Issue link: http://educator.cta.org/i/498229
aligned to the new standards." English textbooks are not even approved yet by the SBE. And when it comes to the computer-based tests, a recent report shows that 30 percent of our schools don't have the hardware or computers to give the tests, he added. Twenty-five percent don't have the bandwidth or network capa- bility. Fifty percent don't have the software to give the tests, and 70 percent don't have adequate technical support or training for instructional staff. This is the story we must tell to parents. This spring's testing and a parent report card In March, students in grades 3-8 and 11 began taking part in California's new statewide assessments in English language arts/literacy and math. These computer-based adaptive tests replace the paper-based, multiple-choice assessments. Students in grades 3-8 and 11 are taking the new Cali- fornia Assessment of Student Performance and Progress (CAASPP), which replaces the Standardized Testing and Reporting (STAR) program. The online tests allow students to demonstrate their ability to write analytically, think critically and solve problems, along with their knowledge of facts. Intended as an academic checkup, the tests are designed to give teachers timely feedback they need to improve instruction. Like the new academic standards, the new tests are fundamentally dif- ferent from the old exams. Scores will not be used to determine whether a student moves on to the next grade. Rather, the results will focus on the needs of students and support for teachers and schools. Like class assignments and report cards, these tests provide one more way to assess student progress. A Parent Student Report Card will share this year's test results with parents this summer. That means members need to be ready to discuss what the report card means with parents in the fall. "This year's test results will establish a baseline for the progress students make over time," says Assessment and Testing Committee Chair Jennifer Pettey. "Next year the scores will represent growth. This account- ability measure is not about one score — it's about scores over time that show growth for each individual student." "Parents, and anyone else, should not use these results for comparisons or rankings," Pettey adds. SBE approved. Delaying the API another year gives teachers a full year of teaching new standards, helping students prepare for the new state tests, and developing a system based on multiple measures of student progress, such as student attendance, graduation data and student readiness. The API was suspended, so no action is expected until next year. Education and advisement in process. Many educators don't understand that the SBAC system is part of the new school funding formula, which sets higher academic standards, gives local schools and communities more control over spending decisions, and provides more resources to students with the greatest needs. No discussions at this time. No new decile rankings have been computed since AB 484 took effect on Jan. 1, 2014. The Legislature seems willing to wait and see what actions the SBE will implement in three years. At the state level, the SBAC assessment window opened March 10 in California, and the issue of the cut scores is tabled for now. CTA took a "Support" position on SB 172 (Liu), which would suspend CAHSEE. State Board Action Jennifer Pettey Can parents opt their children out of state testing? Yes. And educators have a right to inform parents. A parent must submit a writ- ten request to the school to excuse their child from state tests for the year. If the parent's request is sub- mitted after testing has begun, any completed tests will be scored and the results will be reported to the parent or guardian and included in the pupil's records. CTA's Legal Department provides background at www.cta.org/testingfaqs. Learning 45 V O L U M E 1 9 I S S U E 8