CAASPP Results, 2014-15
A Summary of FUESD Results in Grades 3-8
Year 1 Assessment Results
New this year, the California Assessment of Student Performance and Progress (CAASPP) system is an adaptive computer assessment program. CAASPP provides a baseline of student progress toward mastery of knowledge and skills based on the new California State Standards. Previously, students were tested on the Standardized Testing and Reporting (STAR) assessment that ended July 1, 2013.
English Language Arts
In the area of English language arts, 50% of FUESD students met or exceeded standards. Within San Diego County, 51% of all students met or exceeded standards in English language arts. When comparing Fallbrook Union Elementary School District results to San Diego County averages, the district scored near the county average at the elementary and middle school levels. The percentage of students meeting or exceeding standards school by school in FUESD was anywhere from 38% to 73%. Claims areas in English language arts measure students in four areas with students scoring in one of three performance levels: Below, At or Near and Above. Claims results in English language arts with the percentage of students scoring At or Near and Above in FUESD are: Reading (69%), Writing (74%), Listening (81%), and Research/Inquiry (79%).
Mathematics
As expected in the first year of new, more rigorous assessments, the results in mathematics were not as strong as those in English language arts, a trend in both San Diego County and FUESD. 39% of FUESD students met or exceeded standards in mathematics. Within San Diego County, 40% of all students met or exceeded standards. When comparing Fallbrook Union Elementary School District results to San Diego County averages, the district scored near the county average at the elementary and middle school levels. The percentage of students meeting or exceeding standards school by school in FUESD was anywhere from 22% to 62%. Claims areas in Mathematics measure students in three areas, with students scoring in one of three performance levels: Below, At or Near and Above. Claims results in Mathematics with the percentage of students scoring At or Near and Above in FUESD are: Concepts and Procedures (58%), Problem Solving, Modeling and Data Analysis (66%), and Communicating Reasoning (72%).
Initial Observations
Continue and expand upon what worked:
- The District successfully launched the first statewide computer adapted assessment
- Current District technology and infrastructure accommodated the volume of students tested
- Students and teachers reported that the testing was relevant and engaging
What We Know
● Student results provide opportunities to identify academic standards and objectives, and technology skills that need additional time and support
● CAASPP results should be used in conjunction with other local multiple measures that will indicate student progress toward college preparation and career readiness.
Other measures may include:
○ Formative and summative assessments in all content areas
○ Daily classroom work
○ Reclassification rates
○ County Performance Tasks
○ Benchmark and other interim assessments
○ Report card grades
Next Steps
District and site level results and analysis
- District and site leaders will work with San Diego County CAASPP staff to review student results and develop action plans to increase student learning
English Language Arts
Full and effective implementation of:
- FUESD English language arts Units of Study, EdCaliber
- Intervention, supported by the assistant principal and instructional coach (TOSA) at each school
- Learning Dynamics, Read Well, Comprehension Toolkit
- Increased 1:1 implementation, grades: 4-6 (Chromebooks)
- i3 Grant Writing Professional Learning, grades: 7-8, Project WRITE and Writing Fundamentals
- Lexia Core 5 teacher coaching (phonemic awareness, vocabulary, fluency, comprehension), grades: K-5
- myON Online Library, grades: K-5
- Increased focus on early literacy assessment and progress monitoring
- SBAC Interim Block and Summative Assessments, including Performance Tasks
Mathematics
Full and effective implementation of:
- FUESD Mathematics Units of Study, EdCaliber
- Irvine Math Project (IMP) Professional Development
- Math Curriculum Pilot, grades: 6-8, McGraw-Hill California Math
- Increased 1:1 implementation, grades: 4-6 (Chromebooks)
- Math manipulative refresh purchase
- Math 180, grades: 7-8
- Web-based, standards-aligned curricula including Dreambox and ST Math, grades: K-8
- Conceptual math supports, including Number Talks and Math Racks
- SBAC Interim Block and Summative Assessments, including Performance Tasks
What Stakeholders Are Saying
Parent and Teachers Association (PTA)
“It is important to remember the assessment system is new, and student score reports will be new and look different. Scores from the new tests cannot be compared to anything our kids have done before. Previous scores were connected to different standards that were assessed in a different way. The first score reports are a starting point and just one measure of how your child is doing. Parent teacher conferences and back to school nights are a great time to talk with your child’s teacher and school principal about the score reports and the new assessments.”
California School Board Association (CSBA)
“It’s important to understand that our 2015 results cannot be compared to previous years’ results. The 2015 scores will establish a new baseline, a starting point from which we’ll measure our progress towards preparing our children for the future workforce and economy of tomorrow. The tests are just one part of a much bigger K12 remodeling effort. California recently adopted new standards, and has been developing new professional development efforts for teachers, new instructional resources and new state accountability measures. These changes are big, a bit disruptive, and difficult to align — like trying to get all the subcontractors to work together on a kitchen remodel and still cook dinner every night. The “under construction” signs of this remodeling are still very visible. Like any successful remodeling project, this work will take time and effort to carry out."
State Superintendent of Public Instruction
"No one should be discouraged by the scores," said state Superintendent of Public Instruction Tom Torlakson, forecasting the lower numbers. "They can help guide discussions among parents and teachers and help schools adjust instruction to meet student needs. The CAASPP gauges how well students are mastering the new California Standards that emphasize the critical thinking, analytical writing, and problem-solving skills needed to be successful in college and career. These standards set a higher bar for California students to help ensure they are prepared to succeed in the future.”