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California School Dashboard. Today’s Topics. What is the California School Dashboard? Connecting the CA School Dashboard to California’s Accountability and Continuous Improvement System CA School Dashboard Methodology and Indicators CA School Dashboard Analysis
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Today’s Topics • What is the California School Dashboard? • Connecting the CA School Dashboard to California’s Accountability and Continuous Improvement System • CA School Dashboard Methodology and Indicators • CA School Dashboard Analysis • Connecting CA School Dashboard Outcomes to School and Classroom Practice • CA School Dashboard Resources
What is the CA School Dashboard • The California School Dashboard provides parents and educators with meaningful information on school and district progress on various Indicators so they can participate in decisions to improve student learning. • An online tool that presents: • Status (Very High to Very Low) • Change (improved or declined from prior year) • Student Groups (e.g., race/ethnicity and program participation) • Released annually each fall.
Section 2: How does the CA School Dashboard Connect to California’s Accountability and Continuous Improvement System?
Where does the Dashboard fit in California’s Accountability and Continuous Improvement System? 8 State Priorities per Local Control Funding Formula (LCFF) Annual Outcomes Published Integrated State and Federal Accountability and Support through the CA System of Support Continuous Improvement Indicators LCAP and SPSA developed with Stakeholder Engagement
LCFF Priorities CDE State Priority Resources • https://www.cde.ca.gov/fg/aa/lc/statepriorityresources.asp
State and Local Indicators • Districts receive one of three ratings for each of the four local measures: • Met • Not Met • Not Met for Two Years *LEAs, schools, and student groups must have at least 30 or more students in both the current and prior year to receive a performance levelor color. Data used to determine the N-size of “30 or more” differs by each state indicator. For Foster Youth and Homeless Youth the N-size for both student groups is 15 students (not 30) at the district level. Site level N-size for Foster Youth and Homeless Youth is 30 students. CDE Getting to Know Dashboard • https://www.cde.ca.gov/ta/ac/cm/documents/gettingknowdashboard18.pdf
For each indicator there are 5 status levels and 5 change levels: Performance Level (Color) is a Combination of Status and Change • The combination of status and change results in a performance level (color): CDE How Colors are Determined in the Dashboard • https://www.cde.ca.gov/ta/ac/cm/documents/howcolorsdetermine18.pdf
Performance Levels are Calculated for State Indicators CDE What Data Used • https://www.cde.ca.gov/ta/ac/cm/documents/whatdataused18.pdf
Academic Performance – Priority 4 • The Academic Indicator shows how well students are meeting grade level standards in English-language arts/literacy and Mathematics. • It is based on student performance on the Smarter Balanced Summative Assessments taken each spring by students in grades 3–8 and grade 11. • Status and Change for this indicator are based on the “Distance from Standard” (DFS) or the distance each student scores from Level 3 or the “Standard Met” achievement level scale score on the Smarter Balanced Assessment. • Each grade level has unique scale score ranges for ELA and mathematics and therefore the scale score needed to achieve Level 3 (Standard Met) differs for each grade level. • CDE Getting to Know Measureshttps://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf • CDE Academic Indicatorhttps://www.cde.ca.gov/ta/ac/cm/documents/academicindicator.pdf
English Learner Progress – Priority 4 • Proficiency in the English language is a vital step for students to do well in other subject areas such as reading, writing, mathematics, and science. The English Learner Progress Indicator (ELPI) looks at the progress that English learners are making toward English proficiency. • Each spring, English learners take the English Language Proficiency Assessments for California (ELPAC), which measures how well they know and understand English. Results from the ELPAC are used to calculate the English Learner Progress measure. • When the Fall 2017 Dashboard was published, CA used the prior language proficiency assessment (CA English Language Development Test - CELDT) combined with the Reclassification Rate. Additional weight was given to Long Term English Learners (LTELs) that progressed in language proficiency. • At this time, the CA Department of Education and the US Department of Education are determining if CA can include Reclassification rate and LTEL weight in the future ELPI. CDE Getting to Know Measures • https://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf
Chronic Absenteeism – Priority 5 • The Chronic Absenteeism measure shows how many students were absent for 10 percent or more of the total instructional school days. This includes all absences, not just unexcused absences. • For example, most schools have 180 instructional days; if a student is absent 18 or more of those days, the student would be considered chronically absent. • Students who are chronically absent miss out on important classroom instruction. Capturing this information in the Dashboard allows parents and educators to see if chronic absenteeism is a problem at a school or the district. • Chronic absenteeism differs from school truancy. CA Legislature defined a truant as a student missing more than 30 minutes of instruction without an excuse three times during the school year. • Truancy and Chronic absenteeism should both be monitored during the school year to intervene and assist students experience attendance challenges. • CDE Getting to Know Measureshttps://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf • CDE Chronic Absenteeismhttps://www.cde.ca.gov/ta/ac/cm/documents/chronicabsenteeism.pdf
Graduation Rate – Priority 5 • Regardless of whether students go on to college, a high school diploma is the minimum requirement for most entry-level jobs in today’s economy. It represents mastery of foundational skills. • On the CA School Dashboard, comprehensive high schools will receive Graduation Rate for students within the 4-year cohort. This means that schools receive graduation rate credit if a student graduates by meeting local graduation requirements within four years of entering high school. • Alternative high schools, or schools with Dashboard Alternative School Status (DASS) will receive a one-year Graduation Rate for grade 12 students. • CDE Getting to Know Measureshttps://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf • CDE Four Year Grad Ratehttps://www.cde.ca.gov/ta/ac/cm/documents/fouryeargradrate.pdf • CDE DASS Grad Ratehttps://www.cde.ca.gov/ta/ac/cm/documents/dassgradrate.pdf
Suspension Rate – Priority 6 • Students who are suspended from school miss out on important classroom instruction. The Suspension Rate measure shows the percent of students who were suspended during the school year. • Capturing this information in the Dashboard allows parents and educators to see if there is a suspension problem at a school or across a district and whether certain student groups are suspended more than others. • Note: A student is counted only once for this measure even if he or she has multiplesuspensions throughout the year. • For most state indicators, the desired outcome is a high number or percent in the current year and an increase from the prior year. However, for the Suspension Rate indicator, the desired outcome is a low rate in the current year and a decline from the prior year. The same holds true for the Chronic Absenteeism Rate. • CDE Getting to Know Measureshttps://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf • CDE Suspension Ratehttps://www.cde.ca.gov/ta/ac/cm/documents/suspensionrate.pdf
College/Career Readiness - Priority 8 • The College/Career measure shows how many students graduate from high school prepared for college or a career. It uses many different measures of college and career preparedness. • For comprehensive high schools, the last four years of data (e.g., courses, exams, etc.) for each student in four-year cohort are used to to place students in Prepared or Approaching Prepared levels. For Class of 2018 graduates, the 2014–15, 2015–16, 2016–17, and 2017–18 academic years will be used • CDE Getting to Know Measureshttps://www.cde.ca.gov/ta/ac/cm/documents/gettingtoknowmeasures18.pdf • CDE College Career Readyhttps://www.cde.ca.gov/ta/ac/cm/documents/collegecareerready18.pdf
Dashboard Updates in Fall 2018 • New visual display, reports, and functions (e.g instead of ) • Indicators: • Academic Indicator, Priority 4, includes Grade 11 and Participation Rate. • Removed performance level for Priority 4, English Learner Progress Indicator (ELPI); ELPAC data is posted. • Performance level displayed for Priority 5, Chronic Absenteeism (K-8). • Local indicator for Priority 7, Access to a Broad Course of Study. • Performance level displayed for Priority 8, College/Career (High schools). • Dashboard Alternative School Status (DASS) Schools have Dashboard data published. • Spanish translation available
Use menu bar to access additional information, resources, and Spanish version of CA Dashboard. Dashboard Preview and Analysis Search for any school or district. Prior year available. Brief Introduction video Link to additional Accountability Information.
Performance Overview PDF Entity Name School districts will also have “Local Indicator” cards/tiles.
Continue Scrolling to Student Population Additional details for each population available by clicking “Learn More.”
Continue Scrolling to Academic Performance Additional details for each indicator are available by clicking “View More Details.” Local Indicator information is available for “Implementation of Standards” (Priority 2) for school districts.
Continue Scrolling to Academic Engagement and Conditions & Climate Additional details for each indicator are available by clicking “View More Details.” Local Indicator information available for Basics (Priority 1), Parent Engagement (Priority 3), Local Climate Survey (Priority 6). Local Indicator information available for Broad Course of Study (Priority 7) for districts.
Let’s Analyze Our CA School Dashboard Search for your school. CA School Dashboard http://www.caschooldashboard.org/
School Performance Overview: Review your school’s performance for all state indicators. What do we notice about the overall performance level (color) for each indicator? Which district or school programs, actions, services, or initiatives might be contributing to these results? 3 minutes Dashboard Analysis: School Performance
Academic Performance: Scroll down to see performance for ELA, Math, ELPAC, and CCI (high schools). Discuss the following questions with your table. 5 minutes Dashboard Analysis: Academic Performance Status Change • What is our school’s “status” for each state indicator? How do we compare to the state (shown on screen)? • How did each indicator “change” from the prior year (increased significantly, increased, maintained, declined, declined significantly)? To what do we attribute the change or lack of change? • Equity Report: How did student groups perform for each indicator? How many are red or orange? • How do performance levels connect to district (or school) priorities, programs, actions, and services? • Is this data a surprise? How did we monitor progress of related metrics for each indicator last year? • What additional data do we need to continue investigating causes for Dashboard outcomes?
Academic Engagement: Scroll down to see performance for Chronic Absenteeism (K-8) and Graduation Rate (high schools). Discuss the following questions with your table. 5 minutes Dashboard Analysis: Academic Engagement Status Change • What is our school’s “status” for each state indicator? How do we compare to the state (shown on screen)? • How did each indicator “change” from the prior year? To what do we attribute the change/lack of change? • Equity Report: How did student groups perform for each indicator? How many are red or orange? • How do performance levels connect to district (or school) priorities, programs, actions, and services? • Is this data a surprise? How did we monitor progress of related metrics for each indicator last year? • What additional data do we need to continue investigating causes for Dashboard outcomes?
Conditions and Climate: Scroll down to see performance for Suspension Rate. Discuss the following questions with your table. 3 minutes Dashboard Analysis: Conditions and Climate Status Change • What is our school’s “status” for this indicator? How do we compare to the state (shown on screen)? • How did each indicator “change” from the prior year? To what do we attribute the change/lack of change? • Equity Report: How did student groups perform for each indicator? How many are red or orange? • How do performance levels connect to district (or school) priorities, programs, actions, and services? • Is this data a surprise? How did we monitor progress of related metrics for each indicator last year? • What additional data do we need to continue investigating causes for Dashboard outcomes?
Based on review of overall data, select ONE indicator to explore in greater depth. Use the “View Additional Reports” button to view 5x5 placement charts: Which student groups are demonstrating success or improvement? To what might we attribute success? Which student groups need support? How might we respond? Are there actions/ services in the SPSA aligned to needs? How does this indicator connect to outcomes for other Dashboard indicators? What local/interim metrics are we using to monitor progress throughout the year? 10 minutes Dashboard Dive Additional student group data is available by clicking on each color. Additional student data will appear for each performance level.
Additional Reports to Support Analysis the CA School Dashboard
What did we learn about the indicator we reviewed? How did student groups perform? Which student groups may need additional support? What actions/services at our site are implemented to support these students? What metrics are we monitoring and what tools do we use to measure progress in this indicator during the year? How does this impact our SPSA? 5 minutes Whole Group Dashboard Discussion Additional student group data is available by clicking on each color. Additional student data will appear for each performance level.
Section 5: Connecting Dashboard Outcomes to School and Classroom Practice
Connecting Dashboard Outcomes to School and Classroom Practice • The LCAPis a comprehensive district plan. The School Plan for Student Achievement (SPSA) serves as the school’s comprehensive plan. Plans are aligned to the eight state priorities and district/school priorities. • Dashboard data for state and local indicatorsinforms actions and services included in the LCAP and SPSA. • Districts and schools monitor interim metricsthat contribute to Dashboard outcomes. • Monitoring leading indicators and formative measures and adjusting support accordingly will enable schools to provide a targeted focus on student groups and individual student performance and progress.
Connecting Outcomes to School & Classroom Practice: Academic Performance Discuss, chart, and record responses: • What are local metrics that inform annual Dashboard outcomes in English Language Arts (ELA) and Mathematics? • How do other content areas contribute to student success in ELA and Mathematics? • How are metrics monitored regularly? • How do we ensure we focus on student group performance and progress? • What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective?
Discuss, chart, and record responses: What are local metrics that inform annual Dashboard outcomes in English Language Proficiency Assessments of CA (ELPAC)? How do all content areas contribute to English learner progress in English proficiency? How are metrics monitored regularly? How do we ensure we focus on student group performance and progress? What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective? Connecting Outcomes to School & Classroom Practice: English Learner Progress
Discuss, chart, and record responses: What are our local metrics that inform annual Dashboard outcomes in Chronic Absenteeism? How are metrics monitored regularly? How do we ensure we focus on student group performance and progress? How might school policy and practices contribute to the Chronic Absenteeism rate? What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective? Connecting Outcomes to School & Classroom Practice: Chronic Absenteeism
Discuss, chart, and record responses: What are our local metrics that inform annual Dashboard outcomes in Suspension Rate? How are metrics monitored regularly? How do we ensure we focus on student group performance and progress? How might school policy and practices contribute to the Suspension Rate? What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective? Connecting Outcomes to School & Classroom Practice: Suspension Rate
Discuss, chart, and record responses: What are our local metrics that inform annual Dashboard outcomes in Graduation Rate? How are metrics monitored regularly? How do we ensure we focus on student group performance and progress? How might school policies and practices contribute to the Graduation Rate (or the Drop-out rate)? What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective? Connecting Outcomes to School & Classroom Practice: High School Graduation Rate
Discuss, chart, and record responses: What are our local metrics that inform annual Dashboard outcomes in College/Career Readiness? How are metrics monitored regularly? How do we ensure we focus on student group performance and progress? How might school policies and practices contribute to the the number of students prepared for college and career? What supportive practices are implemented in the school and classroom? How do we know they are occurring and effective? Connecting Outcomes to School & Classroom Practice: College/Career Readiness
Whole Group Debrief Connecting Outcomes to School & Classroom Practice
Vista Verde Middle School From Dashboard to Practice May 12, 2017
Dashboard Activity Divide the staff into groups. They analyze their school data by group. They work on a shared google slide. They report out.
Next Steps for VVMS PLCs • F-Data • GPA by Teacher, Team and School • Common Formative Assessment Data • CAASPP ELA, Math, & CAST Data • Behavioral Data (LL, ORs, Interventions) • Attendance data by teacher, by team, by school
