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Grade 1:

Handout 3D.11, Grade 1 Speaking Task Type TGE

Grades 3–5:

Handout 3D.10, Grades 3–5 Speaking Task Type TGE

Grades 11 and 12

Handout 3D.12, Grades 11–12 Speaking Task Type TGE

Additional materials for all participants:

Handout 3D.8, Score Charting Worksheet

Handout 3D.13, Speaking Task Type Video Links

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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Use the + symbol at the top of the column to post your question(s) for Section 9.

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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 answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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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 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 8.

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Use the + symbol at the top of the column to post your question(s) for Section 8.

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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. The link will also be shared in the chat periodically throughout the session.

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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 answers to the following questions. 

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Use the + symbol at the top of the column to post your answers to the following questions. 

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1. What do you notice?

2. What do you wonder?

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Explore and reflect on the materials associated with your chosen pathway

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Explore and reflect on the materials associated with your chosen pathway

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As a group, decide how you will spend your time. You may wish to:

Discuss the task

View anchor set videos (3D.12) and discuss justifications in TGEs

Practice scoring using the check set in your TGE and/or videos (3D.12)

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Select the performance task you would like to engage with.

Pathway K–2

– will work with tasks from the grade one ELPAC Interim Assessments

Pathway 3–5

– will work with tasks from the grade span three through five ELPAC Interim Assessments

Pathway 6–12

– will work with tasks from the grade span 11 through 12 ELPAC Interim Assessments.

1. Select [Participants], located in the bottom toolbar of the meeting window.

2. Hover over your name and select [More].

3. Select Rename and add either “K–2,” “3–5,” or “6–12” to the beginning of your name.

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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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Discuss one or more of these questions in your group:

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Discuss one or more of these questions in your group:

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What is your reaction to these scores student samples?

Consider how you could use student data to assess student progress toward ELP and to inform teaching and learning. What teaching and learning strategies can be used to help students develop the language, knowledge, and skills needed to meaningfully engage with these tasks?

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Upcoming and On-Demand Training Opportunities

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Upcoming and On-Demand Training Opportunities

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For more information on upcoming training opportunities, including additional sessions in the 2024 Interim and Formative Assessment Training Series, please visit https://www.caaspp-elpac.org/training-and-communication/training/upcoming-and-on-demand

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Training opportunities are available for CAASPP and ELPAC coordinators, classroom educators, and other roles. Note that most live trainings are recorded, and recordings will be available around one to two weeks after taking place live; these recordings will be added to this page and can be found by selecting the "All Trainings and Recordings (A-Z)" toggle. For trainings that are designed to be asynchronous and available year-round, access the On-Demand Trainings & Modules section on this page.

For online trainings, tutorials, and certifications for administering the CAASPP and ELPAC, visit the Test Administration Trainings and Tutorials web page.

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Registration information, dates, and materials for training opportunities that are available for CAASPP and ELPAC coordinators, classroom educators, and other roles.

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Understanding the California Educator Reporting System (CERS)

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

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2024 Interim and Formative Assessment Training Series Evaluation Form

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2024 Interim and Formative Assessment Training Series Evaluation Form.

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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California Student Assessment Accessibility Graphic for the Computer-Based ELPAC

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A California Assessment System

Your source for testing coordinators and educators to access testing systems, training materials, and resources

Get Started

Learn About CAASPP & ELPAC

CAASPP and the ELPAC are systems of assessment designed to support educators, administrators, and students by promoting high-quality teaching and learning.

Parents & Guardians

Parents and guardians can find more information about CAASPP and the ELPAC on the Starting Smarter website, including details about your child's score reports, subject expectations, and other resources to support learning.

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California local educational agency (LEA) testing coordinators can use this website as a resource to find helpful information, instructions, training, forms, and external links that will facilitate test administration for California statewide assessments.

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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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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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Question about the rigor of the 1st grade ELPAC test

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Question about the rigor of the 1st grade ELPAC test

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We notice with our ELPAC scores that for the past two years our 1st grade students across the schools in our district struggle to meet the expectation of an overall score of "4" is that a trend or pattern you are also seeing across the State?

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1) We noticed the question was specific and students may want to share everything they know about the main topic (penguins) in lieu of unpack the prompt. Also, the task isn't as straightforward as one would expect.

2) We wonder how to address preparing students for the interpretation of the task effectively. Also, how confidence levels (increase as a result of interim use) impact student performance.

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What we noticed - the graphic organizer isn't anything new for our students - the language demand is a bit high (e.g. protagonist/antagonist, etc). The need for to teach students how to be consise in their repsponses

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Noticed:

-Graphic supportive of learning

-Being asked to produce

-Task incorportaes multiple lang. domains

-Need persoanl experience of shared writing to understand task

-How do we support T with tasks that incorporate multiple standards and skills

Wonderings:

-Vocabulary exposed to: Graphic organizer, description.

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Remind students the question only asks for 1 sentence and two details.

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Students need to have the knowledge of the Venn Diagram. They also need their language repertoire to answer the question.

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1. We notice that students will need exposure to and understand the academic language to understand the prompt's content.

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Hello! I noticed that the last 5 pages of this document are duplicate pages (I think just the last 5 need to be removed)

E: Also wanted to add these are great references, thank you!

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On two of the answers the prompt specifically said to answer with one sentence. Both of the answers for C12 and C19 in the grade 11-12 Span had two sentences in their answer. There was a period separating each sentence, however each of these examples received a score of 2. My question is if they did not follow the directions of the prompt but answered correctly why the 2? Is the correct answer then more important than following the directions of the prompt?

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1. Anchors are necessary and very helpful.

2. Anchors help with our understanding of what to look for in the response.

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Results from the data collected from an interim writing type can give the teacher information about students' ability to understand how to read the graphic organizer, understand academic vocabulary and address the prompt correctly.

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I notice that the oral presentation gave a lot of information for students to try to recall and restate--quite a challenge!

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I notice that the oral presentation gave a lot of information for students to try to recall and restate--quite a challenge!

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1. It's a lot of information. Clearly, there is a need to support students with notetaking.

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I wonder if grade 3 students remember and report much less than grade 5 students do.  It seems likely.

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I wonder if grade 3 students remember and report much less than grade 5 students do.  It seems likely.

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There are many components to address in the prompt

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1. Wondering about best practices to develop this task type other than practice, practice, practice.

2. Very challenging for newcomers.

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difficult if not taught and students don't have vocabulary skills to write what they are hearing

remembering all of the words being said and the order being said

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One thing we noticed is that the use of academic vocabulary is important to get a 4.

Understanding that going through the interim will help students pay attention to the listening to a recorded presentation, because they only are allowed to listen to it once.

Wondering: Why do students only have one opportunity to listen to the presentation, when in the SBAC they can listen to things repeatedly.

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Notice: academic language that students must know, they must have the listening comprehension skills to follow the story and then summarize it. They need to recall facts, note-taking can be helpful! Students have to listen to high-level content for a long period of time. The pictures are a good scaffold for support. In the rubric, we noticed that students have to recall each part AND expand on each with details from the presentation.

Wonderings:

Is it beneficial to stick to the standardization of this task type, in order to provide experience to students?

Are there enough practice items available online for us to really practice this skill with our students?

What would be a good opportunity for students to practice this skill in a more authentic setting, across content areas? (Podcasts?)