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https://wested.zoom.us/j/99532306668

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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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Please post technical issues or questions here. 

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Please post technical issues or questions here. 

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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.org/rsc/pdfs/Data-Leadership-Session-1-Materials-06-08-23.zip.

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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 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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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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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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California Educator Reporting System (CERS) Resources web page

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California Educator Reporting System (CERS) Resources web page

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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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Assessment literacy in a standards-based education setting

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Assessment literacy in a standards-based education setting

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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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2021–22 Assessment Data Show Impact of COVID-19, Demonstrate Importance of State Recovery Efforts

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2021–22 Assessment Data Show Impact of COVID-19, Demonstrate Importance of State Recovery Efforts

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California Department of Education
News Release

California Department of Education
News Release
Data show hopeful signs of recovery compared to 2021, though English language arts and mathematics scores still down from pre-pandemic levels. According to the National Assessment of Educational Progress, California students lost less ground between 2019 and 2022 than students nationally in math and reading and held steady in eighth grade reading while the nation as a whole declined.
SACRAMENTO--The California Department of Education (CDE) released assessment data today that provide further evidence of the impact of COVID-19 on student academic achievement and underscore the urgency of continuing to address student needs through focused efforts such as expanded learning time and learning acceleration strategies.

Statewide, the percentage of students meeting or exceeding standards on the 2022 Smarter Balanced summative assessments declined by 4 percentage points (from 51 percent to 47 percent) for English language arts (ELA) and 7 percentage points (from 40 percent to 33 percent) for mathematics when compared to students who took the tests in 2018-19-before the pandemic. The results released today include California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC) data.

However, a comparison with data from the state's 2020-21 ELA and mathematics assessments suggests that recovery may already be underway. In the spring of 2021, about 25 percent of students in grades three through eight and eleven-or about 740,000 students-participated in the Smarter Balanced Summative Assessments for ELA and mathematics. An analysis of that cohort-looking at the same students who took the test in 2021 and comparing their results to 2022-showed steeper-than-normal achievement gains at most grade levels, a hopeful sign that the state's robust investments in accelerating learning are paying off.

The release today follows the earlier posting of the National Assessment of Educational Progress (NAEP) results in reading and math for fourth- and eighth-graders nationwide. Like most of the country, California's NAEP math scores declined from 2019 to 2022, though not by as much as the average drop nationally. In reading, California fourth graders' scores also experienced a small decline that was less than the drop nationally. Of particular note: California eighth graders held steady with no decline in reading over the 2019 NAEP while the nation as a whole saw a drop.

As a result, California moved up in NAEP's state-by-state ordering in both math and reading. In addition, Los Angeles Unified School District was the only Trial Urban District Assessment participant to show significant gains in grade eight reading.

"These baseline data underscore what many of us know: that the road to recovery is long and our students will need sustained support over many years," said State Superintendent of Public Instruction Tony Thurmond. "California has worked proactively to provide additional resources to help our students beyond 2024, when the federal relief funding expires. Through the $7.9 billion Learning Recovery Block Grant available to schools in this year's state budget, $4 billion in the Expanded Learning Opportunities Program, and $250 million for literacy coaches for our most vulnerable students, the CDE will continue to work with schools so they identify the right tools and resources to address academic, behavioral, and mental health needs."

Statewide 2022 Scores Decline from Pre-Pandemic Levels, Some Bright Spots

State data released today come from the spring 2022 administration of the ELPAC and CAASPP, which includes Smarter Balanced Summative Assessments for ELA and mathematics, the California Alternate Assessments (CAAs) for ELA and mathematics, and the California Spanish Assessment.

The 2022 assessment administration marked the return to full statewide participation in CAASPP and ELPAC testing for the first time since 2019.

For ELA and mathematics, lower grades saw larger differentials from 2019 than higher grades.

For the California Science Test (CAST), student scores were generally consistent with pre-pandemic levels, with small increases for some groups in some grades and small decreases in others.

For CAAs for ELA and mathematics, results were consistent with prior years.

For the Summative ELPAC, English learners in grades five through twelve performed better in 2022 than in 2019, while lower grades tested showed slight declines. The percentage of students overall achieving at the highest performance level-indicating they have well-developed oral and written English language skills-was 16 percent in 2018-19, decreasing to 14 percent in 2020-21 and returning to 16 percent in 2021-22. Increases in 2021-22 were seen in nearly all grade levels and were especially strong at grade twelve.

While Limited in Scope, 2022 Cohort Analysis Shows Marked Improvement from Prior Year, Suggesting Acceleration Efforts Are Working

The increases in matched cohort student scores in ELA and mathematics between 2020-21 and 2021-22 suggest that the state's focus on learning recovery is working and critical to helping all students excel and thrive in years to come. (More specific details about the Two-Year Matched Cohort Analysis are available in the Interpretation Guide to the 2021-22 Statewide Assessment Results document on the CDE California Assessment Results News Release web page.)

Since 2021, California has invested $4.4 billion one-time and $4 billion ongoing in state funds in expanding learning opportunities beyond traditional school hours and $7.9 billion in the Learning Recovery Block Grant to fund such programs as high-dose tutoring.

"Now is not the time to take our foot off the accelerator when it comes to doing everything we can to help all our students progress toward mastery of our learning standards and thrive in every way in school," said California State Board of Education President Linda Darling-Hammond. "California's investments in important initiatives such as high-dose tutoring, professional development for teachers, and expanded learning time, and in such areas as mental health and wellness, are critical to lifting up academic performance across the board while supporting students' well-being."

Considering Context of Assessment Results

Data from the 2021-22 spring assessments should be considered "baseline data" for measuring student progress going forward due to the challenges presented by the pandemic.

In the 2019-20 school year-a year in which schools quickly pivoted to remote learning after the discovery of COVID-19 in California-the U.S. Department of Education waived all testing requirements.

To further prevent the spread of virus before the development and widespread distribution of vaccines, most students learned from home for most of 2020-21 and returned to campuses in the spring either full-time or with hybrid (in-class and remote) instruction.

In the 2020-21 school year, the U.S. Department of Education required states to administer statewide academic assessments in ELA, mathematics, and science as well as the English language proficiency assessments-with some flexibilities. Districts that were unable to administer the statewide summative assessment in 2020-21, because it was not a viable option due to factors related to COVID-19, gauged student learning through locally selected assessments that met certain requirements.

In addition to these flexibilities, the California State Board of Education also approved use of adjusted test blueprints for the Smarter Balanced ELA and math tests, mindful of the need to maximize instructional time to accelerate learning and to minimize difficulties in online testing conditions.

Assessment results for the CAASPP and ELPAC are available to the public on the Test Results for California's Assessments website .

To provide essential background and factors to consider when interpreting California's 2021-22 statewide assessment results, the CDE created the Interpretation Guide to the 2021-22 Statewide Assessment Results, which can be found on the CDE California Assessment Results News Release web page.

NAEP results, including those for California and all other states, are available on The Nation's Report Card website .

# # # #

Tony Thurmond - State Superintendent of Public Instruction
Communications Division, Room 5602, 916-319-0818, Fax 916-319-0100

Last Reviewed: Monday, October 24, 2022

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2021-22 Assessment Data - Year 2022 (CA Dept of Education)

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California Department of EducationNews Release California Department of EducationNews Release Data show hopeful signs of recovery compared to 2021, though English language arts and mathematics scores still down from pre-pandemic levels. According to the National Assessment of Educational Progress, California students lost less ground between 2019 and 2022 than students nationally in math and reading and held steady in eighth grade reading while the nation as a whole declined.

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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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California Educator Reporting System Sandbox

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California Educator Reporting System Sandbox

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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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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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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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California School Dashboard Technical Guide

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California School Dashboard Technical Guide

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What is the Dashboard Technical Guide?

The California School Dashboard (Dashboard) Technical Guide is the key to accessing extensive information on each state and local indicator reported on the Dashboard. The guide includes calculation formulas and business rules used to produce the data for state indicators. It also details the local indicators that are self-reported directly onto the Dashboard by local educational agencies (LEAs).

Guide Topics

Start your learning journey by accessing the links below:

1. California's Accountability System and the Dashboard (DOCX)

This initial section covers the background on California's accountability system and the general rules applied to produce the Dashboard state indicators:

California's Integrated Accountability and Continuous Improvement System

Dashboard Overview

Who Gets a Dashboard?
Alternative Schools: Dashboard Alternative Schools Status (DASS)

Reporting Status Levels Only on the 2022 Dashboard

How are Student Groups Determined?

LEA and School Type Definitions

District of Residence Rule for Students with Disabilities

What Data Are Used for the 2022 Dashboard?

General Business Rules (e.g., New Schools, Closed Schools, Rounding Rules)

2. Dashboard State Indicators

Each state indicator "mini-guide" contains the indicator's calculation formulas and business rules, and all are formatted in the same order for ease of use. Additionally there is a mini-guide explaining the modified methods for DASS schools and a link to the Status Cut Scores used for the 2022 Dashboard.

3. Dashboard Local Indicators (DOCX) - This Local Indicator mini-guide provides an explanation of local indicators, the performance standards for the local indicators, and links to additional information, such as the self-reflection tools for each local indicator.

4. Helpful Resources

Dashboard Alternative School Status (DASS) (DOCX) - This document includes information on: (1) the U.S. Department of Education's denial of using modified methods for DASS schools for accountability, (2) California's commitment to reporting the DASS graduation rate for informational purposes, and (3) the business rules used to calculate the DASS graduation rate.

2022 Dashboard Communications Toolkit - informative flyers, webinar slide decks, and talking points that can be used to communicate the 2022 Dashboard to parents, educators, and communities.

California Dashboard and System of Support - your direct entry to the Dashboard, supplementary reports, and supportive resources to help you navigate through California's accountability system.

Archive

2020 and 2021 Data Releases
Due to the COVID-19 pandemic, the production of state indicators was suspended for the 2020 and 2021 Dashboards based on Senate Bill 98, Assembly Bill 130, and waiver approval by the U.S. Department of Education. Therefore, technical guides were not produced during these years. However, the California Department of Education (CDE) did release data for informational purposes, which can be accessed through the 2020 and 2021 Data Releases web page.

2019 Dashboard Technical Guide (PDF)

2018 Dashboard Technical Guide (PDF)

Last Reviewed: Tuesday, March 28, 2023

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The California School Dashboard (Dashboard) Technical Guide is the key to accessing extensive information on each state and local indicator reported on the Dashboard. The guide includes calculation formulas and business rules used to produce the data for state indicators. It also details the local indicators that are self-reported directly onto the Dashboard by local educational agencies (LEAs).

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This page contains resources for California educators interested in utilizing tools offered through the Lexile & Quantile Hub. The Hub contains instructional planning resources for educators and a variety of tools that support the monitoring of student growth in reading and math toward goals of college and career readiness.

Accessing the Lexile & Quantile Hub

Use the following instructions to access the Lexile & Quantile Hub and free premium resources through the Test Operations Management System (TOMS):

1. Log onto TOMS

2. Select the [Links] tab, then select Lexile and Quantile Hub from the list.

Users who do not have access to TOMS can use the following button to gain access to the Lexile and Quantile Hub and the free premium resources.

New users will need to register with an affiliated school district email to access the premium-level resources.

Utilize the Quick Reference Guide-How to Self-Register for the Lexile & Quantile Hub for step-by-step instructions for accessing the Hub and completing the self-registration process.

Available Tools

The following table lists all the tools currently available within the Lexile & Quantile Hub and offers links to a quick reference guide on how to use each tool.

Lexile Tools

The Lexile Framework for Reading is a scientific approach to measuring both reading ability and the text complexity of reading materials on the same developmental scale. More than 100 million books, articles, and websites have received Lexile text measures. The following Lexile tools are designed to support language arts instruction by connecting educators with resources targeted towards student Lexile levels.

Quantile Tools

Similar to the Lexile Framework for Reading, math skills and concepts within learning content, such as math textbooks and online instructional materials, also get a Quantile measure. Using the Quantile tools below, parents and teachers can match students with resources that help them connect the dots between different math skills and concepts, and build on their learning.

Additional Information

To see a complete list of the assessments and products that report Lexile and Quantile measures, consult the following lists:

For additional information and support, visit the Lexile & Quantile Hub Support web page.

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This page contains resources for California educators interested in utilizing tools offered through the Lexile & Quantile Hub. The Hub contains instructional planning resources for educators and a variety of tools that support the monitoring of student growth in reading and math toward goals of college and career readiness.

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CAASPP Past Training Opportunities and Materials

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CAASPP Past Training Opportunities and Materials

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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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Information about California tests reports and reporting.

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

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

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What new ideas do you have for using some of the resources discussed to support teaching and learning?

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What new ideas do you have for using some of the resources discussed to support teaching and learning?

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Use the + symbol at the top of the column to post your response.

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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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2023 CAASPP Data Leadership Training Series Evaluation Form

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