1. Common Core State Standards (CCSS) and California Assessment of Student Performance and Progress (CAASPP) Parent Academy 10/1/2015

2. 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.

3. 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

4. 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.

5. And California?

6. Why the discrepancies? Level, rigor and proficiency level What happened? Charge made by the National Governor’s Association

7. 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

9. 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

10. STAR STAR (former testing system) CST/CMA/CAPA (paper-based) ELAMathHistoryScience

11. CAASPP (California Assessment of Student Performance and Progress) SBAC (computer-based) ELAMath CST/CMA/CAPA (paper-based) Science

12. Structure of the Test Computer Adaptive Test (CAT) – “tailored to a student’s ability level” – “item pattern scoring” Performance Task (PT)

13. How Does a CAT Work? Example: A Student of Average Ability Ability Medium Med-Low Low Very Low Med-High High Very High Test Questions Answers (R/W) 12345678910 R R W R W W W W R R Expanded

14. 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 ELA2299-24922493-25822583-26812682-2795 Math2280-25422543-26272628-27172718-2862

15. 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

17. 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.

18. RUSD Website Parent Video: Understanding the Student Report Sample score reports Informative Letters

19. Elements of the Student Score Report 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 Front Page Back Page

20. 1 1 Elements of the Student Score Report Front Page

21. 2 2 Elements of the Student Score Report Front Page

22. 3 3 Elements of the Student Score Report Front Page

23. 4 4 Elements of the Student Score Report Front Page

24. 5 5 Elements of the Student Score Report Back Page

25. 6 6 Elements of the Student Score Report Back Page

26. 7 7 Elements of the Student Score Report Back Page

27. Elements of the Student Score Report: Science Grades 5, 8, & 10 only 8 8 Back Page

28. Elements of the Student Score Report: Early Assessment Program Grade 11 only 8 8 Back Page

29. Data Results CAASPP Results Local School Comparisons