Colorado Measures of Academic Success (CMAS) COORDINATION TRAINING For School Assessment Coordinator (SAC) Boulder V

1. Colorado Measures of Academic Success (CMAS) COORDINATION TRAINING For School Assessment Coordinator (SAC) Boulder Valley School DistrictApril 2014 Modified from CDE CMAS Administration /PearsonAccess Training Spring 2014

2. Agenda • CMAS Overview • School Coordinator Responsibilities • Scheduling and Makeups • Accessibility Features and Accommodations • Test Security • Test Environment • Testing Irregularities • Interruptions to Testing • End of Testing

3. Training Norms • Communication Devices off • Start and end on time • Stay focused on the task (Time) • Please limit side conversations • Participants are required to sign in

5. CMAS Test Overview Testing Window Who takes CMAS? Test Structure

6. Spring 2014 CMAS Assessment Window 6

7. Who takes the CMAS test? • All currently enrolled 4th,5th, 7th, and 8th grade students • If student enrolls during makeups for that grade-do not need to test this year for CMAS this year • “Participation only” counts this year for accreditation purposes • Part-time private school and part-time home school students do not take the test, other part-time students do • Dually enrolled students: if both enrolled at an online school and brick and mortar school- school where the student resides at 50% of the time is responsible for testing this student • Students who took TCAP CoAlt, will take CMAS CoALT

8. Test Structure • Each grade level and content area consists of three sections • The assessments are composed of the following item types: • Selected Response • Constructed Response • Computer-enabled/technology-enhanced • Simulations (science) • Performance Events (social studies) • TestNav8: web-based computer program that runs the CMAS test • Link provided on BVSD webpage or follow LINK • www.testnav.com/co/

9. Before Testing SAC Responsibilities

10. SAC Responsibilities: Before Testing • Understand all CMAS procedures and requirements • Turn in security agreement to Planning and Assessment • Employ school level security plan (Chain of Custody) • Serve as liaison between DACs and Test Administrators • Read all communications from DAC and distribute as appropriate • Receive, secure, and distribute all test materials (CoAlt for CMAS, paper pencil, oral scripts etc) • Prepare students • Ensure all students are familiar with TestNav 8.0 using ePATs

11. SAC Responsibilities: Before Testing • In PearsonAccess • Set up user accounts for all necessary personnel • Identify and maintain a list of students requiring the text-to-speech form and accommodations (paper-based and computer-based administrations). • Verify that PearsonAccess accounts for students needing: • Paper forms of the assessment, including braille and large print • Oral scripts (paper and online) • Request from Planning and Assessment any additional secure and non-secure materials as needed • Assign all students to a test session • Assign students requiring special forms for the computer-based assessment to the appropriate form • Register/add new students

12. Training Your Test Administrators • SAC lead Test Administrator training must include: • Sign in sheet • Daily Schedule & Plan after regular testing time • Test Security/Chain of Custody • Standardized Test Environment • Test Administration • Test Administrator Role vs. Teacher Role • Opportunity for personnel to ask questions • How to administer sessions w/ scheduled accommodations • NOTE: PowerPoint provided to SAcs • All TAs view PearsonAccess recorded module • Teachers administering the CoAlt will view a recorded training for Test Examiners

13. Accessibility Features and Accommodations Embedded Features Accommodations: Computer Based Accommodations: Paper Based

14. Increased Accessibility • CMAS computer based administration • Embedded features: available to all students to increase accessibility • Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility • Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans

16. Embedded Features for All Students Tool Bar • Navigation • Back page • Next page • Review • Flag • Pointer • Highlighter (Caution: in development) • Ruler (cm in 5th and 8th grade, inch in all grades) • Can also be used as line guide • Calculator (4 function for 5th grade, scientific for 8th grade) • Eliminate answer choice

17. Embedded Features for All Students (continued) Drop Down • Magnifier Zoom • Dependent on device Writing tools for constructed response • Bold, italics, and underline • Bullet and number • Cut, copy, and paste • Undo and redo

18. Embedded Accessibility Features and Accommodations that Must Be Requested Ahead of Time for Computer-based Administration • Selected by form • Text-to-speech with volume control • 2 options: Continue to play or Click to hear • Click to hear isrecommend for most students • Students requiring this feature must practice using sample items on the ePATs to confirm they can access and use this feature during testing • Requires a headset during administration • Color contrast (see accommodations) • Text-to-speech with color contrast (see accommodations) • Oral script (see accommodations) • Samplers for text-to-speech and text-to-speech with color contrast are now available: • Follow the ePATLink • Select the Text-to-Speech (TTS) or TTS/Contrast item sampler for the student’s specific grade • Once in the ePAT sampler- to view color contrast, click on the figure of the person in the upper right hand corner and select “Change the background and foreground color”

19. Accommodations Overview • Must be based on an individual need documented in the student’s approved IEP, 504, or English learner plan • Accommodations are available for computer-based and paper-based administration. • Paper-based form is itself intended to be an accommodated form

20. Accommodations for Computer-based Administration • Presentation • English oral script used for: • Students who cannot access the Text-to-Speech after practicing using items on the ePATs • On-site translations into languages other than Spanish* • On-site sign language presentation* • Spanish oral script • Color contrast, including high contrast and reverse contrast • Word-to-word dictionaries (English/native language) • Assistive technology devices – compatibility will need to be established *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

21. Accommodations for Computer-based Administration • Response • Written responses in Spanish • Scribe (must be individually administered) • English • Other languages • Assistive technology devices – compatibility will need to be established • Devices with demonstrated compatibility with TestNav8: www.pearsononlinetesting.com/at

22. Accommodations for Computer-based Administration • Setting • Small group • Individual • Timing • Extended time greater than time and a half • Time of day • Multiple breaks (requires separate setting) 22

23. Accommodations for Paper-based Administration Since this is an online computer based test, a paper form of the test is considered an accommodation. A paper-based assessment is only available to students who: • Have a neurological disorder, a condition that causes seizures, or another health condition that prevents the student from accessing the computer • Need a braille form with tactile graphics • Have a IEP or 504 plan that requires assistive technology, such as speech-to-text, that may not be compatible with TestNav 8 • Will provide written responses in a language other than English or Spanish • Students with disabilities that prevent them from utilizing devices safely may meet this criterion.

24. Accommodations for Paper-based Administration • Presentation • Braille with tactile graphics • Large print • External cover overlays • English oral script (text-to-speech in computer-based)* • On-site translations into languages other than Spanish • On-site sign language presentation • Spanish oral script (also computer-based)* • Word-to-word dictionary (English/native language) *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable. 24

25. Accommodations for Paper-based Administration • Response • Braille note-taker • Scribe (also for computer-based) • Must be administered individually • Speech-to-text • Assistive technology devices (word prediction) • Setting (same as computer-based) • Small group • Individual • Timing (same as computer-based) • Extended time greater than time and a half • Time of day • Multiple breaks (requires separate setting)

26. Test Security Security Plan Chain of Custody

27. Security Plan • Review security procedures, prohibited activities, testing irregularities, and security breaches with all CMAS personnel • Ensure that all personnel involved in test administration has signed a security agreement • Ensure that no unauthorized individuals enter the testing environment • Establish and follow chain of custody • Lock up all secure materials and allow access only to those authorized • Document that school personnel have received necessary training (training sign in sheets) • Train all CMAS personnel test security procedures in case of unexpected event that may interrupt testing

28. Chain of Custody • Record where materials are before, during, and after testing • Check-in and check-out materials (Paper based test books, Oral Scripts, etc) using Chain of Custody • Check-out materials on the day of testing, before testing begins (within 15-20 mins before testing) • Check out only the content area being assessed • Return materials to a designated secure location (within 15-20 mins before testing) • DO NOT store any test materials in classroom • Test administrators will have access to oral scripts 24 hours in advance of testing • Must follow the chain of custody

29. Secure Materials Tracking Form:Chain of Custody

30. Maintaining Security of CMAS • All secure test materials must be secured while in the Test Administrator’s possession • DO NOT: • Copy, photograph, or duplicate any secure CMAS materials • No cell phones or other communication, reproduction or recording devices are allowed in the classroom during testing • If using AT devices, make sure all test material is erased/deleted off device right after testing

31. Test Environment Test Administrator: Student Ratio Test Environment Room Configuration Visitors

32. Test Administrators • Ratio must not exceed 1 test administrator (TA) to every 30 students • If you have more than 30 computers and want to test more than 30 students at one time, just add another TA or Proctor • Test Administrator must be able to actively monitor the space within the testing environment • Test Administrators must: • Actively proctor • Remain attentive and in the room during the entire testing section • Circulate throughout the room during the test • Should be in a position to see students’ eyes, not screens

33. The Test Environment • Adequately lit, quiet, free of distractions, heated/cooled • Turn off all bells/alarms to reduce noise • Provide an adequate writing surface • NO cell phones, music, or other distracting devices • Exception: if there is no landline in classroom • “Do Not Disturb/Only authorized personnel allowed” and “No Cell Phones” signs must be placed on the door during test sessions • NO food or drinks are allowed • NO content related posters or aids that suggest possible answers to students • Name tags that have content or can be written on • Word walls • Steps for solving math equations • Any content related materials • Exceptions: basic number line & the alphabet CMAS Procedures Manual Pages 48-52

34. Testing Room Configuration • Students should not be able to see each other’s work from a normal testing position • Consider the following seating configurations to maintain test security: • Seat students in every other seat (useful in a computer lab setup) • Arrange monitors back-to-back • Seat students back-to-back • Seat students in a semicircle (useful for schools using laptops) • Seat students in widely spaced rows or in every other row (appropriate for a classroom setup) • Dividing screens or other privacy materials may be used if students cannot be placed far enough away from each other Pages 48-49 of CMAS Procedures Manual

35. Unauthorized Visitors and the Media • Allowed in the Testing Area/Room • Students • Test Administrators/Examiners • Authorized School, District, & State Personnel • State-sanctioned test monitors • Not allowed in the Testing Area/Room • Media of any kind • Parents/Guardians • Visitors • Other unauthorized personnel/visitors • Media are not allowed to have access to the tests before, during, or after test administration, or take pictures or video of testing materials or testing students

36. Test Administration During Testing Active Test Administration Administration Steps

37. Test Materials • Online and Paper Based Test: • Test Administrator’s Manual • Scratch Paper (provided by the Pearson) • CMAS Secure Return Envelope • School Security Checklist • Online Only: • Student Authorization Tickets • English and Spanish Oral Scripts for Online Form • Onsite Translations into Languages other than English/Spanish • Paper Only: • Test Books, including Braille and Large Print • Source Book (Social Studies Only) • English and Spanish Oral Scripts for Paper Form • Onsite Translations into Languages other than English/Spanish

38. Materials Provided to Students • Student Authorization Tickets • Scratch paper (to be supplied by Pearson) and pencil or pen • Approved alternative scratch paper as indicated in a student’s IEP (i.e., graph paper or specialized writing paper). Paper must be inspected before use to verify that it is free of any writing. • Headphones if using text-to-speech accessibility feature • Paper CMAS test materials and accommodated materials (for students taking the paper-based assessment) • No. 2 pencil(s) with eraser(s) for paper-based administrations

39. SAC Responsibilities: During Testing • Confirm all CMAS policies and procedures are followed • Request additional secure and non-secure materials from Planning and Assessment if needed • MONITOR TESTING ACTIVITY • Distribute and collect paper testing materials daily using Chain of Custody process • Report suspected testing irregularities (misadministrations, security breaches, technology glitches) to Planning and Assessment • Ensure all students have completed testing and administer make-up sections as needed

40. CMAS Testing Tips • Link on the BVSD webpage for the TestNav8 website where students log into the CMAS test • Only use Google Chrome as your web browser during testing • Do not use Internet Explorer, Firefox, etc • JAVA updates • All schools updated over spring break • Around 4/14 -4/15, there will be a new JAVA release; plan is forthcoming • Please leave all testing computers on overnight during testing the week of 4/14 (just log-off) • Submitting versus Exiting the test • Between test sections (i.e., Science Section 1 and Science Section 2) students should only exit the test to return later to complete the remaining sections • Only at the end of test section #3 when students have completed all 3 sections of the test, students can then submit their test answers

41. Active Administrators: Administrators May Not: Active Test Administration Provide feedback Clarify test questions Answer content related questions Interfere with the students’ demonstration of skills Interact with students in any way that would impact student responses Engage in other tasks during test sections Read sources, items, or student responses Ensure they have all necessary materials for each session Ensure a standardized testing environment Follow all scripts exactly as written Move throughout the room during testing Read directions to students when asked Use proximity to keep students on task

42. Test Administration Steps • Proctor Cache test content to proctor caching computer • Prepare the test environment and situate students • Start the session in PearsonAccess • Follow directions and read script in the Test Administrator’s Manual • Hand out student authorization tickets and scratch paper • 1 piece at a time per student • Student must turn in used scratch paper to receive another piece • Place used scratch paper in secure envelope • Assist students in logging on to TestNav • Complete directions to students and start session • Actively administer the test section • Collect student authorization tickets and scratch paper • End test section • Close session in PearsonAccess after third section

43. Test Irregularities Misadministrations Security Breaches Unforeseen Circumstances/ Emergencies

44. Misadministrations • A student receives help from anyone on a test item • A student uses an unauthorized instrument, such as a calculator, cell phone, or notes during a test session • A student is denied appropriate accommodations or given the wrong accommodations Note: Sections in the paper form are sealed and should reduce or eliminate instances of students moving on to the next section. However, if a student advances to the next section before that section is administered, it is a misadministration.

45. When a Misadministration Occurs • The student must immediately stop working on that section, but should still complete other test sections as normal • The Test Administrator must immediately inform the SAC, who must inform/consult with Planning and Assessment • Use discretionary judgment • The appropriate invalidation code must be entered into the student’s record in PearsonAccess • The student receives a “no score” for the content area

46. Major Misadministrations • Misadministrations affecting an entire class or group of students • The wrong test section is administered to a class • Systematic unethical behavior • A teacher, administrator or other person gives students hints, prompts or answers to questions • A teacher, administrator or other person violates security procedures

47. Breach of Secure Test Materials • Students obtain or share secure test materials • Discussing, reproducing, or transmitting, by any means, secure test materials, or descriptions of secure test materials

48. Emergencies: Ill Students • If a student becomes ill during a test: • The student’s needs are the primary consideration • Have the student logout of TestNav8 and exit the test • Select: “I want to exit this test and finish later” • Record the time remaining in the test session • Have the student make up the test • Only allowed the amount of time that was left when the test was suspended

49. Emergencies: Evacuations/Lockdown/Fire Drill • If there is an emergency requiring the test to be stopped: • Evaluate and respond to the emergency… safety first! • If possible: • Record the time remaining in the test session. • Have students logout of TestNav8: • Select “I want to exit this test and finish later” • Students will be allowed to use the remainder of the testing time to complete the session at a later date.

50. Conclusion/Wrap-Up Final steps in PearsonAccess Who to Contact During Testing