Sonoma County Office of Education

Technology for Learners

Guiding 2017-18 CAASPP Activities

Author: Rick Phelan
Published: 11.12.17

student with laptop As schools advance work in the 2017-18 school year, it’s wise to plan specific actions focused on California Assessment of Student Progress and Performance (CAASPP) tasks. Along with delivering the Smarter Balanced ELA and mathematics tests for grades 3-8 and 11, schools will also be field testing the California Science Test.  The California Science Test field test will be administered to all students in grades 5 and 8 along with one assigned grade at the high school level. This blog post shares steps which can support readiness and positive student outcomes.


Step 1:
High Altitude CAASPP View Take a ‘high altitude’ look at the 2017-18 school year from the perspective of CAASPP.  SCOE has developed a sample district plan outlining activities for tech support staff, students, teachers, and administrators through the lense of CAASPP. The high altitude view provides a monthly outline of actions for schools. The document can be adapted or modified to suit district needs and is available as either a Word or PDF file.

 

Step 2: Review 2017 End of Year Results
Schools are encouraged to reflect on their 2016-17 results involving local measures, portfolios, exhibitions and end of year summative assessments. To help with review of 2017 SBAC results,   schools can look in a number of different places:

EdSource Smarter Balanced Results
https://edsource.org/smarter-balanced-results/search_schools.html

CAASPP Test Results
http://caaspp.cde.ca.gov/sb2016/Search

 Overall results should be considered along with significant subgroup information. When reviewing SBAC data, educators should consider the following questions:

  • Did students have enough time to practice on the form and format of the test?
  • Did students get the right supports and accommodations?
  • Is the achievement gap different comparing ELA and mathematics?
  • How can the variables of curriculum, instructional strategies and/or time be considered in relation to outcomes? Should any of the variables be adjusted?
  • Can the disaggregated data for EL and formerly EL students provide additional insight?
  • Are there instructional programs that seem to be more effective than others?

 
Along with these questions, educators are encouraged to look at ELA and math grade level results focusing on:

  • Achievement Level Descriptors
  • Scale scores and difference from the met threshold
  • Claims, Targets & Standards

Check out the 2017 Guide for Smarter Balanced Reporting along with resources from the California Department of Education for more ideas and information on analyzing results.


Step 3: Articulate 2017-18 Outcomes & Formative Assessment Check Points
School faculties, parents and students are encouraged to have a “team” approach when thinking about learning outcomes for 2017-18. Ideally, all members on the team should feel informed and work in concert to support 2017-18 goals. Starting points involving students and parents are offered through through the following resources:

Educators should be gauging learning progress throughout the year.  This graphic from the California ELA/ELD Framework offers perspective on this work:

assessment process

The California State Board of Education offers two specific tools to aid all California public school educators in this work:

  • Interim Assessments- Designed to inform and promote teaching and learning, the Interim Assessments can be used in standardized and non-standardized ways to support understanding of question types, accessibilty features and to gauge learning in specific areas.  This year's Interim Assessments have new reporting features that allow instructors to see results for individual questions.
  • Smarter Balanced Digital Library- tools and practices designed to help teachers utilize formative assessment processes for improved teaching and learning in all grades

Educators can obtain access to the SBAC Digital Library and Interim Assessments through their District Assessment & Accountability Coordinator.

 

Step 3: Integrate Technology Tools as Part of Daily Instruction
Technology can play a key role helping students access and express understanding of California Standards. The Fresno Unified School District has setup a scope and sequence for Common Core Standards and technology to help educators see connections.  Teachers are encouraged to marshall technologies that offer efficient and effective grade level learning opportunities for students.  In doing this educators frequently discover technology resources can provide alternative learning pathways.  Some of these can be found in open education resources providing alternative text, audio, and video. In addition, there are also alternate ways of expressing learning through technology including multimedia presentation tools, recorded text, and extensions to Google Chrome.  A sample ‘alternate learning path’ can be found in this 4th grade student’s California Mission project using Minecraft.  Work in these areas frequently has direct connections with Smarter Balanced Usability, Accessibility and Accommodation Guidelines. In other words, using technology in daily instruction helps students be prepared for the technology based Smarter Balanced Summative Assessment.

 

Upcoming Professional Development Opportunities in Sonoma County

2017-18 CAASPP Pre Test Workshop- January 29, 2018
http://www.scoe.org/pub/htdocs/class.html?class_id=7137



Blog: Technology for Learners