We are 704 members and growing!

Meet our 700th member!

Say Hi to Aida Wong Gamba, an employee of Brisbane School District.  Aida just happened to be our 700th member, so we sent her a complimentary SchoolTechnologyLeadership mug.  Hi Aida!  Welcome aboard!

(You gotta have a little fun with this stuff . . . . :)


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CASDAAP Meet and Greet

On the last Friday of each month the California Assoc. of School Data, Assessment, and Accountability Professionals holds an informal "meet and greet" session. Hear about the organization's mission, goals, and projects. Learn about how your organization (vendor, school district, non-profit) can benefit from our work.

If you are interested in learning more about us, please register for our CASDAAP Meet and Greet on Jun 28, 2019 10:00 AM PDT


After registering, you will receive a confirmation email containing information about joining the webinar.

Looking forward to seeing you there!

-Chris Moggia,

Executive Director, CASDAAP

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Assessment Spotlight - June 26, 2019

 Assessment Spotlight

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California's other statewide assessments.

CAASPP Post-Test Guide Available on CAASPP Portal

The 2018–19 CAASPP Post-Test Guide has been posted on both the Manuals and Instructions web page and the Score Reporting web page of the CAASPP Portal. This guide provides an overview of each assessment, information and guidelines for interpreting and comparing results, and descriptions of the features of the Student Score Report (SSR) for each subject area as well as additional resources for understanding assessments and scoring.

"The Results Are In … Now What?" Webcast Now Available!

Congratulations to LEA and school site staff as the school year comes to a close! With the 2018–19 CAASPP testing season almost finished and the delivery of SSRs under way to students and families, you may be asking yourself … so now what?

Fortunately, we have something for you—this year's webcast of the workshop "The Results Are In … Now What?" Gather some colleagues, download the materials, and learn from this webcast as education leaders like yourself come together to discuss how a protocol for data analysis can help support your team in examining the CAASPP results and developing concrete action plans that lead to improved teaching and learning.

The webcast and accompanying materials are available on the CAASPP Portal Summative Assessment Videos and Archived Webcasts web page, under the Training tab.

Attention New LEA Coordinators: Register Now for In-Person Training

Registration is now open for in-person training designed especially for new coordinators. These trainings will be held in August on the two days preceding the California Department of Education's annual Assessment Information Meeting. Staff can attend the training and meeting on consecutive days, and then start the school year with the most current information about California's assessment systems.

August is just around the corner, so visit the registration site today to find all the details and to hold your spot!

Initial ELPAC Testing Window Closes June 28

The 2018–19 Initial ELPAC testing window closes this Friday, June 28. LEA ELPAC coordinators are asked to complete testing and enter student raw scores into the Local Scoring Tool (LST) by that date, as the Test Operations Management System will be unavailable during a planned system downtime that will begin at 6 a.m. on Monday, July 1. At that point, LEAs will no longer be able to enter 2018–19 Initial ELPAC raw scores in the LST.

The 2019–20 Initial ELPAC testing window opens on July 1, 2019. The LST will be available once again when the system resumes at 8 a.m. on July 8, 2019.

Questions regarding the LST can be directed to the California Technical Assistance Center by phone at 800-955-2954 or by email at .

Smarter Balanced Members Voted to Approve Updates to UAAG

Smarter Balanced members recently voted to approve updates to the Usability, Accessibility, and Accommodations Guidelines (UAAG) for the 2019–20 school year. The following motions were approved:

  • Motion 1—New policy for illustration glossaries (embedded designated support)
  • Motion 2—New policy for illustration glossaries (non-embedded designated support)
  • Motion 3—Clarification to existing policy for braille (embedded accommodation)
  • Motion 4—Clarification to existing policy for medical supports (non-embedded designated support)

The updated UAAG will be available on the Smarter Balanced website on June 27.

Please share this email with any educators in your local educational agency who would be interested in or benefit from this information. To join the email list, send a blank email message to . Are you a new subscriber? Visit the CDE Assessment Spotlight web page to find previous issues.

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Illuminate Education Joins Forces with FastBridge Learning

June 25, 2019

Acquisition unites proven assessments, assessment platforms, data analytics, intuitive reporting, curated item banks and pre-built assessments, and support services

IRVINE, Calif. and MINNEAPOLIS (June 25, 2019) — Illuminate Education, the leading K-12 student performance system, has acquired FastBridge Learning, a research-driven assessment platform that transforms the way teachers measure and monitor student progress. Together, the companies comprise educator-driven Illuminate Education. The company provides effective formative assessments and assessment platforms, data that informs instruction, and the ability for educators to build strong systems of support within their districts.

The combination formalizes a long-time partnership between Illuminate Education and FastBridge Learning, aligning the technology, people, and processes required to support the whole child through data and a tiered instructional model.

"FastBridge Learning has a remarkable history of adding research-driven innovation to assessments while consistently providing exceptional attention to districts," said Christine Willig, CEO of Illuminate Education. "They share our enthusiasm for sustainable MTSS, support for educators, open standards and interoperable solutions. We welcome FastBridge to the Illuminate family."

Nearly one year ago, Illuminate Education transformed the assessment space and took a giant step toward its vision of supporting educators by providing "a holistic view of the child on a single pane of glass" when it merged five companies serving approximately 15 million K-12 students. The FastBridge Learning acquisition puts the finishing piece in place to realize Illuminate Education's vision to simplify formative assessments for teachers, saving them time and guiding them through evidence-based student instruction and data-driven intervention. These capabilities empower educators in understanding the unique needs of each student, equipping them with the tools needed to serve the whole child.

"This past school year has demonstrated to us the power and benefit of using solutions from both FastBridge Learning and Illuminate Education," said Crystal Steinmetz, Director of Curriculum and Assessment at Garden City Public Schools USD #457. "The amount of time spent collecting data has been drastically reduced which allows our teachers more time to analyze student performance, collaborate with other professionals and collectively develop a plan of support for students. The prospect of further innovations fueled by deeper integration between the companies is exciting news for Garden City Public Schools. We look forward to the opportunity to use the combined solution for years to come."

Founded in 2015, FastBridge Learning was invented by Dr. Theodore J. Christ and Dr. Zoheb Borbora, with scholarly contributions from leading educational researchers from the University of Minnesota and colleges of education around the country. The organization, serving nearly 2 million educators and students across 45 states, including a statewide implementation in Iowa, is committed to building knowledge and improving educational assessments. Its Formative Assessment System for Teachers (FAST™) is the only K-12 solution that combines Curriculum-Based Measurement (CBM) and Computer-Adaptive Testing (CAT) for reading, math and social-emotional behavior.

"Through this collaboration with Illuminate Education, we're able to extend the reach of our research-driven innovation model, accelerating our mission to transform the way educators assess and address the learning needs of students," said Terri Soutor, CEO of FastBridge Learning. "Together, we'll bring broadened capabilities to support a district's sustainable, successful tiered instructional model, enabling greater educator and student success."

To learn more about Illuminate Education, please visit http://illuminateed.com.

About Illuminate Education

Illuminate Education is the leading provider of integrated K–12 technology systems. Illuminate's innovative tools bridge the gap between instruction, assessment, and data analytics, transforming the potential of teaching and learning. With all the data available within a single platform, teachers can assess learning and link to the right resources, while district leaders can receive a holistic view of students. Headquartered in Irvine, California, Illuminate's team of experienced educators and technology specialists serve 12 million students across all 50 states.

About FastBridge Learning

FastBridge Learning is the brainchild of the leading educational researchers in the country, including those from the University of Minnesota — the birthplace of CBM and CAT methodologies. At FastBridge Learning, we believe teachers deserve the best tools to help students stay on track, and we strive to transform the way teachers assess and address the learning needs of students by providing one simple solution for faster results that are proven effective. To learn more, visit fastbridge.org.

Media Contact
Illuminate Education

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Sarah Neville-Morgan—New CDE Deputy Superintendent

California Department of Education News Release

California Department of Education
News Release

California Department of Education
News Release

Release: #19-44
June 6, 2019

Contact: Cynthia Butler
Phone: 916-319-0818

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Sarah Neville-Morgan as Deputy Superintendent for the Teaching and Learning Support Branch at the California Department of Education (CDE).

Neville-Morgan is the former Director of the CDE Early Learning and Care Division. In that role she provided leadership and support to the early learning community, providers, and contractors statewide.

“Sarah is an advocate and champion for learners of all ages throughout the state,” said Thurmond. “Her background and collaboration with partners in the field of early learning and care is unparalleled, and she brings those skills to her new position. Under Sarah’s leadership and strategic focus, her branch will continue the work that ensures students from birth to age twenty-two have access to a quality and equitable public education.”

Neville-Morgan started her career at CDE as a Child Development Consultant in 2011. In 2013 she left to become the Deputy Director of Program Management at First 5 California. There, she managed a team and funding focused on closing the achievement gap and supporting quality early learning. Neville-Morgan also worked as the Deputy Executive Director of the Governor’s Early Learning Advisory Council during the Schwarzenegger and Brown administrations and as an Academic Child Development Specialist at the University of California, Davis Center for Child and Family Studies. She also has worked in a child care resource and referral agency, with foster care education programs, and has supported school teen parent programs. She returned to the CDE in 2017 to lead the Early Learning and Care Division.

As the Deputy Superintendent for the Teaching and Learning Support Branch, Neville-Morgan will oversee a branch that is responsible for helping all students—from early learners to adults—reach their academic potential and goals by providing the necessary support to early educators and providers, teachers, administrators, school and district leaders, and community-based organizations. She will continue the work of the Teaching and Learning Support Branch to ensure that inclusion practices are established during classroom hours, before and after school, and in early learning and care programs, and that the programs and instructional resources and supports reflect diversity, accessibility, and equity.

Neville-Morgan earned a B.A. in Psychology at Earlham College in Richmond, Indiana, and a M.S. in Child Development at the University of California, Davis.

Neville-Morgan replaces former Deputy Superintendent Tom Adams. She started in her new role on May 31.

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Thursday, June 6, 2019

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Launch of Mobile App for CA Content Standards

California Department of Education News Release

California Department of Education
News Release

Release: #19-42
June 4, 2019

Contact: Scott Roark
Phone: 916-319-0818

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond has announced the release of the California Department of Education’s (CDE) first-ever mobile app for the California Content Standards, a powerful tool that provides quick, targeted access to standards related to the arts, computer science, health education, history–social science, and mathematics.

 Content standards are utilized by educators to design the knowledge, concepts, and skills that students should acquire for subject areas at each grade level. The California Standards app, designed entirely by CDE staff, can search, filter, and sort content standards to isolate specific content, identify standards that are common across disciplines, and inform decisions around instruction and assessment.

“This app is an incredible tool for our educators and parents, empowering them with access, knowledge, and understanding of these content standards, which are an essential element to the academic success of each and every one of our students in California,” said Thurmond.

The launch of the California Standards app is phase 1 of a multiphase plan put in place by CDE. This phase includes 5 of 12 California content standards. In subsequent phases, additional content standards will be included, as well as additional features that will enhance the usefulness of the application to California educators.

The California Standards mobile app can be found on the iOS App store, the Android Play store, and the Microsoft store by searching the term “CA Standards.” More information about the app and links to the app stores are on the CDE California Standards Mobile Application website.

More information aboutCalifornia Content Standardscan be found on the CDE website.

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Tuesday, June 4, 2019

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IMS Global Learning Consortium Standards And Initiatives Fuel GG4L’s Impressive First Year Growth

Over 300 Organizations Serving 100,000+ K-12 Schools Globally Joined the GG4L Collaborative to Support Its Sustainable Impact Initiatives

SAN DIEGO, May 20, 2019 /PRNewswire/ — As a Contributing Member of IMS Global Learning Consortium, and a proud Gold Sponsor of the Learning Impact Leadership Institute kicking off here today in San Diego, the Global Grid for Learning (GG4L) is pleased to announce its impressive growth since its launch less than a year ago, as a result of its adoption of the various IMS Global industry standards and strategic initiatives. GG4L Connect™, a hybrid-cloud data interoperability and governance platform, recently achieved IMS certification for IMS OneRoster® 1.1.

"IMS Global OneRoster, Learning Tools Interoperability® (LTI®), Caliper Analytics®, Comprehensive Learner Records (CLR) and Competencies and Academic Standards Exchange® (CASE®) are all essential standards that the whole EdTech ecosystem must leverage to create a secure and reliable infrastructure for data interoperability across the whole spectrum of educational technology solutions," commented Robert Iskander, Founder & CEO of GG4L. "We plan to adopt all of these standards in our journey to drive sustainable impact initiatives in education."

"The IMS Global conformance certification program ensures that educational institutions can be confident that their integrations are secure and fully interoperable with other certified products," said Dr. Rob Abel, chief executive officer, IMS Global Learning Consortium. "Congratulations to Global Grid for Learning for joining in the growing IMS ecosystem by certifying the latest version of OneRoster!"

GG4L is a membership-based collaborative, that is free of charge to all education institutions and government agencies, and available for a modest annual membership fee to any EdTech organization. GG4L leverages its Platform to create an integrated ecosystem of EdTech solutions that could be easily implemented, validated and sustained financially for schools around the world, as they together drive school improvement. To date, over 300 organizations, serving over 100,000 schools globally, have joined as GG4L Members and agreed to GG4L's membership pledge (https://gg4l.com/pledge-now/) to advocate for open data interoperability standards, secure data exchange and strict student data privacy compliance.

The "Safer Schools in America" Research Grant, launched in November 2018, is GG4L's first impact initiative aimed to address the need for safer schools. The grant program provides support to selected schools for the implementation and usage of select EdTech products from leading education providers who are focused on school safety solutions for K-12. These solutions will be implemented and studied for a period of 3 years – at no cost to the school grant recipients. GG4L has awarded $9M in grants to 72 schools from 36 school districts, geographically distributed across 16 States, who will start the new school year with EdTech tools in place to help them protect their students by creating a secure grid in and around schools' academic, social, and physical environments. For a full list of participating EdTech members, corporate sponsors and the Grant Application, please refer to: https://gg4l.com/initiatives/safer-schools/

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2019 California Basic Educational Data System (CBEDS) Changes

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Dear LEA Representatives,

CALPADS will have a notable change after the regularly scheduled maintenance on Tuesday, May 7th.

The SSID Enrollment (SENR) file will have 6 new data elements to capture the postsecondary/transition status indicator and five work-based learning indicators.

It is highly recommended that LEAs finish processing any existing SENR jobs before May 7.

SSID Enrollment jobs that are currently "In Review" or "Ready for Review" should be posted prior to the May 7th release. That said, jobs in these states can still be posted after the release.

Note however that the CALPADS Team prefers and strongly recommends that everyone start fresh with the new SENR file format on May 7.

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Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

Ana Tintocalis
CCEE Senior Communications Manager
916-666-2274 mobile

Christine McGrew
SBCSS Chief Communications Officer

Thursday, May 2, 2019


Six School Districts Selected to Help Spearhead Statewide Community Engagement Efforts

SAN BERNARDINO – The statewide Community Engagement Initiative (CEI) has selected six school districts to join the groundbreaking effort to build capacity for meaningful community engagement in California's public schools.

The CEI is an integral part of California's new System of Support, a key component of the state's accountability system.

The California Collaborative for Educational Excellence (CCEE), San Bernardino County Superintendent of Schools (SBCSS), the California Association for Bilingual Education (CABE), and Families In Schools (FIS) jointly lead the CEI.

The six districts selected will compose the CEI's inaugural Peer Leading and Learning Network, which will identify and analyze models, metrics, and practices of community engagement in order to help schools, districts, and their communities across the state build their engagement skill and knowledge.

Each district possesses a deep, systemic commitment to community engagement and the ability to help the CEI strengthen the capacity of school districts and communities to authentically engage each other in difficult conversations and build trusting relationships.

Below are the six districts selected, an example of the many community engagement initiatives they spearhead in their school communities, a quote from the district's leader or school board member, and contact information should the media or public like more information from one of the districts:
Example: AUHSD's family and community engagement specialists (FACES) develop student and family leadership.

"AUHSD is honored to be selected as a CEI participant as it highlights our commitment to our families and broader community." --Michael Matsuda, AUHSD Superintendent

AUHSD contact: Patricia Karlak,

Example: AUSD's Parent Advisory Committee, known as the "PAC+," gives families and local stakeholders a strong, institutionalized voice in the Local Control and Accountability Plan (LCAP).

"The Azusa Unified School District is honored to be part of the CEI's PLLN, we value the authentic engagement of our community, and we look forward to building greater capacity for this work in our district and other districts statewide." --Linda Kaminski, AUSD Superintendent

AUSD contact: Anjelica Garcia Juarez,

Example: CVUSD's support and engagement of refugee students and their families.

"The Cajon Valley Union School District is excited to share our success in authentically engaging all families in cultivating 'Happy kids, engaged in healthy relationships, on a path to gainful employment' with this network of leaders to advance family engagement across our great state." --Dr. David Miyashiro, CVUSD Superintendent

CVUSD contact: Sandra Candler,

Example: ESUHSD's success focuses on student engagement and student empowerment.

"East Side is excited to collaborate as a member of the Community Engagement Initiative to further establish how we include student and community voice to develop equitable communities in our district and across the state." --Chris Funk, ESUHSD Superintendent

ESUHSD contact: Linda Ornelas,
Example: OMSD's ability to use community-based organizations to provide true wrap-around services for its students.

"Community engagement remains a top priority for OMSD and we are proud to have been selected as a Peer Leading and Learning Network district. We look forward to working collaboratively to ensure all students are prepared to successfully access college and career pathways." --Elvia M. Rivas, OMSD Board President

OMSD contact: Jana Dupree,

Example: OSD's newcomer program and its "No Me Llames Oaxaquita" resolution helps ensure all students and their families feel welcome at school.

"OSD is excited to contribute to the collaborative as we all share best practices and stimulate exponential parent engagement practices statewide." --Dr. Cesar Morales, OSD Superintendent

OSD contact: Marlene Batista,
"These district teams and their communities have clearly demonstrated their strength in engaging together and we look forward to learning from their experiences in doing so," said Tom Armelino, CCEE Executive Director.

Each of the six districts that make-up the CEI's inaugural Peer Leading and Learning Network is comprised of:
  • District staff and leadership
  • School site staff and leadership
  • Students and/or family members
  • A representative from the county office of education
  • A representative from a community-based organization
"By lifting up the promising practices of these six districts, we will deepen our knowledge and understanding of authentic community and family engagement and its value and importance to student success," said Oscar Cruz, Executive Director of Families In Schools, one of the four organizations overseeing the statewide CEI.

Jan Gustafson-Corea, CEO of the California Association of Bilingual Education, echoed that sentiment. The association is partnering with the CCEE, SBCSS, and FIS in overseeing the statewide CEI.

"We are thrilled to learn with these districts what impactful community engagement looks like to bring about the ultimate goal of student success—particularly for communities of linguistically and culturally diverse backgrounds," she said.

The first meeting of the CEI's Peer Leading and Learning Network takes place today. The six district teams will be connected virtually.

"This is important work for our state, and we look forward to seeing the results in the coming years," said Ted Alejandre, leader of the San Bernardino County Superintendent of Schools, one of the four organizations overseeing the statewide CEI.
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New Closing the Achievement Gap Initiative Chair

California Department of Education News Release

California Department of Education
News Release

California Department of Education
News Release

Release: #19-31
May 1, 2019

Contact: Jonathan Mendick
Phone: 916-319-0818

SACRAMENTO—State Superintendent of Public Instruction Tony Thurmond announced today that he has appointed Ryan Smith as the new Chair of his statewide Closing the Achievement Gap Initiative. Smith’s work will align with the initiative’s goals, which include addressing ways to close the achievement gap and improving educational outcomes for all California public education students.

“Ryan is a leader in the efforts to close the achievement gap, and specifically in how we can use policy, advocacy, and research to make change,” said Thurmond.
“I can’t think of anyone better to lead these efforts for our state, which is one of the priorities of my office.”

Thurmond launched his Closing the Achievement Gap initiative with a forum in February focusing on schools throughout the state that have shown success in closing the gap for African Americans and other students of color. He followed that up with a second forum in April to address recruitment and retention of teachers of color. Smith’s appointment is the next step in assuring that these efforts continue with the highest priority and level of expertise.

Smith is currently Chief External Officer of Partnership for Los Angeles Schools, which launched in 2007 as a collaboration between the Los Angeles Unified School District, donors Richard and Melanie Lundquist, the City of Los Angeles, and other public and private partners, to accelerate achievement for students across the district. He was formerly Executive Director of The Education Trust-West, a research and advocacy organization focused on education justice and the high academic achievement of all California students, particularly students of color and those living in poverty. His projects included the Black Minds Matter report, which focused on supporting the educational success of black children in California, as well as the study, “The Majority Report: Supporting the Success of Latino Students in California”.

# # # #

Tony Thurmond — State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Thursday, May 2, 2019

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CALPADS Course # Changes - A free online discussion & Q&A

Join us for an informal "Coffee and Donut" discussion about the upcoming changes to the CALPADS course numbering system. We'll give a brief overview of what we believe the changes are, invite questions and comments from the participants, and end on a discussion of the status of SIS vendor's progress in making the updates.

Join the meeting: join.me/186-237-588

Thursday, May 9, 2019 10:00 AM 


Chris Moggia, Ed.D., Executive Director, CASDAAP

Alex Wilson, Coordinator of Student Information Systems, Norwalk La Mirada USD

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Assessment Spotlight April 25, 2019

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System and English Language Proficiency Assessments of California (ELPAC)—and including, when timely, updates on California's other statewide assessments.

New for CAASPP and ELPAC: "Get Involved" Web Pages!

Are you interested in getting involved in the continuing development of the CAASPP and the ELPAC? We need input from California educators, and it is now much easier for you to find out about the activities the California Department of Education (CDE) has scheduled and to let us know which ones hold your interest! To learn about upcoming activities, visit our new Get Involved web pages:

  • CAASPP Opportunities to Get Involved web page. Find opportunities related to the California Alternate Assessments, the California Science Test (CAST), and the California Spanish Assessment here, including item writing (with training beforehand), item review, review of range achievement level descriptors, data review, standard setting, range finding, and braille item review.    Local educational agencies (LEAs) will be reimbursed for the cost of a substitute teacher (if needed) or participants will be paid an honorarium of $150.00 per day (if on non-contract days).

  • ELPAC Opportunities to Get Involved web page. Find opportunities related to the ELPAC and Alternate ELPAC here, including item writing (with training beforehand), content review, bias and sensitivity review, field test threshold score review, range finding, data review, item review, and ALD development.

    As with the CAASPP opportunities, LEAs will be reimbursed for the cost of a substitute teacher (if needed) or participants will be paid an honorarium of $150.00 per day (if on non-contract days).

In addition, these pages include qualification information, application instructions, and links to create an account and submit your application.

Educational Testing Service, in partnership with the Sacramento County Office of Education, developed the Get Involved web pages to facilitate educators' participation in upcoming workshops for 2019–20 and beyond. These web pages will be updated throughout the coming months, so please check back often for the latest developments. Remember, your participation and input provide important support in the development of our state assessments!

If you have questions about how to get involved in these educator opportunities, please contact the CAASPP and ELPAC Project Team by phone at 916-228-2682 or by email at .

Focus on Test Security—Pause Rules and Grace Period Extensions

This week, in our focus on test security, we look at the pause rules and grace period extensions. If a test is paused for more than 20 minutes during the Smarter Balanced computer adaptive test (CAT) portion or during the CAST discrete item blocks, the following will apply:

  • The student will be required to log back on to the student interface, using the student's logon information (name, Statewide Student Identifier, and test session).
  • The student will be presented with the page containing the item(s) the student was working on when the assessment was paused if the page contains at least one item to which there is not a complete response; if, however, all items on the page were answered, the student will be presented with the next page.
  • The student will not be permitted to review or change any previously answered items, even if they are marked for review (with the exception of items on a page that contains at least one item to which there is not a complete response).

Any highlighted text will be saved regardless of how long the test is paused; notes entered on the digital notepad, however, will not be saved. For a performance task (PT), no pause restrictions apply. If a PT is paused for more than 20 minutes, the student can return to the section and continue entering responses.

Grace period extension (GPE) appeals are only for situations in which one of the following occurs during a Smarter Balanced CAT portion or the CAST:

  • A technical issue beyond the control of the test administrator results in the expiration of the 20-minute pause rule.
  • The 20-minute pause rule expires through no fault of the student; for example, because of a fire drill, illness, or technical difficulty. (A GPE extension will not be granted for student breaks such as recess or lunch lasting for more than 20 minutes or for students who misunderstood the pause rules.)

A GPE appeal for a CAT portion allows the student to review previously answered questions upon logging back on to the assessment after the expiration of the pause rule. Note that for a PT, having the test administrator open a new testing session may be all that is needed to continue testing.

To review the rules that govern pausing during testing, refer to Appendix E: CAT Pause Rules Scenarios in the Online Test Administration Manual.

New Video––ELPAC Accessibility Resources

The new video "ELPAC Accessibility Resources" demonstrates how the CDE supports accessibility resources (i.e., universal tools, designated supports, and accommodations) for the ELPAC. A useful resource for anyone interested in learning about how to match student needs to the appropriate resources, this video is especially helpful for teachers and parents/guardians.

Please be sure to view this video, approximately 19 minutes in length, to learn more about the process for identifying the appropriate resources to assist students in fully accessing the ELPAC.

Reminder: Registration Is Open for 2019 Summer Institute!

Registration is open for the 2019 Summer Institute, "Analyzing Student Work and Using the Interim and Digital Library Systems to Inform Teaching and Learning." Offered at eight locations throughout California in July and early August, this two-day, in-person professional development opportunity is for classroom teachers, instructional coaches, and teachers on special assignment. Administrators also may find this training useful. The goals of this training are for participants to understand the following:

  • The purpose of different types of assessment and how they work together to support learning
  • The design of Smarter Balanced Interim Assessment items aligned with college- and career-ready standards and the use of hand scoring to analyze student responses
  • How to use interim assessment and Digital Library systems, including accessibility featuresSchools and LEAs may want to consider sending educator teams that divide their participation between the English language arts/literacy and mathematics content areas.

Visit the CAASPP 2019 Summer Institute registration website for online registration, details about the workshop, and a workshop flyer. Questions about this training should be directed to the California Technical Assistance Center by phone at 800-955-2954 or by e-mail at .

All About Accessibility

Spanish stacked translation is an embedded designated support that provides the student with the full translation of each test item. The translation appears above the original item. This designated support is available for students whose primary language is not English and who use dual language supports in the classroom. Caution is advised when considering this resource for students who are not fluent in Spanish. The following questions can help guide the decision:

·Are the student's skills in speaking, reading, and writing in Spanish appropriate for this resource?

·Has the student had an opportunity to try the practice test with the Spanish stacked translation?

·Has the student or parent/guardian provided input on the use of this support?

·If the student does not have strong reading skills in Spanish but still needs translation, should read aloud in Spanish be assigned?

More information on the use of Spanish stacked translation can be found in Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines, available on the Smarter Balanced website, and the Accessibility Guide for CAASPP Online Testing, available on the CAASPP Portal. In addition, short video tutorials are available on the CAASPP Portal. Find them on the Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials web page.

Please share this email with any educators in your local educational agency who would be interested in or benefit from this information. To join the email list, send a blank email message to . Are you a new subscriber? Visit the CDE Assessment Spotlight web page to find previous issues.

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OTUS Assessments adds Desmos Integration

Otus is a single platform for teachers that combines an LMS, an assessment management system, a data warehouse, and a collection of classroom management tools in one place- making teachers more efficient than they can be when all of these systems are disconnected. 

Otus is excited to be releasing an integration with Desmos within the next few weeks. Watch a 45-second video here.

Since the majority of state-level assessments expect students to use the Desmos calculators on the math portions of their tests, integrating the same tools within Otus assessments will allow students to use the tools throughout the year on district, building, or teacher-created formative and summative assessments.

The use of Desmos through Otus is included with every Otus subscription! 

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Instructure acquires MasteryConnect

SALT LAKE CITY — April 17, 2019 — Instructure, Inc. (NYSE: INST) today announced it has signed an agreement to acquire MasteryConnect, a longtime partner and innovator in the design and delivery of formative and interim assessment that supports personalized and mastery-based learning. Through this acquisition, Instructure will accelerate the shift occurring at the state level as they replace high-stakes, end-of-year testing with innovative assessment models. This new approach uses formative data to provide actionable insights for teachers and students.

"Today's educators are trying to move away from archaic, end-of-year testing and looking for more intuitive evaluation models," said Dan Goldsmith, CEO of Instructure. "Together, Canvas and MasteryConnect will place valuable data in the hands of our teachers, not once, but throughout the year so they can focus on activities that increase student learning."

MasteryConnect is designed to quickly identify student levels of understanding, target areas for personalized growth, and give teachers the data they need to direct each student's learning. MasteryConnect has worked with Dr. Jonathan Templin, Professor and E .F. Lindquist Chair in the Educational Measurement and Statistics program at the University of Iowa, to create statistical models that provide reliable student data around mastery of standards through shorter formative evaluations. These models pin-point what students know, letting schools redefine assessment, integrating it more closely with curriculum and instruction.

Teachers in more than 14,000 U.S. school districts use MasteryConnect including Charlotte-Mecklenburg Schools (NC), Oklahoma City Public Schools (OK), and Alpine School District (UT), with many districts nationwide already using both MasteryConnect and Canvas together.

"At Hall County Schools, we consider Canvas and MasteryConnect valuable tools for teaching and learning since they provide teachers the information they need to create a dynamic and engaging blended learning environment," said Gregory Odell, e-Learning Specialist at Hall County Schools in Georgia. "Our students benefit from both products, and we will benefit overall from these companies coming together to help K-12 students learn and grow."

MasteryConnect was founded in 2009 and is headquartered in Salt Lake City. Its solution will continue to be sold as a standalone offering. In addition, for customers interested in combining assessment with learning, MasteryConnect will be further integrated with Canvas LMS, helping districts scale personalized learning, increase student achievement, and support professional learning. MasteryConnect and Instructure have been partners in education since 2016.

"This acquisition brings together many years of partnership and synergies with Instructure," said Mick Hewitt, Co-founder and CEO of MasteryConnect, who will join Instructure as General Manager of MasteryConnect. "It highlights the alignment of our shared mission to transform learning while expanding our reach both domestically and globally."

The acquisition is expected to close within the next seven days and is subject to satisfaction of customary closing conditions, including approval by MasteryConnect stockholders.


Instructure, Inc. is the leading software-as-a-service (SaaS) technology company that helps people grow from their first day of school to their last day of work. Its software solutions include Canvas, the learning management platform that simplifies teaching and elevates learning, and Bridge, the employee development and engagement solution for people-focused companies. To date, Instructure has connected millions of educators and learners at more than 4,000 educational institutions and corporations throughout the world. Learn more about Canvas for higher ed and K–12 and Bridge for companies at www.Instructure.com.


MasteryConnect is a K-12 assessment and curriculum platform supporting educators as they drive student growth through formative and benchmark assessment, curriculum planning, and collaboration. We enable teachers to identify levels of understanding in the moment through a variety of assessments, so they can immediately target interventions and evaluate their own practice. For more information, visit masteryconnect.com.

This press release contains "forward-looking" statements which are subject to the safe harbor provisions of the Private Securities Litigation Reform Act of 1995, including statements regarding Instructure's potential acquisition of MasteryConnect and Instructure's growth and future application releases. These statements are not guarantees of future performance, but are based on management's expectations as of the date of this press release and are subject to uncertainties, risks, and changes in circumstances that are difficult to predict. Forward-looking statements involve known and unknown risks, uncertainties and other factors that may cause actual results, performance or achievements to be materially different from any future results, performance or achievements. Important factors that could cause actual results to differ materially from those expressed or implied by these forward-looking statements include risks associated with new application introductions and Instructure's ability to develop and deliver innovative applications and features, Instructure's ability to successfully implement and achieve cost synergies and otherwise integrate MasteryConnect following closing, and other risks and uncertainties detailed in Instructure's filings with the Securities and Exchange Commission, including, without limitation, its Form 10-K and other reports on Forms 8-K and 10-Q, all of which can be obtained on the SEC website at www.sec.gov. Instructure assumes no obligation to update or revise publicly any forward-looking statements contained in this release, except as required by law.


Keaton Godfrey
Director, Investor Relations
(866) 574-3127

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208 Hits

PSUG-Southern California Meeting: April 26, 2019

Join us at the Southern California PowerSchool user group meeting!

Friday, April 26, 2019

9:00AM to 2:00PM PT
Continental Breakfast begins at 8:30AM

Fullerton School District
Educational Learning Center (ELC)
1401 West Valencia Drive
Fullerton, CA 92833 

Sponsored by Blackboard
Breakfast and Lunch provided.

Please use this link to RSVP by Wednesday, April 24th

  • What's New in PowerSchool 19.4
    • New features and even a new version numbering system!
    • Including the most voted Enhancement Request!

  • Product Updates from PowerSchool
    • Hear the latest on Unified Classroom and more

  • Plugin and Customization Showcase (all free or with a free version)
    • PSCB
      • Custom Reports Bundle
      • Customizations by PSCB
    • sqlStudio just released by Aurora Educational Technology
    • .. and more as time allows

  • State Reporting Roundtable

Park in any of the spaces on either Basque or Valencia. See meeting page below for a map.

Visit https://www.psugcal.org/index.php?title=SoCal_Meeting26_Apr_26,_2019 for the latest details
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240 Hits

CDE Sponsored Webinars

The CDE will provide 3 separate web-based trainings (listed below) for those that are unable to attend an in-person CALPADS Course Codes, Assignment Monitoring and LCAP Federal Addendum Equity Data Training

Participants should attend all three webinars to receive all of the content from the in-person trainings.
Webinar 1: Updates in CALPADS

Webinar 2: LCAP Federal Addendum and PEAT

Webinar 3: California State Assignment Accountability System (CalSAAS)

Tips for Attendees:
  • To save time before the meeting, check your system to make sure it is ready to use WebEx.
  • Visit the test site at http://www.webex.com/test-meeting.html.
  • If you experience issues joining the meeting, contact WebEx support at 1-866-229-3239.
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266 Hits

New Data Release Announcement for 2018-2019 Enrollment Data for CA Schools

Several new data reports that are now publicly available on the California Department of Education (CDE) DataQuest Website at http://dq.cde.ca.gov/dataquest/. These reports are based on data submitted and certified in the California Longitudinal Pupil Achievement Data System by districts and charter schools.

These reports include:

2018–19 Enrollment Data Reports

  • Enrollment by Ethnicity and Grade
  • Enrollment Multi-Year Summary by Ethnicity
  • Enrollment by Ethnicity (with county/district/school data)
  • Enrollment Multi-Year Summary by Grade
  • Enrollment by Grade (with county/district/school data)
  • Enrollment by Ethnicity for Charter and Non-Charter Schools
  • Enrollment by Subgroup for Charter and Non-Charter Schools
  • Enrollment for Charter and Non-Charter Schools (with county/district/school data)
  • Enrollment Multi-Year Summary for Charter and Non-Charter Schools
  • K-12 Enrollment by Age Group and Grade
  • K-12 Enrollment by Age Range (with county/district/school data)
  • Enrollment by English Language Acquisition Status (ELAS) and Grade
  • Enrollment by English Language Acquisition Status (ELAS) (with county/district/school data)

2018–19 English Learner Data Reports
  • Enrollment by English Language Acquisition Status (ELAS) and Grade
  • Enrollment by English Language Acquisition Status (ELAS) (with county/district/school Data)
  • Annual Reclassification (RFEP) Counts and Rates
  • Annual Reclassification (RFEP) Counts and Rates (with county/district/school data)
  • English Learners by Language and Grade

You can access these reports by performing the following steps:
1. Navigate to the DataQuest home page at http://dq.cde.ca.gov/dataquest/
2. Select the desired Level (State, County, District, or School)
3. Select one of the following Subject categories located under Student Demographics: (1) Enrollment located under Student Demographics; (2) English Learners;
4. Click "Submit"
5. Select Year
6. Click "Submit"
7. Select desired report from the menu
8. Click "Submit"

These reports are also supported by the several downloadable data files available at the following locations:

Please Note: The previous annual data release included prior year one-year graduate and dropout counts, as well as current year long-term English learner (LTEL) and English learners "At-Risk" of becoming LTEL; however, these data are not included in the current release, but will be released at a later date.

Lastly, the CDE issued a press release regarding the 2018–19 enrollment data, which is available at https://www.cde.ca.gov/nr/ne/yr19/yr19rel27.asp.

If you have any questions regarding DataQuest or the reports and files included in this data release, please contact the Data Reporting Office by phone at 916-327-0219 or by e-mail at . 

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43 Hits

2019 CERA 98th Annual Conference- November 18-20, 2019

The 2019 California Educational Research Association's 98th Annual Conference, will be held on November 18-20th in Sacramento, CA.

Presentations will focus on: 
  • Comprehensive descriptions and demonstrations of real-world "data in action";
  • Research on best practices for creating visual displays of data, as well as communicating results;
  • Innovative uses of data to determine and support children across ages and abilities;
  • Powerful tools and resources to develop our data visualization skills.

CERA members are also invited to submit presentation proposals. Consider sharing a presentation about the tools you are using to look at student data, the applications you are using to produce meaningful and understandable reports, or the steps you are taking to move from simply understanding your data to taking action and making real improvements for teachers and students. 

More details to follow in the next few weeks!
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31 Hits

2019 CDE CAC Conference - October 16-18, 2019

The 2019 California Assessment Conference is a unique opportunity for classroom educators to explore connections between assessments and classroom instruction, and learn how to utilize assessment tools and resources to support teaching and learning.

This conference has been designed to create collaboration opportunities for educators who wish to discover how other educators, schools, and districts integrate all components of the state assessment system.

A variety of sessions and key topics, covered over two and a half days, allow for a customized learning experience while minimizing time away from the classroom. Participants will learn, explore, find inspiration and return to the classroom ready to apply new skills and knowledge.

We look forward to seeing you in Oakland on October 16–18, 2019

  246 Hits
246 Hits