1. Measuring the Power of Learning.™ California Assessment of Student Performance and Progress (CAASPP) CAASPP Workshops January 28, 2016- General Overview February 4, 2016- Closer Look February 18, 2016- Targeted Needs

2. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 2 Housekeeping Sign in sheet Additional hours Comment and question cards

3. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 3 Assessment Contacts Gina Simpson Director, School Accountability and Student Information Systems LEA CAASPP Coordinator Cell: 951-840-6947 Brandy Robb Assists with Federal, State, and local assessment administration (pre-id, materials, and logistics) Officer: 951-509-6177 Mariela Aguilar Assists with assessments, reports, EADMS/DIBELS passwords, and non public schools (NPS) Office: 951-509-5178 Open – Assessment Clerk Assists with testing budgets, processes PA’s, ordering of materials and supplies Office: 951-509-5004 Joyce Stark Assistant to the Director, School Accountability and Information Systems Quyen Nguyen Assists with data management Office: 951-509-5197 Heather Goodwin Instructional Specialist/Assessment Heather.Goodwin@alvord.k12.ca.us Mark Rasmussen Instructional Specialist/Assessment Mark.Rasmussen@alvord.k12.ca.us Elizabeth Juge Instructional Specialist/Assessment Elizabeth.Juge@alvord.k12.ca.us Main Office Line: 951-509-5055

4. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 4 Purpose By the end of this workshop, attendees will understand: −CAASPP is part of an integrated system with the primary purpose of improving teaching and learning −Appropriate procedures for administration of the CAASPP summative assessments −Technology requirements for the local educational agency (LEA) −Student test registration in the Test Operations Management System (TOMS) −Identifying students that need designated supports and accommodations −The Smarter Balanced Digital Library and Interim Assessments

5. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 5 Agenda Morning Session Topic 8:30–8:45Welcome 8:45–8:55Overview 8:55–9:00Roles and Responsibilities 9:00–9:10Technology Infrastructure 9:10–9:20Practice Tests and Training Tests 9:20–9:50Using the Test Operations Management System 9:50–10:00Break 10:00–10:30Test Administration 10:30–10:45Test Security 10:45–11:00Smarter Balanced Scoring and Reporting 11:00–11:15Digital Library and Interim Assessments 11:15–12:00Questions

6. Measuring the Power of Learning.™ Overview

7. 2015–16 CAASPP Pretest Administration Workshop 7 A New System With a New Purpose Transition from STAR to CAASPP means more than changing standards and testing technology: THEN (STAR): Administered end of year with accountability solely as the primary purpose NOW (CAASPP): An integrated year-round system with a primary purpose of improving teaching and learning

8. 2015–16 CAASPP Pretest Administration Workshop 8 Summative Assessment: One Part of an Integrated System

9. 2015–16 CAASPP Pretest Administration Workshop 9 A New Role for Assessment: Supporting Teaching and Learning Rather than a result, test scores are starting points to identify strengths and needs and help set learning goals. The Smarter Balanced Digital Library and Interim Assessments are designed to help schools achieve goals for learning, monitor progress, and adjust instruction throughout the year.

10. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 10 Student Participation: General The Smarter Balanced Summative Assessments consist of the following: –English Language Arts/Literacy (ELA) and mathematics tests –Includes computer adaptive portion of the test, a classroom activity, AND a performance task in each content area The California Alternate Assessments (CAAs) consist of the following: –English Language Arts and mathematics tests for students with significant cognitive disabilities

11. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 11 Student Participation: General All students in grades 3–8 and grade 11 take the Smarter Balanced Summative Assessments with the following exceptions: – Students enrolled in or assigned to grades 3–8 and grade 11 whose IEP team designates the use of the California Alternate Assessments (CAAs) for ELA and mathematics – English learners who have been enrolled in a school in the United States less than 12 months (ELA only)

12. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 12 Student Participation: Early Assessment Program The Early Assessment Program (EAP) uses the high school Smarter Balanced Summative Assessments for ELA and mathematics. Students taking the Smarter Balanced Summative Assessments in high school may choose to release their test scores to the California State University (CSU) and participating California Community Colleges at the end of the computer adaptive tests. Students who do not authorize the release of their test scores to CSU and CCC at the time of testing may need to provide a copy of the CAASPP score report to the campus, upon request.

13. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 13 Pursuant to California Code of Regulations, Title 5, Section 852: Each year the local educational agencies (LEAs) are required to notify parents or guardians of their pupil's participation in the CAASPP tests. In addition, LEAs are required to inform parents of their right to exempt their child from taking the CAASPP tests. –Parents must annually submit a written request specifying the tests to be exempted. Importance of Informing Parents and Guardians About Testing

14. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 14 Importance of Informing Parents and Guardians About Testing Inform parents and guardians about testing to: –Seek input on designated supports that the student may need during testing. –Coordinate with the student’s IEP team to determine the most appropriate test for the student. –Provide an opportunity for the parent/guardian to submit a testing exemption. –Communicate any schedule changes to the normal school schedule. –Obtain updates to student demographic information that may impact testing or score reporting.

15. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 15 Smarter Balanced Summative Assessments Computer adaptive test (CAT): Students complete the CAT portion of the assessment for both ELA and mathematics. The CAT includes a wide variety of question types. As a student progresses, the difficulty of questions is adjusted on the basis of the student’s responses. –A student who answers a question correctly will receive a more challenging question –An incorrect answer will generate an easier question

16. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 16 Smarter Balanced Summative Assessments Classroom Activity for ELA and mathematics: Educators from across the Smarter Balanced Assessment Consortium conducted a review of the classroom activity. –To determine if the Smarter Balanced performance tasks (PT) in English Language arts/literacy (ELA) and mathematics contained sufficient explanation and context to stand on their own without the administration of a classroom activity.

17. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 17 Smarter Balanced Summative Assessments Classroom Activity for ELA and mathematics: Smarter Balanced determined that the vast majority of performance tasks contain sufficient explanation and context to be administered without requiring the classroom activity. –Based on this result, Smarter Balanced provided states with the flexibility to either continue requiring the administration of the classroom activity, make the administration of the classroom activity optional, or discontinue the administration the classroom activity. –Any Performance Task that was identified as not containing sufficient explanation and context to be administered without a classroom activity has been removed from the 2015–16 Smarter Balanced tests.

18. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 18 Smarter Balanced Summative Assessments Classroom Activity for ELA and mathematics: California will utilize the 2015–16 year as a transition year and will continue to assign classroom activities in ELA and mathematics. –In 2015–16, failure to administer the classroom activity is not considered a testing incident. –The CDE will not require LEAs to report failure to administer the classroom activity in the Security and Test Administration Incident Reporting System (STAIRS).

19. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 19 Smarter Balanced Summative Assessments Performance Task: Students complete a performance task for both ELA and mathematics. The Performance Task is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher- order thinking skills to explore and analyze a complex, real-world scenario.

20. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 20 What’s New for 2015–16 User roles Secure browser used for administration of CAAs Validation of selected test administration window Validation rules for CAAs, IEP indicator, and accommodations Process for requesting unlisted resources (previously called “individualized aids”) Enrollment grade cutoff date No accountability consequence for classroom activity not given to students

21. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 21 What’s New for 2015–16 Security and Test Administration Incident Reporting System (STAIRS) Deadline for condition codes and Appeals Demographic snapshot Assessment Target Reports Faster initial Student Score Reports Student Score Reports available in Spanish Notification e-mails for scoring and reporting

22. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 22 What’s New for 2015–16 Changes to http://www.caaspp.orghttp://www.caaspp.org

23. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 23 What’s New for 2015–16 Changes to http://www.caaspp.orghttp://www.caaspp.org

24. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 24 What’s New for 2015–16 Changes to http://www.caaspp.orghttp://www.caaspp.org

25. Measuring the Power of Learning.™ Roles and Responsibilities

26. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 26 2015–16 User Roles Available User Roles: LEA CAASPP Coordinator Test Site Coordinator Test Administrator Test Examiner Test Administrator & Test Examiner Interim Assessment Administrator Only Educator—District Educator—Site Educator— Roster View-only roles New for 2015–16

27. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 27 LEA CAASPP Coordinator Responsibilities LEA CAASPP coordinators must add all users to the Test Operations Management System (TOMS) to enable the designated users to administer, monitor, and manage the online summative and interim assessments. –Adhere to local policies for protecting student information when assigning user roles. –Once test site coordinators are added by their LEA CAASPP coordinator and receive access to TOMS, they will have the ability to add test administrators, test examiners, and other user roles for their assigned site. Ensure that each user assigned either a Test Examiner or Test Administrator & Test Examiner role is a credentialed or licensed employee. Ensure that all staff receive necessary training.

28. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 28 Test Site Coordinator Responsibilities Identify test administrators and test examiners and ensure that they have submitted signed CAASPP Test Security Affidavits. Assign site staff test administrators and test examiners roles in TOMS. –Adhere to local policies for protecting student information when assigning user roles. Ensure that test administrators and test examiners are properly trained so they can administer the assessments. –Ensure that test examiners view the test administration tutorial and collect the certificate of completion and/or attend a training provided by the LEA.

29. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 29 Test Site Coordinator Responsibilities Enter and/or verify student test assignments and test settings in TOMS. Create or approve testing schedules and procedures for the school site. Work with technology staff to ensure that necessary secure browsers and supported operating systems are installed and any other technical issues are resolved. Provide student login information on cards (i.e., login tickets) to assist test administrators with student login. –New: Login tickets can include any information as long as they are consider secure test materials and securely destroyed.

30. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 30 Test Site Coordinator Responsibilities Monitor testing progress and ensure that all eligible students participate. Address testing problems that arise at the school site. Mitigate and report all test security incidents to the LEA CAASPP coordinator. Oversee CAASPP administration activities in the school. Collect any print-on-demand questions and other secure testing materials (e.g., student login information and Directions for Administration [DFAs] for CAAs) following testing and securely destroy them.

31. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 31 Test Administrator Responsibilities Read and sign the CAASPP Test Security Affidavit. Complete training and review all Smarter Balanced policy and administration documents prior to administering any Smarter Balanced assessments. Review student information prior to testing to ensure that the correct student receives the proper test with the appropriate supports and test settings. Administer the Smarter Balanced Summative Assessments. Report all potential test security incidents to the test site coordinator and LEA CAASPP coordinator in a manner consistent with LEA and state policies.

32. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 32 Test Examiner Responsibilities This role is assigned to CAAs Administrators so they can make changes to student’s test setting (Combined the roles of SC and TA) Review and/or assign accessibility supports in TOMS for each student being tested. Download and read the DFAs before testing.

33. Measuring the Power of Learning.™ Technology Infrastructure

34. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 34 Technology Infrastructure Prior to test administration, Site Coordinators with IT staff should:  Check for a stable, high-speed, Internet connection (wired or wireless) because the Test Delivery System (TDS) administers tests via the Internet.  Check that testing devices are working.  Ensure that secure browsers are properly installed a minimum of two weeks prior to testing.  Make sure the necessary hardware is available and working (i.e., headphones, external keyboards, printers).  Configure filters, firewalls, and proxy servers.

35. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 35 Secure Browsers New 2016 Secure Browser- students will access the assessment through this browser Students SHOULD NOT be using this browser. Be sure to uninstall old and install new.

36. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 36 Secure Browsers Students must use the secure browser to log on to take any CAASPP online test, including summative assessments, interim assessments, and the CAAs. Prior to testing, test administrators and test examiners should verify that: −External user applications are closed.  The secure browser will not work if the computer detects that a forbidden application is running. −Testing does not occur on computers with dual monitors  Mirror mode can be used in the case of a read aloud but cannot be used otherwise.

37. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 37 Hardware Requirements Device displays –10 ʺ diagonal display or larger (iPads with 9.5 ʺ screens are acceptable.) –1024 x 768 display resolution or better Note: Check monitor settings and brightness. On-site printers –Print out test session information. –Print test stimuli or questions for students with the print- on-demand accommodation. –Only the test administrator’s computer should have access to a single local or network printer in the testing room.

38. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 38 Hardware Requirements Headphones are required for each Smarter Balanced test station. –English language arts/literacy (ELA) tests –Text-to-speech accommodation –Job Access with Speech (JAWS)  Version 16 supported –Supported headphones:  Wired headphones with a 3.5 mm connector  USB headphones with a wired or wireless connection  Bluetooth headphones: Logitech H800, SoundBot SB270, and ECO Sound ECO-V300 Note: Microphones are not required.

39. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 39 Hardware Requirements External keyboards are required for tablets. –Mechanical –Manual –Bluetooth-based Note: Avoid keyboards with “shortcut” buttons.

40. Measuring the Power of Learning.™ Practice Tests and Training Tests

41. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 41 Preparing Students and Staff There are multiple ways to prepare students and staff for the summative assessments: Smarter Balanced Practice Tests Smarter Balanced Training Tests New: CAA Training Tests, coming soon Note: Practice tests for the CAAs are not available for 2015–16.

42. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 42 Important Notes About Practice and Training Tests Practice Tests and Training Tests: Do not assess all of the standards that will be in the operational tests. Do not predict or gauge a student’s success on the operational assessments. Do not produce overall scores.

43. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 43 Smarter Balanced Practice Tests vs. Training Tests Practice TestsTraining Tests Purpose Provide students with a grade specific testing experience similar in structure and format to the summative assessments Provide students with an opportunity to quickly become familiar with the software and interface features Grade Levels Each grade: 3–8, 11 Grade bands: 3–5 6–8 High school Number and Types of Questions Approximately 30 questions in ELA and 30 questions in mathematics per grade level; includes 1 ELA Performance Task and 1 mathematics Performance Task per grade level Approximately 15 questions per grade band (6 in ELA and 8–9 in mathematics); Performance Tasks are not available Universal Tools, Designated Supports, and Accommodations All Scoring Tests are not scored, however answer keys and scoring rubrics are availableTests are not scored

44. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 44 CAAs Training Tests Training Tests for CAAs Purpose Provide students with an opportunity to quickly become familiar with the test delivery system, question types, and interactions provided in the DFAs Grade Levels One test each for ELA and mathematics Number and Types of Questions Approximately 5–10 questions for each content area Universal Tools, Designated Supports, and Accommodations All that are available for CAAs ScoringTests are not scored

45. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 45 Purpose of the Smarter Balanced Practice Tests Allow students and administrators to become familiar with: The experience of a grade-level assessment A variety of grade-specific questions and difficulty levels Performance tasks The format and structure of the operational assessments

46. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 46 About the Smarter Balanced Practice Tests Practice Test are available in each grade level for grades 3– 8 and grade 11 for ELA and mathematics. Each Practice Test contains approximately 30 questions. Performance tasks are available for both ELA and mathematics. Scoring rubrics and answers are available on the Test Administrators Resource Web page at http://www.caaspp.org/ta-resources/index.html. http://www.caaspp.org/ta-resources/index.html All universal tools, designated supports, and accommodations are available. –Text-to-speech only available through secure browser. –Print-on-demand only available in proctored session.

47. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 47 Designed to try out the universal tools, designated supports, and accommodations to establish the most optimal test setting experience for the student Allow students and administrators to become familiar with the test delivery system and interface features Allow students to become familiar with: –Accessing the tests (log on process) –The testing software –The navigational tools –Embedded supports Purpose of the Smarter Balanced and CAAs Training Tests

48. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 48 About the Smarter Balanced Training Tests Training Tests are available by grade bands for grades 3–5, grades 6–8, and high school. Each Training Test contains approximately 14 or 15 questions: –6 ELA questions –8 or 9 mathematics questions There are no performance tasks included in the Training Tests. There are no scoring rubrics or answer keys. All universal tools, designated supports, and accommodations are available. –Text-to-speech only available through secure browser. –Print-on-demand only available in proctored session.

49. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 49 Accessing the Practice and Training Tests There are two means for accessing the Practice and Training Tests: 1.Through http://www.caaspp.org on a Web browserhttp://www.caaspp.org 2.Through the secure browser, which simulates operational online testing environment. Test administrators may create test sessions for the Practice Tests or Training Tests on the Test Administrator Practice and Training Site. −Students may return to a Practice Test and/or Training Test session.

50. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 50 Accessing the Practice and Training Tests 3 Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below 2 1

51. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 51 Practice and Training Tests Resources Test Administrator (TA) Resources for the Smarter Balanced Practice and Training Tests http://www.caaspp.org/ta-resources/practice- training.html

52. Measuring the Power of Learning.™ Using the Test Operations Management System (TOMS)

53. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 53 Test Security Agreement Must be signed by the Principals and Site Coordinators Test Security Agreement is an online form –Routed electronic to California Technical Assistance Center (CalTAC) –Test Security agreement will be sent to principals and site coordinators by next week and are due by February 4 th Important Notes: Assessment Office must receive both the agreement and the affidavit to grant access to TOMS After we received these forms an automatic email will be sent from CalTac with a temporary password –Note: Your username is your email address this year

54. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 54 Test Security Affidavit Must be signed by the Teachers, Proctors… Test Security Affidavit is a paper form –The Site Coordinators must receive these affidavits from all staff –All originals are to be sent to the assessments office before start of testing Once the site coordinators received the form, SC can create TOMS accounts for the staff –Note: Your username is your email address this year

55. Measuring the Power of Learning.™ Test Administration Windows and Setup

56. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 56 Test Administration Windows Testing windows for 2015 – 16 Smarter Balanced Summative Assessments: –Grades 3–8 for ELA and mathematics  The day on which 66% of a school’s annual instructional days have been completed –Grades 11 for ELA and mathematics  The day on which 80% of a school’s annual instructional days have been completed Note: Grade 11 scores used for Early Assessment Program (EAP) purposes.

57. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 57 Test Administration Windows Testing windows for 2015–16 Science (CST/CMA/CAPA) and STS for RLA –Testing window of 25 instructional days, which includes 12 instructional days before and after completion of 85% of the school’s, or track’s, annual instructional days Testing window for 2015–16 CAAs –April 11 through June 17, 2016, for all LEAs and schools –No administration window setup required in TOMS for the CAAs

58. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 58 Test Administration Windows AssessmentWindow Start DateWindow End Date CAASPP CST/CMA/CAPA Science Grade 5, 8, and 10 Paper Pencil STS grades 2-11 Paper Pencil April 1, 2016May 5, 2016 SBAC ELA and Math Grade 3-8 Online February 23, 2016June 2, 2016 SBAC ELA/Math/EAP Grade 11 Online April 5, 2016June 2, 2016 California Alternate Assessments (CAAs) ELA and Math Grade 3-8 and 11 Online April 11, 2016June 2, 2016

59. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 59 Test Eligibility Smarter Balanced ELA and Mathematics Default test assignment for grades 3–8 and grade 11 Not taking the CAAs CST for Science Default science test assignment for grades 5, 8 and 10 Not taking CAA (grades 5 and 8) or CAPA Science CMA for Science Grade 5, 8, and 10 Has IEP plan and IEP team determined CMA as most appropriate test Not taking for CAA (grades 5 and 8), CST or CAPA Science STS for RLA Voluntary tests for grades 2 through 11 Determined by test site coordinator Not eligible for CAA/CAPA Science CAA ELA and Mathematics, CAPA Science Must be designated as having severe cognitive disability Must have an IEP and IEP team determined that CAA/CAPA Science as the most appropriate tests

60. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 60 Test Administration Windows Considerations for selecting your test administration window: –New: LEAs are not required to test students who enroll after the close of their selected test administration window. –New: Condition codes must be set within the selected test administration window. –New: Appeals must be resolved within the selected test administration window. –New: Clock starts for paper final Student Score Reports at the close of selected test administration window.

61. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 61 All demographic data –Data are read-only; they must be modified in CALPADS. –New: A snapshot of the demographic data for CAASPP reporting purposes will be pulled on a selected date during spring 2016. Students’ grade levels must be correct in TOMS before the first date of testing window. −New: Grade level is frozen on the first date of the test administration window. −Grade level is correctable only in CALPADS. TOMS Student Profile: Demographics

62. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 62 TOMS Student Profile: Demographics All demographic data is read only

63. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 63 CALPADS Education Program designation for Special Education (IEP) or Section 504 plan –These data are read-only; they must be modified in CALPADS. –New: Embedded and non-embedded accommodations are available only to students who have an Education Program code of “101” for a Section 504 plan or “144” for a Special Education indicator with a valid primary disability type in CALPADS. TOMS Student Profile: Demographics

64. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 64 Special Education and Valid Primary Disability Codes Determines access to: –CAA, CAPA Science, CMA for Science –Embedded and non-embedded accommodations for any tests Must be updated in CALPADS at least 2 business days before testing the student. Note: Removing a Special Education indicator from a student’s CALPADS information will remove access to any accommodations or test assignments to CAA/CAPA Science or CMA for Science.

65. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 65 Test Assignment –All students in grades 3–8 and grade 11 are automatically assigned the online Smarter Balanced Summative Assessments. –Students who are eligible for the CAAs must be assigned in TOMS. –New: Students cannot be assigned the CAAs in TOMS without an Education Program code of “144” for Special Education and with a valid primary disability type in CALPADS. LEAs should verify student test assignments a minimum of 24 hours prior to student testing. TOMS Student Profile: Test Mode

66. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 66 Student Profile in TOMS: Test Mode All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced Summative Assessments

67. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 67 Condition Codes New: Only two codes can be uploaded directly to TOMS: –Parent Guardian Exemption (PGE) –Not Tested due to Medical Emergency (NTE) New: Batch upload of condition codes will be available. –This applies only to the two codes that can be set in TOMS as noted above. New: The condition code deadline is last day of the selected test administration window for the LEA; once the testing window ends, the functionality to input condition codes will no longer be available. Only one condition code can be applied per content area per student.

68. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 68 Indicating Parent/Guardian Exemptions The Assessment Office will set the parent/guardian exemptions in TOMS prior to testing once we receive written notification from site. The Parent/Guardian Exemption (PGE) condition code can be set in the Score Status tab of the student’s profile in TOMS.

69. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 69 Student online test settings must be configured at least 24 hours prior to testing. –Allow up to 24 hours from the time you configure student test settings in TOMS to the time the changes appear in the Test Administrator and Student Testing Interface. Student Profile in TOMS: Test Settings

70. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 70 Process for Students with Disabilities Test Settings, supports and accommodati ons inputted in SEIS (IEP Database) Assessment office will extract data from SEIS and upload in TOMS Students with Disabilities

71. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 71 Process for Students with 504 Plans Test Settings and supports and inputted in Aeries Assessment office will extract data from AERIES and upload in TOMS Students with 504 Plans

72. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 72 Process for English Learners Test Settings and supports and inputted in Aeries Assessment office will extract data from AERIES and upload in TOMS English Learners

73. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 73 Test Settings and supports and inputted in Aeries Assessment office will extract data from AERIES and upload in TOMS Designated Students Process for Students Designated by Site

74. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 74 Student Profile in TOMS: Test Settings

75. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 75 Reports in TOMS New: Student Move Report –Report includes a list of students who have moved within the LEA and students who have moved into the LEA from outside the LEA. New: Request New Report functionality –Request New Report allows the user to leave the page and receive an e-mail notification when the report is available for download.

76. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 76 Importance of CALPADS CALPADS is the sole source for student demographic, enrollment grade, and program participation data. o Statewide Student Identifier (SSID) o Student Name, gender, date of birth o LEA and school names and CDS codes o Grade o Primary language, LEP status and entry/exit dates, U.S. school enrollment date, migrant status o Ethnicity, race o Education program code (Special Education, Section 504 status), primary disability code o Parent education, education program participation, foster youth indicator

77. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 77 Importance of CALPADS New: Grade level is frozen on the first date of the test administration window. −Grade level is correctable only in CALPADS. LEAs cannot update student demographic data in TOMS. LEAs must keep data in CALPADS up to date. Processing time from CALPADS to TOMS is 24–48 hours. Student accessibility supports are uploaded and maintained in TOMS, not in CALPADS.

78. Measuring the Power of Learning.™ Accessibility Supports

79. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 79 Accessibility Supports Universal Tools: –Available to all; based on student preference and selection (e.g., strikethrough, highlighter) Designated Supports: –Available to all; need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification) Accommodations: −Based on IEPs or Section 504 plan (e.g., American Sign Language, scribe)

80. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 80 Accessibility Supports The online assessments include embedded and non-embedded accessibility supports: –Embedded: part of the computer administration (e.g., digital notepad, calculator) –Non-embedded: provided outside the computer administration (e.g., scratch paper, multiplication table)

81. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 81 Accessibility Supports

82. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 82 Accessibility Supports *Must be activated in the test delivery system. **Print on demand cannot be activated in TOMS. If a student needs print on demand for questions and/or questions and stimuli, contact the CalTAC. EmbeddedNon-Embedded Designated SupportAccommodationDesignated SupportAccommodation Color contrast American Sign Language (ELA listening and math questions) Bilingual dictionary (ELA Performance Task full writes) Abacus MaskingBrailleColor contrastAlternate response options Text-to-speech (ELA and math questions) Closed captioning (ELA listening questions) Color overlay Calculator (math—allowed questions Grades 6–8, 11) Translations (glossaries) (math questions) Streamlined interfaceMagnification Multiplication table (math - Grades 4–8, 11) Translations (stacked) and Translated test directions ( for math - Spanish) Text-to-speech (ELA reading passages) Noise buffersPrint on demand** Print size Read aloud (ELA and math questions) Read aloud passages (ELA) Permissive mode Scribe (ELA non-writing and math questions) Scribe (ELA Performance Task full write) Turn off any universal tools* Separate settingSpeech-to-text Read aloud in SpanishUnlisted resources Translation (glossaries) (only paper pencil math tests) Additional alternate assessment instructional supports (CAAs only) Translated test directions (for online ELA and math questions)

83. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 83 Universal Tools, Designated Supports, and Accommodations for the CAASPP

84. Measuring the Power of Learning.™ Test Administration

85. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 85 Systems and Processes for Online Administration Test Administrator Interface & Student Testing Site Administer online Smarter Balanced Assessments Administer CAAs Test Administrator Interface & Student Testing Site Administer online Smarter Balanced Assessments Administer CAAs TOMS Set up test administration windows Verify student demographic data Configure online test settings (designated supports and accommodations) TOMS Set up test administration windows 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

86. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 86 Scheduling Testing Time Estimated testing times: Content AreaGrades Computer Adaptive Test (CAT) questions 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

87. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 87 Scheduling Testing Time Scheduling is a collaborative effort Recommended: Schedule the CAT first and the Performance Task (PT) second. –The classroom activity should be completed within 3 days prior to administering a Performance Task.  ELA PTs have 2 parts and can be completed over 2 days.  Mathematics PTs have 1 part and can be completed in 1 day. Recommended: PTs should not be administered on the same day as the CAT. CAT Classroom Activity Performance Task

88. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 88 Example Testing Schedules Example 1: Example 2: MondayTuesdayWednesdayThursdayFriday All math CAT Math classroom activity Math Performance Task All ELA CAT ELA classroom activity Next MondayNext TuesdayNext WednesdayNext ThursdayNext Friday ELA Performance Task, Part 1 ELA Performance Task, Part 2 MondayTuesdayWednesdayThursdayFriday Math CAT, Session 1 Math CAT, Session 2 Math Performance Task ELA CAT, Session 1 ELA CAT, Session 2 ELA classroom activity Math classroom activity Next MondayNext TuesdayNext WednesdayNext ThursdayNext Friday ELA Performance Task, Part 1 ELA Performance Task, Part 2

89. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 89 Establishing Appropriate Testing Conditions Testing students in classroom-sized groups is preferable: –Reduces test fear and anxiety –Facilitates monitoring and control for test administrators Room should have good lighting and ventilation, and be free of noise and interruptions. Remove or cover displayed information (on bulletin boards, chalkboards, and dry-erase boards, etc.) that may be used by students to help answer questions: –Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

90. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 90 Establishing Appropriate Testing Conditions Make appropriate seating arrangements prior to test administration: –Students should be seated so that they cannot view the answers of others. Establish procedures to maintain a quiet testing environment: –Remember that some students may finish more quickly than others.

91. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 91 Establishing Appropriate Testing Conditions Cell phones or other electronic devices are not allowed to be used during testing (e.g., they must be turned off and put away). 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. Place a “TESTING—DO NOT DISTURB” sign on the door.

92. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 92 General Test Rules Students must answer all test questions on a page (i.e., screen) 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 questions before the test can be submitted. Students may not return to a test once it has been completed and submitted. Test administrators must follow the “SAY” script exactly each time a test session is administered. −Refer to the “SAY” boxes of the Online Test Administration Manual and/or Online Directions for Administration.

93. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 93 Administering a Test Session 1.The test administrator logs on to the Test Administrator Interface from http://www.caaspp.org on a standard Web browser.http://www.caaspp.org

94. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 94 Administering a Test Session 2.The test administrator selects the test category or the grade level and content area.

95. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 95 Administering a Test Session 3.The test administrator selects the tests to administer. –Additional tests can be added to a session; you will receive a confirmation message box. 4.The test administrator starts a test session.

96. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 96 Administering a Test Session 5.The test administrator informs students of the test Session ID. –Write or display it clearly in a place all students can see. –Session IDs are automatically generated upon selecting the Start Session button. Additional tests can be added to a session; a confirmation message box confirms adding tests to a session.

97. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 97 Administering a Test Session Test administrators need to distribute Student Logon Information providing students with their Statewide Student Identifier (SSID) and confirmation code (student first name in CALPADS) for logon along with the Session ID. −The information may be provided on a card or piece of paper (i.e., login ticket). −Additional information can be included on the login ticket. 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.

98. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 98 Administering a Test Session 6.Students log on through the secure browser. –Recommended: Secure browsers are already launched on testing devices before students sit down to test. −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: Test administrator -generated Session ID

99. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 99 Administering a Test Session 7.Students verify their identity. –After logging on, students will see the “Is This You?” screen. –Students should select Yes to continue if the information on the screen is correct.

100. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 100 Administering a Test Session 8.Student selects the test. –All grade-level tests that the student is eligible to take are displayed. –Only the tests that the test administrator has selected for the test session and those that have not been completed are selectable by students. Note: Only the tests that have been selected by the test administrator will appear active. Others will be grayed out.

101. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 101 Administering a Test Session 9.Upon selecting a test, students wait for test administrator approval. 10.As students select tests, the test administrator can see approvals populate in the Approvals queue of the Test Administrator Interface.

102. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 102 Administering a Test Session 11.The test administrator selects the Approvals (#) button to access the Approvals and Student Test Settings screen.

103. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 103 Administering a Test Session 12.The test administrator verifies that the students have selected the appropriate test and reviews the students’ test settings by selecting See Details button next to each student.

104. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 104 Administering a Test Session

105. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 105 Administering a Test Session 13.The test administrator selects Set to confirm the current test settings and return to the list of students awaiting approval. The test administrator still must approve the student for testing OR 14.The test administrator selects Set & Approve to establish the existing settings and approve the student for testing. Note: If a student’s test settings are incorrect, test administrators should deny the student, contact the LEA CAASPP coordinator or test site coordinator to correct the test settings in TOMS, and test the student at a later time.

106. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 106 Administering a Test Session 15.Upon reviewing test settings for all students, the test administrator approves students to test on the Approvals and Student Test Settings screen. –Select Approve to approve a specific student for testing. –Select Approve All Students to approve all students.

107. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 107 Administering a Test Session 16.After the test administrator has approved a student for testing, the student verifies the test information and settings. The student will select Yes, Start My Test to begin testing or No if the settings are incorrect.

108. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 108 Administering a Test Session 17.If a student has a text-to-speech accommodation or is taking a test with ELA listening questions, he or she will verify the audio checks through headphones. Text-to-speech audio check Test with listening questions audio check

109. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 109 Administering a Test Session 18.Finally, students will see the Test Instructions and Help page before they begin testing. Students will select Begin Test Now to begin testing.

110. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 110 Monitoring Student Progress Test administrators can monitor student testing through the Students in Your Test Session table on the Test Administrator Interface: –Displays students who have logged in and been approved for testing.

111. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 111 Pausing Tests Test administrators may pause an individual student’s test in the Students in Your Test Session table. −This will not affect other students’ tests. −There are different pausing rules for the CAAs.

112. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 112 General Pause Rules If there is a technical issue (e.g., power outage or network failure), students will be logged out, and the tests will automatically be paused. If a test is paused, the student must log in again to resume testing. Highlighted text is preserved during test sessions. Student comments entered on a notepad are preserved.

113. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 113 Smarter Balanced Pause Rules: Computer Adaptive Test If a CAT is paused for more than 20 minutes, the student is: −Presented with the test page (i.e., screen) containing the test question he or she was last working on (if the page contains at least 1 unanswered question) OR presented with the next test page (if all questions on the previous test page were answered) −Not permitted to review or change any test questions on previous test pages If a CAT is paused for less than 20 minutes, the student is: –Presented with the test question or passage he or she was working on when the test was paused –Permitted to answer previously shown questions within a segment

114. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 114 Pause Rules: Performance Task There are no pause rules for Performance Tasks. −Even if a Performance Task is paused for more than 20 minutes, the student can return to the current section and continue. ELA Performance Tasks are divided into two parts. −After a student completes the first part, he or she cannot return to it.

115. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 115 Test 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 (e.g., 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. Before the system logs out, a warning message is displayed.

116. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 116 Stopping an Entire Test Session Test administrators can stop a test session (and therefore, pause tests for all students in the session) –Select the Stop Session button in the upper-right corner of the Test Administrator 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.

117. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 117 Reaching the End of the Test 1.After students answer the last question on the test, the End Test button will appear in the upper-left corner of the screen.

118. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 118 Reaching the End of the Test 2.Upon selecting the End Test button, an “Attention” message will appear. –Students will select [Yes] to proceed with reviewing answers and submitting the test.

119. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 119 Reaching the End of the Test 3.Students may review answers before submitting a test.

120. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 120 Reaching the End of the Test 4.When a student is ready to submit the test, he or she will receive a confirmation screen.

121. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 121 Test Expiration Rules A student’s CAT remains active until the student completes and submits the test, the selected test administration window ends, or 45 calendar days after the student has begun the CAT. A student’s Performance Task remains active for 10 calendar days after the student has begun it. New: A student’s test expires at the end of the selected test administration window. New: An expired Performance Task may be extended an additional 10 days. New: Selected test administration window may be extended an additional 10 days.

122. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 122 Classroom Activity Administration Guidelines All students will be assigned a classroom activity. The classroom activity may be administered in a classroom or any other appropriate space. Designed to be given prior to administering the Performance Task. –For ELA, 1 to 3 days prior to administration of the Performance Task is recommended –For mathematics, administration on the day of the Performance Task is recommended No more than a 3-day lapse should occur between the classroom activity and the Performance Task administration.

123. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 123 Classroom Activity Administration Guidelines The classroom activity is designed to fit into a 30- minute window. –Time will vary according to complexity of topic and individual student needs. The site coordinator should download the assigned classroom activity and provide to test administrators at least 1–2 days prior. –Any LEAs that do not have a classroom activity assigned should administer the default classroom activity.

124. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 124 Classroom Activity Administration Guidelines Computers, projectors, and other technology are allowed but not required for the classroom activity. The classroom activity involves the participation of all students in an instructional task. The Performance Task is to be completed by individual students on the testing device. Students may take notes during the classroom activity, but the notes must be collected and securely destroyed. before proceeding to the Performance Task.

125. Measuring the Power of Learning.™ Test Security

126. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 126 Test Security and Appeals New: STAIRS (Security and Test Administration Incident Reporting System) requires LEA CAASPP coordinators and CAASPP test site coordinators to submit an online form to report an incident. If an appeal is required, an e-mail will be sent instructing the coordinator to file an appeal in TOMS.

127. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 127 Test Security There are three different types of test security incidents: 1.Impropriety 2.Irregularity 3.Breach

128. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 128 Test Impropriety Unusual circumstance that has a low impact on the testing individual or group of students Low risk of affecting student performance, test security, or test validity Correctable and containable at local level Must be reported to the LEA CAASPP coordinator or the test site coordinator –Coordinator must report the impropriety, using the STAIRS form within 24 hours of the incident May be reported in the appeals module should an appeal be required

129. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 129 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 local level New: LEAs are not required to report failure to administer the classroom activity Must be reported to the LEA CAASPP coordinator or the test site coordinator –Coordinator must report the irregularity, using the STAIRS form within 24 hours of the incident If needed, coordinator will be instructed to submit an appeal in the TOMS Appeals module for resolution

130. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 130 Test Breach Event that threatens test validity (e.g., release of secure materials) Example: Student or administrator takes a photograph and posts to social media External implications for the Consortium Must be reported to the LEA CAASPP coordinator or the test site coordinator, who must report the breach, using the STAIRS form within 24 hours of the incident

131. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 131 Test Security Incidents Type and Examples Type of Security IncidentExample Test ImproprietyStudents talking during testing Test IrregularityStudent cheating or providing answers to one another Test IrregularityStudent accessing or using electronic equipment (e.g., cell phone) Test BreachAdministrator or coordinator modifying student responses or record at any time Test BreachAdministrator allowing students to take home test questions, passages, prompts, or scratch paper

132. Measuring the Power of Learning.™ Assessment Target Reports

133. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 133 Assessment Target Reports Assessment Targets: –Describe the expectations of what will be assessed by the items and tasks within each claim. –Represent the prioritized content for summative assessment at each grade level. –Have been used to develop more detailed item and task descriptions through the item specification process. Assessment Target Reports: –Support data-driven program evaluation. –Contribute to the investigation of a group of students’ strengths and needs. –Constitute one of many sources of evidence that should be used in evaluating student performance.

134. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 134 Assessment Target Reports Assessment Target Reports are reported at the aggregate level by grade or roster but will not be reported for individual students. Assessment Target Reports include data from the 2014–15 test administration.

135. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 135 Assessment Target Reports Target scores are reported for groups of students. Caution should be used in interpreting results with fewer than 50 students. Only LEAs that complete online summative ELA and mathematics assessments will receive target scores. –Assessment Target Reports are not available for LEAs that administered paper-pencil Smarter Balanced ELA and mathematics assessments. Target scores are available for all four ELA claims (i.e., Reading, Writing, Listening, and Research/Inquiry). Target scores are available for one mathematics claim (i.e., Concepts and Procedures).

136. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 136 Assessment Target Reports Assessment Target Reports will be available through the Online Reporting System (ORS). Users that have access to ORS will have access to the Assessment Target Reports. –Level of access is based on the user role assigned to a particular user. Users will be able to download Assessment Target Reports.

137. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 137 Assessment Target Reports In preparation for the release of the 2015–16 Assessment Target Reports, the Assessment Target Reports for the 2014–15 administration will be available in February 2016. Additional resources that support the use of Assessment Target Reports to inform teaching and learning will be available in February 2016: –Video tutorial –Step-by-step instructions

138. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 138 Assessment Target Reports Pending Approval

139. Measuring the Power of Learning.™ Smarter Balanced Scoring and Reporting

140. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 140 Completion Rules Completion of the Smarter Balanced online assessments is dependent on the student completing both parts of the assessment in each content area: 1.CAT 2.Performance Task Important: Students that do not complete both parts will not receive an overall score.

141. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 141 If a student responds to fewer than 10 CAT questions and fewer than one Performance Task question, the student will be assigned the following for that content area: –Lowest Obtainable Scale Score (LOSS) –Lowest Achievement Level (Standard Not Met–Level 1) Students assigned the LOSS are counted in the number enrolled and in the number tested, but they are not included with the number of tests with valid scores. Scoring Considerations: Overall Score

142. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 142 Scoring Considerations: Claim Scores A student will receive a claim scale score if the student responds to the majority of questions that contribute to the claim.

143. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 143 Updates to Scoring and Reporting New: Scale scores on the claims will be included in the downloadable data files, beginning with the 2015–16 test administration. Student Score Reports will only include achievement levels for claims (i.e., Above Standard, Near Standard, Below Standard).

144. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 144 Avoiding Scoring Delays ETS may place a temporary hold on scoring a student’s results to investigate and/or clarify information provided; for example: –SSID has multiple students’ test results. –Student has more than one answer document or test results for the same test. –Student answer document was returned incomplete. –Student record was not found in TOMS. If a temporary hold is placed on a student score, it will delay the reporting of results in ORS, Student Score Reports, and data files.

145. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 145 Online Reporting System New: Addition of CAAs scores in the fall 2016 New: Expanded to include additional demographic fields (i.e., same fields that are included in CAASPP Web reporting site) for aggregate reporting New: Ability to create rosters at the school level for aggregate reports and comparisons among groups of students New: Availability of aggregate Assessment Target Reports for online summative ELA and mathematics assessments as scores are loaded into ORS

146. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 146 Preliminary scores and aggregate reporting: –The Online Reporting System (ORS) will include scores for online summative assessments for ELA and mathematics and paper-pencil scores for Science (CST, CMA, CAPA) and STS for RLA. –Online summative scores for a content area will be in ORS within 3 weeks of a student having completed the CAT and Performance Task for that content area. –Paper-pencil scores will be in ORS within 5 weeks of a student’s answer document released for scoring. Online Reporting System

147. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 147 Score Reporting Scores for reporting will be released once all accuracy checks are completed. Early testing LEAs likely will receive preliminary scores later than the timelines described in the previous slide.

148. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 148 2015–16 Student Score Reports A revised design of the Student Score Reports will be reviewed and submitted for approval by the State Board of Education in January. The proposed Student Score Report document is available on the January 2016 CDE State Board of Education as a Web document at http://www.cde.ca.gov/be/ag/ag/yr16/documents/j an16item04a1.pdf. http://www.cde.ca.gov/be/ag/ag/yr16/documents/j an16item04a1.pdf

149. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 149 Sample Student Score Reports

150. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 150 Student Score Report Updates The CAA and CAPA Student Score Reports will be provided separately for the 2015–16 administration and will be available in fall 2016. New: Option to select Spanish Student Score Report at the student level in TOMS : –If selected, the student’s report will be available in English and Spanish, except STS, which will be provided in Spanish only. –Both the initial and final versions will be created in both English and Spanish and will be available in TOMS to download and print locally. If parents/guardians have exempted their child from all 2015–16 CAASPP tests, no Student Score Report will be created.

151. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 151 Initial Student Score Reports New: Initial Student Score Reports will be provided in downloadable PDF files in TOMS 1 week after the student’s last score is reported in ORS. Initial Student Score Reports are created during the test administration window as the student completes the last assigned test.

152. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 152 Initial Student Score Reports Initial Student Score Reports will not be created for incomplete student records, such as: –Student has an open appeal. –Student who did not complete both parts (CAT + Performance Task) for a content area. –Student has an expired test. –Student records receive a special scoring code by ETS for reporting purposes (Not Tested, NEL-Student is exempt due to English learner status, SCL-Student completed a test and the grade level does not match the grade of enrollment). –Student score is temporarily held by ETS for investigation and/or clarification.

153. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 153 Final Student Score Reports Final Student Score Reports will be delivered to LEAs in printed format for distribution to parents/guardians. Student Score Reports must be delivered to parents/guardians within 20 days of receipt of the first shipment (California Code of Regulations, Title 5, Section 863). Electronic packaging list will be available in TOMS. Final Student Score Reports will be packed by school, grade, and alphabetical order. Each group will be separated by folders in the box.

154. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 154 Sample Reporting Timeline

155. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 155 Scoring Progress Dashboard At 80% of student scores completed for the LEA’s administration, the LEA CAASPP coordinator will receive a notification to carry out the following: –Complete testing for students with processed appeals. –Verify condition codes are and enter any remaining condition codes. –Set Spanish Student Score Report indicators. –Select parent/guardian address (if desired). At 90% of student scores completed, the final Student Score Reports will be printed, packaged, and delivered to LEAs. At the end of scoring, all remaining final Student Score Reports will be delivered in a separate shipment. TOMS will have a dashboard displaying the progress of scoring for your LEA’s administration

156. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 156 Public Web Reporting Summative ELA and mathematics Web site will be expanded to include: –Comparisons across entities—LEAs or schools –Multi-school year data provided for 2014–15 and 2015–16 aggregate scores –CAAs added to site and score data, to be made available in fall 2016

157. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 157 Data Explorer New analytical tool available fall 2016 Rollout to LEA CAASPP coordinators Sign on through TOMS for secure access Ability to run quick cross-tab aggregate reports – A cross-tab report shows the relationship between two or more data elements (e.g., report of ELA scale scores by gender and ethnicity). Ability to build custom reports or create graphs Comparisons across entities—schools, LEAs, counties, and state-level

158. Measuring the Power of Learning.™ Digital Library

159. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 159 Digital Library Registration All staff should already have accounts, if not, please contact Assessment Office

160. Measuring the Power of Learning.™ Interim Assessments

161. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 161 Overview of the Smarter Balanced Interim Assessments Two types of interim assessments: Interim Comprehensive Assessments (ICAs) –ELA, mathematics, and Performance Tasks for each content area –Look and feel like the summative assessments –Between 35 and 50 questions per computer-based fixed form Interim Assessment Blocks (IABs) –Shorter and more focused on specific content –Designed to allow flexibility with individual pacing plans –Between 5 and 20 questions per IAB

162. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 162 Benefits of Using the Interim Assessments Evaluate progress and plan adjustments to increase student learning. Experience content and questions reflective of the summative assessments. Excellent opportunity to try out accessibility supports with students and actual test questions. Build teacher comfort with the process of online scoring.

163. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 163 Using Interim Assessment Results Interim assessment results may help inform: Progress on the California State Standards (when combined with other information) Identification of specific areas of strength and weakness

164. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 164 Using Interim Assessment Results Considerations in interpreting interim assessment results: Extent to which: –Administration was standardized. –Students had been exposed to questions. –Students, especially those with disabilities and English learners, used appropriate accessibility supports during assessment(s). Scores and achievement levels cannot be compared with data from STAR. Interim assessment results should be used only in combination with other available information. Interim assessment results should not be the sole basis for making any high-stakes decisions.

165. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 165 Interim Assessment Viewing System

166. Measuring the Power of Learning.™ 2015–16 CAASPP Pretest Administration Workshop 166 Interim Assessment Viewing System

167. Measuring the Power of Learning.™ Questions

168. 2015–16 CAASPP Pretest Administration Workshop 168 Assessment Contacts Gina Simpson Director, School Accountability and Student Information Systems LEA CAASPP Coordinator Cell: 951-840-6947 Brandy Robb Assists with Federal, State, and local assessment administration (pre-id, materials, and logistics) Officer: 951-509-6177 Mariela Aguilar Assists with assessments, reports, EADMS/DIBELS passwords, and non public schools (NPS) Office: 951-509-5178 Open – Assessment Clerk Assists with testing budgets, processes PA’s, ordering of materials and supplies Office: 951-509-5004 Joyce Stark Assistant to the Director, School Accountability and Information Systems Quyen Nguyen Assists with data management Office: 951-509-5197 Heather Goodwin Instructional Specialist/Assessment Heather.Goodwin@alvord.k12.ca.us Mark Rasmussen Instructional Specialist/Assessment Mark.Rasmussen@alvord.k12.ca.us Elizabeth Juge Instructional Specialist/Assessment Elizabeth.Juge@alvord.k12.ca.us Main Office Line: 951-509-5055