2014 TCAP Training

1. 2014 TCAP Training January 2014 Janet Dinnen CSI District Assessment Coordinator JanetDinnen@csi.state.co.us, (303) 866-4643

2. Guide for Using thisPowerPoint Delete this slide for your proctor training as it pertains to SACs, not test proctors. Edit this slide for your proctor training so that it is specific to your school Download the editable resource from the left side of the theSAC Training Webinar Identifies the section of the Procedures Manual where content can be found

3. TCAP Resources • Visit www.ctb.com/tcap Most of the other resources are specific to the DAC’s role and responsibilities

4. SAC/DAC Manual • The attached SAC/DAC has notes specific to CSI Schools! Hover over the note for more information!

5. Training Overview Section 1: TCAP Overview • Who/What/When • Scheduling TCAP • Chain of Communication Section 2: TCAP Test Security • Secure Test Materials • Standardization & Ethical Practices • Chain of custody Section 3: Administration of the TCAP • Testing Environment • Roles of Test Proctors • Housekeeping and Paperwork • Accommodations Section 4: Misadministrations and Unusual Circumstances Section 5: Logistics • Receiving Materials • Returning Materials to CSI

6. Required Training • All SACs must have comprehensive and interactive training each year by the DAC. • Mandatory CoAlt training for CoAlt test administrators will take place on Monday, January 27, from 8-9:00 • All persons proctoring TCAP must have comprehensive and interactive training each year by the SAC. All proctor training should be completed by February 4 for CoAlt, February 7 for 3rd grade reading and February 21 for grades 3-10. • All TCAP proctors must sign a document (TCAP 2014 Participant Assurances) verifying completion of training and a confidentiality agreement for school files. SACs should keep all Participant Assurances documents on file. Do NOT submit them to CSI unless specifically asked. • All SACs must sign a document (TCAP 2014 SAC Assurances) verifying completion of training, acknowledgement of the chain of custody requirements, and a confidentiality agreement. SACs should submit the SAC Assurance document to CSI byJanuary 31, 2014.

7. SAC Expectations • Ensure all proctors, test examiners, and test administrators in their schools are properly trained in administration and security procedures. • SACs should also train staff that are not going to be proctors to ensure that they do not do or say anything that could interrupt the administration of the assessment or jeopardize test security. • Ex: Staff member (not participating in TCAP) walks into classroom with cell phone • Staff that has been trained could be available to proctor assessments if the need arises. (Consider training additional proctors than needed so you have substitutes.) 7.3

8. Training Requirements At a minimum, your proctor training should include: • Changes from prior year’s assessment procedures (if any) • Test security and confidentiality • Standardized environment • Test administration and security procedures • Test proctor role vs. teacher role • Ethics • Specific proctor training for administration in accommodated sessions Training must also include the following features: • Opportunity for questions and answers • Use of relevant test materials (i.e., TCAP Test Procedures Manual) • Check for understanding of administration and security procedures 7.8

9. Chain of Communication • The chain of communication helps enable that consistent and accurate information is given at the district and school level. • Proctors should contact the SAC with any questions • SACs should contact the DAC with any questions (Janet Dinnen, (303) 866-4643) • DACs will contact CDE with any questions • Any questions sent to the Colorado Department of Education will be referred back to the DAC. DO NOT CONTACT CDE DIRECTLY!

10. Section 1 TCAP overview

11. What is on the TCAP? • For information about which standards will be assessed on TCAP, refer to the TCAP Assessment Frameworks, available at: www.cde.state.co.us/assessment/coassessrksandfactshees • The TCAP is intended to assess student achievement in relation to the Model Content Standards • Most of the standards that will be assessed also align to the new, Colorado Academic Standards. • Some Model Content Standards that do not share an alignment to the new standards will continue to be assessed in order to maintain the test blueprint and comparability with CSAP. • The TCAP will not assess Colorado Academic Standards that do not align with the Model Content Standard.

12. Who takes the TCAP? As per Colorado Revised Statutes [22-7-409(1.2.a.1.d.I)] , all 3rd-10th grade students enrolled in a Colorado public school who are not also dually enrolled in a private school or a home school program must take either the TCAP or CoAlt.

13. Testing Windows

15. Scheduling TCAP

16. Sample Schedule

17. TCAP Scheduling • CSI requires that SACs keep on file their school’s TCAP testing schedule(s), which includes: • proctor name, • testing location, • student roster, • date/time of each content area and session number • considerations for students with accommodations (separate room, separate proctor, extended time) Thorough planning will assist in ensuring that misadministrations do not occur!

18. TCAP Scheduling • All test sessions (including make-ups, and administrations with accommodations) must be administered during the established three-week testing window. • Test sessions MUST be administered in the order they appear within each test booklet. • There is no requirement about the order that the content areas are assessed. All of the sessions of one test booklet could be completed before beginning the next test booklet OR the administration of a session in one test booklet could be followed by the administration of a session in another test booklet. It is the responsibility of the school or district to determine the specific schedule. 5.2

19. TCAP Scheduling • Test security requires that all students in a school take the tests in a standardized manner—at the same time, using the same test, and with no student interaction. Multiple grades and multiple content areas must not be tested in the same testing environment at the same time. This also applies to the administration of accommodated and make-up sessions. • Writing Sessions #1 and #2 must be taken in consecutive order with no weekend intervening. • Schedule extra time for reading the script as well as distributing and collecting materials. • Test sessions require a student to proctor ratio of 30:1 or less. You may schedule test sessions that include more than 30 students, but an additional test proctor must be present (14.4). 5.2

20. Scheduling Make Ups • Make-ups may need to be given out of order (except Writing). • All make-up sessions must be administered exactly as regular sessions, allowing the same time, the same accommodations, etc. • Make-ups may be scheduled at any time during the three week window (Fridays, afternoons, last week of testing) • Students must complete sessions on the same day they are started, unless a session was interrupted because a student became ill, or another legitimate reason arises and is approved by CDE. 5.3

21. Standardization • Standardization – All students have the same test content, resources, directions, testing conditions, and scoring procedures. • Standardization does not mean that assessment conditions will match what each student is used to during instruction. • Standardization requires that all proctors give all test sessions in the same way. • Ensures that one score obtained by one student in a part of Colorado will mean the same as the same score obtained by another student in another part of Colorado.

22. Ethical Practices 4.2

23. Unethical Practices 4.2

24. Ethical Practices Due to the complex nature of a standardized assessment process, any practice not specifically permitted should be presumed inappropriate until and unless specifically authorized by the program sponsor (in this case, CDE). “If it doesn’t say that you can, then you can’t”

25. Section 2 Test security

26. Secure Materials • Three types of test materials • Secure and may not be reproduced, transmitted, or recounted • Test books and Examiner Protocols • Student answers and Examiner’s Rating Forms • Used draft books • Secure and may be reproduced • Teacher Read Directions and Translated Teacher Read Directions • Oral Scripts and Translated Oral Scripts • Not secure • Test Proctors and Examiners manuals • DAC/SAC manuals • Procedures Manual • Student Confidential Information 26 6.2

27. Communication and Secure Test Materials • Proctors should not be reviewing or studying items or student responses • If a test proctor or examiner has a question about an item… • Contact the SAC by phone or in person, who will contact the DAC with the grade, content area, and item number for CDE to review • The DAC contacts the appropriate person at by phone • Be sure that you: • Do Not copy the item • Do Not discuss the item (with other teachers, etc.) • Do Not email the content of the item

28. Secure Test Materials • Only authorized individuals may have access to the test materials. • Test materials must be locked up and be checked out to authorized individuals. • Test materials should be tracked on a Chain of Custody document to ascertain who had what materials at what time. • The Chain of Custody document should be reviewed at the end of each testing session to ensure that all test materials have been returned. • No erasing of stray marks.

29. Electronic Devices • During the timed testing session, no one (including test proctors and test examiners) is allowed to have electronic communication devices in the testing room. This includes cell phones, or any technology capable of transmitting information either by picture, text or voice. (Turn your computer off!) • If a test proctor/examiner is required to have a cell phone in the classroom for security reasons, it must be turned off and out of sight during testing. Possession/use of electronic communication devices during administration of the state assessment may result in misadministrations and test invalidations. See page 101 for a “No Electronic Devices” sign.

30. Chain of Custody • A documented Chain of Custody must be maintained for all test materials before, during, and after test administration. 9

31. Chain of Custody • A documented Chain of Custody must be maintained for all test materials before, during, and after test administration at the school and district level. • If you don’t have one already, create a document that outlines your process for securing test booklets before, during, and after testing. Include: • All TCAP and CoAlt - R, W & M materials must be accounted for and stored in a secure and locked location before and after testing • How/when materials are distributed and collected to and from test proctors and test examiners each day of administration • Keep in mind: Test booklets must be distributed just prior to administration. CDE recommends that tests be distributed no more than 15 minutes prior to the test session and be collected within 15 minutes after the test session. TCAP test proctors are not to have extended access to materials before administration. • All state assessment books and materials must be secured while in the test proctor’s and test examiner’s possession and test materials must not be stored in classrooms in advance of, or following the administration.

32. Sample Chain of Custody

33. Section 3 Administration of TCAP

34. The Testing Environment The testing environment must: • Be adequately lit, quiet, free of distractions and heated or cooled • Provide an adequate writing surface • Have enough space between students to prevent the sharing of answers • Be free of cell phones, music or other distracting devices • “Do Not Disturb” and “No Cell Phones” signs must be placed on the door during test sessions 10

35. The Testing Environment • No food or drinks are allowed on desks or near test materials • The testing environment must be free of any content related posters or aids that suggest possible answers to students • Word walls • Steps for long division • Multiplication tables 10.2

36. Roles of Teachers and Proctors Teachers Proctors Administer assessments that evaluate student understanding Ensure that assessments are standardized and all students have the same opportunities Allow students to demonstrate what they know without any interference • Develop student understanding through a continuous cycle of teaching and evaluating • Provide differentiated explanations and alternative examples • Encourage, coach and prompt students as they work

37. Test Proctors • Proctors must read the instructions and the Test Proctor’s Manual (www.ctb.com/tcap) and familiarize themselves with test administration procedures prior to administering the test to students. • Proctors who are administering assessments in which students are being provided with accommodations must be trained on the specific accommodation. (Review the CDE Accommodations Manual and TCAP Procedures Manual for more information.) • Schools should use district/school employees as proctors. School/District employees may proctor the assessments at the grade levels that their children are in, but they must not proctor the test for their own children nor be in the testing environment during testing. • Volunteer proctors may only be considered when a school has no personnel available to proctor the test. If parents are being considered to administer the assessment, they may not proctor an assessment that their child is taking. • Proctors must NOT be assigned to a room where a relative is being tested. 7.5

38. Test Proctors • When administering the test, three factors should be kept in mind: standardization, documentation and ensuring that all students have a fair opportunity to show what they know. • Active proctoring • Test Proctors must read the entire Test Proctor’s Manual prior to test administration. • Test Proctors must understand that their role during assessment is different than that of a teacher. Test Proctors must not coach, encourage, clarify assessment items, or otherwise perform any action that might influence a student’s answers on the test. • Test Proctors should double check which session they should be administering before beginning test administration. Giving the wrong test session is the single most common cause of multiple misadministrations. • Test Proctors must read the script for directions to students exactly as they are printed in the Test Proctor’s Manual 14.5

39. Test Proctors • Write on the board/white board/chart paper at the time of testing: • start and stop times, • session number, • page numbers, and • range of item numbers. • Account for all test booklets and keep them in a secure location per chain of custody requirements. • When a student’s test booklet has been damaged or an alternate format has been used (such as Braille), transcribe exact student responses, including grammatical errors and incorrect responses • Return a TCAP book with a completed student data grid for every student not taking CoAlt - R, W & M, with the appropriate invalidation code bubbled in. • Follow security regulations for distribution and return of secure test materials as directed, accounting for all secure test materials before, during and after testing. • Report any missing test booklets or irregularities to the School Assessment Coordinator (SAC). • The Proctor’s Manual for TCAP has the script for the “10-minute warning” that proctors must say. Please note: Count-down timers are considered a non-standard accommodation and need to go through the proper approval procedures as outlined in the 2013-2014 Colorado Accommodations Manual. 14.5

40. Active Proctoring Active Proctors Should: Active Proctors Should Not: 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, non-assessment related tasks during test sessions Read through test booklets or test items • Ensure they have all necessary materials for each session • Ensure that the testing environment complies with TCAP instructions • Complete student name, teacher, school and district fields on test booklets • Follow all scripts exactly as written • Move throughout the room during testing

41. Active Proctoring • Test Proctors must not coach, encourage, redirect, or interfere with a student’s performance on the test verbally, through gestures, or written suggestion. • Test Proctors may use proximity to encourage student on-task behavior. • Test Proctors must not answer student questions about test items

42. Disruptive and Off-Task Students • Disruptive students should be removed from the testing environment. If possible, they may continue the session in a designated area. The student’s test score may be invalidated if the session cannot be completed. • Test Proctors should never leave testing students unsupervised while dealing with a disruptive student. • Test Proctors may use proximity to encourage student on-task behavior. • Test Proctors must not answer student questions about test items • Prior to testing time, teachers may prepare students for on-task behavior during the test.

43. House Keeping: Test Materials • Ensure that there are enough materials for each session, each day. • Test booklets • #2 pencils • Test Proctor Manual • Math Manipulatives • Etc. • It is highly recommended that proctors double check that they have the correct materials before going to their testing site.

44. Section 4 Misadministrations & unusual circumstances

45. Misadministrations A misadministration is any event that leads to the invalidation of one or more student test scores in one or more given test sessions • DACs investigate, identify and declare misadministrations • Major Misadministrations must be reported to CDE

46. Misadministrations • A student moves on to a new test session or takes the wrong session • 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 8.3

47. Major Misadministrations • Misadministrations affecting an entire class or group of students • The wrong test session is administered to a class • Systematic unethical behavior • A teacher, administrator or other person gives students hints, prompts or answers to questions • Students obtain or share secure test materials • Breach of secure test materials • Discussing, reproducing, or transmitting, by any means, secure test materials, or descriptions of secure test materials 8.2

48. Preventing Misadministrations • Adequate training, time for questions, scenarios • When in doubt, treat the situation like a virus… • If someone in a classroom (or the whole classroom) gets the flu, keep them away from other students and each other (i.e. don’t let them talk to one another). Quarantine them in the testing room until the virus (potential misadministration) has been resolved. • (Track time that the test is stopped/how much time is left. Close test books.) • Contact the SAC  DAC immediately for further instructions/how to proceed. 8.2

49. When a Misadministration Occurs… • The Test Proctor must immediately remove the student’s test booklet and stop the student from testing that session. • Test Proctors should notify the SAC as soon as possible, and the SAC should notify the DAC • Students may complete other sessions that are not affected by the misadministration, but the student’s score for that content area will not be valid. • The “Misadministration” Invalidation Code must be shaded on the test booklet. 8.1

50. Student Illness • Test proctors should not allow a student who appears ill to start a test session. Instead the session may be made up at a later time. • If a student becomes ill during a test session, the Test Proctor should note the amount of remaining time. The test booklet and amount of remaining time should be given to the SAC for make-up sessions. • The student’s needs and safety are the primary concern. 14.9