2015 – 16 CAASPP Test Site Coordinator Training Rowland Unified School District February 19, 2016

1. California Assessment of Student Performance and Progress (CAASPP) 2015–16 CAASPPTest Site Coordinator Training Rowland Unified School District February 19, 2016

2. A New SystemWith 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

3. Summative Assessment:One Part of an Integrated System

4. A New Role for Assessment:Supporting Teaching and Learning • Rather than aresult, 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.

5. 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, ANDa 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

6. 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)

7. Student Participation: Early Assessment Program • The Early Assessment Program (EAP) uses the high school Smarter Balanced Summative Assessments forELA and mathematics. • Students taking the Smarter Balanced Summative Assessments in high school may choose to release their testscoresto 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 testscoresto CSU and CCC at the time of testing may need to provide a copy of the CAASPP score report to the campus, upon request.

8. Importance of Informing Parents and Guardians About Testing 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.

9. 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.

10. Smarter BalancedSummative 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

11. Smarter BalancedSummative 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.

12. Smarter BalancedSummative 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.

13. Smarter BalancedSummative 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).

14. Smarter BalancedSummative 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.

15. 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

16. 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

17. What’s New for 2015–16 Changes to http://www.caaspp.org

18. What’s New for 2015–16 Changes to http://www.caaspp.org

19. What’s New for 2015–16 Changes to http://www.caaspp.org

20. Roles and Responsibilities

21. 2015–16 User Roles Available User Roles: New for 2015–16 View-only roles

22. Test Site CoordinatorResponsibilities • 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.

23. Test Site CoordinatorResponsibilities • 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.

24. Test Site CoordinatorResponsibilities • 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.

25. Test AdministratorResponsibilities • 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.

26. Test ExaminerResponsibilities • Are trained by the LEA and/or view the test administration tutorial, print the certificate, and submit it to the LEA. • Read and sign a CAASPP Test Security Affidavit and submit it to the test site coordinator. • Review and/or assign accessibility supports in TOMS for each student being tested. • Note: Test site coordinators may assign the accessibility supports or the LEA CAASPP coordinator may provide test examiners with temporary CAASPP test site coordinator-level access to TOMS. • Download and read the DFAsbefore testing.

27. Technology CoordinatorResponsibilities • Assist LEAs in setting up and overseeing technology infrastructure. • Support each school site. • Work closely with the LEA CAASPP coordinator to ensure that network and testing devices are properly prepared by installing the most current secure browser based upon device operating system. • Help troubleshoot during testing.

28. CALPADS AdministratorResponsibilities • Work closely with the LEA CAASPP coordinator. • Ensure that student demographic, enrollment, and program participation data are correct in CALPADS. • New:Embedded and non-embedded accommodations are available in TOMS only to students that have an Education Program designation of “101” for a Section 504 plan or “144” for special education with a valid primary disability category in CALPADS. • New: Students cannot be registered for CAAs in TOMS without an Education Program designation “144” for special education with a valid primary disability category in CALPADS.

29. Practice Tests and Training Tests

30. 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.

31. 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.

32. Smarter BalancedPractice Tests vs. Training Tests

33. CAAs Training Tests

34. 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

35. About the Smarter BalancedPractice 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. • 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.

36. Purpose of the Smarter Balancedand CAAs Training Tests • 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

37. 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.

38. Accessing the Practice and Training Tests • There are two means for accessing the Practice and Training Tests: • Through http://www.caaspp.orgon a Web browser • 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.

39. Accessing the Practice and Training Tests Students and parents who wish to access the Practice Test and/or Test via an Internet browser will select the button below 1 2 3

40. 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

41. Test Administration Windows and Setup

42. Test Administration Windows • Testing windows for 2015–16 Smarter Balanced Summative Assessments: • Grades 3–8 for ELA and mathematics • April 4 through June 2 • Grades 11 for ELA and mathematics • April 11 through June 2 (Note: Grade 11 scores used for Early Assessment Program (EAP) purposes.) • Testing windows for 2015–16 Science (CST/CMA/CAPA) • April 6 through May 10 • Testing window for 2015–16 CAAs • April 11 through June 2

43. Test Eligibility

44. 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.

45. TOMS Student Profile: Demographics • 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.

46. TOMS Student Profile: Demographics All demographic data is read only

47. TOMS Student Profile: Demographics • 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.

48. 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.

49. TOMS Student Profile:Test Mode • 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.

50. Student Profile in TOMS: Test Mode All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced Summative Assessments