California Assessment of Student

Performance and Progress2014 - 2015

Understanding Baseline CAASPP Scores

Overall scores: Each student will receive an overall score for English language arts/literacy (ELA) and mathematics, expressed as a number between 2000 and 3000.

Achievement levels: Each overall score falls into one of four achievement levels: standard not met, standard nearly met, standard met, and standard exceeded.

2

Achievement Level Descriptors

3

Demonstrates advanced progress toward mastery.

Standard Exceeded

Standard Met

Demonstrates progress toward mastery.

Standard Nearly Met

May require further development for success in future coursework.

Standard Not Met

Needs substantial improvement for success in future coursework.

Find more information about Achievement Level Descriptors at http://www.cde.ca.gov/ta/tg/sa/index.asp.

English Language ArtsState of California

English Language ArtsLAUSD

English Language ArtsStudio School

Neighboring Elementary Schools

ELA

Aragon Elementary Glassell Park Elementary

Claim Results: A Deeper Look

8

Reading

Writing

Speaking and ListeningResearch/Inquiry

Within English Language Arts/Literacy: Within

Mathematics:

Problem Solving & Data Analysis

Concepts & Procedures

Communicating Reasoning

9

ELA Claim Descriptions

ELA and Mathematics Claim Descriptions are located at http://www.cde.ca.gov/ta/tg/sa/index.asp.

Reading Claims

Writing Claims

Speaking / Listening

Research and Inquiry

MathematicsState of California

Mathematics LAUSD

MathematicsStudio School

Neighboring Elementary Schools

Mathematics

Aragon Elementary Glassell Park Elementary

18

Mathematics Claim Descriptions

ELA and Mathematics Claim Descriptions are located at http://www.cde.ca.gov/ta/tg/sa/index.asp.

Mathematics Concepts and Procedures

MathematicsProblem Solving / Data

Analysis

MathematicsCommunicating

Reasoning

Studio School Demographics

Ethnicity Poverty

Implications:SPSA & Title 1 Spending

Invested funds in years one and two: ELA professional development and partially funded a coordinator.

In year three, we spent 100% of funds on a coordinator; looked specifically for someone with a Math background who could support math team with:Remediate conceptual / procedural understanding.Continue with daily problem solving / data analysis work.Focus on explaining reasoning.

We should have roughly another $20,000-30,000 coming this school year (funding allocated for 210 students; have 260 students). High priorities include:

Math professional developmentSupporting students’ SEL needs, so they can focus on instruction!