Issue link: http://educator.cta.org/i/587184
Talking points when meeting with parents Making Sense of CAASPP Test Scores T he California Department of Education released results for the Smarter Balanced Summative Assessments in both English language arts and mathematics for grades 3-8 and 11 in early September. The tests are part of the California Assessment of Student Performance and Progress (CAASPP). Test results of individual students are mailed to par- ents within three weeks, and parents are likely to have questions about them. As you meet with them, whether at parent-teacher conferences or other times, you can talk about what the scores really mean and why they do not give a complete picture of their child's ability. Key points to remember: • One test score should not be the sole indicator. Instead, we must look at multiple measures. • Results cannot be compared to previous tests. • Standards are still in early stages of implementation. • Involvement of parents and the community is instru- mental to student success. Students are more than one test score. As an educator, you have a better sense of how your students are doing through all the work going on in your classroom. It's important to have those conversations with parents. The test scores reflect the first full year of implementation of the online Smarter Balanced tests aligned to new California standards, and set new baseline scores. Results cannot be compared to previous statewide assessments. The new standards are still being implemented for students and educators. As you know firsthand, text- books aligned to these standards have not been approved by the state and are not yet available to students, educa- tors and schools. Emphasize to parents that everyone — including educators, parents and the local community — must continue to work together to ensure students have the resources they need to succeed. California's educational Get the CTA Insider! CTA Insider is our monthly e-newsletter with the latest educational news, CTA activities and member benefits you need to know. Sign up now at cta.org/professional-development/publications and don't miss a thing. STUDENT SCORE REPORT Using Assessments to Help Students Learn LOCAL ID #: 12357 STUDENT #: 4444444444 DATE OF BIRTH: 02/01/1986 GRADE: 5 TEST DATE: SPRING 2014 ......................................................................... FOR THE PARENT/GUARDIAN OF: Emily King 1234 W Zoom Road 5th Building Alum Rock Union Elementary School District Lancaster, CA 95112-9282 ......................................................................... SCHOOL: Valley Academy of Arts and Sciences High School LEA: Hamilton Unified .. .. .......................................................... h n Dear Parent/Guardian of Emily King: The 2015 California Assessment of Student Performance and Progress (CAASPP) included new tests for English language arts/literacy and mathematics. These new, online assessments have replaced former tests in these subject areas to provide better information and help students learn. New assessments are part of California's comprehensive plan for supporting high-quality teaching and learning. That plan includes more challenging academic standards for Englis language arts/literacy and mathematics designed to foster college and career readiness. This report shows Emily's achievement on these new tests. The scores should not be compared to results from the Standardized Testing and Reporting (STAR) Program tests i these subject areas. Because this is the first year that all California students in grades 3–8 and 11 are taking these new tests, Emily's overall scores may be viewed as a basis from which to compare the performance in future years. Additionally, children in grades 5, 8, or 10 took a science test. Emily's results on California's science assessment can be found on the back of this report. For a complete picture of your child's progress, I encourage you to discuss these results with Emily's teacher(s). Sincerely, Tom Torlakson, State Superintendent of Public Instruction Emily's Results on California's Assessments ENGLISH LANGUAGE ARTS/LITERACY Emily's overall score is: 2508 .............................................................................................................................................................. YOUR OVERALL SCORE 2201-2441 2442-2501 2502-2581 2582-2701 Standard Standard Standard Standard Not Met Nearly Met Met Exceeded Emily met the achievement standard and demonstrated the knowledge and skills in English language arts/literacy needed for success in future coursework. Emily's performance on the four areas that comprise this overall score can be seen on the back of this report. MATHEMATICS Emily's overall score is: 2279 YOUR OVERALL SCORE 2219-2454 2455-2527 2528-2578 2579-2700 Standard Standard Standard Standard Not Met Nearly Met Met Exceeded Emily did not meet the achievement standard and needs substantial improvement to demonstrate the knowledge and skills in mathematics needed for success in future coursework. Emily's performance on the three areas that comprise this overall score can be seen on the back of this report. The bar around a score indicates the extent to which the score might have been different had the test been taken again. More information about Emily's scores can be found on the back of this report. To learn more about these tests, visit the CAASPP Summative Assessments Web page at http://www.cde.ca.gov/ta/tg/sa/sbacsummative.asp. Find complete results for schools, local education agencies (LEAs), and statewide at http://www.cde.ca.gov/ta/tg/ca/ and your School Accountability Report Card (SARC) on the CDE SARC Web page at http://www.cde.ca.gov/ta/ac/sa/ or ask for a copy of the SARC at your child's school. system is still implementing a new school funding formula that focuses on local involvement and control. And it is still transitioning to rigorous new learning standards that require students to develop critical-thinking skills needed for college and careers. "With the state's school funding formula and more community control over targeting resources," says CTA President Eric Heins, "students, par- ents, educators and administrators are working together in exciting ways. It's a work in progress, but it's also a work about real progress that's being made by educators, parents and communities coming together to help all students fulfill their dreams." See cde.ca.gov for more resources to help you have conversations with parents. Sample CAASPP test score report from the California Department of Education. 41 V O LU M E 2 0 I S S U E 3 Advocacy