1. KENT SCHOOL DISTRICT Smarter Balanced Summative Test Administration English Language Arts/Literacy and Mathematics Test Coordinator Training
KSD Assessment Office Team
February 9 and 10, 2017
March 7 and 9, 2017
For complete information, please refer to
The Smarter Balanced Test Administration Manual (TAM).

2. Objectives of Training
Goal – Successful test administration for all students with zero irregularities
Overview and Review of WCAP
Review of Tools, Supports, and Accommodations
Test Administration Schedule
Providing a Secure Testing Environment
What to Do (and to avoid) before, during, and after testing
Reporting Test Security Incidents and Appeal Procedures
Help, Support, and Resources

3. Student Tools, Supports and Accommodations
Students should not start testing until they are assigned the correct accommodations. Confirm that the correct supports and accommodations have been set for each student.
Student Tools, Supports and Accommodations
Universal Tools
Available to all students based on student preference and selection, either embedded in the software or available as classroom resources. Examples: embedded English dictionary, classroom English dictionary, embedded notes, scratch paper.
Designated Supports (Primarily for ELL Students)
Available for use by any student as indicated by an educator(s) with parent/guardian and student). Examples: text to speech, embedded glossary, having test directions read by the teacher, change in screen colors.
Accommodations (For Students with IEP or 504 Plan)
Changes in procedures or materials that increase access for students with Individualized Education Program (IEP) or 504 accommodation plan. Examples: Closed captioning, Braille, Read-aloud, Print on Demand, Speech to text.
Resource for Tools Supports Accommodations:
Guidelines on Tools Supports and Accommodations (10/03/2016) 
Supports and Accommodations Template (12/01/2016) 
Tools Supports Accommodations for SBA Summary
Materials Available for Student Access during State Assessments 
Updated, 2/23/2017

4. Smarter balanced STATE Testing Schedule 2016-17
March 6 - June 9, 2017
Online Smarter Balanced ELA and Math
Grades 3 - 8, &
You do not need to test grade 3 ELA at an earlier date.
For more detailed information:

5. Estimated Testing Time
The table below shows estimates of the time most students will need to finish.
There are no classroom activities for SBA in
Smarter Balanced year-end summative assessments are not timed. Students may take as much time as they need to complete the tests.
Testing may occur over multiple sessions.
Students will usually spend one to two hours per day on the assessments over several days.
Grades
CAT
Performance Task
Total per
Subject
ELA
3 – 5
1:30
2:00
3:30
6 – 8
10 – 11
4:00
Math
1:00
2:30
3:00

6. Pause and timeout rules
Pause Rules apply regardless of whether the student or TA pauses the test or a technical issue logs the student out of the test. TAs should run through the pause rules with students using the practice tests.
TAs and students can pause a test to temporarily log the student out of the test session.
Students cannot review or modify answered questions after their tests are paused for more than 50 minutes, even when the questions are marked for review.
EXCEPT, if a student pauses the test before answering all of the questions on the current page or if an appeal is submitted in TIDE, they can review and change answers.
NOTE: If a student enters random text (e.g, slfjlskfj) into an answer box to get to the next page, the question gets counted as answered, and the student will not be able to return to the question after the test is paused for more than 50 minutes.
Test Timeout Rules
A warning message displays after 30 minutes of test inactivity for a student. Students who do not click OK within 30 seconds after this message appears are logged out. This timeout automatically pauses the test.
Test Admin Users Guide, 4
Added 2/23/2017

7. Provide a Secure Environment Before and During Testing
REVIEW with Proctors
Provide a Secure Environment Before and During Testing
Remove or cover and instructional materials that might assist students in answering questions such as maps, formulas, and definitions.
Seat students so they cannot see each other’s work, or provide tabletop partitions.
Place a “TESTING—DO NOT DISTURB” sign on the door and/or hallways
Provide a quiet environment. No talking or other distractions that could compromise testing.
Actively supervise students. Students may not have access to cell phones, iPods, cameras, electronic translators, or similar equipment.
Students may only access and use resources that are permitted for each specific test or portion of a test.
Only students who are testing may view items. Students who are not testing or unauthorized adults must not be in the room during testing. TAs may have limited exposure to PT items in the course of giving the assessments. TAs and other staff may not review or analyze any items.
No form or type of answer key may be developed for test items.
Only use student interface and secure browser to administer SBA.

8. Provide a Secure Environment During and After Testing
Staff may not review student responses in the testing interface or students’ notes on scratch paper.
Unless for print-on-demand or Braille accommodations, no copies of the test items, stimuli, passages, performance task materials, or writing prompts may be made or kept.
No digital, electronic, or manual device may be used to record test items, reading passages, or writing prompts. Test materials must not be discussed with or released to anyone via any media, including fax, , social media websites, etc.
Do not retain, discuss, or show descriptions of test items, stimuli, printed reading passages, or writing prompts.
Do not review, discuss, or analyze test items, stimuli, reading passages, or writing prompts before, during, or after testing.
Printed materials from the print-on-demand accommodation, scratch paper, and test documents with student information must be kept in a securely locked area that can only be opened only with a key or keycard by staff responsible for test administration.
Do not use test items, stimuli, reading passages, or writing prompts for instruction.
Collect and account for all printed test items/passages, including Braille printouts, and scratch paper at the end of each test session and then shred immediately.

9. Additional Ways to Secure the Online Test Environment
Close External User Applications
Before launching the secure browser, or prior to administering the online tests, close all non-required applications on testing devices, such as word processors and web browsers.
Student computers should not have Dual Monitors
Students should not take online tests on computers connected to more than one monitor. Systems that use a dual monitor setup typically display an application on one screen while another application is accessible on the other screen.
Disable Built-In Accessibility Features on iPads
iPads include a built-in ”Speak Option“ accessibility feature that reads aloud selected text. Guided Access mode does not automatically block this feature. Before entering Guided Access mode, you should verify that only allowable accessibility features are enabled. To manage accessibility features, tap Settings > General > Accessibility.
Disable Screen Savers and Timeout Features
On all testing devices, be sure to disable any features that display a screen saver or log users out after a period of inactivity. If such features activate while a student is testing, the secure browser logs the student out of the test.

10. Additional Ways to Secure the Online Test Environment (cont.)
Forbidden Application Detection
When the secure browser launches, it checks for other applications running on the device. If it detects a forbidden application, it displays a message listing the offending application and prevents the student from testing.
This also occurs if a forbidden application launches while the student is already in a test.
In most cases, a detected forbidden application is a scheduled or background job, such as anti-virus scans or software updates. The best way to prevent forbidden applications from running during a test is to schedule such jobs outside of planned testing hours.

11. REMINDERS: DO
Monitor student behavior by moving about the room ensuring that students are on task, doing their own work, using appropriate materials, tools, and other resources
Provide appropriate materials according to manuals.
Maintain test materials security at all times including during breaks.
Follow manual instructions and read scripts exactly as printing in the DFAs
Read scripts as printed in manuals.
Proctors are not permitted to comment on student work or tell students that their answers are incomplete. If students ask for help, proctors may say:
“I can’t help you with your test”
“Always try your best.”
“Read the question again”
“Think about what the question is asking you to do”
Ensure that appropriate accommodations are provided to students with IEP or 504 plans.
Verify that all secure test materials are collected and accounted for before leaving the testing room.

12. REMINDERS: DON’T
Don’t use your cell phone, computer, grade papers, read, or engage in other activities that prevent your full attention to proctoring.
Don’t allow student access to unapproved electronic devices.
Don’t copy or discuss secure material in any manner.
Don’t engage in verbal or nonverbal behavior that would provide a testing advantage to students.
Don’t allow students to engage in behavior that would provide a testing advantage.
Don’t alter student responses in any way.
Don’t leave students or test materials unattended.
Don’t provide score information to students or parents until the time set by the district.
Don’t invalidate a student’s test or interrupt testing if there is a testing incident. Let the student finish testing. If you think there has been an irregularity, notify your school testing coordinator and complete a report.
Updated 2/23/2017

13. Use of Scratch Paper on Performance Tasks
Scratch paper for Performance Tasks should be securely stored, returned to students to use as needed to complete their PTs, and then collected and shredded.
During the ELA Performance task, Global Notes (embedded) are kept from Part 1 to Part 2. Students can return to their notes although they can’t return to test items in Part 1. Students may also use scratch paper to make notes.
Have students write their names on each piece of their scratch paper so you can collect the scratch paper at the completion of Part 1 of the ELA PT, store them securely, and hand them back to students to use for Part 2 of the ELA PT.
For the Math PT, if more than one test session is needed, students should write their names on the scratch paper (and graph paper for grades 6 and up) so you can collect the paper used in the first session, and store it securely for student use in the next test session. Collect and inventory scratch paper and graph paper before students are dismissed.
Shred scratch and graph paper immediately after the PTs are completed.

14. What is Print on Demand? Paper copies of passages/stimuli and/or items are printed for the student
Recommendation for Use:
Students may not be able to interact with items online (due to visual impairments, lack of familiarity with computer-based format, or other cultural reasons), and as a result may need a paper copy of test items. Student may need additional time.
Permission for the students to request printed material must first be set in TIDE. The need for print on demand must be documented as part of a student’s IEP or 504 plan.
A very small percentage of student should need this feature.
Keep printed materials from print-on-demand and scratch paper in a secure locked area that can be opened only with a key/keycard by staff responsible for test administration.
Staff must have signed a Test Security Assurance form in order to print materials.
Printed test items/passages, including embossed Braille printouts and scratch paper, must be collected and inventoried at the end of each test session and then immediately shredded according to district and state policies and procedures.

15. Test Security Incidents: Improprieties, Irregularities, and Breaches
Type
Definition
Impropriety
An unusual circumstance that has a low impact on the individual or group of students who are testing and has a low to no risk of potentially affecting student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level. An impropriety is reported to the District Test Coordinator (DC) and School Test Coordinator (SC) immediately and entered into the appeals module of TIDE if required.
Irregularity
An unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the test, test security, or test validity. These circumstances can be corrected at the local level. An irregularity must be reported to the DC and SC immediately and entered into the appeals module of TIDE for resolution (should an appeal be required).
Breach
An event that poses a threat to the validity of the test. Examples may include such situations as a release of secure materials or a security/system risk. These circumstances have external implications for the Consortium and may result in a Consortium decision to remove the test item(s) from the available secure bank. A breach incident must be reported to the DC and SC immediately and entered in TIDE for resolution (should an appeal be required).

16. Test Security Incidents: Improprieties, Irregularities, and Breaches
Type
Examples
Impropriety
Student makes distracting gestures/sounds or talks during the test session, creating a disruption for other students.
Student(s) leave the test room without authorization.
Instructional materials related to the test are on walls during the test session.
Irregularity
Student provides answers to another student (e.g., passes notes, uses cell phone to share information.)
Fire drill, power outage, or earthquake, takes place during testing.
TA gives the wrong instructions and does not correct them before testing.
Breach
Teacher changes student responses or records at any time.
Using the Summative test for practice instead of the Training or Practice Tests.
Allowing students to take home printed test items, reading passages, writing prompts, or scratch paper
Copying/discussing any secure test material, including test items, reading passages, writing prompts, or answer keys for instructional purposes.
Sharing any secure test materials with the news media.
Allowing media to observe a secure test administration.
Posting any test materials on social media (Twitter, Facebook, etc.)

17. Procedures for Improprieties and Irregularities

18. Procedures in the Event of a Breach
A test administration event that poses a threat to the validity of the test. Call the Assessment Office at 7080 as soon as possible. Breaches require immediate attention.
The Assessment Office will notify OSPI.
Examples may include such situations as exposure of secure materials or a repeatable security/system risk. These circumstances have external implications. (Example: Administrators modifying student answers, or test items shared in social media.)

19. What is an appeal?
Usually, students takes a Smarter Balanced Assessment in the Test Delivery System (TDS), and submit the test when they have completed it.
The Test Delivery System then forwards the test for scoring, and then Online Reporting System (ORS) reports the test scores.
Appeals are a way to intentionally change or interrupt this process.
For example, a student is unexpectedly logged out of the test session due to a hardware or system malfunction, and an appeal is submitted to re-open the test session.

20. Types of appeals Type Description Invalidation Reset Restore a test
Eliminates the test opportunity. The student has no further opportunities to take the test.
Reset
Allows the student to restart a test opportunity (removing all responses on the test.
Restore a test
that was reset
Restores all original student responses to test questions prior to the time the test was reset.
Re-open test
Reopens a test that is completed, submitted, scored, reported, invalidated, or expired.
Re-open test segment
Opens a previous test segment if student accidently leaves it incomplete and starts a new test segment. The student can then go back and answer unanswered questions or change answers to questions already answered.
Grace period extension
Allows student to review previously answered questions after resuming test or test segment after 50 minute pause expires.
TIDE Users Guide, 61-62
Added 2/23/2017

21. Appeal status Status Description Error occurred
An error occurred while the appeal was being processed.
Item information sent
Information regarding a Report Problem with item appeal was sent to the designated recipients.
Pending Approval
Appeal is pending approval
Processed
Appeal was successfully processed. The test opportunity has been updated.
Rejected
Appeal was rejected by a user (District or state coordinator)
Rejected by system
The Test Delivery System was unable to process the appeal.
Requires resubmission
Appeal must be resubmitted
Retracted
Originator retracted the appeal.
Submitted for processing
Appeal submitted to Test Delivery System for processing.
TIDE Users Guide, 62
Added 2/23/2017

22. Appeals when appropriate accommodations have not been provided to the student
TIDE Users Guide, 65
Added 2/23/2017

23. resources Thank You! Assessment Office (7080)
Assessment Office Webpage
WCAP Portal
OSPI Homepage
Thank You!
WCAP Help Desk
(844)
Added 2/23/2017