California Assessment of Student Performance and Progress (CAASPP)

1. California Assessment of Student Performance and Progress (CAASPP) RUSD 2015 CAASPP Test Site Coordinator Training February 20, 2015

2. Purpose • By the end of this session, TSC will understand: • RUSD procedures for the administration of the Smarter Balanced summative assessments • Student test registration in the Test Operations Management System (TOMS) • The Smarter Balanced interim assessments and the Digital Library

3. Quick Updates: Secure browser 7.2 Headphones for testing lab Testing support schedule Computer lab tech training Bandwidth check RUSD stress test on March 5, 10:30am-11:00am

4. Student Participation Q: Who will take the online Smarter Balanced summative assessments? A: All students in grades 3–8 and 11 are required to take the summative assessments.

5. Student Participation: Early Assessment Program • The Early Assessment Program (EAP) will be using the grade 11 Smarter Balanced summative assessments in English language arts/literacy (ELA) and mathematics in place of the grade 11 CSTs in ELA and/or mathematics, additional 15 test questions and the ELA essay • Grade 11 students taking the Smarter Balanced summative assessments may choose to release their test results to the California State University (CSU) and participating California Community Colleges (CCC) at the end of the computer adaptive tests • Students who do not authorize the release of their test results at the time of testing may need to provide a copy of the score report upon request of the campus.

6. Student Participation (cont.) • The only students exempt from participating in the Smarter Balanced summative assessments are: • Students participating in the California Alternate Assessments (CAA) in English language arts/literacy (ELA) and mathematics • English learners (ELs) who have been attending school in the United States for less than 12 months (for the ELA test only)

7. About the Summative Assessments • Content areas: • English language arts/literacy (ELA) • Mathematics • Two components per content area: • Computer adaptive test (CAT) • Performance task (PT)

8. About the Summative Assessments (cont.) Q: What is the CAT component of the online summative assessment? A: 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.

9. About the Summative Assessments (cont.) Q: What is the PT component of the online summative assessment? A: The PT 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. Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task.

10. Systems and Processes for Online Administration 1 2 3 • CALPADS • (California Longitudinal Pupil Achievement Data System) • Manage student demographic data • TOMS • Set up test administration windows • Verify student demographic data • Configure online test settings (designated supports and accommodations) • Test Administrator Interface & Student Testing Site • Administer online Smarter Balanced assessments

11. Roles and Responsibilities

12. Test Site Coordinator • Identify TAs, ensure that they have submitted signed CAASPP Test Security Affidavits • Add TAs into TOMS • Ensure TAs are properly trained so they can administer the assessments • Enter and/or verify student test settings in TOMS • Create or approve testing schedules and procedures for the school

13. Test Site Coordinator (cont.) • Work with technology staff to ensure that necessary secure browsers are installed and any other technical issues are resolved • Monitor testing progress and ensure that all eligible students participate • Address testing problems at the school site • Mitigate and report all test security incidents to the LEA CAASPP coordinator • Oversee CAASPP administration activities in the school

14. Test Administrator • 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/test settings • Administer the Smarter Balanced assessments • Report all potential test security incidents to the SC and LEA CAASPP Coordinator in a manner consistent with Smarter Balanced, state, and LEA policies

15. Technology Coordinator • Assist LEAs in setting up and overseeing technology infrastructure • Support each school site • Work closely with the LEA CAASPP Coordinator to ensure network and testing devices are properly prepared by installing the most current secure browser • Help troubleshoot during time of testing • RUSD Master Schedule of Tech Support • X8545 for technical support to route and deploy support • Computer Lab Tech Training

16. CALPADS Administrator • Ensure student demographic, enrollment, and program participation data is correct in the CALPADS (3 files total) • Work closely with the LEA CAASPP Coordinator

17. Technology Infrastructure

18. Technology Infrastructure • Prior to the test administration, LEA CAASPP coordinators with technology coordinators should review the technology infrastructure at their schools. • Testing devices are working • Secure browsers properly installed a minimum two weeks before testing (uninstall old browsers, if necessary) • Necessary hardware available and working (i.e., headphones, external keyboards, printers) • Content filters, firewalls, and proxy servers configured • Stable (wired or wireless) Internet connection

19. RUSD Stress Test Thursday, March 5 10:30-11:00am SBAC Practice Test

20. High-level Technology Overview State hosted-test delivery servers Internet TA using standard Web browser Student using Smarter Balanced California Secure Browser software application

21. Secure Browser • Specifically designed for California to provide secure access • Prevents students from accessing other hardware and software functions • A secure browser must be installed on all student computers/devices • Updated and reinstalled annually • Note: Test Administrator computers will use a standard Web browser

22. Secure Browser (cont.) • Students must use the secure browser to log on to take a summative test • Prior to testing, TAs 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

23. Hardware Requirements • On-site printers • Print out test session information • Print test stimuli or items for students with the print-on-demand accommodation • Only the TA’s computer should have access to a single local or network printer in the testing room

24. Practice Tests and Training Tests

25. Practice Tests vs. Training Tests

26. Accessing the Practice and Training Tests • There are two means for accessing the Practice and Training Tests: • Through http://caaspp.org 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

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

28. Using the Test Operations Management System (TOMS)

29. Tasks to Complete in TOMS for the Online Administration • Add and manage TAs • Review student data • Demographic data from CALPADS • Test enrollment • Assign online test settings to students • TOMS can be accessed from the CAASPP portal at http://caaspp.org

30. Adding and Managing TAs • Two methods: • One by one in TOMS • Template upload through online form • Template: http://caaspp.org/rsc/pdfs/CAASPP.toms-user-upload-file.2015.xlsx • Online form: http://caaspp.org/administration/toms/users/

31. Adding and Managing TAs

32. Adding and Managing TAs Resources • TOMS Adding and Managing User Guide: • http://caaspp.org/rsc/pdfs/CAASPP.adding_managing_users.2015.pdf • Adding and Managing Users in TOMS video tutorial: • http://caaspp.org/rsc/videos/archived-webcast_toms-users.html

33. Reviewing Student Data • Each student profile in TOMS includes: • Demographic data • Read-only; must be modified in CALPADS • Test enrollment • All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative assessments • Online test settings • Universal tools, designated supports, and accommodations

34. Reviewing Student Data (cont.) • Students’ grade levels must be correct in TOMS before testing • Grade levels are only correctable in CALPADS • All students who are going to test must appear in TOMS

35. Notification of Data Errors • If you find an error, it is critical to notify Student Assessment immediately so we can start the correction process in CALPADS • Go to the following link to report the error (also linked on the TSC wiki page: https://docs.google.com/forms/d/1FiVyr5JZ1GBkXZSzT-8vCuw18dPK5EMf34b-G3sDggA/viewform

36. Reviewing Student Data (cont.) • If a student’s designated supports and accommodations information is incorrect, it must be updated in TOMS before he or she tests • If you find a discrepancy between a students’ IEP plan / 504 plan and the settings applied in TOMS, the TA will contact the Test Site Coordinator immediately to make the adjustment. • Once modified, the student must wait to test for 24 hours to allow the support/accommodation to be applied.

37. Importance of CALPADS • CALPADS is the sole source for student demographic, enrollment and program participation data • LEAs cannot update student demographic data in TOM • Processing time from CALPADS to TOMS is 24–48 hours • Student accessibility supports are uploaded and maintained in TOMS, notin CALPADS

38. Student Profile in TOMS: Demographics All demographic data is read-only

39. Student Profile in TOMS: Test Mode All students in grades 3–8 and 11 are automatically enrolled in the online Smarter Balanced summative tests

40. Student Profile in TOMS: Test Settings

41. Assigning Accessibility Supports in TOMS • Student online test settings must be configured at least 24 hours prior to testing • Allow up to 24 hours from when you configure test settings in TOMS to when the changes appear in the TA and Student Testing Interface • LEA CAASPP coordinators and SCs are authorized to set accessibility supports for students in TOMS • Two methods: • One-by-one through student profile • Template upload

42. TOMS Online Test Settings File Upload

43. What are Accessibility Supports? • Universal Tools: • Available to all; based on student preference and selection (e.g., strikethrough, highlighter) • Designated Supports: • Need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification) • Accommodations: • Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe)

44. What are Accessibility Supports? (cont.) • 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)

45. What are Accessibility Supports? (cont.) *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.

46. Accessibility Supports Resources • Smarter Balanced Usability, Accessibility, and Accommodations Guidelines: • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/08/SmarterBalanced_Guidelines.pdf • Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide: • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/Usability-Accessibility-and-Accommodations-Implementation-Guide.pdf • Guidelines: Frequently Asked Questions: • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf • Accessibility and Accommodations for CAASPP 2014–15: An Overview archived Webcast • http://caaspp.org/rsc/videos/archived-webcast_102214.html

47. Test Administration

48. Scheduling Testing Time • Estimated testing times:

49. Scheduling Testing Time • Scheduling is a collaborative effort • Recommended: CAT first, PTs second • The classroom activity should be completed within 1-2 days prior to administering a PT • 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

50. Example Testing Schedules • Example 1: • Example 2: