walnut valley unified school district “understanding your child’s 2015 caaspp report”...
TRANSCRIPT
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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
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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
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Assessment Umbrella
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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)
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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
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CAASPP Parent Report
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Reading the Report
• https://www.youtube.com/watch?v=FQi4qlOCrmk&index=1&list=PLgIRGe0-q7SZtZI9b50s4TLpy1_LPf9tP
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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
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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.
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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
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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
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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
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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
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English Language Arts
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Math
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English Language Arts Claims
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Math Claims
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Initial identification of students in need of support or enrichment
LANGUAGE ARTS
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Initial identification of students in need of support or enrichment
MATH
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Part of the Triangulated Assessment
•1. SBAC State Test
•2. Benchmarks
•3. Grades/Classroom Assessments
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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)
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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
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Questions?