COVID–19 Assessment FAQsFrequently asked questions related to COVID–19 and assessment.
This web page provides answers to frequently asked questions (FAQs) from local educational agency (LEA) staff regarding COVID-19 and its impact on assessment policies, regulations, and requirements of the following programs: English Language Proficiency Assessments for California (ELPAC); California Assessment of Student Performance and Progress (CAASPP); Physical Fitness Test (PFT); California High School Proficiency Examination (CHSPE); and High School Equivalency (HSE) Tests (e.g., HiSET and GED).
2021 Spring Summative Assessment Administration
How should a local educational agency (LEA) determine which assessments to use for the English language arts/literacy and mathematics in 2020–2021? (Posted 15-Apr-2021)
Where it is the most viable option, LEAs should administer the statewide summative assessment and where a statewide summative assessment is not the most viable option for the LEA, LEAs may report results from a different assessment that meets the criteria established by the California State Board of Education (SBE) on March 16, 2021. The assessments must be:
- Aligned with California Common Core State Standards for English Language Arts/Literacy (ELA) and mathematics.
- Available to assess students in the grade level(s) in which the state summative assessment is not the most viable option (within grades three through eight and grade eleven)
- Uniformly administered across a grade span, school, or district.
Per state and federal statutes, LEAs will still be required to publicly report, disaggregated by student group in the School Accountability Report Card (SARC) and the Local Educational Agency Report Card (LARC), the performance of students by assessment and the number and percentage of students tested and not tested.
What are the considerations for viability of administering state summative assessments? (Posted 15-Apr-2021)
Considerations for viability may include:
- Access to secure browsers
- Access to stable broadband with adequate bandwidth
- Challenges of non-managed devices
- Capacity for proctoring and monitoring remotely, both in the home and from the school
- Children’s degree of experience with an online assessment platform
- Students’ requirements for non-embedded accessibility supports
- The amount of time schools have been, or will have been, providing full in-person instruction (Including ensuring initial time upon reopening for students and staff to learn and adjust to mitigation strategies, take stock of and address trauma, and support immediate social-emotional needs)
- Instructional model transitions due to COVID-19
- Local pandemic-related factors
Should LEAs be bringing in students for the sole purpose of completing summative testing? (Posted 15-Apr-2021)
No. If students are not participating in in-person instruction, they should not be brought back to school for the purpose of taking assessments.
May an LEA administer multiple assessments across grade levels? (Posted 15-Apr-2021)
Yes. While a single assessment should be used across a single grade, assessments may differ by grade level if the summative is not a viable option. For example, if there are viability challenges in offering the state summative tests to the youngest students on-line and students will not be back in school long enough to take assessments in person, an LEA may report scores from a diagnostic, interim, or benchmark assessment for third and fourth graders and have fifth through eighth graders and eleventh graders take the Smarter Balanced Summative Assessments. Results for any assessment given in the required grades should be aggregated and disaggregated by student group and included in the SARC and the LARC.
By what date do locally assessment results need to be in the SARC and LARC? (Posted 15-Apr-2021)
To meet the report card requirements under the Every Student Succeeds Act, schools and LEAs are required to annually report assessment results through the SARC and LARC. California state law further specifies that the SARC be completed and approved by February 1 and a link be submitted to the California Department of Education (CDE). There is no statutory requirement for the timing of the release of the LARC. However, LEAs may make available reports at the local level as early as possible to meet their local needs.
Is the extension of CAASPP and ELPAC windows to July 30, 2021, in effect now? (Posted 15-Apr-2021)
Yes. Emergency CAASPP and ELPAC regulations were approved by the SBE at its March 2021 meeting. On April 7, 2021, the Office of Administrative Law approved the extension of the CAASPP and ELPAC test administration windows through July 30, 2021.
Will the CDE or SBE have an approved list of locally-administered assessments, or does the LEA determine if an assessment meets all four criteria? (Posted 15-Apr-2021)
No. The CDE will not post a list of approved assessments for this purpose.
If it is not viable for LEAs to administer the state summative assessments do they need to provide documentation of how each assessment used follows the four criteria? (Updated 4-Jun-2021)
No. LEAs that choose other assessments will not have to provide documentation of how each assessment used follows the four criteria. However, the locally-administered assessments used must be reported in the LEA’s SARC and LARC.
Which state assessments can LEAs administer remotely? (Posted 15-Apr-2021)
The CDE, along with testing contractor Educational Testing Service, has built out a comprehensive Spring Administration Information for Educators web page , which provides test administration options for the following assessments:
- CAASPP—Smarter Balanced Summative Assessments for ELA and mathematics, California Science Test (CAST), and California Spanish Assessment
- Summative ELPAC (including locally determined alternate assessments)
May the Califronia Alternate Assessments (CAAs) for ELA, mathematics, and science be administered remotely? (Posted 15-Apr-2021)
No. Remote testing is not currently an option for the CAAs. The CAAs for ELA, mathematics, and science may be administered in person only by a trained test examiner, and only with safety protocols in place, and only if it is safe to do so. Students should not be brought back to campus solely for the purpose of assessment.The alternate assessments allow for individualized testing experiences, in some cases through the use of manipulatives, and provide a wide range of specialized accessibility resources that are available on the basis of individual student need. The additional assistive technology supports are not conducive to a remote testing environment and require support from a test examiner. In addition, parents or guardians should not be asked to administer the assessment as testing regulations do not allow for their participation.
May an LEA administer multiple assessments across a single grade levels? (Updated 4-Jun-2021)
No. In order to exercise the flexibility granted by the US Department of Education, a school must administer an assessment across a single grade and provide results that can be reported to parents/guardians and educators about individual students, and to the public by school and by district, and are disaggregated by student group.
May a school administer different local assessments in each subject area? For example, may a school administer one local assessment for mathematics and a different local assessment for ELA? (Posted 15-Apr-2021)
Yes. If a summative assessment is not a viable option, LEAs may use one local assessment for ELA and a different local assessment for math.
If an LEA’s local context makes it most viable to use its interim or benchmark tests for most grade levels may the LEA choose to administer Smarter Balanced ELA and mathematics to students in grade eleven and choose to stay with only its benchmarks for grades three through eight? (Posted 15-Apr-2021)
Yes. If the summative is not a viable option for all grade levels, an LEA may administer one assessment in high school and a different one in grades three through eight as long as a single assessment is administered across a single grade level.
Would the Smarter Balanced Interim Assessments be considered as meeting the criteria for locally-assessments? (Posted 15-Apr-2021)
Yes. The Smarter Balanced Interim Comprehensive Assessments would be considered as meeting the criteria for other assessments if the Smarter Balanced Summative Assessments are not viable. The Interim Assessment Blocks are not appropriate for this purpose.
What are the differences between scores LEAs will receive from the Smarter Balanced Interim Comprehensive Assessments (ICAs), the adjusted Summative Assessments for ELA and mathematics, and reporting requirements? (Posted 15-Apr-2021)
The Smarter Balanced ICAs provide the scale scores, overall achievement levels, and area (claim) achievement levels. LEAs must locally score all constructed-response items, including the performance tasks, to receive individual student results.
The adjusted summative assessments for ELA and mathematics will provide the scale scores and overall achievement levels, but not the area (claim) achievement levels. The assessment contractor will score all tests, and the CDE will complete reporting requirements at the state and federal levels.
If LEAs administered local assessments in fall and winter, do they need to administer in spring to meet these requirements? (Posted 15-Apr-2021)
If the summative is not a viable option, locally-administered assessments that are reported must have been given within the state’s testing window from January through July 2021. A spring assessment is necessary for parent/guardians and educators to inform targeted support for student learning opportunities for the summer and into the fall.
If it is not viable for an LEA to administer the state summative assessments to all students in a grade span/level but some students are enrolled in a nonpublic school (NPS), may the NPS students take the CAASPP while the other students in the LEA take the local assessment? (Updated 4-Jun-2021)
Yes. Given that an NPS may serve students from multiple LEAs, it would be reasonable for the NPS to administer a common assessment for students depending on the agreement between the NPS and the LEA.
How do the CAAs fit into the use of other assessments? If LEAs are required to “uniformly administer across a grade span” and they use another assessment, is the CAA still an option for eligible students? (Posted 15-Apr-2021)
Yes. If a student is eligible for the CAAs, the CAAs should be administered in-person following health and safety requirements. If it is not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, do not give the tests. There are no other assessment options available.
May LEAs use a local alternate assessment in place of the CAAs for ELA, mathematics, and science? (Posted 15-Apr-2021)
If it is not viable for the LEA to administer the CAAs in person with health and safety guidelines in place, do not give the tests. There are no other assessment options available. The CDE is not approving or endorsing other alternate assessments for this purpose.
Has the CAST waiver been approved? Even though the CAST is available, are districts required to administer the CAST this year or not? (Posted 15-Apr-2021)
Because the CAST is still provided to all LEAs, the ED has advised that California does not need to submit a waiver for the CAST and the CAA for Science. Detailed information is available in the CDE’s April 7, 2021, press release.
If the CAST and CAA for Science are not viable for administration in the local context, are LEAs required to administer a local science assessment? (Posted 15-Apr-2021)
No. Because the CAST and the CAA for Science will continue to be available for LEAs, the US Department of Education (ED) has directed the CDE not to submit a waiver for the CAST and the CAA for Science. If it is not viable for LEAs to administer the CAST or the CAA for Science, do not give the tests. There are no other assessment options available.
Will students who submit the CAST or the CAA for Science receive a student score? (Posted 15-Apr-2021)
Yes. At this time, students who complete and submit the CAST or CAA for Science will receive a score. For students who submit the CAST, LEAs will receive the students’ score reports and data file. For eligible students who are registered for and submit the CAA for Science, LEAs will receive a data file with preliminary indicators (i.e., consisting of a percent correct and an indicator category).
If a high school student submits a 2020–2021 CAST or the CAA for Science, will the student meet the science testing requirement? (Posted 15-Apr-2021)
Yes, high school students who submit the 2020–2021 CAST or CAA for Science will have their participation in the assessment banked and will be considered as having met the science testing requirement for high school.
With the participation rate removed, do LEAs need to log the parent/guardian exemptions and medical emergencies for CAASPP in TOMS? (Posted 15-Apr-2021)
Yes. LEAs must still mark a student record with a parent or guardian exemption (PGE) condition code in the Test Operations Management System (TOMS) when a parent or guardian submits an exemption request. This includes the not tested medical emergency (NTE) condition code for students with a significant injury, trauma, or illness that precludes them from taking the achievement tests.
With the accountability requirements removed, do LEAs still need to test at least 95 percent? (Posted 15-Apr-2021)
Accountability requirements tie the 95 percent participation rate to the Academic Achievement Indicator. The ED waived the tie to the Academic Achievement Indicator but not the requirement to assess 95 percent of students. Therefore, although the 95 percent requirement for testing still stands, there is no penalty if LEAs are unable to meet it.
What are some benefits of administering the CAASPP summative assessments this year? (Posted 15-Apr-2021)
The CAASPP summative assessments are directly aligned with the test blueprint and fully meet the required content standard coverage for each required grade. They provide the full range of accessibility resources, including those for English learners and students with disabilities. The accessibility resources ensure that the assessments meet the needs of all students. The Smarter Balanced grade eleven ELA and mathematics tests meet the California State University Early Assessment Program requirements. Beginning this year, Lexile reading levels and Quantile mathematics levels will be provided as student-level reports and are aligned with the Smarter Balanced Summative Assessments for ELA and mathematics scale scores. CAST and CAA for Science scores for this year’s grade eleven students will be banked, and those students will not need to be tested as twelfth graders next year. LEAs will receive the students’ CAST score reports and data file.
Will Initial ELPAC testing start in July given the extension of the Summative ELPAC testing window to July 30, 2021? (Posted 15-Apr-2021)
Yes. The administration of the computer-based Initial ELPAC will begin July 6, 2021. More information is forthcoming.
Will the flexibilities be extended to the State Seal of Biliteracy (SSB) for students currently in grade eleven? (Posted 15-Apr-2021)
State legislation may need to be amended to allow the flexibility.
For more information on the SSB, refer the State Seal of Biliteracy FAQ web page.
Will the flexibilities be extended to the Golden State Seal Merit Diploma (GSSMD) for students currently in grade eleven? (Posted 15-Apr-2021)
The SBE designated GSSMD eligibility requirements allow for a grade of B+ or above (or numerical equivalent) in a single course in grade nine, ten, or eleven in English language arts, mathematics, or science when CAASPP scores are not available.
For more information on the GSSMD, refer to the Golden State Seal Merit Diploma FAQs.
Will LEAs be required to submit information to the State about why it was not viable for them to administer the statewide summative assessments in their local context? (Posted 4-Jun-2021)
Yes. In compliance with the federal guidance allowing for assessment flexibility, California will be collecting information via a survey from LEAs. At this time, the US Department of Education has not indicated that further evaluation will be needed, but CDE encourages LEAs to retain documentation, such as board minutes, which support its determination that it was not viable to administer the statewide summative assessments. Considerations for viability will be collected via the survey from the State. LEAs may retain evidence locally for their own use and reference but will not be required to submit this evidence to the State.
Will the state request a waiver of testing requirements from the US Department of Education on behalf of all California public K–12 schools if distance learning continues as in 2019–2020? (Posted Sep-2020)
We are required to administer the CAASPP and ELPAC whether students are being instructed through distance learning or in-person learning. In September 2020, the U.S. Department of Education indicated that there would be no additional nationwide waivers such as those granted in spring 2020 to address the emergencies that came about from the COVID-19 pandemic.
Will there be a 45-day extension beyond the 30 calendar days to administer the Initial ELPAC? (Posted Sep-2020)
Yes. Senate Bill 820 was signed by Governor Newsom on Friday, September 18, 2020. This bill allows for a 45-calendar day extension to the Initial ELPAC 30-calendar day requirement. LEAs will now have a total of 75-calendar days to administer (in-person or remotely) the 2020–2021 Initial ELPAC, officially score it, and provide the results to parents and guardians.
Which method of administering the Initial ELPAC should my LEA use? (Posted Sep-2020)
The Initial ELPAC will be available to administer either the computer-based Initial ELPAC in the test delivery system or using the paper-pencil Initial ELPAC. Both options are available until the end of the administration year on June 30, 2021. LEAs should decide on a case-by-case basis whether to administer the paper-pencil Initial ELPAC considering that the students’ responses and scores would need to be entered into the Data Entry Interface (DEI) one-by-one.
If we enroll new students whose primary language is not English now, during distance learning, do we need to administer the Initial ELPAC to them, and how? (Posted Sep-2020)
Yes. LEAs have now been given the flexibility to administer the 2020–2021 Initial ELPAC through (1) in-person/co-located administration; (2) remote computer-based administration; or (3) remote paper-pencil administration. More information on the test administration options is located on the ELPAC Important News and Updates web page .
If a student was not administered the Initial ELPAC in 2019–2020, which grade should the student be administered for the 2020–2021 administration year? (Posted Sep-2020)
Students who were not tested with the Initial ELPAC in 2019–2020 will take the 2020–2021 Initial ELPAC in their current grade level.
If a student started but did not finish the Initial ELPAC in 2019–2020, must the student take the entire test when reenrolling in the fall or take only the unfinished section? (Posted Sep-2020)
Students who did not complete the Initial ELPAC prior to school closures will need to take the full assessment in the grade in which they are now enrolled in during the 2020–2021 school year.
When does the 30-calendar day timeline begin for administering the Initial ELPAC? (Posted Sep-2020)
During the current school closures, the 30-calendar day count begins on the student’s first day of enrollment for the new school year. Note that this has now changed to 75-calendar days with the extension approved by the Governor in Senate Bill 820. LEAs are required to administer, score, and report results to parents/guardians now within 75-calendar days. The Initial ELPAC must be administered and officially scored on or before November 13, 2020, in order for an LEA to be eligible for Local Control Funding Formula and Title III funds for 2020–2021.
Is the plan for changing English learner status from California Longitudinal Pupil Achievement Data System (CALPADS) to the student information system on hold for this year because the Initial ELPAC was paper-pencil at the beginning of the year? In particular, I am asking about “TBD” to “IFEP” or “EL.” (Posted Sep-2020)
As of August 20, 2020, the English Language Acquisition Status (ELAS), for students taking the Initial ELPAC is being updated in CALPADS from the Test Operations Management System on a daily basis upon completion of testing by students.
For which students—and where—would you indicate the reason for not administering the Initial ELPAC? (Posted Sep-2020)
For each student who was eligible for Initial ELPAC testing in 2019–2020 and 2020–2021 and was unable to complete testing or be tested within 75-calendar days (Senate Bill 820) due to COVID-19, LEA staff will need to determine locally the best place to indicate that information. Some locations may include the student’s cumulative folder or the district’s student information system.
Summative ELPAC Optional Administration
When can the optional 2019–2020 Summative ELPAC be administered? Do all LEAs have to participate? (Posted Sep-2020)
The optional Summative ELPAC administration began on August 20, 2020, and ends on October 30, 2020. This is an optional testing window open to all LEAs. LEAs are not required to administer the 2019–2020 Summative ELPAC to students during this window. It is intended as an opportunity for students who were not able to complete testing during the 2019–2020 school year to do so, especially students who are being considered for reclassification.
Which students should participate in the optional administration? (Posted Sep-2020)
The decision to administer the optional Summative ELPAC is at the LEA’s discretion. LEAs can decide whether there are students for whom they want to prioritize testing for reclassification purposes. The optional Summative ELPAC this fall is recommended for students who have met the other reclassification criteria. This could include students who were transferred from another school if it is determined that the students would benefit from testing.
Which grade level should be used for testing the student during the optional fall administration? (Posted Sep-2020)
The student should be tested at the grade level the student was enrolled in during the 2019–2020 administration.
How should LEAs ensure that students matriculating to a new LEA have the opportunity to test and reclassify? Those students will no longer be a part of our LEA, but we hold the information for at least two of the other criteria. Will there be a standardized way to get that information to the new LEA for these students to be able to reclassify? (Posted Sep-2020)
LEAs should provide student’s information to the new LEA using their local process.
Will students who did not start or did not complete the 2019–2020 Summative ELPAC be able to take the optional administration? (Posted Sep-2020)
Students who did not take any portion of the Summative ELPAC will have the opportunity to take the optional Summative ELPAC during the fall extension window. Students who did not complete testing will be able to take the uncompleted domains during this window. They will not have to retake the domains they already completed. All expired tests will be reopened at the point at which they were paused. Students will not be able to go back and change answers but will be able to pick up where they left off.
Will Student Score Reports (SSRs) be developed for students who completed some but not all sections of the ELPAC? (Posted Sep-2020)
No. SSRs will be provided only for students who completed all four domains in the spring.
What requirements will be in place for notifying parents of the availability of SSRs for completed tests? (Posted Sep-2020)
California Code of Regulations, Title 5, Article 2, Section 11518.15(b) requires LEAs to provide individual Summative ELPAC results to parents or guardians within 30 calendar days after they are received by the LEA.
Because the ELPAC administration will be optional, how will the broad-scale data be available for LEA use for such purposes as comprehensive needs assessments? (Posted Sep-2020)
LEAs will be given Summative ELPAC results for those students who tested during the spring and optional administrations in a cumulative data file. The data should be used with caution as not all students completed testing. LEAs can use the data in any way that they feel supports student learning. However, for purposes of conducting comprehensive needs assessments, LEAs should use other local measures they have in place to evaluate their programs.
Will incomplete Summative ELPAC assessments still be scored if one domain in each composite area is complete? (Posted Sep-2020)
No. Students who did not complete the 2019–2020 Summative ELPAC will not receive an SSR. However, students who did not complete the 2019–2020 Summative ELPAC are eligible to take the optional Summative ELPAC in the grade or grade span in which they were enrolled during the 2019–2020 school year for reclassification purposes. If they complete all four domains in the fall, they will receive an SSR.
Is there any plan to load ELPAC results into the California Longitudinal Pupil Achievement Data System (CALPADS), as was formerly done with the California English Language Development Test (CELDT) scores? (Posted Sep-2020)
No. Summative ELPAC results will not be uploaded into CALPADS. Only the updated ELAS is loaded into CALPADS from the Test Operations Management System, as of August 20, 2020. All summative ELPAC results will be available in the California Educator Reporting System.
Can 2018–19 Summative ELPAC results be used to reclassify students? (Posted Sep-2020)
If students have met Overall Level 4 on the 2018–2019 Summative ELPAC, were unable to take or complete the 2019–2020 Summative ELPAC, and meet the remaining criteria during fall 2020, LEAs can reclassify them without having them participate in the optional Summative ELPAC administration as long as their updated ELAS is submitted to CALPADS prior to December 15, 2020.
What options do LEAs have for reclassifying English learners to redesignated fluent English proficient (RFEP) if the students completed the Summative ELPAC but not the Smarter Balanced Summative Assessment for English language arts/literacy (ELA)? (Posted Sep-2020)
For all grade levels, the CDE has previously provided guidance to LEAs that they have the discretion to use local assessments or the Smarter Balanced Summative Assessments for ELA for meeting criterion 4, if available and applicable. Refer to the COVID-19 Reclassification Guidance for 2019–2020 and Fall Administration web page.
Where can I find more information about the reclassification of English learners? (Posted Sep-2020)
For more information on reclassification, visit the Reclassification FAQs web page.
If students pass the Summative ELPAC in the fall with an Overall level 4, and we reclassify them, do they need to take the Summative ELPAC again in spring of 2021? (Posted Sep-2020)No. Reclassified students whose ELAS is updated from English Learner to RFEP in CALPADS would not need to take the 2020–2021 Summative ELPAC.
If a student finished the 2019–2020 California Alternate Assessments (CAAs) for English language arts (ELA), mathematics, or science, will they receive test results? (Posted Sep-2020)
Yes. Students who completed the 2019–2020 CAA for ELA and mathematics will receive a Student Score Report (SSR). Students who completed the CAA for Science will not receive an SSR but instead will receive a percent correct and indicator category (i.e., preliminary indicators) in the student score extract file. For more information about the preliminary indicators, refer to the updated. School districts now have access to LEA data files in the Test Operations Management System.
If students in grade ten or eleven took the California Science Test (CAST) in 2019–2020, must they take the CAST in 2020–2021? (Posted Sep-2020)
No. If students in grade ten or eleven submitted the 2019–2020 CAST, those students have met the science testing requirement, will receive an SSR, and will not be eligible to test in future administrations of the CAST.
If students in grade ten or eleven who were registered to take the CAST but did not start or submit the CAST in 2019–2020, must take the CAST? (Posted Sep-2020)
Yes. For grade ten or eleven students who were registered to take the CAST in 2019–2020 but did not submit the test, those students have not met the science testing requirement and must take the test by the end of grade twelve.
We normally administer the CAST test to our eleventh graders. In 2020–2021, will we be required to test those students as twelfth graders on the CAST in addition to our eleventh graders? (Posted Sep-2020)
In 2020–2021, all first-time grade twelve students, who have not yet met the science requirement will be automatically be registered to take the CAST. The LEA determines which additional students to register to take the CAST. Only high school students who have not yet met the science testing requirement will be eligible for registration to take the CAST.
If a high school student took two CAA for Science performance tasks, must that student take the other two in the fall, or was that their one opportunity to take the assessment? (Posted Sep-2020)
For 2019–2020, students enrolled in grade twelve (i.e., class of 2020) will be considered as having met the requirement regardless of whether they submitted the test, started the test, or did not attempt the test.
For 2020–2021, repeat grade twelve students will not be eligible to take the test.
First-time grade twelve students (i.e., class of 2021) who have not yet met the science testing requirement will be automatically registered in the Test Operations Management System to take the CAST. LEAs are responsible for registering eligible students in grades ten or eleven for the CAA for Science if they would like to administer the test to those students and if they have not yet met the science testing requirement.
Will scores be reported for students who submitted all four performance tasks the CAA for Science? (Posted Sep-2020)
For the 2019–2020 school year, the CAA for Science was to begin its first operational administration; however, with the COVID-19 pandemic and the suspension of testing, the CDE did not have a sufficient number of students completing the assessment to perform a proper analysis of the data. Therefore, the CDE has provided LEAs with preliminary indicators (i.e., percent correct and indicator category) for those students who completed testing during the 2019–2020 school year. These preliminary indicators were provided to LEAs in 2018–2019 for the CAA for Science field test administration. For more information about the preliminary indicators, refer to the Preliminary Indicators Communications Toolkit.
Are LEAs required to administer the interim assessments? (Posted Sep-2020)
No. The interim assessments will continue to be optional resources for LEAs to use.
How can teachers administer interim assessments without using a secure browser? (Posted Sep-2020)
Instructions for teachers as well as for students and their parents or guardians are located on the CAASPP Interim Assessment Administration Resources web page.
For which grade levels can teachers use the interim assessments? (Posted Sep-2020)
The interim assessments are available for teachers to use with students in all grades.
Do students still need to enter their Statewide Student Identifier (SSID) for interim assessments? If so, what is the best way for them to get that information from their teachers? (Posted Sep-2020)
Yes. Students must enter their SSID to take the interim assessments. LEAs will need to find a secure method for students to obtain their SSID while protecting student personally identifiable information. Teachers should not provide this information to students via email or during group meetings. Depending on the LEA’s student information system, parents and guardians may be able to retrieve a child’s SSID in the LEA’s parent or student portal.
What are the security requirements for the interim assessments when used for distance learning? (Posted Sep-2020)
The same security requirements used for in-person administration pertain to the interim assessments when used as part of distance learning. The interim assessments are for use only by LEA staff and students. LEAs are expected to adhere to these requirements to the greatest extent possible.
How long will the Smarter Balanced Interim Assessments be available to LEAs for use during distance learning? (Posted Sep-2020)
The CDE has extended the availability of the interim assessments for use in distance learning through the 2020–2021 school year.
For reclassification purposes for requirement 4, the CDE has said that we can use a local benchmark. Our school gives the interim assessments in a secure environment twice annually as our local benchmark. Can the interim assessments be used for reclassification in this circumstance? (Posted Sep-2020)
No. California Education Code Section 60642.7(b) prohibits the use of the interim assessments for any high-stakes purpose, including the reclassification of English learners.
If an LEA uses the interim assessments, could the results replace dashboard results? (Posted Sep-2020)No. California Education Code Section 60642.7(b) prohibits the use of the interim assessments for any high-stakes purpose.