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For more information on upcoming training opportunities, including additional sessions in the 2023 Data Leadership Training Series, please visit www.caaspp.org/training/training-opportunities.

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Training workshops for administration of the CAASPP computer-based summative and interim assessments and the Digital Library.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 3.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 2.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Use the + symbol at the top of the column to post your question(s) for Section 1.

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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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https://www.cde.ca.gov/ta/tg/ai/caregionalranmap.asp

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The County Office of Education (COE) RAN members represent a sub-committee of the Curriculum and Instruction Steering Committee (CISC) of the County Superintendents Association . The purpose of RAN is to develop a knowledge and understanding about California's assessment and accountability systems by facilitating communication between the California Department of Education (CDE) and COEs, which represent the schools, districts, and county offices in their region.

The decision about whom to appoint as an official COE RAN member is a regional decision, not determined by the CDE. For more information about RAN, contact your regional representative listed below.

Many regions have created local assessment networks that support assessment coordinators in their work. These networks allow coordinators a place to connect with other local coordinators, receive updates, discuss what is new in the assessment landscape, or share best practices. For more information about local assessment networks, see the list below of networks who have submitted their information to the CDE. If you have a local assessment network you would like added to this web page, please contact Deborah Baumgartner at dbaumgartner@cde.ca.gov.

Regional Contact Information

Region

Counties

Regional Assessment Network (RAN)
Contacts

2

Butte, Glenn, Lassen, Modoc, Plumas, Shasta, Siskiyou, Tehama, Trinity

3

Alpine, Colusa, El Dorado, Nevada,
Placer, Sacramento, Sierra, Sutter, Yolo, Yuba

4

Alameda, Contra Costa, Marin, Napa,
San Francisco, San Mateo, Solano

5

Monterey, San Benito, Santa Clara, Santa Cruz

6

Amador, Calaveras, San Joaquin, Stanislaus, Tuolumne

7

Fresno, Kings, Madera, Mariposa, Merced, Tulare

8

San Luis Obispo, Santa Barbara, Ventura, Kern

9

Imperial, Orange, San Diego

10

San Bernardino, Inyo, Riverside, Mono

Local Network Information

Region 1

Information coming soon.

Region 2

No local network. Information is shared at monthly superintendent meetings and county curriculummeetings.

Region 3

Capital Region Assessment Network (CRAN)
Meets last Friday of every month

To be added to the mailing list, contact Rachel Ibach by email at ribach@scoe.net

Region 4

Region 5

Region 6

Region 7

Fresno Assessment Network
Meets four to five times per year, usually right after RAN

To be added to the mailing list, contact Joe Valero by email at jvalero@fcoe.org

Region 8

State/Federal and Assessment Network
Meets quarterly
To be added to the mailing list, visit Kern County Superintentent of Schools Event Calendar

Region 9

Region 10

San Bernardino County Assessment Network (SBCAN)
Meets monthly
To be added to the mailing list, visit San Bernadino County Assessment Accountability Network Calendar (PDF)

Riverside County Assessment Network (RCAN)
Meets approximately every other month
To be added to the mailing list, visit Riverside County Office of Education Events Calendar

Region 11

Wednesdays at 1 p.m. for CAASPP & ELPAC Coordinators
Meets each Wednesday from 1 to 2 p.m. from February 1 to May 31, 2023
To be added to the mailing list, contact the assessments office by email at assessment@lacoe.edu

Questions: Assessment Development and Administration Division | 916-319-0803

Last Reviewed: Wednesday, March 22, 2023

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The County Office of Education (COE) RAN members represent a sub-committee of the Curriculum and Instruction Steering Committee (CISC) of the County Superintendents Association . The purpose of RAN is to develop a knowledge and understanding about California's assessment and accountability systems by facilitating communication between the California Department of Education (CDE) and COEs, which represent the schools, districts, and county offices in their region.

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You should have received an email with a link to access the meeting materials. You may also access the materials at https://www.caaspp-elpac.org/s/docs/Data-Leadership-Training-Series-Session-1-Materials.zip.

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You will receive an email with an evaluation survey and verification of attendance for each of the sessions you have attended. If you do not receive the email by the end of the day tomorrow, email CalTrainings@WestEd.org for assistance.

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Thank you for attending this session. Please share your feedback with us by completing this evaluation form.

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We've detected that Javascript is not enabled. It is required for an optimal survey taking experience.
Please check your browser's settings and make sure Javascript is turned on. Learn how to enable Javascript.

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2024-25 Data Leadership Training Series Evaluation Survey

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2024-25 Data Leadership Training Series Evaluation Survey.

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Test Results for California's Assessments

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Test Results for California's Assessments

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CAASPP Test Results - CAASPP Reporting (CA Dept of Education)

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Starting point for viewing test results for California Assessment of Student Performance and Progress (CAASPP)

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CAASPP Data Summary and Cross-tabulations

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CAASPP Data Summary and Cross-tabulations

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CAASPP 2024 Data Summary and Cross-tabulations

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The table has downloadable statewide CAASPP summary data for all students, specific student groups, and cross-tabulations by specific student groups.

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Scale score percentiles for the California Assessment of Student Performance and Progress assessment.

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Designated Supports and Accommodations Assignment Data Files

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Designated Supports and Accommodations Assignment Data Files

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Data files providing the number of accessibility supports that were assigned to students.

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California Educator Reporting System Resources

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The California Educator Reporting System (CERS) allows teachers and administrators to access their students’ individual and aggregate test results from state summative and interim assessments.

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California Educator Reporting System (CERS) User Guide

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California Educator Reporting System (CERS) User Guide

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California School Dashboard (CA Dept of Education)

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The California School Dashboard provides parents and educators with meaningful information on school and district progress so they can participate in decisions to improve student learning.

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2024 Dashboard Technical Guide - California School Dashboard and System of Support (CA Dept of Education)

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Access the details about each state and local indicator published on the California School Dashboard and learn how LEAs and schools are determined eligible for support.

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Test Operations Management System (TOMS) User Guide

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Test Operations Management System (TOMS) User Guide

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Before users can access TOMS, the Test Administrator Interface, interim assessments, CERS, or Tools for Teachers, accounts must be created and users must complete the Test Security Affidavit and Test Security Agreement on the basis of their assigned role. LEA superintendents will be the first to sign on and begin the process of creating LEA accounts and assigning roles.

The first time a TOMS account is accessed during an administration year, the user must complete the associated security forms. All users complete the Test Security Affidavit, and those serving in coordinator roles complete the Test Security Affidavit as well as the Test Security Agreement. Users who have access to both the CAASPP and ELPAC must complete the forms for both programs.

This chapter provides information on the following:

Single Sign-On

Single Sign-On allows a user to have a single set of credentials to access all the California assessment-related systems. Users can log on to the individual systems through the CAASPP website and ELPAC website and can also transition among systems once they are logged on to a system. In TOMS, hyperlinks for these systems can be found under the [ Links] navigation tab in the top navigation bar. Please refer to External Links for details.

The following are hyperlinks to the California assessment systems available through SSO:

Access to TOMS

The superintendent role in TOMS is assigned on the basis of information received from the California School Directory, which is maintained by the CDE. Users designated with the superintendent role receive an email notification indicating that a new account has been created.

To receive a password, first-time superintendent users select a secure link in the email notification to create a password and log on to TOMS. If a superintendent role is added to an existing account, the user is able to log on to TOMS using existing credentials. New LEAs or direct-funded charter schools should ensure that their current information is maintained with the CDE, including the California School Directory, for it to be updated in TOMS.

A superintendent can designate LEA CAASPP and ELPAC coordinators for the LEA. For existing LEA CAASPP and LEA ELPAC coordinators, once the superintendent designates the LEA coordinator for a new test administration, the LEA coordinators can log on to TOMS using their current user ID and password. For new LEA coordinators, once the superintendent designates the role, the coordinators receive a welcome email containing a link to set up a password to log on to TOMS.

For users needing assistance with passwords, refer to Resetting a Password.

NOTE: If necessary, add " ca-assessments@ets.org " as a trusted address to ensure receipt of the welcome email.

Security Agreements and Security Affidavits

Security forms for LEA coordinators-the Test Security Agreement form and the Test Security Affidavit form-are now found in TOMS and must be renewed every year. Existing users are presented with the form(s) connected to the users' assigned role when logging on for the first time for the test administration year. New users are presented with these forms after setting up the new account and logging on to TOMS.

Each LEA coordinator and site coordinator must use the Security Form Status report to ensure that all coordinators have signed the Test Security Agreement and that all coordinators, test administrators, test examiners, and designated staff members who will have access to test materials have signed the Test Security Affidavit.

NOTE: PDF versions of the signed forms and security agreements can be downloaded and saved locally through the [ Reports] navigation tab in the navigation bar.

A signed copy of the Test Security Agreement is required for the following roles:

Superintendent

LEA coordinator

Site coordinator

A signed copy of the Test Security Affidavit is required for the following roles:

Superintendent

LEA coordinator

Site coordinator

Test administrator (CAASPP only)

Test examiner

THSS correspondence administrator (ELPAC only)

LST data entry (ELPAC only)

Interim Assessment administrator only (CAASPP only)

Educator-district (CAASPP only)

Educator-test site (CAASPP only)

Educator-roster (CAASPP only)

Staff who will not have access to TOMS but will have access to testing materials or will be present when testing materials are accessible must complete the Test Security Affidavit for Non-TOMS Users.

The Test Security Agreement ( figure 1) or Test Security Affidavit appears when a designated user logs on to TOMS for the first time. Designated users are required to read and sign the stipulations of the required agreements prior to gaining access to TOMS.

Figure 1. Test Security Agreement-Unsigned

Figure 2 displays a signed Test Security Agreement.

The signed Test Security Agreement or Test Security Affidavit displays the following information about the user:

Users will take the following steps to complete the required form:

1. Log on to TOMS.

2. Read the entire agreement.

Select the [SUBMIT] button.

Select the [PRINT] button to print the signed agreement. (Printing is optional.)

Select the [CONTINUE] button to continue to the next security form or, if there are no more security forms to sign, to continue working in TOMS.

3. If a user has multiple roles, select a role.

Take the following steps to log on to TOMS:

1. Access either the CAASPP website or the ELPAC website, and then select the [Test Operations Management System (TOMS)] button.

2. When the Logon screen appears ( figure 3), enter the username (user's email address) and password, and then select the [ Secure Logon] button.

Figure 3. Log on to TOMS

3. The user may be prompted to enter a verification code: The two-step verification process is initiated the first time a user logs on to TOMS using a new device or browser.

Figure 4. Verification process for access to TOMS

1. The screen (figure 4) requesting an emailed code appears.

2. An email is sent to the user from ca-assessments@ets.org with the required code, which is valid for 15 minutes.

3. The user must enter the code and select [Submit] to gain access to TOMS.

NOTE: The two-step verification process will happen any time the user switches to a new browser, changes devices, or clears the browser cache. The code must be used within 15 minutes of logging on.

The Welcome to TOMS dialog box ( figure 5) displays the user's name, email address, and the associated role(s). A user can have more than one role but can use only one role at a time.

Figure 5. Welcome to TOMS -Select a Role

4. Select a role and administration year, and then select the [ OK] button.

The user's selected role and administration year is displayed in the top-right portion of the screen, above the top navigation bar ( figure 6).

Figure 6. User Role Display

Change Roles

1. To change roles without logging off TOMS, select the [Change Role] down arrow [ ] icon next to "Logged in as" in the upper-right corner (figure 6).

2. When the Welcome to TOMS dialog box appears (figure 5), select a role and administration year, and then select the [OK] button.

Passwords

A user who is new to the CAASPP and ELPAC must first be added to TOMS by an existing user, and then establish user credentials by creating a password.

The password must follow these rules:

Minimum of eight characters

At least one character from each of the following categories:

An uppercase letter (A-Z)

A lowercase letter (a-z)

A one-digit numeral (0-9)

A special character (%, #, !, etc.)

Upon creation of the new account, the new user will receive a welcome email from CA-‍Assessments-‍DoNotReply@ets.org that contains a link to a secure screen, where a password can be created. The link is found within the email text that reads, "To begin, please verify your identity using the secure verification link to access the Reset Your Password web page." This step must be taken within 30 minutes of receipt of the email.

Existing users who have had user roles during previous test administration years must reset passwords and security questions to gain access to the current California assessment systems.

Resetting a Password

Existing users will receive an email from ca-assessments@ets.org.

In addition, users will be asked to enter a verification code as part of the two-step authentication process upon the first use of TOMS on a web browser or device. This code is sent from the ca-assessments@ets.org email address. This step must be taken within 30 minutes of receipt of the email.

To reset a forgotten password, access TOMS to request the password reset email. Take the following steps:

1. Use a web browser to access either the CAASPP or ELPAC website, and then select the [ Test Operations Management System ( TOMS)] button.

The Logon screen appears ( figure 7).

Figure 7. Log on to TOMS

2. Select the [Forgot Your Password?] link on the Logon screen.

The Reset Your Password screen appears ( figure 8).

Figure 8. Reset Your Password

3. After entering the email address next to the [ Email Address] person [ ] icon and selecting the [ Submit] button, check for an email message from ca-‍assessments@ets.org containing the secure link to reset the password.

NOTE: The link expires after 30 minutes. If a message appears saying the link has expired, the user must return to the Reset Your Password screen, enter the user's email address, and then select the [ Submit] button to request a new secure link.

4. The user will receive an email from ca-assessments@ets.org with a link to reset the password. The link must be used within 30 minutes of receipt of the email figure 9).

Figure 9. Secure Link Message

5. When the link is selected, the new Reset Your Password screen appears ( figure 10). Enter a new password next to the [ Reset Password] amber lock [ ] icon and reenter it next to the [ Confirm New Password] green lock [ ] icon. The password must follow these rules:

Minimum of eight characters

At least one character from each of the following categories:

An uppercase letter (A-Z)

A lowercase letter (a-z)

A one-digit number (0-9)

A special character (%, #, !, etc.)

NOTE: If the new password does not match the confirmation password or does not meet the password criteria, an error message will appear.

Figure 10. Reset Your Password-Confirm New Password

When the password has been entered and confirmed, select the [ SUBMIT] button.

6. After the user successfully logs on, the MyTOMS Home screen will appear.

NOTE: After authentication, the TOMS password is valid for the entire test administration year.

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Before users can access TOMS, the Test Administrator Interface, interim assessments, CERS, or Tools for Teachers, accounts must be created and users must complete the Test Security Affidavit and Test Security Agreement on the basis of their assigned role. LEA superintendents will be the first to sign on and begin the process of creating LEA accounts and assigning roles.

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The Test Operations Management System (TOMS) can be accessed at https://mytoms.ets.org. Use this link to manage your CAASPP test administration and download data, including student data files, from past administrations.

Manuals and Instructions

General:

Adding and Managing Users:

Student Test Assignment:

Student Online Test Settings:

Other Templates:

Quick Start Guides

Last Reviewed: Thursday, June 11, 2020

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Test Operations Management System Resources

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The Test Operations Management System (TOMS) can be accessed at https://mytoms.ets.org. Use this link to manage your CAASPP test administration and download data, including student data files, from past administrations. Last Reviewed: Thursday, June 11, 2020

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CAASPP Sample Student Score Reports (SSRs)

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CAASPP Sample Student Score Reports (SSRs)

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Information about California tests reports and reporting.

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Information and resources regarding assessment results, including Student Score Reports (SSRs), SSR cover letter templates, student data file layouts, and more.

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Overview

Since 2015, California has invested significant time and effort in developing a student growth model that is valid, reliable, and fair. California conducted a thorough and thoughtful process of selecting the model that best meets California's needs. On May 12, 2021, the State Board of Education (SBE) approved a student-level growth model using grades four through eight growth scores. The development and adoption of this growth model was accomplished due to the valuable input from a broad range of stakeholders, and the expertise of the California Department of Education's (CDE's) assessment vendor, Educational Testing Service (ETS), and the Technical Design Group (TDG).

California's Student-Level Growth Model

A growth model is a way of measuring the growth of students' assessment scores year to year based on their statewide assessment scores in English language arts (ELA) and mathematics. Growth is different from achievement. Achievement-such as a single assessment score-shows us how much students know at the time of the assessment. Growth shows us how much students' scores grew from one grade level to the next. In an accountability system, aggregate student growth can provide a picture of average growth for students within a school, local educational agency, or student group.

Calculating Growth Scores

California's student-level growth model methodology uses statewide Smarter Balanced test results from students in grades four through eight.

The first step in calculating student growth scores is to determine the student's expected test score. The expected test score is determined by looking at students who had similar test scores in the previous grade and then evaluating their typical test scores in the current year. Once an expected test score is determined for each student, the difference between the student's expected test score and their actual test score is compared to arrive at their individual growth score.

These individual scores are averaged for students at the district, school, and student group levels, using either a simple average-when there are large numbers of students, or a weighted average- when there are small numbers of students.

For a complete and in-depth technical review of the growth model methodology, please view the Additional Resources made available at the end of this web page.

Data Release Timeline

June 14, 2021:

Release student-level growth data to Local Education Agencies (LEAs) via the Test Operations Management System (TOMS).

Private preview of aggregate LEA, school, and student group growth data files. (The growth data is based on student performance on the California Assessment of Student Performance and Progress [CAASPP] for ELA and mathematics administered during the 2016-17, 2017-18, 2018-19 school years.)

Statewide webinar for Accountability, Dashboard, and California Assessment of Student Performance and Progress (CAASPP) Coordinators on information regarding the student growth data.

September 13, 2021:
Statewide webinar for the general public, Accountability, Dashboard, and California Assessment of Student Performance and Progress (CAASPP) Coordinators on the release of the Student Growth Toolkit to support the release of California's student growth data.

September 20, 2021:
Release of Student Growth Toolkit to support understanding of California's Student Growth data.

September 22, 2021:

Release of aggregate LEA, school, and student group growth data via downloadable data files.

These data files are being released for informational purposes only. They are not intended to be used for accountability and/or evaluation purposes.

Ongoing Work

July 2021 through Fall 2024:

Work with LEAs and stakeholders on communication and data use and visualization strategies.

Develop a report that displays English Language Proficiency Assessment for California levels with growth scores.

Fall 2024:

Earliest release of the next growth model data using current ELA and mathematics data (i.e., 2022, 2023, and 2024 results).

Eventually, the growth model may be incorporated into the California School Dashboard Academic Indicator. This is a decision that will need to be approved by the SBE.

Student Growth Toolkit

Videos

Flyers

Getting to know the California School Dashboard (Translated)

Appropriate Uses of Growth Scores Flyer

Growth Model FAQs
Commonly asked questions about the Growth Model
Data Files and Record Layouts

Due to changes in instruction and assessment caused by COVID-19, the growth scores released in 2021 were calculated based on historical data from 2016-17, 2017-18, and 2018-19, and are not actionable. Growth scores will be calculated and released again in 2024, once three consecutive years of test scores are available.

Webinars

Additional Resources

Recent State Board Items and Memos

February 2021 SBE Information Memorandum(DOCX) includes the final technical report from ETS on the student growth model and recommendations for criteria for determining the assignment of the Empirical Best Linear Prediction Model (EBLP) or simple average.

May 2021 SBE Item(DOCX) includes detailed information on the approved growth model methodology and the aggregated growth scores for student groups at the LEA and school-levels.

October 2021 SBE Information Memorandum(DOCX) includes a progress report on ongoing work on the Student Growth Model

February 2022 SBE Information Memorandum(DOCX) includes the overview of research conducted by the California Department of Education (CDE) on the development of a data report or display to combine English Language Proficiency Assessment for California (ELPAC) levels with academic growth scores.

Last Reviewed: Monday, March 6, 2023

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Since 2015, California has invested significant time and effort in developing a student growth model that is valid, reliable, and fair. California conducted a thorough and thoughtful process of selecting the model that best meets California's needs. On May 12, 2021, the State Board of Education (SBE) approved a student-level growth model using grades four through eight growth scores.

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CAASPP Upcoming and On-Demand Training Opportunities

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CAASPP Upcoming and On-Demand Training Opportunities

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Past Training Opportunities and Materials

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Training workshops for administration of the CAASPP computer-based summative and interim assessments and the Digital Library.

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Assessment Leadership: Leading a Balanced, Comprehensive Assessment System to Improve Teaching and Learning

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Assessment Leadership: Leading a Balanced, Comprehensive Assessment System to Improve Teaching and Learning

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Read page 1 of the article, and refer to the graphic on page 2. Respond to the questions below by adding a comment.

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Read page 1 of the article, and refer to the graphic on page 2. Respond to the questions below by adding a comment.

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Key Characteristics of a Coherent and Effective Local Assessment System

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Key Characteristics of a Coherent and Effective Local Assessment System

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Key Characteristics of a Coherent and Effective Local Assessment System

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This brief from the Center for Standards, Assessment, and Accountability at WestEd is for state and local leaders who want to ensure that their local assessment systems align with local values, priorities, and agreements about what learning should look like.

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What role do different assessments play in a local assessment system?​

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What role do different assessments play in a local assessment system?​

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Why is it important that assessments work together to support student learning?​

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Why is it important that assessments work together to support student learning?​

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It's important to get to know the whole students with various assessments and not just one or two - we need a balance.

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What challenges are posed when assessments are not coherent or effective?

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What challenges are posed when assessments are not coherent or effective?

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Are the Mic's disabled

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Want to learn more about how to implement CERS with teacher usage

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I have no idea where to go

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That their local assessment systems align with local values, priorities, and agreements about what learning should look like. It can help leaders design coherent and effective assessments that provide meaningful information to support classroom learning and local improvement goals.

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Assessments are used to make decisions, this is powerful, many times they are used to say what kids have learned, but the "what now", how do we improve our practice as educators based on our student outcomes

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Their local assessment systems align with local values, priorities, and agreements about what learning should look like. It can help leaders design coherent and effective assessments that provide meaningful information to support classroom learning and local improvement goals.

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I wanted to download student test settings from 24-25, but I notice that it is blank. Is there anyway that I can still get this report to download?

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For the accommodations report, can you see who actually used them during the test? For example, what percentage of students activated the "text-to-speech" universal support?

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Hello, I've signed up for this event but I have only received the confirmation. I did not receive an email with details or a link to the training.

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I am familiar with accessing the WER data. Is there a data file that gives district insights on how students performed on the math performance task--a WER-like score for math?