caaspp logistics 2015

CAASPPMartin Cisneros

Academic Technology Specialist [email protected]

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Workshop Resources

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CAASPP LOGISTICS - bit.ly/caaspplogistics

TODAY’S AGENDA

By the end of this workshop, attendees will understand:

•Background & Purpose of CAASPP System •The administration of the Smarter Balanced summative assessments using appropriate procedures

•Components (Test Administrator Checklist) •Student Participation & Exemptions •Universal Tools, Designated Supports & Accommodations, and Individualized Aids

•Identifying and documenting students that need designated supports and accommodations

•The Smarter Balanced interim assessments and the Digital Library

http://bit.ly/caaspplogistics

INTENDED AUDIENCE

• New and experienced local educational agency (LEA) CAASPP coordinators

• Other administrators • Teachers • Any audience who needs an

overview of CAASPP System


CAASPP BACKGROUND

California Assessment of Student Performance and Progress, or CAASPP, replaced the Standardized Testing and Reporting (STAR) Program on January 1, 2014.



PURPOSE OF CAASPP

The primary purpose of the CAASPP System is to assist teachers, administrators, students, and parents by promoting high-quality teaching and learning through the use of a variety of assessment approaches and item types.


WHO IS PART OF SBAC

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.

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.

STUDENT PARTICIPATION: (CONTINUED)

• 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)

ABOUT THE SUMMATIVE ASSESSMENTS

Content areas: • English language arts/literacy (ELA) • Mathematics

Two components per content area: • Computer adaptive test (CAT) • Performance task (PT)

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.

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.

SYSTEMS AND PROCESSES FOR ONLINE ADMINISTRATION

Test Administrator Interface & Student Testing Site

•Administer online Smarter Balanced assessments

TOMS • Set up test administration

windows • Verify student demographic

data • Configure online test settings

(designated supports and accommodations)

CALPADS (California Longitudinal Pupil Achievement Data

System) • Manage student

demographic data

CAASPP LOGISTICS 2015

RULES & RESPONSIBILITIES

Who are YOUR key people?


IMPORTANT ROLES

• LEA CAASPP coordinator • Test Site Coordinator

(SC) • Test Administrator (TA) • Technology Coordinator • CALPADS Administrator

LEA CAASPP COORDINATOR

• Add SCs and TAs into the TOMS • Ensure that SCs and TAs are appropriately trained regarding the state and

Smarter Balanced assessment administration as well as security policies and procedures

• Report all test security irregularities and/or breaches that occur before, during, or after test administration to the California Department of Education (CDE)

• Oversee all CAASPP administration activities in schools • Note: LEA CAASPP Coordinators were designated by the district

superintendent at the beginning of the 2014–15 school year.

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

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

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

TECHNOLOGY 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

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

HIGH-LEVEL TECHNOLOGY OVERVIEW

State hosted-test delivery servers

TA using standard Web browser

Student using Smarter Balanced California Secure Browser software application

TECHNOLOGY RESOURCES

• Diagnostic testing tool to test school’s bandwidth: −Available on the CAASPP Web site at http://caaspp.org

• Secure Browser Installation Manual: −http://caaspp.org/rsc/pdfs/CAASPP.secure-browser-manual.2015.pdf

• Technology Specifications Manual: −http://caaspp.org/rsc/pdfs/CAASPP.tech-specs-manual.2015.pdf

http://caaspp.org/

http://caaspp.org/rsc/pdfs/CAASPP.secure-browser-manual.2015.pdf

http://caaspp.org/rsc/pdfs/CAASPP.tech-specs-manual.2015.pdf

TECHNOLOGY RESOURCES (CONT.)

• Preparing Technology for 2015 Online Testing archived Webcast: • http://caaspp.org/rsc/videos/archived-webcast_101514.html • Call or e-mail CalTAC for help with troubleshooting • E-mail: [email protected] • Phone: 800-955-2954

http://caaspp.org/rsc/videos/archived-webcast_101514.html


PREPARING STUDENTS AND STAFF

There are multiple ways to prepare students and staff for the Smarter Balanced summative assessments: Practice Tests Training Tests


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 • Predict or gauge a student’s

success on the operational assessments

• Produce scores


PURPOSE OF THE PRACTICE TESTS

Allow students and administrators to become familiar with: • The experience of a grade-level

assessment • A variety of grade-specific items and

difficulty levels • Performance tasks (PTs) • The format and structure of the

operational assessments


ABOUT THE PRACTICE TESTS

Practice Tests are available in each grade level for grades 3–8 and 11 for English language arts/literacy (ELA) and mathematics • Each Practice Test contains approximately

30 items • Performance tasks are available for both

ELA and mathematics • Scoring rubrics and answers are available on

the TA Resource Web page at http://caaspp.org/ta-resources/index.html

• All universal tools, designated supports, and accommodations are available


PURPOSE OF THE TRAINING TESTS

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

ABOUT THE TRAINING TESTS

• Training Tests are available by grade bands for: • Grades 3–5 • Grades 6–8 • High school

• Each Training Test contains approximately 14–15 items • 6 ELA items • 8–9 math items

• There are no performance tasks included in the Training Tests • No scoring rubrics or answer keys • All universal tools, designated supports, and accommodations are available

PRACTICE TESTS VS. TRAINING TESTS

Practice Test Training Test

Purpose

Provide students with a grade specific testing experience similar in structure and format to the summative assessments

Provide students with an opportunity to quickly become familiar with the software and interface features. There are no performance tasks (PTs).

Grade Levels Each grade: •3–8, 11

Grade bands: •3–5 •6–8 •High school

Number and Types of Items

Approximately 30 items in ELA and 30 items in math per grade level Includes 1 ELA PT and 1 math PT per grade level

Approximately 15 items per grade band (6 in ELA and 8–9 in math); PTs are not available

Universal Tools, Designated Supports, and Accommodations

All All

ScoringResults are not scored, however answer keys and scoring rubrics are available Results are not scored

`

There are two means for accessing the Practice and Training Tests: 1. Through http://caaspp.org on a Web browser 2. 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

ACCESSING THE PRACTICE AND TRAINING TESTS

1

2

3

Students and parents who wish to access the Practice

Test and/or Test via an Internet browser will select

the button below

PRACTICE AND TRAINING TESTS RESOURCES

Using the Online Practice and Training Tests archived Webcast



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)

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)

Embedded Non-EmbeddedDesignated Support Accommodation Designated Support Accommodation

Color Contrast American Sign Language (ELA listening and math items)

Bilingual Dictionary (ELA performance task full writes) Abacus

Masking Braille Color Contrast Alternate Response Options

Text-to-Speech (math and ELA items)

Closed Captioning (ELA listening items) Color Overlays Calculator

Translated Test Directions (math items) Streamlined Interface Magnification Multiplication Table

Translations (glossaries) (math items)

Text-to-speech (ELA reading passages) Noise Buffers Print on Demand**

Translations (stacked) (for math items)* Read Aloud (math and ELA items) Read Aloud (ELA reading

passages)Turn off any universal tools* Scribe (ELA non-writing and math

items) Scribe

Permissive Mode Separate Setting Speech-to-TextPrint Size Translated Test Directions Individualized Aids

Translation (glossaries) (math items)

Special Lighting or AcousticsTranslated Test Directions (math

items)

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.

REVIEWING STUDENT DATA RESOURCES

• TOMS Student Paper-Pencil Test Registration User Guide: • http://caaspp.org/rsc/pdfs/CAASPP.ppt-registration.2015.pdf

• Student Paper-pencil Test Registration in TOMS archived Webcast: • http://caaspp.org/rsc/videos/archived-webcast_112014.html

• TOMS Online Student Test Settings User Guide: • http://caaspp.org/rsc/pdfs/CAASPP.student-test-settings.2015.pdf

• Configuring Online Student Test Settings in TOMS archived Webcast: • http://caaspp.org/rsc/videos/archived-webcast_121814.html



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

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/08/SmarterBalanced_Guidelines.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2014/03/Usability-Accessibility-and-Accommodations-Implementation-Guide.pdf

http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf


ACCESSIBILITY SUPPORTS RESOURCES (CONT.)

• Matrix One: • http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf

• Using the CAASPP Individual Student Assessment Accessibility Profile (ISAAP) Tool video tutorial: • http://caaspp.org/rsc/videos/archived-webcast_ISAAP-overview-and-

demo.html • Embedded Universal Tools and Online Features training module:

• http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=37891690

http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf

http://caaspp.org/rsc/videos/archived-webcast_ISAAP-overview-and-demo.html

http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk=37891690


TEST ADMINISTRATION

What will the process look like in the classroom?

SCHEDULING TESTING TIME

Estimated testing times:

SCHEDULING TESTING TIME (CONT.)

•The estimates do not account for any time needed to start computers, load secure browsers, and log in students

•To help estimate number of days and associated network bandwidth required, schools should access the Smarter Balanced Technology Readiness Calculator at http://www3.cde.ca.gov/sbactechcalc/ •Based on number of students, computers, and hours per day computers are available

http://www3.cde.ca.gov/sbactechcalc/

SCHEDULING TESTING TIME

• Scheduling is a collaborative effort • Recommended: CAT first, PTs second

• The classroom activity should be completed within 3 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

EXAMPLE TESTING SCHEDULES

ESTABLISHING APPROPRIATE TESTING CONDITIONS

• Testing students in classroom-sized groups is preferable • Reduces test fear and anxiety • Facilitates monitoring and control for TAs

• Room should have good lighting, ventilation, and freedom from noise and interruptions

• Remove or cover displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc.) that might be used by students to help answer questions

• Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

ESTABLISHING APPROPRIATE TESTING CONDITIONS (CONT.)

•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 will finish more quickly than others

ESTABLISHING APPROPRIATE TESTING CONDITIONS (CONT.)

•Cell phones or other electronic devices are not allowed to be used during testing (e.g., 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

GENERAL TEST RULES

•Students must answer all test items on a page 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 items before the test can be submitted

•Students may not return to a test once it has been completed and submitted

•TAs 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

IMPROVING TEACHING & LEARNING

Summative: College and career readiness assessments for accountability

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

Formative resources: Supporting classroom-based

assessments to improve instruction

Interim: Flexible and open assessments, used

for actionable feedback

Teachers and

schools have information and

tools they need to improve teaching

and learning


COMPONENTS: 2014−15 CAASPP COMPRISES THE FOLLOWING REQUIRED ASSESSMENTS:

• Smarter Balanced Summative Assessment, or computer adaptive test (CAT) and performance task (PT), for English− language arts (ELA) and mathematics in grades 3 through 8 and grade 11

• Early Assessment Program (EAP), which will use the Smarter Balanced Summative Assessments in grade 11



COMPONENTS: 2014−15 CAASPP COMPRISES THE FOLLOWING REQUIRED ASSESSMENTS: PART 2

• Alternate assessment field test for ELA and mathematics in grades 3 through 8 and grade 11

• Science assessments, California Standards Test (CST), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA), in grades 5, 8, and 10



COMPONENTS: 2014−15 CAASPP COMPRISES THE FOLLOWING OPTIONAL ASSESSMENTS:

• Standards-based Tests in Spanish (STS) for reading/language arts in grades 2 through 11



TRANSITION

• California is transitioning to a system of assessments and assessment tools that will: – Cover the full breadth and depth of the curriculum – Promote teaching and learning of the full curriculum – Assist in preparing students to graduate ready for college and careers

• Transition began in 2010 with the adoption of the CCSS, is ongoing, and will take several years to complete.



ACADEMIC CONTENT STANDARDS

• CAASPP Smarter Balanced assessments (summative and interim), Digital Library resources, and grade two diagnostic assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics.

• CAASPP science assessments (CST, CMA, and CAPA) are aligned with the California Science Content Standards.



2014−15 CAASPP ASSESSMENTS:

• Only LEAs with documented technology hardships will be able to access: -Paper and pencil version of the Smarter Balanced Summative Assessments -Braille version of the Smarter Balanced Summative Assessments


SBAC CLAIMS: WHAT’S BEING MEASURED...

Mathematics Items

Claim #1 – Concepts & Procedures Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.

Claim #2 – Problem SolvingStudents can solve a range of complex well posed problems in pure and applied mathematical, making productive use of knowledge and problem solving strategies.

Claim #3 - Communicating ReasoningStudents can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.

Claim #4 - Modeling and Data AnalysisStudents can analyze complex, real-world scenarios and can construct and use mathematical models to interpret and solve problems.

SBAC CLAIMS: WHAT’S BEING MEASURED...

English Language Arts Items Claim #1Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Claim #2Students can produce effective and well-grounded writing for a range of purposes and audiences

Claim #3Students can employ effective speaking and listening skills for a range of purposes and audiences.

Claim #4Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.

CAASPP OVERVIEW

HOW LONG WILL THE SMARTER BALANCED ASSESSMENTS TAKE?

When will my local educational agency (LEA) need to complete administration of the Smarter Balanced assessments? Pursuant to the California Code of Regulations, Title 5 (5 CCR), Sections 855(b)(1) and 855(b)(2), Smarter Balanced assessments in ELA and mathematics can be administered as follows: Grades 3–8 At least 66% of a school’s annual instructional days have been completed Grade 11 At least 80% of a school’s annual instructional days have been completed


2014−15 CAASPP COMPRISES THE FOLLOWING OPTIONAL RESOURCES:

• Digital Library of formative assessment tools and processes for grades K−12

• Grade two diagnostic assessments (LEAs may select assessments from a list forthcoming from the California Department of Education [CDE].)

http://goo.gl/e3yJo4





STUDENT PARTICIPATION – SMARTER BALANCED

CAASPP Smarter Balanced assessments:

• All students take the Smarter Balanced assessments, with the following exceptions:

• Students with disabilities who take the alternate assessments (ELA and mathematics)

• English learners who have been enrolled in a school in the United States less than 12 months (ELA only)

http://goo.gl/De9C79





STUDENT PARTICIPATION – ALTERNATE ASSESSMENTS

CAASPP alternate assessments:

• Students with significant cognitive disabilities who are unable to take the Smarter Balanced assessments even with accessibility supports and whose individualized education program (IEP) indicates assessment with an alternate test

• Note that the alternate assessments for ELA and mathematics are still to be determined. (The CAPA for ELA and mathematics will not be administered.)

http://goo.gl/ZLFsu4





STUDENT PARTICIPATION – SCIENCE ASSESSMENTS

CAASPP science assessments:

• All students in grades 5, 8, and 10 take the science assessments

• English learners, including those attending school in the United States less than 12 months, take the science assessments (CST, CMA, or CAPA) in grades 5, 8, and 10

http://goo.gl/sjCEnH





STUDENT PARTICIPATION – SCIENCE ASSESSMENTS

CAASPP science assessments (cont.):

• Students with an IEP, based on the IEP designations may take the CST or CMA with the appropriate accessibility supports or take the CAPA.


INDIVIDUAL STUDENT ASSESSMENT ACCESSIBILITY PROFILE (ISAAP) TOOL

Q: What does ISAAP stand for?

A: Individual Student Assessment Accessibility Profile (ISAAP). The ISAAP is a process and a tool developed by Smarter Balanced for use by Consortium states to support a thoughtful and systematic approach in addressing student access needs for the Smarter Balanced interim and summative tests. The ISAAP is optional but recommended.

http://goo.gl/pkPrqi




Embedded Non-EmbeddedDesignated Support Accommodation Designated Support Accommodation

Color Contrast American Sign Language (ELA listening and math items)

Bilingual Dictionary (ELA performance task full writes) Abacus

Masking Braille Color Contrast Alternate Response Options

Text-to-Speech (math and ELA items)

Closed Captioning (ELA listening items) Color Overlays Calculator

Translated Test Directions (math items) Streamlined Interface Magnification Multiplication Table

Translations (glossaries) (math items)

Text-to-speech (ELA reading passages) Noise Buffers Print on Demand**

Translations (stacked) (for math items)*

Read Aloud (math and ELA items)

Read Aloud (ELA reading passages)

Turn off any universal tools* Scribe (ELA non-writing and math items) Scribe

Permissive Mode Separate Setting Speech-to-TextPrint Size Translated Test Directions Individualized Aids

Translation (glossaries) (math items)

Special Lighting or AcousticsTranslated Test Directions (math

items)

*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 the CDE.


Q: What is the ISAAP Tool?

A: The ISAAP Tool is an Excel workbook with specially designed formulas. The ISAAP tool can be used to: select the designated supports and accommodations that match student access needs for the Smarter Balanced assessments. produce the online student test settings file that can be uploaded to the Test Operations Management System (TOMS).





Q: What is the ISAAP Process?

A: The ISAAP Process involves the following seven steps:

1.Select key staff members who will be involved in any of these seven steps and define their specific roles.

2.Provide information and training to staff according to their role; provide information to parents; and provide information and training to students as appropriate.

3.Identify students who may benefit from designated supports (including students with an IEP and Section 504 plan, English learners, and English learners with disabilities).

4.Select the appropriate designated supports and accommodations for each student. The CAASPP ISAAP Tool can be used to match student need to available supports.

5.Enter designated supports and accommodations into the Test Ordering and Management System (TOMS).

6.Perform a pre-administration check of assigned access supports to verify they are correct.

7.Check for delivery of the assigned designated supports and accommodations at the time of the test.


Q: What does a user of the ISAAP Tool need to know?

A: The person(s) using the ISAAP Tool to select designated supports and accommodations for students should know: •The student’s instructional needs •The purpose and functions of the designated supports and accommodations

•The recommended use of the supports and accommodations per the Smarter Balanced Usability, Accessibility, and Accommodations Guideline (UAAG)





EXEMPTIONS – PARENTS’ AND GUARDIANS’ RESPONSIBILITIES

Parents and guardians: • May request their child be exempt from all or parts of the CAASPP System for the school year. • Must submit the request in writing. Note that a request is required for each year that an exemption is requested.



COMPUTER ADAPTIVE TESTS

•Testing system selects questions appropriately challenging for student (i.e., based on student’s answer to previous questions).

•Most students will answer about half the questions correctly and half incorrectly.




•Student is not scored on the basis of the number of correct answers (i.e., percent correct). •Student is scored on both the number of correct answers and the difficulty of the questions completed.




• Smarter Balanced includes computer adaptive tests in grades 3 through 8 and grade 11 for ELA and mathematics.

• Performance Task (PT) for ELA and mathematics is not computer adaptive but is taken on the computer.

• Interim Assessments initially will be fixed- form tests.


ITEM TYPES

•Selected Responses •Constructed Responses •Extended Responses •Performance Tasks •Technology Enabled •Technology Enhanced

METHODS OF RESPONSE

•Multiple Choice •one correct response •multiple correct responses •two-part

•Matching tables •yes/no •true/false

•Fill-in tables

•Select or order text or graphics •Drag and Drop •Graphing •Equation or numeric response •Short text •Long essay


UNIVERSAL TOOLS, DESIGNATED SUPPORTS, ACCOMMODATIONS (UDAS), AND INDIVIDUALIZED AIDS (IAS)

California provides the following accessibility supports for all students, including English learners and students with disabilities:

– Universal Tools–available to all students

– Designated Supports–available to students for whom an educator or team has indicated the need for the support

– Accommodation–available only to students with documentation of the need (i.e., IEP or Section 504 plan)

http://goo.gl/S0vrMn






• Individualized Aids–resource(s) the student regularly uses in the classroom for instruction and/or assessment and that has not been previously identified as a universal tool, designated support, or accommodation (Approval to use IAs must be requested of the CDE in writing by the LEA.)

• Note that UDAs may be either embedded in the test administration system or provided locally (non-embedded). IAs are non-embedded.




Available resources:

•Usability, Accessibility, and Accommodations Guidelines

•Guidelines: Frequently Asked Questions

•Matrix One of Universal Tools, Designated Supports, and Accommodations for CAASPP

More resources are being developed to support communication about accessibility supports. Sign up for the CAASPP listserv to stay informed as resources are released.

http://goo.gl/UDWhBL





CAASPP ADMINISTRATION

Testing windows: • Grades 3 through 8 Smarter Balanced summative assessments: 12-week window that begins after completion of 66% of the instructional year.

• Grade 11 Smarter Balanced summative assessments: 7-week window that begins after completion of 80% of the instructional year.

• CST, CMA, and CAPA for science: 25-day window that includes 12 days before and after completion of 85% of the instructional year.



LEA CAASPP COORDINATOR

LEA CAASPP coordinator is designated by the LEA superintendent.

• Designation must be made by September 30. • Roles/responsibilities include:

• Sign CAASPP Test Security Agreement. • Serve as LEA representative to the CDE and testing

contractor(s). • Oversee LEA preparation, registration, coordination,

administration, security, and reporting. • Ensure compliance with the minimum technology

specifications. • Ensure training of all CAASPP test site coordinators,

including signing of the security affidavits. • Other responsibilities as defined in CAASPP

documentation.



TEST SITE COORDINATOR

Test site coordinator is designated by the LEA superintendent or CAASPP coordinator.

• Roles/responsibilities include: • Oversee school or program preparation, coordination,

registration, administration, security, and reporting. • Ensure training of test administrators, translators, proctors,

and scribes. • Ensure that designated supports, accommodations, and

individualized aids are entered into the test registration system and are provided to the students during testing.

• Other responsibilities as defined in the CAASPP documentation.



TEST READINESS

• Students need ongoing opportunities to develop and practice their keyboarding skills.

• Practice and Training tests are intended to familiarize and prepare students for CAASPP .

• Practice and Training tests are available for use throughout the year.

http://goo.gl/Vvku2m




COMPARISON OF PRACTICE TESTS AND TRAINING TESTS

Teacher Checklist

How much do you know?


ACCOUNTABILITY

• 2015 CAASPP results will be used to inform the 2015 base Academic Performance Index (API). Work is ongoing regarding the indicators and weights that will go into the API calculations.

• 2015 CAASPP results will be used to inform the 2015 Adequately Yearly Progress (AYP).

• Updates and more information on accountability can be found on the CDE Accountability Web page at http://www.cde.ca.gov/ta/ac/.

• API statewide and similar school ranks are no longer produced.


http://www.cde.ca.gov/ta/ac/


KEY WEB PAGE

Bookmark the CDE CAASPP Web page on your Internet browser: http://www.cde.ca.gov/ta/tg/ca/ •CDE CASSPP Web page includes: -Links to contractors

•Resources for learning about and communicating with audiences about CAASPP

•Viewing CAASPP communications


http://www.cde.ca.gov/ta/tg/ca/


KEY WEB SITE

• Bookmark the ETS CAASPP Web site on your Internet browser: http://caaspp.org

• ETS CASSPP Web site includes:

• LEA CAASPP coordinator resources and documentation such as Test Administration Manual (TAM)

• Modules and videos

• Guidelines and questions and answers -Webcasts/archived Webcasts



E-MAIL LIST SIGN-UP

To receive updates on CAASPP, join the CDE e-mail list by sending a blank e-mail to: [email protected]



DEMO TIME!

Start your web

browsers!

TIPS

Student and teacher familiarity with tech interface and SBAC item types is encouraged

•Operating multiple screens/windows with scroll bars •Manipulating objects •Calculators & Spreadsheets •Entering & Editing Text •Making Answer Corrections •Accessing SBAC Accommodations

bit.ly/caasppfeedback

http://bit.ly/caasppfeedback