California Assessment of Student Performance and Progress (CAASPP)

 

California Education Code Section 60640 established The California Assessment of Student Performance and Progress (CAASPP) System beginning January 1, 2014. The CAASPP System replaces the Standardized Testing and Reporting (STAR) Program, which became inoperative on July 1, 2013.

The primary purpose of the CAASPP system is to assist teachers, administrators, and pupils and their parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types.

Testing for Los Angeles Ed Program school can commence as early as March 20, 2017. The assessments that comprise the CAASPP administration computer-based assessments are... 

  • The computer-based assessments are the Smarter Balanced English language arts/literacy (ELA) and mathematics tests, the California Assessments Tests (CAST) for Science, —and the optional Standards-based Tests in Spanish (STS)

 CAASPP Testing System for 2016-2017 encompasses the following assessments and student participation requirements:


Computer-Based Assessments

Smarter Balanced (SBAC) Online Assessments – English Language Arts/Literacy (ELA) and mathematics

      • Will be administered as a full-length computer-based assessment

      • Will consists of two sections; computer-adaptive test and performance task in each content area

      • Grades 3-8 and 11 students are required to participate

 

Students that are exempted from participating in SBAC are:

      • Students who participate in the alternate assessments, and

      • ELA only – English learners who are in their first 12 months of attending a school in the United States

 
Reading Language Arts

      • Standards-Based Test in Spanish (STS) 

               • Grade 2-8 and one grade in high school chosen by the district



Early Assessment Program (EAP)

These assessments, which are administered as part of the California Assessment of Student Performance and Progress (CAASPP) System, also serve as an indicator of readiness for college-level coursework in English and mathematics and are used by the California State University (CSU) and participating California Community Colleges (CCCs) to determine Early Assessment Program (EAP) status.

   




California Alternate Assessment (CAA) – English Language Arts/Literacy (ELA) and mathematics

      • Will be an operational test this year- scores will be available

      • Individually administered online test for students with significant cognitive disabilities

      • Grades 3-8 and 11 students will participate

 California Assessment Test (CAST) - scores will not be available

  •         Grade 5, 8 and a grade level in high school chosen by the district. 
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A. 1 Here is the answer
The Smarter Balanced assessments comprise two components: a performance task (PT), which is comprised of an individually administered, computer-generated performance task; and computer adaptive testing (CAT) items. A PT is a portion of the Smarter Balanced assessment that requires students to answer a set of questions that are centered on a common theme or problem.
Students in grades 3–8 and 11 participate in Smarter Balanced assessments in English language arts/literacy (ELA) and mathematics.
Pursuant to the California Code of Regulations, Title 5 (5 CCR), Sections 855(b)(1) and 855(b)(2), Smarter Balanced assessments in ELA and mathematics can be administered as follows:
  • Grades 3–8
    • At least 66% of a school’s annual instructional days have been completed
  • Grade 11
    • At least 80% of a school’s annual instructional days have been completed

Smarter Balanced has developed a set of Usability, Accessibility and Accommodations Guidelines (PDF), which applies to all students. The Guidelines provide information for classroom teachers, English development educators, special education teachers, and related services personnel to use in selecting and administering universal tools, designated supports, and accommodations for those students who need them. The guidelines are also intended for assessment staff and administrators who oversee the decisions that are made in instruction and assessment.

In addition, there is a Usability, Accessibility, and Accommodations Guidelines Frequently Asked Questions (PDF) Web document. These frequently asked questions address common inquiries from schools and districts about the delivery of universal tools, designated supports, and accommodations. This document supports the Consortium's Usability, Accessibility, and Accommodations Guidelines (PDF).