March CAASPP Winter 2016 Training

CAASPP CAASPP 2016 Paper and Pencil Tests CST, CMA, CAPA Science Grades 5, 8 and 10 Standards-based Test in Spanish Reading Language Arts Grades 2-11 Computer-Based Tests Smarter Balanced Summative ELA and Math Grades 3-8 & 11 California Alternate Assessment ELA and Math Grades 3-8 & 11 2

Informing Parents and Guardians About Testing Pursuant to California Code of Regulations, Title 5, Section 852:  Each year, schools are required to notify parents or guardians of their pupil's participation in the CAASPP tests  Use parent District template.  Posted on the Student Testing Branch Website  Schools are also required to inform parents of their right to exempt their child from taking the CAASPP tests  Parents must annually submit a written request specifying the tests to be exempted  Parents must submit request before students start testing  Tests taken before parents submit exemption will be scored 3

What is new for  Changes to 4

What is new for  Changes to 5

Scheduling Testing Time  Estimated Testing Times 6 Content AreaGrades Computer Adaptive Test (CAT) questions hrs : mins Performance Task (PT) hrs : mins Total hrs : mins Classroom Activity (administered prior to the PT)* hrs : mins Total hrs : mins English Language Arts/Literacy 3–51:302:003:30:304:00 6–81:302:003:30:304:00 112:00 4:00:304:30 Mathematics 3–51:301:002:30:303:00 6–82:001:003:00:303:30 112:001:303:30:304:00 Both 3–53:00 6:001:007:00 6–83:303:006:301:007:30 114:003:307:301:008:30

Smarter Balanced Summative: Components  Computer-Adaptive Test (CAT):  Also know as Non-Performance Task (Non-PT)  Students complete the CAT portion of the assessment for both ELA and Mathematics  The CAT includes a wide variety of question types  As a student progresses, the difficulty of questions is adjusted on the basis of the student’s responses  A student who answers a question correctly will receive a more challenging question  An incorrect answer will generate an easier question 7

Smarter Balanced Summative: Components  Classroom Activity:  is administered before the Performance Task (PT)  there should be no more than a three-day lapse between the Classroom Activity and the PT administration  should only be administered to students once and is designed to be completed in approximately 30 minutes  student notes from the Classroom Activity are not accessible or used during the PT 8

Factors Impacting Testing Schedule  Student absences  Number of make-up sessions per week  School events  Sports activities  Field trips  Graduation  Bandwidth 9

Testing Schedule - Sample 1 MondayTuesdayWednesdayThursdayFriday ELA Computer Adaptive Test 1 ½ to 2 hrs ELA Classroom Activity 30 min ELA Performance Task - Part min ELA Performance Task - Part min Make-Up Sessions MondayTuesdayWednesdayThursdayFriday Math Computer Adaptive Test 1 ½ to 2 hrs Math Classroom Activity 30 min Math Performance Task 1 to 1 ½ hrs Make-Up Sessions One Content Area Tested per Week - Session Duration 40 to 60 Minutes Week 1 Week 2 10

Test Administrator (TA) and Test Examiner (TE) Responsibilities Test Administrators (TA) administer Smarter Balanced Summative Assessments  Read and sign the CAASPP Test Security Affidavit  Complete all required trainings and review all Smarter Balanced policy and administration documents prior to administering any Smarter Balanced Assessments  Review student information prior to testing to ensure that student receives the proper test with the appropriate supports and test settings  Report all potential test security incidents to the CAASPP Coordinator  View CAA administration tutorial conducted by CDE, print the certificate, and submit it to the CAASPP Coordinator. (TE Only) 11

Test Administration 12

TOMS Dashboard: Creating/Updating User Roles 13 1

TOMS Dashboard: Students - Test Settings Tab  Universal Tools:  Available to all; based on student preference and selection (e.g., strikethrough, highlighter)  Not entered in TOMS  Designated Supports:  Available to all; need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification)  IEP, 504 Plan, REF (Att. A, B, C)  Accommodations:  Based on IEP or 504 Plan ONLY (e.g., American Sign Language, scribe)  Universal Tools:  Available to all; based on student preference and selection (e.g., strikethrough, highlighter)  Not entered in TOMS  Designated Supports:  Available to all; need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification)  IEP, 504 Plan, REF (Att. A, B, C)  Accommodations:  Based on IEP or 504 Plan ONLY (e.g., American Sign Language, scribe) 14

MiSIS Smarter Balanced Exemption Roster  English Learners enrolled in a U.S. school less than 12 cumulative months as of first day of testing window:  Not required to take the ELA Smarter Balanced Test  Must still take the Mathematics Smarter Balanced Test  CAASPP Coordinator must verify enrollment records and MiSIS SBA Exemption Roster 15

Reporting Incidents Report all potential test security incidents before the end of the school day to the Student Testing Branch by calling (213) District will inform school if incident must be submitted to CDE using the online STAIRS form. CDE will send an to the coordinator containing a case number and action steps. 16 Within 24 hours

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