2CAASPP Workshop OBJECTIVES Ensure all materials are handled securely and appropriatelyEnsure your school follows correct, current CAASP proceduresTrain and oversee test administrators and proctors
3Purpose of the Smarter Balanced Field Test Evaluate testing softwareEnsure quality of test questionsEvaluate the effectiveness of the test administration and training materialsEstablish scoring and reporting levels“Dress rehearsal” for operational assessments in 2015“Stress test” LEA technologyFamiliarize educators, administrators, and students with online testingONLY FAILURE IS SECURITY FAILURE
4Field Test Participation: Who Will Take the Field Test? Grades 3–6: All studentsThe 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 monthsStudents who have SIGNED OPT OUT LETTERS ON FILE IN SCHOOL (TO BE UPDATED YEARLY) under Ed Code Section 60615
5Test Administrator Responsibilities READ and sign security affidavitEnsure all policies and procedures are followed including… TEST SECURITYComplete Smarter Balanced test administration training (TODAY)Review all policies and administration documents prior to testingVerify student information in the TIDE systemAdminister Smarter Balanced AssessmentReport all potential test security incidents to SC IMMEDIATELYSite Coordinators should emphasize in training and monitoring:Before testingCheck individualized education programs (IEPs) to see whether students should take California Standards Tests (CSTs) with accommodations and/or modifications, the California Modified Assessment CMA) with accommodations, or CAPA.
6Additional Resources Smarter Balanced Manuals & User Guides California Online Field Test Administration ManualTIDE User Guide for California UsersTechnical Specifications Manual for Online TestingSmarter Balanced Training Modules (Video)
7Site Coordinators’ Responsibilities #1 Responsibility—SecurityNo unauthorized electronic devices used in classroom during testing (NO CELL PHONES)For testing purposes, any electronic device that is not specifically designated as an accommodation or modification in the student’s IEP or Section 504 plan is unauthorized.
9Test Security Security Affidavits NEW!! ANYONE with direct contact with materials must sign oneSign & place in envelope todayReturn in envelope to District at the end of CAASPP testingALL materials must be kept SECURE… no review of test items… secure destruction of any materials that result from testing.Visit from state auditors (before, during, or after testing)
10Security ONGOING FOCUS No unauthorized electronic devices are being used.400 instances of test item posting to social media sites last year (after security emphasis began)
11Securing Student Information SSIDs and Student Info are ConfidentialMust be securely destroyedMay not be communicated overMishandling is a violation of State and Federal Law including the Family Educational Rights and Privacy ActSchool Sites May:Collect and secure log-on cards to be handed out each day to students
12Site Coordinators Train Examiners: (A few obvious reminders) Test Administrators CANNOT:Review test questions before, during, or after testing.Check students’ answers including (but not limited to):Advise students of wrong answer or to check an answer; orHalt a student from continuing their test until they demonstrate that they have the right answers.
13What is a Testing Impropriety? Test Administration ErrorsNot following testing scheduleNot collecting/ accounting for STAR tests before dismissingDisruptionsFire alarmsPower outagesEvacuationsFormerly Called ‘Incidents’
14What is a Testing Irregularity? Student CheatingDiscussing testsCopying testsInappropriate Test PreparationReviewing test questionsProviding instruction related to testCoaching StudentsGuiding students in marking correct answersDiscussing questions with students during testAssisting students during testingLeaving informational materials on the wallAllowing students to use books, calculators, tables, etc.Irregularities affect the results of a testing administration
15What is a Testing Breach? Social Media PostingPosting ItemsPosting PassagesInappropriate Handling of MaterialsFailure to destroy printed test itemsPrinting to public, non-secure printerSaving / Reviewing Test ItemsTaking Screenshots and SavingCopying questions with paper and pencilBreaches affect the security of the test
16Testing Timeline and Schedules Section 2Testing Timeline and Schedules
18Examples of Field Test Participation in California Example: Elementary School XGrade 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.
19Field Test Format Two components: 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 activityNon–performance task (non-PT)E.g., Selected Response, Drag and Drop, Matching Tables
21NEVER begin a part that cannot be completed in one sitting Reminders…NEVER begin a part that cannot be completed in one sittingStudents may NOT go back to previous segments of test after they end the segmentSpecifiesUniversal Tools - EVERYONEDesignated Supports – POTENTIALLY ANYONEAccommodations – STUDENTS WITH IEPs & 504sEmbedded – Part of the computer-based test in the “virtual environment”Non-embedded – Offered by the classroom teacher in the “physical environment”
22Universal Tools, Designated Supports and Accommodations Section 3Universal Tools, Designated Supports and Accommodations
23New Guidelines Specifies Universal Tools - EVERYONE Designated Supports – POTENTIALLY ANYONEAccommodations – STUDENTS WITH IEPs & 504s
24Universal Tools Available to all students (no documentation is needed) Can be digitally delivered or in real worldNothing must be turned on… it is automatically thereCan be turned on or off by teacher on TIDE system if it is distractingAlready there for everyone… nothing is needed to set upTwo types of supports:Embedded – Part of the computer-based test in the “virtual environment”Non-embedded – Offered by the classroom teacher in the “physical environment”
25Designated SupportsAvailable to students identified as English learners, struggling readers, students with attention deficits, or any studentDetermined by educators who know the student’s instructional and assessment needsCan be turned on or off by teacher on TIDE systemCommunicated to parentsAwaiting guidelines“Consistent with state designated practices”Embedded – Part of the computer-based test in the “virtual environment”Non-embedded – Offered by the classroom teacher in the “physical environment”
26Accommodations Available to students with IEPs or 504 plans Determined by IEP teams or educators responsible for 504 plansCan be turned on or off by TIDE system
27Invalidation of Scores Students who use these accessibility supports will have invalidated scores on both Smarter Balanced and / or CST/CMA.English Dictionary for Listening, Math, ScienceThesaurus for Reading, Listening, Math, ScienceTranslated Test directions for Reading, Writing, ListeningBilingual dictionary for Reading, Listening, Math, ScienceTranslations (glossary) for Reading, Writing, Listening
28Invalidation of Scores (cont’d) Students who use these accessibility supports will have invalidated scores on both Smarter Balanced and / or CST/CMA.Read aloud for Reading Passages in grades 3 – 5ASL for Reading passages in grades 3 – 5Calculator for Non-specified Math or Science itemsMath tools(ruler, protractor) for Non-specified MathMultiplication Table for Math in grade 3All Requests Must Be Submitted 10 Days Prior to CDE
29Who Decides Who Gets What? Students with 504s and IEPsIEP TeamNon-504 or IEP StudentsRecommended by an school site individual who knows the child’s educational abilities.Should only receive a designated support if it is already regularly done in class.School Team reviews the recommendation and will approve or deny.
30Who Codes the Support in TIDE? Students with 504s and IEPsTest Site Coordinator (based on information attained from Case Managers)Non-504 or IEP StudentsTest Site Coordinator and Principal are responsible for ensuring that all students are adequately coded in TIDE
31Hand or Arm Injuries Use a scribe Use a computer School must complete an emergency 504 Plan prior to testingUse a scribeUse a computerUse a speech to text converterThe 504 Plan options are:
32Test Site Coordinator, Test Administrator, Proctor Responsibilities Section 4Test Site Coordinator,Test Administrator, Proctor Responsibilities
33Test Site Coordinator Responsibilities (before, during, after testing) Planning/ Staff TrainingSend Parent Reminder week of March 17✔Add Test Administrators in TIDE✔Determine Supports & AccomodationsSend Supports & Accommodations to District for upload by March14Have teachers verify student info in TIDE (March 17 – 21) ✔Report / Correct Student Demographics ChangesAdminister Tests According to ScheduleResolve Technical Issues CalmlyReport Security Issues to District(If Necessary)Test SiteCoordinator Responsibilities(before, during, after testing)
34Staff Training Reminders BEFORETESTINGStaff Training RemindersSecurity AffidavitsTesting ScheduleRoom EnvironmentTraining ModulesTest Administrator Checklist
35Preparing Test Environment BEFORETESTINGPreparing Test EnvironmentCheck rooms to make sure teachers covered or removed instructional materials:Tables of mathematical facts or formulasVocabulary or spelling listsPhonics chartsHelp chartsSECURE from technology andFree from noise and interruptionsMake arrangements for students with IEPs/504s
36Directions for Administration (DFA) BEFORETESTINGDirections for Administration (DFA)Examiners and Proctors must familiarize themselves with DFA before administering testsReview DFAMust be read verbatimSay Boxes in DFAAnything is the Say Box can be orally translated (on the spot) for EL students if regularly done in the classroom (no test questions or test passages… just DFA directions)Say Boxes for ELs
37Test Administrator Checklist BEFORETESTINGTest Administrator ChecklistPages 84 – 89 of the Online Field Test Administration Manual
38Proctors Need to be trained & must sign Security Affidavit BEFORETESTINGProctorsNeed to be trained & must sign Security AffidavitIt is strongly recommended every classroom has a proctor in addition to the teacher during all testing administration.Proctors may cover multiple rooms.
40Secure BrowserSpecifically designed by Smarter Balanced to provide secure access to the Field Test.Prevents students from accessing other hardware and software functions.Volume must be UP prior to start of testingA secure browser must be installed on allstudent computers/devices.Updated and reinstalled annuallyAny Site Tech can install…
42Access to TIDE Log On and Change Password Teachers Verify Student Info BEFORETESTINGAccess to TIDESite Coordinators Receive An TIDE PASSWORDLog On and Change PasswordEnroll Teachers as Test AdministratorsTeachers Will Log On and Change PasswordTeachers Verify Student InfoStudents Receive Confirmation Code and SSIDStudents Log On for Testing
43Student Sign InTest Session: CARR1234 (generated by computer when TA signs in to open a session)Confirmation Code: Robert (first name in CALSPADS)CA – (SSID)SECURE!!
44Test 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.Database of student information, including initial test settings and accommodations
45TIDE: First-Time Users When a user is added to TIDE, the user will receive an automated from that contains the following:User roleTemporary password that must be changed upon initial loginIf user has not received the with temporary password, he or she should contact the school coordinator.
46Accessing TIDESelect the Online TIDE System for California Users card.Use password sent in .When logging into TIDE for the first time, users will be prompted to change their password.
48Navigating TIDEThe TIDE interface uses tabs as the principal means of navigating between tasks. Some tasks in the TIDE interface contain multiple sub- tasks.TIDE shows only the features that are available to the user based on his or her role.
49TIDE: Manage Users Tab The Manage Users tab may be used to: Upload users (group of users)Add new user (individual user)Search for existing user recordsExport a list of existing user recordsView and/or edit existing user recordsDelete an existing user record
50TIDE: Export a List of Users For reference purposes, a user may choose to export a list of users in his or her school or district.Users may conduct a search for other users.To export the resulting list of users, select [Export] and select the desired format (Excel or CSV).You may select a subgroup of users for export by selecting the check box next to each record you want to include in the export.
51TIDE: Student Information Tab The Student Information tab may be used to:Search for existing student recordsExport a list of existing student recordsView an existing student recordView and update student test settings
52TIDE: View Student Information To search for existing student records, select the sub-tab [View Students].Select a district and school from the drop-down menu.
53TIDE: Export a List of Students The search will result in a table similar to the one shown below.Results may be sorted by selecting the column header above the data.It may be helpful to export a list of students in order to verify the correctness of their information and assist them in logging in to the test.Users may export the full results table or a subset of those results in Excel or CSV format.
54TIDE: View Student Information Student demographic data is read-only.Changes must be submitted to CALPADS via correction in eSchoolPlus and submission to R&E and will be reflected in 48 hours AT EARLIEST.
55Field Test Administration Section 7Field Test Administration
56Establishing Appropriate Testing Conditions Testing students in classroom-sized groups is preferable.Reduces test fear and anxietyFacilitates monitoring and control for TAsAdminister 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.
57Establishing 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.
58Establishing 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**** to the best extent possible****.Establish procedures to maintain a quiet testing environment throughout the test session.Remember that some students will finish more quickly than others.A student may read a book following the completion of testing – Field Test Manual
59General Rules During the Field Test Students must answer all test items on a page 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 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.
60Test Administrator Interface TAs need to use the interface to administer a test session.The Test Administrator User Guide will be available on the California Smarter Balanced portal under Field Test > Resources and Documentation.This document will contain complete instructions on how to complete tasks in the Test Delivery System (TDS).Reminder: The easiest way to reach the California Smarter Balanced Portal is by visiting and selecting the portal button.
61Test Administrator Interface Accessing theTest Administrator InterfaceOn the California Smarter Balanced Portal, select [Field Tests] on the left-hand side of the page.The TA Interface button will be available to select.
62Test Administrator Home Page After you log in, you will see the home page of the TA Interface.Figure 1. Before Starting a Test SessionFigure 2. After Starting a Test Session
63Starting a TestUsing the TA Interface (not TIDE), TAs must start a test session before students can log in to a test.A test can be selected by selecting the checkbox next to the test’s name.
64Student Login To log in to the FT, each student will need: Confirmation Code: Student’s legal first name as spelled in CALPADSState-SSID: State abbreviation (CA) followed by a hyphen and the student’s Statewide Student IdentifierSession IDNote: TAs must follow the “DFA SAY” script exactly each time a test is administered. Refer to the DFA section of the Test Administration ManualPAGE 51 – PAGE 62
65Distributing Student Login Information TAs need to provide students with the Test Session ID, SSID, and confirmation code (CALPADS student first name) for login.This may be provided on a card or piece of paper.TAs may also write the Test Session ID on the board or where students can see it.Make sure students know that the Test Session ID must be entered exactly as it is written, without extra spaces or characters.NOTE: Student personal information is secure and must be collected and securely destroyed at the end of a test session.
67Viewing Student Test Settings and Approvals[Approvals] button is not selectable.[Approvals] button says “[Approvals (0)].”Preview table says “No students awaiting approval.”[Approvals] button is selectable.[Approvals] button says “[Approvals (#)].”Preview table lists each student and his or her selected test.
68Approving Students for Testing TAs can either select [Approve] for each individual student (recommended) 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.
69Test Settings and Accommodations Confirm or select settings.Select [Set] to confirm the current test settings and return to the list of students awaiting approval. You will still have to approve the student for testing.Select [Set & Approve] to establish the updated settings and approve the student for testing.Select [Cancel] if you want to return to the Approvals and Student Test Settings screen.
70Monitoring Student Progress The “Students in Your Test Session” table displays students who have logged in and been approved for testing.
71Pausing Tests Through the TA Interface, TAs may: Stop an entire session; orPause 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.
72Pause Rules During the Field Test: Non–Performance Task During the non-PT test, 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) ORPresented 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.
73Pause Rules During the Field Test: Performance Task 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.
74Test 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 answerUsing 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.
75Test Timeout Due to Inactivity (cont.) 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.
76Stopping 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.
77Pausing Tests: Individual Students TAs may pause an individual student’s test in the Students in Your Test Session table.This will not affect other students’ tests.
78Student View of Testing When the secure browser is launched, it opens to this page.
79Student View of Testing: Verifying Information ALL Demographics must beverified but this is all thatstudents will see….
85Universal Tools All students have the ability to: Highlight text in passages and test questionsZoom in and out of test pages (affects all item content)Mark specific items for reviewStrikethrough (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
86Context Menus Context Menu for Questions Context Menu for Answer Options
87Proceeding Through the Test To answer multiple-choice items, students must select the desired answer option or select the circle with A, B, C, or D.To answer machine-scored constructed-response items, students need to carefully follow the instructions given for each question.
90Classroom 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.Takes place on a separate day from the PT.Recommended: One day prior to PT administration.TA may need a chalkboard or dry-erase board.
91Classroom 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.
92Classroom Activity Administration Guidelines (cont.) Designed to fit into a 30-minute window.Will vary due to complexity of topic and individual student needs.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.
93Classroom Activity and Performance Task Administration (SCs)Step 1: Download the classroom activity.Materials will be provided 1-2 days prior to the classroom activity.(TAs)Step 2: Review the teacher directions for the classroom activity carefully.
94Classroom Activity and Performance Task Administration Step 3: Complete the classroom activity.SCs should ensure that the TA has presented the classroom activity prior to PT administration.Classroom activities include directions associated with that specific classroom activity.Note: The classroom activity does not require computers.
95Classroom Activity and Performance Task Administration Step 4: Administer the make-up classroom activity.For students who are absent on the day of the classroom activity, it is recommended that a make-up session be scheduled.Teacher may want to record or videotape the activity to show to students who are absent.
96Classroom Activity and Performance Task Administration Step 5. Administer the performance task.The students must work independentlyThe PT is administered onlineELA PT: 2 parts (Part 1 and Part 2)Recommended: Each part administered on separate days.Part 1: Students will read sources and answer three research questions.Part 2 (full write): Students will provide a written response using those sources.Mathematics PT: 1 partThe mathematics PT should be administered in 1 session.
97Preparing Students & Teachers Section 8Preparing Students & Teachers
98Practice 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.Students can practice with content, question types.
99Training Tests Released on January 30, 2014. Available by grade band (3–5, 6–8, and high school)There are 6–8 items per content area per grade bandAllow students to experience interface features and functionality… universal tools, etc.Do not include PTs or scoring guides.Recommendation: All teachers and students should access the Training Test Site before the FT.Conduct a group walk-through with students.Two ways to access Training Tests:WebTA interface
100Accessing the Training Tests and Practice Tests CDE Web site:ORCalifornia Smarter Balanced Portal:NOT YETAVAILABLE NOW
101Test Administrator Practice and Training Site California Smarter Balanced Portal:Projected Release: Next Week
102Video Training Modules for Students Let’s Talk Universal Tools – Very student friendlyLet’s Talk Universal Tools [14:07 RUNTIME]Student Interface for Online TestingStudent Interface for Online Testing [22.48 RUNTIME]Performance Task OverviewPerformance Task Overview [11:13 RUNTIME]What is a Field Test? – Made for studentsWhat is a Field Test? [5:52 RUNTIME]
103Create a ScheduleEnsure that your students have an opportunity to explore the practice tests, training tests, video training modules prior to testing.Plan for keyboard typing skills (will be important factor in Operational Test Performance).
104Student Data Corrections AT LEAST one week prior to testing, have your Test Administrators log on and view and confirm student information.Report any errors. Will need to be fixed in eSchoolPlus BY SCHOOL SITE and in CALPADS by DISTRICT.48 Hour MINIMUM Turnover in CALPADS to correct student data before the student can test.
105Field Test Student Registration (eSchoolPlus)LEACDE CALPADS SystemTIDEStudent demographic data3Designated supports and accommodationsStudent registration
106CAASPP Paper- Based Testing CST Science CMA Science CAPA Part IICAASPP Paper- Based TestingCST ScienceCMA ScienceCAPA
107CAASPP Paper Based Assessment Responsibilities Overview Section 9CAASPP Paper Based Assessment Responsibilities Overview
108Site Coordinators: Train Examiners READ and sign affidavits.Emphasize NO unauthorized electronic devices.MAKE SURE CORRECT TESTS ARE GIVEN.REMINDER: Students who are not testing may not stay in the classroom where a test is being administered.REMINDER: If students need to be taken to another room to finish testing, BE SURE THEY ARE ESCORTED BY SCHOOL DISTRICT STAFF. Do not allow students to walk to another room with test materials by themselves.If students go to use the restroom, they may not take a phone with them.Site Coordinators should emphasize in training and monitoring:Before testingCheck individualized education programs (IEPs) to see whether students should take California Standards Tests (CSTs) with accommodations and/or modifications, the California Modified Assessment CMA) with accommodations, or CAPA.
1091 Affidavit Covers ALL CAASPP Smarter Balanced, CST, CMA, CAPA
110ResourcesCalifornia TAC Web Site Directions for Administration CAASPP Paper-Based Training Videos
111Test Administrator Responsibilities #1 Responsibility—SecurityNo unauthorized electronic devices used in classroom during testingFor testing purposes, any electronic device that is not specifically designated as an accommodation or modification in the student’s IEP or Section 504 plan is unauthorized.
112Mark Discrimination Analysis Train examiners to Erase NOTHING in answer circles.Site Coordinators should emphasize in training and monitoring:After testingNEVER, EVER, EVER ERASE ANYTHING in the answer sections of test booklets or answer documents. Call the California Department of Education (CDE) to discuss the situation if you are not sure what to do.2012 STAR Pre-Test Workshop || Slide 112
113Mark Discrimination Analysis Avoid teaching students in second and third grade to mark through answer circles to eliminate answers. Such marks MAY NOT be erased by adults.Site Coordinators should emphasize in training and monitoring:After testingNEVER, EVER, EVER ERASE ANYTHING in the answer sections of test booklets or answer documents. Call the California Department of Education (CDE) to discuss the situation if you are not sure what to do.Remind second and third grade teachers that they should not teach students to mark through answer circles to eliminate answers. Those marks may not be erased by school staff after testing.2012 STAR Pre-Test Workshop || Slide 113
114Erasing Stray Marks No Erasure Parties Test Site Coordinator or Administrator ONLYMay not re-question student regarding answers, intentions, etc.Answer documentsStray Marks YES!Stray Marks in Bubbles NO!
115NEVER begin a part that cannot be completed in one sitting Reminders…NEVER begin a part that cannot be completed in one sittingStudents may NOT go back to previous parts of test
116California Standards Test (CST) Students with IEP or 504 Plan may use variations/accommodations/modifications if decided by IEP Team (MATRIX forthcoming)Accommodations and Modifications must be written in IEP or 504Students in Grades 5, 8, 10 (SCIENCE)
117Before Multiple-Choice Testing (Cont’d) Confirm which tests each student takes.Confirm any accommodations or modifications students will use and where they will be tested.Prepare materials: (Listed in DFAs)Test bookletsNo. 2 pencilsScratch paperWhatever materials the DFA RequiresSigns
118During Multiple-Choice Testing Monitor for use of unauthorized electronic devices.Give correct test booklets and answer documents to students whose names are on answer documents.Make sure students are taking the correct test and marking answers in the correct section of the answer document.Ensure students complete all parts of each test.Site Coordinators should emphasize in training and monitoring:During TestingRemind examiners that they cannot check student work or advise students that they have an answer wrong or tell them to go back and check an item. They cannot withhold answer docs until students demonstrate they have the right answers.Closely monitor students during testing to make sure they are working in the correct part of the test booklet and answer document. Make sure that students do not go on to other parts of the test. Also make sure that students don’t skip a question on their answer document (so that they are off by one).Make sure that they have enough time to administer the test in one sitting (i.e., make sure that administration does not run into lunch time, etc.)MAKE SURE YOU ARE GIVING THE RIGHT TEST! (CST, CMA, end-of-course test, etc.)Students should mark the correct test subject for high school mathematics and science.Students who are not testing may not stay in the classroom where a test is being administered.If students need to be taken to another room to finish testing, be sure they are escorted by an adult. Do not allow students to walk to another room with test materials by themselves.
119During Multiple-Choice Testing (cont.) Give breaks only at end of a part as indicated by stop sign.Mark answer documents:Correctly mark test nameNote: if the test name is not marked, the test will not be scored. Tests that are hand scored in the fall do not go into API/AYP.Correctly mark version #Still True for CMA Science!Site Coordinators should emphasize in training and monitoring:During TestingRemind examiners that they cannot check student work or advise students that they have an answer wrong or tell them to go back and check an item. They cannot withhold answer docs until students demonstrate they have the right answers.Closely monitor students during testing to make sure they are working in the correct part of the test booklet and answer document. Make sure that students do not go on to other parts of the test. Also make sure that students don’t skip a question on their answer document (so that they are off by one).Make sure that they have enough time to administer the test in one sitting (i.e., make sure that administration does not run into lunch time, etc.)MAKE SURE YOU ARE GIVING THE RIGHT TEST! (CST, CMA, end-of-course test, etc.)Students should mark the correct test subject for high school mathematics and science.Students who are not testing may not stay in the classroom where a test is being administered.If students need to be taken to another room to finish testing, be sure they are escorted by an adult. Do not allow students to walk to another room with test materials by themselves.
120During Multiple-Choice Testing (cont.) Use Directions for Administration (DFAs) correctly.Read ALL “SAY” boxes exactly as written.Be sure to read and complete “First Day of Testing” section with students.ONLY translate boxes with “T” (NO CST/CMA questions, prompts, or passages may be translated).Site Coordinators should emphasize in training and monitoring:During TestingDFAsRemind examiners to carefully read all of their DFA before testing. The DFAs answers many of the questions that examiners have and will remind them what to do and what not to do.Remind examiners to read all of the directions to students when they administer the tests do not skip any directions.H 5
122CMA Eligibility Criteria Students in Grades 5, 8, 10 must meet the following criteria:Student has an IEPScored FBB or BB on previous CSTScored ADV/PROF. on CAPA in two previous yearsGrade level goal on IEPIEP Team determines if CMA is appropriateStudents can take CMA only if “directed” by IEP, not 504 plan.
1232013 CMA Materials for Grades 5, 8, 10 CMA for grades 5, 8, 10:CST and CMA in same answer documentMust mark Section 7c for CMA tests taken.
125CAPA Eligibility Criteria Eligibility requirement:Significant Cognitive DisabilitiesIEP Team determines if CAPA is appropriateAssign correct CAPA level (1-4)
126Before, During, After Testing Section 11Before, During, After Testing
127Staff Training Reminders BEFORETESTINGStaff Training RemindersSecurity AffidavitsTesting Schedule(CST Science /CMA Science /CAPA)Room EnvironmentReview DFAExaminer Training Checklist
128Directions for Administration (DFA) BEFORETESTINGDirections for Administration (DFA)Examiners and Proctors must familiarize themselves with DFA before administering testsReview DFAMust be read verbatimSay Boxes in DFA“T” in Say Box indicates that everything in Say Box can be orally translated (on the spot) for EL students if regularly done in the classroom (no questions or passages)Say Boxes for ELs
130Packing-up SCORABLES Place CMA documents on the bottom of CSTs Bundle entire grade level together with one band (TAPE band)1. Alphabetize CSTs (class or grade level)2. List any make-ups on your daily log