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California Department of Education

SBE-002 (REV 05/2005)


State of California

Department of Education

Information memorandum


February 3, 2006


Members, STATE BOARD of EDucation


Sue Stickel, Deputy Superintendent

Curriculum and Instruction Branch


Regulation Revision for the Alternative Schools Accountability Model Pre-Post Assessments

This item presents a proposed amendment to the regulations governing the reporting deadline for some of the Alternative Schools Accountability Model (ASAM) Pre-Post Assessment indicators. Currently ASAM performance indicators 1-6 and 11-15 must be reported no later than October 28 each year, but indicators 8-10 are reported no later than July 31 each year. In addition to aligning the due dates for performance indicators, the proposed change would greatly improve pre-post indicator reporting by ASAM schools, since school staff are generally not available to complete reporting by the current deadline, July 31. Background information on the ASAM and a list of the ASAM indicators are provided in Attachments 1 and 2.

The proposed regulations (Attachment 3) will be presented at the State Board of Education (SBE) March 2006 meeting for approval of commencement of the rulemaking process including scheduling of the public hearing.
Attachment 1: Alternative Schools Accountability Model Background and Framework

(2 pages)

Attachment 2: Alternative Schools Accountability Model Indicators Approved by the

State Board of Education (March 2001) (1 page)

Attachment 3: Title 5. Education

Division 1. California Department of Education

Chapter 2. Pupils

Subchapter 4. Statewide Testing and Evaluation Proceedings

Article 5. Alternative Schools Accountability Model Pre-Post Assessments (1 page)

Alternative Schools Accountability Model Background and Framework
The Alternative Schools Accountability Model (ASAM) is a state-mandated accountability system that provides school-level accountability for more than 1,000 “alternative” schools. An additional 90 ASAM-eligible schools have applied for participation in school year 2005-06, which will bring the total of schools participating to more than 1,100.
The key elements of the ASAM are:

  • To participate in ASAM, schools must serve a majority of high-risk students who are: (1) Expelled or under disciplinary sanction; (2) Suspended more than ten days in school year; (3) Wards or dependants of the court; (4) Pregnant and /or parenting; (5) Recovered dropouts; (6) Habitually truant or insubordinate and disorderly; or (7) Retained more than once in kindergarten through grade eight.

  • ASAM counts “long-term” students (those who have been continuously enrolled for 90 consecutive instructional days) for measurement of the value added to student performance.

  • ASAM eligible schools include community day, continuation, opportunity, county community, county court, California Youth Authority (CYA), and alternative schools—including some charter schools—that meet stringent requirements set by the State Board of Education (SBE).

  • ASAM schools select and are held accountable on three indicators of performance or achievement from a list approved by the SBE. See Attachment 2 for a complete list of performance and achievement indicators approved by the SBE for use in the ASAM.

  • The ASAM provides contextual alternative school accountability data that focuses on the special missions of these schools and their specific student populations.

  • ASAM schools are most often faced with work on school readiness, behavior, and pre-learning; student punctuality; attendance in all assigned classes; dropout prevention; and completing assignments and meeting goals as critical foundations to improving academic achievement. For most of these students, ASAM schools are interventions or schools of last resort. The focus of the ASAM is to measure how well these schools are doing to accomplish their principal mission: working with high-risk students to help them succeed educationally, and in life.

  • The Subcommittee on Alternative Accountability of the Superintendent’s Advisory Committee on the Public Schools Accountability Act (PSAA) has been instrumental in creating ASAM and serving in a consistent advisory capacity about program issues.

  • The ASAM provides school-level accountability for alternative schools serving highly mobile and highly at-risk students as supplemental information to No Child Left Behind (NCLB) Adequate Yearly Progress (AYP) and Academic Performance measures (API) requirements.

  • The ASAM provides important backup information for the majority of ASAM schools who do not receive AYP determinations or valid API scores, due to their difficulties in meeting the requirements of participation in NCLB (e.g., test participation rates, time in school, percent proficient in English Language Arts and Mathematics, subgroup numbers, and API requirements, among others)

  • ASAM schools report their indicator data through the ASAM Online Reporting System to the California Department of Education at the end of each school year.

  • ASAM School Reports based on indicator results are publicly reported on DataQuest with indicator performance standard levels each school year. The performance standard levels are Commendable/Sufficient, Growth Plan, and Immediate Action.

  • The combination of indicator performance standard levels determines overall ASAM Accountability Status each year.

Figure 1. Alternative Schools Accountability Model Indicators Approved by the State Board of Education (March 2001)

Purpose of Measurement

Group I: Readiness Indicators

Indicators of Discipline Problems


Student Behavior

Behavior, Pre-learning Readiness



Behavior, Pre-learning Readiness

Indicators of Student Persistence


Student Punctuality

On-time Attendance, Engagement


Sustained Daily Attendance

Holding Power, Persistence


Student Persistence

Holding Power, Persistence

Group II: Contextual Indicators



Attendance, Persistence


English Language Development (CELDT)—NO LONGER USED IN ASAM

Group III: Academic and Completion Indicators

Indicators of Achievement


Writing Achievement

Writing and Language Skills


Reading Achievement

Reading and Language Skills


Math Achievement

Math Skills

Indicators of Meeting Goals and School Completion


Promotion to Next Grade

Grade Completion, Academic Progress


Course Completion

Academic Progress


Credit Completion

Academic Progress


High School Graduation

Credit and Program Completion


General Educational Development (GED) Completion, California High School Proficiency Examination (CHSPE) Certification, or GED Section Completion

Program Completion

Title 5. Education

Division 1. California Department of Education

Chapter 2. Pupils

Subchapter 4. Statewide Testing of Pupils and Evaluation Proceedings

Article 5. Alternative Schools Accountability Model Pre-Post Assessments
§ 1074. Reporting.

School districts that have adopted a pre-post assessment instrument as an indicator of achievement from an ASAM school shall submit the following information for each long-term student enrolled in the school.

(a) Local student Identification number (as available).

(b) Test name and form.

  1. Dates pre-post assessment instruments were administered.

(d) Scores on each assessment instrument.

(e) Student demographics:

(1) Date of birth.

(2) Grade level.

(3) Gender.

(4) Language fluency and home language.

(5) Special program participation.

(6) Testing adaptations or accommodations.

(7) Amount of time in school district and in California public schools.

(8) Ethnicity.

(9) Parent education level.

(10) Handicapping condition or disability.

This information is for the purpose of aggregate analyses only.

Districts shall submit the ASAM pre-post assessment instrument results to CDE or its designee by July 31 October 28 each year.

NOTE: Authority cited: Section 33031, Education Code. Reference: Section 52052, Education Code.

Revised: 5/2/2016 16:49 a5/p5

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