2014 Smarter Balanced
Field Test In-Service
Transitioning from STAR to CAASPP
February 27, 2014
1
Agenda
• New Testing System: California Assessment of Student Performance and
Progress (CAASPP)
• General Overview of Smarter Balanced System
• Smarter Balanced Field Test Overview
• Site Coordinator and Test Administrator Responsibilities
• Test Security, Planning and Logistics for Field Test
• Overview of Student Supports & Accommodations
• Preparing Teachers & Students
• On-line Test Administration
• Classroom Activity & Performance Task
• After Smarter Balanced Testing
• California Standards Tests (CSTs) for Science and CAPA
2
Components of 2014 State Tests
Math and
English Language
Arts
Grades
3-8
CST/CMA Science
Grades
5&8
Identified Special
Education Students
Grades
2- 8
Math and English
Language Arts
3
Smarter Balanced Assessments:
Improving Teaching & Learning
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative:
College and career
readiness
assessments for
accountability
Teachers and
schools have
information and
tools they need to
improve teaching
and learning
Formative
resources:
Supporting
classroom-based
assessments to
improve instruction
All students
leave
high school
college
and career
ready
Interim:
Flexible and open
assessments, used
for actionable
feedback
4
2014 SBAC Field Test
5
Field Test Purpose
A field test is not designed to be a valid and
reliable measure of student achievement;
rather, it is designed to help the test developers
evaluate whether the tests, individual items,
and the technology platform work as intended
before the first operational administration.
— Deborah S. Delisle
U.S. Department of Education
6
Benefits of Field Test Participation
• Students will have hands-on experience with
the functionality of a computer-based
assessment.
• Teachers and administrators will gain valuable
exposure to administration logistics during a trial
run.
• Local educational agencies (LEAs) will benefit
from having learned where technology gaps
may exist, and then can fully prepare for
operational assessments.
7
Smarter Balanced Spring 2014 Field
Test Overview CA TAM 7, 29-30
• Field Test window for BCSD: April 7– May 16, 2014
• April 10-11 and May 8-9 are black-out days for testing
• April 14-21 Spring Break
• 20 school days for testing
• Grades 3–8: All students are expected to participate with
the exception of
• CAPA students
• EL less than 12 months do not test in ELA but do test
in math
• (R&E to provide translation of SAY Boxes upon
request)
• Parent exemptions
• Signed parent letters
8
Smarter Balanced Spring 2014 Field
Test Overview
• Test will be approximately 3.5-4.5 hours long though
it is untimed
• No paper-and-pencil version will be available
• No student, school, or district score reports will be
produced
• Results will not be factored into any state or
federal accountability calculations
9
Smarter Balanced Spring 2014 Field
Test Overview
Each participating student in Grades 3-8 will
experience:
• 25 ELA questions
• 25 mathematics
• 1 performance task
• Either ELA or Math
• We will be assigned one by March 10, 2014
• R&E to inform schools
10
Smarter Balanced Spring 2014 Field
Test Overview
Item Types
•
•
•
•
•
•
CA TAM 71
Selected Response (SR)
• Previously multiple choice
Constructed Response (CR)
• Items of greater complexity than SR. Require more analytical thinking and reasoning; develop
answers without suggested answer choices.
Extended Response
• Short text and essay
Performance Tasks (PT)
• Requires a classroom activity and independent student response. Measure capacities such as
depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research
Technology-Enabled
• Video, animation, sound
• Respond with SR or CR
Technology-Enhanced
• Students manipulate information
• Require students to do something other than write text or numbers, or select from among a set
of options such as reordering text, selecting and changing text, selecting text, and selecting
from drop-down menus
11
Roles and Responsibilities
12
New Terminology for Roles
Smarter Balanced terminology
California terminology
District Test Coordinator (DC)
LEA CAASPP Coordinator
School Test Coordinator (SC)
Test Site Coordinator
Test Administrator (TA)
Test Examiner and Test Proctor
Other important roles
◦ LEA Technology Coordinator (John Deaton)
◦ LEA CALPADS Administrator (Robert Burks)
13
CA TAM 9-10
Roles and Responsibilities
TEST SITE COORDINATOR (SC)
• Collect security affidavits from Test
Administrators (TAs) and retain at your
test site.
• Train TAs
• Submit appropriate supports and
accommodations to R&E.
• Ensure that testing in the school is
conducted in accordance to test
security policies.
• Create test schedules and procedures
for the school.
• Report test security incidents to R&E
• Monitor testing and address problems,
as needed.
TEST ADMINISTRATOR (TA)
• Read and sign new security
affidavit.
• Attend test administration training.
• Confirm 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 test sessions & proctor
testing.
• Report test security incidents to SC.
• Encourage students to do their best.
14
Test Security
15
New Test Security Forms for the
2013–14 School Year
CA TAM 20-22
• Site Coordinators must sign the new CAASPP Test Security
Agreement and retain at the LEA.
• Test Administrators must sign the new test security affidavit
and provide a copy for LEA.
• Forms specify no reviewing, discussing, or analysis of test
items, reading passages, or writing prompts at any time
during between, or after sessions.
• Agree to not email, fax, or replicate items.
• No form or type of answer key may be developed for items
16
17
Test Security
CA TAM 23-24, 63-70
There are three different types of test
security incidents that must be reported:
• Impropriety
• Irregularity
• Breach
Notify R&E within 24 hours for processing
and next steps.
18
Test Impropriety
• Unusual circumstance that has a low impact on the testing
individual or group of students
• Low risk of affecting student performance, test security, or
test validity
• Correctable and containable at local level
• Example: Students talking during testing
19
Test Irregularity
• Unusual circumstance that impacts the testing individual or
group of students
• May affect student performance, test security, or test validity
• Correctable and containable at the local level
• Submitted in the online system for resolution of the Appeal
for testing impact
• Examples: Student cheating or providing answers to another;
student accessing or using electronic equipment (e.g.,
cellphone)
20
Test Breach
• Event that threatens test validity (e.g., release of secure
materials)
• External implications for the Consortium
• 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
21
Planning and Logistics
Field Test Details
CA TAM 9
• Preparation Checklist in CA TAM page 79-89
• Secure Web Browser has been downloaded for you.
• Test Administrator & Proctors = State-certified school
staff that have been trained to use the Smarter Balanced
Testing system need to be present in each testing room.
22
Planning and Logistics
Integration of LEA and CDE Student Information Systems
Integration with CALPADS
• CALPADS is the sole source for student demographic data
• Frequent data extracts from CALPADS
• First data pull was February 18, 2014
CA TAM 28
Test registration system
• CALPADS information is transferred to TIDE (Test Information Distribution
Engine)
• TIDE is the system used to manage student information and user
accounts for online testing.
• Since data is already loaded in TIDE, school coordinators will
primarily utilize this system for look-up.
• Username and passwords will be emailed to you.
• Student demographic/program data cannot be changed by LEAs
once in TIDE
• LEAs will be responsible for providing accommodations data
23
Testing Times and Scheduling
The Field Test is expected to take
3.5 to 4 hours to complete
CA TAM 35-36
◦ April 7 – May 16
◦ Field Test
◦ Black-out days
April 10-11 &
May 8-9
24
Scheduling Testing Time:
• Recommended administration:
CA TAM 37
• First:
Non-PT section
• Second: Classroom Activity
• Third: Individually administered on-line PT
(Classroom & PT not on the same day)
• Administering the PT section:
• Classroom activity should be completed within 3 days
prior to starting the PT.
• ELA: 2 parts; can be completed in 2 days.
• Math: 1 part; can be completed in 1 day.
25
Tentative Schedules
26
Scheduling Considerations for
Special Populations
CA TAM 29-30
• Ensure that TAs know which students are not to test.
• Will appear in TIDE but should not be tested:
• CAPA students.
• Students with Parent Exemptions will not be tested
• English Learners 12 months or less should not take ELA
• Schedule activities for students not taking exam (or that finish
early).
27
Smarter Balanced Usability,
Accessibility, and Accommodations
Guidelines
28
Smarter Balanced Usability,
Accessibility, and Accommodations
Guidelines
Three types of student support offered:
CA TAM 45-47
reference
1. Universal tools
2. Designated Supports
3. Accommodations
The Guidelines document is available on the CDE
Smarter Balanced Accessibility and
Accommodations Web page at
http://www.cde.ca.gov/ta/tg/sa/access.asp.
Accommodations Module
29
Universal Tools, Designated
Supports, and Accommodations
Embedded
Breaks, Calculator,
Digital Notepad,
English Dictionary,
English Glossary,
Expandable Passages,
Global Notes,
Highlighter,
Keyboard Navigation,
Mark for Review,
Math Tools,
Spell Check,
Strikethrough,
Writing Tools, Zoom
Non-embedded
Breaks,
English Dictionary,
Scratch Paper,
Thesaurus
Embedded
Color Contrast
Masking
Text-to-speech
Translated Test
Directions
Translations (Glossary)
Translations (Stacked)
Turn off any Universal
Tools
Non-embedded
Bilingual Dictionary,
Color Contrast,
Color Overlay,
Magnification,
Read Aloud,
Scribe,
Separate Setting,
Translation (Glossary)
Embedded
American Sign Language,
Braille,
Closed Captioning,
Text-to-speech
Non-embedded
Abacus,
Alternate Response Options,
Calculator,
Multiplication Table,
Print on Demand,
Read Aloud,
Scribe,
Speech-to-text
30
Usability, Accessibility, and
Accommodations Guidelines
UAA Guide Glossary 6-17
1. Universal tools: available to all students.
Embedded Tools
Highlighter
Digital
Notepad
English
Glossary
English
Dictionary
Keyboard Mark for
Navigation Review
Expandable
Passages
Global
Notes
Strike
Through
Writing
Tools
Non Embedded Options
Breaks
English
Dictionary
Scratch
Paper
Thesaurus
31
Usability, Accessibility, and
Accommodations Guidelines
Grades 3–5 Calculator Policy
• Do not allow for calculator usage.
Grades 6–8 Calculator Policy
• Mathematics assessments are divided into two sections:
Calculator Available and Calculator Not Available.
• Grade 6 allows an online four-‐function calculator during
the Calculator Available section.
• Grades 7 and 8 allow an online scientific calculator
during the Calculator Available section.
32
Usability, Accessibility, and
Accommodations Guidelines
UAA Guide Glossary 6-17
2. Designated supports, available to identified students,
including English learners, struggling readers, and
students with attention deficits that the student has
been using during instruction or other assessments.
Examples include color-contrast text, the blocking of
distracting content, stacked translations, and bilingual
dictionary.
Translation of test math instructions and items are
available.
33
Usability, Accessibility, and
Accommodations Guidelines
UAA Guide Glossary 6-17
3. Accommodations, available to students with an
individualized education program or a 504 plan that
specifies the need for such an accommodation. Examples
include closed captioning, Braille, calculator, and scribe.
R&E staff will input designated support and accommodations,
process is on next slide.
34
Accommodations & Supports
Checklist for IEPs, 504s & ELs*
Highlight all that
apply for
students
currently using
these tools
during instruction
*ELs less than
twelve months
Complete and
return to R&E no
later than March
24th
35
Preparing Staff and Students
for the Field Test
CA TAM 17-18
Recommended Training Modules
Module
Time
TA
Test Administration Overview
55:00
X
TA Interface
17:00
X
Performance Task Overview
11:13
X
Let’s Talk Universal Tools
14:07
X
Student Interface
22:48
X
What is a Field Test?
5:52
X
Accessibility and
Accommodations
35:00
X
Students
Includes portions of TA and
Student Interface
X
X
(Sp Ed)
37
Resources: Training Test and
CA TAM 30
Practice Test
Training Test
Practice Test
Provide students with an
opportunity to quickly become
familiar with
the software and interface features
Provide students with a grade
specific testing experience that is
similar in structure and format to the
field test
Grade Levels
Grade bands
•3-5
•6-8
Each grade
•3-8
Number and
Types of Items
Approximately 15 items per grade
band (6 in ELA and 8-9 in math)
Approximately 30 items in ELA and 30
items in math per grade level
No Performance Tasks
Includes 1 ELA PT and 1 math PT per
grade level
Purpose
Universal Tools, All included on field test are
Designated
included
Supports, and
Accommodations
Most included
Refresh scheduled for late April
38
Practice and Training Tests
California Smarter Balanced Portal:
http://sbac.portal.airast.org/ca/practice-test-ca/
For student Interface option:
“Guest User” is defaulted and sign in
For TA Interface option:
Uncheck default “Guest User” to
practice authentically creating session
and student login.
39
Field Test Administration
Establishing Appropriate
Testing Conditions
• Remove or cover displayed information that might be
used by students to help answer questions including:
• Rubrics, vocabulary charts, student work, posters,
graphs, charts, etc.
CA TAM 28, 48-51
• Cell phones or other electronic devices are not
allowed to be used during testing (i.e., turned off and
put away). Post an “Unauthorized Electronic Devices
May Not Be Used at Any Time During the Testing
Session”
• Place a “TESTING—DO NOT DISTURB” sign on the
door.
• May also be helpful to post signs in halls and
entrances rerouting hallway traffic.
41
Establishing Appropriate
Testing Conditions
Establish procedures to maintain a quiet testing
environment throughout the test session.
• Remember that some students will finish more quickly
than others.
Plan quiet activities for students who finish early
42
Basic Test Rules During
the Field Test
CA TAM 32
• Students must answer all test items on a page before moving
on to next page.
• Within each test there may be segments. A student may not
return to a segment once it has been submitted.
• Students must answer all test items before ending their test.
• Students may not return to a test once it has been submitted.
• Students may flag a response and return to it before ending
their test.
• Students may use scratch paper but it must be collected and
shredded at the end of each test session.
43
Accessing the Field Test:
http://sbac.portal.airast.org/ca/field-test-ca/
• Select [Field
Tests].
• Select [TA
Interface for
California Users].
44
TA Interface: Teacher Login
• User Names & Passwords will be
emailed once uploaded.
• Confirm teachers who need
administration access.
• Default will be all teachers
• Submit names to R&E no later
than March 7, 2014
•
The first time logging on, you will
be required to change your
password. Write it down, we do not
have access to it.
45
Starting a Test Session
Click ‘Start Session’
• Select test to be administered
• Tab will turn red and will change name to
“Stop Session”
• Write Session ID on the board for students to log into your test session
46
Student Login: Joining TA’s Session
• Click Secure Browser icon
• All other applications must be closed
• Prior to Student Login: TAs must follow the
“DFA SAY” script exactly each time a test is
administered. Refer to the DFA section of the
CA TAM page 51.
• Please contact R&E for Spanish Translation
of “DFA SAY” boxes
• Student will need:
− Confirmation Code: Student’s legal first
name as spelled in CALPADS
− State-SSID: State abbreviation (CA)
followed by a hyphen and the student’s
Statewide Student Identifier
− Session ID
47
Student Login Data Cards
R & E will provide a Sign-In Card with Student Login Data
• Junior High/Middle Schools consider how you want cards
sorted
Delivered to school sites prior to testing window
• Use the information cards during the “Training Test” for
students
• Students will type information EXACTLY as printed
Collect students cards after each administration and keep secure
48
Student Login: Verify & Select Test
• Students will be prompted through a
series of questions prior to starting
their test session
49
Student Login: Sound Check
• Students may be prompted to do a sound check if taking ELA test with
listening portions.
• If prompted, students should have headphones on and press green button
to test volume and then press ‘Yes, I heard the voice’ or adjust as needed.
50
Student Login: Test Instructions
• Student have a “Help Guide” available at anytime
• Menu of keyboard commands
• Students can “Begin Test Now” or “Cancel”
51
Reminder: Student Universal Tools
CA TAM 45
All students have the ability to:
• Highlight text in passages and test questions
• Zoom in and out of test pages (affects all item
content)
• Mark specific items for review
• Strikethrough (cross out answer options)
• Use the Notepad or Calculator (depending on the
test)
• Use the [Expand] button to display a reading passage
or a science simulation
UNIVERSAL TOOLS MODULE
52
Student Technology Ribbon
•
Ribbon tools will vary depending on type of item
•
Test will automatically “Save” but it is recommend that
students save during their essay
53
TA Approve Students for Testing
•
TAs can either select [Approve] for each individual
student or select [Approve All Students].
• Reminder: If any student’s 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.
54
TA Actively Monitors
•
•
•
The “Students in Your Test Session” table displays students who have logged
in and been approved for testing.
Screen displays the item the student is currently solving and which students
are paused (by inactivity or choice)
Actively proctor for student engagement
55
Pausing/Stopping
•
Through the Test Administrator Interface:
CA TAM 33
• 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.
56
TA Interface: Pausing/Stopping
57
Pause Rules
• During the Non-Performance Task, if testing is paused for
more than 20 minutes, the student is:
•
•
•
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.
• There is no pause rule for the Performance Task.
•
•
Even if a test is paused for 20 minutes or more, the student can return to the
current section and continue.
ELA PTs are divided into 2 parts. After a student completes Part 1, he or she
cannot return to it.
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.
58
Test Timeout Due to Inactivity
• As a security measure, students are
automatically logged out of the test after 20 minutes
of inactivity.
CA TAM 34
• 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.
59
Student Reviewing of Items
60
Student Ending the Test
61
TA Stopping Tests: Entire Session
• To stop the 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.
62
Performance Task
Two Components:
Whole Class Activity
Student Independent
Response
63
Classroom Activity
Administration Guidelines
•
Classroom Activity Purpose: To provide
students with important context, concepts,
and key terms prior to taking the PT.
•
All students will have a classroom activity
before they complete the PT. All students
need to actively participate.
•
Site Coordinator will be notified to
download the assigned classroom activity
and provide to Test Administrators at least
1–2 days prior to prepare materials.
CA TAM 49-50;
Checklist TAM 81
Performance Task Module
64
Classroom Activity
Administration Guidelines
• Designed to fit into a 30-minute window.
• Will vary due to complexity of topic and individual student
needs.
• Provide the appropriate accommodations for students who
normally use them during instruction.
• Recommended: No more than a 3-day lapse
between the classroom activity and the PT administration.
65
Classroom Activity
Administration Guidelines
•
May be administered in a classroom or any other appropriate
space. TA may need a chalkboard or dry-erase board.
•
Students may take notes during the classroom activity,
but the notes must be collected before proceeding to the PT.
•
PT will be completed by individual students in the computerbased test delivery system.
66
Classroom Activity & Performance
Task Administration Process
Step 1: Site Coordinators will identify
the classroom activities for your
school.
•
Assigned by grade for each
individual school.
•
Assignments will be posted on the
SBAC portal.
• Locate your state and then use
the menus within the file to
filter for your school.
• Beside the name of the school
will be a listing of the classroom
activities assigned to each
grade/content area.
67
Classroom Activity & Performance Task
Administration Process
Step 2: Site Coordinators will download the classroom
activity.
• Materials are posted on the site in alphabetical order.
Step 3: Test Administrators will review the teacher directions
for the classroom activity.
Step 4: Test Administrators will complete the classroom
activity.
• Site Coordinators should ensure that the Test Administrator has
presented the classroom activity prior to performance task
administration.
• Classroom activities include directions associated with that
specific classroom activity.
68
Classroom Activity & Performance
Task Administration Process
Step 5: Administer the make-up classroom activity- may require
Test Administrator to be the student partner.
Step 6: Administer the performance task after classroom activity.
• The students must work independently
• The PT is administered online
• ELA PT Components:
Part 1: Students will read sources and answer three research questions.
• Students may take notes electronically or on paper
• Test Administrators are to collect and secure scratch paper and redistribute to student for
Part 2
Part 2 (full write): Students will provide a written response using those sources.
• Students are allowed a hard copy of dictionary or thesaurus/on-line option available
Recommended: Each part administered on separate days.
• Math PT Component:
One part: Student will receive a stimulus (ex. Chart) and respond to items.
Recommended: To be administered in 1 session.
69
After Smarter Balanced Testing
• Shred Test Materials
• Student Sign-in Cards
• Scratch Paper
CA TAM 57
70
STAR: Paper and Pencil Testing
71
Overview of Responsibilities
Materials
◦
◦
◦
◦
Verify inventory and notify R&E within 24 hours of receipt
No access to test materials before first day of testing
Daily inventory - in/out logs
Prepare for return
Provide training for examiners
◦ Use DFAs for training
Identify testing locations
◦ Determine Quiet Room
◦ Conduct Environmental Sweeps - instructional materials directly related to test
content must be removed
Keep track of students needing make-ups
◦ All information posted on R&E website –
http://www.bcsd.com/research/STAR
72
CST/CMA Science - Grades 5 & 8
Students Eligible for CMA
◦ Have an IEP that specifies CMA and subject(s)
◦ May take CMA for some subjects; CST for others
◦ If CMA, not eligible to take CAPA
◦ Must be tested separately from CST
Examiners and Proctors
◦
◦
◦
◦
Must be district employees (certificated preferred)
Includes long-term subs and daily subs
Must be trained
Must sign Test Security Affidavit
73
CAPA – Grades 2-8
Performance-based
◦ Administered one-on-one
◦ For students with significant cognitive disabilities
unable to take CST or CMA
IEP must specify CAPA level
Mark CAPA Level in 7a
74
CAPA – Grades 2-8
Schools double-rate ten percent (10%) of CAPA students
per level
◦ R&E randomly selects and will send to sites before Spring Break
Observers must mark Observer and sign the answer
document
75
CAPA – Grades 2-8
For the observer,
complete the following
fields on a blank document
1
3
5
6
7a
7b
11
12
Name, etc.
Date of Birth
Name
Gender
CAPA Level
Grade
Student ID
SSID
76
Test Administration
Use Directions for Administration
(DFAs)
◦ Read “SAY” boxes exactly as written
◦ Students fill out Section 1
◦ Use district-provided translations only
◦ Cannot translate test questions, prompts, or passages
Additional materials
◦ No. 2 pencils with erasers
◦ Scratch paper (math and science tests only)
◦ Must collect from classrooms and shred
Quiet Activities
77
Back of Answer Document
A1 for R&E use, only
A2 Special Conditions
◦ Grid specific condition for content area(s)
A3 Accommodations and Modifications
◦ a. Grid IEP or Section 504 Plan even if
accommodations or modifications not used
◦ b. Grid specific accommodation for content area(s)
A4 English Learner Test Variations
◦ Grid specific variation for content area(s)
78
Scorables & Nonscorables
• Transcribe damaged answer docs/booklets to a new
matched version document
• Place new document with Scorables
• Write “Void Damaged” on damaged document and
place with Nonscorables.
• Pre-id students who left before first day of testing
Write “Void Moved” and place with Nonscorables
79
Organizing Materials for Return
• Separate Scorables from Nonscorables
R&E will organize and pack
80
Documents with No Pre-Id
R&E will:
hand grid demographics,
SGID, & Master File Sheet
81
Pick-Up Schedule
CAASPP Testing Pick-up Schedule
Grades 5 & 8
May 7 - 9, 2014
Please have your materials ready. We are on a very tight schedule.
Wednesday
May 7
Approximate Time
Thursday
May 8
Friday
May 9
Team A
Team B
Team A
Team B
Team A
Team B
8:30
Hills
Sequoia
Owens Intermediate
Williams
Jefferson
Harding
9:15
Longfellow
Wayside
Owens Primary
Horace Mann
Noble
Compton
10:00
Downtown
Casa Loma
Fremont
Mt Vernon
College Heights
Chavez
10:45
Munsey
Pauly
McKinley
Garza
Eissler
Thorner
11:30
Curran
Frank West
Emerson
Sierra
Chipman
Hort
Harris
Evergreen
Roosevelt
Pioneer
Nichols
Stiern
Washington
Wm Penn
Voorhies
Franklin
Lunch
1:00
1:45
82