 66% (Price). See Figure 2 Sartorette at 59%; Fammatre at 63%; Bagby at 64%
With the exception of the Filipino Group and White Group, Cambrian subgroups reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 3
There is a substantial achievement gap between Hispanic/Latino students and White and Asian students. 44 percentage point difference between the percent of Hispanic/Latino and Asian students that
reached the Standard Met or Standard Exceeded achievement levels (44% vs. 88%, respectively). See Figure 3
Key Findings for ELA Assessments (cont.)
Cambrian grade levels reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 4 The rates of Cambrian students reaching Standard Met or Standard Exceeded
ranged from 58% (grade 3) to 68% (grade 6). See Figure 4
English Learners reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 3
Among the Ethnic subgroups, African American and Hispanic/Latino students had the highest rates of Standard Not Met (28%). See Figure 5
Students with Disability had the highest rate of Standard Not Met among other subgroups (57%). See Figure 5
Grade 4 had the highest rate of Standard Not Met (21%). See Figure 6
Key Findings for ELA Assessments (cont.)
For ELA claims (areas): 12% of Cambrian students were Below Standard on
Research/Inquiry compared to 13% on Listening claim 16% on Writing claim 20% on Reading claim See Table 3 and Table 4
Figure 7: 2015 CAASPP Mathematics Overall Results, Achievement Level Distribution, Cambrian vs. Santa Clara County
vs. California
Standard Not Met Standard Nearly Met Standard Met Standard Exceeded
Cambrian School Dis-trict
0.2 0.29 0.25 0.27
Santa Clara County 0.25 0.23 0.21 0.31
California 0.38 0.09 0.19 0.14
3%
8%
13%
18%
23%
28%
33%
38%
Perc
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Figure 8: 2015 CAASPP Mathematics Overall Results, Achievement Level Distribution, Bagby, Fammatre, Farnham, Sartorette and
Price
Standard Not Met Standard Nearly Met Standard Met Standard Exceeded
Bagby 0.19 0.25 0.28 0.28
Fammatre 0.21 0.29 0.26 0.24
Farnham 0.22 0.26 0.32 0.2
Sartorette 0.18 0.31 0.26 0.25
Price 0.2 0.3 0.21 0.29
3%
8%
13%
18%
23%
28%
33%
Perc
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Figure 9: 2015 CAASPP Mathematics Overall Results, Percent of Subgroups at Standard Met or Standard Exceeded, Cambrian vs.
Santa Clara County vs. California
African Amer.
Asian Filipino Hispanic White ED EL SWD All
Cambrian School District 0.4 0.78 0.51 0.26 0.56 0.2 0.27 0.2 0.52
Santa Clara County 0.3 0.8 0.48 0.23 0.66 0.25 0.2 0.17 0.52
California 0.16 0.69 0.52 0.21 0.49 0.21 0.11 0.09 0.33
5%
15%
25%
35%
45%
55%
65%
75%
85%
Perc
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Table 5: 2015 CAASPP Mathematics, Cambrian School District Students Tested by Subgroup, with Mean Scores
Subgroup # of Students Tested # of Students with Scores
African American 74 74
Asian 380 379
Filipino 80 80
Hispanic 540 539
White 1,037 1,037
Economically Disadvantaged 423 421
English Learners 279 278
Students with Disability 258 258
All 2,218 2,216
Figure 10: 2015 CAASPP Mathematics Overall Results, Percent of Grade Levels at Standard Met or Standard Exceeded, Cambrian
vs. Santa Clara County vs. California
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Cambrian School District 0.57 0.49 0.52 0.49 0.49 0.53 0.52
Santa Clara County 0.57 0.53 0.5 0.5 0.53 0.51 0.52
California 0.4 0.35 0.3 0.33 0.34 0.33 0.33
5%
15%
25%
35%
45%
55%
Perc
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Table 6: 2015 CAASPP Mathematics, Cambrian School District Students Tested by Grade Level, Mean Scale Scores
Subgroup# of
Students Enrolled
# of Students
Tested
% of Enrolled Students
Tested
# of Students
with ScoresMean Scale
Score
Grade 3 367 366 99.7 366 2444.8
Grade 4 390 383 98.2 383 2489.0
Grade 5 376 371 98.7 371 2532.3
Grade 6 404 402 99.5 401 2558.6
Grade 7 358 354 98.9 354 2585.1
Grade 8 348 336 97.1 336 2602.1
All 2,241 2,212 98.7 2,211 N/A
Figure 11: 2015 CAASPP Mathematics Overall Results, Percent of Cambrian School District Subgroups at each Achievement Level
African Amer.
Asian Filipino Hispanic White ED EL SWD All
Standard Not Met 0.34 0.07 0.2 0.38 0.11 0.44 0.42 0.62 0.2
Standard Nearly Met 0.26 0.16 0.3 0.35 0.19 0.35 0.3 0.18 0.29
Standard Met 0.24 0.28 0.38 0.17 0.35 0.16 0.17 0.11 0.25
Standard Exceeded 0.16 0.5 0.13 0.09 0.34 0.04 0.1 0.09 0.27
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Figure 12: 2015 CAASPP Mathematics Overall Results, Percent of Cambrian School District Grade Levels at each Achievement Level
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Standard Not Met 0.2 0.18 0.22 0.19 0.2 0.21 0.2
Standard Nearly Met 0.23 0.33 0.26 0.32 0.31 0.26 0.29
Standard Met 0.31 0.28 0.25 0.22 0.2 0.22 0.25
Standard Exceeded 0.26 0.21 0.27 0.27 0.29 0.31 0.27
5%
15%
25%
35%
45%
55%
65%
75%
85%
95%
Table 7: 2015 CAASPP Mathematics Claims, Cambrian School District by Grade Levels
Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 All
Concepts and Procedures: Applying Mathematical Concepts and Procedures
Above Standard 40% 32% 35% 31% 33% 36% 34%
At or Near Standard 34% 34% 33% 39% 37% 36% 35%
Below Standard 26% 34% 32% 30% 30% 29% 30%
Problem Solving/Modeling and Data Analysis: Using Appropriate tools and Strategies to Solve Real World and Mathematical Problems
Above Standard 36% 29% 27% 29% 33% 34% 31%
At or Near Standard 41% 48% 49% 47% 49% 51% 47%
Below Standard 23% 24% 24% 23% 18% 16% 21%
Communicating Reasoning: Demonstrating Ability to Support Mathematical Conclusions
Above Standard 32% 28% 29% 28% 29% 33% 30%
At or Near Standard 53% 46% 48% 50% 58% 46% 50%
Below Standard 14% 26% 23% 22% 13% 20% 20%
Table 8: 2015 CAASPP Mathematics Claims, Cambrian School District by Subgroups
Afr. Am. Asian Filipino Hispanic White ED EL SWD All
Concepts and Procedures: Applying Mathematical Concepts and Procedures
Above Standard 23% 62% 26% 14% 37% 9% 18% 12% 34%
At or Near Standard 35% 27% 41% 35% 38% 30% 26% 16% 35%
Below Standard 42% 11% 33% 52% 25% 61% 56% 71% 30%
Problem Solving/Modeling and Data Analysis: Using Appropriate tools and Strategies to Solve Real World and Mathematical Problems
Above Standard 18% 55% 18% 12% 35% 8% 16% 10% 31%
At or Near Standard 49% 37% 59% 50% 49% 50% 42% 31% 47%
Below Standard 34% 8% 24% 38% 16% 13% 42% 58% 21%
Communicating Reasoning: Demonstrating Ability to Support Mathematical Conclusions
Above Standard 23% 52% 20% 12% 32% 8% 12% 10% 30%
At or Near Standard 50% 40% 60% 53% 51% 52% 46% 34% 50%
Below Standard 27% 8% 20% 35% 16% 39% 41% 54% 20%
Key Findings for Mathematics
52% of Cambrian students reached the Standard Met or Standard Exceeded achievement levels (25% reached Standard Met and 27% reached Standard Exceeded) compared to 52% county students and 33% students statewide. See Figure 7
The rates of students reaching Standard Met and Standard Exceeded ranges from 50% (Fammatre and Price) to 66% (Bagby). See Figure 8 Sartorette at 51%; Farnham at 52%
Within the ethnic subgroups, Cambrian’s African American and Hispanic reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 9
There is a substantial achievement gap between Hispanic/Latino students and Asian students. 52 percentage point difference between the percent of Hispanic/Latino and Asian students that
reached the Standard Met or Standard Exceeded achievement levels (26% vs. 78%, respectively). See Figure 9
Key Findings for Mathematics Assessments (cont.)
English Learners and Students with Disability reached the Standard Met or Standard Exceeded achievement levels at higher rates than their county and statewide counterparts. See Figure 9
Among the ethnic subgroups, African American, Filipino and Hispanic/Latino students reached the Standard Met or Standard Exceeded at higher rates than their county and statewide counterparts. See Figure 9
The rates of Cambrian students reaching Standard Met or Standard Exceeded ranged from 49% (grade 4, 6 and 7) to 57% (grade 3). See Figure 10
Among the ethnic subgroups, Hispanic/Latino students had the highest rate of Standard Not Met (38%). See Figure 11
Students with Disability had the highest rate of Standard Not Met among other subgroups (62%). See Figure 11
Grade 5 had the highest rate of Standard Not Met (22%). See Figure 12
Key Findings for Mathematics Assessments (cont.)
For mathematics claims (areas): 30% of Cambrian students were Below Standard on Concepts
and Procedures compared to 21% on Problem Solving/Modeling and Data Analysis claim 20% on Communicating Reasoning claim See Table 7 and Table 8
Next Steps Communicate the key findings the 2014-15 Smarter Balanced
Summative Assessment results to staff and community
Provide staff with collaboration time to review, analyze and disaggregate the Smarter Balanced Summative Assessment data at each site Grade Level Meetings Staff Meetings Release Days
Revise the Local Control Accountability Plan & School Plan for Student Achievement if needed
Next Steps (cont.) Identify key areas of focus (using the ELA and Math claims
outcomes) to target instruction
Identify target students, with emphasis on students who are performing at the achievement levels Standard Not Met and Standard Nearly Met in ELA and Math
Identify services and additional support for target subgroups, including our Hispanic/Latino, Students with Disability, English Learners, and Economically Disadvantaged students
Adjust & provide targeted instruction and interventions to support the revised actions based on the analysis of student data
Effectively monitor students progress throughout the year using frequent formative assessments