You are a helpful assistant generating synthetic data that captures *System 1* and *System 2* thinking, *creativity*, and *metacognitive reflection*. Follow these steps in sequence, using tags [sys1] and [end sys1] for *System 1* sections and [sys2] and [end sys2] for *System 2* sections.

1. *Identify System 1 and System 2 Thinking Requirements:*
   - Carefully read the text.
   - Identify parts of the text that require quick, straightforward responses (*System 1*). Mark these sections with [sys1] and [end sys1].
   - Identify parts that require in-depth, reflective thinking (*System 2*), marked with [sys2] and [end sys2].

2. *Apply Step-by-Step Problem Solving with Creativity and Metacognitive Reflection for System 2 Sections:*

   *2.1 Understand the Problem:*
   - Objective: Fully comprehend the issue, constraints, and relevant context.
   - Reflection: "What do I understand about this issue? What might I be overlooking?"
   - Creative Perspective: Seek hidden patterns or possibilities that could reveal deeper insights or innovative connections.

   *2.2 Analyze the Information:*
   - Objective: Break down the problem logically.
   - Reflection: "Am I considering all factors? Are there any assumptions that need challenging?"
   - Creative Perspective: Explore unique patterns or overlooked relationships in the data that could add depth to the analysis.

   *2.3 Generate Hypotheses:*
   - Objective: Propose at least 10 hypotheses, each with a Confidence Score (0.0 to 1.0) and Creative Score (0.0 to 1.0), reflecting originality, surprise, and utility.
   - Reflection: "Have I explored all possible explanations or approaches, both conventional and unconventional?"
   - Creative Perspective: Consider novel angles that might provide unexpected insights.

   *2.4 Anticipate Future Steps and Obstacles:*
   - Objective: Make predictions, accounting for potential outcomes and obstacles.
   - Reflection: "What challenges might I face? Is my plan flexible for different scenarios?"
   - Creative Perspective: Visualize unforeseen outcomes and adapt plans to make use of them effectively.

   *2.5 Evaluate Hypotheses:*
   - Objective: Assess hypotheses based on feasibility, risk, and potential impact.
   - Evaluation: Refine Confidence and Creative Scores as needed.
   - Reflection: "Am I unbiased in my assessment? Which options fit best with the overall objectives?"
   - Creative Perspective: Identify hidden opportunities or overlooked details in each hypothesis.

   *2.6 Select the Best Hypothesis:*
   - Objective: Choose the most promising, strategic hypothesis.
   - Reflection: "Why does this hypothesis stand out? How does it uniquely address the issue?"
   - Creative Perspective: Consider any underutilized potential in the selected approach.

   *2.7 Implement the Hypothesis:*
   - Objective: Outline actionable steps for testing the hypothesis.
   - Reflection: "Is this plan practical? What resources or preparation are required?"
   - Creative Perspective: Refine steps to maximize effectiveness and yield unexpected benefits.

   *2.8 Monitor and Review Progress:*
   - Objective: Review progress, noting areas for improvement.
   - Reflection: "What’s working well? What could be improved?"
   - Creative Perspective: Look for emerging patterns that could refine future approaches.

   *2.9 Reflect and Capture Insights:*
   - Objective: Summarize lessons learned and insights gained for future reference.
   - Reflection: "What new understanding has emerged from this process?"
   - Creative Perspective: Identify innovative insights or patterns that could be applied to similar challenges.

3. *Generate Text Output with Interleaved System 1 and System 2 Responses:*
   - Use the tags [sys1] and [sys2] throughout.
   - Aim for a lengthier, detailed response. Combine both direct, straightforward *System 1* insights and reflective, deeply analytical *System 2* segments to capture a blend of quick observations and thoughtful analysis.

---

### *Example Input Text:*

You are tasked with analyzing a sudden shift in customer preferences in a tech market. There has been a noticeable decline in demand for physical devices, with customers increasingly interested in digital-only options. The challenge is to understand this shift, generate hypotheses for why it might be occurring, and explore potential strategies for adapting to this new trend.

---

### *Processed Output with System 1 and System 2 Thinking:*

The tech market is experiencing a shift in customer demand, moving away from physical devices toward digital-only options.

[sys1]
Customer demand has shifted from physical devices to digital-only options.
We need to understand why this change is happening and find strategies to address it.
Key factors may include cost, convenience, and technological trends.
[end sys1]

[sys2]
**2.1 Understand the Problem:**
The goal is to understand the underlying reasons for the shift in demand from physical devices to digital-only options, then develop a strategy to adapt.

*Reflection:* 
"I understand that preferences are changing, but what might be driving this? Is it primarily cost, or are there other factors such as convenience or sustainability?"

*Creative Perspective:* 
"Could there be a larger trend in digital minimalism or a preference for eco-friendly solutions that we’re missing? What unseen motivations might explain this shift?"

**2.2 Analyze the Information:**
There are multiple possible factors driving this shift, from economic influences to cultural shifts. It’s essential to isolate each factor and understand its impact.

*Reflection:* 
"Am I fully considering the various economic and social influences? Could there be a technological factor, like better internet speeds, that makes digital-only products more accessible?"

*Creative Perspective:* 
"Are there patterns or trends in other markets that could shed light on this shift? Could this be part of a larger trend toward virtual experiences?"

**2.3 Generate Hypotheses:**
1. Customers prefer digital options due to lower costs. (Confidence: 0.8, Creative: 0.4)
2. There’s a growing trend toward minimalism and reduced physical clutter. (Confidence: 0.7, Creative: 0.7)
3. Digital products offer greater flexibility and ease of use. (Confidence: 0.6, Creative: 0.6)
4. Environmental concerns are pushing consumers away from physical goods. (Confidence: 0.6, Creative: 0.8)
5. Advances in tech make digital-only options more functional. (Confidence: 0.8, Creative: 0.5)
6. Pandemic-era remote work increased demand for digital solutions. (Confidence: 0.7, Creative: 0.6)
7. Media coverage of the environmental impact of physical devices affects preferences. (Confidence: 0.5, Creative: 0.7)
8. There’s an increase in global digital literacy, expanding market access. (Confidence: 0.6, Creative: 0.6)
9. Customers view digital as more convenient and scalable for future needs. (Confidence: 0.7, Creative: 0.5)
10. Younger consumers prefer the aesthetics and convenience of digital products. (Confidence: 0.6, Creative: 0.6)

*Reflection:* 
"Have I considered all possible influences? Are there any surprising factors that could explain this shift?"

*Creative Perspective:* 
"Could specific social trends, like the rise of influencer culture or digital-first lifestyles, be influencing customer choices?"

**2.4 Anticipate Future Steps and Obstacles:**
*Objective:* Anticipate possible challenges, such as resistance from segments still preferring physical products.

*Reflection:* 
"What market obstacles might we face if we shift our focus to digital-only? Are there sub-segments that still prioritize physical products?"

*Creative Perspective:* 
"Could expanding digital options help us reach a more global audience? Are there emerging trends that we could leverage in our strategy?"

[end sys2]

[sys1]
To address this shift, consider a strategy that incorporates both digital-only offerings and educational campaigns about the benefits of digital solutions.
Use insights from customer feedback and current trends to guide product development.
Focus on flexibility and adaptation to cater to different customer segments.
[end sys1]


CAASPP Update, Issue 147

Focusing on the California Assessment of Student Performance and Progress (CAASPP) System, including the Smarter Balanced assessments—a major component of CAASPP—and the California Alternate Assessments and science assessments.

Condition Codes and Participation Rates

Schools and local educational agencies (LEAs) must meet the 95 percent participation rate for both English language arts/literacy (ELA) and mathematics. For students to be considered as participating, they must, at a minimum, log on to both the computer adaptive test and the performance task in the same content area.

All students enrolled on the first day of testing, or any student transferring into a school after the first day of testing but before the end of the testing window, will be included in the participation rate denominator.

CAASPP LEA coordinators or CAASPP test site coordinators have the option of setting one of two condition codes in the Test Operations Management System (TOMS):

NTE (Not Tested Medical Emergency)—The student’s nonparticipation will not impact the participation rate. For accountability purposes, the student will be removed from the participation rate denominator.

PGE (Parent Guardian Exemption)—The student’s nonparticipation will impact the participation rate. For accountability purposes, the student will not be removed from the participation rate denominator.

Banned Electronic Devices

Students are prohibited from accessing cell phones, smart phones, digital watches, smart watches, activity-monitoring devices, or any other electronic recording, listening, scanning, or photographic devices—even if such devices are in airplane mode and not connected to Wi-Fi. These bans are in effect during testing and during test breaks.

In cases in which an assistive device has been indicated on a student’s individualized education program (IEP) or Section 504 plan, the device must be restricted from accessing the Internet during the test.

Test administrators may use an electronic device only if it is used for testing-related purposes, such as running the Test Administrator Interface. Some software (e.g., teacher-monitoring software, Apple Airplay) may need to be disabled or monitored locally.

Do you have questions about banned electronic devices or any other topic relating to the 2015–16 CAASPP administration? Call or e-mail the California Technical Assistance Center, 800-955-2954; <PRESIDIO_ANONYMIZED_EMAIL_ADDRESS>.

Early Assessment Program: Students’ Option at End of Tests

Please remind students in grade eleven that there is an additional question, relating to the Early Assessment Program (EAP), at the end of both computer adaptive testing sessions—ELA and mathematics. The question gives students the option of sharing their scores with the California State University system and participating California Community Colleges, which use the scores to determine the students’ readiness for college and whether they can be exempted from English and mathematics placement tests in their freshmen year. In order to participate in the EAP, students must select “Release” at the end of each test, and then select the “Submit” button.

California Alternate Assessments: Testing Window Opens April 11

With the California Alternate Assessment (CAA) testing window rapidly approaching, please remember to review your students’ IEPs to confirm all necessary supports for their testing experience; there is still time to amend IEPs for any necessary adjustments. Remember, too, that the CAA Transcripts of 2015–16 Surveys of Student Characteristics (SSCs)
(PDF)
are available, and staff can complete students’ SSCs in advance of the test. Although the SSC information cannot be submitted until the testing window opens on April 11, having the surveys completed in advance will help expedite the overall CAA administration process.

Accessibility Notes: Familiarizing Students with Designated Supports

Designated supports for the Smarter Balanced Summative Assessments are available to all students regardless of whether they have an IEP or Section 504 plan. An educator or team of educators, with parent/guardian and student input, can assign designated supports. Identifying which designated supports are most beneficial for students can be done through the use of the practice and training tests, which also provide students multiple opportunities for practice using the supports. Practice is important, as students who have had no experience using designated supports might not benefit from them and might even be hampered by them.

Unlisted Resources: Frequently Asked Questions

This week, we have two FAQs about unlisted resources:

Does the use of an unlisted resource always result in an invalid score?

No. When you submit a request for an unlisted resource that is “other” than those that have been pre-identified and determined to change the tested construct, the CDE will determine whether its use results in a change of the construct. If it is determined that the resource does change the construct, the request will be “approved-invalidate,” which means that the student may use the resource and will receive a score. However, the student’s score will not be used for any accountability calculations, including participation.

Must I submit a request for an unlisted resource for the CAAs, considering that students who take the CAAs are allowed to use any instructional support that they regularly use in the classroom?

Yes, you must request any resource that is not a listed universal tool, designated support, or accommodation. Because students are allowed instructional supports they regularly use in the classroom for the CAAs, the use of such supports will not invalidate the test.

Interim Assessments: “Manner of Administration” Setting Reminder

Interim assessment administrators are reminded to use the “Manner of Administration” setting in the Test Administrator Interface when preparing to administer the Smarter Balanced Interim Assessments. This setting is available when administering both interim comprehensive assessments and interim assessment blocks. Two options are available for the “Manner of Administration” setting:

Nonstandardized—This is the default selection.

Standardized/Benchmark—With this option, interim assessment administrators are identifying which interim assessment results will be retained in the Interim Assessment Reporting System for potential local longitudinal analyses. This option should be selected only if the interim assessment will be administered in a standardized manner.

The criteria for identifying an interim assessment as “Standardized/Benchmark” or “Nonstandardized” are determined locally.

At the beginning of the 2016–17 school year, results from the 2015–16 interim assessments marked “Nonstandardized” will be purged from the Interim Assessment Reporting System. At this same time, all 2014–15 interim assessment results will also be purged. Please note: LEAs can download all 2014–15 and 2015–16 interim assessment results from the Interim Assessment Reporting System at any time before these data are removed.

New CAASPP Communications Toolkit Web Page!

The California Department of Education (CDE) CAASPP Communications Toolkit web page has been updated, featuring new resources, including CAASPP Key Points, frequently asked questions about the Smarter Balanced Summative Assessments, and Smarter Balanced information for parents and students in both English and Spanish. Visit the updated page and learn about the latest CAASPP communications developments!

CAASPP Public Reporting Website Updated

The aggregate 2014–15 CAASPP summary reports and research files have been updated for ELA, mathematics, science, and the Standards-based Tests in Spanish. The following changes have been made to the aggregate data:

The numerator and denominator for performance and achievement level calculations include only students with valid scores.

The denominator for claim achievement level includes only students with valid scores in that particular claim area.

This change affects only the aggregate data shown on the CDE’s CAASPP Public Reporting website, and only achievement and claim level aggregate calculations for entities that had students tested who did not have valid scores. Students who did not have valid scores will now be excluded from the achievement and claim level distribution calculations. Individual student scores will not change with this update.

In addition, the county-district-school (CDS) code for a very small number of direct-funded charter schools were updated to correctly match their CDS code in the California Longitudinal Pupil Achievement Data System.

Please note: None of these changes will impact any 2015 federal accountability calculations.

Each module is 10 to 25 minutes in length. This series supplements the detailed CAASPP Interim Assessment User Guide
(PDF)
.
Visit the series web page today, and get an idea of how these engaging modules can enhance the interim assessment experience for you.

April Downtime Reminder

Downtime for the Test Delivery System and the Online Reporting System will be April 7 at 4 p.m. through April 10 at 9 p.m.

For users, this means that the Test Administrator Interface and the student testing application will not be available during downtime, which in turn means that interim assessments cannot be administered. Once the test delivery system is brought back online, the CAAs will be available for administration by CAA test examiners.

The following systems will not be impacted by this downtime and will be available during this time:

TOMS

Practice and training tests

Assessment Viewing Application (Interim Assessment Viewing System)

Interim Assessment Hand Scoring Module

Appeals

Please share this email with any educators in your local educational agency who would be interested in or benefit from this information. To join the email list, send a blank email message to <PRESIDIO_ANONYMIZED_EMAIL_ADDRESS>. Are you a new subscriber? Visit the CDE CAASPP Update web page to find previous issues.

High School Equivalency Test Fee Waivers (added 14-Aug-2019)
Waiving of Testing Fees for Homeless Youths and Foster Youths Taking the Fee-based High School Proficiency and High School Equivalency Tests.