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SPRING 2015
PRE-TEST WORKSHOP
Assessment, Research & Evaluation
Training Overview
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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
3
About CAASPP
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 (paperpencil)
 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
Site Coordinator Responsibilities
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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
Site Coordinator Responsibilities (Cont.)
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Receive, count, store, distribute, track, collect, and
return materials.
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Use only the 2015 scorable answer documents received in
the shipment from the testing contractor.
Submit your school’s testing schedule (send to
CAASPPSupport@scusd.edu by February 20)
Coordinate collection of demographic data.
 Pre-ID
(labels will be utilized)
 Hand-mark necessary fields on answer documents
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Assist site Test Administrators (TAs)
Return materials promptly to AR&E by May 22
Security audits will be conducted by ETS
Site Coordinator Responsibilities –
Training Test Administrators
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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:
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Review test questions before, during, or after testing.
Check students’ answers including (but not limited to):
1.
2.
Advising students of wrong answer or to check an answer; or
Withholding answer docs until students demonstrate they have the
right answers.
Site Coordinator Responsibilities –
Training Test Administrators (Cont.)
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Test Administrators (TAs) shall monitor students throughout testing
to make sure students are:
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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
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Test Administration – Paper and Pencil
Tests
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Confirm which test(s) each student takes.
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Students take grade-level CSTs/CMAs/CAPA for Science in grades 5, 8, and 10
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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
Test Administration – Paper and Pencil
Tests
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All students must complete box # 1, even if Pre-ID
was used.
Students should mark the correct test version number
Test Administration – Paper and Pencil
Tests
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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).
Special Note: CST/CMA Combined Answer Document
for Grade 5, 8, and 10
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CAPA (California Alternate
Performance Assessment)
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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
CAPA – Answer Documents
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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.
CAPA – Marking Answer Documents for
Observers (Second Raters)
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Use blank documents from
overage
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1 – Name, etc.
3 – Date of Birth
4 – Name
5 – Gender
6a – CAPA Level
6b – Grade
8 – Student ID
9 – SSID
After Testing
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Prepare tests for scoring
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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
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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
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For each test, what was actually used
After Testing
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Paperwork
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Transcribe voided answer documents
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Braille and large print (otherwise not processed)
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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
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Complete back of answer document.
 Complete SGID.
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Pack: scorables vs. nonscorables
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Attach correct shipping labels.
School and Grade Identification Sheet (SGID)
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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:
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Grade level and school
(Processing stops
if not correct)
Band together
School and Grade Identification Sheet (SGID)
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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
Scorables vs non-Scorables
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Scorables (pack in order of diagram shown on
right)
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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
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Must return all CAPA Examiner’s Manuals with
nonscorables
Must return all test booklets. (If only cover or part
returned, considered a security breach.)
All transcribed documents
SBAC
TEST
ADMINISTRATION
TAM pgs. 2333 & 37-40
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SBAC Computer Based Tests
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Grades 3-8 and 11 in ELA and math
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The only students exempt from participating in the test are:
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Students participating in the Alternate Assessment
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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
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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
SBAC Test Format and Design
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Item Types
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Selected response
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Matching tables
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one correct response
multiple correct responses
two-part
yes/no
true/false
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Select or order text or graphics
Drag and drop
Graphing
Equation or numeric response
Short text
Long essay
Fill-in tables
SBAC test administration practices are similar to the paper-pencil practices. The
same appropriate, testing conditions apply.
TAM pg. 59
Computer Adaptive Testing (CAT)
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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.
SBAC Roles
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District Test Coordinator (DC) Train and collect security agreements from
Test Site Coordinators (SCs)
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School Test Coordinator (SC) Train TAs, collect security affidavits, and add
them to TOMS.
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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
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.
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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.
SBAC Test Schedule
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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 student’s CAT test remains active until the student completes and submits the test or
45 calendar days after the student has begun the CAT
A student’s PT remains active for 10 calendar days after the student has begun it
SCUSD Testing Windows
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Wave
SBAC grades 3-8
Start Date
End
Date
SBAC grade
11
CST, CMA, CAPA
Start
Date
End
Date
Start
Date
End
Date
1- NPS & New
Technology
23-March 4-June 14-Apr 4-June 8-April 12-May
2 - All other
schools
16-March 11-June 24-Apr 5-June 20-Apr 21-May
REMINDER: SUBMIT YOUR SCHOOL TESTING SCHEDULE BY: FEBRUARY 20
SBAC Computer Based Tests –Time
Estimates (TAM pg 31)
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SBAC Test
General Rules and Conditions
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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
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TAM pgs. 22, 74-75
For support email: support@scusd.e4du or call 643-9445
Technology & Hardware
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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
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printers
Print out test session information
Print test stimuli or items for students with the print-on-demand
accommodation
Only the TA’s computer should have access to a single local or network
printer in the testing room
Protocols are followed for destruction of secure printed materials
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3 SYSTEMS CONNECT TO DELIVER
TESTS TO STUDENTS!
CALPADS
TOMS
SBAC
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Student enrollment
information
Student demographics
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Manage test users
Manage test windows
Manage student
supports
Student rosters
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Verify student test
settings
Select student tests
Test delivery portal
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
CALPADS is the sole source for student demographic
and program participation data for TOMS.
Student enrollment by school
 Student grade level and demographics
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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.
Test Operations Management
System (TOMS)
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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
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Add and manage users
View student rosters
View and update student test settings
Accessing TOMS
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Step 1.
http://CAASPP.org/
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Step 2. Log In
Step 3. Navigate the System
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
TOMS – Site Coordinator Access
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Users
 View
& Edit TAs
 Reset Passwords
 Add TAs
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Students
 View
Demographics
 Review Test Modes
 View and Add Test Settings
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Reports
 Run
student report to verify info
Review Student Information in TOMS
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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 CAASPPSupport@scusd.edu if still having
issues
By March 1
SBAC – Operating a Test Session
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STEP 1: Preparation
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Student computers
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Test Administrator computers
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Using a standard Web browser, log in to the Test Administrator Interface.
Prepare student login information
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SSID, and confirmation code (CALPADS student first name) for login.
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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
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
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Ensure that the correct student test settings have been uploaded to TOMS (see the
later section on accommodations and designate supports)
SBAC – Operating a Test Session
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STEP 2: TAs Log into the system and generate a test session
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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.
SBAC – Operating a Test Session
Pop-Up Blockers
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When you go to click on test
Click on
Refresh computer by pushing your F5
Button or on MAC - Command r
SBAC – Operating a Test Session
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Step 3: Students log into the system
To log in to the SBAC test, each student will need:
•
Confirmation Code: Student’s legal first name
as spelled in CALPADS
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State-SSID: State abbreviation (CA) followed
by a hyphen and the student’s 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
SBAC – Operating a Test Session
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Step 4: Approving Students for Testing
TAs can either select [Approve] for each individual student (recommended) 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. Do not use the browser refresh button.
SBAC – Operating a Test Session
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Step 5: Students Begin their Test
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Students will be taken through a sound check verification
(two if text to speech is activated)
Followed by a Test Instructions and Help screen
SBAC – Operating a Test Session
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STEP 6. Monitoring Student Progress
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The table displays:
• Students who have logged in and been approved for testing.
• Test completion Status
• Print requests
• Paused tests
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Additional tests can be added to a session; you will receive a
confirmation message box
SBAC – Ending a Test Session
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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.
SBAC - Pausing and Inactivity Rules
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Through the TA Interface, TAs may:
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Stop an entire session; or
Pause individual student tests.
Do NOT stop tests without
forewarning students
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.
TAM pgs. 24-26 79
SBAC - Pausing and Inactivity Rules
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
As a security measure, students are automatically logged out of the test
after 20 minutes of inactivity. When this occurs, students are:
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Activity means:
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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.
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.
SBAC- Additional Features
Test Settings and Accommodations
49
• 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.
SBAC- Additional Features
Student Answer and Review
50

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
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.
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ADMINISTRATION OF THE
CLASSROOM ACTIVITY AND
PERFORMANCE TASK
TAM pgs. 28, 65-66
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.
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
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 1–2 days prior.
Download from 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.
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Classroom Activity and Performance
Task Administration
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
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ACCOMMODATIONS,
DESIGNATED SUPPORTS,
AND UNIVERSAL SUPPORTS
TAM pgs. 34-36 & 67-73
Accessibility and Accommodations
57
Three categories of support

Universal Tools:


Designated Supports:


Available to all; based on student preference and selection (e.g.,
breaks, strikethrough, highlighter).
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
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 fullwrites only
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


Smarter Balanced Usability, Accessibility, and Accommodation Guidelines

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Shows tables of all available items by exam and level of support
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
Designated Supports and Accommodations
Embedded
60
Non-Embedded
Designated Support
Accommodation
Designated Support
Accommodation
Color Contrast
American Sign Language (ELA
listening and math items)
Bilingual Dictionary (ELA
performance task full writes)
Abacus
Masking
Braille
Color Contrast
Alternate Response Options
Text-to-Speech (math and ELA
items)
Closed Captioning (ELA listening
items)
Color Overlays
Calculator
Translated Test Directions (math
items)
Streamlined Interface
Magnification
Multiplication Table
Translations (glossaries) (math
items)
Text-to-speech (ELA reading
passages)
Noise Buffers
Print 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 Mode
Separate Setting
Speech-to-Text
Print Size
Translated Test Directions
Individualized Aids
Translation (glossaries) (math
items)
Special Lighting or Acoustics


*Must be activated in the test delivery system.
Translated Test Directions (math
items)
**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.
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
Accessibility and Accommodations
62

Adding in TOMS
 Your
site case manager will be completing a file of
student’s 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
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.
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.
 TA’s are not authorized to change student test settings in TOMS
 Prior to testing review the students test settings and verify that they are correct.
Accessibility and Accommodations
65
Online Resources:







Smarter Balanced Usability, Accessibility, and Accommodations Guidelines:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2014/08/SmarterBalanced_Guidelines.pdf
Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide:
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/UsabilityAccessibility-and-Accommodations-Implementation-Guide.pdf
Guidelines: Frequently Asked Questions:
http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
Accessibility and Accommodations for CAASPP 2014–15: An Overview archived
Webcast http://caaspp.org/rsc/videos/archived-webcast_102214.html
Matrix One: http://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-anddemo.html
Embedded Universal Tools and Online Features training module:
http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=37891690
66
APAC
ALTERNATE ASSESSMENT
What we know, don’t know, and suspect………..
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)

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.
69
TEST SECURITY
TAM [gs. 13-21
Test Security
70
There are 3 different types of test security incidents (See Test Administration Manual)

Impropriety (Correctable and containable at local level)




Irregularity (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
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
Test Security – Testing Room
71
Resources and Login Sites
72

The CAASPP website provides many links and resources
http://CAASPP.org/
Resources
73

Manuals
http://CAASPP.org/administration/instructions/index.html





SBAC Practice and Training Tests
http://CAASPP.org/practice-and-training/index.html





Administration Manuals
Universal Tools, Designated Supports, and Accommodations
TOMS Users Guide
Administration of Paper and Pencil Tests
Practice and Training Test Resources
Classroom Activity Guide and Samples
Scoring Guides
Calculators
SBAC test login site http://CAASPP.org/
Completion Reports
74
SCUSD Resources
75

http://www.scusd.edu/california-assessmentstudent-performance-and-progress-caaspp
CAASPP Site Coordinator Resources
76
Scheduling Estimator
77
http://www.scusd.edu/post/sbac-scheduling-estimators
Schedule Samples
78

Send to CAASPPSupport@scusd.edu by Feb. 20
Schedule Samples
79
Schedule Samples
80
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
Share Time – Cindy Harte
82
 Students
 Cardstock
strips on ring
 Seat number
 Confirmation code
 SSID
Share Time
83
Share Time
84
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-sitecoordinators
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
Manuals and DFAs
86
Questions and Support
87





CAASPPSupport@scusd.edu
Melody Hartman-Palmero
Jennifer Ellerman
Shonna Franzella
Don’t call Caltac – they will just send you
back to us.
88
PRACTICE AND TRAINING TESTS
Preparing Students and Staff
89

There are multiple ways to prepare students and
staff for the Smarter Balanced summative
assessments:
 Practice
Tests
 Training Tests
Important Notes About
Practice and Training Tests
90

Practice Tests and Training Tests do not:
 Assess
all of the standards that will be in the
operational tests
 Predict or gauge a student’s success on the operational
assessments
 Produce scores
Purpose of the Practice Tests
91
•
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
About the Practice Tests
92





Practice Tests are available in each grade level for
grades 3–8 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/taresources/index.html
All universal tools, designated supports, and
accommodations are available
Purpose of the Training Tests
93
•
•
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
Practice Tests vs. Training Tests
94
Practice Test
Purpose
Grade Levels
Number and
Types of Items
Universal Tools,
Designated
Supports, and
Training Test
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).
Each grade:
•3–8, 11
Grade bands:
•3–5
•6–8
•High school
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 8–9 in math);
PTs are not available
All
All
Results are not scored, however
answer keys and scoring rubrics
are available
Results are not scored
Accommodations
Scoring
Accessing the Practice and Training Tests
95

There are two means for accessing the Practice and
Training Tests:
1.
2.
Through http://caaspp.org on a Web browser
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
Accessing the Practice and Training Tests
96
1
2
Students and parents
who wish to access the
Practice Test and/or Test
via an Internet browser
will select the button
below
3
Practice and Training Tests Resources
97

Using the Online Practice and Training Tests archived
Webcast
 http://caaspp.org/rsc/videos/archived-
webcast_110514.html
 http://caaspp.org/ta-resources/index.html