Presented by the Special Education Department 2016 2015/2016 Presented by the Special Education Department 2016 Basic information…. Index cards for questions during presentation: (please put your email on the card so if we do not get to your question today we will respond to your question via email as soon as we can.)

Objectives: Participants will be able to identify parts of the Smarter Balanced Assessment (SBAC) as well as the California Alternative Assessment (CAA/Cal Alt) 2. Participants will be able to describe each of the usability, accessibility and accommodations guidelines 3. Participants will begin to match usability, accessibility and accommodations guidelines to the needs of students on their caseload and identify how to document the need in their IEPs 4. Participants will be able to use the links online to practice the tests and to locate any other information necessary to assist the students with the test

2015-2016 CAASPP Umbrella California Alternate Assessment (CAA/Cal Alt) CAA SBAC and Cal Alt are for ELA and Math, Science is still for grades 5, 8 and 10. The testing window for CAA and SBAC are a little different this year, but next year will be in the same window. Overview of Caaspp (California Assessment of Student performance and progress)

Smarter balanced assessment How many people have administered the SBAC? Do you know who your site test coordinator is? If you do not, please find out ASAP.

Parts of each test ELA: Math: Part 1: Computer Adaptive Test (CAT) including a variety of item types (e.g. selected responses and short answer.) Classroom Activity: Whole class activity done PRIOR to Performance Task. Part 2: Performance Task Math: Part 1: Computer Adaptive Test (CAT) including a variety of item types (e.g. selected responses and short answer.) Classroom Activity: Whole class activity done PRIOR to the Performance Task Part 2: Performance Task Parts of each test Classroom activity is not graded. it is a tool to prepare students for the performance task. RECOMMENDED TO BE WITH GEN ED PEERS but can be in a separate setting.

California Alternative Assessment (CAA/Cal alt) You will see that these are synonymous (CAA and Cal Alt) How many of you administered the field test last school year?

Overview: About the CAA For students whose individualized education program (IEP) team designates the use of an alternate assessment Online, summative, grade-level assessments English language arts (ELA) and mathematics Grades 3–8 and grade 11 Part of the California Assessment of Student Performance and Progress (CAASPP) System Replaces the California Alternate Performance Assessment (CAPA) for ELA and Mathematics One-on-one assessment Overview: About the CAA One on One, two devices (one student and one test administrator device) grade level specific, no more “levels” like the CAPA. Recommendation: Should be given by someone who knows and works with the student on a regular basis.

Overview: Multistage Design *Some students will be routed automatically from Stage 1A to Stage 2, T1. However, most students will complete both Stage 1A and Stage 1B before proceeding to one of three Stage 2 sections. This is an overview of the stages. Always begin with survey of student characteristics. This can be done as soon as the testing window opens.

CAA Testing Components Directions for Administration (printed or PDF) Before student tests Log-on Survey of Student Characteristics Student Response Check Test examiner stop? Test examiner stop? Adaptive Route Adaptive Route Log-on Stage One Q1 Q2 Q3 Q4 Q5 Q6 ..Q11 … Q12 ..Q21 Survey of student characteristics can be done as soon as the testing window opens. Does not need to be done the same day as the test is administered) Make sure you print up your DFA prior to testing. Question 1 if they do not respond, you end the test. If they respond to question 1 you give questions 2-4. If they do not respond to any of those questions you end the test. IF they respond to at least one of those questions, you continue with the test. (typical wait time for response is 5 seconds for a verbal response, 7 seconds for a physical response. These are approximations and are not set in stone, you know your kids best) T1 Q22 Q23 Q24 Q25 Q26 Q27 Stage Two Log-on or T2 Q22 Q23 Q24 Q25 Q26 Q27 or T3 Q22 Q23 Q24 Q25 Q26 Q27

Student Eligibility Requirements The student has a significant cognitive disability. The student is learning content derived from the Common Core State Standards (CCSS). The student requires extensive direct individualized instruction and substantial supports to achieve measurable gains in the curriculum. Student Eligibility Requirements

Purpose of the CaA/cal alt Give students with significant cognitive disabilities the opportunity to demonstrate their achievement of the Common Core State Standards (CCSS) by taking a test commensurate with their abilities. Assessed through Core Content Connectors (CCCs) that are rewritten main achievement standards from the CCSS. Provide more access to students with significant cognitive disabilities.

One on one, two devices (student device has the secure browser), no second rater, no physical prompting. Training for CAA is available in webinar form (print certificate and give to testing coordinator) or through the district (discussed on a later slide) Comparing CAPA to CaA

At Ballard Center from 2:30-4:00 For CAA/Cal-Alt For CAPA Webinar training on the CAASPP website (Available in February) In person training through the district: MARCH 1, 2016 (TUESDAY) MARCH 9, 2016 (WEDNESDAY) At Ballard Center from 2:30-4:00 CAPA Examiner Training Video (Under Assessment Services Department) Training Criteria Webinar will require you to print up a certificate to give to your site test coordinator. Erin Gordon will be doing the trainings at Ballard. Please make sure to sign in that you attended. If you are administering the CAPA, please make sure to view the video online under assessment services (grades 5, 8 and 10 Science)

Universal Tools Designated Supports Accommodations Accessibility Universal Tools Designated Supports Accommodations

Purpose and Importance of Assessment Accessibility Equal opportunity to demonstrate learning Access to CAASPP assessments Access to instruction Access to classroom assessments Purpose and Importance of Assessment Accessibility Make sure you are not just adding on accessibility to the SBAC. These should be tools that the student is using throughout the year with classroom assessments and instruction.

General guidelines for use of all accessibility features: 1. Student is familiar with the support(s) 2. Supports are same or similar to those used for instruction and classroom assessment 3. Student has multiple opportunities to practice in the test environment Accessibility Tools

Smarter Balanced Usability, Accessibility and Accommodations Guidelines Embedded tools- tools available for all students for computer assisted administration but might be distracting for some students and may need to be turned off. Non-embedded tools-tools provided outside of computer test administration. Features that are available to all students based on student preference and selection. These features of the assessment are provided digitally-delivered (embedded) or separate from it (non-embedded). Embedded supports-supports available for all students for computer assisted administration for whom the need has been indicated. Non-embedded supports- supports provided outside of computer test administration for those students unable to use the computer assisted supports. Features that are available t all students based on educator/team of educators and parent/student o input. These features of the assessment are provided embedded or non-embedded. Changes in procedures or materials that increase equitable access per IEP or 504. These features of the assessment are provided embedded or non-embedded. Document describing all the supports or Matrix One is a useful tool when discussing at the IEP meeting. Embedded accommodations-accommodations available for computer assisted administration that are included on IEP or 504. Non-embedded accommodations-accommodations provided outside of computer test administration that are included on IEP or 504. Accessibility Tools

Provided for ALL Students Level 1 Universal Tools Provided for ALL Students

Level 1 –Universal Tools Should be using these tools in other digital environments so students are familiar with them

Level 1 -Universal Tools (For SBAC and CAA/Cal-Alt) EMBEDDED NON EMBEDDED Breaks Calculator Digital Notepad English Dictionary English Glossary Expanded Passages Global Notes Highlighter Keyboard Navigation Mark for Review Math Tools Spell Check Strikethrough Writing Tools Zoom Breaks English Dictionary (ELA PT full writes only) Scratch Paper Simplified or Clarified Test Administration Directions English Thesaurus (ELA PT full writes only) Embedded: It is given through the technology. Non-embedded: provided by the school. Make sure you have non embedded available the day of testing for all students. Level 1 -Universal Tools (For SBAC and CAA/Cal-Alt)

Level 2 –Designated Supports For any student for which a need has been indicated By an educator A team of educators with parent/guardian and/or student Parent/Teacher Conference, SST, IEP, 504 Level 2 –Designated Supports

Level 2 –Designated Supports Currently being used for instruction and/or other assessment Activated prior to testing in the TOMS (Testing Operations Management System) Identify prior to the assessment Documented on IEP Level 2 –Designated Supports Documented on the CAASPP form

Designated Supports (for SBAC) EMBEDDED NON EMBEDDED Color Contrast Masking Text- to- Speech (not available for reading passages) Translated Test Directions (math items only) Translations (Glossary) (math items only) Translations (Stacked) (math items only) Turn off any Universal Tools Administrations at Most Beneficial Time of the Day for the Student American Sign Language (for reading items not passages) Bilingual Dictionary (for full write portion of the ELA PT) Color Contrast Color Overlay Magnification Noise Buffers Read Aloud (not available for reading passages) Read Aloud in Spanish (for math items only) Scribe (for ELA non-writing items and math items) Separate Setting Special Lighting or Acoustics Translated Test Directions Translations (Glossary) (for math only) Designated Supports (for SBAC)

Designated Supports (for CAA/Cal-Alt) EMBEDDED NON EMBEDDED Color Contrast Masking Print Size Permissive mode Turn off any universal tools Color Contrast Color Overlay Magnification Noise Buffers Read Aloud Scribe Separate Setting Designated Supports (for CAA/Cal-Alt)

Level 3 –Documented Accommodations The documented accommodations should be part of student’s IEP or 504 plan and used regularly in the classroom setting. Level 3 –Documented Accommodations

Accommodations (For SBAC) American Sign Language (available for ELA listening and math items) Braille Closed Captioning (ELA listening items only) Streamline Text to Speech EMBEDDED Abacus Alternative Response Options (external devices) Braille (paper and pencil tests) Calculator (for calculator allowed items only) Large Print Version (paper pencil test) Single-digit Multiplication Table (grade 4 and up) Print On Demand Read Aloud Scribe (ELA Writing) Speech to Text NON EMBEDDED Accommodations (For SBAC) One major change from last year is the availability of text to speech for all grades 3-8 and 11.

Accommodations (For CAA/Cal-alt) Streamlined interface EMBEDDED Abacus Alternative Response Options (external devices) Single-digit Multiplication Table (grade 4 and up) Print On Demand Read Aloud passages Scribe Unlisted resources Instructional supports (CAAs only: See Matrix One) NON EMBEDDED Accommodations (For CAA/Cal-alt) We will be looking at Matrix One is a few slides.

UDAs: Considerations for CAAs Non-embedded calculators are allowed on all mathematics tests except for specific items on the grade 3 mathematics test, which will be indicated explicitly in the DFAs. It is always permissible for the CAAs to be administered in the language of instruction. Response modes: Mouse/keyboard Verbal response Touch screen, gestures, or point Augmentative and/or alternate communication device Eye gaze Instructional supports: Anything listed in the student’s IEP UDAs: Considerations for CAAs Can read the directions over to the student if they have not responded. Show Video…….

Universal Tools Designated Supports Accommodations CASSPP Matrix One After this slide show the video  Point out the instructional supports for the CAA and the unlisted resources (these are just examples of some of them).

Unlisted Resources (previously Individualized Aid) Online form must be submitted by the Test Coordinator Approval will be granted by the CDE Requires an IEP or 504 Plan Must be submitted 10 days prior to testing See Matrix One UPDATED Must be submitted via TOMS at least 10 days prior. Unlisted Resources (previously Individualized Aid)

Scribes and Test Readers for Read Aloud Must be an employee of SDUSD Has been trained in security protocols and has signed a Security Affidavit Familiar with the student, who is typically responsible for providing this support Should have extensive practice in scribing and/or reading test content aloud (use practice/training tests) Must review/read the Scribing Protocol or Guidelines for Read-Aloud (SEE HANDOUTS) Scribes and Test Readers for Read Aloud They just need to attend the same training that site coordinators provide for their teachers (test administrators).   They don’t need additional training but need to be familiar with the guidelines.

CAASSP Classroom Tools Accessibility Guide for Classroom Activities (SBAC) Accessibility Guide for Classroom Activities This is a guide for the classroom activities. It is recommended that students be with their general education peers for the classroom activity but it is not a requirement.

Important Links to access CAASPP Website http://www.caaspp.org/ Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide: http://www.smarterbalanced.org/wordpress/wp- content/uploads/2014/03/Usability-Accessibility-and-Accommodations- Implementation-Guide.pdf Universal Tools, Designated Support, and Accommodations Video: https://www.sandi.net/staff/sites/default/files_link/staff/docs/assessment_ services/Accessibility-Tools_rev-11-2015.mp4 Matrix One http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf - CAASPP website is a VERY useful tool for any questions. Important Links to access

How to document in the Iep (Updated 1/25/2016) SCIENCE: For Students in grades 5, 8, and 10 continue to include CST/CMA/CAPA for science on the accommodations page on EXCEED, with appropriate supports. How to document in the Iep (Updated 1/25/2016)

Individual Student Assessment Accessibility Profile (ISAAP) A tool developed to support a thoughtful and systematic approach in addressing student access needs for the Smarter Balanced assessments The ISAAP is optional, but recommended Excel spreadsheet available at the CAASPP portal Individual Student Assessment Accessibility Profile (ISAAP) This is optional, and is a site based decision. If your testing coordinator requires you to do this that is the sites decision. It is useful when determining what students need.

Individual student assessment accessibility profile (Isaap)

Let’s practice!!! Californiatac.org/practice-and-training/index.html CAA will have a “training test” available in February. It will have sample questions (not grade level specific) with the use of accessibility tools for the students and the test administrator to try out.

Questions If you have a card with a question on it. This is the time to go over them. You can go over questions prior to the practice test. If questions are not answered please put your email address on the card and someone will respond to you with the answer.