SPRING 2015 PRE-TEST WORKSHOP Assessment, Research &
Evaluation 1
Slide 2
Training Overview 2 Overview of CAASPP Administration of paper
and pencil tests (CST/CMA/CAPA) Administration of computer based
tests (SBAC) Administration of performance tasks (SBAC) Universal
tools, designated support, and accommodations Administration of
Alternate Performance Assessment (APAC) Test security Resources
Practice/Training tests Site Training
Slide 3
About CAASPP 3 In spring 2015, CAASPP will include: Smarter
Balanced computer adaptive test for grades 3-8 and 11 in ELA and
math CST and CMA exams in grades 5, 8, and 10 in science (paper-
pencil) CAPA grades 5, 8, and 10 in science Alternate Assessment
(replaces CAPA) grades 3 8 and 11 in ELA and math EAP will be
determined from the SBAC grade 11 tests. No additional tests needed
(TAM pg. 32) New this spring: SBAC tests are operational Orders
will be based on what is in Infinite Campus - CALPADS Paper/pencil
answer documents will have fewer fields to bubble
Slide 4
Site Coordinator Responsibilities 4 Train examiners Ensure
examiners READ and sign security agreements (Keep on file) Prevent
errors Secure test materials Verify materials are marked correctly
to ensure correct student scores Guarantee correct enrollment
counts Complete Accessibility Support Request Form, as necessary
when support needed is not listed
Slide 5
Site Coordinator Responsibilities (Cont.) 5 Receive, count,
store, distribute, track, collect, and return materials. Use only
the 2015 scorable answer documents received in the shipment from
the testing contractor. Submit your schools testing schedule (send
to [email protected] by February 20) [email protected]
Coordinate collection of demographic data. Pre-ID (labels will be
utilized) Hand-mark necessary fields on answer documents Assist
site Test Administrators (TAs) Return materials promptly to
AR&E by May 22 Security audits will be conducted by ETS
Slide 6
Site Coordinator Responsibilities Training Test Administrators
6 READ and sign affidavits MAKE SURE CORRECT TESTS ARE
ADMINISTERED. Students who are not testing may not stay in the
classroom where a test is being administered. If students need to
be taken to another room to finish testing, BE SURE THEY ARE
ESCORTED BY SCHOOL STAFF. Do not allow students to walk to another
room with test materials by themselves. Test Administrators CANNOT:
Review test questions before, during, or after testing. Check
students answers including (but not limited to): 1. Advising
students of wrong answer or to check an answer; or 2. Withholding
answer docs until students demonstrate they have the right
answers.
Slide 7
Site Coordinator Responsibilities Training Test Administrators
(Cont.) 7 Test Administrators (TAs) shall monitor students
throughout testing to make sure students are: On correct part Not
going on to other parts or back to a previously completed part Not
skipping a question on their answer document (so that they are off
by one or more) Not using unauthorized electronic devices during
the testing session TAs must ensure there is enough time to
complete a part before beginning the part. TAs MAY NOT instruct
student on how to answer a question. If they do not understand how
to respond to the prompt, they can access the tutorial during
testing. This is why it is important that students have
opportunities to utilize the training and practice tests
beforehand. NOTE: test administrators must be educational
staff
Slide 8
8
Slide 9
Test Administration Paper and Pencil Tests 9 Confirm which
test(s) each student takes. Students take grade-level
CSTs/CMAs/CAPA for Science in grades 5, 8, and 10 CMA and CAPA -
Must have IEP that designates these tests for Science Confirm any
Universal Tools, Designated Supports, and Accommodations students
will use and where they will be tested Prepare materials Check
names on test booklets and answer documents before distributing to
make sure students receive correct documents
Slide 10
Test Administration Paper and Pencil Tests 10 All students must
complete box # 1, even if Pre-ID was used. Students should mark the
correct test version number
Slide 11
11 Use Directions for Administration (DFAs) correctly. Read ALL
SAY boxes exactly as written. Be sure to read and complete First
Day of Testing section with students. ONLY translate boxes with T
(NO CST/CMA/STS questions, prompts, or passages may be translated).
Test Administration Paper and Pencil Tests
Slide 12
Special Note: CST/CMA Combined Answer Document for Grade 5, 8,
and 10 12
Slide 13
CAPA (California Alternate Performance Assessment) 13
Performance-based, one-on-one test For students with significant
cognitive disabilities unable to take the CSTs even with Universal
Tools, Designated Supports, and Accommodations Student must have an
IEP which specifies CAPA and which level Before handing out CAPA
manuals, print the examiner name on the front
Slide 14
CAPA Answer Documents 14 Use only 2015 answer documents Ensure
correct CAPA Level is marked. Only Level I can have 5 as a score.
The highest possible score for Levels II through IV is 4. Districts
must double-rate a minimum of ten percent (10%) of the CAPA
students per level, per site (including NPS). Students to be
double-rated are randomly selected. Observers must mark Observer
and BOTH examiners and observers must sign their separate answer
documents. Use blank documents from overage.
Slide 15
CAPA Marking Answer Documents for Observers (Second Raters) 15
Use blank documents from overage 1 Name, etc. 3 Date of Birth 4
Name 5 Gender 6a CAPA Level 6b Grade 8 Student ID 9 SSID
Slide 16
After Testing 16 Prepare tests for scoring Erase stray marks,
but nothing in answer bubbles or mark-throughs A1 DO NOT complete
without CDE notification A2 Special Conditions A3 Accommodations
and Modifications Part a: mark IEP and/or Section 504 plan to
indicate which program/plan student has, whether used Universal
Tools, Designated Supports, and Accommodations or not. Note: IEP is
required to take CMA, CAPA. Part b, mark codes for all Universal
Tools, Designated Supports, and Accommodations student used as
specified in IEP and/or 504 plan. A4 English Learner Test
Variations For each test, what was actually used
Slide 17
After Testing 17 Paperwork Transcribe voided answer documents
Braille and large print (otherwise not processed) In Section A3 on
the back of the answer document mark G or H. Damaged answer
documents Write VOID on front of answer document(s) and return with
nonscorables Complete back of answer document. Complete SGID. Pack:
scorables vs. nonscorables Attach correct shipping labels.
Slide 18
18 Complete for each set of answer documents Check counts to be
accurate; include docs of students not tested with reason why in
A2. Place on answer documents for correct: Grade level and school
(Processing stops if not correct) Band together School and Grade
Identification Sheet (SGID)
Slide 19
19 Make sure the REQUIRED fields are completed to ensure
accurate processing. Test Grade Mark only one For CST/CMA or CAPA
Number of documents Test start date = first day of testing within
window School code School and Grade Identification Sheet
(SGID)
Slide 20
Special Testing Populations 20 Home/Hospital On answer
document, A3, mark as accommodation M for home/hospital. On SGID,
enter correct home hospital/independent study school code = same as
7-digit county district code. If test booklets/answer documents
ordered, but those with that school code did not test, must return
Master File Sheet with zeros next to each unused, ordered item.
Non-Public Put on answer doc each NPS unique school code. Put under
SGID with 0000001 school code. Return with LEA materials.
Slide 21
Scorables vs non-Scorables 21 Scorables (pack in order of
diagram shown on right) An answer document must be returned for
students enrolled on the first day of testing and designated to
take one of the following tests (even if not tested): CST for
Science (grades 5, 8, and 10) CMA for Science (grades 5, 8, and 10)
CAPA (any level) Return answer documents for students with special
conditions identified in Section A2. Non-Scorables Must return all
CAPA Examiners Manuals with nonscorables Must return all test
booklets. (If only cover or part returned, considered a security
breach.) All transcribed documents
Slide 22
SBAC TEST ADMINISTRATION 22 TAM pgs. 23- 33 & 37-40
Slide 23
SBAC Computer Based Tests 23 Grades 3-8 and 11 in ELA and math
The only students exempt from participating in the test are:
Students participating in the Alternate Assessment For the English
language arts/literacy (ELA) test only, English learners (ELs) who
have been attending school in the United States for less than 12
months Computer-based adaptive test in each ELA and Math
Performance Task (PT) in each area Includes a classroom activity to
familiarize students with question content Students respond to the
PT through the online assessment
Slide 24
SBAC Test Format and Design Selected response one correct
response multiple correct responses two-part Matching tables yes/no
true/false Fill-in tables Select or order text or graphics Drag and
drop Graphing Equation or numeric response Short text Long essay 24
Item Types SBAC test administration practices are similar to the
paper-pencil practices. The same appropriate, testing conditions
apply. TAM pg. 59
Slide 25
Computer Adaptive Testing (CAT) The computer adaptive portion
of the online test includes a wide variety of item types. As
students progress throughout a CAT, the computer program adjusts
the difficulty of questions throughout the assessment based on
their responses. For example, a student who answers a question
correctly will receive a more challenging item, while an incorrect
answer generates an easier question. 25
Slide 26
SBAC Roles 26 District Test Coordinator (DC) Train and collect
security agreements from Test Site Coordinators (SCs) Designate
SCs; add them to TOMS. Coordinate with SCs so that tests are
administered in the appropriate grade(s) and content area(s). Set
appropriate supports and accommodations in TOMS School Test
Coordinator (SC) Train TAs, collect security affidavits, and add
them to TOMS. Set appropriate supports and accommodations in TOMS.
Ensure that testing in the school is conducted in accordance to
test security policies. Create/approve test schedules and
procedures for the school. Monitor testing and address problems, as
needed. Test Administrator (TA) Complete test administration
training. View student information prior to testing, to ensure it
is correct. Ensure that appropriate designated supports and
accommodations have been set prior to testing. Set up and proctor
testing.
Slide 27
SBAC Test Schedule 27 Separate/overlapping test windows for
grade 3-8 and for grade 11 Recommended: Non-PT first, PT second.
Classroom activity should be completed within 3 days prior to
starting the PT. ELA PTs have 2 parts and can be completed over 2
days. Math PTs have 1 part and can be completed in 1 day.
Recommended: PT should not be administered on the same day as
non-PT. SCs must ensure that TAs know which students take which
tests Schedule activities for students that finish early. Overall,
testing will take approximately 7 to 8.5 hours. A students CAT test
remains active until the student completes and submits the test or
45 calendar days after the student has begun the CAT A students PT
remains active for 10 calendar days after the student has begun
it
Slide 28
SCUSD Testing Windows 28 Wave SBAC grades 3-8 SBAC grade 11CST,
CMA, CAPA Start Date End Date Start Date End Date Start Date End
Date 1- NPS & New Technology
23-March4-June14-Apr4-June8-April12-May 2 - All other schools
16-March11-June24-Apr5-June20-Apr21-May REMINDER: SUBMIT YOUR
SCHOOL TESTING SCHEDULE BY: FEBRUARY 20
Slide 29
SBAC Computer Based Tests Time Estimates (TAM pg 31) 29
Slide 30
SBAC Test General Rules and Conditions 30 Students must answer
all test items on a page before moving on to the next page.
Students may not return to a test once it has been completed and
submitted. Expiration and pause rules vary between PT and
non-PT.
Technology & Hardware 32 Prior to the test administration
ensure: Testing devices are working Secure browsers installed on
student testing devices Test Administrator computers use web
browsers Headphones for each student On-site printers Print out
test session information Print test stimuli or items for students
with the print-on-demand accommodation Only the TAs computer should
have access to a single local or network printer in the testing
room Protocols are followed for destruction of secure printed
materials
Slide 33
3 SYSTEMS CONNECT TO DELIVER TESTS TO STUDENTS! 33 CALPADS
Student enrollment information Student demographics TOMS Manage
test users Manage test windows Manage student supports Student
rosters SBAC Verify student test settings Select student tests Test
delivery portal
Slide 34
34 CALPADS is the sole source for student demographic and
program participation data for TOMS. Student enrollment by school
Student grade level and demographics Cannot update student
demographic or program participation data in TOMS; only in CALPADS.
When verifying your student data, check in Infinite Campus first
and correct. Data from Infinite Campus is then corrected in CALPADS
and uploaded to TOMS daily and the turnaround time is about 48
hours.
Slide 35
Test Operations Management System (TOMS) 35 TOMS is a
password-protected Web site that provides administrators with tools
to manage users and students participating in the Smarter Balanced
assessments. Repository for student information, including initial
test settings and accommodations Different levels of user access
(DC, SC, TA) District and school staff must set designated supports
and accommodations for students in TOMS prior to testing In TOMS,
DCs and SCs can Add and manage users View student rosters View and
update student test settings
Slide 36
Accessing TOMS 36 District and site coordinators will authorize
users for the system. TAs will receive an email with login
instructions and must activate their login before the temporary
password expires. New Usernames and passwords new each year Step 1.
http://CAASPP.org/ Step 2. Log In Step 3. Navigate the System
Slide 37
TOMS Site Coordinator Access 37 Users View & Edit TAs Reset
Passwords Add TAs Students View Demographics Review Test Modes View
and Add Test Settings Reports Run student report to verify
info
Slide 38
Review Student Information in TOMS 38 Pull student report in
TOMS Verify student information is correct If demographic
information needs correcting go to Infinite Campus to correct first
(work with office manager) It will then be corrected in Calpads,
TOMS Email [email protected] if still having
[email protected] By March 1
Slide 39
SBAC Operating a Test Session 39 STEP 1: Preparation Student
computers A secure browser must be installed on all student
computers/devices (updated annually) All external user applications
are closed to allow the secure browser to work Test Administrator
computers Using a standard Web browser, log in to the Test
Administrator Interface. Prepare student login information SSID,
and confirmation code (CALPADS student first name) for login. This
may be provided on a card or piece of paper. NOTE: Student personal
information is secure and must be collected and securely destroyed
at the end of a test session. Verify student test settings Ensure
that the correct student test settings have been uploaded to TOMS
(see the later section on accommodations and designate
supports)
Slide 40
SBAC Operating a Test Session 40 STEP 2: TAs Log into the
system and generate a test session Go to CAASPP.org and select Test
Administrator Interface. Enter your user name and password. Select
the test(s) you will be administering during that session and click
on Start Session. Write the test Session ID on the board or large
paper where students can see it. Keep a record of this test session
ID in the event that the session suddenly shuts down. Do NOT
navigate away from the TA interface page. The session will stop and
all students will be logged out. Read the testing script from the
Test Administrator Manual (TAM pgs. 41-53) Provide students with
their SSID, and confirmation code (CALPADS student first name) for
login. Make sure students know that the Test Session ID must be
entered exactly as it is written, without extra spaces or
characters.
Slide 41
SBAC Operating a Test Session Pop-Up Blockers 41 When you go to
click on test Click on Refresh computer by pushing your F5 Button
or on MAC - Command r
Slide 42
SBAC Operating a Test Session 42 Step 3: Students log into the
system To log in to the SBAC test, each student will need:
Confirmation Code: Students legal first name as spelled in CALPADS
State-SSID: State abbreviation (CA) followed by a hyphen and the
students Statewide Student Identifier Session ID Students will
select their test Students must wait for TA approval for entry into
the test session Students must then verify their test
Slide 43
SBAC Operating a Test Session 43 Step 4: Approving Students for
Testing TAs can either select [Approve] for each individual student
(recommended) or select [Approve All Students]. Reminder: If any
students test settings are incorrect, do NOT approve that student.
To refresh the list of students awaiting approval at any time,
select the [Refresh] button at the top of the pop-up window. Do not
use the browser refresh button.
Slide 44
SBAC Operating a Test Session 44 Step 5: Students Begin their
Test Students will be taken through a sound check verification (two
if text to speech is activated) Followed by a Test Instructions and
Help screen
Slide 45
SBAC Operating a Test Session STEP 6. Monitoring Student
Progress The table displays: Students who have logged in and been
approved for testing. Test completion Status Print requests Paused
tests Additional tests can be added to a session; you will receive
a confirmation message box 45
Slide 46
SBAC Ending a Test Session 46 STEP 7: Ending the Test Students
complete the test: TA ends the test session: To stop the ENTIRE
session (and pause tests for all students in the session): Select
the [Stop Session] button in the upper-left corner of the screen.
An Important! box will appear, requesting verification to end the
session and log students out. Select [OK] to continue or [Cancel]
to keep the test session open. Users should exit or log out of the
Test Administrator Interface only after stopping the test
session.
Slide 47
SBAC - Pausing and Inactivity Rules 47 Through the TA
Interface, TAs may: Stop an entire session; or Pause individual
student tests. Users should exit or log out of the Test
Administrator Interface only after stopping the test session. If
there is a technical issue (i.e. power outage or network failure),
students will be logged out and the test will automatically be
paused. Regardless of when or how users log out or navigate away
from the Test Administrator Interface, student data will NOT be
lost. Note: If a test is paused for any reason or length of time,
the student must log in again to resume testing. Highlighted text
and item notes will not be preserved on the computer adaptive
tests. There is no pause option for the PT (performance task). Note
for ELA (2 parts) a student cannot go pack to part 1 after
completing part 2. Do NOT stop tests without forewarning students
TAM pgs. 24-26 79
Slide 48
SBAC - Pausing and Inactivity Rules 48 As a security measure,
students are automatically logged out of the test after 20 minutes
of inactivity. When this occurs, students are: Presented with the
test page containing the test item he or she was last working on
(if page contains at least 1 unanswered item) OR Presented with the
next test page (if all items on the previous test page were
answered); NOT permitted to review or change any test items on
previous test pages. Activity means: Selecting an answer Using a
navigation option in the test (i.e. selecting [Next] or [Back],
using the Past/Marked Questions drop-down list) NOTE: Moving the
mouse or selecting an empty space on the screen is NOT considered
activity. Before the system logs out, a warning message will be
displayed. If a student does NOT select [Ok] within 30 seconds, the
student will be logged out. Selecting [Ok] will restart the 20
minute inactivity timer.
Slide 49
SBAC- Additional Features Test Settings and Accommodations
Before you approve students to test, you can review student test
settings. Only DC and SC may change certain settings If changes are
made, select [Set] to confirm the current test settings and return
to the list of students awaiting approval. You will still have to
approve the student for testing. Select [Set & Approve] to
establish the updated settings and approve the student for testing.
Select [Cancel] if you want to return to the Approvals and Student
Test Settings screen. Note: Translations (stacked) (for math items)
and turning off universal tools only occurs in the test delivery
system. 49
Slide 50
SBAC- Additional Features Student Answer and Review 50 To
answer multiple-choice items, students must select the desired
answer option or select the circle with A, B, C, or D. To answer
machine-scored constructed-response items, students need to
carefully follow the instructions given for each question. Students
may review their answers for each segment before moving on.
Slide 51
ADMINISTRATION OF THE CLASSROOM ACTIVITY AND PERFORMANCE TASK
51 TAM pgs. 28, 65-66
Slide 52
Classroom Activity Administration Guidelines 52 Classroom
Activity Purpose: To provide students with important context,
concepts, and key terms prior to taking the PT. For each content
area, all students will have a classroom activity before they
complete the PT. May be administered in a classroom or any other
appropriate space. May take place on a separate day from the PT.
Recommended: No more than a 3-day lapse between the classroom
activity and the PT administration. TA may need a chalkboard or
dry-erase board.
Slide 53
Classroom Activity Administration Guidelines (cont.) 53
Computers, projectors, and other technology are allowed but not
required for the classroom activity. Involves the participation of
all students in an instructional task. PT will be completed by
individual students in the computer-based test delivery system.
Students may take notes during the classroom activity, but the
notes must be collected before proceeding to the PT. Ensure all
materials are securely destroyed
Slide 54
Classroom Activity Administration Guidelines (cont.) 54
Designed to fit into a 30-minute window. Will vary due to
complexity of topic and individual student needs. The SC should
download the assigned classroom activity and provide to TAs at
least 12 days prior. Download from http://CAASPP.org/
http://CAASPP.org/ After receiving the activity from the SC, the TA
or classroom teacher should administer the classroom activity.
Provide the appropriate accommodations for students who normally
use them during instruction.
Slide 55
Classroom Activity and Performance Task Administration 55 SC
Step 1: Identify the classroom activities for your school. Step 2:
Download the classroom activity and print for Tas. TA Step 3:
Review the teacher directions for the classroom activity carefully.
Step 4: Complete the classroom activity. Step 5: Administer the
make-up classroom activity. Step 6: Administer the PT to students
online. The students must work independently
Slide 56
ACCOMMODATIONS, DESIGNATED SUPPORTS, AND UNIVERSAL SUPPORTS 56
TAM pgs. 34-36 & 67-73
Slide 57
Accessibility and Accommodations 57 Three categories of support
Universal Tools: Available to all; based on student preference and
selection (e.g., breaks, strikethrough, highlighter). Designated
Supports: Need to be indicated by an educator or group of educators
(e.g., color contrast, read aloud, glossary, magnification).
Accommodation: Based on individualized education programs (IEPs) or
Section 504 plans (e.g., American Sign Language, scribe). Two
systems of delivery Embedded supports: digitally delivered through
the technology platform(i.e., digital notepad, calculator) MUST be
activated in TOMS prior to testing. Non-embedded supports: provided
by the site (i.e., adapted keyboard, multiplication table) but are
still noted in TOMS
Slide 58
Universal Tools 58 1 For calculator-allowed items only 2 For
ELA performance task full-writes 3 Includes embedded ruler,
embedded protractor 4 For ELA items 5 Includes bold, italic,
underline, indent, cut, paste, spell check, bullets, undo/redo
Dictionary and thesaurus for ELA PT full- writes only
Slide 59
Accessibility and Accommodations 59 Questions: How do I know
what supports are available? How do I match the IEP and 504
supports to the supports listed? Answers and Resources: Matrix One:
Universal tools, designated supports, and accommodations for the
CAASPP system Shows tables of all available items by exam and level
of support Smarter Balanced Usability, Accessibility, and
Accommodation Guidelines Provides details about each of the
supports and contexts in which they are appropriate Describes who
is eligible for them and guides the decision making process
Detailed Q & A section in the appendix ISAAP Tool Helps staff
select and organize appropriate support categories Summarizes
students supports in a single report that can be uploaded to
TOMS
Slide 60
Designated Supports and Accommodations 60 *Must be activated in
the test delivery system. **Print on demand for stimuli only can be
activated in TOMS. If a student(s) need print on demand for items
and/or items and stimuli, contact CalTAC at least 24 hours prior to
testing. EmbeddedNon-Embedded Designated
SupportAccommodationDesignated SupportAccommodation Color Contrast
American Sign Language (ELA listening and math items) Bilingual
Dictionary (ELA performance task full writes) Abacus
MaskingBrailleColor ContrastAlternate Response Options
Text-to-Speech (math and ELA items) Closed Captioning (ELA
listening items) Color OverlaysCalculator Translated Test
Directions (math items) Streamlined
InterfaceMagnificationMultiplication Table Translations
(glossaries) (math items) Text-to-speech (ELA reading passages)
Noise BuffersPrint on Demand** Translations (stacked) (for math
items)* Read Aloud (math and ELA items) Read Aloud (ELA reading
passages) Turn off any universal tools* Scribe (ELA non-writing and
math items) Scribe Permissive ModeSeparate SettingSpeech-to-Text
Print SizeTranslated Test DirectionsIndividualized Aids Translation
(glossaries) (math items) Special Lighting or Acoustics Translated
Test Directions (math items)
Slide 61
Accessibility and Accommodations 61 ISAAP Tool Is an
interactive Excel file Detailed instructions on the first worksheet
Separate worksheets available for each student Provides selection
of supports based on students disability needs All students
supports are summarized in a separate report worksheet Helps sites
organize and plan supports for students
Slide 62
Accessibility and Accommodations 62 Adding in TOMS Your site
case manager will be completing a file of students supports or
accommodations for students with IEPs and we will upload those
files They can also be added manually in TOMs Students with 504s
who need accommodations, will need to be added into TOMs manually
If any EL students will be using the glossaries, they will need to
be added manually as well Verify students info work closely with
your case managers
Slide 63
Accessibility and Accommodations 63 Not all tools, supports,
and accommodations are available for all exams or to all grade
levels. For example: ELA a dictionary is not allowed on short
paragraph responses but are allowed on the PT long essay. ELA -
read-aloud of passages or text-to-speech is not allowed on passages
for students in grades 3-5. Math multiplication tables are not
allowed in grade 3. When an IEP or 504 specifies that a disallowed
tool is required for a student to participate in testing, special
permission must be granted to use these Individualized Aids. The
LEA CAASPP Coordinator or the CAASPP Test Site Coordinator must
submit the CAASPP Individualized Aid Request Form. Approval to use
these is granted by the CDE. When an Individualized Aid changes the
construct being measured, the scores for that student will not
count towards the participation rates. This is similar to the
modifications policy under the prior STAR program the student gets
a score report, but the score is not used for accountability.
Slide 64
Accessibility and Accommodations 64 Planning Ahead
Determination of which accommodations an individual student will
have available for the assessment is necessary because these
accommodations must be made available before the assessment, either
by entering information into TOMS for embedded accommodations, or
by ensuring that the materials or setting are available for the
assessment for non-embedded accommodations. Accommodations could
increase cognitive load or create other challenges for students who
do not need them or who have not had experience using them. It is
wise for students to practice the tests using the selected tools.
Parents/guardians should be made aware of the conditions under
which their child participates in the assessment. Once the
appropriate supports are identified, site and district coordinators
will work together to ensure that they are uploaded to TOMS. TAs
are not authorized to change student test settings in TOMS Prior to
testing review the students test settings and verify that they are
correct.
Slide 65
Accessibility and Accommodations 65 Online Resources: Smarter
Balanced Usability, Accessibility, and Accommodations Guidelines:
http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2014/08/SmarterBalanced_Guidelines.pdf
http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2014/08/SmarterBalanced_Guidelines.pdf Smarter
Balanced Usability, Accessibility, and Accommodations
Implementation Guide:
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/Usability-
Accessibility-and-Accommodations-Implementation-Guide.pdf
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/Usability-
Accessibility-and-Accommodations-Implementation-Guide.pdf
Guidelines: Frequently Asked Questions:
http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
http://www.smarterbalanced.org/wordpress/wp-
content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
Accessibility and Accommodations for CAASPP 201415: An Overview
archived Webcast
http://caaspp.org/rsc/videos/archived-webcast_102214.htmlhttp://caaspp.org/rsc/videos/archived-webcast_102214.html
Matrix One:
http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdfhttp://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf
Using the CAASPP Individual Student Assessment Accessibility
Profile (ISAAP) Tool video tutorial:
http://caaspp.org/rsc/videos/archived-webcast_ISAAP-overview-and-
demo.htmlhttp://caaspp.org/rsc/videos/archived-webcast_ISAAP-overview-and-
demo.html Embedded Universal Tools and Online Features training
module:
http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=37891690
http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=37891690
Slide 66
APAC ALTERNATE ASSESSMENT What we know, dont know, and
suspect.. 66
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Alternate Assessment (APAC) 67 Alternate Performance
Assessments for California (APAC). Successor to the CAPA in English
language-arts (ELA) and mathematics Administered to students in
grades 3-8 and 11 who would have qualified for the CAPA Mandatory
field test window is April 15 through June 10, 2015. The field test
will consist of approximately 15 items and the administration of
the APAC field test will take approximately 45 to 90 minutes for
each content area. The APAC field test items are aligned with the
Common Core State Standards (CCSS) and based on the Core Content
Connectors (additional information is available at
http://www.cde.ca.gov/ta/tg/ca/altassessment.asp)
http://www.cde.ca.gov/ta/tg/ca/altassessment.asp
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Alternate Assessment (APAC) 68 Test items were developed with
three levels of complexity. The APAC field test is a computer-based
assessment, and the technology requirements are the same as those
for the Smarter Balanced Summative Assessments. Currently, we know
very little about how this will work: ??? Stimulus delivered via
computer ??? ??? Scoring submitted online ??? ??? Students respond
via a computer ??? Educational Testing Service (ETS), will host a
live training Webcast for the APAC field test on Wednesday, March
11, 2015, at 1 p.m. http://caaspp.org/training/index.html. It also
will be archived for future viewing and training use.
http://caaspp.org/training/index.html
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TEST SECURITY 69 TAM [gs. 13-21
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Test Security 70 There are 3 different types of test security
incidents (See Test Administration Manual) Impropriety (Correctable
and containable at local level) Unusual circumstance, low risk of
affecting student performance, test security, or test validity Must
be reported to LEA CAASPP Coordinator or Test Site Coordinator
Example: Students talking during testing Irregularity (Correctable
and containable at local level) Unusual circumstance, may affect
student performance, test security, or test validity Submitted in
the online system for resolution of the Appeal for testing impact
Must be reported to LEA CAASPP Coordinator or Test Site Coordinator
within 24 hours Examples: Student cheating or providing answers to
another; student accessing or using electronic equipment (e.g.,
cellphone) Breach (External implications for the Consortium) Event
that threatens test validity (e.g., release of secure materials) A
breach incident must be reported to LEA CAASPP Coordinator within
24 hours Examples: Administrator or coordinator modifying student
responses or record at any time Administrator allowing students to
take home test items, passage, prompts, or scratch paper
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Test Security Testing Room 71
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Resources and Login Sites 72 The CAASPP website provides many
links and resources http://CAASPP.org/ http://CAASPP.org/
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Resources 73 Manuals
http://CAASPP.org/administration/instructions/index.html
http://CAASPP.org/administration/instructions/index.html
Administration Manuals Universal Tools, Designated Supports, and
Accommodations TOMS Users Guide Administration of Paper and Pencil
Tests SBAC Practice and Training Tests
http://CAASPP.org/practice-and-training/index.html
http://CAASPP.org/practice-and-training/index.html Practice and
Training Test Resources Classroom Activity Guide and Samples
Scoring Guides Calculators SBAC test login site
http://CAASPP.org/http://CAASPP.org/
Share Time Cindy Harte, Rosa Parks 81 Testing rooms were
prepped Computers already had browsers open for student to log in
TA Binder Test Administrator Manual Absence Sheet DFA with
highlighted what TAs say Class Rosters for the week Numbers
corresponded with seating chart, computer Incidence report
Technology Issue Log Classroom Activities Numbers corresponded with
seating chart, computer
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Share Time Cindy Harte 82 Students Cardstock strips on ring
Seat number Confirmation code SSID
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Share Time 83
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Share Time 84
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Training Staff 85 Make sure everyone can log in to TOMS first
Everyone sign a security agreement Use our website
http://www.scusd.edu/caaspp-site-
coordinatorshttp://www.scusd.edu/caaspp-site- coordinators School
site PowerPoint will be available CAASPP.org Training Videos Using
the Online Practice and Training Tests What is Computer Adaptive
Testing (CAT)? Embedded Universal Tools and Online Features
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Manuals and DFAs 86
Slide 87
Questions and Support 87 [email protected][email protected] Melody Hartman-Palmero Jennifer Ellerman
Shonna Franzella Dont call Caltac they will just send you back to
us.
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PRACTICE AND TRAINING TESTS 88
Slide 89
Preparing Students and Staff There are multiple ways to prepare
students and staff for the Smarter Balanced summative assessments:
Practice Tests Training Tests 89
Slide 90
Important Notes About Practice and Training Tests Practice
Tests and Training Tests do not: Assess all of the standards that
will be in the operational tests Predict or gauge a students
success on the operational assessments Produce scores 90
Slide 91
Purpose of the Practice Tests Allow students and administrators
to become familiar with: The experience of a grade-level assessment
A variety of grade-specific items and difficulty levels Performance
tasks (PTs) The format and structure of the operational assessments
91
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About the Practice Tests Practice Tests are available in each
grade level for grades 38 and 11 for English language arts/literacy
(ELA) and mathematics Each Practice Test contains approximately 30
items Performance tasks are available for both ELA and mathematics
Scoring rubrics and answers are available on the TA Resource Web
page at http://caaspp.org/ta-
resources/index.htmlhttp://caaspp.org/ta- resources/index.html All
universal tools, designated supports, and accommodations are
available 92
Slide 93
Purpose of the Training Tests Allow students and administrators
to become familiar with the test delivery system and interface
features Allow students to become familiar with: Accessing the
tests (log on process) The testing software The navigational tools
93
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Practice Tests vs. Training Tests Practice TestTraining Test
Purpose Provide students with a grade specific testing experience
similar in structure and format to the summative assessments
Provide students with an opportunity to quickly become familiar
with the software and interface features. There are no performance
tasks (PTs). Grade Levels Each grade: 38, 11 Grade bands: 35 68
High school Number and Types of Items Approximately 30 items in ELA
and 30 items in math per grade level Includes 1 ELA PT and 1 math
PT per grade level Approximately 15 items per grade band (6 in ELA
and 89 in math); PTs are not available Universal Tools, Designated
Supports, and Accommodations All Scoring Results are not scored,
however answer keys and scoring rubrics are available Results are
not scored 94
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Accessing the Practice and Training Tests There are two means
for accessing the Practice and Training Tests: 1. Through
http://caaspp.org on a Web browserhttp://caaspp.org 2. Through the
secure browser Simulates operational online testing environment TAs
may create test sessions for the Practice Tests or Training Tests
on the TA Practice and Training Site Students may return to a
Practice Test and/or Training Test session 95
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Accessing the Practice and Training Tests 1 2 3 Students and
parents who wish to access the Practice Test and/or Test via an
Internet browser will select the button below 96
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Practice and Training Tests Resources Using the Online Practice
and Training Tests archived Webcast
http://caaspp.org/rsc/videos/archived- webcast_110514.html
http://caaspp.org/rsc/videos/archived- webcast_110514.html
http://caaspp.org/ta-resources/index.html
http://caaspp.org/ta-resources/index.html 97