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California Assessment of Student Performance and Progress (CAASPP). Accessibility and Accommodations, Adding Student Test Settings to TIDE, and Administering Practice and Training Tests March 6, 2014 1–3 p.m. Shobhana Rishi , CDE Michael McDaniel, ETS Dan Stanley, ETS Will Piferrer , AIR.

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slide1

California Assessment of Student Performance and Progress (CAASPP)

Accessibility and Accommodations, Adding Student Test Settings to TIDE, and Administering Practice and Training Tests

March 6, 2014

1–3 p.m.

ShobhanaRishi, CDE

Michael McDaniel, ETS

Dan Stanley, ETS

Will Piferrer, AIR

agenda
Agenda
  • Introductions
  • Accessibility and Accommodations for the Smarter Balanced Field Test
  • Adding student designated supports and accommodations to the Test Information Distribution Engine (TIDE)
  • Using the Test Administrator (TA) Practice and Training Site
  • Directions for Administration
  • Resources
  • Questions
accessibility and accommodations for the field test
Accessibility and Accommodations for the Field Test
  • What needs to be in place and why
  • Where to find the information and resources
overview
Overview
  • Purpose and importance of accessibility
  • Smarter Balanced Usability, Accessibility, and Accommodations Guidelines
  • Recommended seven-step process for schools
  • Local educational agency (LEA) support for schools
  • Available resources for LEAs and schools
  • Questions and answers
purpose and importance of assessment accessibility
Purpose and Importance of Assessment Accessibility
  • Accuracy and validity of test results
  • Equal opportunity to demonstrate learning
    • Access to assessments
  • Field Test and operational test
purpose and importance validity
Purpose and Importance:Validity

Standardization and consistency of test administration procedures across Consortium states through:

  • Alignment with Smarter Balanced policies
  • Alignment with California laws and regulations
smarter balanced usability accessibility and accommodations guidelines
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines
  • New assessments, new access demands
  • Available accessibility resources:
    • Universal tools
    • Designated supports
    • Accommodations
  • Practice and training tests
smarter balanced usability accessibility and accommodations guidelines cont
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)
  • Embedded: Digitally delivered in online testing platform
  • Non-embedded: Furnished by local school staff
  • Total of 6 categories
smarter balanced usability accessibility and accommodations guidelines cont1
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)
  • General guidelines for use of all accessibility features:
    • Student is familiar with them
    • Same or similar to those used for instruction
    • Opportunities for student to practice in test environment
smarter balanced usability accessibility and accommodations guidelines cont2
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)
smarter balanced usability accessibility and accommodations guidelines cont3
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)
smarter balanced usability accessibility and accommodations guidelines cont4
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Universal Tools

  • Available to all students based on student preference and selection
  • May need to be turned off to meet some students’ access needs (designated supports option)
smarter balanced usability accessibility and accommodations guidelines cont5
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Designated Supports

  • Available to all students who can benefit from them, including English learners (ELs), struggling readers, and students with attention issues
  • Require recommendation from teacher(s)knowledgeable about student
  • Systematic method for identification recommended
smarter balanced usability accessibility and accommodations guidelines cont6
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Designated supports for ELs:

    • Stacked translations
      • Spanish
      • Mathematics items
  • For students who are used to using dual language supports
  • Additional reading load
  • Additional cognitive load
  • Additional time required
smarter balanced usability accessibility and accommodations guidelines cont7
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Designated supports for ELs, cont.:

  • Embedded glossaries
    • Mathematics items
    • Languages/dialects
  • Spanish
  • Vietnamese
  • Arabic
  • Tagalog
  • Cantonese
  • Mandarin
  • Punjabi
  • Korean
  • Russian
  • Ukrainian
smarter balanced usability accessibility and accommodations guidelines cont8
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Stacked Translations

smarter balanced usability accessibility and accommodations guidelines cont9
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Designated supports for ELs, cont.:

Language Glossaries

smarter balanced usability accessibility and accommodations guidelines cont10
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)

Accommodations

  • Available to students with an individualized education program (IEP) or a Section 504 plan that specifies the need for such an accommodation
  • Examples:Closed captioning; braille; calculator (non-embedded); scribe; ASL
smarter balanced usability accessibility and accommodations guidelines cont11
Smarter Balanced Usability, Accessibility, and Accommodations Guidelines (cont.)
  • Smarter Balanced has developed frequently asked questions (FAQs) to support the information provided in its Usability, Accessibility, and Accommodations Guidelines.
    • http://www.cde.ca.gov/ta/tg/sa/access.asp
    • LEAs can use the FAQs to ensure understanding among staff and parents regarding the universal tools, designated supports, and accommodations available for the Smarter Balanced assessments.
training test overview
Training Test Overview
  • 6−9 items per grade band per content area
  • Contains non–performance task items only
  • Includes new item types:
    • Matching tables (ELA and mathematics)
    • Fill-in tables (mathematics)
    • Evidence-based selected response (ELA)
  • Includes all universal tools, designated supports, and accommodations
recommended seven step process
Recommended Seven-Step Process
  • Designate key staff for roles and responsibilities in test administration related to student accessibility.
  • Provide information and training to all staff as appropriate for role in test administration.
  • Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans.
recommended seven step process cont
Recommended Seven-Step Process (cont.)

4. Select the designated supports and accommodations for all identified students.

5. Enter designated supports and accommodations into TIDE.

6. Perform a pre-administration check on TIDE.

7. Check the TA interface to confirm student has assigned accessibility support.

recommended seven step process cont1
Recommended Seven-Step Process (cont.)

Step One: Designate Key Staff

  • Decide who will:
  • Provide training at school site.
  • Handle parent communications.
  • Identify/update IEPs and Section 504 plans.
  • Identify/select students who need designated supports.
recommended seven step process cont2
Recommended Seven-Step Process (cont.)

Step One: Designate Key Staff, cont.

  • Collect student accommodations information for TIDE.
  • Enter/upload information into TIDE.
  • Conduct pre-admin check to ensure information matches IEP/504 plans.
  • Make final check of accommodations settingsin Test Administrator interface in TIDE.
recommended seven step process cont3
Recommended Seven-Step Process (cont.)

Step Two: Inform and Train

  • Identify and provide key information and training for staff according to role.
  • Determine communications for parents and students.
recommended seven step process cont4
Recommended Seven-Step Process (cont.)

Step Two: Inform and Train, cont.

  • Training should include the following topics related to accessibility:
    • Process for identifying students for designated supports
    • Security agreements and affidavits
    • Request Form http://californiatac.org/rsc/pdfs/CAASPP.accessibility_support_request_form.2014.pdf
    • Check for delivery of accessibility support
recommended seven step process cont5
Recommended Seven-Step Process (cont.)

Step Three: Identify Students

  • Identify students who:
    • Will benefit from designated supports
    • Have existing IEPs and Section 504 plans that need to be updated
    • Need IEPs and Section 504 plans
recommended seven step process cont6
Recommended Seven-Step Process (cont.)

Step Four: Select Accessibility Resources

For students with IEPs and 504 plans:

  • Determine student accessibility need.
    • IEP and Section 504 plan requirements
  • Update existing plans.
    • New types of accessibility
    • New assessment demands
recommended seven step process cont7
Recommended Seven-Step Process (cont.)

Step Four: Select Accessibility Resources, cont.

  • For students who will benefit from designated support, what is the process?
    • Who will identify students?
    • What criteria will be used to select the designated support?
    • How will the selection be captured and communicated to TIDE?
recommended seven step process cont8
Recommended Seven-Step Process (cont.)

Steps Five and Six: TIDE Entry and Pre-administration Check

Enter designated supports and accommodations into TIDE:

  • School coordinators upload accommodations template into TIDE.
  • Designated staff perform pre-administration check.
  • LEA staff provide support to schools as applicable.
smarter balanced field test registration flow seven step process steps five and six cont
Smarter Balanced Field Test Registration FlowSeven-Step Process, Steps Five and Six, cont.

Student enrollment & demographic data

LEA

CALPADS

1

3

2

Student

registration

Designated supports and accommodations

TIDE

recommended seven step process cont9
Recommended Seven-Step Process (cont.)

Step Seven: Check the TA interface to confirm student has been assigned accessibility support.

  • Develop procedure
  • Provide training to test administrators and school coordinators
lea support
LEA Support
  • NEW:Designate key staff; define roles and responsibilities of staff involved in test administration, including TIDE user authorizations.
  • NEW:Provide training to LEA and school site personnel.
lea support cont
LEA Support (cont.)
  • NEW: Develop procedures for identifying students who may benefit from designated supports, including language supports for English learners.
  • Work with schools to ensure that procedures for delivering accessibility resources are completed in a timely manner.
resources for field test accessibility and accommodations
Resources for Field Test Accessibility and Accommodations

Documents and resources on the California Field Test Portal at:

http://sbac.portal.airast.org/ca/field-test-ca/resources/:

  • Modules and videos
  • Demonstrations
  • Manuals
field test webcast archives and forms
Field Test Webcast Archives and Forms

http://californiatac.org/

  • Webcasts
  • Forms
  • Manuals
  • Links
field test videos for students
Field Test Videos for Students
  • February 10 letter from CDE to LEA superintendents and charter school administrators announcing videos http://www.cde.ca.gov/nr/el/le/yr14ltr0210.asp
  • What is a Field Test? http://smarterbalanced.articulate-online.com/p/7753293910/DocumentViewRouter.ashx?Cust=77532&DocumentID=405393dd-a225-4e26-b584-e3202b9682bc&Popped=True&v=11&InitialPage=presentation.html
  • Links to YouTube videos:
    • High school: http://youtu.be/DXXd451e580
    • Middle school: http://youtu.be/YKerb7NsDUE
redesigned cde web page for the smarter balanced field test
Redesigned CDE Web Page for the Smarter Balanced Field Test

Launched February 19 at http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp

for further information
For Further Information

California Assessment of Student Performance and Progress (CAASPP) Office

caaspp@cde.ca.gov

916-445-8765

CDE Smarter Balanced Field Test Web Page

http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp

Smarter Balanced Technology Readiness Tool (TRT)

http://www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp

CAASPP Senior Fellows

CAASPP-fellows@cde.ca.gov

what is the test information distribution engine tide
What is the Test Information Distribution Engine (TIDE)?

TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the California Smarter Balanced Field Test (FT).

  • Repository for student information, including designated supports and accommodations
  • Different levels of user access
importance of tide
Importance of TIDE
    • Local educational agency (LEA) staff must set designated supports and accommodations for students in TIDE. Both LEA CAASPP coordinators and test site coordinators may do this.
  • Demographic data or program participation cannot be updated in TIDE and must be entered into CALPADS.
slide46

Accessing TIDE

  • Users may access a link to the California Smarter Balanced Portal on the California TAC Web site at http://californiatac.org.
  • Direct link to the California Smarter Balanced Portal is http://sbac.portal.airast.org/ca/.
  • To access TIDE, select the [Field Tests] link on the portal.
demonstration tide

Demonstration: TIDE

Setting designated supports and accommodations for individual students

Setting designated supports and accommodations for students through upload

test administrator practice and training site
Test Administrator Practice and Training Site
    • Practice Tests are available for grades 3–8 and grade 11 in English language arts/literacy (ELA) and mathematics.
      • Allow students to experience different item types.
    • Training Tests are available by grade band (3–5, 6–8, and high school).
      • Allow students to experience interface features and functionality.
  • Teachers are encouraged to conduct a group walk-through with students.
accessing the test administrator practice and training site
Accessing the Test Administrator Practice and Training Site
  • California Smarter Balanced Practice and Training Test Portal: http://sbac.portal.airast.org/ca/practice-test-ca/
demonstration ta practice and training site

Demonstration: TA Practice and Training Site

Administering Practice and Training

Tests to a group of students

before students enter the room
Before Students Enter the Room
  • Ensure room has good lighting, ventilation, and freedom from noise and interruptions.
  • Cover or remove displayed information (on bulletin boards, chalkboards or dry-erase boards, etc.) that might be used by students to help answer questions.
    • E.g., rubrics, vocabulary charts, student work, posters, graphs, charts, etc.
    • Place a “TESTING—DO NOT DISTURB” sign on the door.
    • 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.
before students enter the room1
Before Students Enter the Room
  • Make appropriate seating arrangements.
    • Students should be seated so that they cannot view the answers of others.
  • Establish procedures to maintain a quiet testing environment throughout the test session.
    • Ensure cell phones or other electronic devices are not used during testing (i.e., turned off and put away).
    • Launch the secure browser on all testing devices.
once students are seated
Once Students Are Seated
  • Inform students of their login information.
  • Have students log into the FT.
  • Approve students for testing.
  • Instruct students to begin.
  • Read the “SAY” scripts in the California Online Field Test Administration Manual (pages 58–62) exactly in the appropriate sequential order.
slide56

Monitoring Student Progress

  • The “Students in Your Test Session” table displays students who have logged in and been approved for testing.
slide57

Monitoring Student Progress

  • TAs may pause an individual student’s test on the Students in Your Test Session page.
  • This will not affect other students’ tests.
slide58

Ending a Test Session

  • To stop the session (and pause tests for all students in the session):
    • Select the [Stop Session] button in the upper-left corner of the screen. An “Important!” box will appear, requesting verification to end the session and log students out.
    • Select [OK] to continue or [Cancel] to keep the test session open.
  • Collect all secure test materials from students.
  • Destroy or store securely.
resources1
Resources
    • California Online Field Test Administration Manual
      • http://sbac.portal.airast.org/wp-content/uploads/2014/02/CAASPP-Field-Test-Administration-Manual.pdf
  • Usability, Accessibility, and Accommodations Guidelines
    • http://www.smarterbalanced.org/wordpress/wp-content/uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf
  • TIDE User Guide for California Users
    • http://sbac.portal.airast.org/wp-content/uploads/2014/02/Smarter-CA_TIDE_UserGuide_Spring2014.pdf
help desk support
Help Desk Support
  • The California Technical Assistance Center (CalTAC) is there to support all LEA CAASPP coordinators!

Available Monday – Friday from 7 a.m.– 5 p.m.

E-mail:caltac@ets.org

Phone: 800-955-2954

Web site:http://californiatac.org