Teacher Detailed User Guide Children’s Progress Academic Assessment™ (CPAA™)

GETTING STARTED

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THIS GUIDE

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WHAT CPAA CAN DO FOR YOU

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SUPPORT

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BEFORE YOU ASSESS

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YOUR ACCOUNT

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EDITING YOUR PROFILE & EMAIL

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MANAGING YOUR STUDENT ROSTER

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HELP MATERIALS

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INSTALLATION

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TECHNICAL REQUIREMENTS

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ASSESSMENT SCHEDULING

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SCHEDULING TIPS

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ASSESS

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ASSESSMENT DAY CHECKLIST

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ADMINISTERING AN ASSESSMENT

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ASSESSMENT DAY TIPS

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CONTENT COVERED

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STUDENT EXPERIENCE: ADAPTIVE STRUCTURE & SCAFFOLDING

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STUDENT EXPERIENCE: MOUSING

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REPORT

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ACCESSING REPORTS

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REPORTS AVAILABLE TO YOU

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DETAILS: CLASS REPORTING LEVEL

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IDEAS FOR REVIEWING YOUR REPORTS

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IDEAS FOR USING YOUR REPORTS TO GUIDE INSTRUCTION

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IDEAS FOR USING YOUR REPORTS TO COLLABORATE WITH COLLEAGUES & PARENTS

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ADDITIONAL RESOURCES GLOSSARY

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GETTING STARTED THIS GUIDE________________________________________________ Welcome! In this guide, you’ll find:  Step by step directions for using CPAA with your students  Best practice tips  Links to additional resources

WHAT CPAA CAN DO FOR YOU_________________________ We’re delighted to share Children’s Progress Academic Assessment (CPAA) with you. We hope it’ll be a valuable addition to your teaching toolkit. We believe it’s crucial to give teachers the opportunity to spend more time teaching, and less time writing, administering and grading tests. We built this adaptive, scaffolded assessment to be smart and nimble to give you data you can use right away to inform instruction and collaborate with colleagues and parents. In a nutshell, CPAA is: 

QUICK: The assessment takes just 20-30 minutes, 3-6 times a year. Your reports are available immediately, so you’ll have more time in your day to be with your students.

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ADAPTIVE & SCAFFOLDED: CPAA adjusts to provide just the right level of challenge for each student. It displays more difficult content when children excel and scaffolding if they make errors. This ensures that the assessment is continuously targeting each child’s unique zone of proximal development (ZPD) and providing you with skill-specific insights that can help you take each child’s learning to the next level.

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ACTIONABLE: A numeric score can only tell you so much about a child’s performance, so in addition to a score, we provide detailed narratives and activity suggestions to help you not only pinpoint individual and group needs at their skill level but to also answer the looming “Now what?” question.

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FUN: Yes, CPAA is actually engaging for young students! In fact, we even hear about children asking to take CPAA again and again. And since the motivating, game-like format helps eliminate test anxiety, the fun factor actually helps YOU get better data.

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Assess students 3-6 times a year (or more, if necessary) to get a sense of where everyone is starting out.

View instant reports to quickly identify which concepts students have grasped and where they need help.

Take the next step right away. Use CPAA recommended activities to differentiate instruction and collaborate with colleagues and parents.

CPAA is:

CPAA is NOT:

Meant to be used in a formative way (assessment FOR learning)

Meant to be used in a summative way (assessment OF learning; “high stakes testing”)

Adaptive (questions adjust automatically to offer an appropriate level of challenge)

Linear (questions follow a “one size fits all” sequence)

Computer-based (typically group administered)

Paper-based or individually administered

Custom-designed for early learners

For all grades

Criterion-referenced (student performance is compared to specific learning objectives [e.g. Common Core or State Standards])

Norm-referenced (student performance is compared to the performance of a group)

Dynamic (incorrect responses are followed by verbal and/or visual scaffolding to pinpoint misunderstandings more precisely)

Static (no feedback is given to the child)

SUPPORT__________________________________________________ Questions? Contact Support: 877.469.3287 www.nwea.org/contact-us/support

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BEFORE YOU ASSESS YOUR ACCOUNT__________________________________________ You’ll receive a personal user name and password. Write them here for reference. You’ll need them to assess students and view reports. My User Name: __________________

My Password: ___________________

EDITING YOUR PROFILE & EMAIL____________________________ 1. 2. 3. 4.

Go to reports.childrensprogress.com. Enter your user name and password and click Go. At the top, hover over Settings, then click on My Account. Edit any details in the Change my personal information section, then click Update Profile. Check that your email is correct to ensure that you can retrieve or change your password. NOTE: If you change your password, please remember to write down the new one.

MANAGING YOUR STUDENT ROSTER________________________ Before you assess, make sure your class roster is up to date. 1. Go to reports.childrensprogress.com. 2. Enter your user name and password and click Go. 3. You’ll see your student list on the left. 4. If anyone is missing or any student information is inaccurate, at the top, hover over Tools. To add or remove a student from your class, click on Add Students or Remove Students. To edit details for multiple students, click on Manage Students. Changes are effective immediately, so you can start assessing right away. NOTE: The Manage Students option is enabled at the school or district level. If you do NOT see this option, check with your CPAA Coordinator to help you edit student information.

HELP MATERIALS___________________________________________ All user guides can be found in your online reports. In addition to this guide, you’ll find seasonal tips and a short Teacher Quick Start Guide (a great resource to print out and reference on assessment day!). 1. Go to reports.childrensprogress.com. 2. Enter your user name and password and click Go. 3. At the top, click on Help to see all user guides and seasonal tips.

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INSTALLATION_____________________________________________ CPAA assessments can be delivered via a web-browser or via the CPAA software. Unless you are using Web-Based CPAA, this software needs to be installed on all computers where students will be assessed. However, reports are always web-based and can be viewed from any computer or mobile device (no installation).  Need to install CPAA? Check with your CPAA Coordinator to make sure the software hasn’t already been installed. If not, simply log into your reports at reports.childrensprogress.com and hover over Tools, then click on Download Software. Some schools install the assessment in their computer lab while others choose to administer using laptop carts or the computers in the back of a classroom. It’s up to you!  Interested in learning more about Web-based CPAA? Contact www.nwea.org/contact-us/support for more information.

TECHNICAL REQUIREMENTS_________________________________ CPAA is compatible with Mac and PC computers. You can view technical requirements here.

ASSESSMENT SCHEDULING_________ ________________________ CPAA scheduling is flexible. Three assessment banks are available throughout the year (fall, winter, spring) and our recommended timeframe for assessing can be modified depending on what works best for YOUR district, school or classroom. Please check with your administration to find out whether your school or district has set specific assessment windows. If not, feel free to administer CPAA as needed, following these guidelines:   

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Each of the 3 assessment banks (fall, winter, spring) can be used more than once. We recommend two main uses for CPAA: at the beginning of each season, use it as a skills diagnostic screening assessment to determine where to focus instruction. Additional (optional) follow-up administrations later in the trimester are helpful for tracking skill development. Note that you can administer the literacy and mathematics portions of CPAA separately. We recommend administering the FULL assessment (literacy and mathematics) to all students at the beginning of each season and only administering individual subjects if necessary for follow-up assessments. Track when you administer each assessment so that you can space them out evenly throughout the year. Below is a timeline with sample recommended ranges for screening and follow-up.

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SCHEDULING TIPS__________________________________________ 

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Some schools choose to use the assessment just three times a year – once at the beginning of each season as a diagnostic tool. Others choose to administer six times a year – once at the beginning and again at the end of each season. Finally, others leave the number of administrations up to teachers, making it possible to reassess students based on individual needs. Make sure you know what your school or district has chosen to do. We recommend administering the initial fall assessment close to the beginning of your school year. This will provide you with a good benchmark of what students already know. If you’re interested in comparing data for your students, you do NOT have to assess everyone on the same day (so make-ups are ok) but ideally try to create a testing window of ~1-2 weeks. If you’re interested in comparing data in your class from year to year, it’s best to keep a consistent assessment schedule. Please be aware that scores on assessments administered at the beginning of a season will likely be lower than scores on assessments administered at the end of the same season. This is normal. Moreover, it is possible that students performing well (i.e. At Expectation) at the end of one season might appear to perform worse (i.e. Approaching Expectation) at the beginning of the next. This does NOT mean that the students’ performance has decreased, since each content bank (fall, winter, spring) is progressively more difficult and the expectation phrasing refers to end of year goals. Use the numeric score to compare performance from one season to another, and keep in mind that seasonal item banks aim toward the middle of each testing window. Assessing very early or late will affect scores, but will not impair teachers’ ability to use the data to inform their instruction. Students are not expected to be able to fully master each trimester's content right away. We make this content available starting from the beginning of each season/trimester because we believe it’s important to pre-assess in order to better contextualize post-instruction performance, and to evaluate the effectiveness of an instructional sequence. Remember, CPAA is designed to be flexible. You can administer it whenever you like, to as many students as you like. For instance, you can choose to have your whole class take the assessment at the same time in a computer lab, or send students to computers at the back of your classroom one at a time or in small groups. You can also assess some students more often than others depending on their needs. Just remember to keep testing conditions consistent in order to ensure a fair administration for all students.

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ASSESS ASSESSMENT DAY CHECKLIST_______________________________

1) computer, 2) mouse, 3) headphones, 4) scratch paper & pencil (for math)

x

# of students

ADMINISTERING AN ASSESSMENT___________________________ Students can be assessed using CPAA software or via a Web browser, provided all Technical Requirements are met.

Web-Based CPAA 1. Open a web browser (i.e. Firefox, Internet Explorer, Safari, Chrome) and go to https://assessment.childrensprogress.com/

2. Enter your username and password. 3. Select a student and an assessment and follow the prompts.

Desktop CPAA 1. Open CPAA: WINDOWS: Click on the Children’s Progress tree icon on your desktop. MAC: Find CPAA in the Applications folder or in the dock. 2. Enter your username and password. 3. Select a student and an assessment and follow the prompts.

TO PAUSE OR STOP AN ASSESSMENT TO PAUSE OR STOP AN ASSESSMENT PRESS THE Esc KEY PRESS THE Ctrl KEY You may continue a paused or stopped assessment at any time. Simply log back in and choose the same student. You’ll have the option to start a new assessment or continue one that is in progress.

IF THE STUDENT YOU WANT TO ASSESS IS MISSING FROM YOUR LIST: 1. 2. 3. 4.

You’ll need to add this student to your roster using your web-based reports. Open an internet browser and go to reports.childrensprogress.com. Enter your user name and password and click Go. At the top, hover over Tools. To add a student, click on Add Students. To edit details for multiple students, click on Manage Students. 5. All changes are effective immediately, so you can start assessing right away (simply go back to the Children’s Progress icon on your desktop or back to the assessment URL for Web-Based CPAA). If you do NOT see these options for managing students, that means your school or district has chosen to manage rosters at the administrative level. Please check with your CPAA coordinator to add students. ©2012–15 Northwest Evaluation Association™ | NWEA.org Rev 4/15

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IF THE ASSESSMENT YOU WANT TO ADMINISTER IS NOT SHOWING UP WHEN YOU CLICK ON A STUDENT NAME: 1. Select a student. 2. Right under the “Select an assessment” heading, click on Select another assessment 3. Select the assessment, grade and season you want to administer. 4. Click Start to begin.

IF YOU WANT TO SPEED UP YOUR ADMINISTRATION FOR A CLASS: Each assessment is associated with a basic shape and color. This makes it possible to instruct even young students (as early as Pre K) to choose the right option. We’ll leave it up to you to determine whether your students are ready for this. Below are the steps to administer this way (instead of logging in students individually), including specific instructions you can give to students: 1. On all computers, click on the Children’s Progress tree icon on your desktop. Enter your username & password. You can do this up to 30 minutes ahead of time. 2. Tell students: “Today I’d like you to show me how good you are at following directions... Is everyone ready? Ok, first, look at the list and find your name. Click on your name when you find it. I’ll walk around to make sure everyone is paying attention.” 3. Look/walk around the room to make sure all students have selected their names. If not, make corrections. All students should now have recommended assessments showing up on the right side of their screens. Each assessment will have a shape and color associated with it. Look at one student’s screen to determine which shape and color you need students to select. 4. Tell students: “Ok, great job everyone! Now, click on the BLUE CIRCLE (or another shape, depending on the assessment you’re administering). If you do NOT see a blue circle, raise your hand.” 5. Look/walk around the room to make sure all students have clicked on the correct shape. You should now see this screen with the shape, their name and additional assessment information. This should allow you to quickly notice if anyone has made an incorrect selection. If this happens, you can easily click Go Back to make a correction. 6. Tell students: “Ok, you’re doing so well! Now, click on the green button under the BLUE CIRCLE…”

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7. At this point, there should be no need to walk around the room again, but feel free to do a quick check. You should now see this screen. 8. Tell students: “Great. And one last time, click on the green button again!” 9. At this point, the assessment will begin. Students will hear directions and see a teacher on their screen.

IF YOU WANT TO CONTINUE AN ASSESSMENT THAT IS IN PROGRESS: 1. Select a student. 2. You should see the in-progress assessment appear as one of your recommended options on the right. Click on it and follow the prompts to get started. 3. If you do NOT see the in progress assessment appear on the right, click on Select another assessment right under the “Select an assessment” heading. 4. At the top, click on the Current Year Status tab. 5. Select the assessment you wish to continue and click Continue.

IF YOU WANT TO SEE WHICH ASSESSMENTS A STUDENT HAS ALREADY TAKEN: 1. Select a student. 2. Right under the “Select an assessment” heading, click on Select another assessment 3. At the top, click on the Current Year Status tab. 4. You’ll see a full list of assessments for this student, along with the date and the status (i.e. complete, in progress). 5. If you wish to continue an assessment, simply click on it from this list.

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ASSESSMENT DAY TIPS_____________________________________ GENERAL TIPS:    

Allocate 45 minutes for setup & administration. Most students will finish in 20 - 30 minutes. Be strategic with your seating arrangement. Organize students for focused, independent work and consider staggering assessment administration (starting students on every other computer at the same time) to minimize distractions. Supply scratch paper and pencils for the math portion of the assessment. Note that student data will appear in your web-based reports immediately, even if only part of the assessment has been completed. Data will update if an in-progress assessment is completed at a later date. Please note that the date shown in reports for each assessment is refers to the start date. In order to produce consistent results that can meaningfully inform instruction, assessments should be completed within 2-3 weeks at most. If more time has passed, start a new assessment.

A Suggested Introduction for Your Class: “Today you will be working on some questions on the computer. Everyone will be working on different questions, so keep your eyes on your own screen. Some questions might be really easy and others might be hard. Don’t worry, it’s ok if you don’t know all of the answers but try your best on every problem. Your answers are going to help me figure out what kinds of questions you already know and what you don’t know yet so that I can decide what I need to teach in class.”

TIPS FOR ASSESSING A CLASS: •

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To speed things up, log in with your username and password on all computers ahead of time (or have your Technology Coordinator help you). Do not log in more than 30 minutes in advance, as the software will time out for security reasons. You may choose to select a student name and assign an assessment before students arrive in the computer lab. If you do, simply have each student sit at the computer that has been assigned to them. Since the assessment is adaptive, students will finish at different times. It’s best to have a plan for those who finish early. Possible solutions include allowing students to bring a book to read quietly or letting them visit an educational website.

TIPS FOR ASSESSING AN INDIVIDUAL STUDENT OR GIVING A MAKE-UP: •

Remember to keep testing conditions consistent for all students.

TIPS FOR ASSESSING STUDENTS WITH SPECIAL NEEDS: • • •

•

Stay in close proximity in case students have questions or lose concentration. Minimize distractions. For example, once you have logged into the program, you can move the keyboard (placing it on top of or behind the monitor). Students will only need to use the mouse. If you believe a student has insufficient mousing skills, have him or her point to and verbally tell you his or her response as you use the mouse for him or her. If you’re not sure about the student’s mousing skills, have him or her help you with the login process and evaluate their mousing skills. If a student does not have grade-level academic skills, consider using an earlier grade level assessment. This will reduce frustration and help you get a more accurate picture of his or her

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zone of proximal development. To access offgrade assessment content, log into the assessment software and click on the student’s name. Then, under Select an assessment, click on the Select another assessment button and choose the assessment, grade and season that you need. For students with severe hearing or visual impairment, use and interpret CPAA with caution.

TIPS FOR ASSESSING SPANISH-SPEAKING ENGLISH LANGUAGE LEARNERS: For public schools, a Spanish language version of CPAA for ELL students is available (for the full literacy and mathematics assessment, in Pre K through Grade 2). This version will help you evaluate academic skills independent of English Language skills.  To access the Spanish-language CPAA: 1. Log into CPAA. 2. Select a student. 3. If you do not see the Spanish assessment recommended on the right, click on the Select another assessment button. In the popup that appears, click on the dropdown arrow next to Select Assessment. You will see language options and split literacy or math options listed here and you will be able to select CPAA-SPAN.

CONTENT COVERED______________________________________ The assessment is available aligned to state, Common Core or national ERB standards. It is criterionreferencing, so it compares what a student can do to what he or she should be able to do according to end of year grade-level expectations. All content also aligns with the standards set by the National Council of Teachers of English (NCTE) and National Council of Teachers of Mathematics (NCTM). Each grade level version of CPAA features three distinct content banks (for fall, winter, and spring administrations). Content gradually increases in difficulty throughout the school year. Since CPAA is adaptive and the results are meant to be used in a formative manner, some highperforming students will be able to see items that are ahead of what they’re learning in class. This ensures that no one will top out and gives you a better idea of the full range of students’ abilities. Note that students are NOT penalized for not excelling on above-grade-level material. Remember, in your reports, you’ll be able to follow up on any surprising score by drilling down to individual questions. If you have not taught a topic that was seen by some students, don’t worry if they do not perform well on it. Their performance in that particular area is a benchmark of where they’re starting out, which will give you a better idea about how to introduce this topic in the future. For more information, see the “Concepts Covered” resource here: https://www.nwea.org/resource/product/cpaa/.

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STUDENT EXPERIENCE: ADAPTIVE STRUCTURE & SCAFFOLDING_ •

Students receive positive feedback after each correct answer, which motivates them to keep trying and gives them an opportunity to learn while taking the assessment. o After a correct response, students move on to more challenging content. o After an incorrect response, a student is prompted to “Try Again” or “Look at it in a different way…” Then, any question that a student was unable to answer correctly the first time is presented again with scaffolding (targeted hinting), giving him or her a second chance to get it right. o If the student is unable to answer the question even with a hint, he or she is taken to a new question that will be more appropriate. Here’s an example:

Initial Question

•

Follow-up (Scaffolded) Question

For more information about scaffolding and to learn how CPAA can help you teach to each child’s unique learning needs by targeting each child’s unique zone of proximal development (ZPD), see How to Use CPAA to Teach in the Zone of Proximal Development under Help.

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STUDENT EXPERIENCE: MOUSING___________________________ CPAA is designed to be developmentally appropriate and easy to use for young students. To help the little ones use the mouse and ensure that mousing skills don’t get in the way of their assessment, please see the tips below.

YOUNGER GRADES (PK-K): 

Before moving on to assessment questions, as part of CPAA, all students first see a mousing pre-screen that asks them to pop moving balloons. If a student does NOT pass this prescreen, he or she cannot test. If this happens, we recommend trying the one-on-one coaching tips below.

ONE-ON-ONE COACHING: 

 

Sit with the student at the computer as you log into the assessment software. Ask the student to find and click on his or her name in the student list (providing help as needed). Once the student clicks on his or her name, recommended assessments will appear on the right. Tell/show the student where to click (again providing help as needed). Continue through the prompts together until the assessment begins. If the student has a hard time, point out that he or she is moving the arrow by moving his or her hand. Then have the student move the mouse or practice moving it together. Once the mousing pre-screen appears, watch as the student pops balloons and provide additional verbal suggestions if necessary.

A MOUSE SKILLS LESSON FOR THE WHOLE CLASS: 

Some teachers who work with very young children (3-4 years old) choose to schedule a mouse skills lesson with their Technology Coordinator before students take CPAA for the first time. This can be as a fun refresher even for those students who have used a mouse before. Here are some websites with great resources for honing mouse skills: http://www.mouseprogram.com/mousepractice/ http://www.pbclibrary.org/mousing/mousercise.htm http://www.internet4classrooms.com/early_childhood/mouse_skills_pre-k.htm

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REPORT ACCESSING REPORTS______________________________________ 1. Go to reports.childrensprogress.com. 2. Enter your user name and password and click Go. 3. Toward the top of the page, you’ll see the name of the assessment you’re viewing. The default view will be the most recently administered assessment (note that at the beginning of the school year, this might even be the last spring assessment from the previous year).

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TO SEE REPORTS FOR ANOTHER ASSESSMENT, click Select another assessment.

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TO SEE WHOLE CLASS REPORTS, click on the tabs under Report Areas.

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TO SEE STUDENT REPORTS, first click on any student’s name in the left sidebar, then on the tabs under Report Areas.

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TO SEE PARENT REPORTS, first click on any student’s name in the left sidebar, then on the Parent Report icon in the top right corner.

SCORING Student scores in each subject and concept are reported as categories of performance relative to gradelevel, seasonal expectations. New partners and those who have previously opted-in to yearlong scoring will see performance reported on a 0-100 yearlong scale. (Otherwise, reports show a 1-4 scale.) Each expectation level is associated with a color. Expectation levels are meant to help you quickly identify areas of need and determine whether to assess further, develop an intervention, or provide a greater challenge. Expectation levels tell you how students are progressing toward end of year objectives and whether they need assistance. For those using the yearlong scale, the increasing difficulty of each season’s CPAA item bank is taken into account, making it easier to track changes over time. The fall form of CPAA for each grade has a maximum score of 60, the winter form has a maximum of 80, and the most challenging spring form extends to a top score of 100. Because the seasonal forms have been equated, the numeric score can be compared directly between fall, winter, and spring for each grade level. Scores should rise from fall to winter to spring to indicate academic progress. CPAA performance should NOT be used on its own to make decisions about placement or determine a report card grade. We urge you to review students’ narrative reports and recommended activities, which clarify concept scores in fine detail and suggest specific next steps.

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Think of the scores this way: The student was not able to answer many grade-level questions, even with assistance. (Below Expectation)

The student was able to answer many grade-level questions independently and perhaps some questions with assistance. (At Expectation)

The student was able to answer many grade-level questions with assistance, but not independently. (Approaching Expectation)

The student was able to answer practically all grade-level questions independently and may have moved on to questions above grade level. (Above Expectation)

PRINTING REPORTS_________________________________________ TO INDIVIDUALLY PRINT ANY REPORT PAGE: 1. In the top right, under Log Out, click on Print Version.

2. Once you’re viewing the print version, click Print this page at the top

TO PRINT REPORTS FOR ALL STUDENTS: 1. In your left-hand menu, go to the Print section and click on Print All Full Reports or Print All Parent Reports. 2. Once you’re viewing the print version, at the top of the page select whether you want to view the Summary or the Full Details for all students, then click Print all reports.

NOTE: If you have a PDF program installed on your computer, you can “print to PDF” to save your print versions electronically.

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REPORTS AVAILABLE TO YOU_______________________________ WHOLE CLASS REPORTS (you’ll see these as soon as you log in) 1. Report Card (summary of class data) 2. Class Roll (Roster) (student list, sortable by performance) 3. Activities (recommended activities + lists of participants) 4. Progress (historical view of class scores)

STUDENT REPORTS (to see these, click on any student’s name) 1. Report Card (summary of individual data) 2. Full Report (detailed standards-referencing narrative) 3. Activities (recommended activities for each student) 4. Progress (historical view of individual scores) 5. Parent Report (performance summary & activity ideas for families)

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DETAILS: CLASS REPORTING LEVEL___________________________ Icon:

Landing Page: Class Report Card

Report

How to Get There

What You’ll Find

Tip: Try This

CLASS REPORT CARD

Once your students have been assessed, you’ll see this page first as soon as you log into your reports.

Overview of your classroom’s latest assessment data

CLASS ROLL (ROSTER)

From the Class Report Card: Under Report Areas in the middle of your page, click on Class Roll

Your student roster, sortable by performance in any concept on the latest assessment

CLASS ACTIVITIES

From the Class Report Card: Under Report Areas in the middle of your page, click on Activities

A list of activities recommended for your classroom based on student assessment performance

CLASS PROGRESS

From the Class Report Card: Under Report Areas in the middle of your page, click on Progress.

Overview of your classroom’s progress from season to season

 Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics).  Drill down to a specific student (in left sidebar, under Students, click on a student’s name).  Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics).  Sort the student list by performance in any concept (click on any column header).  Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics). Then toggle between concepts (click on the concept names).  Note that the number of participants recommended for each activity is listed right after the activity name, in parentheses. Click on any activity to see a description and the participant list.  See the entire activity & participant list on one page (click on Print Version in the top right).  Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics)  Click on any assessment name to view the report for it.

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DETAILS: STUDENT REPORTING LEVEL_________________________ Icon:

Landing Page: Student Report Card

Report

How to Get There

What You’ll Find

Tip: Try This

STUDENT REPORT CARD

When you’re viewing any class level report, click on a student’s name.

Overview of a student’s latest assessment data

STUDENT FULL REPORT

From the Student Report Card: Under Report Areas in the middle of your page, click on Full Report

A detailed narrative of a student’s assessment experience that explains 1) how the student answered each question, 2) how that compares to your standards, and 3) how the student can work toward achieving each standard, if needed.

STUDENT ACTIVITIES

From the Student Report Card: Under Report Areas in the middle of your page, click on Activities

All activities recommended for a particular student, based on assessment results

STUDENT PROGRESS

From the Student Report Card: Under Report Areas in the middle of your page, click on Progress

Interactive charts that plot changes in individual student scores over time.

PARENT REPORTS

From the Student Report Card: in the top right, under print version, click on Parent Report.

Summary of this student’s performance in parent-friendly language plus activities to try at home

 Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics).  View a detailed narrative of this student’s performance by concept (click on a concept name in the middle of your screen).  Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics). Then toggle between concepts (click on the concept names).  View performance by sub-concept (navigate to any concept, then click on Open all subconcepts).  See the entire detailed narrative report on one page (click on Print Version in the top right, then on the Full Details radio button).  Toggle between literacy and math (under the Report Areas, click on the radio buttons labeled Literacy & Mathematics). Then toggle between concepts (click on concept names).  See the entire activity list on one page (click on Print Version in the top right).  Toggle between progress for the Selected Year, Over the Years and a full Assessment History for this student (click on the radio buttons under the report areas).  Print (or print to PDF) the whole report or just a specific section to share with parents (choose what to print at the top, then click Print).

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TEACH IDEAS FOR REVIEWING YOUR REPORTS______________________ Spend a few minutes looking at your reports soon after students complete the assessment to make sure you can target instruction proactively. If you have only a few minutes: • First take a look at your class Report Card to get a general sense of performance and decide whether to focus on the classroom more generally or intervene with particular students right away. • Click on Class Roll, then click on a concept heading to sort students by performance in that concept. Note who is struggling. • In your class level, open the Activities tab. Click around to view activities for specific concepts or click on Print Version in the top right to see the whole list of activities, along with recommended participants for each one. You can print and use this list whenever you need to pull activities for whole group or small group instruction. • Use these two reports together. In the Class Roll, make a note of any very high or very low performing students. Then, use the Activities to identify specific next steps to support struggling students and challenge high achievers. If you have more time: • Do all of the above. Also, click on some student names to view their reports. • In the student level, view or print the Full Report (with all details expanded) for students who might benefit from additional attention (either based on CPAA scores or your classroom observations). Use these reports to identify concepts in each student’s zone of proximal development (ZPD) and note which activities are recommended to help provide additional support. In the student level, click on the Activities tab to see those activities.

IDEAS FOR USING YOUR REPORTS TO GUIDE INSTRUCTION____ CPAA suggests activities for all students, whether they need an extra challenge or additional support. For more tips and guides, remember to check out the Help section of your web-based reports. Think of these activities as flexible instructional strategies. They can be used for structured and pregrouped stations, for centers or as time fillers when you have a few spare minutes. You may also choose to build some of these into more elaborate lesson plans.

IDEAS FOR FORMING INSTRUCTIONAL GROUPS  

In your class report, click on Roster. Then click on a concept heading to sort students by performance. Use these suggestions to inform your grouping decisions for activities, centers or reading groups. In your class report, click on Activities, then go to the top right and click on Print Version. You’ll see the full list of recommended activities for your class, along with a list of participants for each

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one. Use the activities as is, or just use the participant lists with your own activities that address the same concepts (if you already have your own tried-and-true activity).

IDEAS FOR CHOOSING APPROPRIATE ACTIVITIES 

Three levels of activities are available in your reports o Supportive: intervention, recommended for struggling students o Instructional: on grade-level, appropriate for mid-level performers o Challenging: enrichment, for students who are excelling in the given area To quickly see the level of each activity, at the class level, click on the Activities tab, then look at the activity list. The level is listed right in front of each activity name.

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Choosing activities for the whole class: o In your class report, review the Report Card and Class Roll. Decide on concept areas to target based on student performance (e.g. yellow and red areas). o Click on Activities, then click on subject and concept headings to view activities that are suggested for reinforcing those specific concepts. Click on specific activities OR go to the top right and click Print Version to view ALL recommended activities and participants. Use an activity for:  the whole class if it’s recommended for most students  small group instruction or centers if it’s recommended for a handful  one-on-one (or send home to parents) if it’s recommended for a single student

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Choosing activities for an individual student: o Click on a student’s name. o Look at the student’s Report Card and Full Report. If you see that he or she is falling behind in a particular area that others have already grasped, make note of the specific concept or sub-concept that needs to be addressed. Instruction and intervention are most effective when they are targeted to a student’s zone of proximal development (ZPD) - where he or she is able to respond correctly to questions when supplied with a hint, but unable to answer them independently. To identify an individual student’s ZPD with the help of CPAA, find learning concepts for which the student received a score in the Approaching Expectation range (yellow). Look through the details of the Full Report to see which items he or she answered correctly with a hint. o Then, see which activities are recommended to reinforce the concepts that this student is on the cusp of learning. Use these activities to help him or her move toward independently grasping this content. o To see the full list of suggested activities for this student, click on Activities, then go to the top right and click Print Version. o You can share these with a Mathematics or Literacy coach if you have one at your school. These can be good thought starters for a pull-out session. You can also choose an activity and take a few minutes to work on it together while the classroom is engaged in another activity (e.g. centers).

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IDEAS FOR USING YOUR REPORTS TO COLLABORATE WITH COLLEAGUES & PARENTS______________________________ THOUGHT STARTERS FOR COLLABORATING WITH YOUR INSTRUCTIONAL TEAM 

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Discuss CPAA data in your grade-level meetings or Professional Learning Community (PLC) sessions. Discussion questions include: o Are patterns of strengths and areas of challenge the same or different across classrooms? o Can best practices be shared by teachers whose students are excelling in specific areas? o Are specific students at risk? Should a mathematics or literacy coach be assigned to work with them in an individual or group pull-out session? o Are there additional resources that can help students excel in a particular area? o Do student scores reveal any curricular gaps? If multiple teachers see that students are having similar misunderstandings, consider working with a coach to schedule a pull-out session for those students. Alternatively, some schools use a “Re-teach & Enrich” model. Following an assessment, see which students in the grade performed well and who needs more reinforcement. Split students into groups and have one teacher do an enrichment session, while another does the re-teaching session. If a student has an IEP, you can use CPAA activities to plan relevant instruction for him or her. If a student is performing exceptionally well, consider whether he or she is eligible for additional enrichment or a Gifted & Talented program, if you have one. If you notice a content gap in your curriculum or a concept issue that several students are having, maybe there’s a specific resource that can help address it. Discuss with your instructional team and/or administrators.

THOUGHT STARTERS FOR ENGAGING PARENTS    

If you’d like to inform parents about CPAA at the beginning of the year, send home this Parent FAQ in English and Spanish. During parent conferences, share some CPAA reports as an objective source of information about student performance and progress. Consider also sending Parent Reports home to give families ideas of activities they can use to reinforce the learning that goes on in the classroom. Remember, to see parent reports, first click on any student’s name in the left sidebar, then on the parent report icon in the top right corner.

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ADDITIONAL RESOURCES CPAA INFORMATION FOR EDUCATORS______________________ 

Teacher Quick Start Guide (to view, log into your reports, click on Help tab) 3-page guide ideal for assessment day

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How to Use CPAA Parent Reports (to view, log into your reports, click on Help tab) Includes a brief introduction to CPAA, a student progress summary, and specific recommended activities parents can try at home

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How to Use CPAA Activities as a Sub Plan (to view, log into your reports, click on Help tab) Augment your Sub Plans with targeted content that has been designed to be appropriate for your whole class, small groups or individual students

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How to Use CPAA to Teach in the Zone of Proximal Development (to view, log into your reports, click on Help tab) How the zone of proximal development (ZPD) is built into CPAA to give you nuanced student information

CPAA INFORMATION FOR PARENTS_________________________ 

Parent FAQ in English and Spanish A 1-pager you can send home to explain CPAA

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GLOSSARY________________________________________________ adaptive assessment – Testing that adjusts to each student’s ability level. Students who demonstrate mastery see more difficult content and vice versa. This type of testing is efficient, as it eliminates questions that are too easy or too difficult and leaves only what is appropriate for each student. criterion-referencing assessment (Compare to norm-referencing assessment) – Testing that is intended to assess whether students are meeting pre-specified criteria or learning goals (i.e. Common Core State Standards). Students are not compared to one another, but assessed against the same standard. formative assessment (Compare to summative assessment) – Assessment FOR learning that is intended to be performed continuously within a learning sequence to help teachers identify where to focus instruction to benefit each student. Results are used to decide whether curriculum or learning activities need to be modified. norm-referencing assessment (Compare to criterion-referencing assessment) – Assessment that determines a student's placement on a normal distribution curve. Students are compared to each other. RTI – a multi-tier approach to early identification and support of students with learning and behavior needs that begins with high-quality instruction and universal screening of all students. scaffolding – Targeted assistance (hinting) provided to students to help them grasp a concept they are on the cusp of learning. This term originates from the work of psychologist Lev Vygotsky. According to Vygotsky, to ensure the most positive progression for each child, instruction should be targeted in the zone of proximal development (ZPD) – the area between what a student can do independently and what he or she can do with a bit of scaffolding or assistance. summative assessment (Compare to formative assessment) – Assessment OF learning that summarizes the development of a student at a particular time. It is often cumulative in nature and results are used to determine whether students have met course goals or learning outcomes at the end of a school year or instructional sequence. universal academic screener – a screening tool for all students to identify those at risk for academic and/or behavioral difficulties (a central component of RTI models). zone of proximal development (ZPD) – a term coined by psychologist Lev Vygotsky to refer to the gray area between what a student can do independently and what he or she can almost do (and is capable of doing with a bit of scaffolding). This is the area where instruction can be most beneficial for each student.

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