Colorado Measures of Academic Success (CMAS) STC High School Administration Training
Colorado Measures of Academic Success (CMAS) SAC CMAS Administration Training
description
Transcript of Colorado Measures of Academic Success (CMAS) SAC CMAS Administration Training
Spring 2014
Colorado Measures of Academic Success (CMAS)
SAC CMAS Administration Training
School Assessment Coordinator School Technology Coordinator District Assessment Coordinator (Janet Dinnen) School Assessment Coordinator (Michael Gelinas) PearsonAccess
School Contacts
Science and Social Studies Administrati on Procedures
• Program Overview• Roles and Responsibiliti es• Training• Scheduling and Testi ng Time Procedures• Make-Up Testi ng• Security• The Test Environment• Test Administrati on• Interrupti ons to Testi ng• Testi ng Irregulariti es• Accessibility Features and Accommodati on• Interrupti ons to Testi ng• Receiving and Returning Test Materials
Agenda
Agenda CMAS PearsonAccess and TestNav • TestNav 8.0 Demonstrati on and Tools• User Roles• Student Data• Test Session Management• TestNav 8.0 Test Engine• Additi onal Orders
Colorado Alternate Assessments (CoAlt)Schools with students eligible for CoAlt will be contacted by CSI for additi onal CoAlt training for CMAS.
Technology Readiness Informati on 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
CMAS: Science and Social Studies Program Overview
8
Spring 2014 CMASAssessment Window
CMAS: Science and Social StudiesAssessment Testing Dates
Grade 4 Social Studies
April 14 – May 2, 2014Grade 5 ScienceGrade 7 Social StudiesGrade 8 Science
Critical Dates
Date Activity
February 7 ePAT 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 31 Proctor caching test content begins (prior to testing)April 1 – May 6 Additional Orders for non-secure materialsApril 14 – May 2 Student Testing
May 7 Schedule pickups with UPS: deadlineMay 9 UPS pickup of materials deadline
Each grade level and content area consists of three secti ons
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
Selected Response Sample
ePat samples & guides
Constructed Response Sample
ePat samples & guides
Computer-Enabled Item / Technology-Enhance Item (CEI/TEI)
ePat samples & guides
Simulations (Science)
ePat samples & guides
Performance Events (Social Studies)
ePat samples & guides
CMAS Communication Plan
CDE
DistrictDAC/DTC
PearsonCharter School
SAC/STC
Charter SchoolSAC/STC
Charter SchoolSAC/STC
NEW FOR CMAS
Procedures pertaining to PearsonAccess Student Data Upload Student information updates and changesAdditional ordersPearsonAccess test session management
Technical issues related to site readiness, including device questi ons
Technical issues related to TestNav 8.0Materials issues**When possible, contact CSI fi rst so we are aware of questi ons/issues to improve support
Schools CAN Contact Pearson for
CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly
during actual testi ng
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
Scheduling and Testing Time Procedures
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.
Defi nitions
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 secti ons). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test. Schools have fl exibil ity 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 Secti on: 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 secti ons.
Physical Testi ng Group: Students who test within a physical testi ng environment at the same ti me.
Points to Consider when Creating Sessions
If a school only needs two physical testi ng groups, it may be easier to keep students in one PearsonAccess test session.
If many physical testi ng groups are needed, it may be easier to start breaking the student populati on into multi ple PearsonAccess test sessions.
Your schools will also want to think through how make-up testi ng 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?
Points to Consider when Creating Sessions
From a tracking and logisti cal perspecti ve, having a test session for each physical testi ng group may help a school to more easily identi fy which groups of students have tested/not yet tested. It may also off er an increased level of security for schools with many physical testi ng groups in the same grade level as each PearsonAccess test session includes unique seal codes.
When printi ng off student authorizati on ti ckets, it may be easier to sort for students (and thus provide the correct Student Authorizati on Tickets to Test Administrators) within each physical testi ng group if the student populati on has been broken into multi ple PearsonAccess test sessions.
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
TotalSection 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)
Log in to Computer (Log in to computer before students enter testi ng environment? Students use own account to log in? Factor in to ti ming)
Start up TestNav 8.0 (Consider creati ng a shortcut on the desktop for easy access. )
Give authorizati on codes to students Log in
Student inputs student authorizati on code (unique to student) Student inputs seal code (unique to secti on)
Test transfer (proctor cache…) Give directi ons Review sample items
1 s t secti on of Science/Social Studies have a practi ce questi on/review of practi ce questi on. Consider adding a couple more minutes to 1 s t secti on of Science and Social Studies to account for this.
Time for Set up and Transition (At least 10 minutes is suggested)
Each grade level and content area consists of 3 secti ons Test secti ons can only be administered to students in
consecuti ve order One grade level and one content area at a ti me except
for make-ups To the extent possible, all students within a grade
should be assessed at the same ti me. Should that not prove possible, all students should be assessed within the shortest ti meframe practi cable (i.e., in back-to-back secti ons, within the same day or consecuti ve days if more secti ons are needed than can be administered in a day, etc.)
CMAS Scheduling Considerations
Schedule fi rst group/fi rst day with more of a ti me cushion than other groups if you can
If you have to do multi ple sessions, schedule smallest group fi rst
School policy for students who are fi nished testi ng aft er the required 55 minutes
Determine whether grades will complete testi ng one at a ti me or alternate testi ng (make-ups excluded)
Determine whether to condense testi ng (make-ups excluded) or spread throughout the testi ng window
Plan for accommodati ons Recommendati on: Schedule students for only one
secti on per day (excepti on: make-ups) Remember: This is Colorado
CMAS Scheduling Considerations
Sample Schedules
Make-Up Testing
Priority: minimize risk of prior exposure to test content that could result in an invalidation
See draft manual pg 41 for descripti on, pros, and cons of each make up testi ng schedule opti on
Make-Up Testing
Student completes missed test secti on during make-up testi ng ti me in advance of re-joining original physical testi ng group
Make-Up Testing Option 1 (**Recommended**)
Sample Make-Up Testing Schedule for Option 1 - ** Recommended**
Day 1 Day 2 Day 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
Student tests with original physical testi ng group
Make-Up Testing Option 2
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 1 Section 2 Section 3 -
Absent Student -Missed- Section 1 Section 2 Section 3
Student completes missed test secti on in any available physical testi ng group in advance of re-joining original physical testi ng group
Make-Up Testing Option 3
Sample Make-Up Testing Schedule for Option 3
Day 1 Day 2 Day 3
Available Physical Testing Group(morning)
Section 1 Section 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 1 Section 2 (absent student rejoins original physical testing group to complete section 2)
Section 3
Considerations for all Make-Up Testing Options
PearsonAccess Demand on Test Administrators
Security Risk Logistical Demand
Option 1 *Recommended*
Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group
Medium Lower Medium
Option 2
Student Tests with Original Physical Testing Group
Low High Low
Option 3
Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re-Joining Original Physical Testing Group
High Lower High
Scheduling Questions?
Security
Test Security Protocols
Protection of student information and dataProtecting the validity of the state assessmentsFinancial considerationsTest materials
Secure (must be shipped back to CSI)Non-secure materials (manuals, etc. can be shipped
back OR can shredded by school)
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
Chain of Custody
Document before, during, and aft er testi ng 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 testi ng Distribute only the content area being assessed Return materials to a designated secure locati on. DO
NOT stored in classrooms! Return materials to Pearson
Maintaining Security of CMAS
All secure test materials must be secured while in the Test Administrator ’s possession
No duplicati on of secure CMAS materials is permissible
No cell phones or other communicati on, reproducti on or recording devices are allowed in the classroom
Security Questions
The Test Environment
Student-to-Test Administrator rati o must not exceed 30 to 1
Test Administrator must be able to actively monitor the space within the testing environment
Consider room confi gurati on 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
The Test Environment
The testi ng environment must: Be adequately lit, quiet, free of distracti ons and
heated or cooled Provide an adequate writi ng surface (All students will
receive up to 2 CMAS-approved pieces of scratch paper) Be free of cell phones, music or other distracti ng
devices “Do Not Disturb/Only authorized personnel allowed”
and “No Cell Phones” signs must be placed on the door during test sessions
The Test Environment
No food or drinks are allowed on desks or near test materials
The testi ng environment must be free of any content related posters or aids that suggest possible answers to studentsWord walls Steps for solving math equationsAny content related materials
Generally, posters that do not include content specifi c defi niti ons, content related processes or soluti ons may remain on the wallThe AlphabetBasic Number Lines
The Test Environment
Room Configuration Students should not be able to see each other ’s work
from a normal testi ng positi on.
Consider the following seati ng confi gurati ons 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
Unauthorized Visitors and the Media
Only students, Test Administrators/Examiners, and authorized school, district, state personnel or state-sancti oned test monitors may be in testi ng areas during administrati on
Media are not allowed to have access to the tests before, during, or aft er test administrati on, or take pictures or video of testi ng materials or testi ng students
Test Administration
Active AdministrationActi ve Administrators: Administrators May Not:
Provide feedback Clarify test questi ons Answer content related
questi ons Interfere with the students’
demonstrati on of skills Interact with students in any
way that would impact student responses
Engage in other tasks during test secti ons
Read sources, items, or student responses
Ensure they have all necessary materials for each session
Ensure a standardized testi ng environment
Follow all scripts exactly as writt en *fi ll-in secti ons on script*
Move throughout the room during testi ng
Read directi ons to students when asked *teacher-read directi ons is going away!*
Use proximity to keep students on task
Prepare the test environment and situate students Start session in PearsonAccess Follow directi ons and read script in the Test Administrator ’s
Manual Hand out student authorizati on ti ckets and scratch paper Assist students in logging on to TestNav Complete directi ons to students and start session Acti vely administer the test secti on Collect student authorizati on ti ckets and scratch paper End test secti on Close session in PearsonAccess aft er third secti on
Administration Steps
Testing Irregularities
MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances
Testing Irregularities
Misadministrations
A misadministrati on is any event that leads to the invalidati on of one or more student test scores in one or more given test sessions DACs investi gate, identi fy and declare misadministrati ons Major Misadministrati ons must be reported to CDE
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 accommodati ons or
given the wrong accommodati ons
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.
When a Misadministration Occurs
The student must immediately stop working on that secti on, but should sti ll complete other test secti ons as normal
The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC
Use discreti onary judgment The appropriate invalidati on 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
Major Misadministrations Misadministrati ons aff ecti ng an enti re class or group of
students The wrong test section is administered to a class
Systemati c 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
Students obtain or share secure test materials
Discussing, reproducing, or transmitti ng, by any means, secure test materials, or descriptions of secure test materials
Breach of Secure Test Materials
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
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
Policies for Testi ng Irregulariti es
Misadministrati ons and test security breaches are declared to preserve the validity of test scores and assessment data
CSI will follow established policies and procedures for investi gati ng and declaring misadministrati ons and test security breaches
CSI must track/submit reports or suspicions of major misadministrati on/irregulariti es/security breaches to CDE
Invalidati ons should not be used as a disciplinary measure Schools should establish policies and procedures for how
and when to apply disciplinary acti ons to students or staff arising from testi ng irregulariti es
CDE reserves the opti on to investi gate and declare misadministrati ons and apply its own disciplinary sancti ons
Testing Irregularities:Assistance and Reporting
If there has been a major misadministrati on or security breach, the DAC must noti fy CDE.
For major misadministrati ons and security breaches, submit test incident form to CDE
Questions about Test Environment and Administration
Accessibility Features and Accommodations
Overview
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
Tool Bar Navigati on (back,
next, review, fl ag) Pointer Highlighter (Cauti on:
in development) Ruler (Can also be
used as line guide) Calculator Eliminate answer
choice
Embedded Features for All Students
Drop Down Magnifi erZoom Dependent on device (Have students try embedded Zoom
functi on on device they will be testi ng on before ordering paper large print)
Writi ng tools for constructed response Bold, italics, and underline Bullet and number Cut, copy, and paste Undo and redo
Embedded Features for All Students
Selected by form1. 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 Accommodati ons that Must Be Requested Ahead of Time for Computer-based Administrati on
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 accommodati ons 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)
Accommodati ons are available for computer-based and paper-based administrati on. Paper-based form is itself intended to be an
accommodated form
Accommodations
Presentati on 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
ResponseWritten responses in Spanish (no need to translate at
school level)
Scribe (must be individually administered) EnglishOther languages
Assistive technology devices – compatibility will need to be established (if incompatible, order paper form)
Accommodations for Computer-based Administration
Devices with demonstrated compatibility with TestNav8:
www.pearsononlinetesting.com/at
Assistive Technology
77
Setti ngSmall group Individual
Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)
Accommodations for Computer-based Administration
The paper-based form of the assessment is itself considered an accommodati on.
Use of the paper-based assessments is expected only to be available to students who: Have a neurological disorder, a conditi on that causes seizures,
or another health conditi on that prevents the student from accessing the computer*
Need a brail le form with tacti le graphics
Have a IEP or 504 plan that requires assisti ve technology, such as speech-to-text, that may not be compati ble with TestNav 8
Will provide writt en responses in a language other than English or Spanish
*Students with disabil iti es that prevent them from uti lizing devices safely may meet this criterion.
Accommodations for Paper-based Administration
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Presentati on 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
Response Braille note-taker Scribe (also for computer-based)
Must be administered individually Speech-to-text Assistive technology devices (word prediction)
Setti ng (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 setti ng)
Accommodations for Paper-based Administration
Updating the SDU File with Accommodations – INITIAL DUE 3/14
Receiving and Returning Test Materials
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
Receiving Test Materials
Materials will be shipped to districtsPurple labels on all boxesGreen labels on CMAS boxesPink labels on CoAlt boxes
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
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 aft er testing and verifi cation 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
Training
District Training
Everyone involved in CMAS administrati on must be trained each year. This includes DACs, SACs, CMAS Test Administrators, technology personnel and any other school or district staff involved in CMAS administrati on
DACs and SACs are responsible for ensuring that all individuals involved in test administrati on receive training and sign security agreement
Training
Comprehensive training must include:Test SecurityStandardized Test EnvironmentTest Administration Test Session Management (for appropriate personnel)Test Administrator Role vs. Teacher RoleOpportunity for personnel to ask questions
Questions
Roles and Responsibilities
Understand all CMAS procedures and requirements
Employ school level security planServe 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
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
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
Establish the testi ng environments
PROCTOR CACHE!!!
Prepare studentsMeet 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
Practi ce Testi ng Environments (ePATs) Expose students to sample items Familiarize students with online test engine, TestNav 8, and
embedded supportsAvailable 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
Ensure that all students are assessed in accordance with CMAS policies and procedures
Request additi onal secure and non-secure materials from DAC as needed
Monitor testi ng acti vity Distribute and collect paper testi ng materials daily Report suspected testi ng irregulariti es
(misadministrati ons, security breaches, technology glitches) to DAC
Account for the assessment of all students and ensure that all students have completed testi ng. Administer make-up secti ons as needed.
Key SAC Responsibilities DURING 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 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
District Technology Coordinator
Responsibiliti es are covered during technology site readiness trainings and regional meeti ngs
DACs need to work closely with District Technology CoordinatorsDetermining device availability and scheduling Identifying local technology coordinatorsProviding local technical supportEnsuring tests are administered securely
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 informati on is correct
Determine who from district (or school) will manage student data
Student Enrollment (Data)
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 administrati on Be trained in any specifi c accommodati ons they are
providing Must sign security agreement before assessment
administrati on begins Read the directi ons to students exactly as they appear
in the Test Administrator ’s Manual Test session management Administer secti ons acti vely
CMAS Test Administrator