Student Success Guide

What is this outcome?

These are three of the main components of the state’s academic assessment program.  Known overall  as the CAASPP (California Assessment of Student Performance and Progress), students are assessed in Mathematics, English Language Arts (ELA), and Science to determine their level of performance relative to the state standards for their grade level. 

Which students does this apply to?

Students are assessed in Math and ELA during grades 3-8 and 11.

Students are assessed in Science in grades 5, 8, and either 11th or 12th grade.

State assessment results are for the prior spring.  In the fall, an 11th grader would not have results from their 10th grade year but will have them available in the fall of their 12th grade.

When is this measured?

Students take these assessments each Spring near the end of the school year. Individual site testing dates can range from late March through early May, with make-up opportunities running through the end of the year.

What is this outcome measuring?

Student performance on these state assessments is reported in three ways by the state: overall performance level, a scaled score, and a Distance From Standard (DFS) score.

• The overall performance level is reported as one of four general categories:

  • Level 1: Minimal

  • Level 2: Developing

  • Level 3: Proficient

  • Level 4: Advanced

This provides an overall measure of each student’s achievement relative to meeting the standards for their grade level in each content area.

• The Scaled Score is the students precise score and is designed to allow for tracking their progress across grade levels.

• The Distance From Proficient (DFP) (formerly known as 'DFS') is a measure of how far away a student is from the score needed to meet their grade level’s standards. If a student’s DFP is a positive number, they are that many points above the threshold for Level 3 (Proficient). If a student's score is negative, they are that many points below the Level 3 (Proficient) threshold. (For example: a DFP of -15 means that a student is 15 points below the ‘Proficient’ Level)

How should the information be interpreted and what are some potential next steps?

It is NUSD’s goal that all students improve their score each year, eventually meeting and exceeding the standard. 

• If a student has scored ‘Level 1/Minimal’ and has a DFP far below zero, this is a sign  that they are in need of significant support in that content area.  Potential next steps include connecting with your student’s teacher and/or school to develop a plan for supporting them at home and after school. Focused effort over multiple years can accelerate a student’s growth back to grade-level.

• If a student has scored ‘Level 2/Developing’ and has a DFP below zero, they should be supported to improve in this content area with the goal of reaching proficiency this year. Additional support during class and after school can help determine what additional support they are already receiving and any other opportunities that may be available.

• If a student has scored ‘Level 3/Proficient’ or ‘Level 4/Avanced,’ they are at or above grade-level expectations for that content area. Potential next steps include continuing the support and academic approach they have been using to-date and finding opportunities to challenge them further.

Where can I learn more about this?

Annually, all parents/guardians whose students have tested in the CAASPP receive a score report. These are mailed home in the late summer/early fall and are helpful resources to learn more about the exams and what the scores mean. 

If you cannot locate your student's score report and would like to access another copy, you can always generate a new copy within the Infinite Campus (IC) Parent Portal by going to More > Assessments > California Paperless Reporting. Below, we've provided some links to resources that can help you get set up within the IC Parent Portal if you have not already used that resource and for accessing the score reports within IC.

• Infinite Campus Parent Portal Support: This web page provides instructions for signing into Infinite Campus, downloading the mobile app, a password reset request form, and other information about Infinite Campus for parents/guardians.

• Electronic Score Report Instructions: This document provides step-by-step instructions for obtaining your student's most recent score report (and also any available past score reports) for the California Assessment of Student Performance and Progress (CAASPP). Please note that these reports are only available for grades in which a student has taken the state assessments. Math and ELA are assessed at grades 3-8 and 11 and the California Science Test is administered in grades 5, 8 and once in high school (NUSD administers in grade 11 or 12). These tests are administered each spring.

The state also provides similar information and more on their Starting Smarter web page. Visit this page to read about CAASPP, access Parent Guides to Understanding in multiple languages, review sample score reports, check out test questions, take a practice test, and view results at the school, district, and state level. The site also includes a wide range of other free resources to support your child’s learning.

What is this outcome?

This is a diagnostic assessment that measures student progress in the areas of Math and Reading over time. The assessments take place within the i-Ready software platform and use computer-adaptive assessment to provide a more precise measure of each student's ability in various areas within the overall subject areas of Math and Reading. (Computer-adaptive assessments adjust the level of difficulty of each question a student answers based on their previous answers, narrowing down their assessed achievement level over time)

Which students does this apply to?

i-Ready assessments are taken by students in grades 2-8 (they are optional by school site at grades K-1), with the exception of middle school students at Leroy Greene Academy (LGA), which use the IXL platform. 

When is this measured?

Students take diagnostic assessments at three points throughout the year: Fall (August), Winter (November/December), and Spring (March).

What is this outcome measuring?

The i-Ready diagnostic assessments provide a variety of outcome data that measures how a student is performing relative to the grade level standards or all other students nationally. These include a student’s Percentile Score for Math and Reading. This score measures how well a student has performed relative to all other students in their grade level nationally. (i-Ready is used by millions of students across the country) 

A second outcome avialable is the Relative Grade Level Placement. This outcome measures where a student is relative to their current grade level:

• Mid or Above Grade Level

• Early On Grade level

• One Grade Level Below

• Two Grade Levels Below

• Three or More Grade Levels Below

How should the information be interpreted and what are some potential next steps?

It is  NUSD’s goal that all students improve their performance each year, increasing their percentile rank over time. 

• If a student has scored below the 20th percentile, they are well below the national average score and this is a sign that they are in need of significant improvement in this content area. A potential next step is to connect with your student’s school and/or teacher to learn more about their specific needs and how they can be supported.  This might include additional personalized learning opportunities in school and at home within i-Ready. In addition to being a diagnostic/assessment tool, i-Ready offers students the opportunity to practice content specific to their skill level.

• If a student has scored between the 20th and 40th percentile, they are slightly below the national average score.  This is a sign that they can benefit from additional support to improve their skills. The goal for them is to improve their score and move towards or beyond the national average (50th percentile) by the end of the year. A potential next step is to connect with your student’s school and/or teacher to gain additional insight into their needs and progress to date.

• If a student has scored between the 40th and 60th percentile, they are at or near the national average. Potential next steps include supporting them to continue to work towards grade level mastery this year and seek out opportunities to accelerate their growth.  

• If a student has scored above the 60th percentile, they are above or well above the national average. Potential next steps include continuing the support and academic approach they have been using, and finding opportunities to challenge them further. This may include additional practice within i-Ready, which can provide students ongoing opportunities to practice content at their individual skill level, even if that level is above their current grade level and/or their immediate peers.

It is NUSD’s goal that all students improve their performance each year, eventually reaching grade level and moving to mid or above grade level. 

• If a student has placed Two or more grade levels below, this is a sign that they are in need of significant support within that content area (Math or Reading). A potential next step is to connect with your student’s school and/or teacher to learn more about their specific needs and how they can be supported.  This might include additional personalized learning opportunities in school and at home within i-Ready. In addition to being a diagnostic/assessment tool, i-Ready offers students the opportunity to practice content specific to their skill level.

• If a student has placed one grade level below, they are on the path towards meeting grade level standards. If it is the beginning of the year, this placement may be expected, as they assessed just as they began a new grade level. The goal for them is to reach grade level by the second diagnostic and maintain or exceed that by the end of the year. A potential next step is to connect with your student’s school and/or teacher to gain additional insight into their needs and progress to date.

• If a student has scored ‘Early On Grade Level’ or ‘Mid or Above Grade Level,’ they are already meeting the general district target. Potential next steps include continuing the support and academic approach they have been using and finding opportunities to challenge them further. This may include additional practice within i-Ready, which can provide students ongoing opportunities to practice content at their individual skill level, even if that level is above their current grade level and/or their immediate peers.

A student’s percentile score is helpful to consider alongside their relative grade level placement.  Students who have placed one grade level below may still be above the 50th percentile nationally, which means they are performing right at the national median.  Note: It is still our goal in NUSD for all students to reach grade level and we are not basing goals on the percentile (national) status.

Where can I learn more about this?

Visit the Infinite Campus (IC) Parent Portal within the Assessment Links Tab to find a link to your student’s i-Ready family report. These include more detailed information about your student’s results and provide suggestions about how to support them based on their specific assessment results.

The i-Ready Family Center includes a wide range of resources for families including downloadable/printable guides, videos to help families understand scores and the resources available within the i-Ready platform, and tips about how to support a student at home.

To learn more about a student’s specific performance and more detailed assessment information, parents/guardians can contact a student’s teacher.

What is this outcome?

This is a diagnostic assessment that measures students in the areas of Math and Reading three times each year. The assessments take place within the IXL software platform and use computer-adaptive assessment to provide a more precise measure of each student's ability in various areas within the overall subject areas of Math and Reading. (Computer-adaptive assessments adjust the level of difficulty of each question a student answers based on their previous answers, narrowing down their assessed achievement level over time)

Which students does this apply to?

IXL assessments are taken by students in grades 9-12, with the addition of middle school students at Leroy Greene Academy (LGA). (All non-LGA 6th-8th grade students use the i-Ready platform)

When is this measured?

Students take diagnostic assessments at three points throughout the year: Fall (August), Winter (November/December), and Spring (March).

What is this outcome measuring?

The IXL diagnostic assessments provide a variety of outcome data that measures how a student is performing relative to the grade level standards.  The Student Success Guide will include in its reporting a student’s Overall Relative Grade Level Placement for Math and ELA. This score reports where a student is at relative to their current grade level. The possible placements are:

• Above Grade Level

• On Grade level

• Below Grade Level

• Far Below Grade Level

How should the information be interpreted and what are some potential next steps?

It is NUSD’s goal that all students improve their performance each year, eventually reaching grade level and moving to above grade level status. 

• If a student has placed Far Below Grade Level, this is a sign that they are in need of significant support within that content area (Math or ELA). A potential next step is to connect with your student’s school and/or teacher to learn more about their specific needs and how they can be supported.  This might include additional personalized learning opportunities in school and at home within IXL. In addition to being a diagnostic/assessment tool, IXL offers students the opportunity to practice content specific to their skill level.

• If a student has placed Below Grade Level, they are on the path towards meeting grade level standards. If it is the beginning of the year, this placement may be expected, as they were assessed just as they began a new grade level. The goal for them is to reach grade level by the second diagnostic and maintain or exceed that by the end of the year. A potential next step is to connect with your student’s school and/or teacher to gain additional insight into their needs and progress to date.

• If a student has scored On Grade Level or Above Grade Level, they are already meeting the general district target. Potential next steps include continuing the support and academic approach they have been using and finding opportunities to challenge them further. This may include additional opportunities within IXL, which can provide students ongoing opportunities to practice content at their individual skills level, even if that level is above their current grade level and/or their immediate peers.

Where can I learn more about this?

The IXL main site features a range of informational resources to help families learn more about the tool. To learn more about a student’s specific performance and more detailed assessment information, parents/guardians can also contact a student’s teacher.

IXL provides a wide range of information for parents/families at their Learning Hub page. This includes downloadable guides, flyers, and videos to learn more about what IXL is and its many features. 

NOTE: IXL also sells memberships directly to individuals, in addition to their work with districts and schools.  All NUSD students in grades 9-12 (and 6-8 at LGA) have subscriptions and NUSD families do NOT need to sign up individually. NUSD students in grades K-8 have access to i-Ready, a similar platform and also do NOT need to individually register outside of their school account.

 

What is this outcome?

This is a formative assessment that NUSD uses to assess students in several key writing skills. Students respond to a prompt in writing during a post-assessment, following instruction over several weeks. A pre-assessment option is available for schools if they want to measure student performance before and after each cycle.

Which students does this apply to?

The District Writing Assessment is taken by all students in Grades TK-11, with the exception of DIscovery High School students.

When is this measured?

Students complete the writing assessment cycle (twice each year. The first cycle is in the fall (September-October) and the second in spring (January-February).

What is this outcome measuring?

The assessment measures writing ability in 5 key areas at a level appropriate to their grade:

• Area 1: Topic/Main Idea/Thesis

• Area 2: Development

• Area 3: Organization

• Area 4: Use of Sources/Evidence

• Area 5: Standard English Conventions

Students are assessed in each area using the district rubric on a scale of 1 to 4. Their scores are reported in each area and an overall average is taken to generate an overall score. 

NOTE: Students in Transitional Kindergarten (TK) are not assessed in Area 4 (Use of Sources/Evidence) and will not have an an outcome for this area.

How should the information be interpreted and what are some potential next steps?

It is NUSD’s goal that all students improve their performance each year, reaching an average score of 3 or higher and earning a score of 3 in each rubric area. 

• If a student has an overall average score between 1 and 1.9, this is a sign that they are in need of significant growth in their writing skills. Reviewing the scores specific to each rubric area can help narrow down the areas in which they need the most support and growth. Potential next steps include connecting with your student’s teacher to discuss available supports in class and beyond.

• If a student has an overall average score between 2 and 2.9, they are on the path towards or very near meeting grade level standards. If it is the beginning of the year, this placement may be expected, as they were assessed just as they began a new grade level. The goal for them is to reach an overall average of 3 by the end of the spring assessment cycle. Potential next steps include identifying the 1 or 2 areas within the specific rubric scores where they can focus their improvement efforts.

• If a student has an overall average score of 3 or above, they are already meeting the general district target. Potential next steps include identifying opportunities to challenge themselves in their writing, both in and out of class. Parents/guardians can connect with their students’ school or teacher to discuss recommendations for challenge activities.

Where can I learn more about this?

Talk to your student’s teacher about their results and current progress in writing within the classroom. To access more information about the district’s literacy supports and resources, visit the Family Toolkit page.

 

 

What is this outcome?

A student’s Grade Point Average, or GPA, is a numerical representation of a student's academic performance, typically on a scale of 0 to 4.0. 

Which students does this apply to?

All students in grades 9-12.

When is this measured?

A student’s GPA is calculated each time they complete semester coursework and appears on their transcript.  For most schools, this happens after the fall semester (December) and after the end of the academic year (May). 

What is this outcome measuring?

GPA is measuring a student’s average performance across their courses during high school. It is calculated by assigning a point value to each grade (e.g., A = 4.0, B = 3.0, C = 2.0, D = 1.0, F = 0) and averaging these points across all completed courses. A higher GPA indicates better academic achievement in those courses. 

Advanced courses, such as Advanced Placement (AP), International Baccalaureate (IB), and Honors courses are assigned extra grade points (e.g. A = 5.0, B = 4.0, etc.). A GPA calculated using extra grade points for these courses is called a Weighted GPA. A GPA calculated without using extra grade points (e.g. all A grades are worth 4.0, all B grades are worth 3.0, etc.) is called an Unweighted GPA.

GPAs are commonly used by schools, colleges, and universities to assess students' academic standing, eligibility for scholarships, and admissions to advanced programs. Many colleges and universities have a minimum GPA requirement for application eligibility. For example, the University of California (UC) system has a minimum 3.0 GPA requirement for their specific A-G coursework and the California State University (CSU) system has a minimum 2.5 GPA requirement for the same coursework.

How should the information be interpreted and what are some potential next steps?

It is NUSD’s goal that all students strive for and maintain a 3.0 GPA or higher throughout their secondary school career.  This is an important step toward UC/CSU eligibility and eligibility for other universities, scholarships, and programs.

If a student has a GPA above 3.0, they are on track to maintain eligibility for post-secondary opportunities. They should continue to give their best effort in each course, aiming for a minimum of a ‘B’ grade and striving for an ‘A’ grade at all times to maintain or improve their GPA. If they are not already doing so, they can consider challenging themselves in honors/advanced coursework.

If a student has a GPA below 3.0, they should work to improve this over time by aiming for a minimum of a ‘B’ grade and striving for an ‘A’ grade at all times to increase their GPA towards the 3.0 threshold. If they are struggling in a specific course, potential next steps include meeting with their teacher for additional support and connecting with the school to understand what additional support opportunities exist on campus.

Where can I learn more about this?

To learn more about the GPA requirements for the University of California (UC), visit their GPA Requirement page. To learn more about the California State University GPA requirements, visit their Freshman Admissions Requirements page.

To discuss your student’s GPA, eligibility for post-secondary opportunities, and overall progress through high school towards college/career, connect with your student’s counselor.

To learn more about the range of courses that are offered at your student’s school and review helpful materials about high school graduation and the path to college, you can visit each of our high school’s individual course catalogs.

You can also visit the Infinite Campus (IC) Parent Portal to review your student’s grades, progress towards graduation (within the Multi-Year Academic Planner (MYAP) tool) and current schedule.

 

What is this outcome?

A student’s report card provides parents/guardians with information about a student’s academic performance in the recent grading period. Elementary and Secondary students receive different types of report cards.

Which students does this apply to?
All NUSD students TK-12 receive a report card.

When is this measured?
Report cards are issued three times a year (each trimester) for elementary students and four times a year (by quarter/semester) for secondary students.

What is this outcome measuring?
Elementary report cards measure a student’s progress toward grade-level standards in each of the specified categories. Secondary report cards measure a student’s overall performance in a course during the specified time (quarter or semester).

How should the information be interpreted and what are some potential next steps?

Elementary Report Cards measure student progress on a 4-point scale:

• 4: Exceeds grade-level expectations: demonstrates strong independence

• 3: Meets grade-level expectations: requires minimal support

• 2: Approaching grade-level expectations: requires moderate support

• 1: Minimal progress on grade-level expectations: requires significant support

If an elementary student earns a 3 or 4 in an area of the standards, they are already at or above grade level for that area. They should continue to strive towards mastery in the standards for the remainder of the year and be challenged academically.

If an elementary student earns a 2 in an area of the standards at the beginning of the year, this places them on track to reach a 3 (meet grade-level expectations) by the end of the year. If they end a year on a 2 in an area, this is an indication that they may need additional support in that area during the summer and/or into the fall.

If an elementary student earns a 1 in an area of the standards, this is a sign that they need more significant support to improve and approach grade-level expectations. Potential next steps include connecting with the student’s teacher to identify possible opportunities for additional support/practice and to discuss how the student’s progress will be monitored over time.

Secondary Report cards measure student progress on an A-F scale. Grades of D or above are considered passing for the purposes of high school graduation.  Grades of C or above are considered passing for UC/CSU eligibility.

If a student has no D/F grades, they are maintaining their progress toward UC/CSU ‘a-g’ eligibility.  They should maintain this in future semesters by seeking help early and often if there is difficulty in a course.

If a student has 1 or more D/F grades, they should make a plan to remediate these, where possible.  Connecting with the student’s counselor to understand what opportunities exist to remediate the grade, especially if it is an ‘a-g’ course, can proactively address gaps in their college eligibility and keep them on track for high school graduation. Families can consider after school opportunities as well as summer school in cases where support outside of the normal school day is needed.

Where can I learn more about this?

To learn more about the elementary report cards, visit the district’s Elementary Report Card page. The page includes examples of report cards from Kindergarten through 6th grade and links to grade-level standards for those grades.

To view either elementary or secondary report cards in full, parents/guardians can use the Infinite Campus Parent Portal. 

To learn more about the district’s overall grading policy, the board policy can be accessed here. To learn more about any policies specific to your student's school and/or how your student’s school distributes report cards, connect with the school office.

Students in grades K-2 participate in an early reading benchmark assessment three times each year. Students in grade 3 take the assessment at the beginning of the year and may continue assessing depending on their performance. NUSD uses the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessment to help identify students who may benefit from additional reading support as early as possible. The purpose of this screening is not simply to provide a score. It helps educators identify students’ current reading skills and determine whether additional instruction or support may be appropriate. Results available in Campus Parent include:

• Lexile Score: A result that can be used to guide selection of text that is at the student’s appropriate reading level.
• Relative Placement: A measure of how your student performed relative to the standards for their current grade level. If your student has placed Well Below Benchmark or Below Benchmark, this may be an indication of need for academic intervention.
• Scale Score (‘Score’): Your student's total points on the assessment

For additional information and resources, visit the Early Literacy Family Toolkit.

What is this outcome?

A student’s Attendance Rate is the percentage of days they have been present at school out of the total number of days they have been enrolled for the year.

 

Which students does this apply to?

All NUSD students TK-12 have an attendance rate.

 

When is this measured?

Attendance rate is an ongoing calculation based on a student’s daily presence at school.  The attendance rate is reported as a total percentage of the days a student is present out of their total days enrolled at the school for the year.

 

What is this outcome measuring?

Attendance is an important measure of how much learning time a student has. Each school year is 180 days long, and each day an important opportunity to work towards grade level standards. 

• Overall Attendance Rate: This is the total percentage of days present out of all days enrolled.  The overall rate is reported for both the previous school year and the current school year to date.

• Number of days missed: This is reported for the current year as a total number of days missed  , with a breakdown between excused and unexcused absences

 

How should the information be interpreted and what are some potential next steps?

Attending school each and every day is one of the most important things a student can do to be successful.  Academic performance in class, positive behavior, social connectedness, and long-term outcomes such as graduation rates are all impacted by school attendance.

NUSD’s goal for all students is an attendance rate of 95% or higher.  An attendance rate below 90% is considered chronic absenteeism (For a full 180-day school year, 90% or below would be missing 18 or more school days). 

• If a student’s attendance rate is below 90%, this is a sign that support may be needed to improve their attendance at school. Each school has support to offer and potential next steps include reaching out to your student’s school to find out more about supports.

• If a student’s attendance rate is between 90% and 92.5%, they are just above the chronic absenteeism threshold. Potential next steps include connecting with the school if any support is needed and continuing to encourage them to attend each and every school day.

• If a student's attendance rate is between 92.5% and 95%, they are close to reaching the district’s goal and should strive to maintain good attendance moving forward, so that they can reach the goal this year. 

• If a student’s attendance rate is at or above 95%, they are meeting the district goal.  They should continue attending consistently each and every day.

 

Where can I learn more about this?

NUSD has invested significant resources and efforts into supporting improved attendance across all schools.  The district supports site attendance teams to regularly analyze data and implement interventions where needed. You can visit the district’s attendance web page to learn more about the importance of good attendance and resources available.

You can also visit the Infinite Campus (IC) Parent Portal to review your student’s Attendance trends in detail and identify any unexcused absences that may need your attention to resolve.

What is this outcome?

This is a survey that students use to provide self-assessments across a range of social-emotional learning areas. Specifically, NUSD uses the CoVitality Universal Social Emotional Learning (SEL) Survey, or CoVitality survey for short.

Which students does this apply to?

All NUSD students in grades 4-12 take the Covitality Survey. 

 

When is this measured?

The CoVitality Survey is administered twice each year, once in the Fall (September), and once in Spring (February).

 

What is this outcome measuring?

This survey measures student strengths in areas such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Within these areas, more specific strengths are assessed including empathy, optimism, persistence, self-control, zest, gratitude, self-efficacy, and more.

The results are used by NUSD as a universal social emotional learning screening tool to help provide data-informed and responsive supports to students to increase positive student outcomes, including achievement, attendance, well-being, positive peer relationships and positive decision-making.

 

How should the information be interpreted and what are some potential next steps?

When students are found to be at a high level for social or emotional distress based on the results from the CoVitality Survey, a counselor or social worker will call the parent/caregiver directly to review the survey findings and discuss follow-up actions. All other families will receive their students’ CoVitality Strengths Profile as part of the annual Student Success Guide.  

Strength areas are reported in three categories:

• Areas of strength: Students should be encouraged to use their areas of strength as assets and to support/model for other students.

• Areas to enhance: These are areas that can easily become strengths if a student continues to develop and practice.

• Areas for growth: Based on the assessment, these are areas for which a student should be provided opportunities for growth.

Potential next steps include connecting with your student’s school to discuss how they can continue to develop socially and emotionally, including engagement opportunities during and after school.

 

Where can I learn more about this?

To learn more about the CoVitality Survey, you can visit NUSD’s website that outlines some of the information above and more.  Parents can also request their student’s full CoVitality report by submitting a request to covitality@natomasunified.org.