1. TEACHER (TA) TRAINING SBAC ONLINE TEST ADMINISTRATION California Assessment of Student Performance and Progress (CAASPP)

2. AGENDA Insert your training agenda 2

3. OBJECTIVE By the end of this training, attendees will understand: The administration of the SBAC summative assessments using appropriate procedures 3

4. OVERVIEW 4

5. OVERVIEW STUDENT PARTICIPATION Q: Who will take the online SBAC summative assessments? A: All students in grades 3-8 and 11 are required to take the summative assessments. The only students exempt from participating in the SBAC summative assessments are: Students participating in the California Alternate Assessments (CAA) English learners (ELs) who have been attending school in the United States for less than 12 months (for the ELA test only) Students will be required to take the math assessment 5

6. OVERVIEW STUDENT PARTICIPATION: EARLY ASSESSMENT PROGRAM The Early Assessment Program (EAP) will be using the grade 11 SBAC summative assessments in ELA and mathematics in place of the grade 11 CSTs in ELA and/or mathematics, additional 15 questions and the ELA essay Grade 11 students taking the SBAC summative assessments may choose to release their results to the CSU and participating CCCs at the end of the computer adaptive test Students who do not authorize the release of their test results at the time of testing may need to provide a copy of the score report upon request of the campus 6 Pgs. 32-33 TAM

7. OVERVIEW ABOUT THE SUMMATIVE ASSESSMENTS Content areas; English language arts/literacy (ELA) Mathematics Two components per content area: Computer adaptive test (CAT) Performance task (PT) 7 Test Item Types: Page 59 in the TAM

8. OVERVIEW ABOUT THE SUMMATIVE ASSESSMENTS (CONT.) Q: What is the CAT component of the online summative assessment? A: The computer adaptive portion (CAT) of the online test includes a wide variety of item types. As students progress throughout a CAT, the computer program adjusts the difficulty of questions throughout the assessment based on their responses. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question. 8

9. OVERVIEW ABOUT THE SUMMATIVE ASSESSMENTS (CONT.) Q: What is the PT component of the online summative assessment? A: The PT is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and high-order thinking skills to explore and analyze a complex, real world scenario. Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task. 9

10. OVERVIEW SYSTEMS AND PROCESSES FOR ONLINE ADMINISTRATION 10 Test Administrator Interface & Student Testing Site Administer online Smarter Balanced assessments Test Administrator Interface & Student Testing Site Administer online Smarter Balanced assessments TOMS Verify student demographic data Configure online test settings (designated supports and accommodations) TOMS Verify student demographic data Configure online test settings (designated supports and accommodations) CALPADS (California Longitudinal Pupil Achievement Data System) Manage student demographic data CALPADS (California Longitudinal Pupil Achievement Data System) Manage student demographic data 123

11. Test Site Coordinator Test Administrator Technology Coordinator CALPADS Administrator 11 Roles and Responsibilities

12. ROLES AND RESPONSIBILITIES SCHOOL COORDINATOR (SC) Identify TAs, ensure that they have submitted signed CAASPP Test Security Affidavits Add TAs into TOMS Ensure TAs are properly trained so they can administer the assessments Enter and/or verify students test settings in TOMS Ensure that testing in the school is conducted in accordance to test security policies Create/approve test schedules and security procedures for the school Work with technology staff to ensure that necessary secure browsers are installed and any other technical issues are resolved Monitor testing progress and ensure that all eligible students participate Report test security incidents to the DC Relay issues/questions to the DC Oversee CAASPP administration activities in the school 12

13. ROLES AND RESPONSIBILITIES TEST ADMINISTRATOR (TA) Read and sign the CAASPP Test Security Affidavit Carefully and completely read and sign security affidavit Complete training and review all SBAC policy and administration documents prior to administering any SBAC assessments View student information prior to testing to ensure it is correct Ensure that appropriate designated supports and accommodations have been set prior to testing Administer the SBAC assessments Report all potential test security incidents to the SC Relay issues/questions to the SC Encourage students to do their best 13

14. ROLES AND RESPONSIBILITIES TECHNOLOGY COORDINATOR Assist District in setting up and overseeing technology infrastructure Support each school site Work closely with the LEA CAASPP Coordinator to ensure network and testing devices are properly prepared by installing the most current secure browser Help troubleshoot during time of testing 14

15. ROLES AND RESPONSIBILITIES CALPADS ADMINISTRATOR Ensures student demographic, enrollment, and program participation data is correct in the CALPADS Work closely with the District CAASPP Coordinator 15

16. TECHNOLOGY INFRASTRUCTURE 16

17. TECHNOLOGY INFRASTRUCTURE Prior to the test administration, District CAASPP Coordinator with Technology Coordinator should review the technology infrastructure Testing devices are working Ensure that secure browsers are properly installed a minimum of two weeks before testing Ensure the necessary hardware is available and working (i.e., headphones, external keyboards, printers) Content filters, firewalls, and proxy servers configured Stable (wired or wireless) internet connection 17

18. SECURE BROWSER Students must use the secure browser to log in to the Student Interface and access the summative test Prevents students from accessing other hardware and software functions Prior to testing, TAs should verify that: External user applications are closed, secure browser will not work if the computer detects that a forbidden application is running Volume must be tested before launching browser Test Administrators (TA) will use a standard browser No testing on computers with dual monitors Students must not take the test on computers connected to more than one monitor 18 Pgs. 74-75 TAM

19. HARDWARE REQUIREMENTS Headphones are required for each test station English language arts/literacy (ELA) tests Text-to-speech accommodation Job Access with Speech (JAWS) Microphones are not required 19

20. 20 Test Administration

21. PREPARING STUDENTS AND STAFF PRACTICE AND TRAINING TEST There are multiple ways to prepare students and staff for the SBAC summative assessments: Practice Test Training Test Purpose of the Practice Tests Allows students and administrators to become familiar with the format and structure of the operational assessments Scoring rubrics and answers are available on the TA Resource Web page at http://caaspp.org/ta-resources/index.htmlhttp://caaspp.org/ta-resources/index.html All universal tools, designated supports, and accommodations are available 21

22. PREPARING STUDENTS AND STAFF PRACTICE AND TRAINING TEST (CONT.) There are two ways for accessing the Practice and Training Test: Through caaspp.org on a Web browser Through the secure browser Simulates operational online testing environment TAs may create test sessions for the Practice or Training Tests on the TA Practice and Training Site 22

23. TEST ADMINISTRATION SCHEDULING TESTING TIME 23 Content AreaGrades Computer Adaptive Test (CAT) items hrs : mins Performance Task (PT) hrs : mins Total hrs : mins Classroom Activity (administered prior to the PT)* hrs : mins Total hrs : mins English Language Arts/Literacy 3–51:302:003:30:304:00 6–81:302:003:30:304:00 112:00 4:00:304:30 Mathematics 3–51:301:002:30:303:00 6–82:001:003:00:303:30 112:001:303:30:304:00 Both 3–53:00 6:001:007:00 6–83:303:006:301:007:30 114:003:307:301:008:30 Pgs. 27-31 TAM

24. TEST ADMINISTRATION SCHEDULING TESTING TIME (CONT.) The estimates do not account for any time needed to start computers, and log in students Recommended: CAT first, PTs second The classroom activity should be completed within 3 days prior to administering a PT ELA PTs have 2 parts and can be completed over 2 days Mathematic PTs have 1 part and can completed in 1 day PTs should not be administered on the same day as the classroom activity or the CAT 24 CAT Classroom Activity Performance Task

25. TEST ADMINISTRATION ESTABLISHING APPROPRIATE TESTING CONDITIONS Testing students in classroom-sized groups is preferable Facilitates monitoring and control for TAs Remove or cover displayed information that might be used by students to help answer questions Rubrics, vocabulary charts, student work, graphs, charts, etc. Establish procedures to maintain a quiet testing environment Remember some students will finish more quickly than others Cell phones or other electronic devices are not allowed to be used during testing Post an “Unauthorized Electronic Devices” sign so that it is clearly visible to students and place a testing “Do Not Disturb” sign on doors to testing rooms 25

26. TEST ADMINISTRATION GENERAL TESTING INFORMATION 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 TAs must follow the “SAY” script exactly each time a test session is administered Refer to the “SAY” boxes of the Online Test Administration Manual or Online Directions for Administration 26

27. USING THE TEST OPERATIONS MANAGEMENT SYSTEM (TOMS) Task in Toms Add and manage TAs Gives them access to TA interface Review student data Demographic Data from CALPADS Test enrollment Assign online test setting to students Designated Supports and Accommodations TOMS can be accessed from the CAASPP Portal at http://caaspp.orghttp://caaspp.org 27

28. REVIEWING STUDENT DATA Each student profile in TOMS includes: Demographic data Read-only; must be modified in CALPADS Test enrollment All students in grades 3-8 and 11 are automatically enrolled in the online SBAC summative assessments Online test settings Universal tools, designated supports, and accommodation 28

29. REVIEWING STUDENT DATA (CONT.) Students’ grade levels must be correct in TOMS before testing Grade levels are only correctable in CALPADS All students who are going to test must appear in TOMS If a student’s designated supports and accommodations information is incorrect, it must be updated in TOMS before he or she tests 29

30. STUDENT PROFILE IN TOMS: DEMOGRAPHICS 30 All demographic data is read- only

31. STUDENT PROFILE IN TOMS: TEST MODE 31 All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative tests

32. STUDENT PROFILE IN TOMS: TEST SETTINGS 32

33. ASSIGNING ACCESSIBILITY SUPPORTS IN TOMS Student online test settings must be configured at least 24 hours prior to testing Allow up to 24 hours from when you configure test settings in TOMS to when the changes appear in the TA and Student Testing Interface LEA and School Coordinators are authorized to set accessibility supports for students in TOMS. TAs do not have the ability 1.One-by-one through student profile 2.Special Ed will initially upload students settings from SEIS 3.Coordinators will verify that information is correct 33

34. WHAT ARE ACCESSIBILITY SUPPORTS ? Universal Tools: Available to all; based on student preference and selection (i.e., strikethrough, highlighter) Designated Supports: Need to be indicated by an educator or guardian (i.e., color contrast, read aloud, glossary, magnification) Accommodations: Based on individualized education programs (IEPs) or Section 504 plans (i.e., American Sign Language, scribe) 34

35. WHAT ARE ACCESSIBILITY SUPPORTS? (CONT.) The online assessments include embedded and non- embedded accessibility supports Embedded: part of the computer administration (i.e., digital notepad, calculator) Non-embedded: provide outside the computer administration (i.e., scratch paper, multiplication table) 35

36. WHAT ARE ACCESSIBILITY SUPPORTS? (CONT.) 36 EmbeddedNon-Embedded Designated SupportAccommodationDesignated SupportAccommodation Color Contrast American Sign Language (ELA listening and math items) Bilingual Dictionary (ELA performance task full writes) Abacus MaskingBrailleColor Contrast Alternate Response Options Text-to-Speech (math and ELA items) Closed Captioning (ELA listening items) Color OverlaysCalculator Translated Test Directions (math items) Streamlined InterfaceMagnificationMultiplication Table Translations (glossaries) (math items) Text-to-speech (ELA reading passages) Noise BuffersPrint on Demand** Translations (stacked) (for math items)* Read Aloud (math and ELA items) Read Aloud (ELA reading passages) Turn off any universal tools* Scribe (ELA non-writing and math items) Scribe Permissive ModeSeparate SettingSpeech-to-Text Print SizeTranslated Test DirectionsIndividualized Aids Translation (glossaries) (math items) Special Lighting or Acoustics Translated Test Directions (math items) *Must be activated in the test delivery system. **Print on demand for stimuli only can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact CalTAC at least 24 hours prior to testing.

37. ADMINISTERING A TEST SESSION The TA logs on to the TA Interface from http://caaspp.org on a standard Web browser http://caaspp.org The TA logs on using his/her username and password 37 Pg. 41 TAM

38. ADMINISTERING A TEST SESSION (CONT.) The TA selects the test category or the grade and content area 38

39. ADMINISTERING A TEST SESSION (CONT.) The TA selects the tests to administer Additional test can be added to a session; you will receive a confirmation message box The TA starts a test session 39

40. ADMINISTERING A TEST SESSION (CONT.) The TA informs students of the test Session ID Write or display clearly in a place all students can see Session IDs are automatically generated upon selecting the [Start Session] button Additional test can be added to a session. You will receive a confirmation message box 40

41. DISTRIBUTING STUDENT LOGON INFORMATION TAs need to provide students with the Session ID, the students Statewide Student Identifier (SSID), and confirmation code (student first name in CALPADS) for logon May be provided on a card or piece of paper TAs may write the Session ID on a board where students can see it 41 Note: if the session ID is not written down or known and the TA tries to log on to the session after getting involuntarily logged off of the system, the TA will be logged off for eight hours before he or she is able to start a new session

42. ADMINISTERING A TEST SESSION (CONT.) Students log on through the secure browser To log on, students need: First Name (Confirmation Code): Student’s legal first name as spelled in CALPADS State-SSID “CA” followed by a hyphen “-” and the student’s SSID Session ID: TA-generated session ID 42

43. ADMINISTERING A TEST SESSION (CONT.) Students verify their identity After logging on, students will see the “Is This You” screen Students should select [Yes] to continue 43

44. ADMINISTERING A TEST SESSION (CONT.) Students select the test All grade-level tests that the student is eligible to take are displayed Only the tests that the TA selected for the test session and those that have not been completed are selectable by students 44

45. ADMINISTERING A TEST SESSION (CONT.) Upon selecting a test, students will wait for TA approval As students select tests, the TA will see approvals populate in the Approvals queue of the TA Interface 45

46. ADMINISTERING A TEST SESSION (CONT.) The TA selects the [Approvals (#)] button to access the Approvals and Student Test Settings screen 46

47. ADMINISTERING A TEST SESSION (CONT.) The TA verifies the student has selected the appropriate test and reviews the students’ test settings by selecting [See/Edit Details] button next to each student Only need to check for students in session that are using special accommodations, etc. 47

48. ADMINISTERING A TEST SESSION (CONT.) The TA selects [Set] to confirm the current test settings and return to the list of students awaiting approval The TA will still have to approve the student for testing OR The TA selects [Set & Approve] to establish the existing settings and approve the student for testing 48 Note: If a student’s test settings are incorrect, TAs should deny the student, contact the School CAASPP Coordinator to correct the test settings in TOMS, and test the student on another day

49. ADMINISTERING A TEST SESSION (CONT.) Upon reviewing test settings for all students, the TA approves students to test on the Approvals and Student Test Setting screen Select [Approve] to approve a specific student for testing Select [Approve All Students] to approve all students 49

50. ADMINISTERING A TEST SESSION (CONT.) After the TA has approved a student for testing, the student will verify the test information and settings The student will select [Yes, Start My test] to begin testing or [No] if their settings are incorrect 50

51. ADMINISTERING A TEST SESSION (CONT.) If a student has a text-to-speech accommodation or is taking a test with ELA listening items, he or she will verify the audio checks through headphones 51 Text-to-speech audio check Test with listening items audio check

52. ADMINISTERING A TEST SESSION (CONT.) Finally, students will see the Test Instructions and Help page before they begin testing Students will select [Begin Test Now] to begin testing 52

53. MONITORING STUDENT PROGRESS TAs can monitor student testing through the Students in Your Test Session table on the TA Interface Displays students who have logged in and been approved for testing 53

54. PAUSING TEST TAs may pause an individual student’s test in the Students in Your Test Session table −This will not affect other students’ tests 54 Pgs. 24-25 TAM

55. GENERAL PAUSE RULES If there is a technical issue (i.e., power outage, network failure), students will be logged out and the test will be automatically paused. Student work will not be lost it will be saved. Students log back on with Session ID that was written on board to pick up where they left off If a test is paused, students will have to log back in to resume testing Note: Highlighted text and global notes will not be preserved 55

56. PAUSE RULES: COMPUTER ADAPTIVE TEST (CAT) If a CAT is paused for more than 20 minutes, the student is: Presented with the test page containing the test item he or she was working on (if the page contains at least 1 unanswered item) OR Presented with next test page (if all items on the previous test page was answered) Not permitted to review or change any test items on previous test pages If a Cat is paused for less than 20 minutes, the student is: Presented with the test item or passage he or she was working on when the test was paused Permitted to answer previously shown items within a segment 56

57. PAUSE RULES: PERFORMANCE TASK There are no pause rules for PTs Even if a PT is paused for more than 20 minutes, the student can return to the current section and continue ELA PTs are divided into two parts After a student completes the first part, he or she cannot return to it A message is given to students letting them know they cannot return 57

58. TIMEOUT DUE TO INACTIVITY As a security measure, students are automatically logged out of the test after 30 minutes of inactivity Activity means Selecting an answer Using a navigation option in the test (i.e. selecting [Next] or [Back], using the questions drop-down list) NOTE: Moving the mouse or selecting an empty space on the screen is NOT considered activity 58

59. STOPPING AN ENTIRE TEST SESSION TAs can stop a test session ( and therefore pause tests for all students in a session Select the [Stop Session] on the upper-left corner of the TA Interface An “Important!’ box will appear, requesting verification to end the session and log students out Select [OK] to continue or [Cancel] to keep the test session open 59

60. REACHING THE END OF THE TEST After students answer the last item of the test, the [End] test button will appear in the upper-left corner of the screen 60

61. REACHING THE END OF THE TEST Upon selecting the [End Test] button, an “Attention” message will appear Students will select [Yes] to proceed with reviewing answers and submitting the test 61

62. REACHING THE END OF THE TEST Students may review answers before submitting a test 62

63. REACHING THE END OF THE TEST When a student is ready to submit the test, he or she will receive a confirmation screen 63

64. TEST EXPIRATION RULES A student’s CAT test remains active until the student completes and submits the test or 45 calendar days after the students have begun the CAT A PT test remains active for 10 calendar days after a student has begun it 64 Important: Student personal information is secure and must be collected and securely stored at the end of a test session, then securely destroyed at the end of the test administration.

65. CLASSROOM ACTIVITY ADMINISTRATION GUIDELINES 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 A class activity may be administered in a classroom or any other appropriate space Class activity will take place on a separate day from the PT No more than a 3-day lapse between the class activity and the PT administration 65 Pgs. 28-29 TAM

66. CLASSROOM ACTIVITY ADMINISTRATION GUIDELINES (CONT.) Computers, projectors, and other technology are allowed but not required for the class activity Involves the participation of all students in an instructional tasks PT will be completed by individual students on the testing device Students may take notes during the class activity, but notes must be collected prior to taking the PT 66

67. CLASSROOM ACTIVITY ADMINISTRATION GUIDELINES (CONT.) Class activity is designed to fit into a 30-minute window It will vary due to complexity of topic and individual student needs The SC should download the assigned classroom activity and provide to the TAs at least-1-2 days prior to test After receiving the activity from the SC, the TA or classroom teacher should administer the classroom activity 67

68. TEST SECURITY There are three different types of test security incidents: 1.Impropriety 2.Irregularity 3.Breach Test Impropriety Unusual circumstance that has a low impact on the testing individual or group of students Low risk of affecting student performance, test security, or test validity Correctable and containable at the district level Must be reported to the District Coordinator using the Test Administration Testing Incident or Impropriety Report Form May be reported in the Appeals module should an Appeal be required Example: Students talking 68 Pg. 64 TAM

69. TEST SECURITY (CONT.) 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 district level Must be reported to the District Coordinator using the Test Administration Testing Incident or Impropriety Report Form, who must them report it to the CDE within 24 hours Submitted in the Appeals module for resolution Read pgs. 20-21 for appeals information Examples: student cheating or providing answers to another, student accessing or using electronic equipment (i.e., cellphones) 69

70. TEST SECURITY (CONT.) Test Breach Event that threatens test validity (i.e., release of secure materials) A breach incident must be reported to the CDE within 24 hours Examples: Administrator or coordinator modifying student responses or record at any time Administrator allowing students to take home test items, passage, prompts, or scratch paper Adult or student posting items or test materials on social media 70

71. RESOURCES CAASPP TA Training Modules http://caaspp.org/training/caaspp/ TA Directions for Administration http://caaspp.org/rsc/pdfs/CAASPP.ta-odfa.2015.pdf Accessibility Supports Resources SBAC Usability, Accessibility and Accommodations Guidelines http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdfhttp://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/08/SmarterBalanced_Guidelines.pdf Guidelines Frequently Asked Questions http://www.smarterbalanced.org/wordpress/wp- content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdfhttp://www.smarterbalanced.org/wordpress/wp- content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf TOMS online Student Test Settings User Guide http://caaspp.org/rsc/pdfs/CAASPP.student-test-settings.2015.pdf 71

72. RESOURCES (CONT.) Accessibility Supports Resources (Cont.) Matrix One http://www.cde.ca.gov/ta/tg/ai/documents/caasppm atrix1.pdfhttp://www.cde.ca.gov/ta/tg/ai/documents/caasppm atrix1.pdf Embedded Universal Tools and Online Features Training Module http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0 cZz0&intk=37891690http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0 cZz0&intk=37891690 72

73. QUESTIONS 73