SMARTER BALANCED SUMMATIVE ASSESSMENTS · 2016-10-12 · Yes. Students with disabilities take the Smarter Balanced Summative Assessments, unless they have an active individualized

SMARTER BALANCED SUMMATIVE ASSESSMENTS for English Language Arts/Literacy and Mathematics

ASSESSMENT FACT SHEET

WHAT ARE THE SUMMATIVE

ASSESSMENTS?

The Smarter Balanced Summative Assessments are part of California’s system of assessments called the California Assessment of Student Performance and Progress (CAASPP). The summative assessments are an annual measure of what students know and can do using the Common Core State Standards for English language arts/literacy and mathematics.

WHY ARE THE SUMMATIVE

ASSESSMENTS GIVEN?

The purpose of the Smarter Balanced Summative Assessments is to assess student knowledge and skills in English language arts/literacy and mathematics, as well as how much students have improved since the previous year (student growth). These measures help identify and address gaps in knowledge or skills early on so students get the support they need for success in higher grades and become ready for college or a career.

WHO TAKES THE SUMMATIVE

ASSESSMENTS?

All students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessments unless a student’s active individualized education program (IEP) designates the California Alternate Assessments.

HOW ARE THE SUMMATIVE

ASSESSMENTS GIVEN?

The Smarter Balanced Assessments are computer-adaptive tests that adjust the difficulty of questions on the basis of the answers students give. As students answer correctly, they receive more challenging questions. Incorrect answers trigger easier questions.This approach helps keep students engaged, shortens testing time for many students, and provides more accurate results, especially for low- or high-achieving students.

WHEN ARE THE SUMMATIVE

ASSESSMENTS GIVEN?

The Smarter Balanced Summative Assessments are administered during the local educational agency’s selected test window. Most schools will test between the middle of March and the middle of May.

For additional information, visit the California Department of Education Smarter Balanced Summative Assessments web page at https://www.cde.ca.gov/ta/tg/sa/index.asp. July 2019

https://www.cde.ca.gov/ta/tg/sa/index.asp

Available Resources FOR THE

Smarter Balanced Summative Assessments

The following resources are designed for classroom educators to support their understanding of the Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics. Additional resources are provided for site administration to use when communicating to parents/guardians about the assessments.

Fact Sheet Answers general questions about various aspects and objectives of the Smarter Balanced Summative Assessments https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativefactsheet.pdf

Overview VideoA three-minute video about how these assessments are aligned with the Common Core State Standards for ELA and mathematics https://www.cde.ca.gov/ta/tg/sa/sbvideo.asp

Practice and Training TestsOpportunities to become familiar with the types of test questions that may appear on the ELA and mathematics summative assessments

• Online Practice and Training Test PortalDirect access to the practice and training tests, available for all subjects and grade levels http://www.caaspp.org/practice-and-training/index.html

• How to Start a Training TestStep-by-step instructions for how to access and start a training test https://www.cde.ca.gov/ta/tg/ca/documents/summativeqrgtraining.pdf

• How to Start a Practice TestStep-by-step instructions for how to access and start a practice test https://www.cde.ca.gov/ta/tg/ca/documents/summativeqrgpractice.pdf

• Take a Practice Test with Your ChildA flyer that can be shared with parents/guardians who want to learn more about the type of test questions on the summative assessments https://www.cde.ca.gov/ta/tg/ai/documents/caaspppractice.pdf

California Department of Education • May 2019

https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativefactsheet.pdf

https://www.cde.ca.gov/ta/tg/sa/sbvideo.asp

http://www.caaspp.org/practice-and-training/index.html

https://www.cde.ca.gov/ta/tg/ca/documents/summativeqrgtraining.pdf

https://www.cde.ca.gov/ta/tg/ca/documents/summativeqrgpractice.pdf

https://www.cde.ca.gov/ta/tg/ai/documents/caaspppractice.pdf

Available Resources for the Smarter Balanced Summative Assessments, continued

Sample Items Smarter Balanced website that provides sample test questions for the ELA and mathematics tests at each grade https://sampleitems.smarterbalanced.org/

Parent Guide to Understanding Designed for parents/guardians to address basic questions, such as who takes the assessments, why, when, and how; can be shared during back to school night, at teacher conferences, with the letter that notifies parents/guardians that their child will be taking yearly assessments, or with the annual Student Score Reports https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf

Resources for Parents Flyer Designed for parents/guardians to provide general information about the CAASPP system; directs them to available resources for additional information that will give them a better understanding of their child’s performance and progress https://www.cde.ca.gov/ta/tg/ca/documents/caasppparentres.pdf

How to Start a Test SessionStep-by-step instructions for how to access and start a test session https://www.cde.ca.gov/ta/tg/ca/documents/summativetestsessionqrg.pdf

For Site AdministratorsTalking About the CAASPPPowerPoint templates for site administrators to use when talking about the Smarter Balanced Summative Assessments and the California Science Test

• Talking to Parents• Talking to Educators

https://www.cde.ca.gov/ta/tg/ca/

Parent Notification LettersSample letter templates to serve as notice to parents/guardians of the yearly statewide assessment and when sharing information about student scores

• Notice of Administration https://www.cde.ca.gov/ta/tg/ca/caasppadminnftyltr.asp

• Student Score Report Letter Templatehttps://www.cde.ca.gov/ta/tg/ca/caasppprtscrrptltr.asp

California Department of Education • May 2019

https://sampleitems.smarterbalanced.org/

https://www.cde.ca.gov/ta/tg/ca/documents/sbsummativepgtu.pdf

https://www.cde.ca.gov/ta/tg/ca/documents/caasppparentres.pdf

https://www.cde.ca.gov/ta/tg/ca/documents/summativetestsessionqrg.pdf


https://www.cde.ca.gov/ta/tg/ca/caasppadminnftyltr.asp

https://www.cde.ca.gov/ta/tg/ca/caasppprtscrrptltr.asp

QUICK REFERENCE GUIDE SMARTER BALANCED SUMMATIVE

ASSESSMENT

How to Start a Test Session

1 Navigate to http://www.caaspp.org.

2 Select the Test Administrator Interface for All Online Tests button.

3 Log on with your CAASPP credentials.

Pop-up blockers must be disabled in order to access this website.

4 Select the box(es) for the test(s) to be administered during this session.

Assessments are identified by name of test, grade, and content area. Additionally, they are color coded red.

5 Select the Start Operational Session button.

Be sure to record the session ID. This ID is required in order to resume a test session.

6 Have students log on to the test using the secure browser and the correct operational session ID.

7 The final step is to review the students’ test details before approving to begin testing.

Options in the test administrator (TA) interface include:

A Approve all pending students into the test.

B Refresh the list of pending logins.

C Review student’s test details as needed.

D Accept students into the test individually.

E Decline students from the test.

After the TA approves the student test request, the student may begin answering test items.

Do not exit the interface while testing. The session will stop and students will be logged out.

California Department of Education November 2018

http://www.caaspp.org

A PARENT GUIDE TO UNDERSTANDING

The Smarter Balanced Summative Assessments

The Smarter Balanced Summative Assessments are part of the state testing system called the California Assessment of Student Performance and Progress or CAASPP. The CAASPP System is designed to promote high-quality teaching and learning by giving information to teachers, students, and their families about what students know and can do. This information is just one piece in understanding a student’s readiness for college and career.

Smarter Balanced Summative Assessments

WHO

All students in grades 3–8, and grade 11.

WHAT

Tests students’ knowledge and skills in English language arts/literacy (ELA) and mathematics.

WHEN

Each school selects its own testing window. Testing can begin as early as January and continue through the last day of school. You will receive additional information from your school about the specific dates and times of testing.

HOW

The Smarter Balanced Summative Assessments are computer adaptive. The online tests give students many different types of questions that allow them to interact with the test content. For some of the math questions, for example, your child might be asked to drag and drop things from one place on the screen to another or draw a graph to solve a problem. Computer-adaptive tests adjust the difficulty of the questions based on the answers that students give. As students answer questions correctly, they receive more challenging questions. Incorrect answers trigger easier questions. This helps keep the test short for many students and makes sure the scores are very accurate, especially for students who score very low or very high.

WHY

Test results are just one piece of information about how your child is doing in school. Together with report cards and other information, test results help in understanding a student’s readiness for success in higher grades, college, and career. For students in grade eleven, these results are used by some colleges in California to decide how ready students are for college-level classes.

California Department of Education • July 2019

A Parent Guide to Understanding the Smarter Balanced Summative Assessments (continued)

Do students with disabilities take the Smarter Balanced Summative Assessments?Yes. Students with disabilities take the Smarter Balanced Summative Assessments, unless they have an active individualized education program (IEP) that designates an alternate assessment. The California Alternate Assessments for ELA and mathematics are administered to students with the most significant cognitive disabilities.

What resources are available for students?All students have access to various accessibility resources they might need when taking the test, like a calculator on some math problems, a glossary when taking the reading part of the test, or a highlighter that they can use to highlight important parts of a long paragraph.

Students with disabilities have additional supports such as American Sign Language videos or braille. All of the accessibility resources help students gain fair access to the test and do not affect the students’ scores in any way.

How can I help my child prepare for the test?You are an important part of your child’s education. Some things you can do to help your child are:

� Discuss the test with your child. Make sure they are not scared or anxious.

� Tell your child that you and their teacher have high expectations and that you are both there to help them every step of the way.

� Make sure your child gets a good night’s sleep and a nutritious breakfast before testing.

� Review test results with your child and discuss with their teacher where they might need additional help.

Visit the Starting Smarter website at https://ca.startingsmarter.org to better understand Student Score Reports, review practice questions, and access resources to support your child’s learning.

Additional InformationMore information about the tests can be found on the California Department of Education Summative Assessments web page at https://www.cde.ca.gov/ta/tg/sa/sbacsummative.asp.

For more information about your child’s scores, contact your child’s teacher and/or the school office.


https://ca.startingsmarter.org

https://www.cde.ca.gov/ta/tg/sa/sbacsummative.asp

QUICK REFERENCE GUIDE SMARTER BALANCED DIGITAL LIBRARY

How to Self Register for the Digital LibraryDigital Library access is available to any California local educational agency (LEA) staff member.

1 Navigate to https://www.smarterbalancedlibrary.org.

2 Select the Register for your free Digital Library account button.

3 Enter your first name, last name, and email address.

The email address must be from an authorized educational institution. Staff with a non-LEA email domain (e.g., gmail.com, yahoo.com) or who have trouble registering will need to contact their LEA California Assessment of Student Performance and Progress (CAASPP) coordinator.

4 Select the Register button.

Within 30 minutes, a welcome email with a temporary password and a link to the Digital Library will be sent to the email address entered during registration. Users who have an existing account and attempt to register will be prompted to login or reset their password.

5 Select the link provided in the welcome email (https://www.smarterbalancedlibrary.org).

6 Log in with the username and temporary password provided in the welcome email.

7 Select the Log In button.

At this point, you must change your password.

8 Enter the temporary password into the Old Password text box.

9 Enter a new password in the New Password and Confirm Password text boxes.

10 Select the Submit button.

11 Read through the Terms of Service and select the I Agree with the Terms of Service box.

12 Select the Continue to Digital Library button.

13 Review and modify the Personal Information, Expertise, and Privacy Settings tabs.

14 Select the Upload File button once the profile is completed.

California Department of Education January 2019

https://www.smarterbalancedlibrary.org

https://www.smarterbalancedlibrary.org

Student Information

System (SIS)

California Longitudinal Pupil Achievement Data

System (CALPADS)

Special Education Information

System (SEIS)

Test Operations Management

System (TOMS)AUTOMATIC

UPDATE

MANUAL UPDATE

AUTOMATIC UPDATE

MANUAL UPDATE

Test

Delivery

System

(TDS)

Test

Information

Distribution

Engine

(TIDE)

Online Reporting

System (ORS) /

California Educator

Reporting System

(CERS)

ASSESSMENT SYSTEM OVERVIEWThis chart illustrates the flow of student data through various components of the California Assessment of Student Performance and Progress (CAASPP) and

English Language Proficiency Assessments of California (ELPAC) systems.

For more information about the CAASPP system, visit the CAASPP website at http://www.caaspp.org or the California Department of Education CAASPP web page at https://www.cde.ca.gov/ta/tg/ca. For more information about the ELPAC system, visit the ELPAC website at https://www.elpac.org or the California Department of Education ELPAC web page at https://www.cde.ca.gov/ta/tg/ep/.


QUICK REFERENCE GUIDECAASPP RESULTS

How to View Scores in the Online Reporting System


2 Select the Test Operations Management System (TOMS) button.

3 Log on to the TOMS system.

4 Select the Online Reporting System (ORS) button on the left side of the screen.

5 Select your local educational agency (LEA) from the Select drop-down.

6 Select the Score Reports button.

7 Select Smarter Summative from the Test drop-down.

8 Select the test administration year from the Administration drop-down.

9 Select the student status for the records to be viewed. For example, if grade 5 is selected:

• Scores for my current students will show scores for students currently associated with the LEA.

• Scores for students who were mine when they tested will show students associated with the LEA at the time of testing.

10 Select the content area and grade to be viewed.

11 Select an option from the Breakdown Status drop-down to view data by subgroup.

12 Select the button with the LEA name to be viewed in the Name column.

13 From the pop-up box, make selections in the Who and What drop-downs based on the information to be viewed.

14 Select the View button.

15 Make sure the Comparison button is selected as On.

16 Print and Export buttons are available at the top of the page.

California Department of Education April 2019


English Language Arts/Literacy

Grade Level 1: Standard Not Met

Level 2: Standard Nearly Met

Level 3:Standard Met

Level 4: Standard Exceeded

3 2114–2366 2367-2431 2432-2489 2490-26234 2131–2415 2416-2472 2473-2532 2533-26635 2201–2441 2442-2501 2502-2581 2582-27016 2210–2456 2457-2530 2531-2617 2618-27247 2258–2478 2479-2551 2552-2648 2649-27458 2288–2486 2487-2566 2567-2667 2668-276911 2299–2492 2493-2582 2583-2681 2682-2795

Mathematics

Grade Level 1: Standard Not Met

Level 2: Standard Nearly Met

Level 3:Standard Met

Level 4: Standard Exceeded

3 2189–2380 2381-2435 2436-2500 2501-26214 2204–2410 2411-2484 2485-2548 2549-26595 2219–2454 2455-2527 2528-2578 2579-27006 2235–2472 2473-2551 2552-2609 2610-27487 2250–2483 2484-2566 2567-2634 2635-27788 2265–2503 2504-2585 2586-2652 2653-280211 2280–2542 2543-2627 2628-2717 2718-2862

Smarter Balanced Summative Assessment 2018–19 Scale Score Ranges

California Department of Education • December 2018

Every year, students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessment in English language arts/literacy (ELA) and mathematics. Students receive an overall scale score that falls into one of four levels. The tables below show which scale scores fall within each level.

Summative Assessment Results Data Exploration and Reflection Tool AREA GUIDING QUESTIONS NOTES

Recall

Focusing on the prior school year(s),

discuss the realities of the classroom, school,

and LEA program, practice, and policies.

What happened? Focus on facts only—

no conjecture.

• What curriculum/instructional materials did we initiate/continue last year?

• What instructional practices and supports were provided to ensure student success? Include core instruction and intervention.

• What focused professional learning occurred related to the content area?

• What opportunities did we provide our students and staff to interact with assessment tools prior to the summative assessment?

o Practice tests o Interim assessments o Accessibility resources o Digital Library resources

• What evidence did we collect during the year

that is consistent with the evidence required on the assessment (overall, claims, targets)?

• Considerations: o School calendar o Master schedule o Professional learning opportunities o Assessment calendar o Resource allocation o Adoption cycle o Implementation of new programs o Curriculum guides/maps o Student demographics o Staffing considerations o Other


Research Using the data

sources available, report the facts. Look for trends or areas of

concern. Look for areas of success. This

is an objective data discovery.

• What percent of students are meeting or

exceeding the standards at each grade level in your district and school? Complete the table to the right.

• Identify one grade level to explore further.

• Within the chosen grade level, explore student outcomes for each of the claims. Identify areas of strength and improvement.

• Within the chosen grade level, explore student outcomes for each of the assessment targets. Identify the assessment targets where performance indicates “below standard met” (i.e. red downward arrow).

• Explore the relationship between the claims, targets, and standards.

• Additional Questions to Consider: o Are there any trends or patterns that

emerge by grade level, student group, claim areas?

o How does the current year data compare to prior years?

o Where do average scale scores fall within each achievement level (Level 1, 2, 3, and 4)? Does this differ by grade level, student group, or claim?

o Where do scale scores fall within each the achievement levels (i.e. low, middle, or high band)?

Percent of Students At or Above Standard (Level 3)

English Language Arts/Literacy

Grade State District School 3 48.22 4 48.67 5 49.43 6 47.84 7 50.15 8 49.12 11 55.96

All Students 49.88


Research Using the data

sources available, report the facts. Look for trends or areas of

concern. Look for areas of success. This

is an objective data discovery.

• What percent of students are meeting or

exceeding the standards at each grade level in your district and school? Complete the table to the right.

• Identify one grade level to explore further.

• Within the chosen grade level, explore student outcomes for each of the claims. Identify areas of strength and improvement.

• Within the chosen grade level, explore student outcomes for each of the assessment targets. Identify the assessment targets where performance indicates “below standard met” (i.e. red downward arrow).

• Explore the relationship between the claims, targets, and standards.

• Additional Questions to Consider: o Are there any trends or patterns that

emerge by grade level, student group, claim areas?

o How does the current year data compare to prior years?

o Where do average scale scores fall within each achievement level (Level 1, 2, 3, and 4)? Does this differ by grade level, student group, or claim?

o Where do scale scores fall within each the achievement levels (i.e. low, middle, or high band)?

Percent of Students At or Above Standard (Level 3)

Mathematics

Grade State District School 3 48.89 4 42.91 5 35.97 6 37.50 7 37.30 8 36.88 11 31.37

All Students 38.65

Distance from Standard Mathematics

Grade Average

Scale Score

Lowest Scale

Score for Level 3

DFS

3 4 5 6 7 8 11

All Students

Summative Assessment Results Data Exploration and Reflection Tool

AREA GUIDING QUESTIONS NOTES

Reflect

Connect performance with practice and

determine possible reasons. Be honest about what occurred

last year and how that may have impacted the performance that

you observe.

• What knowledge, skills, and capacities are required for students to be successful?

• Consider existing programs, practices and policies that might help to explain observed patterns, trends, or gaps in achievement. What would you consider the key factors contributing to the apparent successes/needs as indicated by the results?

• How might the instructional time allotted to knowledge, skills, and capacities connected to a claim contribute to areas of strength/improvement observed in the data?

• How effectively did we use information from our assessment systems to identify and address student needs?

• How did we use the Interim Assessment Viewing System and the Practice Tests to support student outcomes and align instruction to the expectations of the standards?

• What system is in place to ensure appropriate use of accessibility resources?

• Considerations: o Information provided in the Recall and Research sections o Current programs, practices, and policies o Local context and policies o Smarter Balanced Resources

(item specifications, achievement level descriptors [ALDs]) o Current Local Control and Accountability Plan (LCAP);

Single Plan for Student Achievement (SPSA) o Norms and other professional learning community (PLC)

strategies


Respond

What might be some possible ways to move

forward? These responses should tie directly to what was revealed in terms of

cause.

• How might we adjust our resource allocations (e.g., fiscal, time, staffing, etc.) to meet the needs of students and staff as indicated by our reflections?

• How might we re-structure our professional learning and collegial work to support the needs illustrated by the data?

• Given the observed results, how might we make use of the performance tasks and rubrics to guide possible interventions?

• Evaluate the way that students receive practice with the testing interface and accessibility resources prior to the summative assessment

• Considerations: o Curriculum guides/maps o Instructional materials o Research-based practices o Professional learning opportunities o Parent/family engagement o Grade level/content area

collaboration o Lesson study o Formative assessment practice o LCAP metrics

Sample LEA Training Calendar

2016-17 TRAINING DATES FOR CAASPP COORDINATORS

Universal Tools, Designated Supports and Accommodations (Highly recommended)

Audience: CAASPP coordinators, special education teachers, case managers, teachers, principals • Wednesday, October 12, 2016 (4 PM-5:30 PM) in the District Boardroom ERO # 1632317047 • Monday, October 17, 2016 (4 PM- 5:30 PM) in the District Boardroom ERO # 1632317058 • Monday, October 24, 2016 (4 PM – 5:30 PM) in the District Boardroom ERO # 1632317059

CAASPP Coordinator Training (At least 1 coordinator per site must attend the training, max 2 per site)

NEW CAASPP Coordinators* • Monday, February 13, 2017 (8 AM – 3 PM) in the Boardroom ERO# 1632317048 • Monday, February 27, 2017 (8 AM – 3 PM) in the Boardroom ERO # 1632317057 Experienced CAASPP Coordinators (only attend 1 session) • Elementary/K-8: Monday, February 27, 2017 (3:30 PM–5:30 PM) in the District Boardroom ERO#

1632317049 • Middle/K-8: Monday, March 6, 2017 (4- 6 PM) at Digital Edge ERO# 1632317050 • High school: Wednesday, March 8, 2017 (4 – 6 PM) To Be Determined ERO# 1632317051 • All types: Monday, March 13, 2017 (4 PM – 6 PM) in the Boardroom ERO # 1632317053

*A new CAASPP Coordinator is an individual who has been designated as a CAASPP coordinator for their site and has never assumed this role before in a school in this district. The new coordinator will attend a NEW training, which will cover all details of administration, etc. The new training is also intended for coordinators who want a more focused refresher.

Drop-in sessions (Optional, not a formal training)

• Review testing schedule o Monday, January 23, 2017 (4 PM – 5:30 PM) in the District Boardroom ERO# 132317054

• TOMS: Managing users & Accessibility Support o Wednesday, March 1, 2017 (4 PM – 5:30 PM) at Digital Edge ERO# 1632317054 o Monday, March 20, 2017 (4 PM – 5:30 PM) in the District Boardroom ERO# 1632317055

• ORS: Downloading and reading the Completion Status Report o Monday, April 10, 2017 (4 PM – 5:30 PM) in the District Boardroom ERO# 1632317056

Questions:

District CAASPP Coordinator

Sample High School Test Schedule

Science Assessment – High School

Testing Testing Make-ups

April 3 P1 (7:50-9:53)

P3 (10:07-12:11) P5 (12:48-2:50

April 4 P2 (7:50-9:53)

P4 (10:07-12:11) P6 (12:48-2:50

April 7 (7:50 -1:35)

No additional testing Make-ups ongoing during testing in library

No additional testing

California Assessment of Student Performance and Progress (Smarter Balanced Summative Assessment) – 11th graders

Mathematics

April 17 April 18 April 19 April 20 April 21 Practice Test P1 (7:50-8:49) P2 (8:54-9:54)

P3 (10:06-11:06) P4 (11:11-12:11) P5 (12:46-1:46) P6(1:51-2:50)

CAT P1 (7:50-9:53)

P3 (10:07-12:11) P5 (12:48-2:50)

CAT P2 (7:50-9:53)

P4 (10:07-12:11) P6 (12:48-2:50)

PT P1 (7:50-8:37) P2 (8:42-9:30) P3 (9:42-10:29) P4(10:34-11:21) P5 (11:26-12:13) P6 (12:48-1:35)

PT P1 (7:50-8:49) P2 (8:54-9:54)

P3 (10:06-11:06) P4 (11:11-12:11) P5 (12:46-1:46) P6(1:51-2:50)

No additional

testing

Make-ups ongoing during testing in library




English language arts/literacy (ELA)

April 24 April 25 April 26 April 27 April 28 Practice Test

P1 (7:50-8:49) P2 (8:54-9:54)

P3 (10:06-11:06) P4 (11:11-12:11) P5 (12:46-1:46) P6(1:51-2:50)

CAT P1 (7:50-9:53)

P3 (10:07-12:11) P5 (12:48-2:50)

CAT P2 (7:50-9:53)

P4 (10:07-12:11) P6 (12:48-2:50)

PT P1 (7:50-8:37) P2 (8:42-9:30) P3 (9:42-10:29) P4(10:34-11:21) P5 (11:26-12:13) P6 (12:48-1:35)

PT P1 (7:50-8:49) P2 (8:54-9:54)

P3 (10:06-11:06) P4 (11:11-12:11) P5 (12:46-1:46) P6(1:51-2:50)

No additional

testing





May 1 May 2 Make-up Math (7:50 -2:50)

Make-up ELA (7:50 -2:50)

California Department of Education – October 2017

Sample LEA Testing Schedule with Staggered Start

March Monday Tuesday Wednesday Thursday Friday

27 RVHS

28 29 30 31

April Monday Tuesday Wednesday Thursday Friday

3 4 AK TB

5 6 7

10 Spring Break

11 Spring Break

12 Spring Break

13 Spring Break

14 Spring Break

17 Teacher PD

Day (no students)

18 Barry

Lincoln YCHS

19 Butte Vista

Powell

20 April Lane

21

24 Gray Ave Riverbend

25 Lincrest

Bridge Street

26 King Ave

Central Gaither

27 Park Ave

28

Start Date End Date # of Days to Test

Tech Support Dates

# of Sites Sites

March 27 May 19 34 Mar 27-28 (1) RVHS (self selected)

April 4 May 19 28 April 4-5 (2) AK/TB April 18 May 19 24 April 18-19 (3) BA/LN/YCHS April 19 May 19 23 April 19-20 (2) AP/BV April 20 May 19 22 April 20-21 (1) AL April 24 May 19 20 April 24-25 (2) GA/RB April 25 May 19 19 April 25-26 (2) BS/LT April 26 May 19 18 April 26-27 (2) CG/KA April 27 May 19 17 April 27-28 (1) PA

YCIA will start May 1 and test in the ITS Training Lab

Carnegie CAASPP 2017 Testing Schedule

4/17–4/21 Computers Teacher Grade Test Period Testing PlansCart 1 Hodge 6th ELA PT/CAT Period 2, 4, 5, 6 PT first part of week/CAT followingCart 2 Cater 6th ELA PT/CAT Period 3, 4, 5 PT first part of week/CAT followingCart 3 Wride 8th ELA PT/CAT Period 2, 3, 4, 5, 6 PT first part of week/CAT followingCart 4 Winter/Borton 7th ELA PT/CAT Period 1, 2, 4 PT first part of week/CAT followingCart 5 Goudy 7th ELA PT/CAT Period 1, 3, 4, 5 PT first part of week/CAT followingCart 6 Crislip 8th ELA PT/CAT Period 1, 3, 4, 5, 6 PT first part of week/CAT followingCart 7 Getchell 8th ELA PT/CAT Period 1, 2, 3, 4 PT first part of week/CAT followingCart 8 Yung SPED ELA PT/CAT Period 1, 3 PT first part of week/CAT followingCart 8 Huss SPED ELA PT/CAT Period 4, 5, 6 PT first part of week/CAT followingCart L Berry 7th ELA PT/CAT Period 2, 3, 4, 5, 6 PT first part of week/CAT followingMake-ups: Spillover for make-ups to go to Adrianne towards the end of the week

4/24–4/28 Make Ups ELA

5/1–5/5 Computers Teacher Grade Test Period Testing PlansCart 1 Marenco 6th Math PT/CAT Period 1, 2, 3, 4 PT first part of week/CAT followingCart 2 Hutchinson 8th Math PT/CAT Period 1, 2, 3, 4, 6 PT first part of week/CAT followingCart 3 Davis 7th Math PT/CAT Period 1, 2, 3, 4 PT first part of week/CAT followingCart 4 Nihart 7th/8th Math PT/CAT Period 1, 2, 3, 4, 5 PT first part of week/CAT followingCart 5 May 7th/8th Math PT/CAT Period 1, 2, 3, 4, 5 PT first part of week/CAT followingCart 6 Williams 7th Math PT/CAT Period 1, 2, 3, 4 PT first part of week/CAT followingCart 7 Reeves 8th Math PT/CAT Period 1, 3, 4, 5, 6 PT first part of week/CAT followingCart 8 Huss SPED Math PT/CAT Period 2, 4, 5,6 PT first part of week/CAT followingSpillover for make-ups to go to Adrianne towards the end of the week

5/8–5/12 Computers Teacher Grade Test Period TestingMake Ups MathCart 1 Rhodes 8th Science Period 2, 4, 5, 6Cart 3 Allen 8th Science Period 1, 2, 4, 5, 6Cart 5 Cunningham 8th Science Period 1, 2, 4, 5, 6Cart 6 Sped Kids 8th Science Period 1, 2, 3, 4, 5, 6Spillover for make-ups to go to Adrianne towards the end of the week

5/15–5/19 Make-ups: Final Week of Make Ups All areasCalifornia Department of Education

October 2017

2018–19 California Student Assessment Accessibility for English Language Arts/Literacy

Unless noted in parentheses, the listed resources may be used in all domains: listening (L), reading (R), and writing (W).

Available to All Students

Universal ToolsEmbedded BreaksDigital notepadEnglish dictionary (W)1

English glossaryExpandable itemsExpandable passagesGlobal notes (W)1

Highlighter

Keyboard navigationLine readerMark for reviewSpellcheck (W)StrikethroughThesaurus (W)1

Writing tools (specific items)

Zoom (in/out)

Non-EmbeddedBreaksEnglish dictionary (W)1

Scratch paperThesaurus (W)1

Designated SupportsEmbedded Color contrastMaskingMouse pointer

(size and color)StreamlineText-to-speech

(not reading passages)2

Turn off any universal tool

Non-EmbeddedAmplificationBilingual

dictionary (W)1

Color contrastColor overlayMagnificationMedical device

(restricted settings)

Noise buffersRead aloud (not

reading passages)Scribe (L, R)Separate settingSimplified test

directionsTranslated test

directions

Available to Students with an Individualized Education Program (IEP) or Section 504 Plan

AccommodationsEmbedded American sign

language (L)2

Audio transcript (L) (includes braille transcript)

Braille2

Closed captioning (L)2

Text-to-speech (R) (reading passages)

2

Non-EmbeddedAlternate response optionsBraille (special form)Large-print special form

(as available)Print on demandRead aloud (R) (reading passages)Scribe (W)Speech-to-textWord prediction

Resources for the California Alternate AssessmentAll eligible students shall have any instructional supports and/or accommodations, including the language of instruction, used in their daily instruction in accordance with each student’s IEP.The administration of the California Alternate Assessments (CAAs) to eligible students shall be one-on-one (test examiner to student), according to the California Assessment of Student Performance and Progress (CAASPP) manual. Depending on the student’s disability or needs, the CAAs may or may not include the student’s independent use of the testing interface. Because the CAAs are given to students one-on-one by a test examiner, some embedded resources are not provided. For example, while a braille version of the test is not provided, the test may be presented using an embosser or a refreshable display.

1 Available only for full-write performance tasks.2 Resource not available for the CAAs.Refer to the Matrix One and the CAASPP Accessibility Resources web page at https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp for additional information.

California Department of EducationSeptember 2018

https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp

2018–19 California Student Assessment Accessibility for Mathematics


Universal ToolsEmbeddedBreaksCalculator

(grades 6–8 and 11)

1

Digital notepadEnglish glossaryExpandable

items

Expandable passages

HighlighterKeyboard navigationLine readerMark for reviewMath tools

(i.e., embedded ruler, embedded protractor)

StrikethroughWriting tools

(specific items)Zoom (in/out)Non-EmbeddedBreaksScratch paper

Designated SupportsEmbedded Color contrastMaskingMouse pointer (size and color)StreamlineText-to-speech1

Translated test directions(Spanish stacked)

1

Translations (glossary)1

Translations (Spanish stacked)1


Non-EmbeddedAmplificationColor contrastColor overlayMagnificationMedical device


Noise buffersRead aloudRead aloud for Spanish

stacked translationScribeSeparate settingSimplified test directionsTranslated test

directionsTranslations (glossary)


AccommodationsEmbedded American sign language1

Braille1

Non-Embedded100s number table

(grade 4 and up)AbacusAlternate response optionsBraille (special form)

Calculator (specific items, grades 6–8 and 11)

Large-print special form (as available)

Multiplication table (grade 4 and up)

Print on demandSpeech-to-textWord prediction


1 Resource not available for the CAAs.Refer to the Matrix One and the CAASPP Accessibility Resources web page at https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp for additional information.


2018–19 California Student Assessment Accessibility for the California Spanish Assessment

Unless noted in parentheses, the listed resources may be used in all domains: listening (L), reading (R), and writing mechanics (W).


Universal ToolsEmbedded BreaksDigital notepadDictionary (W)Expandable itemsExpandable

passagesGlobal notes (W)HighlighterKeyboard navigation

Line readerMark for reviewSpanish glossary

(specific items)Spellcheck (W)

(specific items)StrikethroughWriting tools

(specific items)Zoom (in/out)

Non-EmbeddedBreaksSpanish

Dictionary (W)Scratch paperSpanish

Thesaurus (W)

Designated SupportsEmbedded Color contrastMaskingMouse pointer

(size and color)StreamlineText-to-speech

(items only)Turn off any universal

tool(s)

Non-EmbeddedAmplificationColor contrastColor overlayMagnificationMedical device


Noise buffers

Read aloud (not reading passages)

Scribe (L, R)Separate settingSimplified test

directions


Accommodations

Embedded Braille (embossed and

refreshable)Closed captioning (L)Spanish audio transcript (L)

(including braille transcript)Text-to-speech (R)

(reading passages)

Non-EmbeddedAlternate response optionsPrint on demandRead aloud (R)

(reading passages only)Scribe (W)

Resources for the California Spanish Assessment

All eligible students shall have any instructional supports and/or accommodations, including the language of instruction, used in their daily instruction in accordance with each student’s IEP.

Refer to the Matrix One and the California Assessment of Student Performance and Progress Accessibility Resources web page at https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp for additional information.

California Department of EducationMarch 2019


2018–19 California Student Assessment Accessibility for Science


Universal ToolsEmbeddedBreaksCalculator1,2

Digital notepadEnglish glossaryExpandable itemsExpandable

passagesHighlighterKeyboard

navigation

Line readerMark for reviewMath tools

(i.e., embedded ruler, embedded protractor)

Science chartsScience toolsStrikethroughWriting toolsZoom (in/out)

Non-EmbeddedBreaksScratch paper

Designated SupportsEmbedded Color contrastMaskingMouse pointer (size and color)StreamlineText-to-speech2

Translations (glossary)2

Translations (Spanish stacked)

2


Non-Embedded100s number tableAmplificationCalculator1

Color contrastColor overlayMagnificationMedical device


Multiplication table

Noise buffersRead aloudScience charts

(state-approved)ScribeSeparate settingSimplified test

directionsTranslated test

directions


AccommodationsEmbedded American sign

language2

Audio transcript (includes braille transcript)

Braille2

Closed Captioning 2

Non-EmbeddedAbacusAlternate response

optionsPrint on demandSpeech-to-textWord prediction


1 Basic calculator for grade five, scientific calculator for grade eight and high school.2 Resource not available for the CAAs.Refer to the Matrix One and the CAASPP Accessibility Resources web page at https://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp for additional information.



Effective Use of Accessibility Resources

Accessibility resources can help students demonstrate their learning during daily instruction and on assessments if used consistently, effectively and appropriately.

• Universal tools are available to all students based on student preference and selection.

• Designated supports are available to all students when determined for use by an educator orteam of educators (with parent/guardian and student input, as appropriate) or specified in thestudent’s individualized education program (IEP) or Section 504 plan.

• Accommodations are only available to students with an Individualized Education Program(IEP) or Section 504 plan.

The Individual Student Assessment Accessibility Profile Process (ISAAPP)

This optional and easily customizable process helps educators establish a consistent and effective system for providing appropriate accessibility resources to students based on their needs.

Students benefit most when they are given multiple opportunities to explore and use accessibility resources during daily instruction, on classroom assessments, and on practice sessions for online assessments.

1 Select key staff members and define their specific roles.

2 Provide training and information to staff, students, and parents.

3 Identify students who may benefit from Designated Supports, Accommodations, or both.

4 Select the appropriate Designated Supports and Accommodations for each student identified.

5 Enter or upload Designated Supports and Accommodations into the Test Operations Management System (TOMS).

6 Perform a pre-administration check of assigned accessibility resources.

7 Check for delivery of the assigned Designated Supports and Accommodations at the time of the test.

For additional information, visit the California Department of Education Student Accessibility Resources web page at https://www.cde.ca.gov/ta/tg/ ca/accesssupport.asp.

California Department of Education • August 2018

https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp

https://www.cde.ca.gov/ta/tg/ca/accesssupport.asp

ADMINISTER SUMMATIVE

ASSESSMENTS

REFINE RESOURCES AS NEEDED

CONTINUE USE ON CLASSROOM

AND INTERIM ASSESSMENTS

ADMINISTER INTERIM

ASSESSMENTS

ADD OR REMOVE

RESOURCES AS NEEDED

EVALUATE EFFECTIVENESS OF RESOURCES

IDENTIFY STUDENT

NEEDS

SCHO

OL Y

EAR

STAR

TS

REVIEW RESOURCES

FROM PREVIOUS YEARS

MATCH NEEDS TO AVAILABLE

RESOURCES

ENTER RESOURCES

INTO MYTOMS

IMPLEMENT RESOURCES AT

CLASSROOM LEVEL

ADMINISTER PRACTICE

TESTS

Smarter Balanced Training Tests, Practice Tests, and Interim AssessmentsAt-a-Glance

There are many tools available to teachers to gauge their students’ learning, prepare them for the summative and alternate assessments for English Language Arts/literacy (ELA) and mathematics, and engage families in student learning. This document provides a side-by-side comparison of training tests, practice tests, and interim assessments to help teachers decide which tool best fits their needs.

Information Training Tests Practice Tests Interim Assessments

PurposeAllow students to become familiar with the testing interface and available accessibility resources.

Provide students with opportunities to become familiar with the format and structure of a summative assessment.

Provide teachers with information on student performance to help gauge the knowledge and skills of students.

Grade Levels One test available for grade spans: 3–5, 6–8, and 11.

One test available for each tested grade level: 3–8 and 11.

One mathematics and one ELA Interim Comprehensive Assessment (ICA) and multiple Interim Assessment Blocks (IABs) for each tested grade level, 3–8 and 11.

Items Approximately 6 items for both ELA and mathematics per grade span.

Approximately 30 ELA items, 30 mathematics items, 1 ELA performance task, and 1 mathematics performance task per grade level.

6 to 20 items for IABs. 35 to 50 items for ICAs. Some IABs and all ICAs require hand scoring.

Scoring No scoring guides available. Scoring guides are available to assist in scoring.Answer keys and hand scoring guides are available. Results are reported once all scoring (including hand scoring) have been completed and submitted.

Log InAvailable to anyone through a guest login at http://www.caaspp.org/practice-and-training/index.html.

Available to anyone through a guest login at http://www.caaspp.org/practice-and-training/index.html.

Available to local education agency (LEA) staff through the educator viewing system. Requires login and secure browser with SSID for test administration.

Opportunities Unlimited number of testing opportunities. Unlimited number of testing opportunities. Unlimited number of testing opportunities for IABs.

Up to 3 opportunities for each student per ICA.

Find additional information about the practice and training tests at http://www.caaspp.org/practice-and-training/index.html. For more information about the California assessments, visit the California Department of Education Smarter Balanced Interim

Assessments web page at https://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp.

California Department of Education • February 2019






https://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp

SMARTER BALANCED SUMMATIVE

ASSESSMENT

QUICK REFERENCE GUIDE

How to Start a Training Test


2 Select the Practice & Training Tests button.

3 Select the Student Interface Practice and Training Tests button.

4 Select the Sign In button to sign into the test as a guest.

5 Select the grade from the Grade drop down menu.

6 Select the Yes button.

7 Select the Smarter Balanced training test for either English language arts/literacy (ELA) or mathematics.

Assessments are identified by name of test, grade, and content area. Additionally, they are color coded purple.

8 Select any test settings as needed.

The training tests are ideal for teaching students how to use the available supports.

9 Select the Select button.

10 Review the test settings and select the Yes button if correct.

You will see the Sound and Video Playback Check.

11 Select the Play button.

12 Select either the I Could Play the Video and Sound or I Could Not Play the Video and Sound button, depending on which option applies.

13 Review instructions and select the Begin Test Now button.

14 Start answering test questions.

Training tests are not scored and no scoring guides are available.

California Department of Education July 2018


SMARTER BALANCED SUMMATIVE

ASSESSMENT

QUICK REFERENCE GUIDE

How to Start a Practice Test


2 Select the Practice & Training Tests button.

3 Select the Student Interface Practice and Training Tests button.

4 Select the Sign In button to sign into the test as a guest.

5 Select the grade from the Grade drop down menu.

6 Select the Yes button.

7 Select the Smarter Balanced practice test for either English language arts/literacy (ELA) or mathematics.

Assessments are identified by name of test, grade, and content area. Additionally, they are color coded pink.

8 Select any test settings as needed.

The practice tests are ideal for teaching students how to use the available supports.

9 Select the Select button.

10 Review the test settings and select the Yes button if correct.

You will see the Sound and Video Playback Check.

11 Select the Play button.

12 Select either the I Could Play the Video and Sound or I Could Not Play the Video and Sound button, depending on which option applies.

13 Review instructions and select the Begin Test Now button.

14 Start answering test questions.

For information on scoring go to the Scoring Guides for CAASPP: CAST, Smarter Balanced, and CAA at http://www.caaspp.org/ta-resources/practice-training.html.

California Department of Education July 2018


http://www.caaspp.org/ta-resources/practice-training.html

Take a CAASPP Practice Test!

The California Assessment of Student Performance and Progress (CAASPP) is the system of statewide tests for English language arts/literacy, mathematics, and science given each spring that measures what students know and can do in each of these content areas.

You can take a practice test with your child in:

English Language Arts (ELA) and MathematicsSmarter Balanced Assessments

California Alternate Assessments*

ScienceCalifornia Science Test (CAST)

California Alternate Assessment*

The Practice Tests can be found at http://www.caaspp.org/practice-and-training/index.html.More information about the CAASPP can be found on the California Department of Education CAASPP web page at https://www.cde.ca.gov/ta/tg/ca/.

*The California Alternate Assessments are for students with significantcognitive disabilities who have an active individualized education program.

Students and families can use Practice Tests to:• Become familiar

with the types of testquestions

• Understand whatstudents need toknow and do oneach test

California Department of EducationAugust 2018



Documents

SMARTER BALANCED SUMMATIVE ASSESSMENTS · 2016-10-12 · Yes. Students with disabilities take the Smarter Balanced Summative Assessments, unless they have an active individualized