Colorado Measures of Academic Success (CMAS): Science and Social Studies

1. Colorado Measures of Academic Success (CMAS): Science and Social Studies SAL Training

2. Overview of CMAS: Science and Social Studies Assessments

3. Why CMAS? • Colorado Academic Standards (CAS) • The expectations of what students need to know • Measures critical skills and knowledge our students need

4. What is a “Standardized” Assessment? • All students 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 the state.

5. Overview • CMAS: Science • Replaces TCAP science Spring 2014 • Grades: 5 & 8 • CMAS: Social Studies: • New assessment • Grades: 4 & 7

6. Test Structure • Each grade level and content area consists of three sections • The assessments are composed of the following item types: • Selected responses • Constructed responses • Computer-enabled/technology-enhanced • Simulations (science) • Performance events (social studies)

7. Timeline

8. Timeline Overview • Spring 2014: • March: TCAP reading, writing and math in all schools grades 3-10 • April: • CMAS: Science (Grades 5 & 8) • CMAS: Social Studies (Grades 4 & 7) • Fall 2014: • November: CMAS Science and Social Studies Grade 12 Spring 2015 • April/May: • CMAS: Science (Grades 5 & 8) • CMAS: Social Studies (Grades 4 & 7)

9. Schedule and Key Dates

10. April Calendar: Elementary, Middle, & K-8

11. April Calendar: 6-12

12. PearsonAccess (Test Management App)

13. PearsonAccess: Overview • PearsonAccess is the test management system for CMAS. • You can perform the following test-related duties: • Create, View, and Edit Individual User Accounts • Test set-up, including proctor caching (only for charter schools) • Add, delete, and change student data, including requesting accommodations • Viewing and adding test class test assignments • Manage test sessions • Training modules and other resources • ALL SALS required to review the PearsonAccesstraining modules. Infrastructure Trial training modules are highly recommended. To document training completion, please complete the Google Form after doing so.

14. PearsonAccess www.pearsonaccess.com Select: Colorado

15. Accessing: Sample Items Access Sample Items

16. Accessing Pearson Training Modules Step 1: Go to https://parcc.tms.pearson.com/Account/Login?ReturnUrl=%2f Step 2: Click on “Test Administration” Step 3: Click on “Computer-based Testing Test Administration” Although it says PARCC, PearsonAccess is the same across the tests.

17. Management System

18. TestNav8 (Test Delivery App)

19. TestNav8: Overview • TestNav 8 is Pearson’s newest test delivery platform for online testing. • It can be run on Macs, PCs, Chromebooks and iPads. • Java requirements (consult with your STR)

21. Accommodations

22. Types of Accessibility Features and Accommodations

23. Accessibility Features for ALL Students

24. Accessibility Features for ALL Students: Cont …

25. Accessibility Features for ALL Students: Cont …

26. Accessibility Features for ALL Students: Cont …

27. Additional Accessibility Considerations for ALL Students: • Small group testing • Frequent breaks (Test session must be completed in one day!) • Time of day • Separate or alternate location • Specified area or seating • Adaptive and specialized equipment or furniture

28. Accommodations • 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 SAL. These will need to be recorded in PearsonAccess. Please include students using text-to-speech. • Accommodations are available for computer-based and paper-based administration. • Paper-based form is itself intended to be an accommodated form

29. Accommodations: Presentation Computer-Based and Paper-Based (accommodation): IEP, 504, or ELL • Large print • Extra large print (not available PB) • Color contrast/High contrast (not available PB) (FORM MUST BE PRE-ASSIGNED) • Color Overlays (provided by school) • Oral-scripts: English (FORM MUST BE PRE-ASSIGNED) • Embedded text-to-speech feature (CB only) • Oral-scripts: Spanish (ORAL SCRIPT FORM MUST BE PRE-ASSIGNED AND ORDERED) (CB only)) • Oral-script languages other than English or Spanish • Sign language • Braille w/tactile graphics (PB only) • Read Aloud to Self • Audio Amplification • Word-to-Word Glossary/Dictionary (ELL only)

30. Accommodations: Response Computer-Based and Paper-Based (accommodation): IEP, 504, or ELL • Speech-to-Text • Brailler/Braille Notetaker • Assistive Technology (word processing, plug and play, etc) • Word prediction via assistive technology • Talking calculator • Math manipulatives • Abacus and Tactile Math Manipulatives • Human scribe – English • Student answers in Spanish – spoken • Student answers in Language Other than English or Spanish – spoken • Student answers in Spanish – written (Student work scored in Spanish) • Student answers in Language other than English or Spanish – written

31. 31 Accommodations:Ordering

32. Paper-Pencil vs Computer-Based • Use of paper-based assessments are 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 braille form with tactile graphs • Have an IEP or 504 plan that requires assistive technology, such as speech-to-text or 504 plan that may not be compatible with TestNav8 • Will provide oral or written responses in a language other than English or Spanish

33. Modifications = Misadministration • Requiring a student to be assessed on less content matter than other students because he has been taught less material • Reducing the scope of assessments so a student needs to complete only a limited number of problems or items • Modifying the complexity of assessments to make them easier • Giving hints, clues, or other coaching that directs the student to correct responses on assignments and tests • Adults defining vocabulary on the test or explaining test items • Allowing the student to complete an assessment of English language arts in a language other than English • Using dictionaries that provide definitions (rather than acceptable word-to-word dual-language dictionary)

34. BEFORE testing Tasks

35. Before Testing:PearsonAccess 1. Review PearsonAccess (Test Management System) Training Modules and Practice Items • Review PearsonAccess (required) • Review Practice Items (recommended) • Review Infrastructure Trial (recommended) • Review TestNav module (recommended for STRs)

36. 2. Establish the School-Specific Testing Schedule Using district calendar, set your school’s specific testing schedule, including make-ups. Before Testing:Test Scheduling

37. Guidelines for Scheduling Sessions Test Time = 80 min. For each test session, plan for a MINIMUM of 105 minutes. Recommendation: Given that this is the first year, plan for 2-hour (120 minutes) block.

38. Guidelines for Testing Time In planning schedule, include Total Test Administration Times for each session Session Time is the amount of time it should take a student to complete a session Additional Time Allowed is approximately 50% of Session Time Schools must provide all students with the entire amount of test administration time listed for the Session Time and must schedule accordingly. Students who are productively engaged in testing must also be provided the Additional Time Allowed to complete session. Schools should plan schedule to include the additional time allowed. Before Testing:Test Scheduling

39. Guidelines for Testing Time Cont … Test sections can only be administered to students in consecutive order One grade level, one section, and one content area at a time A new session cannot be started until ALL students in session are finished Before Testing:Test Scheduling Cont …

40. 3. Develop a Test Administration Logistics Plan To ensure successful and secure administration of CMAS, make sure that your Logistics Plan includes the following tasks: Identify an alternate SAL Develop a plan in case your STR is not available on testing day(s) Identify all students participating Authorize individuals to serve as Test Administrators Inform students and parents about the CMAS assessments Meet with students to review testing day policies and expectations Work with Test Administrators to schedule Sample Tests for their assigned students prior to the test Designate appropriate testing spaces Before Testing:Logistics Plan

41. Student-to-Test Administrator ratio must not exceed 25 to 1 (27 computers: 25 students + 1 extra and 1 for test administrator) 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 a 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. Before Testing: Room Configuration

42. Test Administrator must be able to actively monitor the space within the testing environment. Test Administrators should be in a position to see students’ eyes, not screens. Recommendations: Group students separately who will take 55 minutes vs those who will need extended time. Group students who will use text-to-speech separately from students who will not use the feature. Before Testing: Room ConfigurationCont …

43. Test Administration Logistics Plan Plan ahead to provide “accessibility features” for all students and accommodations for ELL/LEP students and students with disabilities on test day by: Reviewing each student’s approved IEP or 504 Plan ahead of time Preparing a list showing each student and his/her specific accommodation(s) Indicating whether a specific test setting or Test Administrator will be required Training all Test Administrators (including substitutes) on accommodations and Computer-Based Test accessibility features Ensuring required accessibility features and accommodations are selected during registration process (e.g., read-aloud/text-to-speech) and ensuring each student knows how to use accessibility features and accommodations prior to testing Before Testing:Logistics PlanCont …

44. Develop a Test Administration Logistics Plan Schedule and Create test administration sessions and locations (PearsonAccess) Testing Group Naming Convention (30 characters): TestAdministratorLastNameFirstInitial_TestSession_Rm# Example: SmithJ_G5Sci1_300 Prepare a record of Test Administrators and their students for each testing session Assign students and testing locations to Test Administrators (PearsonAccess) Establish school policy for allowing students to read a recreational book or have other allowable materials after completing individual tests Before Testing:Logistics Plan

45. Materials Allowed ONLY After Testing Completed Subject matter must be unrelated to content being assessed!! • Recreational books • Textbooks for subjects other than the one being tested • Pamphlets, magazines, or periodicals • Notebooks or papers of any kind • Pens or colored pencils

46. Test Administration Logistics Plan Develop a plan to store secure materials Consult with STR to confirm that all computers used for testing meet minimum requirements for computer-based testing (refer to the PearsonAccess User Guide for details on infrastructure and system requirements) Before Testing:Logistics PlanCont …

47. The STR must complete the following before the first day of testing: Prepare Student Computers and Test Administrators’ Computers for Testing (~45 min/computer lab/classroom) Develop a plan to charge devices and/or keep them charged during testing Plan for easy access to extra device, keyboard, mice, microphone (if applicable). Recommendation: Have one extra set per classroom. Before Testing:Logistics Plan Cont …

48. 4. Develop and Implement Test Security Plan A successful Security Plan will: Inform individuals authorized to be involved in test administration to review security protocols, prohibited activities, testing irregularities, and security breaches and sign Security Agreement Form Establish a documented chain of custody Designate central locked storage area for securing test materials Document that STR, Test Administrators, and Proctors have received necessary documentation and training for successful, secure administration of the CMAS Test Before Testing:Test Security

49. Before Testing:Chain of Custody 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 (Not stored in classrooms!) • Return materials to Pearson

50. Security Checklist: SALs must maintain a log of secure materials, including scratch paper. Test materials must be documented on the School Security Checklist. Test Administrators are not to have extended access (>15 minutes) to test materials before or after administration. Test Administrators must document the return of all secure test materials to the SAL immediately after testing on the School Security Checklist. Use the envelope provided for the return of ALL secure materials. Before Testing:Test Security Cont …