Coordinated by Central Staff and Local District Coordinator
Why periodic assessments?
Guide and focus professional development and instruction during any instructional unit
Identify areas for re-teaching and/ or intervention during subsequent instructional units
Provide ongoing opportunities for students to become familiar with:
the academic content specified by the State’s Frameworks.
the format of the CST and CAHSEE.
California Education Code 60602 (a)(1):
“The Legislature recognizes that in addition to statewide assessments … school districts will conduct additional ongoing pupil diagnostic assessment and provide information regarding pupil performance based on those assessments on a regular basis to parents or guardians and schools.”
“The Legislature further recognizes that local diagnostic assessment is a primary mechanism through which academic strengths and weaknesses are identified.”
Two Types of Measurement Data to Benefit Learning:
Formative Assessment – “FOR” learning serves to promote greater learning by collecting data on an ongoing basis that reflects student progress to help inform future instruction (Periodic Assessments)
Summative Assessment – “OF” learning serves to audit progress by making final judgments on data for public reporting and/or program evaluation (CSTs, CAHSEE, etc.)
Participation in the Periodic Assessments
Students with disabilities who are on District Core Curriculum or District Core Curriculum with Accommodations must take grade-level Periodic Assessments
Students with disabilities participating in District Alternate Curriculum do not take the Periodic Assessments
Variations, Accommodations, or Modifications for Diverse Learners
Use of variations, accommodations, or modifications on the Periodic Assessments will mirror the State guidelines. Students taking the California Alternate Performance Assessment (CAPA) will not take the District’s Periodic Assessments.
Matrix of Test Variations, Accommodations, and Modifications for Administration of California Statewide Assessments
Must be regularly used in classroom instruction
Variations, accommodations, modifications
Must be identified on the Individualized Education Program (IEP)
A change in the manner in which a test is presented or administered, or in how a test taker is allowed to respond.
The Item Response Report, designed by District teachers, is the first report available to teachers. Any additional reports will be reviewed by District teachers before posting on the reporting website.