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Mountain View Los Altos High School District

High School District

California Assessment of Student Performance and Progress (CAASPP)

Each spring, students in grades 3 - 8, 11 & 12 take the California Assessment of Student Performance and Progress (CAASPP) test. The CAASPP Program looks at how well schools and students are performing. These tests also give families and teachers a more complete picture of their child's learning. You can use the results to identify where your child is doing well and where they might need more support. Students take tests in:
  • Math Grades 3 - 8, 11 Smarter Balance, online test
  • Reading Grades 3 - 8, 11 Smarter Balance, online test
  • Science Grades 5, 8 & 12 CAST Science, online test
 
There are many reasons why these tests are important to students and to schools: 
  • There are many intrinsic and extrinsic benefits and rewards derived from graduating from a top-ranked public high school, including access to top-ranked, prestigious universities.
  • Students must earn a score of 3 - “Standard met” or higher to be eligible for the Seal of Biliteracy
  • Students may use CAASPP results to determine a placement into math and English courses at the California State University and participating CA community colleges. For more information about the Early Assessment Program (EAP), visit www.cde.ca.gov/ci/gs/hs/eapindex.asp.
  • The test is closely aligned with the Common Core and assesses what students learn and practice daily in their classes, including critical thinking, problem-solving, application and analysis.
  • Test results help schools understand what skills our students are learning so we can strengthen and improve our instructional program.
  • Test results are reflected in the California School Dashboard Report, the state’s system for measuring the quality of California schools. Colleges and universities assess the quality of a high school in part by a school’s dashboard results.
  • Federal grants and funding, as well as federal accountability, is tied to a school’s ability to demonstrate that a minimum of 95% of eligible students participated in the CAASPP.
  • To earn a State Seal of Biliteracy:
    • Earning a score of at or above the “standard met” achievement level is one element in earning the Seal of Biliteracy. In previous years, a number of MVLA students did not earn the Seal of Biliteracy because they did not take the SBAC. Here is more information from CDE about the Seal of Biliteracy: https://www.cde.ca.gov/sp/el/er/sealofbiliteracy.asp
 
Please encourage your student to do his/her very best on the test, so that the results will be a true reflection of what our students know and are capable of doing. While parents, under Title 5, Section 852 have the right to submit a written request to exempt their student from all or part of this assessment, we hope that you recognize the value and importance of having your student participate in the CAASPP.   
 
For more information, please visit the Parent Guides to Understanding web page provides links to two-page flyers that answer key questions (what, why, who, how, and when) about California's assessment programs.
 
Schedule
 
CAASPP System encompasses the following assessments and student participation requirements, and information about the content and format of each test is also provided below.
 
Alternate assessments for English–language arts and mathematics in grades three through eight and eleven.
Student Participation: Students with significant cognitive disabilities who are unable to take the Smarter Balanced Summative Assessments even with accessibility supports and whose individualized education program (IEP) indicates eligibility for assessment with an alternate test.
Content and Format: The content of the alternate assessment will be based on alternate achievement standards derived from the Common Core State Standards for students with the most significant cognitive disabilities. The alternate assessments are anticipated to be delivered on the computer, with a field test preceding the operational administration. More information about the alternate assessments will be provided as it becomes available.
 
Science assessments in grades five, eight, and ten (i.e., California Standards Tests [CSTs], California Modified Assessment [CMA], and California Alternate Performance Assessment [CAPA]).
Student Participation: The CST for science is required for all students in grades five, eight, and ten unless their IEP indicates assessment with a CMA or CAPA. The CMA for science is for students with disabilities whose IEP indicates assessment with a CMA. The CAPA for science is for students with significant cognitive disabilities who are unable to take the CSTs even with accessibility supports and whose IEP indicates assessment with CAPA.
Content and Format: The CSTs, CMA, and CAPA are all paper-pencil tests based on the California content standards for science adopted by the State Board of California in October 1998. (Science assessments based on the Next Generation Science Standards, adopted in September 2013, are not yet available). The CSTs for science are comprised entirely of multiple-choice questions. Similarly, the CMA for science is comprised of multiple-choice questions; however, the format of the questions been modified. For example, modifications include providing three answer choices instead of four as on the CSTs. The CAPA, which is administered at one of four levels in science, is made up of eight PTs.
 
Smarter Balanced Summative Assessments for English–language arts (ELA) and mathematics in grades three through eight and eleven.
Student Participation: All students in grade 11 are required to participate with the following exceptions:
  • Students who participate in the alternate assessments.
  • ELA only—English learners who are in their first 12 months of attending a school in the United States.
Content and Format: The Smarter Balanced Summative Assessments which are delivered by computer consist of two sections: a computer-adaptive test and a Performance Task based on the Common Core State Standards for English–language arts and mathematics. The computer-adaptive section includes a range of items types such as selected response, constructed response, table, fill-in, graphing, etc. The performance task (PT) are extended activities that measure a student’s ability to integrate knowledge and skills across multiple standards—a key component of college and career readiness.
 
Standards-based Tests in Spanish (STS) for reading/language arts in grades two through eleven (optional).
Student Participation: The STS is a primary language test in Spanish for Spanish-speaking English learners who either receive instruction in their primary language or have been enrolled in a school in the United States less than 12 months. The STS is administered at the discretion of the local educational agency. Therefore, it is considered an optional assessment.
Content and Format: The STS is aligned to the California content standards for reading/language arts. The State Board of Education adopted blueprints for this test by grades and over time between 2005 and 2007. The STS for reading/language arts is a paper-pencil test comprised entirely of multiple-choice questions.