California Assessment of Student Performance and Progress CAASPP

California Assessment of Student Performance and Progress (CAASPP) 2016 CAASPP Testing In-Service February 26, 2016 BAKERSFIELD CITY SCHOOL DISTRICT

Measuring the Power of Learning. ™ Agenda Topic Welcome Overview California Alternate Assessment Practice Tests and Training Tests Test Operations Management System (TOMS)/Accessibility Test Administration Test Security Science Paper-Pencil Testing 2015– 16 CAASPP Pretest Administration Workshop 2

Measuring the Power of Learning. ™ 2015 -16 State Tests Smarter Balanced ELA & Math ü Default test assignment for grades 3– 8 and grade 11 ü Not taking the CAAs CST for Science ü Default science test assignment for grades 5 and 8 ü Not taking CAA (grades 5 and 8) or CAPA Science CMA for Science ü Grade 5, 8, and 10 ü Has IEP plan and IEP team determined CMA as most appropriate test ü Not taking for CAA (grades 5 and 8), CST or CAPA Science CAA ELA and Math, CAPA Science ü Must be designated as having severe cognitive disability ü Must have an IE and IEP team determined that CAA/CAPA Science as the most appropriate tests 2015– 16 CAASPP Pretest Administration Workshop 3

Measuring the Power of Learning. ™ Summative Assessment: One Part of an Integrated System 2015– 16 CAASPP Pretest Administration Workshop 4

Measuring the Power of Learning. ™ Student Participation: General • • Summative Assessments: – Grades 3 -8 – ELA & Math § Computer adaptive portion (CAT) § Optional classroom activity § Performance task The California Alternate Assessments (CAAs): – Grades 3 -8 – ELA & Math – For students with significant cognitive disabilities Testing Exemptions: • EL enrolled in the US less than 12 months are exempt from ELA only • Parents may exempt their child from taking the CAASPP tests via a written request 2015– 16 CAASPP Pretest Administration Workshop 5

Measuring the Power of Learning. ™ Smarter Balanced Summative Assessments Computer adaptive test (CAT): • ELA and math • Includes a wide variety of question types. • Adaptive: – As a student progresses, the difficulty of questions is adjusted on the basis of the student’s responses. Classroom Activity (OPTIONAL): • ELA and math • Performance Tasks contain sufficient explanation and context to be administered without requiring the classroom activity. – States have flexibility to require or not the classroom activity – CA will utilize 2015– 16 as a transition year Performance Task: • ELA and Math • Measures the application of knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenarios. 2015– 16 CAASPP Pretest Administration Workshop 6

Measuring the Power of Learning. ™ What’s New for 2015– 16 • Secure browser for CAAs • IEP Indicator: applying validation rules for CAA and accommodations • Grade level correction cut off date • Translated test directions now available in ELA (No Spanish translation for Math) § Download at: http: //www. caaspp. org/taresources/directions. html • • Security and Test Administration Incident Reporting System (STAIRS) (R&E to support) • Assessment Target Reports • Faster initial Student Score Reports • Notification e-mails for scoring and reporting Student Score Reports available in Spanish • Smarter Balanced Online Test Administration Manual http: //www. caaspp. org/rsc/pdfs/CAASPP. online_tam. 2016. pdf 2015– 16 CAASPP Pretest Administration Workshop 7

What’s New for 2015– 16 Measuring the Power of Learning. ™ Home for all things CAASPP: http: //www. caaspp. org 2015– 16 CAASPP Pretest Administration Workshop 8

Measuring the Power of Learning. ™ Test Site Coordinator Responsibilities • Oversee all components of CAASPP testing • Administrators & examiners are trained and submit CAASPP Test Security Affidavit – Download via link: http: //www. caaspp. org/administration/forms/ • Verify student test assignments and test settings in TOMS • Create testing schedules and procedures for the school site § Submit schedule to Maria Quiroz (quirozm@bcsd. com) by March 18, 2016 • Provide student login cards (R&E will provide on cardstock next week; will email date) § § Access: Complete Schools Access Reports Demographics My. STU 140 Considered secure materials, please collect daily after testing • Collect scratch paper and Directions for Administration [DFAs] for CAAs destroy them after testing is completed • CAASPP Security Agreement to be read and signed online prior to testing by Site Coordinator and Principal with copy sent to Maria Quiroz in R&E Link: http: //www. caaspp. org/administration/forms/ • Monitor ensure that all eligible students participate. • Address testing problems and report all security incidents to R&E 2015– 16 CAASPP Pretest Administration Workshop 9

Test Security Incidents Measuring the Power of Learning. ™ Incident Action Impropriety *Low risk of impacting testing *Report to test site coordinator and R&E within 24 hrs Students talking during testing Irregularity *May affect student performance, test security, or test validity *Report to test site coordinator and R&E within 24 hrs *May be instructed to submit an appeal in the TOMS Student cheating or providing answers to one another Breach Example Student accessing or using electronic equipment (e. g. , cell phone) *Event that threatens test validity *Report to test Administrator or coordinator modifying site coordinator and R&E within 24 hrs student responses or record at any time *External implications for the Consortium New: STAIRS (Security and Test Administration Incident Reporting System) requires sites to submit an online form to report an incident. If an appeal is required, an e-mail will be sent instructing the coordinator to file an appeal in TOMS. Administrator allowing students to take home test questions, passages, prompts, or scratch paper 2015– 16 CAASPP Pretest Administration Workshop 10

Measuring the Power of Learning. ™ Test Operations Management System (TOMS) FUNCTIONS R Users data management (staff & student). R Review student profile. − Demographic data from CALPADS (read only) R Student test assignments to non-default tests—CMA, CAAs/CAPA. R Assign online test settings to students. • • • R&E will make your changes in TOMS upon request R&E will check student movement twice a week for you District updates CALPADS every other day now and daily during testing. Changes take 2 days to appear in TOMS. 2015– 16 CAASPP Pretest Administration Workshop 11

Measuring the Power of Learning. ™ TOMS Student Profile: Demographics All demographic data is read only. Changes done in Complete School New: Grade level is frozen on the first date of the test administration window. 2015– 16 CAASPP Pretest Administration Workshop 12

TOMS Student Profile: Special Education (Demographics) Measuring the Power of Learning. ™ • Cannot assign accommodations or CAA testing, CMA for Science, CAPA Science, if students that do not have an IDEA Indicator in TOMS – These data are read-only; they must be modified in through Sped. Ed Dept. – New: Embedded and non-embedded accommodations are available only to students who have an Education Program code of “ 101” for a Section 504 plan or “ 144” for a Special Education indicator with a valid primary disability type in CALPADS. – Note: Removing a Special Education indicator from CALPADS will remove access to any accommodations or test assignments to CAA/CAPA Science or CMA for Science. 2015– 16 CAASPP Pretest Administration Workshop 13

Measuring the Power of Learning. ™ • • TOMS Student Profile: Test Mode Test Assignment – All students in grades 3– 8 are automatically assigned the online Smarter Balanced Summative Assessments. – Students who are eligible for the CAAs have been assigned in TOMS. (R&E loaded for you; please verify) – NEW: Students cannot be assigned the CAAs in TOMS without an Education Program code of “ 144” for Special Education and with a valid primary disability type in CALPADS. Verify student test assignments a minimum of 24 hours prior to student testing. 2015– 16 CAASPP Pretest Administration Workshop 14

Measuring the Power of Learning. ™ Student Profile in TOMS: Test Mode All students in grades 3– 8 and 11 are automatically enrolled in the online Smarter. 2015– 16 CAASPP Pretest Administration Workshop 15

Measuring the Power of Learning. ™ Student Profile in TOMS: Test Settings • TOMS Online Student Test Settings User Guide Test site coordinators are authorized to set accessibility supports. Changes require 24 hrs http: //www. c aaspp. org/rsc/ pdfs/CAASP P. student-test settings. 2016. pdf 2015– 16 CAASPP Pretest Administration Workshop 16

Measuring the Power of Learning. ™ Reports in TOMS • New: Student Move Report (R&E will do 2 x a week) – • Report includes a list of students who have moved within the LEA and students who have moved into the LEA from outside the LEA. New: Request New Report functionality – Request New Report allows the user to leave the page and receive an e-mail notification when the report is available for download. 2015– 16 CAASPP Pretest Administration Workshop 17

Measuring the Power of Learning. ™ Accessibility Supports • Universal Tools: – • Designated Supports: – • Available to all; based on student preference and selection (e. g. , strikethrough, highlighter) Available to all; need to be indicated by an educator or guardian (e. g. , color contrast, read aloud, glossary, magnification) Accommodations: − Based on IEPs or Section 504 plan (e. g. , American Sign Language, scribe) • The online assessments include embedded and nonembedded accessibility supports: – Embedded: part of the computer administration (e. g. , digital notepad, calculator) – Non-embedded: provided outside the computer administration (e. g. , scratch paper, multiplication table) 2015– 16 CAASPP Pretest Administration Workshop 18

Accessibility Supports Measuring the Power of Learning. ™ 2015– 16 CAASPP Pretest Administration Workshop 19

Assessment Target Reports Measuring the Power of Learning. ™ g n i d l n a e P prov p A Only LEAs that complete online summative ELA and mathematics assessments will receive target scores. Target scores are available for all four ELA claims 2015– 16 CAASPP Pretest Administration Workshop 20

Measuring the Power of Learning. ™ Online Reporting System • Preliminary scores and aggregate reporting: – The Online Reporting System (ORS) will include scores for online summative assessments for ELA and mathematics and paper-pencil scores for Science (CST, CMA, CAPA) for RLA. – Online summative scores for a content area will be in ORS within 3 weeks of a student having completed the CAT and Performance Task for that content area. 2015– 16 CAASPP Pretest Administration Workshop 21

Sample Student Score Reports Measuring the Power of Learning. ™ New look: More parent friendly 2015– 16 CAASPP Pretest Administration Workshop 22

Measuring the Power of Learning. ™ Student Score Report Updates • The CAA and CAPA Student Score Reports will be provided separately for the 2015– 16 administration and will be available in fall 2016. • New: Option to select Spanish Student Score Report at the student level in TOMS at site: – If selected, the student’s report will be available in English and Spanish – Will be available in TOMS to download and print 2015– 16 CAASPP Pretest Administration Workshop 23

Measuring the Power of Learning. ™ Public Web Reporting • Summative ELA and mathematics Web site will be expanded to include: – Comparisons across entities—LEAs or schools – Multi-school year data provided for 2014– 15 and 2015– 16 aggregate scores – CAAs added to site and score data, to be made available in fall 2016 2015– 16 CAASPP Pretest Administration Workshop 24

Test Administration

Measuring the Power of Learning. ™ Systems and Processes for Online Administration 1 CALPADS (California Longitudinal Pupil Achievement Data System) • Manage student demographic data 2 3 TOMS • Set up test administration windows • Verify student demographic data • Configure online test settings (designated supports and accommodations) Test Administrator Interface & Student Testing Site • Administer online Smarter Balanced Assessments • Administer CAAs 2015– 16 CAASPP Pretest Administration Workshop 26

Measuring the Power of Learning. ™ Scheduling Testing Time • Estimated testing times: Computer Adaptive Test (CAT) questions Content Area English Language Arts/Literacy Mathematics Both Grades hrs : mins Performance Task (PT) Total Classroom Activity (administered prior to the PT)* hrs : mins Total 3– 5 1: 30 2: 00 3: 30 4: 00 6– 8 1: 30 2: 00 3: 30 4: 00 11 2: 00 4: 00 : 30 4: 30 3– 5 1: 30 1: 00 2: 30 3: 00 6– 8 2: 00 1: 00 3: 00 : 30 3: 30 11 2: 00 1: 30 3: 30 4: 00 3– 5 3: 00 6: 00 1: 00 7: 00 6– 8 3: 30 3: 00 6: 30 1: 00 7: 30 11 4: 00 3: 30 7: 30 1: 00 8: 30 2015– 16 CAASPP Pretest Administration Workshop 27

Measuring the Power of Learning. ™ Scheduling Testing Time • • Scheduling is a collaborative effort Recommended: Schedule the CAT first and the Performance Task (PT) second. – The classroom activity should be completed within 3 days prior to administering a Performance Task. § ELA PTs have 2 parts and can be completed over 2 days. § Mathematics PTs have 1 part and can be completed in 1 day. CAT • Classroom Activity Performance Task Recommended: PTs should not be administered on the same day as the CAT. 2015– 16 CAASPP Pretest Administration Workshop 28

Measuring the Power of Learning. ™ Example Testing Schedules • • Example 1: Monday Tuesday Wednesday Thursday Friday All math CAT Math classroom activity Math Performance Task All ELA CAT ELA classroom activity Next Monday Next Tuesday Next Wednesday Next Thursday Next Friday ELA Performance Task, Part 1 ELA Performance Task, Part 2 Thursday Friday Example 2: Monday Tuesday Wednesday Math CAT, Session 1 Math CAT, Session 2 Math classroom activity Math Performance Task ELA CAT, Session 1 ELA classroom activity Next Monday Next Tuesday Next Wednesday Next Thursday Next Friday ELA Performance Task, Part 1 ELA Performance Task, Part 2 ELA CAT, Session 2 2015– 16 CAASPP Pretest Administration Workshop 29

Establishing Appropriate Testing Conditions Measuring the Power of Learning. ™ • Conduct classroom sweeps – Remove or cover displayed information (on bulletin boards, chalkboards, and dry-erase boards, etc. ) that may be used by students to help answer questions: – Rubrics, vocabulary charts, student work, posters, graphs, charts, etc. • 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: – Remember that some students may finish more quickly than others. • Cell phones or other electronic devices are not allowed to be used during testing (e. g. , they must be turned off and put away). • 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. 2015– 16 CAASPP Pretest Administration Workshop 30

Measuring the Power of Learning. ™ General Test Rules • • • Students must answer all test questions on a page (i. e. , screen) before moving on to the next page. Students may not return to a test segment once it has been completed and submitted. Students must answer all test questions before the test can be submitted. Students may not return to a test once it has been completed and submitted. Test administrators must follow the “SAY” script exactly each time a test session is administered. − Refer to the “SAY” boxes of the Online Test Administration Manual and/or Online Directions for Administration. 2015– 16 CAASPP Pretest Administration Workshop 31

Measuring the Power of Learning. ™ Administering a Test Session 1. The test administrator logs on to the Test Administrator Interface from http: //caaspp. org/ on a standard Web browser. 2015– 16 CAASPP Pretest Administration Workshop 32

Measuring the Power of Learning. ™ Administering a Test Session 2. The test administrator selects the test category or the grade level and content area. 2015– 16 CAASPP Pretest Administration Workshop 33

Measuring the Power of Learning. ™ Administering a Test Session 3. The test administrator selects the tests to administer. – Additional tests can be added to a session; you will receive a confirmation message box. 4. The test administrator starts a test session. 2015– 16 CAASPP Pretest Administration Workshop 34

Measuring the Power of Learning. ™ Administering a Test Session 5. The test administrator informs students of the test Session ID. – – Write or display it clearly in a place all students can see. Session IDs are automatically generated upon selecting the Start Session button. Additional tests can be added to a session; a confirmation message box confirms adding tests to a session. 2015– 16 CAASPP Pretest Administration Workshop 35

Measuring the Power of Learning. ™ Administering a Test Session • Test administrators need to distribute Student Logon Information providing students with their Statewide Student Identifier (SSID) and confirmation code (student first name in CALPADS) for logon along with the Session ID. − − The information may be provided on a card or piece of paper (i. e. , login ticket). Additional information can be included on the login ticket. Important: Student personal information is secure and must be collected and securely stored at the end of a test session, then securely destroyed at the end of the test administration. 2015– 16 CAASPP Pretest Administration Workshop 36

Measuring the Power of Learning. ™ Administering a Test Session 6. Students log on through the secure browser. – − Recommended: Secure browsers are already launched on testing devices before students sit down to test. To log on, students need: § First Name (Confirmation Code): Student’s legal first name as spelled in CALPADS § State-SSID: “CA” followed by a hyphen “-” and the student’s SSID § Session ID: Test administrator -generated Session ID 2015– 16 CAASPP Pretest Administration Workshop 37

Measuring the Power of Learning. ™ Administering a Test Session 7. Students verify their identity. – – After logging on, students will see the “Is This You? ” screen. Students should select Yes to continue if the information on the screen is correct. 2015– 16 CAASPP Pretest Administration Workshop 38

Measuring the Power of Learning. ™ Administering a Test Session 8. Student selects the test. – – All grade-level tests that the student is eligible to take are displayed. Only the tests that the test administrator has selected for the test session and those that have not been completed are selectable by students. Note: Only the tests that have been selected by the test administrator will appear active. Others will be grayed out. 2015– 16 CAASPP Pretest Administration Workshop 39

Measuring the Power of Learning. ™ Administering a Test Session 9. Upon selecting a test, students wait for test administrator approval. 10. As students select tests, the test administrator can see approvals populate in the Approvals queue of the Test Administrator Interface. 2015– 16 CAASPP Pretest Administration Workshop 40

Measuring the Power of Learning. ™ Administering a Test Session 11. The test administrator selects the Approvals (#) button to access the Approvals and Student Test Settings screen. 2015– 16 CAASPP Pretest Administration Workshop 41

Measuring the Power of Learning. ™ Administering a Test Session 12. The test administrator verifies that the students have selected the appropriate test and reviews the students’ test settings by selecting See Details button next to each student. 2015– 16 CAASPP Pretest Administration Workshop 42

Measuring the Power of Learning. ™ Administering a Test Session 2015– 16 CAASPP Pretest Administration Workshop 43

Measuring the Power of Learning. ™ Administering a Test Session 13. The test administrator selects Set to confirm the current test settings and return to the list of students awaiting approval. The test administrator still must approve the student for testing OR 14. The test administrator selects Set & Approve to establish the existing settings and approve the student for testing. Note: If a student’s test settings are incorrect, test administrators should deny the student, contact the LEA CAASPP coordinator or test site coordinator to correct the test settings in TOMS, and test the student at a later time. 2015– 16 CAASPP Pretest Administration Workshop 44

Measuring the Power of Learning. ™ Administering a Test Session 15. Upon reviewing test settings for all students, the test administrator approves students to test on the Approvals and Student Test Settings screen. – – Select Approve to approve a specific student for testing. Select Approve All Students to approve all students. 2015– 16 CAASPP Pretest Administration Workshop 45

Measuring the Power of Learning. ™ Administering a Test Session 16. After the test administrator has approved a student for testing, the student verifies the test information and settings. The student will select Yes, Start My Test to begin testing or No if the settings are incorrect. 2015– 16 CAASPP Pretest Administration Workshop 46

Measuring the Power of Learning. ™ Administering a Test Session 17. If a student has a text-to-speech accommodation or is taking a test with ELA listening questions, he or she will verify the audio checks through headphones. Test with listening questions audio check Text-to-speech audio check 2015– 16 CAASPP Pretest Administration Workshop 47

Measuring the Power of Learning. ™ Administering a Test Session 18. Finally, students will see the Test Instructions and Help page before they begin testing. Students will select Begin Test Now to begin testing. 2015– 16 CAASPP Pretest Administration Workshop 48

Measuring the Power of Learning. ™ Monitoring Student Progress • Test administrators can monitor student testing through the Students in Your Test Session table on the Test Administrator Interface: – Displays students who have logged in and been approved for testing. 2015– 16 CAASPP Pretest Administration Workshop 49

Measuring the Power of Learning. ™ Pausing Tests • Test administrators may pause an individual student’s test in the Students in Your Test Session table. − This will not affect other students’ tests. − There are different pausing rules for the CAAs. 2015– 16 CAASPP Pretest Administration Workshop 50

Measuring the Power of Learning. ™ General Pause Rules • • If there is a technical issue (e. g. , power outage or network failure), students will be logged out, and the tests will automatically be paused. If a test is paused, the student must log in again to resume testing. Highlighted text is preserved during test sessions. Student comments entered on a notepad are preserved. 2015– 16 CAASPP Pretest Administration Workshop 51

Measuring the Power of Learning. ™ Smarter Balanced Pause Rules: Computer Adaptive Test • If a CAT is paused for more than 20 minutes, the student is: − − • Presented with the test page (i. e. , screen) containing the test question he or she was last working on (if the page contains at least 1 unanswered question) OR presented with the next test page (if all questions on the previous test page were answered) Not permitted to review or change any test questions on previous test pages If a CAT is paused for less than 20 minutes, the student is: – – Presented with the test question or passage he or she was working on when the test was paused Permitted to answer previously shown questions within a segment 2015– 16 CAASPP Pretest Administration Workshop 52

Measuring the Power of Learning. ™ Pause Rules: Performance Task • There are no pause rules for Performance Tasks. − Even if a Performance Task is paused for more than 20 minutes, the student can return to the current section and continue. • ELA Performance Tasks are divided into two parts. − After a student completes the first part, he or she cannot return to it. 2015– 16 CAASPP Pretest Administration Workshop 53

Measuring the Power of Learning. ™ Test Timeout Due to Inactivity • • As a security measure, students are automatically logged out of the test after 30 minutes of inactivity. Activity means: − − Selecting an answer 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 out, a warning message is displayed. 2015– 16 CAASPP Pretest Administration Workshop 54

Measuring the Power of Learning. ™ Stopping an Entire Test Session • Test administrators can stop a test session (and therefore, pause tests for all students in the session) – Select the Stop Session button in the upper-right corner of the Test Administrator Interface. – 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. – 2015– 16 CAASPP Pretest Administration Workshop 55

Measuring the Power of Learning. ™ Reaching the End of the Test 1. After students answer the last question on the test, the End Test button will appear in the upper-left corner of the screen. 2015– 16 CAASPP Pretest Administration Workshop 56

Measuring the Power of Learning. ™ Reaching the End of the Test 2. Upon selecting the End Test button, an “Attention” message will appear. – Students will select [Yes] to proceed with reviewing answers and submitting the test. 2015– 16 CAASPP Pretest Administration Workshop 57

Measuring the Power of Learning. ™ Reaching the End of the Test 3. Students may review answers before submitting a test. 2015– 16 CAASPP Pretest Administration Workshop 58

Measuring the Power of Learning. ™ Reaching the End of the Test 4. When a student is ready to submit the test, he or she will receive a confirmation screen. 2015– 16 CAASPP Pretest Administration Workshop 59

Measuring the Power of Learning. ™ Test Expiration Rules • A student’s CAT remains active until the student completes and submits the test, the selected test administration window ends, or 45 calendar days after the student has begun the CAT. • A student’s Performance Task remains active for 10 calendar days after the student has begun it. 2015– 16 CAASPP Pretest Administration Workshop 60

Measuring the Power of Learning. ™ Classroom Activity Administration Guidelines • • • Sites will be assigned a classroom activity. The classroom activity may be administered in a classroom or any other appropriate space. Designed to be given prior to administering the Performance Task. – – • For ELA, 1 to 3 days prior to administration of the Performance Task is recommended For mathematics, administration on the day of the Performance Task is recommended No more than a 3 -day lapse should occur between the classroom activity and the Performance Task administration. 2015– 16 CAASPP Pretest Administration Workshop 61

Measuring the Power of Learning. ™ Classroom Activity Administration Guidelines • The classroom activity is designed to fit into a 30 minute window. – Time will vary according to complexity of topic and individual student needs. • The site coordinator should download the assigned classroom activity and provide to test administrators at least 1– 2 days prior. – Link: http: //www. caaspp. org/administration/instructions/assignments /kern-assignment. html 2015– 16 CAASPP Pretest Administration Workshop 62

Measuring the Power of Learning. ™ Classroom Activity Administration Guidelines • • Computers, projectors, and other technology are allowed but not required for the classroom activity. The classroom activity involves the participation of all students in an instructional task. The Performance Task is to be completed by individual students on the testing device. Students may take notes during the classroom activity, but the notes must be collected and securely destroyed. before proceeding to the Performance Task. 2015– 16 CAASPP Pretest Administration Workshop 63

Measuring the Power of Learning. ™ Preparing for Smarter Balanced Practice Tests and Training Tests

Measuring the Power of Learning. ™ Preparing Students and Staff There are multiple ways to prepare students and staff for the summative assessments: • Practice & Training Tests • Do not assess all of the standards that will be in the operational tests. • Do not predict or gauge a student’s success on the operational assessments. • Do not produce overall scores. • CAA Training Tests, coming soon Note: Practice tests for the CAAs are not available for 2015 – 16. 2015– 16 CAASPP Pretest Administration Workshop 65

Practice Tests vs. Training Tests Measuring the Power of Learning. ™ Practice Tests Purpose Training Tests Provide students with a grade specific testing experience similar in structure and format to the summative assessments. Includes Performance Task Provide students with an opportunity to quickly become familiar with the software and interface features. Scoring rubrics and answers are available at http: //www. caaspp. org/ta-resources/index. html Grade Levels Number and Types of Questions Universal Tools, Designated Supports, and Accommodations Scoring Each grade: • 3– 8 Grade bands: • 3– 5 • 6– 8 Approximately 30 questions in ELA and 30 questions in mathematics per grade level; includes 1 ELA Performance Task and 1 mathematics Performance Task per grade level Approximately 15 questions per grade band (6 in ELA and 8– 9 in mathematics); Performance Tasks are not available All • Text-to-speech only available through secure browser. • Print-on-demand only available in proctored session. Tests are not scored, however answer keys and scoring rubrics are available Tests are not scored 2015– 16 CAASPP Pretest Administration Workshop 66

Measuring the Power of Learning. ™ Accessing the Practice and Training Tests Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below 1 2 3 Test Administrator (TA) Resources for the Smarter Balanced Practice and Training Tests http: //www. caaspp. org/taresources/practice-training. html 2015– 16 CAASPP Pretest Administration Workshop 67

CAASPP: Paper and Pencil Science Testing

Measuring the Power of Learning. ™ Overview of Responsibilities • Materials – – • Sav e Verify inventory and notify R&E within 24 hours of receipt Me No access to test materials before first day of testing Daily inventory - in/out logs Prepare for return Provide training for examiners – Use DFAs for training • Identify testing locations – Determine Quiet Room – Conduct Environmental Sweeps - instructional materials directly related to test content must be removed • Keep track of students needing make-ups – All information posted on R&E website – http: //bcsd. com/research/caaspp 69 2015– 16 CAASPP Pretest Administration Workshop 69

Measuring the Power of Learning. ™ CST/CMA Science - Grades 5 &8 • Students Eligible for CMA – Have an IEP that specifies CMA and subject(s) – If CMA, not eligible to take CAPA – Must be tested separately from CST • Examiners and Proctors – • • • Must be district employees (certificated preferred) Includes long-term subs and daily subs Must be trained Must sign Test Security Affidavit 70 2015– 16 CAASPP Pretest Administration Workshop 70

Measuring the Power of Learning. ™ CAPA Science – Grades 5 & 8 • Performance-based – Administered one-on-one – For students with significant cognitive disabilities unable to take CST or CMA • IEP must specify CAPA level • Mark CAPA Level in 6 a 71 2015– 16 CAASPP Pretest Administration Workshop 71

Measuring the Power of Learning. ™ CAPA – Grades 5 & 8 • Schools double-rate ten percent (10%) of CAPA students per level – R&E randomly selects and will send to sites before Spring Break • Observers must mark Observer and sign the answer document 72 2015– 16 CAASPP Pretest Administration Workshop 72

Measuring the Power of Learning. ™ CAPA – Grades 5 & 8 For the observer, complete the following fields on a blank document 1 Name, etc. 3 Date of Birth 4 Name 5 Gender 6 a CAPA Level 6 b Grade 8 Student ID 9 SSID 73 2015– 16 CAASPP Pretest Administration Workshop 73

Measuring the Power of Learning. ™ Test Administration • Use Directions for Administration (DFAs) – Read “SAY” boxes exactly as written • Students fill out Section 1 – Use district-provided translations only – Cannot translate test questions, prompts, or passages • Additional materials – No. 2 pencils with erasers – Scratch paper (math and science tests only) • Must collect from classrooms and shred • Quiet Activities 74 2015– 16 CAASPP Pretest Administration Workshop 74

Measuring the Power of Learning. ™ Back of Answer Document • A 1 for R&E use, only • A 2 Special Conditions – Grid specific condition for content area(s) • A 3 Accommodations and Modifications – a. Grid IEP or Section 504 Plan even if accommodations or modifications not used – b. Grid specific accommodation for content area(s) • A 4 English Learner Test Variations • Grid specific variation for content area(s) 75 2015– 16 CAASPP Pretest Administration Workshop 75

Measuring the Power of Learning. ™ Scorables & Nonscorables • Transcribe damaged answer docs/booklets to a new matched version document • Place new document with Scorables • Write “Void Damaged” on damaged document and place with Nonscorables. • Pre-id students who left before first day of testing Write “Void Moved” and place with Nonscorables 76 2015– 16 CAASPP Pretest Administration Workshop 76

Measuring the Power of Learning. ™ Organizing Materials for Return • Separate Scorables from Nonscorables • Hand grid demographics for students without Pre-id Labels, SGID, & Master File Sheet R&E will organize and pack 2015– 16 CAASPP Pretest Administration Workshop 77

Measuring the Power of Learning. ™ Pick-Up Schedule Grades 5 & 8 May 12 - 16, 2016 Please have your materials ready. Approximate Time 8: 00 8: 45 9: 30 10: 15 11: 00 1: 45 2: 30 3: 15 Thursday May 12 Team A Team B Stiern F. West Hort Evergreen Voorhies Curran Pioneer Munsey Garza Roosevelt Sierra Emerson H. Mann Mckinley Mt. Vernon Williams Friday May 13 Team A Team B Cato Hills Fletcher Longfellow Chavez Washington Thorner Noble Chipman Nichols Eissler College Hts Compton Jefferson Harding Monday May 16 Team A Team B Downtown Pauly Franklin Casa Loma Harris Wayside Penn Sequoia Johnson Fremont Owens Int 78 2015– 16 CAASPP Pretest Administration Workshop 78