This indicator is measured by the percentages of 3rd grade students who demonstrate “on track” reading ability on their end-of-year DIBELS test results.

The “Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through sixth grade. They are designed to be short (one minute) fluency measures used to regularly monitor the development of early literacy and early reading skills.

DIBELS are comprised of seven measures to function as indicators of phonemic awareness, alphabetic principle, accuracy and fluency with connected text, reading comprehension, and vocabulary. DIBELS were designed for use in identifying children experiencing difficulty in acquisition of basic early literacy skills in order to provide support early and prevent the occurrence of later reading difficulties (Dynamic Measurement Group, https://dibels.org/dibels.html).

RUSD continues to conduct extensive work on aligning mathematics curricula, instructional strategies, instructional resources, assessments, and the accountability system in the next academic year.  As a result, this Success Indicator is “Pending” until the proper measurement is identified.

This indicator is measured by the average "Distance from Standard” on the English-Language Arts Summative Smarter Balanced tests.

Distance from Standard represents the distance between a student’s score on the Smarter Balanced Summative Assessments and the Standard Met Achievement Level threshold (i.e., the lower threshold of the scale score range for Level 3). The scale score ranges for the Smarter Balanced Summative Assessments vary by content areas (i.e., English-Language Arts and mathematics) and by grade levels. Each student’s Distance from Standard is calculated separately and then all of the distances are combined to determine an average.

There are four performance levels on Smarter Balanced assessments:

• 4 - Standard Exceeded (Above Grade Level)
• 3 - Standard Met (Grade Level)
• 2 - Standard Nearly Met (Near Grade Level)
• 1 - Standard Not Met (Below Grade Level)

As illustrated below, each subject and grade level have a different range of scale scores.

The “Distance from Standard” represents the average distance between a student’s score on the Smarter Balanced Summative Assessments and the bottom of the scale score range for Standard Met.

Each student’s Distance from Standard is calculated separately and then all of the distances are combined to determine an average as the illustration below demonstrates.

This indicator is measured by the percentages of students who score “At or Above Standard Met" on the English-Language Arts Smarter Balanced tests.

There are four performance levels on English-Language Arts and mathematics Smarter Balanced assessments.  They are as follows:

• 4 - Standard Exceeded (Above Grade Level)
• 3 - Standard Met (Grade Level)
• 2 - Standard Nearly Met (Near Grade Level)
• 1 - Standard Not Met (Below Grade Level)

This indicator is measured by the average "Distance from Standard” on the Mathematics Summative Smarter Balanced tests.

Distance from Standard represents the distance between a student’s score on the Smarter Balanced Summative Assessments and the Standard Met Achievement Level threshold (i.e., the lower threshold of the scale score range for Level 3). The scale score ranges for the Smarter Balanced Summative Assessments vary by content areas (i.e., English-Language Arts and mathematics) and by grade levels. Each student’s Distance from Standard is calculated separately and then all of the distances are combined to determine an average.

There are four performance levels on Smarter Balanced assessments:

• 4 - Standard Exceeded (Above Grade Level)
• 3 - Standard Met (Grade Level)
• 2 - Standard Nearly Met (Near Grade Level)
• 1 - Standard Not Met (Below Grade Level)

As illustrated below, each subject and grade level have a different range of scale scores.

The “Distance from Standard” represents the average distance between a student’s score on the Smarter Balanced Summative Assessments and the bottom of the scale score range for Standard Met.

Each student’s Distance from Standard is calculated separately and then all of the distances are combined to determine an average as the illustration below demonstrates.

This indicator is measured by the percentages of students who score “At or Above Standard Met" on the English-Language Arts Smarter Balanced tests.

There are four performance levels on English-Language Arts and mathematics Smarter Balanced assessments.  They are as follows:

• 4 - Standard Exceeded (Above Grade Level)
• 3 - Standard Met (Grade Level)
• 2 - Standard Nearly Met (Near Grade Level)
• 1 - Standard Not Met (Below Grade Level)

This indicator is measured by the percentages of English Learners who score at each of the four performance levels on their summative English Language Proficiency Assessments for California (ELPAC) Test Results.

The ELPAC satisfies the federal law which requires a statewide English language proficiency (ELP) test that local educational agencies (LEAs) must administer to: (1) newly enrolled students whose primary language is not English, as an initial assessment; and (2) students who are English learners (ELs) who have not been reclassified as fluent English proficient (RFEP), as a summative assessment. The initial ELPAC identifies students who are ELs, or initial fluent English proficient. The summative ELPAC assesses the progress of ELs in acquiring the skills of listening, speaking, reading, and writing in English. (California Department of Education, https://www.cde.ca.gov/ta/tg/ep/cefelpac.asp).

The ELPAC assesses public school students in K–12 in the following four domains in English:

• Listening
• Speaking
• Reading
• Writing

This indicator is measured by the percentage of high school seniors who complete enough Career Technical Education courses in a single "pathway" to be a "concentrator" in that pathway and who have passed that career pathway’s "capstone" course with a C- grade or higher grade.

This indicator is measured by the percentages of seniors in a high school graduation cohort who are “prepared” for college and/or a career.  College and/or career readiness means completing rigorous coursework, passing challenging exams, or receiving a state seal.  The State of California uses the following measures, in various combinations, when identifying students who are college and/or career ready:

• Career Technical Education Pathway Completion
• Grade 11 Smarter Balanced Summative Assessments in ELA and mathematics
• Advanced Placement Exams
• International Baccalaureate Exams
• College Credit Course (formerly called Dual Enrollment)
• UC/CSU Eligibility (i.e., a–g admission requirements) Completion
• State Seal of Biliteracy
• Military Science/Leadership

High school students are considered “Prepared” for college and/or a career if they meet at least one of the options listed below:

This indicator is measured by the percentage of students who earn, by the end of their senior year, have earned college credit or are eligible to receive college credit once they enroll in a college or university by accomplishing one or more of the following:

• Advanced Placement test results of 3, 4, or 5 or
• International Baccalaureate test results of 4, 5, 6, or 7 or
• Earned college credit by completing an on campus college class other than in physical education, or
• Earned college credit by completing an online college class other than in physical education, and/or
• Completed an articulated Community College course with a grade of B or higher.

This indicator is measured by the percentages of students who complete their A-G UC/CSU admission requirements by the time they graduate from high school in four years.

The University of California (UC) and the California State University (CSU) systems have established a uniform minimum set of courses required for admission as a freshman. The UC maintains public “a-g” course lists that provide complete information about the high school courses approved for admission to the university.  In addition to the required courses, California public universities have other requirements for admission as a freshman (California Department of Education, https://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp).

• A-G Approved Course Lists: https://hs-articulation.ucop.edu/agcourselist
• Other A-G Requirements and Ways to Meet those Requirements: http://admission.universityofcalifornia.edu/freshman/requirements/index.html

“To meet minimum admission requirements, high school students must complete 15 yearlong high school courses with a letter grade of C or better — at least 11 of them prior to your last year of high school” (University of California Admissions website).  For more detailed information, please go to the University of California website located at (http://admission.universityofcalifornia.edu/freshman/requirements/a-g-requirements/index.html).

Comparisons of High School Graduation Requirements to
UC and CSU Admission Requirements
*	The California High School Exit Examination (CAHSEE), formerly a graduation requirement for students in California public schools, was suspended effective January 1, 2016
**	Beginning with the 2012–13 school year (sunsets with the 2017–18 school year), EC Section 51225.3 provides that a district may choose to adopt a career technical education course as an optional high school graduation requirement.
***	Must be chosen from approved academic courses in history/social science, English, advanced mathematics, lab science, foreign language, social science, or visual and performing arts. (California Department of Education, https://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp)

This indicator is measured by the percentages of high school students who graduate from high school.

The California Education Code (EC) establishes a minimum set of high school graduation requirements for graduation from California public high schools.  Local Boards of Education may have additional high school graduation requirements.

California Minimum High School Graduation Requirements
*	The California High School Exit Examination (CAHSEE), formerly a graduation requirement for students in California public schools, was suspended effective January 1, 2016
**	Beginning with the 2012–13 school year (sunsets with the 2017–18 school year), EC Section 51225.3 provides that a district may choose to adopt a career technical education course as an optional high school graduation requirement.
***	Must be chosen from approved academic courses in history/social science, English, advanced mathematics, lab science, foreign language, social science, or visual and performing arts. (California Department of Education, https://www.cde.ca.gov/ci/gs/hs/hsgrtable.asp)

This indicator is measured by the percentage of students who attend school 95.0% or more of their eligible school days.

This indicator is measured by the percentage of students who are (1) expected to attend school for 30 days or more and (2) they are absent from school 10.0% or more days they are scheduled to attend school during the academic year.

This indicator is measured by the percentage of students who have been suspended at least once in a given school year. This percentage includes students who serve their suspensions on campus through alternative educational opportunities.

This indicator is measured by the percentage of students in grades 5 through 12 that indicate that, on the annual Gallup Student Poll, they are "engaged" in school. "Engaged" is defined as, "The involvement in and enthusiasm for school reflects how well students are known and how often they get to do what they do best."