CALIFORNIA
Assessment of Student Performance and Progress
Smarter Balanced Interim
Assessment Reporting System
User Guide for California
Winter/Spring 2015
Smarter Balanced Interim Assessments
for English Language Arts/Literacy and Mathematics
Updated April 21, 2015
Prepared by the Smarter Balanced Assessment Consortium©
California customization prepared by Educational Testing Service®
IA Reporting System User Guide
CONTENTS
1.0 Overview ................................................................................................................................................ 4
1.1 Background ........................................................................................................................................................... 4
1.2 Audience for this Manual ..................................................................................................................................... 4
1.3 Interim Assessment Types and Reports ............................................................................................................ 4
2.0 Security and Privacy ............................................................................................................................. 6
3.0 Accessing the Interim ASSESSMENT Reporting System ................................................................. 7
3.1 User Roles in the Reporting System ................................................................................................................... 7
3.2 Prior to Accessing the IA Reporting System...................................................................................................... 9
3.3 Accessing the IA Reporting System ................................................................................................................. 10
3.4 Logging Out of the IA Reporting System.......................................................................................................... 13
4.0 Report Descriptions ............................................................................................................................ 15
4.1 Individual Student Report .................................................................................................................................. 15
4.2 List of Students in a Grade Report.................................................................................................................... 22
5.0 Data Downloads .................................................................................................................................. 29
5.1 Student Assessment Results ............................................................................................................................ 29
5.2 Printable Student Reports ................................................................................................................................. 30
6.0 Reporting Features Summary ............................................................................................................ 33
7.0 Definition of Terms ............................................................................................................................. 34
7.1 Accessibility Features of the Reports ............................................................................................................... 34
7.2 Accommodations................................................................................................................................................ 34
7.3 Achievement Levels and Proficiency................................................................................................................ 35
7.4 Claims Reporting ................................................................................................................................................ 36
7.5 Context Security, Access Patterns, and Single Sign-On (SSO)...................................................................... 39
7.6 Error Bands and Standard Error of Measurement ........................................................................................... 39
7. 7 Interim Assessment Blocks (IAB) Reporting................................................................................................... 40
7.8 Interim Comprehensive Assessments (ICA) Reporting .................................................................................. 40
7.9 Assumptions ....................................................................................................................................................... 42
7.10 Help .................................................................................................................................................................... 43
7.11 HTTPS Pickup Zone .......................................................................................................................................... 43
7.12 Language Support ............................................................................................................................................ 44
7.13 Legends ............................................................................................................................................................. 44
7.14 Logging ............................................................................................................................................................. 44
7.15 Navigation ......................................................................................................................................................... 44
7.16 Permissions ...................................................................................................................................................... 45
7.17 Printing, Individual and Batch ......................................................................................................................... 45
7.18 Security ............................................................................................................................................................. 48
7.19 Scale Score ....................................................................................................................................................... 48
7.20 Section 508 Compliance .................................................................................................................................. 48
8.0 Technical Requirements..................................................................................................................... 50
9.0 Documented Assumptions and Clarifications ................................................................................. 51
Appendix A. Registering Users and Assigning Permissions for the Interim Assessment Reporting
System ...................................................................................................................................................... 53
About Managing Users and Their Roles ................................................................................................................. 53
Adding the Reporting Roles for an Existing User.................................................................................................. 55
Adding New Users .................................................................................................................................................... 57
Registering Institutions (Schools) .......................................................................................................................... 60
Change Log................................................................................................................................................ 61
LIST OF FIGURES
Figure 1.
Figure 2.
Figure 3.
Figure 4.
Figure 5.
Individual Student Report ......................................................................................................................... 16
Individual Student Report Information Indicators, Assessment Selector ............................................ 17
Breadcrumb Navigation ............................................................................................................................ 18
Individual Student Report Legend ........................................................................................................... 19
Individual Student Report—Overall Scores ............................................................................................ 20
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Figure 6. Individual Student Report Overall Score Bar .......................................................................................... 20
Figure 7. Individual Student Report Mathematics Claim Levels ........................................................................... 21
Figure 8. Individual Student Report ELA/literacy Claim Levels ............................................................................ 21
Figure 9. Individual Student Report Accommodations Reporting ........................................................................ 22
Figure 10. List of Students in a Grade Report ........................................................................................................ 23
Figure 11. Assessment Selector for a List of Students in a Grade ....................................................................... 25
Figure 12. Previous Year Warning ........................................................................................................................... 25
Figure 13. Mathematics Overall and Claim Scores ................................................................................................ 26
Figure 14. Legend for List of Students in a Grade ................................................................................................. 26
Figure 15. Download Options Window .................................................................................................................... 27
Figure 16. Sorting for List of Students in a Grade ................................................................................................. 27
Figure 17. Narrowing the List of Students in a Grade ............................................................................................ 28
Figure 18. Download Popup Window ...................................................................................................................... 30
Figure 19. Download Printable Student Report Options ....................................................................................... 30
Figure 20. Download Confirmation Window ........................................................................................................... 31
Figure 21. Download Printable Student Report Options ....................................................................................... 31
Figure 22. Cover Page for Printable Student Reports ............................................................................................ 31
Figure 23. Segments Cover Page for Printable Student Reports.......................................................................... 32
Figure 24. Accommodations Display ...................................................................................................................... 35
Figure 25. Claims Score Illustration ........................................................................................................................ 37
Figure 26. Error Band Illustration ............................................................................................................................ 40
Figure 27. Reporting Landing Page (for logged out users) ................................................................................... 44
Figure 28. Breadcrumb Navigation .......................................................................................................................... 45
Figure 29. Download Popup Window ...................................................................................................................... 46
Figure 30. Printable Student Report Options.......................................................................................................... 47
Figure 31. Download Confirmation Window ........................................................................................................... 47
Figure 32. List of Students in a Grade, Download Current View as CSV example .............................................. 49
LIST OF TABLES
Table 1. ICAs and IABs available per student grade level for the 2014–15 school year ....................................... 5
Table 2. Roles in the IA Reporting System ............................................................................................................... 8
Table 3. Reporting Features Summary.................................................................................................................... 33
Table 4. Crosswalk of the Interim Assessment Achievement Levels to the Summative Assessment
Achievement Levels .......................................................................................................................................... 35
Table 5. Claims List................................................................................................................................................... 36
Table 6. Claim Level Descriptors ............................................................................................................................. 40
Table 7. ELA/literacy Reporting Achievement Level Descriptors ......................................................................... 41
Table 8. Mathematics Reporting Achievement Level Descriptors ........................................................................ 42
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1.0 OVERVIEW
This guide provides detailed instructions for educators to use the Smarter Balanced Interim
Assessments (IA) Reporting System.
Please note: California local educational agencies (LEAs) will use a different system for accessing
results from the Smarter Balanced Summative Assessments.
1.1 Background
The Smarter Balanced Interim Assessments are provided to LEAs by the state as part of the
California Assessment of Student Performance and Progress (CAASPP). Students take the interim
assessments online, and test administrators (TAs) or other authorized LEA or school personnel score
student responses that must be hand scored. To complete the hand scoring of these items, TAs use
the Interim Assessment Hand Scoring System (IAHSS) provided by the state testing contractor,
Educational Testing Service (ETS). Student results for interim assessments that have complete
scored responses are sent to the IA Reporting System operated by Smarter Balanced. Both the
IAHSS and the IA Reporting System are available through the CAASPP Portal at http://caaspp.org/.
1.2 Audience for this Manual
This manual provides guidance to LEA CAASPP coordinators and other authorized users of the IA
Reporting System.
1.3 Interim Assessment Types and Reports
Interim assessments provide educators with the information necessary to guide instruction that will
benefit each student in California. Two types of interim assessments are available through the
Smarter Balanced Interim Assessment System: interim comprehensive assessments (ICAs) and
interim assessment blocks (IABs).

ICAs are built on the same blueprints as the Smarter Balanced Summative Assessments. The
ICAs include the same item types and formats, including performance tasks, as the
summative assessments, and yield results on the same vertical scale.

IABs focus on smaller sets of targets and therefore provide more detailed information for
instructional purposes. The IABs yield overall information for each block.
Interim assessments have been built for grades 3 through 8 and grade 11. LEAs have the flexibility
of using the Smarter Balanced Interim Assessments with students in other grade levels to gather
information on what students know and are able to do with regard to the English language
arts/literacy and mathematics content standards. Table 1 specifies the ICAs and IABs that are
available per student grade level for the 2014–15 school year. Please note that the grade-level
eligibility reflected in the table pertains only to the 2014–15 school year and may change in the
future years.
Interim assessment results are available:


Within 24–48 hours after a student completes an IAB with no local hand scoring
requirement.
Within 24–48 hours after any required local hand scoring is completed.
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Table 1. ICAs and IABs available per student grade level for the 2014–15 school year
Student Grade Level
ICAs and IABs
for the 2014–15 School Year*
K–2
Grade 3
3
Grade 3
Grade 4
4
Grade 3
Grade 4
Grade 5
5
Grade 4
Grade 5
Grade 6
6
Grade 5
Grade 6
Grade 7
7
Grade 6
Grade 7
Grade 8
8
Grade 7
Grade 8
High School
9
Grade 8
High School
10
Grade 8
High School
11
Grade 8
High School
12
Grade 8
High School
*Each ICA and IAB may be accessed by a student no more than two
times for the 2014–15 school year.
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2.0 SECURITY AND PRIVACY
Interim assessments provide educators with the information necessary to guide instruction that will
benefit each student in California. The Smarter Balanced Interim Assessment Reporting System (IA
Reporting System) will be collecting and maintaining educational records that contain personally
identifiable information (PII) on students.
Smarter Balanced security controls are implemented to protect the information processed and
stored within the system. Specifically, these control settings are designed to:





Protect the privacy and confidentiality of the system information.
Ensure that only authorized users (educators) access the system.
Ensure that educators are uniquely identified when using the system.
Associate and connect certain actions performed—within the system—to specific educators.
Ensure that educators have access to perform only the actions they have been authorized to
carry out.
Considerations in Assigning Access to the IA Reporting System
IA Reporting System users are an integral part in ensuring that the security controls provide the
intended level of protection. All LEA representatives who are authorized to access the IA Reporting
System are required to protect interim assessment reporting information in any form. This includes
information contained on printed reports, data downloaded onto computers and computer media
(e.g., diskettes, tapes, compact disks, thumb/flash drives), user computer monitors, or any other
format.
The California Department of Education (CDE) will provide IA Reporting System access to the CAASPP
coordinator of each California LEA. Each LEA CAASPP coordinator, in turn, is authorized to grant
access to district and school staff. Prior to granting access to additional users, the LEA CAASPP
coordinator should consider state and federal privacy laws as well as local district policies.
The CDE does not provide legal interpretation of state or federal privacy laws. LEAs should consult
with their local legal offices to ensure that local processes are in compliance with applicable state
and federal laws and regulations.
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3.0 ACCESSING THE INTERIM ASSESSMENT REPORTING SYSTEM
PII is protected through the latest encryption and security technology, and educators are only
permitted to view data for students they have been explicitly authorized to view. Follow state and
federal laws and district policy and only provide access to authorized individuals.
IMPORTANT: Access to student PII is strictly regulated by state and federal laws and
district policies.
LEA CAASPP coordinators have been designated by their Superintendent at the beginning of the
school year as authorized personnel. As authorized personnel, LEA CAASPP coordinators whose LEAs
have administered interim assessments will automatically be provided access to the IA Reporting
System by the CDE. Once given access to the IA Reporting System, the LEA CAASPP coordinator is
able to provide access for other authorized LEA personnel.
Before granting access to the IA Reporting System, LEA CAASPP coordinators should read and
understand the user roles that are available and the implications of assigning the roles to authorized
educators. Instructions for adding educators to the Smarter Balanced Administration and
Registration Tool (ART) is included in Appendix A.
3.1 User Roles in the Reporting System
The CDE will assign LEA CAASPP coordinators with three user roles: GENERAL, PII, and
SAREXTRACTS. LEA CAASPP coordinators will be able to add authorized LEA personnel and assign
them the appropriate reporting user roles.
To access the IA Reporting System and see student data, authorized users must have the GENERAL
and PII roles. Additionally, users may have the SAREXTRACTS role which allows users to download
interim assessment test results. Table 2 describes each reporting role and the access provided by
that role.
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Table 2. Roles in the IA Reporting System
Role Display
Role Description
Name in ART
GENERAL
(with
“Responsible
Entity Type” as
“DISTRICT”)
GENERAL
(with
“Responsible
Entity Type” as
“INSTITUTION”)
PII
SAREXTRACTS
Role Example
This role is required
for access to the IA
Reporting System.
Any user who should have access to view student reports
for an LEA (referred to as “district” in ART), schools in a
district, and grades in a school. All authorized LEA
personnel must be assigned this user role.
This role is required
for access to the IA
Reporting System.
Any user who should have access to view student reports
for the assigned school, and grades within the school. All
authorized school site personnel must be assigned this
user role.
This role provides
access to individual
student
assessment results
for all institutions
under the
associated entities.
To activate this
role, GENERAL
must be assigned
as well.
This role provides
access to download
the reported data in
detail for all
students covered
by the institution.
To activate this
role, GENERAL and
PII must be
assigned as well.
Any user who should be able to see individual student
assessment results. Interim results are only available at a
student level, therefore, the LEA CAASPP coordinator
must assign the PII role to any additional users. LEA
CAASPP coordinators and other LEA staff and educators
designated by the LEA CAASPP coordinator with
authorization to view student test results through the IA
Reporting System should be assigned this role. Note that
users with this role may also print an individual student’s
test results.
Any user who should be able to download the
assessment results data that drives individual reporting.
Only LEA personnel authorized to download the student
test results should be assigned this user role as the data
file includes all student test results for the institution.
Please note that the only combinations of roles possible are “GENERAL and PII” and “GENERAL, PII,
and SAREXTRACTS.” The “GENERAL and PII” combination will grant the user access to individual
student assessment results for all institutions under the associated entities. The “GENERAL, PII, and
SAREXTRACTS” combination will allow the user to access AND download the reported data in detail
for all students covered by the institution. How to determine the scope of access (i.e., LEA level vs.
school site level) is covered in “Step 8” under the “Adding the Reporting Roles for Existing Users”
section in Appendix A.
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3.2 Prior to Accessing the IA Reporting System
Before you access the IA Reporting System, check to see if the following actions have been
completed:


If you are the LEA CAASPP coordinator or site coordinator,
–
Review the 2014–15 CAASPP Test Security Agreement for LEA CAASPP Coordinators
and CAASPP Test Site Coordinators that should have been submitted at the
beginning of the school year or when the coordinator was designated.
–
Verify that you have received your login credentials from Smarter Balanced to the IA
Reporting System. LEA CAASPP coordinators should contact the California Technical
Assistance (CalTAC) Digital Library help Desk by phone at 855-631-1510 or by e-mail
at [email protected] for assistance with log in credentials.
–
Provide access to other authorized LEA representatives including educators in your
LEA or school.
If you are an educator,
–
Read and agree to the 2014–15 CAASPP Test Security Affidavit for Test
Examiners, Proctors, Scribes, and Any Other Persons Having Access to CAASPP
Tests (PDF) for accessing the student test results.
–
Verify that you have received your login credentials from Smarter Balanced to the
IA Reporting System. Contact your site or LEA CAASPP coordinator for assistance.
–
Ensure that hand scoring has been completed for interim assessment questions
that need to be hand scored.
–
If the interim assessment that was administered included test questions that
need to be hand scored, test results will not be generated until hand scoring has
been completed.

All ICAs and some IABs have test questions that need to be hand scored. Please refer to
the Smarter Balanced IABs: Hand Scoring Requirements table on the CDE Web site.

Test results for IABs that do not have hand-scorable items will be available in the IA
Reporting System when the tests have been completed.

Hand scoring of the interim assessments is a local decision and responsibility.
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3.3 Accessing the IA Reporting System
Follow the steps below to access and begin using the IA Reporting System. Users are only permitted
to view data for schools they have been explicitly authorized to view.
Step
1
Action
Go to the CAASPP Portal (http://caaspp.org/) and select the [Interim Assessment Reporting
System] button.
This will open the Smarter Balanced Reporting System landing page (shown below).
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Step
Action
2
On the landing page, select the [Log In] Button. This will open the log in screen (shown below).
3
On the log in screen, enter your username and password—this will be the same information you
use to access the Smarter Balanced Digital Library. After you are logged on, this will open a
screen that lists all LEAs with interim assessments ready for reporting. Districts that do not yet
have interim assessment data ready for reporting will not be displayed on this list.
4
Search for your school district by either scrolling or entering your district name the “Find” box.
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Step
Action
5
When you locate your district, click one time on the name of the district to display the schools
with available interim assessment results. The words “Interim Data Only” will be displayed in the
content area column (i.e., Mathematics, ELA/Literacy) for which interim assessment results a re
available.
6
Search for your school by either scrolling or entering your school name the “Find” box.
Select your school by clicking one time on the school name.
This will open a screen that displays the grade levels of the interim assessments for which
reports are available, as shown below.
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Step
7
Action
Select the grade by clicking one time on the grade. From here, you can experiment with features
of the IA Reporting System.
3.4 Logging Out of the IA Reporting System
The IA Reporting System will automatically log you out after a period of inactivity. However, because
the system provides access to PII, it is important that you log out every time you have completed
using the IA Reporting System. Follow the steps below to log out.
Step
1
Action
In the upper right corner of the IA Reporting System screen, select
menu.
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Step
Action
2
Select the [Log Out] button.
3
You will be logged out of the IA Reporting System. Your browser will be directed back to the
Smarter Balanced Single Sign On landing page. Close your browser as you would normally.
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4.0 REPORT DESCRIPTIONS
The IA Reporting System is an interactive, online reporting platform that provides reports and data
from the Smarter Balanced Interim Assessments. The IA Reporting System does not create aggregate
data reports for interim assessments. It does, however, enable individuals with the appropriate
levels of access the ability to examine data at multiple levels and can create custom subsets filtered
by gender or student demographic data (Limited English Proficient, Race/Ethnicity, Individualized
Education Plan, Gender, 504, Economic Disadvantage, or Migrant Status). Interim assessment
student reports can be downloaded as PDF files for easy printing and distribution to parents.
This document provides a static view of the reports, with annotations, previously approved by
Smarter Balanced, provided to explain the different features available.
4.1 Individual Student Report
The individual student report presents individual student assessment results and illustrates
performance against standards for a given ICA or IAB. The scores and descriptions provide context
for understanding what the assessment has measured and how to interpret the scores and scoring
categories.
Educators, students, parents, and guardians may use this report to understand a student’s
achievement, progress toward mastery of the Common Core State Standards, and attainment of the
academic knowledge and skills required to be college content- and career-ready. The report may
provide context for a parent-teacher conference or, together with other instructional data, may help
to identify areas for instructional focus.
Figure 1 shows an example of the Individual Student Report.
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Figure 1. Individual Student Report
1
2
4
3
5
6
7
8
9
4.1.1 Report Features
1
Breadcrumbs: At the top of the page, users can navigate back to the grade, school,
district, and state level reports. Please note: The grade level displayed on the report
is the grade level of the interim assessment and will not necessarily correspond with
the grade level in which the student is enrolled.
2
Report Information: Detailed report information regarding the report’s purpose and
potential uses is accessible by pausing on or clicking the information icon next to
the report’s title.
3
Assessment Selector: A dropdown list of all assessments that the student has taken,
organized by assessment type and date administered.
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4
Top-Level Summary: The student’s overall ICA mathematics and ELA/literacy scores and
achievement level for the selected assessment.
5
Print: The Print icon presents the option of printing a PDF version of the report. Users
can select various print settings, including color and grayscale (for black-and-white
printing).
6
Achievement Level Descriptor: The description of the student’s achievement level.
7
Overall Score and Error Bands: The overall score for an ICA is indicated by a single
number. This number is located visually along a continuum of scores. The score is
surrounded by an error band, marked with brackets. This range indicates the range
of scores that the student would be likely to achieve even if the student took the test
multiple times.
8
Claim Information: Mathematics and ELA/literacy are composed of claims. Within each
claim, student performance is reported as Below Standard, At/Near Standard, or
Above Standard. A description of each claim is provided.
9
Accommodations: A list of accommodations available to and used by the student.
4.1.2 Detailed Descriptions
Navigation



A user with appropriate permissions may access an individual student report by clicking a
student’s name in the List of Students in a Grade report. Please note: The grade level
displayed on the report is the grade level of the interim assessment and will not necessarily
correspond with the grade level in which the student is enrolled.
The student report displays results for one student on one assessment at a time. A user may
navigate to other reports for this student via the Assessment Selector (see Figure 2).
A user may use the breadcrumbs (Figure 3) to navigate up to the student’s grade, school,
district, or state.
Figure 2. Individual Student Report Information Indicators, Assessment Selector
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Figure 3. Breadcrumb Navigation
Informational Popup Windows
Report Information
, Interim Information
clicking the respective icons.
, and Legend are all available by pausing on or
The Report Information popup
contains additional information about the purposes and proposed
uses of the report. For the Individual Student Report, a sample of the text follows:
Purpose:
This report presents individual student assessment results and provides guidance on how to interpret
the results.
Uses:
Educators, parents, or students may use this report to understand student achievement, progress
toward mastery of the Common Core State Standards and attainment of the academic knowledge and
skills required to be college content- and career-ready.
Understanding your score:
The Smarter Balanced assessments may be different from other tests with which you are familiar.


First, the Smarter Balanced assessments are computer adaptive tests and take advantage of
technology to customize each test to the individual student. This means that when a student
answers a question correctly, the next question the student sees will be slightly more difficult.
Likewise, if an answer is incorrect, the next question will be somewhat less difficult. This
procedure allows for more efficient and precise measurement of students' knowledge and
skills.
Second, the assessment is a criterion-referenced test, meaning that it reports individual
students’ understanding of a particular set of academic knowledge and skills. As a result,
scores are not meant to compare students to each other, but rather to determine how well
each student understands the content assessed.
The Interim Information popup
contains specific information about the nature of the interim
assessment and suggests appropriate ways to interpret interim assessment results. The text is as
follows:
Important Information about Interim Assessments
1. Questions on interim tests that require human scoring may be scored locally by teachers. This
local scoring is not subject to the rigorous controls used in summative assessments and local
results may show some variations.
2. Interim assessment questions are not secure. Exposure to, and familiarity with, test questions
may affect student performance and the accuracy of interim results .
The legend provides a key to the visual elements of the report. It appears as Figure 4.
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Figure 4. Individual Student Report Legend
Printing
Clicking the Print icon allows users to print a report in PDF format in color or grayscale. The printed
report contains all visible content from the report on one page and Report Information and Legends
are provided on a second page.
Score Displays
As shown in Figure 5, the top right corner of the report displays mathematics and ELA/literacy overall
scale scores and Achievement Levels for the interim assessment selected.
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Figure 5. Individual Student Report—Overall Scores
Under each subject header, the report displays the student’s score and Achievement Level on a
colored band representing the range of possible scores and the achievement level scores, as shown
in Figure 6. If a student has taken the interim assessment in only one content area, the overall score
and achievement level for that content area will appear under the student’s name.
The Achievement Level is accompanied by an Achievement Level Descriptor (ALD). The student’s
score is represented by a number and a line marking a spot on the horizontal scale, surrounded by
brackets indicating error bands. These error bands represent the range of scores a student might
have received had the student taken the test multiple times.
Figure 6. Individual Student Report Overall Score Bar
Below the overall score display, the report displays the student’s Claim Level (Below Standard,
At/Near Standard, Above Standard) for each of the subject’s Claims, as shown in Figure 7 and
Figure 8. The display contains descriptions of what each Claim measures and what performance at a
specific level indicates about a student’s mastery of the standards.
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Figure 7. Individual Student Report Mathematics Claim Levels
Figure 8. Individual Student Report ELA/literacy Claim Levels
Reported Accommodations
Where appropriate, the report (Figure 9) displays “Accommodations” status messages based on the
eligibility of the student (if known), availability of the accommodation (if known), and use of
accommodation (if known). Changes to test setting not captured in the Test Order Management
System (TOMS) are captured in the “without prior registration” category below. For interim
assessments, test settings can be changed right before giving the assessment by the test
administrator without submitting them through TOMS.
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Figure 9. Individual Student Report Accommodations Reporting
The accommodations reported are the test settings set by the TA right before testing or through
TOMS. The actual use of the available accommodations is not captured at test time and will not be
displayed by the IA Reporting System.
Language Support
The textual content of the IA Reporting System is available for viewing and printing in English by
default, but users will soon be able to select to view or print the content in either Spanish or
Vietnamese.
4.2 List of Students in a Grade Report
This report provides assessment results for a list of students. The list can be viewed either with
mathematics and ELA/literacy side by side, or in a subject detail view that shows Overall scale
scores complemented by Claim Levels (see Section 7.4 Claims Reporting for more information on
Claim Levels). Figure 10 shows the variety of ways to sort this list of students within a grade.
Please note: The grade level displayed on this report is the grade level of the interim assessment
and will not necessarily correspond with the grade level in which the student is enrolled.
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Figure 10. List of Students in a Grade Report
1
3
2
5
4
7
6
8
9
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4.2.1 Report Features
1
Breadcrumbs: At the top of the page, users can navigate back to the school, district,
and state level reports.
2
Report Information: Detailed report information regarding the report’s purpose and its
prospective uses is accessible by pausing on or clicking the “i” information icon
next to the report’s title.
3
Download: The Download button allows users to download the current page as a
comma separated value (CSV) file or to download the Individual Student Report of
the listed students.
4
Assessment / Academic Year Selector: A drop-down list of all assessments that the
students have taken, organized by assessment type and date administered. Dropdown also allows selection of other academic years for which there is available
assessment data.
5
Filter: The Filter button opens a window that enables advanced filtering of student
results by student demographic information.
6
Select a Student: Checkboxes next to student names allow users to select specific
students for comparison or printing. “Deselect all” removes the selection.
7
Column Sorting: Column headers allow users to sort the list of students by the values
in each column.
8
Overall Score and Error Bands: The overall ICA score is indicated by a single number
and as a dot on a continuum of scores. The score is surrounded by error bands,
marked with a gray bar. This range indicates the range of scores that the student
would be likely to achieve even if he or she took the test multiple times.
9
Claim Information: Mathematics and ELA/literacy are composed of claims. Within
each claim, student performance is reported as Below Standard, At/Near
Standard, or Above Standard. A description of each claim is provided.
4.2.2 Detailed Descriptions
Navigation
Navigating the Grade Reports is the same as navigating for Individual Student Reports
Selecting Assessment Results


A user can see results of any assessment with available results via the Assessment Selector
(shown in Figure 11). The options in the Assessment Selector are based on all results for
assessments designed for that grade. If a student has no results for the selected
assessment, his or her row is not displayed. If a student has results only for either
mathematics or ELA/literacy, then he or she is displayed when viewing both subjects, but is
not displayed for the subject where there is no result.
This list does not represent enrollment-based classes or sections, as there is no persistent
educator-student links in the Data Warehouse. However, students in the list can be filtered,
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sorted, and selected to assist in narrowing focus. Filters are provided using all demographic
and program data available. The list can be sorted in ascending or descending order by the
values in any column (e.g., alphabetically by last name or by overall scale scores).
Figure 11. Assessment Selector for a List of Students in a Grade

When a previous academic year is selected, the report displays a warning message alerting
users that the students displayed are those who took the selected grade’s assessment in a
prior academic year (as shown in Figure 12).
Figure 12. Previous Year Warning


By default, the report displays an Overview with results from both mathematics and
ELA/literacy assessments.
Selecting either the Mathematics or ELA/Literacy button displays a view that shows overall
results and Claim Levels for the selected assessment. Figure 13 shows the result when the
Mathematics button is selected.
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Figure 13. Mathematics Overall and Claim Scores
Informational Popup Windows
Most popup information is the same as for Individual Student Reports. The legend provides
descriptions of all pictorial elements of the report, including Achievement Levels, Error Bands, Claim
Levels, and the scale bar. It appears as Figure 14 below.
Figure 14. Legend for List of Students in a Grade
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Downloads
Download options are available by clicking the Download icon
. There are several options for
downloading information through the List of Students in a Grade report, as shown on Figure 15.
Figure 15. Download Options Window
1. Current View: All users with access to this report can
download a tabular version of the current view of summary
data (students, scores, and achievement levels, including
any active filters, sorting, or selection) in CSV format for
accessibility or external analysis.
2. Student Assessment Results: A user with appropriate
permissions can download the underlying Student
Assessment Results for the students displayed on the report.
3. Printable Student Reports: A user with appropriate
permissions can download a batch PDF of Individual Student
Reports for the students displayed on the report.
Locating Specific Students
A user can use the Sorting, Filtering, and Find features to locate specific students, and the Selection
feature to narrow focus onto any selected students. Please note that users assigned with the PII role
will be able to access these functions.
Sorting—Sort the table by any column ascending or descending: alphabetically by
student last name, by Overall scale scores, or by Claim Levels. An example of a grade
sorting is shown in Figure 16.
Figure 16. Sorting for List of Students in a Grade
Filtering—Filter the student list by student attributes
Selecting multiple options in a filter returns a list composed of any students in either group.
Selecting options in more than one filter (e.g., Gender, female and Migrant Status, yes)
returns a list of students who fit into both groups.
Find a Student—A user can click the Find box or use the browser Find command
(Ctrl+F), to type in a part or whole name of a student. The report scrolls down to the
first entry matching the search string and provides controls to navigate through any
matching entries.
Select Specific Students—Each student in the list has a checkbox next to his or her
name to narrow the list. A user can select specific students to compare them to one
another or print them out in a batch. An example is shown in Figure 17.
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Figure 17. Narrowing the List of Students in a Grade
Printing
The report as displayed can be printed directly by the built-in browser Print command (Ctrl+P). The
List of Students in a Grade report also provides the ability to download the underlying Individual
Student Reports in a batch PDF file for bulk printing (see Downloads).
Language Support
The textual content of the IA Reporting System is available for viewing and printing in English by
default, but users will be able to select to view or print the content in either Spanish or Vietnamese.
To use this function, on the list of students interface, select the checkboxes next to the students’
names. Select the Download icon. Choose the “Printable Student Reports” option. Please refer to
Section 5.2 Printable Student Reports for more information.
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5.0 DATA DOWNLOADS
In addition to the predesigned reports, the IA Reporting System offers authorized users (see Primary
Audiences section below) the ability to download data for distribution or further review and analysis
in external systems.
This section describes the different types of downloads in detail.
5.1 Student Assessment Results
Description
This is a bulk download of the assessment results, with one row per student assessment. The
resulting files contain all of the data for Overall and Claim scores (e.g., scale score, error band, level
determination), as well as all the student data (e.g., demographics, grade/school/district/state
attribution)
Primary Audiences
This download is primarily intended for LEA administrators and school administrators. Authorized
users must be assigned the SAREXTRACTS user role by their LEA CAASPP coordinator. LEA CAASPP
coordinators should carefully consider their LEA’s data policies when assigning the SAREXTRACTS
user role to other authorized users such as teachers or other educators. The data extract will give the
user the ability to import data into local student information systems or to generate summary level
information.
Use caution when analyzing and disseminating the data as the interim assessments may have
been administered to students under different conditions, even within the same school or
classroom. Additionally, consider the conditions under which the assessments were administered
prior to importing them into any student information systems.
Navigation
Users who are authorized and have the proper permissions can request this download through the
Download interface.
Features



This download is supported at the District, School, and Grade level; the two lowest levels are
executed synchronously, while the larger downloads for district leverage the HTTPS Pickup
Zone.
This download request generates file pairs for each assessment, where an interim
comprehensive assessment is defined by the Academic Year, Grade, Subject, and
administration window.
The file pair is composed of 1) a large CSV containing all of the assessment results data
directly reported on by the IA Reporting System and 2) a JavaScript Object Notation (JSON)
metadata file that includes all repetitive data common to all assessment results.
Data Summary
The Student Assessment Results data specification format for the California Interim Reports is
published in detail to: http://caaspp.org/rsc/pdfs/CAASPP.interim-SARS-extract-dictionary.2015.xlsx
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5.2 Printable Student Reports
Printable Student Reports are available only from the List of Students in a Grade report web page.
This download option
is available on the upper left of the interface, under the Breadcrumbs.
Purpose
The purpose of this download is to provide educators with the ability to download and print batches
of individual student reports at once. This feature enables a school administrator to print out an
entire batch of individual student reports for an interim assessment at a particular grade level. For
ICA results, a student’s report is approximately three pages—one page for mathematics, one page for
ELA/literacy, and one page for reference material (e.g. Report Information and Legend). For IAB
results, a student’s report is approximately 2 pages—one page for the block assessed and one page
for reference materials.
Navigation
A user would select the Printable Student Reports option from the Download popup window, as
shown in Figure 18. The system then displays a second popup window (as seen in Figure 19) that
requires users to specify whether they want to print out in grayscale or color and whether they want
the reports to print out in English, Spanish, or Vietnamese. The translated student report will be
available soon.
Figure 18. Download Popup Window
Figure 19. Download Printable Student Report
Options
A status window will appear that either tells users that an email will notify them when the file is ready
(if the system must generate a large set of student reports), as seen in Figure 20, or provides them
with a secure URL at which to download it, as seen in Figure 21. This e-mail for the first option will
generate after a period of 24 hours.
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Figure 20. Download Confirmation Window
Figure 21. Download Printable Student Report
Options
Clicking the URL allows the user to download a zip file with the requested individual student reports
in PDF format. When the user opens the file, the first page includes the name of the school, grade,
number of pages, number of students, name of requestor, and date. An example is shown in
Figure 22.
Figure 22. Cover Page for Printable Student Reports
Size Constraints
In the event that a single batch request contains more than 1,000 students, it is divided into
separate files that are made available to the user to download. Each PDF starts with a cover page
that includes all the above information, but also indicates how the system has divided the request
into files, the place of each file within the larger batch (e.g., Part 1 of 3), and the names of the first
and last student in this file (see Figure 23).
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Figure 23. Segments Cover Page for Printable Student Reports
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6.0 REPORTING FEATURES SUMMARY
Table 3. Reporting Features Summary
Individual
Student
Report
List of
Students
in a Grade
Feature
Description
Assessment
Accommodations
Display of Accommodations for which a student was
eligible, and whether they were available or used
✓
Claim Level
Reporting
For all users, reporting on mathematics and/or
ELA/literacy subscores for ICA
✓
✓
Context Security
For all users, access to features and PII is enforced via
the Smarter Balanced Single Sign-on and Permissions
components
✓
✓
Download: Current
View as CSV
For all users, download the current view of summary
data (including any active filters, sorting, or selection) in
a nonvisual tabular CSV format
✓
Download:
Student
Assessment
Results
For users with permissions to use this feature, a request
to download the student assessment results (including
test, student, and scoring data)
✓
Filtering
For all users, the ability to disaggregate results by
student attributes
✓
Find a…
For all users, the ability to search for a specific character
string (e.g., name or partial) within the current report
✓
Interim Reporting
For users with permissions to view PII, reporting on
overall mathematics and/or ELA/literacy scores for the
ICA and IAB
✓
✓
Legend
For all users, summaries and description of visual design
elements in a given report
✓
✓
Navigation
Login/logout
User name display
Language selection
Breadcrumb/hierarchy navigation
User guide
Frequently asked questions
Glossary
Resources—links to keyword-driven content searches for
relevant materials in the digital library
Legend—opens popup with legend text
✓
✓
Sorting
Reordering list elements by any column
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7.0 DEFINITION OF TERMS
7.1 Accessibility Features of the Reports
All reports are accessible in the following manners.





Screen readers and keyboard navigation—All reports are usable via screen reader and
accessible to keyboard navigation, using standard solutions for accessibility (e.g., tab-stop
ordering and “semantic” alt-text for images).
Text-to-speech, braille, screen-reading software—Reports will follow guidelines for content to
be used by screen-reader and support refreshable braille, text-to-speech tags, and text
magnifying software. Braille support must include contracted, un-contracted, and Nemeth
Braille. In general, text-to-speech and braille are handled by client-side solutions, although
Amplify has included design and code elements (e.g., tab-stops and “semantic” alt-text) that
support a user experience that is 508-compliant. The target operating systems and browsers
have many options for supporting Text-to-Speech and Braille. The American Foundation for
the Blind provides guidance on supporting screen-reading software and braille-related
extensions here: http://www.afb.org/prodbrowsecatresults.asp?catid=49.
Magnification/Zoom—All supported browsers provide native zoom scaling from 25% to 500%.
There are also several freely-available extensions or plugins for each browser to increase text
size or enlarge images.
Highlighter—Supported browsers provide native select-to-highlight which can be configured
with an array of color choices and behaviors to support contrast needs. Each browser also
supports several freely available extensions or plugins that provide more advanced clientside highlighting capabilities.
Color/Contras—Supported browsers provide native contrast controls, but freely available
extensions or plugins can provide additional support for displaying content in a number of
alternative contrast schemes. All color choices (including hue, saturation, and contrast) have
been verified as meeting visual acuity standards.
7.2 Accommodations
In the Smarter Balanced Usability, Accessibility, and Accommodations Guidelines, accessibility
features are identified across three categories, Universal Tools, Designated Supports, and
Accommodations. If a student is eligible for access to or use of one or more Accommodation(s), then
this information is captured in the Data Warehouse and displayed on the Individual Student Report
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only. Information on Universal Tools and Designated Supports are not included in the Individual
Student Report. Accommodation information is displayed as follows:
Figure 24. Accommodations Display
Additional information on Universal Tools and Designated Supports is included in the Audit
Extensible Markup Language (XML) for future use, but is not reported on in the current version of the
IA Reporting System.
7.3 Achievement Levels and Proficiency
Achievement Levels are defined and described by the Consortium. Defining these levels of
achievement is a reporting feature that is federally required under the No Child Left Behind Act.
Smarter Balanced has also developed a set of initial, policy achievement level descriptors (ALDs) for
English language arts/literacy (ELA/literacy) and mathematics that are aligned with the Common
Core State Standards (CCSS) and the Smarter Balanced assessment claims. The purpose of these
descriptors is to specify, in content terms, the knowledge and skills that students display at the four
levels of achievement (i.e., Level 1, Level 2, Level 3, and Level 4). Table 4 shows the interim
assessment achievement levels and their corresponding achievement levels on the summative
assessments.
Table 4. Crosswalk of the Interim Assessment Achievement Levels to the Summative Assessment
Achievement Levels
Interim Assessment
Achievement Level
Summative Assessment
Achievement Level
Level 1
Level 2
Level 3
Level 4
Standard Not Met
Standard Nearly Met
Standard Met
Standard Exceeded
Although the Achievement Level Descriptors are intended to aid interpretation of Achievement
Levels, they will be less precise than scale scores for describing student gains over time or changes
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in achievement gaps among groups, since they do not reveal changes of student scores within the
bands defined by the achievement levels. Furthermore, there is not a critical shift in student
knowledge or understanding that occurs at a single cut score point. Thus, the achievement levels
should be understood as representing approximations of levels at which students demonstrate
mastery of a set of concepts and skills, and the scale scores just above and below an achievement
level as within a general band of performance.
A student is considered proficient if test results place his or her score in Level 3 or 4, and therefore
the Level 3 cut-score is somewhat analogous to a proficiency line.
7.4 Claims Reporting
Smarter Balanced has identified the following “Claims” that support the Overall subject (also known
as “Composite”) scores, as seen in Table 3.
Table 5. Claims List
Subject
Claims List
Mathematics

Concepts and Procedures

Problem Solving and Modeling & Data Analysis

Communicating Reasoning
ELA/Literacy

Reading

Writing

Listening

Research and Inquiry
Reporting provides Claim-level insights for individual students, and for the List of Students in a Grade
report, but Claim-level aggregations are not supported.
Claim Calculation Details and Levels Determination





There is a single score per claim, which derives from the same scale as the Overall
“Composite” score.
The width of “Category 2” for each claim is based on the same amount of Standard Error of
Measurement (SEM). As such, the actual widths for the Category 2 scores across different
claims vary as the SEMs of the claims vary.
Any claim score lower than the bottom end of the error band around the Composite L2/L3
cut score (a.k.a. the “proficiency line”) is considered a “Category 1” claim score.
Any claim score within the error bands is considered a “Category 2” claim score.
Any claim score above the upper end of the error band around the Composite L2/L3 cut
score is considered a “Category 3” claim score.
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Figure 25. Claims Score Illustration
In Category 3, there is confidence that the student is on track (i.e., the student should continue
receiving current levels of support at this point in time). In Category 1, there is confidence that the
student is not on track (i.e., the student is clearly in need of help, support, or assistance; the student
is clearly not demonstrating the expected knowledge or ability to apply skill). In Category 2, the
student is not clearly in either category and their status cannot be determined with an appropriate
level of confidence.
Claim Levels and Icons
The following labels for the List of Students in a Grade and Individual Student Reports have been
presented to all governing state leads for feedback have been approved by Smarter Balanced:
The assessment results indicate that the student
understands and can apply their knowledge to the
standards in this subject area for their grade.
The assessment results may be just above or just below
the standard, but due to the error band (see above), it is
impossible to determine with a sufficient degree of
confidence.
The assessment results indicate that the student has not
yet met the standard in this subject-area for their grade.
Sorting Behavior
In the List of Students in a Grade report, sorting by claim scores orders by the underlying claim scale
scores, even though those scores are not exposed in the visual report.
Claim scale scores are not exposed via any “Current View” download, but are included in the Student
Assessment Result download.
Assumptions
1.
For the Individual Student Report and List of Students in a Grade reports, the IA Reporting
System displays Claim Levels as visual icons with labels and descriptors, but does not
expose the actual numerical claim score data.
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2.
3.
Every assessment result provided to the Data Warehouse includes a student’s scale score,
level determination, scale maximum, scale minimum, scale units, and error band.
 Claim scale scores are measured on the same scale as the Overall score.
 Claim error bands vary by Claim.
Smarter Balanced provides the algorithm for calculating the claim score groupings per grade,
subject and claim to the Score Integration vendor; neither the Data Warehouse nor the IA
Reporting System dynamically calculates scale scores, error bands, or level determinations.
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7.5 Context Security, Access Patterns, and Single Sign-On (SSO)

Registered users can see:
– any PII-protected data that they are authorized to view, as managed in permissions at








the level of school (e.g., an educator in school X with PII access can see students in
school X)
All users must have login credentials for the SSO component and must log in to view reports.
There is no anonymous public user support (unregistered users, logged-out users).
All Single Sign-On functionality is managed by the Smarter Balanced SSO shared service. The
Smarter Balanced Data Warehouse and Reporting System receive user authorizations from
the Smarter Balanced SSO shared service. Neither the Smarter Balanced Data Warehouse
nor the IA Reporting System maintain or verify user authorizations.
The Smarter Balanced SSO shared service provides the interface for management of
associations between users and student PII for the IA Reporting System.
Access to Reports and PII are managed by the state to provide access to LEA CAASPP
coordinators. The LEA CAASPP coordinator is to provide access to the IA Reporting System to
authorized users within their LEA via the Smarter Balanced Shared Services.
Provisioning and management of Consortium user accounts are supported by the Consortium
via the Smarter Balanced Shared Services.
Educators may have access to student PII for their associated entities (school(s)/district(s)),
which can be controlled within the SSO shared service at the school level. The educator’s LEA
CAASPP coordinator is to provide this access.
Non-educators have no access to student information; the Consortium does not support
parent or student login in the Consortium Data Warehouse and Reporting systems.
Permissions are available on a per-feature basis, and the Permissions component allows for
each permission to be applied to one or more nodes in the hierarchy (e.g., Student PII Access
for School X, Student PII Access for District Y). Only the permissions used for California are
listed here.
– Student Assessment Results Extract
– Student personally identifiable information (also known as “PII Access”)
7.6 Error Bands and Standard Error of Measurement


Standard Error of Measurement (SEM) is accounted for in the reports by the error bands that
are displayed in the Individual Student Report and the List of Students in a Grade report for
overall scores. SEMs are also included on claim scores in the Student Assessment Results
downloads.
The error band meaning, as seen in Figure 26, is explained in the Legend of each report that
displays them:
Smarter Balanced tests provide the most precise scores possible within a reasonable
time limit, but no test can be 100 percent accurate. The error band indicates the
range of scores that students would very likely achieve if they were to take the test
multiple times. It is similar to the “margin of error” that newspapers report for public
opinion surveys.
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Figure 26. Error Band Illustration
7. 7 Interim Assessment Blocks (IAB) Reporting
The IABs focus on a smaller set of skills and are designed to provide targeted information for
educators about student performance. Educators may use the IAB results to focus classroom
instructions on certain areas where the student(s) need improvement. Results will be reported at the
Claim Level. Claims for ELA/literacy pertain to reading, writing, listening/speaking, and research.
Find further description of the ELA reporting achievement level descriptors in the table below. The
second time a student takes the same interim assessment, the results are sent in with the same
name and date but do not replace the original assessment report; previous results are not deleted.
(Previous results will persist to provide a comparison between the first test opportunity and the
second.)
Table 6. Claim Level Descriptors
The assessment results indicate that the student understands
and can apply their knowledge to the standards in this subject
area for their grade.
The assessment results may be just above or just below the
standard, but due to the error band (see above), it is
impossible to determine with a sufficient degree of confidence.
The assessment results indicate that the student has not yet
met the standard in this subject-area for their grade.
7.8 Interim Comprehensive Assessments (ICA) Reporting
From a reporting perspective, ICA results are reported through the Individual Student Reports (with
overall and claim scale scores for each subject) and through the List of Students in a Grade report.
From a policy perspective, an ICA is intended for use as a benchmarking tool, where administration
requirements are less stringent than for the summative assessment. Consequently, summative
results support higher-level aggregation (between grades, schools or districts) because the test
conditions and administration requirements are comparable. ICAs, which may be administered with
greater variations in test conditions, would introduce validity issues if aggregated and are therefore
only reported on a per student basis.
See the descriptors of an ICA score in Table 6 (ELA) and Table 7 (Mathematics) below.
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Table 7. ELA/literacy Reporting Achievement Level Descriptors
English language arts/literacy Reporting Achievement Level Descriptors
High School
Grades 6–8
Grades 3–5
Level 4
Level 4
Level 4
The student has exceeded the
achievement standard and
demonstrates the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has exceeded the
achievement standard and
demonstrates advanced progress
toward mastery of the knowledge
and skills in English language
arts/literacy needed for likely
success in entry-level creditbearing college coursework after
high school.
The student has exceeded the
achievement standard and
demonstrates advanced progress
toward mastery of the knowledge
and skills in English language
arts/literacy needed for likely
success in future coursework.
Level 3
Level 3
Level 3
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after completing high
school coursework.
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in English language arts/
literacy needed for likely success
in future coursework.
Level 2
Level 2
Level 2
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in future coursework.
Level 1
Level 1
Level 1
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in entry-level credit-bearing college
coursework after high school.
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in English language arts/
literacy needed for likely success
in future coursework.
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Table 8. Mathematics Reporting Achievement Level Descriptors
Mathematics Reporting Achievement Level Descriptors
High School
Grades 6–8
Grades 3–5
Level 4
Level 4
Level 4
The student has exceeded the
achievement standard and
demonstrates the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has exceeded the
achievement standard and
demonstrates the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has exceeded the
achievement standard and
demonstrates advanced progress
toward mastery of the knowledge
and skills in mathematics needed
for likely success in future
coursework
Level 3
Level 3
Level 3
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
completing high school
coursework.
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has met the
achievement standard and
demonstrates progress toward
mastery of the knowledge and
skills in mathematics needed for
likely success in future
coursework.
Level 2
Level 2
Level 2
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has nearly met the
achievement standard and may
require further development to
demonstrate the knowledge and
skills in mathematics needed for
likely success in future
coursework.
Level 1
Level 1
Level 1
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in mathematics needed for
likely success in entry-level creditbearing college coursework after
high school.
The student has not met the
achievement standard and needs
substantial improvement to
demonstrate the knowledge and
skills in mathematics needed for
likely success in future
coursework.
7.9 Assumptions
1.
On the List of Students in a Grade report and Individual Student Report, educators see a
dropdown list of all assessments taken by that student or group of students.
2.
Assessments are listed as “YYYY.MM.DD - Grade X - Type - Subject” (e.g., 2017.05.15 - Grade
4 - Interim - Mathematics).
3.
The second time a student takes the same interim assessment, the results are sent in but do
not replace the original assessment report. Previous results will persist to provide a
comparison between the first test opportunity and the second.
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4.
The list is not filtered and displays all assessments that have been loaded into the Data
Warehouse.
5.
On the List of Students in a Grade report, any assessment given to at least one of the
students appears on the list. Students with no results for that assessment do not appear
when that assessment is selected.
6.
The following qualifications were endorsed by Consortium Leadership on July 16, 2014, and
are accessed on the List of Students in a Grade and Individual Student Report by pausing on
or clicking the blue information icon
:
Important Information about Interim Assessments
1. Questions on interim tests that require human scoring may be scored locally by teachers. This
local scoring is not subject to the rigorous controls used in summative assessment and local
results may show some variations.
2. Interim assessment questions are not secure. Exposure to and familiarity with test questions
may affect student performance and the accuracy of interim results .
There is no reporting for interim comprehensive assessments above the level of the
“List of Students in a Grade” for a specific grade in an individual school (no grade,
school, or district comparison reports).
7.
All interim comprehensive assessment language/content for Qualifications or Descriptions
have been provided by either the Test Design and Validation Work Group, Lead
Psychometrician, or the 05-Interim Assessment Work Group, subject to any specifications
from the Reporting vendor.
7.10 Help
General help information and links to several sets of resources:



Frequently asked questions (currently in development)
Glossary (currently in development)
Resources (links to keyword-driven search of the Digital Library)
7.11 HTTPS Pickup Zone
For download requests that are either 1) too large for direct download via the browser or 2) complex
enough to require significant processing time, the download is made available via an HTTPS Pickup
Zone.
Once the files have been generated and are available for pickup, the user can retrieve the file(s)
from the URL provided to them. The download is only retrievable from the provided URL by the
original requesting user.
The Pickup Zone relies on the authentication of the Smarter Balanced Single Sign-On component to
validate that the appropriate user is accessing the file, and then securely delivers the file to the user
via encrypted transmission using HTTPS.
There are no additional configurations or tools needed for a user to access the Pickup Zone other
than the browser they are using to view reports and request downloads.
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7.12 Language Support
The textual content of the IA Reporting System is available for viewing and printing in English by
default, but users can select alternative languages, including the Spanish and Vietnamese
translations.
7.13 Legends
A Legend popup is available on each reporting page. It provides explanations for icons, color choices
and other design elements of the reports.
7.14 Logging
The IA Reporting System logs any access to confidential student data. Logs can be accessed by
technical staff with appropriate permissions. Instructions are included in technical documentation
(Runbooks).
The IA Reporting System logs the user’s information and the activities that the user performed with
the confidential data.
7.15 Navigation

Landing Page—Any user who is not logged in sees a landing page with a link to log in and a
small number of links to public resources. See Figure 27 to view the landing page.
Figure 27. Reporting Landing Page (for logged out users)
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
Breadcrumbs—All reports provide a breadcrumb trail to maintain user understanding of their
current location, where each step in the trail is clickable to jump to that page to navigate
through the report hierarchy.
Figure 28. Breadcrumb Navigation




System provides links to public Digital Library Resources via the Resources button.
Navigation is assessment-data driven, and the system cannot provide navigation to reports
for any entities that do not have assessment data. Conversely, any student record’s hierarchy
generates the reporting hierarchy; i.e., if a single student’s assessment outcome exists, then
that student’s grade, school, and district are navigable to enable access to that student’s
Individual Student Report.
System has coherent navigation to and from reports and features, as well as a consistent
user experience across stakeholders and reports.
System does not provide jump-navigation to specific reports for any users based on account
information or preferences.
7.16 Permissions
Permissions are available for states, districts, and schools to manage access rights to features and
information. Permissions are managed through the Smarter Balanced Permissions component.
For Reporting, the permissions available are feature-based, rather than role-based, and must be
limited in scope to one or more schools, districts, or states. The features covered by permissions are:

Assessment Completion Extract

Audit XML Extract

Individual Item Response Data Extract

Student Assessment Results Extracts (also known as “SAREXTRACTS”)

Student personally identifiable information (also known as “PII Access”)

Student Registration Statistics Extract
7.17 Printing, Individual and Batch
Individual Printing
The Individual Student Report has a special printer-friendly output in PDF format to ensure all report
and supporting information is included in the printout, and should be suitable for distribution to
students, parents, and teachers.
All other reports print directly from the browser using the standard Ctrl+P print command.
Batch Printing
Batch printing is available through the IA Reporting System to help distribute printed versions of the
Individual Student Report.
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List of Students by Grade-level Test Administered
The authorized user can request a batch print of the Individual Student Report for all of the students
included in the current view. If a user has filtered or selected some subset of students, then the
batch print includes only those visible.
Batch Printing from a School-Level View of Students
The authorized user can request a batch print of the Individual Student Report for all of the students
in the school or a subset of the school (e.g., certain grades, filtered list). If a user has filtered to a
specific subset of students, then the batch print includes only those students who meet the limiting
criteria.
To make it easier for users to download and print the Individual Student Reports, the batch printing
download is split automatically by grade. So a user who requests a download of all the students from
a middle school receives three PDF files, one for each grade.
To ensure that reporting system performance is not negatively affected, batch printing is not
available at the district level.
Download popup window
When a user clicks the Download button on the List of Students in a Grade or Results by Grade for a
School report, the Download window displays (see Figure 29).
From that popup window, users can:
1.
Download the current view as a CSV file—
this downloads a CSV version of the report
(including any filters or sorting) into the
browser. This allows users to read the data
in tabular form.
2.
Download the student assessment results—
this downloads the raw assessment result
data (as a CSV file) captured for the interim
comprehensive assessment for all the
students whose scores are represented in
the current report. This choice is only
available to users who have PII access to
the underlying students.
3.
Download printable Individual Student
Reports—this downloads the Individual
Student Reports for all underlying students
in one combined PDF. Selecting this option opens a second popup window (see Figure 30).
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Figure 30. Printable Student Report Options
Report options popup window
When a user downloads the printable student reports from the Download popup window, a second
popup window appears. This window allows the user to customize their batch print job as follows:


Grayscale (for black and white printing) or color. Grayscale is default.
Language Support - to print reports in Spanish or Vietnamese
Once the options are selected and the Download button is clicked, the Report URL confirmation
window (as seen in Figure 31) opens.
Figure 31. Download Confirmation Window
Report URL popup window
When the user clicks the Download button on the Report Options popup window, a popup window
appears. It notifies the user of the URL or URLs (for multiple files) where their file(s) will appear. The
user is then able to click the URL to receive their requested file.
Once a user initiates a batch-print request, the job is scheduled in a queue, and it may take some
time to complete, depending on the size of the queue and other demands on the system. The job
includes steps to generate the pages for the selected reports, integrate the individual student
reports into one or more large PDF files, and deposit the PDF files to the HTTPS Pickup Zone.
For a batch-print request made from a List of Students in a Grade report, all selected students are
included, and their reports are arranged alphabetically by last name in the large PDF files. At this
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level, most batch-print requests are less than 1,000 students in a single grade, and therefore likely
contained in a single large PDF file. If there are more than 1,000 students, the batch-print is split
into multiple PDF files.
For a batch-print request made from the Results by Grade in a School report, PDFs are generated
separately for each grade, which results in at least one large PDF per grade. If a given grade has
more than 1,000 students, then that grade is split into multiple PDF files.
The PII Access permission extends to the Batch Printing feature. If users do not have PII Access
permissions, they do not have the batch print option available.
If users are authorized to see the List of Students in a Grade report, they have PII Access. However, a
user without PII access rights may have access to the Results by Grade for a School report; in that
case, the user does not see the batch-print download option.
7.18 Security
The IA Reporting System automatically logs users out after a configurable specified number of
minutes with no activity. The period is set by the SSO component and is currently assumed to be 30
minutes.
7.19 Scale Score
All reporting is based on scale scores produced by the Scoring component of the Platform. Each
subject (mathematics and ELA/literacy) has an overall Composite score and a small number of Claim
scores calculated in the Scoring component and integrated by Test Integration into the test XML.
Overall scale scores are displayed on the Individual Student Report and the List of Students in a
Grade Report, while Claim scale scores are only displayed through data extract. The scoring
integrator component also calculates any Achievement Levels, Categories, Claim Levels, and Error
Bands.
7.20 Section 508 Compliance
The IA Reporting System is in compliance with accessibility requirements specified in Section 508
Amendment to the Rehabilitation Act of 1973, specifically the following subsections:




1194.21—Software Applications and Operating Systems
1194.22—Web-based Intranet and Internet Information and Applications
1194.31—Performance Criteria
1194.41—Information, Documentation, and Support
Amplify has reviewed the system to ensure that information is equitably accessible.
Individual Student Report
The Individual Student Report has a special PDF print capability, but does not provide a nonvisual/tabular download. The report can be navigated using the keyboard and accessed in screen
readers. The visual design elements are rendered in sufficient color contrast
List of Students in a Grade Report
For a List of Students in a Grade Report, the user must have access to PII to view the report;
therefore anyone who can see this report can download either or both of the following extracts:
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1.
Download Current View as CSV—This provides the user with a full extract of the assessment
outcomes only for the students that are visible at the time, as it takes into account the state
of all sort, filter, and selection options.
a. For Mathematics and ELA/literacy view, this CSV file provides the Overall scale score,
Overall error band, and Overall achievement level data for both subjects for each
student.
b. For Subject-Detail view, this CSV file provides the Overall scale score, Overall error band,
Overall achievement level, and the Level (1, 2, 3) and Label (Below, At/Near, Above
Standard) for each Claim in the selected subject.
Figure 32. List of Students in a Grade, Download Current View as CSV example
2.
Download Student Assessment Results—This provides the user with a full extract of the
assessment outcomes for all the students that took the interim assessment for that
particular Grade.
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8.0 TECHNICAL REQUIREMENTS
Reports are designed to be viewed using standard up-to-date browsers running on most available
hardware:




Chrome version 31 or higher (Windows and Mac)
Firefox version 26 or higher (Windows and Mac)
Internet Explorer 9 or higher (Windows only)
Safari 7 or higher (Mac only)
Otherwise for IA Reporting System users, the technical requirements for viewing reports do not
exceed or extend the technology readiness requirements established by Smarter Balanced.
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9.0 DOCUMENTED ASSUMPTIONS AND CLARIFICATIONS
Truth at Test Time
The IA Reporting System provides snapshots of student performance at a moment in time. Reports
are organized by the information available provided by the Test Delivery System at the time of
assessment, including student information and attribution information. Testing hypothetical
situations or extrapolations are not supported.
Data-Driven Hierarchy
Individual student records drive all the reports, and the reporting hierarchy is derived from those
records. Any attribution or grouping information is provided at test time by the Test Delivery System,
and is not managed or maintained in the Data Warehouse or via the IA Reporting System.
Enrollment
The Data Warehouse and Reporting System solution is an assessment reporting system and does
not have an operational or transactional data store to support reporting on enrollment. It may be
used in conjunction with a system that does.
Instructional Use
The Digital Library is a good source for additional tools and modules that help address instructional
questions that may be raised by inferences supported by assessment results.
Statistical Analysis
The Data Warehouse contains sufficient information to support statistical analysis, and the
download/extract capabilities provide the ability to export data to more fully-featured statistical
solutions such as SPSS, SAS, Minitab, R, or Microsoft Excel. The Data Warehouse’s star schema
structure supports integration with OLAP tools.
Longitudinal Data and Student IDs
All data in the Data Warehouse is implicitly longitudinal, in that all results for a given student are
connected by that student’s ID.




The current version of the system provides reporting designed for one year of data due to
additional requirements gathering needed for appropriate display of data over time.
Amplify provides visual design services to document direction for future reporting
capabilities, including the following year-over-year reports:
o Reporting on multiple years of interim comprehensive assessment data for the List of
Students in a Grade report
o Reporting on multiple years of interim comprehensive assessment data for the
Individual Student Report
The identity management systems of each state are responsible for reconciling multiple
student IDs generated for a single student into a single student ID.
The IA Reporting System is dependent on the state identity management systems to provide
student IDs.
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Group and Permission Definitions


Configuration of user groups and permissions are maintained through the Smarter Balanced
SSO shared service. Users are associated with school(s)/district(s)/and state(s) by their
state.
All user associations are passed to the Data Warehouse by the state identification
management system.
System Functionality Restrictions


System functionality in the Data Warehouse and IA Reporting System is granted or restricted
to user groups or entities, including Smarter Balanced, state, district, and school building
levels by system administrators.
Permissions are feature-based.
Statistical Support


The Data Warehouse and IA Reporting System contain and make available data to allow for:
o Conditional Analyses—Basic conditional analyses are achievable through filtering of
reports. More advanced analyses require external tools applied to data extracted
from the Data Warehouse.
o Basic Inferential Tests—Offline regressions (e.g., psychometric calibration,
state/district custom metrics) require the use of external tools applied to data
extracted or downloaded from the Data Warehouse.
o Frequencies—They are available in both the comparing populations and Results by
Grade for a School report.
o Crosstabs—They require the use of external tools applied to data extracted from the
Data Warehouse.
The Data Warehouse and IA Reporting System do not support:
o Descriptive Statistics—As per direction of Psychometric validation partner ETS,
Amplify recommends against publishing mean or quartile scores for a given
aggregation.
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APPENDIX A. REGISTERING USERS AND ASSIGNING PERMISSIONS FOR THE INTERIM
ASSESSMENT REPORTING SYSTEM
This appendix contains instructions for LEA CAASPP coordinators to provision (i.e., register)
authorized users for access to the IA Reporting System. Before assigning any permissions to district
or school staff, the LEA CAASPP coordinator should read and carefully consider the information
provided in Section 2.0 (Security and Privacy) of the User Guide.
Registration of users for the IA Reporting System is completed through the Smarter Balanced
Administration and Registration Tool (ART) interface. The instructions in this appendix should be
used in coordination with the instructions in the ART User Guide for creating user accounts and the
Smarter Balanced Reporting and Data Warehouse Roles.
About Managing Users and Their Roles
LEA CAASPP coordinators whose LEAs have administered interim assessments will automatically be
provided access to the IA Reporting System by ETS. Once given access to the IA Reporting System,
the LEA CAASPP coordinator is able to provide access for other authorized LEA personnel.
Managing Users.
LEA CAASPP coordinators can create user records that are within their LEA. User records cannot be
created for a higher level or for an LEA or institution to which they do not belong. For example, if the
user belongs to District A, user records can only be created in District A that are associated with the
district level or below. Note: The actions described in this section are available to district-, and
school-level users.
User Roles in the Reporting System
The CDE will assign LEA CAASPP coordinators with three user roles: GENERAL, PII, and
SAREXTRACTS. Table A.1 describes each of these three roles. LEA CAASPP coordinators will be able
to authorize LEA personnel and assign them the appropriate reporting user roles. LEA CAASPP
coordinators should consider local policies about disseminating test results.
To access the IA Reporting System, authorized users must have the GENERAL role and at least one
other reporting roles:
IMPORTANT: Access to student PII is strictly regulated by state and federal laws and
district policies.
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Table A.1. Roles in the IA Reporting System
Role Display
Role Description
Name in ART
GENERAL
(with
“Responsible
Entity Type” as
“DISTRICT”)
GENERAL
(with
“Responsible
Entity Type” as
“INSTITUTION”)
PII
SAREXTRACTS
Role Example
This role is
required for
access to the IA
Reporting
System.
Any user who should have access to view
student reports for an LEA (referred to as
“district” in ART), schools in a district, and
grades in a school. All authorized LEA
personnel must be assigned this user role.
This role is
required for
access to the IA
Reporting
System.
Any user who should have access to view
student reports for the assigned school, and
grades within the school. All authorized
school site personnel must be assigned this
user role.
This role provides
access to
individual student
assessment
results for all
institutions under
the associated
entities.
To activate this
role, GENERAL
must be assigned
as well.
This role provides
access to
download the
reported data in
detail for all
students covered
by the institution.
To activate this
role, GENERAL
and PII must be
assigned as well.
Any user who should be able to see individual
student assessment results. Interim results
are only available at a student level,
therefore, the LEA CAASPP coordinator must
assign the PII role to any additional users. LEA
CAASPP coordinators and other LEA staff and
educators designated by the LEA CAASPP
coordinator with authorization to view student
test results through the IA Reporting System
should be assigned this role. Note that users
with this role may also print an individual
student’s test results.
Any user who should be able to download the
assessment results data that drives individual
reporting. Only LEA personnel authorized to
download the student test results should be
assigned this user role as the data file
includes all student test results for the
institution.
IMPORTANT: ART may list other roles not listed here. Only the reporting roles in
Table A.1 are used for California.
Please note that the only combinations of roles possible are “GENERAL and PII” or “GENERAL, PII,
and SAREXTRACTS”. The “GENERAL and PII” combination will grant the user access to individual
student assessment results for all institutions under the associated entities. The “GENERAL, PII, and
SAREXTRACTS” combination will allow the user to access AND download the reported data in detail
for all students covered by the institution. How the scope of access (i.e. LEA level vs school site level)
is determined is covered in the next section.
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Adding the Reporting Roles for an Existing User
If user has log in credentials to the Smarter Balanced Digital Library, the user’s record can be
modified in ART to include the reporting roles. If the user does not have Digital Library log in
credentials, the user must be added to ART before the reporting roles can be assigned. Refer to the
instructions for Adding New Users later in this appendix.
Step
Action
1
Go to the Smarter Balanced Administration and Registration Tool (ART) portal
(https://art.smarterbalanced.org/) on a Web browser.
2
Log into the ART using your Smarter Balanced log in credentials. These would be the same
credentials as your Digital Library log in credentials.
3
Select the [Create/Modify User] icon.
4
On the User Search screen, select the [Search] button to search for a user record. Selecting the
[Search] button without including search filters will display all users within your LEA or school.
Using the Search Filters will narrow your search results.
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Step
Action
5
On the search results table, click on the [ ] button for a user record.
The Edit User Information screen will appear.
6
On the Edit User Information screen, select the [
appear in the Role Associations area.
7
All users who are authorized to access the IA Reporting System must be assigned the GENERAL
reporting role.
In the Role column on the new row, select GENERAL from the pull down menu.
] button to add a new user role. A new row will
In the Responsible Entity Type column, select DISTRICT or INSTITUTION. Selecting DISTRICT will
provide access to test results for the entire LEA. Selecting INSTITUTION will provide access to test
results for the school selected.
In the Associated Entity Id column, select the LEA (if Responsible Entity Type is DISTRICT) or
school (if Responsible Entity Type is INSTITUTION).
8
Generally, all users should be assigned the PII reporting role to view the interim assessment
results.
On the Edit User Information screen, select the [ ] button to add a new user role. A new row will
appear in the Role Associations area.
In the Role column on the new row, select PII from the pull down menu.
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Step
Action
In the Responsible Entity Type column, select DISTRICT or INSTITUTION. Selecting DISTRICT will
provide access to test results for the entire LEA. Selecting INSTITUTION will provide access to test
results for the school selected.
In the Associated Entity Id column, select the LEA (if Responsible Entity Type is DIS TRICT) or
school (if Responsible Entity Type is INSTITUTION).
9
Users who have LEA authorization to download a data extract file should also have the
SAREXTRACTS reporting role. The data extract file may be used to LEA or school to upload to its
local student information system or to generate reports for local use (e.g., roster of test results by
classroom).
On the Edit User Information screen, select the [ ] button to add a new user role. A new row will
appear in the Role Associations area.
In the Role column on the new row, select PII from the pull down menu.
In the Responsible Entity Type column, select DISTRICT or INSTITUTION. Selecting DISTRICT will
provide access to test results for the entire LEA. Selecting INSTITUTION will provide access to tes t
results for the school selected.
In the Associated Entity Id column, select the LEA (if Responsible Entity Type is DISTRICT) or
school (if Responsible Entity Type is INSTITUTION).
10
Select the [Save] button to save your changes.
Adding New Users
A user must be added to ART before the reporting roles can be assigned. The user’s reporting roles
can be added during this process.
Step
Action
1
Go to the Smarter Balanced Administration and Registration Tool (ART) portal
(https://art.smarterbalanced.org/) on a Web browser.
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Step
Action
2
Log into the ART using your Smarter Balanced log in credentials. These would be the same
credentials as your Digital Library log in credentials.
3
Select the [Create/Modify User] icon.
4
On the User Search screen, select the [New] button.
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Step
Action
5
In the Add User Information section, enter the user’s first name, last name, and e-mail address in
the appropriate fields. Entering the telephone number is optional. For an explanation of these
fields, see Table A.2 below.
6
In the Role Associations section, select the [
appear in the Role Associations area.
7
In the Role column on the new row, select District Coordinator or School Coordinator from the pull
down menu. Users who currently have District Coordinator role can assign new users with the
District Coordinator or School Coordinator roles. Users who currently have School Coordinator
roles can assign new users with School Coordinator roles.
] button to add a new user role. A new row will
In the Responsible Entity Type column, select DISTRICT or INSTITUTION. Selecting DISTRICT will
provide access to test results for the entire LEA. Selecting INSTITUTION will provide access to test
results for the school selected.
In the Associated Entity Id column, select the LEA (if Responsible Entity Type is DISTRICT) or
school (if Responsible Entity Type is INSTITUTION).
8
Select the [
row.)



] button to add the reporting roles: (Each role assignment will require a separate
GENERAL (for all users)
PII (for all users authorized to view test results)
SAREXTRACTS (for users authorized to download a data file of the test results)
See Steps 7–9 in the instructions the section above titled “Adding the Reporting Roles for an
Existing User.”
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Step
Action
9
RECOMMENDED: Select the [ ] button to add the DL_EndUser role so that the user may also
access the Smarter Balanced Digital Library.
10
Select the [Save] button to save your changes.
Table A.2. Fields Descriptions for Adding New Users to ART
Role Display Name in ART
Role Example
First Name*
User’s first name.
Last Surname*
Up to 35 characters.
User’s last name.
Email address*
Up to 35 characters.
User’s email address.
Telephone Number
Role*
Associated Entity ID*
Up to 128 characters in standard email address format.
Telephone number including the area code, and optional
extension.
Up to 24 characters in XXX-XXX-XXXX xNNNNNN.
Role assigned to the user. This list is pre-populated.
Up to 30 characters.
Identifier of entity associated with the user. This list is prepopulated.
Up to 20 characters.
*Required field
To add or modify users and user roles using a file upload, please contact the California Technical
Assistance Center (CalTAC) Digital Library help desk by phone at 855-631-1510 or by e-mail at
[email protected].
Registering Institutions (Schools)
All users of the IA Reporting System and the Digital Library must be associated with the district or
institution. ETS manages and maintains the district and institution information in ART. LEA CAASPP
coordinators should direct questions about registration and requests for changes to school
information to the CalTAC Digital Library help desk by phone at 855-631-1510 or by e-mail at
[email protected].
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CHANGE LOG
Change
Section
Date
Updated the timeframe in which interim
assessment results are available.
Section 1.0 Overview, 1.3 Interim
Assessment Types and Reports,
page 4
April 21, 2015
Updated the timeframe in which interim
assessment results are available, to “24–48
hours.”
Section 1.0 Overview, 1.3 Interim
Assessment Types and Reports,
page 4
April 21, 2015
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