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Dublin Unified

School District

    Balanced Assessment Program
     
     
    In developing a balanced assessment program, a single assessment cannot provide all the information to make informed curriculum and instructional decisions to meet our mission of every student being ready for college/career after graduating Dublin schools. A comprehensive assessment system, however, can provide useful data to assist the decision-making process.    
     The following guiding principles are considered critical factors to ensure all students participate in a balanced assessment program:
    • Assessments and resulting data are an integral part of our Professional Learning Community decisions. 
    • Using multiple indicators of assessment to evaluate success is essential
    • Teachers, school personnel, parents and students need a balance of summative assessments designed for accountability purposes and formative assessments designed to support teaching and learning throughout the year. 
    • Communication of assessment data in a timely fashion helps all make informed decisions. 
    • Assessment data is essential to determine which students may need extensions and which students may need interventions through our Response to Intervention models. 
     
    California Assessment of Student Performance and Progress (CAASPP) & Smarter Balanced Assessment Consortium (SBAC)  
       
    The California Assessment of Student Performance and Progress system includes computer-based and paper-pencil assessments. The computer-based assessments are the Smarter Balanced English Language Arts/Literacy (ELA) and Mathematics tests. The paper-pencil assessments include the California Standards Tests (CSTs) for Science
     
    Most students in grades three (3) through eight (8) and in grade eleven (11) will participate in the Smarter Balanced ELA/Literacy and Math assessments. Most students in grades 5, 8 and 10 will participate in the CST Science assessments. The California Standards Test for Science also include modified versions for special education students based on Individual Education Plan recommendations. For more information, please consult the Smarter Balanced Parent Guide
     
    Early Assessment Program 
     
    The 11th grade Smarter Balanced Assessment of the CAASPP System will determine a student's Early Assessment Program (EAP) Achievement Level and provide students with an indicator of their predicted readiness to take college-level English and mathematics courses when they begin college. Knowing Achievement Levels at the end of the eleventh grade gives students the opportunity to use their senior year to improve skills.  
     
    Whether planning to attend a California State University (CSU), one of the California Community College (CCC) campuses, or another institution of higher education, taking steps to prepare for college before graduation is important to a students future success.  
     
    A significant benefit for students who perform at Achievement Level 4 on the CAASPP examinations is that they will be exempt from taking the CSU and participating CCC placement tests, and they will be able to move directly into college-level courses upon enrollment.
     
    Students who perform at Achievement Level 3 will be encouraged to take appropriate courses in their senior year in order to move directly to college-level courses. Additional information about the Early Assessment Program is available at the following link: EAP 
     
     
    California High School Exit Exam (CAHSEE) in English and Math for grades 10th-12th was suspended effective January 1, 2016.  
    • Due to the change in academic standards, Senate Bill 172 (Liu) was signed by the Governor to suspend the administration of the CAHSEE and the requirement that students pass the CAHSEE to receive a high school diploma for the 2015, 2016-17, and 2017-18 school years. The law required that schools grant a diploma to any pupil who completed grade twelve in the 2003-04 school year or a subsequent school year and met all applicable graduation requirements other than the passage of the high school exit examination. The law further required the State Superintendent of Public Instruction to convene an advisory panel to provide recommendations to the Superintendent on the continuation of the high school exit examination and on alternative pathways to satisfy the high school graduation requirements pursuant to Education Code sections 51224.5 and 51225.3. The law became effective on January 1, 2016.
     
    California English Language Development Test (CELDT) measures students in kindergarten through grade twelve whose home language is not English are required by law to be assessed in English language proficiency (ELP). In California, the ELP assessment is the CELDT.
    • The CELDT allows schools to identify students who need to improve their skills in listening, speaking, reading, and writing in English. Schools also give the test each year to students who are still learning English.
    Physical Fitness Testing (PFT) for students in California schools is the FITNESSGRAM. The main goal of the test is to help students in starting life-long habits of regular physical activity.
    • Students in grades five, seven, and nine take the fitness test. The test has six parts that show a level of fitness that offer a degree of defense against diseases that come from inactivity. The test results can be used by students, teachers, and parents.
     
    The California Health Kids Survey (CHKS) and School Climate Survey (SCS) 
       This  assessment provides a comprehensive, data-driven, decision-making process to guide  efforts to improve school    climate, learning supports, and engagement, as well as identify and increase quality of health, prevention, and youth    development programs.
     
     
          
     
     updated 8/3/2016
     
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