CAASPP Communication: May 2026

Email Update, May 4, 2026

This communication includes information and updates about CAASPP.

Notice

New Smarter Balanced and CAST Reporting ALDs

The California Department of Education (CDE) is using the new reporting achievement level descriptors (ALDs) and labels adopted by the California State Board of Education (SBE) for the Smarter Balanced for English language arts/literacy (ELA) and mathematics assessments and California Science Test (CAST). This change will help students, their families, and the public better understand student performance on these assessments. The new ALDs will launch with 2025–26 reporting.

The following table outlines the changes to the categorical labels for each reporting level. The full descriptions, as well as a communications toolkit that provides resources for educators and families, can be found on the Reporting Achievement Level Descriptors web page.

The ALDs were revised to address the misconceptions that Level 3 represents a grade-level cutoff and that students who score below Level 3 are “below grade level.” This is not an accurate representation of either the assessment or student achievement. The criteria and cut scores for each level have not changed. Overall results can still be compared from year to year. All items in the assessments measure grade-level standards, and student achievement at the various levels demonstrates a range of understanding.

Condition Codes

Condition codes explain why a student is not tested for a required assessment. There are two such condition codes that an LEA CAASPP coordinator can enter into the Test Operations Management System (TOMS) to document receiving a signed letter provided by a student’s parent or guardian:

1. PGE: Parent/Guardian exemption, signed by the student’s parent or guardian
2. NTE: Not tested because of a significant medical emergency, signed by a licensed physician (California Code of Regulations, Title 5 [5 CCR], Section 850[y])

Condition codes must be entered before the local testing window closes. Letters can be submitted to schools on paper or digitally and must be kept on file.

Additionally, recently arrived English learners will receive the NEL—Not tested English learner—condition code and will not be required to complete an ELA assessment. A “recently arrived English learner” is a student designated as an English learner who is in their first 12 months of attending a school in the United States after April 15 of the previous school year, as specified in 5 CCR Section 850(t). This condition code is automatically generated by the system on the basis of student data provided by CALPADS.

Test Security

Active Monitoring During Testing

Test administrators and test examiners must actively monitor students for the entire test session. Students may not access phones, smartwatches, notes, or unauthorized materials during active testing. Students must not receive assistance, prompts, or feedback related to test content. Leaving students unattended, even briefly, is not permitted.

Reporting Irregularities and Breaches

All testing irregularities and security breaches must be reported immediately using the Security and Test Administration Incident Reporting System (STAIRS). Refer to the following resources for additional information on STAIRS processes:

• Security Incidents and Appeals Procedure Guide
• STAIRS Processes section of the TOMS User Guide

Incidents involving interim assessments should be reported to the LEA’s assigned Success Agent.

Only SSIDs are needed when submitting a STAIRS case. Do not include personally identifiable information in STAIRS when describing a testing incident.

A STAIRS case should be submitted at least one week prior to the closing of the local testing window, especially if the student will need to continue testing after an Appeal has been processed. Once the local testing window closes, STAIRS cases cannot be submitted.

CARS

As part of the process for scoring constructed-response items, responses may be identified that warrant an LEA’s immediate attention. Upon discovery that a response requires attention, TOMS notifies the LEA CAASPP coordinator(s) and superintendent via email. Upon receipt, an LEA representative is required to acknowledge the Crisis Alert Response System (CARS) incident by logging on to TOMS, accessing the CARS page, and selecting the [Acknowledge] or [Acknowledge and Archive] button.

Signage

Prepare the following signage to use during test administration:

• Testing—Do Not Disturb
• Unauthorized electronic devices MAY NOT be used at any time during the testing session.

Additional Resources

• Identifying Testing Improprieties, Irregularities, and Breaches section of the CAASPP Online Test Administration Manual
• Security Incidents and Appeals Procedure Guide
• Test Security Guidelines for Test Administrators (Video; 10:37)
• Test Security Guidelines for Test Coordinators (Video; 10:27)
• Test Security web page

Reminder

CSA Administration

The California Spanish Assessment (CSA) is available for students in grades three through twelve to test their Spanish language arts/literacy skills. LEAs are responsible for ensuring that students are provided the opportunity to complete all required grade-level or grade-band domains during testing. A student must complete all CSA domains to receive an overall score.

For high school students who take the CSA, the SBE approved the overall achievement level 3 on the high school CSA as one way to meet, in part, the State Seal of Biliteracy (SSB) requirements. The SSB recognizes high school graduates who have attained a high level of proficiency in speaking, reading, and writing one or more languages in addition to English.

Upcoming Trainings

To register or locate additional details about upcoming trainings, including dates, times, and content, visit the Upcoming and On-Demand Trainings web page.

May 13 and May 20: Accessing Summative Assessment Results in CERS, 3:30–4:30 p.m.

Want to learn how to access your summative assessment results in the California Educator Reporting System (CERS)? Join us for two facilitated virtual trainings, available to all current and potential CERS users:

• May 13: Module One will focus on the 2025–26 Summative ELPAC, Summative Alternate ELPAC, and CSA.
• May 20: Module Two will focus on the 2025–26 Smarter Balanced Summative Assessments for ELA and mathematics, CAST, and California Alternate Assessments.

Register now for the Accessing Summative Assessment Results in CERS training modules.

May 27: Charter School Coordinator Quarterly Network Meeting, 9:30–11 a.m.

This session of the Charter School Coordinator Quarterly Network meetings will focus on preparing for CAASPP and ELPAC administration.

Register now for the May 2026 Charter School Assessment Coordinator Quarterly Network Meeting.

June 9: Coffee Session, 2–3 p.m.

These monthly virtual Coffee Sessions, hosted by the CDE and ETS, offer opportunities for LEA staff to ask questions and get answers about assessments, trainings, resources, and more. If you are not already registered, register on the Coffee Session Series registration web page. By registering once, you will be eligible to attend all upcoming sessions.

Educator Involvement Opportunities

New Educator Meeting Opportunities

Here is your chance to be involved in, and influence, the development of California testing programs. We need educators like you to provide vital input on test composition, accessibility, and implementation. New opportunities for the 2026–27 school year will be announced via email on May 14, 2026.

Visit the Get Involved web page for additional information. Contact the Educator Opportunities Team by phone at 916-228-2682 or by email at edopportunities@scoe.net with any questions.

Educators Needed for ELA and Mathematics Data Review

The Smarter Balanced Assessment Consortium invites educators to apply for the opportunity to participate in ELA and mathematics data review meetings for the Smarter Balanced Summative Assessments! Selected educators will engage in synchronous, virtual sessions to review assessment data and student responses, examining how items performed following administration. Reviewers will consider evidence related to item performance, alignment to standards, and fairness and accessibility to help inform decisions about item quality and future use.

The next virtual events will be held on the following dates:

• June 1–2, 2026 (Mathematics)
• June 2–4, 2026 (ELA)

Educators can apply now to participate. Additional information about these opportunities is available on the Smarter Balanced Educator Recruitment web page.

On-Demand Trainings and Recordings

Recordings of the following trainings are now available on the Upcoming and On-Demand Trainings web page:

• Authentic Tasks for Learning and Assessment in Science (ATLAS) webinar
• April Coffee Session

Previous CAASPP Monthly Communications

Previous CAASPP monthly communications, as well as other email communications, are located on the Coordinator Emails web page.

Additional Help

• Contact your region’s Success Agent for answers to questions about assessment coordination, development, and administration, as well as for technical support.
• Direct questions about the Moodle Training Site, certification, and calibration to moodlesupport@scoe.net.

For further support, visit the Contact Us web page.

Sincerely,

California Outreach Team
CAASPP & ELPAC Website