Essential Questions

DnA data can be used to answer essential questions via pre-built reports and the custom reporting tool. If you are interested in this popular approach to data analysis, this Educational Leadership article offers a great summary of key points.

It is important for any educator to ask essential questions in order to foster success in students and educators. Below you will find many questions and how to begin to answer them within Illuminate. In addition, here is a summary Guide to begin to address some essential questions by key district stakeholder.

Sample questions you might want to answer to better help students are listed below, along with suggestions regarding which reports you might want to run to help you answer each question. In many cases it is necessary to run multiple reports for a single question (e.g., investigate multiple measures for a complex question), but in other cases the report list merely contains multiple reports that will give you similar information in varied formats (in other words, you don't need to run all the reports listed).

These are general, starting questions and should constitute only 1 piece of a rich inquiry. Also, if you begin with general questions (e.g., which group performed best or how a group impacted accountability), be sure to follow-up with vital inquiries concerning why, and continue to investigate potential solutions. Essential questions should ultimately seek to answer how kids can best be helped.

To find explanations of what each report listed below features, see 'Report Abstracts'.

Make a Difference

Is a new course working?

Run CST Multi Year Report by Course & Grade and view each course's overall and grade level performance.

Run Pivot Table - Class/Teacher for 2 CST years or 2 CELDT years to see performance for each class and an all-class summary for the teacher (on the last page).

Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see performance for each course and a site-wide summary (on the last page).

Run CAHSEE - Student List if your course is likely to impact CAHSEE performance (note the number of "no" statuses and the summary on the last page).

Run CST Cluster Scores - Teacher List by Course.

Run CST Cluster Scores - Student List by Course and view the summary on the last page.

Run CST Cluster Scores - Site List while logged in under a Student Group that only students in the given course.

Run CST Percent Proficient for each teacher of the course to view each section of the course.

To address this with local assessments, run the Performance Summary, Peer Comparison (as a student list or teacher list), Standard Progress (as a student list or teacher list), Overview, Standards Overview, and/or Question Group Overview.

Is a new program working?

Run CST Multi Year Report by Course & Grade and view each course while logged in under a Student Group that includes only students in the given program.

Run Pivot Table - Class/Teacher for 2 CST years or 2 CELDT years to see performance for each class and an all-class summary for the teacher (on the last page) while logged in under a Student Group that includes only students in the given program.

Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see performance for each course and a site-wide summary (on the last page) while logged in under a Student Group that includes only students in the given program.

Run CAHSEE - Student List while logged in under a Student Group that includes only students in the given program if your program is likely to impact CAHSEE performance (note the number of "no" statuses and the summary on the last page).

Run CST Cluster Scores - Site List while logged in under a Student Group that only students in the given program.

Run CST Cluster Scores - Teacher List by Course while logged in under a Student Group that includes only students in the given program and view the summary on the last page.

  • Run CST Cluster Scores - Student List by Course while logged in under a Student Group that includes only students in the given program and view the summary on the last page.
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a student list, teacher list, or site list), Standard Progress (as a student list, teacher list, or site list), Overview, Standards Overview, and/or Question Group Overview.

Which school's students performed the best/worst?

  • Run CST Multi Year Table to compare schools.
  • Run CST Cluster Scores - Site List to compare schools.
  • Run CST Multi Year Table and Charts for each site.
  • Run CST Percent Proficient - Test/Grade Level for each site to view each test/grade for each site.
  • Run CST Multi Year Report by Course & Grade for each site to view each course and grade for each site.
  • Run CAHSEE - Student List for each site if the students were assessed by the CAHSEE, and view the last page/summary for each site.
  • Run CST Cluster Scores - Student List by Course  for each site and view the last page/summary for each site.
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a site list), and/or Standard Progress (as a site list).

Which program's students performed the best/worst?

  • Run CST Multi Year Table and Charts while logged in under each Student Group that includes only students in each given program.
  • If the program is at multiple sites, run CST Multi Year Table while logged in under each Student Group that includes only students in each given program.
  • Run CST Percent Proficient - Test/Grade Level to view each test/grade while logged in under each Student Group that includes only students in each given program.
  • Run CST Multi Year Report by Course & Grade to view each course and grade while logged in under each Student Group that includes only students in each given program.
  • Run Pivot Table - Class/Teacher see performance for each class and an all-class summary for the teacher (on the last page) while logged in under a Student Group that includes only students in the given program (limited cohort improvement).
  • Run Pivot Table - Course/Site to see performance for each course and a site-wide summary (on the last page) while logged in under a Student Group that includes only students in the given program (limited cohort improvement).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List while logged in under each Student Group that includes only students in each given program and view the last page/summary.
  • Run CST Cluster Scores - Teacher List by Course while logged in under a Student Group that includes only students in the given program and view the summary on the last page.
  • Run CST Cluster Scores - Student List by Course while logged in under each Student Group that includes only students in each given program and view the summary at the course's section.
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a student list, teacher list, or site list), and/or Standard Progress (as a student list, teacher list, or site list) while logged in under each Student Group that includes only students in each given program.

Which course's or class's students performed the best/worst?

  • Run CST Multi Year Report by Course & Grade and view each course.
  • To address this by class period, run CST Cluster Scores - Teacher List.
  • To address this by course, run CST Cluster Scores - Teacher List by Course.
  • Run Pivot Table - Class/Teacher to see performance for each class and an all-class summary for the teacher (on the last page).
  • Run Pivot Table - Course/Site to see performance for each course and a site-wide summary (on the last page).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List while logged in under each Student Group that includes only students in each course.
  • To address this by class period, run CST Cluster Scores - Student List and view the summary at the end of each class period's section.
  • To address this by course, run CST Cluster Scores - Student List by Course and view the summary at the end of each course's section.
  • Run CST Percent Proficient for each teacher of each course to view every section.
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a student list or teacher list), and/or Standard Progress (as a student list or teacher list).

Which students performed the best/worst?

  • Run CST Cluster Scores - Student List (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course (students will be grouped by course).
  • Run Pivot Table - Course/Site to see performance for each course and a site-wide summary (on the last page).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List.
  • To address this with local assessments, run the Peer Comparison (as a student list) and/or Standard Progress (as a student list).

Which school's students showed the most/least improvement?

  • Run CST Multi Year Table to compare schools (year-to-year growth).
  • Run CST Multi Year Table and Charts for each site (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade for each site and view each course (year-to-year growth).
  • Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see performance for each course and a site-wide summary (on the last page) (limited cohort improvement).
  • To address this with local assessments, run the Standard Progress (as a site list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a site list for multiple administrations).

Which program's students showed the most/least improvement?

  • Run CST Multi Year Table and Charts for each site while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • If the program is at multiple sites, run CST Multi Year Table while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade and view each course while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see performance for each course and a site-wide summary (on the last page) while logged in under a Student Group that includes only students in the given program (limited cohort improvement).
  • To address this with local assessments, run the Standard Progress (as a site list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a site list for multiple administrations) while logged in under each Student Group that includes only students in each given program.

Which course's or class's students showed the most/least improvement?

  • Run CST Multi Year Report by Course & Grade and view each course (year-to-year growth).
  • Run Pivot Table - Class/Teacher for 2 CST years or 2 CELDT years to see performance for each class and an all-class summary for the teacher (on the last page) (limited cohort improvement).
  • Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see performance for each course and a site-wide summary (on the last page) (limited cohort improvement).
  • To address this with local assessments, run the Standard Progress (as a student list or teacher list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a student list or teacher list for multiple administrations).

Which students showed the most/least improvement?

  • Run Pivot Table - Class/Teacher for 2 CST years or 2 CELDT years to see which students (by class period or any class for a teacher) have moved 1 or more performance levels (noting tests can differ in difficulty from 1 grade/level to the next) (limited cohort improvement).
  • Run Pivot Table - Course/Site for 2 CST years or 2 CELDT years to see which students (by course or for entire site) have moved 1 or more performance levels (noting tests can differ in difficulty from 1 grade/level to the next) (limited cohort improvement).
  • Run Class Roster with ELA and Math STAR and compare changes in performance level (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run Class Roster with Specified STAR and compare changes in performance level (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run CELDT - Student List for multiple years.
  • To address this with local assessments, run the Standard Progress (as a student list) and/or Peer Comparison (as a student list for multiple administrations).

What are a district's trends in performance?

  • Run CST Multi Year Table to compare schools (year-to-year growth).
  • Run CST Multi Year Table and Charts for each site (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade for each site and view each course (year-to-year growth).
  • To address this with local assessments, run the Performance Summary (for multiple administrations), the Standard Progress (as a site list), and/or Peer Comparison (as a site list for multiple administrations).

What are a school's trends in performance?

  • Run CST Multi Year Table and Charts for a site (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade for a site and view each course (year-to-year growth).
  • To address this with local assessments, run the Performance Summary (for multiple administrations), the Standard Progress (as a site list), and/or Peer Comparison (as a site list for multiple administrations).

What are a program's trends in performance?

  • Run CST Multi Year Table and Charts while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • If the program is at multiple sites, run CST Multi Year Table while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade and view each course while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • Run CST Cluster Scores - Teacher List by Course for multiple years while logged in under each Student Group that includes only students in each given program (year-to-year growth).
  • To address this with local assessments, run the Standard Progress (as a site list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a site list for multiple administrations) while logged in under each Student Group that includes only students in each given program.

What are a course's or class's trends in performance?

  • Run CST Multi Year Report by Course & Grade for a course (year-to-year growth).
  • Run CST Percent Proficient for multiple years for each teacher of the course to view each section.
  • Run CST Cluster Scores - Teacher List by Course for multiple years.
  • To address this with local assessments, run the Standard Progress (as a student list or teacher list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a student list or teacher list for multiple administrations).

What are a student's trends in performance?

  • Run Student Profile (note this report is customizable, so you may pick and choose which data to include).
  • To address this with local assessments, run the Standard Progress (as a student list, and drill-down into a student's record), Peer Comparison (as a student list for multiple administrations), and/or  Student & Parent Letters (for multiple benchmarks).

How did students I taught perform when I taught them?

  • Run CST Percent Proficient with the academic year and test year set to the year you taught the students.
  • Run CST Percent Proficient - Test/Grade Level with the academic year and test year set to the year you taught the students.
  • Run CAHSEE - Student List if concepts you taught were assessed by the CAHSEE, with the academic year set to the year you taught the students..
  • To address this by class period summary, run CST Cluster Scores - Teacher List.
  • To address this by course summary, run CST Cluster Scores - Teacher List by Course.
  • After STAR scores are released (e.g., summer), run Class Roster with ELA and Math STAR with the academic year set to the year you taught the students.
  • After STAR scores are released (e.g., summer), run Class Roster with Specified STAR with the academic year set to the year you taught the students.
  • To address this by class period, run CST Cluster Scores - Student List with the academic year and test year set to the year you taught the students.
  • To address this by course, run CST Cluster Scores - Student List by Course with the academic year and test year set to the year you taught the students.
  • Run Pivot Table - Class/Teacher to see each class and an all-class summary for the teacher (on the last page).
  • Run Pivot Table - Course/Site to see each course and a site-wide summary (on the last page).
  • To address this with local assessments, run the Response Frequency, Performance Summary, Peer Comparison (as a student list, teacher list, or site list), Student & Parent Letters, Student Small Slips, Statistics, Standard Progress (as a student list, teacher list, or site list), Overview, Standards Overview, and/or Question Group Overview.

Which school's students are most/least likely to graduate?

  • Run CAHSEE - Student List for each site.
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each site for English-Language Arts (ELA) and Math and view the last page.
  • To address this with local assessments, run the Standard Progress (as a site list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a site list for multiple administrations).

Which program's students are most/least likely to graduate?

  • Run CAHSEE - Student List while logged in under each Student Group that includes only students in each given program.
  • Run CST Cluster Scores - Student List by Course for English-Language Arts (ELA) and Math while logged in under each Student Group that includes only students in each given program and view the last page.
  • Run CST Cluster Scores - Teacher List by Course while logged in under a Student Group that includes only students in the given program and view the summary on the last page.
  • To address this with local assessments, run the Standard Progress (as a site list), the Performance Summary (for multiple administrations), and/or Peer Comparison (as a site list for multiple administrations) while logged in under each Student Group that includes only students in each given program.

What are key things I should know about a student?

  • Run Student Profile.
  • Run CST Cluster Scores - Student List (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course (students will be grouped by course).
  • Run Class Roster with Demographics.
  • Run Class Roster with ELA and Math STAR.
  • Run Class Roster with Specified STAR.
  • If the student is Special Education, run CMA Eligibility List to see whether or not the IEP team should consider a CMA (vs. other STAR test) for the student's state test.
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list, and drill-down).

What should I consider when making my seating chart?

  • Run Class Roster with Demographics and look at EL status and primary language so you can seat EL students next to non-EL students with the same primary language. Also consider how gender will impact placement in the classroom.
  • Run Class Roster with ELA and Math STAR and consider how test scores and gender will impact placement in the classroom.
  • Run Class Roster with Specified STAR and consider how test scores and gender will impact placement in the classroom.
  • To address this with local assessments, run the Peer Comparison (as a student list).

Which students have special health considerations?

  • Run Health Cautions & Alerts.

Which students are (or aren’t) up-to-date with their immunizations?

  • Run Immunization Compliance Report.

What do I need to know about my students’ health?

  • Run Health Cautions & Alerts.

Which immunization requirements have students not yet met?

  • Run Immunization Compliance Report.

Which ___'s (school/program/course/etc.) students have the best/worst attendance?

Which ___'s (school/program/course/etc.) students have the most/least discipline problems?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Accountability

Which school might have helped API the most/least?

  • Run Pivot Table - Class/Teacher for a particular class at each site (limited cohort improvement).
  • Run Pivot Table - Course/Site for the CST for the last 2 years for each site and look at the site-wide summary (on the last page) while noting how students changed performance bands (limited cohort improvement).

Which program might have helped API the most/least?

  • Run Pivot Table - Course/Site for the CST for the last 2 years to see performance for each course and a site-wide summary (on the last page) while logged in under a Student Group that includes only students in the given program and note how students changed performance bands (limited cohort improvement).

Which course or class might have helped API the most/least?

  • To address this at the class level, run Pivot Table - Class/Teacher for the CST for the last 2 years to see performance for each class and note how students changed performance bands (limited cohort improvement).
  • To address this at the course level, run Pivot Table - Course/Site for the CST for the last 2 years to see performance for each course and note how students changed performance bands (limited cohort improvement).

Which school might have helped AYP the most/least?

  • Run CST Multi Year Table to compare the percent of students scoring Proficient and Advanced at each school (elementary and intermediate schools only).
  • Run CST Multi Year Table and Charts for each site to compare the percent of students scoring Proficient and Advanced at each site (elementary and intermediate schools only).
  • Run CAHSEE - Student List for grade 10 only at each school, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run Pivot Table - Course/Site for each site for the CST for the last 2 years and view the bottom 2 charts on the last page (students will be arranged by course and then by school).

Which program might have helped AYP the most/least?

  • Run CST Multi Year Table and Charts while logged in under each Student Group that includes only students in each given program and identify the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • If the program is at multiple sites, run CST Multi Year Table while logged in under each Student Group that includes only students in each given program and identify the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • Run CAHSEE - Student List for grade 10 only at each school while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run Pivot Table - Course/Site for the CST for the last 2 years while logged in under each Student Group that includes only students in each given program and view the bottom 2 charts on the last page (students will be arranged by course and then by school).

Which course or class might have helped AYP the most/least?

  • Run CST Multi Year Report by Course & Grade and view each course to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • Run CAHSEE - Student List for grade 10 only at each school while logged in under each Student Group that includes only students in each course, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • To address this by class period, run CST Cluster Scores - Student List and view the bottom of the last page of each class period's section to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • To address this by course, run CST Cluster Scores - Student List by Course for each course and view the bottom of the last page to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • Run CST Percent Proficient for each teacher (to view each class section) to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for the CST for the last 2 years and view the bottom 2 charts (students will be arranged by class period and then by teacher) to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • To address this at the course and school level, run Pivot Table - Course/Site for the CST for the last 2 years and view the bottom 2 charts (students will be arranged by course and then by school) to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).

Which students might have helped AYP and which didn't?

  • Run CST Cluster Scores - Student List and consider which students scored Proficient and Advanced (elementary and intermediate schools only, students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course and consider which students scored Proficient and Advanced (elementary and intermediate schools only, students will be grouped by course).
  • Run CAHSEE - Student List for grade 10 only at each school, consider students showing when "Passed (ELA and Math)" status is selected vs. students showing when "Not Passed (ELA and/or Math)" status is selected (high schools only).
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for the CST for the last 2 years and view the upper-left charts, noting you can click on numbers inside the upper-left table to see the names of students who scored Proficient (4 or 5) vs. Not Proficient (1-3) (students will be arranged by class period and then by teacher).
  • To address this at the course and school level, run Pivot Table - Course/Site for the CST for the last 2 years and view the upper-left charts, noting you can click on numbers inside the upper-left table to see the names of students who scored Proficient (4 or 5) vs. Not Proficient (1-3) (students will be arranged by course and then by school).

Which students went up/down in (or did not change) level and how might this have impacted API?

  • Run Pivot Table - Class/Teacher for the CST for the last 2 years to see performance for each class and note how students changed performance bands, noting you can click on numbers inside the upper-left table to see the names of students (limited cohort improvement, students will be arranged by class period and then by teacher).
  • Run Pivot Table - Course/Site for the CST for the last 2 years to see performance for each course and note how students changed performance bands, noting you can click on numbers inside the upper-left table to see the names of students (limited cohort improvement, students will be arranged by course and then by school).
  • Run Class Roster with ELA and Math STAR.
  • Run CAHSEE - Student List for all grades only at each school, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run Class Roster with ELA and Math STAR.
  • Run Class Roster with Specified STAR.
  • To address this with local assessments, run the Standard Progress (as a student list, showing progress but not API impact).

How did performance (e.g., the # of students scoring Proficient and Advanced) change for a particular class, and how might this have impacted AYP?

  • Run CST Multi Year Report by Course & Grade and view each course (year-to-year growth, elementary and intermediate schools only).
  • Run CST Percent Proficient for a particular teacher (to view a particular class section) for multiple years to compare the percent of students scoring Proficient and Advanced (elementary and intermediate schools only).
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for the CST for the last 2 years and view the bottom 2 charts (limited cohort improvement, students will be arranged by class period and then by teacher, elementary and intermediate schools only).
  • To address this at the course and school level, run Pivot Table - Course/Site for the CST for the last 2 years and view the bottom 2 charts (limited cohort improvement, students will be arranged by course and then by school, elementary and intermediate schools only).
  • To address this with local assessments, run the Performance Summary (for multiple administrations), Peer Comparison (as a teacher list for multiple administrations), and/or Standard Progress (as a teacher list) (showing progress but not necessarily AYP impact).

How are individual English Learners impacting Title III AMAOs?

  • Run CELDT - AMAO Student List.

What were the Title III AMAO requirements for each English Learner?

  • Run CELDT - AMAO Student List.

Which schools are likely to go into PI?

  • Run CST Multi Year Table and consider percent of students scoring Proficient and Advanced for last 2 years.
  • Run CST Multi Year Table and Charts and consider percent of students scoring Proficient and Advanced for last 2 years.
  • Run Pivot Table - Course/Site for the CST for the last 2 years for each site and view the bottom 2 charts on the last page.
  • To address this with local assessments aligned to state assessments and designed/verified to serve as predictors prior to state score release, run the Performance Summary and/or Peer Comparison (as a site list) and consider prior year's AYP status (showing performance but not necessarily PI impact).

How likely is the district to go into PI?

  • Run CST Multi Year Table and consider percent of students scoring Proficient and Advanced for last 2 years.
  • To address this with local assessments aligned to state assessments and designed/verified to serve as predictors prior to state score release, run the Performance Summary and/or Peer Comparison (as a site list) and consider prior year's AYP status (showing performance but not necessarily PI impact).

Which schools are likely to go into IIUSP?

  • Run API Estimator for the site for the upcoming year and visit http://www.cde.ca.gov/ta/ac/ap/ to view official API Growth score for previous year.
  • To address this with local assessments aligned to state assessments and designed/verified to serve as predictors prior to state score release, run the Performance Summary and/or Peer Comparison (as a site list) and consider prior year's API status (showing performance but not necessarily IIUSP impact).

How likely is the district to go into IIUSP?

  • Run API Estimator for the district ("all sites") for the upcoming year and visit http://www.cde.ca.gov/ta/ac/ap/ to view official API Growth score for previous year.v
  • To address this with local assessments aligned to state assessments and designed/verified to serve as predictors prior to state score release, run the Performance Summary and/or Peer Comparison (as a site list) and consider prior year's API status (showing performance but not necessarily IIUSP impact).

Compare Subgroups

Which student subgroups are making the most/least growth (e.g., closing achievement gap)?

  • Run CST Multi Year Report by Course & Grade for each subgroup (course's year-to-year growth).
  • Run CAHSEE - Student List for each subgroup for multiple years, consider # of students showing when "Not Passed (ELA)" vs. "Not Passed (Math)" status is selected, and view summary at the end (high schools only).
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) for each subgroup (limited cohort improvement).
  • To address this at the course and school level, run Pivot Table - Course/Site for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) for each subgroup (limited cohort improvement).

Which student subgroups are struggling the most/least?

  • Run CAHSEE - Student List for all grades for each subgroup, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each subgroup.
  • Run CST Cluster Scores - Student List by Course for each subgroup and view the last/summary page.
  • To address this by class period, run CST Cluster Scores - Teacher List for each subgroup.
  • To address this by course, run CST Cluster Scores - Teacher List by Course for each subgroup.
  • To address this question at the class level, run CST Percent Proficient for each subgroup.

In which subject areas are subgroups struggling/excelling?

  • Run CST Percent Proficient - Test/Grade Level for each subgroup and view multiple tests.
  • Run CAHSEE - Student List for each subgroup, consider # of students showing when "Not Passed (ELA)" vs. "Not Passed (Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each subgroup.
  • Run CST Cluster Scores - Student List by Course for each subgroup and view the last/summary page.
  • To address this by class period, run CST Cluster Scores - Teacher List for each subgroup.
  • To address this by course, run CST Cluster Scores - Teacher List by Course for each subgroup.
  • To address this question at the class level, run CST Percent Proficient for each subgroup.

In which content clusters (CST) or strands (CAHSEE) is a particular subgroup struggling/excelling?

  • Run CAHSEE - Student List for the subgroup with uniform status selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each subgroup.
  • Run CST Cluster Scores - Student List by Course for the subgroup and view the last/summary page.
  • To address this question at the class period level, run CST Cluster Scores - Teacher List for the subgroup.
  • To address this question at the course level, run CST Cluster Scores - Teacher List by Course for the subgroup.

Which student subgroups are at risk of not graduating?

  • Run CAHSEE - Student List for each subgroup, consider # of students showing when "Not Passed (ELA and/or Math)" status is selected, and view the last/summary page (high schools only).
  • Run CST Cluster Scores - Site List for each subgroup for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each subgroup for English-Language Arts (ELA) and Math and view the last page.
  • To address this question at the class period level, run CST Cluster Scores - Teacher List for each subgroup for English-Language Arts (ELA) and Math and view the last page.
  • To address this question at the course level, run CST Cluster Scores - Teacher List by Course for each subgroup for English-Language Arts (ELA) and Math and view the last page.

In which content clusters (CST) or strands (CAHSEE) is a particular subgroup making the most/least improvement?

  • Run CAHSEE - Student List for a particular subgroup for multiple years with "Passed (ELA and Math)" status selected, and view summary at the end (high schools only, year-to-year growth).
  • Run CST Cluster Scores - Site List for a particular subgroup for multiple years (note clusters can be looked at this way for trends but not official growth).
  • Run CST Cluster Scores - Student List by Course for a particular subgroup for multiple years and view the last/summary page (note clusters can be looked at this way for trends but not official growth).
  • To address this question at the class period level, run CST Cluster Scores - Teacher List for a particular subgroup for multiple years and view the last/summary page (note clusters can be looked at this way for trends but not official growth).
  • To address this question at the course level, run CST Cluster Scores - Teacher List by Course for a particular subgroup for multiple years and view the last/summary page (note clusters can be looked at this way for trends but not official growth).

Which student subgroups are most/least frequently in the GATE program?

  • Run CST Cluster Scores - Site List for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for each subgroup (note the % of students who are in each subgroup at a site); next, run the same report for all students while logged in under a Student Group that includes only GATE students, and then run the report in the same way for each subgroup (note the % of each subgroup who is also GATE at a site). Conceivably, the pairs of %s you generated for each subgroup should each include 2 relatively close %s. The report has the added benefit of letting you compare each subgroup's cluster performance so you can see if help in a particular cluster might better prepare a particular subgroup for GATE.
  • Create a custom report to address the above question (be sure your district has opted to include necessary data in the system).

Which student subgroups are most/least frequently in Honors/AP/IB courses?

  • Run CST Cluster Scores - Teacher List by Course for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for each subgroup (note the % of students who are in each subgroup in the given course); next, do the same thing with the CST Cluster Scores - Site List (note the % of students who are in each subgroup at the site); conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare each subgroup's cluster performance so you can see if help in a particular cluster might better prepare a particular subgroup for an Honors/AP/IB course.
  • Create a custom report to address the above question (be sure your district has opted to include necessary data in the system).

Which student subgroups are most/least frequently being identified for Special Education?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

English Learners

Which English Learners should be considered for redesignation?

  • Run CELDT - Student List to see which students scored Proficient on the CELDT (and are thus eligible for redesignation) and consider their performance in each domain.
  • Run CST Cluster Scores - Student List for ELs for English-Language Arts (ELA) and consider their overall scores as well as performance in each cluster (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for ELs for English-Language Arts (ELA) and consider their overall scores as well as performance in each cluster (students will be grouped by course).

How much growth are language proficiency groupings making?

  • Run CST Multi Year Report by Course & Grade for a particular language proficiency (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years and compare the last/summary page from each.
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) for each language proficiency (limited cohort improvement).
  • To address this at the course and school level, run Pivot Table - Course/Site for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) for each language proficiency (limited cohort improvement).

Which school's English Learners showed the most/least improvement?

  • Run CST Multi Year Report by Course & Grade for English Learners at each site (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years at each site and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs for each site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • Run Pivot Table - Course/Site for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page (limited cohort improvement).

Which program's English Learners showed the most/least improvement?

  • Run CST Multi Year Report by Course & Grade for English Learners while logged in under each Student Group that includes only students in each given program (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • Run Pivot Table - Course/Site for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page while logged in under each Student Group that includes only students in each given program (limited cohort improvement).

Which course's or class's English Learners showed the most/least improvement?

  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • To address this at the course and school level, run Pivot Table - Course/Site for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for English Learners (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which English Learners showed the most/least improvement?

  • Run Pivot Table - Class/Teacher for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for ELs the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CELDT - Student List for ELs for multiple years.
  • Run CELDT - AMAO Student List for ELs.
  • Run Class Roster with ELA and Math STAR and note status in EL column while viewing proficiency levels for multiple years (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run Class Roster with Specified STAR and note status in EL column while viewing scores (noting tests can differ in difficulty from 1 grade/level to the next).

What are a school's trends in English Learner performance?

  • Run CST Multi Year Report by Course & Grade for English Learners at the site (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years at the site and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs at the site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a program's trends in English Learner performance?

  • Run CST Multi Year Report by Course & Grade for English Learners while logged in under a Student Group that includes only students in the given program (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years while logged in under a Student Group that includes only students in the given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs for multiple years while logged in under a Student Group that includes only students in the given program, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a course's or class's trends in English Learner performance?

  • Run CST Multi Year Report by Course & Grade for English Learners (course's year-to-year growth).
  • Run CELDT - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for ELs for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are an English Learner's trends in performance?

  • Run Student Profile.
  • Run CELDT - AMAO Student List for ELs.
  • Run Class Roster with ELA and Math STAR and note status in EL column while viewing proficiency levels for multiple years (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run Class Roster with Specified STAR and note status in EL column while viewing scores (noting tests can differ in difficulty from 1 grade/level to the next).

Which school's English Learners are most/least likely to graduate?

  • Run CAHSEE - Student List for ELs at each site, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for ELs for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each school's ELs for English-Language Arts (ELA) and Math and view the last page.
  • To address this question at the class level, run CST Cluster Scores - Teacher List by Course for each school's ELs for English-Language Arts (ELA) and Math.

Which program's English Learners are most/least likely to graduate?

  • Run CAHSEE - Student List for ELs while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for ELs for English-Language Arts (ELA) and Math while logged in under each Student Group that includes only students in each given program.
  • Run CST Cluster Scores - Student List by Course for ELs while logged in under each Student Group that includes only students in each given program for English-Language Arts (ELA) and Math and view the last page.
  • To address this question at the class level, run CST Cluster Scores - Teacher List by Course for ELs while logged in under each Student Group that includes only students in each given program for English-Language Arts (ELA) and Math.

Which English Learners are most/least likely to graduate?

  • Run CAHSEE - Student List for ELs and consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected.
  • Run CST Cluster Scores - Student List for ELs for English-Language Arts (ELA) and Math (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for ELs for English-Language Arts (ELA) and Math (students will be grouped by course).

Which school's English Learners performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for each school's ELs to view each test/grade for ELs at each site.
  • Run CST Multi Year Report by Course & Grade for each school's ELs to view each course and grade for ELs at each site.
  • Run Pivot Table - Course/Site for ELs for each site and view the last page.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for ELs, consider # of students showing when particular status is selected, and view the last page/summary for each site's ELs (high school only).
  • Run CST Cluster Scores - Site List for ELs.
  • Run CST Cluster Scores - Student List by Course  for each school's ELs and view the last page/summary for each site's ELs.
  • Run CELDT - Student List for ELs for each site and view the last page/summary for each site.

Which program's English Learners performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for ELs to view each test/grade while logged in under each Student Group that includes only students in each given program.
  • Run CST Multi Year Report by Course & Grade for ELs to view each course and grade while logged in under each Student Group that includes only students in each given program.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for ELs while logged in under each Student Group that includes only students in each given program, consider # of students showing when particular status is selected, and view the last page/summary for each site's ELs (high school only).
  • Run CST Cluster Scores - Site List for ELs while logged in under each Student Group that includes only students in each given program.
  • Run CST Cluster Scores - Student List by Course for ELs while logged in under each Student Group that includes only students in each given program and view the last page/summary for each site.
  • Run CST Cluster Scores - Teacher List by Course  for ELs while logged in under each Student Group that includes only students in each given program.
  • Run CELDT - Student List for ELs while logged in under each Student Group that includes only students in each given program and view the last page/summary for each program.

Which course's or class's English Learners performed the best/worst?

  • To address this by course, run CST Cluster Scores - Teacher List by Course for ELs.
  • To address this by class period, run CST Cluster Scores - Student List for ELs and view the summary at the end of each class period's section.
  • To address this by site, run CST Cluster Scores - Site List for ELs while logged in under each Student Group that includes only students in each course or class.
  • Run CST Multi Year Report by Course & Grade for ELs and view each course.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for ELs while logged in under each Student Group that includes only students in each course or class, consider # of students showing when particular status is selected, and view the last page/summary for each site's ELs (high school only).
  • To address this by class period, run CST Cluster Scores - Student List for ELs and view the summary at the end of each class period's section.
  • To address this by course, run CST Cluster Scores - Student List by Course for ELs and view the summary at the end of each course's section.
  • Run CELDT - Student List for ELs while logged in under each Student Group that includes only students in each course or class and view the last page/summary for each course.
  • Run CST Percent Proficient for ELs for each teacher (to view each class period).

Which English Learners performed the best/worst?

  • Run CST Cluster Scores - Student List for ELs (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for ELs (students will be grouped by course).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for ELs.
  • Run CELDT - Student List for ELs.
  • Run CELDT - AMAO Student List for ELs.
  • Run Class Roster with ELA and Math STAR and note status in EL column while viewing scores.
  • Run Class Roster with Specified STAR and note status in EL column while viewing scores.
  • Run CAHSEE - Student List for ELs and consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected.

How likely are language proficiency groupings to graduate?

  • Run CAHSEE - Student List for each language proficiency, consider # of students showing when particular status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each language proficiency for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each language proficiency for English-Language Arts (ELA) and Math and view the last page.

How are language proficiency groupings performing?

  • Run CST Percent Proficient - Test/Grade Level for each language proficiency.
  • Run CAHSEE - Student List for each language proficiency, consider # of students showing when particular status is selected, and view summary at the end (high schools only).
  • Run CELDT - Student List for each language proficiency grouping.
  • Run CST Cluster Scores - Site List for each language proficiency for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each language proficiency and view the last page.
  • To address this at the class level, run CST Percent Proficient for each language proficiency for each teacher (to view each class period).

In which content clusters (CST), strands (CAHSEE), or domains (CELDT) are English Learners struggling/excelling?

  • Run CAHSEE - Student List for ELs and view summary at the end (high schools only).
  • Run CELDT - Student List for ELs (don't forget to view the last/summary page).
  • Run CST Cluster Scores - Site List for ELs.
  • Run CST Cluster Scores - Student List by Course for ELs and view the last page of each course section.
  • To address this question at the class level, run CST Cluster Scores - Teacher List by Course for ELs.

In which content clusters (CST), strands (CAHSEE), or domains (CELDT) are English Learners making the most/least improvement?

  • Run CAHSEE - Student List for ELs for multiple years and view summary at the end (high schools only, year-to-year growth).
  • Run CELDT - Student List for ELs and view the last/summary page for multiple years.
  • Run CST Cluster Scores - Site List for ELs for multiple years (note clusters can be looked at this way for trends but not official growth).
  • Run CST Cluster Scores - Student List by Course for ELs for multiple years and view the last page (note this is for trends rather than growth).
  • To address this question at the class level, run CST Cluster Scores - Teacher List by Course for ELs for multiple years and view the last page of each course section (note this is for trends rather than growth).

How are individual English Learners impacting Title III AMAOs?

  • Run CELDT - AMAO Student List for ELs.

What were the Title III AMAO requirements for each English Learner?

  • Run CELDT - AMAO Student List for ELs.

Which English Learners have language skills that suggest they should be performing better elsewhere (i.e., in other academic areas)?

  • Run CELDT - Student List for ELs and examine individuals' domain performance.
  • Run CELDT - AMAO Student List for ELs and consider individuals' CELDT performance with AYP (i.e., CST or CAHSEE) performance.
  • Run CST Cluster Scores - Student List for ELs for the English-Language Arts (ELA) CST (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for ELs for the English-Language Arts (ELA) CST (students will be grouped by course).

Are too many English Learners being identified for Special Education?

  • If you suspect an EL has been incorrectly designated, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA) for ELs, as higher performing Special Ed. students who tested should have taken this CST, and then run the same report for Special Ed. students exclusively (note the % of students who are Special Ed. at a site); next, run the same report for ELs, and then run the report in the same way for Special Ed. students who are also EL (note the % of ELs who are also Special Ed. at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare cluster performance so you can see if help in a particular cluster might help prevent EL students from being identified as Special Ed in cases where they are not.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Are English Learners under/overrepresented in the GATE program?

  • If you suspect an EL has been incorrectly overlooked for GATE, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for ELs (note the % of students who are EL at a site); next, run the same report for all students while logged in under a Student Group that includes only GATE students, and then run the report in the same way for ELs (note the % of ELs who are also GATE at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare EL cluster performance so you can see if help in a particular cluster might better prepare a particular subgroup for GATE.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Are English Learners under/overrepresented in Honors/AP/IB courses?

  • If you suspect an EL has been incorrectly overlooked for Honors/AP/IB courses, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Teacher List by Course for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for ELs (note the % of students who are EL in the given course); next, do the same thing with the CST Cluster Scores - Site List (note the % of students who are EL at the site); conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare EL cluster performance so you can see if help in a particular cluster might better prepare a particular subgroup for an Honors/AP/IB course.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Special Education

Which students are eligible to take the CMA?

  • Run CMA Eligibility List and note the final decision as to whether each student will take the CMA belongs to the IEP team, though no students not on this list may take it.

How much growth/improvement are disability groupings making?

  • Run CST Multi Year Report by Course & Grade for Special Education students vs. Not Special Education students (course's year-to-year growth).
  • Run Pivot Table - Class/Teacher for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).

Which school's Students with Disabilities performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for each school's Special Ed. students (e.g., some RSP) to view each test/grade for Special Ed. students who took the CST at each site.
  • Run CST Multi Year Report by Course & Grade for each school's Special Ed. students (e.g., some RSP) to view each course and grade for Special Ed. students who took the CST at each site.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for Special Ed. students, consider # of students showing when particular status is selected, and view the last page/summary for each site's Special Ed. students (high school only).
  • Run CST Cluster Scores - Site List for Special Ed. students.
  • Run CST Cluster Scores - Student List by Course  for each school's Special Ed. students (e.g., some RSP) and view the last page/summary for each site's Special Ed. students who took the CST at each site.
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for each site and view the last page/summary for each site.

Which program's Students with Disabilities performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for Special Ed. students (e.g., some RSP) to view each test/grade for students who took the CST while logged in under each Student Group that includes only students in each given program.
  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., some RSP) to view each course and grade or students who took the CST while logged in under each Student Group that includes only students in each given program.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for Special Ed. students while logged in under each Student Group that includes only students in each given program, consider # of students showing when particular status is selected, and view the last page/summary for each site's Special Ed. students (high school only).
  • Run CST Cluster Scores - Student List by Course for Special Ed. students (e.g., some RSP) while logged in under each Student Group that includes only students in each given program and view the last page/summary for each site with Special Ed. students who took the CST.
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL while logged in under each Student Group that includes only students in each given program and view the last page/summary for each program.

Which course's or class's Students with Disabilities performed the best/worst?

  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., some RSP) and view each course for Special Ed. students who took the CST.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for Special Ed. students while logged in under each Student Group that includes only students in each course or class, consider # of students showing when particular status is selected, and view the last page/summary for each site's Special Ed. students (high school only).
  • To address this by class period, run CST Cluster Scores - Student List for Special Ed. students (e.g., some RSP) and view the summary on the last page of each section.
  • To address this by course, run CST Cluster Scores - Student List by Course for Special Ed. students (e.g., some RSP) and view the summary on the last page of each section.
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL while logged in under each Student Group that includes only students in each course or class and view the last page/summary for each course.
  • Run CST Percent Proficient for Special Education students for each teacher (to view each class period).

Which Students with Disabilities performed the best/worst?

  • Run CST Cluster Scores - Student List for Special Ed. students (e.g., some RSP) who took the CST (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for Special Ed. students (e.g., some RSP) who took the CST (students will be grouped by course).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for Special Ed. students and consider # of students showing when each status is selected.
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL .
  • Run CELDT - AMAO Student List for Special Ed. students who are (or were) also EL.
  • Run Class Roster with ELA and Math STAR and view scores of students you know to be Special Ed.
  • Run Class Roster with Specified STAR and view scores of students you know to be Special Ed.

Which school's Students with Disabilities showed the most/least improvement?

  • Run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for each site for the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., some RSP) at each site (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years at each site and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students for each site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which program's Students with Disabilities showed the most/least improvement?

  • Run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years while logged in under each Student Group that includes only students in each given program and view the last page (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., some RSP) while logged in under each Student Group that includes only students in each given program (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years while logged in under each Student Group that includes only students in each given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students for multiple years while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).

Which course's or class's Students with Disabilities showed the most/least improvement?

  • Run Pivot Table - Class/Teacher for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., some RSP) who took the CST (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which Students with Disabilities showed the most/least improvement?

  • Run Pivot Table - Class/Teacher for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years.
  • Run CELDT - AMAO Student List for Special Ed. students who are (or were) also EL.
  • Run Class Roster with ELA and Math STAR and view scores of students you know to be Special Ed (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run Class Roster with Specified STAR and view scores of students you know to be Special Ed (noting tests can differ in difficulty from 1 grade/level to the next).

What are a school's trends in Students with Disabilities performance?

  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., RSP) who took the CST at the site (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years at the site and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students at the site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a program's trends in Students with Disabilities performance?

  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., RSP) who took the CST while logged in under a Student Group that includes only students in the given program (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years while logged in under a Student Group that includes only students in the given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students for multiple years while logged in under a Student Group that includes only students in the given program, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a course's or class's trends in Students with Disabilities performance?

  • Run CST Multi Year Report by Course & Grade for Special Ed. students (e.g., RSP) who took the CST (course's year-to-year growth).
  • Run CELDT - Student List for Special Ed. students who are (or were) also EL for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for Special Ed. students for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a Special Ed. student's trends in performance?

  • Run Student Profile.
  • Run CELDT - AMAO Student List for Special Ed. students who are (or were) also EL.
  • Run Class Roster with ELA and Math STAR and view scores of students you know to be Special Ed (noting tests can differ in difficulty from 1 grade/level to the next).
  • Run Class Roster with Specified STAR and view scores of students you know to be Special Ed (noting tests can differ in difficulty from 1 grade/level to the next).

How are Students with Disabilities performing compared to Students without Disabilities?

  • Run CST Percent Proficient - Test/Grade Level for Special Education students vs. Not Special Education students.
  • Run CAHSEE - Student List for Special Education students vs. Not Special Education students.
  • Run CST Cluster Scores - Site List for Special Education students (e.g., some RSP) vs. Not Special Education students.
  • Run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) vs. Not Special Education students and view the last page.
  • To address this at the class level, run CST Percent Proficient for Special Education students vs. Not Special Education students.

How are Students with Disabilities making progress compared to Students without Disabilities?

  • Run CST Multi Year Report by Course & Grade for Special Education vs. Not Special Education students (course's year-to-year growth).
  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for Special Ed. students (e.g., some RSP) vs. Not Special Ed. students for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • To address this at the class and teacher level, run Pivot Table - Course/Site for Special Ed. students (e.g., some RSP) for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CAHSEE - Student List for Special Education students vs. Not Special Education students for multiple years with "Passed (ELA and Math)" status selected, and view summary at the end (high schools only, year-to-year growth).

Which school's Students with Disabilities are most/least likely to graduate?

  • Run CAHSEE - Student List for each school's Special Education students, consider # of students showing when particular status is selected, and view summary at the end; however, also consider current Ed Code for the particular graduating class, as required CAHSEE status for Students with Disabilities to graduate changes over time (high schools only).
  • Run CST Cluster Scores - Site List for Special Education students (e.g., some RSP) for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for each site's Special Education students (e.g., some RSP) for English-Language Arts (ELA) and Math and view the last page.

Which program's Students with Disabilities are most/least likely to graduate?

  • Run CAHSEE - Student List for Special Education students while logged in under each Student Group that includes only students in each given program, consider # of students showing when particular status is selected, and view summary at the end; however, also consider current Ed Code for the particular graduating class, as required CAHSEE status for Students with Disabilities to graduate changes over time (high schools only).
  • Run CST Cluster Scores - Site List for Special Education students (e.g., some RSP) for English-Language Arts (ELA) and Math while logged in under a Student Group that includes only students in the given program.
  • Run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) while logged in under a Student Group that includes only students in the given program for English-Language Arts (ELA) and Math and view the last page.

Which Students with Disabilities are most/least likely to graduate?

  • Run CAHSEE - Student List for each school's Special Education students with varied statuses selected; however, also consider current Ed Code for the particular graduating class, as required CAHSEE status for Students with Disabilities to graduate changes over time (high schools only).
  • Run CST Cluster Scores - Student List for Special Education students (e.g., some RSP) for English-Language Arts (ELA) and Math (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) for English-Language Arts (ELA) and Math (students will be grouped by course).
  • Run the Student Profile and look at multiple indicators (local assessments, grades, state assessments, etc.).

In which content clusters (CST) or strands (CAHSEE) are Students without Disabilities struggling/excelling?

  • Run CAHSEE - Student List for Special Education students, consider # of students showing when particular status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for Special Education students.
  • To address this by class period, run CST Cluster Scores - Student List for Special Education students (e.g., some RSP) and view the last page of each section.
  • To address this by course, run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) and view the last page of each section.
  • To answer this at the course level, run CST Cluster Scores - Teacher List by Course for Special Education students (e.g., some RSP).

In which content clusters (CST) or strands (CAHSEE) are Students without Disabilities making the most improvement?

  • Run CAHSEE - Student List for Special Education students for multiple years and view summary at the end (high schools only, year-to-year growth).
  • Run CST Cluster Scores - Site List for Special Education students (note clusters can be looked at this way for trends but not official growth).
  • Run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) and view the last page (note this is for trends, not growth).
  • To address this at the class period level, run CST Cluster Scores - Teacher List for Special Education students (e.g., some RSP) (note this is for trends, not growth).
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for Special Education students (e.g., some RSP) (note this is for trends, not growth).

Which STAR test would be appropriate for each Student with Disabilities based on previous performance?

  • Run the Student Profile and look at multiple indicators (local assessments, grades, state assessments, etc.).
  • Run CMA Eligibility List to see whether or not the IEP team should consider a CMA (vs. other STAR test) for the student's state test (be careful to show attendees only data/students they have a right to see).

What data should I bring to a parent conference or IEP meeting?

  • Run Student Profile.
  • Run CST Cluster Scores - Student List with Report Type is set to Compare to State Min Prof (be careful to show attendees only data/students they have a right to see).
  • Run CST Cluster Scores - Student List by Course with Report Type is set to Compare to State Min Prof (be careful to show attendees only data/students they have a right to see).
  • Run CMA Eligibility List to see whether or not the IEP team should consider a CMA (vs. other STAR test) for the student's state test (be careful to show attendees only data/students they have a right to see).
  • To address this with local assessments, run the Student & Parent Letters and/or Standard Progress (as a student list and using drill-down if/when needed; be careful to show attendees only data/students they have a right to see).

Are too many English Learners being identified for Special Education?

  • If you suspect an EL has been incorrectly designated, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA) for ELs, as higher performing Special Ed. students who tested should have taken this CST, and then run the same report for Special Ed. students exclusively (note the % of students who are Special Ed. at a site); next, run the same report for ELs, and then run the report in the same way for Special Ed. students who are also EL (note the % of ELs who are also Special Ed. at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare cluster performance so you can see if help in a particular cluster might help prevent EL students from being identified as Special Ed in cases where they are not.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Are too many students of a particular race or ethnicity being identified for Special Education?

  • If you suspect a student of a particular race or ethnicity has been incorrectly designated, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA), as higher performing Special Ed. students who tested should have taken this CST, and then run the same report for students of a particular race or ethnicity (note the % of students who are a particular race or ethnicity at a site); next, run the same report for Special Ed. students who are also a particular race or ethnicity (note the % of students of a particular race or ethnicity who are also Special Ed. at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare cluster performance so you can see if help in a particular cluster might help prevent students of a particular race or ethnicity from being identified as Special Ed in cases where they are not.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Which Students with Disabilities have test scores that suggest they should be performing better elsewhere (i.e., in other academic areas)?

  • Run CST Cluster Scores - Student List for Special Education students (e.g., some RSP) (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for Special Education students (e.g., some RSP) (students will be grouped by course).
  • Run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Create a custom report to address the above question for multiple students simultaneously (be sure your district has opted to include necessary data in the system).

Race/Ethnicity

Which race or ethnicity showed the most/least improvement?

  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for each race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • To address this at the class and teacher level, run Pivot Table - Course/Site for each race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for each race or ethnicity (course's year-to-year growth).
  • Run CELDT - Student List for multiple years for each race or ethnicity (that also contains - or did contain - ELs) and compare the last/summary page from each.
  • Run CAHSEE - Student List for each race or ethnicity for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which school's students of a particular race or ethnicity showed the most/least improvement?

  • Run Pivot Table - Course/Site for a particular race or ethnicity for each site for the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity at each site (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years at each site and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity for each site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which program's students of a particular race or ethnicity showed the most/least improvement?

  • Run Pivot Table - Course/Site for a particular race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page while logged in under each Student Group that includes only students in each given program (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years while logged in under each Student Group that includes only students in each given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity for multiple years while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which course's or class's students of a particular race or ethnicity showed the most/least improvement?

  • To address this at the class and teacher level, run Pivot Table - Class/Teacher for a particular race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • To address this at the class and teacher level, run Pivot Table - Course/Site for a particular race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

Which students of a particular race or ethnicity showed the most/least improvement?

  • Run Pivot Table - Class/Teacher for a particular race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for a particular race or ethnicity for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years.
  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs.

What are a school's trends in performance for students of a particular race or ethnicity?

  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity at the site (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years at the site and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity at the site for multiple years, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a program's trends in performance for students of a particular race or ethnicity?

  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity while logged in under a Student Group that includes only students in the given program (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years while logged in under a Student Group that includes only students in the given program and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity for multiple years while logged in under a Student Group that includes only students in the given program, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are a course's or class's trends in performance for students of a particular race or ethnicity?

  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity (course's year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs for multiple years while logged in under each Student Group that includes only students in each course or class and compare the last/summary page from each.
  • Run CAHSEE - Student List for a particular race or ethnicity for multiple years while logged in under each Student Group that includes only students in each course or class, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).

What are trends in performance for a student of a particular race or ethnicity?

  • Run Student Profile.
  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs.

Which race or ethnicity is most/least likely to graduate?

  • Run CAHSEE - Student List for each race or ethnicity, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each race or ethnicity for English-Language Arts (ELA) and Math.
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for each race for English-Language Arts (ELA) and Math.

Which school's students of a particular race or ethnicity are most/least likely to graduate?

  • Run CAHSEE - Student List for a particular race or ethnicity at each site, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for a particular race or ethnicity for English-Language Arts (ELA) and Math.
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity at each school for English-Language Arts (ELA) and Math and view the last page.

Which program's students of a particular race or ethnicity are most/least likely to graduate?

  • Run CAHSEE - Student List for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).
  • Run CST Cluster Scores - Site List for each race or ethnicity for English-Language Arts (ELA) and Math while logged in under a Student Group that includes only students in the given program.
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program for English-Language Arts (ELA) and Math and view the last page.

Which students of a particular race or ethnicity are most/least likely to graduate?

  • Run CAHSEE - Student List for a particular race or ethnicity and consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected.
  • Run CST Cluster Scores - Student List for a particular race or ethnicity for English-Language Arts (ELA) and Math (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity for English-Language Arts (ELA) and Math (students will be grouped by course).

Which race or ethnicity performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for each race or ethnicity to view each test/grade.
  • Run CST Multi Year Report by Course & Grade for each race or ethnicity to view each course and grade.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for each race or ethnicity at each site, consider # of students showing when particular status is selected, and view the last page/summary for each (high school only).
  • Run CST Cluster Scores - Site List for each race or ethnicity.
  • Run CST Cluster Scores - Student List by Course  for each race or ethnicity and view the last page/summary for each.
  • Run CELDT - Student List for each race or ethnicity that also contains (or did contain) ELs view the last page/summary for each.
  • Run CAHSEE - Student List for each race or ethnicity, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • To address this at the class level, run CST Percent Proficient for each race or ethnicity.
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for each race or ethnicity.

Which school's students of a particular race or ethnicity performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for a particular race or ethnicity at each school to view each test/grade for a particular race or ethnicity at each site.
  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity at each school to view each course and grade for a particular race or ethnicity at each site.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for a particular race or ethnicity at each site, consider # of students showing when particular status is selected, and view the last page/summary for each site's students of a particular race or ethnicity (high school only).
  • Run CST Cluster Scores - Site List for a particular race or ethnicity.
  • Run CST Cluster Scores - Student List by Course  for a particular race or ethnicity at each site and view the last page/summary for each site.
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs at each site and view the last page/summary for each site.
  • Run CAHSEE - Student List for a particular race or ethnicity at each site, consider # of students showing when "Passed (ELA and Math)" vs. "Not Passed (ELA and/or Math)" status is selected, and view summary at the end (high schools only).
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for a particular race or ethnicity at each site.

Which program's students of a particular race or ethnicity performed the best/worst?

  • Run CST Percent Proficient - Test/Grade Level for a particular race or ethnicity to view each test/grade while logged in under each Student Group that includes only students in each given program.
  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity to view each course and grade while logged in under each Student Group that includes only students in each given program.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program, consider # of students showing when particular status is selected, and view the last page/summary for each site (high school only).
  • Run CST Cluster Scores - Site List for each race or ethnicity for while logged in under a Student Group that includes only students in the given program.
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program and view the last page/summary for each site.
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs while logged in under each Student Group that includes only students in each given program and view the last page/summary for each program.
  • Run CAHSEE - Student List for a particular race or ethnicity while logged in under each Student Group that includes only students in each given program, consider # of students showing when "Passed (ELA and Math)" status is selected, and view summary at the end (high schools only).

Which course's or class's students of a particular race or ethnicity performed the best/worst?

  • Run CST Multi Year Report by Course & Grade for a particular race or ethnicity and view each course.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for a particular race or ethnicity while logged in under each Student Group that includes only students in each course or class, consider # of students showing when particular status is selected, and view the last page/summary for each site (high school only).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs while logged in under each Student Group that includes only students in each course or class and view the last page/summary for each course.
  • Run CST Percent Proficient for each teacher of the course (to view each section) for a particular race or ethnicity.
  • To address this by class period, run CST Cluster Scores - Teacher List for a particular race or ethnicity.
  • To address this by course, run CST Cluster Scores - Teacher List by Course for a particular race or ethnicity.

Which students of a particular race or ethnicity performed the best/worst?

  • Run CST Cluster Scores - Student List for a particular race or ethnicity (students will be grouped by class period).
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity (students will be grouped by course).
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List for a particular race or ethnicity and consider # of students showing when each status is selected.
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs.
  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs.

In which content clusters (CST), strands (CAHSEE), or domains (CELDT) are students of a particular race or ethnicity struggling/excelling?

  • Run CAHSEE - Student List for a particular race or ethnicity and view summary at the end (high schools only).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs (don't forget to view the last/summary page).
  • Run CST Cluster Scores - Site List for students of a particular race or ethnicity.
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity and view the last page.
  • To address this at the class period level, run CST Cluster Scores - Teacher List for a particular race or ethnicity.
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for a particular race or ethnicity.

In which content clusters (CST), strands (CAHSEE), or domains (CELDT) are students of a particular race or ethnicity making the most improvement?

  • Run CAHSEE - Student List for a particular race or ethnicity for multiple years and view summary at the end (high schools only, year-to-year growth).
  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs and view the last/summary page for multiple years.
  • Run CST Cluster Scores - Site List for students of a particular race or ethnicity (note clusters can be looked at this way for trends but not official growth).
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity for multiple years and view the last page (note this is for trends rather than growth).
  • To address this at the class period level, run CST Cluster Scores - Teacher List for a particular race or ethnicity for multiple years (note this is for trends rather than growth).
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course for a particular race or ethnicity for multiple years (note this is for trends rather than growth).

How are individual students of a particular race or ethnicity impacting Title III AMAOs?

  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs.

What were the Title III AMAO requirements for each student of a particular race or ethnicity?

  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs.

Which students of a particular race or ethnicity have language skills that suggest they should be performing better elsewhere (i.e., in other academic areas)?

  • Run CELDT - Student List for a particular race or ethnicity that also contains (or did contain) ELs and examine individuals' domain performance.
  • Run CELDT - AMAO Student List for a particular race or ethnicity that also contains (or did contain) ELs and consider individuals' CELDT performance with AYP (i.e., CST or CAHSEE) performance.
  • Run CST Cluster Scores - Student List by Course for a particular race or ethnicity for the English-Language Arts (ELA) CST.

Are too many students of a particular race or ethnicity being identified for Special Education?

  • If you suspect a student of a particular race or ethnicity has been incorrectly designated, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA), as higher performing Special Ed. students who tested should have taken this CST, and then run the same report for students of a particular race or ethnicity (note the % of students who are a particular race or ethnicity at a site); next, run the same report for Special Ed. students who are also a particular race or ethnicity (note the % of students of a particular race or ethnicity who are also Special Ed. at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare cluster performance so you can see if help in a particular cluster might help prevent students of a particular race or ethnicity from being identified as Special Ed in cases where they are not.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Are students of a particular race or ethnicity under/overrepresented in the GATE program?

  • If you suspect a student of a particular race or ethnicity has been incorrectly overlooked for GATE, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Site List for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for a particular race or ethnicity (note the % of students who are a particular race or ethnicity at a site); next, run the same report for all students while logged in under a Student Group that includes only GATE students, and then run the report in the same way for a particular race or ethnicity (note the % of a particular race or ethnicity who are also GATE at a site). Conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare EL's cluster performance to that of non-ELs so you can see if help in a particular cluster might better prepare ELs for GATE.
  • Create a custom report to address this question for multiple students (e.g., site-wide or district-wide), making sure your district has opted to include necessary data in the system.

Are students of a particular race or ethnicity under/overrepresented in Honors/AP/IB courses?

  • If you suspect a student of a particular race or ethnicity has been incorrectly overlooked for Honors/AP/IB courses, run the Student Profile to look at multiple indicators (you can customize the report to include local assessments, grades, state assessments, language proficiency details, etc.).
  • Run CST Cluster Scores - Teacher List by Course for English-Language Arts (ELA), as all non-Special Ed. students who tested should have taken this CST (you can also opt to add the non-Special Ed. filter to all reports if you want to also make comparisons with higher-performing Special Ed. students excluded), and then run the same report for a particular race or ethnicity (note the % of students who are in a particular race or ethnicity in the given course); next, do the same thing with the CST Cluster Scores - Site List (note the % of students who are in a particular race or ethnicity at the site); conceivably, the 2 %s you generated should be relatively close. The report has the added benefit of letting you compare each a particular race's or ethnicity's cluster performance so you can see if help in a particular cluster might better prepare a particular race or ethnicity for an Honors/AP/IB course.
  • Create a custom report to address the above question (be sure your district has opted to include necessary data in the system).

Intervention

Which students went up/down in (or did not change) level?

  • Run Pivot Table - Class/Teacher for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by course and then by school) (limited cohort improvement).
  • Run Class Roster with ELA and Math STAR.
  • Run CELDT - Student List for multiple years.
  • Run CELDT - AMAO Student List and compare performance based to AMAO requirements based on previous year's performance.
  • To address this with local assessments, run the Standard Progress (as a student list) and/or Peer Comparison (as a student list for multiple administrations).

What are my incoming students’ performance levels?

  • Run Class Roster with ELA and Math STAR with academic year set to current school year.
  • Run Class Roster with Specified STAR with academic year set to current school year.
  • Run CST Percent Proficient - Test/Grade Level with academic year set to current school year and with test year set to previous school year.
  • Run CELDT - Student List with academic year set to current school year.
  • To address this at the site level, run CST Cluster Scores - Site List with academic year set to current school year and with test year set to previous school year.
  • Run CST Cluster Scores - Student List by Course with academic year set to current school year and with test year set to previous school year.
  • Run CST Percent Proficient to view each class period with academic year set to current school year and with test year set to previous school year.
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a student list, teacher list, or site list), Student & Parent Letters, Student Small Slips, Standard Progress (as a student list, teacher list, or site list), and/or Overview.

Which students are close to a performance band cutoff?

  • Run CELDT - Student List.
  • Run CST Cluster Scores - Student List by Course and compare scale scores to the cut-off points featured in Appendix B of the STAR Post Test Guide.
  • Run Class Roster with ELA and Math STAR and compare scale scores to the cut-off points featured in Appendix B of the STAR Post Test Guide.
  • Run Class Roster with Specified STAR and compare scale scores to the cut-off points featured in Appendix B of the STAR Post Test Guide.
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list).

Which students have experienced a sudden drop/rise in performance?

  • Run Pivot Table - Class/Teacher for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for the CST for the last 2 years and/or for the CELDT for the last 2 years and click on numbers inside upper-left table to view student names (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CELDT - Student List for multiple years.
  • Run Class Roster with ELA and Math STAR.
  • Run Class Roster with Specified STAR.
  • To address this with local assessments, run the Standard Progress (as a student list) and/or Peer Comparison (as a student list for multiple administrations).

Which students performed the best/worst?

  • Run CST Cluster Scores - Student List by Course and view the summary on the last page.
  • If the students were assessed by the CAHSEE, run CAHSEE - Student List.
  • To address this in terms of class period vs. class period, run CST Percent Proficient and compare pages (each class period has its own page).
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list).

Which school's students showed the most/least improvement?

  • Run CST Multi Year Table to compare schools (year-to-year growth).
  • Run CST Multi Year Table and Charts for each site (year-to-year growth).
  • Run CST Multi Year Report by Course & Grade for each site and view each course (year-to-year growth).
  • Run Pivot Table - Course/Site for the CST for the last 2 years and/or for the CELDT for the last 2 years and view the last page (students will be grouped by course and then by school) (limited cohort improvement).
  • To address this with local assessments, run the Performance Summary, Peer Comparison (as a site list for multiple administrations), Standard Progress (as a site list).

Are there any student-specific “red flags” of which stakeholders should be aware?

  • Run Student Profile.
  • Run CST Cluster Scores - Student List by Course and look for red scores, as well as lowest score per student when Report Type is set to Compare to State Min Prof.
  • Run Class Roster with ELA and Math STAR and look for low scores (proficiency levels 1-3) and sudden drops in level.
  • Run Class Roster with Specified STAR and look for low scores (proficiency levels 1-3) and sudden drops in level.
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list).

Which students are at risk of not graduating?

  • Run CAHSEE - Student List with "Not Passed (ELA and/or Math)" status selected.
  • Run CAHSEE Student Profile with "Not Passed (ELA and/or Math)" status selected.
  • Run CST Cluster Scores - Student List by Course for English-Language Arts (ELA) and Math.
  • To address this with local assessments, run the Standard Progress (as a student list) and/or Peer Comparison (as a student list).
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list).

Which students' test scores suggest they should be performing better elsewhere (i.e., in other academic areas)?

  • Run CELDT - Student List and examine individuals' domain performance.
  • Run CELDT - AMAO Student List and consider individuals' CELDT performance with AYP (i.e., CST or CAHSEE) performance.
  • Run CST Cluster Scores - Student List by Course.
  • To address this with local assessments, run the Peer Comparison (as a student list), Student & Parent Letters, Student Small Slips, and/or Standard Progress (as a student list).

What data should I bring to a parent conference or IEP meeting?

  • Run Student Profile.
  • Run CST Cluster Scores - Student List by Course with Report Type is set to Compare to State Min Prof (be careful to show attendees only data/students they have a right to see).
  • Run CMA Eligibility List to see whether or not the IEP team should consider a CMA (vs. other STAR test) for the student's state test (be careful to show attendees only data/students they have a right to see).
  • To address this with local assessments, run the Student & Parent Letters and/or Standard Progress (as a student list and using drill-down if/when needed; be careful to show attendees only data/students they have a right to see).

Which students have special health considerations?

  • Run Health Cautions & Alerts.

Which students are (or aren’t) up-to-date with their immunizations?

  • Run Immunization Compliance Report.

Which immunization requirements have students not yet met?

  • Run Immunization Compliance Report.

Which students have the most/least absences?

Which students have the most/least discipline problems?

Which students have the best/worst grades?

Which ___'s (department/teacher/etc.) show discrepancy between grading practices and test scores?

Which ___'s (department/teacher/etc.) assign the highest/lowest grades?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Contributing Factors

How does student mobility impact performance?

  • Run CELDT - Student List and consider 5 years in U.S. status in relation to performance.
  • Run CELDT - AMAO Student List and consider district entry date in relation to performance.
  • Create a custom report to answer this question for any/all students (be sure your district has opted to include necessary data in the system).

How are students doing/performing in multiple areas?

  • Run Student Profile (note this report is customizable, so you may pick and choose which data to include).
  • Run Pivot Table - Class/Teacher for a CST and a CELDT within the same test year (students will be grouped by class period and then by teacher) (limited cohort improvement).
  • Run Pivot Table - Course/Site for a CST and a CELDT within the same test year (students will be grouped by course and then by school) (limited cohort improvement).
  • Run CST Multi Year Table to compare schools' performance in English-Language Arts (ELA) vs. Math.
  • Run CST Multi Year Table and Charts for each site to compare its performance in English-Language Arts (ELA) vs. Math.
  • Run Class Roster with ELA and Math STAR for class and compare students performance in English-Language Arts (ELA) vs. Math.
  • Run Class Roster with Specified STAR for class and compare students performance in English-Language Arts (ELA) vs. Math.
  • To address this at the class period level, run CST Cluster Scores - Teacher List.
  • To address this at the course level, run CST Cluster Scores - Teacher List by Course.
  • To address this at the site level, run CST Cluster Scores - Site List.
  • Create a custom report to answer this question for multiple students (pick and choose any data you want to include).
  • To address this with local assessments, run the Peer Comparison (as a student list) and/or Standard Progress (as a student list).

What traits do proficient/non-proficient students have in common?

  • Run CST Cluster Scores - Student List by Course with Report Type is set to Compare to State Min Prof and consider cluster strengths/weaknesses in each subject.
  • To address this with local assessments, run the Peer Comparison (as a student list).

What traits do graduates/dropouts have in common?

What traits do chronically/rarely absent students have in common?

What traits do students with good/poor grades have in common?

What traits do Students with Disabilities have in common?

What traits do GATE students have in common?

What traits do Honors/AP/IB students have in common?

How do student absences impact performance?

How do discipline problems impact performance?

How does a teacher's number of years at the school impact performance?

How does a teacher's number of years teaching the same subject at the school impact performance?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Technology

Which ___ (school/teacher/etc.) keeps its/his/her gradebook(s) current?

Which ___ (school/staff/etc.) uses the data and assessment management system the most/least?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Enrollment and Scheduling

What does each ___'s (school/grade/etc.) population look like?

Which ___s (course/teacher/etc.) have the most/least English Learners?

Which ___s (course/teacher/etc.) have the most/least Students with Disabilities?

Which ___s (course/teacher/etc.) have the most/least GATE students?

Which ___s (course/teacher/etc.) have the most/least students with chronic behavior problems?

Which ___s (course/teacher/etc.) have the most/least students with chronic absences?

Which ___s (course/teacher/etc.) have the most/least proficient students for upcoming or current instruction?

Which ___s (course/teacher/etc.) have the most/least students proficient in Reading Comprehension?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Health and Safety

Which students have special health considerations?

  • Run Health Cautions & Alerts.

Which students are (or aren’t) up-to-date with their immunizations?

  • Run Immunization Compliance Report.

What do I need to know about my students’ health?

  • Run Health Cautions & Alerts.

Which immunization requirements have students not yet met?

  • Run Immunization Compliance Report.

Format-Specific Data

What data should I bring to a parent conference or IEP meeting?

  • Run Student Profile.
  • Run CST Cluster Scores - Student List by Course with Report Type is set to Compare to State Min Prof (be careful to show attendees only data/students they have a right to see).
  • Run CMA Eligibility List to see whether or not the IEP team should consider a CMA (vs. other STAR test) for the student's state test (be careful to show attendees only data/students they have a right to see).
  • To address this with local assessments, run the Student & Parent Letters and/or Standard Progress (as a student list and using drill-down if/when needed; be careful to show attendees only data/students they have a right to see).

How can I get a class roster (listing all students in each of my class periods)?

  • Run Class Roster.
  • Run Class Roster with Demographics.
  • Run Class Roster with ELA and Math STAR.
  • Run Class Roster with Specified STAR.

How can I easily create labels for teacher “swapping” during state testing?

  • Run Class Labels 5160.
  • If you need another label format or other information on the labels, see the "Print Labels (e.g., Mailing Labels)" and "Create a Custom Report" Help lessons.

How can I easily complete required School Accountability Report Card (SARC) templates?

How can I easily complete required Single Plan for Student Achievement (SPSA) templates?

How can I easily prepare for Western Association of Schools and Colleges (WASC) visitation?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Ordering

Which test quantities should I order for state testing (e.g., STAR)?

Which test quantities should I order for state writing testing (e.g., STAR writing and EAP)?

Which test quantities should I order for high school exit exams (e.g., CAHSEE)?

Which survey quantities should I order for state health surveys (e.g., CHKS)?

  • Create a custom report to address any of the above questions (be sure your district has opted to include necessary data in the system).

Abbreviations and Terms

API - Academic Program Index

AMAO - Annual Measurable Achievement Objective, related to Title III

AMO - Annual Measurable Objective, related to AYP

AYP - Adequate Yearly Progress

CAHSEE - California High School Exit Examination

CAPA - California Alternate Performance Assessment (alternative to CST for students with severe cognitive disabilities; much easier than CST)

CDE - California Department of Education

CELDT - California English Language Development Test

CMA - California Modified Assessment (alternative to CST for qualifying Special Education students; much harder than CAPA but easier than CST)

CST - California Standards Test (for all students who do not qualify for the CAPA or CMA)

EAP - Early Assessment System (not a STAR test, but administered in conjunction with STAR testing), established by California State University

EL - English Learner (this includes all LEP students, as well as the R-FEP students who have not scored Proficient or Advanced on the ELA CST at least three times - not necessarily consecutive - since reclassification)

ELA - English-Language Arts (tested within the STAR Program for grades 2-11)

EOC - End-of-Course (secondary STAR tests based on History-Social Science, Math, and Science course  rather than grade level  standards)

GATE - Gifted and Talented Education

IIUSP - Immediate Intervention/Underperforming Schools Program

LEA - Local Education Agency (in most cases, this is akin to a school district)

LEP - Limited English Proficient

NCLB - No Child Left Behind (NCLB) Act of 2001

PI - Program Improvement

R-FEP - Reclassified as Fluent-English Proficient

SA - State Average (average score for all students statewide who took the given test)

SARC - School Accountability Report Card

SPSA - Single Plan for Student Achievement

SBE - State Board of Education

SMA - State Minimally Advanced (average for students statewide who scored at the lowest scale score for advanced, which varies)

SMP - State Minimally Proficient (average for students statewide who scored at the lowest scale score for proficient, which is 350)

STAR - Standardized Testing and Reporting (STAR Program includes CAPA, CMA, CST, and STS and orchestrates EAP testing)

STS - Standards-based Tests in Spanish (required for Spanish-speaking English Learners receiving instruction in Spanish or in U.S. < 1 year)

WASC - Western Association of Schools and Colleges

Next Steps

Next Steps

Visit the "EXTRAS: Data Analysis" Help manual to advance your analysis skills and your understanding of data. This can help you tackle the "data capacity" needs associated with the Essential Questions approach to data analysis, well-summarized in this Educational Leadership article.