Spring 2014

Colorado Measures of Academic Success (CMAS)

SAC CMAS Administration Training

School Assessment Coordinator School Technology Coordinator District Assessment Coordinator (Janet Dinnen) School Assessment Coordinator (Michael Gelinas) PearsonAccess

School Contacts

Science and Social Studies Administration Procedures

• Program Overview• Roles and Responsibilities• Training• Scheduling and Testing Time Procedures• Make-Up Testing• Security• The Test Environment• Test Administration• Interruptions to Testing• Testing Irregularities• Accessibility Features and Accommodation• Interruptions to Testing• Receiving and Returning Test Materials

Agenda

Agenda CMAS PearsonAccess and TestNav • TestNav 8.0 Demonstration and Tools• User Roles• Student Data• Test Session Management• TestNav 8.0 Test Engine• Additional Orders

Colorado Alternate Assessments (CoAlt)Schools with students eligible for CoAlt will be contacted by CSI for additional CoAlt training for CMAS.

Technology Readiness Information has been provided to your School Technology Contact (STC) regarding tech readiness. Each school’s STC should submit the signed CMAS Assurance document and submit it to CSI’s DTC, Michael Gelinas, by March 1, 2014.

Topics Not Covered Today

CMAS: Science and Social Studies Program Overview

8

Spring 2014 CMASAssessment Window

CMAS: Science and Social StudiesAssessment Testing Dates

Grade 4 Social Studies

April 14 – May 2, 2014Grade 5 ScienceGrade 7 Social StudiesGrade 8 Science

Critical Dates

Date Activity

February 7 ePAT Item samplers available (text-to-speech and color contrast)

February 10 Online test session set-up begins February 10 – March 14

Submit Student Data Uploads/update participation counts for initial orders

February 27 ePAT (Practice Test Environment) with accessibility features available

Start on March 31 Proctor caching test content begins (prior to testing)April 1 – May 6 Additional Orders for non-secure materialsApril 14 – May 2 Student Testing

May 7 Schedule pickups with UPS: deadlineMay 9 UPS pickup of materials deadline

Each grade level and content area consists of three sections

The assessments are composed of the following item types: Selected Response (Multiple Choice)Constructed Response (Open-Ended)Computer-enabled/technology-enhanced Simulations (science)Performance Events (social studies)

Updated ePats are available today!

Test Structure

ePat samples & guides

Selected Response Sample

ePat samples & guides

Constructed Response Sample

ePat samples & guides

Computer-Enabled Item / Technology-Enhance Item (CEI/TEI)

ePat samples & guides

Simulations (Science)

ePat samples & guides

Performance Events (Social Studies)

ePat samples & guides

CMAS Communication Plan

CDE

DistrictDAC/DTC

PearsonCharter School

SAC/STC

Charter SchoolSAC/STC

Charter SchoolSAC/STC

NEW FOR CMAS

Procedures pertaining to PearsonAccess Student Data Upload Student information updates and changesAdditional ordersPearsonAccess test session management

Technical issues related to site readiness, including device questions

Technical issues related to TestNav 8.0Materials issues**When possible, contact CSI first so we are aware of questions/issues to improve support

Schools CAN Contact Pearson for

CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly

during actual testing

Assistance and Escalation for Technical Issues

CDE Assessment Unit

School/District Pearson Customer Service Center

Alert Customer Service Center when testing is in progress for rapid escalation

Pearson CO Program Team

Scheduling and Testing Time Procedures

What is a “Standardized” Assessment?

• All students will have the same test content, resources, directions, testing conditions, and scoring procedures.

• A score obtained by one student in one part of Colorado will mean the same as the same score obtained by another student in a different part of Colorado.

Definitions

PearsonAccess Test Session: Virtual data grouping of students who are grouped together within PearsonAccess for test management purposes. Each PearsonAccess test session consists of one grade level and one content area (three sections). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test. Schools have flexibility in deciding what a test session is. Examples: 1 test session of all 5 th graders 1 test session for each of the three 5 th grade

homerooms

Test Section: The parts of a CMAS: Science and Social Studies assessment. Each grade and content area of the CMAS: Science and Social Studies assessments include three sealed test sections.

Physical Testing Group: Students who test within a physical testing environment at the same time.

Points to Consider when Creating Sessions

If a school only needs two physical testing groups, it may be easier to keep students in one PearsonAccess test session.

If many physical testing groups are needed, it may be easier to start breaking the student population into multiple PearsonAccess test sessions.

Your schools will also want to think through how make-up testing will be administered. Based on the approach that is selected, will it be easier for them to keep students in their original PearsonAccess test sessions or will it be easier to move students into a separate PearsonAccess make-up test session?

Points to Consider when Creating Sessions

From a tracking and logistical perspective, having a test session for each physical testing group may help a school to more easily identify which groups of students have tested/not yet tested. It may also offer an increased level of security for schools with many physical testing groups in the same grade level as each PearsonAccess test session includes unique seal codes.

When printing off student authorization tickets, it may be easier to sort for students (and thus provide the correct Student Authorization Tickets to Test Administrators) within each physical testing group if the student population has been broken into multiple PearsonAccess test sessions.

CMAS: Test Structure and Timing

CMAS: Science and Social Studies Section Administration Time for Elementary and Middle School

Required Testing Time for All

Students

Additional Testing Time

Total Testing Time

Time for Set up and

Transition

TotalSection Time

55 minutes(Firm)

25 minutes

(Firm)

80 minutes(Firm)

10 minutes

(May be Modified)

90 minutes(May be

Modified based on Time for Set

Up and Transition)

Log in to Computer (Log in to computer before students enter testing environment? Students use own account to log in? Factor in to timing)

Start up TestNav 8.0 (Consider creating a shortcut on the desktop for easy access. )

Give authorization codes to students Log in

Student inputs student authorization code (unique to student) Student inputs seal code (unique to section)

Test transfer (proctor cache…) Give directions Review sample items

1 s t section of Science/Social Studies have a practice question/review of practice question. Consider adding a couple more minutes to 1 s t section of Science and Social Studies to account for this.

Time for Set up and Transition (At least 10 minutes is suggested)

Each grade level and content area consists of 3 sections Test sections can only be administered to students in

consecutive order One grade level and one content area at a time except

for make-ups To the extent possible, all students within a grade

should be assessed at the same time. Should that not prove possible, all students should be assessed within the shortest timeframe practicable (i.e., in back-to-back sections, within the same day or consecutive days if more sections are needed than can be administered in a day, etc.)

CMAS Scheduling Considerations

Schedule first group/first day with more of a time cushion than other groups if you can

If you have to do multiple sessions, schedule smallest group first

School policy for students who are finished testing after the required 55 minutes

Determine whether grades will complete testing one at a time or alternate testing (make-ups excluded)

Determine whether to condense testing (make-ups excluded) or spread throughout the testing window

Plan for accommodations Recommendation: Schedule students for only one

section per day (exception: make-ups) Remember: This is Colorado

CMAS Scheduling Considerations

Sample Schedules

Make-Up Testing

Priority: minimize risk of prior exposure to test content that could result in an invalidation

See draft manual pg 41 for description, pros, and cons of each make up testing schedule option

Make-Up Testing

Student completes missed test section during make-up testing time in advance of re-joining original physical testing group

Make-Up Testing Option 1 (**Recommended**)

Sample Make-Up Testing Schedule for Option 1 - ** Recommended**

Day 1 Day 2 Day 3

Regularly Scheduled Make-Up Testing Time (beginning of morning)

- Absent Student Takes Section 1

-

Physical Testing Group Testing Time (scheduled after initial morning make-up testing time)

Physical testing group takes test section 1

Absent Student re-joins physical testing group for test section 2

Physical testing group takes test section 3

Student tests with original physical testing group

Make-Up Testing Option 2

Sample Make-Up Testing Schedule for Option 2

! Day 1 in Testing

Environment

Day 2 in Testing

Environment

Day 3 in Testing

Environment

Day 4 in Testing

Environment

Physical Testing Group Cohort

Section 1 Section 2 Section 3 -

Absent Student -Missed- Section 1 Section 2 Section 3

Student completes missed test section in any available physical testing group in advance of re-joining original physical testing group

Make-Up Testing Option 3

Sample Make-Up Testing Schedule for Option 3Day 1 Day 2 Day 3

Available Physical Testing Group(morning)

Section 1 Section 2 (regularly scheduled students in physical testing group)

Section 1 (absent student joins this physical testing group to complete section 1 as the other students complete section 2)

Section 3

Absent Student’s Original Physical Testing Group(afternoon)

Section 1 Section 2 (absent student rejoins original physical testing group to complete section 2)

Section 3

Considerations for all Make-Up Testing OptionsPearsonAccess Demand on Test Administrators

Security Risk Logistical Demand

Option 1 *Recommended*

Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group

Medium Lower Medium

Option 2

Student Tests with Original Physical Testing Group

Low High Low

Option 3

Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re-Joining Original Physical Testing Group

High Lower High

Scheduling Questions?

Security

Test Security Protocols

Protection of student information and dataProtecting the validity of the state assessmentsFinancial considerationsTest materials

Secure (must be shipped back to CSI)Non-secure materials (manuals, etc. can be shipped

back OR can shredded by school)

A successful security plan will: Inform all individuals authorized to be involved in test administration

to review security protocols, prohibited activities, testing irregularities, and security breaches

Ensure that all individuals authorized to be involved in test administration sign security agreement

Ensure that no unauthorized individuals enter the testing environment Establish a documented chain of custody Designate a central locked facility for secure storage of test materials Document that school personnel have received necessary

documentation and training Inform all individuals of test security procedures in case of

unexpected event that may interrupt testing

Security Plan

Chain of Custody

Document before, during, and after testing Deliver materials to schools no more than 1 week in

advance Complete school security checklist Deliver paper based forms and materials (oral scripts)

on the day of testing Distribute only the content area being assessed Return materials to a designated secure location. DO

NOT stored in classrooms! Return materials to Pearson

Maintaining Security of CMAS

All secure test materials must be secured while in the Test Administrator ’s possession

No duplication of secure CMAS materials is permissible

No cell phones or other communication, reproduction or recording devices are allowed in the classroom

Security Questions

The Test Environment

Student-to-Test Administrator ratio must not exceed 30 to 1

Test Administrator must be able to actively monitor the space within the testing environment

Consider room configuration Make special considerations for large testing environments or

environments with complicated configurations

Test Administrators must: Actively proctor Remain attentive and in the room during the entire testing section Circulate throughout the room during the test

Should be in a position to see students’ eyes, not screens

Student-to-Test Administrator Ratio

The Test Environment

The testing environment must: Be adequately lit, quiet, free of distractions and

heated or cooled Provide an adequate writing surface (All students will

receive up to 2 CMAS-approved pieces of scratch paper) Be free of cell phones, music or other distracting

devices “Do Not Disturb/Only authorized personnel allowed”

and “No Cell Phones” signs must be placed on the door during test sessions

The Test 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 studentsWord walls Steps for solving math equationsAny content related materials

Generally, posters that do not include content specific definitions, content related processes or solutions may remain on the wallThe AlphabetBasic Number Lines

The Test Environment

Room Configuration Students should not be able to see each other ’s work

from a normal testing position. Consider the following seating configurations to maintain

test security: Seat students in every other seat (useful in a computer lab setup) Arrange monitors back-to-back Seat students back-to-back Seat students in a semicircle (useful for schools using laptops) Seat students in widely spaced rows or in every other row

(appropriate for a classroom setup)

Dividing screens or other privacy materials may be used if students cannot be placed far enough away from each other

Unauthorized Visitors and the Media

Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state-sanctioned test monitors may be in testing areas during administration

Media are not allowed to have access to the tests before, during, or after test administration, or take pictures or video of testing materials or testing students

Test Administration

Active AdministrationActive Administrators: Administrators May 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 tasks during test sections

Read sources, items, or student responses

Ensure they have all necessary materials for each session

Ensure a standardized testing environment

Follow all scripts exactly as written *fill-in sections on script*

Move throughout the room during testing

Read directions to students when asked *teacher-read directions is going away!*

Use proximity to keep students on task

Prepare the test environment and situate students Start session in PearsonAccess Follow directions and read script in the Test Administrator ’s

Manual Hand out student authorization tickets and scratch paper Assist students in logging on to TestNav Complete directions to students and start session Actively administer the test section Collect student authorization tickets and scratch paper End test section Close session in PearsonAccess after third section

Administration Steps

Testing Irregularities

MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances

Testing Irregularities

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

A student receives help from anyone on a test item Ex: showing a student how to scroll to see the rest of the

source 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

Misadministrations

Note: Sections in the paper form are sealed and should reduce or eliminate instances of students moving on to the next section. However, if a student advances to the next section before that section is administered, it is a misadministration.

When a Misadministration Occurs

The student must immediately stop working on that section, but should still complete other test sections as normal

The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC

Use discretionary judgment The appropriate invalidation code must be entered

into the student’s record in PearsonAccess DAC must submit Test Incident Form The student receives a “no score” for the content

area

Major Misadministrations Misadministrations affecting an entire class or group of

students The wrong test section is administered to a class

Systematic unethical behavior A teacher, administrator or other person gives students hints,

prompts or answers to questions A teacher, administrator or other person violates security

procedures

Students obtain or share secure test materials

Discussing, reproducing, or transmitting, by any means, secure test materials, or descriptions of secure test materials

Breach of Secure Test Materials

Emergencies

If a student becomes ill during a test: The student’s needs are the primary consideration The student may make up the test The student may only have the amount of time that was left

when the test was suspended

If there is an emergency requiring the test to be stopped: Evaluate and respond to the emergency… safety first! If it is possible to do so without any risk to students, note the

time remaining in the test session. Students will be allowed to use the remainder of the testing time

to complete the session at a later date.

Emergencies

Policies for Testing Irregularities

Misadministrations and test security breaches are declared to preserve the validity of test scores and assessment data

CSI will follow established policies and procedures for investigating and declaring misadministrations and test security breaches

CSI must track/submit reports or suspicions of major misadministration/irregularities/security breaches to CDE

Invalidations should not be used as a disciplinary measure Schools should establish policies and procedures for how

and when to apply disciplinary actions to students or staff arising from testing irregularities

CDE reserves the option to investigate and declare misadministrations and apply its own disciplinary sanctions

Testing Irregularities:Assistance and Reporting

If there has been a major misadministration or security breach, the DAC must notify CDE.

For major misadministrations and security breaches, submit test incident form to CDE

Questions about Test Environment and Administration

Accessibility Features and Accommodations

Overview

TestNav 8 Embedded features: available to all students to

increase accessibility (ex: cross out incorrect answers)

Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility

Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans (no RTI, GT, etc.)

Increased Accessibility

Tool Bar Navigation (back,

next, review, flag) Pointer Highlighter (Caution:

in development) Ruler (Can also be

used as line guide) Calculator Eliminate answer

choice

Embedded Features for All Students

Drop Down MagnifierZoom Dependent on device (Have students try embedded Zoom

function on device they will be testing on before ordering paper large print)

Writing tools for constructed response Bold, italics, and underline Bullet and number Cut, copy, and paste Undo and redo

Embedded Features for All Students

Selected by form1. Text-to-speech with volume control (replaces oral script for

English speakers, does not require IEP/504, but must request text-to-speech form in SDU)

Continue to play Click to hear – recommend students are taught to default to

this 2. Color contrast (accommodation requires IEP/504, order in

advance)3. Text-to-speech with color contrast (accommodation, requires

IEP/504 for contrast, order in advance)4. Oral script (accommodation for Spanish)

Samplers for text-to-speech and text-to-speech with color contrast are currently available

Embedded Accessibility Features and Accommodations that Must Be Requested Ahead of Time for Computer-based Administration

Must be based on an individual need documented in the student ’s approved IEP, 504, or English learner plan

A master list of all students and their accommodations must be maintained by the SAC and the DAC. Use the TCAP form submitted to me on 12/31 (or updated

version), sort for grades 4,5,7,8 and see which accommodations need to be ordered vs. what can be no longer necessary due to accessibility features

Accommodations need to be recorded in PearsonAccess in the SDU. Please include students using text-to-speech. Due by March 14, 2014 (hold on for 3 years)

Accommodations are available for computer-based and paper-based administration. Paper-based form is itself intended to be an

accommodated form

Accommodations

Presentation English oral script used for:

On-site translations into languages other than Spanish* On-site sign language presentation*

Spanish oral script

Color contrast, including high contrast and reverse contrast

External cover overlays

Word-to-word dictionaries (English/native language)

Assistive technology devices – compatibility will need to be established

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Computer-based Administration

ResponseWritten responses in Spanish (no need to translate at

school level)

Scribe (must be individually administered) EnglishOther languages

Assistive technology devices – compatibility will need to be established (if incompatible, order paper form)

Accommodations for Computer-based Administration

Devices with demonstrated compatibility with TestNav8:

www.pearsononlinetesting.com/at

Assistive Technology

77

SettingSmall group Individual

Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setting)

Accommodations for Computer-based Administration

The paper-based form of the assessment is itself considered an accommodation.

Use of the paper-based assessments is expected only to be available to students who: Have a neurological disorder, a condition that causes seizures,

or another health condition that prevents the student from accessing the computer*

Need a brail le form with tactile graphics

Have a IEP or 504 plan that requires assistive technology, such as speech-to-text, that may not be compatible with TestNav 8

Will provide written responses in a language other than English or Spanish

*Students with disabil ities that prevent them from utilizing devices safely may meet this criterion.

Accommodations for Paper-based Administration

79

Presentation Braille with tactile graphics Large print (Reminder: computer-based has zoom and

magnifier) External cover overlays English oral script (text-to-speech in computer-based)*

On-site translations into languages other than Spanish On-site sign language presentation

Spanish oral script (also computer-based)* Word-to-word dictionary (English/native language)

*Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable.

Accommodations for Paper-based Administration

Response Braille note-taker Scribe (also for computer-based)

Must be administered individually Speech-to-text Assistive technology devices (word prediction)

Setting (same as computer-based) Small group Individual

Timing (same as computer-based) Extended time greater than time and a half Time of day Multiple breaks (requires separate setting)

Accommodations for Paper-based Administration

Updating the SDU File with Accommodations – INITIAL DUE 3/14

Receiving and Returning Test Materials

Online and Paper Test Administrator ’s Manual Scratch Paper CMAS Secure Return Envelope School Security Checklist

Online Only Student Authorization Tickets English and Spanish Oral Scripts for Online Form Onsite Translations into Languages other than English/Spanish

Paper Only Test Books, including Braille and Large Print Source Book (Social Studies Only) English and Spanish Oral Scripts for Paper Form Onsite Translations into Languages other than English/Spanish

Test Materials

Receiving Test Materials

Materials will be shipped to districtsPurple labels on all boxesGreen labels on CMAS boxesPink labels on CoAlt boxes

Receiving Test Materials

DACs to use Pallet Detail to identify what boxes go to each school

SAC to verify materials received with the School Packing List

SACs Collect al l secure materials and group as follows:

Secure return envelopes Scorable test books Unused test books Accommodated materials Electronic materials must be removed from any devices after testing and verification sent to the DAC

Prepare materials for packaging Check and deliver CMAS scorable test books

to the DAC ASAP Check and deliver CMAS non-scorable materials

to the DAC Return materials with original boxes

Returning Test Materials-SACs

Training

District Training

Everyone involved in CMAS administration must be trained each year. This includes DACs, SACs, CMAS Test Administrators, technology personnel and any other school or district staff involved in CMAS administration

DACs and SACs are responsible for ensuring that all individuals involved in test administration receive training and sign security agreement

Training

Comprehensive training must include:Test SecurityStandardized Test EnvironmentTest Administration Test Session Management (for appropriate personnel)Test Administrator Role vs. Teacher RoleOpportunity for personnel to ask questions

Questions

Roles and Responsibilities

Understand all CMAS procedures and requirements

Employ school level security planServe as liaison between DACs and Test

Administrators Read all communications from DAC and distribute as

appropriate NEW for CMAS: during testing, school level

personnel will have direct communication with Pearson

Key SAC Responsibilities THROUGHOUT Testing

Participate in district trainings and review all manuals Working with STC, create the testing schedule for your school,

including accommodated computer-based and paper-based testing groups and make-up sessions

Determine school specific procedures (make-up testing, what to do with students who complete testing after 55 minutes, etc.)

Determine school level security plan Provide and ensure completion of all training by Test

Administrators and anyone else you have authorized or expect to come in contact with secure materials or environments

Receive, secure, and distribute all test materials Manage and return security and training compliance

documents

Key SAC Responsibilities BEFORE Testing

PearsonAccess Set up user accounts for all necessary personnel Identify and maintain a list of students requiring the text-to-

speech form and accommodations (paper-based and computer-based administrations).

Verify that PearsonAccess accounts for students needing: Paper forms of the assessment, including braille and large print Oral scripts (paper and online)

Request from your DAC additional secure and non-secure materials as needed

Assign all students to a test session Assign students requiring special forms for the computer-

based assessment to the appropriate form Register/add new students

Key SAC Responsibilities BEFORE Testing

Establish the testing environments

PROCTOR CACHE!!!

Prepare studentsMeet with students to review school testing policies and

expectations, including that test results should be reflective of individual effort.

Ensure all students are familiar with TestNav 8.0

Key SAC Responsibilities BEFORE Testing

Practice Testing Environments (ePATs) Expose students to sample items Familiarize students with online test engine, TestNav 8, and

embedded supportsAvailable on pearsonaccess.com

Item Samplers available on February 7 Text-to-speech and color contrast Text-to-speech and color contrast will require form

assignment

Full ePAT available on February 28

Prepare Students for Assessments

Ensure that all students are assessed in accordance with CMAS policies and procedures

Request additional secure and non-secure materials from DAC as needed

Monitor testing activity Distribute and collect paper testing materials daily Report suspected testing irregularities

(misadministrations, security breaches, technology glitches) to DAC

Account for the assessment of all students and ensure that all students have completed testing. Administer make-up sections as needed.

Key SAC Responsibilities DURING Testing

PearsonAccess: Account for the assessment of all students and ensure that all

students have completed testing Verify all testing sessions have been completed Verify that PearsonAccess has been updated to reflect the

accommodations used during testing, including students taking paper-based assessments

Transcribe student responses from large print and braille test books into scannable test books.

Collect, sort, secure, and return all test materials to DAC by district determined date

Manage, submit and retain compliance documents

Key SAC Responsibilities AFTER Testing

District Technology Coordinator Responsibilities are covered during technology site

readiness trainings and regional meetings

DACs need to work closely with District Technology CoordinatorsDetermining device availability and scheduling Identifying local technology coordinatorsProviding local technical supportEnsuring tests are administered securely

Individual in the district who handles student enrollment data Sending, viewing, adding and editing student data

Ensures that all students are uploaded to PearsonAccess and that demographic information is correct

Determine who from district (or school) will manage student data

Student Enrollment (Data)

Individual at school level responsible for directly administering the CMAS: Science and Social Studies assessments

Must be employed by the school/district Be trained and have read the Test Administrator ’s

Manual prior to any assessment administration Be trained in any specific accommodations they are

providing Must sign security agreement before assessment

administration begins Read the directions to students exactly as they appear

in the Test Administrator ’s Manual Test session management Administer sections actively

CMAS Test Administrator