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CALPADS Update #119

In this update:  

1.  New CALPADS maintenance window

2.  Reporting Disciplinary Removals to an Interim Alternative Setting

3.  Students Missing from CTE Reports

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ESSA Update July 15, 2016

Using Federal Funds to Improve Student Outcomes in Humanities 

To help state educational agencies (SEAs), local educational agencies (LEAs), and their partners identify potential ways to use Federal formula grant funds to support humanities education during the 2016–17 school year, the U.S. Department of Education released a letter to provide examples of how funds from Titles I, II, III, IV, and V of the Elementary and Secondary Education Act (ESEA), as amended by No Child Left Behind (NCLB), the Individuals with Disabilities Education Act (IDEA), and the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins) can support efforts to improve Pre-K–12 and postsecondary instruction and student outcomes in the humanities. 

SEAs, LEAs, and their partners may find this guidance useful as they contemplate the transition from the ESEA as amended by NCLB to the ESEA as amended by the ESSA. We have added a link to the letter on the CDE ESSA Web page. Dear Colleague Letter regarding using federal funds to improve student outcomes in humanities (13-Jul-2016) 

If you find these updates and resources helpful, please consider forwarding this message to others who might benefit from receiving more information about ESSA in California. Anyone can join by simply sending a blank e-mail message to .

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CA school districts adopt visitor security systems

Scan ID cards, create instant visitor badges

Three school districts in Orange County, California have invested in a new visitor management system that scans visitor IDs before approving access into buildings. The Santa Ana Unified School District, the Anaheim Elementary School District and the Irvine Unified School District have all installed the technology at some or all of their schools, reports Campus Safety magazine.

Under the system, a person enters the school building and gives their driver's license or other government ID to the desk attendant. The attendant puts the ID into a hand-sized scanner that runs the ID through all 50 states' databases for registered sex offenders. After an ID has been approved, a printer automatically creates a name badge that includes the time the guest checked in and the guest's campus destination.

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CAASPP Update # 161 - July 6, 2016

CAASPP Update # 161 - July 6, 2016

Focusing on the CAASPP System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments.

Updated Usability, Accessibility, and Accommodations Guidelines

The Usability, Accessibility, and Accommodations Guidelines document has been updated for the 2016–17 CAASPP administration. Among the changes are two new resources:

- Simplified Test Directions (non-embedded designated support)

- 100s Number Table (non-embedded accommodation)

In addition, the recommendations on the use of scratch paper (non-embedded universal tool) now include the use of a whiteboard and marker as well as low-tech assistive devices for taking notes. Internet access must be disabled on assistive technology devices and, where appropriate, separate setting may be used to maintain a secure testing environment.

Mailing of Student Score Reports to Parents

California Code of Regulations, Title 5, Section 863 requires that local educational agencies (LEAs) mail the Student Score Reports to parents or guardians within 20 working days after they receive the printed reports from Educational Testing Service. The exception to this requirement applies when an LEA receives the printed reports after the last day of instruction, in which case it must mail the reports within the first 20 working days of the next school year.

Schools must maintain each student's results (print and/or electronic) in the student's permanent records.

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CALPADS Update FLASH #117

CALPADS Update FLASH #117 provides information about the following topics:

System maintenance on June 30

End-of-Year submission window reminder and tips

Special Education Discipline Data Used for Federal Reporting

Tips for submitting EOY 3 discipline data to ensure that CASEMIS and CALPADS data are aligned

Ensuring Correct Submission of Homeless Data in CALPADS

Title I Part A school-wide status

April 2016 CALPADS Information Meeting (CIM) posted on the Web

“View only” feature — update

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CAASPP Update #159

A Weekly E-Mail from the California Department of Education

CAASPP Update

Focusing on the CAASPP System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments.

Summer Hand Scoring Workshops Online Registration Coming Soon!

Educational Testing Service (ETS) will conduct one-day CAASPP Summer Hand Scoring Workshops in July and August. These workshops will train educators to score constructed-response items and performance tasks for English language arts/literacy and mathematics and to prepare students for the Smarter Balanced Summative Assessments.

The workshops, which will take place from 8:30 a.m. to 4:30 p.m., are scheduled as follows:

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CAASPP Update #158

Issue 158

June 15, 2016

A Weekly E-Mail from the California Department of Education

CAASPP Update

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments.

Revised CAASPP Regulations Now Available

On May 18, 2016, the Office of Administrative Law approved California Code of Regulations for CAASPP. The CAASPP regulations are located on the California Department of Education (CDE) CAASPP System Web page under the “CAASPP Info” tab. Highlights of the revisions made to the CAASPP regulations include the following:

Section 851.5(c) clarifies eligibility for the Standards-based Tests in Spanish as a student in one of grades three through eight and grade eleven (1) whose primary language is Spanish and who is receiving instruction in Spanish; or (2) who is enrolled in a dual language immersion program that includes Spanish; or (3) who is a recently arrived English learner and whose primary language is Spanish.

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Resources from June 8th LACOE DAAN meeting

Shasta COE data dashboard   reachhighershasta.com

Butte COE LCAP resources    bcoe.org

Math Performance Tasks   map.mathshell.org

Science Performance Tasks   nextgenscience.org

Literacy Design Collaborative   ldc.org

Better Lessons    betterlesson.com/master_teacher_projects

Curriculum Review Reports      edreports.org

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Why our children are so bored at school, cannot wait, get easily frustrated and have no real friends?

Written by Vicky Prooday

I am an occupational therapist with 10 years of experience working with children, parents, and teachers. I completely agree with this teacher’s message that our children getting worse and worse in many aspects. I hear the same consistent message from every teacher I meet. Clearly, throughout my ten years as an Occupational Therapist, I have seen and continue to see a decline in kids’ social, emotional, academic functioning, as well as a sharp increase in learning disabilities and other diagnoses.

Today’s children come to school emotionally unavailable for learning and there are many factors in our modern lifestyle that contribute to this. As we know, the brain is malleable. Through environment we can make the brain “stronger” or make it “weaker”. I truly believe that with all our greatest intentions, we unfortunately remold our children’s brains in the wrong direction. Here is why…

1. Technology

“Free babysitting service… the payment is waiting for you just around the corner”. We pay with our kids’ nervous system, with their attention, and ability for delayed gratification. Compared to virtual reality, everyday life is boring. When kids come to the classroom, they are exposed to human voices and adequate visual stimulation as opposed to being bombarded with graphic explosions and special effects that they are used to seeing on the screens. After hours of virtual reality, processing information in a classroom becomes increasingly challenging for our kids because their brains are getting used to the high levels of stimulation that video games provide. The inability to process lower levels of stimulation leaves kids vulnerable to academic challenges. Technology also disconnects us emotionally from our children and our families. Parental emotional availability is the main nutrient for child’s brain. Unfortunately, we are gradually depriving our children from that nutrient.

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PowerSchool acquires Haiku Learning

Haiku Learning is the fourth major acquisition for PowerSchool this year.

From today's press release:

We are excited to announce that we have acquired Haiku Learning, leading provider of an innovative cloud-based learning management system (LMS) and classroom collaboration solution designed to meet the needs of K-12 educators. With this acquisition, PowerSchool has invested over $100 million within the past six months to implement the K-12 education industry's first Unified Classroom platform.

The addition of a learning management system to PowerSchool's suite of solutions—student information system, special education, assessment, and analytics—brings the industry's first solution that provides all of the information and tools teachers and students need to manage instruction and collaboration in one unified platform. PowerSchool Unified Classroom is designed to facilitate instructional processes so that teachers can digitally deliver rich content with embedded lessons and interact in real-time with students in the classroom. The system simplifies the task of running both classrooms and schools to let educators spend more time teaching and less time managing assignments, tracking down homework, and grading papers.

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Support Dr. Mary Funaoka!

Editor's Note - Mary is a dear friend and colleague of mine when we both worked at Camino Nuevo Charter Academy.  She is the nicest, smartest, hardest-working person I've ever met in my life and one of the first contributors to this website.  Please read her story and support her and her family during this difficult time.

From her website:

I am a 36-year old married mother of three young children (4, 2, 7 months) who fulfills my passion of educating college students every day. This spring I was diagnosed with stage IV lung cancer - an unclassic case that has cut my timeline to a fraction of what I had imagined.  

While some might call it a bucket list, for me, it would be more appropriate to call it my seed list. My hope is to achieve what is listed below as a way to plant lasting memories for both my family and me.

To learn more about my story, visit my blog at https://emazingjourneyblog.wordpress.com

Support her family through her gofundme page here: https://www.gofundme.com/25uzbpsc

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Don't Forget!

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Did you know you can now login to the site via your LinkedIn account?

​Give it a try!  Send me an email if it doesn't work!  


-   

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CA Superintendents Tech for Schools Summit

 

June 2, 2016
Dear County and District Superintendents and Charter School Administrators:

CALIFORNIA SUPERINTENDENTS TECH FOR SCHOOLS SUMMIT

I want to extend a special invitation for you to attend the Second Annual California Superintendents Tech for Schools Summit.

The Summit brings together the leading superintendents and district teams from across California to interact with the most creative education technology entrepreneurs.

Conference topics include digital equity, the Williams Act and how you can stay on top of it, and student data privacy. In addition, you will have an opportunity to meet with more than 30 companies selected by a panel of education advisors. Plus, there will be a fascinating tour of the Google campus the night before to network and mingle with education and technology leaders.

This event takes place on Tuesday, July 26, 2016, in Mountain View, California. Registration and information are available on the Ed Surge Web page at https://go.edsurge.com/TS- 1606CAa_07-LP-Partner-CDE.html.

You are encouraged to bring your central office teams comprised of the Superintendent, Director of Curriculum and Instruction, Chief Technology Officer, and any other member of your team who plays a pivotal role in selecting and implementing instructional technology. Optional attendance is also available for one school board member.

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Faster results for California student tests aligned with Common Core

As millions of California students take tests aligned with the Common Core standards for the second year, results are coming in more quickly than they did the first time around, a change that could help educators make better use of the tests to help guide classroom instruction.

One of the major selling points of the Smarter Balanced tests was that schools would get the results much more quickly than they did under the old California Standards Tests, and that the scores would be more useful in informing how students were taught.   

Read the entire article here:  http://www.mercurynews.com/education/ci_29949767/faster-results-student-tests-aligned-common-core

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Smarter Balanced Assessments Explained

Published on Mar 20, 2015 Walk through real questions from the Smarter Balanced assessment with 2010 National Teacher of the Year Sarah Brown Wessling to see how the new test asks students to demonstrate their analytical, reasoning, and critical-thinking skills and what it means for their success.

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Smarter Balanced Assessment Overview

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CAASPP UPDATE #153

Smarter Balanced Content Development Opportunities This Summer!

If you are a California educator with the following qualifications, Smarter Balanced wants to hear from you regarding possible participation in content development activities:

l Currently certified or licensed to teach English language arts/literacy (ELA) and/or mathematics in a K–12 public school or certified to teach English learners and/or students with disabilities.

  • Currently teaching in a public school or currently employed by a public school, district, or state education entity, including higher education, located within a Smarter Balanced member state.

  • Within the past three years:

    • Have taught ELA and/or mathematics in grades three through eight and/or high school or worked in a classroom content support role, such as a literacy or mathematics coach or district/state content specialist.

      and/or

    • Have taught students with disabilities and/or English learners in grades three through eight and/or high school or worked in a support role, such as a district/school coordinator or instructional specialist. Educators with specialization in teaching students with visual impairments or who are deaf or hard of hearing are encouraged to apply.

  • Familiarity with part or all of the Common Core State Standards for the content area in which they are interested in working.

  • For ELA item review, educators who have documented expertise in the area of science and/or social science may apply.

  • Some opportunities will have additional preferred experience qualifications.
  • The activities are taking place this summer, beginning in July, and selected educators will participate in a meeting that lasts four or five days. The content development meetings are as follows:


    • Data review—review of field-tested items for possible content-related issues or accessibility-related issues

    • Item review—review of items before their being field-tested

    • Interim assessment block/Digital Library connections—development of resources to connect the Digital Library with interim assessment blocks

    Apply by e-mailing Dixie Abbott, California Educator Involvement Coordinator, , to request an application. Completed applications must be returned by May 20, 2016. An FAQ document can be requested by e-mail as well.

    Smarter Balanced and respective contractors will make the final selection of educators to serve from each member state. The goal of that selection will be to have a balance of geographic regions, grade levels, years of experience, and other demographic data. Lodging, travel costs, and applicable reimbursements to each selected participant will be provided following the meeting and may include substitute reimbursement defined by local policy.

    New This Week! Parent Resources for Understanding the Student Score Report

    The video “Understanding the CAASPP Student Score Report 2015–16,” which explains how to interpret student results and highlights the new features found in the report, is now available in English. It is located on the California Department of Education (CDE) CAASPP Student Score Report Information Web page. The Spanish version of the video is coming soon.

    A CAASPP document, Understanding Your Student Score Report, is now available in English for each of the following on the Understanding the CAASPP Student Score Reports Web page:

    • Grade three (ELA and mathematics)
    • Grades four, six, and seven (ELA and mathematics)
    • Grades five and eight (ELA, mathematics, and science)
    • Grade ten (science)
    • Grade eleven (ELA and mathematics, including Early Assessment Program results)

    Each document will be available soon in Spanish and other languages.

    In addition, the CAASPP Student Score Report documents for the Standards-based Tests in Spanish for grades two through eleven (reading/language arts) will be available shortly.

    Reminder: As of last week, the CDE samples of the 2015–16 Student Score Report are available in Spanish on the CAASPP Student Score Report Information Web page.

    Accessibility Notes: Matrix One

    The CDE continues to receive numerous requests for unlisted resources for designated supports or accommodations that are already listed on the CDE Matrix One: CAASPP Web page. Before submitting an unlisted resource request, please review Matrix One, a four-part document that provides information about the use of accessibility resources on the CAASPP assessments:


    • Part 1, Embedded Resources lists the universal tools, designated supports, and accommodations delivered digitally (e.g., highlighter, text-to-speech, American Sign Language videos) that may be used by a student having appropriate documentation to receive a valid test score for the designated test(s).

    • Part 2, Non-embedded Resources lists the universal tools, designated supports, and accommodations delivered locally by school staff (e.g., separate setting, abacus) that may be used by a student having appropriate documentation to receive a valid test score for the designated test(s).

    • Part 3, Instructional Supports and Resources on the California Alternate Assessments (CAAs)provides information on the resources available to students taking the CAAs.

    • Part 4, Unlisted Resources provides information on unlisted resources, what they are, and how they can be requested. Unlisted resources are defined as accessibility supports, documented through an individualized education program or Section 504 plan, that are not listed in Parts 1, 2, or 3 of Matrix One. Therefore, a local educational agency (LEA) must submit a request through the Test Operations Management System, specifying what kind of access the unlisted resource will provide and why it is needed. Page 9 of Matrix One displays the list of identified non-embedded unlisted resources that change the construct being measured. Remember, not all unlisted resources result in invalid scores; that determination is made by the CDE during its review of the unlisted resource request.

    The Smarter Balanced Usability, Accessibility, and Accommodations Guidelines document (PDF) is recommended as a reference for detailed information on the recommendations for use of the universal tools, designated supports, and accommodations listed in Matrix One.

    Further questions about the use of any accessibility resources should be directed to the CDE CAASPP Office at 916-445-8765 or by e-mail to . Technical questions regarding the operation of any of the resources, including the setting of print on demand, should be directed to the California Technical Assistance Center (CalTAC) by phone at 800-955-2954 or by e-mail at .

    Assessment Window Reminder

    Please make sure that all students are tested and STAIRS incidents reported before the end of your LEA’s available testing windows for all CAASPP assessments:

    • Smarter Balanced—end of the LEA-selected testing window
    • California Alternate Assessments—June 17
    • California Standards Test and California Alternate Performance Assessment—end of the LEA-selected, 25-day testing window

    Setting the Manner of Administration for Interim Assessments

    Two options are available for the Manner of Administration setting: “Nonstandardized” (the default setting) and “Standardized/Benchmark.” Interim assessments administered in 2015–16 in a nonstandardized manner will be purged from the Interim Assessment Reporting System at the beginning of the 2016–17 school year. At that time, all 2014–15 interim assessment results also will be purged.

    The status of the Manner of Administration setting can be located in the Interim Assessment Reporting System, which displays an icon adjacent to the performance level to indicate that an assessment was administered in a standardized manner. The following sample screen shot shows how the icon is displayed.

    The “Standardized/Benchmark” option should be selected only if the interim assessment will be administered in a standardized manner. The exact criteria for selecting the “Standardized/Benchmark” option for a student are determined locally. Setting the manner of administration to “Standardized/Benchmark” can be done in two ways:

    1. Recommended option—The test administrator sets it in the Test Administrator Interface before approving a student to begin an interim assessment. Specific instructions and screenshots are provided on page 30 of the Interim Assessment User Guide (PDF).

    2. Set it by using a downloadable data file from the Interim Assessment Reporting System after the test administration. This option requires the LEA CAASPP coordinator to work with CalTAC to re-upload the file and requires additional time for completion. Specific instructions are provided on pages 41–43 of theInterim Assessment User Guide (PDF) External link opens in new window or tab..

    Questions regarding the Manner of Administration setting should be directed to the CalTAC Digital Library and Interim Assessments Help Desk by phone at 855-631-1510 or by e-mail at .

    HumRRO’s Smarter Balanced Interim Assessment Study

    The CDE has authorized the Human Resources Research Organization (HumRRO), as the CAASPP independent evaluator, to conduct a study to investigate local experiences with the Smarter Balanced Interim Assessments. This study is an exploration of the usage of, experiences with, and utility of the interim assessments while also serving as an opportunity to identify areas for improvement. It is expected to provide insight as to the benefits and challenges of the Smarter Balanced Interim Assessments, their future improvement, and the enhancement of their ability to serve as a valuable resource for student learning.

    Today, HumRRO will begin surveying a random sample of CAASPP school site coordinators and test administrators. To those selected for the survey: We encourage you to respond, even if you have not completed any interim testing, and thank you in advance for your responses.

    Smarter Balanced Content Development Opportunities This Summer!

    If you are a California educator with the following qualifications, Smarter Balanced wants to hear from you regarding possible participation in content development activities:

    l Currently certified or licensed to teach English language arts/literacy (ELA) and/or mathematics in a K–12 public school or certified to teach English learners and/or students with disabilities.

  • Currently teaching in a public school or currently employed by a public school, district, or state education entity, including higher education, located within a Smarter Balanced member state.

  • Within the past three years:

    • Have taught ELA and/or mathematics in grades three through eight and/or high school or worked in a classroom content support role, such as a literacy or mathematics coach or district/state content specialist.

      and/or

    • Have taught students with disabilities and/or English learners in grades three through eight and/or high school or worked in a support role, such as a district/school coordinator or instructional specialist. Educators with specialization in teaching students with visual impairments or who are deaf or hard of hearing are encouraged to apply.

  • Familiarity with part or all of the Common Core State Standards for the content area in which they are interested in working.

  • For ELA item review, educators who have documented expertise in the area of science and/or social science may apply.

  • Some opportunities will have additional preferred experience qualifications.
  • The activities are taking place this summer, beginning in July, and selected educators will participate in a meeting that lasts four or five days. The content development meetings are as follows:


    • Data review—review of field-tested items for possible content-related issues or accessibility-related issues

    • Item review—review of items before their being field-tested

    • Interim assessment block/Digital Library connections—development of resources to connect the Digital Library with interim assessment blocks

    Apply by e-mailing Dixie Abbott, California Educator Involvement Coordinator, , to request an application. Completed applications must be returned by May 20, 2016. An FAQ document can be requested by e-mail as well.

    Smarter Balanced and respective contractors will make the final selection of educators to serve from each member state. The goal of that selection will be to have a balance of geographic regions, grade levels, years of experience, and other demographic data. Lodging, travel costs, and applicable reimbursements to each selected participant will be provided following the meeting and may include substitute reimbursement defined by local policy.

    New This Week! Parent Resources for Understanding the Student Score Report

    The video “Understanding the CAASPP Student Score Report 2015–16,” which explains how to interpret student results and highlights the new features found in the report, is now available in English. It is located on the California Department of Education (CDE) CAASPP Student Score Report Information Web page. The Spanish version of the video is coming soon.

    A CAASPP document, Understanding Your Student Score Report, is now available in English for each of the following on the Understanding the CAASPP Student Score Reports Web page:

    • Grade three (ELA and mathematics)
    • Grades four, six, and seven (ELA and mathematics)
    • Grades five and eight (ELA, mathematics, and science)
    • Grade ten (science)
    • Grade eleven (ELA and mathematics, including Early Assessment Program results)

    Each document will be available soon in Spanish and other languages.

    In addition, the CAASPP Student Score Report documents for the Standards-based Tests in Spanish for grades two through eleven (reading/language arts) will be available shortly.

    Reminder: As of last week, the CDE samples of the 2015–16 Student Score Report are available in Spanish on the CAASPP Student Score Report Information Web page.

    Accessibility Notes: Matrix One

    The CDE continues to receive numerous requests for unlisted resources for designated supports or accommodations that are already listed on the CDE Matrix One: CAASPP Web page. Before submitting an unlisted resource request, please review Matrix One, a four-part document that provides information about the use of accessibility resources on the CAASPP assessments:


    • Part 1, Embedded Resources lists the universal tools, designated supports, and accommodations delivered digitally (e.g., highlighter, text-to-speech, American Sign Language videos) that may be used by a student having appropriate documentation to receive a valid test score for the designated test(s).

    • Part 2, Non-embedded Resources lists the universal tools, designated supports, and accommodations delivered locally by school staff (e.g., separate setting, abacus) that may be used by a student having appropriate documentation to receive a valid test score for the designated test(s).

    • Part 3, Instructional Supports and Resources on the California Alternate Assessments (CAAs)provides information on the resources available to students taking the CAAs.

    • Part 4, Unlisted Resources provides information on unlisted resources, what they are, and how they can be requested. Unlisted resources are defined as accessibility supports, documented through an individualized education program or Section 504 plan, that are not listed in Parts 1, 2, or 3 of Matrix One. Therefore, a local educational agency (LEA) must submit a request through the Test Operations Management System, specifying what kind of access the unlisted resource will provide and why it is needed. Page 9 of Matrix One displays the list of identified non-embedded unlisted resources that change the construct being measured. Remember, not all unlisted resources result in invalid scores; that determination is made by the CDE during its review of the unlisted resource request.

    The Smarter Balanced Usability, Accessibility, and Accommodations Guidelines document (PDF) is recommended as a reference for detailed information on the recommendations for use of the universal tools, designated supports, and accommodations listed in Matrix One.

    Further questions about the use of any accessibility resources should be directed to the CDE CAASPP Office at 916-445-8765 or by e-mail to . Technical questions regarding the operation of any of the resources, including the setting of print on demand, should be directed to the California Technical Assistance Center (CalTAC) by phone at 800-955-2954 or by e-mail at .

    Assessment Window Reminder

    Please make sure that all students are tested and STAIRS incidents reported before the end of your LEA’s available testing windows for all CAASPP assessments:

    • Smarter Balanced—end of the LEA-selected testing window
    • California Alternate Assessments—June 17
    • California Standards Test and California Alternate Performance Assessment—end of the LEA-selected, 25-day testing window

    Setting the Manner of Administration for Interim Assessments

    Two options are available for the Manner of Administration setting: “Nonstandardized” (the default setting) and “Standardized/Benchmark.” Interim assessments administered in 2015–16 in a nonstandardized manner will be purged from the Interim Assessment Reporting System at the beginning of the 2016–17 school year. At that time, all 2014–15 interim assessment results also will be purged.

    The status of the Manner of Administration setting can be located in the Interim Assessment Reporting System, which displays an icon adjacent to the performance level to indicate that an assessment was administered in a standardized manner. The following sample screen shot shows how the icon is displayed.

    The image is a screen shot of a mock student list in the Interim Assessment Reporting System. The image contains a gray navigational menu bar at the top followed with the title of the assessment below the menu bar. Sample student names are listed alphabetically by last name in the column on the left. The appropriate icon for indicating how well the student met assessed standards and the icon indicating the test was administered in a standardized manner are side by side in the column on the right. When the icon for administration in a standardized manner is not present, the student was administered the interim assessment in a nonstandardized manner.

    The “Standardized/Benchmark” option should be selected only if the interim assessment will be administered in a standardized manner. The exact criteria for selecting the “Standardized/Benchmark” option for a student are determined locally. Setting the manner of administration to “Standardized/Benchmark” can be done in two ways:

    1. Recommended option—The test administrator sets it in the Test Administrator Interface before approving a student to begin an interim assessment. Specific instructions and screenshots are provided on page 30 of the Interim Assessment User Guide (PDF) External link opens in new window or tab..

    2. Set it by using a downloadable data file from the Interim Assessment Reporting System after the test administration. This option requires the LEA CAASPP coordinator to work with CalTAC to re-upload the file and requires additional time for completion. Specific instructions are provided on pages 41–43 of theInterim Assessment User Guide (PDF) External link opens in new window or tab..

    Questions regarding the Manner of Administration setting should be directed to the CalTAC Digital Library and Interim Assessments Help Desk by phone at 855-631-1510 or by e-mail at .

    HumRRO’s Smarter Balanced Interim Assessment Study

    The CDE has authorized the Human Resources Research Organization (HumRRO), as the CAASPP independent evaluator, to conduct a study to investigate local experiences with the Smarter Balanced Interim Assessments. This study is an exploration of the usage of, experiences with, and utility of the interim assessments while also serving as an opportunity to identify areas for improvement. It is expected to provide insight as to the benefits and challenges of the Smarter Balanced Interim Assessments, their future improvement, and the enhancement of their ability to serve as a valuable resource for student learning.

    Today, HumRRO will begin surveying a random sample of CAASPP school site coordinators and test administrators. To those selected for the survey: We encourage you to respond, even if you have not completed any interim testing, and thank you in advance for your responses.

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    CAASPP UPDATE #154

     

    Summative Assessments

    The closing of the summative assessment testing window is nearing for many local educational agencies (LEAs). As the testing season winds down, we ask that you:

    • Continue your vigilance regarding security breaches involving the exposure of secure materials and ensure that all test administration environments are secure. The California Department of Education (CDE) is monitoring social media sites to make certain that CAASPP testing content has not been posted. 
    • Remember to submit your Security and Test Administration Incident Reporting System (STAIRS) form and/or appeals requests as soon as possible and to follow-up on all requests to ensure that their processing is complete prior to the end of the testing window.

    Spanish Resource: “Understanding the Student Score Report” Video 

    The Spanish version of the video “Understanding the CAASPP Student Score Report” is now available on the CDE CAASPP Student Score Report Information Web page. This eight-minute video highlights the new features on the score report, using samples of the report in Spanish.

    The “Other” Testing Issue Category on the STAIRS Form

    The CDE has seen an increase in the number of testing issues reported as “Other.” Before selecting the testing issue “Other,” please ensure that your test security incident does not fall into a listed test issue category by referring to the STAIRS—Applicable Testing Issues chart External link opens in new window or tab..

    Note that selecting the category “Other” when a listed issue actually applies may cause a significant delayin the processing of your report. Further explanation of testing incidents can be found in the CAASPP Security Incidents and Appeals Procedure Guide External link opens in new window or tab..

    Accessibility Notes: Reporting an Issue with a Universal Tool, Designated Support, or Accommodation

    When contacting the California Technical Assistance Center to report a universal tool, designated support, or accommodation that does not seem to be functioning correctly, please provide the test session ID number and the student’s Statewide Student Identifier to allow technical staff to investigate the issue in a timely manner. 

    Post-Test Workshop Webcast Tomorrow!

    Tomorrow, May 19,from 10 a.m. to noon (Part 1) and 1 to 3 p.m. (Part 2), Educational Testing Service, in partnership with the CDE and WestEd, will present a Webcast of the 2015–16 CAASPP Post-Test Workshop “Connecting Assessments to Instruction.”

    The purpose of this Webcast is to inform LEAs of the various components of the 2015–16 CAASPP assessment student results and reports and how they can be used to inform instruction. Topics will include:

    • Principles of scoring (including high-level information on the scoring of the online Smarter Balanced Summative Assessments)
    • Using the Online Reporting System
    • Understanding how to access, use, and interpret the 2015–16 student reports and results to improve classroom instruction
    • Providing supplementary resources and reference materials to assist LEA CAASPP coordinators with their training efforts to improve teaching and learning

    This Webcast External link opens in new window or tab. is open to all school and district staff—please notify curriculum instruction leaders, professional development leaders, and/or LEA representatives who would disseminate the information to other teachers in your LEA. No preregistration or logon account is required. 

    The Webcast and related materials will later be archived and available in the “Webcast Archives” section on the CAASPP Current Administration of the CAASPP System Tests Training Videos and Resources Web page External link opens in new window or tab..

    Survey Reminder—HumRRO’s Smarter Balanced Interim Assessment Study

    The CAASPP independent evaluator, Human Resources Research Organization (HumRRO), is continuing to collect responses to its statewide survey, which is the final stage of a study exploring local experiences with the Smarter Balanced Interim Assessments. The survey invites primary LEA CAASPP coordinators and a random sample of CAASPP school site coordinators and test administrators to answer questions about the usage of, experiences with, and utility of the interim assessments. 

    Today, HumRRO will be e-mailing reminders to those selected for the survey who have not yet submitted their completed responses. The survey will remain open through May 27. We encourage selected LEA staff to respond, even if they have not completed any interim testing, and thank all respondents advance for providing insight as to the benefits and challenges of the Smarter Balanced Interim Assessments.

    Meet an SNE Member!

    Carol Kohn is May’s featured State Network of Educators (SNE) member. Carol has worked in the education profession for more than 45 years. A retired educator, she worked for the Bakersfield City School District, where she served as a teacher in the elementary grades for 29 years. Before that, she taught at California State University, Bakersfield, for 17 years.

    Carol joined the SNE in 2013, during the beginning stages of the Smarter Balanced Digital Library. She feels that the SNE provides an effective way to work with educators throughout the state. As a member of the SNE, Carol has completed more than 40 reviews of resources and contributed four of her own. One of her favorites, Counting Coins to One Dollar Checklist External link opens in new window or tab., provides teachers with a list of coin counting sub-skills used to inventory student understanding and a list of activities that can be used to reinforce these skills, especially with struggling students. Also included in the lesson is a checklist of activities that educators can give to parents to help the students at home.

    To learn more about Carol and other members of the State Network of Educators, please visit the CDE Meet an SNE Member Web page!

     

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    CAASPP Update, Issue 155

    Accessibility Notes: Multiplication Table 

    Please note the following information about the Multiplication Table (PDF) External link opens in new window or tab., available through the CAASPP Portal External link opens in new window or tab

    • It is a non-embedded accommodation available to students in grades four and above who have an individualized education program or Section 504 plan. 
    • For students in grade three who have a documented need, it must be requested as an unlisted resource in TOMS. The use of the multiplication table in grade three can be found in Matrix One: Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress for 2015–16 (PDF), "Unlisted Resources" (pages 8 and 9), as a pre-identified unlisted resources that is known to change the construct. Unlisted resources that change the construct are not valid for accountability calculations. 

    California Alternate Assessments Reminder 

    Students must complete both the California Alternate Assessment (CAA) for English language arts and the CAA for mathematics. If a student does not orient during or respond to the first four questions of the first subject area they engage, the test examiner (TE) may end the test as instructed in the Directions for Administration (DFAs). The TE still must administer the subsequent subject-area assessment, and if the student does not orient or respond to the first four questions of the following assessment, the TE may end the test as instructed by the DFAs. 


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