CAASPP 2015–16: A New System for Improving Teaching and Learning

1. California Assessment of Student Performance and Progress (CAASPP) 2015–16 CAASPPTest Administrator (SCHOOL) Spring 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. 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.

21. Practice Tests and Training Tests

22. 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.

23. 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.

24. Smarter BalancedPractice Tests vs. Training Tests

25. CAAs Training Tests

26. 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

27. 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.

28. 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

29. 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.

30. 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.

31. 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

32. 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

33. Test Administration Windows and Setup

34. 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

35. Test Eligibility

36. Accessibility Supports

37. Accessibility Supports • Universal Tools: • Available to all; based on student preference and selection (e.g., strikethrough, highlighter) • Designated Supports: • Available to all; need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification) • Accommodations: • Based on IEPs or Section 504 plan (e.g., American Sign Language, scribe)

38. Accessibility Supports • 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)

39. Accessibility Supports

40. Accessibility Supports *Must be activated in the test delivery system. **Print on demand cannot be activated in TOMS. If a student needs print on demand for questions and/or questions and stimuli, contact the CalTAC.

41. Test Administration

42. 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 • Administer CAAs

43. Scheduling Testing Time • Estimated testing times:

44. Scheduling Testing Time • INSERT YOUR SCHEDULE HERE

45. Establishing Appropriate Testing Conditions • Testing students in classroom-sized groups is preferable: • Reduces test fear and anxiety • Facilitates monitoring and control for test administrators • Room should have good lighting and ventilation, and be free of noise and interruptions. • Remove or cover displayed information (on bulletin boards, chalkboards, and dry-erase boards, etc.) that may be used by students to help answer questions: • Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

46. Establishing Appropriate Testing Conditions • Make appropriate seating arrangements prior to test administration: • Students should be seated so that they cannot view the answers of others. • Establish procedures to maintain a quiet testing environment: • Remember that some students may finish more quickly than others.

47. Establishing Appropriate Testing Conditions • Cell phones or other electronic devices are not allowed to be used during testing (e.g., they must be turned off and put away). • Post an “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” sign so that it is clearly visible to all students. • Place a “TESTING—DO NOT DISTURB” sign on the door.

48. General Test Rules • Students must answer all test questions on a page (i.e., screen) before moving on to the next page. • Students may not return to a test segment once it has been completed and submitted. • Students must answer all test questions before the test can be submitted. • Students may not return to a test once it has been completed and submitted. • Test administrators must follow the “SAY” script exactly each time a test session is administered. • Refer to the “SAY” boxes of the Online Test Administration Manual and/or Online Directions for Administration.

49. Administering a Test Session • The test administrator logs on to the Test Administrator Interface from http://www.caaspp.orgon a standard Web browser.

50. Administering a Test Session • The test administrator selects the test category or the grade level and content area.