Common Core State Standards (CCSS) and

California Assessment of Student Performance and Progress (CAASPP)

Parent Academy 10/1/2015

Purpose • Create an understanding of the

development of the Common Core State Standards and the instructional shifts that accompany them.

• Create an understanding of the testing structure used in California.

• Create an understanding of how to read the “Student Score Report”.

• Share the data of Rowland High School.

Why the Common Core? • Who controls the education

system?• NCLB – states develop

standards and assessments; all students proficient by 2014 (showing measurable growth)

• National Assessment of Educational Progress (NAEP) vs. State Proficiency

Why a Common Core?

Resnick, L. B., Stein, M. K., & Coon, S. E. (2008). Standards-based reform: A powerful idea unmoored. In R. Kahlenberg (Ed.), Improving on no child left behind: Getting education reform back on track (pp. 103-138). New York: The Century Foundation.

And California?

Why the discrepancies? • Level, rigor and

proficiency level

What happened?• Charge made by the

National Governor’s Association

1. Focus: Focus strongly where the Standards focus.

2. Coherence: Think across grades, and link to major topics within grades.

3. Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application.

3 Instructional Shifts in Math

1. Building knowledge through content-rich nonfiction. • 50/50 balance K-5• 55/45 in grades 6-8• 70/30 in grades 9-12

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3. Regular practice with complex text and its academic language.

3 Instructional Shifts in ELA

STAR

STAR (former testing system)

CST/CMA/CAPA (paper-based)

ELA Math History

Science

CAASPP

CAASPP(California Assessment of Student Performance

and Progress)

SBAC (computer-based)

ELA Math

CST/CMA/CAPA (paper-based)

Science

Structure of the Test

• Computer Adaptive Test (CAT)– “tailored to a student’s

ability level”– “item pattern scoring”

• Performance Task (PT)

How Does a CAT Work?Example: A Student of Average Ability

Abili

ty

Medium

Med-Low

Low

Very Low

Med-High

High

Very High

Test QuestionsAnswers (R/W)

1 2 3 4 5 6 7 8 9 10

R R W R W W W W R R

Expa

nde

dEx

pand

ed

Final Scoring • Based on the test questions that were

answered, not the amount right or wrong.• The CAT and PT are merged, but CAT is

emphasized.• Scale Score Range

– ELA (2299 – 2775) and Math (2280 – 2862)• . Achievement Levels by Grade and Content

Level 1 Standard Not

Met

Level 2 Standard

Nearly Met

Level 3 Standard Met

Level 4 Standard Exceeded

ELA 2299-2492 2493-2582 2583-2681 2682-2795

Math 2280-2542 2543-2627 2628-2717 2718-2862

Claim Results: A Deeper Look

Reading

Writing

Speaking and Listening

Research/Inquiry

Within English Language Arts/Literacy:

Within Mathematics:

Problem Solving & Data Analysis

Concepts & Procedures

Communicating Reasoning

15

Talking Points• These are baseline results and not to be

compared to previous STAR tests results.• The test is much more rigorous, aligned to

much more difficult standards and we should expect a drop.

• The SBAC summative results should only be considered a piece of the puzzle that informs instruction.

RUSD Website

• Parent Video: Understanding the Student Report

• Sample score reports • Informative Letters

Elements of the Student Score Report

1

2

3

4

5

6 7

8

Front Page Back Page

1

Elements of the Student Score ReportFront Page

2

Elements of the Student Score ReportFront Page

3

Elements of the Student Score ReportFront Page

4

Elements of the Student Score ReportFront Page

5

Elements of the Student Score ReportBack Page

6

Elements of the Student Score ReportBack Page

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Elements of the Student Score ReportBack Page

Elements of the Student Score Report: Science Grades 5, 8, & 10 only

8

Back Page

Elements of the Student Score Report: Early Assessment Program Grade 11 only

8

Back Page

Data Results

• CAASPP Results • Local School

Comparisons