Student Score Report
Content
dsib-adad-mar15item02
Attachment 1
Page 1 of 6
1
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Juan Martinez:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/2004
GRADE:
TEST DATE:
5
Spring 2015
New assessments are part of California’s comprehensive plan for high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Juan’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
JUAN MARTINEZ
1234 MAIN STREET
YOUR CITY, CA 12345
Additionally, children in grades 5, 8, or 10 took a science test. Juan’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
Juan’s teacher(s).
SCHOOL: California Middle School
LEA:
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
replaced former tests in these subject areas to provide better information and help students
learn.
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Juan’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Juan’s overall score is: 2508
YOUR OVERALL
SCORE
2508
Average Scores
Average Scores
from Last Year
2201–2441
2442–2501
2502–2581
2582–2701
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2219–2454
2455–2527
2528–2578
2579–2700
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of
this test in spring 2014. Juan’s score from spring 2015
is above the average score of grade 5 students in last
year’s trial test.
Juan’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Juan’s overall score is: 2279
2279
Juan met the achievement standard and
demonstrated progress toward mastery of the
knowledge and skills in English language arts/literacy
needed for success in future coursework.
Juan did not meet the achievement standard and
needs substantial improvement to demonstrate the
knowledge and skills in mathematics needed for
success in future coursework.
Students from several states took a trial version of
this test in spring 2014. Juan’s score from spring 2015
is below the average score of grade 5 students in last
year’s trial test.
Juan’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Juan’s score compares
to this group of 5th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Juan’s scores can be found on the back of this report.
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.
dsib-adad-mar15item02
Attachment 1
Page 2 of 6
2
Your Guide to Juan’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Juan; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Juan took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Juan previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Juan’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Juan’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Juan’s Results on California’s Assessments
The following provides a further breakdown of Juan’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Juan’s overall score is: 2508
MATHEMATICS
Juan’s overall score is: 2279
AREA
PERFORMANCE
AREA
PERFORMANCE
Reading
Above Standard
Problem Solving &
Modeling/Data Analysis
Above Standard
Demonstrating understanding of
literary and non-fiction texts
At or Near Standard
Using appropriate tools and
strategies to solve real world
and mathematical problems
Producing clear and purposeful
writing
Concepts & Procedures
Listening
Writing
At or Near Standard
Applying mathematical concepts
and procedures
Demonstrating effective
communication skills
Communicating Reasoning
Research/Inquiry
Below Standard
Demonstrating ability to support
mathematical conclusions
Below Standard
Below Standard
Investigating, analyzing and
presenting information
Juan’s Results on California’s Science Assessment
SCIENCE
Juan’s score is 267 – Far Below Basic
Juan’s score of 267 is in the Far Below Basic level on
California’s science assessment.
267
Far Below
Basic
(150–267)
Below Basic
Basic
Proficient
Advanced
(268–299)
(300–349)
(350–409)
(410–600)
State target for all students
California recently adopted next generation science standards
designed to improve science instruction and learning. New
assessments based on these standards are being developed.
Once in place, these new tests will not be comparable to the
current California Science Assessments.
The bar around Juan’s score indicates the extent to which the score might have been different had the test been taken again.
dsib-adad-mar15item02
Attachment 1
Page 3 of 6
3
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Emily Johnson:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/2005
GRADE:
TEST DATE:
4
Spring 2015
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
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 high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Emily’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
EMILY JOHNSON
1234 MAIN STREET
YOUR CITY, CA 12345
For a complete picture of your child’s progress, I encourage you to discuss these results with
Emily’s teacher(s).
SCHOOL: California Elementary School
LEA:
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Emily’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Emily’s overall score is: 2553
2553
Average Scores
YOUR OVERALL
SCORE
Average Scores
from Last Year
2131–2415
2416–2472
2473–2532
2533–2663
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2204–2410
2411–2484
2485–2548
2549–2659
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of this
test in spring 2014. Emily’s score from spring 2015 is
above the average score of grade 4 students in last
year’s trial test.
Emily’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Emily’s overall score is: 2458
2458
Emily exceeded the achievement standard and
demonstrated advanced progress toward mastery of
the knowledge and skills in English language arts/
literacy needed for success in future coursework.
Emily nearly met the achievement standard and
may require further development to demonstrate
the knowledge and skills in mathematics needed for
success in future coursework.
Students from several states took a trial version of this
test in spring 2014. Emily’s score from spring 2015 is
just below the average score of grade 4 students in
last year’s trial test.
Emily’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Emily’s score compares
to this group of 4th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Emily’s scores can be found on the back of this report.
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.
dsib-adad-mar15item02
Attachment 1
Page 4 of 6
4
Your Guide to Emily’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Emily; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Emily took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Emily previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Emily’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Emily’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Emily’s Results on California’s Assessments
The following provides a further breakdown of Emily’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Emily’s overall score is: 2553
MATHEMATICS
Emily’s overall score is: 2458
AREA
PERFORMANCE
AREA
PERFORMANCE
Writing
Above Standard
Communicating Reasoning
Below Standard
Producing clear and purposeful
writing
Reading
Demonstrating ability to support
mathematical conclusions
At or Near Standard
Demonstrating understanding
of literary and non-fiction texts
Research/Inquiry
At or Near Standard
Problem Solving &
Modeling/Data Analysis
Using appropriate tools and
strategies to solve real world
and mathematical problems
Investigating, analyzing
and presenting information
Concepts & Procedures
Listening
Applying mathematical concepts
and procedures
Below Standard
Above Standard
Below Standard
Demonstrating effective
communication skills
A Comprehensive Plan for Student Success
These new assessments are just one part of California’s comprehensive plan for high-quality teaching and learning. The plan also
includes higher academic standards, more decision-making in the hands of schools and communities, and more resources dedicated to
schools and students with the greatest needs.
Gradually, California is providing more support for teachers, more resources for students and more access to technology. As a result,
exciting changes have begun to take place. Along with reading to follow a story, students are learning to read to cite evidence and draw
logical conclusions. They are learning to use math to solve real-world problems rather than merely pick out the right multiple-choice
answer.
Making these changes will take time and effort, but they are designed to help students succeed in the long run and achieve their
dreams of college and a career. Find out more at your child’s school, or online at http://www.cde.ca.gov/.
dsib-adad-mar15item02
Attachment 1
Page 5 of 6
5
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Chen Guan-Yu:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/1999
GRADE:
TEST DATE:
11
Spring 2015
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
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 high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Chen’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
CHEN GUAN-YU
1234 MAIN STREET
YOUR CITY, CA 12345
For a complete picture of your child’s progress, I encourage you to discuss these results with
Chen’s teacher(s).
SCHOOL: California High School
LEA:
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Chen’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Chen’s overall score is: 2602
YOUR OVERALL
SCORE
2602
Average Scores
Average Scores
from Last Year
2299–2492
2493–2582
2583–2681
2682–2795
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2280–2542
2543–2627
2628–2717
2718–2862
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of this
test in spring 2014. Chen’s score from spring 2015 is
above the average score of grade eleven students in
last year’s trial test.
Chen’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Chen’s overall score is: 2458
2458
Chen met the achievement standard and
demonstrated progress toward mastery of the
knowledge and skills in English language arts/literacy
needed for likely success in entry-level credit-bearing
college coursework after high school.
Chen did not meet the achievement standard and
needs substantial improvement to demonstrate the
knowledge and skills in mathematics needed for
likely success in entry-level credit-bearing college
coursework after high school.
Students from several states took a trial version of this
test in spring 2014. Chen’s score from spring 2015 is
below the average score of grade eleven students in
last year’s trial test.
Chen’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Chen’s score compares
to this group of 11th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Chen’s scores can be found on the back of this report.
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.
dsib-adad-mar15item02
Attachment 1
Page 6 of 6
6
Your Guide to Chen’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Chen; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Chen took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Chen previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Chen’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Chen’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Chen’s Results on California’s Assessments
The following provides a further breakdown of Chen’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Chen’s overall score is: 2602
MATHEMATICS
Chen’s overall score is: 2458
AREA
PERFORMANCE
AREA
PERFORMANCE
Writing
Above Standard
Communicating Reasoning
Below Standard
Producing clear and purposeful
writing
Reading
Demonstrating ability to support
mathematical conclusions
At or Near Standard
Demonstrating understanding
of literary and non-fiction texts
Research/Inquiry
At or Near Standard
Problem Solving &
Modeling/Data Analysis
Using appropriate tools and
strategies to solve real world
and mathematical problems
Investigating, analyzing
and presenting information
Concepts & Procedures
Listening
Applying mathematical concepts
and procedures
Below Standard
Above Standard
Below Standard
Demonstrating effective
communication skills
Grade 11 – Early Assessment Program Status
The CAASPP achievement standards on the front of this report provide an early indicator for a grade eleven student’s readiness for
college-level coursework. Review the information at http://CSUSuccess.org/ to see how this information can help avoid the need for
additional testing upon entering a California State University or California Community College.
Standard Exceeded (LEVEL 4): Ready for English and/or Mathematics college-level coursework
Standard Met (LEVEL 3): Conditionally Ready for English and/or Mathematics college-level coursework
Standard Nearly Met (LEVEL 2): Not yet demonstrating readiness for English and/or Mathematics college-level coursework
Standard Not Met (LEVEL 1): Not demonstrating readiness for English and/or Mathematics college-level coursework
Attachment 1
Page 1 of 6
1
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Juan Martinez:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/2004
GRADE:
TEST DATE:
5
Spring 2015
New assessments are part of California’s comprehensive plan for high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Juan’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
JUAN MARTINEZ
1234 MAIN STREET
YOUR CITY, CA 12345
Additionally, children in grades 5, 8, or 10 took a science test. Juan’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
Juan’s teacher(s).
SCHOOL: California Middle School
LEA:
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
replaced former tests in these subject areas to provide better information and help students
learn.
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Juan’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Juan’s overall score is: 2508
YOUR OVERALL
SCORE
2508
Average Scores
Average Scores
from Last Year
2201–2441
2442–2501
2502–2581
2582–2701
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2219–2454
2455–2527
2528–2578
2579–2700
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of
this test in spring 2014. Juan’s score from spring 2015
is above the average score of grade 5 students in last
year’s trial test.
Juan’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Juan’s overall score is: 2279
2279
Juan met the achievement standard and
demonstrated progress toward mastery of the
knowledge and skills in English language arts/literacy
needed for success in future coursework.
Juan did not meet the achievement standard and
needs substantial improvement to demonstrate the
knowledge and skills in mathematics needed for
success in future coursework.
Students from several states took a trial version of
this test in spring 2014. Juan’s score from spring 2015
is below the average score of grade 5 students in last
year’s trial test.
Juan’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Juan’s score compares
to this group of 5th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Juan’s scores can be found on the back of this report.
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.
dsib-adad-mar15item02
Attachment 1
Page 2 of 6
2
Your Guide to Juan’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Juan; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Juan took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Juan previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Juan’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Juan’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Juan’s Results on California’s Assessments
The following provides a further breakdown of Juan’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Juan’s overall score is: 2508
MATHEMATICS
Juan’s overall score is: 2279
AREA
PERFORMANCE
AREA
PERFORMANCE
Reading
Above Standard
Problem Solving &
Modeling/Data Analysis
Above Standard
Demonstrating understanding of
literary and non-fiction texts
At or Near Standard
Using appropriate tools and
strategies to solve real world
and mathematical problems
Producing clear and purposeful
writing
Concepts & Procedures
Listening
Writing
At or Near Standard
Applying mathematical concepts
and procedures
Demonstrating effective
communication skills
Communicating Reasoning
Research/Inquiry
Below Standard
Demonstrating ability to support
mathematical conclusions
Below Standard
Below Standard
Investigating, analyzing and
presenting information
Juan’s Results on California’s Science Assessment
SCIENCE
Juan’s score is 267 – Far Below Basic
Juan’s score of 267 is in the Far Below Basic level on
California’s science assessment.
267
Far Below
Basic
(150–267)
Below Basic
Basic
Proficient
Advanced
(268–299)
(300–349)
(350–409)
(410–600)
State target for all students
California recently adopted next generation science standards
designed to improve science instruction and learning. New
assessments based on these standards are being developed.
Once in place, these new tests will not be comparable to the
current California Science Assessments.
The bar around Juan’s score indicates the extent to which the score might have been different had the test been taken again.
dsib-adad-mar15item02
Attachment 1
Page 3 of 6
3
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Emily Johnson:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/2005
GRADE:
TEST DATE:
4
Spring 2015
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
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 high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Emily’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
EMILY JOHNSON
1234 MAIN STREET
YOUR CITY, CA 12345
For a complete picture of your child’s progress, I encourage you to discuss these results with
Emily’s teacher(s).
SCHOOL: California Elementary School
LEA:
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Emily’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Emily’s overall score is: 2553
2553
Average Scores
YOUR OVERALL
SCORE
Average Scores
from Last Year
2131–2415
2416–2472
2473–2532
2533–2663
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2204–2410
2411–2484
2485–2548
2549–2659
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of this
test in spring 2014. Emily’s score from spring 2015 is
above the average score of grade 4 students in last
year’s trial test.
Emily’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Emily’s overall score is: 2458
2458
Emily exceeded the achievement standard and
demonstrated advanced progress toward mastery of
the knowledge and skills in English language arts/
literacy needed for success in future coursework.
Emily nearly met the achievement standard and
may require further development to demonstrate
the knowledge and skills in mathematics needed for
success in future coursework.
Students from several states took a trial version of this
test in spring 2014. Emily’s score from spring 2015 is
just below the average score of grade 4 students in
last year’s trial test.
Emily’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Emily’s score compares
to this group of 4th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Emily’s scores can be found on the back of this report.
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.
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Attachment 1
Page 4 of 6
4
Your Guide to Emily’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Emily; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Emily took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Emily previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Emily’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Emily’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Emily’s Results on California’s Assessments
The following provides a further breakdown of Emily’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Emily’s overall score is: 2553
MATHEMATICS
Emily’s overall score is: 2458
AREA
PERFORMANCE
AREA
PERFORMANCE
Writing
Above Standard
Communicating Reasoning
Below Standard
Producing clear and purposeful
writing
Reading
Demonstrating ability to support
mathematical conclusions
At or Near Standard
Demonstrating understanding
of literary and non-fiction texts
Research/Inquiry
At or Near Standard
Problem Solving &
Modeling/Data Analysis
Using appropriate tools and
strategies to solve real world
and mathematical problems
Investigating, analyzing
and presenting information
Concepts & Procedures
Listening
Applying mathematical concepts
and procedures
Below Standard
Above Standard
Below Standard
Demonstrating effective
communication skills
A Comprehensive Plan for Student Success
These new assessments are just one part of California’s comprehensive plan for high-quality teaching and learning. The plan also
includes higher academic standards, more decision-making in the hands of schools and communities, and more resources dedicated to
schools and students with the greatest needs.
Gradually, California is providing more support for teachers, more resources for students and more access to technology. As a result,
exciting changes have begun to take place. Along with reading to follow a story, students are learning to read to cite evidence and draw
logical conclusions. They are learning to use math to solve real-world problems rather than merely pick out the right multiple-choice
answer.
Making these changes will take time and effort, but they are designed to help students succeed in the long run and achieve their
dreams of college and a career. Find out more at your child’s school, or online at http://www.cde.ca.gov/.
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Attachment 1
Page 5 of 6
5
California Assessment
of Student Performance and Progress
STUDENT SCORE REPORT
Using Assessments to Help Students Learn
Dear Parent/Guardian of Chen Guan-Yu:
LOCAL ID #: 9999999999
STUDENT #: 9999999999
DATE OF BIRTH: 04/01/1999
GRADE:
TEST DATE:
11
Spring 2015
The 2015 California Assessment of Student Performance and Progress (CAASPP) included
new tests in English language arts/literacy and mathematics. These new, online assessments
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 high-quality teaching and
learning, which includes more challenging academic standards in English language arts/literacy
and mathematics. This report shows Chen’s achievement on assessments based on California’s
new rigorous college and career readiness academic standards. The scores should not be
compared to results from the Standardized Testing and Reporting (STAR) program tests in these
subject areas, as the CAASPP tests assess more challenging standards.
FOR THE PARENT/GUARDIAN OF:
CHEN GUAN-YU
1234 MAIN STREET
YOUR CITY, CA 12345
For a complete picture of your child’s progress, I encourage you to discuss these results with
Chen’s teacher(s).
SCHOOL: California High School
LEA:
California Unified
Sincerely,
Tom Torlakson,
State Superintendent of Public Instruction
Chen’s Results on California’s Assessments
ENGLISH LANGUAGE ARTS/LITERACY
Chen’s overall score is: 2602
YOUR OVERALL
SCORE
2602
Average Scores
Average Scores
from Last Year
2299–2492
2493–2582
2583–2681
2682–2795
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
YOUR OVERALL
SCORE
Average Scores
Average Scores
from Last Year
2280–2542
2543–2627
2628–2717
2718–2862
Standard
Not Met
Standard
Nearly Met
Standard
Met
Standard
Exceeded
Students from several states took a trial version of this
test in spring 2014. Chen’s score from spring 2015 is
above the average score of grade eleven students in
last year’s trial test.
Chen’s performance on the four areas that comprise
this score can be seen on the back of this report.
MATHEMATICS
Chen’s overall score is: 2458
2458
Chen met the achievement standard and
demonstrated progress toward mastery of the
knowledge and skills in English language arts/literacy
needed for likely success in entry-level credit-bearing
college coursework after high school.
Chen did not meet the achievement standard and
needs substantial improvement to demonstrate the
knowledge and skills in mathematics needed for
likely success in entry-level credit-bearing college
coursework after high school.
Students from several states took a trial version of this
test in spring 2014. Chen’s score from spring 2015 is
below the average score of grade eleven students in
last year’s trial test.
Chen’s performance on the three areas that comprise
this 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.
The box with the diamond shows the middle range (all except the highest 25 percent and the lowest 25 percent) of scores of students who took the trial version of the
test in spring 2014. The diamond at the center of the bar represents last year’s average score. This information is included so you can see how Chen’s score compares
to this group of 11th-grade students from several states. To learn more about these tests, visit http://www.SmarterBalanced.org.
More information about Chen’s scores can be found on the back of this report.
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.
dsib-adad-mar15item02
Attachment 1
Page 6 of 6
6
Your Guide to Chen’s California Assessment of Student Performance
and Progress (CAASPP) Score Report
California Department of Education (CDE)
A New Kind of Test for Chen; a New Kind of Report for You
The CAASPP English language arts/literacy (ELA) and mathematics tests that Chen took in the spring are more challenging than
California’s old tests, with content that will be needed to prepare for college and the 21st century job market. These new tests contain
a wider variety of questions than traditional multiple-choice tests and include tasks and test items that require students to explain how
they solve problems. The new tests allow students to demonstrate analytical writing, critical thinking, and problem solving skills along
with their knowledge of facts in ELA and mathematics.
These more challenging tests in ELA and mathematics also have a different scoring scale. Because they are based on more rigorous
academic standards, these scores cannot be compared with scores that Chen previously received on the Standardized Testing and
Reporting (STAR) Program tests in ELA/literacy and mathematics.
These results are one measure of Chen’s academic performance and provide limited information. Like any important measure of your
child’s performance, they should be viewed with other available information—such as classroom tests, assignments, and grades—and
can be used to help guide a conversation with Chen’s teacher about how to stay on track in ELA and mathematics.
In the future, California may also develop new assessments in other subjects, including, but not limited to science, history and social
science aligned to state-adopted content standards to meet the changing needs of students and schools.
Chen’s Results on California’s Assessments
The following provides a further breakdown of Chen’s overall scores, represented on the front of this report. Each of the following areas
may be represented as Above Standard, At or Near Standard, or Below Standard. To learn more about these tests, visit
http://www.SmarterBalanced.org/.
ENGLISH LANGUAGE ARTS/LITERACY
Chen’s overall score is: 2602
MATHEMATICS
Chen’s overall score is: 2458
AREA
PERFORMANCE
AREA
PERFORMANCE
Writing
Above Standard
Communicating Reasoning
Below Standard
Producing clear and purposeful
writing
Reading
Demonstrating ability to support
mathematical conclusions
At or Near Standard
Demonstrating understanding
of literary and non-fiction texts
Research/Inquiry
At or Near Standard
Problem Solving &
Modeling/Data Analysis
Using appropriate tools and
strategies to solve real world
and mathematical problems
Investigating, analyzing
and presenting information
Concepts & Procedures
Listening
Applying mathematical concepts
and procedures
Below Standard
Above Standard
Below Standard
Demonstrating effective
communication skills
Grade 11 – Early Assessment Program Status
The CAASPP achievement standards on the front of this report provide an early indicator for a grade eleven student’s readiness for
college-level coursework. Review the information at http://CSUSuccess.org/ to see how this information can help avoid the need for
additional testing upon entering a California State University or California Community College.
Standard Exceeded (LEVEL 4): Ready for English and/or Mathematics college-level coursework
Standard Met (LEVEL 3): Conditionally Ready for English and/or Mathematics college-level coursework
Standard Nearly Met (LEVEL 2): Not yet demonstrating readiness for English and/or Mathematics college-level coursework
Standard Not Met (LEVEL 1): Not demonstrating readiness for English and/or Mathematics college-level coursework
