Data Dialogue

DnA data can be used to explore the merit of theories developed within data dialogue, a popular approach to data analysis, via pre-built reports and the custom reporting tool. This lesson contains general data dialogue guidelines, as well as statements you might be interested in exploring.

These are general, starting statements and should constitute only 1 piece of a rich inquiry. Also, if you begin with general statements (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. Data dialogues should ultimately seek to address how kids can best be helped.

Step 1

Step 1

The process generally works as follows:

1. Make a data-informed observation (e.g., when examining data for a particular group of students, what trends, red flags, or anomalies do you see?). Some sources devote this step to identifying a data-related interest you might want to learn more about and then crafting a problem statement.

Based on data you encounter, refine such statements to reflect specific data. For example, if you made a "___'s (school/program/course/etc.) students performed worse than others'" type of observation such as, "Students in 1st period English classes performed worse than those in other periods," the data could help you refine the statement to become, "7th graders in 1st period English classes were 23% less likely to score proficient on their state English-Language Arts tests than those taking English classes in other periods."

Another example is shown above.

Step 2

Step 2

2. Construct a hypothesis of causation (consider possible reasons for your observation and select one to investigate).

While some possible causes might be outside your control, many sources cite the benefit of focusing on causes you (as educators) can control. An example is shown above.

Step 3

Step 3

3. Determine helpful data sources/reports you will need to investigate the merit of your chosen hypothesis.

Remember the importance of multiple measures. Your data sources (whether they are reports, assessments, sources of information, etc.) should be varied. An example is shown above. While these data sources are all tied to assessments, they are varied assessments (e.g., a District-level benchmark from the previous grade, state testing data from the previous grade, and a local entrance assessment from the current grade). This provides a firm start for the investigation. Participants can later explore others resources (e.g., grades earned in specific areas, student portfolios, articulation with 4th grade teachers, etc.) to aid their investigation.

Step 4

Step 4

4. Review newly gathered data and determine your chosen hypothesis's merit.

In the example shown above, the DnA "CST Cluster Scores - Site List" pre-built report was run for English Learners using Compare to State Min. Prof. as the Report Type (as this is the best way to truly judge cluster strengths and weaknesses). This report shows that Coolidge Elementary School's 4th grade EL students from the previous year did, indeed, perform worst in the area of Word Analysis and Vocabulary Development. In fact, this seems to be a weakness for others sites in the district, as well.

Step 5

Step 5

5. Discuss and determine next steps based on your discoveries.

Help with the Process

Help with the Process

Sample statements (that may become observations, problem statements, hypotheses, possible causes contributing to such problems, etc.) you might explore within data dialogue to better help students are listed below.

These are general, starting statements and should constitute only 1 piece of a rich inquiry. Also, if you begin with general statements (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. Data dialogues should ultimately seek to address how kids can best be helped.

Make a Difference

___ (a new course) is/isn't working.

___ (a new program) is/isn't working.

___'s (a school's) students performed better/worse than others'.

___'s (a program's) students performed better/worse than others'.

___'s (a course's or class's) students performed better/worse than others'.

___ (a student) performed better/worse than others.

___'s (a school's) students showed the most/least improvement.

___'s (a program's) students showed the most/least improvement.

___'s (a course's or class's) students showed the most/least improvement.

___ (a student) 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).

The district is experiencing a positive/negative trend in performance.

___ (a school) is experiencing a positive/negative trend in performance.

___ (a program) is experiencing a positive/negative trend in performance.

___ (a class or course) is experiencing a positive/negative trend in performance.

___ (a student) is experiencing a positive/negative trend 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).

When I taught them, students performed well/poorly.

___'s (a school's) students are most/least likely to graduate.

___'s (a program's) students are most/least likely to graduate.

Key things I should know about a student include ___.

My seating chart should look a certain way.

Some students have special health considerations.

Some students are/aren't up-to-date with their immunizations.

I need to know ___ about my students’ health.

Students have/haven't met ___ immunization requirements.

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

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

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

Accountability

___ (a 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).

___ (a 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).

___ (a class or course) 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).

___ (a 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).

___ (a 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).

___ (a class or course) 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).

___ (students) might have helped/hurt AYP.

  • 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).

___ (students) went up/down in (or did not change) level and this might 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).

Performance (e.g., the # of students scoring Proficient and Advanced) went up/down for a particular class and this might 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).

Individual English Learners are impacting Title III AMAOs in a particular way.

The Title III AMAO requirements for each English Learner were ___.

___ (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).

The district is/isn't likely 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).

___ (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).

The district is/isn't likely 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

___ (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).

___ (student subgroups) are struggling the most/least.

___ (student subgroups) are struggling/excelling in the ___ subject area(s).

A particular student subgroup is struggling/excelling in the ___ content clusters (CST) or strands (CAHSEE).

___ (student subgroups) are at risk of not graduating.

A particular student subgroup is making the most/least improvement in the ___ content clusters (CST) or strands (CAHSEE).

  • 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).

___ (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).

___ (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).

___ (student subgroups) are most/least frequently being identified for Special Education.

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

English Learners

___ (specific 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).

___ (language proficiency groupings) are making more/less growth than others.

  • 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).

___'s (a school's) English Learners showed more/less improvement than others'.

  • 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).

___'s (a program's) English Learners showed more/less improvement than others'.

  • 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).

___'s (a class's or course's) English Learners showed more/less improvement than others'.

  • 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).

___ (specific 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).

___'s (a school's) English Learners are experiencing a positive/negative trend in 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).

___'s (a program's) English Learners are experiencing a positive/negative trend in 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).

___'s (a class's or course's) English Learners are experiencing a positive/negative trend in 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).

___ (specific English Learners) are experiencing a positive/negative trend in performance.

___'s (a school's) English Learners are most/least likely to graduate.

___'s (a program's) English Learners are most/least likely to graduate.

___ (specific English Learners) are most/least likely to graduate.

___'s (a school's) English Learners performed the best/worst.

___'s (a program's) English Learners performed the best/worst.

___'s (a class's or course's) English Learners performed the best/worst.

___ (specific English Learners) performed the best/worst.

___ (language proficiency groupings) are/aren't as likely to graduate as others.

___ (language proficiency groupings) are/aren't performing as well as others.

English Learners are struggling/excelling in ___ content clusters (CST), strands (CAHSEE), or domains (CELDT).

English Learners are making the most/least improvement in ___ content clusters (CST), strands (CAHSEE), or domains (CELDT).

Individual English Learners are impacting Title III AMAOs in a particular way.

The Title III AMAO requirements for each English Learner were ___.

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

Too many English Learners are 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.

English Learners are 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.

English Learners are 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

___ (specific 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.

___ (a disability grouping) is making more/less growth than others.

  • 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).

___'s (a 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.

___'s (a 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.

___'s (a class's or course'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).

___ (specific Students with Disabilities) performed the best/worst.

___'s (a 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).

___'s (a 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).

___'s (a class's or course'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).

___ (specific 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).

___'s (a school's) Students with Disabilities are experiencing a positive/negative trend in 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).

___'s (a program's) Students with Disabilities are experiencing a positive/negative trend in 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).

___'s (a class's or course's) Students with Disabilities are experiencing a positive/negative trend in 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).

___ (a specific Student with Disabilities) is experiencing a positive/negative trend in performance.

Students with Disabilities are performing ___ (degree of better/worse) than Students without Disabilities.

Students with Disabilities are making ___ (degree of more/less progress) than 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).

___'s (a 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.

___'s (a 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.

___ (specific Students with Disabilities) are/aren't 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.).

Students without Disabilities are struggling/excelling in ___ content clusters (CST) or strands (CAHSEE).

Students without Disabilities are making the most/least improvement in ___ content clusters (CST) or strands (CAHSEE).

The ___ (STAR test) would be most appropriate for ___ (a specific 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).

I should bring particular data 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).

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.

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.

___ (specific 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

___ (a 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).

___'s (a 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).

___'s (a 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).

___'s (a class's or course'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).

___ (specific 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.

___'s (a school's) students of a particular race or ethnicity are experiencing a positive/negative trend in performance.

  • 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).

___'s (a program's) students of a particular race or ethnicity are experiencing a positive/negative trend in performance.

  • 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).

___'s (a class's or course's) students of a particular race or ethnicity are experiencing a positive/negative trend in performance.

  • 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).

___s (students of a particular race or ethnicity) are experiencing a positive/negative trend in performance.

___s (students of a particular race or ethnicity) are most/least likely to graduate.

___'s (a 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.

___'s (a 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.

___ (specific 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).

___s (a particular race or ethnicity) performed the best/worst.

___'s (a 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.

___'s (a 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).

___'s (a class's or course's) students of a particular race or ethnicity performed the best/worst.

___ (specific students of a particular race or ethnicity) performed the best/worst.

Students of a particular race or ethnicity are struggling/excelling in ___ content clusters (CST), strands (CAHSEE), or domains (CELDT).

Students of a particular race or ethnicity are making the most improvement in ___ content clusters (CST), strands (CAHSEE), or domains (CELDT).

  • 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).

Individual students of a particular race or ethnicity are impacting Title III AMAOs in a particular way.

The Title III AMAO requirements for each student of a particular race or ethnicity were ___.

___ (specific 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.

Too many students of a particular race or ethnicity are 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.

Students of a particular race or ethnicity are 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.

Students of a particular race or ethnicity are 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

___ (specific students and/or student group) 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).

Incoming students’ performance levels are ___.

___ (specific students) are close to a performance band cutoff.

___ (specific students) have experienced a sudden drop/rise in performance.

___ (specific students) performed the best/worst.

___'s (a school's) students showed the most/least improvement.

There are student-specific “red flags” of which stakeholders should be aware.

___ (specific students) are at risk of not graduating.

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

I should bring particular data 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).

Some students have special health considerations.

Some students are/aren't up-to-date with their immunizations.

Students have/haven't met ___ immunization requirements.

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 statements (be sure your district has opted to include necessary data in the system).

Contributing Factors

Student mobility impacts performance in a particular way.

Students are performing in particular ways in multiple areas.

Proficient/non-proficient students have particular traits in common.

Graduates/dropouts have particular traits in common.

Chronically/rarely absent students have particular traits in common.

Students with good/poor grades have particular traits in common.

Students with Disabilities have particular traits in common aside from their disabilities.

GATE students have particular traits in common.

Honors/AP/IB students have particular traits in common.

Student absences impact performance in a particular way.

Discipline problems impact performance in a particular way.

A teacher's number of years at the school impacts performance in a particular way.

A teacher's number of years teaching the same subject at the school impacts performance in a particular way.

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

Technology

___ (school/teacher/etc.) isn't keeping its/his/her gradebook(s) current.

___ (school/staff/etc.) isn't using the data and assessment management system as much as could students.

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

Enrollment and Scheduling

___'s (school/grade/etc.) population looks ___ (this way).

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

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

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

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

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

___s (course/teacher/etc.) have the most/least proficient students.

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

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

Health and Safety

Some students are/aren't up-to-date with their immunizations.

I need to know ___ about my students’ health.

Students have/haven't met ___ immunization requirements.

Format-Specific Data

I should bring particular data 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).

I need to easily get a class roster (listing all students in each of my class periods).

I need to easily create labels for teacher “swapping” during state testing.

I need to more easily complete required School Accountability Report Card (SARC) templates.

I need to more easily complete required Single Plan for Student Achievement (SPSA) templates.

I need to more easily prepare for Western Association of Schools and Colleges (WASC) visitation.

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

Ordering

I need to know which test quantities to order for state testing (e.g., STAR).

I need to know which test quantities to order for state writing testing (e.g., STAR writing and EAP).

I need to know which test quantities to order for high school exit exams (e.g., CAHSEE).

I need to know which survey quantities to order for state health surveys (e.g., CHKS).

  • Create a custom report to address any of the above statements (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 work more effectively as you interpret data, make observations, and investigate theories. A helpful resource on other aspects related to this topic can be found in this National Staff Development Council publication (http://www.nsdc.org/members/jsd/harrison294.pdf).