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All CAASPP and ELPAC tests, including alternate assessments, provide a wide range of resources to ensure that tests meet the needs of all students. To learn about why accessibility resources are so important, watch the Importance of Implementing CAASPP and ELPAC Accessibility Resources: Voices from Educators (08:31) video.

Common Links

Learn About Common Links

Types of Student Accessibility Resources

Universal tools are available to all students on the basis of student preference and selection.

Designated supports are available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student's individualized education program (IEP) or Section 504 plan.

Accommodations must be permitted to all eligible students taking CAASPP and ELPAC tests if specified in the student's IEP or Section 504 plan.

Unlisted resources are not universal tools, designated supports, or accommodations. Unlisted resources shall be made available if specified in the eligible student's IEP or Section 504 plan and only with approval from the California Department of Education (CDE).

How to Assign Accessibility Resources

Coordinators

In the Test Operations Management System (TOMS), accessibility resources are called test settings. Test settings for summative assessments can be applied by local educational agency (LEA) coordinators or site-level coordinators in TOMS.

LEA and site coordinators can use the following videos to learn how to assign student test settings and request unlisted resources.

Coordinators can also find more information about test settings in the Students chapter of the TOMS User Guide and in the CAASPP and ELPAC Accessibility Guide.

Educators

Students' preset test settings from TOMS will be present in the TA Interface for summative assessments as well as all interim assessments. In addition, educators can temporarily assign test settings in the TA Interface for a specific interim assessment, but they will be set only for the administration of that specific test. Refer to the CAASPP and ELPAC Interim Assessments web page for more information about administering interim assessments.

If a student should be assigned a test setting for summative assessments, educators should communicate with their LEA or site coordinator to assign it in TOMS.

Accessibility Resource Tools and Instructions

Alternate Response Options

Research and Tips on Accessibility Usage

Determining Student Accessibility Needs

Printable Resources for Use with Students

Nonembedded Resources

Keyboard Commands for Students Multiplication Table 100s Number Table CAST Grade Eight Reference Sheet-English CAST High School Reference Sheet-English CAST Grade Eight Reference Sheet-Spanish CAST High School Reference Sheet-Spanish

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All CAASPP and ELPAC tests, including alternate assessments, provide a wide range of accessibility resources to ensure that tests meet the needs of all students. Accessibility resources include universal tools, designated supports, and accommodations.

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California Student Assessment Accessibility Graphic for Science

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California Student Assessment Accessibility Graphic for Science

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1. Select one resource highlighted in this section. They are linked in the previous column.

2. Answer the questions below.

3. Use the + symbol at the top of the column to post your answers. Remember to share what resource you reviewed.

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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 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 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 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 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://www3.cde.ca.gov/exfiles/downloadurl.aspx?pid=170&dc=21c1632da05d4a40a4

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exFiles File Transfer System (CA Dept of Education)

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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.

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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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This training session is being recorded and will be emailed to those who registered or completed the Training Materials Request Form.

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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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California Student Assessment Accessibility Graphic for English Language Arts/Literacy

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California Student Assessment Accessibility Graphic for English Language Arts/Literacy

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Test Administration Documentation

Depending on the assessment being administered, documents are available to aid in the administration process in the form of scripts, Preparing for Administration (PFA) documents, and Directions for Administration (DFAs).

To find the documents for a particular assessment more easily, use the following drop-down menu:

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Information and materials related to the administration of the CAASPP and ELPAC, including scripts, Directions for Administration (DFAs), and instructions on starting and monitoring test sessions.

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1.    What do you notice about this resource?

2.    What do you wonder about this resource?

3.    What is the main question you have?

4.    What do you need to know to answer the main question you identified?

5.    How could you use this resource in your own setting?

6.    What reflections do you have on your noticing-and-wondering process?

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Video: Using Rubrics to Improve Student Writing

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Video: Using Rubrics to Improve Student Writing

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Using Rubrics to Improve Student Writing

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

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Home Page - Smarter Balanced Sample Items

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California 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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California Student Assessment Accessibility Graphic for Mathematics

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California Student Assessment Accessibility Graphic for Mathematics

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Access students' individual and aggregate test results from all CAASPP and ELPAC summative and interim assessments. CERS does not contain results from the Initial ELPAC or the Initial Alternate ELPAC.

To access CERS, educators must use their assigned Test Operations Management System (TOMS) credentials.

Related Systems

Learn About Related Systems

LEAs can contact their student information system (SIS) vendors to set up student group transfers directly from the SIS to the CERS using an application program interface. Visit the Student Information System Vendor Integration web page for more information.

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Information and resources regarding the California Educator Reporting System (CERS), which contains student results for interim and summative assessments.

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

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

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

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The Interim Assessment Viewing system is accessed through the CAASPP and ELPAC Interim Assessments web page. To access, select the button for Interim Assessment Viewing system.

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CAASPP and ELPAC Interim Assessments include interim assessments for ELA, mathematics, science (CAST), and ELPAC and are designed to support teaching and learning throughout the year.

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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 www.caaspp.org/training/training-opportunities.html

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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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Video: Understanding the Smarter Balanced Interim Assessments

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Video: Understanding the Smarter Balanced Interim Assessments

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Understanding the Smarter Balanced Interim Assessments

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Resources, including scoring guides, rubrics, and DFAs, support the practice and training tests for the CAASPP and ELPAC.

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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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Dear California Educators:

Registration is now open for the 2024-25 Introduction to the California Educator Reporting System (CERS) online training. Beginning in July 2024 and continuing through October 2024, two types of training will be offered for specific audiences.

Introduction to CERS for Test Coordinators and Administrators

This three-hour online training is designed for staff who have a local educational agency (LEA) or site coordinator role in the Test Operations Management System (TOMS) and are responsible for managing access to CERS for other LEA staff members. The session will include opportunities for attendees to practice using various features of CERS. Topics covered include:

an overview of CERS features, including administrator tools;

how to access individual and group summative assessment results;

key features available for viewing assessment results for ELA, mathematics, CAST, and ELPAC interim assessments;

resources available to help provide support for staff who want to know more about CERS; and

procedures for giving LEA staff the access they need to view student results.

The following training session dates are available:

Thursday, July 25, 2024, 8:30 to 11:30 a.m.

Tuesday, October 8, 2024, 8:30 to 11:30 a.m.

During this training, CERS features will be shown using the CERS Sandbox training tool, which is free and publicly available using fictitious students and data. Access to the live CERS environment during the training session will not be required.

Register for Introduction to CERS for Test Coordinators and Administrators.

Introduction to CERS for Teachers

This two-hour online training is designed for LEA staff who have or will have access to CERS assessment results, i.e., teachers who have students rostered in the system, and other LEA staff who are interested in using CERS. The session will include opportunities for attendees to practice using various features of CERS. Topics covered include:

an overview of CERS features;

how to access individual and group summative assessment results;

key features available for viewing assessment results for ELA, mathematics, CAST, and ELPAC interim assessments;

creating customized student groups within CERS; and

resources available to support classroom instruction.

The following training session dates are available:

Tuesday, August 13, 2024, 1 to 3 p.m.

Tuesday, October 8, 2024, 3:30 to 5:30 p.m.

During this training, the CERS features will be shown using the CERS Sandbox training tool, which is free and publicly available using fictitious students and data. Access to the live CERS environment during the training session will not be required.

Register for the Introduction to CERS for Teachers.

New in 2024-25: CERS Microlearning!

The 2024-25 Introduction to CERS training recordings will be posted as a series of short videos, referred to as "microlearning." Microlearning offers a more convenient way for adult learners to gain knowledge by breaking down information into bite-sized units. Microlearning recordings allow educators the flexibility to watch the entire training all the way through or to view specific topics without having to view the full training.

The microlearning recordings will be available on the Asynchronous Training Opportunities web page. Registrants and those who signed up to be notified will receive an email when the microlearning recordings are available.

If you have any questions please contact Nikki Antonovich, Coordinator, Sacramento County Office of Education by email at caaspp@scoe.net.

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Register Now! 2024-25 Introduction to the CERS Online Trainings

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January 9: TOMS Enhancements On January 9, several enhancements to the Test Operations Management System (TOMS) will be released. Some the improvements include: The addition of new information in the View and Edit Users screen to indicate whether a

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Understanding the California Educator Reporting System (CERS)

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California Educator Reporting System (CERS) Resources

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California Educator Reporting System (CERS) Resources

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Access students' individual and aggregate test results from all CAASPP and ELPAC summative and interim assessments. CERS does not contain results from the Initial ELPAC or the Initial Alternate ELPAC.

To access CERS, educators must use their assigned Test Operations Management System (TOMS) credentials.

Related Systems

Learn About Related Systems

LEAs can contact their student information system (SIS) vendors to set up student group transfers directly from the SIS to the CERS using an application program interface. Visit the Student Information System Vendor Integration web page for more information.

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Information and resources regarding the California Educator Reporting System (CERS), which contains student results for interim and summative assessments.

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

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

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Lexile & Quantile Hub Resources web page

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Lexile & Quantile Hub Resources web page

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The Lexile® Framework for Reading and Quantile® Framework for Mathematics have been linked to the CAASPP Smarter Balanced English language arts/literacy (ELA) and mathematics assessments. Students who complete these assessments will receive Lexile and Quantile measures on their Student Score Report (SSR).

Lexile® measures indicate students' reading abilities and Quantile® measures indicate students' readiness for instruction in mathematics. The Lexile and Quantile Hub contains tools and resources that tie Lexile and Quantile measures directly to learning and instructional resources.

Common Links

Resources

Introducing Lexile and Quantile Measures-An overview of Lexile and Quantile measures and an introduction to the Lexile & Quantile Hub. This document is intended for local educational agencies (LEAs) to use to maintain consistent messaging about Lexile and Quantile measures and available resources.

Understanding the Lexile Framework for Reading

There are two kinds of Lexile measures: Lexile text measures and Lexile reader measures. Lexile text measures are assigned to a book or text material to describe how challenging a text is to comprehend. Lexile reader measures are based on a student's Smarter Balanced ELA score and indicate the level of difficulty of materials that a particular student can read and understand. With the help of Lexile measures, parents/guardians and educators can find reading materials at the appropriate difficulty level for students and monitor their growth in reading over time.

Lexile measures are expressed as numbers followed by an "L" (for example, 850L) and range from below 0L for beginning readers and text to above 1600L for advanced readers and text. Comparing a student's Lexile measure with the Lexile measure of what they are reading helps gauge the "fit" between a student's ability and the difficulty of text. Therefore, connecting students with books in their Lexile range - 100L below to 50L above their reported Lexile measure - provides an ideal level of reading challenge.

Parents and guardians can refer to the MetaMetrics Lexile Parent Guide and MetaMetrics About Lexile Measures for Reading web page for additional information about Lexile measures.

Understanding the Quantile Framework for Mathematics

There are two types of Quantile measures: a measure for students and a measure for mathematical skills and concepts. The student measure is based on a student's Smarter Balanced Mathematics score and describes a student's mathematical ability; specifically, it describes the mathematics skills the student likely already understands and what the student is ready to learn in the future. The skill measure describes the difficulty, or demand, in learning the skill. With the help of Quantile measures, parents and educators can identify the mathematical skills needed to support students' learning and monitor their growth in mathematics over time.

Quantile measures are expressed as numbers followed by a "Q" (for example, 850Q) and range from emerging mathematician (below 0Q) to above 1600Q. The Quantile Framework spans the developmental continuum from the content typically taught in kindergarten to Algebra II, Geometry, Trigonometry, and Pre-calculus.

Parents and guardians can refer to the MetaMetrics Quantile Parent Guide and What is a Quantile Measure? web page for additional information about Quantile measures.

Available Lexile & Quantile Tools

Looking for short videos on how to access and utilize the Lexile and Quantile Hub Tools? Check out the Utilizing Lexile & Quantile Measures Video Library. Additional videos will be coming soon!

Lexile® Find a Book

Search among over half a million books using the Find a Book book browser that:

Offers previews of challenging words and their definitions for each book.

Identifies the Lexile level and vocabulary by chapter for over 1,600 popular books.

Creates and manages personal book lists that can be shared.

Searches by a student's Lexile measure or range, grade level or interests.

Lexile Analyzer®

Paste or type in text of 1,000 words or less to discover:

The Lexile range for the text.

Early Reading Indicator information for texts 650L and below.

Lists of similar books.

Challenging words highlighted in the text along with their definitions, parts of speech, example sentences.

Toggle to Spanish to paste or type text in Spanish and get a Lexile range.

Lexile® WordLists

Create your own customized lists of consequential words from a collection of 40 million words based on general and academic domain K-12 vocabulary. Lists can be downloaded and printed.

Lexile® & Quantile® Career Database

Identify the Lexile level and/or Quantile level associated with the reading and/or math demands of a particular career in this new tool. - Limited to 12 searches per month (per registered user)

Lexile® Grade Level Charts and Quantile® Grade Level Charts

See how a large sample of students in grades 1-12 who were administered tests that reported Lexile and/or Quantile measures performed based on this 2010-2016 research. Interactive charts are provided for descriptive purposes only and are not intended to be interpreted as state performance standards.

Lexile® Growth Planner and Quantile® Growth Planner

Chart a student's reading and math growth across different annual state assessments and forecast future growth. With the Growth Planners, you can:

Forecast college and career readiness with Lexile and Quantile measures.

Compare individual student results to national student performance.

Explore career options along with expected reading/math demands.

View national, state and regional career information.

Access resources to support growth in reading and math.

Lexile® Measures Manager and Quantile® Measures Manager

Determine a student's optimal reading or math measure when two assessments have resulted in significantly differing Lexile or Quantile measures.

Quantile® Math@Home

Access free math resources that support textbook lessons or topics a student is studying in school. Search for resources by Quantile measure, state, grade or keyword. Save and share favorite resources.

Quantile® Math Skills Database

View math skills and concepts associated with your state's standards or search for math skills and free resources by keyword, Quantile measure or content strand. Save and share favorite resources.

Quantile® Teacher Assistant

Find free resources associated with state standards appropriate for students based on their Quantile measure. Save and share favorite resources.

Additional Information

View a complete listing of the assessments and products that report Lexile and Quantile measures.
METAMETRICS®, the METAMETRICS® logo and tagline, LEXILE®, the LEXILE® logo, POWERV®, QUANTILE®, and the QUANTILE® logo are registered trademarks of MetaMetrics, Inc. in the United States and abroad. Copyright © 2024 MetaMetrics, Inc. All rights reserved.

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Information about Lexile® measures, which indicate students' reading abilities, and Quantile® measures, which indicate students' readiness for instruction in mathematics.

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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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2024 Interim and Formative Assessment Training Series

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Smarter Balanced Interim Assessments Overview

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Smarter Balanced Interim Assessments Overview

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

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

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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 Accessibility Resources.

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

Applying Your Learning: Live Training Sessions

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

Part 2: Accessibility Resources in Daily Practice

Applying Your Learning: Live Training Sessions

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On-demand training that provides guidance on the appropriate assignment of accessibility resources for the classroom.

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

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

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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 Accessibility Resources.

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

Applying Your Learning: Live Training Sessions

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

Part 2: Accessibility Resources in Daily Practice

Applying Your Learning: Live Training Sessions

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On-demand training that provides guidance on the appropriate assignment of accessibility resources for the classroom.

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On Monday we were not able to log in to the Tools for Teachers because the CAASPP login wasn't working. I tried logging on earlier today and it still does not appear to work - will we be using this resource today?

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I never received a password reset email to allow me to login. Do you know why that is the case? It's kind've hard to do this without a login.

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How do you access score reports for the interim assessments?

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when will we have access to the 24-25 documents. We are ready to start planning for this school year. 

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when will we have access to the 24-25 documents. We are ready to start planning for this school year. 

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Will the CAST IABs be added to the Tools for teachers Item Assessment Item Portal as well?  

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Will the CAST IABs be added to the Tools for teachers Item Assessment Item Portal as well?  

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I missed the mention of when it is appropriate to use an ELPAC interim vs the online ELPAC practice exam. 

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I missed the mention of when it is appropriate to use an ELPAC interim vs the online ELPAC practice exam. 

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When using the Non Standardized assessment, do students respond individually on the computer and submit their responses or is that not an option?

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When using the Non Standardized assessment, do students respond individually on the computer and submit their responses or is that not an option?

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When will there be an ICA that mirrors the smaller adjusted blueprint...or will it remain unchanged.

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Are the items in the Smarter Content Explorer and  smarter sample items website,  the same as the practice and training test? 

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Are the items in the Smarter Content Explorer and  smarter sample items website,  the same as the practice and training test? 

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A teacher at my school was unable to access student scores after administering an IAB last year. He says that he chose ‘nonstandardized’, and my guess was that that was the reason. CAASSP was unable to locate the scores. Do you have any ideas to support this issue in the future?

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Where and when will we be able to find the video for this session and future sessions when they come available?

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There are no sample items or content explorer for Science. I hope there is a talk to include Science in all of the resources, along with ELA and Math. There is very little content for Science in terms of resources. It would be extremely beneficial to add Science along with ELA and Math. Thanks

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I noticed that the resource provides sample items specifically for my grade level and content area.

I will be using this resource for additional practice with my students and/or as an exit ticket.

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This tool gives you various actionable resources that can be grouped by lexile level or quantile level from the CERS reports. You can search resources, and find book lists, and I was intrigued with the word lists. You can select a grade level or grade level band, subject area, and then generate a word list that shows you how frequently these words are used. As a Science teacher, it was great to see that this was an option for my discipline. There are a variety of uses for this rich resource.

I know that IEP writers will also love this skill as it helps them narrow in on language they can use for goals based on standardized data

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5) I looked at the Smarter Balanced Sample Items. I liked that it was extremely focused and exactly the types of tasks my 11th-grade ELA students will see on the CAASPP in the Spring. It is also public, so I can send my students items through Google Classroom and we can interact with them together so they can practice using the tools and understand the expectations of each task type. We have minimum days twice a month, and I think that using those as practice days would help me assess my students formatively and they could also assess themselves and provide me feedback through a Google Form.

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1. Resource used was helpful to outline example questions or topics for students to use for SBAC Testing Segments related to ELA.

2. How can we plan an entire unit/lesson around this and what sources/resources are recommended to implement in each individual class for each individual learner?

2. What misconceptions will students have and why?

3. What my students level of abilities are when they arrive and August and how to plan based off them?

4. Look at questions and tackle it in an informal or formal way over the course of days/1 week in class to prepare students for writing.

5. How can we make this accessible to all teachers and continue to use in some sort of PD/easier implementation within a lesson for each school?

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1.     What do you notice about this resource?

It lists the answers along with the SEP, CCC, and DCI for the particular standard. It gives detailed explanation for which answer gets what score and why.

2.     What do you wonder about this resource?

I wonder if the final/summative CAST is also scored in a similar manner?

3.     What is the main question you have?

Are there multiple practice tests like these?

4.     What do you need to know to answer the main question you identified?

I need to explore the website to find more practice tests, if there are any.

5.     How could you use this resource in your own setting?

Use the sample questions (by changing the details/values) as bell ringers or warm-ups to practice critical thinking and test taking skills in class.

6.     What reflections do you have on your noticing-and-wondering process?

This is a great tool to use in class as non-standardized testing or collaborative learning.

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1). This resource has a lot of resources and the difficulty varies per standard

2) Could the students use this standard alone or better in a small group setting?

3) How often will this resource be updated with different material?

4). I need to explore this resource more and ask my peers who have used it to see if they have noticed its changes.

5) Yes, as an administrator, I could look up what areas a student is struggling in and assign work in it.

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1.    What do you notice about this resource?

Shows individual items, its alignment

2.    What do you wonder about this resource?

Wondering about if science items will be available, wonder potential for horizontal alignment – math + science or English + science collaborations

3.    What is the main question you have?

Ideas for how to effectively use the collection of tools

4.    What do you need to know to answer the main question you identified?

Time to explore, play around, collaborate or brainstorm with other educators

5.    How could you use this resource in your own setting?

Building tasks for classroom practice, used to improve alignment of existing work

6.    What reflections do you have on your noticing-and-wondering process?

There’s a lot of alignment between CAASPP, CAST, AP and other testing structures. Learning how assessment and instruction and learning go together is key. I appreciate practicing this process, which is often used with students – often not as an exploratory way, so this was different than how I would use in the classroom.

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I plan to use the smarter balance Interims for my 11th grade math class. I plan to give them 1 per day that will align with the lesson. I dont have the login credentials just yet however so I cant access IAIP or the viewing system which were interests of mine for answer keys etc.

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Interim ELPAC - Wonderings - Will there be a way that students and teachers can access their Interim scores for each domain? I am the LEA ELPAC Coordinator

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1. I noticed the Smarter Content Explorer provides detailed information on grades 3-12 content in ELA and Math. I explored 3rd grade writing. I liked that the site allows things to be filtered by grade and subject level.

2. I wondered how these resources integrate with existing curriculums.

3. The main question I have is how can the Smarter Content Explorer be integrated into our existing curriculum to improve ELA instruction, particularly with our bilingual and multilingual student populations.

4. What I need to know to answer the question is how the content standards are used and structured within our curriculum and within the explorer.

5. This resource would work well in curriculum planning, professional development, and helping me to measure student progress and adjust instruction. I teach K-1 so my students do not take this assessment but I feel responsible for their success because what I teach them in K and 1st is content they need to know to show mastery of the content on the CAASSPP when they are in 3rd grade. This tool helps me understand what academic language they need to be familiar with so students can truly show what they know and understand.

6. The resource is comprehensive and user-friendly, offering valuable tools for teachers. It supports differentiated instruction by providing various teaching strategies and assessment tools. It also emphasizes the importance of structured, consistent ELA (I explored writing in particular) education across grades.

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I teach ELD grades 6th-8th, levels 1 & 2 and students who can't read. I was hoping it would help with phonics for my students new to the country. It did help a little.

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I found that it was a great tool for game and resources that support students and can be selected for specific content.

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I will be sharing the CERS resources with teachers during PLC. There is a plethera of information.

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Great for training purposes. I noticed the advanced filtering options teaches can use. I noticed you can select a student to get all past scores.

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It worked for me when I used First Time User button. :O Caloutreach responded promptly.

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I noticed questions can be sorted by claim and standards and can be downloaded and shared.

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The practice tests gave me a rough idea of what CAST is looking for. The points let me know what is most important.

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5. For students with IEPs it would need to be modified further to ensure students understand the concepts that are being addressed in their writing. Duration of instruction would have to be extended in order to meet the modification requirement in some ieps.

1.  Expectations are clear and potentially allows for use in an individual or group setting.

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I think the Smarter Balanced Sample Items tool will be useful to pull questions from, to target specific skills. I wonder if CERS gives a breakdown of the learning target/objective that a student or group of students struggles with, so that I will know which questions to pull? I first need to get access to CERS, and then I need to explore! (I like how this notice and wondering activity prompts me to think about next steps.)

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1) Interim Assessment Resources. Good balance of text and visuals to demonstrate the differences between the assessments. I also looked into the ELPAC interim blueprints.

2-4) Our teachers have not used interim assessments in the past. I'm curious as to what beyond the TOMS affidavit and annual access is needed in terms of expected training for teachers? We typically give access to our grade 3-6 teachers closer to our CAASPP administration window with annual training, but have not included K-2 in this level of access. Moodle training involved for interim assessments or is DFA and hand-scoring fairly straight-forward?

5) I've used this strategy in a variety of training settings.

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There is so much you can do with the writing exemplars to 1) Understand the levels of each score (calibrating with students) 2) What changes can be made to improve the scores.

Calibrating and having discussions with colleagues during PLCs/department meetings would be helpful as well.

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1) I noticed it takes me to the CAASP login page and I need to sign in.

2) I wonder 1) if I am the only one who is not allowed access, 2) who I need to speak to so that I, along with my colleagues who may have a similar experience, in order to access these resources.

3) I don't know, couldn't get in.

4) I need to make sure I have the contact information for our rep/s.

5) I'm thinking I could use this resource as practice with my students for the "real" thing and general question answering support.

6) I wonder further why we don't just have automatic access vs having to go through multiple sources to get access to what we should already have access to. If we expect our students to be able to do things on their own, we should also be given the tools to do the same.

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I took a look at the Instructional plans for 6th grade use of Transitions. The lesson was extremely thorough, gave extended ideas on how to differentiate. I will be using IABs for pre and post testing to determine where my students are before beginning new material.

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1. This resource is very amazing because it gives a variety of different resources for the students and educators. This helps the students read a piece of ELA and then respond to the questions and show their comprehensions.

2. I wonder what kind of students who may have disabilities be able to focus on these resources. If there is a speak to text, sign language, etc.

3. One of the main questions I have are more specific ways I can implement this within my lessons to help my students

4. A more effective way to sing on, which you have already answered. I know Tools for Teachers is a great tool as well

5. I can use this in my lessons to help me as a teacher as well as my students to grow. These will also help my co-teacher and I to work together and help those inclusive students within the classroom.

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I noticed that it is very easy to search for examples by grade, subject, and target. It provides a lot of information and is very easy to use.

It reminds me of the way NGSS standards are laid out.

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This resource gives one sample items by grade level and content area.

I will be using this resource.

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1) many parts to a sample item which lends itself to multiple ways it can be used to support teachers to explicitly teach to the rubrics and student analyze student responses.

6) This resource offers a great opportunity for teachers a the same grade level to practice calibrating student responses and have discussions about why their assigned a performance level in the various areas.

It is also an opportunity to have students look at a particular student response and look for evidence to support why that student earned a particular score.

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I noticed these can be utilized depending on our current unit, our ore assessments, our iReady trends.

I will use to determine which standards students need the most support based on the blueprint of claims and targets.

I will also use the data to form small group intervention and enrichment.

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CERS Sandbox - no Interim ELPAC examples?

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CERS Sandbox - no Interim ELPAC examples?

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I notice that I cannot see any ELPAC Interim examples in the CERS Sandbox for Elementary. I wonder if this is me misusing the tool.

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Are results CERS on Current year only

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Not receiving a password reset email? Try this:

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Not receiving a password reset email? Try this:

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Someone posted (in "Notice and Wonder" section) an idea of including Science with ELA and Math content. I loved it and was wondering if that is possible? So instead of creating a separate Science section, adding questions to already existing ELA and Math content would be amazing. This will also enable collaboration among the PLCs?

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Roster for current year only?

Is historical data available?

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School not listed in drop down for evaluation

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School not listed in drop down for evaluation

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What should I do? I cannot submit my evaluation without it.