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Contact Robert Ferrett, Director of Program Evaluation rferrett@rusd.k12.ca.us 909.788.7134 Demographics Summary Riverside Unified School District created a chart of three multiple measures -- two district tests and one state test. The California Department of Education's Compensatory Model is used to combine measures into an index called the Riverside Student Performance Index (RSPI). RSPI is used for school accountability within the district and is similar in many aspects to the state's API. Riverside's model is clearly defined and is aligned with the state accountability system. Riverside's RSPI combines state test data with year-end local assessment data to form a composite index score for schools. The approach has historical roots to a time when the state required Title I districts to use multiple measures that included SAT-9. The old is blended with the new -- the formula reflects the state's API formula. Riverside RSPI Riverside RSPI Riverside RSPI The district has a well-established data management and reporting process within a system of school site accountability. Full Description Riverside Unified School District created a chart of multiple measures and uses the California Department of Education's Compensatory Model for combining measures into an index called the Riverside Student Performance Index (RSPI). RSPI is used for school accountability within the district and is similar to the state's API. Riverside RSPI The original RSPI in 1999 included the state tests, SAT-9 and SABE/2, but may delete those two tests in favor of the California Standards Tests because the latter yields performance levels and are more closely aligned to content standards. RSPI's scale was designed to range from zero to 1400 so it is not confused with the state's API scale of 200-1000. RSPI is similar to the API in many respects, including an expectation of five percent growth and comparable growth by student ethnic and socioeconomic groups. Only students enrolled in Riverside Unified School District since the beginning of the year are included in the RSPI, as with the API. RSPI has slightly different weights for subject area tests compared to the API. RSPI weights up through eighth grade are 60% for reading/language arts and 40% for mathematics. For high school, the weights are 40% reading/language arts, and 20% each for mathematics, science, and social science. Riverside RSPI API growth targets are based on shifting student percentages to higher quintiles from one year to the next. The API gives the most weight or points for lowering the percentage of students in the lowest quintile (like a performance level). The formula for API growth targets encourages schools to concentrate instructional services for the students most in need of accelerated learning. Riverside's RSPI gives the most weight for lowering the percentage of students at the Basic level (increasing the percentage at the next higher level, Proficient). This could have a positive or negative impact. Positively, it might spur schools to push students to proficiency, not just from Below Basic to Basic. Negatively, a school might react by concentrating on students at the Basic level, giving less attention and services to the students most in need of help, those at Below Basic. Compensatory Model: The RSPI is based on state test scores combined with year-end local measures, using the California Department of Education's Compensatory Model where a lower score on one measure can be compensated by a higher score on another measure in deriving an overall performance level. Third trimester Scholastic (grades K-3) and Harcourt (grades 4-6) reading scores and district writing sample scores are combined with state test scores in the elementary grades for reading/language arts. Scores for locally developed third-trimester mathematics assessments are combined with state test scores for mathematics. For high school, language arts Grade Point Average (GPA) and third trimester writing sample scores are combined with state test scores. Riverside RSPI Reporting and Using Results The district's Accountability Department produces trimester reports for elementary and middle schools, and semester reports for high schools, corresponding with the grading system. Reports include data tables and graphs of group results on district assessments by grade, teacher, and by course period for secondary schools. A comprehensive report of all year-end data is produced each August. Many principals collect meeting reports (meeting "minutes") from grade-level team meetings throughout the year as evidence that school staff reviewed results and made instructional program decisions. |