Curriculum and Instruction Steering Committee Meeting

CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Curriculum and Instruction Steering Committee Meeting

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Implementation of Senate Bill 1458Keric Ashley, Administrator

Analysis, Measurement, and Accountability Reporting Division

TOM TORLAKSONState Superintendent of Public Instruction

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Overview of Senate Bill 1458


Overview of Senate Bill 1458

• In September 2012, the legislature passed, and the governor signed, Senate Bill (SB) 1458 which significantly changed the composition of the high school Academic Performance Index (API).

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Overview of SB 1458 (Cont.)

• Beginning with the 2015–16 API cycle, the state assessment results may only constitute 60% of a high school’s API. Currently, state assessment results constitute 100% of the API.

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• Beginning with the 2015–16 API cycle, 40% of a high school’s API must be from indicators other than state assessments, such as college and career readiness indicators and graduation rates.

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• New indicators may only be added to the API one full school year after the State Board of Education (SBE) adopts the indicators (i.e., the SBE must adopt new indicators for the 2016 Growth API by July 2015).

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TOM TORLAKSONState Superintendent of Public Instruction • By October 1, 2013, the State

Superintendent of Public Instruction (SSPI), in consultation with the PSAA Advisory Committee, shall report to the legislature an alternative to the decile rank as a method for determining eligibility, preference, or priorities for statutory programs.


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TOM TORLAKSONState Superintendent of Public Instruction • By October 1, 2013, the SSPI must

recommend to the SBE a method or methods for increasing the emphasis on science and history- social science. This emphasis may occur through changes in the API or through other means.


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SSPI’s Recommendation for

Transitioning to Smarter Balanced

Assessments


Recommendation to Suspend Assessments

• Beginning with the 2014 spring testing, suspend all portions of the Standardized Testing and Reporting (STAR) Program that are not required by the Elementary and Secondary Education Act (ESEA) or the Early Assessment Program and adjust the API to reflect the suspension of such assessments.

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Recommendation to Suspend Assessments (Cont.)

• STAR assessments that would continue:– Grades 3-8 ELA and mathematics

California Standards Test (CST)/California Modified Assessment (CMA)/California Alternate Performance Assessment (CAPA) (i.e., suspend grade 2 ELA and mathematics testing)

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Recommendation to Suspend Assessments (Cont.)

– CST/CMA/CAPA in science in grades five, eight, and ten

– CAPA in ELA and mathematics in grade 10

• The California High School Exit Examination (CAHSEE).

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Impact of Suspending Assessments on the API

• Adjustments would be made to the 2013 Base API– Adjustments must produce a neutral

outcome for assessment portion (i.e., no, or little, difference between the 2013 Growth API and the 2013 Base API)

• Incorporating graduation data into the 2013 Base API is under consideration.

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Incorporating Graduation Data into

the API


Incorporating Graduation Data into the API

• On February 12, 2013, the CDE presented the PSAA Advisory Committee with four options for incorporating graduation data into the API. After reviewing all four options, the Advisory Committee proposed their own option (Option 5)

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TOM TORLAKSONState Superintendent of Public Instruction • The Advisory Committee requested

that the California Department of Education (CDE) and the TDG conduct further analyses on the impact of the proposed new Option 5.

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Request for Informationby PSAA Advisory Committee


Request for Informationby PSAA Committee (Cont.)

• In addition, the Advisory Committee requested that the CDE and the TDG explore other options for incorporating the graduation data into the API to reduce the negative impact for Alternative Schools Accountability Model (ASAM) schools which may not have the primary mission of graduating students.

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Proposed Option 5

• In Option 5 four-year graduates contribute 1000 points, Special Education Certificates contribute 1,000 points, General Educational Development [GED] Test contribute 800 points, and non-graduates contribute 200 points to the API.

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Overview of Proposed Option 5

General Educational Development [GED] Test

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4-Year Grad with

Diploma

Special Ed Cert.

GED Test

Non-Graduate

1,000 1,000 800 200


Proposed Option 5:Bonus Points

• Option five would provide bonus points for students identified as disadvantaged:– English Learner– Socioeconomically disadvantaged

(SED)– Students with Disabilities (SWD)

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Proposed Option 5:Bonus Points (Cont.)

• The bonus points are set at 50 points if a graduate is classified as disadvantaged (i.e., a graduate could contribute a maximum of 150 bonus points)

* Schoolwide and student group’s APIs would be capped at 1000 API points.

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4-Year Graduate API Pts.

+

Bonus Points Added

=

Maximum API Pts. Earned*

EL SWD SED

1000 50 50 50 1150


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Proposed Option 5:Bonus Points (Cont.)

• Because this option allows students to earn more than1,000 points, schoolwide and student group’s APIs are capped at 1,000.


Considerations

• CDE staff are running simulations on the impact of Option 5. In addition to the simulations requested by the Advisory Committee, the Technical Design Group (TDG) and the CDE will also review the following:

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Considerations (Cont.)

– The points that special education certificates should contribute to the API

– The best approach for incorporating bonus points for 4-year graduates identified as disadvantaged

– The best method for incorporating graduation data into the API for ASAM schools

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Changes in Mathematics Standards: Change the API Rules for Grades 8 and 9

General Mathematics CST Results


Grades Eight and Nine General Mathematics Standards

In January 2013, the SBE rescinded actions made by the prior SBE in 2010, which adopted two sets of standards in grade eight Mathematics. The SBE approved a single set of standards—the grade eight Common Core State Standards (CCSS) for Mathematics.

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Grades Eight and Nine General Mathematics API Rules

In light of this adoption, the California Department of Education (CDE) requested that the State Board of Education (SBE) eliminate the current API rule which lowers the performance level for grade eight and grade nine students taking the CST in General Mathematics.

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Grades Eight and Nine General Mathematics API Rules (Cont.)• Current grade eight and nine CST

General Mathematics API rules:– Lower the performance level by one for

grade eight students taking the CST in General Mathematics.

– Lower the performance level by two for grade nine students taking the CST in General Mathematics.

• Eliminating this penalty would assist schools in their transition to the CCSS.

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Grades Eight and Nine General Mathematics Standards

At the March 13, 2013 SBE meeting, the Board approved the elimination of the current API rule which reduces the performance level for grade 8 and grade 9 CST General Mathematics results beginning with the 2012 Base API.

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CALIFORNIA DEPARTMENT OF EDUCATIONTom Torlakson, State Superintendent of Public Instruction

Methodology for Incorporating a College and Career Indicator

into the API

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Proposed College and Career Indicator

• The PSAA Advisory Committee met on February 12, 2013 and approved a methodology for a college and career indicator.

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Proposed College and Career Indicator (Cont.)

• The Advisory Committee concluded that combining college and career into one indicator that provides multiple ways for students to contribute to the API would provide the most advantages.

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• All students in the four-year cohort graduation rate would be included in the CCI. However, the CDE is researching options of using data outside of the cohort data to better represent alternative schools.

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• Each measure under the indicator would have five levels of criteria and API points (i.e., 1000, 800, 600, 400, and 200).

• API points would be assigned only once according to the highest criterion the student achieved across the multiple measures.

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• Advantages:– Maintains the current single API

structure– Incorporates a CCI into the API in the

same way that tests are now included – Provides multiple ways for students to

contribute to the CCI portion of the API and values both college and career

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– Avoids redundancy of separate indicators because each student only contributes once to the CCI

– Does not separate college from career, which avoids redundancy because some measures can be indicators for both college and career

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Proposed College and Career Indicator (Cont.)– Allows flexibility in changes to the

measures in the indicator. If new measures become available, they can be easily added. If measures become obsolete, it can be easily dropped.

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Still studying the use of data outside of the four-year cohort to better represent alternative schools


College and Career Indicator (Cont.)

• The CDE will hold regional meetings for public input:Sacramento COE – April 17

Fresno COE – April 25

Contra Costa COE – April 26

Los Angeles COE – April 30

San Diego COE – May 1

Riverside COE – May 3

• Statewide Survey will be conducted after the regional meetings

Documents

Curriculum and Instruction Steering Committee Meeting