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Assessment Spotlight, Issue 100

California Assessment of Student Performance and Progress (CAASPP) email update, July 24, 2020.

Focusing on the CAASPP System and English Language Proficiency Assessments for California (ELPAC)—and including, when timely, updates on California’s other statewide assessments.

Distance Learning and Test Administration Options

The California Department of Education (CDE) and assessment contractor Educational Testing Service (ETS) are committed to supporting local educational agency (LEA) staff in ways that allow them to best serve their students and support their teachers, and are taking extra measures during this unprecedented time. To that end, the CDE and ETS are developing test administration options for 2020–2021, beginning with the Initial ELPAC and the optional fall Summative ELPAC administrations. Three options are summarized as follows:

  • In-person/co-located. This option can be used for both the online and paper–pencil assessments. The student and test examiner are co-located, whether at a school or at other LEA-approved locations. The location must meet the testing environment guidelines outlined in the test administration instructions as well as the COVID-19 safety and social distancing procedures required by local officials.

  • Remote testing for online assessments. This option can be used for the tests or subtests that are available as online assessments. The student and test examiner are in separate physical locations. The most common circumstance in this option would be the student located at home and the test examiner located at the school site or at home. For the grade levels and domains that require one-on-one administration, the test examiner may share a screen, with the student using a distance learning tool. For the grade levels and domains that do not require one-on-one administration, the student takes the computer-based assessment on the student’s device via the designated browser while the test examiner starts, monitors, and ends the test session remotely via the test delivery system. In all cases, the student and test examiner are connected by video and audio, using the same distance learning tools used for instruction.

  • Remote testing for paper–pencil assessments. This option can be used for:

    • Any grade level and domain of the Initial ELPAC

    • Students in kindergarten through grade two who are taking the Summative ELPAC Writing test, which is available only on paper at those grade levels

    • Students at any grade level who are approved to take the paper–pencil Summative ELPAC

      The student and test examiner are in separate physical locations; the most common circumstance in this option would be the student located at home and the test examiner located at the school site or at home. The student can be provided with access to the test questions in the most reasonable method possible. For example, the student may be provided a hard copy of the paper assessment prior to testing and could take the paper–pencil test while the test examiner starts, monitors, and ends the test session remotely. Another example would be the test examiner sharing the test questions with the student through the student’s distance learning tool. Regardless of how the student receives the test questions, the student and test examiner are connected by video and audio, using the same distance learning tools used for instruction.

Watch for upcoming additional information on these options, which will be provided as we refine the details.

Reporting Fall Administration of ELPAC for Initial Identification and Reclassification of English Learners

The following provides guidance on how and when LEAs should report the fall administration of the ELPAC given the flexibility of Senate Bill 98.

  • The English Language Acquisition Status (ELAS) will be entered automatically into the California Longitudinal Pupil Achievement Data System (CALPADS) from the Test Operations Management System for students who were enrolled on or before October7, 2020 (Census Day); assessed by November 13, 2020, with the Initial ELPAC; and identified as English learner (EL) or initial fluent English proficient (IFEP).

  • Students who were administered the 2019–2020 Summative ELPAC by October 30, 2020, and who met Overall Level 4, and have met the remaining three locally determined criteria are eligible to be reclassified. LEA staff must update the ELAS in CALPADS for these students as redesignated fluent English proficient (RFEP) before February 1, 2021, which is the start of the 2020–2021 Summative ELPAC to ensure that these students will not be required to take the Summative ELPAC in spring 2021. If the RFEP status date is on or before Census Day, the student will be included in the 2019–2020 RFEP count. If RFEP date is after Census Day, the student will be included in the 2020–2021 RFEP count.

  • Students who were enrolled on Census Day, achieved Overall Level 4 on the 2018–2019 Summative ELPAC, and met the remaining three locally determined criteria are eligible to be reclassified on or beforeDecember 15, 2020.The RFEP date must be entered into CALPADS as being on or before Census Day in order to be included in the 2019–2020 RFEP count.

For more information about the fall administration, please refer to the email communication External link opens in new window or tab. (PDF) “Optional Fall Administration of the Summative ELPAC Approved,” which was sent from the California Technical Assistance Center on July 6, 2020, to LEA ELPAC coordinators and is posted on the ELPAC website External link opens in new window or tab. .

CAA for Science Preliminary Indicator Communication Toolkit Web Page Updated

The CDE has updated its California Alternate Assessment (CAA) for Science Preliminary Indicator Communication Toolkit web page to assist California educators in understanding the preliminary indicator results for the 2019–2020 CAA for Science. The preliminary indicators consist of a percent correct and a category description.

On this web page, LEA staff can find helpful resources that include key messages for communicating about these preliminary indicator results, a reporting timeline, information about the transition to operational status for the CAA for Science, answers to frequently asked questions, letter templates for parents and guardians, and other tools for providing information about the science assessments to educators, parents and guardians, and other stakeholders.

2019–2020 CAASPP Results Now Available!

On July 24, 2020, LEAs received two downloadable student extract files and data file layouts through the Test Operations Management System that include the 2019–2020 CAASPP student results. The data from these files will also be available on Monday, July 27, 2020, in the Online Reporting System (secure login required).

One file contains student results for the Smarter Balanced Summative Assessments for English language arts (ELA) and mathematics, the CAA for ELA and mathematics, and the California Science Test (CAST). This file provides:

  • Information about the students who were registered to take the assessments

  • Scale scores for all students who submitted a test, the number of items answered by any students who started a test but did not submit the assessment, and a “Not Tested” condition code for any registered students who did not begin the test

  • Information about the students who did not test last year due to a parent/guardian exemption or a medical exemption

The other file includes 2019–2020 student results for the California Spanish Assessment (CSA) and the CAA for Science.

  • For the CSA, LEAs received a percent correct for each student who submitted the assessment. A CSA letter template for parents/guardians is in the process of being developed and will be posted for LEAs to use in early August on the CDE’s California Spanish Assessment web page.

  • For the CAA for Science, LEAs received preliminary indicators (percent correct and indicator category) only for the students who submitted all four embedded performance tasks. Of note is that the 2019–2020 CAA for Science preliminary indicators are consistent with those released for the 2018–2019 field test. LEA staff can find assistance on the CDE Preliminary Indicator Communication Toolkit web page for communicating these results to parents and guardians if they choose to do so.

On July 27, 2020, LEAs will receive 2019–2020 Student Score Reports (SSRs) for students who submitted the Smarter Balanced Summative Assessments for ELA and mathematics, the CAA for ELA and mathematics, and the CAST. For students who took the 2019–2020 CAA for Science and CSA, SSRs will not be provided.

We also want to inform you that the CDE did not report aggregate files with student groups for the 2019–2020 CAASPP summative assessment results, and the public reporting website did not include any student results. In addition, California is not providing 2019–2020 results to the US Department of Education.

2019–2020 ELPAC Results Now Available

The kindergarten through grade two (K–2) 2019–2020 Summative ELPAC LEA Student Data Files and SSRs have been released to the LEAs for students who completed all four domains and submitted Answer Books by June 12, 2020. SSRs are available for download from the Test Operations Management System under the LEA Reports tab and the LEA’s student information system parent portal. Student scores will be available next week in the California Educator Reporting System on the ELPAC website External link opens in new window or tab.. As completed K–2 Answer Books are received by Educational Testing Service, student scores will be produced and results will flow weekly to LEAs.

Who Met the 2019–2020 High School Science Testing Requirement?

Did you administer the science tests to high school students in 2019–2020? If so, you may be wondering how the suspension of testing affected students who were registered to take the test but did not start testing or who did not submit a completed test.

Students enrolled in grade twelve during the 2019–2020 (i.e., class of 2020) met the science testing requirement, regardless of whether they submitted a science test, started a science test, or did not attempt to science test. In addition, students repeating grade twelve during the 2020–2021 are not eligible to take the science assessments.

  • Students in grade ten or eleven during the 2019–2020 who submitted a completed science test met the testing requirement.

  • Students who received a parent/guardian exemption from testing, or were not tested due a medical emergency, met the testing requirement.

  • Registered students who did not submit a completed science test, or did not start testing, must be administered one of the science assessments by the time they are enrolled in grade twelve.

Please share this email with any educators in your LEA who would be interested in or benefit from this information. To join the email list, send a blank email message to subscribe-caaspp@mlist.cde.ca.gov. Are you a new subscriber? Visit the CDE Assessment Spotlight web page to find previous issues.

Questions:   California Assessment of Student Performance and Progress Office | caaspp@cde.ca.gov | 916-445-8765
Last Reviewed: Wednesday, August 12, 2020
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