SCCOE Accountability Newsletter
February 2020
LCAP Advisory Services
Visit the LCAP Advisory Services Page to access resources for LCAPs
Visit the AAN/SF Meeting Folder for previous meeting resources and information.
ALL EVENTS: Scroll to the bottom to sign up for all events.
LCAP Writing Session on February 26th
The bulk of the time will be dedicated to you and your team writing, collaborating, and planning your LCAP. Our LCAP team of programatic and fiscal staff will be on hand to provide technical assistance and answer any questions you may have while writing.
Please sign up so we know you are coming.
February 26, 2020 - 1:00-4:00 PM
Supporting LCAP Goal Development
The LCAP is intended to be a continuous improvement document that is responsive to the identified needs as demonstrated by your state and local data. As such, it is important your LCAP communicates what your goals are and why they are important to you.
This Is Equity
Californians Dedicated to Education has produced a fantastic video titled “This is Equity”. Voices and stories from students in California are captured in the video.
As we have been meeting with district leaders about the LCAP, we have begun describing the LCAP process as a way in which districts can “operationalize” equity. We all talk about equity and even go as far as to put it in our mission statements. If one was to ask “What does equity look like in your district?”, our hope is that you would be able to point to the LCAP as a way of demonstrating how thoughtful analysis, meaningful stakeholder engagement, and strategic actions aligned to resources are in fact how your district is operationalizing equity.
Check out the video below and share it with your community!
CARS Reminder
From CARS Newsflash email dated 12/19/2019
The Consolidated Application and Reporting System (CARS) 2019–20 Winter Release has an opening date of January 16, 2020 and a due date of Friday, February 28, 2020.
2020 California World Languages Framework
From the February 3, 2020 email
Second Public Comment for Draft World Languages Framework
On January 16, 2020 the Instructional Quality Commission (IQC) considered the public comment for the World Languages Framework (WL Framework) submitted between October 1 and December 1, 2019. The framework writers have incorporated those edits, and now the draft WL Framework is once again available for a second round of public review and comment. Please visit the World Languages Framework web page to access the revised chapters. Please note that for the second round of public comment, we ask that you submit comments via email to WorldLanguage@cde.ca.gov.
The deadline to submit public comment for the second public review is March 30, 2020.2019-2020 ESSA Comprehensive Support & Improvement LEA Applications for Funding
The web-based 2019‒2020 Every Student Succeeds Act Comprehensive Support and Improvement Local Educational Agency (LEA) Applications for Funding are now available. Eligible LEAs and may log in to the Grant Management and Reporting Tool (GMART) to complete and submit their applications. On Monday, February 3, 2020, GMART login credentials were emailed to eligible County and District Superintendents and Charter School Administrators.
LEA applications are due to the California Department of Education (CDE) no later than 4 p.m. on February 28, 2020.
LEA Application Information:
The LEA GMART link is available at https://www.cde.ca.gov/sp/sw/t1/csileaapp.asp.
The fiscal year (FY) 2019‒2020 Schedule of Preliminary Funding Amounts for LEAs is available at https://www.cde.ca.gov/fg/fo/r16/csileafundingresults.asp.
The LEA Application Walkthrough Webinar is scheduled for today, Thursday, February 6, 2020, at 11:30 a.m. The webinar slides are available at https://www.cde.ca.gov/sp/sw/t1/csileaapp.asp.
ESSA CSI program information is located at https://www.cde.ca.gov/sp/sw/t1/csi.asp.
For assistance, please contact the School Improvement and Support Office by phone at (916) 319-0833 or by email at siso@cde.ca.gov.
Title I - Part A Comparability
Updates & Reminders:
Comparability is a prerequisite to receive Title I-A funds
Title I allocations are annual, so comparability is required annually
2019-20 is a transition year (form must be completed & retained locally)
ALL schools in CARS must meet the comparability of services requirement
Schools can be compared by LEA or by grade span
Adjustments must make adjustments to any school that is not comparable
CDE Recommends completing calculations & any adjustments made by October 31 annually
Beginning Fall 2020, LEAs will be asked to complete the calculation forms & submit to CDE
LEAs must maintain documentation for 3 years (from when the funds were used)
Questions:Rina DeRose | compar@cde.ca.gov 916-323-0472
Public Release of Data File for Schools that Meet the Criteria for Support and Improvement in 2019–2020
ESSA requires CDE to determine school eligibility for Comprehensive Support and Improvement (CSI) and Additional Targeted Support and Improvement (ATSI) based on the criteria in California’s ESSA State Plan. The 2019–2020 data file for schools that meet the criteria for CSI and ATSI is now posted on the CDE web site for CSI and ATSI. This file is now available for public viewing. More detailed information on the background of school assistance under ESSA and eligibility/exit criteria can be found on the State Board of Education February 2020 Information Memoranda web page.
Information on the selection, eligibility criteria, program requirements, and support for CSI and ATSI can be accessed from the CDE School Support web page. These criteria, including examples, are also available in the 2019 Dashboard Technical Guide (pages 178 through 185), which is available on the CDE California School Dashboard and System of Support web page.
Applications for Funding for CSI
A link to the web-based 2019–2020 ESSA CSI LEA and COE Applications for Funding was posted on the CDE School Support CSI web page (under the Funding tab) on February 5, 2020. Walk-through webinars providing detailed instructions regarding the LEA and COE Applications for Funding were conducted on Thursday, February 6, 2020. A copy of the LEA presentation is linked below and a recording of the webinar is located here.
Two separate emails were sent to County and District Superintendents and Charter School Administrators with log in credentials for the applications for funding on Monday, February 3, 2020.
Planning Requirements
Schools eligible for CSI and ATSI are required to develop school plans to improve student outcomes. The CDE has posted a School Plan for Student Achievement (School Plan) template which meets the federal planning requirements for those schools operating a Title I, Part A, Schoolwide Program, or that are eligible for ESSA support and improvement. This School Plan template is available on the CDE Local Control and Accountability web page.
Frequently Asked Questions
Frequently Asked Questions about school eligibility for CSI and ATSI are addressed under the Technical Assistance tabs on two CDE web pages:
The CDE CSI web page, and the CDE TSI/ATSI web page.
Questions
For questions regarding the eligibility criteria for CSI and ATSI, please contact the Data Visualization and Reporting Office, by email at lcffessadata@cde.ca.gov or by phone at 916-323-3071.
For questions regarding the funding application process, please contact the School Improvement and Support Office by email at SISO@cde.ca.gov or by phone at 916-319-0833.
For information regarding the planning process, please contact the Local Agency Systems Support Office by email at LCFF@cde.ca.gov or by phone at 916-323-LCFF (5233).
Annie Murphy is your SCCOE point of contact for all things CSI/TSI/ATSI. She can be reached at 408.453.6816 and annie_murphy@sccoe.org.
California School Dashboard 101
Deann Walsh and I facilitated two Dashboard 101 trainings in December and January. A session was videotaped and “chaptered” in to the appropriate sections.
• SCCOE’s CA School Dashboard Training videos are located here. You can also get to them from the Assessment & Accountability page.
• The training resources are at www.tinyurl.com/SCCDashboard101.
• The presentation is also here.
The ELPAC Testing Window is Open
ELPAC - What's New? (hint - a lot!)
Summative Supplemental Test Materials Ordering Window: January 15–May 15, 2020
The supplemental test materials ordering window is open from January 15 through May 15, 2020. Materials will arrive 10–14 business days after the order is placed. Materials ordered through the supplemental window will be for grades at the LEA level, not for individual sites.
For instructions on how to place a kindergarten–grade two (K–2) Writing test materials order, view the page instructions on the [Place Primary Order] tab under the [Orders] navigation tab in the top navigation bar of the Test Operations Management System (TOMS).
Summative ELPAC Administration Window: February 3–May 31, 2020
The Summative ELPAC administration window is now open for administration until May 31, 2020. To properly administer the Summative ELPAC, test examiners will need the Directions for Administration (DFA) PDF documents corresponding to their forms assignment. DFAs are available for download from TOMS by selecting the [Resources] navigation tab on the top navigation bar.
Superintendent Designation Form of LEA ELPAC Coordinators: February 3–April 1, 2020
Similar to the 2019–2020 administration, the superintendent designation process will be completed in TOMS. The deadline to designate the LEA ELPAC coordinator is April 1, 2020 (California Code of Regulations, Title 5, Section 11518.40[a]). Superintendents must assign either an existing or a new coordinator as the primary coordinator for the 2020–2021 administration year.
Initial ELPAC Administration and Scoring Training Registration Opens
The 2020–2021 computer-based Initial ELPAC testing window will begin on July 1, 2020. There will be 16 CDE-sponsored Initial ELPAC Administration and Scoring Trainings held statewide. The statewide trainings will take place from April 14 through May 20, 2020. Visit the Initial ELPAC Administration and Scoring Trainings web page for dates and information. This is a mandatory training; each LEA must send a trainer. Makeup trainings will be held in August 2020; the specific dates will be announced in spring. The training will run from 8 a.m. to 3:30 p.m. This training series will focus primarily on the local scoring of the computer-based Initial ELPAC Writing domain.
Registration for the Initial ELPAC Administration and Scoring Trainings opened on Monday, February 3, 2020. LEA ELPAC coordinators received an email containing LEA registration information. Please note that each LEA will have only one seat; only the LEA ELPAC coordinator will be allowed to register this participant for training. LEAs may register additional staff to be placed on a waiting list. Wait-listed participants will be notified as to whether they will take the training approximately one week before the training.
Using Completion Status Reports
Another benefit of the computer-based ELPAC is the ability to plan and manage testing and monitor test completion in real time. The Completion Status System is the means of viewing test status and completion data and managing rosters for students taking part in both the CAASPP and ELPAC. ELPAC users would use their TOMS log on information to access this the Completion Status and Roster Management system. The Completion Status System used in CAASPP testing is available for ELPAC users to plan and manage testing of each domain by date, school, grade, and student. Using these reports, LEA coordinators can also monitor the completion rates. To learn more about how to use this system, refer to the 2019–20 Guide to CAASPP and ELPAC Completion Status and Roster Management.
Within TOMS exists two new reports: Student Completion Status Report and Student Completion Status Summary Report. These reports allow LEA coordinators and test site coordinators the ability to track the number of tests started and completed at the school and student level for each test or domain.
ELPAC––New Resources
In addition to “How to Use the Technology Resource Checker for Students,” the “Technology Readiness Checker for Student Support Guidelines” document is now available on the ELPAC website, under the Resources tab.These guidelines are provided to assist test administrators, teachers, parents, and educators in making decisions on a student’s technology readiness. Both documents are designed to help with the interpretation and use of the information provided through the optional Technology Readiness Checker for Students.
Please also note that the Initial ELPAC Testing Parent/Guide Notification Letter templates in English and Spanish have been updated to include information about the voice capture feature of the ELPAC Speaking domain. The templates are located on the CDE ELPAC web page.
ELPAC Resources Available Now
Manuals, Instructions, and Quick Reference Guides
- Test Operations Management System (TOMS) User Guide
- 2019–20 Summative ELPAC Packing and Return Instructions
- How to Start Practice and Training Tests Quick Reference Guides
- Online Summative ELPAC Test Administration Manual
Videos
- Test Security Guidelines video
- Using the Online Practice and Training Tests video
- Entering Student Responses into the Data Entry Interface video
Web Site Updates
- Completion Status Button on ELPAC.org home page
- Computer-based Initial Administration and Scoring Trainings web page
- Summative ELPAC Estimated Testing Times web page
- Forms Assignment for the 2019–20 Summative ELPAC Administration web page
ELPAC Resources Coming Soon!
- Before, During, and After checklist one-pagers
- These one-pagers are useful resources for LEA ELPAC coordinators to give to their test site coordinators, test examiners, and educators working with ELs.
- How to Start a Test Session Quick Reference Guide
- ELPAC Security Incidents and Appeals Procedure Guide
- Starting and Stopping a CAASPP or ELPAC Test Session video
- Security and Test Administration Incident and Reporting System (STAIRS) video
- How to Submit a STAIRS Case Quick Reference Guide
ELPAC Fee-based Services Coming Soon
The 2019–20 Summative ELPAC fee-based services will be available soon on the ELPAC website. Fee-based services will include the following:
• Rescoring student responses
• Scoring Answer Books returned late
• Paper Student Score Reports
• Special handling of electronic Student Score Report files
• Printing and shipping of Directions for Administration
For LEAs choosing to print the secure Directions for Administration (DFAs), the secure DFAs must be downloaded onto a jump drive and brought to the LEAs print shop. The LEA must have a dedicated staff member and a print shop staff member sign the non-TOMS user security affidavits. Upon completion, the LEA staff member must ensure that all files have been removed from the print shops systems and jump drive.
Reminder: Have you had the chance to familiarize your students with the new computer-based ELPAC? The ELPAC Practice and Training Tests are available located on the Home page of the ELPAC website. This resource can be used in standardized and non-standardized settings, meaning that teachers can administer the practice and training tests with students in a group setting or students can take them independently. Please note that scoring guides are available for the ELPAC Practice Tests on the ELPAC website.
Did you know? This year, grade two is administered in a one-on-one setting, however, the Writing domain may be administered in small groups of up to 10 students. Groups larger than 10 students require a proctor.
ELPAC: Updated DFAs Available for Download in TOMS
The 2019–2020 Summative ELPAC secure Directions for Administration (DFAs) were made available on January 14, 2020. If you downloaded or printed the DFAs already, please note there were a few changes that have been made, and updated DFAs were re-posted on February 3, 2020, to reflect these changes. Some changes may require reprinting of pages.
- In all Kindergarten through Grade Two Listening, Speaking, Reading, and Writing DFAs, except the braille versions, the Speaking logon instructions on pages 18–19 have been revised. Reprinting pages 17–18 and 19–20 is recommended if you have already printed them double-sided.
- In Grades 3–5 Speaking Forms 1, 2, 4, 5, 6 DFA (pages 26 and 30), Grades 3–5 Speaking F3 DFA (page 38), Grades 3–5 Braille Speaking DFA (pages 26 and 30), and Grades 6–8 Speaking F3 DFA (page 36) in the Summarize an Academic Presentation rubric at score points 2, 3, and 4, the top bullet of the rubrics has been revised to indicate
Score 2: Response includes a partial summary of at least one of the Main Points of the presentation and may lack an understanding of the Main Points.
Score 3: Response includes a mostly clear summary of some of the Main Points of the presentation with partial/basic details.
Score 4: A full response includes a clear summary of the Main Points and details of the presentation.
- In the Grades 11–12 Speaking Braille DFA, if you have downloaded or printed this DFA, we recommend you replace the following pages:
On page 26, the first bullet after the pointing icon has been revised to state, “explain the main steps in how trees are grafted to produce new fruit trees,”.
On page 27, the first bullet after the SAY icon has been revised to state, “explain the main steps in how trees are grafted to produce new fruit trees,”.
The ELPAC Known Issues web page lists all of the of the changes that were made to the DFAs. We recommend that you review the changes, but you are not required to reprint these DFAs, if you have already started printing.
These DFAs can be accessed electronically by local educational agency (LEA) ELPAC coordinators, site ELPAC coordinators, or test examiners just prior to testing. DFAs can be printed and securely stored until administering the Summative ELPAC. LEAs also have the option to order printed ELPAC DFAs for specified grades or grade spans at an additional cost; more information about this option is coming soon.
Take the following steps to access the secure DFAs, which are available in the Test Operations Management System (TOMS):
1. Log on to TOMS.
2. Select the [Resources] tab on the top navigation bar to access the list of secure materials.
3. Select Summative ELPAC DFAs from the Available Materials list and download the DFA(s) that match the assigned form number. (For more information about version assignments, refer to the “2020 Summative Forms Assignment Now Posted” email communication.)
ELPAC test examiners should direct questions regarding all aspects of the computer-based Summative ELPAC to their site ELPAC coordinator. Site ELPAC coordinators should direct questions regarding all aspects of the computer-based Summative ELPAC to the LEA ELPAC coordinator. The LEA ELPAC coordinator can direct questions about ELPAC administration to the California Technical Assistance Center (CalTAC), by phone at 800-955-2954 or by email at caltac@ets.org.
ELPAC: Additional Grade 2 DFA Update on February 12 (Non-Responding Student Instructions)
If you have downloaded or printed the DFAs already, please note there were a few recent changes to the DFAs containing the grade two Listening, Speaking, Reading, and Writing domains; updated DFAs were re-posted on February 12 to reflect these changes. The updated DFAs provide clarification and instructions on how to discontinue a test for a student who is not responding.
The ELPAC Known Issues web page lists all the changes that were made to the DFAs. Please review the changes and follow the guidance on the ELPAC Known Issues web page to reprint the DFAs, if you have already printed them. We also recommend providing the following guidance to your test examiners:
“If at any point the student does not respond to a question after being reprompted twice, select Mark as No Response from the question’s Context menu. If there have been no answers or no correct answers when you reach the stopping marker, excuse the student, select Mark as No Response from the Context menu for each of the remaining questions, and then select the [End Test] button.”
Summative ELPAC: Pre-ID Labels and Materials Return Instructions for K-2 Writing
The 2019–2020 ELPAC administration is now underway and closes May 31, 2020. The ELPAC Writing domain assessment for students in kindergarten through grade two (K–2), while considered part of the computer-based ELPAC, remains paper-pencil tests.
Pre-Identification (Pre-ID) Labels
Pre-ID is the process of electronically identifying students through a barcoded label rather than marking student demographic information on the Answer Book. Starting with the 2019–2020 administration, Summative ELPAC Writing domain Answer Books and Pre-ID labels will be provided at no cost. K–2 students with an English Language Acquisition Status of English learner within TOMS will receive a pre-ID label.
There will be two production dates for pre-ID labels: January 17, 2020, and March 13, 2020 (for new students not included in the first pre-ID order only). LEAs can expect to receive the pre-ID labels created on January 17 starting February 3, and those created on March 13, starting March 30. Students enrolled after those dates must have their student demographic information marked completely, as shown in the Directions for Administration. Not marking this information could result in delays in reporting for the student, school, or LEA.
To assist in early scoring and reporting , LEAs should return any completed, scannable K-2 Writing Answer Books as early as possible.
K–2 Answer Book Return Instructions
ELPAC Answer Books for K–2 must be received by ETS for scoring. It is not necessary to complete all student testing prior to returning test materials for scoring. Please read and follow the 2019–20 Summative ELPAC Packing and Return Instructions to help ensure timely scoring and reporting. LEAs have to option to download and complete the ELPAC School Group List when returning Answer Books to serve as a reference for both the LEA and ETS as to what is being returned in each shipment. We recommend keeping a copy of the ELPAC School Group List for your records to track the test materials being returned to ETS. Test materials must be returned in the white cartons provided. To order additional white cartons, please contact the California Technical Assistance Center (CalTAC).
The following schedule lists dates to return completed K–2 Writing Answer Books to ETS for scoring:
- February 14 and 28, 2020
- March 13 and 27, 2020
- April 10 and 24, 2020
- May 8 and 22, 2020
- June 12, 2020 (Final Pickup)
ELPAC Issue for iPad Users Resolved: Summative ELPAC Audio File in the Grades 3-5 Speaking Test
Students being administered the grades three through five Speaking domain, forms 1–6, on iPads might have had audio for an item that was incorrect or missing. This known issue was identified on February 4, 2020 and resolved on February 7, 2020.
This issue has been resolved. Students taking the grades three through five Speaking domain using iPads will hear the correct corresponding audio file. For more information and updates, view the ELPAC Known Issues Log web page on ELPAC.org.
2019-20 Summative ELPAC Participation, Scoring Rules, and Student Score Reports (SSRs)
LEAs may be wondering how the transition to the computer-based ELPAC affects how ELs count as participated and which students will be scored.
English Language Acquisition Status (ELAS) has a whole new importance with a computer-based assessment. ELs will be eligible to test only if their ELAS is “EL.” Please work with the LEA’s CALPADS coordinator to ensure all ELAS data is up to date before students begin testing.
To count as participated, students must log on to at least one domain in the Oral language composite (i.e., Listening and Speaking domains) and one domain in the Written language composite (i.e., Reading and Writing domains). Students will receive a calculated score or the lowest obtainable scale score (LOSS) if they
- log on to at least one domain from each composite, or
- have been designated to receive a locally determined and administered alternate assessment, or
- have received a domain exemption from at least one domain in each composite.
Students who do not meet this requirement will not count as participated and will not receive a Student Score Report (SSR). Exceptions may apply in the following cases:
1. ELAS changes during the Summative ELPAC test administration window
Students who are identified as an EL during the test administration window will be eligible to take the Summative ELPAC. Student demographic data, including grade, special education status, socioeconomically disadvantaged status, and ELAS are locked when the student accesses the first domain of the online assessment. Students who are reclassified during the test administration window can continue to test but will not be reported unless the student has completed testing all four domains by the end of the test administration window.
2. Student receives domain exemptions or is assigned alternate assessments or an unlisted resource for the Summative ELPAC
When a student’s IEP or Section 504 plan specifies that the student has a disability for which there are no appropriate accommodations in one or more domains, the student may be exempt from the domain and shall be assessed in the remaining domains in which it is possible to assess the student. To receive an overall score, a student cannot be exempted from both domains within the Oral language or Written language composite. A composite score will be calculated based on the domain administered.
When a student with the most significant cognitive disability(s) is not able to take the ELPAC (the entire test or any portion of it), the IEP team may determine that a locally determined alternate assessment is appropriate and necessary. The LOSS will be assigned to each of the domains where an alternative assessment is administered. Students taking the alternate assessment for all domains will count as participated.
Students who use an unlisted resource that changes the construct of the test will receive a LOSS for that domain. A student’s overall score will be calculated based on the remaining domains completed.
Release of the 2019–2020 Summative ELPAC Student Score Reports (SSRs)
Prior to releasing any results, ETS will conduct analyses to ensure the validity and accuracy of student results. The timing of the SSR and LEA student data file release is contingent on when ETS receives enough data to complete the necessary analyses. Once the analyses and quality control processes are complete, electronic SSRs will be released on a weekly basis, estimated to begin mid-June 2020.
LEAs will still be required to ship the kindergarten through grade two (K–2) Writing materials—including completed, scannable Answer Books—as soon as possible back to ETS for scoring early in the window. K–2 Writing materials can be returned even if students in these grade levels have not completed computer testing in the other three domains. Returning materials early means scoring and reporting can start earlier for all LEAs. A good practice is to send materials twice a month, from February to May, using the electronic shipping labels and white boxes provided. The final pickup is on June 12, 2020. If your LEA needs to order additional white boxes, please contact the CalTAC by phone at 800-955-2954 or by email at caltac@ets.org.
Participation Rate Criteria for the English Language Proficiency Indicator (ELPI)
In December 2019 CDE informed LEAs that a participation rate for the ELPI was calculated based on the number of summative assessment test-takers of the ELPAC. LEAs and schools that did not test at least 95 percent of their ELs were automatically assigned a Status of ‘Low’ on the ELPI. The data reflecting all LEAs’ and schools’ ELPAC Participation rate can be found on the 2019 Dashboard: Data Files and Record Layouts web page at https://www.cde.ca.gov/ta/ac/cm/datafiles2019.asp.
The CDE subsequently received inquiries about the participation rate including questions about access to individual student level data. Through CALPADS, LEAs have real-time access to their EL students’ data and can monitor reclassification progress and determine if students are required to take the summative ELPAC during the annual testing window.
It is important that EL students’ and reclassified students’ data in CALPADS be updated in real time in order to accurately reflect those EL students required to take the ELPAC summative assessment. If EL students have been reclassified during the annual ELPAC testing window, their data should be updated immediately within CALPADS. Additionally, all EL students’ data should be certified no later than the CALPADS End-of-Year submission deadline which for this year is on July 31, 2020. Additional information about current year CALPADS submissions is available on the CALPADS Calendar web page at https://www.cde.ca.gov/ds/sp/cl/rptcalendar.asp.
Note that per California Education Code Sections 313 and 60810, each LEA must annually assess the English language proficiency and academic progress of all ELs during the annual summative assessment window. As such, it is critically important that LEAs ensure every EL student eligible to take the annual ELPAC summative
Now Available: 2019–2020 Interim Assessment User Guide
The CAASPP 2019–2020 Interim Assessment User Guide is now available. The guide provides instructions for LEA staff using the interim assessment online systems, including the following:
• Viewing System
• Test Delivery System
• Hand Scoring System
• California Educator Reporting System (CERS)
• CERS Sandbox Training Tool
A “What’s New” section has been added to the beginning of the guide as well as relevant sections throughout that highlight key changes from last year’s version.
CAASPP - All About Accessibility
Medical Supports: The medical device non-embedded designated support is now called medical supports. Students may have access to medical supports for medical purposes. The medical support may include cell phone, and should only support the student during testing for medical reasons. Educators should follow local policies regarding medical supports and ensure students’ health is the highest priority. Device settings must restrict access to other applications or the test administrator must closely monitor the use of the device to maintain test security.
Word Predication: Word prediction is a non-embedded accessibility resource for CAASPP that allows students to begin writing a word, and then choose from a list of words that have been predicted from word frequency and syntax rules. Word prediction may be set for students who have documented motor or orthopedic impairments or students with moderate to severe learning disabilities that prevent them from recalling, processing, or expressing written language. Students will need to be familiar with the software and have had many opportunities to use it in daily instruction.
Calculator use for Math and Science: The calculator is an embedded universal tool for mathematics testing in grades six through eight and grade eleven and for science testing in all tested grades. An embedded, on-screen digital calculator can be accessed for calculator-allowed mathematics items and for all science items.
The use of a non-embedded calculator for mathematics is an accommodation for allowed items only for students in grades six through eight and grade eleven who have this accommodation documented in their IEP or 504 plan. Allowed items are items that have an embedded calculator. The non-embedded calculator will need to be set in the student test settings in TOMS prior to testing. Students should use a calculator they are familiar with and use during regular classroom instruction. Because this accommodation is available for calculator-allowed items only, students must be monitored on an item-by-item basis during their use of the non-embedded calculator.
An unlisted resource request can be made in TOMS for the use of a non-embedded calculator for mathematics for the following:
• Grades three through five
• Non-allowed items in grades six through eight and grade eleven
The use of this unlisted resource has been determined to change the construct of the test and will invalidate the student’s score.
For science, the use of a non-embedded calculator is a designated support for all items. Students who have this resource selected in the student test settings in TOMS may use a basic calculator for grade five and a scientific calculator for grade eight and high school.
More information on calculator use can be found in Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines, available on the Smarter Balanced website, and the Accessibility Guide for CAASPP Online Testing, available on the CAASPP website. In addition, short video tutorials are available on the CAASPP website. Find them on the Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials web page.
Alternate Assessments (CAA & ELPAC) Item Development
Reminders for Those Administering Science Assessments to High School Students
This week, we offer the following quick reminders regarding administering the science assessments to high school students:
- All grade twelve students who did not take a science test in 2017–18 or 2018–19 will be automatically registered to take the CAST.
- For students eligible to take the California Alternate Assessment (CAA) for Science, local educational agencies (LEAs) must log on to TOMS and register those students for the alternate assessment.
- Students who are repeating grade twelve are not eligible to test.
- To assist in determining the current science testing registration status for high school students, two participation reports are available—one for the LEA level and the other for the school level.
- These participation reports include information about (1) the grade in which students currently are enrolled in the California Longitudinal Pupil Achievement Data System; (2) the grade in which students took the science assessment (i.e., grade ten, eleven, or twelve); and (3) the science assessment the students took (i.e., CAST or CAA for Science).
- To access the reports, log on to TOMS (secure logon required), on the CAASPP website; select a role; select the Reports tab; select either the LEA Reports or the Site Reports tab; under available reports, choose either the LEA-Level or School-Level High School Participation Report for the CAST and CAA for Science; and select the organization.
For further information on testing high school students in science, please refer to the flyer “Science Test Administration for High School Students.”
Are Your Grade Eight and High School Students Ready to Take the CAST?
The statewide testing window for the California Science Test (CAST) opened on January 14, 2020. During online CAST testing, students in grade eight and high school may access two embedded universal tools—a periodic table and a reference sheet of formulas and constants. The reference sheet provides students with all the formulas needed to respond to CAST questions; however, this does not imply that students will receive specific types of questions on the CAST.
Teachers are encouraged to provide students with printable versions of these science reference tools for use in the classroom to (1) signal to students that they do not need to memorize formulas or elements from the periodic table; and (2) help students become familiar with these resources prior to testing. Note, however, that these resources are not meant to guide instruction.
Find these printable science reference tools on the CAST web page of the CAASPP website, under “Science Reference Tools.” Printable braille versions also are available.
California Science Test (CAST) and California Spanish Assessment (CSA): 2018–19 Summary Results
The 2018–19 summary results for the first operational administration of the CAST and the CSA were made available to the public on February 4, 2020. The summary results are reported at the state, county, district, and school levels by grade and student groups.
The CAST and CSA summary results are located on the CDE Public Reporting website. When accessing this website for both the CAST and CSA, users will find:
• Test results at a glance
• Detailed views
• Access to research files
• A comparison feature that allows users to compare CAST district or school results with those of the state and other counties, districts, and schools (note that the comparison feature is not available for the CSA).
Regarding research files, the 2018–19 CAA for Science field test research files also were made available to the public on February 4 and are located on the CDE CAA for Science Administration Research Files web page.
Any questions regarding the 2018–19 summary results can be directed to the CAASPP Office by phone at 916-445-8765 or by email at caaspp@cde.ca.gov.
CAA for Science Administration Reminders
The following resources provide information on downloading documents that are imperative for administering the embedded PTs:
- The 2019–2020 school-level version assignments can be found on the CAA for Science Version Assignments web page, which is also on the CAASPP website.
- Administration planning guides are available on the CAA for Science Administration Planning Guides web page on the CAASPP website.
- After confirming the version assignment, download the appropriate Directions for Administration (DFAs) document from the Test Operations Management System.
Test examiners with questions about CAA for Science administration should address them to the CAASPP test site coordinator. CAASPP test site coordinators should address questions to the LEA CAASPP coordinator. LEA CAASPP coordinators can address any questions to the CALTAC by phone at 800-955-2954 or by email at caltac@ets.org.
Release of New Smarter Balanced Sample Items and Annotated Anchors Next Week
Smarter Balanced recently released more than 100 new items on the Smarter Balanced Sample Items website as well as new annotated anchors for the ELA assessment.
This will be the first release of operational test questions from the summative assessments and will highlight the critical role educators serve in item development and the rigorous process used to create high-quality items. A total of seven annotated anchors were also released, one for each grade level for grades three through eight and grade eleven. These annotated anchors provide students and educators the opportunity to review a variety of student responses to the writing extended response items alongside scorer annotations that connect the student response to the scoring rubric. The anchors serve as a valuable resource for educators looking to better understand the performance task items and scoring while also supporting students in the critical skills of self-evaluation and extended response writing.
The ELA annotated anchors can be found on the Smarter Balanced website, under the Practice Tests and Sample Questions tab. The Smarter Balanced sample items can be found on the Smarter Balanced Sample Items website.
Digital Library Change Coming Soon: How to Prepare
In late May 2020, the Smarter Balanced Assessment Consortium will be decommissioning the Digital Library in preparation for the launch of an advanced suite of resources for teachers—Tools for Teachers.
This new website will feature instructional and professional development resources authored with a focus on implementing the formative assessment process in the classroom, and ensuring alignment with Smarter Balanced claims and targets, as well as the Common Core State Standards. Each resource will have embedded instructional differentiation recommendations along with accessibility and formative assessment strategies. The Tools for Teachers platform will offer resources that are easy to search and are fully accessible (WCAG 2.1 AA-compliant).
Smarter Balanced is expecting to release Tools for Teachers with updated content and new features in Fall 2020. An initial site preview for LEAs is expected in June 2020.
Please note that all currently registered users of the Digital Library will soon start receiving information about Tools for Teachers and may have questions. As the transition takes place, some of the existing Digital Library resources will be removed and existing Digital Library users will no longer have access to the resources they designated as “Favorites.” You may wish to advise your teachers to download any resources they use frequently as some of them will no longer be offered on the updated website.
In the coming months, the California Department of Education will send more information to support you and your teachers during this transition. In the meantime, please visit the Tools for Teachers information page at https://www.smarterbalanced.org/tools-for-teachers/ to learn more about this exciting new website.
Constructed-Response Items for the California Spanish Assessment Coming Soon
California Spanish Assessment (CSA) optional constructed-response items are now available for LEA’s. These optional constructed response items are independent of the CSA, and can be used to collect more information about students’ Spanish writing skills. These items are intended to be locally scored. Each grade and grade spans’ constructed response material will be located in the Test Operations Management System and accompanied by the following materials:
- Student materials—constructed-response prompt and its stimulus, where appropriate
- Introduction and calibration materials—a set of pre-scored responses to use for training prior to scoring
- Training and scoring materials—the constructed-response prompt, its stimulus, where appropriate, the scoring guide (rubric), and a brief training activity
- Check set materials—for use with the training and scoring materials referenced above
For questions about the constructed-response materials, please contact CALTAC by phone at 800-955-2954 or by email at caltac@ets.org.
Now Available: CAASPP and ELPAC TOMS User Guide
The CAASPP and ELPAC Test Operations Management System (TOMS) User Guide provides detailed instructions for local educational agency (LEA) staff using TOMS. It is now available on the following web pages:
- CAASPP Manuals and Instructions web page and TOMS Resources web page of the CAASPP website
- ELPAC Manuals and Instructions web page of the ELPAC website
The guide explains this year’s new features in TOMS, such as single sign-on, MyTOMS at a Glance, CAASPP and ELPAC user roles, Security and Test Administration Incident Reporting System and appeals process improvements, and menu-based reporting.
Embedded help continues to be available in TOMS, in the form of two types of icons—one for page instructions and one for help. When selected, the page instructions icon, located at the top of each screen in TOMS, opens a separate pop-up box that provides information about the content of the screen. For even more specific help with certain actions, users can select the help icon, which appears on many of the screens. Each help icon opens a separate pop-up box that provides guidance directly related to the content located next to the icon, providing the user with quick access to the needed information.
CAASPP and ELPAC Systems Updates
Summative ELPAC:
- The Summative ELPAC is available for administration until May 31, 2020.
- To properly administer the Summative ELPAC, test examiners will need the Directions for Administration (DFA) PDF documents corresponding to the location’s forms assignment. DFAs are available for download from the Test Operations Management System (TOMS) by selecting the [Resources] tab on the top navigation bar.
Test Operations Management System (TOMS):
- LEA-Level and School-Level Interim Assessments Test Settings Reports: Last month, the “Interim Assessment Test Settings” batch upload template was added to the Students Upload page in TOMS to allow for the assignment of accessibility resource test settings for the Smarter Balanced Interim Assessments for students enrolled in kindergarten through grade two and grades nine, ten, and twelve. The reports will display the student test settings uploaded in TOMS for students in these grades.
- Student Completion Status Report and Student Completion Status Summary Report: Two new reports are available for the CAASPP and ELPAC. These reports allow LEA coordinators and test site coordinators the ability to track the number of tests started and completed at the school and student level for each test or domain.
As a reminder, please update your student demographic data in CALPADS early and often for the upcoming CAASPP and ELPAC administrations. Student demographic data in TOMS is read-only.
CAASPP and ELPAC: Current Updates to Supported Operating Systems and Browsers for 2019-2020
Updates were made to supported operating systems and browsers as of January 1, 2020, for 2019–2020 online testing. These technology requirements also apply to the ELPAC as part of the transition to the computer-based Summative ELPAC.
As of January 1, only the operating systems listed on the Secure Browsers web page are supported for testing.
The desktop secure browser version 12 (Windows, MacOS, Linux) is required for all ELPAC and CAASPP computer-based test administration.
The tables that follow include the new operating systems and browsers that are supported for the 2019–20 administration.
Registration Still Open for New Coordinator WebEx
2nd Annual California Assessment Conference
February 26, 2020
LCAP Writing Session
http://santaclara.k12oms.org/201-175942
March 25, 2020
LCAP Writing Session
http://santaclara.k12oms.org/201-175944
March 26, 2020
AAN/S&F Lunch & Learn Network Meeting - Session 5
http://santaclara.k12oms.org/201-172756
April 23, 2020
AAN/S&F Lunch & Learn Network Meeting - Session 6
http://santaclara.k12oms.org/201-172757
April 27, 2020
LCAP Writing Session
http://santaclara.k12oms.org/201-175946
May 14, 2020
LCAP Writing Session
http://santaclara.k12oms.org/201-175950
May 21, 2020
AAN/S&F Lunch & Learn Network Meeting - Session 7
LCAP Advisory Services
Email: cizor@sccoe.org
Website: www.sccoe.org
Location: Santa Clara County Office of Education, Ridder Park Drive, San Jose, CA, USA
Phone: (408) 453-6500