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ASSESSMENT AND ACCOUNTABILITY
ASSESSMENT AND ACCOUNTABILITY
D1. Reporting and Accountability Process Criterion The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report schoolwide student performance data to the school staff, students, parents, and other stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the schoolwide action plan/SPSA aligned with the LCAP.
D1. Reporting and Accountability Process Criterion The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report schoolwide student performance data to the school staff, students, parents, and other stakeholders. The analysis of data guides the school’s programs and processes, the allocation and usage of resources, and forms the basis for the development of the schoolwide action plan/SPSA aligned with the LCAP.
D1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
D1. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
D1.1. Professionally Acceptable Assessment Process: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders.
D1.1. Professionally Acceptable Assessment Process: The school leadership and instructional staff use effective assessment processes to collect, disaggregate, analyze, and report student performance data to all stakeholders.
D1.2. Basis for Determination of Performance Level: The school leadership and instructional staff have agreed upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas.
D1.2. Basis for Determination of Performance Level: The school leadership and instructional staff have agreed upon the basis for students’ grades, growth, and performance levels to ensure consistency across and within grade levels and content areas.
D1.3. Monitoring of Student Growth: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the schoolwide learner outcomes/graduate profile, academic standards, and college- and career-readiness indicators or standards.
D1.3. Monitoring of Student Growth: The school has an effective system to determine and monitor all students’ growth and progress toward meeting the schoolwide learner outcomes/graduate profile, academic standards, and college- and career-readiness indicators or standards.
D1.4. Assessment of Program Areas: In partnership with district leadership, the school leadership, and instructional staff periodically assess programs and expectations, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.
D1.4. Assessment of Program Areas: In partnership with district leadership, the school leadership, and instructional staff periodically assess programs and expectations, including graduation requirements, credits, course completion, and homework and grading policies, to ensure student needs are met through a challenging, coherent, and relevant curriculum.
D1.5. Schoolwide Modifications Based on Assessment Results: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous school improvement process.
D1.5. Schoolwide Modifications Based on Assessment Results: The school uses assessment results to make changes in the school program, professional development activities, and resource allocations demonstrating a results-driven continuous school improvement process.
D.1 Reporting and Accountability Process Criterion
SUHSDistrict Assessments - Common Formative Assessments (CFAs), Performance Tasks (PTs), End-of-Course (EOCs)
SUHSD’s ELD Cengage Assessment Plan
College Readiness Assessments - ACT, AP, PSAT/NMSQT, and SAT
San Diego Community Colleges - SDCCD Application, SDCCD Concurrent Enrollment, SDCCD Placement Tests
Southwestern College - SWC Concurrent Enrollment, SWC English and Math Placement, SWC Graduation Requirements with Competency in Math, Reading, and Writing
CSU - A-G Courses, Grades in A-G Courses, High School Diploma, ACT/SAT, Advanced Placement (AP), International Baccalaureate (IB), English and Math Placement Tests
UC - A-G Courses, GPA Requirement, ACT/SAT, Advanced Placement (AP), International Baccalaureate (IB), English Language Proficiency
CSU ERWC
D2. Using Student Assessment Strategies to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.
D2. Using Student Assessment Strategies to Monitor and Modify Learning in the Classroom Criterion Teachers employ a variety of appropriate assessment strategies to evaluate student learning. Students and teachers use these findings to modify the learning/teaching practices to improve student learning.
D2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
D2. Prompt: Evaluate the school’s effectiveness in addressing the criterion and each of the above indicators; include supporting evidence.
D2.1. Demonstration of Student Achievement: Teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches.
D2.1. Demonstration of Student Achievement: Teachers use the analysis of formative and summative assessments to guide, modify, and adjust curricular and instructional approaches.
D2.2. Teacher and Student Feedback: Teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals, academic standards, college- and career-readiness standards, and schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood and relevant in preparing students for college, career, and life.
D2.2. Teacher and Student Feedback: Teachers provide timely, specific and descriptive feedback in order to support students in achieving learning goals, academic standards, college- and career-readiness standards, and schoolwide learner outcomes. Teachers also use student feedback and dialogue to monitor progress and learn about the degree to which learning experiences are understood and relevant in preparing students for college, career, and life.
D.2 Using Student Assessment Strategies to Monitor and Modify Learning in the Classroom Criterion
Achieve the Core ELA/Literacy Assessments (create a free account for full access)
Achieve the Core Math Assessments (create a free account for full access)
CAASPP Sample Items Website
CAASPP Smarter Reporting - (needs CAASPP login) see how CPH overall and specific students performed on CAST, ELPAC, SBAC-ELA, SBAC-Math
Tools for Teachers - (needs CAASPP login) accessibility strategies, formative assessment strategies, interim items portal, instructional resources
Common Formative Assessments (CFAs - PLC-driven)
Formative Assessments (individual teacher-driven)
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