California Spanish Assessment 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.

Note the following about the CSA sample SSRs:

• 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.
• Sample SSRs are presented for both grade five (to represent grades three through eight) and grade eleven (to represent the high school grade band).

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

Page 1

Page 1 of the CSA SSR is presented in figure 1 (for a grade-level assessment—in this case, grade five) and figure 2 (for a high school assessment).

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

Figure 1. Sample CSA SSR, page one (grades three through eight)

Figure 2. Sample CSA SSR, page one (high school grade band)

Page 2

Page 2 of the CSA SSR is presented in figure 3 (for a grade-level assessment) and figure 4 (for a high school assessment).

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

Figure 3. Sample CSA SSR, page two (grades three through eight)

Figure 4. Sample CSA SSR, page two (high school grade band)

Description

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

The SSR for the CSA provides parents/guardians with the student’s results.

Information about the CSA is provided for students in grades three through eight and high school (grades nine through twelve).

Data presented for the CSA includes the following:

• Scale scores
• Achievement levels:
  • Level 3—High Degree
  • Level 2—Moderate Degree
  • Level 1—Limited Degree
• Composite achievement levels (high school grade band only):
  • Level 3
  • Level 2
  • Level 1
• Domain performance levels:
  • Well Developed
  • Progressing
  • Beginning
• Scale score ranges
• Scale score and achievement level for a previous year’s assessment(s) (if available)

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 CSA?

Each CSA SSR contains a brief program overview (figure 5), including why it is administered.

Figure 5. Program overview

What Do the Scores Mean?

CSA reporting includes three achievement levels that are in the following order from top to bottom:

• Level 3—High Degree
• Level 2—Moderate Degree
• Level 1—Limited Degree

Each CSA SSR contains a description of what the overall and domain reporting levels mean; figure 6 shows this section for grade five.

Figure 6. Scores information (grade five)

Score Overview

The CSA SSR contains common elements.

Because the CSA is aligned with the CCSS en Español, which are a translated and linguistically augmented version of the CCSS for English Language Arts & Literacy, scores cannot be compared between assessments for different content areas (for example, between mathematics and the CSA).

Scale score ranges that express student achievement are different for each grade level and the grade band, and the expectations for instruction, which are aligned with 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 level of achievement for the current year.

Under certain circumstances, such as when a student does not respond to enough questions in a domain, the performance area score is “No Score.” The possible message and its associated reason are presented in table 3.

Overall Score

This section, which is presented in figure 7, shows the student’s score relative to the score range for the assessment. These are indicated in text and on a measurement gauge.

Figure 7. Overall CSA score

Score History

Scores are presented for a student’s prior results on the CSA (figure 8). Note the following about this section:

• “Not Tested” appears if a registered 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 the CSA for the first time.

Figure 8. Student score history

Progress Summary Text

This section includes text noting the student’s achievement in relationship to the grade level’s achievement standard. This section also includes progress summary text for students 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 overall level decreased from last year.
• [Student’s name]’s overall level stayed the same as last year.
• [Student’s name]’s overall level increased from last year.

Performance Areas (Domains and Composites)

Scores are shown for the CSA 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.

Domain Performance Areas

For students in all grade levels, this chart shows performance levels for CSA domains (figure 9). A check mark indicates a student’s domain performance level, either Beginning, Progressing, or Well Developed. Three domains are reported for grades three through eight and four domains are reported for the high school grade band.

When there is “No Score” for a domain performance area, there is a double asterisk and an accompanying footnote that says, “**There were not enough questions answered to report [Student’s name]’s achievement in all performance areas.”

SSRs include domain performance area results for the following domains:

• Listening
• Reading
• Writing
• Speaking (high school grade band only)

There are three possible performance levels for the domain reporting:

• Well Developed
• Progressing
• Beginning

Figure 9. Domain performance summary (grade five)

Composite Achievement Levels

For students in the high school grade band only, this region of the SSR shows performance levels for CSA domains and achievement levels for composites (figure 10).

Composite Domains

Composites for the high school grade band are as follows:

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

For the composite scores, there are three possible achievement levels (figure 10):

• Level 3
• Level 2
• Level 1

Figure 10. Score performance-area summary (high school grade band)

Additional Messaging—Special Indicators

In cases where a student did not respond to a sufficient number of questions within both domains within a composite, the student cannot receive a composite score. In this case, the composite’s achievement-level line graph is replaced with “No Score~” and a footnote indicates the following:

~Not enough [composite] literacy questions were answered to receive a composite score; therefore, the lowest score was used to calculate the overall score.

The performance-level indicator section for a domain where not enough questions were answered is replaced with “No Score**” and a footnote indicates the following:

There were not enough questions answered to report [Student’s name]’s achievement in all performance areas.

Figure 11 provides an example of how these indicators would appear within a composite’s reporting on page two of the SSR. In the example the composite line graph is replaced with “No Score~”, and the performance-level sections for reading and writing are marked “No Score**”.

Figure 11. Domain indicators within a composite