Colorado Measures of Academic Success (CMAS) SAC CMAS Administration Training

1. Colorado Measures of Academic Success (CMAS)SAC CMAS Administration Training Spring 2014

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

3. Agenda 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

4. 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

5. Topics Not Covered Today 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.

6. CMAS: Science and Social Studies Program Overview

8. Spring 2014 CMASAssessment Window 8

9. Critical Dates

10. Test Structure • 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! ePat samples & guides

11. Selected Response Sample ePat samples & guides

12. Constructed Response Sample ePat samples & guides

13. Computer-Enabled Item / Technology-Enhance Item (CEI/TEI) ePat samples & guides

14. Simulations (Science) ePat samples & guides

15. Performance Events (Social Studies) ePat samples & guides

16. CMAS Communication Plan CDE Charter School SAC/STC Charter School SAC/STC District DAC/DTC Charter School SAC/STC Pearson NEW FOR CMAS

17. Schools CAN Contact Pearson for • Procedures pertaining to PearsonAccess • Student Data Upload • Student information updates and changes • Additional orders • PearsonAccess test session management • Technical issues related to site readiness, including device questions • Technical issues related to TestNav 8.0 • Materials issues **When possible, contact CSI first so we are aware of questions/issues to improve support

18. Assistance and Escalation for Technical Issues School/District Pearson Customer Service Center Pearson CO Program Team CDE Assessment Unit Alert Customer Service Center when testing is in progress for rapid escalation CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly during actual testing

19. Scheduling and Testing Time Procedures

20. 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.

21. 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 5th graders 1 test session for each of the three 5th 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.

22. 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? 

23. 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.

24. CMAS: Test Structure and Timing

25. Time for Set up and Transition (At least 10 minutes is suggested) • 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 TestNav8.0 (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 • 1stsection of Science/Social Studies have a practice question/review of practice question. Consider adding a couple more minutes to 1st section of Science and Social Studies to account for this.

26. CMAS Scheduling Considerations • 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.)

27. 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

28. Sample Schedules

29. Make-Up Testing

30. 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

31. 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**)

33. Student tests with original physical testing group Make-Up Testing Option 2

35. 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

38. Scheduling Questions?

39. Security

40. Test Security Protocols • Protection of student information and data • Protecting the validity of the state assessments • Financial considerations • Test materials • Secure (must be shipped back to CSI) • Non-secure materials (manuals, etc. can be shipped back OR can shredded by school)

41. Security Plan • 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

42. 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 paperbased 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

43. 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

44. Security Questions

45. The Test Environment

46. Student-to-Test Administrator Ratio • 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

47. 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

48. 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 students • Word walls • Steps for solving math equations • Any content related materials

49. The Test Environment • Generally, posters that do not include content specific definitions, content related processes or solutions may remain on the wall • The Alphabet • Basic Number Lines

50. 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