Spring 2014

Colorado Measures of Academic Success (CMAS)

Administration Training for DACs

Colorado Alternate Assessments (CoAlt)

Technology Readiness

Topics Not Covered Today

CMAS: Science and Social Studies Program Overview

5

Spring 2014 CMASAssessment Window

CMAS: Science and Social StudiesAssessment Testing Dates

Grade 4 Social Studies

April 14 – May 2, 2014Grade 5 ScienceGrade 7 Social StudiesGrade 8 Science

Critical Dates

Date Activity

February 7 ePAT Item samplers available (text-to-speech and color contrast)

February 24-28Work with school technologist to prepare computers for ePat practice

March 1 CMAS Schedule & Logistic To Do List turned into Carmen

March 3-April 11ePAT (Practice Test Environment) with accessibility features available

March 5 Accommodation Spreadsheet to Ronda

Week of March 10School Roster verification for movement of students and number of testing groups determined

March 27 1:00-2:00 Mandatory SAC Meeting during Levels MeetingApril 10 8:00-8:45 Mandatory SAC Meeting during Levels MeetingApril 14 – May 2 Student Testing

What is a “Standardized” Assessment?

• All students will have the same test content, resources, directions, testing conditions, and scoring procedures.

• A score obtained by one student in one part of Colorado will mean the same as the same score obtained by another student in a different part of Colorado.

• With that said …

Each grade level and content area consists of three secti ons

The assessments are composed of the following item types: Selected ResponseConstructed ResponseComputer-enabled/technology-enhanced Simulations (science)Performance Events (social studies)

Test Structure

CMAS Communication Plan

CDE

District

Pearson Charter School

School

School

Procedures pertaining to PearsonAccess SDU Student information updates and changesAdditional ordersPearsonAccess test session management

Technical issues related to site readiness, including device questi ons

Technical issues related to TestNav 8.0 Materials issues

Contact Pearson for

CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly

during actual testi ng

Assistance and Escalation for Technical Issues

CDE Assessment Unit

School/District Pearson Customer Service Center

Alert Customer Service Center when testing is in progress for rapid escalation

Pearson CO Program Team

Roles and Responsibilities

Understand all CMAS procedures and requirements

Employ school level security planServe as liaison between DACs and Test

Administrators Read all communications from DAC and distribute as

appropriate NEW for CMAS: during testing, school level

personnel will have direct communication with Pearson

Key SAC Responsibilities THROUGHOUT Testing

Participate in district trainings and review all manuals Working with STC, create the testing schedule for your school,

including accommodated computer-based and paper-based testing groups and make-up sessions

Determine school specific procedures (make-up testing, what to do with students who complete testing after 55 minutes, etc.)

Determine school level security plan Provide and ensure completion of all training by Test

Administrators and anyone else you have authorized or expect to come in contact with secure materials or environments

Receive, secure, and distribute all test materials Manage and return security and training compliance

documents

Key SAC Responsibilities BEFORE Testing

PearsonAccess Set up user accounts for all necessary personnel Identify and maintain a list of students requiring the text-to-

speech form and accommodations (paper-based and computer-based administrations).

Verify that PearsonAccess accounts for students needing: Paper forms of the assessment, including braille and large print Oral scripts (paper and online)

Request from your DAC additional secure and non-secure materials as needed

Assign all students to a test session Assign students requiring special forms for the computer-based

assessment to the appropriate form Register/add new students

Key SAC Responsibilities BEFORE Testing

Establish the testi ng environments

PROCTOR CACHE!!!

Prepare studentsMeet with students to review school testing policies and

expectations, including that test results should be reflective of individual effort.

Ensure all students are familiar with TestNav 8.0

Key SAC Responsibilities BEFORE Testing

Practi ce Testi ng Environments (ePATs) Expose students to sample items Familiarize students with online test engine, TestNav 8, and

embedded supportsAvailable on pearsonaccess.com

Item Samplers available on February 7 Text-to-speech and color contrast Text-to-speech and color contrast will require form

assignment

Full ePAT available on February 28

Prepare Students for Assessments

Ensure that all students are assessed in accordance with CMAS policies and procedures

Request additi onal secure and non-secure materials from DAC as needed

MONITOR TESTING ACTIVITY Distribute and collect paper testi ng materials daily Report suspected testi ng irregulariti es

(misadministrati ons, security breaches, technology glitches). Work with DAC to investi gate and declare misadministrati ons.

Account for the assessment of all students and ensure that all students have completed testi ng. Administer make-up secti ons as needed.

Key SAC Responsibilities DURING Testing

PearsonAccess: Account for the assessment of all students and ensure that all

students have completed testing Verify all testing sessions have been completed Verify that PearsonAccess has been updated to reflect the

accommodations used during testing, including students taking paper-based assessments

Transcribe student responses from large print and braille test books into scannable test books.

Collect, sort, secure, and return all test materials to DAC by district determined date

Manage, submit and retain compliance documents

Key SAC Responsibilities AFTER Testing

Individual at school level responsible for directly administering the CMAS: Science and Social Studies assessments

Must be employed by the school/district Be trained and have read the Test Administrator ’s Manual

prior to any assessment administrati on Be trained in any specifi c accommodati ons they are

providing Must sign security agreement before assessment

administrati on begins Read the directi ons to students exactly as they appear in

the Test Administrator ’s Manual Test session management Administer secti ons actively

CMAS Test Administrator

Training

District Training

Everyone involved in CMAS administrati on must be trained each year. This includes DACs, SACs, CMAS Test Administrators, technology personnel and any other school or district staff involved in CMAS administrati on

DACs and SACs are responsible for ensuring that all individuals involved in test administrati on receive training and sign security agreement

Training

Comprehensive training must include:Test SecurityStandardized Test EnvironmentTest AdministrationTest Session Management (for appropriate personnel)Test Administrator Role vs. Teacher RoleOpportunity for personnel to ask questions

Forms

Timing Form

Before TestingSecurity Agreement

Verification of District TrainingDuring Testing Test Incident Report FormAfter Testing Post-Test Compliance

Scheduling and Testing Time Procedures

Definitions

PearsonAccess Test Session: Virtual data grouping of students who are grouped together within PearsonAccess for test management purposes. Each PearsonAccess test session consists of one grade level and one content area (three secti ons). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test.

Test Secti on: The parts of a CMAS: Science and Social Studies assessment. Each grade and content area of the CMAS: Science and Social Studies assessments include three sealed test secti ons.

Physical Testi ng Group: Students who test within a physical testi ng environment at the same ti me.

CMAS: Test Structure and Timing

CMAS: Science and Social Studies Section Administration Time for Elementary and Middle School

Required Testing Time

for All Students

Additional Testing Time

Total Testing Time

Time for Set up and Transition

Total Section Time

55 minutes (Firm)

25 minutes (Firm)

80 minutes (Firm)

10 minutes (May be

Modified)

90 minutes (May be

Modified based on Time for Set Up & Transition)

Start up TestNav 8.0 Log inTest transfer (proctor cache…)Give directionsReview sample items

Time for Set up and Transition

Each grade level and content area consists of 3 secti ons

Test secti ons can only be administered to students in consecuti ve order

One grade level and one content area at a ti me except for make-ups

To the extent possible, all students within a grade should be assessed at the same ti me. Should that not prove possible, all students should be assessed within the shortest ti meframe practi cable (i.e., in back-to-back secti ons, within the same day or consecuti ve days if more secti ons are needed than can be administered in a day, etc.)

CMAS Scheduling Considerations

Schedule fi rst group/fi rst day with more of a ti me cushion than other groups if you can

If you have to do multi ple sessions, schedule smallest group fi rst

District policy for students who are fi nished testi ng aft er the required 55 minutes

Determine whether grades will complete testi ng one at a ti me or alternate testi ng (make-ups excluded)

Determine whether the district wants to condense testi ng (make-ups excluded) or spread throughout the testi ng window

Plan for accommodati ons

Recommendati on: Schedule students for only one secti on per day (excepti on: make-ups)

Remember: This is Colorado

CMAS Scheduling Considerations

Make-Up Testing

Priority: minimize risk of prior exposure to test content that could result in an invalidation

Make-Up Testing

Student completes missed test secti on during make-up testi ng ti me in advance of re-joining original physical testi ng group

Make-Up Testing Option 1 (**Recommended**)

Sample Make-Up Testing Schedule for Option 1 - ** Recommended**

Day 1 Day 2 Day 3

Regularly Scheduled Make-Up Testing Time (beginning of morning)

- Absent Student Takes Section 1

-

Physical Testing Group Testing Time (scheduled after initial morning make-up testing time)

Physical testing group takes test section 1

Absent Student re-joins physical testing group for test section 2

Physical testing group takes test section 3

Student tests with original physical testi ng group

Make-Up Testing Option 2

Sample Make-Up Testing Schedule for Option 2

Day 1 in Testing

Environment

Day 2 in Testing

Environment

Day 3 in Testing

Environment

Day 4 in Testing

Environment

Physical Testing Group Cohort

Section 1 Section 2 Section 3 -

Absent Student -Missed- Section 1 Section 2 Section 3

Student completes missed test secti on in any available physical testi ng group in advance of re-joining original physical testi ng group

Make-Up Testing Option 3

Sample Make-Up Testing Schedule for Option 3

Day 1 Day 2 Day 3

Available Physical Testing Group(morning)

Section 1 Section 2 (regularly scheduled students in physical testing group)

Section 1 (absent student joins this physical testing group to complete section 1 as the other students complete section 2)

Section 3

Absent Student’s Original Physical Testing Group(afternoon)

Section 1 Section 2 (absent student rejoins original physical testing group to complete section 2)

Section 3

Considerations for all Make-Up Testing Options

PearsonAccess Demand on Test Administrators

Security Risk Logistical Demand

Option 1 * Recommended*

Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group

Medium Lower Medium

Option 2

Student Tests with Original Physical Testing Group

Low High Low

Option 3

Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re-Joining Original Physical Testing Group

High Lower High

Security

Test Security Protocols

Protection of student information and dataProtecting the validity of the state assessmentsFinancial considerationsTest materials

SecureNon-secure materials

A successful security plan will: Inform all individuals authorized to be involved in test

administration to review security protocols, prohibited activities, testing irregularities, and security breaches

Ensure that all individuals authorized to be involved in test administration sign security agreement

Ensure that no unauthorized individuals enter the testing environment

Establish a documented chain of custody Designate a central locked facility for secure storage of test

materials Document that school personnel have received necessary

documentation and training Inform all individuals of test security procedures in case of

unexpected event that may interrupt testing

Security Plan

Chain of Custody

Document before, during, and aft er testi ng Deliver materials to schools no more than 1 week in

advance Complete school security checklist Deliver paper based forms and materials (oral scripts)

on the day of testi ng Distribute only the content area being assessed Return materials to a designated secure locati on

Not stored in classrooms Return materials to Pearson

Maintaining Security of CMAS

All secure test materials must be secured while in the Test Administrator ’s possession

No duplicati on of secure CMAS materials is permissible

No cell phones or other communicati on, reproducti on or recording devices are allowed in the classroom

The Test Environment

Student-to-Test Administrator rati o must not exceed 30 to 1

Test Administrator must be able to actively monitor the space within the testing environment

Consider room confi gurati on Make special considerations for large testing environments or

environments with complicated configurations

Test Administrators must: Actively proctor Remain attentive and in the room during the entire testing section Circulate throughout the room during the test

Should be in a position to see students’ eyes, not screens

Student-to-Test Administrator Ratio

The Test Environment

The testi ng environment must: Be adequately lit, quiet, free of distracti ons and

heated or cooled Provide an adequate writi ng surface Be free of cell phones, music or other distracti ng

devices “Do Not Disturb/Only authorized personnel allowed”

and “No Cell Phones” signs must be placed on the door during test sessions

The Test Environment

No food or drinks are allowed on desks or near test materials

The testi ng environment must be free of any content related posters or aids that suggest possible answers to studentsWord walls Steps for solving math equationsAny content related materials

Generally, posters that do not include content specifi c defi niti ons, content related processes or soluti ons may remain on the wallThe AlphabetBasic Number Lines

The Test Environment

Room Configuration Students should not be able to see each other ’s work

from a normal testi ng positi on.

Consider the following seati ng confi gurati ons to maintain test security: Seat students in every other seat (useful in a computer lab setup) Arrange monitors back-to-back Seat students back-to-back Seat students in a semicircle (useful for schools using laptops) Seat students in widely spaced rows or in every other row

(appropriate for a classroom setup)

Dividing screens or other privacy materials may be used if students cannot be placed far enough away from each other

Unauthorized Visitors and the Media

Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state-sancti oned test monitors may be in testi ng areas during administrati on

Media are not allowed to have access to the tests before, during, or aft er test administrati on, or take pictures or video of testi ng materials or testi ng students

Test Administration

Active Administration Acti ve Administrators: Administrators May Not:

Provide feedback Clarify test questi ons Answer content related

questi ons Interfere with the students’

demonstrati on of skills Interact with students in any

way that would impact student responses

Engage in other tasks during test secti ons

Read sources, items, or student responses

Ensure they have all necessary materials for each session

Ensure a standardized testi ng environment

Follow all scripts exactly as writt en

Move throughout the room during testi ng

Read directi ons to students when asked

Use proximity to keep students on task

Prepare the test environment and situate students Start session in PearsonAccess Follow directi ons and read script in the Test Administrator ’s

Manual Hand out student authorizati on ti ckets and scratch paper Assist students in logging on to TestNav Complete directi ons to students and start session Acti vely administer the test secti on Collect student authorizati on ti ckets and scratch paper End test secti on Close session in PearsonAccess aft er third secti on

Administration Steps

Testing Irregularities

MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances

Testing Irregularities

Misadministrations

A misadministrati on is any event that leads to the invalidati on of one or more student test scores in one or more given test sessions DACs investi gate, identi fy and declare misadministrati ons Major Misadministrati ons must be reported to CDE

A student receives help from anyone on a test item A student uses an unauthorized instrument, such as a

calculator, cell phone or notes, during a test session A student is denied appropriate accommodati ons or

given the wrong accommodati ons

Misadministrations

Note: Sections in the paper form are sealed and should reduce or eliminate instances of students moving on to the next section. However, if a student advances to the next section before that section is administered, it is a misadministration.

When a Misadministration Occurs

The student must immediately stop working on that secti on, but should sti ll complete other test secti ons as normal

The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC

Use discreti onary judgment The appropriate invalidati on code must be entered into

the student’s record in PearsonAccess The student receives a “no score” for the content area

Major Misadministrations Misadministrati ons aff ecti ng an enti re class or group of

students The wrong test section is administered to a class

Systemati c unethical behavior A teacher, administrator or other person gives students hints,

prompts or answers to questions A teacher, administrator or other person violates security

procedures

Students obtain or share secure test materials

Discussing, reproducing, or transmitti ng, by any means, secure test materials, or descriptions of secure test materials

Breach of Secure Test Materials

Emergencies

If a student becomes ill during a test: The student’s needs are the primary consideration The student may make up the test The student may only have the amount of time that was left

when the test was suspended

If there is an emergency requiring the test to be stopped: Evaluate and respond to the emergency… safety first! If it is possible to do so without any risk to students, note the

time remaining in the test session. Students will be allowed to use the remainder of the testing time

to complete the session at a later date.

Emergencies

District Policies for Testi ng Irregulariti es

Misadministrati ons and test security breaches are declared to preserve the validity of test scores and assessment data

Districts should establish policies and procedures for investi gati ng and declaring misadministrati ons and test security breaches

A record of testi ng irregulariti es must be kept by the DAC Reports or suspicions of major misadministrati on and security

breaches must be reported to CDE as soon as practi cable Invalidati ons should not be used as a disciplinary measure. Districts should establish policies and procedures for how and

when to apply disciplinary acti ons to students or staff arising from testi ng irregulariti es

CDE reserves the opti on to investi gate and declare misadministrati ons and apply its own disciplinary sancti ons.

Testing Irregularities:Assistance and Reporting

If there has been a major misadministrati on or security breach, the DAC must noti fy Jason Clymer, in the Assessment Unit.

For assistance in determining whether or not a misadministrati on has occurred, please contact the Assessment Unit.

For major misadministrati ons and security breaches, submit test incident form to CDE

Accessibility Features and Accommodations

Overview

TestNav 8 Embedded features: available to all students to increase

accessibility

Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility

Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans

Increased Accessibility

Tool Bar Navigati on

Back pageNext pageReview Flag

Pointer Highlighter (Cauti on: in development) Ruler (cm in 5 t h and 8 t h grade, inch in all grades)

Can also be used as line guide Calculator (4 functi on for 5 t h grade, scienti fi c for 8 t h grade) Eliminate answer choice

Embedded Features for All Students

Drop Down Magnifi er

Zoom Dependent on device

Writi ng tools for constructed response Bold, italics, and underline Bullet and number Cut, copy, and paste Undo and redo

Embedded Features for All Students

Selected by form1. Text-to-speech with volume control

Continue to playClick to hear – recommend students are taught to

default to this2. Color contrast (accommodation)3. Text-to-speech with color contrast (accommodation)4. Oral script (accommodation)

Samplers for text-to-speech and text-to-speech with color contrast will be available in the second week of February

Embedded Accessibility Features and Accommodati ons that Must Be Requested Ahead of Time for Computer-based Administrati on

Must be based on an individual need documented in the student’s approved IEP, 504, or English learner plan

A master list of all students and their accommodati ons must be maintained by the SAC and/or the DAC. These will need to be recorded in PearsonAccess. Please include students using text-to-speech.

Accommodati ons are available for computer-based and paper-based administrati on.Paper-based form is itself intended to be an accommodated

form

Accommodations

Presentati on English oral script used for:

On-site translations into languages other than Spanish* On-site sign language presentation*

Spanish oral script

Color contrast, including high contrast and reverse contrast

External cover overlays

Word-to-word dictionaries (English/native language)

Assistive technology devices – compatibility will need to be established

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Computer-based Administration

ResponseWritten responses in Spanish

Scribe (must be individually administered)EnglishOther languages

Assistive technology devices – compatibility will need to be established

Accommodations for Computer-based Administration

Devices with demonstrated compatibility with TestNav8:

www.pearsononlinetesting.com/at

Assistive Technology

76

Setti ngSmall group Individual

Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)

Accommodations for Computer-based Administration

The paper-based form of the assessment is itself considered an accommodati on.

Use of the paper-based assessments is expected only to be available to students who: Have a neurological disorder, a conditi on that causes seizures, or

another health conditi on that prevents the student from accessing the computer*

Need a brail le form with tacti le graphics

Have a IEP or 504 plan that requires assisti ve technology, such as speech-to-text, that may not be compati ble with TestNav 8

Will provide writt en responses in a language other than English or Spanish

*Students with disabil iti es that prevent them from uti lizing devices safely may meet this criterion.

Accommodations for Paper-based Administration

78

Presentati on Braille with tactile graphics Large print (Reminder: computer-based has zoom and magnifier) External cover overlays English oral script (text-to-speech in computer-based)*

On-site translations into languages other than Spanish On-site sign language presentation

Spanish oral script (also computer-based)* Word-to-word dictionary (English/native language)

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Paper-based Administration

Response Braille note-taker Scribe (also for computer-based)

Must be administered individually Speech-to-text Assistive technology devices (word prediction)

Setti ng (same as computer-based) Small group Individual

Timing (same as computer-based) Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)

Accommodations for Paper-based Administration

Receiving and Returning Test Materials

Online and Paper Test Administrator ’s Manual Scratch Paper CMAS Secure Return Envelope School Security Checklist

Online Only Student Authorization Tickets English and Spanish Oral Scripts for Online Form Onsite Translations into Languages other than English/Spanish

Paper Only Test Books, including Braille and Large Print Source Book (Social Studies Only) English and Spanish Oral Scripts for Paper Form Onsite Translations into Languages other than English/Spanish

Test Materials

SACs Collect all secure materials and group as follows:

Secure return envelopes Scorable test books Unused test books Accommodated materials Electronic materials must be removed from any devices aft er testing and verifi cation sent to the DAC

Prepare materials for packaging Check and deliver CMAS scorable test books

to the DAC ASAP Check and deliver CMAS non-scorable materials

to the DAC Return materials with original boxes

Returning Test Materials-SACs

Questions