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Use the + symbol at the bottom of the column to post your question(s) for Section 4.

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Use the + symbol at the bottom of the column to post your question(s) for Section 4.

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

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

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

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

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Use the + symbol at the bottom of the column to post your question(s) for Section 5.

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You should have received an email with a link to access the meeting materials. A link to the materials will be posted in the chat during the meeting.

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With your group, discuss one or more of these questions:

•What is your reaction to these scored student samples?

•How do these samples inform your understanding of the rubric language?

•What teaching and learning strategies can be used to help students develop the knowledge and skills needed to meaningfully engage with performance tasks?

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Post your group’s thoughts in response to following questions as they relate to the performance task:

•What do you notice?

•What do you wonder?

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Smarter Balanced Interim Assessments At-a-Glance

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Smarter Balanced Interim Assessments At-a-Glance

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Smarter Balanced Scoring Specifications for Summative and Interim Assessments

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Smarter Balanced Scoring Specifications for Summative and Interim Assessments

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Smarter Balanced Scoring Specifications for Summative and Interim Assessments

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Guidelines for scoring Smarter Balanced items.

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CAASPP Smarter Balanced Interim Assessments web page  

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CAASPP Smarter Balanced Interim Assessments web page  

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Interim assessments are designed to support teaching and learning throughout the year. The CAASPP Interim Assessments include the Smarter Balanced Interim Assessments for English language arts/literacy (ELA) and mathematics as well as the California Science Test (CAST) Interim Assessments.

To access resources regarding the English Language Proficiency Assessments for California (ELPAC) Interim Assessments, please visit the ELPAC Interim Assessment Administration Resources web page.

General Resources

User Guides

Interim Assessment Video Series

The CAASPP and ELPAC Interim Assessment Video Series consists of six modules covering the content and purpose of the interim assessments and how to use related systems and resources.

Interim Assessment Lists

2023-24 Interim Assessments At-a-Glance (July 2023)
This document lists, by grade level or grade span, all available CAASPP and ELPAC Interim Assessments.

2023-24 Interim Assessments by Grade (August 2023)
This document lists all available CAASPP and ELPAC Interim Assessments by grade or grade span, and provides information such as associated standards, total number of items and number of items requiring hand scoring.

Instructions

Other General Resources

Smarter Balanced Interim Assessment Resources

Blueprints

Blueprints for the Smarter Balanced Interim Assessments for English Language Arts/Literacy (ELA) and mathematics, as well as various other resources, can be found on the CDE Smarter Balanced Interim Assessments web page

Quick Instructions and Flyers

Videos

Asynchronous Hand Scoring Learning Modules

These asynchronous learning modules guide educators on how to hand score the Smarter Balanced Interim Assessment performance tasks for English Language Arts/Literacy (ELA) and mathematics. The asynchronous learning modules can be accessed on the following web pages:

CAST Interim Assessment Resources

The CAST Interim Assessments in grades three, four, and five will each assess all three science domains. Middle school and high school will each have three interim assessments that assess a single science domain. Each CAST interim assessment will consist of two segments: one discrete segment and one performance task (PT) segment. The PT consists of four to six items, including one constructed response item worth 2 points that must be hand-scored.

CAST Interim Assessment Organization Flyer

Blueprints

Item Specifications

Item specifications describe how items for the CAST are developed to assess the California Next Generation Science Standards (CA NGSS).

CAST Item Specifications web page

CAST Constructed Response Annotated Examples

These annotated examples were created for selected constructed response items on the CAST practice tests. Practice test scoring guides and more can be found on the Online Practice Test Scoring Guides, PFAs, and DFAs web page.

Last Reviewed: September 19, 2023

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Test Administrator Resources for the administration of California tests.

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This evening, you will receive an email with an evaluation survey and instructions on how to obtain a certificate of completion for each of the sessions you have attended. If you do not receive the email, email CalTrainings@WestEd.org for assistance.

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For more information on upcoming training opportunities, including additional sessions in the 2022 Interim and Formative Assessment Training Series, please visit https://www.caaspp.org/training/training-opportunities.html..

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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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Smarter Tools for Teachers. Discover classroom resources you can use today. Educator-created lessons, activities, strategies, and professional development to help tailor instruction and boost learning.

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Writing tasks challenge students to demonstrate critical thinking skills. In each task, students examine sources on a topic and write a response based on a specific purpose described in state academic standards. Read more about “purpose” under Terms to Know.

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Tools for Teachers and Other Formative Assessment Online Tools At-A-Glance

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Tools for Teachers and Other Formative Assessment Online Tools At-A-Glance

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Smarter Balanced Interim Assessments At-a-Glance

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Smarter Balanced Interim Assessments At-a-Glance

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The interim assessment video series consists of five narrated presentation modules and five system demonstration videos. Each video is three to ten minutes in length. This video series complements the Interim Assessment User Guide , which contains more detail for educators using the Smarter Balanced Interim Assessments.

The videos for modules one through four in this series were updated in September 2020. Module five was updated in January 2020.

Module 1: Introducing the Smarter Balanced Interim Assessments

This seven-minute module provides information on the value and usefulness of the interim assessments, the differences between and features of both types of interim assessments, student accessibility supports, available online resources, and security considerations.

Module 2: Interim Assessment Viewing System

This three-minute module provides information on how to log into and navigate the Interim Assessment Viewing System and describes how the viewing system can be used by educators to prepare for the administration of interim assessments.

A three-minute demonstration video is included to accompany module two. This demonstration shows how to access and navigate the Interim Assessment Viewing System.

Module 3: Administering the Interim Assessments

This eight-minute module provides information on how to use the Test Administrator Interface to initiate a test session, approve students for testing, and monitor student status during testing. In addition, the use of the Test Operations Management System (TOMS) to manage student enrollment and accessibility supports and the important role of the California Longitudinal Pupil Achievement Data System (CALPADS) are discussed.

A six-minute demonstration video is included to accompany module three. This demonstration shows how to access and navigate the Test Administrator Interface for interim assessments.

Module 4: Interim Assessment Hand Scoring System

This four-minute module provides information on how to use the Interim Assessment Hand Scoring System and the contents of the hand scoring training guides and exemplars. In addition, considerations for planning the hand scoring of interim assessment items and suggested uses for hand scoring training materials are discussed.

A four-minute demonstration video is included to accompany module four. This demonstration shows how to access the hand scoring system, how to view the response list, how to assign scores, and how to reassign responses to other test administrators.

A seven-minute demonstration video is included to accompany module four. This demonstration shows how to access and view the interim assessment training guides and exemplars.

Module 5: California Educator Reporting System

Module five consists of two demonstration videos for the California Educator Reporting System (CERS). The first demonstration video is designed for educator use and the second video is designed for administrator use.

This ten-minute video demonstrates how educators can use CERS to view item-, student-, and group-level assessment results data.

This nine-minute video demonstrates how administrators can use CERS to view student, district, and school assessment data.

Questions: California Assessment of Student Performance and Progress | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Monday, November 13, 2023

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Smarter Balanced Interim Assessment Video Series

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This series consists of five video modules intended to help educators effectively use the interim assessment systems and tools.

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Read recommended questions and answers that will help you better understand and use the Smarter Content Explorer.

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Home Page - Smarter Balanced Sample Items

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California Educator Reporting System Resources

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California Educator Reporting System Resources

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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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The California Department of Education (CDE) Assessment Spotlight is a regular email for K-12 educators, including testing coordinators, that reports on current and upcoming activities related to statewide testing.

To join the email list, send a blank message to subscribe-caaspp@mlist.cde.ca.gov. If you would like to unsubscribe from the CDE statewide assessments listserv, send a blank message to unsubscribe-caaspp@mlist.cde.ca.gov.

The following links direct users to a list of topics covered within each update:

Issue 254 - November 9, 2023

Issue 253 - November 3, 2023

Issue 252 - October 27, 2023

Issue 251 - October 20, 2023

Issue 250 - October 13, 2023

Issue 249 - October 6, 2023

Issue 248 - September 29, 2023

Issue 247 - September 22, 2023

Issue 246 - September 15, 2023

Issue 245 - September 8, 2023

Issue 244 - August 25, 2023

Issue 243 - August 18, 2023

Issue 242 - August 11, 2023

Issue 241 - August 4, 2023

Issue 240 - July 28, 2023

Issue 239 - July 14, 2023

Issue 238 - July 7, 2023

Issue 237 - June 30, 2023

Issue 236 - June 23, 2023

Issue 235 - June 16, 2023

Issue 234 - June 9, 2023

Issue 233 - May 26, 2023

Issue 232 - May 19, 2023

Issue 231 - May 12, 2023

Issue 230 - May 5, 2023

Issue 229 - April 28, 2023

Issue 228 - April 21, 2023

Issue 227 - April 14, 2023

Issue 226 - April 7, 2023

Issue 225 - March 24, 2023

Issue 224 - March 10, 2023

Issue 223 - March 3, 2023

Issue 222 - February 17, 2023

Issue 221 - February 10, 2023

Issue 220 - February 3, 2023

Issue 219 - January 27, 2023

Issue 218 - January 20, 2023

Issue 217 - January 13, 2023

Issue 216 - January 6, 2023

Issue 215 - December 16, 2022

Issue 214 - December 9, 2022

Issue 213 - December 2, 2022

Issue 212 - November 18, 2022

Issue 211 - November 11, 2022

Issue 210 - November 4, 2022

Issue 209 - October 28, 2022

Issue 208 - October 21, 2022

Issue 207 - October 14, 2022

Issue 206 - October 7, 2022

Issue 205 - September 30, 2022

Issue 204 - September 23, 2022

Issue 203 - September 16, 2022

Issue 202 - September 9, 2022

Issue 201 - September 2, 2022

Issue 200 - August 26, 2022

Issue 199 - August 19, 2022

Issue 198 - August 12, 2022

Issue 197 - August 5, 2022

Issue 196 - July 29, 2022

Issue 195 - July 22, 2022

Issue 194 - July 8, 2022

Issue 193 - July 1, 2022

Issue 192 - June 24, 2022

Issue 191 - June 17, 2022

Issue 190 - June 10, 2022

Issue 189 - June 3, 2022

Issue 188 - May 27, 2022

Issue 187 - May 20, 2022

Abbreviation

Definition

CAA

California Alternate Assessment

CAASPP

California Assessment of Student Performance and Progress

CAC

California Assessment Conference

CALPADS

California Longitudinal Pupil Data System

CAST

California Science Test

CERS

California Educator Reporting System

CHSPE

California High School Proficiency Examination

CSA

California Spanish Assessment

ELPAC

English Language Proficiency Assessments for California

HSE

high school equivalency

ICILS

International Computer and Information Literacy Study

LEA

local educational agency

STAIRS

Security and Test Administration Incident Reporting System

Assessment Spotlight, Issue 254 - November 9, 2023

Upcoming Educator Opportunity: CSA Development

November's Featured Resource in Tools for Teachers-Express Yourself

Assessment Spotlight, Issue 253 - November 3, 2023

Charter School Assessment Coordinator Network Quarterly Meeting is Coming Up on November 29, 2023

Fall ELPAC New Coordinator Trainings - Register Now

Understanding the Role of Interim Assessments

Act Now: Important Update Regarding Expiring HiSET Test Vouchers

Assessment Spotlight, Issue 252 - October 27, 2023

New CAST and ELPAC Interim Assessments Ready for Administration to Students
Assessment Spotlight, Issue 251 - October 20, 2023

Fall English Language Proficiency Assessments for California New Coordinator Trainings - Register Now

Interim Assessment User Guide Now Available!

Assessment Spotlight, Issue 250 - October 13, 2023 Assessment Spotlight, Issue 249 - October 6, 2023 Assessment Spotlight, Issue 248 - September 29, 2023 Assessment Spotlight, Issue 247 - September 22, 2023

Preview Available Now for the New California Science Test and English Language Proficiency Assessments for California Interim Assessments

Introducing the New Interim Assessments Webinars

Assessment Spotlight, Issue 246 - September 15, 2023 Assessment Spotlight, Issue 245 - September 8, 2023 Assessment Spotlight, Issue 244 - August 25, 2023

Reminder-Smarter Balanced Interim Assessments are Available
Assessment Spotlight, Issue 243 - August 18, 2023 Assessment Spotlight, Issue 242 - August 11, 2023 Assessment Spotlight, Issue 241 - August 4, 2023 Assessment Spotlight, Issue 240 - July 28, 2023

2023 Assessment and Accountability Information Meeting Starts Next Week

CAASPP and ELPAC Systems Downtime Reminder

Assessment Spotlight, Issue 239 - July 14, 2023 Assessment Spotlight, Issue 238 - July 7, 2023

Reminder-Summer Trainings Starting Soon

Generating Statewide Student Identifiers-Clarification

Assessment Spotlight, Issue 237 - June 30, 2023

Reminder-Downtime for CAASPP and ELPAC Systems

Generating Statewide Student Identifiers Takes Time

Assessment Spotlight, Issue 236 - June 23, 2023

Upcoming Downtime for CAASPP and ELPAC Systems

Register for the 2023 High School Equivalency and Proficiency Summer Convenings

Assessment Spotlight, Issue 235 - June 16, 2023

Interim Assessments Summer Trainings Starting Soon

2023-24 ELPAC Information Guide Just Posted

Assessment Spotlight, Issue 234 - June 9, 2023

2023 California Assessment Conference-Last Call for Session Presenters

June's Featured Resource in Tools for Teachers-Are We Really One of a Kind?

Assessment Spotlight, Issue 233 - May 26, 2023

New Alternate Assessment Decision Making Worksheet

Summative ELPAC Testing Window Closing-Speaking Data Entry Interface Reminder

Assessment Spotlight, Issue 232 - May 19, 2023 Assessment Spotlight, Issue 231 - May 12, 2023 Assessment Spotlight, Issue 230 - May 5, 2023 Assessment Spotlight, Issue 229 - April 28, 2023

Close of the ELPAC Testing Window Quickly Approaching!

Focus on Test Security-Pause Rules and Grace Period Extensions

California High School Equivalency Program

California High School Proficiency Examination

Assessment Spotlight, Issue 228 - April 21, 2023 Assessment Spotlight, Issue 227 - April 14, 2023 Assessment Spotlight, Issue 226 - April 7, 2023

Requesting Unlisted Resources

California Spanish Assessment-Educators Urgently Needed

Assessment Spotlight, Issue 225 - March 24, 2023

Focus on Test Security: Overview of the STAIRS/Appeals Process

Updates to the 2022-23 ELPAC Information Guide

Assessment Spotlight, Issue 224 - March 10, 2023

March's Featured Resource in Tools for Teachers-Ants are Superorganisms
Assessment Spotlight, Issue 223 - March 3, 2023 Assessment Spotlight, Issue 222 - February 17, 2023

California Assessment Accessibility Resource Matrix for 2022-23: Minor Updates

Registration Open for Spring Training-Accessing Summative Assessment Results in CERS

Assessment Spotlight, Issue 221 - February 10, 2023 Assessment Spotlight, Issue 220 - February 3, 2023 Assessment Spotlight, Issue 219 - January 27, 2023

Assistance to Storm-affected Local Educational Agencies

Now Available-Asynchronous Hand Scoring Modules for Scoring Smarter Balanced Performance Tasks

Assessment Spotlight, Issue 218 - January 20, 2023 Assessment Spotlight, Issue 217 - January 13, 2023

Tools for Teachers: Science Educator Interest Survey

January's Featured Resource in Tools for Teachers-Inspiring Investigation: Interpreting & Analyzing Figurative Language

Assessment Spotlight, Issue 216 - January 6, 2023 Assessment Spotlight, Issue 215 - December 16, 2022 Assessment Spotlight, Issue 214 - December 9, 2022

December's Featured Resource in Tools for Teachers-Interim Assessment Connections Playlist for Mathematics Performance Task

Upcoming Downtime for CAASPP and ELPAC Systems

Assessment Spotlight, Issue 213 - December 2, 2022

Reminders and Resources for Administering the CAA for Science

Desmos Art Contest

Assessment Spotlight, Issue 212 - November 18, 2022

Field Test of Observation Protocol for Teachers of English Learners
Assessment Spotlight, Issue 211 - November 11, 2022

November's Featured Resource in Tools for Teachers-Explore World Climates with Climatograms
Assessment Spotlight, Issue 210 - November 4, 2022

Register Today for the November Webinar on Formative Assessment and Accessibility Strategies

High School Equivalency and CHSPE Webinar Series

Assessment Spotlight, Issue 209 - October 28, 2022 Assessment Spotlight, Issue 208 - October 21, 2022 Assessment Spotlight, Issue 207 - October 14, 2022 Assessment Spotlight, Issue 206 - October 7, 2022

Last Day to Register: California Assessment Conference

Data-Drive Decision-Making Trainings for Educational Leaders

California Assessment Accessibility Resource Matrix for 2022-23

LEAs: Complete Your 1.0 Percent Threshold Survey

Fall ELPAC New Coordinator Trainings-Register Now

California Educator Reporting System Training Opportunities

Boosting Instruction with Formative Assessment and Accessibility Strategies

Assessment Spotlight, Issue 205 - September 30, 2022

2022 California Assessment Conference-Secure Your Spot Today

Now Available: 1.0 Percent Threshold Survey

State Board of Education Approves Use of Smarter Balanced Adjusted Form Blueprints

Fall Interim Hand Scoring Sessions Begin Next Week!

Assessment Spotlight, Issue 204 - September 23, 2022

2022 California Assessment Conference: Spots Still Available

Don't Miss Out! Tools for Teachers Shared Practices Webinar Next Week

High School Equivalency: A Transition is in Progress!

Testing Transitional Kindergarten Students with the Initial ELPAC

Assessment Spotlight, Issue 203 - September 16, 2022

Census Day Reminder to Complete the Initial ELPAC and Initial Alternate ELPAC

Register for the September Tools for Teachers Shared Practices Webinar

Assessment Spotlight, Issue 202 - September 9, 2022

2022 California Assessment Conference: Register Today to Learn from Your Colleagues Across the State

CSA Item Writer Workshop: Spots Still Available

Spots Still Available for the 2022 Interim and Formative Assessment Training Series Fall Sessions!

Registration Remains Open for the Introduction to CERS Fall Training Sessions

High School Equivalency: A Transition is on the Way!

California High School Proficiency Exam

September's Featured Professional Learning Resource in Tools for Teachers-Effective School-Home Partnerships!

Assessment Spotlight, Issue 201 - September 2, 2022 Assessment Spotlight, Issue 200 - August 26, 2022 Assessment Spotlight, Issue 199 - August 19, 2022 Assessment Spotlight, Issue 198 - August 12, 2022 Assessment Spotlight, Issue 197 - August 5, 2022 Assessment Spotlight, Issue 196 - July 29, 2022

2022 Assessment and Accountability Information Meeting Starts Next Week!
Assessment Spotlight, Issue 195 - July 22, 2022

Space Available! Math Interim Assessment Hand Scoring Training Next Week

Reminder-Upcoming Downtime for CAASPP and ELPAC Systems

Assessment Spotlight, Issue 194 - July 8, 2022 Assessment Spotlight, Issue 193 - July 1, 2022

New Alternate ELPAC Notification Letters Now Available!

Downtime This Weekend for CAASPP and ELPAC Systems

Assessment Spotlight, Issue 192 - June 24, 2022

ELPAC Checklists for 2022-23 Now Available!

Initial ELPAC Reminder

Available Soon: 2022-23 Initial ELPAC and Alternate Initial ELPAC!

Upcoming Downtime for CAASPP and ELPAC Systems

Assessment Spotlight, Issue 191 - June 17, 2022

Deadline Extended: 2022 CAC Call for Shared Practice Proposals
Assessment Spotlight, Issue 190 - June 10, 2022 Assessment Spotlight, Issue 189 - June 3, 2022

2022 High School Equivalency Summer Covenings in August!

Alternate ELPAC-Question of the Week

Assessment Spotlight, Issue 188 - May 27, 2022

2022 Interim and Formative Assessment Training Series-Register Now for Summer Sessions!

Alternate ELPAC Alignment Workshop-August 1 and 2

Assessment Spotlight, Issue 187 - May 20, 2022

Updated, Easily Accessible: Quick Reference Guides

Updated CAA Eligibility Determination Guidance for Parents and Guardians

Questions: California Assessment of Student Performance and Progress Office | caaspp@cde.ca.gov | 916-445-8765

Last Reviewed: Monday, November 20, 2023

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Email updates sent out through the California Department of Education statewide assessments electronic mailing lists.

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For the breakout rooms, do I need to be on a computer with a microphone?

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For the breakout rooms, do I need to be on a computer with a microphone?

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We've noticed that the FIABs and IABs contain the same questions/materials as the ICA (at least at the high school level) -- are there any plans to create additional FIAB or IAB items that are NOT the same as the ICA, for formative and learning purposes? It would be super helpful. :-)

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Can the decision to administer the ICAs be from an individual teacher or do they need to be administered by the entire school? and 2) who determines the time when these ICAs are given? Thank you.

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Can the decision to administer the ICAs be from an individual teacher or do they need to be administered by the entire school? and 2) who determines the time when these ICAs are given? Thank you.

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Are the IAB also known as the Performance Tasks on Smarter Balance?

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I am using my phone and I am having problems with downloading the performance task. Is there another way that I can have access to it?

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For some reason, I cannot access the Pdf documents in the zip folder. I'm able to open Word Docs - 3 Grabriela

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Can you enable the chat for the breakout rooms?

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Can you enable the chat for the breakout rooms?

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We noticed how direct the expectations are for the task. 

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We noticed how direct the expectations are for the task. 

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Very specific as to using and naming the sources.

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A lot of reading to do with two sources which can be difficult for struggling readers...

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6th Grade included 3 sources, 15 minutes are not enough time, EL and students who struggles with reading may shut down due to the text, students need the skill set to go back to the text, students need to evaluate resources, hardcopy would allow more equity, practice of tools is necessary.

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6th Grade included 3 sources, 15 minutes are not enough time, EL and students who struggles with reading may shut down due to the text, students need the skill set to go back to the text, students need to evaluate resources, hardcopy would allow more equity, practice of tools is necessary.

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Perhaps use a group performance task in order to use for learning.

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Noticed:
* Questions are succint
*Readers have to know to use BOTH articles when answering questions - not just Source 1 for question 1, etc.
*Need to define Source #1/Article #1...
*Teach students what * means after a word; features of informative texts
*Stamina needed!
* Need to know how to take notes; determine importance

Wondered:
*Question #2 confusing as it does not mention types of beetles; reader has to remember to use source #1

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How reflective is this Perf Task if they can't get past the reading? Will they actually get to the writing task?

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We noticed that the students need to read at grade level.  Students need to have enough exposure to informational text. They have to be able to write a focused paragraph. They need to address all parts of the question and give at least two details and these details need to be evidence cited (from each source). Students need to understand the elements of opinion writing.  

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We noticed that the students need to read at grade level.  Students need to have enough exposure to informational text. They have to be able to write a focused paragraph. They need to address all parts of the question and give at least two details and these details need to be evidence cited (from each source). Students need to understand the elements of opinion writing.  

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We wonder how to get the students prepared to these tasks. Some students might not be able to read at this level. How can we better prepare them for these tasks?

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Noticed: Thinking of 3rd graders: 1) lots of reading; 2) it takes up to 2 days to complete the PT;  3) this is a reading task, not just a writing task; 4) many steps;
Wonder- Will we get strategy to do this? Can they be given a graphic organizer to help? Can we have blank thinking mats/organizers on the walls (they are blank)? For non-readers, this is challenging.

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-It was very difficult for students due to the stamina of writing.
-The students didn't know a letter format.  Many students were stuck to just writing the assessment because they were thinking about how to write a letter "Dear."
-Having smaller writing assignments in the future (editorial, letter, essay) so that they learn different formats
-We noticed that students that were gifted or reading at grade level did not complete the assignment because they were overthinking the articles and topics
-The students had a difficult time picking a side, they kept going back and forth and confusing themselves.
-We might need to communicate that they need to pick a side and it won't influence their grade if they choose pro or con.
-Counter claims don't come up until 7th grade, but in 6th grade they are struggling with choosing a side. We also don't know much about what students are writing in the previous grades and may need to look at that to get some better direction about their skills gaps.
-One colleague gave students T-Charts for when they had to make a decision in persuasive writing. Once the students had the descriptive details, they could explain why they chose the sources, they could not elaborate on the sources.

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1. Pressure with time doing it in only 15 minutes.
2. Breaking it into smaller chunks would be helpful.
3. Important to practice prior to the summative tasks so they are comfortable with it when they take it.
4. Often a video is one of the sources and really helps students who are at a lower level.
5. With the interim assessments students could get the practice needed to perform well on the end of the year summative assessment.
6. How do we integrate all of this throughout the year? Are the three ICAs set up with a different performance task for each grade level?
7. Is letter format required since that was the task, or will be it judged simply by if they provide a claim, sources, and explanation in an argument format?

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We noticed:
Text is very wordy, so struggling readers would have a hard time.
Teach kids to look at the questions first, then go back to the text.
Complex sentence structures
Including evidence to support response
Citing, paraphrasing
Use quotation marks

We wondered:
Do students have a hard time citing the correct evidence?

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* Notice
* Several articles but with slightly different information and perspectives
* Evidence seemed more anecdotal and less scientific evidence
* Evidence source wasn't given within the articles
*Evidence seemed skewed towards one position
* Articles about adults, not students
*Opinions in articles but not backed with concrete evidence

Wonder
* Task is big but articles don't give enough material for students to work with.

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The directions are more streamlined than on the actual test. For third graders, the general instructions on the test are overwhelming.

This aligned to the 4th grade performance task.

Looking at directions, are students using these skills regularly? Do students understand what is being asked of them?

The text is lengthy for third graders.
Are students able to navigate the platform (technology) and complete the task within the structure provided?

How accurate is this in evaluating student skills vs. navigating the platform? This is the first year for third grade students.

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Another teacher at my site attended a workshop where she was told that when using the rubric, the bullet points towards the top are more heavily weighted than the ones towards the bottom.  Is this true?

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Another teacher at my site attended a workshop where she was told that when using the rubric, the bullet points towards the top are more heavily weighted than the ones towards the bottom.  Is this true?

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My and other attendees were concerning students involved in SpEd

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My and other attendees were concerning students involved in SpEd

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I've heard that the performance task for Grade 11 will be new this year on the ICA (yay!!!) -- will there be new prep sets and exemplars as well, to help us with hand scoring?

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I work with 11th graders. Today's session provides 6th grade level exemplars. Are there 11th grade samples for me to review --- for me and my PLC?

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Is the 6th grade training guide missing the target chart? I can't find it.

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The prompt for 6th grade asked the students to write a letter to the Health Club to argue a position. I noticed that most of the exemplars are not in a letter format (no greeting/salutation or closing) -- how much does that affect scoring? Or is this not even considered in evaluating the student responses?

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Use the different sections of the rubric to focus first on organization/purpose for several lessons....then move onto the elaboration...

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at the end of breakout discussion #1, when returning to the main room, it indicated removed from meeting.  I had logged in twice, was using audio on one login and video on the second due to a technical issue.  perhaps the duplicate login got removed?  now my login won't allow return to the session. 

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at the end of breakout discussion #1, when returning to the main room, it indicated removed from meeting.  I had logged in twice, was using audio on one login and video on the second due to a technical issue.  perhaps the duplicate login got removed?  now my login won't allow return to the session. 

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Our group noticed the writing samples are at a higher level then their current students, rubric is very specific, creating a student checklist for students based on the rubric, provide students the rubric and utilize it for feedback to students, providing students an opportunity to grade each other's paper based on the rubric.

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*student writing for 6th grade was good
*some felt it was not really indicative of typical 6th grade writing
* not very realistic? All the ones we looked at had a 2 on conventions
*we have students in high school who can't write at that level - does the State realize the gaps that many students are experiencing?
*the first example we looked at didn't seem to have a solid claim that was developed throughout? How did it score a 4 in that?

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Reaction to scored student samples:
Be sure to teach kids the characteristics of each genre of writing.
Emphasize the basic techniques that students are required to include in their writing.
Saw the difference between 3 and 2 esp with organizational parts.
Convention scoring was very clear to see.
Scoring of providing evidence is still a bit unclear.

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-The second response seemed like pre-writing because it didn't include any sources.
-Questions about source information, how important was it to address the source information explicitly
-Anchor papers only mention "recent study" or author's name and still received a passing score

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These samples will prove helpful for students to see prior to taking the end of the year state assessment.

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Students need to stay on topic for the prompt.

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Students need to stay on topic for the prompt.

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Breakout Room 6 - Third Grade Rubric Reflection

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Breakout Room 6 - Third Grade Rubric Reflection

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The expectations are rigorous for third grade students.

Use graphic organizers and technology (Google Doc/Slides) to have students type their essays/responses, as prep.

Giving students opportunities for multiple exposure to IABs and Practice and Trainings tests is important.

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It would be great to have students look at some of these exemplars and one section of the rubric at a time to see how they would rate them.

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Use the rubric as a checklist was suggested

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In your example then, if the student has weak transitions, but on the other features, you feel the student is at a 4, would you still score it a 4?

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In your example then, if the student has weak transitions, but on the other features, you feel the student is at a 4, would you still score it a 4?

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In the stronger essays, you can see that students draw on their own knowledge in addition to the information they acquire from the sources.  We have to encourage students to use the sources but not forget that they use their own knowledge as well.

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In the stronger essays, you can see that students draw on their own knowledge in addition to the information they acquire from the sources.  We have to encourage students to use the sources but not forget that they use their own knowledge as well.

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At the 8th grade level, there appears to be a discrepancy between the PT that you would push out to students and what you can actually view if you wanted to discuss the prompt with your students.

The interim I would assign in the Administrator Interface is listed as Performance Task - Maps and Technology (IAB)

BUT… in the Interim Assessment Viewing System (not Administrator Interface) it says the following is the prompt:

Compare Ancient Societies Explanatory Performance Task

In grades 6 and 7, both prompts in the Administrative Interface and the Viewing system are the same so you can have students write, and then project the prompt and dissect, discuss, etc, but they do not appear to be the same in grade 8.

Thanks!

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Part 1 - Share your scores and rationales with your group
-Discuss all three papers; do not get stuck on just one paper

Part 2 - Locate the key
-page 33 in Handout 3A.7 (Gr. 3)
-page 34 in Handout 3A.8. (Gr. 6)

How do your scores compare with the master scores in the scoring key?

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It says there are 3 opportunities for ICA's for each student. Are the questions the same for each of the three times they take it? Same for the IAB's? It will be the same questions but with IAB's it is unlimited?

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I was looking at Sample P-1 in the grade 6 exemplars.  The student has written a solid argument, but she actually makes very little use of the sources.  For these types of arguments, isn't there an expectation that students use the sources, at least to receive the highest possible scores?

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I was looking at Sample P-1 in the grade 6 exemplars.  The student has written a solid argument, but she actually makes very little use of the sources.  For these types of arguments, isn't there an expectation that students use the sources, at least to receive the highest possible scores?

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Will more student sample papers be added to this resource? This is a great tool and wondering if I need to keep checking it for updates with more sample papers.

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Our group was more aligned to the answer key for C-2 but for C-4 and C-9 our scores varied, our scores were influenced by comparison of current students, there are pros/cons for having someone else score IABs, it is time consuming for English teachers in the secondary to correct essays, and calibration practice is very important.

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It's confusing. C-8 received a 4 for Elaboration/Evidence. However, the essay only said "Section 2" once. In addition, the student used facts from the articles in his/her essay, w/o citing which sources these facts came from. So how is the Evidence/Elaboration scored if the words "Source #1" or a specific source isn't actually cited, but yet there are facts from the sources?

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We found that the our scores compared to the master scores.

These examples are typical to what we see in the classroom for third grade.

Question - how do we get students to improve throughout the year and perform at a high level on the rubric at the end of the year, on the summative assessment?

Comparing curriculum to the IABs, the IAB questions are more rigorous.

What can K-2 teachers do to prepare for this work early on?

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C-2: how we scored it varied: 4-3-2, 2-2-1 (then after looking at the key, began wondering what the differences were), 3-3-2. Seemed to be middle-school appropriate. Solid writing but not exemplary. Observations: they don't seem to be looking for quotes specifically, or extensive elaboration. Effort seems to be important.

C-4: How we scored it: 2-2-2, 1-1-2 (maybe 2-2-2?), 1-1-1. Observation - for an on-demand piece of writing, we can see how it would get a 2 in the categories, although we would probably give it 1's in our own classrooms. They seem to reward effort and intention -- the attempt to achieve the objective.

C-9: How we scored it: 3-3-1 (but wanted to give it 2's), 2-2-1, (emotional appeal may dominate), information seemed incorrectly used or misinterpreted. elaboration seemed to be anecdotal, personal, but seems to count on the rubric?

Anchor papers are really important so we can see what the expectations are for a specific grade level.
Citations? How much does that factor? What counts as citation? What is considered elaboration -- a lot of this seems to be summary, not student analysis or interpretation.

The on-demand nature of this task is probably why they seem to be scored a little more leniently than we might assess things in our classrooms.

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In my area I am use to giving students more help and time.

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Are the brief writes, short answers, and full writes on the SBAC still corrected by a person or are they correct by I.A.?

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Where do we find the claims and targets document?

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Where do we find the claims and targets document?

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Reading comprehension in a smarter balance format, teach the pattern of writing continuously,