CAASPP study plan

Explain how the Smarter Balanced ELA summative is structured by claim (reading, writing, listening, research/inquiry) and how each claim is reported

Distinguish the computer-adaptive section from the performance task and describe the sequence a student experiences

Identify the item types used in ELA (selected response, short text, constructed response, full write) and what each demands of a student

Map the ELA achievement levels and scale score ranges to what a candidate must know for score interpretation

Describe how the Smarter Balanced Mathematics summative is organized by claim (concepts and procedures, problem solving, modeling/data analysis, communicating reasoning)

Explain how the adaptive routing works and how performance tasks differ from the computer-adaptive segment in math

Differentiate calculator-allowed from non-calculator portions and describe the embedded tools available to students

Interpret math scale scores and achievement levels against grade-level expectations

Compare ELA and math test-taking logistics: session timing, testing window rules, and administration steps a coordinator must follow

Summarize accessibility resources common to both domains (universal tools, designated supports, accommodations) and who authorizes each

Practice interpreting released-style score reports by writing two short student profiles and the instructional implication of each

Identify common administration irregularities and the correct response for each

Describe the CAST structure, including its three-dimensional design drawing on science and engineering practices, disciplinary core ideas, and crosscutting concepts

Explain how CAST items are organized around performance expectations and how grade-band testing works in California

Distinguish CAST item types and the role of simulations or stimulus-based item sets

Interpret CAST scale scores and achievement levels relative to the California Next Generation Science Standards

Explain the purpose and eligibility criteria for the California Alternate Assessments in ELA, math, and science

Describe how the CAA item sets are built around alternate achievement standards and the least restrictive environment principle

Outline the role of the individualized education program team in selecting the CAA and documenting the decision

Differentiate CAA administration procedures from the general summative assessments

Describe the California Spanish Assessment purpose, target population, and how it differs from a translation of the ELA test

Explain the CSA content coverage across reading, writing, listening, and speaking-related constructs as reported

Identify who should be administered the CSA and how results are used for reclassification and program placement

Interpret CSA score reports and their relationship to ELPAC results

Distinguish the four ELPAC assessments (Initial, Initial Alternate, Summative, Summative Alternate) by purpose, timing, and eligible population

Explain the Initial ELPAC identification process and how it feeds initial classification of English learners

Describe the Summative ELPAC domains and how results support reclassification decisions alongside other criteria

Outline Alternate ELPAC eligibility and how it aligns with significant cognitive disability criteria

Describe the purpose and design of CAASPP and ELPAC interim assessments as formative tools rather than accountability measures

Explain how interim assessments connect to the summative blueprints and how teachers can use them for instructional planning

Compare the available interim assessment options and the reporting each provides

Synthesize all seven domains into a review outline and identify remaining weak areas for continued study