Plumas Lake Elementary School District

The California Assessment  of Student Performance and Progress (CAASPP) system is a comprehensive standards-based educational assessment system for all students.  The expectation is that all students will be taught using curriculum alligned with the Common Core standards as defined by the state of California.  School staff will ensure appropriate formative assessments to guide instructional and planning decisions in order for students to experience success on the summative measure each Spring.  

 

The Smarter Balanced Summative Assessments, consist of two sections: a computer adaptive test and a performance task (PT) based on the Common Core State Standards (CCSS) for ELA and mathematics. The computer adaptive section includes a range of item types, such as selected response, constructed response, table, fill-in, graphing, and so forth. The PTs 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. 

 

Certain students with an Individualized Education Plan (IEP) who are receiving special education services in a program for students with severe needs, may take the alternative version of the summative assessment called the California Alternative Assessment (CAA).

 

In the Plumas Lake Elementary School District students in grades 3-8 will be provided a standards-based education which prepares them for the summative assessment each Spring.  In addition, they will be administered the interim assessments/benchmarks (IABs) in order to practice and prepare for the summative assessment.  

 

For current district performance, click:  California Dashboard

 

California Assessment of Science Test (CAST) 

The English Language Proficiency Assessment for California (ELPAC) is the required state test used to determine (initial) English language proficiency for students whose primary language is other than English.  The initial ELPAC is administered to students within the first 30 days of school or within the first 30 days a student enters the school district.

 

The summative ELPAC is administered each Spring.  The ELPAC results are used to determine the necessary level of language instruction and support a student will require in order to be successful in both the development of the English language and in access to the educational standards.  

The ELPAC assesses the progress of English learners in listening, speaking, reading, and writing English.  Performance scores in the ELPAC are described by four levels of proficiency:  Level 1:  Beginning to develop, Level 2:  Somewhat developed, Level 3:  Moderately developed, and Level 4:  Well developed.  Students who achieve Level 4 should be considered for redesination as fluent in English.

 

Certain students with IEPs may experience difficulties with language aquisition which are directly linked to a disability.  IEP teams may consider redesignation prior to a particular student reaching Level 4.  Other students with IEPs may more appropriately be assessed with the Alternative ELPAC.  

 

Parents may find helpful resources regarding the ELPAC here.