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

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

3. 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 Agenda

4. 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.  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. Topics Not Covered Today

6. CMAS: Science and Social Studies Program Overview

8. Spring 2014 CMAS Assessment Window 8 CMAS: Science and Social Studies AssessmentTesting Dates Grade 4 Social Studies April 14 – May 2, 2014 Grade 5 Science Grade 7 Social Studies Grade 8 Science

9. Critical Dates DateActivity February 7 ePAT Item samplers availableePAT Item samplers available (text-to-speech and color contrast) February 10 Online test session set-up begins February 10 – March 14 Submit Student Data Uploads/update participation counts for initial orders February 27 ePAT (Practice Test Environment) with accessibility features available Start on March 31Proctor caching test content begins (prior to testing) April 1 – May 6Additional Orders for non-secure materials April 14 – May 2 Student Testing May 7Schedule pickups with UPS: deadline May 9UPS pickup of materials deadline

10.  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! Test Structure 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 District DAC/DTC Pearson Charter School SAC/STC Charter School SAC/STC Charter School SAC/STC NEW FOR CMAS

17.  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 Schools CAN Contact Pearson for

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

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 5 th graders  1 test session for each of the three 5 th 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 CMAS: Science and Social Studies Section Administration Time for Elementary and Middle School Required Testing Time for All Students Additional Testing Time Total Testing Time Time for Set up and Transition Total Section Time 55 minutes (Firm) 25 minutes (Firm) 80 minutes (Firm) 10 minutes (May be Modified) 90 minutes (May be Modified based on Time for Set Up and Transition)

25.  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 TestNav 8.0 (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  1 st section of Science/Social Studies have a practice question/review of practice question. Consider adding a couple more minutes to 1 st section of Science and Social Studies to account for this. Time for Set up and Transition (At least 10 minutes is suggested)

26.  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.) CMAS Scheduling Considerations

27.  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 CMAS Scheduling Considerations

28. Sample Schedules

29. Make-Up Testing

30. 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 Make-Up Testing

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**)

32. Sample Make-Up Testing Schedule for Option 1 - ** Recommended** Day 1Day 2Day 3 Regularly Scheduled Make-Up Testing Time (beginning of morning) -Absent Student Takes Section 1 - Physical Testing Group Testing Time (scheduled after initial morning make- up testing time) Physical testing group takes test section 1 Absent Student re-joins physical testing group for test section 2 Physical testing group takes test section 3

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

34. Sample Make-Up Testing Schedule for Option 2 ! Day 1 in Testing Environment Day 2 in Testing Environment Day 3 in Testing Environment Day 4 in Testing Environment Physical Testing Group Cohort Section 1Section 2Section 3- Absent Student-Missed-Section 1Section 2Section 3

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

36. Sample Make-Up Testing Schedule for Option 3 Day 1Day 2Day 3 Available Physical Testing Group (morning) Section 1Section 2 (regularly scheduled students in physical testing group) Section 1 (absent student joins this physical testing group to complete section 1 as the other students complete section 2) Section 3 Absent Student’s Original Physical Testing Group (afternoon) Section 1Section 2 (absent student rejoins original physical testing group to complete section 2) Section 3

37. Considerations for all Make-Up Testing Options PearsonAccess Demand on Test Administrators Security RiskLogistical Demand Option 1 *Recommended* Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group MediumLowerMedium Option 2 Student Tests with Original Physical Testing Group LowHighLow Option 3 Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re- Joining Original Physical Testing Group HighLowerHigh

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.  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 Security Plan

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 paper based 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 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 Student-to-Test Administrator Ratio

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

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

51. Unauthorized Visitors and the Media  Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state- sanctioned test monitors may be in testing areas during administration  Media are not allowed to have access to the tests before, during, or after test administration, or take pictures or video of testing materials or testing students

52. Test Administration

53. Active Administration Active Administrators: Administrators May Not:  Provide feedback  Clarify test questions  Answer content related questions  Interfere with the students’ demonstration of skills  Interact with students in any way that would impact student responses  Engage in other tasks during test sections  Read sources, items, or student responses  Ensure they have all necessary materials for each session  Ensure a standardized testing environment  Follow all scripts exactly as written *fill-in sections on script*  Move throughout the room during testing  Read directions to students when asked *teacher-read directions is going away!*  Use proximity to keep students on task

54.  Prepare the test environment and situate students  Start session in PearsonAccess  Follow directions and read script in the Test Administrator’s Manual  Hand out student authorization tickets and scratch paper  Assist students in logging on to TestNav  Complete directions to students and start session  Actively administer the test section  Collect student authorization tickets and scratch paper  End test section  Close session in PearsonAccess after third section Administration Steps

55. Testing Irregularities

56.  Misadministrations  Security breaches  Technology glitches  Emergencies/unforeseen circumstances Testing Irregularities

57. Misadministrations A misadministration is any event that leads to the invalidation of one or more student test scores in one or more given test sessions  DACs investigate, identify and declare misadministrations  Major Misadministrations must be reported to CDE

58.  A student receives help from anyone on a test item  Ex: showing a student how to scroll to see the rest of the source  A student uses an unauthorized instrument, such as a calculator, cell phone or notes, during a test session  A student is denied appropriate accommodations or given the wrong accommodations Misadministrations Note: Sections in the paper form are sealed and should reduce or eliminate instances of students moving on to the next section. However, if a student advances to the next section before that section is administered, it is a misadministration.

59. When a Misadministration Occurs  The student must immediately stop working on that section, but should still complete other test sections as normal  The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC  Use discretionary judgment  The appropriate invalidation code must be entered into the student’s record in PearsonAccess  DAC must submit Test Incident Form  The student receives a “no score” for the content area

60. Major Misadministrations  Misadministrations affecting an entire class or group of students  The wrong test section is administered to a class  Systematic unethical behavior  A teacher, administrator or other person gives students hints, prompts or answers to questions  A teacher, administrator or other person violates security procedures

61.  Students obtain or share secure test materials  Discussing, reproducing, or transmitting, by any means, secure test materials, or descriptions of secure test materials Breach of Secure Test Materials

62. Emergencies  If a student becomes ill during a test:  The student’s needs are the primary consideration  The student may make up the test  The student may only have the amount of time that was left when the test was suspended

63.  If there is an emergency requiring the test to be stopped:  Evaluate and respond to the emergency… safety first!  If it is possible to do so without any risk to students, note the time remaining in the test session.  Students will be allowed to use the remainder of the testing time to complete the session at a later date. Emergencies

64. Policies for Testing Irregularities  Misadministrations and test security breaches are declared to preserve the validity of test scores and assessment data  CSI will follow established policies and procedures for investigating and declaring misadministrations and test security breaches  CSI must track/submit reports or suspicions of major misadministration/irregularities/security breaches to CDE  Invalidations should not be used as a disciplinary measure  Schools should establish policies and procedures for how and when to apply disciplinary actions to students or staff arising from testing irregularities  CDE reserves the option to investigate and declare misadministrations and apply its own disciplinary sanctions

65. Testing Irregularities: Assistance and Reporting  If there has been a major misadministration or security breach, the DAC must notify CDE.  For major misadministrations and security breaches, submit test incident form to CDE

66. Questions about Test Environment and Administration

67. Accessibility Features and Accommodations Overview

68.  TestNav 8  Embedded features: available to all students to increase accessibility (ex: cross out incorrect answers)  Embedded accessibility features that must be requested ahead of time: available to all students to increase accessibility  Additional embedded and non-embedded accommodations available to students consistent with their IEP, 504, or English learner plans (no RTI, GT, etc.) Increased Accessibility

70. Tool Bar  Navigation (back, next, review, flag)  Pointer  Highlighter (Caution: in development)  Ruler (Can also be used as line guide)  Calculator  Eliminate answer choice Embedded Features for All Students

71. Drop Down  Magnifier Zoom  Dependent on device (Have students try embedded Zoom function on device they will be testing on before ordering paper large print) Writing tools for constructed response  Bold, italics, and underline  Bullet and number  Cut, copy, and paste  Undo and redo Embedded Features for All Students

72.  Selected by form 1. Text-to-speech with volume control (replaces oral script for English speakers, does not require IEP/504, but must request text-to-speech form in SDU)  Continue to play  Click to hear – recommend students are taught to default to this 2. Color contrast (accommodation requires IEP/504, order in advance) 3. Text-to-speech with color contrast (accommodation, requires IEP/504 for contrast, order in advance) 4. Oral script (accommodation for Spanish)  Samplers for text-to-speech and text-to-speech with color contrast are currently available Embedded Accessibility Features and Accommodations that Must Be Requested Ahead of Time for Computer-based Administration

73.  Must be based on an individual need documented in the student’s approved IEP, 504, or English learner plan  A master list of all students and their accommodations must be maintained by the SAC and the DAC.  Use the TCAP form submitted to me on 12/31 (or updated version), sort for grades 4,5,7,8 and see which accommodations need to be ordered vs. what can be no longer necessary due to accessibility features  Accommodations need to be recorded in PearsonAccess in the SDU. Please include students using text-to-speech. Due by March 14, 2014 (hold on for 3 years)  Accommodations are available for computer-based and paper-based administration.  Paper-based form is itself intended to be an accommodated form Accommodations

74.  Presentation  English oral script used for:  On-site translations into languages other than Spanish*  On-site sign language presentation*  Spanish oral script  Color contrast, including high contrast and reverse contrast  External cover overlays  Word-to-word dictionaries (English/native language)  Assistive technology devices – compatibility will need to be established *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable. Accommodations for Computer- based Administration

75.  Response  Written responses in Spanish (no need to translate at school level)  Scribe (must be individually administered)  English  Other languages  Assistive technology devices – compatibility will need to be established (if incompatible, order paper form) Accommodations for Computer-based Administration

76.  Devices with demonstrated compatibility with TestNav8: www.pearsononlinetesting.com/at Assistive Technology

77.  Setting  Small group  Individual  Timing  Extended time greater than time and a half  Time of day  Multiple breaks (requires separate setting) Accommodations for Computer- based Administration 77

78. The paper-based form of the assessment is itself considered an accommodation. Use of the paper-based assessments is expected only to be available to students who:  Have a neurological disorder, a condition that causes seizures, or another health condition that prevents the student from accessing the computer*  Need a braille form with tactile graphics  Have a IEP or 504 plan that requires assistive technology, such as speech-to-text, that may not be compatible with TestNav 8  Will provide written responses in a language other than English or Spanish *Students with disabilities that prevent them from utilizing devices safely may meet this criterion. Accommodations for Paper- based Administration

79.  Presentation  Braille with tactile graphics  Large print (Reminder: computer-based has zoom and magnifier)  External cover overlays  English oral script (text-to-speech in computer-based)*  On-site translations into languages other than Spanish  On-site sign language presentation  Spanish oral script (also computer-based)*  Word-to-word dictionary (English/native language) *Due to the number, length and complexity of sources in the Social Studies assessment, it is recommended that this accommodation be provided individually when practicable. Accommodations for Paper- based Administration 79

80.  Response  Braille note-taker  Scribe (also for computer-based)  Must be administered individually  Speech-to-text  Assistive technology devices (word prediction)  Setting (same as computer-based)  Small group  Individual  Timing (same as computer-based)  Extended time greater than time and a half  Time of day  Multiple breaks (requires separate setting) Accommodations for Paper-based Administration

81. Updating the SDU File with Accommodations – INITIAL DUE 3/14

82. Receiving and Returning Test Materials

83.  Online and Paper  Test Administrator’s Manual  Scratch Paper  CMAS Secure Return Envelope  School Security Checklist  Online Only  Student Authorization Tickets  English and Spanish Oral Scripts for Online Form  Onsite Translations into Languages other than English/Spanish  Paper Only  Test Books, including Braille and Large Print  Source Book (Social Studies Only)  English and Spanish Oral Scripts for Paper Form  Onsite Translations into Languages other than English/Spanish Test Materials

84. Receiving Test Materials  Materials will be shipped to districts  Purple labels on all boxes  Green labels on CMAS boxes  Pink labels on CoAlt boxes

85. Receiving Test Materials  DACs to use Pallet Detail to identify what boxes go to each school  SAC to verify materials received with the School Packing List

86. SACs  Collect all secure materials and group as follows:  Secure return envelopes  Scorable test books  Unused test books  Accommodated materials  Electronic materials must be removed from any devices after testing and verification sent to the DAC  Prepare materials for packaging  Check and deliver CMAS scorable test books to the DAC ASAP  Check and deliver CMAS non-scorable materials to the DAC  Return materials with original boxes Returning Test Materials-SACs

87. Training

88. 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

89. 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

90. Questions

91. Roles and Responsibilities

92.  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 Key SAC Responsibilities THROUGHOUT Testing

93.  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 Key SAC Responsibilities BEFORE Testing

94.  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 Key SAC Responsibilities BEFORE Testing

95.  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 Key SAC Responsibilities BEFORE Testing

96.  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 Prepare Students for Assessments

97.  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) to DAC  Account for the assessment of all students and ensure that all students have completed testing. Administer make-up sections as needed. Key SAC Responsibilities DURING Testing

98.  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 scannable test books.  Collect, sort, secure, and return all test materials to DAC by district determined date  Manage, submit and retain compliance documents Key SAC Responsibilities AFTER Testing

99. District Technology Coordinator  Responsibilities are covered during technology site readiness trainings and regional meetings  DACs need to work closely with District Technology Coordinators  Determining device availability and scheduling  Identifying local technology coordinators  Providing local technical support  Ensuring tests are administered securely

100.  Individual in the district who handles student enrollment data  Sending, viewing, adding and editing student data  Ensures that all students are uploaded to PearsonAccess and that demographic information is correct  Determine who from district (or school) will manage student data Student Enrollment (Data)

101.  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 CMAS Test Administrator