LAUSD Interim Assessments

As a part of the Comprehensive Assessment Program (Memorandum MEM-6700.3), grades 3-6 students will utilize the SBAC IABs for mathematics with at least one IAB adminstered in the fall testing window and one administered in the spring testing window. Alternatively for grades 3-6 a school may give CCSS-aligned interim assessment determined by the school and with approval of the Local District Superintendent using Attachment B of the memo mentioned above.

Comprehensive Assessment Program Calendar

The following calendars only apply to the District's interim assessments.

2019-2020 CAP Calendar, Grades K-12

LAUSD 2019 -20 Interim Assessments

For grade K-2 the LAUSD Interim Assessments can be accessed at https://www.lausd.org/Page/6428 after signing on with an LAUSD Teacher Single Sign On. Located immediately after the elementary ELA interim assessments, teachers can access their grade specific Assessment Bank by selecting the appropriate grade level(s).

Designed to be used formatively, teachers will select an item(s) from the Assessment Bank of tasks and assessments that they could use as one of the activities that supports them in providing feedback that moves learning forward, motivating learners as instructional resources for one another, and activating learners as the owners of their own learning.

The assessment bank document contains links to:

Assessments and tasks that address multiple domains (example 3.OA and 3.NBT)
Assessments and tasks that address multiple clusters within the same domain (example 3.OA.A and 3.OA.B)
Assessments that address an individual standard (example 3.OA.1)

It is highly recommended that teachers read the first page of the assessment bank document as it provides important background information as well as information on how to use it.

SBAC Interim Assessment Blocks (IAB)

Created by Smarter Balanced, the items on the IAB were developed under the same conditions, protocols, and review procedures as those used in the summative SBAC assessment. Currently, SBAC offers a computer adaptive test (CAT) and performance task (PT) IAB in the following Domains:

Test type	Grade 3 Domains	Grade 4 Domains	Grade 5 Domains	Grade 6 Domains
Computer Adaptive (computer scored)	Operations and Algebraic Thinking (OA)*	Operations and Algebraic Thinking (OA)*	Numbers and Operations in Base 10 (NBT)*	Ratios and Proportional Relationships (RP)*
	Numbers and Operations- Fractions (NF)	Numbers and Operations in Base 10 (NBT)*	Numbers and Operations-Fractions (NF)*	Expressions and Equations (EE)*
	Measurement and Data (MD)	Numbers and Operations-Fractions* (NF)	Measurement and Data (MD)	The Number System*
	Number and Operations in Base Ten*	Measurement and Data	Geometry	Geometry
	Geometry	Geometry	Operations and Algebraic Thinking	Statistics and Probability
Performance Task (hand scored)	Numbers and Operations in Base 10 (NBT) and Operations and Algebraic Thinking (OA)	Numbers and Operations in Base 10 (NBT) and Operations and Algebraic Thinking (OA) and Measurement and Data (MD)	Numbers and Operations in Base 10 (NBT) and Fractions (NF) and Measurement and Data (MD)	Cell Phone Performance Task #

* Recommended Domains for IAB Administration (Standardized or Non-Standardized) in the Fall Testing Window and the administration of a Performance Task in the Spring Testing Window

# Recommended to be administered the Fall Testing Window

Elementary Math Assessments

Grades

Frequency/Windows

District Interim Assessment

K-2

At least once a year

SBA IAB

3-6

Once during each semester:

Fall: Aug. 20-Nov. 22

Spring: Dec. 2 - Feb. 21

Each performance task has an accompanying classroom activity. The classroom activities can be accessed at http://www.caaspp.org/ta-resources/interim.html.

Recommendations for What to Do After Administration and Scoring of the SBAC IABs and ICA

LAUSD Interim Assessments

Recommendations for What to Do After Administration and Scoring of the SBAC IABs and ICA

SBAC IAB Data Analysis and Action Planning Process Overview Presentation

Step 1: Engage in Data Analysis using Tools and Protocols

Step 2: Identify a Problem Statement

Step 3: Engage in Root Cause Analysis Tools and Protocols

Step 4: Develop a Theory of Change

Step 5: Re-Engage Students Based on High-Leverage Instructional Implications