Poway Unified School District (PUSD) Performance

CAASPP PUSD 2023 Overview

Poway USD CAASP Performance

Based on the PUSD CAASPP results provided in the document, here's a summary of the key points:

1. Overall Performance:
   - PUSD performed well overall, with "Blue" (highest) ratings in English Language Arts (ELA) and Mathematics.

2. English Language Arts:
   - Students scored 59.1 points above standard
   - Performance maintained with a slight decline of 2 points
   - 13 student groups were evaluated, with most performing well

3. Mathematics:
   - Students scored 39.8 points above standard
   - Performance increased by 3.6 points
   - 13 student groups were evaluated, with most performing well

4. Student Group Performance:
   - Asian and Filipino students consistently performed at the highest levels in both ELA and Math
   - African American, Homeless, and Students with Disabilities groups showed lower performance and were often in the "Orange" category

5. English Learner Progress:
   - Rated "Green" with 55.4% of English Learners making progress towards English language proficiency
   - Performance maintained with a slight decline of 0.5%

6. College/Career Readiness:
   - Rated "Very High" with 72.2% of students prepared for college/career
   - Most student groups performed well, with Asian, Filipino, Two or More Races, and White students in the "Very High" category
   - Some groups (African American, English Learners, Homeless, Students with Disabilities) were in the "Low" category

7. Areas for Improvement:
   - Closing achievement gaps for underperforming student groups
   - Maintaining or improving performance in areas where scores declined slightly

Overall, PUSD demonstrated strong performance on the CAASPP, with high scores in core subjects and college/career readiness. However, there are still opportunities to improve outcomes for certain student groups and maintain high performance levels across all areas.

Managing to the Test

To maximize CAASPP scoring while facing a significant budget deficit, PUSD would focus its limited resources strategically. Based on the provided CAASP data and the budget constraints, here are some recommendations:

1. Target underperforming groups: Focus resources on improving outcomes for student groups that consistently scored lower, particularly:
   - African American students
   - Students with disabilities
   - Homeless students
   - English Learners
   Targeting these groups could potentially yield the most significant improvements in overall scores.

2. Maintain high-performing areas: While it's tempting to redirect resources from high-performing areas, it's crucial to maintain the "Blue" status in ELA and Mathematics. Any significant drop in these areas could negatively impact overall district performance.

3. Emphasize Math improvement: Although Math scores are in the "Blue" category, they are lower than ELA scores (39.8 vs 59.1 points above standard). Small improvements in Math could yield substantial gains in overall performance.

4. Focus on Middle School years: The data shows a drop in school connectedness and perceived safety from 5th to 7th grade. Focusing resources on this transition period could improve academic outcomes and student engagement.

5. Enhance College/Career readiness for specific groups: Target resources to improve college/career readiness for groups in the "Low" category (African American, English Learners, Homeless, Students with Disabilities). This could significantly boost the overall "Very High" rating.

6. Leverage technology and data: Invest in data analysis tools to identify specific areas of need and track progress more efficiently. This could lead to more targeted and cost-effective interventions.

7. Professional development: Focus on high-impact, low-cost professional development for teachers, particularly in areas that address the needs of underperforming student groups.

8. Community partnerships: Develop partnerships with local businesses, universities, and non-profits to provide additional resources and support, particularly for college/career readiness and support for homeless students.

9. Optimize existing programs: Review and optimize existing programs like the Special Education Parent Ambassador program and the Equity Advisory Committee to ensure they're as effective as possible without requiring significant additional resources.

10. Remote learning options: Expand on the success of the Connect Academy (K-8 virtual school) to potentially reduce facilities costs while maintaining educational quality.

By focusing on these areas, PUSD can potentially maximize its CAASPP scores while working within the constraints of a reduced budget. The key is to target resources where they can have the most significant impact on underperforming groups and areas close to threshold scores, while maintaining the high performance in core subjects that the district has already achieved.

State Mandated CAASP DEI v. Best Education for Your Student

An important consideration about California state mandated balancing resources and opportunities across all student groups to acheive level results (DEI) versus the best education for the most capable students. Let's analyze this more closely:

1. Focus on high achievers vs. overall improvement:
   The strategy I outlined primarily focuses on improving scores for underperforming groups and maintaining overall high performance. This approach may not specifically target additional resources towards the most capable students.

2. Impact on top performers:
   - Pros: Maintaining the "Blue" status in core subjects ensures that high-achieving students continue to receive quality education.
   - Cons: It doesn't necessarily provide additional resources or opportunities for these students to excel beyond their current level.

3. College readiness for top performers:
   The current data shows that PUSD's top-performing groups (Asian, Filipino, Two or More Races, White) are already in the "Very High" category for college/career readiness. This suggests that these students are well-prepared for college under the current system.

4. Potential trade-offs:
   Redirecting more resources to the most capable students could potentially widen the achievement gap and may not yield the highest overall improvement in CAASPP scores.

5. Long-term considerations:
   While focusing on underperforming groups may not directly benefit the most capable students in the short term, it could lead to a stronger overall educational environment, which can indirectly benefit all students.

6. Alternative strategies for top performers:
   - Maintain advanced placement (AP) and honors programs
   - Continue partnerships with local universities (like the Poway to Palomar Middle College High School)
   - Encourage participation in academic competitions and extracurricular activities
   - Provide mentorship opportunities with local professionals or alumni

7. Balancing act:
   The challenge is to maintain opportunities for the most capable students while addressing the needs of underperforming groups, all within budget constraints.

In conclusion, while the proposed strategy may not give the most capable students the greatest chance to excel in college beyond their current trajectory, it aims to maintain their high performance while improving outcomes for all students. To specifically enhance opportunities for the most capable students to excel in college, PUSD might need to consider additional strategies or resource allocation, which could be challenging given the budget deficit.

A balanced approach might involve maintaining core programs for high achievers while seeking cost-effective ways (like mentorships, partnerships, or targeted enrichment programs) to provide additional challenges and opportunities for these students. This could help ensure that the most capable students have strong chances to excel in college while still addressing the needs of the broader student population.

School Parent Partnership for Engaagement

School engagement is an important metric as part of CAASPP which might be achieved without a lot of funding. Parents and schools need to work together to develop school engagement. This may mean schools engaging foster parents or surrogates first. Each have an important role, but the school district can provide a focus for the collaborative efforts. Unfortunately sometimes parents abbrogate their responsibility.

Senator Kamala Harris acknowledges that she sponsored a 2010 state truancy law resulting in some parents being jailed. But she misleadingly claims that jailing parents was an “unintended consequence” of the law.

In fact, the law added Section 270.1 to the California Penal Code to allow prosecutors to fine and/or jail a parent “who has failed to reasonably supervise and encourage the pupil’s school attendance.” Under the law, which was signed by Gov. Arnold Schwarzenegger on Sept. 30, 2010, a parent could face up to a year in jail and $2,000 fine. The law took effect in 2011.

Harris, a Democratic candidate for president, was San Francisco District Attorney from 2004 to 2011. As district attorney, she launched a three-stage program to lower the San Francisco United School District’s truancy rates in 2006. If the first two stages — education and intervention — failed, then parents could be prosecuted. It is not clear how the case of foster or homeless children would be handled

Based on the document, "A Parent's Guide to Truancy", here are key strategies for parents and schools to reduce truancy and develop engagement:

For Parents:

1. Set clear boundaries and expectations about school attendance
2. Take an active interest in the child's schoolwork and ask questions
3. Stay informed about school policies and schedules
4. Prepare the child for school with necessary supplies and routines
5. Schedule appointments outside school hours when possible
6. Be alert to signs of disengagement and address them early
7. Provide incentives for good attendance and consequences for truancy
8. Maintain consistent routines for homework, bedtime, and waking up
9. Communicate openly with the child about school expectations
10. Encourage participation in school activities and clubs
11. Work closely with teachers and school staff

For Schools:

1. Maintain accurate contact information for parents
2. Communicate regularly with parents about student progress and attendance
3. Create a welcoming environment for students and parents
4. Offer support for students with special needs or challenging circumstances
5. Involve parents in classroom activities and school events
6. Provide feedback on student progress, attendance, and behavior
7. Develop alternatives to out-of-school suspensions
8. Collaborate with parents on disciplinary policies
9. Offer make-up work for excused absences

Collaborative Strategies:

1. Establish parent networks and community watch programs
2. Create homework or study groups within the community
3. Coordinate efforts between social workers, school counselors, and juvenile officers
4. Encourage mentorship programs
5. Develop projects that connect school learning to community needs
6. Utilize local and national resources for additional support and information

By implementing these strategies, parents and schools can work together to reduce truancy and increase student engagement in education, thus raising the PUSD engagement score.

About the California Assessment System

The California Assessment System includes the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

CAASPP

The CAASPP, established by California Education Code (EC) sections 60640–60648.5, measures students’ knowledge and skills in English language arts/literacy (ELA), mathematics, science, and Spanish reading language arts, as well as students’ progress toward college and career readiness. Students with the most significant cognitive disabilities may be assessed using the California Alternate Assessments (CAAs) if it has been specified in their individualized education program (IEP).

Here's more detail on the components and scoring of the California Assessment of Student Performance and Progress (CAASPP) based on the information in the Education Code section:

Components of CAASPP:

1. Consortium Summative Assessments:

- Covers English language arts and mathematics
- Administered in grades 3-8 and 11
- Measures content standards adopted by the state board
- Initially implemented as a field test in 2013-14 to validate the assessments

2. Science Assessments:

- Administered in grades 5, 8, and 10
- The Superintendent is required to make recommendations for new science assessments aligned with updated content standards
- New assessments are planned for grade spans 3-5, 6-9, and 10-12

3. California Alternate Performance Assessment:

- For students with disabilities in grades 2-11
- Covers English language arts, mathematics, and science (grades 5, 8, and 10)

4. Early Assessment Program:

- Established under a separate chapter of the Education Code
- Likely aimed at assessing college readiness

5. Primary Language Assessments:

- Optional for local educational agencies to administer
- For English learners in grades 2-11
- Aligned with English language arts standards

Scoring and Reporting:

1. Computer-based Testing:
   - The CAASPP is primarily administered via computer
   - A paper-pencil version is available for up to three years after a new operational test is introduced

2. Accessibility:
   - The assessments include accessibility resources for students who need them
   - These resources are determined by the department without going through the usual Administrative Procedure Act

3. Testing Windows:
   - The state board establishes a testing period for all schools to administer the tests at approximately the same time
   - Allowances are made for makeup days and scheduling on electronic devices

4. Score Reporting:
   - Individual student scores are not produced for field tests unless determined to be valid and reliable
   - The code doesn't provide specific details on how regular test administrations are scored or reported

5. Use of Scores:
   - The Superintendent and state board are encouraged to assist postsecondary institutions in using CAASPP results for academic credit, placement, or admissions

6. Public Release:
   - Subject to budget availability, 25% of test items from previous years' assessments are to be released annually

7. Funding for Scoring:
   - The state board annually establishes the amount of funding to be apportioned to local educational agencies for each test administered
   - This includes consideration of costs for test administration, including computerized registration and administration procedures

8. Reporting Requirements:
   - Local educational agencies must report to the Superintendent:
     a) The number of pupils enrolled in tested grades
     b) The number of pupils who took the assessments
     c) The number of pupils exempted from testing

While the code provides this framework for the CAASPP, it doesn't go into specifics about scoring scales, performance levels, or detailed reporting mechanisms. These aspects are likely defined in the associated regulations or in separate documentation from the California Department of Education.

ELPAC

The ELPAC, established by EC sections 313 and 60810, measures the English language proficiency (ELP) of students whose primary language is a language other than English. Students with the most significant cognitive disabilities may be assessed using the Alternate ELPAC if it has been specified in their IEP.

The ELPAC consists of two separate assessments: one for the initial identification of students as potential English learners (ELs); and a second, annual, summative assessment to measure a student’s progress in learning English and identify the student's level of ELP. The initial assessments identify students as either EL students who need support to learn English or as initial fluent English proficient. The summative assessments identify students’ ELP level and measure their progress in learning English.

Assessment Development and Administration Division

The Assessment Development and Administration Division is responsible for the development, coordination, and administration of statewide student testing programs in California. The California Department of Education (CDE) is committed to establishing effective achievement and proficiency assessments for students. These assessments include item types that model and promote high-quality teaching and learning. For more information on policies, guidance, and requirements for CAASPP, the ELPAC, and other statewide assessments, visit the CDE Testing web page.

California Longitudinal Pupil Achievement Data System (CALPADS)

CALPADS is managed by the Educational Data Management Division of the CDE. CALPADS is a longitudinal system used to maintain individual-level data required for state and federal reporting. Student data, such as demographic information and English language acquisition status, is transferred from CALPADS to other testing systems for the administration of CAASPP and the ELPAC.

California’s Accountability System

California’s accountability system is managed by the Analysis, Measurement & Accountability Reporting Division of the CDE. The system is based on a multiple-measures system that assesses how local educational agencies (LEAs) and schools are meeting the needs of their students. Performance on these measures is reported through the California School Dashboard.

Smarter Balanced

California is a member of the Smarter Balanced Assessment Consortium, a collaboration of K-12 and higher education leaders and educators working to provide a comprehensive and cost-effective assessment system. The Smarter Balanced assessment system includes a comprehensive suite of standards-aligned assessments and tools—including instructional supports, interim assessments, and summative assessments—to support effective teaching and maximize learning for each individual student.

Smarter Balanced develops the summative and interim assessments for ELA and mathematics, which are part of the CAASPP System. Smarter Balanced also develops and provides support for educators through resources like Tools for Teachers and the California Educator Reporting System (CERS).

ETS

ETS is a nonprofit assessment organization driven by a mission to help advance quality and equity in education by providing fair and valid assessments, research, and related services. ETS' focus is on improving student learning, delivering high-quality assessments, and providing the assessment results needed by parents and guardians, educators, and policy makers to continue promoting advancements in equity and education.

ETS works with the CDE on statewide assessments for nearly six million K-12 public school students and serves as the designated contractor for the California Assessment System, which includes CAASPP and the ELPAC. ETS provides all services required to develop, deliver, and report the CAASPP and ELPAC. Services include item and test development; LEA training and training resources; LEA support services; psychometric services; technology services to support computer-based testing; analysis and scoring; and student-, LEA-, and state-level reporting.

Sacramento County Office of Education

Sacramento County Office of Education (SCOE) develops and provides administration and scoring training for the majority of California's assessments and involves educators in assessment development activities such as item review. SCOE produces print and digital materials for test administration and provides video development and production for the CAASPP and ELPAC programs.

WestEd

WestEd brings meaningful professional development opportunities to educators in California and across the country. WestEd develops and delivers learning experiences that support assessment literacy, formative assessment practices, use of interim assessments to support instruction, and effective and equitable data use practices for instruction and system improvement.

MetaMetrics

MetaMetrics brings meaningful professional development opportunities to educators in California and across the country. WestEd develops and delivers learning experiences that support assessment literacy, formative assessment practices, use of interim assessments to support instruction, and effective and equitable data use practices for instruction and system improvement.

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