10/20/2014
California Assessment of Student Performance
and Progress (CAASPP) Fall 2014 Test
Coordinator Meetings
October 20 - 23, 2014
Topics
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2014-15 CAASPP Overview
Smarter Balanced Assessment System
SB Summative Assessment
2014-15 Testing Calendars
SB Interim Assessments
SB Digital Library
Data Readiness
Accessibility Resources
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Topics (cont’d)
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Preparing Students
Success for 2014-15
Key Events
Principal’s Portal
Fall 2014 School Readiness Survey
CAASPP System
2014−15 CAASPP comprises the following
required assessments:
 Smarter Balanced summative computer
adaptive test (CAT) and performance task
(PT) for ELA and mathematics in grades
three through eight and grade eleven
 Early Assessment Program (EAP), which
will use the Smarter Balanced summative
assessments in grade eleven
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CAASPP System (cont’d)
 Alternate assessment field test for ELA and
mathematics in grades three through eight
and grade eleven
 Science assessments – California
Standards Test (CST), California Modified
Assessment (CMA), and California Alternate
Performance Assessment (CAPA) – in
grades five, eight, and ten
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CAASPP System (cont’d)
 All students take the Smarter Balanced
assessments, with the following exceptions:
–
Students with disabilities who take the
alternate assessments (ELA and
mathematics)
–
English learners who have been enrolled in
a school in the United States less than 12
months (ELA only)
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CAASPP System (cont’d)
 Standards-Based Test in Spanish (STS) for
reading language arts in grades two through
eleven
 Interim assessments
 Formative assessment and processes
(Digital Library)
 Designated grade two diagnostic
assessments
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CAASPP 2014-15 Results
 Smarter Balanced


ELA and mathematics
Grades three through eight and grade eleven
 CST, CMA, and CAPA


Science*
Grades five, eight and ten
 STS


Reading language arts*
Grades two through eleven
*Paper-pencil only
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Smarter Balanced
– English–language Arts (ELA)
– Mathematics
• Summative assessments
• Interim assessments
• Formative assessment
processes (Digital Library)
California Standardized Test (CST)
California Modified Assessment (CMA)
California Alternate Performance
Assessment (CAPA)
• Science
• Alternate assessments
– ELA and mathematics (Field Test)
Standards-based Test in Spanish (STS)
• Reading/language arts
Grade two diagnostics
• ELA and mathematics
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Technology Readiness
 Requirements are unchanged from the
Field Test
 What’s needed?
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Computing devices and accessories
Network bandwidth (internal and Internet)
Technical support and training
Facilities (i.e., space, electrical power, etc.)
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Student System Requirements –
Secure Browser
 Smarter Balanced NEW Secure Browser
software application installed on each
student’s computing device
 Updated version released at the
beginning of each school year
 Operational version scheduled to be
available late October 2014
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High-level Technology Overview
State hostedtest delivery
servers
Student using
Smarter
Balanced
Secure Browser
software
application
Test proctor
using standard
Web browser
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A Balanced Assessment System
Summative
assessments
Benchmarked to college
and career readiness
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
learning
Educator resources for
formative
assessment
practices
to improve instruction
All students
leave
high school
college
and career
ready
Interim assessments
Flexible, open, used for
actionable feedback
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Smarter Balanced Summative
Assessments
Assess students in grades three
through eight and grade eleven in
ELA and mathematics content areas.
Each content area test will consist of:
 A computer adaptive testing
component
 A performance task (PT)
component
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Computer Adaptive Technology
Faster results
Turnaround in weeks compared to months
Shorter test length
Fewer questions compared to fixed form tests
Increased precision
Provides accurate measurements of student growth over time
Tailored to student
ability
Item difficulty based on student responses
Greater security
Mature technology
Larger item banks mean that not all students receive the
same questions
GMAT, GRE, COMPASS, ACT, MAP
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Testing Schedules
Subject & Grade Level
ELA & math, grades 3-8
ELA & math, grade 11
Science for CST, CMA,
CAPA, in grades 5, 8, and
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Requirement
Testing window shall not begin until at least 66% of a
school’s annual instructional days have been
completed, and may continue up to the last day of
instruction…
March 4 – June 4
Testing window shall not begin until at least 80% of a
school’s annual instructional days have been
completed, and may continue up to the last day of
instruction…
April 15 – June 4
The testing window shall be administered during a
window of 25 days that includes 12 days before and
after completion of 85% of the instructional days.
April 9 – May 13
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ES Testing Window
Source: REF-6299, 2014-15 State, District and National Mandated Testing Calendars
MS Testing Window
Source: REF-6299, 2014-15 State, District and National Mandated Testing Calendars
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HS Testing Windows
Source: REF-6299, 2014-15 State, District and National Mandated Testing Calendars
Interim Assessments
 The Smarter Balanced Interim Assessments comprise
Interim Comprehensive Assessments (ICAs) And Interim
Assessment Blocks (IABs)
 ICAs and IABs are alike in the following ways:

The quality criteria used for the ICA and IAB items are the same
as those used for the summative assessment.
ICAs and IABs use the same universal tools, designated
supports, and accommodations.
They will be available to all California teachers

ICA and IAB use is optional.


 January 2015
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Interim Assessment Blocks
IABs assess fewer sets of skills and:
 Use the same targets, by grade level, as the
summative blueprints.
 Consist of short, focused sets of items.
 Provide information about a student’s strengths
and needs in relation to the standards.
 Offer varied blocks by grade level and subject
area.
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Rollout of ICAs and IABs
 Initial item pool will be limited in depth.
 Initial ICAs and IABs will be in a fixed format
 As the item pool grows, ICAs and IABs will
become available as computer-adaptive tests
(CATs).
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Administration of ICAs and IABs
 ICAs and IABs will only be administered online.
 The same teacher registration process as the summative
assessment will be used.
 ICA and IAB administration will use the same test
delivery interface as the summative assessment.
 Testing intervals are determined locally.
 There are no restrictions on the number of times ICAs
and IABs may be administered.
 The items are not secure.
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Grades Supported Interim Assessments
 Interim assessments are available for grades 3
through 8 and for high school; however,
administration is not constrained by grade level:


The grade 5 ICAs/IABs, for example, can be
administered to grades above or below grade 5
High school IABs, because they test content
appropriate across grade levels, could be given in
grades 9, 10, 11,
and/or 12.
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Scoring and Results of the Smarter
Balanced Interim Assessments
 Items are scored by the Smarter Balanced test
delivery engine.
 Scoring of human-scored constructed-response
items and performance tasks is a local
responsibility.
 Score reports are generated once the
constructed-response item scores and
performance task scores are input into the
system.
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Use of Interim Assessment Scores
 Interim assessment results are reported locally,
not to the state.
 Interim assessment results are not intended to
be used for state and federal accountability.
 Results will be exported from the test
management system and imported into the
student data management system
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Questions?
What the Digital Library
Is Not …
A bank of
assessment
items
A library for general
public (will require
registration and login)
A learning management
system in which
educators can register for
training or receive credit
by completing specific
online courses
A site to freely post
resources
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Criteria for Resources
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Aligns with CCSS
Incorporates formative assessment practices
Demonstrates high-quality instruction
Addresses learner differences
Is engaging and user-friendly
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Digital Library
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Tour of the Digital Library
Digital Library Front Page
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Tour of the Digital Library
Filter Example
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Tour of the Digital Library
Resource Card Example
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Tour of the Digital Library
Resource Page
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Tour of the Digital Library
Collaboration Page
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Tour of the Digital Library
Flag Page
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Preparing for Smarter
Balanced
Data Readiness: CALPADS
•
CALPADS is the sole source for student enrollment,
demographic, and program participation data for the
student registration system known as the Test
Operations and Management System (TOMS).
•
Updates to these data must be made in CALPADS.
District cannot update student enrollment, demographic,
and program participation data in TOMS.
•
CALPADS is used for summative and interim assessment
test registration
•
Allow for up to 48 hours to process data from CALPADS
to TOMS.
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Data Readiness: CALPADS (Cont.)
•
Student accommodations and designated supports
are not collected in CALPADS.
•
Student accommodations and supports cannot be
uploaded by the District until CALPADS data are
available in TOMS (e.g., new enrollments must be
uploaded to TOMS prior to accommodations for
the newly enrolled student).
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Test Student Registration
Student
demographic data
CDE
CALPADS
System
LAUSD
(Information Systems)
Designated
supports and
accommodations
TOMS
Los Angeles Unified School District
Student
registration
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Data Readiness
•CALPADS is the sole source for student demographic,
enrollment, and program data for the student test
registration system known as the Test Operations
Management System (TOMS)
•All updates must be made in CALPADS. LEAs cannot
update student demographic, enrollment, or program
data in TOMS.
•Student accommodations and designated supports are
not collected in CALPADS.
•Student accommodations and supports cannot be
uploaded by the LEA until CALPADS data is available in
TOMS.
CALPADS to TOMS
Data Loading Process
1
CDE’s nightly extract of
student-level data from
CALPADS and uploads to
TOMS.
Continues through
testing window
4
START
Updating CALPADS
with Demographic,
Enrollment & Program
data
School reviews
TOMS, verify data
uploaded, and
submit designated
supports and
accommodations
directly to TOMS
2
TOMS automated
process determines
any updates,
deletions, and/or
additions
3
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10/20/2014
Accessibility Resources

Purpose and importance of assessment
accessibility
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Three Categories of Accessibility Resources
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Universal Tools
Designated Supports
Accommodations
Recommended Seven-Step Process
 Available Resources and Tools
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Importance of Assessment Accessibility
 Accuracy and validity of test results
 Standardization and consistency of test
administration procedures across
Consortium states
 Equal opportunity to demonstrate learning
 Access to assessments
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Categories of Accessibility Resources
The three categories of accessibility
resources are universal tools, designated
supports and accommodations.
1. 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)
•
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Accessibility Resources (cont.)
2. Designated Supports:
•
•
•
Are available to all students who can benefit
from them, including English learners (ELs),
struggling readers, and students with attention
issues
Require recommendation from an adult
(or adults) knowledgeable about the student
Systematic method for identification
recommended
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Accessibility Resources (cont.)
3. Accommodations:
•
•
Available to students with an individualized
education program (IEP) or a 504 plan that
specifies the need for such an accommodation
Examples:
‒
‒
‒
‒
‒
Closed captioning
Braille
Calculator (non-embedded)
Scribe
American Sign Language
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http://www.cde.ca.gov/ta/tg/ai/caasppmatrix1.asp
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Recommended Seven-Step Process
1.
2.
3.
Designate key staff roles and
responsibilities.
Provide information to parents and training
to all staff, as appropriate.
Identify students who will benefit from
designated supports and will need
accommodations per IEP and 504 plans.
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Recommended Seven-Step Process (cont.)
4. Select the designated supports and
accommodations for all identified students
5. Enter designated supports and
accommodations into TOMS
6. Perform a pre-administration check of
assigned designated supports.
7. Check the test administration interface to
confirm student has assigned accessibility
support.
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Preparing Students for the tests
Practice and Training Tests
 Practice Tests

Provide students with grade-specific testing
experience similar in format and structure to the
Field Test, including available supports.
 Training Tests

Allow teachers and students to experience the
features, functionality, and item types in computerbased testing.

A training test is available for each of three grade
bands (3–5, 6–8, and high school) and contains
approximately 6–9 items per band, per content
area.
•
Practice tests and training tests are available at
http://sbac.portal.airast.org/ca/practice-test-ca/
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Practice and Training Tests (cont.)
Purpose
Grade Levels
Number and Types
of Items
Universal Tools,
Designated
Supports, and
Accommodations
Scoring
Training Tests
Practice Tests
Provide students with an opportunity to
quickly become familiar with the software
and interface features
Provide students with a gradespecific testing experience that is similar in
structure and format to the Field Test
3 grade bands
• 3–5
• 6–8
• High school
Each grade
• 3–8, 11
Approximately 15 items per grade band
(6 in ELA and 8 or9 in math)
Approximately 30 items in ELA and 30 items
in mathematics per grade level
No performance task
Includes 1 ELA performance task and
1 mathematics performance task per grade
level
All that are included on the Field Test are
included on the Training Test
Most included
Refresh scheduled later in the school year
Items are not scored
Items are not scored; however, answer keys
and scoring rubrics are available
Accessing the Training and Practice Tests
CDE Web site:
http://www.cde.ca.gov/ta/tg/sa/index.asp
OR
• California Smarter Balanced Portal:
http://sbac.portal.airast.org/ca/practice-test-ca/
•
Los Angeles Unified School District
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What worked in 2013 -14
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Collaboration
Communication with stakeholders
Training
Student registration
Technology preparation and troubleshooting
Scheduling
Success in 2015
Implement a systemic process to:
 Help teachers become familiar with the universal
tools, designated supports and accommodations
 Identify students who may benefit from student
accessibility supports
 Enter supports into the Test Operation
Management System (TOMS)
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Success in 2015
Student Readiness
 Access to supports during instruction and
classroom assessment
 Access to devices
 Multiple opportunities to acquire and practice
accessibility skills
 Multiple opportunities to acquire and practice
technology skills
Success in 2015
Scheduling
 Flexible approach
 Thoughtful staffing
 Mindful of student need (end times, absences,
use of accommodations)
 Well-planned use of facilities
 Aligned with classroom activity administration
requirements
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Success in 2015
Student Registration
 Continuous update of student information in
CALPADs through MiSIS
 Student Name
 Grade Level
 Program participation
 Demographic data
 SSIDs
Success in 2015
Training
 Site Coordinators must attend all face-to-face
and online district meetings or webinars
 Include technology coordinators
 Test Administrator sessions must include handson activities with devices
 Use Practice and Training test for teachers and
students
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Success in 2015
Technology
 Selecting and preparing devices
 Test bandwidth capacity
(http://http://achieve.lausd.net/testing)
 Technology Readiness Calculator
http://www3.cde.ca.gov/sbactechcalc/
 Review SBAC Technical manuals
 Monitor list of known technical issues and
resolutions on STB web site
 Contact ITD for assistance
Key Events
Dates
Events
October 20-23
CAASPP Fall 2014 Test Coordinator Meetings
October 30
SBA Fall 2014 School Readiness Survey Due
October
Digital Library available
November
Accessibility Resources Online Presentation
November
Identify CAASPP Coordinator in Principal’s Portal
November 21
Principal Submits Test Security Forms via P. Portal
November
Delivery of Testing iPad Carts
November
Using Practice and Training Tests Online Presentation
November
New Test Coordinator Training
Los Angeles Unified School District
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Key Events
Dates
Events
December
TOMS System Online Presentation
January
Test Administration Training Online Presentation
January
Interim Assessments available
January
Interim Assessments Online Presentation
February
SB Test Coordinator Training
February
Test Security Online Presentation
February
Smarter Balanced School Readiness Survey
March 4 – June 4
SB Testing Window for Grades 3-8
April 15 – June
SB Testing Window for Grade 11
Los Angeles Unified School District
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Principal Classes
 2014-15 CAASPP Principal Training
 2014-15 Smarter Balanced Principal
Training
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Test Coordinator Classes
 2014-15 CAASPP Security Forms Training
 2014-15 CAASPP Coordinator Training
 2014-15 Smarter Balanced Coordinator
Training
Section A – Available Devices
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Section A – Available Devices
Section B – Testing Schedule
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Section B – Testing Schedule
Section C – Additional Devices
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Technology Updates
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Delivery of testing devices
iPad Cart set up
Storage of testing devices
Configuration of iPads
Uninstalling the old secure browser
Downloading the new secure browser
Technical support
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