Colorado Measures of Academic Success (CMAS) Administration Training for DACs

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

3. Topics Not Covered Today Colorado Alternate Assessments (CoAlt) Technology Readiness

4. CMAS: Science and Social Studies Program Overview

5. Spring 2014 CMASAssessment Window 5

6. Critical Dates

7. 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. • With that said …

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

9. CMAS Communication Plan CDE School School District Charter School Pearson

10. Contact Pearson for • Procedures pertaining to PearsonAccess • SDU • 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

11. 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

12. Roles and Responsibilities

13. Key SAC Responsibilities THROUGHOUT Testing • Understand all CMAS procedures and requirements • Employ school level security plan • Serve 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

14. Key SAC Responsibilities BEFORE 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

15. 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

16. Key SAC Responsibilities BEFORE Testing • Establish the testing environments • PROCTOR CACHE!!! • Prepare students • Meet 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

17. Prepare Students for Assessments • Practice Testing Environments (ePATs) • Expose students to sample items • Familiarize students with online test engine, TestNav 8, and embedded supports • Available 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

18. Key SAC Responsibilities DURING Testing 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). Work with DAC to investigate and declare misadministrations. Account for the assessment of all students and ensure that all students have completed testing. Administer make-up sections as needed.

19. Key SAC Responsibilities AFTER 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 scannabletest books. • Collect, sort, secure, and return all test materials to DAC by district determined date • Manage, submit and retain compliance documents

20. CMAS Test Administrator • 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

21. Training

22. 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

23. Training • Comprehensive training must include: • Test Security • Standardized Test Environment • Test Administration • Test Session Management (for appropriate personnel) • Test Administrator Role vs. Teacher Role • Opportunity for personnel to ask questions

24. Forms

25. Scheduling and Testing Time Procedures

26. 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. 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.

27. CMAS: Test Structure and Timing

28. Time for Set up and Transition Start up TestNav 8.0 Log in Test transfer (proctor cache…) Give directions Review sample items

29. 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.)

30. 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 • District 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 the district wants 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

31. Make-Up Testing

32. Make-Up Testing Priority: minimize risk of prior exposure to test content that could result in an invalidation

33. 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**)

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

37. 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

40. Security

41. Test Security Protocols • Protection of student information and data • Protecting the validity of the state assessments • Financial considerations • Test materials • Secure • Non-secure materials

42. 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

43. 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 • Not stored in classrooms • Return materials to Pearson

44. 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

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 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