Our Approach to Academic Data

At RVUSD, we prioritize the growth of each learner as a key measure of our success. We use a matched cohort growth model to assess this growth(See video guide on LCAP Data-Video Guide Page). The matched cohort growth model offers three primary benefits:

1. Focus on Individual Growth: Instead of only measuring whether learners meet proficiency standards, RVUSD emphasizes each learner's growth. This approach supports all students, including those who may need more time to reach proficiency and those who are already advanced. It promotes equity and inclusivity in education.

2. Accurate Program Evaluation: Traditional performance-based models can be misleading because they may reflect variations in student cohorts rather than actual learning progress. By evaluating growth at the individual level, RVUSD gains a clearer understanding of program effectiveness over time, regardless of changes in student demographics.

3. Alignment with Growth Mindset: Our focus on individual growth aligns with fostering a growth mindset among learners. We encourage students to focus on continuous improvement rather than just their current abilities, supporting the belief that all students can achieve high academic standards.

While 48 states and the District of Columbia use some form of student growth or value-added measure for accountability, California is still evaluating the switch to a student growth model and is currently using a program growth accountability model. RVUSD is proactively adopting a per-student academic growth model in the meantime. For reference, we’ve included links to the current state accountability measures and the RVUSD LCAP dashboards, which can be found in the top right corner of the page under the "LCAP Data" drop-down menu.

CA State Dashboard Results

• Austin Creek

• Binkley

• Madrone

• Manzanita

• Sequoia

• Village

• Whited

• Spring Lake Middle School

What data is used as LCAP Metrics?

Academic Measures

State Measures

Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics in grades three through eight and grade eleven.

Student Participation: All students at the designated grade levels are required to participate with the following exceptions:

• Students who participate in the alternate assessments.

• ELA only—English learners who are in their first 12 months of attending a school in the United States.

In the RVUSD dashboards on this site, all data matched cohort data. Matched cohort growth requires two data points, which means results start in fourth grade, as third graders will only have one result.

Local Measures

English Language Arts: All students in grades 1-8 are required to take the Renaissance STAR Assessment three times per year (not all first graders participate in all windows). This assessment is aligned and highly predictive of performance on the state SBAC Assessment, which provides data for additional grade levels and is a more frequent check-in on student learning. For LCAP metrics, growth will be measured from the previous year's Winter result to the current year's Winter result. This was selected to have a full 12 months and to provide the most recent data for our annual LCAP each Winter. 

Math: All students in grades K-6 will be assessed three times per year using the iReady diagnostic assessment. This assessment is aligned and highly predictive of performance on the state SBAC Assessment, which can be used to drive instruction,  provides data for additional grade levels and is a more frequent check-in on student learning. The 24-25 school year is the first year of this adoption, so the 25-26 school year will be the first year that iReady growth data will be usable as an LCAP metric. This will also be a winter-to-winter measure of growth. Spring Lake Middle School is on a different adoption cycle and will continue to use the STAR assessment for at least one more year.

English Learner Progress Indicator

ELPAC: The ELPAC is the required state test for English language proficiency (ELP) that must be given to students whose primary language is a language other than English. State and federal law requires that local educational agencies administer a state test of ELP to eligible students in kindergarten through grade twelve. The California Department of Education (CDE) transitioned from the California English Language Development Test (CELDT) to the ELPAC as the state ELP assessment in 2018. The ELPAC is aligned with the 2012 California English Language Development Standards. It consists of two separate ELP assessments: one for the initial identification of students as English learners (ELs), and a second for the annual summative assessment to measure a student’s progress in learning English and to identify the student's level of ELP.

At the state level and for the RVUSD, LCAP growth in English Learner Progress Indicator (ELPI) levels is used to measure the success of our program. ELPI levels are changes in performance on the ELPAC that are more fine-tuned for growth measurement. Change in ELPI levels are also used for the RVUSD LCAP metric. Complete ELPI description

Attendance Measure

Average Daily Attendance is the measure used to assess attendance both for state reporting and for the RVUSD LCAP. This is a weighted average where students are weighted based on the number of days they have been enrolled in the year being measured. 

Social Emotional Learning Measure (SEL)

The results of the Youth Truth Survey are used to assess social-emotional learning and the effectiveness of RVUSD parent engagements. Youth Truth is a national SEL survey that is used in districts across the country as well as all districts in Sonoma County. Growth in key indicators on the measure is used to assess our SEL and community outreach program.