CAASPP Institute Learning Goals and Success Criteria
In 2015–16, a series of California Assessment of Student Performance and Progress (CAASPP) Institutes are being offered to local educational agency (LEA) and school teams. The purpose of the CAASPP Institutes is to provide professional learning on how best to utilize all components of the CAASPP System to improve teaching and learning.
/ Learning Goals / Success Criteria /CAASPP Institute Overall / Participants will understand:
· The purpose and use of the CAASPP System.
· The purpose and use of the three components in the Smarter Balanced assessment system.
· How the three components of the Smarter Balanced assessment system, and future assessments that will be part of the CAASPP System integrate and work together to support high quality teaching and learning for all students, including students with disabilities and English learners. / Participants can:
· Identify the current components of the CAASPP System and those planned for future introduction.
· Identify specific ways to integrate the three components of the Smarter Balanced assessment system to improve teaching and learning for all students, including students with disabilities and English learners.
· Develop and implement short- and long-term action steps to more fully implement the Smarter Balanced assessment system at their LEA or school.
· Report on the progress and outcome of the implementation of their action steps at the spring CAASPP Institute.
Learning Goals / Success Criteria
Smarter Balanced
Summative Assessments / Participants will understand:
· The purpose of summative assessments, including those in the CAASPP System and those planned for future introduction.
· How to access and use summative results to support improved teaching and learning for all students, including students with disabilities and English learners.
· The connection between the summative assessment claims, the assessment targets, and California’s new standards.
· The difference between universal tools, designated supports, and accommodations and the students eligible for each. / Participants can:
· Use summative assessment results to prioritize short- and long-term goals that support teaching and learning for all students, including students with disabilities and English learners.
· Explain the connection between the summative assessment claims, the assessment targets, and California’s new standards; and read and understand the value and use of the test blueprints.
· Determine which students qualify for designated supports and accommodations.
· Make connections between the use of accessibility supports for all students, including students with disabilities and English learners, on the assessments and in daily classroom use.
Learning Goals / Success Criteria
Smarter Balanced
Interim Assessments / Participants will understand:
· The purpose and use of both the Smarter Balanced Interim Comprehensive Assessment (ICAs) and the Smarter Balanced Interim Assessment Blocks (IABs).
· How the use of the hand scoring materials supports improved teaching and learning.
· How to use data from the Smarter Balanced Interim Assessments to improve teaching and learning for all students, including students with disabilities and English learners.
· The availability and use of accessibility supports for all students, including students with disabilities and English learners, for the Smarter Balanced Interim Assessments. / Participants can:
· Explain the role of the interim assessments in the Smarter Balanced assessment system and describe ways to use the Smarter Balanced Interim Assessments given the design and purpose of each type.
· Identify similarities and differences in the purpose and use of the Smarter Balanced ICAs and IABs.
· Explain the value of the hand scoring materials, how they work, and ways they can be implemented at their LEA/school.
· Explain how to use Smarter Balanced Interim Assessment results to improve teaching and learning for all students, including students with disabilities and English learners.
· Consistently select appropriate accessibility supports for use by all students, including students with disabilities and English learners, during the Smarter Balanced Interim Assessments.
Learning Goals / Success Criteria
Formative Assessment and the Digital Library / Participants will understand:
· The formative assessment process.
· The role of all teachers and all students, including students with disabilities and English learners, in formative assessment practices within a comprehensive instructional and assessment system.
· How the Smarter Balanced Digital Library supports formative assessment practices during instruction for all students, including students with disabilities and English learners.
· Basic navigation and use of the Smarter Balanced Digital Library. / Participants can:
· Define formative assessment and identify attributes of the formative assessment process.
· Use the Smarter Balanced Digital Library as a resource for instruction, professional learning, and collaboration.
· Use specific examples to encourage use of the Smarter Balanced Digital Library by teachers as part of a comprehensive instructional and assessment system to improve teaching and learning for all students, including students with disabilities and English learners.
2015-16 CAASPP Institutes
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