Walnut Valley Unified School District

“Understanding Your Child’s 2015 CAASPP Report”

California Assessment and Accountability System Performance and Progress

(CAASPP)

Collegewood Elementary School September 2015

Agenda• Overview of the California Accountability and Assessment Student Performance and Progress System (CAASPP)

• Understanding the Parent Reports

• Achievement Levels

• Claims descriptors

• How are scores used

• Parent Guides

• Parent Resources

Assessment Umbrella

Spring 2015 CAASPP Components

∞Smarter Balanced computer adaptive assessments and

Performance Tasks in ELA and mathematics for grades

3 through 8 and 11

∞California Standards Test (CST), California Modified Test (CMA),

California Adaptive Performance Assessment (CAPA)

paper/pencil tests in science for grades 5, 8, and 10

∞Smarter Balanced Assessment for grade 11 are used

for purposes of the Early Assessment Program (EAP)

2015 CAASPP Assessments

• 2015 is the baseline year (No API)

• Focus on student progress this year and beyond

• Greater emphasis on critical thinking, collaboration, communication, and creativity

• Emphasis on ensuring students are ready for college and career

CAASPP Parent Report

 

Reading the Report

• https://www.youtube.com/watch?v=FQi4qlOCrmk&index=1&list=PLgIRGe0-q7SZtZI9b50s4TLpy1_LPf9tP

Elementary English Language ArtsScale Score Ranges

Grade

Minimum Scale Score

Maximum Scale Score

Achievement Level

Scale Score Range for

Standard Not Met

Achievement Level

Scale Score Range

for Standard Nearly Met

Achievement Level

Scale Score Range

for Standard Met

Achievement Level

Scale Score Range

for Standard Exceeded

3 2114 2623 2114–2366 2367–2431 2432–2489 2490–2623

4 2131 2663 2131–2415 2416–2472 2473–2532 2533–2663

5 2201 2701 2201–2441 2442–2501 2502–2581 2582–2701

Smarter Balanced Assessment Consortium

(SBAC) ClaimsWhat is a Claim?

A claim is a broad statement that will outline the outcomes achieved with mastery of the standards within it. Within each claim are a variety of assessment targets that further clarify the knowledge and specific skills that cross over a cluster of standards.

English Language Arts Claims

Reading-Demonstrating understanding of literary and nonfiction texts: ability to read closely and analytically to comprehend a range of high level literary and informational texts

. Writing-Producing clear and purposeful writing: ability to produce compelling, well supported writing for a diverse range of purposes and audiences

Listening-Demonstrating effective communication skills: ability to critically interpret and use information delivered orally.

Research/Inquiry- Investigating, analyzing and presenting information: ability to use research/inquiry methods as a way to engage with a topic then analyze, integrate, and present information

Math Scale Score Ranges

Grade

Minimum Scale Score

Maximum Scale Score

Achievement Level

Scale Score Range for

Standard Not Met

Achievement LevelScale Score Range for Standard Nearly Met

Achievement Level

Scale Score Range for

Standard Met

Achievement Level

Scale Score Range for Standard Exceeded

3 2235 2748 2235–2472 2473–2551 2552–2609 2610–2748

4 2250 2778 2250–2483 2484–2566 2567–2634 2635–2778

5 2265 2802 2265–2503 2504–2585 2586–2652 2653–2802

Math Claims

Problem Solving & Data Analysis: using appropriate tools and strategies to solve real world and mathematical problems: ability to solve a wide range of complex problems and analyze complex, real world scenarios and construct and use mathematical models to interpret and solve problems.

Communicating Reasoning: demonstrating ability to support mathematical conclusions: clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others.

Applying mathematical Concepts & Procedures: ability to explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency

How Are Scores Used?

• Identify areas of strength and weakness as a school

• Initial identification of students in need of additional support

• To design interventions and enrichment opportunities for students needing additional support

• Part of the triangulated assessment

English Language Arts

Math

English Language Arts Claims

Math Claims

Initial identification of students in need of support or enrichment

LANGUAGE ARTS

Initial identification of students in need of support or enrichment

MATH

Part of the Triangulated Assessment

•1. SBAC State Test

•2. Benchmarks

•3. Grades/Classroom Assessments

Parent Guides

•

•Parent Guide to Smarter Balanced Summative Assessments, Grades 3– 5 (PDF)•Parent Guide to Smarter Balanced Summative Assessments, Grades 6 – 8

(PDF)•Parent Guide to Smarter Balanced Summative Assessments, Grade 11

(PDF)

Resources for Parents

• PTA:

• http://www.pta.org/files/Advocacy/CCSSIToolkit/Common%20Core%20State%20Standards%20Resources/PTA%20CCSSI%20FAQ.pdf

• California Department of Education:

• http://www.cde.ca.gov/search/searchresults.asp?cx=001779225245372747843:gpfwm5rhxiw&output=xml_no_dtd&filter=1&num=20&start=0&q=information%20for%20parents%20about%20SBAC

• SBAC Practice Test:http://www.cde.ca.gov/ta/tg/sa/practicetest.asp

Questions?