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CAASPP Update, Issue 135

California Assessment of Student Performance and Progress (CAASPP) email update, January 6, 2016.

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments.

CAASPP System Downtime Next Week

System downtime is scheduled January 13, 9 p.m., through January 18, 9 p.m., as part of final preparations for the 2015–16 Smarter Balanced Summative Assessments. During that time, the Test Administrator Interface and Interim Assessment Viewing System will be unavailable, and Smarter Balanced Interim Assessments will not be available to administer or preview.

CAASPP and the State Board of Education Meeting, January 13 and 14

The next State Board of Education (SBE) public meeting will occur January 13 and 14, beginning at 8:30 a.m. both days. The meeting will include discussions of CAASPP-related topics:

  • Agenda item 3 will include updates on activities related to the Smarter Balanced Summative Assessments, Interim Assessments, and Digital Library as well as the California Alternate Assessments (CAAs) and California Next Generation Science Standards assessments.

  • Agenda item 4 will provide sample CAASPP Student Score Reports and will request that the SBE approve the Student Score Report for 2015–16 and beyond.

  • Agenda item 7 will submit proposed general performance level descriptors (PLDs) for the CAAs and recommend the general PLDs for adoption by the SBE.

The meeting agenda and links to each agenda item are available on the SBE Agenda for January 2016 web page. The meeting can be accessed via live webcast on the SBE Meeting Live Webcast web page. In addition, the Webcast archive of the meeting will be available on the SBE Meeting Webcast Archive web page.

Summative Assessment Reminders

Summative assessment administration begins on January 19 for local educational agencies (LEAs) that have selected a testing window starting before or on January 19. Pursuant to California Code of Regulations, Title 5, Section 852(b), LEAs are required to inform parents of their right to exempt their child from taking the CAASPP tests.

New Features in the Test Operations Management System

Test Operations Management System (TOMS) features available as of January 4:

  • Coordinators may now enter student condition codes—Medical Emergency and Parental Exemption—by content area. These condition codes may also be batch uploaded.

  • Delivery code and delivery name information for pre-ID labels may be batch uploaded. This information identifies the location (i.e., classroom) and test administrator on the pre-ID label and assists schools in organizing the answer documents.

  • Coordinators may now request a 2015–16 Student Score Report in Spanish.

  • The Unlisted Resources Request is now available in TOMS:

    • Submit the request at least 10 business days before testing.
    • The California Department of Education (CDE) has four business days to review and approve the request.

  • LEA CAASPP coordinators can batch upload a template for student settings and, starting January 19, site coordinators will be able to submit a batch template upload for student settings.

  • Test assignments—assign tests (e.g., CAAs) for students who are taking tests other than default tests (e.g., Smarter Balanced Assessments).

Digital Library Featured Resource: Introduction to the Individual Student Assessment Accessibility Profile Tool

While administrators work to ensure technology readiness for the coming summative assessments, teachers and test administrators are encouraged to review the 15-minute interactive professional learning module “Introduction to the Individual Student Assessment Accessibility Profile (ISAAP).” This Digital Library resource, updated in July 2015, demonstrates how educators can make the Smarter Balanced Summative and Interim Assessments accessible so every student can demonstrate what he or she knows and can do.

This resource focuses on using the ISAAP tool to identify access needs for all students versus only those who have needs documented through an individualized education program (IEP) or Section 504 plan. It provides information about the three types of supports available to meet students’ access needs and provide a positive testing experience for every student:

  • Universal tools are available to all students on the basis of student preference and selection.

  • Designated supports are available to all students as determined for use by an educator or a team of educators (with parent/guardian and student input, as appropriate).

  • Accommodations are available to students with an IEP or Section 504 plan.

The process for selecting and assigning appropriate supports through the use of the ISAAP tool can be customized on the basis of LEA and school site needs. California educators must use the 2015–16 Individual Student Assessment Accessibility Profile Tool for CAASPP assessments External link opens in new window or tab. located in the Additional Resources area of the CAASPP Portal External link opens in new window or tab.; the ISAAP tool in the Smarter Balanced ISAAP module is not compatible with TOMS.

There is still time for educators and students to try out the different types of supports using the Practice and Training Tests External link opens in new window or tab.. Doing so will encourage familiarity with the supports as well as an optimal summative assessment experience.


The main CAA Web page will include the CAA blueprints, approved by the SBE in July 2015, as well as information for parents and other IEP team members on making the decision whether a student will participate in the CAAs. In addition, a separate, related Web page featuring the Core Content Connectors and the essential understandings for English language arts and mathematics is being finalized.

Which Students Take the CAAs?

Students are eligible for the CAAs if the IEP team designates the use of an alternate assessment. The CDE recommends that IEP teams base their decision regarding the use of an alternate assessment on the following:

  • The student has a significant cognitive disability.

  • The student is learning content derived from the Common Core State Standards.

  • The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the curriculum.

All students eligible to take the CAAs and enrolled in/assigned to grades five, eight, or ten will take the CAPA for science.

Please share this email with any educators in your local educational agency who would be interested in or benefit from this information. To join the email list, send a blank message to Are you a new subscriber? Visit the CDE CAASPP Update web page to find previous issues.

Questions:   California Assessment of Student Performance and Progress Office | | 916-445-8765
Last Reviewed: Thursday, February 28, 2019
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