California Assessment of Student Performance and Progress CAASPP

California Assessment of Student Performance and Progress (CAASPP) IUSD SBAC Spring 2014 Field Test Workshop for Test Administrators (TA’s)

Before we start �Security Affidavit – please sign and leave for me. �Power. Point presentation �FYI…no STAR Training this year. �CAASPP is new STAR; California Assessment of Student Performance and Progress �SBAC – Smarter Balanced Assessment Consortium

Overview

Purpose of the Smarter Balanced Field Test • “Test the test” • Evaluate testing software • Ensure quality of test questions • Evaluate the effectiveness of the test administration and training materials • Establish scoring and reporting levels • “Dress rehearsal” for operational assessments in 2015 − − “Stress test” LEA technology Familiarize educators, administrators, and students with online testing

Field Test Participation in California �Who will take the Field Test? Grades 3– 8: All students * − Grades 9 and 10: Only students selected for the scientific sample − Grade 11: Students selected for the scientific sample; all others encouraged to participate *Any student can file for exemption as before—only a field test. � The only students exempt from participating in the Field Test are: − − − Students participating in the California Alternate Performance Assessment (CAPA) 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

Field Test Participation in California � 5% of all CA students will take Field Test items from one content area (ELA or mathematics). � 95% of all CA students will take Field Test items from both content areas. • All students will receive one Performance Task (PT) in either ELA or mathematics. �There is roughly same amount of testing time for all students. �Content areas will be assigned by grade and school level. �Content area assignments will be available in March (projected availability, 3/10). There are four scenarios: ELA+Math, with ELA PT ELA+Math, with Math PT ELA, with ELA PT Math, with Math PT

Examples of Field Test Participation in California �Example 1: Elementary School X Grade 3 was assigned − − − a single content area (ELA), which includes an ELA performance task (PT). Grade 4 was assigned − − − both ELA and math, with a mathematics PT. Grade 5 was assigned − − − both ELA and math, with an ELA PT. MARCH 10, 2014 – Schools will receive their assignments.

Field Test Format �Note: The Field Test is computer-based, not computer adaptive. �Need to try out the test questions during the Field Test before tests can be made adaptive for the first operational administration in 2015. �Two components: �Performance task (PT) �A set of complex questions that is centered on a common theme or problem; requires classroom activity- outside of allotted test time �Non–performance task (non-PT) � E. g. , Selected Response, Drag and Drop, Matching Tables

Roles and Responsibilities

Test Administrator (TA) Classroom Teachers • Carefully and completely read and sign new security • • • affidavit. Complete test administration training. View student information prior to testing, to ensure it is correct. Ensure that appropriate designated supports and accommodations have been set prior to testing. Set up and proctor testing. Report all potential test security incidents to the SC and LEA CAASPP Coordinator. Increase comfort levels and reduce anxiety of students. − Encourage students to do their best.

Technology Infrastructure

Secure Browser �Students must use the secure browser to log in to the Student Interface and access the Field Test. �Prohibits access to external applications or navigation away from the test �Prior to testing, TAs should verify that: � All other windows and programs are closed � No testing on computers with dual monitors � The secure browser will not work if the computer detects that a forbidden application is running. � Students must not take the test on computers connected to more than one monitor. �Test Administrator computers will use a standard Web browser.

Preparing Students and Staff for the Field Test

Field Test Item Types �Selected response �one correct response �multiple correct responses �two-part �Matching tables �yes/no �true/false �Fill-in tables �Select or order text or graphics �Drag and drop �Graphing �Equation or numeric response �Short text �Long essay

Training Tests or Practice Tests? � TRAINING TESTS: � Released on January 30. � Available by grade band (3– 5, 6– 8, and high school) � There are 6– 8 items per content area per grade band � Allow students to experience interface features and functionality. � Do not include PTs or scoring guides. � LEAs are highly encouraged to have teachers and students access the Training Test Site before the FT. � Teachers are encouraged to conduct a group walk-through with students. � Two ways to access Training Tests: � � Web TA interface

Practice Tests • Released in May 2013. • Available for grades 3– 8 and grade 11 in ELA and mathematics. • Approximately 30 items per test, including one PT and scoring guide. • Archived Practice Test Webcast is available on http: //californiatac. org.

Accessing the Training Tests and Practice Tests • CDE Web site: http: //www. cde. ca. gov/ta/tg/sa/index. asp OR • California Smarter Balanced Portal: http: //sbac. portal. airast. org/ca/practice-test-ca/

Screenshot of Practice Tests and Training Tests

Field Test Registration

Test Information Distribution Engine (TIDE) TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the Smarter Balanced Field Test. • Repository for student information, including initial test settings and accommodations • Different levels of user access • Just for the Field Test, not remaining paperpencil tests

Importance of TIDE • System that will allow you to manage users (teachers) and students. • Designated supports and accommodations for students just be added to TIDE. The District will upload those students supports to TIDE based on information we get from each school. Demographic data or program participation cannot be updated in TIDE. •

Student Registration • The student’s grade level must be correct in TIDE before testing. (Only correctable in CALPADS. ) • Eligible students must appear in TIDE. • If a student’s designated supports and accommodations information is incorrect, it must be updated in TIDE before he or she can test. (This can be done at the school level)

More on TIDE �TIDE Training – 3/3 from 3: 15 to 4: 30; �District office �TIDE Training Video is available: http: //sbac. portal. airast. org/wpcontent/uploads/presentations/TIDE/

Field Test Administration

Scheduling Testing Time: Things to Note Non-PT items and PTs will be presented in up to three separate tests. − − For 95%, 3 tests total: 2 condensed non-PT tests (ELA and math) and 1 PT For 5%, 2 tests total: 1 non-PT test (ELA OR Math) and 1 PT in same content area ELA PTs have 2 parts; math PTs have 1 part Reminder: Overall testing time will be the same, regardless of content assignment (approximately 3. 5– 4 hours).

Scheduling Testing Time: Things to Note Non-PT items and PTs will be presented in up to three separate tests. − − For 95%, 3 tests total: 2 condensed non-PT tests (ELA and math) and 1 PT For 5%, 2 tests total: 1 non-PT test (ELA OR Math) and 1 PT in same content area ELA PTs have 2 parts; math PTs have 1 part Reminder: Overall testing time will be the same, regardless of content assignment (approximately 3. 5– 4 hours).

Scheduling Testing Time: Things to Note �Estimated testing times are available in the California Online Field Test Administration Manual. �http: //sbac. portal. airast. org/wpcontent/uploads/2014/02/CAASPP-Field-Test. Administration-Manual. pdf �Note: The estimates do not account for any time needed to start computers, load secure browsers, and log in students. �Scheduling is a collaborative effort. �Each school is assigned a 6 -week window.

Scheduling Testing Time: Things to Note �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.

Scheduling Considerations for Special Populations � Students taking CAPA will appear in TIDE but should not be tested. � English Learners in US schools for 12 months or less should not be given any ELA items. � SCs must ensure that TAs know which students are not to take the FT. � NOTE: TIDE export function may be helpful for this purpose. � Teachers: Schedule activities for students not taking exam (or who finish early). � Psych Dept will provide list of students with IEP/504 accommodations.

Example Testing Schedules �Example 1: For a grade taking both content areas and an ELA PT. Monday Tuesday Wednesday Thursday Friday All Math non-PT All ELA non-PT Classroom activity ELA PT Part 1 ELA PT Part 2 �Example 2: For a grade taking one content area and assigned mathematics Monday Tuesday Non-PT Math Session 1 Non-PT Math Session 2 Wednesday Thursday Non-PT Session 3 Math PT Classroom activity Friday

Establishing Appropriate Testing Conditions �Testing students in classroom-sized groups is preferable. � Reduces test fear and anxiety � Facilitates monitoring and control for TAs �Administer in a room that does not crowd students. �Room should have good lighting, ventilation, and freedom from noise and interruptions. �Displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc. ) that might be used by students to help answer questions must be removed or covered, including: � Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

Establishing Appropriate Testing Conditions (cont. ) � Cell phones or other electronic devices are not allowed to be used during testing (i. e. , turned off and put away). � Place a “TESTING—DO NOT DISTURB” sign on the door. � 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. � May also be helpful to post signs in halls and entrances rerouting hallway traffic.

Test Administrator Interface • TAs need to use the interface to administer a test session. • Additional training on the TA Interface will be held in conjunction with the TIDE training on 3/3/14 – See Schoolnet to register for training. • Or you can view the training video at this link: http: //sbac. portal. airast. org/wpcontent/uploads/presentations/tainterface/

Establishing Appropriate Testing Conditions (cont. ) �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 throughout the test session. �Remember that some students will finish more quickly than others.

General Rules During the Field Test � Students must answer all test items on a page before moving on to the next page. � Type something in essay blank to move on and return later. � Students may not return to a test segment once it has been completed and submitted. � Students must answer all test items before the test can be submitted. � Students may not return to a test once it has been completed and submitted. � There is a difference between “segment” and “session. ” � Expiration and pause rules vary between PT and non-PT.

Classroom Activity Administration Guidelines �Classroom Activity Purpose: To provide students with important context, concepts, and key terms prior to taking the PT. �All students will have a classroom activity before they complete a PT in the assigned content area. �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. ) �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.

Classroom Activity Administration Guidelines (cont. ) �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. �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.

Designating Student Accessibility and Accommodation Options

What are Universal Tools, Designated Supports, and Accommodations? Universal Tools: � Available to all; based on student preference and selection (e. g. , breaks, strikethrough, highlighter). Designated Supports: � Need to be indicated by an educator or group of educators (e. g. , color contrast, read aloud, glossary, magnification). Accommodation: � Based on individualized education programs (IEPs) or Section 504 plans (e. g. , American Sign Language, scribe).

Universal Tools, Designated Supports, and Accommodations on the Field Test The FT includes embedded and non-embedded universal tools, designated supports, and accommodations to maximize accessibility. �Embedded: part of the computer administration (i. e. , digital notepad, calculator) �Non-embedded: provided outside the computer administration (i. e. , scratch paper, multiplication table)

Universal Tools, Designated Supports, and Accommodations

Designating Supports and Accommodations �Both DCs and SCs are authorized to set supports and accommodations for students. �Two ways: one-by-one or upload file �Must be set prior to the test session �There is a template for uploading both embedded and non -embedded supports/accommodations. �Accommodations can be set immediately prior to the student test. �Set in system by content area. �Reminder: For CA, adding, uploading, or editing student demographic information is only through CALPADS.

Test Security

Test Security �There are 3 different types of test security incidents: �Impropriety �Irregularity �Breach

Test Impropriety • Unusual circumstance that has a low impact on the • • testing individual or group of students Low risk of affecting student performance, test security, or test validity Correctable and containable at local level Must be reported to LEA CAASPP Coordinator or Test Site Coordinator Example: Students talking during testing

Test Irregularity • Unusual circumstance that impacts the testing individual • • • or group of students May affect student performance, test security, or test validity Correctable and containable at the local level Submitted in the online system for resolution of the Appeal for testing impact 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)

Test Breach • Event that threatens test validity (e. g. , release of secure materials) • External implications for the Consortium • A breach incident must be reported 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

More on student supports �Training on student supports – Universal Tools, Designated Supports and Accommodations will be held on 2/27 at Westwood Training Ctr. from 3: 15 to 4: 30 PM �Training video available at this link: http: //smarterbalanced. articulateonline. com/p/7753269018/Document. View. Router. ashx? Cust=77532&Document. ID=3 d 28 a 842 -e 6 df-4267 -8449 bc 1 afb 4 cba 72&Popped=True&Initial. Page=presentation. html

Test Tools Resources �Usability, Accessibility, and Accommodations Guidelines: �http: //www. smarterbalanced. org/wordpress/wpcontent/uploads/2013/09/Smarter. Balanced_Guidelines_ 091113. pdf �CA-specific TIDE User Guide �http: //sbac. portal. airast. org/wpcontent/uploads/2014/02/Smarter. CA_TIDE_User. Guide_Spring 2014. pdf

Additional Resources • California Online Field Test Administration Manual − Available at http: //californiatac. org � Use only California specific information from this site. SBAC only info may not pertain to California. − Please take advantage of the role-specific checklists in the appendixes. � School Coordinator � Test Administrator • Series of video training modules produced by Smarter Balanced: − Available at http: //sbac. portal. airast. org/ca/field-testca/resources/

Resources Web site: http: //www. californiatac. org/ District Support: Irene – x 5263; SBAC operational questions Thao – x 5262; SBAC operational questions Kris – krislinville@iusd. org; SBAC technology questions Brent Felker – x 5118; brentfelker@iusd. org; SBAC technology Kamy Tse-Wong- kamytsewong@iusd. org; operational and technology questions.

Questions