1. Spring 2015 Pre-test workshop Test administrators and proctors
Welcome
Introduction
Thank you for last year
Support you
Signed In
Picked up: TAM and powerpoint
Log in
CAASPP.org
SCUSD
Combined paper pencil and computer based
Assessment, Research & Evaluation

2. Training Overview Overview of CAASPP
Administration of paper and pencil tests (CST/CMA/CAPA)
Administration of computer based tests (SBAC)
Administration of performance tasks (SBAC)
Universal tools, designated support, and accommodations
Test security
Resources

3. About CAASPP High school EAP Setting baseline for API
In spring 2015, CAASPP will include:
Smarter Balanced computer adaptive test for grades 3-8 and 11 in ELA and math
CST and CMA exams in grades 5, 8, and 10 in science (paper- pencil)
CAPA grades 5, 8, and 10 in science
Alternate Assessment (replaces CAPA) grades 3 – 8 and 11 in ELA and math
EAP will be determined from the SBAC grade 11 tests. No additional tests needed (TAM pg. 32)
New this spring:
SBAC tests are operational
Orders will be based on what is in Infinite Campus - CALPADS
Paper/pencil answer documents will have fewer fields to bubble
High school EAP
Setting baseline for API
Starts in a little over a month

4. Test Administrators Responsibilities
READ and sign affidavits
MAKE SURE CORRECT TESTS ARE ADMINISTERED.
Students who are not testing may not stay in the classroom where a test is being administered.
If students need to be taken to another room to finish testing, BE SURE THEY ARE ESCORTED BY SCHOOL STAFF. Do not allow students to walk to another room with test materials by themselves.
Test Administrators CANNOT:
Review test questions before, during, or after testing.
Check students’ answers including (but not limited to):
Advising students of wrong answer or to check an answer; or
Withholding answer docs until students demonstrate they have the right answers.

5. Test Administrators Responsibilities
Test Administrators (TAs) shall monitor students throughout testing to make sure students are:
On correct part
Not going on to other parts or back to a previously completed part
Not skipping a question on their answer document (so that they are off by one or more)
Not using unauthorized electronic devices during the testing session
TAs must ensure there is enough time to complete a part before beginning the part.
TAs MAY NOT instruct student on how to answer a question. If they do not understand how to respond to the prompt, they can access the tutorial during testing. This is why it is important that students have opportunities to utilize the training and practice tests beforehand.
NOTE: test administrators must be educational staff

7. Test Administration – Paper and Pencil Tests
Confirm which test(s) each student takes.
Students take grade-level CSTs/CMAs/CAPA for Science in grades 5, 8, and 10
CMA and CAPA - Must have IEP that designates these tests for Science
Confirm any Universal Tools, Designated Supports, and Accommodations students will use and where they will be tested
Prepare materials
Check names on test booklets and answer documents before distributing to make sure students receive correct documents

8. Test Administration – Paper and Pencil Tests
All students must complete box # 1, even if Pre-ID was used.
Students should mark the correct test version number

9. Test Administration – Paper and Pencil Tests
Use Directions for Administration (DFAs) correctly.
Read ALL “SAY” boxes exactly as written.
Be sure to read and complete “First Day of Testing” section with students.
ONLY translate boxes with “T” (NO CST/CMA/STS questions, prompts, or passages may be translated).
Site Coordinators should emphasize in training and monitoring:
During Testing
DFAs
Remind examiners to carefully read all of their DFA before testing. The DFAs answers many of the questions that examiners have and will remind them what to do and what not to do.
Remind examiners to read all of the directions to students when they administer the tests do not skip any directions.
Enrollment 95%

10. Special Note: CST/CMA Combined Answer Document for Grade 5, 8, and 10

11. CAPA (California Alternate Performance Assessment)
Performance-based, one-on-one test
For students with significant cognitive disabilities unable to take the CSTs even with Universal Tools, Designated Supports, and Accommodations
Student must have an IEP – which specifies CAPA and which level
Before handing out CAPA manuals, print the examiner name on the front

12. CAPA – Answer Documents
Use only 2015 answer documents
Ensure correct CAPA Level is marked.
Only Level I can have “5” as a score. The highest possible score for Levels II through IV is “4.”
Districts must double-rate a minimum of ten percent (10%) of the CAPA students per level, per site (including NPS).
Students to be double-rated are randomly selected.
Observers must mark Observer and BOTH examiners and observers must sign their separate answer documents. Use blank documents from overage.

13. CAPA – Marking Answer Documents for Observers (Second Raters)
Use blank documents from overage
1 – Name, etc.
3 – Date of Birth
4 – Name
5 – Gender
6a – CAPA Level
6b – Grade
8 – Student ID
9 – SSID

14. After Testing Prepare tests for scoring
Erase stray marks, but nothing in answer bubbles or mark-throughs
A1 DO NOT complete without CDE notification
A2 Special Conditions
A3 Accommodations and Modifications
Part a: mark “IEP” and/or “Section 504 plan” to indicate which program/plan student has, whether used Universal Tools, Designated Supports, and Accommodations or not.
Note: IEP is required to take CMA, CAPA.
Part b, mark codes for all Universal Tools, Designated Supports, and Accommodations student used as specified in IEP and/or 504 plan.
A4 English Learner Test Variations
For each test, what was actually used

15. After Testing Paperwork Transcribe voided answer documents
Braille and large print (otherwise not processed)
In Section A3 on the back of the answer document mark “G” or “H.”
Damaged answer documents
Write VOID on front of answer document(s) and return with nonscorables

16. SBAC Test Administration
TAM pages coincide with powerpoint, more detailed information
TAM pgs & 37-40

17. SBAC Computer Based Tests
Grades 3-8 and 11 in ELA and math
The only students exempt from participating in the test are:
Students participating in the Alternate Assessment
For the English language arts/literacy (ELA) test only, English learners (ELs) who have been attending school in the United States for less than 12 months
Computer-based adaptive test in each ELA and Math
Performance Task (PT) in each area
Includes a classroom activity to familiarize students with question content
Students respond to the PT through the online assessment
APAC students exempt from SBAC
CAT PT

18. SBAC Test Format and Design
Item Types
Selected response
one correct response
multiple correct responses
two-part
Matching tables
yes/no
true/false
Fill-in tables
Select or order text or graphics
Drag and drop
Graphing
Equation or numeric response
Short text
Long essay
TAM pgs 59 practice test 60-
SBAC test administration practices are similar to the paper-pencil practices. The same appropriate, testing conditions apply.
TAM pg. 59

19. Computer Adaptive Testing (CAT)
The computer adaptive portion 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.
95% will be in grade level, different dok
5% up or down one grade only

20. SBAC Roles
School Test Coordinator (SC) Train TAs, collect security affidavits, and add them to TOMS.
Set appropriate supports and accommodations in TOMS.
Ensure that testing in the school is conducted in accordance to test security policies.
Create/approve test schedules and procedures for the school.
Monitor testing and address problems, as needed.
Test Administrator (TA) Complete test administration training.
View student information prior to testing, to ensure it is correct.
Ensure that appropriate designated supports and accommodations have been set prior to testing.
Set up and proctor testing.
My role is to support you, set our calendars, make sure coordinators have access to TOMS, Digital Library, work with Technology, coordinate with spec ed

21. SBAC Test Schedule
Separate/overlapping test windows for grade 3-8 and for grade 11
Recommended: Non-PT first, PT second.
Classroom activity should be completed within 3 days prior to starting the PT.
ELA PTs have 2 parts and can be completed over 2 days.
Math PTs have 1 part and can be completed in 1 day.
Recommended: PT should not be administered on the same day as non-PT.
SCs must ensure that TAs know which students take which tests
Schedule activities for students that finish early.
Overall, testing will take approximately 7 to 8.5 hours.
A student’s CAT test remains active until the student completes and submits the test or 45 calendar days after the student has begun the CAT
A student’s PT remains active for 10 calendar days after the student has begun it

22. REMINDER: SUBMIT YOUR SCHOOL TESTING SCHEDULE BY: FEBRUARY 20
SCUSD Testing Windows
Wave
SBAC grades 3-8
SBAC grade 11
CST, CMA, CAPA
Start Date
End Date
1- NPS & New Technology
23-March
4-June
14-Apr
8-April
12-May
2 - All other schools
16-March
11-June
24-Apr
5-June
20-Apr
21-May
REMINDER: SUBMIT YOUR SCHOOL TESTING SCHEDULE BY: FEBRUARY 20

23. SBAC Computer Based Tests –Time Estimates (TAM pg 31)

24. SBAC Test General Rules and Conditions
Students must answer all test items on a page before moving on to the next page.
Students may not return to a test once it has been completed and submitted.
Expiration and pause rules vary between PT and non-PT.

25. 3 Systems Connect to Deliver Tests to Students!
CALPADS
Student enrollment information
Student demographics
TOMS
Manage test users
Manage test windows
Manage student supports
Student rosters
SBAC
Verify student test settings
Select student tests
Test delivery portal

26. CALPADS is the sole source for student demographic and program participation data for TOMS.
Student enrollment by school
Student grade level and demographics
Cannot update student demographic or program participation data in TOMS; only in CALPADS.
When verifying your student data, check in Infinite Campus first and correct.
Data from Infinite Campus is then corrected in CALPADS and uploaded to TOMS daily and the turnaround time is about 48 hours.

27. Test Operations Management System (TOMS)
TOMS is a password-protected Web site that provides administrators with tools to manage users and students participating in the Smarter Balanced assessments.
Repository for student information, including initial test settings and accommodations
Different levels of user access (DC, SC, TA)
District and school staff must set designated supports and accommodations for students in TOMS prior to testing
In TOMS, DCs and SCs can
Add and manage users
View student rosters
View and update student test settings

28. Accessing TOMS
Step 1.
Step 3. Navigate the System
Step 2. Log In
District and site coordinators will authorize users for the system. TAs will receive an with login instructions and must activate their login before the temporary password expires.
New Usernames and passwords new each year

29. TOMS – Site Coordinator Access
TA Users
View & Edit TAs
Students
View Demographics
Review Test Modes
View Test Settings
Reports
Run student report to verify info

30. SBAC – Operating a Test Session
STEP 1: Preparation
Student computers
A secure browser must be installed on all student computers/devices (updated annually)
All external user applications are closed to allow the secure browser to work
Test Administrator computers
Using a standard Web browser, log in to the Test Administrator Interface.
Prepare student login information
SSID, and confirmation code (CALPADS student first name) for login.
This may be provided on a card or piece of paper. NOTE: Student personal information is secure and must be collected and securely destroyed at the end of a test session.
Verify student test settings
Ensure that the correct student test settings have been uploaded to TOMS (see the later section on accommodations and designate supports)

31. SBAC – Operating a Test Session
STEP 2: TAs Log into the system and generate a test session
Go to CAASPP.org and select “Test Administrator Interface.”
Enter your user name and password.
Select the test(s) you will be administering during that session and click on Start Session.
Write the test Session ID on the board or large paper where students can see it. Keep a record of this test session ID in the event that the session suddenly shuts down.
Do NOT navigate away from the TA interface page. The session will stop and all students will be logged out.
Read the testing script from the Test Administrator Manual (TAM pgs )
Provide students with their SSID, and confirmation code (CALPADS student first name) for login.
Make sure students know that the Test Session ID must be entered exactly as it is written, without extra spaces or characters.

32. SBAC – Operating a Test Session Pop-Up Blockers
When you go to click on test
Click on
Refresh computer by pushing your F5 Button or on MAC - Command r

33. SBAC – Operating a Test Session
Step 3: Students log into the system
To log in to the SBAC test, each student will need:
Confirmation Code: Student’s legal first name as spelled in CALPADS
State-SSID: State abbreviation (CA) followed by a hyphen and the student’s Statewide Student Identifier
Session ID
Students will select their test
Students must wait for TA approval for entry into the test session
Students must then verify their test

34. SBAC – Operating a Test Session
Step 4: Approving Students for Testing
TAs can either select [Approve] for each individual student (recommended) or select [Approve All Students].
Reminder: If any student’s test settings are incorrect, do NOT approve that student.
To refresh the list of students awaiting approval at any time, select the [Refresh] button at the top of the pop-up window. Do not use the browser refresh button.

35. SBAC – Operating a Test Session
Step 5: Students Begin their Test
Students will be taken through a sound check verification (two if text to speech is activated)
Followed by a Test Instructions and Help screen

36. SBAC – Operating a Test Session
STEP 6. Monitoring Student Progress
The table displays:
Students who have logged in and been approved for testing.
Test completion Status
Print requests
Paused tests
Additional tests can be added to a session; you will receive a confirmation message box

37. SBAC – Ending a Test Session
STEP 7: Ending the Test
Students complete the test:
TA ends the test session:
To stop the ENTIRE session (and pause tests for all students in the session):
Select the [Stop Session] button in the upper-left corner of the screen. An “Important!” box will appear, requesting verification to end the session and log students out.
Select [OK] to continue or [Cancel] to keep the test session open.
Users should exit or log out of the Test Administrator Interface only after stopping the test session.

38. SBAC - Pausing and Inactivity Rules
Through the TA Interface, TAs may:
Stop an entire session; or
Pause individual student tests.
Users should exit or log out of the Test Administrator Interface only after stopping the test session.
If there is a technical issue (i.e. power outage or network failure), students will be logged out and the test will automatically be paused.
Regardless of when or how users log out or navigate away from the Test Administrator Interface, student data will NOT be lost.
Note: If a test is paused for any reason or length of time, the student must log in again to resume testing. Highlighted text and item notes will not be preserved on the computer adaptive tests.
There is no pause option for the PT (performance task). Note for ELA (2 parts) a student cannot go pack to part 1 after completing part 2.
Do NOT stop tests without forewarning students
TAM pgs

39. SBAC - Pausing and Inactivity Rules
As a security measure, students are automatically logged out of the test after 20 minutes of inactivity. When this occurs, students are:
Presented with the test page containing the test item he or she was last working on (if page contains at least 1 unanswered item) OR
Presented with the next test page (if all items on the previous test page were answered);
NOT permitted to review or change any test items on previous test pages.
Activity means:
Selecting an answer
Using a navigation option in the test (i.e. selecting [Next] or [Back], using the Past/Marked Questions drop-down list)
NOTE: Moving the mouse or selecting an empty space on the screen is NOT considered activity.
Before the system logs out, a warning message will be displayed.
If a student does NOT select [Ok] within 30 seconds, the student will be logged out.
Selecting [Ok] will restart the 20 minute inactivity timer.

40. SBAC- Additional Features Test Settings and Accommodations
Before you approve students to test, you can review student test settings.
Only DC and SC may change certain settings
If changes are made, select [Set] to confirm the current test settings and return to the list of students awaiting approval. You will still have to approve the student for testing.
Select [Set & Approve] to establish the updated settings and approve the student for testing.
Select [Cancel] if you want to return to the Approvals and Student Test Settings screen.
Note: Translations (stacked) (for math items) and turning off universal tools only occurs in the test delivery system.

41. SBAC- Additional Features Student Answer and Review
To answer multiple-choice items, students must select the desired answer option or select the circle with A, B, C, or D.
To answer machine-scored constructed-response items, students need to carefully follow the instructions given for each question.
Students may review their answers for each segment before moving on.

42. Administration of the Classroom Activity and Performance Task
TAM pgs. 28, 65-66

43. Classroom Activity Administration Guidelines
Classroom Activity Purpose: To provide students with important context, concepts, and key terms prior to taking the PT.
For each content area, all students will have a classroom activity before they complete the PT.
May be administered in a classroom or any other appropriate space.
May take place on a separate day from the PT.
Recommended: No more than a 3-day lapse between the classroom activity and the PT administration.
TA may need a chalkboard or dry-erase board.

44. Classroom Activity Administration Guidelines (cont.)
Computers, projectors, and other technology are allowed but not required for the classroom activity.
Involves the participation of all students in an instructional task.
PT will be completed by individual students in the computer-based test delivery system.
Students may take notes during the classroom activity, but the notes must be collected before proceeding to the PT.
Ensure all materials are securely destroyed

45. Classroom Activity Administration Guidelines (cont.)
Designed to fit into a 30-minute window.
Will vary due to complexity of topic and individual student needs.
The SC should download the assigned classroom activity and provide to TAs at least 1–2 days prior.
Download from
After receiving the activity from the SC, the TA or classroom teacher should administer the classroom activity.
Provide the appropriate accommodations for students who normally use them during instruction.

46. Classroom Activity and Performance Task AdministrationSC
Step 1: Identify the classroom activities for your school.
Step 2: Download the classroom activity and print for Tas. TA
Step 3: Review the teacher directions for the classroom activity carefully.
Step 4: Complete the classroom activity.
Step 5: Administer the make-up classroom activity.
Step 6: Administer the PT to students online. The students must work independently
2. Download and print for Tas
Tas should review, complete with class, any make ups give and administer the pt
Can’t bring notes

47. Accommodations, Designated Supports, and Universal Supports
TAM pgs & 67-73

48. Accessibility and Accommodations
Three categories of support
Universal Tools:
Available to all; based on student preference and selection (e.g., breaks, strikethrough, highlighter).
Designated Supports:
Need to be indicated by an educator or group of educators (e.g., color contrast, read aloud, glossary, magnification).
Accommodation:
Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe).
Two systems of delivery
Embedded supports: digitally delivered through the technology platform(i.e., digital notepad, calculator) MUST be activated in TOMS prior to testing.
Non-embedded supports: provided by the site (i.e., adapted keyboard, multiplication table) but are still noted in TOMS

49. Universal Tools 1 For calculator-allowed items only
2 For ELA performance task full-writes
3 Includes embedded ruler, embedded protractor
4 For ELA items
5 Includes bold, italic, underline, indent, cut, paste, spell check, bullets, undo/redo
Dictionary and thesaurus for ELA PT full-writes only

50. Accessibility and Accommodations
Questions:
How do I know what supports are available?
How do I match the IEP and 504 supports to the supports listed?
Answers and Resources:
Matrix One: Universal tools, designated supports, and accommodations for the CAASPP system
Shows tables of all available items by exam and level of support
Smarter Balanced Usability, Accessibility, and Accommodation Guidelines
Provides details about each of the supports and contexts in which they are appropriate
Describes who is eligible for them and guides the decision making process
Detailed Q & A section in the appendix
ISAAP Tool
Helps staff select and organize appropriate support categories
Summarizes students’ supports in a single report that can be uploaded to TOMS

51. Designated Supports and Accommodations
Embedded
Non-Embedded
Designated Support
Accommodation
Color Contrast
American Sign Language (ELA listening and math items)
Bilingual Dictionary (ELA performance task full writes)
Abacus
Masking
Braille
Alternate Response Options
Text-to-Speech (math and ELA items)
Closed Captioning (ELA listening items)
Color Overlays
Calculator
Translated Test Directions (math items)
Streamlined Interface
Magnification
Multiplication Table
Translations (glossaries) (math items)
Text-to-speech (ELA reading passages)
Noise Buffers
Print 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 Mode
Separate Setting
Speech-to-Text
Print Size
Translated Test Directions
Individualized Aids
Translation (glossaries) (math items)
Special Lighting or Acoustics
*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.

52. Accessibility and Accommodations
Planning Ahead
Determination of which accommodations an individual student will have available for the assessment is necessary because these accommodations must be made available before the assessment, either by entering information into TOMS for embedded accommodations, or by ensuring that the materials or setting are available for the assessment for non-embedded accommodations.
Accommodations could increase cognitive load or create other challenges for students who do not need them or who have not had experience using them. It is wise for students to practice the tests using the selected tools.
Parents/guardians should be made aware of the conditions under which their child participates in the assessment.
Once the appropriate supports are identified, site and district coordinators will work together to ensure that they are uploaded to TOMS.
TA’s are not authorized to change student test settings in TOMS
Prior to testing review the students test settings and verify that they are correct.

53. Accessibility and Accommodations
Online Resources:
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines: content/uploads/2014/08/SmarterBalanced_Guidelines.pdf
Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide: Accessibility-and-Accommodations-Implementation-Guide.pdf
Guidelines: Frequently Asked Questions: content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf
Accessibility and Accommodations for CAASPP 2014–15: An Overview archived Webcast
Matrix One:
Using the CAASPP Individual Student Assessment Accessibility Profile (ISAAP) Tool video tutorial: demo.html
Embedded Universal Tools and Online Features training module:

54. APAC Alternate Assessment
What we know, don’t know, and suspect………..

55. Alternate Assessment (APAC)
Alternate Performance Assessments for California (APAC).
Successor to the CAPA in English language-arts (ELA) and mathematics
Administered to students in grades 3-8 and 11 who would have qualified for the CAPA
Mandatory field test window is April 15 through June 10, The field test will consist of approximately 15 items and the administration of the APAC field test will take approximately 45 to 90 minutes for each content area.
The APAC field test items are aligned with the Common Core State Standards (CCSS) and based on the Core Content Connectors (additional information is available at

56. Alternate Assessment (APAC)
Test items were developed with three levels of complexity.
The APAC field test is a computer-based assessment, and the technology requirements are the same as those for the Smarter Balanced Summative Assessments. Currently, we know very little about how this will work:
??? Stimulus delivered via computer ???
??? Scoring submitted online ???
??? Students respond via a computer ???
Educational Testing Service (ETS), will host a live training Webcast for the APAC field test on Wednesday, March 11, 2015, at 1 p.m It also will be archived for future viewing and training use.

57. Test Security
TAM [gs

58. Test Security
There are 3 different types of test security incidents (See Test Administration Manual)
Impropriety (Correctable and containable at local level)
Unusual circumstance, low risk of affecting student performance, test security, or test validity
Must be reported to LEA CAASPP Coordinator or Test Site Coordinator
Example: Students talking during testing
Irregularity (Correctable and containable at local level)
Unusual circumstance, may affect student performance, test security, or test validity
Submitted in the online system for resolution of the Appeal for testing impact
Must be reported to LEA CAASPP Coordinator or Test Site Coordinator within 24 hours
Examples: Student cheating or providing answers to another; student accessing or using electronic equipment (e.g., cellphone)
Breach (External implications for the Consortium)
Event that threatens test validity (e.g., release of secure materials)
A breach incident must be reported to LEA CAASPP Coordinator 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

59. Test Security – Testing Room

60. Resources and Login Sites
The CAASPP website provides many links and resources

61. Resources
Manuals
Administration Manuals
Universal Tools, Designated Supports, and Accommodations
TOMS Users Guide
Administration of Paper and Pencil Tests
SBAC Practice and Training Tests
Practice and Training Test Resources
Classroom Activity Guide and Samples
Scoring Guides
Calculators
SBAC test login site

62. Completion Reports

63. SCUSD Resources
student-performance-and-progress-caaspp

64. CAASPP Site Coordinator Resources

65. Practice and Training Tests

66. Preparing Students and Staff
There are multiple ways to prepare students and staff for the Smarter Balanced summative assessments:
Practice Tests
Training Tests

67. 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
Predict or gauge a student’s success on the operational assessments
Produce scores

68. Purpose of the Practice Tests
Allow students and administrators to become familiar with:
The experience of a grade-level assessment
A variety of grade-specific items and difficulty levels
Performance tasks (PTs)
The format and structure of the operational assessments
Not computer adaptive

69. About the Practice Tests
Practice Tests are available in each grade level for grades 3–8 and 11 for English language arts/literacy (ELA) and mathematics
Each Practice Test contains approximately 30 items
Performance tasks are available for both ELA and mathematics
Scoring rubrics and answers are available on the TA Resource Web page at resources/index.html
All universal tools, designated supports, and accommodations are available

70. Purpose of the Training Tests
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

71. Practice Tests vs. Training 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. There are no performance tasks (PTs).
Grade Levels
Each grade:
3–8, 11
Grade bands:
3–5
6–8
High school
Number and Types of Items
Approximately 30 items in ELA and 30 items in math per grade level
Includes 1 ELA PT and 1 math PT per grade level
Approximately 15 items per grade band (6 in ELA and 8–9 in math); PTs are not available
Universal Tools, Designated Supports, and Accommodations
All
Scoring
Results are not scored, however answer keys and scoring rubrics are available
Results are not scored

72. Accessing the Practice and Training Tests
There are two means for accessing the Practice and Training Tests:
Through on a Web browser
Through the secure browser
Simulates operational online testing environment
TAs may create test sessions for the Practice Tests or Training Tests on the TA Practice and Training Site
Students may return to a Practice Test and/or Training Test session

73. Accessing the Practice and Training Tests1
Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below 2 3

74. Practice and Training Tests Resources
Using the Online Practice and Training Tests archived Webcast
webcast_ html