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Online Practice Tests Scoring Guides, Preparing for Administration, and Directions for Administration web page

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Online Practice Tests Scoring Guides, Preparing for Administration, and Directions for Administration web page

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Online Practice Test Scoring Guides, Preparing for Administration (PFAs), and Directions for Administration (DFAs)

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Test Administrator Resources for the administration of the CAASPP Smarter Balanced Practice and Training Tests.

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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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Access various reading and math resources and educational tools related to Lexile and Quantile levels for teachers and parents.

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California Assessment Accessibility Resources Matrix web page

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California Assessment Accessibility Resources Matrix web page

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CA Assessment Accessibility Resources Matrix

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Matrix displays the embedded and non-embedded universal tools, designated supports, and accommodations (UDAs) allowed as part of the California assessments.

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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 7.

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Use the + symbol at the top of the column to post your question(s) for Section 7.

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Note: the resources for Section 7 are linked on the proceeding columns.

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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 top of the column to post your question(s) for Section 5.

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

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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Use the + symbol at the top of the column to post your question(s) for Section 6.

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

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

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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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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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2016 Science Framework - Science Framework (CA Dept of Education)

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The curriculum framework was adopted by the State Board of Education on November 3, 2016. This is the final published version.

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Creating an Answer Key Document Using the Interim Assessment Item Portal (IAIP) web document

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Creating an Answer Key Document Using the Interim Assessment Item Portal (IAIP) web document

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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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Usability, Accessibility, and Accommodations Guidelines web document

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Usability, Accessibility, and Accommodations Guidelines web document

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Equity: Fair Outcomes, Treatment, and Opportunities for All Students

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Equity: Fair Outcomes, Treatment, and Opportunities for All Students

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Resources

Tools

Coalition for Educational Equity for Foster Youth Local Control and Accountability Plan (LCAP)
The Coalition for Educational Equity for Foster Youth has developed a sample LCAP with action steps and accountability measures that school districts can use to assist foster youth. The members of this coalition are former foster youth, advocates, service providers, and representatives from the Los Angeles County Department of Children and Family Services and the juvenile court. The sample LCAP addresses three main goals: close the achievement gap between foster youth and the general student population, promote school stability and prevent push out of foster youth to alternative schools, and ensure foster youth are promptly enrolled in school and in the right classes.
Note: While the LCAP template used in the sample is not current, the information contained within the sample does provide sound guidance.

Promising Practices

Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs
The authors provide recommendations for effective dual enrollment practices and public policies. The authors provide tools, processes and procedures to improve educational outcomes for a broader range of students including at-risk, low-income pupils and those who are historically underrepresented in higher education. The authors collected and evaluated data from eight sites including 10 colleges and 21 high schools which generated a quality resource. Kindergarten through grade twelve (K-12) and college teachers and administrators may use these concepts, strategies and findings in dual enrollment classrooms, programs, schools and districts.

Learning Hubs: In-Person Learning for the Whole Child (PDF)In this brief, local policymakers, schools, and expanded learning partners will learn best practices for implementing the learning hub model. Included is guidance for the design and operations of learning hubs, and the policies that support the model.

Research

Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English
Educators and community leaders who seek science, technology, engineering, and mathematics (STEM) equity in schools, by engaging more students in STEM education, may read this study to understand what social and personal factors are related to students' motivation in STEM. This information will be useful to leaders when determining the importance of implementing strategies to support STEM education within their schools and communities.

Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success (PDF)
This is a review of 23 research studies on K-12 indicators that significantly predict students' postsecondary STEM success with a specific focus on Hispanic students. Education leaders who seek equity in schools and strive to engage Hispanic students in STEM may find evidence of what engages and motivates Hispanic students in STEM in order to implement interventions at their schools and/or community.

Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline
This federal guidance letter, translated into six languages, provides an overview of the Civil Rights Data Collection, summarizes schools' obligations to avoid and redress racial discrimination in administration of student discipline, explains the investigative process under Title IV and VI, and includes examples of school practices and policies that may violate civil rights laws.

Thriving, Robust Equity, and Transformative Learning & Development: A More Powerful Conceptualization of the Contributors to Youth Success (PDF)
This paper presents a research-based formula and rationale for addressing thriving, equity, and learning and development. The descriptions and conditions from the research ensure "equitable learning outcomes and development opportunities" created are powerful and inclusive.

Excerpted from California Department of Education's (CDE's) External Linking Policy: The CDE is providing these external links only as a convenience, and the inclusion of any external link does not imply endorsement by the CDE or any association with the sites' operators.

Definition

"Any goal of competitiveness and excellence must start with equity or be doomed to fail." ( 1)

Students come to school with diverse backgrounds, abilities, talents, and challenges. Schools ensure equity by recognizing, respecting, and acting on this diversity. A common misperception is that equity means that all students are treated equally in all situations. In fact, high-quality schools have the capacity to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of their students, with the aim of ensuring that all students benefit equally.

Importance

Ensuring that all students benefit fully from public education has been one of our nation's most challenging civil rights issues. The achievement gap is the most pronounced expression of this challenge. The United States Department of Education describes the achievement gap as "the difference in academic performance between different ethnic groups." ( 1) Although this issue is often discussed in the singular-as an achievement gap-there are actually multiple gaps, in addition to ethnicity, based on such factors as socioeconomics, disabilities, and English language proficiency. California is not exempt from this challenge, as achievement gaps among our students have remained largely unchanged for many years.

In California, achievement gaps are defined as the academic achievement disparities between white students and other ethnic groups, as well as between English learners and native English speakers, socioeconomically disadvantaged and non-disadvantaged students, and students with disabilities compared to students without disabilities. ( 2) For some student populations (often referred to as subgroups), achievement levels are comparatively very low. Further, recent studies show that California schools also face school-climate gaps that are racially and ethnically defined, with student reports of key school-climate factors, such as safety, support, and engagement, differing across schools. ( 3)

Student achievement indicators can serve as the primary measure of the effectiveness of our education system. If we are to reduce and ultimately eliminate these achievement and climate gaps, school leaders will need to ensure equity for each and every student.

Characteristics

Research shows that equity in schooling is reflected in four broad areas: a) resource distribution, b) programs, c) school climate, and d) achievement. ( 1) Resource equity addresses the distribution of, and access to, high-quality administrators, teachers, and other school personnel; funding; high-quality materials and equipment; technology; facilities; and community resources or partnerships. Programmatic equity refers to the policies and practices that lead to student participation in curricular and extracurricular courses, programs, or other activities, as policies and practices relate to student selection, enrollment, support, assessment, and completion. School climate equity addresses student engagement, academic and other supports for students, and safety. ( 2) Achievement equity addresses the academic outcomes and performance of all students on all indicators.

Effective school leaders help ensure equity by using data to make decisions about all of their systems, policies, procedures, and practices, and to make sure that their students are not negatively impacted by their actions. ( 3) Addressing the following equity-related goals is key to ensuring that no inequities exist and that every student, regardless of his or her background or personal characteristics, will experience success and high achievement. ( 4)

Six Goals of Equity in Education

Research and best practices in high-quality, effective schools reveal six goals for education equity. ( 5)

Goal 1

Quality schools will produce comparably high academic achievement and other positive outcomes for all students on all achievement indicators.

This first equity goal is overarching: school leaders will provide and target every opportunity and resource to obtain comparably high academic and other positive outcomes for every student on all achievement indicators. Fulfillment of the remaining goals contributes to high outcomes for all students. Given that achievement gaps are an expression of inequity, comparably high achievement for all students across all indicators (including but not limited to attendance/absenteeism rates, promotion/retention rates, and graduation/drop-out rates) serves as evidence of equity leading to excellence.

Goal 2

Quality schools will provide equitable access and inclusion for all students.

This goal refers to eliminating disproportion, which is the under- and over-representation of various student groups in special education, gifted and talented programs, such "gateway" classes as algebra and geometry, honors and advanced placement classes, science, technology, engineering and mathematics classes and programs, college preparatory classes, extracurricular programs and activities, support and counseling programs, and opportunities such as internships and scholarships. Inequities in these areas often stem from ineffective policies, systems, and procedures (e.g., creating the master schedules) for student placement. Equitable access and inclusion requires identifying students' individual needs, removing barriers to access, and providing appropriate accommodations for those students who need them. Equitable access and inclusion also involve providing parents and students with adequate and clear information so that they are empowered to make good decisions and choices that benefit students and align with their interests. In a school with equitable access and inclusion, school staff, parents, and students work together to outline programs of study that facilitate all students to academic success.

Goal 3

Quality schools will treat all students equitably.

High-quality schools create and maintain environments that value and promote acceptance, respect, support, and safety among the students and the staff. School leaders ensure that school handbooks, rules, guidelines, and all communications convey strong messages of respect for members of the school community, while simultaneously conveying that bullying and harassment are not tolerated. These schools implement programs to help students resolve conflict, develop socially and emotionally, and engage fully in the school community. Further, these schools ensure that disciplinary measures are administered fairly and appropriately across all student groups, without disproportionate negative outcomes for any group of students. School leaders attend to school climate, making sure that every student has a positive connection or relationship with at least one adult in the school, and making sure that all students are safe while they are on campus, as well as in transit to and from the school.

Goal 4

Quality schools will distribute resources equitably to meet the needs of all students.

The fair distribution of highly qualified administrators and teachers across schools is crucial to ensure resource equity throughout a district. Just as effective leaders can help schools improve, effective teachers have a tremendous positive impact on the achievement of their students. All students should have access to high-quality teachers at every grade level and in every subject area. Equitable resource distribution must also address the distribution and availability of up-to-date computers, other technology and laboratories, well-stocked libraries, high-quality instructional materials, and adequate supplies for all students, particularly those most in need and at-risk of school failure.

Goal 5

Quality schools will provide equitable opportunities to learn for all students.

Opportunities to learn are essential to a quality schooling experience. Effective school leaders ensure that every student enjoys a schooling experience that is conducive to learning and thriving, with school leaders providing everything students need in order to achieve academically. In fulfilling this goal, school leaders ensure that teachers have the on-going support and professional development they need in order to effectively teach all of their students; empower students to take responsibility for their own learning; and inform and equip parents to support learning at home and to effectively engage in their children's overall schooling experience.

Goal 6

Quality schools will be responsible and accountable for the academic success of all students.

Leaders in these schools also build the capacity of faculty and staff to share in leadership and take responsibility for contributing to the success of every student. ( 6) In high-quality schools, all stakeholders (faculty, staff, students, parents) are informed about the achievement of the students. These schools follow protocols for regularly reviewing student data and addressing student progress. Their leaders communicate in a transparent fashion with the total school community (including parents and students) about desired outcomes and efforts to improve. These schools ensure that every student receives the academic support and services he or she needs in order to succeed.

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Fair outcomes, treatment, and opportunities for all students.

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If you need assistance logging into Tools for Teachers, please email CalOutreach@ets.org.

Directions on how to self-register for Tools for Teachers linked in the column for Section 6. All California educators may register using their school or district email address.

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Formative Assessment in Action Video Series

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Formative Assessment in Action Video Series

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The Formative Assessment in Action video series features California members of the State Network of Educators (SNE) demonstrating formative assessment strategies in their classrooms. The lessons and activities used in these videos can be found in the instructional resources on the Tools for Teachers website (Tools for Teachers account required for full access).

Using Rubrics to Improve Student Writing

This 12-minute video features Christina Lambie-a district administrator in the Woodland Joint Unified School District-demonstrating the formative assessment process as her grade six class uses a Smarter Balanced sample item and corresponding rubric to target and improve writing skills.

Knotty Rope: 3 Act Math Task

This 12-minute video features Cassandra Gartung-an instructional coordinator in the Victor Elementary School District-demonstrating the formative assessment process as her grade three math class uses inquiry to identify and solve a math performance task problem involving the number of knots tied in a given length of rope.

Constructing Scientific Explanations Using Defining Sentences

This 12-minute video features Toni David─an elementary school teacher in the Stanislaus Unified School District─demonstrating the formative assessment process as her grade five class works in collaborative groups to create defining sentences in an effort to enhance a written explanation of why it rains.

Digital Hybrid Socratic Seminar

This 13-minute video features Matthew Cowan─an instructional coach at Redlands Unified School District─demonstrating the formative assessment process as his grade nine ELA students debate the effects of texting and video games on student learning.

Using Ratios to Solve Real-World Problems

This 9-minute video features Travis Burke─a math professional development coach in the Santa Maria-Bonita School District─demonstrating the formative assessment process as his grade six students discuss different ratio combinations for the perfect glass of chocolate milk. Students teach each other different strategies for solving this problem, and then attempt to convince classmates that their strategy is best.

Rhetorical Reading Review-A Close Look at Author, Text, and Audience

This 10-minute video features Leisa Machado─a middle school English language arts and history teacher from the Turlock Unified School District─demonstrating the formative assessment process as her grade seven students annotate a newspaper article, and then work in groups to complete posters based on collaborative discussion and use text-on-text graffiti to provide feedback to their peers.

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

Last Reviewed: Thursday, June 15, 2023

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Formative Assessment in Action Video Series

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The Formative Assessment in Action Video Series features California members of the State Network of Educators (SNE) demonstrating formative assessment techniques in their classrooms.

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Tools for Teachers Self Registration Quick Reference Guide

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Tools for Teachers Self Registration Quick Reference Guide

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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 the following link: https://www3.cde.ca.gov/exfiles/downloadurl.aspx?pid=170&dc=7508a2f6b6be469dbb

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The purpose of this application is to allow for file transfers between the California Department of Education (CDE) and non-CDE organizations. A project code and an upload/download password are required. Project Information Interim and Formative Assessment Training Series (ADAD) This training series will provide direct, online training focused on leveraging the interim and formative components of the CAASPP and ELPAC comprehensive system of assessments to inform teaching and learning.

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Tools for Teachers Formative Assessment Strategies

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Tools for Teachers Formative Assessment Strategies

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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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Understanding the Formative Assessment Process

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Understanding the Formative Assessment Process

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Tools for Teachers and Other Formative Assessment Online Tools At-a-Glance web document

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Tools for Teachers and Other Formative Assessment Online Tools At-a-Glance web document

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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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CAASPP Accessibility Resources Demonstration Videos web page

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CAASPP Accessibility Resources Demonstration Videos web page

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Embedded Universal Tools, Designated Supports, and Accommodations Video Tutorials.

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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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For more information on upcoming training opportunities, including additional sessions in the 2023 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 Balanced Interim Assessments Overview

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Smarter Balanced Interim Assessments Overview

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California Educator Reporting System Resources web page

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California Educator Reporting System 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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Smarter Balanced Annotated Response Tool

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Smarter Balanced Annotated Response Tool

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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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ELPAC Accessibility Resources Demonstration Videos web page

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ELPAC Accessibility Resources Demonstration Videos web page

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Go to: Demonstration Videos in English || Demonstration Videos in Spanish

The following videos provide demonstrations of select universal tools, designated supports, and accommodations allowed as part of the California Assessment of Student Performance and Progress (CAASPP) and English Language Proficiency Assessments for California (ELPAC).

For a list of all accessibility resources and applicable assessments, access the California Department of Education's California Assessment Accessibility Resources Matrix .

For help in identifying appropriate resources for students, access the Individual Student Assessment Accessibility Profile (ISAAP) Tool .

Demonstration Videos in English:

Universal Tools:

Individual Universal Tool Videos:

Designated Supports:

Accommodations:

Demonstration Videos in Spanish:

Universal Tools:

Individual Universal Tool Videos:

Designated Supports:

Accommodations:

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elpac alternate assessment scoring training

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The following videos provide demonstrations of select universal tools, designated supports, and accommodations allowed as part of the California Assessment of Student Performance and Progress (CAASPP) and English Language...

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CAASPP Tools for Teachers and Other Formative Assessment Resources web page

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CAASPP Tools for Teachers and Other Formative Assessment Resources web page

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Tools for Teachers is the formative assessment component of the Smarter Balanced assessment system. The Formative Assessment Process is a deliberate process used by teachers and students during instruction that provides actionable feedback that is used to adjust ongoing teaching and learning strategies to improve students' attainment of curricular learning targets/goals. View the Understanding the Formative Assessment Process for more information about the formative assessment process.

Select this button to visit the Smarter Balanced
Tools for Teachers website.

Tools for Teachers is an easy-to-use website featuring lessons, activities, and more that incorporate the formative assessment process and accessibility strategies. This website is meant to support teachers daily during their instruction to help educators reflect on their students' knowledge and take action on next steps to meet learning goals.

Tools for Teachers Training Videos

Tools for Teachers Flyers

Additional Resources

Purpose

Description

Smarter Balanced Content Explorer

This web application provides a user-friendly interface to explore the range of English language arts/literacy and mathematics knowledge and skills important for college and career readiness on the Smarter Balanced Assessments. The Content Explorer includes information about how the test questions are developed for specific aspects of the content and includes details about the specific aspects of the test questions. View the Smarter Balanced Content Explorer video for more information.

Smarter Balanced Annotated Response Tool

This web application is designed to help educators better understand the rubrics that are used to score students' written responses to Smarter Balanced constructed-response items and performance tasks. Educators can view examples of student writing, scoring annotations, and rubrics to help understand what to look for when reviewing student responses and understand where to provide support to students in a specific writing area. Educators can use this professional learning resource as they work to standardize and calibrate their scoring of student writing samples. View the Smarter Annotated Response Tool Flyer and the Getting Started with SmART video for more information.

Lexile® & Quantile® Hub Resources

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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Tools for Teachers and Other Formative Assessment Resources

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Test Administrator Resources for the administration of 2015 California tests.

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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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2023 Interim and Formative Assessment Training Series Evaluation Form

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2023 Interim and Formative Assessment Training Series Evaluation Form.

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Introducing CAST Item Specifications web document

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Introducing CAST Item Specifications web document

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Asynchronous Learning Module: Hand Scoring ELA Performance Tasks web page

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Asynchronous Learning Module: Hand Scoring ELA Performance Tasks web page

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Asynchronous Learning Module: Hand Scoring ELA Performance Tasks

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Resources and Information about the On-Demand Learning Module for Hand Scoring ELA Performance Tasks

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Training Video: Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators web page

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Training Video: Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators web page

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Home > Training > CAASPP

Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators

This video focuses on our conversations with California educators to learn more about the importance of implementing accessibility resources for assessments. Best practices used by educators in the field are highlighted in this video.

To help understand the types of accessibility resources are available to students, please refer to the CAASPP Accessibility Resources web page and the ELPAC Student Accessibility Resources web page.

This video is closed captioned (CC). Select the CC icon to toggle captions.
Activate the full screen mode by selecting the box icon in the lower right corner of the player.

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Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators

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This video focuses on our conversations with California educators to learn more about the importance of implementing accessibility resources for California State Assessments.

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CDE Smarter Balanced Tools for Teachers Webpage

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CDE Smarter Balanced Tools for Teachers Webpage

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Tools for Teachers is an online collection of resources aligned with the Common Core State Standards that supports K-12 teachers in their use of the formative assessment process to adjust teaching to improve student learning.

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Smarter Balanced Interim Assessments At-a-Glance web document

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Smarter Balanced Interim Assessments At-a-Glance web document

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Asynchronous Learning Module: Hand Scoring Math Performance Tasks web page

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Asynchronous Learning Module: Hand Scoring Math Performance Tasks web page

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Participants can select the grade level of their choice for this learning module. If collaborating with a colleague or team, all team members should choose the same grade-level mathematics performance task.

The Smarter Balanced training guides and exemplars are used for this learning module to support the scoring of the items that require hand scoring. The table that follows lists the contents of the Smarter Balanced training guides and exemplars ( table 1).

The training guide contains directions, sources, the student assignment or prompt, and a rubric.

The exemplars are examples of student work that demonstrate a certain score level's attributes and serve as a standard against which other student performances can be judged. Exemplars contain the following:

A prep set, which includes scored samples of student responses to a constructed-response item, with scoring comments to explain the reasoning for the assigned score

A check set, which provides unscored sample student responses

An answer key, which provides assigned scores for items in the check set (These help educators to better understand the task, the rubric, and how to calibrate scoring before scoring their own students' work.)

Before you begin the learning module, download the training guide and exemplars for your chosen grade-level performance task. Take these steps to download the materials:

1. Visit the CAASPP website.

2. Select the [Test Operations Management System (TOMS)] button.

3. Log on to your TOMS account.

4. Select the [Resources] tab once signed in to TOMS.

5. Select Interim Assessment Secure Materials-Hand Scoring Training Guides from the Available Materials drop-down list to view the Interim Hand Scoring Training Guides and exemplars ( figure 1).

Figure 1. Secure Materials web page

6. Navigate to the section labeled "Math" and select the appropriate button to view the training materials for the desired grade level ( figure 2).

Figure 2. Math section on the Secure Materials web page

7. Locate the section labeled "Interim Comprehensive Assessments (ICAs)," and download the training guide and the exemplars for your chosen performance task.
Be sure to select a constructed-response item that includes a rubric. To verify you have selected an appropriate item to hand score, download the appropriate training guide to view the included rubric. Then, download the associated exemplars.

Once you have downloaded the training guide and exemplars for your chosen grade level, you are ready to begin the learning module.

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Asynchronous Learning Module: Hand Scoring Mathematics Performance Tasks

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Resources and Information about the Asynchronous Learning Module for Hand Scoring Mathematics Performance Tasks

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CAASPP Accessibility Resources Virtual Training Series web page

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CAASPP Accessibility Resources Virtual Training Series web page

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Introduction

This asynchronous training provides guidance on the appropriate assignment of accessibility resources in the classroom and for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

Module A should be completed prior to Module B. All embedded videos on this web page should be watched in their entirety and in the order listed. There are also additional resources provided as options for further learning.

The intended audience for this training is all California educators or administrators. Participants are encouraged to share this training with special education specialists, curriculum coordinators, multilingual specialists, teachers on special assignment, and anyone else who may benefit from this training.

The CAASPP and ELPAC provide a wide range of resources to ensure that the administration of the test meets the needs of all students. For a comprehensive list of resources available as part of the CAASPP and ELPAC, access the California Assessment Accessibility Resources Matrix .

How to Assign and Check Accessibility Resources

As you will learn in this asynchronous training, educators have an important role in matching resources to students' needs and using resources in the classroom, so that students are familiar with the resources that they might need when summative testing occurs.

After participating in this training, make sure to communicate with your school or district testing coordinator to ensure that students have access to these resources.

For all other resources that you may need beyond what is provided in this training, visit the CAASPP Accessibility Resources web page or the ELPAC Accessibility Resources web page.

Module A: Matching Accessibility Resources to Students' Needs

Participants will learn about the importance of accessibility resources, the categories of accessibility resources, and the process for matching students with the appropriate accessibility resources for daily instruction and for assessments. Additionally, participants will learn how to categorize accessibility resources into Universal Design for Learning (UDL) categories.

UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction, and for students to demonstrate their knowledge in a variety of ways. All videos should be watched in their entirety and in the order listed.

Part 1: Why Use Accessibility Resources?

Part 2: What Are Accessibility Resources?

Part 3: How to Match Accessibility Resources

Tools and Materials:

Additional Resources:

Applying Your Learning: Live Training Sessions

Survey (Optional)

Module B: Using Accessibility Resources in Daily Instruction

The Using Accessibility Resources in Daily Instruction virtual training will focus on providing participants with an understanding of how to use accessibility resources, how to observe students using assigned accessibility resources, and how to make adjustments throughout the year on the basis of those observations.

Module A should be completed prior to Module B. There is no notetaking guide for module B.

Part 1: Importance of Removing Barriers to Student Learning

Tools and Materials:

Additional Resources:

The UDL Guidelines website is a tool used in the implementation of Universal Design for Learning (UDL), and it provides a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

UDL At A Glance is an introductory video explaining UDL.

Part 2: Accessibility Resources in Daily Practice

Applying Your Learning: Live Training Sessions

Register now for the Accessibility Resources Module B Live Sessions . There are two opportunities to attend. The same content will be covered in both sessions:

Survey (Optional)

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Resources and Information about the Accessibility Resources Asynchronous Training

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Video: How Tools for Teachers Supports Educators

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Video: How Tools for Teachers Supports Educators

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How Tools for Teachers Supports Educators

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Smarter Balanced Interim Assessments by Grade web document

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Smarter Balanced Interim Assessments by Grade web document

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–	ELPAC Accessibility Resources Virtual Training Series web page

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–	ELPAC Accessibility Resources Virtual Training Series web page

# data[].attributes.attachment_link.readable_text
Introduction

This asynchronous training provides guidance on the appropriate assignment of accessibility resources in the classroom and for the California Assessment of Student Performance and Progress (CAASPP) and the English Language Proficiency Assessments for California (ELPAC).

Module A should be completed prior to Module B. All embedded videos on this web page should be watched in their entirety and in the order listed. There are also additional resources provided as options for further learning.

The intended audience for this training is all California educators or administrators. Participants are encouraged to share this training with special education specialists, curriculum coordinators, multilingual specialists, teachers on special assignment, and anyone else who may benefit from this training.

The CAASPP and ELPAC provide a wide range of resources to ensure that the administration of the test meets the needs of all students. For a comprehensive list of resources available as part of the CAASPP and ELPAC, access the California Assessment Accessibility Resources Matrix .

How to Assign and Check Accessibility Resources

As you will learn in this asynchronous training, educators have an important role in matching resources to students' needs and using resources in the classroom, so that students are familiar with the resources that they might need when summative testing occurs.

After participating in this training, make sure to communicate with your school or district testing coordinator to ensure that students have access to these resources.

For all other resources that you may need beyond what is provided in this training, visit the CAASPP Accessibility Resources web page or the ELPAC Accessibility Resources web page.

Module A: Matching Accessibility Resources to Students' Needs

Participants will learn about the importance of accessibility resources, the categories of accessibility resources, and the process for matching students with the appropriate accessibility resources for daily instruction and for assessments. Additionally, participants will learn how to categorize accessibility resources into Universal Design for Learning (UDL) categories.

UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction, and for students to demonstrate their knowledge in a variety of ways. All videos should be watched in their entirety and in the order listed.

Part 1: Why Use Accessibility Resources?

Part 2: What Are Accessibility Resources?

Part 3: How to Match Accessibility Resources

Tools and Materials:

Additional Resources:

Applying Your Learning: Live Training Sessions

Register now for the Accessibility Resources Module A Live Sessions . There are two opportunities to attend. The same content will be covered in both sessions:

Survey (Optional)

Module B: Using Accessibility Resources in Daily Instruction

The Using Accessibility Resources in Daily Instruction virtual training will focus on providing participants with an understanding of how to use accessibility resources, how to observe students using assigned accessibility resources, and how to make adjustments throughout the year on the basis of those observations.

Module A should be completed prior to Module B. There is no notetaking guide for module B.

Part 1: Importance of Removing Barriers to Student Learning

Tools and Materials:

Additional Resources:

The UDL Guidelines website is a tool used in the implementation of Universal Design for Learning (UDL), and it provides a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

UDL At A Glance is an introductory video explaining UDL.

Part 2: Accessibility Resources in Daily Practice

Applying Your Learning: Live Training Sessions

Register now for the Accessibility Resources Module B Live Sessions . There are two opportunities to attend. The same content will be covered in both sessions:

Survey (Optional)

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Accessibility Resources Virtual Training Series

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This asynchronous training provides guidance on the appropriate assignment of accessibility resources in the classroom and for the California Assessment of Student Performance and Progress (CAASPP) and the English...

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Tools for Teachers Demonstrations - Interim and Formative Assessment Training Series

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Tools for Teachers Demonstrations - Interim and Formative Assessment Training Series

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Tools for Teachers Demonstration - Interim and Formative Assessment Training Series

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Smarter Balanced Training Tests, Practice Tests, and Interim Assessments At-a-Glance web document

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Smarter Balanced Training Tests, Practice Tests, and Interim Assessments At-a-Glance web document

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Smarter Balanced Accessibility Strategies for Remote Teaching and Learning web document

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Smarter Balanced Accessibility Strategies for Remote Teaching and Learning web document

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California Student Assessment Accessibility Graphic for English Language Arts/Literacy web document

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California Student Assessment Accessibility Graphic for English Language Arts/Literacy web document

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California Student Assessment Accessibility Graphic for Mathematics web document

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California Student Assessment Accessibility Graphic for Mathematics web document

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California Student Assessment Accessibility Graphic for Science web document

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California Student Assessment Accessibility Graphic for Science web document

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC web document

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC web document

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California Student Assessment Accessibility Graphic for the Paper–Pencil ELPAC web document

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California Student Assessment Accessibility Graphic for the Paper–Pencil ELPAC web document

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Link will for password reset not getting sent

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Link will for password reset not getting sent

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I will not get the link and it is not in my junk/spam. I've tried since before the break. I am registered it says, however it will not give me a reset link for my password.

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Use the + symbol at the top of the column to post your responses to the Webquest questions.

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Use the + symbol at the top of the column to post your responses to the Webquest questions.

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Can you please post the link to the guide in the chat again?

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Can you please post the link to the guide in the chat again?

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Record the title, grade level, and subject for the instructional resource you found. For ELA or mathematics resources, record the claim, target(s), and standard(s). For science resources, record the Domain, DCI Strand, and Performance Expectation.

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Record the title, grade level, and subject for the instructional resource you found. For ELA or mathematics resources, record the claim, target(s), and standard(s). For science resources, record the Domain, DCI Strand, and Performance Expectation.

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Read the material for the instructional resource. How does this resource meet your students’ learning needs? Record your ideas:

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Read the material for the instructional resource. How does this resource meet your students’ learning needs? Record your ideas:

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Select one of the linked strategies in the “Formative Assessment Process Strategies Used” section, indicated with the clover [Formative assessment four leaf clover.] icon. What type of evidence does the strategy elicit from students? How can you use this evidence to support student learning? Record your ideas:

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Select one of the linked strategies in the “Formative Assessment Process Strategies Used” section, indicated with the clover [Formative assessment four leaf clover.] icon. What type of evidence does the strategy elicit from students? How can you use this evidence to support student learning? Record your ideas:

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Select one of the linked strategies in the “Accessibility Strategies Used” section, indicated with the silhouette-of-a-person [Accessibility strategy icon of a person in a circle.] icon. How can you adapt this strategy to support all students in your classroom? Record your ideas:

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Select one of the linked strategies in the “Accessibility Strategies Used” section, indicated with the silhouette-of-a-person [Accessibility strategy icon of a person in a circle.] icon. How can you adapt this strategy to support all students in your classroom? Record your ideas:

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How can this instructional resource support students who are performing below, near, and above the standard for the identified topic for this claim and target?

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How can this instructional resource support students who are performing below, near, and above the standard for the identified topic for this claim and target?

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Do the questions in the regular IABs and the Focused IABs overlap? In other words, if a teacher used both, how likely would it be that a student saw the same questions more than once?

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What year was this section launched? I don't remember "tools for teachers" having all of these features; when did it get upgraded to the present robust version?

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What year was this section launched? I don't remember "tools for teachers" having all of these features; when did it get upgraded to the present robust version?

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The link in the chat as well as the QR code did not work