CAASPP

CAlifornia Assessment of Student Performance and ProgressCAASPP.png

CDE.pngCalifornia's statewide student assessment system

Parent Resources

CAASPP Resources for Parents

Parent Guides to Understanding CAASPP Assessments

 Smarter Balanced Summatives for ELA and Math

Development and Design
The Smarter Balanced Summative Assessments are part of the CAASPP system and are aligned to Common Core State Standards (CCSS).  They were developed for state and federal accountability purposes.  This online assessment is comprised of two parts: Computer-Adaptive Tests (CAT) and Performance Tasks (PT).  These tests measure student progress toward college and career readiness.  The CAT portion of the test offers customized assessment with a set of individually tailored test questions for each student.  As students progress through the test, the system actively adjusts the level of item complexity, according to student responses.  For example, if a student answers correctly, the next test question will be more challenging, while a simpler test question will present for an incorrectly answered item.  The adaptive nature of the CAT allows students to show what skills they have mastered with fewer test questions than paper-pencil assessments. Performance tasks are designed to give students the opportunity to demonstrate learned problem-solving, research, and writing skills.  A variety of embedded (built-in) accessibility features allow students with disabilities or special neeeds, including English Language Learners, to access the online test format.

Testing Participation
Students in grades 3-8 and 11 are administered the Smarter Balanced Summatives, in ELA and math, in the spring of each school year, after at least 66% of the instructional year is completed.

Score Reporting

Student results are reported separately for each content domain (ELA and math) with scaled scores (student's overall numerical score ranging from 2000-3000) and achievement levels (four distinct categories of student performance).  Achievement levels are defined by achievement level descriptors (ALD's), which describe the level of student knowledge and skills displayed.

Standard Achievement Levels
Achievement ​Level (AL)
AL ​Descriptor
​Level 1
​Standard NOT Met
​Level 2
​Standard NEARLY Met
​Level 3
​Standard MET
​Level 4
​Standard EXCEEDED

In addition to achievement levels, student score reports include area achievement/performance in key areas, called claims. Claims are statements about what a student knows and is able to do.  There are four domain-specific claims for ELA and three for math.
​Domain-Specific Claims
ELA
​Math
Reading
​Concepts and Procedures
Writing
Problem Solving/Modeling and Data Analysis​
​Listening
Communicating Reasoning​
​Research/Inquiry


Each claim indicates student performance according to three achievement levels:
Claim Achievement Levels
Below Standard
Near Standard
Above Standard

Parent Resources

 CAST- California Science Test

Development and Design​
The California Science Test (CAST) is part of the CAASPP system and is aligned to the California Next Generation Science Standards (CA NGSS), which were adopted by the State Board of Education in September 2013. The pilot and field test versions of the CAST is an online assessment which replaces the former paper-pencil science assessments, California Standards Test (CST) and California Modified Assessment (CMA).  NGSS emphasize a deeper understanding of science concepts and engagement in scientific thinking through the disciplines of life science, earth and space science, physical science; and engineering, technology and applications of science.  Each standard combines three dimensions: practices, crosscutting concepts, and disciplinary core ideas.  The integration of skills and practices in science and engineering play a key role in Science, Technology, Engineering, and Mathematics (STEM) education.  Like the Common Core State Standards (CCSS), the CA Next Generation Science Standards are intended to provide students with the scientific knowledge and skills necessary for college and career readiness.

Implementation
There are 3 developmental phases to the full implementation of the CAST, occuring over 3 years. During this test development progression, new item types and test system functionality will be refined and ultimately contribute to the final operational test version.
​CAST Implementation
​Test Phase
​Year
​Pilot
​2016-17
​Field Test
​2017-18
Operational Test
​2018-19

Testing Participation
Students in grades 5, 8, and a pre-selected high school grade (10, 11, or 12) will participate in the CAST, which is administered in the spring.  Although the test is not yet operational, student test participation is mandatory at these grade levels.  After test administration, both students and teachers will complete a survey about their testing experience.  This feedback is essential for test developers and plays a vital role in the final operational test.

Score Reporting
No student scores or aggregate results will be released until test development is completed and reviewed. For the pilot and field test administrations, student test participation data is gathered for accountability purposes only.  For students who participated in the CAST, written notification will be provided to parents from CDE. 

 CAA- California Alternate Assessments

Development and Design
The California Alternate Assessment (CAA) for ELA, math, and science are part of the CAASPP system and are summative assessments developed for students with the most significant cognitive disabilities​​​.  The broad goals of the CAAs are three-fold: (1) to provide an assessment that is developmentally appropriate and commensurate with student ability; (2) tmeasure student knowledge and abilities in order to assist educators with strategic planning to identify and address learning gaps and provide necessary support; (3) to achieve higher academic outcomes.

Assessment Participation
Eligible students are designated to take the CAAs through their Individualized Education Program (IEP), which must stipulate the student's participation in statewide alternate summative assessments.  The IEP team reviews specific participation criteria in order to make CAA participation decisions for the student.  Students taking the CAAs are unable to participate in the general assessments (Smarter Balanced Summatives and California Science Test) due to the severity of their disability.  Participating students will be administered all CAAs (ELA, math, science) according to their testing grade level.  Students participating in the CAAs will only take alternate assessments and not be administered the general assessments.

Parent Resources
California Alternate Assessments

CAA for ELA and Math
Development and Design
The CAAs for ELA and math meet state and federal accountability requirements for the student population to whom it is administered.  These ELA and math alternate assessments measure student performance on core content connectors (CCCs), which are alternate achievement standards, aligned to the Common Core State Standards (CCSS).  Each content domain (ELA or math) assesses ten to twelve content targets identified for each grade level.  Content targets are assessed by test items, which are designed to assess a range of ability and performance.  As a stage-adaptive online assessment, the test adjusts the level of item complexity, at specific stages of administration, according to student performance.  Test administration is one-to-one with a credentialed test examiner who is familiar with the student.

Testing Participation
Eligible students in grades 3-8 and 11 are administered the CAAs, in ELA and math, in the spring of each school year, during the district's pre-selected testing window.

Score Reporting
Student results are reported separately for each content domain, ELA and math, with grade-and content-specific overall scores (student's numerical score within a score range) and performance levels (three distinct categories of student performance).  Performance levels (PLs) describe what a student knows and can do.  PLs are defined by performance level descriptors (PLDs), which describe the degree of student achievement within the performance level.       
CAA General Performance Levels for ELA/Math
​Performance Level (PL)
​PL Descriptor
​Level 1
Limited Understanding
​Level 2
​Foundational Understanding
​Level 3
Understanding

Parent Resources

CAA for Science
Development and Design
The CAA for science measures student performance on adapted grade-level core content connectors (CCCs), which are alternate achievement standards, aligned to the California Next Generation Science Standards (CA NGSS).  The pilot version of the CAA for science is a paper-pencil embedded performance task, in which students participate in teacher-guided activities and answer related questions, after receiving instruction on the provided topic.  The performance task is designed to give students the opportunity to demonstrate their understanding through an instructional presentation, reducing the anxiety of direct assessment.  Test administration is one-to-one with a credentialed test examiner who is familiar with the student.

Implementation
There are 4 developmental phases to the full implementation of the CAA for science, occuring over 4 years.  For each phase, new performance task item development will be refined and ultimately contribute to the final operational test version. 
​CAA for Science Implementation Timeline
​Test Phase
Year
​Pilot
​2016-17
​Pilot (Year 2)
​2017-18
​Field Test
​2018-19
​Operational Test
​2019-20

Testing Participation
Eligible students in grades 5, 8, and a pre-selected high school grade (10, 11, or 12) will participate in the CAA for science, which is administered in the spring.

Score Reporting
No student scores or aggregate results will be released until test development is completed and reviewed. For the pilot and field test administrations, student test participation data is gathered for accountability purposes only.  For students who participated in the CAA for science, written notification will be provided to parents from CDE. 

Parent Resources
CAA for Science Pilot Year 2 Resources

 EAP- Early Assessment Program

Development and Design

As a collaborative work between the California Department of Education (CDE), California State University (CSU), California Community Colleges (CCC) and the State Board of Education (SBE), the EAP was developed to address the growing number of entering college students who require remediation in English and/or mathematics.  The Early Assessment Program (EAP) works in conjunction with the CAASPP Smarter Balanced (SB) Summative Assessments by indicating individual student readiness for college-level coursework at the end of their junior year in high school.  The design of the EAP is to target college readiness and success in high school students and to be an early indicator of a student's college preparation status.  It informs students, parents, and schools of student readiness for college-level study, allowing 12th grade students to better prepare for transition into college by completing additional coursework and/or to take any necessary action prior to high school graduation.

Testing Participation

Eleventh grade students who take the SB Summatives for ELA and math have the opportunity to release their ELA and mathematics scores to participating California State Universities (CSU) and California Community Colleges (CCC), which designates their participation in the EAP.  The "release" question is at the end of both the ​SB Summative ELA and math CAT assessments.  Once a student releases his/her scores, EAP status in ELA and math is derived from the student's resulting SB Summative standard achievment levels.

Score Reporting

For each of the four standard achievement levels on the SB Summatives for ELA and mathematics, there are four correlating EAP performance levels.  The alignment between the SB standard achievement levels and EAP performance levels constitutes student EAP status.  Each EAP performance level describes the student's level of college readiness.  Students who are considered "Conditionally Ready" (scored Standard Met, Level 3 on SB Summatives) for college-level coursework are exempt from taking college entrance/placement exams as long as they receive a grade of "C" or better, in an approved English and/or mathematics course, during their twelfth grade year.  Students scoring in the Standard Exceeded range (Level 4 on SB Summatives) are considered "Ready" for college-level coursework and are therefore exempt from taking college entrance/placement tests.  "Ready" students can enroll directly into college credit-bearing courses at the start of their college year.

CAASPP Smarter Balanced Standard Achievement Levels and EAP Status Correlation
​​​SB Standard Achievement Levels​​EAP Status/Performance Level
​                Standard Exceeded                   ​Ready
​Standard Met ​                        Conditionally Ready                   
​Standard Nearly MetNot Yet Ready
​Standard Not MetNot Ready

 PFT- Physical Fitness Testing

FITNESSGRAM®


Development and Purpose

The FITNESSGRAM® is the designated state Physical Fitness Test (PFT) for California public schools.  Developed by The Cooper Institute of Dallas, Texas, in 1982, the FITNESSGRAM® is a comprehensive, non-competitve, youth health-related physical fitness battery based on Healthy Fitness Zone® standards.  These evidence-based performance standards were developed to assist schools in building and evaluating physical education programs and to provide awareness of fitness levels that will sustain overall good health in children.  The design of FITNESSGRAM® seeks to support the "whole child" through fitness education and promoting the establishment of regular physical activity as a lifetime habit.  The Scientific Advisory Board ensures advancing research is used to maintain the scientific-grounding of the performance standards, in addition to providing technical content expertise in the evolution of the FITNESSGRAM® assessment.

The FITNESSGRAM® is composed of various tests in the following six fitness areas

  1. ​Aerobic Capacity
  2. Abdominal Strength and Endurance
  3. ​Upper Body Strength and Endurance
  4. Body Composition
  5. Trunk Extensor Strength and Flexibility
  6. Flexibility​​
Healthy Fitness Zone Standards
The six fitness areas evaluated by FITNESSGRAM® are based on criterion-referenced standards, called the Healthy Fitness Zone standards, which are scientifically-researched fitness levels used to assess good health in children.  Healthy fitness levels vary by gender and age.  Student performance is classified into four zones, depending upon the fitness area being tested: Healthy Fitness Zone (HFZ); Needs Improvement (NI); Needs Improvement-Health Risk (NI-Health Risk); and Very Lean.

  • Healthy Fitness Zone (HFZ) is level of performance students should strive to meet in each fitness area.  Achieving a score in the HFZ represents the minimum levels of fitness which are associated with good health and protection against diseases resulting from physical inactivity and sedentary living.
  • Needs Improvement Zone (NI) indicates potential health risks in the future, along with the student's need for increased physical activity and a healthy diet.
  • Needs Improvement-Health Risk Zone (NI-Health Risk) only applies to the Aerobic Capacity and Body Composition fitness areas.  This zone signals more probable future health risks and an urgent need for increased activity and a healthy, controlled diet.
  • Very Lean is restricted to the Body Composition fitness area.  Students scoring at this level have exceeded the the HFZ and should be advised that being too lean may not be optimal for good health. 

Testing Part​icipation


All students in grades five, seven, and nine must be administered the PFT, regardless of their enrollment in a physical education class or participation in a block schedule.  JUSD students in these grade levels take the PFT in February-March.  Students who are physically unable to take the entire test battery are to be given as much of the test as his or her condition will permit (CA Education Code Section 60800 and the California Code of Regulations, Title 5, Section 1041).  The general opt-out provision of CA Education Code Section 60615 does not apply to the PFT, meaning that parents may not exempt their child from participation in the PFT.  PFT excusal is limited to medical reason (current doctor's note must stipulate specific participation exclusion) or IEP/504 Plan documentation (testing participation decisions are based on student's ability to participate).   

Student Results and Reporting

The PFT provides valuable information that can be used by students, teachers, and parents/guardians.


  • Students can assess and plan personal fitness programs
  • Teachers can design the curriculum for physical education programs
  • Parents and guardians can understand their child's fitness levels

PFT results are used to monitor and modify program components and the physical fitness of California students.  Physical education teachers administering the PFT, report results to students orally.  Parents can also request written results from their child's school.


Parent Resources

Physical Fitness Testing

Parent/Guardian Guide to the PFT and FITNESSGRAM

Parent/Guardian Guide to PFT and FITNESSGRAM-Aerobic Capacity

2015-16 FITNESSGRAM Performance Standards Chart

FITNESSGRAM-Fitness Areas and Test Options

FITNESSGRAM-Cooper Institute

 NAEP- National Assessment of Educational Progress

What is the Nationa​l Assessment of Educational Progress (NAEP)?

The National Assessment of Educational Progress (NAEP) is a measure of student achievement that compares the performance of students in the na​​​tion, states, and in some cases, urban districts in a variety of subject areas. ​ The res​ults are released as "The Nation's Report Card".  There are no results for individual students, classrooms, or schools​.  It is sponsored by the U.S. Department of Education.​ For more information click here: NAEP from CDE

​​Who is administered the NAEP?​​

NAEP assessments are administered to fourth, eighth, and twelfth grade students in a range of subjects, across the country.  Assessments most frequently given are in mathematics, reading, science, and writing.  Subjects such as the arts, civics, economics, geography, and U.S. history can also be assessed.

Most school districts are required to participate in NAEP, but it is voluntary at the student level. A small number of schools are required to take part in ​the test.​​

2017-18 NAEP Administration for JUSD

​​School​Grade​Date
Ina Arbuckle4th
March 6, 2018
Patriot High School
12th
February 8, 2018

 ‭(Hidden)‬ CELDT

​California English​ Language Development Test (CELDT)

__________________________________________________________________________________

Federal law (Title III of the Elementary and Secondary Education Act [ESEA]) and state law (Education Code [EC] sections 313 and 60810 through 60812) require a statewide English language proficiency test that local educational agencies (LEAs) must administer to students in kindergarten through grade twelve whose primary language is not English and to students previously identified as English learners (ELs) who have not been reclassified as fluent English proficient (RFEP). California Code of Regulations, Title 5, Section 10510, defines the test as the California English Language Development Test (CELDT).

The CELDT was developed to:

  • Identify students with limited English proficiency.

  • Determine the level of English language proficiency of those students.

  • Assess the progress of limited English-proficient students in acquiring the skills of listening, speaking, reading, and writing in English.

Student Participation

LEAs are required to administer the CELDT to all students whose home language is not English within 30 calendar days after they enroll for the first time in a California public school. LEAs also are required to administer the CELDT annually to identified ELs until they are designated RFEP during the annual assessment window from July 1 through October 31. Additionally, Section 3302 of Title III of the ESEA (20 United States Code Section 7012) indicates that LEAs that receive Title III funds shall, not later than 30 days after the beginning of the school year or within two weeks of the child being enrolled in a language instruction program after the beginning of the school year, inform parents or guardians of the reasons for the identification of their child as an EL and that the child is in need of placement in a language instruction program.

Content and Format

The CELDT assesses the four domains of listening, speaking, reading, and writing in English and is aligned to the English-language development (ELD) standards adopted by the State Board of Education (SBE).

Reporting and Using Results

The CELDT results are reported by the following performance levels: beginning, early intermediate, intermediate, early advanced, and advanced. The CELDT results show the overall English performance level attained by students as well as performance in each domain by level. Individual student reports and student data files are sent to the school district. Districts must inform parents of test results within 30 calendar days of receiving student results from the testing contractor.


For more information regarding the CELDT, contact our Language Services and Student Programs at (951)360.4179.

For addition information go to http://www.cde.ca.gov/ta/tg/el.


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