TOM TORLAKSON State Superintendent of Public Instruction California Assessment of Student...

TOM TORLAKSONState Superintendent of Public Instruction

California Assessment of Student Performance and Progress (CAASPP)

Accessibility and Accommodations, Accessibility and Accommodations, Adding Student Test Settings to TIDE, Adding Student Test Settings to TIDE,

and Administering Practice and and Administering Practice and Training TestsTraining TestsMarch 6, 2014

1–3 p.m. Shobhana Rishi, CDE

Michael McDaniel, ETSDan Stanley, ETSWill Piferrer, AIR

TOM TORLAKSONState Superintendent of Public Instruction Accessibility, TIDE, and Practice and Training Tests 2

• Introductions• Accessibility and Accommodations for the

Smarter Balanced Field Test• Adding student designated supports and

accommodations to the Test Information Distribution Engine (TIDE)

• Using the Test Administrator (TA) Practice and Training Site

• Directions for Administration• Resources• Questions

Agenda


Accessibility and Accommodations for the Field Test

• What needs to be in place and why• Where to find the information and

resources


Overview

• Purpose and importance of accessibility• Smarter Balanced Usability, Accessibility,

and Accommodations Guidelines• Recommended seven-step process for

schools• Local educational agency (LEA) support

for schools• Available resources for LEAs and schools• Questions and answers


Purpose and Importance of Assessment Accessibility

• Accuracy and validity of test results• Equal opportunity to demonstrate learning

– Access to assessments• Field Test and operational test


Purpose and Importance:Validity

Standardization and consistency of test administration procedures across Consortium states through:

• Alignment with Smarter Balanced policies

• Alignment with California laws and regulations


Smarter Balanced Usability, Accessibility, and Accommodations Guidelines

• New assessments, new access demands• Available accessibility resources:

– Universal tools– Designated supports– Accommodations

• Practice and training tests


• Embedded: Digitally delivered in online testing platform

• Non-embedded: Furnished by local school staff

• Total of 6 categories

Smarter Balanced Usability, Accessibility, and

Accommodations Guidelines (cont.)


• General guidelines for use of all accessibility features:– Student is familiar with them– Same or similar to those used for

instruction– Opportunities for student to practice in

test environment




Universal Tools•Available to all students based on student preference and selection•May need to be turned off to meet some students’ access needs (designated supports option)




Designated Supports•Available to all students who can benefit from them, including English learners (ELs), struggling readers, and students with attention issues•Require recommendation from teacher(s)knowledgeable about student•Systematic method for identification recommended




Designated supports for ELs:•Stacked translations

– Spanish– Mathematics items

• For students who are used to using dual language supports

– Additional reading load– Additional cognitive load– Additional time required




Designated supports for ELs, cont.:•Embedded glossaries

– Mathematics items– Languages/dialects

o Mandarino Punjabio Koreano Russiano Ukrainian

o Spanisho Vietnameseo Arabico Tagalogo Cantonese




Stacked

Translations




Designated supports for ELs, cont.:Language Glossaries




Accommodations•Available to students with an individualized education program (IEP) or a Section 504 plan that specifies the need for such an accommodation •Examples:Closed captioning; braille; calculator (non-embedded); scribe; ASL




• Smarter Balanced has developed frequently asked questions (FAQs) to support the information provided in its Usability, Accessibility, and Accommodations Guidelines.– http://www.cde.ca.gov/ta/tg/sa/access.asp• LEAs can use the FAQs to ensure

understanding among staff and parents regarding the universal tools, designated supports, and accommodations available for the Smarter Balanced assessments.




Training Test Overview

• 6−9 items per grade band per content area • Contains non–performance task items only• Includes new item types:

– Matching tables (ELA and mathematics)

– Fill-in tables (mathematics)

– Evidence-based selected response (ELA)

• Includes all universal tools, designated supports, and accommodations


Included Designated Supports and Accommodations

Feature1 Training TestCurrent Practice

Test

Masking Yes Yes

Streamlining Yes Yes

Spanish full Translation

Yes No

Spanish glossaries Yes Yes

Glossaries:Arabic, Cantonese,

Filipino, Korean,Mandarin, Punjabi,

Russian, Ukrainian, Vietnamese,

English

Yes No

ASL videos Yes Yes

New item types Yes No


Recommended Seven-Step Process

1. Designate key staff for roles and responsibilities in test administration related to student accessibility.

2. Provide information and training to all staff as appropriate for role in test administration.

3. Identify students who will benefit from designated supports and will need accommodations per IEP and Section 504 plans.


Recommended Seven-Step Process (cont.)

4. Select the designated supports and accommodations for all identified students.

5. Enter designated supports and accommodations into TIDE.

6. Perform a pre-administration check on TIDE.

7. Check the TA interface to confirm student has assigned accessibility support.


Step One: Designate Key Staff•Decide who will:–Provide training at school site.

–Handle parent communications.

–Identify/update IEPs and Section 504 plans.

–Identify/select students who need designated supports.



Step One: Designate Key Staff, cont.– Collect student accommodations

information for TIDE.

– Enter/upload information into TIDE.

– Conduct pre-admin check to ensure information matches IEP/504 plans.

– Make final check of accommodations settings in Test Administrator interface in TIDE.



Step Two: Inform and Train•Identify and provide key information and training for staff according to role.•Determine communications for parents and students.



Step Two: Inform and Train, cont.• Training should include the following topics

related to accessibility: –Process for identifying students for designated supports

–Security agreements and affidavits

–Request Form http://californiatac.org/rsc/pdfs/CAASPP.accessibility_support_request_form.2014.pdf

–Check for delivery of accessibility support



Step Three: Identify Students

•Identify students who:– Will benefit from designated supports– Have existing IEPs and Section 504

plans that need to be updated– Need IEPs and Section 504 plans



Step Four: Select Accessibility Resources

For students with IEPs and 504 plans:•Determine student accessibility need.

– IEP and Section 504 plan requirements

• Update existing plans.– New types of accessibility

– New assessment demands



Step Four: Select Accessibility Resources, cont.•For students who will benefit from designated support, what is the process?

– Who will identify students?

– What criteria will be used to select the designated support?

– How will the selection be captured and communicated to TIDE?



Steps Five and Six: TIDE Entry and Pre-administration Check

Enter designated supports and accommodations into TIDE:

– School coordinators upload accommodations template into TIDE.

– Designated staff perform pre-administration check.

– LEA staff provide support to schools as applicable.



LEA CALPADS

TIDE

Student enrollment & demographic data

Student registration

Designated supports and

accommodations

1

23

Smarter Balanced Field Test Registration Flow

Seven-Step Process, Steps Five and Six, cont.


Step Seven: Check the TA interface to confirm student has been assigned accessibility support.

• Develop procedure • Provide training to test administrators

and school coordinators



For students who have IEP and Section 504 plans

SAME Teams meet to determine student needs and select accessibility resources that match student needs for use in classroom and for assessment.

NEW Online tests have different audio, visual, motor, and processing demands that must be considered in selecting accessibility resources.

NEW Accessibility resources for the new Smarter Balanced assessments are new, and educators will require training about functionality of the new accessibility features.



For students who will benefit from the use of designated supports.

NEW

Process for person deciding which students will receive designated supports; a systematic process for consistency recommended by Smarter Balanced To address access needs such as:•Attention issues•Struggling readers•Language supports



LEA Support

• NEW: Designate key staff; define roles and responsibilities of staff involved in test administration, including TIDE user authorizations.

• NEW: Provide training to LEA and school site personnel.


LEA Support (cont.)

• NEW: Develop procedures for identifying students who may benefit from designated supports, including language supports for English learners.

• Work with schools to ensure that procedures for delivering accessibility resources are completed in a timely manner.


Resources for Field Test Accessibility and Accommodations

Documents and resources on the California Field Test Portal at:

http://sbac.portal.airast.org/ca/field-test-ca/resources/:• Modules and videos• Demonstrations• Manuals


Field Test Webcast Archives and Forms

http://californiatac.org/

•Webcasts•Forms•Manuals•Links


Field Test Videos for Students • February 10 letter from CDE to LEA

superintendents and charter school administrators announcing videos http://www.cde.ca.gov/nr/el/le/yr14ltr0210.asp

• What is a Field Test? http://smarterbalanced.articulate-online.com/p/7753293910/DocumentViewRouter.ashx?Cust=77532&DocumentID=405393dd-a225-4e26-b584-e3202b9682bc&Popped=True&v=11&InitialPage=presentation.html

• Links to YouTube videos:

– High school: http://youtu.be/DXXd451e580

– Middle school: http://youtu.be/YKerb7NsDUE


Redesigned CDE Web Page for the Smarter Balanced Field Test Launched February 19 at http://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp


For Further Information

California Assessment of Student Performance and Progress (CAASPP) Office

[email protected]

CDE Smarter Balanced Field Test Web Pagehttp://www.cde.ca.gov/ta/tg/sa/smarterfieldtest.asp

Smarter Balanced Technology Readiness Tool (TRT)http://www.cde.ca.gov/ta/tg/sa/sbac-itr-index.asp

CAASPP Senior [email protected]


Adding Student Test Settings in TIDE


TIDE is a password-protected Web site that provides administrators with tools to manage users and students participating in the California Smarter Balanced Field Test (FT).•Repository for student information, including designated supports and accommodations •Different levels of user access

What is the Test Information Distribution Engine (TIDE)?


• Local educational agency (LEA) staff must set designated supports and accommodations for students in TIDE. Both LEA CAASPP coordinators and test site coordinators may do this.

• Demographic data or program participation cannot be updated in TIDE and must be entered into CALPADS.

Importance of TIDE


Accessing TIDE• Users may access a link to the California Smarter

Balanced Portal on the California TAC Web site at http://californiatac.org.

• Direct link to the California Smarter Balanced Portal is http://sbac.portal.airast.org/ca/.

• To access TIDE, select the [Field Tests] link on the portal.


Demonstration: TIDE

1. Setting designated supports and accommodations for individual students

2. Setting designated supports and accommodations for students through upload


Using the Test Using the Test Administrator Practice and Administrator Practice and

Training SiteTraining Site


• Practice Tests are available for grades 3–8 and grade 11 in English language arts/literacy (ELA) and mathematics.− Allow students to experience different item types.

• Training Tests are available by grade band (3–5, 6–8, and high school).− Allow students to experience interface features and

functionality.

• Teachers are encouraged to conduct a group walk-through with students.

Test Administrator Practice and Training Site


• California Smarter Balanced Practice and Training Test Portal: http://sbac.portal.airast.org/ca/practice-test-ca/

Accessing the Test Administrator Practice and Training Site


Demonstration: TA Practice and Training

SiteAdministering Practice and Training

Tests to a group of students


Directions for Administration


• Ensure room has good lighting, ventilation, and freedom from noise and interruptions.

• Cover or remove displayed information (on bulletin boards, chalkboards or dry-erase boards, etc.) that might be used by students to help answer questions.– E.g., rubrics, vocabulary charts, student work,

posters, graphs, charts, etc. • Place a “TESTING—DO NOT DISTURB” sign on

the door. • Post an “Unauthorized Electronic Devices May Not

Be Used at Any Time During the Testing Session” sign so that it is clearly visible to all students.

Before Students Enter the Room


• Make appropriate seating arrangements. – Students should be seated so that they cannot view

the answers of others. • Establish procedures to maintain a quiet testing

environment throughout the test session.• Ensure cell phones or other electronic devices

are not used during testing (i.e., turned off and put away).

• Launch the secure browser on all testing devices.

Before Students Enter the Room


• Inform students of their login information. • Have students log into the FT. • Approve students for testing.• Instruct students to begin.• Read the “SAY” scripts in the California Online Field

Test Administration Manual (pages 58–62) exactly in the appropriate sequential order.

Once Students Are Seated


Monitoring Student Progress

• The “Students in Your Test Session” table displays students who have logged in and been approved for testing.


Monitoring Student Progress

• TAs may pause an individual student’s test on the Students in Your Test Session page.

− This will not affect other students’ tests.


Ending a Test Session• To stop the session (and pause tests for all students in

the session):– Select the [Stop Session] button in the upper-left corner

of the screen. An “Important!” box will appear, requesting verification to end the session and log students out.

– Select [OK] to continue or [Cancel] to keep the test session open.

• Collect all secure test materials from students. • Destroy or store securely.


ResourcesResources


• California Online Field Test Administration Manual − http://sbac.portal.airast.org/wp-content/uploads/2014/02/

CAASPP-Field-Test-Administration-Manual.pdf

• Usability, Accessibility, and Accommodations Guidelines– http://www.smarterbalanced.org/wordpress/wp-content/

uploads/2013/09/SmarterBalanced_Guidelines_091113.pdf

• TIDE User Guide for California Users− http://sbac.portal.airast.org/wp-content/uploads/2014/02/

Smarter-CA_TIDE_UserGuide_Spring2014.pdf

Resources


Help Desk Support

• The California Technical Assistance Center (CalTAC) is there to support all LEA CAASPP coordinators!

Available Monday – Friday from 7 a.m.– 5 p.m. E-mail: [email protected]: 800-955-2954

Web site: http://californiatac.org


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