Transitioning from STAR to CAASPP

2014 Smarter Balanced Field Test In-Service

February 27, 2014

1

Agenda• New Testing System: California Assessment of Student Performance and Progress

(CAASPP)

• General Overview of Smarter Balanced System

• Smarter Balanced Field Test Overview

• Site Coordinator and Test Administrator Responsibilities

• Test Security, Planning and Logistics for Field Test

• Overview of Student Supports & Accommodations

• Preparing Teachers & Students

• On-line Test Administration

• Classroom Activity & Performance Task

• After Smarter Balanced Testing

• California Standards Tests (CSTs) for Science and CAPA

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Grades 3 -8

CST/CMA Science

Identified Special Education Students

Math and English Language Arts

Components of 2014 State Tests

Grades 5&8

Grades 2-8

Math and English Language Arts

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Smarter Balanced Assessments: Improving Teaching & Learning

CommonCore State

Standards

specifyK-12

expectationsfor

college and

career readines

s

All students

leavehigh

school college

and career ready

Teachers and schools have

information and tools they need to improve teaching

and learning

Summative: College and career

readiness assessments for

accountability

Interim: Flexible and open assessments, used

for actionablefeedbac

k

Formative resources: Supporting

classroom-based assessments to

improve instruction

4

2014 SBAC Field Test

5

Field Test Purpose

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A field test is not designed to be a valid and reliable measure of student achievement; rather, it is designed to help the test developers evaluate whether the tests, individual items, and the technology platform work as intended before the first operational administration.

— Deborah S. Delisle

U.S. Department of Education

Benefits of Field Test Participation• Students will have hands-on experience with

the functionality of a computer-based assessment.

• Teachers and administrators will gain valuable exposure to administration logistics during a trial run.

• Local educational agencies (LEAs) will benefit from having learned where technology gaps may exist, and then can fully prepare for operational assessments.

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Smarter Balanced Spring 2014 Field Test Overview

• Field Test window for BCSD: April 7– May 16, 2014• April 10-11 and May 8-9 are black-out days for testing• April 14-21 Spring Break• 20 school days for testing

• Grades 3–8: All students are expected to participate with the exception of• CAPA students• EL less than 12 months do not test in ELA but do test

in math • (R&E to provide translation of SAY Boxes upon

request)• Parent exemptions

• Signed parent letters8

CA TAM 7, 29-30

Smarter Balanced Spring 2014 Field Test Overview

• Test will be approximately 3.5-4.5 hours long though it is untimed

• No paper-and-pencil version will be available

• No student, school, or district score reports will be produced

• Results will not be factored into any state or federal accountability calculations

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Smarter Balanced Spring 2014 Field Test Overview

Each participating student in Grades 3-8 willexperience:

• 25 ELA questions• 25 mathematics• 1 performance task

• Either ELA or Math• We will be assigned one by March 10, 2014

• R&E to inform schools

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Smarter Balanced Spring 2014 Field Test Overview

11

Item Types

• Selected Response (SR)• Previously multiple choice

• Constructed Response (CR)• Items of greater complexity than SR. Require more analytical thinking and reasoning; develop

answers without suggested answer choices.• Extended Response

• Short text and essay• Performance Tasks (PT)

• Requires a classroom activity and independent student response. Measure capacities such as depth of understanding, interpretive and analytical ability, basic recall, synthesis, and research

• Technology- Enabled• Video, animation, sound• Respond with SR or CR

• Technology- Enhanced• Students manipulate information • Require students to do something other than write text or numbers, or select from among a set

of options such as reordering text, selecting and changing text, selecting text, and selecting from drop-down menus

CA TAM 71

Roles and Responsibilities

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New Terminology for Roles

Other important roles◦ LEA Technology Coordinator (John Deaton) ◦ LEA CALPADS Administrator (Robert Burks)

Smarter Balanced terminology California terminology

District Test Coordinator (DC) LEA CAASPP Coordinator

School Test Coordinator (SC) Test Site Coordinator

Test Administrator (TA) Test Examiner and Test Proctor

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Roles and ResponsibilitiesTEST SITE COORDINATOR (SC)

• Collect security affidavits from Test Administrators (TAs) and retain at your test site.

• Train TAs• Submit appropriate supports and

accommodations to R&E.• Ensure that testing in the school is

conducted in accordance to test security policies.

• Create test schedules and procedures for the school.

• Report test security incidents to R&E• Monitor testing and address problems,

as needed.

TEST ADMINISTRATOR (TA)

• Read and sign new security affidavit.

• Attend test administration training.• Confirm 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 test sessions & proctor testing.

• Report test security incidents to SC.• Encourage students to do their best.

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CA TAM 9-10

Test Security

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New Test Security Forms for the 2013–14 School Year

• Site Coordinators must sign the new CAASPP Test Security Agreement and retain at the LEA.

• Test Administrators must sign the new test security affidavit and provide a copy for LEA.

• Forms specify no reviewing, discussing, or analysis of test items, reading passages, or writing prompts at any time during between, or after sessions.

• Agree to not email, fax, or replicate items.

• No form or type of answer key may be developed for items

CA TAM 20-22

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17

Test Security There are three different types of test security incidents that must be reported:• Impropriety• Irregularity• Breach

Notify R&E within 24 hours for processing and next steps.

CA TAM 23-24, 63-70

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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

• Example: Students talking during testing

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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

• Examples: Student cheating or providing answers to another; student accessing or using electronic equipment (e.g., cellphone)

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Test Breach• Event that threatens test validity (e.g., release of secure

materials)• External implications for the Consortium

• 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

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Planning and Logistics

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Field Test Details • Preparation Checklist in CA TAM page 79-89

• Secure Web Browser has been downloaded for you.

• Test Administrator & Proctors = State-certified schoolstaff that have been trained to use the Smarter Balanced Testing system need to be present in each testing room.

CA TAM 9

Planning and Logistics

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Integration of LEA and CDE Student Information Systems

Integration with CALPADS• CALPADS is the sole source for student demographic data• Frequent data extracts from CALPADS• First data pull was February 18, 2014

Test registration system• CALPADS information is transferred to TIDE (Test Information

Distribution Engine)• TIDE is the system used to manage student information and user

accounts for online testing.• Since data is already loaded in TIDE, school coordinators will

primarily utilize this system for look-up. • Username and passwords will be emailed to you.• Student demographic/program data cannot be changed by LEAs

once in TIDE• LEAs will be responsible for providing accommodations data

CA TAM 28

Testing Times and SchedulingThe Field Test is expected to take 3.5 to 4 hours to complete

◦April 7 – May 16◦ Field Test◦ Black-out days

April 10-11 & May 8-9

CA TAM 35-36

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Scheduling Testing Time: • Recommended administration:

• First: Non-PT section• Second: Classroom Activity • Third: Individually administered on-line PT

(Classroom & PT not on the same day)

• Administering the PT section:• Classroom activity should be completed within 3 days

prior to starting the PT.• ELA: 2 parts; can be completed in 2 days.• Math: 1 part; can be completed in 1 day.

CA TAM 37

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Tentative Schedules

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Scheduling Considerations for Special Populations

•Ensure that TAs know which students are not to test.

• Will appear in TIDE but should not be tested:• CAPA students. • Students with Parent Exemptions will not be tested

•English Learners 12 months or less should not take ELA

•Schedule activities for students not taking exam (or that finish early).

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CA TAM 29-30

Smarter Balanced Usability, Accessibility, and Accommodations

Guidelines

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Smarter Balanced Usability, Accessibility, and Accommodations

GuidelinesThree types of student support offered:

1. Universal tools2. Designated Supports3. Accommodations

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CA TAM 45-47 reference

The Guidelines document is available on the CDE Smarter Balanced Accessibility and Accommodations Web page at http://www.cde.ca.gov/ta/tg/sa/access.asp.

Accommodations Module

Universal Tools, Designated Supports, and

Accommodations

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EmbeddedColor ContrastMaskingText-to-speechTranslated Test DirectionsTranslations (Glossary)Translations (Stacked)Turn off any Universal Tools

Non-embeddedBilingual Dictionary,Color Contrast,Color Overlay,Magnification,Read Aloud,Scribe,Separate Setting,Translation (Glossary)

EmbeddedAmerican Sign Language,Braille,Closed Captioning,Text-to-speech

Non-embeddedAbacus,Alternate Response Options,Calculator,Multiplication Table,Print on Demand,Read Aloud,Scribe,Speech-to-text

EmbeddedBreaks, Calculator,Digital Notepad,English Dictionary,English Glossary,Expandable Passages,Global Notes,Highlighter,Keyboard Navigation,Mark for Review,Math Tools,Spell Check,Strikethrough,Writing Tools, Zoom

Non-embeddedBreaks,English Dictionary,Scratch Paper,Thesaurus

1. Universal tools: available to all students.

Usability, Accessibility, and Accommodations Guidelines

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Embedded Tools

Highlighter Digital Notepad

English Glossary

Expandable Passages

Global Notes

English Dictionary

Keyboard Navigation

Mark for Review

Strike Through

Writing Tools

Non Embedded Options

Breaks English Dictionary

Scratch Paper

Thesaurus

UAA Guide Glossary 6-17

Grades 3–5 Calculator Policy• Do not allow for calculator usage.

Grades 6–8 Calculator Policy• Mathematics assessments are divided into two sections:

Calculator Available and Calculator Not Available.

• Grade 6 allows an online four- function‐ calculator during the Calculator Available section.

• Grades 7 and 8 allow an online scientific calculator during the Calculator Available section.

Usability, Accessibility, and Accommodations Guidelines

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2. Designated supports, available to identified students, including English learners, struggling readers, and students with attention deficits that the student has been using during instruction or other assessments.

Examples include color-contrast text, the blocking of distracting content, stacked translations, and bilingual dictionary.

Translation of test math instructions and items are available.

Usability, Accessibility, and Accommodations Guidelines

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UAA Guide Glossary 6-17

3. Accommodations, available to students with an individualized education program or a 504 plan that specifies the need for such an accommodation. Examples include closed captioning, Braille, calculator, and scribe.

R&E staff will input designated support and accommodations, process is on next slide.

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Usability, Accessibility, and Accommodations Guidelines

UAA Guide Glossary 6-17

Accommodations & Supports Checklist for IEPs, 504s & ELs*

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Highlight all that apply for students currently using these tools during instruction

*ELs less than twelve months

Complete and return to R&E no later than March 24th

Preparing Staff and Students for the Field Test

Recommended Training ModulesModule Time TA StudentsTest Administration Overview

Includes portions of TA and Student Interface

55:00 X

TA Interface 17:00 XPerformance Task Overview 11:13 XLet’s Talk Universal Tools 14:07 X XStudent Interface 22:48 XWhat is a Field Test? 5:52 X XAccessibility and Accommodations

35:00 X(Sp Ed)

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CA TAM 17-18

Resources: Training Test and Practice Test

Training Test Practice TestPurpose Provide students with an

opportunity to quickly become familiar withthe software and interface features

Provide students with a grade specific testing experience that is similar in structure and format to the field test

Grade Levels Grade bands•3-5•6-8

Each grade•3-8

Number and Types of Items

Approximately 15 items per grade band (6 in ELA and 8-9 in math)

No Performance Tasks

Approximately 30 items in ELA and 30 items in math per grade level

Includes 1 ELA PT and 1 math PT per grade level

Universal Tools, Designated

Supports, and Accommodations

All included on field test are included

Most includedRefresh scheduled for late April

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CA TAM 30

Practice and Training TestsCalifornia Smarter Balanced Portal: http://sbac.portal.airast.org/ca/practice-test-ca/

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For student Interface option:“Guest User” is defaulted and sign in

For TA Interface option:Uncheck default “Guest User” to practice authentically creating session and student login.

Field Test Administration

Establishing Appropriate Testing Conditions

• Remove or cover displayed information that might be used by students to help answer questions including: • Rubrics, vocabulary charts, student work, posters,

graphs, charts, etc.

• Cell phones or other electronic devices are not allowed to be used during testing (i.e., turned off and put away). Post an “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session”

• Place a “TESTING—DO NOT DISTURB” sign on the door.

• May also be helpful to post signs in halls and entrances rerouting hallway traffic.

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CA TAM 28, 48-51

Establishing Appropriate Testing Conditions

Establish procedures to maintain a quiet testing environment throughout the test session.• Remember that some students will finish more quickly

than others.

Plan quiet activities for students who finish early

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Basic Test Rules During the Field Test

• Students must answer all test items on a page before moving on to next page.

• Within each test there may be segments. A student may not return to a segment once it has been submitted.

• Students must answer all test items before ending their test.• Students may not return to a test once it has been submitted.• Students may flag a response and return to it before ending

their test.• Students may use scratch paper but it must be collected and

shredded at the end of each test session.

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CA TAM 32

Accessing the Field Test: http://sbac.portal.airast.org/ca/field-test-ca/

• Select [Field Tests].

• Select [TA Interface for California Users].

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TA Interface: Teacher Login• User Names & Passwords will be

emailed once uploaded. • Confirm teachers who need

administration access. • Default will be all teachers

• Submit names to R&E no later than March 7, 2014

• The first time logging on, you will be required to change your password. Write it down, we do not have access to it.

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Starting a Test Session

Click ‘Start Session’• Select test to be administered

• Tab will turn red and will change name to“Stop Session”

• Write Session ID on the board for students to log into your test session

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Student Login: Joining TA’s Session• Click Secure Browser icon

• All other applications must be closed

• Prior to Student Login: TAs must follow the “DFA SAY” script exactly each time a test is administered. Refer to the DFA section of the CA TAM page 51.• Please contact R&E for Spanish Translation of

“DFA SAY” boxes

• Student will need:− Confirmation Code: Student’s legal first

name as spelled in CALPADS− State-SSID: State abbreviation (CA)

followed by a hyphen and the student’s Statewide Student Identifier

− Session ID 47

Student Login Data Cards R & E will provide a Sign-In Card with Student Login Data

• Junior High/Middle Schools consider how you want cards sorted

Delivered to school sites prior to testing window• Use the information cards during the “Training Test” for

students• Students will type information EXACTLY as printed

Collect students cards after each administration and keep secure

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Student Login: Verify & Select Test

49

• Students will be prompted through a series of questions prior to starting their test session

Student Login: Sound Check

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• Students may be prompted to do a sound check if taking ELA test with listening portions.

• If prompted, students should have headphones on and press green button to test volume and then press ‘Yes, I heard the voice’ or adjust as needed.

Student Login: Test Instructions

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• Student have a “Help Guide” available at anytime

• Menu of keyboard commands• Students can “Begin Test Now” or “Cancel”

Reminder: Student Universal ToolsAll students have the ability to:• Highlight text in passages and test questions• Zoom in and out of test pages (affects all item

content)• Mark specific items for review• Strikethrough (cross out answer options)• Use the Notepad or Calculator (depending on the

test)• Use the [Expand] button to display a reading passage

or a science simulation

UNIVERSAL TOOLS MODULE 52

CA TAM 45

Student Technology Ribbon• Ribbon tools will vary depending on type of item

• Test will automatically “Save” but it is recommend that students save during their essay

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TA Approve Students for Testing• TAs can either select [Approve] for each individual

student or select [Approve All Students].

• Reminder: If any student’s test settings are incorrect, do NOT approve that student.

• To refresh the list of students awaiting approval at any time, select the [Refresh] button at the top of the pop-up window.

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TA Actively Monitors

• The “Students in Your Test Session” table displays students who have logged in and been approved for testing.

• Screen displays the item the student is currently solving and which students are paused (by inactivity or choice)

• Actively proctor for student engagement

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Pausing/Stopping• Through the Test Administrator Interface:

• Stop an entire session; or • Pause individual student tests.

• Users should exit or log out of the Test Administrator Interface only after stopping the test session.

• If there is a technical issue (i.e. power outage or network failure), students will be logged out and the test will automatically be paused.

• Regardless of when or how users log out or navigate away from the Test Administrator Interface, student data will NOT be lost.

Note: If a test is paused for any reason or length of time, the student must log in again to resume testing. Highlighted text and item notes will not be preserved.

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CA TAM 33

TA Interface: Pausing/Stopping

57

Pause Rules

• During the Non-Performance Task, if testing is paused for more than 20 minutes, the student is:• Presented with the test page containing the test item he or she was last working on

(if page contains at least 1 unanswered item) OR• Presented with the next test page (if all items on the previous test page were

answered); • NOT permitted to review or change any test items on previous test pages.

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• There is no pause rule for the Performance Task.• Even if a test is paused for 20 minutes or more, the student can return to the

current section and continue. • ELA PTs are divided into 2 parts. After a student completes Part 1, he or she

cannot return to it.

Note: If a test is paused for any reason or length of time, the student must log in again to resume testing. Highlighted text and item notes will not be preserved.

Test Timeout Due to Inactivity• As a security measure, students are

automatically logged out of the test after 20 minutes of inactivity.

• Activity means: • Selecting an answer• Using a navigation option in the test (i.e. selecting [Next] or [Back], using the Past/Marked

Questions drop-down list)• NOTE: Moving the mouse or selecting an empty space on the screen is NOT considered activity.

• Before the system logs out, a warning message will be displayed. • If a student does NOT select [Ok] within 30 seconds, the student will be logged out.• Selecting [Ok] will restart the 20 minute inactivity timer.

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CA TAM 34

Student Reviewing of Items

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Student Ending the Test

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TA Stopping Tests: Entire Session• To stop the session (and pause tests for all students in the

session):• Select the [Stop Session] button in the upper-left corner of the

screen. • An “Important!” box will appear, requesting verification to end

the session and log students out.

• Select [OK] to continue or [Cancel] to keep the test session open.

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Performance Task

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Two Components:

Whole Class Activity

Student Independent Response

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 the PT. All students need to actively participate.

• Site Coordinator will be notified to download the assigned classroom activity and provide to Test Administrators at least 1–2 days prior to prepare materials.

Performance Task Module

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CA TAM 49-50; Checklist TAM 81

Classroom Activity Administration Guidelines

• Designed to fit into a 30-minute window.• Will vary due to complexity of topic and individual student

needs.• Provide the appropriate accommodations for students who

normally use them during instruction.

• Recommended: No more than a 3-day lapsebetween the classroom activity and the PT administration.

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Classroom Activity Administration Guidelines

• May be administered in a classroom or any other appropriate space. TA may need a chalkboard or dry-erase board.

• Students may take notes during the classroom activity,but the notes must be collected before proceeding to the PT.

• PT will be completed by individual students in the computer-based test delivery system.

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Classroom Activity & Performance Task Administration Process

Step 1: Site Coordinators will identify the classroom activities for your school.

• Assigned by grade for each individual school.

• Assignments will be posted on the SBAC portal.• Locate your state and then use

the menus within the file to filter for your school.

• Beside the name of the school will be a listing of the classroom activities assigned to each grade/content area.

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Classroom Activity & Performance Task Administration Process

Step 2: Site Coordinators will download the classroom activity. • Materials are posted on the site in alphabetical order.

Step 3: Test Administrators will review the teacher directions for the classroom activity.

Step 4: Test Administrators will complete the classroom activity.• Site Coordinators should ensure that the Test Administrator has

presented the classroom activity prior to performance task administration.

• Classroom activities include directions associated with that specific classroom activity.

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Classroom Activity & Performance Task Administration Process

Step 5: Administer the make-up classroom activity- may require Test Administrator to be the student partner.

Step 6: Administer the performance task after classroom activity.

• The students must work independently

• The PT is administered online

• ELA PT Components:Part 1: Students will read sources and answer three research questions. • Students may take notes electronically or on paper• Test Administrators are to collect and secure scratch paper and redistribute to student for Part 2

Part 2 (full write): Students will provide a written response using those sources. • Students are allowed a hard copy of dictionary or thesaurus/on-line option availableRecommended: Each part administered on separate days.

• Math PT Component: One part: Student will receive a stimulus (ex. Chart) and respond to items.Recommended: To be administered in 1 session.

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After Smarter Balanced Testing• Shred Test Materials

• Student Sign-in Cards• Scratch Paper

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CA TAM 57

STAR: Paper and Pencil Testing

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Overview of Responsibilities

Materials◦ Verify inventory and notify R&E within 24 hours of receipt◦ 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 informati on posted on R&E website – htt p://www.bcsd.com/research/STAR

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Save Me

CST/CMA Science - Grades 5 & 8

Students Eligible for CMA◦ Have an IEP that specifies CMA and subject(s)◦ May take CMA for some subjects; CST for others◦ 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

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CAPA – Grades 2-8 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 7a

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CAPA – Grades 2-8 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

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For the observer,complete the following fields on a blank document

1 Name, etc.

3 Date of Birth

5 Name

6 Gender

7a CAPA Level

7b Grade

11 Student ID

12 SSID

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CAPA – Grades 2-8

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 Activities77

Back of Answer Document A1 for R&E use, only

A2 Special Conditions◦ Grid specific condition for content area(s)

A3 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)

A4 English Learner Test Variations ◦ Grid specific variation for content area(s)

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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

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Organizing Materials for Return

• Separate Scorables from Nonscorables

R&E will organize and pack

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Documents with No Pre-Id

R&E will: hand grid demographics, SGID, & Master File Sheet

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Pick-Up Schedule

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CAASPP Testing Pick-up ScheduleGrades 5 & 8

May 7 - 9, 2014

Please have your materials ready. We are on a very tight schedule.

Approximate TimeWednesday

May 7Thursday

May 8FridayMay 9

  Team A Team B Team A Team B Team A Team B

8:30 Hills Sequoia Owens Intermediate Williams Jefferson Harding

9:15 Longfellow Wayside Owens Primary Horace Mann Noble Compton

10:00 Downtown Casa Loma Fremont Mt Vernon College Heights Chavez

10:45 Munsey Pauly McKinley Garza Eissler Thorner

11:30 Curran Frank West Emerson Sierra Chipman Hort

Lunch            

1:00 Harris Evergreen Roosevelt Pioneer Nichols Stiern

1:45   Washington Wm Penn Voorhies Franklin