1. Assessment and Accountability Update
Chun-Wu Li, Ph.D.
Administrator II, Assessment and Accountability
Assessment Accountability Continuous Improvement Unit
Division of Educational Services
January 10, 2018

2. Assessment Update

3. English Language Proficiency Assessments for California (ELPAC)
(See Handout “The ELPAC and CSA-On the Road to Completion but in Different Gears”)

11. New Resources http://www.cde.ca.gov/ta/tg/ep/documents/howtotestel.pdf

12. New Resources (cont.)

13. New Resources (cont.)

14. New Practice Test for ELPAC

15. California Assessment of Student Performance and Progress
(CAASPP)

16. CAASPP System Assessment Date Available CAA for Science Pilot
November 1, 2017
Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics
January 9, 2018
California Alternate Assessments (CAAs) for ELA and mathematics
Standards-based Test in Spanish (STS) Online
February 28, 2018
California Science Test (CAST) Field Test
April 2, 2018
California Spanish Assessment (CSA) Pilot
September 2018
2017–18 CAASPP System Pretest Administration Workshop

17. Tasks to Complete in TOMS for the 2017–18 Administration
Add and manage all users.
Set up test administration window.
Review student data.
Demographic data from the California Longitudinal Pupil Achievement Data System (CALPADS)
Assign students to nondefault tests—the CAST, CAAs and CAA for Science.
Note: Grade12 students will have default setting in CAST TOMS for 2017–18. Students taking CAA for Science in grade 12 must be assigned to that alternate assessment.
Assign online test settings to students.
Enter condition codes for Parent/Guardian exemption (PGE) and Not tested medical emergency (NTE).
2017–18 CAASPP System Pretest Administration Workshop

18. TOMS Student Profile Demographics (1)
All demographic data are read-only.
2017–18 CAASPP System Pretest Administration Workshop

19. TOMS Student Profile Demographics (2)
Data are read-only; corrections must be made in CALPADS.
Students’ grade levels must be correct in TOMS before the first date of the testing window.
The grade level is frozen on the day the student logs onto his or her first summative test.
Any grade level changes after a student has started testing require an incident report to be submitted in the Security and Test Administration Incident Reporting System (STAIRS) and a reset appeal.
2017–18 CAASPP System Pretest Administration Workshop

20. Importance of CALPADS (1)
CALPADS is the sole source for student demographic, enrollment grade, and program participation data.
Demographic Data in CALPADS
SSID
Primary language, Limited English Proficient status, entry/exit dates, U.S. school enrollment data, migrant status
Student name, gender, date of birth
Ethnicity, race
LEA and school names and county-district-school (CDS) code
Education program code (Special Education, Section 504 status), primary disability code
Grade
Parent/guardian education, education program participation
2017–18 CAASPP System Pretest Administration Workshop

21. Importance of CALPADS (2)
Grade level and disability status is frozen on the day the student logs onto his or her first summative test.
LEAs cannot update student demographic data in TOMS.
LEAs must keep data in CALPADS up-to-date.
Processing time from CALPADS to TOMS is 24–48 hours.
Student accessibility resources are uploaded and maintained in TOMS, not in CALPADS.
2017–18 CAASPP System Pretest Administration Workshop

22. TOMS Student Profile: Demographics
CALPADS Education Program designation for Special Education (IEP) or Section 504 plan
These data are read-only; they must be modified in CALPADS.
Reminder: Embedded and non-embedded accommodations are available only to students who have an Education Program code of “101” for a Section 504 plan or “144” for a Special Education indicator with a valid primary disability type in CALPADS.
2017–18 CAASPP System Pretest Administration Workshop

23. Accountability Update
(Additional Handout “California’s New Accountability
System and School Dashboard”)

24. CA School Dashboard Overview
Fall 2017

26. Dashboard Indicators State Indicators Local Indicators
Data collected statewide
Data collected by the LEAs
California Department of Education (CDE) uploads the data into the Dashboard
LEAs upload the data into the Dashboard

27. Indicators by LCFF Priority Area
State Indicator
Local Indicator
Priority 1: Basic Services
N/A
Basics Conditions at School
Priority 2: Implementation
of State Standards
Implementation of State
Academic Standards
Priority 3: Parent Involvement
Parent Engagement
Priority 4: Pupil
Achievement
Academic Indicator English Learner Progress Indicator
Priority 5: Pupil Engagement
Chronic Absenteeism Indicator Graduation Rate Indicator
Priority 6: School Climate
Suspension Rate Indicator
Local Climate Survey
Priority 7: Course Access
College/Career Indicator
Proposed New Local Indicator for 2018
Priority 8: Pupils Outcomes
Priority 9: Coordination of
Instruction if Expelled Pupils
Coordination of Services
for Expelled Students*
Priority 10: Coordination of Services for Foster Youth
Coordination of Services for Foster Youth*
* Only applies to county offices of education

28. How is the Color (Performance Level) Determined?
For each indicator there are 5 status levels and 5 change levels:
The combination of status and change results in a performance level (color):

29. State Indicators in the Fall 2017 Dashboard
Chronic Absenteeism (Status-pending State
Board action in March 2018)
Suspension Rate
English Learner Progress
Graduation Rate College/Career (Status only)
Academic: English Language Arts and Mathematics

31. Assessment and Accountability Related Items