California Assessment of Student Performance and Progress (CAASPP)

1. California Assessment of Student Performance and Progress (CAASPP) Accessibility and Accommodations, Adding Student Test Settings to TIDE, and Administering Practice and Training Tests March 6, 2014 1–3 p.m. ShobhanaRishi, CDE Michael McDaniel, ETS Dan Stanley, ETS Will Piferrer, AIR

2. Agenda • Introductions • Accessibility and Accommodations for the Smarter Balanced Field Test • Adding student designated supports and accommodations to the Test Information Distribution Engine (TIDE) • Using the Test Administrator (TA) Practice and Training Site • Directions for Administration • Resources • Questions

3. Accessibility and Accommodations for the Field Test • What needs to be in place and why • Where to find the information and resources

4. Overview • Purpose and importance of accessibility • Smarter Balanced Usability, Accessibility, and Accommodations Guidelines • Recommended seven-step process for schools • Local educational agency (LEA) support for schools • Available resources for LEAs and schools • Questions and answers

5. Purpose and Importance of Assessment Accessibility • Accuracy and validity of test results • Equal opportunity to demonstrate learning • Access to assessments • Field Test and operational test

6. Purpose and Importance:Validity Standardization and consistency of test administration procedures across Consortium states through: • Alignment with Smarter Balanced policies • Alignment with California laws and regulations

7. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines • New assessments, new access demands • Available accessibility resources: • Universal tools • Designated supports • Accommodations • Practice and training tests

8. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) • Embedded: Digitally delivered in online testing platform • Non-embedded: Furnished by local school staff • Total of 6 categories

9. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) • General guidelines for use of all accessibility features: • Student is familiar with them • Same or similar to those used for instruction • Opportunities for student to practice in test environment

10. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

11. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

12. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Universal Tools • Available to all students based on student preference and selection • May need to be turned off to meet some students’ access needs (designated supports option)

13. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Designated Supports • Available to all students who can benefit from them, including English learners (ELs), struggling readers, and students with attention issues • Require recommendation from teacher(s)knowledgeable about student • Systematic method for identification recommended

14. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Designated supports for ELs: • Stacked translations • Spanish • Mathematics items • For students who are used to using dual language supports • Additional reading load • Additional cognitive load • Additional time required

15. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Designated supports for ELs, cont.: • Embedded glossaries • Mathematics items • Languages/dialects • Spanish • Vietnamese • Arabic • Tagalog • Cantonese • Mandarin • Punjabi • Korean • Russian • Ukrainian

16. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Stacked Translations

17. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Designated supports for ELs, cont.: Language Glossaries

18. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) Accommodations • Available to students with an individualized education program (IEP) or a Section 504 plan that specifies the need for such an accommodation • Examples:Closed captioning; braille; calculator (non-embedded); scribe; ASL

19. Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.) • Smarter Balanced has developed frequently asked questions (FAQs) to support the information provided in its Usability, Accessibility, and Accommodations Guidelines. • http://www.cde.ca.gov/ta/tg/sa/access.asp • LEAs can use the FAQs to ensure understanding among staff and parents regarding the universal tools, designated supports, and accommodations available for the Smarter Balanced assessments.

20. Training Test Overview • 6−9 items per grade band per content area • Contains non–performance task items only • Includes new item types: • Matching tables (ELA and mathematics) • Fill-in tables (mathematics) • Evidence-based selected response (ELA) • Includes all universal tools, designated supports, and accommodations

21. Included Designated Supports and Accommodations

22. Recommended Seven-Step Process • Designate key staff for roles and responsibilities in test administration related to student accessibility. • Provide information and training to all staff as appropriate for role in test administration. • Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans.

23. Recommended Seven-Step Process (cont.) 4. Select the designated supports and accommodations for all identified students. 5. Enter designated supports and accommodations into TIDE. 6. Perform a pre-administration check on TIDE. 7. Check the TA interface to confirm student has assigned accessibility support.

24. Recommended Seven-Step Process (cont.) Step One: Designate Key Staff • Decide who will: • Provide training at school site. • Handle parent communications. • Identify/update IEPs and Section 504 plans. • Identify/select students who need designated supports.

25. Recommended Seven-Step Process (cont.) Step One: Designate Key Staff, cont. • Collect student accommodations information for TIDE. • Enter/upload information into TIDE. • Conduct pre-admin check to ensure information matches IEP/504 plans. • Make final check of accommodations settingsin Test Administrator interface in TIDE.

26. Recommended Seven-Step Process (cont.) Step Two: Inform and Train • Identify and provide key information and training for staff according to role. • Determine communications for parents and students.

27. Recommended Seven-Step Process (cont.) Step Two: Inform and Train, cont. • Training should include the following topics related to accessibility: • Process for identifying students for designated supports • Security agreements and affidavits • Request Form http://californiatac.org/rsc/pdfs/CAASPP.accessibility_support_request_form.2014.pdf • Check for delivery of accessibility support

28. Recommended Seven-Step Process (cont.) Step Three: Identify Students • Identify students who: • Will benefit from designated supports • Have existing IEPs and Section 504 plans that need to be updated • Need IEPs and Section 504 plans

29. Recommended Seven-Step Process (cont.) Step Four: Select Accessibility Resources For students with IEPs and 504 plans: • Determine student accessibility need. • IEP and Section 504 plan requirements • Update existing plans. • New types of accessibility • New assessment demands

30. Recommended Seven-Step Process (cont.) Step Four: Select Accessibility Resources, cont. • For students who will benefit from designated support, what is the process? • Who will identify students? • What criteria will be used to select the designated support? • How will the selection be captured and communicated to TIDE?

31. Recommended Seven-Step Process (cont.) Steps Five and Six: TIDE Entry and Pre-administration Check Enter designated supports and accommodations into TIDE: • School coordinators upload accommodations template into TIDE. • Designated staff perform pre-administration check. • LEA staff provide support to schools as applicable.

32. Smarter Balanced Field Test Registration FlowSeven-Step Process, Steps Five and Six, cont. Student enrollment & demographic data LEA CALPADS 1 3 2 Student registration Designated supports and accommodations TIDE

33. Recommended Seven-Step Process (cont.) Step Seven: Check the TA interface to confirm student has been assigned accessibility support. • Develop procedure • Provide training to test administrators and school coordinators

34. Recommended Seven-Step Process (cont.)

35. Recommended Seven-Step Process (cont.)

36. LEA Support • NEW:Designate key staff; define roles and responsibilities of staff involved in test administration, including TIDE user authorizations. • NEW:Provide training to LEA and school site personnel.

37. LEA Support (cont.) • NEW: Develop procedures for identifying students who may benefit from designated supports, including language supports for English learners. • Work with schools to ensure that procedures for delivering accessibility resources are completed in a timely manner.

38. Resources for Field Test Accessibility and Accommodations Documents and resources on the California Field Test Portal at: http://sbac.portal.airast.org/ca/field-test-ca/resources/: • Modules and videos • Demonstrations • Manuals

39. Field Test Webcast Archives and Forms http://californiatac.org/ • Webcasts • Forms • Manuals • Links

40. Field Test Videos for Students • February 10 letter from CDE to LEA superintendents and charter school administrators announcing videos http://www.cde.ca.gov/nr/el/le/yr14ltr0210.asp • What is a Field Test? http://smarterbalanced.articulate-online.com/p/7753293910/DocumentViewRouter.ashx?Cust=77532&DocumentID=405393dd-a225-4e26-b584-e3202b9682bc&Popped=True&v=11&InitialPage=presentation.html • Links to YouTube videos: • High school: http://youtu.be/DXXd451e580 • Middle school: http://youtu.be/YKerb7NsDUE

41. Redesigned CDE Web Page for the Smarter Balanced Field Test Launched February 19 at http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp

42. For Further Information California Assessment of Student Performance and Progress (CAASPP) Office caaspp@cde.ca.gov 916-445-8765 CDE Smarter Balanced Field Test Web Page http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp Smarter Balanced Technology Readiness Tool (TRT) http://www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp CAASPP Senior Fellows CAASPP-fellows@cde.ca.gov

43. Adding Student Test Settings in TIDE

44. What is the Test Information Distribution Engine (TIDE)? TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the California Smarter Balanced Field Test (FT). • Repository for student information, including designated supports and accommodations • Different levels of user access

45. Importance of TIDE • Local educational agency (LEA) staff must set designated supports and accommodations for students in TIDE. Both LEA CAASPP coordinators and test site coordinators may do this. • Demographic data or program participation cannot be updated in TIDE and must be entered into CALPADS.

46. Accessing TIDE • Users may access a link to the California Smarter Balanced Portal on the California TAC Web site at http://californiatac.org. • Direct link to the California Smarter Balanced Portal is http://sbac.portal.airast.org/ca/. • To access TIDE, select the [Field Tests] link on the portal.

47. Demonstration: TIDE Setting designated supports and accommodations for individual students Setting designated supports and accommodations for students through upload

48. Using the Test Administrator Practice and Training Site

49. Test Administrator Practice and Training Site • Practice Tests are available for grades 3–8 and grade 11 in English language arts/literacy (ELA) and mathematics. • Allow students to experience different item types. • Training Tests are available by grade band (3–5, 6–8, and high school). • Allow students to experience interface features and functionality. • Teachers are encouraged to conduct a group walk-through with students.

50. Accessing the Test Administrator Practice and Training Site • California Smarter Balanced Practice and Training Test Portal: http://sbac.portal.airast.org/ca/practice-test-ca/