RI Comprehensive Assessment System(RICAS)

Test Coordinator TrainingFebruary 2021

(updated February 10, 2021)

Agenda

1. Overview of RI State Assessment Policies

2. Overview of the RICAS

3. Tasks to Complete Before Testing

4. Tasks to Complete During Testing

5. Tasks to Complete After Testing

6. RICAS Support Resources

2

Overview of RI State Assessment Policies• RIDE conducted a separate session covering policies and procedures applicable to

all assessments in the RI State Assessment Program.

• As such, only brief or RICAS-specific references will be made in this presentation to the topics covered in that session: • Assessments by grade and content area• Student participation requirements and general student registration procedures• Coronavirus considerations for the 2020-21 administration• Test scheduling requirements and practices, and options/considerations applicable to the

unique situation this year• Roles and responsibilities of district and school test coordinators, technology coordinators, test

administrators, and proctors• Training requirements (general) for all personnel involved in testing• Test security requirements (including testing irregularity reporting) and monitoring visits• General information about accommodations and accessibility features

• As always – review the test coordinator manual and test administrator manual for specific information pertaining to this state assessment.

3

Coronavirus and the RI State Assessment Program• Assessment dates and policies may shift to accommodate changes in

response to COVID-19.• RIDE will notify test coordinators of any changes or updates that impact any

part of the state assessment system.• Test Coordinators may need to adjust some test administration protocols in

accordance with health and safety protocols released by RIDE. • Please consult RIDE’s COVID-19 page for guidance (www.ride.ri.gov/COVID-19). • Please contact the Assessment Team with any questions.

• Please plan to administer all state assessments in-person in the school building. There are no remote options for these assessments.• For accountability purposes, students who do not take the state assessments expected

for their grade level will be considered non-participants unless they have a RIDE-approved medical exemption (see the RISAP TC Handbook posted at www.ride.ri.gov/TC).

• Currently, the U.S. Department of Education has not indicated or announced any changes to the current regulations, requirements, or calculations to accountability or state assessments, so we are operating under our current system.

4

Overview of the RICAS

5

What is the RICAS?

• The Rhode Island Comprehensive Assessment System (RICAS) is a high-quality

assessment that fulfills federal requirements for assessing English language arts

(ELA) and mathematics in grades 3-8.

• RICAS assesses students’ understanding of the concepts, skills, and content in

the Common Core State Standards for ELA and Mathematics.

• RICAS is the same assessment as MCAS, as RIDE has contracted with the

Massachusetts Department of Elementary and Secondary Education to use

their assessment.

6

RICAS Resources and Content Materials

• RIDE webpage (shown)• Links to pages with test

administration resources

• RICAS-specific information

• RICAS Resource Center: https://ricas.pearsonsupport.com

• PearsonAccessnext: https://ricas.pearsonaccessnext.com/

7

RICAS ELA Test Design

• A student’s RICAS ELA experience:

• Read passage sets

• Respond to questions measuring reading and language standards

• Write in response to reading

• The constructed responses are embedded within the passage sets

• Reading Passage Sets

• Text types include literary and informational

• “Sets” include:

• Single passage, pairs of passages, or three passages

• May include any combinations of literary/informational

8

RICAS ELA Item TypesThis table outlines the item types for the RICAS ELA assessments:

item type descriptions, point values, and applicable grades.

Item Type Point Value Grades

Multiple Choice: Students select one correct answer from four answer options. 1 3 - 8

Multiple Choice – Two PartThese items are two-part questions. Students select one correct answer for each part of the question.

2 3 - 8

Technology Enhanced: Students taking the computer-based test answer questions using technology such as drag-and-drop.

2 3 - 8

Short Response:Students construct a short written response.

3 3 & 4 only

Text-Based Essays: Students write an essay in response to text(s) they have read.

7

8

3 - 5

6 - 8

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RICAS ELA Reporting Categories

• RICAS ELA scores are reported for the categories of Reading, Language and Writing. There is a heavier emphasis on reading in 3rd and 4th grades and additional emphasis towards writing in grades 5 through 8.

• The change in the test design for Session 2 that was intended for last year – the elimination of one essay – will apply for spring 2021 as well. The reporting category percentage shifted with an approximately 10% increase in the reading reporting category and approximately 10% decrease in the writing reporting category.

Reporting Category Percentages (+/-5%)

Grades 3 & 4 5 - 8

Reading 65% 55%

Language 25% 25%

Writing 10% 20%

Total 100% 100%

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RICAS Math Test Design

• A student’s RICAS math experience:

• Selected response items and interactive items

• Demonstrate understanding of math concepts

• Apply math skills and use math tools (e.g., calculator, equation editor, gridded response)

• Item types:

• Drag and drop

• Selected response

• Short answer (e.g., type in answer, write expression)

• Constructed response (equation, gridded)

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RICAS Math Item TypesThis table outlines the item types for the RICAS mathematics assessments:

item type descriptions, point values, and applicable grades.

Item Type Point Value Grades

Multiple Choice (MC): Students select one correct answer from several answer options.

1 3 - 8

Multiple Select (MS): Students select more than one correct answer from among several answer options.

1 3 – 8

Short Answer/Fill-in-the-Blank (SA/FIB): Students construct a short written response, typically only a word or number.

1 3 – 8

Technology Enhanced (TE): Students answer questions using technology such as drag-and-drop or hot spots (on the computer-based test only).

1

1 or 2

3

4 - 8

Constructed Response (CR): Students write a response to a multi-part item that includes calculations and explanations to a problem or set of problems.

3

4

3

4 - 8

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RICAS Math Reporting Categories – Grades 3-5

• Align to the domains for each grade level, not sub-claims

• Reasoning and modeling are not specifically called out as reporting categories

Reporting Category Percentages (+/-5%) for Grades 3 - 5

Grade 3 Grade 4 Grade 5

Operations & Algebraic Thinking 30% 20% 15%

Number & Operations in Base Ten 15% 20% 30%

Number & Operations – Fractions 20% 30% 25%

Measurement & Data 25% 20% 20%

Geometry 10% 10% 10%

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RICAS Math Reporting Categories – Grades 6-7

• Align to the domains for each grade level, not sub-claims

• Reasoning and modeling are not specifically called out as reporting categories

Reporting Category Percentages (+/-5%) for Grades 6 & 7

Grade 6 Grade 7

Ratios & Proportional Reasoning 20% 20%

The Number System 20% 20%

Expressions & Equations 30% 25%

Geometry 15% 15%

Statistics & Probability 15% 20%

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RICAS Math Reporting Categories – Grade 8

• Align to the domains for each grade level, not sub-claims

• Reasoning and modeling are not specifically called out as reporting categories

Reporting Category Percentages (+/-5%) for Grade 8

Grade 8

The Number System and Equations & Expressions 40%

Functions 20%

Geometry 30%

Statistics & Probability 10%

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Tasks to Complete Before Testing

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Tasks to Complete Before Testing

Plan your testing schedule within the state testing windows

Review students registered for this assessment

Assign students’ accommodations and/or accessibility features

Assemble and train your team

Prepare technology to be used for testing

Prepare testing materials

Students and teachers use practice tests to get familiar with platform

Final set-up and preparation

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Student Participation and Registration

Plan Your Testing Schedule• State testing windows (districts/schools schedule within these windows):

Grades Session 1* Session 2*

3 – 8 ELA 120-150 minutes 90-120 minutes**

3 – 8 Mathematics 90 minutes 90 minutes

*All tests are untimed. These are recommended windows for testing time.*Students may continue testing beyond the testing window as long as they are working productively.*Schools may plan for one short, supervised break per session (3-5 minutes) to be given at each test administrator’s discretion. **Updates to the ELA test design from 2020 have carried over: the recommended ELA testing time is now 90 to 120 minutes for Session 2 only.

ELA/Literacy Mathematics

March 29 – May 14, 2021 April 12 – May 28, 2021

• Session information:

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Red text indicates new extended window (updated 2/10)

Student Participation• All RI public school students in 3-8 (including students in

outplaced/out-of-state schools) must take both sessions of ELA and math for RICAS for their current grade level, unless:• Student participates in the alternate assessment (DLM) per the Special

Education Census and IEP or 504 plan.• Student has an approved medical exemption from RIDE.• Student is a first-year English learner, and therefore exempt from RICAS spring

2021 ELA testing if they enrolled in U.S. schools for the first time after April 1, 2020. Note: first-year ELs are not exempt from RICAS mathematics testing.

• Students may use assessment accommodations indicated in their IEP or 504 plan, or EL accommodations indicated in documentation

• In order to be considered a participant, a student must answer at least one item in a session.

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Student Enrollment Nightly Feed to PAN• New this year: Students to be created/updated in PearsonAccessnext (PAN) via nightly upload from eRIDE:

• Upload begins February 11, 2021.• Changes made in the eRIDE enrollment census (e.g., new students to the district, demographics, IEP or LEP status) will

be reflected in PAN the following day.

• Students must have IEP or 504 plan or LEP status marked in order to be assigned accommodations indicated in their IEP or 504 plan or EL documentation.

• Students with a value of 3 for alternate assessment in the special education census were excluded from the nightly feed because they will take DLM.

• English Learners who enrolled in U.S. schools for the first time after April 1, 2020 are included in the nightly feed to PAN, but only required to take the math portion of RICAS.

• Outplaced students (in-state or out-of-state schools):• Loaded into PAN at their outplacement school from eRIDE.

• Must be properly coded by sending district in eRIDE (enrollment census, Special Education census).

• Any enrollment or demographic updates must be made by sending district through eRIDE.• Apply towards overall district accountability.

• Homeschool students may participate in RICAS if that is part of their learning agreement with their LEA:• Require a SASID in order to be registered, participate, and receive results

• Must be enrolled in the LEA and coded “H” in the enrollment census.

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Student Registration (SR) Process • New this year: Changes to registration and student management:

• Districts and schools will no longer be able to create students within PAN or to update students’ enrollment or demographic information through the SR/PNP process.

• “Enrollment Transfer Requests” functionality has been discontinued (not applicable).

• Students are automatically registered for both ELA and math for their grade level when loaded into PAN.

• Test coordinators only need to assign students to sessions, and remove assigned students from any sessions if the students leave the school.

• Reminder – First-year ELs are only required to take the math portion of RICAS:• Test coordinators should only assign the first-year EL student to the math sessions.

• If a school thinks it would be good for a first-year EL to take ELA, the student simply needs to be assigned to an ELA test session.

• RIDE will compare final assessment data against the LEP census and remove any first-year ELs from the ELA data so their scores are not included for accountability.

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Student Personal Needs Profile (PNP) Process• New this year: SR/PNP focuses on assignment of accommodations and/or

accessibility features that a student will use during testing• student demographic data can now only be changed through eRIDE via the

Enrollment Census, Special Education Census, and LEP Census (make sure all of that is accurate!)

• test registration will be automatically completed by PAN through the nightly upload

• Accuracy is essential:• determines the basis of initial test material shipment to schools – Student ID

Labels, PBT test and answer booklets (including special test editions), TAMs

• provides the record of students tested and accommodations used

• assigns special test forms (paper forms, screen reader, assistive technology) and selected accommodations (including Spanish)

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Updating Student PNP in PAN• Two methods to update PNP information PAN:

• Individual student changes • File export/import (note: only accommodations/accessibility features data will change)

• PNP window:• February 11 – 23, 2021• PBT: paper accommodations (Braille, large print, standard paper), includes pre-printed Student ID Labels• Orders completed during this window included in initial shipment to schools

• Pre-test updates to accommodations and accessibility features: • After February 23 until start of testing• CBT: assignment of all accommodations and accessibility features to new and existing students• PBT: new students and updates to existing students due to changes in IEP/504 plan or EL supports• Orders for additional paper materials (test booklets, TAMs) through the RICAS Service Center (does not

include pre-printed Student ID Labels)

• New this year: enrollment or demographic updates can only take place in eRIDE• Students who transfer out of your school will remain in PAN – TCs will need to remove them from any test

sessions to which the students were assigned.• Students who enroll in your school will be automatically registered and need to be assigned to test

sessions.• RIDE will match assessment data against enrollment before sending the final results files – students who

left your school before testing will not be included in your file.

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Update Student PNP in PAN (continued)

• “Manage Student Test Settings” in PAN

• Special Test Forms is in left column

• Note that for CBT: answer masking and color contrast accessibility features must be updated as part of the PNP as they are form-based

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PearsonAccessnext (PAN) for Spring 2021

• PAN: https://ricas.pearsonaccessnext.com

• RIDE loaded district users in early February:• If you are a district test coordinator and cannot access PAN, please contact

assessment@ride.ri.gov ASAP. It’s possible that your account was disabled due to inactivity – RIDE can reset it (you will then need to reset your password).

• District users will load school users. • Reference the file layout and the file specifications in the Guide to Importing Users.

• School test coordinators please contact your district test coordinators for account creation or modification.

• Technical issues should be referred to the RICAS Service Center.

• Spring 2021 interface will go live on February 11 for both operational and training sites.

27

PearsonAccessnext (PAN) for Spring 2021 – Users • Test Coordinators likely want to

provide PAN access to Test Administrators before training. • This can be done by a file upload or in

the user interface of PAN. • Prior year users who are no longer a

part of RICAS administration can be disabled with a file export/re-import.

• Please see the Guide to Importing Users into PAN for more information.

• Note: You may have received a hard copy letter with your school password to the Service Center website. • This is different than PAN.• You cannot log into PAN with the

password in this letter.

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Online Accounts and Passwords

• Pearson Access Next: • Blue operational site: manage accessibility features and accommodations for each student, create and manage PAN

sessions, monitor online testing • Brown training site: infrastructure trial only

• RICAS Service Center:• order any additional materials • sign off after testing with the Principal’s Certification of Proper Administration (or PCPA) • schedule UPS pickup of any paper-based testing materials

Type of Account Purpose Login Info

Pearson Access Next (PAN) ricas.pearsonaccessnext.com

• Update student registration• Upload selected accessibility features and accommodations

for each student• Create and manage PAN sessions• Monitor online testing

See previous slide

Pearson Access Next (PAN) training sitetrng-ricas.pearsonaccessnext.com

• Infrastructure trial• User and student practice prior to testing

Same as PAN

RICAS Service Center • Order additional materials (manuals, materials for accommodations)

• PCPA• Schedule UPS pickup, if applicable

Secure password mailedby the Service Center in January (hard copy letter)

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PAN Resources

• RICAS Resource Center (https://ricas.pearsonsupport.com)

• PAN manuals and guides

• SR/PNP guidance and forms

• Training modules for PAN tasks

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Accommodations and Accessibility Features

Planning for Accessibilitywww.ride.ri.gov/accommodations

• You need these documents:1. RISAP Accommodations and Accessibility Features Manual

2. RICAS Student Registration / Personal Needs Profile (SR/PNP) Guide (for entering accommodations into PAN)

3. RICAS Assistive Technology Manual

• Accommodations Training Webinars:

Date Test Topic

Recording available PSAT/SAT Implementation and Accommodations Webinar

Recording available All Accommodations Webinar 2A: Accommodations for EL Students

Recording available PSAT/SAT Accommodations and Supports Webinar

Recording available RICAS, NGSA Accommodations Webinar 3A: Accommodations for RICAS and NGSA

Mar. 18, 2021 RICAS, NGSA Accommodations Webinar 3B: Accommodations for RICAS and NGSA

Apr. 15, 2021 All Q&A: Test administration and accommodations questions welcome.

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Accommodations Resourceswww.ride.ri.gov/accommodations

Training recordings and presentations

AAF Manual: Contains all forms and information

about test supports.Test-specific accommodations manuals and materials.

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State Policy for Accommodations • Only the following students may receive accommodations:

• Students with a 504 Plan or IEP (including EL students)

• EL students currently receiving services

• EL students who are being monitored

• Accommodations must be included in the 504 or IEP• Testing may not begin if the accommodation is not included in the IEP or 504 Plan.

• Convene an IEP Team meeting

• Follow district IEP amendment process

• Accommodations for EL students should be formally documented.

• Can use the form in the AAF manual, but it is not required.

34

Accommodations & Accessibility Features: Embedded and External

• Accommodations and accessibility features are divided into two categories:1. Embedded or Compatible with TestNav

2. External or Non-Compatible with TestNav

• All students are expected to take the CBT but sometimes students don’t want to, or can’t, use the embedded tools in TestNav.

• In these cases students can use external versions

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Accommodations for students with disabilitiesTest Support RICAS NGSA

ELA Math Science

AT/AAC Devices Y Y Y

Braille Editions Y Y Y

Braille Writer Y Y Y

Calculators or Mathematics Tools Y*Accessibility

Feature

Paper Edition – Regular Font Size English Y Y Y

Paper Edition – Regular Font Size Spanish Y Y

Paper Edition – Large Print English Y Y Y

Paper Edition – Large Print Spanish** Y Y

Paper Edition – Braille Y Y Y

Monitor Placement of Responses Y Y Y

Read Aloud, Text-to-Speech, Recorded Audio, Screen Reader Y* Y Y

*Special Access Accommodation: ONLY for students who meet the criteria for this accommodation.**For ELL/MLL students who have an IEP or 504 with paper test in Spanish identified as an accommodation. 36

Accommodations for students with disabilities

Test Support RICAS NGSA

ELA Math Science

Graphic Organizers Y

Sign Language Interpreter for General Test Directions Y Y Y

Sign Language Interpreter for Reading Passages Y* Y Y

Sign Language Interpreter for Test Questions Y* Y Y

Simplified Test Directions Y

Speech-to-Text, Scribe, Dictates, or Records Responses Y* Y Y

Spell-checker Y*

Word Prediction Y*

*Special Access Accommodation: ONLY for students who meet the criteria for this accommodation.

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Accommodations for EL/MLL students

Test Support RICAS NGSA

ELA Math Science

Bilingual Word-to-Word Dictionaries or Glossaries Y Y Y

Paper-based editions Y Y Y

Translation of General Test Directions Y Y Y

Read Aloud, repeat, or Clarify General Test Instructions (English)

Y Y Y

Read Aloud, repeat, or Clarify General Test Instructions in Student’s Native Language

Y Y Y

Read Aloud (Human) or Text-to-Speech (Computer) (English) Y Y

Read Aloud (Human) or Text-to-Speech (Computer) (Spanish) Y Y

Spanish Edition (either paper edition or read aloud) Y Y

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Assistive Technology (AT)AAF Manual, page 26RICAS Assistive Technology Guidelines Document

39

Compatible with TestNav

Compatible with TestNav: AT can be used on the same computer as TestNav

Not Compatible with TestNav

AT needs to be run on an additional computer. The student needs two computers: one for TestNav and one for the AT.

One Computer:Embedded in TestNav

Accessibility Features: Magnification, color contrast, answer masking, line reader,

calculator, Item flag/bookmarking, Notepad,

Highlighter

Accommodations:Text-to-speech*

Spell checkerCalculator* (non-calc session)

* Special Access Accommodation: ONLY for students who meet the criteria for this accommodation.^ New for 2021: These accommodations have web extensions that can be downloaded and used with TestNav. See RICAS Assistive Technology Guidelines for step-by-step instructions.

One Computer:Compatible with TestNav

Magnification: ZoomText 2018; Fusion

Accommodations for...Speech-to-text*^:

Co:Writer Universal and Read&WriteWord Prediction*^:

Co:Writer Universal and Read&Write

Screen Reader: JAWS; NVDA 2020.2; Fusion

Hardware-based Technology: alternate keyboards, mouse, etc.

Computer 1:

TestNav

Computer 2:Assistive Technology

Chrome and web extensions other than Co:Writer Universal

and Read&Write

Other AT that is not listed in Guidelines

Criteria for Receiving Read-Aloud in ELA• Does the student meet one of the following conditions?

1. Has blindness or a visual impairment. This means that the student:• has not learned or cannot access text through Braille and

• cannot access text through large print/enlarged text.

2. Deafness or hearing impairment that severely limits or prevents him/her from decoding text due to a documented history of early and prolonged language deprivation.

3. A disability that severely limits or prevents him/her from accessing printed text even after varied and repeated attempts to teach the student to do so (e.g., student is unable to decode printed text or read fluently);

Decode printed text or read fluently means the student is at the basal/foundational reading level (being at the beginning stages of sound/symbol relationship, able to decode consonant-vowel-

consonant words, and some high-frequency words).

40

ELA Read Aloud ClarificationRemember the following:

• A very small number of students will be eligible

• The distance between a student's current grade level and the grade level of their reading ability is not part of the criteria.• Example: 8th grade student reads at 2nd grade level does not meet criteria

because of how "low" they are; consider what and how they can read.

• To receive a read aloud for the math test (regular accommodation), the student must be a struggling reader, an EL student, or both.• This accommodation is for struggling readers who may be one or more grade

levels below their current grade level or for EL students still learning English.

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General Rule for ELA Read AloudIEP or 504 plan teams should also ensure that:

• the student has access to printed text during routine instruction through a reader or other spoken-text audio format, or interpreter.

• the student’s inability to decode printed text or read Braille is documented in evaluation summaries from locally-administered diagnostic assessments.

• the student receives ongoing, intensive instruction and/or interventions in the foundational reading skills to continue to attain the important skill of independent reading.

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Administration of Read Alouds• All human read alouds must be done verbatim:

• No translating.

• No explaining.

• No assistance of any kind may be provided to the student.

• Multiple students in one grade level may be tested together if they are in the same grade level and the read aloud is in the same language (English or Spanish).

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ELA Graphic OrganizersCAUTION: This accommodation should not be given to every student with an IEP or 504 Plan because the teacher uses it as an instructional strategy for all students.

Students who have this as an accommodation in their IEP or 504 Plan for state assessments should have a documented disability for which a graphic organizer provides support and access to the ELA test and without this accommodation, the student would not be able to access the test to their fullest ability.

• For students who have this accommodation in their IEP/504 Plan for the state assessments:• Blank copies of the preferred graphic organizer can be provided as handouts only to students who have this as an

accommodation in their IEP/504 plan

• Using individual student needs as a guide, graphic organizers can have items removed but not added.

• If a student prefers a different graphic organizer, it can be used as long as there is no text.

• One or two graphic organizers allowed during testing.

• Students without this as an accommodation must draw the graphic organizer on their own using blank paper

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Using the Supplemental Mathematics Reference Sheets

• Educator should be able to provide a rationale for how and why this accommodation was selected.

• Use during testing:• Use the Supplemental Reference Sheet along with the Standard Math Reference Sheet.

• Per individual needs, items can be removed but NOT added.

• If the student qualifies for Calculation Device/Mathematical Tools, and will use a multiplication table as part of that accommodation, use the multiplication table the student uses every day and delete the empty multiplication table from the Supplemental Reference Sheet.

• If using the multiplication table included on the Supplemental Reference Sheet: do not complete the multiplication table; it must remain blank. The student must complete the blank table on their own, during testing.

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Calculators, mathematical tools, and supplemental reference sheetDoes the student have a disability that

affects their ability to learn math?

Does the evidence and data in the IEP show that the student’s disability severely impacts their ability so severely that they need a multiplication table or calculator to perform basic calculations such as 1+1 or 20x20?

Use data and evidence to review and select accommodations that best address the effects the student’s disability has on their learning.

Consider providing a calculator, a completed (filled-in) multiplication table, and/or other manipulative(s) on the non-calculator section of the test.

Depends on student comfort and familiarity with the tool.

Does the disability affect their ability to remember simple mathematical properties, procedures, and/or formulas such as the order of operations or how to add, subtract, multiply, and divide fractions?

Consider providing the Supplemental Reference Sheet for the duration of the math test.

NOTE: Information may be removed as needed. The multiplication table must remain blank if being used by the student. If also providing a calculator/multiplication table on the non-calculator section of the test, delete the blank multiplication table from the supplemental reference sheet.

Does the disability affect their spatial ability; their ability to set up math problems?

Does the disability affect their ability to multiply some numbers, like their 7’s or 8’s, for example?

NOYES

NO

YES

NO

YES

YES

NO

YES

46

Supplemental Reference Sheet and the Standard Reference Sheet

47

Train Personnel Involved in Testing

Roles and Responsibilities

• Qualifications and general responsibilities for the following roles are covered in the General Overview of RISAP Policies presentation:• District Test Coordinator

• School Test Coordinator

• Technology Coordinator

• Test Administrator

• Proctor

• Please review the RICAS Test Coordinator Manual and Test Administrator Manuals (CBT and PBT) for specific responsibilities relating to this assessment.

49

RICAS Test Administrator Training Materialswww.ride.ri.gov/Assessment-Manuals https://ricas.pearsonsupport.com

• Test Administrator tab: • Test Administrator Manuals (CBT and PBT)*• Script-only portion of TAM• Test Security Agreement

• Test Coordinator tab: • Test Coordinator Manual • Test Security Requirements section of TCM• Test Security Agreement

• Links to PAN (operational and training sites) and downloading TestNav

• Reference materials, manuals, and guides• PAN Modules:

• Infrastructure Trial for Test Coordinators & Test Administrators – TA

• Infrastructure Trial for Technology Staff• Creating Sessions in PAN - TC• Managing Sessions in PAN - TA• Incorrect Accommodations - TC• Moving Students Between Sessions – TC

www.ride.ri.gov/Assessment-Training

• RISAP General State Policies Overview presentation and recording

• Editable Test Administrator presentation (RISAP general policies)

• Assessment-specific training materials and requirements

*Can order additional materials from RICAS Service Center http://ricas.pearsonsupport.com/support/50

Sample Training Materials

• All individuals involved in test administration must:

• Participate in training and sign in to the session

• Receive a Test Administrator Manual (or Test Security Requirements if not a test administrator)

• Agree to the Test Security Agreement

• This is a sample form from the TCM that combines all agreements. Test Coordinators may also create their own forms.

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Test Irregularities and Security BreachesA test irregularity is any action that results in non-standard test administration.

Test irregularities may result in invalidating scores.

• These are covered in more detail, as is the reporting process, in the RISAP General State Policies presentation.

• Test security policies and requirements are clearly outlined in the TCM and TAM.

• A few of the most common irregularities include:

• Cell phone possession or use by students during testing

• Accommodations incorrectly given to student, or IEP/504 plan accommodations not given at all

• Lost or mislabeled student test booklets or other secure materials

• Coaching, erasing, altering, or interfering with students’ tests in any way

• Access to secure test materials by unauthorized persons prior to, during, or after testing

• If any test irregularity occurs:

• Correct and contain the incident at the district/school level

• District Test Coordinator must notify RIDE

52

Prepare Technology

Preparing Devices and Technology

• Test coordinators need: computer with internet to prepare, start, unlock, monitor, and end/lock test sessions

• Test administrators need:• Computer with internet to monitor testing sessions

• Cell phone in case need to contact test coordinator due to testing irregularity

• Students need:• Computer or device for testing that meets the technical requirements for

TestNav

• Devices or accessories (e.g., headphones, assistive technology) for accommodations or accessibility features as required by a student’s IEP or 504 plan

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Technology Setup – TestNav

• All students will use TestNav to access RICAS (CBT version)

• App must be downloaded to all student devices

• RICAS Resource Center: • Hardware and software

requirements

• Assistive technology guidelines

• Test Nav 8 and PAN user guides, error codes, Chromebook & iPad information

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Infrastructure Trial – PAN Training Site• Infrastructure Trial is highly recommended:

o Make sure all student testing devices are set up correctly

o Students practice taking online tests*o All staff gain experience managing and

monitoring CBT*o If uncertain about needing ProctorCache, this

helps determine bandwidth needed for testing (see TCM for ProctorCache info).

• Best practices:o Include everyone who will participate in CBT

(TCs, TAs, students)**o Plan for largest number of students who will

be concurrently testing to “stress test” network

o Technology coordinators can understand bandwidth needed

• Modules support the Infrastructure Trial:o IT module for Technology Coordinatorso IT for Test Coordinators and Test

Administrators

*NOTE: The practice tests are the only place where Test Administrators can provide direct instruction on using the computer-based functionality, as they cannot coach students during live testing. **Pearson recommends that sample students are created for the IT. RIDE will not load SR/PNP file to the training site.

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Prepare Materials

Prepare Test Materials for RICASFor more details, see the test coordinator manual and test administrator manual.

• Upon receipt of paper-based testing materials, inventory and store them in a secure central location.• ELA PBT materials (including TAMs) initial

shipment delivered by: March 22• Math PBT materials (no TAMs unless ordered)

initial shipment delivered by: April 16

• Print, inventory, and store student testing tickets in a secure central location

• Prepare materials for students:• Ensure you have sufficient blank scratch paper

and other tools (listed in TCM/TAMs) for students• Collect and/or assign supports and materials

needed for students’ accommodations

• Print out signage for testing rooms

You will need the MP ship code found on this form when ordering additional materials 58

Secure Test Materials for RICASFor more details, see the RISAP General State Policies Overview presentation.

• Test content and student responses:• Content on-screen for computer-based testing (CBT)

• Test & answer booklets for paper-based testing (PBT)

• Student testing tickets for computer-based testing (CBT)

• Any used scratch paper or reference sheets with student writing.

• Secure materials should be stored in a secure, locked central location whenever not in use for testing, and otherwise never left unattended.

• Materials must be tracked using internal tracking forms and independent counts of testing materials.

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Administering Practice Tests

What are Practice Tests?

• Allows administrators, students, and guest users to become familiar with the online testing environment.

• Provides a preview of question types that may appear on the operational assessment.

• Provides students with the opportunity to test accessibility tools and assistive technology devices with TestNav.

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RICAS Practice Tests

• Script and guidance found in the TAMs.

• RICAS Resource Center • Easily shared• No need to download

TestNav• Students receive scores

• TestNav application• Easily shared• Experience with app• Students receive scores

• PAN Training Site (Infrastructure Trial)• School community practice• No student scores

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Student Technology Skills

• Technical Skills for Students (pdf) document outlines the skills students should be familiar with in order to navigate and use TestNav confidently.

• Please ensure that students have time to use these skills on the practice tests before testing begins.

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TestNav Student Tutorial

• https://ricas.pearsonsupport.com

• Recommended that all students view the student tutorial – especially those who haven’t done CBT before.

• Tutorial: • Learn how to use different

onscreen tools and accessibility features

• How to navigate through the test

• How to review responses before submitting a test

• 20-30 minutes to complete• No audio component

(educators familiarize before viewing with students)

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Final Tasks Before Beginning Testing

Create Sessions in PAN

• Session: A group of students with the same test code (same grade and subject) in PAN who will be testing at the same time.

• Recommendations:• Create sessions any time prior to the start of testing, recommended close to the start of testing so

fewest edits if students enter/leave the school. • Create separate sessions based on groups of students who will test at the same time and in the same

location.• Create naming conventions easy for test administrators to find and manage.

Creating sessions through the SR/PNP import is a “one time” procedure – after the first load, these must be adjusted in PAN interface (*Additional step in PAN if read aloud or human signer.)

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Review Sessions through Operational Reports

To view the sessions created and students assigned to sessions, go to Reports > Operational Reports > Online Testing > Session List and Session Roster

The session rosters can be shared with test administrators.

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Gather and Organize Testing Materials for TAs

• In PAN, go to Testing > Sessions > check desired Session(s) > Go to Students in Sessions > Resources • Print Session Rosters – Check assignment of special forms• Print Student Testing Tickets – The testing ticket contains the user name and password for the student to log into

Test Nav. The ticket is the same across both sessions in a content area as long as the session (in PAN) is not changed.

• Proctor Testing Ticket, if applicable

• Other Required Materials• See lists in Test Administrator’s Manuals for each grade and content• Scratch paper and writing instruments required for all tests

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Student Session Roster Example

• Special test assignments such as TTS are listed next to student names.

• Icons on student testing tickets will indicate certain accommodations (e.g., text-to-speech)

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Check Accommodations & Accessibility

Note the following:

• Ensure that any non-embedded accommodations or accessibility features are ready to provide to the students for whom those are assigned.

• Student accommodations for online testing should be set in PAN a minimum of three days prior to testing to ensure accuracy in the nightly file process.

Reports > Operational Reports > Students & Registrations > PNP Report

Ensure students have the correct:• Test format (paper or online) assigned• Accessibility and accommodations information assigned• (Double check) accommodations requiring special forms: TTS, Assistive

Technology, Screen Reader, Human Read Aloud/Human Signer, Spanish

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What’s in the manuals?Manuals have been updated for this year’s RICAS administration• Test Administrator Manual (TAM)

• Contains policies and procedures for test administration• Includes

• Test security• Directions for test administration • Scripts used during test administration• Step-by-step instructions, with screenshots, for administrating RICAS• A translated Spanish math test administration script

• Test Coordinator Manual (TCM)• Provides policies and procedures for district and school test coordinators to be

followed prior to, during, and after test administration • Includes information about

• Scheduling testing• Test administration roles and responsibilities • Test administrator and proctor qualifications• Test security• Tasks that take place before, during, and after testing

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Tasks to Complete During Testing

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Tasks to Complete During Testing

Track all secure materials

Monitor test administration

Maintain a list of students requiring make-up tests and schedule their make-up tests

Be available to test administrators and proctors

Continue to check and update students’ information

Investigate security breaches and testing irregularities and report accordingly (see RISAP General State Policies presentation and the RISAP TC Handbook for details)

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Track All Secure Materials• Track the following secure materials

using the form in the TCM:• testing materials received for paper-based

administration

• student testing tickets

• Make sure that all used scratch paper is accounted for and securely destroyed (e.g., shredded) at the end of testing

• Securely destroy (e.g., shredding) any manuals or pages from manuals on which secure information (e.g., logins, student information) was written

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Manage Sessions in PAN• The “Managing Sessions” Pearson video module walks through these steps and

includes directions about how to verify human read aloud and human signer sessions.

Just before testing

At least a day prior

Testing day

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Monitoring Session Progress• The “Monitor Student

Testing Progress” Pearson video module walks the features of the session monitoring tool.

• The Student Test Status will change individually for each student.

• The test status for each student is displayed in the Session window.

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Managing Sessions: Student Test Statuses

For more information on each of these statuses, visit the PearsonAccessnext

User Guide.

Status Description

Gray Ready (gray) status means a student has not yet logged in.

Active Active (green) status means a student is logged into TestNav and actively testing.

Exited Exited (red) status means the student is not currently testing and has not submitted final answers. Students could also be in exited status if they unintentionally exited the test during a test session. The test status will need to be changed to Resumed by the test administrator before the student can log back into the test and resume testing.

Resumed Resumed (yellow) status means the student has been authorized by the test administrator to resume the test but has not yet logged back into TestNav.

Resumed Upload

Resumed Upload (yellow) status means the student has been authorized by the proctor to resume the test but has not yet logged back into TestNav. This is used in rare circumstances when TestNav cannot find a Student Response File (SRF). Resumed Upload status directs the user to browse for an SRF on the testing machine when the student signs back in to continue testing.

Completed Completed (blue) status means the test session was submitted by the student through TestNav and the data has processed.

Marked Completed

Marked Complete (blue) status means the student is finished or otherwise will not complete the test session as scheduled. This status means that a test administrator marked the test session complete for the student since the student did not finish as expected. 77

Additional Testing ModulesMoving Students Between Sessions:

• How to move students within a school to correct a session, update a session, or move a student for make-up sessions

Resolving Incorrect Accommodations During Testing:

• If incorrect accommodations are found after students begin actively testing, there are two types of solutions:• For accommodated CBT test forms (assistive technology, screen reader, text-to-speech, human

read aloud or human signer, Spanish), the process is more complicated and requires a new test. Please follow the void procedures on an upcoming slide.

• For alternative background, font color, answer masking, and spell-checker, the procedure is more simple. The student logs out, the PNP is updated in the Manage Student Tests task, and the student logs back into the test.

• Please view the module and/or script for instructions. 78

Not Tested Codes & Void Test Scored

Not Tested Codes and Void Test Score Code drop downs are available in the Manage Student Tests task interface. These should only be used if:

A medical exemption has been received and approved by RIDE A void that requires a new test start (such as wrong accommodation) has been emailed and approved by RIDE.

All void requests must be submitted to RIDE. If the student has completed a substantial portion of the test, we recommend approval from RIDE prior to voiding test. To report a void, please email assessment@ride.ri.gov with:• LEA name• School name• Student SASID and initials only• Void reason• Approximate amount of session(s) completed

Non-tested codes note a reason for not testing, but the student will still count as a non-participant for accountability.

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Monitor Test Administration• Enforce test security requirements

• Ensure that your school’s document tracking system is used each time secure test materials are moved

• Continue to update user roles for test administrators throughout the testing window as needed

• Manage situations that may occur during testing (e.g., technology-related, testing irregularities and security breaches, make-up testing)

• Report any test irregularities to the district test coordinator and RIDE (see the RISAP TC Handbook for the process and form)

• If your school is selected for a monitoring visit, follow the appropriate procedure as noted in the RISAP TC Handbook (www.ride.ri.gov/TC).

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Tasks to Complete After Testing

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Tests to Complete After TestingAfter each day of testing:

Collect and document all secure materials

Schedule make-up sessions as needed

After all testing is completed: Update eRIDE enrollment census

Ensure all test sessions have been stopped/locked

Destroy/shred secure student testing tickets, proctor testing tickets, and anything with student writing (used scratch paper, reference sheets)

Notify Technology Coordinator that all testing is done so cached test content can be purged

Recycle unused non-secure test materials

Schedule materials pick-up for any paper-based tests

Complete the Principal Certification of Proper Administration (PCPA)

Keep all records on file for 3 years

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RICAS Support Resources

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If you need support…

Contact your LEA Test Coordinator or RIDE with questions about:

Contact the RICAS Service Center with questions about:

• Testing schedule• Testing accommodations• Questions about general testing policies or

protocols• School emergencies that affect testing• Unusual circumstances on test days• Violations of test security• Reporting irregularities• Anytime a test may need to be voided

• Navigating Pearson Access Next• TestNav 8• Setting up test sessions• Managing student data• Managing user IDs and passwords• Infrastructure trial• Setting up proctor caching• Submitting additional materials orders

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Quick Guide for Service Center CallsTopic Information to Provide

Performanceissue within PAN

Type of device being usedOperating systemBrowserDescription of the issueTroubleshooting steps already taken

Issue while live testing

School nameSession nameUsing proctor cache or notStudent information (if only affecting specific students)Description of the issue

User account issues

UsernameDid they request a password request

Issues with TestNav

School nameSession nameType of device being usedOperating systemDescription of the issue and troubleshooting steps taken

Please note that if a student is not found in PAN, there may be a few reasons for this:• Students logged in PAN are loaded

from eRIDE and the enrollment census – check your SIS and/or with your data manager.

• It may take a couple days for a student who was added to the eRIDE census to be visible in PAN.

• If you still do not see the student, please reach out to the help desk and have ready the student name, student ID (SASID), grade level, and school.

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Contact Information Resource Email Phone

RICAS Service Center (technology) ricasservicecenter@cognia.org 855-222-8936

RIDE Assessment (questions for content teams) assessment@ride.ri.gov 401-222-8490

Kamlyn Keith (state policy, administration) Kamlyn.Keith@ride.ri.gov 401-222-8413

Heather Heineke (accommodations, medical exemptions) Heather.Heineke@ride.ri.gov 401-222-8493

Phyllis Lynch (Director) Phyllis.Lynch@ride.ri.gov 401-222-4693

Andres Blanco (RICAS discrepancy process) Andres.Blanco@ride.ri.gov 401-222-8488

Mario Goncalves (eRIDE enrollment) Mario.Goncalves@ride.ri.gov 401-222-8968

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Thank you!

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