Scoring and Reporting Guide

Updated for 2024–25 Administration Print This Guide

What’s New in 2024–25

CAASPP

General

• Student demographic information that was not saved at the start of testing will be captured and saved at the end of the latest selected testing window for the LEA, rather than after the close of the statewide testing window.

Smarter Balanced and California Science Test

• A “This page is intentionally left blank” page was added to make the page count even-numbered for some SSRs.

California Spanish Assessment

• Because of the standard setting that will occur in July 2025, CSA SSRs are scheduled to be released in December 2025, pending the California State Board of Education’s approval of thresholds scheduled for September 2025. This manual, including the California Spanish Assessment Content section, will be updated as needed.

ELPAC

• Transitional kindergarten students are no longer eligible for ELPAC. As a result, transitional kindergarten students are no longer included in reporting kindergarten results.
• Reporting for the Summative Alternate ELPAC will start in May, at the same time as reporting for the Summative ELPAC.

General

Results provided by CAASPP and ELPAC are reported for four general purposes:

1. To help facilitate conversations between parents/guardians and teachers about student performance
2. To serve as a tool to help parents/guardians and teachers work together to improve student learning
3. To help schools and LEAs identify strengths and areas that need improvement in their educational programs
4. To provide the public and policymakers with information about student achievement or performance

About CAASPP

CAASPP results give one measure of how well students are mastering California’s challenging academic standards.

LEAs are encouraged to use the results in CERS and TOMS for local planning, including public meetings with the LEA’s local governing board. Aggregate results from the most recent administration and prior years are available on the CDE Test Results for California’s Assessments website as well as in CERS.

CAASPP results that are invalidated for any reason are included in the aggregations of students who tested but not in the aggregations of students who tested with scores on the Test Results for California’s Assessments website .

Grade Levels and Subjects Reported

CAASPP results are reported, and SSRs are generated, for the assessments students took. Students who took the grade-level or grade-band, optional CSA in addition to the required Smarter Balanced assessment(s) and CAST will receive two SSRs:

1. Smarter Balanced Summative Assessments and CAST
2. CSA

Students assessed with the CAAs might receive up to two reports:

1. CAAs for ELA, mathematics, and science
2. CSA (if taken)

Overview of Smarter Balanced Summative Assessments

The Smarter Balanced Summative Assessments for ELA and mathematics are available to students in grades three through eight and grade eleven as part of California’s membership in the Smarter Balanced Assessment Consortium. These assessments are aligned with the CCSS in their respective content areas and are intended to measure student progress toward college and career readiness. These assessments are also available as PPT forms to students who require a special version paper–pencil assessment.

Test blueprints, content specifications, and other information on the Smarter Balanced Summative Assessments can be found on the Test Development & Design web page on the Smarter Content Explorer website . California uses the adjusted-form blueprints for the Smarter Balanced Summative Assessments for ELA and mathematics.

Grade eleven students may elect to share their ELA and mathematics results with CSUs and participating CCCs for purposes of course placement. The EAP, which is described on the CDE Early Assessment Program web page , is designed to provide students with an early signal of college academic preparation through CAASPP/EAP results. CAASPP/EAP scores are one of the multiple measures the CSU utilizes as an indicator of students’ readiness for college-level coursework in English and mathematics and for placement of first-time freshman in the appropriate General Education English and mathematics courses once they enroll at the CSU. EAP results are not used in college admissions. For more information on how the CSU uses multiple measures (CAASPP/EAP, ACT, SAT, AP, high school, and college coursework) for placement, visit the CSU Student Success website .

Note that the student’s results will not be sent to the CSU unless the student opted to do so after completing the ELA assessment (for ELA results) and mathematics assessment (for mathematics results). Students who did not release their results at the end of the assessments may later submit a copy of their score report to the CSU or CCC (or both) in which they have enrolled.

Scoring Overview

Student responses to selected-response items (questions) are machine-scored. Responses to constructed-response items are scored by human raters for some items and by a hybrid human–automated scoring approach for other items. A percentage of all constructed responses are second-scored to examine reliability.

A student’s overall scale score is dependent upon their performance on both the CAT and the PT. Final student scale scores represent the ability estimates for students. For Smarter Balanced Summative Assessments, once the responses from the PT and CAT portions are merged for final scoring, the resulting ability estimates are based on the responses to the specific test items that a student responded to, not the total number of items answered correctly.

The weighting of an individual item within the student’s overall scale score varies depending on the statistical characteristics of the item, including how difficult the item is. Therefore, there is not a fixed weighting between the CAT and PT portions of the assessments. When thinking broadly about how much the CAT or PT contributes to a student’s overall scale score, one can consider the number of items and number of points available for each item within the CAT and PT, respectively.

Computer Adaptive Testing

A CAT is designed to adjust the level of item difficulty, on the basis of the responses provided, to match the ability of a student. By adapting to the student’s ability during testing, the CAT presents an individually tailored set of questions—also referred to as “items”—that is appropriate to each student and provides more accurate scores for all students across the full range of the achievement continuum. A CAT requires fewer items as compared to a fixed-form assessment—that is, an assessment where students are given the same items regardless of the student’s responses or ability—to obtain an equally precise estimate of a student’s ability.

During the assessment, if a student gives a wrong answer, the TDS will follow up with an easier item; while if the student answers correctly, the TDS will follow up with a slightly more difficult item. Since the answers of items used to estimate the student’s ability are machine-scored, the correctness of the student’s response can be known immediately, and successive items are selected to adapt to the current ability of the student. This process continues until the test content outlined in the test blueprint is covered.

The CAT requires a large pool of test items statistically calibrated on a common scale to cover the ability range.

Validity of the CAT

After due consideration, the SBE approved the use of adjusted-form blueprints for the Smarter Balanced for ELA and mathematics assessments; these are available in the “Test Blueprints” section on the Smarter Content Explorer Test Development & Design web page . The adjusted-form blueprint contains approximately 50 percent fewer CAT items than the full-form blueprint used in 2018–19 and prior years.

Because the adjusted-form blueprint has the same proportion of different types of items as the full-form blueprint, both in terms of item difficulty and the proportion of items on different types of content, the adjusted form provides overall results comparable to the full form with little loss of precision when evaluating the performance of schools or LEAs.

The validity of these forms is based on the premise that the blueprint for the adjusted form has comparable content across the claims while also maintaining the same proportion of depth of knowledge. Although the precision for the total score of the assessment will be less, scale scores are still comparable to those of prior years.

Performance Task

A PT is a nonadaptive form designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario. It is a required portion of the assessment. PTs are not targeted to students’ specific ability levels and are assigned randomly to students.

The adjusted-form blueprint does not affect the number of items in the PTs administered to students at any grade level.

Lexile and Quantile Measures Results

To provide an avenue for additional support, Smarter Balanced partnered with MetaMetrics to link the Lexile® and Quantile® Frameworks with the Smarter Balanced Summative Assessments.

The Lexile and Quantile measures are research-based, developmental scales that can be used to gauge student academic skills and growth. These measures can be used to inform instruction and are interpreted within the context of the CAASPP Smarter Balanced administration.

Lexile measures are based on the overall scale score for ELA. With the help of Lexile measures, parents/guardians and educators can find reading materials at the appropriate difficulty level for students to support students’ learning and monitor students’ growth in reading over time. The higher the Lexile number, the stronger the student’s reading performance.

For mathematics, Quantile measures are based on the overall scale score for mathematics. With the help of Quantile measures, parents/guardians and educators can identify the mathematical skills a student is ready to learn and monitor students’ growth in mathematics over time. The higher the Quantile number, the stronger the student’s mathematical performance.

MetaMetrics provides resources on the Lexile & Quantile Hub , which allow educators and families to support teaching and learning in ELA and mathematics. Lexile and Quantile measures are included on an SSR for any student who took a Smarter Balanced summative assessment; however, the measures will be suppressed automatically from the SSR if the LEA had designated the student as PGE or NTE within TOMS.

Reporting Criteria

Any student with a valid test registration is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website .

Students who log on to both CAT and PT portions of the assessment are considered “tested” for purposes of aggregations reported on the Test Results for California’s Assessments website . A student can be considered tested but not meet the minimum scoring threshold required to calculate a scale score. A student must respond to at least 10 CAT items and 1 PT item to meet the scoring threshold. Students who log on to both the CAT and the PT, answer at least 1 item, but do not meet this minimum scoring threshold will receive the LOSS.

Students will not receive a scale score on their SSR in the following instances:

• The student had a medical emergency that precluded them from completing testing.
• The student’s parent/guardian requested exemption from testing.
• The student did not test because the student was an EL who enrolled in a US school after April 15 of the previous year (ELA only).
• The student did not log on to both CAT and PT portions.
• The student logged on to both parts (PT and CAT) of the assessment but did not answer any items.

Overview of the California Science Test

CAST is a computer-based assessment that is aligned with the CA NGSS and administered to all eligible students in grades five and eight and once in high school (grade ten, eleven, or twelve). CAST uses the CAASPP secure browser and TDS. These assessments are also available as PPT forms to students who require a special version paper–pencil test.

LEAs administered CAST to all students in grades five and eight as well as to students in grade twelve who had not yet taken the CAST. LEAs had the option to test any eligible student in grade ten or eleven. The guidelines for administering the CAST to high school students are available in the Science Test Administration for High School Students (PDF) . Students assigned to take an alternate assessment took the CAA for Science.

Starting with the 2021–22 administration, the CAST January 2020 revised SBE-approved blueprint (PDF) was implemented. With this revised blueprint, CAST includes three PTs to assess all three science domains (Earth and Space Sciences, Life Sciences, Physical Sciences). Refer to the Organization of the California Science Test (PDF) for more information on CAST.

Scoring Overview

Student responses to selected-response items (questions) are machine-scored. Responses to constructed-response items are scored by human raters for some items and by the AI scoring algorithm for other items. A student’s results from the discrete items and PTs are combined to determine an overall scale score for that student. Refer to the Scale Scores section for more information about the process used to determine a scale score.

Reporting Criteria

Any student with a valid registration is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website .

Students who log on to the assessment are considered “tested” for purposes of aggregations reported on the Test Results for California’s Assessments website . A student can be considered tested but not meet the minimum scoring threshold required to calculate a scale score. Students who answered at least 1 but fewer than 10 items received the LOSS. The LOSS for grade five, grade eight, and high school is 150, 350, and 550, respectively.

Students did not receive a scale score on their SSR in the following instances:

• The student had a medical emergency that precluded them from completing testing.
• The student’s parent/guardian requested exemption from testing.
• The student did not log on to the assessment.
• The student logged on to the assessment but did not answer any items.

Overview of the California Alternate Assessments

Students who have the most significant cognitive disabilities whose IEP teams designated the use of an alternate assessment on statewide assessments are assigned to take the CAAs for ELA and mathematics in grades three through eight and grade eleven. Eligible students in grades five, eight, and once in high school—grade ten, eleven, or twelve—are administered the CAA for Science.

The summative CAAs for ELA, mathematics, and science are administered using the secure browser and TDS. The CAAs are administered one-on-one by a test examiner reading scripted instructions to a student.

Content Areas

ELA and Mathematics

The CAAs for ELA and mathematics are computer-based, summative, grade-level assessments for students whose IEP teams designate the use of an alternate assessment. The CAAs give students the opportunity to demonstrate their achievement of the Core Content Connectors—the “Connectors”—which are derived from the CCSS, by taking an assessment commensurate with their abilities. The Connectors are the alternate achievement standards assessed on the CAAs. The Connectors take the main achievement standards from the CCSS and make them more accessible for students with the most significant cognitive disabilities. The Connectors can be found on the CDE California Alternate Assessments for ELA and Math web page .

At the start of testing, a test examiner administers a Student Response Check using the first one to four items in the assessment to identify whether the student has a consistent and observable way of indicating responses to test items. For students who do not orient or provide an observable, consistent response, test examiners are directed to end the assessment.

Science

Eligible students enrolled in or assigned to grade five, grade eight, and high school (grade ten, eleven, or twelve, as long as the student is not repeating grade twelve), also take the computer-based CAA for Science.

The CAA for Science is an assessment aligned with the Science Core Content Connectors—the “Science Connectors”—that are derived from the CA NGSS. The Science Connectors provide learning goals that are aligned appropriately with the needs of students with the most significant cognitive disabilities and serve as the basis for the state’s CA NGSS alternate summative science assessments for eligible students. For more information about these Science Connectors, access the California Alternate Assessment for Science Blueprint (DOCX) approved by the California State Board of Education.

The CAA for Science is composed of four embedded PTs administered to students shortly after receiving the related science instruction. The embedded PTs address the three science domains (Earth and Space Sciences, Life Sciences, and Physical Sciences). All four embedded PTs must be administered to complete the test administration.

Each embedded PT is prefaced by an orienting activity, which is a nonscorable orienting activity designed to engage and familiarize a student with a science concept that was taught previously. In some cases, the CAA for Science includes hands-on exercises completed with the test examiner during testing.

Scoring Overview

All items on the CAA for Mathematics and CAA for Science are machine-scored. While most CAA for ELA items are machine-scored, a few questions (items) are scored by the test examiner at the time of testing ("rubric-scored items”). A student’s results from the machine-scored and test examiner–scored items are combined to determine an overall scale score for that student.

Some schools are required each year to conduct second scoring of rubric-scored items for the CAA for ELA. Schools chosen to second-score are required to have a second scorer observe and score the student’s response at the time of testing. These second scores do not contribute to student results. Second scoring is one method of providing scorer reliability evidence.

Reporting Criteria

Any student with a valid registration is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website .

For the CAAs for ELA and mathematics, students who logged on to the assessment—or whose test examiner logged the student on to the assessment—are considered “tested” for purposes of aggregations reported on the Test Results for California’s Assessments website . A student can be considered tested but not meet the minimum scoring threshold required to calculate a scale score. Students who were logged on to the assessment but did not provide any answers received the LOSS. Students whose test examiner logged on to the assessment and recorded answers to at least one but fewer than four items received the score of LOSS +1.

For the CAA for Science, students who were logged on to all four embedded PTs are considered “tested” for purposes of aggregations reported on the Test Results for California’s Assessments website . Students who were logged on to all four embedded PTs but did not provide any answers received the LOSS. Students whose test examiner logged on to all four embedded PTs and recorded answers to at least one but fewer than four items received the score of LOSS +1.

Students do not receive a scale score on their SSR in the following instances:

• The student had a medical emergency that precluded them from completing testing.
• The student’s parent/guardian requested exemption from testing.
• The student did not log on to the assessment.
• The student logged on to the assessment but did not answer any items.

Overview of the California Spanish Assessment

Students in grades three through twelve who are receiving instruction in Spanish or are seeking a measure that recognizes their Spanish-specific reading, writing, listening, and speaking (high school only) skills had the opportunity to take an optional computer-based assessment in Spanish reading/language arts, the CSA.

The CSA is aligned with the CCSS en Español, which were developed as a joint effort between the San Diego County Office of Education, the Council of Chief State School Officers, and the CDE. The CCSS en Español are a translated and linguistically augmented version of the English-language CCSS for English Language Arts & Literacy.

In the 2024–25 test administration, the CSA was expanded to include full-write items (all grade levels) and the speaking domain (high school only).

Scoring Overview

CSA student responses for reading, listening, and writing mechanics items are machine-scored for that student. Full-write essay and speaking constructed responses are scored by the testing contractor. A student’s results from all four domains are combined to determine an overall scale score for that student. Refer to the Scale Scores section for more information about the process used to determine a scale score.

Reporting Criteria

Any student with a valid registration is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website .

Students who logged on to the assessment are considered “tested” for purposes of aggregations reported on the Test Results for California’s Assessments website . A student can be considered tested with a valid score if the student answered at least one item.

Students do not receive a scale score on their SSR in the following instances:

• The student had a medical emergency that precluded them from completing testing.
• The student’s parent/guardian requested exemption from testing.
• The student did not log on to the assessment.
• The student logged on to the assessment but did not answer any items.
• The student was administered an out-of-grade-level assessment.

About ELPAC

Purposes of the Reports and Using the Results

Summative ELPAC and Summative Alternate ELPAC results are used to measure how well EL students are progressing annually toward ELP. This information is used to assist LEAs and schools in the ongoing process of program monitoring and evaluation. The Summative ELPAC and Summative Alternate ELPAC results also are the first of four criteria used to determine whether EL students are ready to be designated as RFEP on the basis of the reclassification guidance in accordance with state law.

Overview of the Summative ELPAC

The Summative ELPAC is an annual assessment that measures student progress toward meeting the 2012 ELD Standards (PDF) , which describe the ELD skills that students need to succeed in school. Information about how the ELPAC reporting levels map to the 2012 ELD Standards is included on the CDE Summative ELPAC General PLDs web page .

The Summative ELPAC is an untimed, computer-based, linear (nonadaptive) assessment. Students in grades three through twelve are administered all ELPAC domains as computer-based assessments. Students in K–2 receive the Writing domain as a PPT but receive all other ELPAC domains online. A large-print or braille form of the Writing domain assessment is available for students in K–2 if this resource is indicated in the student’s IEP.

Summative ELPAC results can indicate the progress of EL students in acquiring the skills of listening, speaking, reading, and writing in English. Performance levels are reported in the individual domains of Listening, Speaking, Reading, and Writing. Students also receive an overall score that is a combination of two composite scores: an oral language composite score that is composed of the Listening and Speaking domains; and a written language composite score that is composed of the Reading and Writing domains.

PPTs are available to students who test using a braille or large-print form or for students unable to take a computer-based assessment as indicated in their IEP. “Emergency” PPTs are available as well. The emergency PPTs require CDE approval to order and administer. (Note that the braille or large-print forms for K–2 students taking the PPT Writing domain do not require CDE approval.) Students assigned to use a PPT will use the PPT form for all domains.

Domains and Task Types Reported

The task types assessed in each of the Summative ELPAC domains are identified by grade level and grade span in the tables in this subsection.

Listening

Table 1 lists the task types assessed in the Listening domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 1. Listening Task Types

Listening Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Listen to a Short Exchange	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Classroom Conversation	No	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Story	Yes	Yes	Yes	Yes	No	No	No
Listen to an Oral Presentation	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Listen to a Speaker Support an Opinion	No	No	No	No	Yes	Yes	Yes

Speaking

Table 2 lists the task types assessed in the Speaking domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 2. Speaking Task Types

Speaking Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Talk About a Scene	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Speech Functions	No	No	Yes	Yes	Yes	Yes	Yes
Support an Opinion	Yes	Yes	Yes	Yes	Yes	Yes	Yes
Retell a Narrative	Yes	Yes	Yes	Yes	No	No	No
Present and Discuss Information	No	No	No	No	Yes	Yes	Yes
Summarize an Academic Presentation	Yes	Yes	Yes	Yes	Yes	Yes	Yes

Reading

Table 3 lists the task types assessed in the Reading domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 3. Reading Task Types

Reading Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Read-Along Word with Scaffolding	Yes	No	No	No	No	No	No
Read-Along Story with Scaffolding	Yes	No	No	No	No	No	No
Read-Along Information	Yes	No	No	No	No	No	No
Read and Choose a Word	No	Yes	No	No	No	No	No
Read and Choose a Sentence	No	Yes	Yes	Yes	No	No	No
Read a Short Informational Passage	No	Yes	Yes	Yes	Yes	Yes	Yes
Read a Student Essay	No	No	No	Yes	Yes	Yes	Yes
Read a Literary Passage	No	Yes	Yes	Yes	Yes	Yes	Yes
Read an Informational Passage	No	Yes	Yes	Yes	Yes	Yes	Yes

Writing

Table 4 lists the task types assessed in the Writing domain and indicates whether the task was assessed in a particular grade level or grade span.

Table 4. Writing Task Types

Writing Tasks	K	Grade 1	Grade 2	Grade Span 3–5	Grade Span 6–8	Grade Span 9–10	Grade Span 11–12
Label a Picture—Word, with Scaffolding	Yes	No	No	No	No	No	No
Write a Story Together with Scaffolding	Yes	Yes	Yes	No	No	No	No
Write an Informational Text Together	No	Yes	Yes	No	No	No	No
Describe a Picture	No	Yes	Yes	Yes	Yes	Yes	Yes
Write About an Experience	No	Yes	Yes	Yes	Yes	Yes	Yes
Write About Academic Information	No	No	No	Yes	Yes	Yes	Yes
Justify an Opinion	No	No	No	Yes	Yes	Yes	Yes

Reporting Criteria

Any student meeting one or more of the test-taking criteria, as described in the Summative ELPAC and Summative Alternate ELPAC Eligibility and Reporting Rules (DOCX) , is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website and will receive an SSR. Students who do not meet any of these criteria will not receive an SSR but are included in the student data files and public aggregations.

Students must meet the following test-taking criteria to receive an SSR and be included in public aggregations for the Summative ELPAC:

• Computer-based and PPTs, K–12—The student logged on to at least one domain in each composite or, for students in K–2, an Answer Book for the Writing domain was returned to ETS for processing with student demographic information on the Answer Book.
• Computer-based testing, all grade levels—The student has one or more domain exemptions but logged on to the other, nonexempt domain within the composite, to ensure that at least one domain in each composite is attempted by the student.

Overview of the Summative Alternate ELPAC

The Summative Alternate ELPAC is a summative assessment that provides information on annual student progress toward ELP and supports decisions on student reclassification eligibility. It is an untimed, computer-based, linear (nonadaptive) assessment. The Summative Alternate ELPAC, assigned at the student’s grade level, is given to EL students with the most significant cognitive disabilities in K–12 whose IEP team decides the student should take alternate assessments.

The Summative Alternate ELPAC is aligned with the 2012 ELD Standards (PDF) via the ELD Connectors (DOCX) . For each of the 2012 ELD Standards at each grade level or grade span assessed on the Summative ELPAC, the ELD Connectors provide an aligned expectation of student ELP that has been reduced in depth, breadth, and complexity in order to be appropriate for students with the most significant cognitive disabilities.

The Summative Alternate ELPAC assesses the four domains in an integrated manner; that is, a single task type assesses multiple domains. For the Summative Alternate ELPAC, the term “task type” is used to categorize test items based on their content and the evidence of student language proficiency they are designed to gather (for example, “Recognize and Use Common Words”). Task types contain receptive (Listening and Reading) and expressive (Speaking and Writing) test questions (also referred to as “items”). Within a task type, they are aligned with one or more primary and secondary ELD Connector(s). Additionally, to ensure EL students with the most significant cognitive disabilities can fully access and participate in the Summative Alternate ELPAC, items are assessed via a student’s individually preferred receptive and expressive communication modes. Such a design (that is, one that helps ensure maximum participation of all eligible students) helps to eliminate the need to provide domain exemptions.

Results Reported

The Summative Alternate ELPAC reports overall scale score, overall performance level, and a description of what a student can do at each performance level. The intention of the descriptions is to interpret what a student can do at an individual level on the basis of Summative Alternate ELPAC results. For example, it is expected that students who achieve Fluent English Proficient (Level 3) have sufficient English skills to communicate and learn in school, but the student may need occasional help with English to learn grade-level content in the same manner as non-EL students who have the most significant cognitive disabilities.

Scoring Overview

A test examiner enters student responses into the TDS at the time of testing. Most Alternate ELPAC items are machine-scored, while a few rubric-scored items are scored by the test examiner at the time of testing. A student’s results from the machine-scored and test examiner–scored items are combined to determine an overall scale score for that student.

Some schools are required each year to conduct second scoring of rubric-scored items for the Summative Alternate ELPAC. Schools chosen to second-score are required to have a second, qualified test examiner observe and score the student’s response at the time of testing. Second scoring is one method of providing scorer reliability evidence; these scores do not contribute to student results.

Reporting Criteria

For the Summative Alternate ELPAC at all grade levels, the student or test examiner must log on and record the student’s answer or record that the student provided no response using the “Mark as No Response” feature within the assessment for at least one receptive and one expressive item to receive an SSR.

Any student meeting one or more of the test-taking criteria, as described in the Summative ELPAC and Summative Alternate ELPAC Eligibility and Reporting Rules (DOCX) , is reported in the LEA’s student data files and aggregate results on the Test Results for California’s Assessments website and will receive an SSR. Students who do not meet any of these criteria will not receive an SSR but are included in the student data files and public aggregations.

A Note about Accessibility Resources

General Information

The use of universal tools, designated supports, or accommodations does not change the way scores are reported.

The California Assessment Accessibility Resources Matrix lists the available CAASPP and ELPAC accessibility resources and the assessment(s) for which their use is approved. Students who use a universal tool, designated support, or accommodation included in the Matrix receive a valid score. Additional information about accessibility resources used during testing is found in the Accessibility Guide .

Unlisted Resources

The use of an unlisted resource may fundamentally change what is being measured on the assessment.

“Unlisted resources” are non-embedded accessibility resources, identified in the student’s IEP or Section 504 plan, that a student regularly uses in daily instruction and that has not been previously identified as a universal tool, designated support, or accommodation in parts 1, 2, or 3 of the California Assessment Accessibility Resources Matrix .

Part 5 of the Accessibility Matrix includes a list of pre-identified non-embedded, unlisted resources for ELA, mathematics, science, primary language assessments, and ELPAC that change the construct being measured. There are no pre-identified, non-embedded resources for any alternate assessment. An LEA coordinator or site coordinator would use TOMS to submit a request for use of an unlisted resource. A request for an unlisted resource that is not preidentified is sent to the CDE for review and adjudication.

For CAASPP, if the CDE determines the unlisted resource changes the construct being measured—for example, if a student in grade four uses a non-embedded calculator on a Smarter Balanced mathematics assessment—the unlisted resource may be approved and used by the student, and the student will receive an SSR with the score. The student’s scale score would be reported but appear on the SSR with an asterisk and a footnote that the assessment was administered under conditions that resulted in a score that may not be an accurate representation of the student’s performance. The student’s score will not be considered valid for public reporting aggregations, and the student will not be counted as participating in statewide testing, which will impact the accountability participation rate indicator for the LEA (5 CCR, Section 854.9[d][1]).

For the Summative ELPAC, if the CDE determines the unlisted resource changes the construct being measured—for example, if a student uses a translated words list—the student will receive an SSR with the score (5 CCR Section 11518.37[d][1]). The LOSS would be assigned to the domain with the unlisted resource that changes the construct, the student’s score status would remain valid, and the student’s scale score would be reported but appear on the SSR with an asterisk and a footnote that the assessment was administered under conditions that resulted in a score that may not be an accurate representation of the student’s performance.

Overview

Results for the CAASPP and ELPAC summative assessments are reported in four ways:

1. Reports in CERS
2. LEA Student Score Data File
3. SSRs
4. CDE Test Results for California’s Assessments website

Reports in CERS

CERS provides teachers and administrators access to individual student and aggregate summative assessment results as they become available and prior to the public release of statewide aggregate results. CERS also provides individual and group interim assessment results at any time throughout the year, after the scoring—including hand scoring—is completed. In addition to the scores for the current test administration, results for past administrations are also available.

Access to student information in CERS depends on the user’s role in TOMS and the school(s) or LEA(s) with which the user’s account is associated. User roles are assigned by an LEA or school administrator.

Authorized system users can view individual and group student data at the relevant district, school, grade levels, and student groups. Users with the required permissions may also view, download, and print ISRs. For example, teachers may have permission to view reports for students in personalized student groups, school administrators may view results for all students in their school, and LEA administrators may view results for all students in their LEA.

When users log on to CERS, the users are directed to the home page. This page allows users to perform tasks permitted in their assigned roles (for example, the home page for teachers with the Educator - Roster role does not display the Administrator Tools or Search by School features). Tasks initiated on the CERS home page include searching for assessment results, generating various reports, and performing administrative tasks.

Administrators can create custom aggregate reports summarizing student performance in the user’s state, district, or school. A custom aggregate report can be further categorized by student demographic and program groups (such as race/ethnicity and migrant status). It may also include summary information on performance at other institution levels (that is, a school report can also include a summary of performance in that school’s LEA).

Educators can access individual student assessment results and reports as well as aggregate group results and reports for each group of students assigned. Educators can view and create customized groups from the assigned students in CERS.

For more details about CERS, refer to the California Educator Reporting System User Guide , CERS Interpretive Guide , and the resources available on the CERS Resources web page . The CERS Sandbox Training Tool , available with no required secure logon, allows users to explore CERS features using generated data and sample assessments.

For LEA staff seeking more information about creating student groups and giving access to educators, visit the Manage Student Groups section in the California Educator Reporting System User Guide or access the Creating Groups in the California Educator Reporting System (CERS) video .

LEA Student Score Data File

The Student Score Data Files are found in TOMS and available only to LEA coordinators. They are typically available starting in May for general assessments and in late summer for the alternate assessments and, in a typical year, the CSA. The files are updated daily as results become available and are cumulative. If the LEA wants to filter Student Score Data Files to download only results that have not been downloaded previously, downloads can be requested by score availability date.

During the LEA preview of results, LEAs can use the “By Tested LEA” version of the Student Score Data File to confirm the aggregations on the Test Results for California’s Assessments website . Minor discrepancies in student counts may result from students enrolled in nonpublic schools that are aggregated to their District of Accountability instead of their tested location. The include indicator value helps determine which students were counted in each of the following groups:

• Number of students tested
• Number of students tested with valid scores
• Number of students enrolled

These values are defined in the current 2024–25 CAASPP Student Data File Layout (PDF) and 2024–25 Summative ELPAC and Summative Alternate ELPAC Student Data File Layout (PDF) .

In addition, LEAs can use the “By Enrolled LEA” file to access results of students who are currently enrolled in the LEA as of the date of the file, including newly enrolled students. The students included in the file will change daily as student enrollments change in CALPADS. This file allows LEAs to access results for students who moved into the LEA but tested at another LEA.

The data files include student demographic information, assessment results, testing information including assigned accessibility resources, as well as historical scores for a student, if the student has taken the particular assessment in a previous administration.

The CAASPP Student Score Data File, which is updated daily, contains data for all CAASPP assessments and includes the Lexile and Quantile measures. It also includes a field titled “Science Current Year Flag,” which indicates whether the student participated in the high school CAST or high school CAA for Science in the selected year or whether the student record is from a prior test administration and is included as part of CAST or CAA for Science cohort reporting.

The test results in the ELPAC Student Score Data File, which is updated daily with the results of students who met the testing criteria, includes scores and performance levels, testing information, and current demographic information. The final version of the file will be updated to include all students with valid Summative ELPAC or Summative Alternate ELPAC registrations, regardless of whether they met the testing criteria.

SSRs

The SSR is the official score report for parents/guardians. An SSR describes the student’s results and is made available to all students and parents/guardians.

An LEA coordinator at the student’s current or last enrolled LEA can download a student’s SSR for the current and previous test administrations through TOMS. If the LEA has established SIS credentialing , parents and guardians can also access SSRs through their SIS parent portal.

Options

LEAs have three options for accessing and distributing SSRs to parents/guardians; these are described in more detail in the chapter Distributing SSRs.

1. Accessing electronic PDF SSRs and HTML SSRs using a locally provided parent/guardian or student portal
2. Downloading PDF SSRs from TOMS and making them available electronically using a secure local method
3. Downloading PDF SSRs from TOMS, printing them, and making them available locally

The SSRs listed in table 1 are available as single downloadable PDFs or electronically through a parent or student portal. In this table, the asterisk (*) indicates that when a grade eleven student takes the science test, the student will receive an SSR with ELA, mathematics, and science; and that a grade eleven student who does not take the science test will receive an SSR with ELA and mathematics only.

Table 1. Available PDF SSR Types

Content Area(s)	Grade Levels
Smarter Balanced for ELA and mathematics	3, 4, 6, 7, 11*
Smarter Balanced for ELA and mathematics and CAST	5, 8, 11*
CAST (only)	10, 12
CAAs for ELA and mathematics	3, 4, 6, 7, 11*
CAAs for ELA, mathematics, and science	5, 8, 11*
CAA for Science (only)	10, 12
CSA	3–12 (if CSA taken)
Summative ELPAC	K–12 (eligible students; if taken)
Summative Alternate ELPAC	K–12 (eligible students; if taken)

Refer to the SSRs Descriptions chapter for details about all SSRs.

Test Results for California’s Assessments Website

Aggregate student results for CAASPP and ELPAC are available for the state, counties, LEAs, and schools on the CDE Test Results for California’s Assessments website .

Note that additional reports and supplementary data files with aggregate results are listed on the CAASPP Additional Resources and ELPAC Additional Resources web pages.

Overview

Assessment results are only one measure of student achievement and proficiency. Assessment results should be combined with other measures like report card grades, classroom work, and teacher observations to give families and teachers a more complete picture of each child’s learning and progress. It is also important to note that a student’s score in a content area could vary somewhat if the student were retested.

Teachers and administrators should not use assessment results in isolation to make inferences about instructional needs. Anyone using assessment results to identify strengths and weaknesses in instructional programs should be familiar with the cautions and procedures described in the Comparing Results chapter of this guide.

LEAs are encouraged to use the results for local planning, including public meetings with the LEA’s local governing board. Results from prior years are available on the CDE Test Results for California’s Assessments website , as well as in CERS.

Scale Scores

Description

Student achievement levels (CAASPP) and performance levels (ELPAC) are assigned on the basis of scale scores. Each grade level, grade band, and grade span content-area assessment has its own scale score range. Scale score ranges were identified during a process called “standard setting.” Scale scores provide a common reference between test administrations.

Scale scores offer a more precise way to determine students’ performance on the computer-based assessments than achievement or performance levels. The scale score ranges and achievement levels or performance levels are listed in appendix A.

Scale Score Ranges

Scale scores are used in the evaluation of overall student achievement or performance because psychometric analyses underlying these scores account for the variations in difficulty for the items that students are administered. If equivalent students were administered forms varying in difficulty, student scale scores would still be comparable.

Scale scores are associated with reporting levels that describe the underlying student achievement or performance. The ranges of scale scores that are associated with each achievement level or performance level are held constant from year to year for each grade level, while the number- or percent-correct score (that is, the raw score) associated with each scale score may change.

For all except the Smarter Balanced Summative Assessments, these ranges incorporate the level threshold scores approved by the SBE. Threshold ranges for the Smarter Balanced content areas were determined during a Smarter Balanced standard setting.

The scale score ranges for each assessment at each grade level will have a HOSS and a LOSS. These are limits set to the scale score ranges so that all scale scores represent reliable measures of student achievement or performance. If a student receives the HOSS, it does not necessarily mean that they answered all items correctly; the LOSS does not necessarily indicate that the student answered all items incorrectly.

Each assessment grade level, grade band, or grade span has its own scale score range; these are listed in appendix A.

Equating and Scaling

When assessments are constructed for each grade level, grade band, or grade span, every effort is made to make the assessments parallel and of the same level of difficulty from one year to another. However, even with those efforts, small differences in test difficulty may still exist between test forms. A psychometric procedure called equating, which puts student scores onto the previous year’s scale, makes adjustments for test difficulty so that students in one year are held to the same standards as students in another year.

Details about equating and scaling for operational assessments, as well as information about test development and analyses of past-year test results, are described in each of the following technical reports:

• Smarter Balanced Summative Assessments for ELA and mathematics—CAASPP Smarter Balanced Technical Report
• CAST Technical Report
• CAAs for ELA and Mathematics Technical Report
• CAA for Science Technical Report
• CSA Technical Report
• Summative ELPAC Technical Report
• Summative Alternate ELPAC Technical Report

The annual technical reports are linked on the CDE CAASPP Technical Reports and Studies , Summative ELPAC , and Alternate ELPAC web pages as they become available.

Student Score Reporting

Smarter Balanced for ELA and Mathematics

Final student scale scores represent the ability estimates for students. For Smarter Balanced Summative Assessments, once the responses from the PT and CAT portions are merged for final scoring, the resulting ability estimates are based on the responses to the specific test items that a student answered, not the total number of items answered correctly. Higher ability estimates are associated with students who correctly answer more difficult and more discriminating items; lower ability estimates are associated with students who correctly answer easier and less discriminating items. Two students can arrive at the same scale score by very different paths. This type of scoring is called “item pattern scoring.”

Reporting Achievement

CAASPP Smarter Balanced assessments in ELA and mathematics were scaled vertically, which means that scores between adjacent grade levels were linked through certain items that were common. This makes it possible to monitor students’ year-to-year progress in relation to the CCSS.

Overall Achievement Levels

Overall achievement levels are categorical labels given to particular scale score ranges. The minimum and maximum scale scores for each achievement level vary for grade level and content area; these are presented in the Smarter Balanced Summative Assessments—Current Test Administration subsection of Appendix A: Scale Score Ranges. Achievement levels were set during a process called standard setting, which established the association between scores and their category of achievement.

Student test results are reported in the following overall achievement levels:

• Level 4—Standard Exceeded
• Level 3—Standard Met
• Level 2—Standard Nearly Met
• Level 1—Standard Not Met

The establishment of achievement levels through the standard setting process ensures alignment with the CCSS. Information on the process can be found on the Reporting Scores web page on the Smarter Balanced Assessment Consortium website.

Claims and Assessment Targets for Smarter Balanced Assessments

The Smarter Balanced content areas of ELA and mathematics are broken down into claims and assessment targets. The claims and targets for each assessment provide a framework for test development (as outlined in the assessment blueprints) as well as for results reporting.

Claims

Claims are evidence-based statements about what students know and can do in relation to the state academic contents standards, as demonstrated by their performance on the assessment.

The four claims for ELA, as taken from the Smarter Balanced Grade Level Tables for All Claims and Assessment Targets and Item Types (PDF) , are as follows:

• Claim 1: Reading—Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
• Claim 2: Writing—Students can produce effective and well-grounded writing for a range of purposes and audiences.
• Claim 3: Speaking and Listening—Students can employ effective speaking and listening skills for a range of purposes and audiences.
• Claim 4: Research/Inquiry—Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

The four claims for mathematics, as taken from the Smarter Balanced Claims for the Mathematics Summative Assessments (PDF) , are as follows:

• Claim 1: Concepts & Procedures—Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
• Claim 2: Problem Solving—Students can solve a range of complex well-posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.
• Claim 3: Communicating Reasoning—Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.
• Claim 4: Modeling and Data Analysis—Students can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

Targets are the bridge between the content standards and the assessment evidence that supports the claim. Targets ensure sufficiency of evidence to justify each claim. An assessment target defines the grade level–specific knowledge, skill, or ability that students should know or be able to demonstrate within the claim area. For example, the overall claim “Reading” has an assessment target at grade five called “Reasoning and Evidence” that states, “Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Claims and their assessment targets are found on the Smarter Content Explorer website . Please note that not all assessment targets are tested for all students, given the adaptive nature of the CAT portion of the assessment.

Area (Claim) Performance Levels

Performance on claims and composite claims is reported as one of three levels:

1. Above Standard
2. Near Standard
3. Below Standard

Performance levels for claims provide supplemental information regarding a student’s strengths or areas for growth. Only three performance levels for claims were developed, since there are fewer items within each claim. Levels, rather than scores, are reported because of the small number of items in each claim—the levels provide a more accurate measurement than the scores would.

A student’s ability, along with the corresponding standard error, is estimated for each claim; this is illustrated in figure 1. Performance levels for claims are based on the distance a student’s performance on the claim is from the Level 3 Standard Met achievement level. An interval estimate corresponding to the student’s true performance on the claim is constructed. The interval is defined as being from 1.5 times the standard error below the student’s ability to 1.5 times the standard error above the student’s ability. If the interval contains the Level 3 Standard Met criterion value for a particular claim, it indicates the student’s results are near the standard for this claim. If the interval is above the Level 3 Standard Met criterion, it would indicate that the student’s results are above the standard. If the interval is below the Level 3 standard, it would indicate that the student’s results are below the standard.

Figure 1. Illustrative diagram for claim performance level classification

No standard setting occurred for claims.

Claim performance levels are based on a smaller collection of items than the overall achievement levels. However, as a result of the adjusted-form test blueprint used for Smarter Balanced Online Summative Assessments for ELA and mathematics, the number of items for each claim is fewer than were on the previous full-form blueprint, increasing the amount of classification error and making it difficult to provide reliable information about a student’s claim achievement levels. Therefore, beginning with 2020–21 results, individual claim performance levels are not reported for the Smarter Balanced Summative Assessments for ELA and mathematics for individual students. Instead, aggregate claim performance levels are reported for student groups of 30 or more on the Test Results for California’s Assessments website .

Beginning with the 2023–24 administration, composite claim results are reported for individual students on the SSR, in the LEA Student Score Data File, and in CERS, as well as for student groups of 11 or more on the Test Results for California’s Assessments website .

For ELA, the claim Reading is combined with the claim Speaking & Listening to report the composite claim of Reading and Listening. The Writing and Research/Inquiry claims are also combined into a Writing and Research composite claim.

The composite claim statements for ELA are as follows:

• Composite Claim 1: Reading and Listening—Students can comprehend, by reading or listening closely and analytically, a range of increasingly complex literary and informational texts.
• Composite Claim 2: Writing and Research—Students can produce organized and focused written texts for a range of purposes and audiences, and can apply research and inquiry skills to investigate topics and analyze, integrate, and present information.

For mathematics, the Concepts and Procedures claim is reported as-is. The Problem Solving, Communicating Reasoning and Modeling, and Data Analysis claims are combined into the Mathematical Practices composite.

The composite claim statements for mathematics are as follows:

• Composite Claim 1: Concepts and Procedures—Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.
• Composite Claim 2: Mathematical Practices (Problem Solving, Communicating Reasoning, and Modeling and Data Analysis)—Students can use problem solving strategies and mathematical models to represent, analyze, and solve complex, well‐formed or not yet fully formed problems that are presented in mathematical or real‐world contexts; make productive use of mathematical concepts, procedures, and tools; interpret results; and communicate clearly and precisely about their own reasoning and the reasoning of others.

Assessment Targets

Assessment targets describe what is to be assessed within a claim and are used to develop test items (questions). Assessment target reports are available in CERS and show target results for groups of students; these are reported as Performance Relative to the Entire Test and Performance Relative to Level 3 (Met Standard). Target reports are not available for individual students.

Assessment Target Reports provide information regarding a group’s strengths and weaknesses relative to its achievement on the assessment as a whole and where students’ performance indicates Standard Met. For non-WER targets, only those targets with more than 10 items in the pool are included for reporting. To get a score, students must answer at least 10 CAT items and 1 PT. Students who log on to both the CAT and the PT but do not meet this scoring threshold will receive the LOSS and will not be included in the aggregation of target reports. Scores are sent to CERS, which only displays target results for 30 students or more.

While the claims do not vary among grade levels, assessment targets for ELA Claims 1–4 and mathematics Claim 1 are unique to each grade level. Note that assessment targets are reported for mathematics Claim 1 only. For claims 2, 3, and 4, items are intended to emphasize the mathematical practices and so may align with the content included in several mathematics assessment targets. The best common descriptors of the items included in these claims are the claim labels themselves. More information about target reports can be found in the Assessment Target Reports Frequently Asked Questions section of the CERS User Guide .

Writing Extended Response

WER scores for ELA performance tasks provide additional information about writing performance for a student. These scores will be available on SSRs and in CERS, as well as in the LEA Student Score Data File available for download in TOMS.

The WER scores in the LEA Student Score Data File provide information on how a student scored on the three writing traits—organization/purpose, evidence/elaboration, and conventions—for an essay. The range of WER writing trait scores is from 1–4 for organization/purpose; 1–4 for evidence/elaboration; and 0 (zero) to 2 for conventions.

In addition, CERS and the LEA Student Score Data File provide explanations for a 0 score on the ELA WER items, when applicable, such as that the response was off topic, off purpose, or insufficient. Information on the specifications and rubrics for WER items can be found in the Guidelines and Resources section of the Smarter Balanced Assessment Consortium Test Development & Design web page .

WER condition codes are presented in table 1 and defined in Condition Codes for the ELA Writing Extended Response (PDF) .

Table 1. WER Scoring Condition Codes

Condition Code	Reason	Description
B	Blank	No response
I	Insufficient	Use the “I” code when a student has not provided a meaningful response; examples can include random keystrokes, undecipherable text, “I hate this test,” “I like pizza!” (in response to a reading passage about helicopters), response consists entirely of profanity, or primarily text copied from the prompt or sources. For ELA WER items, use the “I” code for responses previously described and also if the student’s original work is insufficient to determine whether the student is able to organize, cite evidence and elaborate, and use conventions as defined in the rubrics; or the response is too brief to make a determination regarding whether it is on purpose or on topic.
L	Nonscorable Language	A language other than English was used.
T	Off-Topic for ELA WER Items Only	The response is unrelated to the task or sources or shows no evidence that the student has read the task or the sources (especially for informational or explanatory and opinion or argumentative). Off topic responses are generally substantial responses.
M	Off-Purpose for ELA WER Items Only	The student has clearly not written to the purpose designated in the task: An off-purpose response addresses the topic of the task but not the purpose of the task. Students may use some narrative techniques in an explanatory essay or use some argumentative or persuasive techniques to explain, for example, and still be on purpose. Off-purpose responses are generally developed responses (essays, poems, etc.) clearly not written to the designated purpose. If a response receives the code of “off-purpose,” the student is given a score for the conventions trait while the traits of evidence/elaboration and organization/purpose are not scored. This is different than the other condition codes in that the student has the opportunity to receive some credit for an off-purpose response.

Because of differing levels of item difficulty, WER raw scores should not be compared between students, grade levels, and test administration years.

California Science Test

The CAST process converts each possible raw score to an ability estimate and then equates the score to the number-right score on a base test form so that scores from different CAST forms are comparable. The number-right scores are then transformed to scale scores, to facilitate score interpretation. If two students take the same CAST form, the higher scale score is given to whomever provides more correct responses.

Reporting Achievement

Overall Achievement Levels

Overall achievement levels are categorical labels given to particular scale score ranges. The minimum and maximum scale scores for each achievement level vary by grade level; these are presented in the California Science Test subsection of Appendix A: Scale Score Ranges. Achievement levels were set during a process called standard setting, which established the association between scores and their category of achievement.

Student test results are reported in the following overall achievement levels:

• Level 4—Standard Exceeded
• Level 3—Standard Met
• Level 2—Standard Nearly Met
• Level 1—Standard Not Met

Achievement level setting ensures that the achievement levels align to the CA NGSS. Information about achievement level descriptors and scale score ranges can be found in the “Scores and Results Reporting” section of the CDE California Science Test web page .

Domain (Area) Performance Levels

In addition to achievement levels for the total assessment, domain performance levels for the Earth and Space Sciences, Life Sciences, and Physical Sciences domains are also reported for students who answered enough items in the domain. Students can demonstrate performances associated with the expectations of the CA NGSS through the integration of science and engineering practices, disciplinary core ideas, and crosscutting concepts across the three domains, which are as follows:

1. Earth and Space Sciences—Students focus on Earth’s place in the universe, Earth’s systems, and Earth and human activity.
2. Life Sciences—Students focus on structures and processes in living things, ecosystems, heredity, and biological evolution.
3. Physical Sciences—Students focus on matter and its interactions, motion and stability, energy, and waves and their applications.

Students might receive science domain performance levels for some domain(s) but not the others depending on the number of items they completed for different domains. Science domain performance levels are not reported for students who answered fewer than 10 items for the total assessment.

Domain performance levels are based on a smaller collection of items. This makes it more difficult to provide information about a student’s domain performance level without increasing the amount of classification error. A larger classification error increases the chance that a student could be misclassified as belonging to one performance level when the student actually belongs to another. For this reason, there are only three domain performance levels. While the actual domain scores are not reported, the domain performance level indicates that the score for a domain is one of the following:

• If the scale score of a domain is above the interval that was estimated using the scale score of the “Standard Met” achievement level on the total assessment and the standard error of the domain scale score, the performance level for the domain is “Above Standard.”
• If the scale score of a domain is within the interval that was estimated using the scale score of the “Standard Met” achievement level on the total assessment and the standard error of the domain score, the performance level for the domain is “Near Standard.”
• If the scale score of a domain is below the interval that was estimated using the scale score of the “Standard Met” achievement level on the total assessment and the standard error of the domain scale score, the performance level for the domain is “Below Standard.”

CAAs for ELA, Mathematics, and Science

Reporting Achievement

For the CAAs for ELA and mathematics, scale scores reflect estimates of student ability that are based on which items a student correctly answers in a multistage adaptive test setting. A two-stage testing approach adapts the difficulty of an assessment to each student’s ability so as to achieve a more precise measurement. The first stage consists of a routing test that provides an initial student ability estimate. The second stage consists of an assessment that varies in difficulty depending on that initial ability estimate. A student whose initial ability estimate is high will respond to a second-stage module consisting of difficult items that will help to determine just how high the student’s ability is. A student whose initial ability estimate is low will respond to a second-stage module consisting of less-difficult items. In certain cases where a student does not answer enough items correctly, the student’s assessment will be stopped at the end of Stage 1, in accordance with the DFAs.

For the CAA for Science, once the responses to each embedded PT are merged for the final scoring, the CAA for Science process first converts each possible raw score to an ability estimate so that scores from different forms of the CAA for Science are comparable. The ability estimates are then transformed to scale scores, to facilitate score interpretation. If two students take the same form of the CAA for Science, the higher scale score is given to whomever provides more correct responses.

Overall Achievement Levels

CAA overall achievement levels are categorical labels given to particular scale score ranges. The minimum and maximum scale scores for each achievement level vary for grade level and content area; these are presented in the California Alternate Assessments subsection of Appendix A: Scale Score Ranges. Achievement levels were set during a process called standard setting, which established the association between scores and their category of achievement.

Student test results for the CAAs for ELA, mathematics, and science are reported in the following overall achievement levels:

• Level 3—Understanding
• Level 2—Foundational Understanding
• Level 1—Limited Understanding

Regardless of the grade level—which is indicated by the first digit of the scale score—the minimum and maximum scale scores for each achievement level are the same within each content area. Standard setting also ensures that the performance levels align to the CCSS and CA NGSS Connectors achievement level descriptors.

California Spanish Assessment

Reporting Achievement

This content will be updated in November 2025.

Overall Achievement Levels

This content will be updated in November 2025.

Summative ELPAC

The SSR shows the student’s results on the Summative ELPAC, the state assessment of ELP. The Summative ELPAC provides information about the student’s annual progress toward ELP. For example, the student’s 2024–25 Summative ELPAC results can be compared to Summative ELPAC results from as far back as the 2018–19 administration, when available, because the threshold scores and reporting levels are the same.

Reporting Proficiency

Assessments were scaled vertically after the 2017–18 test administration, which means that scores for certain items that were common between adjacent grade levels were linked. This makes it possible to monitor students’ year-to-year progress in ELP and to describe student progress over time across grade levels.

ELPAC overall reporting levels are designations given to particular scale score ranges. The minimum and maximum scale scores for each level vary by grade level and grade span. Performance levels for domains are also reported for Listening, Speaking, Reading, and Writing.

Threshold scores—the maximum scores at Level 1, Level 2, and Level 3 by grade level or grade span—determine scale score ranges for each performance level. These were set based on a standard setting and validation study that used the 2017–‍18 operational data for the Summative ELPAC. The results allow meaningful comparisons between individual students and group comparisons between schools and LEAs across grade levels.

Overall Performance Levels

Summative ELPAC overall performance levels are categorical labels given to particular scale score ranges. The minimum and maximum scale scores for each performance level typically vary for grade level or grade span; these are presented in the Summative ELPAC subsection of Appendix A: Scale Score Ranges. Performance levels for domains are also reported for Listening, Speaking, Reading, and Writing and were set during a process called standard setting, which established the association between scale scores and their category of performance.

Table 2 lists the four Summative ELPAC reporting levels and describes what students at each level can typically do.

Table 2. Overall Summative ELPAC Reporting Levels

Reporting Level	What Students Can Typically Do at Each Level
Level 4	Students at this level have well developed English skills They can usually use English to learn new things in school and to interact in social situations. They may occasionally need help using English.
Level 3	Students at this level have moderately developed English skills. They can sometimes use English to learn new things in school and to interact in social situations. They may need help using English to communicate on less-familiar school topics and in less-familiar social situations.
Level 2	Students at this level have somewhat developed English skills. They usually need help using English to learn new things at school and to interact in social situations. They can often use English for simple communication.
Level 1	Students at this level are beginning to develop English skills. They usually need substantial help using English to learn new things at school and to interact in social situations. They may know some English words and phrases.

Performance level–setting ensures that the performance levels align to the 2012 ELD Standards. Information about performance level descriptors and scale score ranges can be found on the CDE Summative ELPAC General PLDs web page .

Composite and Domain Reporting Levels

The student’s overall score is a combination of two other scores: an oral language composite score that is comprised of the Listening and Speaking domains; and a written language composite score that is comprised of the Reading and Writing domains. The overall-level performance is reported as four levels:

• Level 4—Well Developed
• Level 3—Moderately Developed
• Level 2—Somewhat Developed
• Level 1—Beginning to Develop

Domain-level performance descriptors are reported as Beginning to Develop, Somewhat to Moderately Developed, and Well Developed on the Summative ELPAC SSR.

In rare cases where a domain exemption was requested for a student with a disability that precludes the student from testing in one or more domains, the student received a score or scores based on the remaining domain in that composite and all other domains assessed.

If a student did not log on to a particular domain assessment and is not exempted, the student received zero points for that domain.

Summative Alternate ELPAC

The SSR shows the student’s results on the Summative Alternate ELPAC, the state assessment of ELP for students with the most significant cognitive disabilities. The Summative Alternate ELPAC provides information about the student’s annual progress toward ELP.

Reporting Proficiency

Summative Alternate ELPAC overall reporting levels are designations given to particular scale score ranges. The minimum and maximum scale scores for each level vary by grade level and grade span.

Threshold scores—the maximum scores at Level 1, Level 2, and Level 3 by grade level or grade span—determine scale score ranges for each performance level. These were set based on a standard setting and validation study that used the 2021–22 operational field test data for the Summative Alternate ELPAC. The results allow meaningful comparisons between individual students and group comparisons between schools and LEAs across grade levels.

Overall Performance Levels

Summative Alternate ELPAC overall performance levels are categorical labels given to particular scale score ranges. The minimum and maximum scale scores for each level typically vary for grade level or grade span; these are presented in the Summative Alternate ELPAC subsection of Appendix A: Scale Score Ranges. Performance levels were set during a process called standard setting, which established the association between scale scores and their category of performance.

Table 3 lists the three Summative Alternate ELPAC performance levels and describes what students at each level can typically do.

Table 3. Overall Summative Alternate ELPAC Performance Levels

Reporting Level	What Students Can Typically Do at Each Level
Level 3	Students at this level are fluent English proficient. They have sufficient English skills to communicate and learn in school. They may need occasional help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.
Level 2	Students at this level are intermediate English learners. They can sometimes use English to communicate and learn in school. They may need frequent help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.
Level 1	Students at this level are novice English learners. They are beginning to develop the English skills they need to communicate and learn in school. They may need substantial help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.

Condition Code Descriptions

A special condition code indicates the presence of a particular circumstance during testing. Only one condition code can be applied per student’s content-area assessment.

CAASPP

Table 1 describes the CAASPP condition codes. For a more detailed description of all condition codes and their meanings, refer to the Condition Codes appendix of the current CAASPP Student Data File Layout (PDF) that is linked on the CAASPP & ELPAC SSR and Reporting Resources web page .

Table 1. CAASPP Condition Codes

Condition Code	Assessment	Description
INC0	CAA for ELA CAA for Mathematics CAA for Science	The student did not answer any items so will receive the LOSS.
INC1	CAA for ELA CAA for Mathematics CAA for Science	The student answered more than one but fewer than four items so will receive the LOSS +1.
LOSS	Smarter Balanced for ELA Smarter Balanced for Mathematics CAST	Smarter Balanced—The student answered fewer than 10 CAT items and 1 PT item so will receive the LOSS. CAST—The student answered fewer than 10 items.
NEL	Smarter Balanced for ELA	The student has been designated as an EL who first enrolled in a US school after April 15 of the previous year so is exempt for ELA; additionally, one of the following conditions was met: Student was enrolled and did not test. Student tested but responded to fewer than one item in each part. A force-complete occurs when the student did not log on to at least one part of the online assessment within a content area (such as, CAT or PT in the case of the Smarter Balanced Summative Assessments, or one of the four embedded PTs in the case of the CAA for Science) before the end of the LEA testing window. The assessment is force-completed by the system so that student’s test can be moved to the process of scoring and reporting.
NEL	CAA for ELA	The student has been designated as an EL who first enrolled in a US school after April 15 of the previous year so is exempt for ELA; additionally, one of the following conditions was met: Student was enrolled and did not test. Student tested but responded to fewer than four items.
NER	CAA for Science	The student attempted at least 1 PT but fewer than 4 PTs so receives no score.
NT	All CAASPP	The student was not tested.
NTE	All CAASPP	The student was not tested due to a medical emergency.
PGE	All CAASPP	The student was not tested by parent or guardian request.

ELPAC

Table 2 describes the ELPAC condition codes. Only one condition code can be applied per student’s domain. For a more detailed description of all condition codes and their meanings, refer to the Condition Codes appendix of the current ELPAC Student Data File Layout (PDF) that is linked on the CAASPP & ELPAC SSR and Reporting Resources web page .

Table 2. ELPAC Condition Codes

Condition Code	Assessment	Description
EXD	Summative ELPAC	Within a composite, a student may be assigned an exemption from testing in one of the two domains; the composite’s score, which is used to calculate the overall score, is derived from the score of the tested domain.
NT	Summative ELPAC Summative Alternate ELPAC	The student was not tested and the student’s ELAS did not change from EL to non-EL by the end of the testing window.

Overview

Standard 12.10 of American Educational Research Association, American Psychological Association, and National Council on Measurement in Education’s Standards for Educational and Psychological Testing (2014) states, “In educational settings, a decision or characterization that will have major impact on a student should take into consideration not just scores from a single test but other relevant information.” Within that context, CAASPP and ELPAC test results should be interpreted as a student’s achievement on a single assessment. They are meant to represent approximations of students’ mastery of content areas.

CAASPP

Any comparison of groups should not be used for diagnostic, placement, promotion, or retention purposes.

ELPAC

Decisions about promotion, retention, placement, or eligibility for special programs may use or include ELPAC results only in conjunction with multiple other measures including, but not limited to, locally administered assessments, teacher recommendations, and grades.

Using the CSEM to Compare Scale Scores and Levels

In any assessment, one can assume that scores for an individual student would vary if it were somehow possible to give the same assessment repeatedly to the same student. For example, students may vary in their performance because of the way they are feeling on the day of the assessment, or they may be especially lucky or unlucky when they guess at items they do not know. This random variation in individual scores is quantified through the use of a statistic of measurement precision called the CSEM. CSEMs are available in the student data files for the CAASPP Smarter Balanced Summative Assessments, Summative ELPAC, and Summative Alternate ELPAC only.

Given a single score for a student, it can be assumed that if the student were to take the assessment repeatedly, the student would score within plus or minus one CSEM of the observed score about 68 percent of the time. This idea is expressed as follows:

“A student’s score is best interpreted when recognizing that the student’s knowledge and skills fall within a score range and not just a precise number. For example, 2300 (+/-10) indicates a score range between 2290 and 2310.”

A CSEM is calculated for each reported content-area assessment a student takes. Where the CSEM was reported, the averaged CSEM at each scale score point was provided.

Comparing Results for the Computer-based Assessments

Aggregate results can be viewed at and downloaded from the public Test Results for California’s Assessments website as well as from CERS (for properly credentialed users).

When making comparisons across years within a given grade level and content area, it is important to understand that even when the number of students is the same, the group’s composition from year to year may be quite different if student mobility (transiency) is high. Such comparisons are actually comparisons of different groups of students with different traits taking different assessments. Generally, there will be more variance in scores from year to year, when small numbers of students are tested.

Smarter Balanced Summative Assessments

Because of the vertical scaling of the Smarter Balanced assessments, scale scores for an assessment may be compared to scale scores for the same student or groups of students in different years for the same content area, as well as between specific grade levels and content areas. This allows users to say that achievement for a given content area and grade level was higher or lower one year as compared with another. Scale scores for the Smarter Balanced assessments may be compared across grade levels since the scales are vertically aligned across grade levels. Refer to the CDE Assessments - Average Scale Score Change web page to download spreadsheets that report the average change in scale score points from one grade level to the next by test administration year. These reports show how scale scores changed among all students statewide in prior years. Note that this web page is updated with data from the just-tested year in the fall following the test administration.

Although the Smarter Balanced Summative Assessments PPT forms are linear, they have the same scale as the computer-based assessments and are comparable.

In addition to the scores for the current administration, results for comparison are available for past administrations. Refer to the CERS User Guide for more information about reviewing data for previous years.

Comparing ELA and Mathematics Scale Scores and Achievement Levels for Groups

An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same content area and grade level is shown in table 1 using Smarter Balanced for ELA scores. In this table, hypothetical average scale scores for ELA are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school. In addition to comparisons for all students, similar grade level–by–grade level comparisons of scale scores may be made for different student groups of interest. Finally, an average scale score is not provided for all students across grades in the same school in table 1 because each grade level has its own scale score range.

Table 1. Hypothetical Example of Using the Smarter Balanced for ELA to Measure Progress by Comparing Average Scale Scores

Grade	20XX–YY No. of Students	20XX–YY Mean Scale Score	20YY–ZZ No. of Students	20YY–ZZ Mean Scale Score	Difference
Grade 5	120	2440.0	111	2451.3	11.3
Grade 6	100	2510.0	124	2510.3	0.3
Grade 7	90	2590.0	102	2593.2	3.2

Table 2 uses Smarter Balanced for Mathematics scores to provide a second hypothetical example of how group-level Smarter Balanced results may be compared. In this example, the percentage of students scoring at Standard Met or Standard Exceeded in mathematics is compared between 20XX–YY and 20YY–ZZ across grade levels for the same school.

Table 2. Hypothetical Example of Using the Smarter Balanced for Mathematics to Measure Progress by Comparing Percentages of Students at Standard Met or Standard Exceeded

Grade	20XX–YY No. of Students	20XX–YY % Standard Met or Standard Exceeded	20YY–ZZ No. of Students	20YY–ZZ % Standard Met or Standard Exceeded	Difference
Grade 5	120	31%	111	35%	4%
Grade 6	100	33%	124	33%	0%
Grade 7	90	29%	102	31%	2%
All Grades	310	31%	337	33%	2%

Comparisons between 20XX–YY and 20YY–ZZ in table 2 indicate the same trends as indicated by table 1: a slightly higher percentage of students in grades five and seven scored at Standard Met or Standard Exceeded and the same percentage of grade six students scored at Standard Met or Standard Exceeded.

Unlike table 1, table 2 compares overall results for the entire school. Because Standard Met or Standard Exceeded in mathematics is a standards-based classification, the percentage of students meeting or exceeding standards can be calculated for the entire school across grade levels by dividing the total number of students meeting or exceeding standards in the school from all grade levels by the total number of students. The resulting school-level percentages may be compared from year to year.

While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.

Comparing Results for the Science Assessments

Comparisons of CAST or CAA for Science results should only be made within the same grade level; that is, it is acceptable to compare the grade five CAST in the previous test administration year to the grade five CAST in the current test administration year. However, no direct comparisons should be made between grade levels and between subjects; for example, results for the CAASPP Smarter Balanced for ELA (grade five) should not be compared with results for the CAST (grade eight).

Two types of comparisons are possible:

1. comparing the average scale score within a grade level; or
2. comparing the percent of students scoring at each achievement level within a grade level.

Comparing Science Scale Scores and Achievement Levels for Groups

Because CAST is not vertically scaled, the scores between different assessments are not comparable. For example, the scale scores from grade five cannot be compared to those from grade eight or high school to measure growth. However, the scores between grades ten, eleven, and twelve are comparable because students in different high school grade levels are taking the same high school assessment.

In addition to comparisons for all students from the same school, similar cross-year comparisons of scale scores may be made for different student groups of interest. Note that an average scale score is not provided for all students across grades in the same school in table 3 because the scores from different grade-level or grade-band assessments are not comparable.

An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same content area and grade level is shown in table 3 using CAST scores. In this table, hypothetical average scale scores for CAST are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school.

Table 3. Hypothetical Example of Using the CAST to Compare Average Scale Scores across Years

Grade	20XX–YY No. of Students	20XX–YY Mean Scale Score	20YY–ZZ No. of Students	20YY–ZZ Mean Scale Score	Difference
Grade 5	100	198.0	111	199.2	1.2
Grade 8	80	400.5	95	401.1	0.6
Grade 10	10	598.5	12	597.0	−1.5
Grade 11	100	601.2	105	600.8	−0.4
Grade 12	25	600.0	28	601.2	1.2
High School	135	600.8	145	600.6	−0.2

Table 4 uses CAST scores to provide a second hypothetical example of how group-level CAST results may be compared. In this example, the percentage of students scoring at Standard Met or Standard Exceeded in CAST is compared between 20XX–YY and 20YY–ZZ by grade levels for the same school.

Table 4. Hypothetical Example of Using the CAST to Compare Percentages of Students at Standard Met or Standard Exceeded across Years

Grade	20XX–YY No. of Students	20XX–YY % Standard Met or Standard Exceeded	20YY–ZZ No. of Students	20YY–ZZ % Standard Met or Standard Exceeded	Difference
Grade 5	400	27%	360	28%	1%
Grade 8	80	28%	95	28%	0%
Grade 10	10	31%	12	30%	−1%
Grade 11	100	30%	105	30%	0%
Grade 12	25	29%	28	28%	−1%
High School	135	30%	145	30%	0%
All Grades	615	28%	600	28%	0%

Unlike table 3, table 4 compares overall results for the entire school. Because Standard Met or Standard Exceeded in CAST is a standards-based classification, the percentage of students meeting or exceeding standards can be calculated for the entire school across grade levels by dividing the total number of students meeting or exceeding standards in the school from all grades by the total number of students, instead of by averaging the percentages from different grade levels. The resulting school-level percentages may be compared from year to year.

While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.

Comparing Results for the California Alternate Assessments for ELA and Mathematics

Comparisons of CAA results should only be made within the same content area and grade level; that is, compare grade four ELA in the previous test administration year to grade four ELA in the current test administration year; or grade eight mathematics in the previous test administration year to grade eight mathematics in the current test administration year. No direct comparisons should be made between grade levels and between content areas; for example, results for the CAA for Mathematics (grade seven) should not be compared with results for the CAA for Mathematics (grade eight), and results for the CAA for Mathematics (grade eleven) should not be compared with the result of the CAA for ELA (grade eleven).

Two types of comparisons are possible:

1. comparing the average scale score within a grade level; or
2. comparing the percent of students scoring at each achievement level within a grade level.

Comparing Results for the California Spanish Assessment

2024–25 and Subsequent Test Administrations

This content will be updated in November 2025.

2023–24 and Previous Test Administrations

CSA results for the previous test administrations are available and can be compared. However, because of the standard setting in July 2025, these results should not be compared with results from 2024–25 and after.

Comparisons of CSA results should only be made within the same grade level or high school grade band; that is, it is acceptable to compare the grade five CSA in the previous test administration year to the grade five CSA in the current test administration year. However, comparing scale scores from different grade levels for the CSA is not appropriate, because the curricula are different across grade levels and the scale scores are not vertically linked between grade levels.

Comparing Results for the Summative ELPAC

An individual can make comparisons within the same grade level, grade span, and overall score across years. Because ELPAC results are scaled vertically, scale scores for an assessment at one grade level may be compared to scale scores at another grade level or grade span; this allows for the comparison of the same student’s performance over time, as well as comparison of student groups at different grade levels or grade spans. Thus, it can be said that proficiency for a given grade level or grade span was higher or lower one year as compared with another. However, caution should be taken when comparing scale scores from different grade levels or grade spans, especially nonadjacent grade levels, because the curricula are different across grades. Comparing scores obtained in different composite scores (that is, oral language scores and written language scores) should be avoided because the results are not on the same scale.

Two types of comparisons are possible:

1. comparing the average scale score within a grade level; or
2. comparing the percent of students scoring at each performance level.

An example of how group-level scale scores for 20XX–YY may be compared to the 20YY–ZZ scale scores for the same grade level is shown in table 5 using ELPAC overall scores. In this table, hypothetical average scale scores for the ELPAC are compared between the consecutive years of 20XX–YY and 20YY–ZZ for the students in a particular school. In addition to comparisons for all students, similar grade level–by–grade level comparisons of scale scores may be made for different student groups. An overall average scale score is not provided for students across all grade levels in the same school in table 5 because each grade level or grade span has its own scale score range.

Table 5. Hypothetical Example of Using ELPAC to Measure Progress by Comparing Average Scale Scores

Grade	20XX–YY No. of Students	20XX–YY Mean Scale Score	20YY–ZZ No. of Students	20YY–ZZ Mean Scale Score	Difference
Grade 5	120	1520	111	1518	−2
Grade 6	100	1525	124	1524	−1
Grade 7	90	1535	102	1537	2

Table 6 uses ELPAC scores to provide a second hypothetical example of how group-level ELPAC results may be compared. In this example, the percentage of students scoring at Level 4 (Well Developed) is compared between 20XX–YY and 20YY–ZZ across grade levels for the same school.

Table 6. Hypothetical Example of Using ELPAC to Measure Progress by Comparing Percentages of Students at Level 4 (Well Developed)

Grade	20XX–YY No. of Students	20XX–YY % Reaching Level 4	20YY–ZZ No. of Students	20YY–ZZ % Reaching Level 4	Difference
Grade 5	120	20%	111	19%	−1%
Grade 6	100	18%	124	16%	−2%
Grade 7	90	20%	102	22%	2%
All Grades	310	19%	337	19%	0%

Unlike table 5, table 6 compares overall results for the entire school. Because performance levels are standards-based classifications, the percentage of students reaching level 4 can be calculated for the entire school across grade levels by dividing the total number of students reaching level 4 in the school from all grade levels by the total number of students, instead of by averaging the percentages from different grade levels. The resulting school-level percentages may be compared from year to year.

While these examples have made comparisons across only one year, it is important for program evaluation that results be compared across a number of years to verify that the trend is stable. The same sort of table could be used to compare year-to-year results for any test group.

Comparing Results for the Summative Alternate ELPAC

Comparisons of Summative Alternate ELPAC results should only be made within the same grade level; that is, it is acceptable to compare the grade two Summative Alternate ELPAC results in the previous test administration year to the grade two Summative Alternate ELPAC results in the current test administration year.

Two types of comparisons are possible:

1. comparing the average scale score within a grade level; or
2. comparing the percent of students scoring at each performance level within a grade level.

Overview

The SSR includes individual student results and is not distributed beyond parents/guardians and the student’s school. SSRs can be downloaded in TOMS for individual students or in batches of PDF files for a grade level in a selected school; or, when available, provided as individual content-area links by an LEA’s SIS vendor.

For most SSRs, one version of the student’s electronic SSR is provided in English. If the student’s primary language is Spanish, Vietnamese, Mandarin, Cantonese, Filipino or Tagalog, Korean, or Arabic, an additional version of the student’s SSR is provided in the student’s primary language. For the CSA, the only additional-language version available is Spanish.

If the LEA elects to print out the SSR for mailing, the SSR is formatted with the student’s mailing (residential) address positioned for use in windowed envelopes for mailing to parents/ ‌ guardians. Use a #10 or 6″×9″ left-side window envelope. Fold the SSR so the address, if printed, will appear in the window.

Additional information about the SSRs, including links to sample SSRs and informative videos in English and Spanish, can be found on the SSR and Reporting Resources web page on the CAASPP & ELPAC Website.

Common CAASPP and ELPAC SSR Page 1 General Information

Student Information

Figure 1. Student information on page one of an SSR

Table 1. SSR Student Information Description (Figure 1)

#	Feature	Description
1	School information	This area shows the name of the student’s school and LEA.
2	Student information	This area shows information about the student, including the student’s SSID and grade level. The grade noted indicates the grade level in which the student was enrolled when they started testing or, if the student did not test, at the end of the testing window.
3	Student’s mailing address	This area shows the student’s mailing address as listed in CALPADS. If no mailing address exists, then the residential address as listed in CALPADS will be populated.

Additional Resources

All SSRs include a QR code and a URL for additional information on either the CAASPP Starting Smarter website or the ELPAC Starting Smarter website .

Figure 2. Additional information on page one of an SSR

Table 2. SSR Additional Information Description (Figure 2)

#	Feature	Description
1	QR codes	QR codes give parents/guardians an additional way to access the Starting Smarter website. There is a code for CAASPP and one for ELPAC.
2	Starting Smarter website information	This section highlights the Starting Smarter website, which describes SSRs and other information that supports student learning.

CAASPP Smarter Balanced and California Science Test Content

Sample SSR

Sample SSRs are provided here. The callouts on the samples correspond with the links in the numbered list. Select a link for more information about that section of the SSR.

Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. Sample SSRs may include minor variances from actual SSRs.

Refer to the Smarter Balanced Reporting Criteria and CAST Reporting Criteria subsections for information about the criteria required for a student to receive an SSR.

Page 1

1. Student Information
2. What Is the CAASPP?
3. What Do the Scores Mean?
4. Additional Resources

Figure 1. Sample CAASPP Smarter Balanced and CAST SSR, page one

Page 2 (ELA)

1. Overall Content-Area Score
2. Score History
3. Performance Areas

Figure 2. Sample CAASPP Smarter Balanced and CAST SSR, ELA, page two

Page 3 (Mathematics)

1. Overall Content-Area Score
2. Score History
3. Performance Areas

Figure 3. Sample CAASPP Smarter Balanced and CAST SSR, mathematics, page three

Page 4

1. Essay Performance
2. Lexile and Quantile Measures
3. Score Comparisons

Figure 4. Sample CAASPP Smarter Balanced and CAST SSR, additional measures, page four

Page 5 (CAST)

1. Overall Content-Area Score
2. Performance Areas
3. Score Comparisons

Figure 5. Sample CAASPP Smarter Balanced and CAST SSR, science, page five

Page 6 (Blank)

Figure 6. Sample CAASPP Smarter Balanced and CAST SSR, blank, page six

Description

The SSR for the Smarter Balanced Summative Assessments for ELA and mathematics and CAST is described in table 1.

Table 1. Description of the CAASPP Smarter Balanced for ELA and Mathematics and CAST SSR

Feature	Description
Purpose	This SSR shows a student’s achievement on CAASPP System assessments to students and parents/‌guardians and presents the student’s results for ELA, mathematics, and science.
Format	Page 1 General information: School and LEA Student information Descriptions of the CAASPP System and scores Additional resources Page 2 ELA: Student’s achievement level and scale score for the current year Score history for previous year(s) and the current year on the ELA assessment Composite performance area results Page 3 Mathematics: Student’s achievement level and scale score for the current year Score history for previous year(s) and the current year on the mathematics assessment Composite performance area results Page 4: WER performance (ELA), including a link to additional information about the WER Lexile® and Quantile® measures School and state comparisons Page 5 CAST (grades five, eight, and eleven only with CAASPP Smarter Balanced results; on page 1 for grade ten or twelve without): Student’s achievement level and scale score for the current year Performance area results School and state comparisons Page 6 intentionally left blank
Action	Pursuant to 5 CCR Section 863, LEAs must notify parents/guardians and make CAASPP SSRs available within 20 working days of their delivery to the LEA in TOMS. If the LEA receives the SSRs after the last day of instruction for the school year, the LEA shall make the SSR available to the parent/‌guardian no later than the first 20 working days of the new academic year.

Data presented for the Smarter Balanced Summative Assessments for ELA and mathematics includes the following:

• Scale scores
• Achievement levels:
  • Level 4—Standard Exceeded
  • Level 3—Standard Met
  • Level 2—Standard Nearly Met
  • Level 1—Standard Not Met
• Scale scores and achievement levels for two previous years’ assessments (if available)
• Comparison data with school and state averages
• Composite performance area levels:
  • Above Standard
  • Near Standard
  • Below Standard
• WER scores
• Lexile and Quantile measures

Data presented for CAST includes the following:

• Scale scores
• Achievement levels:
  • Level 4—Standard Exceeded
  • Level 3—Standard Met
  • Level 2—Standard Nearly Met
  • Level 1—Standard Not Met
• Scale score ranges
• Comparison data with school and state averages
• Performance area levels:
  • Above Standard
  • Near Standard
  • Below Standard

Front Page

The front page of an SSR always contains the student information and additional resources described in the Common CAASPP and ELPAC SSR Page 1 General Information section in addition to the content described in the rest of this subsection.

What Is the CAASPP?

Each SSR contains a brief program overview and describes the specific content-area assessments whose results are reported. Figure 7 shows an example for an SSR with CAASPP Smarter Balanced for ELA and mathematics and CAST results.

Figure 7. Program overview

What Do the Scores Mean?

Reporting for the CAASPP Smarter Balanced and CAST includes four achievement levels that are in the following order from top to bottom:

• Level 4—Standard Exceeded
• Level 3—Standard Met
• Level 2—Standard Nearly Met
• Level 1—Standard Not Met

Performance levels for the performance areas are presented as one of three levels:

• Above Standard (green star icon)
• Near Standard (blue plus/minus icon)
• Below Standard (yellow exclamation point icon)

However, when a student does not respond to enough items in that performance area, the performance area score is “No Score Available” with the message, “†There were not enough questions answered to report [Student’s name]’s achievement in all performance areas.”

Because each assessment is aligned with a specific set of academic standards, scores cannot be compared between assessments for different content areas (for example, one cannot compare results between the ELA and science assessments) or between the CAASPP and assessments administered previously in California (such as for the Standardized Testing and Reporting Program).

Each SSR contains a brief description of the achievement levels for the overall assessment and performance levels. Figure 8 shows an example for an SSR with CAASPP Smarter Balanced for ELA and mathematics and CAST results.

Figure 8. Scores information

Table 2. Scores Information Description (Figure 8)

#	Feature	Description
1	Achievement level measurement gauge	A gauge is divided into four parts, each representing one of the achievement levels, from Level 1 to Level 4. An indicator with the student’s score places the score within one of the four achievement levels.
2	Performance levels	A list of performance levels for either composite claims (ELA and mathematics) or science domains (CAST) is presented.

Score Overview

The combined CAASPP SSR that reports Smarter Balanced for ELA and mathematics and CAST results contains common elements.

Score ranges for each achievement level are different for each grade level, and the standards for the next grade level are more challenging than for the previous grade level. As a result, an increase in the overall scale score may not mean a higher achievement level for the current year.

Under certain circumstances, such as when results are associated with a condition code or an assessment was invalidated, a message will appear on the SSR. Possible messages, their associated condition codes, and the applicable content-area assessment are presented in table 3. Refer to the Condition Code Descriptions section in Interpreting Results for information about when a condition code applies.

Table 3. CAASPP Smarter Balanced and CAST SSR Messages

Content Area	Condition Code	Message
All	Invalid	If the student’s test result is invalidated, the score is accompanied by a footnote: [Student’s name]’s scores should be used with caution as the test was administered under conditions that may not represent [Student’s name]’s achievement.
All	LOSS	If a LOSS condition code is applied to a student’s result, the LOSS is accompanied by a footnote: [Student’s name]’s scores should be used with caution as the test was administered under conditions that may not represent [Student’s name]’s achievement.
ELA	NEL	[Student’s name] was exempt from taking the English language arts/literacy assessment during this school year.
All	NS	[Student’s name] started the test but did not answer any questions.
All	NT	[Student’s name] did not take the [content area] assessment. For additional information, please contact [Student’s name]’s teacher(s) or school.
All	NTE	[Student’s name] did not complete the [content area] assessment because of a medical emergency.
All	PGE	[Student’s name] did not complete the [content area] assessment because of a parent or guardian exemption.

Overall Content-Area Score

This section, which is presented in figure 9, shows the student’s score relative to the score range for the assessment. Student achievement is indicated in text and in a measurement gauge.

Figure 9. Overall content-area score

Table 4. Overall Content-Area Score Description (Figure 9)

#	Feature	Description
1	Performance statement	This statement notes the student’s score and how well the student demonstrated their mastery of the state standards for the grade level and content area. Summaries are listed in the Performance Summary Text subsection.
2	Overall achievement level	This indicator summarizes the student’s achievement level for the content-area assessment. If the student did not test, the achievement level number is replaced here with “Not Tested.”
2	Not tested (Not shown)	If present, additional text will be included in the progress summary section for the content area if the student did not receive a score, either because the student did not take the assessment, the student was exempt from taking an ELA assessment, or the student logged on but answered no items.
3	Achievement level measurement gauge	A gauge is divided into four parts, each representing an achievement level. An indicator with the student’s score places the score within its corresponding achievement level.
4	Score range	This statement notes the score range for the content-area, grade-level assessment and minimum score for meeting the standard.

Performance Summary Text

This section also includes performance summary text. Performance summary outcomes for students are as follows:

• [Student’s name]’s score of [score] did not meet the [grade level] standard.
• [Student’s name]’s score of [score] nearly met the [grade level] standard.
• [Student’s name]’s score of [score] met the [grade level] standard.
• [Student’s name]’s score of [score] exceeded the [grade level] standard.

Score History (ELA and Mathematics Only)

Scores are presented for a student’s prior two results on the CAASPP Smarter Balanced for ELA and mathematics. Note the following about this section, which is presented in figure 10:

• “Not Tested” appears if a student does not have a score for a particular year (grade level).
• A score history is not shown for a student in grade three, who is taking a Smarter Balanced Summative Assessment for the first time; or a student in grade eleven.

• A progress summary is not shown if there is no score for the student in the current or prior year.

  

  Figure 10. Student score history

Table 5. Student Score History Description (Figure 10)

#	Feature	Description
1	Progress summary	This paragraph describes the student’s progress based on the student’s achievement level for the content area. Summaries are listed in the Progress Summary Text subsection.
4	Special condition (Not shown)	A cautionary message also will be included under the progress summary for one of the following reasons: An Invalidate Appeal was approved for the student. The student did not answer enough questions for scoring so received the LOSS. The student had an unlisted resource that changed the construct being measured (5 CCR Section 835.8).
2	Score history table	Student scores and achievement levels are presented in a table that shows, from left to right, the student’s score two years ago, one year ago, and as reported for the current test administration year. If the student is in grade three, this table will be replaced with the message, “[Name] took this test for the first time this school year. [Name] will have score history next school year.” If the student is in grade eleven, this table will be replaced with information about the EAP.
3	Achievement level measurement gauges	Gauges with an arrow showing the student’s achievement level within one of the four sections for each of the reported test administrations are presented immediately under the table in columns that align with the grade level reported.
4	Achievement description	A paragraph explains where the student’s achievement level stands relative to the next level on a gauge and that standards will be higher for the next grade level.

Progress Summary Text

This section includes text noting if the student exceeded, met, nearly met, or did not meet the grade level’s achievement standard. This section also includes progress summary text for students in grades three through eight comparing the current year’s results with the previous year’s results and noting whether the student stayed within the previous year’s achievement level. Possible progress summary text for students is as follows:

• [Student’s name]’s score decreased from last year, and is now in a lower level.
• [Student’s name]’s score decreased from last year, but is still in the same level.
• [Student’s name]’s score increased from last year, enough to reach a higher level.
• [Student’s name]’s score increased from last year, but not enough to stay in the same level.
• [Student’s name]’s score increased from last year, and is still in the highest level.
• [Student’s name]’s score increased from last year, but not enough to reach a higher level.
• [Student’s name]’s score did not increase from last year, and is now in a lower level.
• [Student’s name]’s score did not increase from last year, and is still in the same level.

Early Assessment Program for Grade Eleven

Students in grade eleven will not have a Score History section. Instead, this section includes a description of the Early Assessment Program (EAP), a joint program of the CDE and CSU. A paragraph describes how the EAP can provide an early indicator of college academic preparation and a URL for the Early Assessment Program web page that contains additional information about the EAP.

Performance Areas

Performance areas identify knowledge and skills being measured through a set of items. For the Smarter Balanced Summative Assessments for ELA and mathematics, the performance areas represent the Smarter Balanced claims in each content area. For CAST, the performance areas represent the science domains.

Groups of items in each combination of grade level and content area are formed on the basis of related content standards. A performance area result is a measure of a student’s performance on the items in that area of the assessment.

Beginning with the 2020–21 test administration, California adopted the adjusted-form blueprints for the Smarter Balanced Summative Assessments for ELA and mathematics. The adjusted-form blueprints reduced the number of items on each assessment which, in turn, reduced testing time for students and schools while providing a valid measure of student achievement in ELA and mathematics. As a result of the fewer number of items on assessments using the adjusted-form blueprints, individual performance area results cannot be reported on SSRs. Instead, SSRs include composite area results.

For ELA, the Reading and Listening claims are combined into a single Reading and Listening composite area, while the Writing and Research claims are combined into a single Writing and Research composite area. For mathematics, the Concepts and Procedures claim remains the same while the other three claims are combined into a single Mathematical Practices composite area.

The composite performance areas reported on the SSR are as follows:

• ELA Composite Performance Areas:
  • Reading and Listening
  • Writing and Research
• Mathematics Composite Performance Areas:
  • Concepts and Procedures
  • Mathematical Practices

For CAST, SSRs include performance area results for the following science domains:

• Earth and Space Sciences
• Life Sciences
• Physical Sciences

Performance levels are presented as one of three levels (figure 11):

• Above Standard (green star icon)
• Near Standard (blue plus/minus icon)
• Below Standard (yellow exclamation point icon)

When there is “No Score” for a performance area, there is a dagger symbol and an accompanying footnote.

Figure 11. Performance area scores

Table 6. Performance Area Scores Description (Figure 11)

#	Feature	Description
1	Smarter Balanced composite performance area results	This section appears on the ELA and mathematics scores pages.
2	CAST performance area results	This section appears on the CAST score page.

Essay Performance (ELA Only)

WER items (full-write response) required students to write one or more paragraphs. The WER is scored for three writing traits: Organization and Purpose, Evidence and Elaboration, and Conventions. A student receives a score from 1–4 on the traits Organization/Purpose and Development/Elaboration and from 0–2 for Conventions. A gauge indicates the student’s score for each of these, as shown in figure 12.

Figure 12. Essay performance

Table 7. Essay Performance Description (Figure 12)

#	Feature	Description
1	WER score gauges	These gauges, divided into either two or four parts, indicate the student’s WER score.

Lexile and Quantile Measures (ELA and Mathematics Only)

Lexile and Quantile measures provide additional measures of students’ abilities in reading and mathematics. Lexile measures indicate students’ reading abilities, and Quantile measures indicate students’ readiness for instruction in mathematics.

The Lexile and Quantile Measures section of the SSR features metrics for reading and mathematics that were calculated based on the student’s Smarter Balanced scale scores for ELA and mathematics, respectively. A Lexile measure indicates the difficulty of materials a student can read and understand independently. A Quantile measure shows what mathematical skills a student has mastered and in which skills the student needs additional instruction.

Lexile and Quantile measures can be used by parents/guardians at the web addresses on the report to identify suitable books to support the student’s reading level; and activities and other resources to support the student’s mathematics knowledge and skill.

Data presented for the Lexile and Quantile measures includes the following on each of the SSRs (figure 13):

• A Lexile measure for reading linked to the student’s Smarter Balanced for ELA score

• A Quantile measure for mathematics linked to the student’s Smarter Balanced for Mathematics score

  

  Figure 13. Lexile and Quantile measures

Table 8. Lexile and Quantile Measures Description (Figure 13)

#	Feature	Description
1	Information and additional resources	This section describes where to find additional information about the Lexile and Quantile measures and how to use them. It includes the URL for the Lexile® & Quantile® Hub , where appropriate book titles, vocabulary lists, and mathematics activities can be found.
2	Lexile measure	This section features the number representing the student’s Lexile measure for reading. The higher the number, the stronger the student’s reading performance. Note that results starting with “BR” indicate a beginning reader’s Lexile measure, and an asterisk indicates that the student’s measure should be used with caution.
3	Quantile measure	This section features the number representing the student’s Quantile measure for mathematics. The higher the number, the stronger the student’s mathematical performance. Note that results starting with “EM” indicate an emerging mathematician’s Quantile measure, and an asterisk indicates that the student’s measure should be used with caution.

Score Comparisons

Score reports for Smarter Balanced for ELA and mathematics and CAST compare the student’s content-area score with the average score at the school and within the state of California (figure 14).

Figure 14. Score comparisons tables

Table 9. Score Comparisons Tables Description (Figure 14)

#	Feature	Description
1	Content area (ELA and mathematics only)	The content area—if ELA and mathematics—appears in the top row of the score comparison table. (This is not present for CAST because the CAST SSR is on its own page.)
2	Score comparison table	A table provides the score for the content-area assessment for the student, school, and state.

CAAs for ELA, Mathematics, and Science Content

Sample SSR

Sample SSRs are provided here. The callouts on the samples correspond with the links in the numbered list. Select a link for more information about that section of the SSR.

Data displayed on the samples in this guide are for demonstration purposes only. Sample SSRs may include minor variances from actual SSRs.

Refer to the CAAs Reporting Criteria subsection for information about the criteria required for a student to receive an SSR.

Page 1

1. Student Information
2. What Are the California Alternate Assessments?
3. What Do the Scores Mean?
4. Additional Resources

Figure 1. Sample CAA SSR, page one

Pages 2 and 3 (ELA and Mathematics)

1. Overall Content-Area Score
2. Score History
3. Score Comparisons

Figure 2. Sample CAAs SSR, ELA, page two

Figure 3. Sample CAAs SSR, mathematics, page three

Page 4 (CAA for Science)

1. Overall Content-Area Score
2. Score Comparisons

Figure 4. Sample CAAs SSR, science, page four

Description

The SSR for the CAAs for ELA, mathematics, and science is described in table 1.

Table 1. Description of the CAAs for ELA, Mathematics, and Science SSR

Feature	Description
Purpose	This SSR shows a student’s achievement on CAASPP System assessments to students and parents/‌guardians and presents the student’s results for ELA, mathematics, and science.
Format	Page 1 General Information: School and LEA Student information Descriptions of the CAAs and scores Additional resources Page 2 ELA: Student’s achievement level and scale score for the current year Score history for previous year(s) on the ELA assessment State comparison Page 3 Mathematics: Student’s achievement level and scale score for the current year Score history for previous year(s) on the mathematics assessment State comparison Page 4 Science (grades five, eight, and eleven only with CAAs for Science results; on page 1 for grade ten or twelve without): Student’s achievement level and scale score for the current year State comparison
Action	Pursuant to 5 CCR Section 863, LEAs must notify parents/guardians and make SSRs available within 20 working days of their delivery to the LEA in TOMS. If the LEA receives the SSRs after the last day of instruction for the school year, the LEA shall make the SSR available to the parent/‌guardian no later than the first 20 working days of the new academic year.

Data presented for the CAAs for ELA and mathematics includes the following on each of the SSRs:

• Scale scores
• Achievement levels:
  • Level 3—Understanding
  • Level 2—Foundational Understanding
  • Level 1—Limited Understanding ()
• Scale score ranges
• Scale score and achievement level for a previous year’s assessment(s) (if available)
• Comparison data with state averages

Data presented for the CAA for Science includes the following:

• Scale score
• Achievement level:
  • Level 3—Understanding
  • Level 2—Foundational Understanding
  • Level 1—Limited Understanding
• Scale score ranges
• Comparison data with the state average

Front Page

The front page of an SSR always contains the student information and additional information described in the Common CAASPP and ELPAC SSR Page 1 General Information section in addition to the content described in the rest of this subsection.

What Are the California Alternate Assessments?

Each SSR contains a brief program overview and describes the specific content-area assessments whose results are reported. Figure 5 shows an example for an SSR with the CAAs for ELA, mathematics, and science results.

Figure 5. Program overview

What Do the Scores Mean?

Reporting for the CAAs features achievement level measurement gauges representing the three achievement levels that are in the following order from top to bottom:

• Level 3—Understanding
• Level 2—Foundational Understanding
• Level 1—Limited Understanding

Because each assessment is aligned with a specific set of academic standards, scores cannot be compared between assessment for different content areas (for example, one cannot compare achievement between the ELA and science assessments) or on assessments administered previously in California (such as for the Standardized Testing and Reporting Program).

Each SSR contains a brief description of the achievement levels for the overall assessment and an achievement level measurement gauge that is divided into three parts, each representing one of the achievement levels, from Level 1 to Level 3 (figure 6).

Figure 6. Scores information

Score Overview

The combined CAASPP SSR that reports CAAs for ELA, mathematics, and science results contains common elements.

Score ranges for each achievement level are different for each grade level, and the standards for the next grade level are more challenging than for the previous grade level. As a result, an increase in the overall score may not mean a higher achievement level for the current year.

Under certain circumstances, such as when results are associated with a particular special condition code or an assessment was invalidated, a message will appear on the SSR. Possible messages, their associated condition codes, and the applicable content-area assessment are presented in table 2. Refer to the Condition Code Descriptions section in the Interpreting Results chapter for information about when a condition code applies.

Table 2. CAAs for ELA, Mathematics, and Science SSR Messages

Content Area	Condition Code	Message
All	INC0	[Student’s name]’s scores should be used with caution as there were not enough questions answered to represent [Student name]’s achievement.
All	INC1	[Student’s name]’s scores should be used with caution as there were not enough questions answered to represent [Student’s name]’s achievement.
All	Invalid	If the student’s test result is invalidated, the score is accompanied by a footnote: [Student’s name]’s scores should be used with caution as the test was administered under conditions that may not represent [Student’s name]’s achievement.
ELA	NEL	[Student’s name] was exempt from taking the English language arts/literacy assessment during this school year.
All	NT	[Student’s name] did not take the [content area] assessment. For additional information, please contact [Student’s name]’s teacher(s) or school.
All	NTE	[Student’s name] did not complete the [content area] assessment because of a medical emergency.
All	PGE	[Student’s name] did not complete the [content area] assessment because of a parent or guardian exemption.

Overall Content-Area Score

Figure 7. Overall content-area score

Table 3. Overall Content-Area Score Description (Figure 7)

#	Feature	Description
1	Content-area achievement level	This box provides the student’s achievement level for a CAA content area.
1	Not tested (Not shown)	If present, additional text will be included if the student did not receive a score, either because the student did not take the assessment, or the student was exempt from taking the assessment.
1	Special condition (Not shown)	A cautionary message also will be included at the bottom of the page for one of the following reasons: An Invalidate Appeal was submitted for the student. The student did not answer enough questions for scoring, so they received the LOSS or LOSS +1. The student had an unlisted resource that changed the construct being measured (5 CCR Section 835.8).
2	Achievement level measurement gauge	A gauge is divided into three parts, each representing an achievement level. An indicator with the student’s score places the score within one of the achievement levels (Understanding, Foundational Understanding, or Limited Understanding).
3	Performance summary	This paragraph summarizes the student’s performance based on the student’s achievement level for the content area. Summaries are listed in the Performance Summary Text subsection.
4	Score range	This statement notes the score range for the content-area, grade-level assessment.

Performance Summary Text

Possible performance summary outcomes for students are as follows:

• [Student’s name] showed understanding of core concepts in [content area], such as [example].
• [Student’s name] showed foundational understanding of core concepts in [content area], such as [example].
• [Student’s name] showed limited understanding of core concepts in [content area], such as [example].

Score History (ELA and Mathematics Only)

Scores are presented for a student’s prior two results on the CAAs for ELA and mathematics (figure 8). “Not Tested” appears if a student does not have a score for a particular year (grade level). A score history is not shown for a student in grade three, who is taking a CAAs for ELA or mathematics assessment for the first time; or a student in grade eleven.

Figure 8. Student score history

Table 4. Student Score History Description (Figure 8)

#	Feature	Description
1	Score history table	Student scores and achievement levels are presented in a table that shows, from left to right, the student’s score two years ago, one year ago, and as reported for the current test administration year. If the student is in grade three, this table will be replaced with the message, “[Name] took this test for the first time this school year. [Name] will have score history next school year.” If the student is in grade eleven, this content is not present (empty).
1	Not tested (Not shown)	If present, additional text will be included in the progress summary section for the content area if the student did not receive a score, either because the student did not take the assessment or the student was exempt from taking an ELA assessment.
2	Achievement level measurement gauges	Gauges with an arrow showing the student’s achievement level within one of the three sections for each of the reported test administrations are presented immediately under the table in columns that align with the grade level reported.
3	Score ranges description	A paragraph explains how score ranges differ between grade levels and that the standards for the next grade level are higher than the previous grade level.

Score Comparisons

Score reports for the CAAs for ELA, mathematics, and science compare the student’s content-area score with the average score within the state of California (figure 9).

Figure 9. Score comparison table

Table 5. Score Comparison Table Description (Figure 9)

#	Feature	Description
1	Content area	The content area appears in the top row of the score comparison table.
2	Score comparison table	A table provides the score for the content-area assessment for the student and state.

California Spanish Assessment Content

Sample SSR

Sample SSRs will be provided here when they become available in approximately November 2025. The callouts on the samples will correspond with the links in the numbered list. When available, select a link for more information about that section of the SSR.

Data that will be displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. Sample SSRs may include minor variances from actual SSRs.

Refer to the CSA Reporting Criteria subsection for information about the criteria required for a student to receive an SSR.

Page 1

This content will be updated in November 2025.

Page 2

This content will be updated in November 2025.

Description

This content will be updated in November 2025.

Front Page—General Information

What Is the California Spanish Assessment?

This content will be updated in November 2025.

What Do the Scores Mean?

This content will be updated in November 2025.

Front Page

Overall CSA Score

This content will be updated in November 2025.

Score History

This content will be updated in November 2025.

Progress Summary Text

This content will be updated in November 2025.

Score Overview

This content will be updated in November 2025.

Summative ELPAC Content

Sample SSR

Sample SSRs are provided here. The callouts on the samples correspond with the links in the numbered list. Select a link for more information about that section of the SSR.

Data displayed on the samples in this guide are for demonstration purposes only and may not reflect valid data. Sample SSRs may include minor variances from actual SSRs.

Refer to the Summative ELPAC Reporting Criteria subsection for information about the criteria required for a student to receive an SSR.

Page 1

1. Student Information
2. Overall Summative ELPAC Score
3. What Is the Summative ELPAC?
4. What Do the Scores Mean?
5. Additional Resources

Figure 1. Sample Summative ELPAC SSR, page one

Page 2

1. Score History
2. Performance Areas (Composites and Domains)

Figure 2. Sample Summative ELPAC SSR page two

Description

The SSR for the Summative ELPAC, which provides parents/guardians with the student’s results, is described in table 1.

Table 1. Description of the Summative ELPAC SSR

Feature	Description
Purpose	To show a student’s performance on the Summative ELPAC to students and parents/‌guardians
Format	Page 1: Student’s overall scale score and performance level for the current year Descriptions of the Summative ELPAC and scores Student information Additional resources Page 2: Student’s composite area performance levels and scale scores, as well as the performance levels for each domain, for the current year Score history for previous year(s) Composite and domain performance
Action	Pursuant to 5 CCR Section 11518.15(c), LEAs must notify parents/guardians and make SSRs available within 30 calendar days of their delivery to the LEA in TOMS. If the LEA receives the SSRs after the last day of instruction for the school year, the LEA shall make the SSR available to the parent/‌guardian no later than the first 15 working days of the new academic year.

Summative ELPAC Reporting Levels

For the overall score and the composite scores—oral language score for the Listening and Speaking domains, and written language score for the Reading and Writing domains—there are four possible performance levels:

• Level 4—Well Developed
• Level 3—Moderately Developed
• Level 2—Somewhat Developed
• Level 1—Beginning to Develop

For the domain scores, there are three possible reporting performance level descriptors:

• Well Developed
• Somewhat/Moderately Developed
• Beginning to Develop

Additional Messaging—Special Indicators

In cases where a domain exemption was requested for a student with a disability that precludes student testing in one or more domains, the student was assessed in the remaining domains in which it was possible to assess the student and scored based on the tested domain. A gray box is present in the table next to the domain name, and the following message will appear in the box:

Domain Exemption: [Student’s name] was not required to test in [domain], and this did not impact the [composite] score.

If the student did not log on to a particular domain assessment, the student received zero points for that domain. A gray box is present in the table next to the domain name, and the following message will appear in the box:

Not Tested: [Student’s name] was not tested in [Domain] and received zero points, which impacted the [composite] score.

Finally, a student might have tested using an unlisted resource that was assigned by the LEA in TOMS. When the assigned unlisted resource changed the construct being tested, the following message, noted with an asterisk (*), appears on the second page of the SSR:

*An unlisted resource that changed the construct was used for one or more domains; therefore, the student received the lowest score in that domain.

Figure 3 provides an example of how these indicators would appear within a composite’s reporting on page two of the SSR. In the example, there are gray boxes next to the domain name icons for “Listening” and “Reading” and an asterisk next to the domain name “Speaking.”

Figure 3. Domain indicators within a composite

Front Page

The front page of an SSR always contains the student information and additional information described in the Common CAASPP and ELPAC SSR Page 1 General Information section in addition to the content described in the rest of this subsection.

What Is the Summative ELPAC?

Each Summative ELPAC SSR contains a brief program overview, including why it is administered (figure 4).

Figure 4. Program overview

What Do the Scores Mean?

Each Summative ELPAC SSR contains a paragraph describing what the scores mean (figure 5).

Figure 5. Score information

Score Overview

The Summative ELPAC SSR contains common elements.

Score ranges for each performance level are different for each grade level or grade span, and students are expected to show improvement within the level or move to the next level each school year. As a result, an increase in the overall scale score may not mean a higher performance level for the current year.

Under certain circumstances, such as when results are associated with a condition code or an assessment was invalidated, a message will appear on the SSR. Possible messages and their associated condition codes, are presented in table 2. Refer to the Condition Code Descriptions section in the Interpreting Results chapter for information about when a condition code applies.

Table 2. Summative ELPAC Messages

Condition Code	Message
EXD	Domain Exemption: [Student’s name] was not required to test in [domain], and this did not impact the [composite] score.
NT	Not Tested: [Student’s name] was not tested in [domain] and received zero points, which impacted the [composite] score.

Overall Score

This section, which is presented in figure 6, shows the student’s score relative to the score range for the assessment. These are indicated in text and on a measurement gauge.

Figure 6. Score overview

Table 3. Score Overview Description (Figure 6)

#	Feature	Description
1	Performance level	This box provides the student’s performance level on the overall assessment.
1	Not tested (Not shown)	If present, additional text will be included if the student did not receive a score because the student did not take the assessment.
1	Special condition (Not shown)	A cautionary message also will be included at the bottom of page two if the student had an unlisted resource that changed the construct being measured.
2	Performance level measurement gauge	A gauge is divided into four parts, each representing one of the performance levels, from Level 1 to Level 4. An indicator with the student’s score places the score within one of the four performance levels; a dotted line between the third and fourth levels indicates proficiency.
3	Performance summary	This paragraph summarizes the student’s performance based on the student’s performance level and includes what the student can do at that level. Summaries are listed in the Performance Summary Text subsection.
4	Score range	This statement notes the score range for the grade-level or grade-span assessment.

Performance Summary Text

This section also includes a performance summary. Possible performance summary outcomes for students are as follows:

• [Student’s name] has well developed English skills and can usually use English to learn new things in school and to interact in social situations. [Student’s name] may occasionally need help using English.
• [Student’s name] has moderately developed English skills and can sometimes use English to learn new things in school and to interact in social situations. [Student’s name] may need help using English to communicate on less-familiar school topics and in less-familiar social situations.
• [Student’s name] has somewhat developed English skills and usually needs help using English to learn new things in school and to interact in social situations. [Student’s name] can often use English for simple communication.
• [Student’s name] is beginning to develop English skills and usually needs substantial help using English to learn new things in school and to interact in social situations. [Student’s name] may know some English words and phrases.

Score History

Scores are presented for a student’s prior two results on the Summative ELPAC (figure 7).

Figure 7. Student score history

Table 4. Student Score History Description (Figure 7)

#	Feature	Description
1	Progress summary	This paragraph describes the student’s progress based on the student’s performance level for the content area. Summaries are listed in the Progress Summary Text subsection.
2	Score history table	Student scores and performance levels are presented in a table that shows, from left to right, the student’s score two years ago, one year ago, and as reported for the current test administration year. Refer to the Additional Messaging subsection for a list of messages that will display if there is no score for a particular previous-year test administration.
3	Performance level measurement gauges	Gauges with an arrow showing the student’s performance level within one of the four sections for each of the reported test administrations are presented immediately under the table in columns that align with the grade level reported.

Additional Messaging

There might be a message present under the following circumstances for a previous-year Summative ELPAC administration:

• When the student was eligible and did not test, the score history for that administration shows as “Eligible but not tested.”
• When the student was not eligible to test in a prior year, the score history for that prior year will be blank.
• When the student was eligible and partially tested but did not log on to one domain in each composite, the score history for that administration shows as “Incomplete test | No score available.”
• When a student took the Summative ELPAC for the first time, the score history for that student shows as “[Student’s name] took this test for the first time this school year. [Student’s name] will have score history next school year.” However, note that a score history is shown for a student in kindergarten only if the student repeated kindergarten in the current test administration year and took the Summative ELPAC in the previous test administration.

Progress Summary Text

This section also includes progress summary text comparing the current year’s outcome with a previous year’s outcome and noting whether the student stayed within the previous year’s performance level. A progress summary is not shown if there is no score for the student in the current or prior year. Possible progress summary outcomes for students are as follows:

• [Student’s name]’s score decreased from last year, and is now in a lower level.
• [Student’s name]’s score decreased from last year, but is still in the same level.
• [Student’s name]’s score increased from last year, enough to reach a higher level.
• [Student’s name]’s score increased from last year, but not enough to stay in the same level.
• [Student’s name]’s score increased from last year, and is still in the highest level.
• [Student’s name]’s score increased from last year, but not enough to reach a higher level.
• [Student’s name]’s score did not increase from last year, and is now in a lower level.
• [Student’s name]’s score did not increase from last year, and is still in the same level.

Performance Areas (Composites and Domains)

Performance area scores are shown for the Summative ELPAC domains and composites the students took. Domains and composites are based on the content standards, which describe what students know and can do at each grade level.

Domains are as follows:

• Listening
• Speaking
• Reading
• Writing

Composites are as follows:

• Oral language:
  • Listening
  • Speaking
• Written language:
  • Reading
  • Writing

For the domain scores, there are three possible reporting performance level descriptors (figure 8):

• Well Developed
• Somewhat/Moderately Developed
• Beginning to Develop

Performance levels for the overall and composite scores are presented as one of four levels:

• Level 4—Well Developed
• Level 3—Moderately Developed
• Level 2—Somewhat Developed
• Level 1—Beginning to Develop

Figure 8. Performance areas for composites and domains

Table 5. Performance Areas for Composites and Domains Descriptions (Figure 8)

#	Feature	Description
1	Composite skill	The title in each section displays the name of the composite skill, either oral language or written language.
2	Score and level	The line graph represents the student’s score and performance level for the composite.
3	Domains within the composite	The performance levels for the domains that comprise a composite are presented—Listening and Speaking for the oral language composite, and Reading and Writing for the written language composite.
3	Domain levels	This section of the chart shows reporting levels for the assessment’s domains; a check mark indicates a student’s domain performance level—either Beginning to Develop, Somewhat/Moderately, or Well Developed.

Summative Alternate ELPAC Content

Sample SSR

Sample SSRs are provided here. The callouts on the samples correspond with the links in the numbered list. Select a link for more information about that section of the SSR.

Data displayed on the samples in this guide are for demonstration purposes only and do not reflect valid data. SSR samples may include minor variances from actual SSRs.

Refer to the Summative Alternate ELPAC Reporting Criteria subsection for information about the criteria required for a student to receive an SSR.

Page 1

1. Student Information
2. What Is the Summative Alternate ELPAC?
3. What Do the Scores Mean?
4. Additional Resources

Figure 1. Sample Summative Alternate ELPAC SSR, page one

Page 2

1. Overall Score
2. Score History

Figure 2. Sample Summative Alternate ELPAC SSR, page two

Description

The SSR for the Summative Alternate ELPAC, which provides parents/guardians with the student’s results, is described in table 1.

Table 1. Description of the Summative Alternate ELPAC SSR

Feature	Description
Purpose	To show a student’s performance on the Summative Alternate ELPAC to students and parents/‌guardians
Format	Page 1: School and LEA Student information Descriptions of the Summative Alternate ELPAC and scores Additional resources Page 2: Student’s performance level and scale score for the current year Score history for previous year(s)
Action	Pursuant to 5 CCR Section 11518.15(c), LEAs must notify parents/guardians and make SSRs available within 30 calendar days of their delivery to the LEA in TOMS. If the LEA receives the SSRs after the last day of instruction for the school year, the LEA shall make the SSR available to the parent/‌guardian no later than the first 15 working days of the new academic year.

Summative Alternate ELPAC Reporting Levels

There are three possible reporting levels for the student’s overall Summative Alternate ELPAC score:

• Level 3—Fluent English Proficient
• Level 2—Intermediate English Learner
• Level 1—Novice English Learner

Additional Messaging

A student might have tested using an unlisted resource that was assigned by the LEA in TOMS. When the assigned unlisted resource changed the construct being tested, the following message, noted with an asterisk (*), appears on the second page of the SSR:

*An unlisted resource that changed the construct was used during testing; therefore, the student received the lowest score.

Figure 3 provides an example of how this indicator would appear next to the student’s overall score on page 2 of the SSR. In the example, there is an asterisk next to the overall score.

Figure 3. Overall score indicator

Front Page

The front page of an SSR always contains the student information and additional information described in the Common CAASPP and ELPAC SSR Page 1 General Information section in addition to the content described in the rest of this subsection.

What Is the Summative Alternate ELPAC?

Each SSR contains a brief program overview, including why it is administered (figure 4).

Figure 4. Program overview

What Do the Scores Mean?

Reporting for the Summative Alternate ELPAC features a performance level measurement gauge representing the three performance levels that are in the following order from top to bottom:

• Level 3—Fluent English Proficient
• Level 2—Intermediate English Learner
• Level 1—Novice English Learner

Each SSR contains a list of the performance levels for the overall assessment and a performance level measurement gauge that is divided into three parts, each representing one performance level, from Level 1 to Level 3 (figure 5).

Figure 5. Scores information

Score Overview

Score ranges for each performance level are different for each grade level, and students are expected to show improvement within the level or move to the next level each school year. As a result, an increase in the overall scale score may not mean a higher performance level for the current year.

Overall Score

This section, which is presented in figure 6, shows the student’s score relative to the score range for the assessment. These are indicated in text and on a measurement gauge.

Figure 6. Overall score

Table 2. Overall Score Description (Figure 6)

#	Feature	Description
1	Performance level	This box provides the student’s performance level.
1	Special condition (Not shown)	A cautionary message also will be included at the bottom of the page if the student had an unlisted resource that changed the construct being measured.
2	Performance level measurement gauge	A gauge is divided into three parts, each representing one of the performance levels, from Level 1 to Level 3. An indicator with the student’s score places the score within one of the performance levels; a dotted line between the first and second levels indicates proficiency.
3	Performance summary	This paragraph summarizes the student’s performance based on the student’s performance level for the assessment. Summaries are listed in the Performance Summary Text subsection.
4	Score range	This statement notes the score range for the grade-level assessment.

Performance Summary Text

Possible performance summary outcomes for students are as follows:

• [Student’s name] has sufficient English skills to communicate and learn in school. [Student’s name] may need occasional help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.
• [Student’s name] can sometimes use English to communicate and learn in school. [Student’s name] may need frequent help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.
• [Student’s name] is beginning to develop the English skills to communicate and learn in school. [Student’s name] may need substantial help with English in order to learn grade-level information that has been modified for students with the most significant cognitive disabilities.

Score History

Scores are presented for a student’s prior two results on the Summative Alternate ELPAC (figure 7).

Figure 7. Score history

Table 3. Score History Description (Figure 7)

#	Feature	Description
1	Score history table	Student scores and performance levels are presented in a table that shows, from left to right, the student’s score two years ago, one year ago, and as reported for the current test administration year. Refer to the Additional Messaging subsection for a list of messages that will display if there is no score for a particular previous-year test administration.
2	Performance level measurement gauges	Gauges with an arrow showing the student’s performance level within one of the three sections for each of the reported test administrations are presented immediately under the table in columns that align with the grade level reported.

Additional Messaging

There might be a message present under the following circumstances for a previous-year Summative Alternate ELPAC administration:

• When the student was eligible and did not test, the score history for that administration shows as “Eligible but not tested.”
• When the student was not eligible to test in a prior year, the score history for that prior year will be blank.
• When the student was eligible and partially tested but did not answer one receptive and one expressive item, the score history for that administration shows as “Incomplete test | No score available.”
• When a student took the Summative Alternate ELPAC for the first time, the score history for that student shows as “[Student’s name] took this test for the first time this school year. [Student’s name] will have score history next school year.” However, note that a score history is shown for a student in kindergarten only if the student repeated kindergarten in the current test administration year and took the Summative Alternate ELPAC in the previous test administration.

Distributing SSRs

Overview

There are three options for accessing and providing SSRs to parents/guardians. Depending upon an LEA’s unique factors, one of the following options may be preferable over another, or an LEA may want to consider a combined approach to providing SSRs to parents/guardians.

1. Access electronic PDF SSRs and HTML SSRs using a locally provided parent or student portal
2. Download PDF SSRs from TOMS and make available electronically using a secure local method
3. Download PDF SSRs from TOMS, print, and make available locally

Regulations

CAASPP

5 CCR Section 863(a) requires LEAs to provide individual CAASPP results to parents/guardians within 20 working days after they are received by the LEA or within 20 working days of the start of the new academic year if received after the last day of instruction. Only authorized LEA personnel, the student, and parents/guardians may access the CAASPP results of an individual student.

ELPAC

5 CCR Section 11518.15(c) requires LEAs to provide individual Summative ELPAC and Summative Alternate ELPAC results to parents/guardians within 30 calendar days after they are received by the LEA or within 15 working days of the start of the new academic year if received after the last day of instruction. Only authorized LEA personnel, the student, and parents/guardians may access the ELPAC results of an individual student.

Access SSRs Using a Locally Provided Parent or Student Portal

PDF SSRs can be provided electronically using a locally provided parent or student portal.

Additionally, when available, an LEA’s SIS vendor might also be able to provide links to HTML SSRs that can be opened from within the parent portal and are responsive to mobile devices.

ELA, mathematics, and science results are combined within a single SSR only for PDF SSRs—for the HTML SSRs, each content-area assessment has its own SSR link. For example, a grade five student who took the CAAs for ELA, mathematics, and science, as well as the Summative Alternate ELPAC, would receive four HTML SSRs and two PDF SSRs.

Establishing Credentials for Secure Transmission of SSRs

To establish a secure connection between TOMS and the LEA’s locally provided parent or student portal, an LEA coordinator must first establish credentials (that is, a username and password) that can be provided to the LEA’s parent or student portal vendor. Review the SIS Vendor Credentialing Overview section in the TOMS User Guide for additional information about this process.

Information for Parent Portal Vendors

Amazon Web Services (AWS)—with the Amazon Simple Storage Service and the Amazon Key Management Service—provides encrypted access for parents/‌guardians to view their child’s electronic SSR, which is available as a PDF or in HTML. In addition, some LEAs have opted to purchase video SSRs.

Provide the LEA’s parent or student portal vendor with the API specification document in table 1 to begin the access process. The v2 API supports requests for all formats—including video, only PDF and HTML SSRs, or just PDF SSRs—for maximum flexibility. If the vendor already uses v1 and the LEA needs only PDF SSRs, the v1 API will continue to support these downloads.

Table 1. API Specifications Documents

File	Purpose	Posted Date
API Specifications v2 (DOCX)	Download PDF and HTML SSRs or only PDF SSRs	05/22/25
API Specifications v1 (DOCX)	Download PDF SSRs	03/30/21

Download SSRs from TOMS and Make Available Electronically Using a Secure Local Method

PDF SSR files can be downloaded from TOMS and made available to parents/guardians electronically via a secure local method.

Maintaining Security of Student PII

Any method for providing SSRs to parents/guardians electronically must be secure and protect student PII that is contained in the SSRs. Some examples of ways to provide secure electronic SSRs include, but are not limited to the following:

• Password-protect the PDF SSR file, send the file to the parent/guardian via email, and then send the password in a separate email.
• Use a third-party secure software that provides the parent/guardian access to the PDF SSR file.

Download SSRs from TOMS, Print, and Make Available Locally

PDF SSR files can be downloaded from TOMS and made available to parents/guardians using a locally determined distribution method. Review the How to Bulk Download Student Score Reports (PDF) for instructions to complete this process. Detailed instructions are available in the CAASPP Student Score Report PDFs and ELPAC Student Score Report PDFs subsections in the TOMS User Guide .

Printing Considerations

When printing SSRs locally, be aware of the following details:

• SSRs can be printed on 8.5 × 11 inch paper.
• It is recommended that SSRs be printed two sided and in color.
• SSRs include the residential address.
• Printed SSRs can be folded to fit in a standard #10 envelope with a left-side window.
• For Smarter Balanced and CAAs SSRs that include results of a science assessment, PDF SSRs will be available only once results for all three assessments are available.
• If the LEA is printing in batches, consider downloading SSRs of a single length into one file and then printing. The lengths of SSRs are presented in table 2.

Table 2. PDF SSR Lengths

Content Area(s)	Length
Smarter Balanced for ELA and mathematics (only)	4 pages
Smarter Balanced for ELA and mathematics and CAST	6 pages
CAST (only)	2 pages
CAAs for ELA and mathematics (only)	4 pages
CAAs for ELA, mathematics, and science	4 pages
CAA for Science (only)	2 pages
CSA	2 pages
Summative ELPAC	2 pages
Summative Alternate ELPAC	2 pages

Appendix A: Scale Score Ranges

Smarter Balanced Summative Assessments—Current Test Administration

Achievement Level Scale Score Ranges—Current English Language Arts/Literacy

Grade	Standard Not Met	Standard Nearly Met	Standard Met	Standard Exceeded
3	2115–2366	2367–2431	2432–2489	2490–2650
4	2140–2415	2416–2472	2473–2532	2533–2690
5	2200–2441	2442–2501	2502–2581	2582–2730
6	2230–2456	2457–2530	2531–2617	2618–2770
7	2260–2478	2479–2551	2552–2648	2649–2810
8	2290–2486	2487–2566	2567–2667	2668–2850
11	2300–2492	2493–2582	2583–2681	2682–2900

Achievement Level Scale Score Ranges—Current Mathematics

Grade	Standard Not Met	Standard Nearly Met	Standard Met	Standard Exceeded
3	2190–2380	2381–2435	2436–2500	2501–2660
4	2205–2410	2411–2484	2485–2548	2549–2700
5	2220–2454	2455–2527	2528–2578	2579–2740
6	2235–2472	2473–2551	2552–2609	2610–2780
7	2250–2483	2484–2566	2567–2634	2635–2820
8	2265–2503	2504–2585	2586–2652	2653–2860
11	2280–2542	2543–2627	2628–2717	2718–2900

Smarter Balanced Summative Assessments—Prior to the 2020–21 Administration

Achievement Level Scale Score Ranges—English Language Arts/Literacy

Grade	Standard Not Met	Standard Nearly Met	Standard Met	Standard Exceeded
3	2114–2366	2367–2431	2432–2489	2490–2623
4	2131–2415	2416–2472	2473–2532	2533–2663
5	2201–2441	2442–2501	2502–2581	2582–2701
6	2210–2456	2457–2530	2531–2617	2618–2724
7	2258–2478	2479–2551	2552–2648	2649–2745
8	2288–2486	2487–2566	2567–2667	2668–2769
11	2299–2492	2493–2582	2583–2681	2682–2795

Achievement Level Scale Score Ranges—Mathematics

Grade	Standard Not Met	Standard Nearly Met	Standard Met	Standard Exceeded
3	2189–2380	2381–2435	2436–2500	2501–2621
4	2204–2410	2411–2484	2485–2548	2549–2659
5	2219–2454	2455–2527	2528–2578	2579–2700
6	2235–2472	2473–2551	2552–2609	2610–2748
7	2250–2483	2484–2566	2567–2634	2635–2778
8	2265–2503	2504–2585	2586–2652	2653–2802
11	2280–2542	2543–2627	2628–2717	2718–2862

California Science Test

Grade	Standard Not Met	Standard Nearly Met	Standard Met	Standard Exceeded
5	150–178	179–213	214–230	231–250
8	350–377	378–414	415–432	433–450
10	550–575	576–614	615–635	636–650
11	550–575	576–614	615–635	636–650
12	550–575	576–614	615–635	636–650

California Alternate Assessments

CAA Achievement Level Scale Score Ranges—English Language Arts/Literacy

Grade	Limited Understanding (Level 1)	Foundational Understanding (Level 2)	Understanding (Level 3)
3	300–344	345–359	360–399
4	400–444	445–459	460–499
5	500–544	545–559	560–599
6	600–644	645–659	660–699
7	700–744	745–759	760–799
8	800–844	845–859	860–899
11	900–944	945–959	960–999

CAA Achievement Level Scale Score Ranges—Mathematics

Grade	Limited Understanding (Level 1)	Foundational Understanding (Level 2)	Understanding (Level 3)
3	300–344	345–359	360–399
4	400–444	445–459	460–499
5	500–544	545–559	560–599
6	600–644	645–659	660–699
7	700–744	745–759	760–799
8	800–844	845–859	860–899
11	900–944	945–959	960–999

CAA Achievement Level Scale Score Ranges—Science

Grade	Limited Understanding (Level 1)	Foundational Understanding (Level 2)	Understanding (Level 3)
5	500–544	545–559	560–599
8	800–844	845–859	860–899
10	900–944	945–959	960–999
11	900–944	945–959	960–999
12	900–944	945–959	960–999

California Spanish Assessment

This table will be updated in November 2025.

Summative ELPAC

Grade Level	Score Type	Beginning to Develop (Level 1)	Somewhat Developed (Level 2)	Moderately Developed (Level 3)	Well Developed (Level 4)
K	Overall	1150–1373	1374–1421	1422–1473	1474–1700
K	Oral Language	1150–1385	1386–1426	1427–1477	1478–1700
K	Written Language	1150–1345	1346–1409	1410–1462	1463–1700
1	Overall	1150–1410	1411–1454	1455–1506	1507–1700
1	Oral Language	1150–1407	1408–1450	1451–1492	1493–1700
1	Written Language	1150–1413	1414–1458	1459–1519	1520–1700
2	Overall	1150–1423	1424–1470	1471–1531	1532–1700
2	Oral Language	1150–1413	1414–1459	1460–1509	1510–1700
2	Written Language	1150–1432	1433–1480	1481–1553	1554–1700
3	Overall	1150–1447	1448–1487	1488–1534	1535–1800
3	Oral Language	1150–1434	1435–1465	1466–1511	1512–1800
3	Written Language	1150–1460	1461–1508	1509–1556	1557–1800
4	Overall	1150–1458	1459–1498	1499–1548	1549–1800
4	Oral Language	1150–1438	1439–1471	1472–1521	1522–1800
4	Written Language	1150–1477	1478–1524	1525–1574	1575–1800
5	Overall	1150–1466	1467–1513	1514–1559	1560–1800
5	Oral Language	1150–1446	1447–1476	1477–1532	1533–1800
5	Written Language	1150–1486	1487–1549	1550–1586	1587–1800
6	Overall	1150–1474	1475–1516	1517–1566	1567–1900
6	Oral Language	1150–1449	1450–1483	1484–1541	1542–1900
6	Written Language	1150–1498	1499–1549	1550–1591	1592–1900
7	Overall	1150–1480	1481–1526	1527–1575	1576–1900
7	Oral Language	1150–1455	1456–1497	1498–1553	1554–1900
7	Written Language	1150–1504	1505–1555	1556–1597	1598–1900
8	Overall	1150–1485	1486–1533	1534–1589	1590–1900
8	Oral Language	1150–1460	1461–1504	1505–1568	1569–1900
8	Written Language	1150–1509	1510–1561	1562–1609	1610–1900
9	Overall	1150–1492	1493–1544	1545–1605	1606–1950
9	Oral Language	1150–1464	1465–1511	1512–1578	1579–1950
9	Written Language	1150–1519	1520–1577	1578–1631	1632–1950
10	Overall	1150–1492	1493–1544	1545–1605	1606–1950
10	Oral Language	1150–1464	1465–1511	1512–1578	1579–1950
10	Written Language	1150–1519	1520–1577	1578–1631	1632–1950
11	Overall	1150–1499	1500–1554	1555–1614	1615–1950
11	Oral Language	1150–1469	1470–1513	1514–1582	1583–1950
11	Written Language	1150–1528	1529–1594	1595–1645	1646–1950
12	Overall	1150–1499	1500–1554	1555–1614	1615–1950
12	Oral Language	1150–1469	1470–1513	1514–1582	1583–1950
12	Written Language	1150–1528	1529–1594	1595–1645	1646–1950

Summative Alternate ELPAC

Grade Level or Grade Span	Novice English Learner (Level 1)	Intermediate English Learner (Level 2)	Fluent English Proficient (Level 3)
K	201–243	244–259	260–299
1	301–343	344–359	360–399
2	401–443	444–459	460–499
3–5	501–543	544–559	560–599
6–8	601–643	644–659	660–699
9 and 10	701–743	744–759	760–799
11 and 12	801–843	844–859	860–899

Appendix B: Additional Resources

Information About SSRs

• CAASPP Starting Smarter website
• ELPAC Starting Smarter website
• “SSR Cover Letter Templates” section of the SSR and Reporting Resources web page on the CAASPP & ELPAC Website

CAASPP General Information

• CDE California Assessment of Student Performance and Progress (CAASPP) System web page
• CDE Additional Resources web page on the Test Results for California’s Assessments website
• CDE CAASPP Technical Reports and Studies web page
• SSR and Reporting Resources web page on the CAASPP & ELPAC Website
• Trainings with reporting content—such as the Scoring and Reporting Webinar and the Data Leadership Training Series—on the Upcoming and On-Demand Trainings web page on the CAASPP & ELPAC Website
• Smarter Balanced Assessment Consortium Smarter Assessments web page

ELPAC General Information

• CDE Summative ELPAC web page
• CDE Alternate ELPAC web page
• CDE Additional Resources web page on the Test Results for California’s Assessments website
• CDE 2012 ELD Standards (PDF)
• SSR and Reporting Resources web page on the CAASPP & ELPAC Website
• Trainings with reporting content—such as the Scoring and Reporting Webinar and the ELPAC Results Are In—Now What?—on the Upcoming and On-Demand Trainings web page on the CAASPP & ELPAC Website

CAASPP Smarter Balanced–Specific Information

Lexile and Quantile Measures Resources

• Lexile® & Quantile® Measures web page on the CAASPP & ELPAC Website
• MetaMetrics Lexile & Quantile Hub web page

Scoring and Reporting

• Smarter Balanced Assessment Consortium Interpretation and Use of Scores and Achievement Levels (PDF)
• Smarter Balanced Reporting Scores web page
• Smarter Balanced Scoring Specifications for Summative and Interim Assessments

Claims and Assessment Targets

• Smarter Balanced Assessment Consortium Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types (PDF) (from Content Specifications for the Summative Assessment of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects)
• Smarter Balanced Assessment Consortium Content Specifications for the Summative Assessment of the Common Core State Standards for Mathematics (PDF)
• Smarter Balanced Assessment Consortium Content Specifications for the Summative Assessment of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (PDF)
• Smarter Balanced Smarter Content Explorer website

Test Blueprints

CAASPP

• Smarter Balanced Assessment Consortium ELA/Literacy Adjusted Form Summative Assessment Blueprints as of 2020–21 Administration (PDF)
• Smarter Balanced Assessment Consortium Mathematics Adjusted Form Summative Assessment Blueprints as of 2020–21 Test Administration (PDF)
• CAST Blueprint (PDF)
• CAA Blueprint for ELA (DOC)
• CAA Blueprint for Mathematics (DOC)
• CAA for Science Blueprint (DOCX)
• CSA Revised Blueprint (DOCX)

ELPAC

• Summative ELPAC Test Blueprints (PDF)
• Alternate ELPAC Test Blueprint (PDF)

Table of Acronyms and Initialisms in the TOMS User Guide

Term	Meaning
API	application programming interface
CAAs	California Alternate Assessments
CAASPP	California Assessment of Student Performance and Progress
CALPADS	California Longitudinal Pupil Achievement Data System
CalTAC	California Technical Assistance Center
CARS	Crisis Alert Response System
CAST	California Science Test
CDE	California Department of Education
CDS code	county-district-school code
CEDS	Common Education Data Standards
CERS	California Educator Reporting System
CSA	California Spanish Assessment
CSD	California School Directory
DEI	Data Entry Interface
DFA	Directions for Administration
ELA	English language arts/literacy
ELAS	English language acquisition status
ELPAC	English Language Proficiency Assessments for California
ELs	English learners
HOSS	highest obtainable scale score
IA	Interim Assessment
IAIP	Interim Assessment Item Portal
IAVS	Interim Assessment Viewing System
IDEA	Individuals with Disabilities Education Act
IEP	individualized education program
K–12	kindergarten through grade twelve
K–2	kindergarten through grade two
LEA	local educational agency
LOSS	lowest obtainable scale score
LST	Local Scoring Tool
NPS	nonpublic, nonsectarian school
NS	No score available
NT	Not tested
NTE	Not tested medical emergency
PFA	Preparing for Administration
PGE	Parent/Guardian exemption
RSVP	Rotating Score Validation Process
SED	socioeconomically disadvantaged
SIS	student information system
SSID	Statewide Student Identifier
SSR	Student Score Report
STAIRS	Security and Test Administration Incident Reporting System
TBD	To Be Determined
THSS	Teacher Hand Scoring System
TOMS	Test Operations Management System
UIN	Unique Identification Number