CAASPP ALTERNATE ASSESSMENETS (CAA)

Test Examiners - Must complete Moodle training in each CAA subject administering every year in addition to site trainings. 

The California Alternate Assessments (CAAs) are part of CAASPP. The CAAs are administered to students with the most significant cognitive disabilities and whose individualized education program (IEP) team has designated the use of an alternate assessment on statewide summative assessments. There are CAAs for English language arts/literacy (ELA), mathematics, and science.

• ELA & Math Grades 3-8 & 11
• Science Grades 5, 8 , 11 and any student in grade 12 that has not yet taken the CA Science assessment

 

caa webpage

• CDE Alternate Assessment IEP Team Guidance
• CAASPP California Alternate Assessment Notification Letter 2025-2026 (10-16-2025)
• Test Examiner Checklist 
• 2025-2026 CA Alternate  (CAA) & Alternate ELPAC Overview 
  • Certificate /Tutorial Directions Test Examiner Certificates - Due November 14, 2025
• CAA Science Site Administration Schedule Due November 14, 2025
• Form Assignment
  • BUSD ELA & Math Form 1 2025-2026
  • BUSD Science Form 1 2025-2026
• Tips for CAA Science Administration 
• Organization of CAA Science

QUICK LINKS

See the CAASPP  Administer a Test Session webpage for all supplies

TEST ADMINISTRATOR REQUIREMENTS:

• Test Administrator (TA) must complete site Security & Accessibility Resource training yearly
• TA must setup their CAASPP account and log into TOMS to sign the online security affidavit at least 1 day before testing. 
• TA must follow all security protocols (local and state security protocols ) and adhere strictly to the script during Summative administration. 
• The Script outlines the session setup and login process- follow in EACH testing session
• TA must have a list of all Accessibility Resources (Test Settings) assigned via Student Study Plan (SST), 504-Plan or Individualized Education Plant (IEP) and ensure they are provided either embedded in the system or non-embedded and physically provided during each applicable system. 
• TA must provide ample practice and training for each student prior to summative administration. This includes training and practice on item-types testing operation, test settings etc. 
• The TA MUST provide ample time at the end of EACH session for student to finish answering questions on the 

-important - student training

• Use of Universal Tools or assigned Designated Support/ Accomodations - identify any issues & report to Test Site Coordinator 
• Security - no talking, looking at each others screens, passing notes, no unauthorized devices. All free response items are reviewed by the State etc.
• Explanation of the rules of testing system-
  • Pause Rules 20 minute pauses (except for PTs)  
  • Test Segments (cannot return to a segment once they advance)
• Marking items for review- must finish answering marked items before moving onto next segment or ending the session. 

Administration Outline

• Establishing Appropriate Testing Conditions
• Tasks to Complete Prior to Summative Test Administration (Test Site Coordinator)
• Using the Test Administrator Interface (TA Interface)
• Administering a Computer-Based Test Session 

 

Technology

Ensure Student Technology is operable/compatible BEFORE testing is scheduled (not day of).

ADMINISTRATION SCRIPTS (CAT, PT, CAST)

test administrator mANUAl(online)

TA Manual PDF Versions

2025-2026 version pending

SECURITY

• ensure security checks

• SIGNS ELECTRONIC DEVICES / DO NOT DISTURB
  • (outside all outer doors)  USE IN ALL SESSIONS
• sESSION LOG FORM
  • Document and report all testing incidents according to your site protocols.
• Follow site protocols on student breaks, emergencies, technical issues etc. 

 

Accessibility Resources

• Ensure students are provided & assigned applicable Accessibility Resources/Test Settings BEFORE approving them in ANY session

• For Designated Supports/ Accomodations , you must select the View (eye icon)  before approving applicable students in EACH session to verify. If they are not assigned appropriate settings, DO NOT APPROVE and report to Site Testing Coordinator.

  • Failure to do so can result in testing incident and delay students ability to test.

• Non-embedded resources:

  • ACCESSIBILITY GRAPHICS

    • Ensure students are provided Non-Embedded Universal Tools based on their preference and the test (scratch paper etc.) 
    • Scratch Paper, breaks, dictionary/ thesarus- see resource for specifics
  • PRINTABLE RESOURCES

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Quickguide

• How to Start a Test Session Quick guide

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VIDEOS

• Starting and Stopping a Test Session 

• SBAC and CAST Pause Rules and Stopping a Test Session 

• Starting and Stopping a Test Session (8:28)

• Test Security Guidelines  

• Universal tools are available to all students on the basis of student preference and selection.
• Designated supports are available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student's individualized education program (IEP) or Section 504 plan.
• Accommodations must be permitted to all eligible students taking CAASPP and ELPAC tests if specified in the student's IEP or Section 504 plan.
• Unlisted resources are not universal tools, designated supports, or accommodations. Unlisted resources shall be made available if specified in the eligible student's IEP or Section 504 plan and only with approval from the California Department of Education (CDE).

accessibility resources webpage

PRIMARY STATE RESOURCE WEBPAGE-  Visit this webpage for up to date resources

• CAASPP Accessibility Resource Guide
• California Accessibility Resources Matrix
• CDE Student Accessibility Graphics
  • Printable resources

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All students on SST, IEP or 504-Plan should have Test Settings provided as outlined in their current documentation.

2025-2026 All students on IEP have their Test Settings automatically loaded to the Test Operations Management System (TOMS) via the Special Education Information System (SEIS). 

The Test Site Coordinator for the school needs to assign these settings prior to testing. Please communicate with them regarding Test Settings including updates throughout the year. 

There are 3 ways of documenting settings so that they are appropriately applied. See your Test Site Coordinator for method used at your school.

1. ISAAP Tool - online tool that generates student Test Settings into a template that can be easily uploaded to assign settings.  https://isaap.ets.org/
2. BUSD Accessibility Resource Form- BUSD form developed to communicate test settings and test assignments between staff members 
3. TOMS Template-  the Template can be downloaded straight from TOMS by the Test Site Coordinator , updated and uploaded to assign Test Settings. 

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BUSD Resources

25-26 BUSD Accessibility Form

• Coordinator/Special Education Teacher Training Slide Deck training from Sep 4 (I updated slides 20-22 with additional links, too)

Videos

• Accessibility Resource Demonstration Videos

Tools

• ELPAC Student Needs Matching Tool (PDF) will be updated in October by CDE
• CAASPP Student Needs Matching Tool

• ISAAP Tool 

PRACTICE & TRAINING TESTS

Practice & training tests

CAASPP webpage

Students can take a practice or training test at school or at home in a unmonitored environment. Tests can be accessed via Secure browser or regular web-browser. 

It is recommended that Test Administrators practice the log on and approval processes by setting up a test session in the TA Interface and the students use their login credentials to access the session via a Secure Browser in preparation for summative testing. 

The CAA administration is one-on-one using the Directions for Administration (DFA)

Videos

• Using the Online Practice and Training Tests

Resources

• How to Access a Practice or Training Test (Student)

INTERIM ASSESSMENTS 

interim Assessments 

BUSD Interim info

 

Visit the CAASPP Interim webpage for all resources

• Interim Assessment Item Portal

  • Access assessment blueprints, accessibility guidelines, scoring rubrics, and much more. View individual items and answers, or select items to create a PDF you can download and print for classroom instruction.

• Interim Assessment Viewing System
  • View the CAASPP and ELPAC Interim Assessments for planning, professional development, and/or nonstandardized administration purposes.
• THSS Teacher Hand Scoring Scoring System 
  • Score student responses to interim assessment items that require hand scoring.
• CERS California Educator Reporting System 
  • Access results and reports for all CAASPP and ELPAC assessments.

and more at https://www.caaspp-elpac.org/assessments/interim/caaspp-and-elpac

 

interim overview

overview of all available interims

 

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Administration

SEE ADMINISTRATION RESOURCES BELOW FOR SUPPORT ON ADMINISTRATION

Interim assessments may be administered at any grade level and to any student.

They can be administered in either a standardized or non-standardized way, depending on your instructional purpose.

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Standardized Administration

A traditional, standardized administration mirrors the Summative testing environment.

• Each student takes the assessment individually.

• Testing conditions follow standard guidelines.

• Results can be used to determine instructional next steps and monitor student progress.

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Non-Standardized Administration

A non-standardized administration is more flexible and instructional.

Examples include:

• Students working in pairs or small groups on test items.

• The teacher leading a class lesson using interim items (e.g., stand-alone, short response, or performance tasks).

• Repeating interim items after instruction to check for understanding.

• Using strategies such as:

  • Whiteboard evidence

  • Peer feedback

  • Collaborative small-group performance tasks

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Reminder:
Before testing, ensure the session is set up to match the administration method (standardized or non-standardized) you plan to use.

Please ensure the session is setup for the method you intend on administering. 

Interim security

The interim assessments are considered student-facing and teacher-facing only. This designation provides educators the flexibility to access the test questions and their students’ responses to the test questions. Teachers are encouraged to use interim assessment items during instruction, as intended. The one exception is using interims during remote instruction where educators need to manage access to interim items to only students in their classes. Only authorized local educational agency staff and students should have access to the interim assessments. Finally, interim assessment items must not be copied into third-party systems. Such activity is a copyright violation.

• Student information, as always, is confidential and should be treated as such. 
• Interims are meant to be used as an instructional tool

CALIFORNIA EDUCATION CODE SECTION 60642.7(b) PROHIBITS THE USE OF INTEIRM ASSESSMENTS FOR ANY HIGH STAKES PURPOSES SUCH AS COURSE PLACEMENT, IDENTIFICATION AS GIFTED OR TALENTED, OR RECLASIFICATIONS

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Interim Assessment Purpose

Interim assessments inform and support teaching and learning in multiple ways. The purpose is to evaluate student knowledge and skills during the year.

Interim assessments can be used flexibly as both assessments for learning and of learning. This means that interim assessments can be administered in a standardized manner, as a formal individual assessment, or in a non standardized manner.

Interim assessments also offer the full range of CAASPP and ELPAC accessibility resources.

Reasons to Use Interim Assessments

Some reasons to use interim assessments include 

• informing progress towards mastery of standards;

• experiencing item types; and

• familiarizing students and teachers with the testing interface and accessibility resources.

With the interim assessments, educators can access item-level information in the California Educator Reporting Systems (CERS).

This includes:

• student responses and correct answers;

• key/distractor analysis; and

• item information such as standard, claim, target, and depth of knowledge.

Interim assessments are used to monitor progress and are also powerful professional-learning tools for educators.

With interim assessment resources, teachers become more familiar with the content being assessed, the item types that students will encounter, and the rubrics or scoring criteria that will be used to evaluate their progress.

 

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busd technologY/MATERIALS GUIDE   

Technology resources & secure browsers

www.caaspp.org

busd task list

 

TOMS Guide accessibility guide Completion Status Guide

cers guide

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• CAASPP Security Incident & Appeals Guide
• Establishing Appropriate Testing Conditions (TAM)
• Security of Test Environment
• Identifying Testing Incidents (TAM page)

Whether intentional or unintentional, failure by staff or students to comply with security and administration rules constitutes a test security incident. 

Our testing goal as District is to “reduce the chances that students testing will be interrupted or delayed were a testing incident to occur.”

Security incidents impact student(s) performance on assessments. 

Appeals are in place in order to allow the student opportunity to complete their assessment.

electronic sign

do not disturb sign

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BUSD SESSION LOG FORM

Follow site-protocols to document and report any incidents.  

1. Breaches- exposure of secure materials or system risk - MUST REPORT IMMEDIATELY
2. Irregularities- May affect student performance and validity- REPORT BY END OF DAY
3. Impropriety- Low impact- REPORT BY END OF DAY

All staff involved with testing has been trained in security of assessments and has a signed affidavit on file each year.

The official Test Administrator Manual Test Security section contains overall security requirements for testing. 

Test Site Coordinators are to provide their sites with protocols on documenting and reporting security incidents in the CAASPP STAIRS system.

STAFF :

PRELIMINARY ASSESSMENT DATA SHOULD NOT BE SHARED WITH THE PUBLIC UNTIL PUBLICLY RELEASED BY THE STATE- ESTIMATED FALL 2025

 

STAFF DATA ACCESS

California Educator Reporting System (CERS)    [SEE LINK FOR BUSD INFO]

LOGIN: CAASPP.ORG> See CERS

COMMON RESOURCES: 

• USER GUIDE
• TRAINING SERIES

OVERVIEW:

• Site & student level data
• Coordinator site-wide access with CAASPP account
• Teacher access with CAASPP account if rosters uploaded
• Test Site Coordinator for Support.

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Infinite Campus    [SEE LINK FOR BUSD INFO]

LOGIN: Via ClassLink

• Student level data
• Access based on user role
• TIS IC Dept. for support

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Renaissance DnA   [SEE LINK FOR BUSD INFO]

LOGIN: https://busdk12.illuminateed.com(use the Google link to login)

• Site, student, class level data

• Based on role and/or current/past student rosters

• DnA Staff How To Doc.

• Ashly J. Dishmon for support.

PUBLIC DATA ACCESS

• Data Sources for K-12 Education
• CAASPP / ELPAC Public Reporting System 
• Aggregate Power BI Report
• SBCC Open Data Portal
• California School Dashboard
• DataQuest

BUSD PARENT/STUDENT DATA ACCESS

See Student Score Reports notification letter

Staff Data Access Resource