California Assessment of Student Performance and Progress (CAASPP) Understanding the new state testing and reporting system

California Assessment of Student Performance and Progress (CAASPP) California’s new assessment program (replacing STAR) for Grades 3, 4, 5, 6, 7, 8, and 11 California Standards Test (CST), CMA, CAPA Science grades 5, 8, and 10 First statewide administration: spring 2015. Two subject areas only: English Language Arts (ELA)/Literacy Mathematics A single measure to assess student progress — one tool to gauge what students know and are able to do. Used to instructional decision making

California Assessment of Student Performance and Progress (CAASPP) - continued Comprised of real-world test items and performance tasks: critical thinking problem-solving application of knowledge and skills Computer Adaptive: test questions are tailored to more accurately identify knowledge and skills Designed to measure student growth over time. Interim Assessment Benchmarks for ELA/Math

Why CAASPP? New standards (California State Content Standards) a new name for Common Core New skills students must have to succeed in today’s global, knowledge-based economy New teaching methods and strategies Needed to measure student performance against the new state standards over time (which was not possible under STAR)

Avoiding Misrepresentation of Results 2014-15 was starting point. These results are best viewed as a baseline. The results are best used on helping each student make as much progress as possible, next year and beyond. CAASPP is a big adjustment for all. New skills being taught New technologies learned

Understanding Baseline CAASPP Scores Two Components 1. Overall scores: Each student will receive an overall score for English language arts/literacy (ELA) and mathematics, expressed as a number between 2000 and 3000. 2. Achievement levels: Each overall score falls into one of four achievement levels: standard not met, standard nearly met, standard met, and standard exceeded.

Overall Achievement Level Descriptors Demonstrates advanced progress toward mastery. Standard Exceeded Standard Met Demonstrates progress toward mastery. Standard Nearly Met May require further development for success in future coursework. Standard Not Met Needs substantial improvement for success in future coursework. Source: http://www.cde.ca.gov/ta/tg/sa/index.asp.

What Do Our Scores Tell Us? Highlight students' strengths and areas in need of support in key skill areas for both ELA/Literacy and Mathematics Each skill area is known as a “Claim” (4 for ELA/Literacy and 3 for Mathematics): Reading Writing Speaking and Listening Research/ Inquiry ELA/Literacy Claims: Mathematics Claims: Problem Solving & Data Analysis Concepts & Procedures Communicating Reasoning

Claim-Level Performance Unlike Overall Scores, A student’s claim performance falls within one of three levels: Above Standard At or Near Standard Below Standard The computer adaptive nature of this test, which makes it dramatically different from any other assessment, gives us a broader scope for where students actually fall in the at or near category. This test is a single measure. Because of the cat nature of the test, students performance is placed in a broader range of possible performance outcomes. The at or near category is consistent with students having adequate and/or partial understanding of that skill/ability.

CST for Science grades 5,8,and 10 Advanced/proficient 80% grade 5, 86% grade 8, and 82% grade 10. We will take the CST again spring 2016. They are developing the new test aligned to NGSS for 2016-17 field, 2017-18 pilot, and 2018-19 operational.

ELA/Literacy – % Met or Exceeded PG outperformed both state and county. I want to reiterate this is a baseline year. This is also a new measure in a new era of testing and accountability for a new set of more rigorous standards Notice the consistent trend line from grade to grade in comparison to state and county. Text complexity level bands increase beginning in 6th grade. Old lexile 6-8 860-1010 New 955-1155 (comparable to old 9-10: 960-1115) Writing requirements change in 6th grade from opinion in 5th to argument in 6th-8th. We still do not have curriculum aligned to the new standards for grades 3-8. This year we will be looking to adopt materials for these grade spans 3-5 and 6-8. This year we purchased supplementary materials for 6-8 that should significantly improve student outcomes.

Math – % Met or Exceeded We have also outperformed the state and county. Our scores are consistent grade 3-11.

ELA/Literacy – % Per Achievement Level Students at the high school clearly showed mastery towards the standards, which is the goal for college and career readiness. The standards build on each other from grade level to grade level with the ultimate goal of achieving college and career upon graduation. The standards were built with the end in mind. We want to target the students who nearly met and not met the standards. We feel confident with our current intervention programs we will support these students.

Reading is the most heavily weighted claim on the ELA Reading is the most heavily weighted claim on the ELA. There are more items in this category that are presented to students than in the other categories. With the reading interventions (read 180, IREADY ) and writing focus on the three text types we have in place this year, we anticipate showing growth for those students identified in the below standard and the at or near the standard. We will also continue to build on the work from last year’s focus on the speaking and listening standards and strategies to increase student academic conversations.

Math – % Per Achievement Level At present we don’t see any significant performance differences from one grade to the next. This provides a baseline from where we can show growth next year and we can monitor student growth using the Interim assessment system. Overall a little more than half are meeting or exceeding Met and Exceeded Grade 3: 57 Grade 4 : 58 Grade 5: 53 Grade 6: 52 Grade 7 : 51 Grade 8: 53 Grade 11: 54

The concepts and procedures claim is the most heavily weighted in the test. There are more items in this category that are presented to students than in the other categories. We will focus here as this will then translate into better scores for this claim as well as the others. Analyzing students who fall into each of these categories will inform us as to which students require further support.

What Do Our Scores Tell Us? - Continued Overall we are pleased with our performance compared to county and statewide results. Scores will inform where improvements are needed and confirm what is already working. Which skill areas/claims need further attention. Example: Listening and Speaking, Writing/Research Example: Mathematical Concepts and Procedures We will use the SBAC interim benchmarks and other local measures to monitor student progress. For students in grade eleven, scores will indicate readiness for credit-bearing, college-level work. Rebuttle to Carmel comparisons: They had advanced technology preparation in comparison to PG. They have had one to one for a few years while we just got ours in time to give the sbac in the spring.

Next Steps This is an exciting new era of achievement for our students and we accept the challenges that come with implementing the new, more rigorous standards. This as an opportunity to seek out more innovative tools and techniques for teaching and for creating more engaging and challenging learning experiences for students so they will be better prepared to enter an ever-changing world. We are ever so grateful to our community for their steadfast support and approval of the funding necessary to create the learning experiences students need to compete in the 21st century.