Assessment and Accountability Information Meeting ...



2020 Assessment and Accountability Information Meeting Notetaking GuideAugust 19 and 26, 2020 | California Department of EducationSubscribe, Follow, Submit QuestionsSubscribeTo subscribe to the Assessment Spotlight, send a blank email message to subscribe-caaspp@mlist.cde.. Previous Spotlight Issues at: the CDE Assessment Division on Twitter @CDEAssessments.California Assessment ConferenceTell your teachers to check out the 2020 Virtual California Assessment Conference at QuestionsSubmit questions for the Assessment and Accountability Information Meeting here: TimeSession8:15 a.m.Welcome and housekeeping8:20 a.m.Opening RemarksState of Assessments8:50 a.m.Test Operations Management System (TOMS) UpdateQ & A for State of Assessments and TOMS9:25 a.m.English Language Proficiency Assessments for California (ELPAC) UpdateQ & A for ELPAC10:25 a.m.Break10:40 a.m.California Assessment of Student Performance and Progress (CAASPP) UpdateCalifornia Science Test (CAST)California Alternate Assessment (CAA) for ScienceCalifornia Spanish Assessment (CSA)Summative English language arts/literacy (ELA) / MathCAAs for ELA / MathStudent Accessibility UpdateQ & A for CAASPP12:00 p.m.Lunch1:00 p.m.Interim Assessments, Tools for Teachers, and Other System EnhancementsQ & A for Interims and Tools for Teachers1:45 p.m.Break2:00 p.m.State of Accountability and Other UpdatesQ & A for AccountabilityMultiple short breaks have been built into the agenda between Sessions and Q&A Panels to allow attendees to process information, submit questions, etc.Contact InfoContact CDE for questions on policies, regulations, and requirements. Contact ETS for questions on assessment coordination, development, and administration at caltac@. TOMSPhone: 916-445-8765Email: caaspp@cde.Web page: : 916-319-0784Email: elpac@cde.Web page: : 916-445-8765Email: caaspp@cde.Web page: and Formative Assessment OfficePhone: 916-445-8765 Email: caaspp@cde.Web page: AccountabilityPhone: 916-319-0863Email: aau@cde.Web page: Assessment Programs: PFT: pft@cde.HiSET and GED: HSEOffice@cde.CHSPE: chspe@cde.NAEP: calnaep@cde.Mao Vang, Ed.D., Division Director UpdateCalifornia’s System of AssessmentsCalifornia Assessment of Student Performance and Progress (CAASPP)The CAASPP System:Smarter Balanced Assessments for English language arts/literacy (ELA)Smarter Balanced Assessments for MathematicsCalifornia Science Test (CAST)California Alternate Assessment (CAA) for ELACAA for MathCAA for Science California Spanish Assessment (CSA)English Language Proficiency Assessments for California (ELPAC)The ELPAC serves multiple purposes and includes the:Initial ELPACSummative ELPACAlternate ELPAC (coming soon)Other Statewide AssessmentsPhysical Fitness Test (PFT)CDE will gather recommendations about the purpose and administration of the physical performance test from experts and stakeholders.There is trailer bill language being proposed to suspend the administration of the PFT for the 2020–21 through 2022–23 year!Send questions related to the PFT email box at pft@cde..High School Equivalency Tests (HiSET, GED)There are two approved high school equivalency tests:GED Testing Services HiSETThe new “At-Home Testing” is available this year for students!More information at: or High School Proficiency Exam (CHSPE)Test takers can access their results at: Assessment of Educational Progress (NAEP)Stay tuned for more updates coming in early September!Grade Two Diagnostics TestsCDE has approved a set of assessments for diagnostic testing in ELA and mathematics that meet the requirements of Education Code Section 60644.These assessments have been identified as aligned with the Common Core State Standards for ELA and mathematics. List of assessments at: : Certify to the CDE the number of grade two students who are administered these assessments for apportionment funding.Apportionment StatusApportionment calculations will be conducted after all testing has completed and final scores reported.Online certification will continue this year.The State of California’s AssessmentsTesting Suspension for 2019?2020March 18, 2020: California summative testing was suspended due to COVID-19.March 27, 2020: Federal waiver was approved.May 2020: Federal waiver ratified by the SBE.Optional Summative ELPACSenate Bill 98 (signed June 29, 2020), provided funding for an optional Summative ELPAC administration from August 20–October 30, 2020. Results can be used for reclassification purposes. Students eligible to take the Summative ELPAC as of May 31, 2020 will remain eligible to take the optional Summative ELPAC.Although the primary purpose is reclassification, local educational agencies (LEAs) have the discretion to determine which students would most benefit from this administration.Interim AssessmentsThe remote option will be available for the 2020–2021 school year!Score Report StatusStudent Score Reports (SSRs) and student level data files were provided to LEAs for students that submitted a completed assessment.AssessmentStudent Score ReportLEA ReportingPublic ReportingFederal ReportingELA / MathematicsYes, if submittedData file to LEANoNoCASTYes, if submittedData file to LEANoNoCSA (optional)No, Percent CorrectData file to LEANoNoCAAs for ELA / MathematicsYes, if submittedData file to LEANoNoCAA for ScienceNo, Preliminary Indicators onlyData file to LEANoNoSummative ELPACYes, if submittedData file to LEANoNoCSA: LEAs only received percent correct results.CAA for Science: preliminary indicators (i.e., percent correct and indicator category) will be provided. Preliminary Indicator Communication Toolkit at: “At this time, we cannot predict all that the next year may bring, but we can say with certainty that assessment tools must continue to play a key role in our education system.” - Carissa Moffat Miller, Executive Director, Council of Chief State School Officers | July 20, 2020“Exactly how those assessments are given may look different in this current environment, and states are working hard to make plans to best meet the needs of students in their state in the 2020–21 school year.” - Carissa Moffat Miller, Executive Director, Council of Chief State School Officers | July 20, 2020Challenges and OpportunitiesWe must ensure all students and teachers have equitable access to high-quality assessment tools and resources! We must provide actionable and informative data to local educational agencies, teachers, and parents and guardians to inform student learning and identify needs.Overcoming Challenges and Seeking OpportunitiesOur goal is to not go back to where things were before. We need to go forward and try new ways of approaching our work to meet the current needs.Decisions should be evidence-based as we document and measure progress. High-level Test Administration OptionsThe high-level test administration options are:In-person Administration for Online or Paper-Pencil Assessments Remote Administration for Online Assessments Remote Administration for Paper-Pencil Assessments Coordinators will receive more information from Educational Testing Service. Actionable Assessment ResultsLinking the Smarter Balanced Summative Assessments for ELA and mathematics scores to their Lexile and Quantile measures allows for actionable assessment results. Interim Comprehensive Assessments can be linked to Lexile and Quantile measures and provide educators with timely information about their students during the school year.Lexile? and Quantile? Hub will be available for all California educators!More information at: to contact for more information: For CAASPP and ELPAC: Contact the California Department of Education for questions on policies, regulations, and requirements for CAASPP at caaspp@cde. and ELPAC at elpac@cde.. Contact Educational Testing Service at the California Technical Assistance Center for questions on assessment coordination, development, and administration at caltac@. For other assessment programs: PFT: pft@cde.HiSET and GED: HSEOffice@cde.CHSPE: chspe@cde.NAEP: calnaep@cde.Test Operations Management System (TOMS)Multi-Year AdministrationDesignate user roles for the current year and the following year. Local educational agency (LEA) and site coordinators have access as follows:For the ELPAC starting in February For the CAASPP starting in AprilDesignated users will have access to the role when the new testing year starts.AccommodationsLEAs have encountered issues when a student’s individualized education program (IEP) setting changes during testing. Common issue: Inability to assign accommodations if the student started testing without an IEP.The fix: Accommodation availability will no longer lock when the student starts the first test.Accommodations are now based on the California Longitudinal Pupil Achievement Data System (CALPADS) IEP setting instead of locking when the student starts the first test.A Reset Appeal is required only if accommodation changes are needed on a test the student has already started.Summative Alternate Assessment If a student is assigned to the alternate assessment in one test, it will be applied across all tests. This includes CAASPP and ELPAC.Example: The student is assigned the alternate ELPAC, the alternate registration will also apply to CAASPP if the student’s school is already assigned to a CAASPP test administration.Test assignment can still be updated separately.Note: CAASPP and ELPAC coordinators must coordinate with each other!Preferred First NameCALPADS will begin collecting preferred first and last name in the fall. If the field is populated in CALPADS, it will be sent to TOMS as the first name for the student.The change will be visible in all assessment-related systems including:Test Administrator InterfaceTest Delivery Systemstudent results reportingThis includes the Student Score Report (SSR) Recommendation: inform any parent / student who chooses to use a preferred name that it will appear on the official SSR.Identification of SuperintendentSuperintendent name will now be sent from the County District School (CDS) database to TOMS. Direct funded charter schools will have the administrator identified for this role. CDS now allows only one school administratorAll changes to the superintendent role in TOMS must be made through the CDS.New feature for 2020–21: superintendents can self-identify as the LEA coordinator in TOMS.TOMS at a GlanceAt a Glance screen now available to site coordinators, and includes:general informationdemographicsstudent counts per testtest statusTo Do List reminders of tasks to be completedincluding Security and Test Administration Incident Reporting System (STAIRS) cases in draftNote: Draft STAIRS cases can now be deleted.Updated TOMS User GuideThe user guide is now available as a web page, which enables easier navigation and content updates.It's also available on tablets and phones.Test Administrator InterfaceA new screensaver can be displayed in the TA interface. The screen content on the Test Examiner’s (TE) or TA’s screen is covered, hiding student personal information while the session is active.This feature allows TAs and TEs to walk the room and help students get logged in while the session ID is viewable from far away. New: “Selected Tests” view summarizes the selections made across all categories, to be delivered in the test session. New: Global Search feature has been added to the TA Interface. Users can initiate a text-based search across ALL the tests they are permitted to deliver.Key TakeawaysTOMS now provides users with the capacity to designate user roles for the current year and the following year.Accommodation availability is now based on the CALPADS IEP setting instead of locking when the student starts the first test.If a student is assigned the alternate ELPAC, the alternate designation will also apply to CAASPP if the student’s school is already assigned to a CAASPP test administration.If the field is populated in CALPADS, it will be sent to TOMS as the first name for the student.Draft STAIRS cases can now be deleted.TOMS Q&A Session[Insert notes here]ELPAC UpdatesInitial ELPACUS Department of Education GuidanceThe US Department of Education has issued the following guidance:LEAs continuing to enroll new students during COVID-19 should attempt to identify English learner students remotely to the greatest extent possible.LEAs must screen new students to determine EL status to the extent possible.LEAs operating via remote learning may conduct an online registration process that must include a home language survey for parents.The LEA may be able to conduct a version of its initial screening assessment online for identification.LEAs may also communicate with parents by phone, with interpreters as needed, to conduct the oral home language survey in the parent’s native language to identify potential EL students and may explain to parents orally the required information.When the school physically reopens, LEAs would complete the full identification procedures to promptly ensure proper identification and placement for new EL students. Although the US Department of Education refers to when a school physically opens, the CDE is now in the process of providing test administration options, which includes remote testing, and assists LEAs in meeting the 30-day requirement to administer the Initial ELPAC.2021 Initial ELPACIf the HLS determines that the student’s primary language is a language other than English, the LEA will need to:advise the parent/guardian in writing within 30 days that until the Initial ELPAC is conducted to determine the student’s official English proficiency, English Language Development services will be provided through distance learning instructionto the extent possiblein a language the parent understandsMore information is available at: . Initial ELPAC ExtensionInitial ELPAC extension status: The CDE will receive a response to the request by the end of August.Once approved LEAs will have an additional 45 days (beyond the 30-day requirement) to administer the Initial ELPAC and inform parents and guardians of the results. Once approved you will have a total of 75 days to complete the process.Reporting Fall Administration of ELPAC for Initial IdentificationThe English Language Acquisition Status (ELAS) will be entered automatically into the California Longitudinal Pupil Achievement Data System (CALPADS) from the Test Operations Management System for students who were: enrolled on or before October 7, 2020 (Census Day)assessed by November 13, 2020, with the Initial ELPACand identified as English learner (EL) or initial fluent English proficient (IFEP)New students who were enrolled on or before October 7, 2020 (Census Day); but not assessed by November 13 will not have an ELAS for fall reporting purposes. However, as the new students complete their Initial ELPAC after November 13, their ELAS will be updated in CALPADS for future reporting.Paper-Pencil Initial ELPACLEAs that administered the paper pencil Initial ELPAC must send the following to CalTAC (caloutreach@):SSIDs date testing completedIf this was done by August 14: LEAS will have access to enter scores and responses in the Data Entry Interface (DEI) by August 20.If this was done after August 14: beginning August 28, all SSIDs that are submitted on Fridays will be available the following week.The 2020–21 Initial ELPAC Paper-Pencil Test SSID Template: paper-pencil Initial ELPAC will be available through June 30, 2020. Additional materials can be ordered in TOMS.Teacher Hand Scoring System (THSS)The THSS is used to score Initial ELPAC Writing items for grades 3 through 12 as follows: Students will type in a response during testing.That response will be directly transferred to the THSS. The scorer will log into the THSS to view and score responses. This will replace the Local Scoring Tool (LST). Please note: items that need scoring can be re-assigned to someone other than the test examiner. The determination of who is responsible for scoring is a local decision.Due to the time sensitive nature of scoring, LEAs will receive daily reminders of pending responses that need to be scored. The production of Student Score Reports is dependent upon all domains being accounted for to meet the 30-day requirement.THSS access: to Submit AnswersWhere responses should be submitted is based on:the grade spantest delivery computer-based assessment paper-pencil testdomainWhere to Submit Answers Quick Reference Guide: Computer-based Initial ELPACPaper-pencil Initial ELPAC began on July 1 and ends June 30, 2020.The computer-based Initial ELPAC administration window opened August 20. Initial ELPAC Test SettingsTest Examiners will have the ability to pause the test and add designated supports, for the Initial ELPAC ONLY!This feature allows educators to add supports while testing, if the test examiner determines that the student would benefit from a designated support.Initial ELPAC Student Score Reports (SSRs)Electronic SSRs are now available.Electronic SSRs can be made available to parents/guardians through the LEA’s parent portal. LEAs must verify that the parent/guardian has received the electronic SSR.Please note: LEAs are not required to send a copy of the Initial ELPAC SSR, however, they are required, at a minimum, to send the State and Federal Title III letter including the Initial ELPAC results.Public Reporting Website for the Initial ELPACThe 2019–2020 Initial results are anticipated to be posted to the Public Reporting Website in early October. 2019–2020 Summative ELPAC results will not be posted due to suspension of testing. Test Results at a GlanceView Initial ELPAC test results at a glanceShows the percent of proficient studentsSearch and Compare ResultsSearch and compare results at theState levelCounty levelDistrict levelSchool level Additional ResourcesProvides supplementary data files, reports and studies, and other resourcesState Level Grade ReportsProvides the ability to narrow search by year, grade, and student groupPublic Reporting Website: –2020 Optional Summative ELPACOptional 2019–2020 Summative ELPAC approved for fall 2020!!Although the primary purpose of this fall administration is for reclassification, LEAs have the discretion to determine which students would most benefit from testing. Results and student score reports will be provided to LEAs for the spring and fall administrations, but will not be included in the dashboard or the Public Reporting Website. Administration DetailsThe fall administration window opens on August 20 and ends on October 30, 2020. Important: students will test in their 2019–2020 grade / grade span.Students who started but did not complete a domain of the Summative ELPAC in spring 2020 will be able to complete them this fall. All English learner students who were eligible on May 31 will be eligible in TOMS for the fall administration.Additional 2019–2020 K–2 Writing materials, they can be ordered in TOMS. LEAs should submit completed K–2 Answer Books as soon as possible.Locally determined alternate assessments can be used for the fall administration of the 2019–2020 Summative ELPAC ONLY.Test Examiner DetailsTest Examiners that were trained for the administration of the Summative ELPAC last spring are eligible to administer the fall Summative ELPAC. Test Examiners must be calibrated for the grade or grade span that they will test in the fall. The Moodle Training Site is available to calibrate Test Examiners.LEAs needs to make sure to update the user role access of their Test Examiners to include the 2020–21 administration year. Completion StatusThe Completion Status Report and the Student Completion Summary Report will include all eligible students—including those new to your LEA. These reports can be generated at the school site and LEA levels. Please note: all Speaking scores must be entered into the DEI in order for the student to show up as completed in both status pletion Status Roster Management Guide: Information for the 2019–2020 Optional Summative ELPAC: Fall Administration of the ELPAC for ReclassificationStudents are eligible for reclassification if they meet all of the following:administered the 2019–2020 Summative ELPAC by October 30, 2020met the Overall Level 4have met the remaining three locally determined criteria LEA staff must update the ELAS in CALPADS for these students as redesignated fluent English proficient (RFEP) before February 1, 2021.This will ensure that these students will not be required to take the Summative ELPAC in spring 2021. Students will be included in the RFEP count as follows:the 2019–2020 RFEP count if the RFEP status date is on or before 10/7/2020the 2020–2021 RFEP count if the RFEP status date is after 10/7/2020Students who were enrolled on Census Day, achieved Overall Level 4 on the 2018–2019 Summative ELPAC, and met the remaining three locally determined criteria are eligible to be reclassified on or before December 15, 2020.Fall Administration ResultsLEAs will receive SSRs four to six weeks after all domains are completed and scored.Results will be uploaded in TOMS weekly.SSRs will be produced for the 2019–2020 Summative ELPAC, but ONLY for students who completed all four domains. Please note: domains marked as exempted or alternate in TOMS will count as completed. Results of the 2019–2020 Summative ELPAC follow the student. If student tests in one LEA and then moves, the results will be available to the new LEA.Test Administration Options There will be test administration options for testing. Three test administration options have been developed for the summer and fall 2020 school terms:In-person/Co-located AdministrationRemote Administration for Online AssessmentsRemote Administration for Paper-Pencil AssessmentWork with your LEA to determine what options follow your local guidelines. In-person/Co-located AdministrationThis option can be used for both the online and paper-pencil assessments. The student and test examiner are co-located, whether at a school or other LEA-approved location using proper social distancing protocols.The location must meet the testing environment guidelines outlined in the test administration manual, as well as meet the COVID-19 safety and social distancing procedures required by local officials.Remote Administration for Online AssessmentsThe student and test examiner are in separate physical locations. The most common example would be with the student at home and the test examiner at the school site or home. For the grade levels and domains that require one-on-one administration, the test examiner may share a screen with the student using their distance learning device.For the grade levels and domains that do not require one-on-one administration, the student takes the computer-based assessment on the student’s device while the test examiner starts, monitors, and ends the test session remotely via the test delivery system. In all cases, the student and test examiner are connected by video and audio, using the same distance learning device used for instruction.Remote Administration for Paper-Pencil AssessmentThis option can be used for:the kindergarten through grade two students taking the Summative ELPAC Writing testany grade level and domain of the Initial ELPAC students at any grade level who are approved to take the paper Summative ELPACThe student and test examiner are in separate physical locations; the most common example would be with the student at home and the test examiner at the school site or home. Example: the student may be provided a hard copy of the paper assessment in a sealed envelope prior to testing and could open and take the paper-pencil test while the test examiner starts, monitors, and ends the test session remotely. A follow-up webinar will be scheduled soon. More information to come.Suggested Guidelines for Physically Distancing Test AdministrationSuggested Guidelines for Physically Distancing Test Administration: note: these are not mandated, just suggested guidelines. It is important to follow the guidelines set forth by the LEAs that are in accordance with the CDC guidelines. Group TestingThe guidance document talks through how to configure the tables and computers to administer the ELPAC safely in a group setting environment. It is recommended that hand sanitizer is placed somewhere in the room.One-on-One TestingThe one-on-one guidelines include various configurations depending on whether the test examiner or the student is entering answers. Guidelines include:use of a transparent plastic dividerproper separation for physical distancetesting while facing the same directiontesting by projecting the test onto a screenPlease note: these are not mandates, just suggested guidelines. It is important to follow the guidelines set forth by the LEAs that are in accordance with the CDC guidelines.2020–21 Summative ELPACOn October 19, 2020, the administration and scoring training and materials will be available in the Moodle Training Site. The materials will include:videosbinder materialscalibration quizzes2020–21 Summative Test FormsLEAs will reuse the kindergarten through grade two test forms.2020–21 ELPAC ParticipationLog in to one domain, at minimum, in each composite area to count toward participation.Please note: if the second domain within a composite is not logged into during the window; the test will not be submitted until the end of the window. The lowest obtainable scale score (LOSS) will be assigned to the missing domain and used to calculate the composite score. Domain Completion StatusListeningSpeakingReadingWritingScoreParticipationLogged on or completedLogged on or completedLogged on or completedLogged on or completedoral languagewritten languageoverall scoreCounted for participationLogged on or completedNot logged onLogged on or completedNot logged onPartial ScoreCounted for participationLogged on or completedLogged on or completedNot logged onNot logged onNo ScoreNot counted for participationPlease note: if a student completes all four domains, a student’s score will be generated and included in LEA aggregate files. LEAs can remove reclassified students or ineligible student testing records by submitting a STAIRS incident DURING the administration window.ELPAC Systems Update2020–21 TOMS At a Glance UpdatesThe Alternate ELPAC Field Test and the Initial ELPAC have been added to the At a Glance screen in TOMS.Initial ELPAC ELAS Data FlowIn the process of acquiring a State Student Identifier (SSID) LEAs should upload a Student English Language Acquisition, or State English Language Acquisition (SELA) record of To Be Determined (TBD) from the student information system (SIS) to California Longitudinal Pupil Achievement Data System (CALPADS).This step can be done after acquiring the SSID but without it, students will not be able to take the Initial ELPAC beginning August 20, 2020.CALPADS will send the TBD status to TOMS This makes a student eligible.After the student completes the Initial ELPAC and the test is scored, the Initial ELAS of English Learner or initial fluent English proficient will feed from TOMS to CALPADS.The Initial ELAS can be extracted from CALPADS and uploaded to the LEA's SIS.CALPADS will then send the Initial ELAS back to TOMS which will remove the student from eligibility list.If an ELAS is corrected (IFEP student is later determined to be EL based on evidence collected locally by the LEA which may have included RSVP results) the Corrected ELAS will be sent from the SIS to CALPADS including the reason code for the Correction.Then CALPADS will send TOMS the corrected ELAS. For more information view the Initial ELPAC and CALPADS System Webinar: –21 STAIRS for Initial ELPACSTAIRS incident submissions for Initial ELPAC begin on August 20, 2020. There are differences between the Initial and Summative testing rules for resetting or restoring testing sessions.All Initial incidents must be resolved by June 30, 2021. Initial ELPAC STAIRS Guide: Summative ELPAC cannot be administered until the Initial ELPAC incidents are resolved. Test Settings for 2019–2020 Optional Summative ELPAC Test settings are:Restored from June 25, 2020Reset for all tests that expired or were pausedIndividually update settings and IEP indicatorUnlisted resources cannot be updatedTest Settings for 2020–21 Initial ELPACAccessibility resources for the Initial ELPAC will automatically be assigned for the Summative if:the student become eligible to take Summative ELPAC assessmentthey are still eligible to have the accessibility resourcesCoordinators can alter accessibility resources for the Summative as needed. This is for designated supports and accommodations only.Unlisted resources for the summative assessment will need to be requested separately. Multi-Year AdministrationCoordinators will have access to multiple administrations.ELPAC coordinators will have access to:the 2019–2020 optional Summative from August to October the mandated 2020–21 Summative from February to July ELPAC coordinators will be able to toggle between the 2019–2020 administration year AND the 2020–21 administration year until the end of October.Users who are ELPAC and CAASPP coordinators will have the ability to easily toggle between both roles.ISAAP Tool for ELPACNEW: ISAAP Tool for uploading ELPAC test settings into TOMS. More information is posted on ELPAC website.ELPAC SSRs and Student ResultsStudent Score Reports will be released to the enrolled LEAs only in TOMS for all ELPAC administrations:the optional 2019–2020 Summative ELPAC the 2020–21 Initial ELPACthe 2020–21 Summative ELPAC Student results will be made available to download to an LEA’s parent portal for both the enrolled and the tested LEA. SSRs follow the student.Alternate ELPACAlternate ELPAC BenefitsAlternate ELPAC design: to ensure that all California students will receive an accurate and standardized measurement of English language proficiency. The Alternate ELPAC will provide statewide consistency in measurement and administration for students with the most significant cognitive disabilities. Alternate ELPAC standards: designed to align with the 2012 CA English Language Development Standards, via ELD Connectors that are reduced in depth, breadth and complexity as appropriate for the population. The Alternate ELPAC will be inclusive of all abilities, allowing for the use of individually preferred communication modes. Eligible students will be able to participate in whichever mode of communication is used by the student in the classroom. This can include eye gaze, AAC devices or picture cards. Alternate ELPAC website: for the Alternate ELPACWho is eligible? Students:with the most significant cognitive disabilities who have been determined eligible for alternate assessments by an IEP teamwho are English learner studentsor students who are potential English learners based on the results of a Home Language Surveywho are in grades kindergarten through twelveup to 22 years oldPlease note: all eligible students must take the entire Alternate ELPAC. Domain exemptions are not available for the Alternate ELPAC.Features of the Alternate ELPACThe Initial and Summative Alternate ELPAC will follow the same test blueprint. It will be an online linear test. The test forms will be consistent with the general Summative ELPAC and Initial ELPAC grades and grade spans.Based on discussions with national experts: The use of integrated task types will be implemented. Reading and Listening will be combined into a single assessment task, called a Receptive task type. Speaking and Writing will be combined into a single assessment task, called the Expressive task type. Integrated task types will allow students with diverse modes of communication an access point to the assessment.Alternate ELPAC Milestones2020 MilestonesJanuary 2020: Pilot test and Cognitive Labs were heldMay 2020: Test Blueprint was approved by the State Board of EducationAlternate ELPAC Test Blueprint: 2020: review of test items for alignment and sensitivityNovember 2020: Administration and Scoring Training (virtual)LEAs will need to register their ELPAC coordinator or designee to complete the certification course prior to training their test examiners.Census field test: all LEAs with eligible students must participate.2021 MilestonesJanuary–February 2021: Operational Field TestSpring 2021: Standard Setting May 2021: Thresholds will be proposed to the State Board of EducationSummer 2021: Summative Scores will be reported (pending approval of thresholds in May by the SBE) July 2021: Launch of the Initial Alternate ELPACField Test InformationAlternate ELPAC Census Field Test window: January 12–February 16, 2021. Census Field Test results may be used for reclassification.Summative Alternate ELPAC SSRs will be produced in in summer 2021.Preparing for 2020–21 Census Field TestIt is essential for individualized education program (IEP) teams to begin preparations well in advance for this field test. Initial Alternate ELPAC for 2020–21: Students must continue to be administered the Initial ELPAC through 2020–21, which may include a locally determined alternate assessment, and be determined to be an EL prior to participating in the Alternate ELPAC Operational Field Test.Summative Field Test Estimate: LEAs will need to estimate the number of students who are eligible for the field test. Please respond with an accurate estimate of the eligible student in your LEA.ELPAC Q&A Session[Insert notes here]CAASPP Update – ScienceMeeting the California High School Science Testing RequirementParticipation for the 2019–2020 Administration: Grade 10 or 11 students:Met the California science high school testing requirement:Students in grades 10 or 11 who submitted a completed Science test last year.CASTCAA for ScienceStudents who received a parent and guardian exemption from testing or were not tested due to a medical emergency. These students will not be eligible to test in the future.Have not yet met California science high school testing requirements:Registered students who did not submit a test or did not start testing. These students will need to be administered the test by the time the student completes grade 12.Participation for the 2019–2020 Administration: Grade 12 StudentsLast year’s registered grade 12 students (from the 2019–2020 administration) met the science testing requirement, regardless of whether they submitted the test, started the test, or did not attempt to test.Participation for the 2020–2021 Administration: Grade 12 StudentsStudents who are repeating grade 12 during the 2020–2021 administration will not be eligible to take the CAST or the CAA for Science. For the 2020–2021 administration, grade 12 students who have not met the California high school science testing requirement will be automatically registered to take the CAST. For those grade 12 students eligible to take the CAA for Science, LEAs must go into TOMS and register them to take the CAA for Science.See the high school flyer for more guidance: UpdatesCAST Revised BlueprintOriginal CAST blueprint: CAST blueprint: California Department of Education (CDE) has decided to delay the implementation of the revised blueprint by one year. The revised blueprint will now be used to develop test forms for the 2021–22 administration of the CAST.When California summative assessments were suspended (March 2020), fewer than 27,000 registered students (2 percent) had taken the CAST. Due to this insufficient number of students responding to last year’s field test questions, CDE was unable to build a new test form that would have allowed for the implementation of the revised blueprint.Science Resources Coming Soon!New resources have been developed to support K–5 elementary instruction aligned with the California Next Generation Science Standards (CA NGSS).38 resources have been developed so far!Tools for Teachers, CaliforniaThese resources are:Aligned with the three dimensions of the CA NGSS: Science and Engineering PracticesCrosscutting ConceptsDisciplinary Core Ideas Were developed with a focus on phenomena.Include formative assessment strategies, strategies for differentiation, and considerations about equity and accessibility for all students.Provide students with hands-on activities and opportunities for peer to peer collaboration.Provide connections to the Common Core State Standards for ELA and mathematics, and related CA NGSS performance expectations, to promote cross-curricular integration and allow for vertical articulation.CAST Training and Practice TestsCAST practice and training tests: tests:Help teachers, students, and families become more familiar with the items on the assessment.Can be used to view different item types, andHelpful for reviewing the depth and breadth of the CAST content.Resource for the practice and training tests: CAST practice and training tests also can be accessed during remote instruction.Recommendation: think about using the CAST practice and training tests to gain insight into students' science knowledge at the start of the school year.Guidance on Diagnostic and Formative Assessments web page: Scoring GuidesCAST Items Scoring Guides provides:the correct answersthe different CAST item typessample student responses and rubricsrelated information about the standards being assessedImproved CAST practice scoring guides are coming in November 2020!Guides include updated rubric language for the constructed response items. Coming in November 2020: annotated samples for selected constructed response items from the practice tests. These annotations offer additional student samples of student responses at each score point, along with descriptive annotations that will help students and educators better understand how to do well on constructed response items.CAST Practice Test Scoring Guides: for Science UpdatesFirst Operational CAA for ScienceOn September 8, 2020 the 2020–21 first operational CAA for Science will become available for test examiners to administer to students.Recommendation: begin training and assigning roles to test examiners early so that they are ready to test when the assessment becomes available.Four Embedded Performance TasksTest examiners administer four embedded performance tasks, from each of the three CA NGSS science domains:Earth and Space SciencesLife SciencesPhysical SciencesThree of the embedded performance tasks, one from each domain, will be operational. The fourth will be used for field-testing and will be a randomly selected domain. Recommendation: administer the embedded performance tasks shortly after instructing students on the science content.2020–21 Reporting TimelineDue to the suspension of testing CDE is delaying the meetings with educators to review the range achievement level descriptors and conduct the standard setting meeting to arrive at recommended threshold scores.Only about nine percent of students submitted all four performance tasks last year, so there was insufficient impact data available to provide necessary feedback to the standard setting panelists.The first operational administration and standard setting have been delayed by one year.The first operational CAA for Science will begin on September 8, 2020, and Education Testing Service and CDE will conduct the range achievement level descriptors meeting in March 2021 and the standard setting in August 2021.The CDE will present recommended threshold scores for approval to the board at the November 2021 SBE meeting. After SBE approves the threshold scores, the CAA for Science Student Score Reports (SSRs) will be released in December 2021.Administration FeaturesNo Response OptionThe CAA for Science includes a “No Response” option. Test examiners should use the “No Response” option only if they have:presented the item (i.e., read the item) to the studentthe student did not provide a response despite the test examiners best efforts to elicit a response“No Response” option allows:students the opportunity to become responsive on a later item within the performance task.data to be collected about items that get high numbers of non-responses.Test examiners may also pause the test at any time if the student becomes nonresponsive, to give the student every opportunity to show what they know and can do. They may pause and resume as many times as necessary, even over multiple days.Find it!To access the “No Response” option:select the Context menu (looks like three horizontal lines)or right-click anywhere on the screenPlease note:An answer cannot be selected later on that item, unless the “No Response” option is deselected.If an answer has already been marked for the item, the “No Response” option is not available.The review screen at the end of the performance task will display as though the student provided an answer. It will not present with a flag that indicates the item was skipped.For two-part items, if the “No Response” is chosen, then the “No Response” will be applied to both parts of that item.Test examiners should select this option only after exhausting all opportunities to engage their student.Deciding to Skip QuestionsTest examiners can use their best judgement to decide to skip questions if their student is not responding to multiple items. If the test examiner has decided that the student is not going to respond to any more items in the performance task, despite their best efforts, they may skip ahead using the Next arrow.The test examiners should use the “skip” option only if they have not presented the item, (read the item), to the student.Remember: pausing the test is always an option so that students have their best opportunity to show what they know and can do on the assessment.Updates to Test Examiner SurveyTest examiners will answer a brief set of survey questions at the end of each embedded performance task.New: at the end of the performance task test examiners will answer this question about: Did your student respond to any questions in this performance task?Based on the answer, they will receive one of two surveys;either a survey for students who were responsive,or a survey for students who were non-responsive.Please note: test examiners will need to scroll down the screen in order to view all of the survey questions.Test examiners must select the End button when they are done with the survey, followed by the Submit Test button to submit the embedded performance task for scoring.These surveys help CDE in the development of new embedded performance tasks.CAA for Science Available ResourcesAdministration Planning Guides2020–21 Administration Planning Guides: assignments, organized by county, LEA, and school at: note:All grade levels within a school will have the same version assignment.LEA’s version assignment this year may be different from last year’s assignment.Your version number for science may be different than your version number for math and ELA.Each Planning Guide Provides:Basic information on the CAA for Science administration and test security.Assessed standards (i.e., Science Connectors) in each science domain: Earth and Space Sciences (ESS)Life Sciences (LS) Physical Sciences (PS)A scheduling template to assist in planning for the administration of each embedded performance task.Points to consider when deciding the best time to administer.Recommendation: ensure that your test examiners access this important resource as early as possible! Start early in scheduling and planning to ensure the test examiners have all they need, including materials and resources. Administer throughout the instructional calendar!Test Examiner TutorialThe 2020–21 “CAA for Science Test Examiner Tutorial”: ! LEA CAASPP coordinators are responsible for ensuring that test examiners receive their certificates of completion for the CAA for Science tutorial and the CAA General Tutorial in the fall.Recommendation: make sure your test examiners begin taking this tutorial now so that they are ready for when the testing window opens on September 8.Coordinators are responsible for providing any additional training for test examiners, securing the signed Test Security Affidavit, and assigning students in TOMS to take the CAA for Science.There are tutorials for:Science onlyELA and mathematics only (available later this fall) orScience, ELA, and mathematicsThe science tutorial includes:purpose of the orienting activitieshow and when to individualize activities and itemshow to administer the test using the Directions for AdministrationItem Content SpecificationsAll CAA for Science Item Content Specifications will be posted at: item content specifications:Provide details on each assessed alternate science standard, including all FKSAs, EUs, and mastery statements for each Connector (may be helpful for educators in identifying specific assessment targets).Provide relevant Environmental Principles and Concepts and examples of phenomena (educators can use these to anchor the Science Connectors when developing classroom assessments for their students).Should be used in conjunction with both the 2016 Science Framework for California Public Schools () and the Preliminary Science Core Content Connectors and Essential Understandings ().CAA for Science Training and Practice Performance TasksAvailable at: test purpose: to provide teachers, students, and parents / guardians with an opportunity to interact with the technology used when taking the CAA for Science.The training performance task includes only one performance task.Practice test purpose: to familiarize teachers, students, and parents and guardians with the types of questions that students will experience. Practice tests:consist of three performance tasks per grade level—one for each of the CA NGSS science domains.will be refreshed this spring 2021 to include two Science Connectors for each performance task to align with the structure of the operational assessment.has accompanying Directions for Administration to help teachers use the practice test in the same manner as the operational test.CAA for Science Scoring GuidesThe CAA for Science practice items scoring guides: updated CAA for Science practice tests and practice scoring guides will be available this spring 2021!Scoring guide main purpose: to provide the correct answers to the practice items.The guides also include details about the Science Connectors and the assessment targets (i.e., focal knowledge, skills, and abilities [FKSAs] and essential understandings [EUs] that are assessed in each of the PTs on the practice tests).CAA for Science Coming Soon to Starting Smarter! Starting Smarter () is a website for families who want additional information about their students’ score reports.This website has:a sample student score reportsample questionsadditional information on the three science domains (Earth and Space Sciences, Life Sciences, and Physical Sciences)links to the training and practice performance tasksRecommendation: remind your educators to share this information with families.CAA for Science is coming to the CAASPP Starting Smarter website in Fall 2020!Best Practices for AdministrationBest practices from the field:Four embedded CAA for Science performance tasksIntended to be administered to students over the course of the entire school year.Key for your test examiners is to plan, teach, and administer each embedded performance task shortly after the science content is taught.Remember: CAA for Science item content specifications are not intended to guide instruction.Planning:Work with your test examiners in studying the Administration Planning Guide schedule early and to understand the mastery statements.Meet with the entire testing team early in the year and work to build out a plan for how and when to administer each embedded performance task during the instructional calendar year.Build a defined and clear timeline to administer each embedded performance task using the schedule planning template, which is provided in the Administration Planning Guide.Teaching:Test examiners should be strategizing about which science domain to start with and progress on throughout the instructional calendar year.Administering: Test examiners should be reminded to administer each embedded PT using the guidelines and scripts in the DFAs right after instruction on the related content is taught.Ensure test examiners have the appropriate resources throughout the year to be successful with administration of these embedded performance tasks.Recommend you share these recommendations with your test examiners so that they can have successful administration of the CAA for Science this year!Key TakeawaysReview participation status of all enrolled high students to ensure they have or will meet the California high school science testing requirement.Remember that Tools for Teachers will soon include science resources and be sure to let all of your teachers know they will be available!Train test examiners on how to properly and best use the No Response and the skip options when administering the CAA for Science.Review the best practices covered today to help test examiners successfully administer the CAA for Science throughout the school year!CAASPP Update—California Spanish AssessmentPurpose and Target PopulationCSA purpose: to measure the Spanish reading language arts skills of students who are receiving Spanish instruction and are seeking a measure of their Spanish skills.Target population: students in grades 3 through 8 and high school. At the high school level, the CSA can be administered once at each grade level.Standards: aligned with the Common Core State Standards en Espa?olAssesses: listening, speaking, reading, and writing mechanicsStudent ResultsLEAs that administered the CSA prior to the suspension of testing were given access to a downloadable student file in ing soon: Optional Letter Template for Parents and Guardians that LEAs can customize to communicate the percent correct that their child earned.Test Forms ReuseTest forms that were used in 2019–2020 will be reused for the 2020–21 administration of the CSA.Available ResourcesReminder: a writing prompt for each of the tested grades is available to LEAs in TOMS under the Secure Materials tab. These materials include:rubricscalibration materialsscoring guides for LEAs to administer and score student writingPractice and training tests are available on the CAASPP website.Other resources: CSA overview video Starting Smarter CSA web pageKey TakeawaysThere are a wide variety of resources available for the preparation for and administration of the optional CSA.CAASPP Update—ELA and Math2020–21 Testing UpdateTest form banks for the 2020–21 Smarter Balanced Summative Assessments will be re-used from the previous year.The CDE and ETS are developing test administration options for 2020–21.The summative assessments may have three possible testing scenarios:In-person/co-located. Remote administration for online assessments. Remote administration for paper-pencil assessments.Watch for upcoming additional information on these options, which will be provided as we refine the details.Smarter Content Explorer UpdatesCombines the information provided in the Smarter Balanced Content and Item Specifications into an easy-to-use search interface. Users can access customized content. Searchable by:Subjectgrade,target or standardUsers can filter byGradeSubjectClaimtarget academic standardUpdates made in spring 2020 included:Range achievement level descriptors were addedgrade- and content-specific explanations of the knowledge, skills, and processes that students display at each performance levelTask model-specific informationitem type and depth of knowledgedescribes how test items should be written so a student can show mastery of skills and understandingoffers exemplar test questions that demonstrate effective ways to gauge student understanding of specific conceptsEnhancements to the search functionality Selection of multiple gradesSmarter Content Explorer: 5-minute video demonstration: Student Work ToolAnticipated in October 2020.Web tool will:be publicly availablepresent user-friendly, interactive, and high-quality content allows teachers/educators to better understand scoring rubrics via student work to ultimately support students in specific writing areasprovide high-quality annotated student work that is:interactive and easy to navigatelinked to content specificationsuseful for training on hand scoringdynamically show student workCalifornia Alternate AssessmentTest Forms ReuseTest forms that were used in 2019–2020 will be reused for the 2020–2021 administration of the CAAs for ELA and Math.California Alternate Assessment Second ScoringFederal peer review requires that all rubric-scored items undergo a 10% back-read (second scoring) for validity.LEAs will be notified if they are selected to participate. LEAs will not be asked to participate in 2nd scoring for two consecutive years. What is a second scorer? LEAs selected for second scoring will need a second trained test examiner (TE) present during testing.The second TE observes testing and scores ONLY the rubric-scored items. These items will be marked in the test administrator interface and directions for administration. The TE will enter their scores in the data entry interface (DEI) during or as soon as possible following testing. All scores must be entered in DEI prior to close of testing window.The scores from the second TE do not affect the scale score for the student.If a Reset or Reopen Appeal is filed for a student chosen for second scoring, it will apply to the student's test as well as the test information in the DEI.Second scoring will also occur for the Alternate English Language Proficiency Assessments for California.Key TakeawaysThe Smarter Balanced Assessment Consortium has updated the free web-based Smarter Content Explorer with some new features.A new annotated student work tool is set to be released in October to help educators better understand the scoring rubrics.The CAA for ELA will include a mandatory second scoring round for some LEAs, requiring two test examiners to be present to score the student.CAASPP Update—Accessibility ResourcesUsability, Accessibility, and Accommodations Guidelines (UAAG)The Smarter Balanced Assessment Consortium maintains and updates the UAAG.The UAAG includes all accessibility resources available for the English language arts/literacy (ELA) and mathematics tests. The same category structure is emulated for California's non-Smarter Balanced CAASPP and ELPAC assessments. Updated Guidelines document for the 2020–21 test administration: to the Guidelines: added embedded expandable items to the existing expandable passages universal tool added clarification to the existing non-embedded calculator changing "special calculator" to "specialized calculator" removing "visual impairment" as a requirement from the recommendations for use included grade three as an allowable grade level for the non-embedded multiplication table accommodationexpanded the definition from a 9 by 9 table to a 12 by 12 table included grade three as an allowable grade level for the non-embedded 100s number table accommodation revised recommendations for use for the non-embedded scratch paper universal tool indicates that students may create their own graphic organizer on the blank scratch paperupdated the embedded text-to-speech recommendations used a positive voice when explaining how the student needs to be familiar with the resource prior to using it on the summative assessment updated the FAQs section to:remove grade three for the multiplication tableremove grade three for the 100s tableinclude the non-embedded graphic organizer added embedded text-to-speech in Spanish for the mathematics assessmentbeginning in the 2021–22 test administration yearprovide one test administration year to pilot the new resourceCalifornia Assessment Accessibility Resources MatrixCalifornia Assessment Accessibility Resources Matrix: matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations allowed as part of the CAASPP and ELPAC for 2020–21. This new Accessibility Matrix combines and supersedes Matrix One: CAASPP and Matrix Four: ELPAC.Student Test SettingsText-to-Speech Test SettingText-to-speech student test setting has been modified for 2020–21, and can now be established independently of assigned tests. Example: a student can be assigned Text-to-Speech in English language arts, and not mathematics, or vice-versa. Please note: based on testing construct, text-to-speech is:a designated support for mathematics a designated support for sciencea designated support for ELA and CSA itemsan accommodation for ELA and CSA reading passagesIndividual Student Assessment Accessibility Profile ToolThe 2020–21 ISAAP Tool is web-based, and may be used for CAASPP or ELPAC.Users are able to import student demographic data or enter it manually. Once student data is entered, users can select specific assessments and identify student needs. The ISAAP Tool will create a list of accessibility resources which can be selected for the student as a test setting. After accessibility resources are selected, the user can export a file that can be loaded directly into TOMS to establish student test settings.The ISAAP Tool is no longer limited to just 15 students at a time, as in previous versions. ISAAP Tool: Test Settings for 2021–22Test settings for the 2021–22 test administration will migrate from the student information system (or special education information system) directly into TOMS through CALPADS. A pilot will be conducted during the spring 2021.The existing manual process of entering test settings in TOMS will be discontinued.Test Settings in CALPADSReminder: this is for the 2021–22 test administration.LEAs will use an Application Program Interface to transfer test settings from their special education data system to CALPADS.LEAs will provide a test settings file from their SIS to CALPADS using the existing SIS vendor submission process for CALPADS.Test settings for general education, English Learners (without IEPs), and students on 504 plans should be tracked in the student information system.There will be an option for users to upload a student test settings file directly into CALPADS instead of using the student information system or special education information system.Key TakeawaysAn updated UAAG is available.A new accessibility matrix that combines both CAASPP and ELPAC has been created.A new web-based ISAAP Tool to help with matching student needs to resources.CAASPP Q&A Session[Insert notes here]Interim Assessments, Tools for Teachers, and Other System UpdatesThe Smarter Balanced System of AssessmentsSummative assessments—end of yearInterim assessments—strategic points throughout the yearFormative assessment tools and strategies—daily during instructionTools for TeachersIntroducing: Tools for Teachers!Features:Instructional resourcesFormative assessment strategiesAccessibility strategiesInterim connections playlistsProfessional learning resourcesScience instructional resources coming soon. Preview of site opened on June 16Grand opening scheduled for September 30All Digital Library account holders automatically received a Tools for Teachers account.Tools for Teachers website: to Promote Use of Tools for TeachersOverview and Demonstration Videos Available at "How Tools for Teachers Supports Educators" video 8-minute demonstration 50-minute webinar recording Interim Connections PlaylistsLinks to Tools for Teachers instructional resources related to every Interim Assessment BlockPromotional flyer for the Interim Connections Playlists: Assessment & Accessibility Strategies ListsAvailable at AssessmentsThere are more than 160 interim assessments, available for distance learning through the 2020–21 school year.During distance learning, the interim assessments may be administered without the need for a secure browser on the student’s testing device.Instructions for starting an interim assessment without the secure browser: with a secure browser is still available and should be used when the interim assessments are administered in a classroom environment at the school. Key ConsiderationsItems are secure—LEA staff and student use only.Use for high-stakes purposes is prohibited—including, but not limited to, teacher or other school staff evaluation, accountability, grade promotion or retention, graduation, course placement, identification for gifted or talented education, reclassification of English learners, or identification as an individual with exceptional needs. See Education Code Section 60642.7(b).Use multiple measures.Interim Assessment—Systems EnhancementsInterim Assessment Viewing System—Skippable ItemsNew Online Tool! Interim Assessment Item PortalAllows users to search for items by grade, subject, claim, target, standardAllows for printing of itemsAccess through Tools for TeachersTest Administrator Interface—Search by Test NameInterim Assessment Hand Scoring System—Label ChangesCalifornia Educator Reporting System (CERS) EnhancementsHistorical results through 2018–19 now available for all CAASPP and ELPAC summative assessments.2019–2020 results to be added over the coming months.2020–2021 results coming in spring 2021.Interim assessment results continue to be housed in ing Soon! CERS-SIS integration for creation of student groups—allows LEAs to create a direct connection from their SIS to CERS using their existing credentials.Note: The original approach of uploading a separate file to CERS remains an option.CERS Sandbox Training ToolCalifornia Educator Reporting System Sandbox: availableNo secure informationMock data for each assessmentUseful for individual or group learningResources to Support Use of Interim AssessmentsInterim Assessment Overview Details the three types of interim assessmentsDescribes considerations in using the interim assessmentsLists all available assessment by content area and gradeInterim Assessments At-a-Glance Table listing all available assessments by content area and gradeOne-page table for ELATwo-page table for mathematicsInterim Assessments by Grade 14-page document—two pages per gradeAvailable assessments listed for each grade with:Claims and targets assessedNumber of items on each assessmentNumber of items that require hand scoringInterim Assessment User Guide and Video Series Coming soon! HTML version of user guide for easier searchingThe above resources are available on the following web pages: and Resources and Upcoming TrainingsRemote Teaching and Learning—Suggested ReadingSupporting Remote Teaching and Learning web site Back to School Assessment Playbook: Using the Smarter Balanced Assessment System to Improve Student Learning on Diagnostic and Formative Assessments Learning Instruction Planning Guidance Training OpportunitiesTools for Teachers webinar—September 2020 and Formative Assessment Training Series for staff trainers—October 2020 Registration coming soon.California Assessment Conference—October 2020 Scoring Workshops for teachers—early 2021 Registration coming soon.Key TakeawaysTools for Teachers and the interim assessments are key resources to support instruction.CERS-SIS integrationNumerous upcoming training opportunities Interim Assessments, Tools for Teachers, and Other System Q&A Session[Insert notes here]Accountability UpdatesTopicsUpdate on 2020 California School Dashboard (Dashboard) and Reporting of DataNew Methodology for Participation Rate PenaltyGrowth Model Update California Longitudinal Pupil Achievement Data System (CALPADS) Data Submission ReminderUpdate on 2020 Dashboard and Reporting DataAccountability Reporting WaiversMarch 2020: U.S. Department of Education approved California’s request to waive statewide accountability and reporting requirements for 2019–2020.June 2020: SB 98 prohibits the CDE from publishing state and local indicators in 2020 Dashboard.Requires CDE to report valid and reliable data collected in 2019–2020 in CALPADS that would have been included in the 2020 Dashboard2020 Dashboard will report:LEAEnrollmentLink to DataQuestNew Methodology for Participation Rate PenaltyED denied the use of the current participation rate methodology using the 0.25 point penalty. Effective with the 2021 Dashboard, a new penalty will be used.Number of students needed to bring participation rate up to 95 percent target will be assigned a LOSS.More information: (District Resources tab)Growth Model UpdateWork in 2020March 2020 SBE Meeting: CDE recommended continued work on Residual Gain model. Student demographics will not be included as a control variable per SBE.Present–August 2020: Work on technical modifications with ETS and Technical Design Group.September 2020: SBE Meeting: Presentation of results from ETS.Work in 2021January 2021: SBE Meeting: Approval of Model to Measure Individual Student Growth.February 2021: Release growth scores (using CAASPP data from 2016–19) for informational purposes.March 2021 through November 2022: Work with LEAs and stakeholders on communication, data use cases, etc.December 2021: The data to release a growth score is unavailable, continue use of current Academic Indicator methodology.Work in 2022December 2022: Release growth scores (using CAASPP data from 2021–22).Graphical Explanation of the Growth ModelIndividual residual gain is a way of measuring the growth of a student between one year and the previous year based on their CAASPP scores.Example: when fourth graders have taken their CAASPP test, the CDE will plug in information about students' third and fourth grade CAASPP scores into the IRG model to see what the typical student's growth between third and fourth grade is expected to be.The typical growth will differ based on the student's third grade score. For example, a student who scored a 2300 in third grade might be expected to score a 2450 in fourth grade but a student that scored a 2450 in third grade might be expected to score a 2650 in fifth grade.Polling QuestionGive CDE Feedback on the growth model here: Data Submission ReminderReminder that End-of-Year amendment window closes on August 28ED requires all states to report graduation results. LEAs must:Exit all students at the end of the school year with student exit codes and school completion statuses that accurately reflect the end of year statuses. Not use proxy student exit codes or completion statutes to close out enrollmentsAccountability Q&A Session[Insert notes here] ................
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