A comprehensive plan for student success
Knowing that public schools are preparing students for the challenges of the future, California has developed a comprehensive plan to ensure every student in our state receives a high-quality education. This work is well under way in schools throughout San Diego County with clearer academic standards, more decision-making in the hands of local school boards, and additional resources for students with the greatest needs.
As a result of changes at the state-level, exciting shifts have begun to take shape inside our classrooms. For example, along with reading to follow a story, students are using evidence to draw logical conclusions about informational text. They are taking their math skills to deeper levels by solving real-world problems rather than merely pick out the right multiple-choice answer.
The system-wide changes are intended to help students succeed in college, work, and life beyond high school.
New testing system
Like class assignments and report cards, tests provide one way for teachers to assess their students' progress. Yet, the things students are expected to know and do in school have changed. To that end, our tests must change as well.
Beginning this past April, students in grades 3-8 and 11 throughout our state started taking part in the first administration of the California Assessment of Student Performance and Progress (CAASPP). These computer-based exams are given in two subject areas: English-language arts (which includes reading and writing) and math. The CAASPP exams replace the former paper and pencil assessments that were administered in California between 1998 and 2013.
The new state tests are intended to serve as an academic check-up that will give teachers feedback to fine-tune their instruction. Because the tests are taken online, information will be available to teachers, schools and parents on a timely basis.
"Reset" button on test scores
Like the new academic standards, the new tests are too fundamentally different from the old exams to make any reliable comparisons between old scores and new. In many cases, new textbooks and materials have only recently arrived at schools. That's why this year's test results will be used solely to establish a baseline for the progress we expect students to make over time.
Based on practice tests that were given last year in California and other states, most students will need to make significant progress to reach the new bar that has been set for the math and English-language arts standards.
No student, parent or teacher should be discouraged by scores, which will never be used to determine whether a student moves on to the next grade. Rather, the results will provide an opportunity to examine learning gaps and determine the support teachers need in filling in these gaps.
Please bear with us
California's new assessment system represents the next step in the State's plan to improve outcomes for every student. Teachers in California support these changes because, unlike in other states, the primary purpose of testing here is to support learning, not to impose high-stakes consequences. This approach fits well with California's new funding model, which recognizes that decisions about educational dollars are best made by parents, teachers and communities themselves.
In a state as large and diverse as California, adjustments will always be necessary to make lasting improvement. Patience and persistence will be required to help our schools continue to succeed during this time of transition.
Knowing that public schools are preparing students for the challenges of the future, California has developed a comprehensive plan to ensure every student in our state receives a high-quality education. This work is well under way in schools throughout San Diego County with clearer academic standards, more decision-making in the hands of local school boards, and additional resources for students with the greatest needs.
As a result of changes at the state-level, exciting shifts have begun to take shape inside our classrooms. For example, along with reading to follow a story, students are using evidence to draw logical conclusions about informational text. They are taking their math skills to deeper levels by solving real-world problems rather than merely pick out the right multiple-choice answer.
The system-wide changes are intended to help students succeed in college, work, and life beyond high school.
New testing system
Like class assignments and report cards, tests provide one way for teachers to assess their students' progress. Yet, the things students are expected to know and do in school have changed. To that end, our tests must change as well.
Beginning this past April, students in grades 3-8 and 11 throughout our state started taking part in the first administration of the California Assessment of Student Performance and Progress (CAASPP). These computer-based exams are given in two subject areas: English-language arts (which includes reading and writing) and math. The CAASPP exams replace the former paper and pencil assessments that were administered in California between 1998 and 2013.
The new state tests are intended to serve as an academic check-up that will give teachers feedback to fine-tune their instruction. Because the tests are taken online, information will be available to teachers, schools and parents on a timely basis.
"Reset" button on test scores
Like the new academic standards, the new tests are too fundamentally different from the old exams to make any reliable comparisons between old scores and new. In many cases, new textbooks and materials have only recently arrived at schools. That's why this year's test results will be used solely to establish a baseline for the progress we expect students to make over time.
Based on practice tests that were given last year in California and other states, most students will need to make significant progress to reach the new bar that has been set for the math and English-language arts standards.
No student, parent or teacher should be discouraged by scores, which will never be used to determine whether a student moves on to the next grade. Rather, the results will provide an opportunity to examine learning gaps and determine the support teachers need in filling in these gaps.
Please bear with us
California's new assessment system represents the next step in the State's plan to improve outcomes for every student. Teachers in California support these changes because, unlike in other states, the primary purpose of testing here is to support learning, not to impose high-stakes consequences. This approach fits well with California's new funding model, which recognizes that decisions about educational dollars are best made by parents, teachers and communities themselves.
In a state as large and diverse as California, adjustments will always be necessary to make lasting improvement. Patience and persistence will be required to help our schools continue to succeed during this time of transition.