201617 CAASPP Pretest Administration System Workshop - - PowerPoint PPT Presentation

2016–17 CAASPP Pretest Administration System Workshop

January–February 2017

Presented by Educational Testing Service

Agenda

2016–17 CAASPP Pretest Administration Workshop

2 Morning Session Topic 8:30–8:45 a.m. Welcome 8:45–9 a.m. Overview of the California Assessment of Student Performance and Progress (CAASPP) System, What’s New for 2016–17, and Smarter Balanced SummaJve Assessments 9–9:20 a.m. Smarter Balanced Interim Assessments and Digital Library 9:20–9:30 a.m. California Science Test (CAST) and California Alternate Assessment (CAA) for Science—Pilot Tests 9:30–9:45 a.m. Accessibility Supports 9:45–10 a.m. PracJce Tests and Training Tests 10–10:15 a.m. Break 10:15–10:30 a.m. Roles and ResponsibiliJes, and Technology Update 10:30–10:45 a.m. Using the Test OperaJons Management System (TOMS) 10:45–11 a.m. Test AdministraJon 11–11:15 a.m. Test Security 11:15–11:30 a.m. Reports 11:30 a.m.–noon QuesJons

CAASPP System

Smarter Balanced Summative Assessments for English language arts/literacy (ELA) and mathematics California Alternate Assessments (CAAs) for ELA and mathematics California Science Test (CAST)—to be piloted in 2016–17 CAA for Science—to be piloted in 2016–17 and 2017–18 Standards-based Tests in Spanish

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Importance of Informing Parents and Guardians About Testing

Pursuant to California Code of Regulations, Title 5, Section 852: Each year local educational agencies (LEAs) are required to notify parents or guardians of their pupil’s participation in the CAASPP tests. In addition, LEAs are required to inform parents/ guardians of their right to exempt their child from taking the CAASPP tests.

• Parents/Guardians must annually submit a written

request specifying the tests to be exempted.

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What’s New for 2016–17

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What’s New for 2016–17

New Pilot Assessments

• CAST (California Science Test)
• CAA for Science

Testing Window

• All assessments can be administered when 66 percent
• f the instructional year has been completed, including

grade eleven.

• Smarter Balanced ELA and mathematics testing will be

available on January 9, 2017.

• CAST and CAA testing will be available on March 20,

2017. New and Revised Interim Assessment Blocks (IABs)

• 29 new and 24 revised

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What’s New for 2016–17

Classroom activities have been eliminated for both summative and interim assessments. The California Student Statewide Identifier (SSID) number no longer includes the prefix “CA-.” There are two new non-embedded accessibility resources:

• Simplified Test Directions (designated support)
• 100s Number Table (accommodation)

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What’s New for 2016–17: Assessments Color-Coding

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Assessments Color Assignment Smarter Balanced Interim Green Smarter Balanced Summa=ve Red Smarter Balanced Prac=ce Tests Pink Smarter Balanced Training Tests Purple CAAs for ELA, mathema=cs, and science Indigo CAA Prac=ce Tests Blue CAA Training Tests Teal CAST Summa=ve (i.e., pilot tests) Brown CAST Training Tests Orange

What’s New for 2016–17: Selection of Tests

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What’s New for 2016–17: Test Delivery System

Expandable Items Video Playback Controls Enhanced Contrast Larger Zoom Levels for students with visual impairments Item Badges Item Security and Information Bar More information about test delivery system enhancements: http://www.cde.ca.gov/ta/tg/ai/infomeeting.asp

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What’s New for 2016–17: Desmos Calculator

(This slide contains animations. Please view in presenter mode.)

Desmos Standard Calculator

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Previous Standard Calculator Desmos Scientific Calculator Previous Scientific Calculator Desmos Graphing Calculator Previous Graphing Calculator

Benefits of the Desmos Calculator

Students’ familiarity with online calculator Accessible to a broader range of students More reliable Improved response times Sleeker design Training resources for the Desmos Calculator available at https://www.desmos.com/

What’s New for 2016–17: Changes to the CAASPP Portal

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What’s New for 2016–17: Changes to the CAASPP Portal

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What’s New for 2016–17: Changes to the CAASPP Portal

(This slide contains animations. Please view in presenter mode.)

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What’s New for 2016–17: Changes to the CAASPP Portal

(This slide contains animations. Please view in presenter mode.)

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2016–17 CAASPP Pretest Administration Workshop

What’s New for 2016–17: Changes to the CAASPP Portal

(This slide contains animations. Please view in presenter mode.)

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Smarter Balanced Summative Assessments

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Smarter Balanced Assessment System

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Smarter Balanced Summative Assessments

All students in grades three through eight and grade eleven take the Smarter Balanced Summative Assessments with the following exceptions:

• Students with the most significant cognitive

disabilities and whose individualized education program (IEP) team designates the use of the alternate assessment

• English learners who have been enrolled in a

school in the United States for fewer than 12 months for ELA (optional exemption)

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Computer Adaptive Test (CAT)

CAT adjusts the level of difficulty to the student’s abilities. Student is not scored on the basis of the number of correct answers (i.e., percent correct). Student is scored on both the number of correct answers and the difficulty of the questions completed.

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Performance Task (PT)

The PT is designed to provide students with an

• pportunity to demonstrate higher-order

thinking skills to explore and analyze a complex, real-world scenario. The PT is required. Students will not receive a score if the CAT and PT are not completed.

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Early Assessment Program (EAP)

Used to demonstrate college readiness at the California State University (CSU) and some California community colleges

• Grade eleven students must authorize the release of their

test results for each assessment (ELA and mathematics).

• Students will receive a question at the end of the computer

adaptive portion of each test authorizing the release of test results.

• Students who do not authorize the release of their results

may need to provide a copy of the CAASPP score report to the campus.

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Benefits of the EAP

Students who release their CAASPP test scores for EAP purposes and receive a score

• f Standard Exceeded for ELA and/or

mathematics will not have to:

• Participate in the CSU Early Start Program
• Take the CSU Placement Exam for the

content area(s) where the score received was Standard Exceeded

• Take the community college assessment for

placement

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Smarter Balanced Interim Assessments

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Security Considerations for Interim Assessment Materials

In California, the Smarter Balanced Interim Assessments are available only to educators in California LEAs. (Nonpublic school educators who provide direct instruction to California public school students may also have access.) The interim assessments are not for public use, display, or distribution. Any use, display, or distribution of the interim assessments that results in access to individuals beyond LEA staff is considered a security breach.

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Overview of the Smarter Balanced Interim Assessments

Two types of interim assessments: Interim Comprehensive Assessments (ICAs)

• ELA, mathematics, and PTs for each content area
• Look and feel like the summative assessments
• Between 34 and 49 questions per computer-based

fixed form Interim Assessment Blocks (IABs)

• Shorter and more focused on specific concepts
• Designed to allow flexibility with pacing plans
• Up to 18 questions per IAB

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Benefits of Using the Interim Assessments

Build teacher and student comfort with the process of online testing Evaluate progress and plan adjustments to increase student learning Experience content and questions reflective of the summative assessments Provide an excellent opportunity to try out accessibility supports and actual test questions with students

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Using Interim Assessment Results

Interim assessment results may help: Improve teaching and student mastery of the knowledge and skills measured by the assessment of the Common Core State Standards (CCSS) (when combined with other information) Identify specific areas of strength and weakness Check end-of-unit learning Make decisions about areas of curricular enhancements Make decisions around professional development needs

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The Interim Assessment Manner of Administration Setting

The setting is used to identify which interim assessment results are appropriate for comparison across time and students. The accuracy of this setting is important. This setting should be set before administering an interim assessment. Nonstandardized and Standardized/ Benchmark are the two setting options.

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The Interim Assessment Manner of Administration Setting

In the Interim Assessment (IA) Reporting System, results with the icon are from a Standardized/Benchmark administration. For further details, see the tip sheet or the Interim Assessment User Guide on the CAASPP Portal.

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Interim Assessment Administration Resources

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Interim Assessment Resources

Available on the CDE’s Smarter Balanced Interim Assessments Web page at http://www.cde.ca.gov/ta/tg/sa/ sbacinterimassess.asp

• Chart listing IABs available by

grade

• IAB Blueprints
• Number of questions that require

hand scoring

• IA Video Series

Available on the CAASPP Portal at http://www.caaspp.org/

• Interim Assessment User Guide

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Hand Scoring Training Materials

Available on the TOMS Help Page at https://caaspp.ets.org/mt/ helpInterimTraining.htm

• Hand scoring demonstration

videos, hand scoring workshop videos, slide presentations, and PDFs of materials used

• Hand scoring training guides

and exemplars

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Digital Library

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Digital Library Registration

LEA CAASPP coordinators are responsible for providing access to LEA and nonpublic school staff who provide services to their students.

• Create and manage users and manage LEAs on the

Administration and Registration Tools (ART) Web site at https://art.smarterbalanced.org.

• Adding Users to the Digital Library video available at

http://www.caaspp.org/training/caaspp/index.html. NEW! Self-registration interface for the Digital Library— LEA staff will be able to request and receive a Digital Library account or reset their password.

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Digital Library Registration

Digital Library Self-Registration Page

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Digital Library Resource Collections http://www.cde.ca.gov/ta/tg/sa/ collectionresources.asp

• Professional Learning Series
• Collection of resources for

professional development

• Topics include: assessment

literacy, the formative assessment process, and supporting student accessibility needs

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Resources to Promote Educator Use of the Digital Library

• Instructional Learning Series
• Provides resources with

content assessed by specific IABs

• Supplements core curriculum
• Smarter Balanced—Digital

Library Connections

• Provides Digital Library

resources based on student performance on the IABs

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Resources to Promote Educator Use of the Digital Library

Formative Assessment in Action Video Series

• Short videos that

feature California educators modeling formative assessment practices in their classrooms http://www.cde.ca.gov/ta/tg/ sa/fainaction.asp

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Resources to Promote Educator Use of the Digital Library

Resources to Promote Educator Use of the Digital Library

In the Digital Library:

• Video–Understanding the Formative Assessment Process video

On the CDE Digital Library Web page

• PDF–The Formative Assessment Process
• CAASPP Institute Training Materials—Section 4 on Formative

Assessment and the Smarter Balanced Digital Library

• Spotlight Webinars by Smarter Balanced
• Narrated presentations
• FAQs
• Videos–Formative Assessment in Action

On the CDE CAASPP in Action Web page

• CAASPP in Action Report Series

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Strategies to Encourage Educator Use of the Digital Library

Dedicate time during staff meetings and/or professional development time to explore the Digital Library and CDE resources to support engagement. Use the Professional Learning Series, the Instructional Learning Series, and the Smarter Balanced Making Connections resource lists. Spend time working with site coordinators, LEA staff, and teachers to familiarize them with the Digital Library. Implement formative assessment processes and practices for grade-level teams and school sites.

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California Alternate Assessments (CAAs) for ELA and Mathematics

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CAAs for ELA and Mathematics

Students are assessed through alternate achievement standards linked to the California standards.

• The CAAs are aligned to the core content

connectors.

• They are administered one-on-one.
• Practice tests for each grade and content area will

be available in January 2017.

• CAAs will be available on March 20, 2017.
• Testing ends the last day of the selected testing

window.

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For More on the CAAs

Today’s afternoon workshop will provide in- depth coverage, including: How to prepare for the CAAs, including the CAA for Science Step-by-step instructions on how to administer the CAAs to students What resources are available for the CAAs

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California Science Pilot Assessments

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California Science Pilot Milestones

November 8–10, 2016

• CAST 2018 Field Test Item

Writing Workshop

November 14–16, 2016

• CAA for Science 2017 Pilot

Embedded Performance Task Review Meeting

January/February 2017

• Training tests for

CAST and training samples for CAA for Science become available

March 20, 2017

• Piloting of CAST

and CAA for Science begins

2018

• CAST Field Test
• CAA for Science

Pilot Year 2

2019

• CAST

Operational Administration

• CAA for Science

Field Test

2020

• CAA for Science

Operational Administration

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CAST and CAA for Science Pilot: Student Participation

All students in grades five and eight A sampling of high school grades

• All high schools will participate.
• Each high school will be assigned a

single grade, either grade 10, 11, or 12.

• All students who are enrolled in that

grade are required to participate.

• The assigned grade will be the same for the CAST pilot test

and the CAA for Science pilot test.

• Grade assignments are available at

http://www.caaspp.org/administration/about/science/science- assignments.html.

Grade 10 Grade 11 Grade 12

State-level high school sample

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CAST Pilot Components

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CAST 2016–17 Pilot Component

Purpose Date Available ConfiguraJon Training Test

Provides students, teachers, parents/guardians, and stakeholders with an opportunity to engage with CA NGSS–aligned items January/ February 2017

• Includes a range of item types and

content

Fixed Online Test Form

Collects par=cipa=on status of students; an opportunity to try out newly developed item types and test system func=onality March 20, 2017

• Includes a fixed online form that has

several discrete items and one PT per grade

• Approximately one hour to complete
• Available in the test delivery system

Accessibility Supports

Evaluate func=onality of some accessibility features March 20, 2017

• American Sign Language
• Text-to-Speech
• Braille (i.e., embosser and refreshable)
• Print on Demand

Student Survey

Collects informa=on about students’ experiences with the assessment March 20, 2017

• 3–5 ques=ons
• Approximately 7 minutes to complete
• Available in the test delivery system

directly following the test ques=ons

Test Administrator Survey

Collects feedback on the pilot administra=on and assessment March 20, 2017

• 10–12 ques=ons
• Approximately 15 minutes to complete
• Available via an online survey plaaorm

CAST Pilot Administration

Administered online only through the test delivery system using the same secure browser as the other CAASPP tests Includes an online fixed test form that has several discrete items, one PT per grade, and a student survey Takes approximately one hour to complete, which includes completion of the PT

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CAA for Science Components

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CAA for Science 2016–17 Pilot Component

Purpose Date Available ConfiguraJon Training Sample

Provides students, teachers, parents/guardians, and stakeholders with an opportunity to engage with items aligned to the core content connectors that are bridges to the CA NGSS performance expecta=ons January/ February 2017

• Includes a sample embedded performance

task (embedded PT)

Embedded Performance Task

Introduces teachers and students to the embedded performance task March 20, 2017

• Similar to the CAA Direc&ons for

Administra&on

• Available for download in TOMS

Student Survey

Collects par=cipa=on status for accountability purposes and informa=on about students’ experiences with the assessment March 20, 2017

• 2–3 ques=ons
• Approximately 5 minutes to complete
• Available in the test delivery system

Test Examiner Survey

Collects feedback on the pilot administra=on and assessment March 20, 2017

• 10–12 ques=ons
• Approximately 15 minutes to complete
• Available via an online survey plaaorm

CAA for Science Pilot Administration

The pilot is based on student performance on an embedded performance task (embedded PT), one per grade. The embedded PT will be administered by the test examiner, which may be the student’s primary teacher. Student responses are scored according to state- defined criteria and protocols.

• Scores are not provided or reported for the pilot

test.

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CAA for Science: Benefits of Embedded PTs

Allow teachers to collect student work samples throughout the school year Provide an opportunity for students to demonstrate performance in “real time” Offer the least restrictive environment for teachers/ students to select/produce evidence Support the improvement of teaching and learning Promote the delivery of challenging, yet developmentally appropriate, academic content to students

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CAST and CAA for Science Pilot Results

Only participation rates will be reported, not scores Student Score Reports will include:

• Purpose of the assessment
• Timeline for implementation

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Opportunities for Teacher Involvement

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Item writing Item review Form review Scoring Data review Range-finding

To get involved, complete the CAASPP Content Reviewer Application at http://caaspp.org/reviewers.html.

Accessibility Supports

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Accessibility Supports

Universal Tools:

• Available to all; based on student preference and

selection (e.g., strikethrough, highlighter) Designated Supports:

• Available to all; need to be indicated by an educator
• r parent/guardian (e.g., color contrast, glossary,

magnification) Accommodations:

• Based on IEP or Section 504 plan (e.g., American

Sign Language, scribe)

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Accessibility Supports

The online assessments include embedded and non-embedded accessibility supports:

• Embedded: part of the computer

administration (e.g., digital notepad, calculator)

• Non-embedded: provided outside of the

computer administration (e.g., scratch paper, noise buffers)

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Accessibility Supports

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Graphic organizers available at http://www.cde.ca.gov/ta/tg/ca/accesssupportitems.asp#ela

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Student eligibility for accommodations is identified in the student’s IEP and/or Section 504 plan.

• Student eligibility for the designated support available is

determined by the student’s instructor or parent/guardian. The test delivery system will automatically register the student for the accessibility test form when one or more of the test settings are specified for the student. Although all of the accessibility resources are not available for the pilot, it is our goal to expand these for the field test and the

• perational assessment.

CAST Pilot Accessibility Supports

Students with the following test settings will take the accessibility pilot form:

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Accessibility Support Type American Sign Language (ASL) Embedded Accommoda=on Text-to-Speech Embedded Designated Support Braille Embedded Accommoda=on Print on Demand Embedded Accommoda=on

CAST Pilot Accessibility Supports

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CAST Unlisted Resources

Request unlisted resources by filling out the Web form in the [Unlisted Resources] tab section in TOMS.

• The online request form has been enhanced for

easier completion.

• The new response options and comment boxes

allow the CDE to ask for specific information about the requested support.

• The CDE’s response will indicate if the support

is already available on Matrix One.

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Accessibility Supports Resources

Smarter Balanced Usability, Accessibility, and Accommodations Guidelines 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/wp-content/uploads/2015/09/ Usability-Accessibility-and-Accommodations-Implementation- Guide.pdf Guidelines: Frequently Asked Questions http://www.smarterbalanced.org/wp-content/uploads/2015/09/ Usability-Accessibility-Accommodations-Guidelines_FAQ.pdf

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Accessibility Supports Resources

CAASPP Accessibility and Accommodations Webcast http://www.caaspp.org/training/caaspp/index.html Matrix One http://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp Universal Tools, Designated Supports, and Accommodations Short Demonstration Videos http://www.caaspp.org/training/caaspp/uaag.html

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Practice Tests and Training Tests

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Practice and Training Tests

Smarter Balanced Practice Tests Smarter Balanced Training Tests New CAAs for ELA and Mathematics Practice Tests New updated CAAs for ELA and Mathematics Training Tests CAST Training Test available January/February CAA for Science Training Sample available January/February

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Limitations of the Practice and Training Tests

Practice tests and training tests: Assess some of the standards included in the

• perational tests

Help familiarize students and teachers with the

• nline testing system

Are not scored (answer keys and scoring rubrics may be available)

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Smarter Balanced Practice Tests vs. Training Tests

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67 Training Tests Practice Tests

Purpose Provide students, teachers, parents/guardians, and stakeholders with an opportunity to quickly become familiar with the software and interface features Provide students, teachers, parents/guardians, and stakeholders with a grade-specific testing experience similar in structure and format to the summative assessments Grade Levels Grade bands:

• Grades 3–5
• Grades 6–8
• High school

Each grade:

• Grades 3–8
• Grade 11

Number and Types of Questions Approximately 15 questions per grade band (6 in ELA and 8–9 in mathematics); PTs are not available Approximately 30 questions in ELA and 30 questions in mathematics per grade level; includes 1 ELA PT and 1 mathematics PT per grade level Universal Tools, Designated Supports, and Accommodations All All Scoring Not scored Not scored; however, answer keys and scoring rubrics are available

CAAs for ELA and Mathematics Practice Tests vs. Training Tests

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Purpose Provide students, teachers, parents/guardians, and stakeholders with an opportunity to quickly become familiar with the test delivery system, question types, and interactions provided in the Directions for Administration (DFAs) Provide students, teachers, parents/guardians, and stakeholders with a grade-specific testing experience similar in structure and format to the CAAs Directio Directions f ns for r Ad Administration DFAs can be downloaded from http://www.caaspp.org/ DFAs available by grade can be downloaded from http://www.caaspp.org/ Grade Levels One test each for ELA and mathematics One test each for ELA and mathematics for each grade 3–8 and grade 11 Number and Types of Questions 15 questions for ELA 13 questions for mathematics Approximately 11–22 questions for each content area Universal Tools, Designated Supports, and Accommodations All that are available for the CAAs All that are available for the CAAs Scoring Not scored Will be provided

Science Pilot Assessment Training Tests

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Purpose Provides students, teachers, parents/guardians, and stakeholders with an opportunity to become familiar with the different types of questions aligned to the CA NGSS performance expectations Provides students, teachers, parents/guardians, and stakeholders with an opportunity to become familiar with the embedded PT aligned to the CA NGSS core content connectors, which are bridges to the CA NGSS performance expectations Grade Levels Includes questions from grades 5 or 8 or high school Grade 5 Number and Types of Questions Approximately 5–10 questions for each grade Approximately 2–5 questions Universal Tools, Designated Supports, and Accommodations All that are available for the CAAs Teachers may provide the same supports offered to students during classroom instruction Scoring Not scored; however, scoring rubrics are available Not scored; however, scoring rubrics are available

Accessing the Practice and Training Tests

There are two ways to access the practice and training tests:

• 1. Through http://www.caaspp.org/ on a Web browser
• 2. Through the secure browser, which simulates the

testing environment

• a. Test administrator or test examiner creates a

test session.

• b. Using the secure browser to create a practice
• r training test session allows the students to

complete a test over multiple sessions.

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Accessing the Practice and Training Tests

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Practice and Training Tests Resources

Test Administrator and Test Examiner Resources for the Online Practice and Training Tests: http://www.caaspp.org/ta-resources/practice- training.html

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Roles and Responsibilities

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Roles and Responsibilities

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Available User Roles in TOMS:

View-only roles

LEA CAASPP Coordinator Test Site Coordinator Test Administrator Test Examiner Test Administrator & Test Examiner Interim Assessment Administrator Only Educator – District Educator – Test Site Educator – Roster

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User Role Guidance

TOMS Pre-Administration Guide for CAASPP Testing http://www.caaspp.org/administration/instructions/ User Roles and Definitions in TOMS http://www.caaspp.org/administration/toms/toms-users.html Instructions for Adding Users http://www.caaspp.org/administration/toms/toms-upload-users.html 2016–17 User Role Guidance http://www.caaspp.org/administration/toms/ Videos: TOMS Adding Users One by One and TOMS Adding Users by Batch File Upload http://www.caaspp.org/training/caaspp/ Template for Batch Upload of Users http://www.caaspp.org/administration/toms/

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Technology Update

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Technology Update: Operating Systems

Desktop Operating Systems Windows XP is no longer supported. LEAs must update their Windows operating systems to a current and supported version for 2016–17 interim and summative testing. Windows XP users will receive an access denied message if the secure browser is launched.

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Technology Update: Secure Browser

Secure Browser Students must use the secure browser to take any CAASPP online test, including the interim assessments, summative assessments, science pilot, and the CAAs. Auto-update of the secure browser is not available for 2016–17. LEAs must update their secure browser to version 9.x. Note: Test administrator computers may use any standard, supported Web browser.

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Technology Update

Prior to test administration, LEA CAASPP coordinators with technology coordinators should:

R Check for a stable high-speed Internet connection (wired or wireless). R Check that testing devices are working. R Ensure that secure browsers are properly installed a minimum of two weeks prior to testing. R Make sure the necessary hardware is available and working (e.g., headphones, external keyboards, printers). R Configure filters, firewalls, and proxy servers. R Ensure that any auto updates are turned off. Updates during testing have the potential to kick students out of testing. R Ensure you are using the latest mobile secure browser.

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Technology Update

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Technology Resources

CAASPP Secure Browsers http://ca.browsers.airast.org/ Bandwidth Checker http://www.caaspp.org/about/bandwidth-checker.html Technical Specifications and Configuration Guide for CAASPP Online Testing

http://www.caaspp.org/administration/instructions/

Preparing Technology for 2016–17 CAASPP Testing Webcast http://www.caaspp.org/training/caaspp/

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Using the Test Operations Management System (TOMS)

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Tasks to Complete in TOMS for the 2016–17 Administration

R Add and manage all users. R Set up test administration window. R Review student data.

• Demographic data from the California Longitudinal Pupil

Achievement Data System (CALPADS)

R Assign students to non-default tests—the CAAs and Standards-based Tests in Spanish for Reading/Language Arts (STS for RLA). R Assign online test settings to students. R Enter condition codes for Parent/Guardian Exemption (PGE) and Not Tested Medical Emergency (NTE).

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TOMS Student Profile Demographics

All demographic data are read-

• nly.

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TOMS Student Profile Demographics

Data are read-only; corrections must be made in CALPADS. Students’ grade levels must be correct in TOMS before the first date of the testing window.

• The grade level is frozen on the day the

student logs onto his or her first test.

• Any grade level changes require an incident

report to be submitted in the Security and Test Administration Incident Reporting System (STAIRS) and a reset appeal.

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Importance of CALPADS

CALPADS is the sole source for student demographic, enrollment grade, and program participation data.

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Demographic Data in CALPADS SSID Primary language, Limited English Proficient status, entry/exit dates, U.S. school enrollment data, migrant status Student name, gender, date of birth Ethnicity, race LEA and school names and county- district-school (CDS) code Education program code (Special Education, Section 504 status), primary disability code Grade Parent/guardian education, education program participation

Importance of CALPADS

Grade level is frozen on the day the student logs onto his or her first test. LEAs cannot update student demographic data in TOMS. LEAs must keep data in CALPADS up-to-date.

• Processing time from CALPADS to TOMS is

24–48 hours. Student accessibility supports are uploaded and maintained in TOMS, not in CALPADS.

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TOMS Student Profile Demographics

CALPADS Education Program designation for Special Education (IEP) or Section 504 plan

• These data are read-only; they must be modified in CALPADS.
• Reminder: Embedded and non-embedded accommodations are

available only to students who have an Education Program code

• f “101” for a Section 504 plan or “144” for a Special Education

indicator with a valid primary disability type in CALPADS.

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TOMS Student Profile: Test Mode

Test assignments have been simplified for 2016–17. There are only two options for test assignments:

• General

Assessments

• California

Alternate Assessments

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TOMS Student Profile: Test Mode

Test assignment

• The system will default to the General Assessments

assignment.

• Students who are eligible for the CAAs must be

assigned in TOMS.

• Reminder: Students can only be assigned to the

CAAs in TOMS with an Education Program code of “144” for Special Education and with a valid primary disability type in CALPADS.

LEAs should verify student test assignments a minimum of 24 hours prior to student testing.

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Condition Codes

Only two codes can be uploaded directly to TOMS:

• Parent/Guardian Exemption (PGE)
• Not Tested Medical Emergency (NTE)

Batch upload of condition codes is available. The best practice is to enter condition codes prior to testing. The deadline to enter condition codes is the last day of the selected test administration window. Only one condition code can be applied per content area per student.

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Indicating Parent/Guardian Exemptions

Set the PGE condition code in TOMS prior to testing. Set in the [Score Status] tab of the student’s profile in TOMS.

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Student Profile in TOMS: Test Settings

LEA CAASPP coordinators and CAASPP test site coordinators are authorized to set accessibility supports for students in TOMS using the following methods:

• One-by-one through the student profile
• Template upload
• CAASPP Individual Student Assessment Accessibility Profile

(ISAAP) Tool file upload

Test settings must be configured at least 24 hours prior to testing.

• Allow up to 24 hours from the time you configure student test

settings in TOMS to the time the changes appear in the Test Administrator Interface and Student Testing Site.

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Student Profile in TOMS: Test Settings

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Student Online Test Settings: Batch File Upload

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Test Administration

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Systems and Processes for Online Administration

Test Administrator Interface & Student TesJng Site

• Administer online

Smarter Balanced assessments

• Administer the CAAs
• Administer the CAST

TOMS

• Set up test administra=on

windows

• Verify student demographic

data

• Configure online test

sedngs (designated supports and accommoda=ons)

CALPADS

• Manage student

demographic data

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Smarter Balanced Estimated Testing Times

Content Area Grades CAT questions hrs:mins PT hrs:mins Total hrs:mins ELA 3–5 1:30 2:00 3:30 6–8 1:30 2:00 3:30 11 2:00 2:00 4:00 Mathematics 3–5 1:30 1:00 2:30 6–8 2:00 1:00 3:00 11 2:00 1:30 3:30 Both 3–5 3:00 3:00 6:00 6–8 3:30 3:00 6:30 11 4:00 3:30 7:30

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Scheduling Testing Time

Estimates do not account for the time needed to start computers, load secure browsers, and log on students. To help estimate the number of days and associated network bandwidth required, see the Smarter Balanced Technology Readiness Calculator at http://www3.cde.ca.gov/sbactechcalc/.

• Enter the number of students testing, number of computers

available, computer hours available per day, and Internet connection speed.

Review and account for test expiration rules when scheduling testing time.

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Scheduling Testing Time

Recommendation: Schedule the CAT before the PT.

• ELA PTs have two parts and can be completed over two

days.

• Mathematics PTs have one part and can be completed in
• ne day.

Recommendation: PTs should not be administered on the same day as the CAT.

CAT Performance Task

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Establishing Appropriate Testing Conditions

Testing in classroom-sized groups is preferable:

• Reduces test fear and anxiety
• Facilitates monitoring and control for test

administrators

Room should have good lighting and ventilation, and be free of noise and interruptions. Remove or cover displayed information that students could use to answer questions.

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Establishing Appropriate Testing Conditions

Make appropriate seating arrangements prior to test administration.

• Students should be seated so that they cannot

view the answers of others. Establish procedures to maintain a quiet testing environment.

• Some students may finish more quickly than
• thers.

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Establishing Appropriate Testing Conditions

Cell phones and other electronic devices must be turned off and put away during testing. Post an “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” sign so that it is clearly visible to all students. Place a “TESTING—DO NOT DISTURB” sign on the door.

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Demonstration

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Test Rules for General Assessments

Students: Must answer all test questions on a page (i.e., screen) before moving on to the next page May not return to a test segment once it has been completed and submitted Must answer all test questions before the test can be submitted May not return to a test once it has been submitted Test administrators: Must follow the “SAY” script exactly each time a test session is administered

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Pausing Tests

Test administrators may pause an individual student’s test in the Students in Your Test Session table.

• This will not impact other students’ tests (for

Smarter Balanced and the CAST).

• Not applicable for the CAAs because the CAAs are

administered one-on-one.

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General Pause Rules

If there is a technical issue (e.g., power outage

• r network failure), students will be logged off,

and the tests will be paused automatically. If a test is paused, the student must log on again to resume testing. Highlighted text is preserved during test sessions. Student comments entered on a notepad are preserved.

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Smarter Balanced CAT Pause Rules

If the CAT is paused for more than 20 minutes, the student is:

• Required to log back on to the student interface
• Presented with the page containing the question last

worked on (if the page contains at least one unanswered question) or

• Presented with the next page (if all questions on the

previous page were answered)

• Not permitted to review or change any previously

answered questions (except questions on a page that contains at least one unanswered question)

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Smarter Balanced CAT Pause Rules

If paused for fewer than 20 minutes, the student is:

• Presented with the question or passage he or she

was working on when the test was paused

• Permitted to answer previously shown questions

within a segment

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Smarter Balanced PT Pause Rules

ELA PTs are divided into two segments.

• After a student completes the first segment, he
• r she cannot return to it.

There are no pause rules for PTs.

• Even if a PT is paused for more than 20

minutes, the student can return to the current segment and continue.

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CAST Pause Rules

If paused for more than 20 minutes, the student is:

• Required to log back on to the student interface
• Presented with the page containing the question last

worked on (if the page contains at least one unanswered question) or

• Presented with the next page (if all questions on the

previous page were answered)

• Not permitted to review or change any previously

answered questions (except questions on a page that contains at least one unanswered question)

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CAST Pause Rules

If paused for fewer than 20 minutes, the student is:

• Presented with the question he or she was working on

when the test was paused

• Permitted to answer previously shown questions

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Test Timeout Due to Inactivity

Students are automatically logged off of the test after 30 minutes of inactivity.

• “Activity” means selecting an answer or using a

navigation option in the test (e.g., selecting [Next] or [Back], using the Questions drop-down list).

• Note: Moving the mouse or selecting an empty space on

the screen is not considered activity.

• Before the system logs off, a warning message is

displayed.

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Test Expiration Rules

The CAT remains active until:

• Student completes and submits the test,
• Selected test administration window ends, or
• 45 calendar days after the student has begun the CAT.

The PT remains active for 10 calendar days after the student has started it. An expired PT may be reopened by submitting an appeal. The test expires at the end of the selected test administration window.

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Test Security

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Test Security and Appeals

STAIRS requires LEA CAASPP coordinators and CAASPP test site coordinators to submit an online form to report an incident.

• Any incidents related to the CAST also will be

submitted through STAIRS.

• If an appeal is required, an e-mail will be sent

instructing the coordinator to file an appeal in TOMS.

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Test Security

There are three types of test security incidents:

• 1. Impropriety
• 2. Irregularity
• 3. Breach

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Test Impropriety

An unusual circumstance that has a low impact on the individual or group of students tested and low risk of affecting student performance, test security, or test validity Correctable and containable at the local level Must be reported to the LEA CAASPP coordinator or the CAASPP test site coordinator

• The coordinator must report it in STAIRS within 24 hours.
• If needed, the coordinator will be instructed to submit an

appeal in TOMS.

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Test Irregularity

An unusual circumstance that impacts the individual or group of students tested and may affect student performance, test security, or test validity Correctable and containable at the local level Must be reported to the LEA CAASPP coordinator or the CAASPP test site coordinator

• The coordinator must report it in STAIRS within 24 hours.
• If needed, the coordinator will be instructed to submit an

appeal in TOMS.

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Test Breach

An event that threatens test validity (e.g., release of secure materials)

• Example: Student or test administrator takes a

photograph and posts it to social media External implications for the Consortium and other statewide assessments Must be reported to the LEA CAASPP coordinator

• r the CAASPP test site coordinator who must

report the breach using the STAIRS form within 24 hours of the incident

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Item Security and Information Bar

Added bar code can be decoded and tracked if someone takes a picture of the screen and posts it to social media

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Test Security Incident Types and Examples

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Type of Security Incident Example Test Impropriety Students talking during testing Test Irregularity Students cheating or providing answers to one another Test Irregularity Student accessing or using electronic equipment (e.g., cell phone) Test Breach Test administrator or CAASPP test site coordinator modifying student responses or records at any time Test Breach Test administrator allowing students to take home test questions, passages, prompts, or scratch paper

Reports

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Completion Status Reports

Allow for the monitoring of testing progress for students who participate in any CAASPP online assessment, including the summative, interim, and alternate assessments Help ensure all students eligible for testing begin, complete, and submit their tests Note: Once testing is underway, users should check the Completion Status system on a daily basis.

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Completion Status Reports

Completion Status reports are accessible via the CAASPP Portal for the summative and interim assessments using your TOMS logon.

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Completion Status Reports Resources

Using Completion Status Reports to Plan and Manage Testing video http://www.caaspp.org/training/caaspp/index.html

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LEA User List Report

First Name Last Name CDS Code E-mail Address Telephone Number Role in Organization

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School-Level Student Demographics Report

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LEA-Level Student Demographics Report

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LEA Coordinator Report

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School-Level Student Test Assignment Report

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LEA-Level Student Test Assignment Report

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School-Level Student Test Settings Report

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Unlisted Resources Report

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Student Results Report—Student Score Data Extract

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Questions

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Help Desk Support

The California Technical Assistance Center (CalTAC) is there to support all LEA CAASPP coordinators!

Monday–Friday from 7 a.m.–5 p.m. PT Summative Assessments: 800-955-2954 Digital Library and Interim Assessments: 855-631-1510 E-mail: caltac@ets.org CAASPP Portal: http://www.caaspp.org/

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