2015 CAASPP Online Test Administration Workshop

Transcript 2015 CAASPP Online Test Administration Workshop

California Assessment of Student Performance and Progress (CAASPP)

2015 CAASPP Online Test Administration Workshop

January 28, 2015

Agenda

Morning Session

8:30 –8:45 8:45 –8:55 8:55 –9:00 9:00 –9:10 9:10 –9:20 9:20 –9:50 9:50 –10:00 10:00 –10:30 10:30 –10:40 10:40 –11:30 11:30 –11:45 11:45 –12:00

Topic Welcome Overview Roles and Responsibilities Technology Infrastructure Practice Tests and Training Tests Using the Test Operations Management System (TOMS) Break Test Administration Test Security Questions Digital Library Interim Assessments

2015 CAASPP Online Test Administration Workshop

•

Purpose

By the end of this workshop, attendees will understand:

− The administration of the Smarter Balanced summative assessments using appropriate procedures − Proper technology infrastructure for the local educational agency (LEA) − Student test registration in the Test Operations Management System (TOMS) − Identifying and documenting students that need designated supports and accommodations − The Smarter Balanced interim assessments and the Digital Library

2015 CAASPP Online Test Administration Workshop

Overview

Student Participation

Q: Who will take the online Smarter Balanced summative assessments?

A: All students in grades 3 –8 and 11 are required to take the summative assessments.

2015 CAASPP Online Test Administration Workshop

• • •

Student Participation: Early Assessment Program

The Early Assessment Program (EAP) will be using the grade 11 Smarter Balanced summative assessments in English language arts/literacy (ELA) and mathematics

in place of

the grade 11 CSTs in ELA and/or mathematics, additional 15 test questions and the ELA essay Grade 11 students taking the Smarter Balanced summative assessments may choose to release their test results to the California State University (CSU) and participating California Community Colleges (CCC) at the end of the computer adaptive tests Students who do not authorize the release of their test results at the time of testing may need to provide a copy of the score report upon request of the campus.

2015 CAASPP Online Test Administration Workshop

Student Participation (cont.)

• The

only

students exempt from participating in the Smarter Balanced summative assessments are: − Students participating in the California Alternate Assessments (CAA) in English language arts/literacy (ELA) and mathematics − English learners (ELs) who have been attending school in the United States for less than 12 months (for the ELA test only)

2015 CAASPP Online Test Administration Workshop

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About the Summative Assessments

Content areas:

– English language arts/literacy (ELA) – Mathematics

Two components per content area:

– Computer adaptive test (CAT) – Performance task (PT)

2015 CAASPP Online Test Administration Workshop

About the Summative Assessments (cont.)

Q: What is the CAT component of the online summative assessment?

A: The computer adaptive portion of the online test includes a wide variety of item types. As students progress throughout a CAT, the computer program adjusts the difficulty of questions throughout the assessment based on their responses. For example, a student who answers a question correctly will receive a more challenging item, while an incorrect answer generates an easier question.

2015 CAASPP Online Test Administration Workshop

About the Summative Assessments (cont.)

Q: What is the PT component of the online summative assessment?

A: The PT is designed to provide students with an opportunity to demonstrate their ability to apply their knowledge and higher-order thinking skills to explore and analyze a complex, real-world scenario. Prior to the PT, teachers or instructional staff conduct a Classroom Activity for all students to ensure that a lack of understanding of the context of the task does not interfere with a student’s ability to address the content of the task.

2015 CAASPP Online Test Administration Workshop

Systems and Processes for Online Administration

1 CALPADS

(California Longitudinal Pupil Achievement Data System) •Manage student demographic data

2 TOMS

• Set up test administration windows • Verify student demographic data • Configure online test settings (designated supports and accommodations)

3 Test Administrator Interface & Student Testing Site

• Administer online Smarter Balanced assessments

2015 CAASPP Online Test Administration Workshop

Roles and Responsibilities

Important Roles

• LEA CAASPP coordinator • Test Site Coordinator (SC) • Test Administrator (TA) • Technology Coordinator • CALPADS Administrator

2015 CAASPP Online Test Administration Workshop

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LEA CAASPP Coordinator

Add SCs and TAs into the TOMS Ensure that SCs and TAs are appropriately trained regarding the state and Smarter Balanced assessment administration as well as security policies and procedures Report all test security irregularities and/or breaches that occur before, during, or after test administration to the California Department of Education (CDE) Oversee all CAASPP administration activities in schools

Note:

LEA CAASPP Coordinators were designated by the district superintendent at the beginning of the 2014 –15 school year.

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Test Site Coordinator

Identify TAs, ensure that they have submitted signed CAASPP Test Security Affidavits Add TAs into TOMS Ensure TAs are properly trained so they can administer the assessments Enter and/or verify student test settings in TOMS Create or approve testing schedules and procedures for the school

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Test Site Coordinator (cont.)

Work with technology staff to ensure that necessary secure browsers are installed and any other technical issues are resolved Monitor testing progress and ensure that all eligible students participate Address testing problems at the school site Mitigate and report all test security incidents to the LEA CAASPP coordinator Oversee CAASPP administration activities in the school

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Test Administrator

Read and sign the CAASPP Test Security Affidavit Complete training and review all Smarter Balanced policy and administration documents prior to administering any Smarter Balanced assessments Review student information prior to testing to ensure that the correct student receives the proper test with the appropriate supports/test settings Administer the Smarter Balanced assessments Report all potential test security incidents to the SC and LEA CAASPP Coordinator in a manner consistent with Smarter Balanced, state, and LEA policies

2015 CAASPP Online Test Administration Workshop

Technology Coordinator

• Assist LEAs in setting up and overseeing technology infrastructure • Support each school site • Work closely with the LEA CAASPP Coordinator to ensure network and testing devices are properly prepared by installing the most current secure browser • Help troubleshoot during time of testing

2015 CAASPP Online Test Administration Workshop

CALPADS Administrator

• Ensure student demographic, enrollment, and program participation data is correct in the CALPADS (3 files total) • Work closely with the LEA CAASPP Coordinator

2015 CAASPP Online Test Administration Workshop

Technology Infrastructure

•

Technology Infrastructure

Prior to the test administration,

LEA CAASPP coordinators with technology coordinators should review the technology infrastructure at their schools.

– Testing devices are working – Secure browsers properly installed a minimum two weeks before testing (uninstall old browsers, if necessary) – Necessary hardware available and working (i.e., headphones, external keyboards, printers) – Content filters, firewalls, and proxy servers configured – Stable (wired or wireless) Internet connection

2015 CAASPP Online Test Administration Workshop

Internet and Network Requirements

• For testing to occur, a

stable, high-speed Internet connection

is required since the Test Delivery System (TDS) administers tests via the Internet.

2015 CAASPP Online Test Administration Workshop

High-level Technology Overview

State hosted test delivery servers Student using Smarter Balanced California Secure Browser software TA using standard Web browser application

2015 CAASPP Online Test Administration Workshop

• • •

Secure Browser

Specifically designed for California to provide secure access Prevents students from accessing other hardware and software functions A secure browser must be installed on all student • computers/devices – Updated and reinstalled annually

Note:

Test Administrator computers will use a standard Web browser

2015 CAASPP Online Test Administration Workshop

• • • • • • • •

Secure Browser Availability

Windows XP (Service Pack 3), Vista, 7, 8.0, and 8.1, Server 2003, 2008 Mac 10.4 (PowerPC or Intel processors) Mac 10.5 (Separate versions for PowerPC and Intel processors) Mac OS X 10.6

–10.10

Linux Fedora 16 –20, openSUSE 13.1, Red Hat 6.5, and Ubuntu (LTS) 10.04, 12.04, and 14.04

Apple iOS 6.0

–8.0

Android 4.0.4

–4.4 Chrome OS 31 –39

2015 CAASPP Online Test Administration Workshop

Secure Browser (cont.)

• Students must use the secure browser to log on to take a summative test • Prior to testing, TAs should verify that: − External user applications are closed  The secure browser will not work if the computer detects that a forbidden application is running − Testing does not occur on computers with dual monitors

2015 CAASPP Online Test Administration Workshop

Hardware Requirements

• Device displays – 10″ diagonal display or larger (iPads with 9.5″ screens are acceptable) – 1024 x 768 display resolution or better – Check monitor settings and brightness • On-site printers – Print out test session information – Print test stimuli or items for students with the print on-demand accommodation – Only the TA’s computer should have access to a single local or network printer in the testing room

2015 CAASPP Online Test Administration Workshop

Hardware Requirements

• Headphones are required for each test station – English language arts/literacy (ELA) tests – Text-to-speech accommodation – Job Access with Speech (JAWS) – Supported headphones:    Wired headphones with a 3.5 mm connector USB headphones with a wired or wireless connection Bluetooth headphones: Logitech H800, SoundBot SB270, and ECO Sound ECO-V300 – Microphones not required

2015 CAASPP Online Test Administration Workshop

Hardware Requirements

• External keyboards required for tablets – Mechanical – Manual – Bluetooth-based – Avoid keyboards with additional “shortcut” buttons

2015 CAASPP Online Test Administration Workshop

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Technology Resources

Diagnostic testing tool to test school’s bandwidth: − Available on the CAASPP Web site at http://caaspp.org

Secure Browser Installation Manual:

− http://caaspp.org/rsc/pdfs/CAASPP.secure-browser manual.2015.pdf

Technology Specifications Manual:

− http://caaspp.org/rsc/pdfs/CAASPP.tech-specs manual.2015.pdf

2015 CAASPP Online Test Administration Workshop

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Technology Resources (cont.)

Preparing Technology for 2015 Online Testing

archived Webcast: – http://caaspp.org/rsc/videos/archived webcast_101514.html

Call or e-mail CalTAC for help with troubleshooting − −

E-mail: Phone:

[email protected]

800-955-2954

2015 CAASPP Online Test Administration Workshop

Practice Tests and Training Tests

Preparing Students and Staff

• There are multiple ways to prepare students and staff for the Smarter Balanced summative assessments: – Practice Tests – Training Tests

2015 CAASPP Online Test Administration Workshop

Important Notes About Practice and Training Tests

• Practice Tests and Training Tests do

not

: – Assess all of the standards that will be in the operational tests – Predict or gauge a student’s success on the operational assessments – Produce scores

2015 CAASPP Online Test Administration Workshop

Purpose of the Practice Tests

• Allow students and administrators to become familiar with: – The experience of a grade-level assessment – A variety of grade-specific items and difficulty levels – Performance tasks (PTs) – The format and structure of the operational assessments

2015 CAASPP Online Test Administration Workshop

About the Practice Tests

• • Practice Tests are available in

each

grade level for grades 3 –8 and 11 for English language arts/literacy (ELA) and mathematics • Each Practice Test contains approximately 30 items • Performance tasks are available for both ELA and mathematics • Scoring rubrics and answers are available on the TA Resource Web page at http://caaspp.org/ta resources/index.html

All

universal tools, designated supports, and accommodations are available

2015 CAASPP Online Test Administration Workshop

Purpose of the Training Tests

• Allow students and administrators to become familiar with the test delivery system and interface features • Allow students to become familiar with: – Accessing the tests (log on process) – The testing software – The navigational tools

2015 CAASPP Online Test Administration Workshop

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About the Training Tests

Training Tests are available by grade bands for: – Grades 3–5 – Grades 6–8 – High school Each Training Test contains approximately 14 –15 items – 6 ELA items – 8–9 math items There are no performance tasks included in the Training Tests No scoring rubrics or answer keys

All

universal tools, designated supports, and accommodations are available

2015 CAASPP Online Test Administration Workshop

Practice Tests vs. Training Tests

Purpose Grade Levels Number and Types of Items Universal Tools, Designated Supports, and Accommodations Practice Test Training Test

Provide students with a grade specific testing experience similar in structure and format to the summative assessments Provide students with an opportunity to quickly become familiar with the software and interface features. There are no performance tasks (PTs). Each grade: •3–8, 11 Approximately 30 items in ELA and 30 items in math per grade level Includes 1 ELA PT and 1 math PT per grade level All Grade bands: •3–5 •6–8 •High school Approximately 15 items per grade band (6 in ELA and 8 –9 in math); PTs are not available All

Scoring

Results are not scored, however answer keys and scoring rubrics are available Results are not scored

2015 CAASPP Online Test Administration Workshop

Accessing the Practice and Training Tests

• There are two means for accessing the Practice and Training Tests: 1. Through http://caaspp.org

on a Web browser 2. Through the secure browser − Simulates operational online testing environment • TAs may create test sessions for the Practice Tests or Training Tests on the TA Practice and Training Site − Students may return to a Practice Test and/or Training Test session

2015 CAASPP Online Test Administration Workshop

Accessing the Practice and Training Tests

2 Students and parents who wish to access the Practice Test and/or Test via an

Internet browser

will select the button below 3

2015 CAASPP Online Test Administration Workshop

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Practice and Training Tests Resources

Using the Online Practice and Training Tests

archived Webcast – http://caaspp.org/rsc/videos/archived webcast_110514.html

2015 CAASPP Online Test Administration Workshop

Using the Test Operations Management System (TOMS)

Tasks to Complete in TOMS for the Online Administration

   Add and manage SCs and TAs Set up test administrations Review student data − Demographic data from CALPADS − Test enrollment  Assign online test settings to students

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Accessing TOMS

LEA CAASPP coordinators were given access to TOMS after the superintendent designation form and test security agreement were submitted to the California Technical Assistance Center (CalTAC) LEA CAASPP coordinators received an e-mail with a username and temporary password that allows access to TOMS – If an LEA CAASPP coordinator has not received the e mail with temporary password, he or she should contact CalTAC.

TOMS can be accessed from the CAASPP portal at http://caaspp.org

2015 CAASPP Online Test Administration Workshop

Adding and Managing SCs and TAs

• LEA CAASPP coordinators are responsible for adding SCs and TAs to TOMS • Two methods: – One by one in TOMS – Template upload through online form 

Template:

http://caaspp.org/rsc/pdfs/CAASPP.toms-user upload-file.2015.xlsx



Online form:

http://caaspp.org/administration/toms/users/

2015 CAASPP Online Test Administration Workshop

Adding and Managing SCs and TAs

2015 CAASPP Online Test Administration Workshop

Adding and Managing SCs and TAs Resources

• •

TOMS Adding and Managing User Guide:

– http://caaspp.org/rsc/pdfs/CAASPP.adding_man

aging_users.2015.pdf

Adding and Managing Users in TOMS

video tutorial: – http://caaspp.org/rsc/videos/archived webcast_toms-users.html

2015 CAASPP Online Test Administration Workshop

Setting Up Test Administrations

• Testing windows for 2015 Smarter Balanced online summative assessments: – Grades 3–8  At least 66% of a school’s annual instructional days must be completed – Grade 11  At least 80% of a school’s annual instructional days must be completed  EAP information is derived from a subset of the students’ summative assessment item responses

2015 CAASPP Online Test Administration Workshop

Setting Up Test Administrations

• Steps to take in TOMS: 1. Set non-delivery and non-working dates 2. Set instructional start and end dates 3. Set non-instructional dates 4. Set and activate testing administrations

5. Assign schools to testing administrations

2015 CAASPP Online Test Administration Workshop

TOMS Testing Windows Summary

2015 CAASPP Online Test Administration Workshop

Setting Up Test Administrations Resources

• • •

TOMS Test Administration Setup Guide

: − http://caaspp.org/rsc/pdfs/CAASPP.test_admin_setup.20

15.pdf

Assign Schools to Test Administrations

− instructions: http://caaspp.org/rsc/pdfs/CAASPP.assign schools.2015.pdf

2015 TOMS Test Administration Setup

archived Webcast − http://caaspp.org/rsc/videos/archived webcast_082014.html

2015 CAASPP Online Test Administration Workshop

Reviewing Student Data

• Each student profile in TOMS includes: − Demographic data  Read-only; must be modified in CALPADS − Test enrollment  All students in grades 3 –8 and 11 are automatically enrolled in the online Smarter Balanced summative assessments − Online test settings  Universal tools, designated supports, and accommodations

2015 CAASPP Online Test Administration Workshop

Reviewing Student Data (cont.)

• Students’ grade levels must be correct in TOMS before testing − Grade levels are only correctable in CALPADS • All students who are going to test must appear in TOMS • If a student’s designated supports and accommodations information is incorrect, it must be updated in TOMS before he or she tests

2015 CAASPP Online Test Administration Workshop

• • • • •

Importance of CALPADS

CALPADS is the

sole

source for student demographic, enrollment and program participation data LEAs

cannot

update student demographic data in TOMS

It is critical for LEAs to update CALPADS regularly Processing time from CALPADS to TOMS is 24 –48 hours

Student accessibility supports are uploaded and maintained in TOMS,

not

in CALPADS

2015 CAASPP Online Test Administration Workshop

Student Profile in TOMS: Demographics

All demographic data is read only

2015 CAASPP Online Test Administration Workshop

Student Profile in TOMS: Test Mode

All students in grades 3 –8 and 11 are automatically enrolled in the online Smarter Balanced summative tests

2015 CAASPP Online Test Administration Workshop

Student Profile in TOMS: Test Settings

2015 CAASPP Online Test Administration Workshop

Assigning Accessibility Supports in TOMS

• • Student online test settings must be configured at least

24 hours

prior to testing – Allow up to 24 hours from when you configure test settings in TOMS to when the changes appear in the TA and Student Testing Interface LEA CAASPP coordinators and SCs are authorized to set accessibility supports for students in TOMS –

Two methods:

One-by-one through student profile Template upload

2015 CAASPP Online Test Administration Workshop

TOMS Online Test Settings File Upload

2015 CAASPP Online Test Administration Workshop

What are Accessibility Supports?

•

Universal Tools:

– Available to all; based on student preference and selection (e.g., strikethrough, highlighter) •

Designated Supports:

– Need to be indicated by an educator or guardian (e.g., color contrast, read aloud, glossary, magnification) •

Accommodations:

− Based on individualized education programs (IEPs) or Section 504 plans (e.g., American Sign Language, scribe)

2015 CAASPP Online Test Administration Workshop

What are Accessibility Supports? (cont.)

• The online assessments include embedded and non-embedded accessibility supports. –

Embedded:

part of the computer administration (e.g., digital notepad, calculator) –

Non-embedded:

provided outside the computer administration (e.g., scratch paper, multiplication table)

2015 CAASPP Online Test Administration Workshop

What are Accessibility Supports? (cont.)

Designated Support

Color Contrast

Embedded Accommodation

American Sign Language (ELA listening and math items) Masking Text-to-Speech (math and ELA items) Translated Test Directions (math items) Translations (glossaries) (math items) Translations (stacked) (for math items)* Braille Closed Captioning (ELA listening items) Streamlined Interface Text-to-speech (ELA reading passages) Turn off any universal tools* Permissive Mode Print Size *Must be activated in the test delivery system.

**Print on demand for

stimuli only

can be activated in TOMS. If a student(s) need print on demand for items and/or items and stimuli, contact CalTAC

at least 24 hours

prior to testing.

Non-Embedded Designated Support Accommodation

Bilingual Dictionary (ELA performance task full writes) Color Contrast Color Overlays Magnification Noise Buffers Read Aloud (math and ELA items) Scribe (ELA non-writing and math items) Separate Setting Translated Test Directions Translation (glossaries) (math items) Special Lighting or Acoustics Translated Test Directions (math items) Abacus Alternate Response Options Calculator Multiplication Table Print on Demand** Read Aloud (ELA reading passages) Scribe Speech-to-Text Individualized Aids

2015 CAASPP Online Test Administration Workshop

• • • •

Reviewing Student Data Resources

TOMS Student Paper-Pencil Test Registration User Guide

: − http://caaspp.org/rsc/pdfs/CAASPP.ppt-registration.2015.pdf

Student Paper-pencil Test Registration in TOMS

archived Webcast: − http://caaspp.org/rsc/videos/archived-webcast_112014.html

TOMS Online Student Test Settings User Guide

: − http://caaspp.org/rsc/pdfs/CAASPP.student-test settings.2015.pdf

Configuring Online Student Test Settings in TOMS

archived Webcast: − http://caaspp.org/rsc/videos/archived-webcast_121814.html

2015 CAASPP Online Test Administration Workshop

Accessibility Supports Resources

• • • •

Smarter Balanced Usability, Accessibility, and Accommodations Guidelines

: – http://www.smarterbalanced.org/wordpress/wp content/uploads/2014/08/SmarterBalanced_Guidelines.pdf

Smarter Balanced Usability, Accessibility, and Accommodations Implementation Guide

: – http://www.smarterbalanced.org/wordpress/wp content/uploads/2014/03/Usability-Accessibility-and-Accommodations Implementation-Guide.pdf

Guidelines: Frequently Asked Questions

: – http://www.smarterbalanced.org/wordpress/wp content/uploads/2013/12/SmarterBalanced_Guidelines_FAQ.pdf

Accessibility and Accommodations for CAASPP 2014 –15: An Overview

archived Webcast – http://caaspp.org/rsc/videos/archived-webcast_102214.html

2015 CAASPP Online Test Administration Workshop

Accessibility Supports Resources (cont.)

• •

Matrix One

: − http://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf

Using the CAASPP Individual Student Assessment

•

Accessibility Profile (ISAAP) Tool

video tutorial: − http://caaspp.org/rsc/videos/archived-webcast_ISAAP overview-and-demo.html

Embedded Universal Tools and Online Features

training module: − http://www.brainshark.com/ets/vu?pi=zI9zwnui5zJ0cZz0&intk= 37891690

2015 CAASPP Online Test Administration Workshop

Test Administration

•

Scheduling Testing Time

Estimated testing times:

Content Area Computer Adaptive Test (CAT) items hrs : mins

1:30

Performance Task (PT) hrs : mins Total hrs : mins Classroom Activity (administered prior to the PT)* hrs : mins Total hrs : mins English Language Arts/Literacy Grades

3 –5 6 –8 1:30 2:00 2:00 3:30 3:30 :30 :30 4:00 4:00

Mathematics

11 3 –5 6 –8 2:00 1:30 2:00 1:00 4:00 2:30 :30 :30 4:30 3:00 2:00 1:00 3:00 :30 3:30

Both

11 3 –5 6 –8 11 2:00 3:00 3:30 4:00 1:30 3:00 3:00 3:30 3:30 6:00 6:30 7:30 :30 1:00 1:00 1:00 4:00 7:00 7:30 8:30

2015 CAASPP Online Test Administration Workshop

Scheduling Testing Time (cont.)

• • The estimates do not account for any time needed to start computers, load secure browsers, and log in students To help estimate number of days and associated network bandwidth required, schools should access the Smarter Balanced Technology Readiness Calculator at http://www3.cde.ca.gov/sbactechcalc/ − Based on number of students, computers, and hours per day computers are available

2015 CAASPP Online Test Administration Workshop

• •

Scheduling Testing Time

Scheduling is a collaborative effort

Recommended:

CAT first, PTs second – The classroom activity should be completed within 3 days prior to administering a PT  ELA PTs have 2 parts and can be completed over 2 days  Mathematics PTs have 1 part and can be completed in 1 day CAT Classroom Activity Performance Task •

Recommended:

PTs should

not

be administered on the same day as the CAT

2015 CAASPP Online Test Administration Workshop

•

Example Testing Schedules

Example 1: Monday

All Math CAT

Next Monday

ELA PT Part 1

Tuesday

Math classroom activity

Next Tuesday

ELA PT Part 2

Wednesday

Math PT

Next Wednesday Thursday

All ELA CAT

Next Thursday Friday

ELA classroom activity

Next Friday

•

Example 2: Monday

Math CAT Session 1

Next Monday Tuesday

Math CAT Session 2 Math classroom activity

Next Tuesday

ELA PT Part 1 ELA PT Part 2

Wednesday

Math PT

Next Wednesday Thursday

ELA CAT Session 1

Next Thursday Friday

ELA CAT Session 2 ELA classroom activity

Next Friday

2015 CAASPP Online Test Administration Workshop

• • •

Establishing Appropriate Testing Conditions

Testing students in classroom-sized groups is preferable – Reduces test fear and anxiety – Facilitates monitoring and control for TAs Room should have good lighting, ventilation, and freedom from noise and interruptions

Remove or cover

displayed information (on bulletin boards, chalkboards, or dry-erase boards, etc.) that might be used by students to help answer questions – Rubrics, vocabulary charts, student work, posters, graphs, charts, etc.

2015 CAASPP Online Test Administration Workshop

Establishing Appropriate Testing Conditions (cont.)

• Make appropriate seating arrangements prior to test administration – Students should be seated so that they cannot view the answers of others • Establish procedures to maintain a quiet testing environment – Remember that some students will finish more quickly than others

2015 CAASPP Online Test Administration Workshop

• • •

Establishing Appropriate Testing Conditions (cont.)

Cell phones or other electronic devices are not allowed to be used during testing (e.g., turned off and put away) 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 Place a “

TESTING —DO NOT DISTURB

” sign on the door

2015 CAASPP Online Test Administration Workshop

• • • • •

General Test Rules

Students must answer all test items on a page before moving on to the next page Students may not return to a test segment once it has been completed and submitted Students must answer all test items before the test can be submitted Students may not return to a test once it has been completed and submitted TAs must follow the “SAY” script exactly each time a test session is administered − Refer to the “SAY” boxes of the

Online Test Administration Manual

and/or

Online Directions for Administration 2015 CAASPP Online Test Administration Workshop

Administering a Test Session

1. The TA logs on to the TA Interface from http://caaspp.org

on a standard Web browser

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

2. The TA selects the test category

the grade and content area

2015 CAASPP Online Test Administration Workshop

Administering a Test Session

3. The TA selects the tests to administer – Additional tests can be added to a session; you will receive a confirmation message box 4. The TA starts a test session

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

5. The TA informs students of the test

Session ID

– Write or display clearly in a place all students can see – Session IDs are automatically generated upon selecting the [

Start Session

] button Additional tests can be added to a session; you will receive a confirmation message box

2015 CAASPP Online Test Administration Workshop

•

Distributing Student Logon Information

TAs need to provide students with the Session ID, the student’s Statewide Student Identifier (SSID), and confirmation code (student first name in CALPADS) for logon − May be provided on a card or piece of paper − TAs may write the Session ID on a board or where students can see it

Important:

Student personal information is secure and must be collected and securely stored at the end of a test session, then securely destroyed at the end of the test administration.

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

6. Students log on through the secure browser –

Recommended:

Secure browsers are already launched on testing devices before students sit down to test −   To log on, students need: 

First Name (Confirmation Code):

Student’s legal first name as spelled in CALPADS

State-SSID:

“CA” followed by a hyphen “-” and the student’s SSID

Session ID:

TA-generated Session ID

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

7. Students verify their identity – – After logging on, students will see the “

Is This You?”

screen Students should select [

Yes

] to continue

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

8. Students selects the test – All grade-level tests that the student is eligible to take are displayed –

Only

the tests that the TA selected for the test session and those that have not been completed are selectable by students

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

9. Upon selecting a test, students will wait for TA approval 10. As students select tests, the TA will see approvals populate in the Approvals queue of the TA Interface

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

11. The TA selects the [

Approvals (#)

] button to access the

Approvals and Student Test Settings

screen

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

12. The TA verifies the student has selected the appropriate test and reviews the students’ test settings by selecting [

See/Edit Details

] button next to each student

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

13. The TA selects [

Set

] to confirm the current test settings and return to the list of students awaiting approval – The TA will still have to approve the student for testing OR 14. The TA selects [

Set & Approve

] to establish the existing settings and approve the student for testing

Note:

If a student’s test settings are incorrect, TAs should deny the student, contact the LEA CAASPP coordinator or SC to correct the test settings in TOMS, and test the student on another day

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

15. Upon reviewing test settings for all students, the TA approves students to test on the

Approvals and Student Test Settings

screen – – Select [

Approve

] to approve a specific student for testing Select [

Approve All Students

] to approve all students

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

16. After the TA has approved a student for testing, the student will verify the test information and settings – The student will select [

Yes, Start My Test

] to begin testing or [

] if their settings are incorrect

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

17. If a student has a

text-to-speech

accommodation or is taking a

test with ELA listening items

, he or she will verify the audio checks through headphones

Test with listening items audio check Text-to-speech audio check

2015 CAASPP Online Test Administration Workshop

Administering a Test Session (cont.)

18. Finally, students will see the

Test Instructions and Help

page before they begin testing – Students will select [

Begin Test Now

] to begin testing

2015 CAASPP Online Test Administration Workshop

Monitoring Student Progress

• TAs can monitor student testing through the

Students in Your Test Session

table on the TA Interface – Displays students who have logged in and been approved for testing

2015 CAASPP Online Test Administration Workshop

Pausing Tests

• TAs may pause an individual student’s test in the

Students in Your Test Session

table − This will not affect other students’ tests

2015 CAASPP Online Test Administration Workshop

General Pause Rules

• If there is a technical issue (e.g., power outage or network failure), students will be logged out and the tests will automatically be paused • If a test is paused, the student must log in again to resume testing • Highlighted text and global notes will not be preserved

2015 CAASPP Online Test Administration Workshop

• – –

Pause Rules: Computer Adaptive Test

• If a CAT is paused for

more than 20 minutes

, the student is: − Presented with the test page containing the test item he or she was last working on (if the page contains at least 1 unanswered item)

− Presented with the next test page (if all items on the previous test page were answered) − Not permitted to review or change any test items on previous test pages If a CAT is paused for

less than 20 minutes

, the student is: Presented with the test item or passage he or she was working on when the test was paused Permitted to answer previously shown items within a segment

2015 CAASPP Online Test Administration Workshop

Pause Rules: Performance Task

• There are no pause rules for PTs − Even if a PT is paused for more than 20 minutes, the student can return to the current section and continue • ELA PTs are divided into two parts − After a student completes the first part, he or she cannot return to it

2015 CAASPP Online Test Administration Workshop

• • •

Test Timeout Due to Inactivity

As a security measure, students are automatically logged out of the test after 30 minutes of inactivity Activity means: − − Selecting an answer Using a navigation option in the test (e.g., selecting [

Next

] or [

Back

], using the Questions drop-down list) −

Note:

Moving the mouse or selecting an empty space on the screen is

not

considered activity Before the system logs out, a warning message will be displayed

2015 CAASPP Online Test Administration Workshop

Stopping an Entire Test Session

• TAs can stop a test session (and therefore pause tests for all students in the session) – Select the [

Stop Session

] button in the upper-left corner of the TA Interface – An “Important!” box will appear, requesting verification to end the session and log students out – Select [

] to continue or [

Cancel

] to keep the test session open

2015 CAASPP Online Test Administration Workshop

Reaching the End of the Test

1. After students answer the last item on the test, the [

End Test

] button will appear in the upper-left corner of the screen

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100

Reaching the End of the Test

2. Upon selecting the [

End Test

] button, an “Attention” message will appear – Students will select [

Yes

] to proceed with reviewing answers and submitting the test

2015 CAASPP Online Test Administration Workshop

101

Reaching the End of the Test

3. Students may review answers before submitting a test

2015 CAASPP Online Test Administration Workshop

102

Reaching the End of the Test

4. When a student is ready to submit the test, he or she will receive a confirmation screen

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103

Test Expiration Rules

• A student’s CAT test remains active until the student completes and submits the test

45 calendar days after the student has begun the CAT • A student’s PT remains active for 10 calendar days after the student has begun it

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104

• • • •

Classroom Activity Administration Guidelines

Purpose:

To provide students with important context, concepts, and key terms prior to taking the PT All students will have a classroom activity before they complete a PT May be administered in a classroom or any other appropriate space

Recommended:

– ELA Classroom Activity should take place on a separate day from the PT – No more than a 3-day lapse between the classroom activity and the PT administration

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105

Classroom Activity Administration Guidelines (cont.)

• • • • Computers, projectors, and other technology are allowed but not required for the classroom activity Involves the participation of

all

students in an instructional task PT will be completed by

individual

students on the testing device Students may take notes during the classroom activity, but the notes must be collected before proceeding to the PT

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106

Classroom Activity Administration Guidelines (cont.)

• Designed to fit into a

30-minute

window – Will vary due to complexity of topic and individual student needs • The SC should download the assigned classroom activity and provide to TAs at least 1 –2 days prior • After receiving the activity from the SC, the TA or classroom teacher should administer the classroom activity

2015 CAASPP Online Test Administration Workshop

107

Test Security

• There are three different types of test security incidents: 1. Impropriety 2. Irregularity 3. Breach

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109

• • • • • •

Test Impropriety

Unusual circumstance that has a low impact on the testing individual or group of students Low risk of affecting student performance, test security, or test validity Correctable and containable at local level Must be reported to the LEA CAASPP Coordinator or SC using the

Test Administration Testing Incident or Impropriety Report Form

on the CAASPP Forms Web page at http://caaspp.org

May be reported in the Appeals module should an Appeal be required

Example:

Students talking during testing

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110

• • • • • •

Test Irregularity

Unusual circumstance that impacts the testing individual or group of students May affect student performance, test security, or test validity Correctable and containable at the local level Must be reported to the LEA CAASPP Coordinator or SC using the online

Test Administration Testing Incident or Impropriety Report Form

at http://caaspp.org

, who must then report it to the CDE ( [email protected]

) within 24 hours Submitted in the Appeals module for resolution

Examples:

Student cheating or providing answers to another; student accessing or using electronic equipment (e.g., cellphone)

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111

Test Breach

• • Event that threatens test validity (e.g., release of secure materials) • External implications for the Consortium • A breach incident must be reported to the CDE within 24 hours ( [email protected]

)

Examples:

− Administrator or coordinator modifying student responses or record at any time − Administrator allowing students to take home test items, passage, prompts, or scratch paper

2015 CAASPP Online Test Administration Workshop

112

• •

Test Security Resources

2015 CAASPP Test Security

live Webcast – Wednesday, February 18, 2014 from 1–2 p.m.

Smarter Balanced Online Test Administration Manual:

– http://caaspp.org/rsc/pdfs/CAASPP.online_tam.2015.

pdf

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113

Questions

Help Desk Support

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

Monday –Friday

from

7 a.m.

–5 p.m. E-mail:

[email protected]

Phone:

800-955-2954

Web site:

http://caaspp.org

2015 CAASPP Online Test Administration Workshop

115

TOM TORLAKSON

State Superintendent of Public Instruction

Interim Assessments and the Digital Library

Senior Assessment Fellows Kathy Caric Gina Koency Mary Tribbey

CALIFORNIA DEPARTMENT OF EDUCATION

Tom Torlakson, State Superintendent of Public Instruction

A Balanced Assessment System

TOM TORLAKSON

State Superintendent of Public Instruction

Summative:

Tests used for end-of year accountability and evaluation Common Core State Standards specify K-12 expectations for college and career readiness

Formative resources:

Educator resources that support measuring student learning in real-time during instruction

Teachers and schools have information and tools they need to improve teaching and learning

All students leave high school college and career ready

Interim Assessments:

Tests used for timely and periodic information based on local needs/goals 117

TOM TORLAKSON

State Superintendent of Public Instruction

Purpose of the Interim Assessments

• Designed to support teaching and learning throughout the year.

– Feedback to inform instruction including: • Global measures of early and midyear progress • Identify specific areas of strength and weakness • Assess skills of incoming students • Local use 118

Interim Assessments: Two Types

TOM TORLAKSON

State Superintendent of Public Instruction • Interim Comprehensive Assessments (ICAs) – Assess the same claims and standards • Interim Assessment Blocks (IABs) – Assess smaller sets of assessment targets – Address specific content areas – More flexible 119

Interim Assessment Items

TOM TORLAKSON

State Superintendent of Public Instruction • Same as summative items – assess Common Core State Standards – same accessibility resources – provide evidence to support claims in mathematics and English language arts/literacy • Different from summative items – Separate, non-secure pool 120

IABs for ELA, Grades 3 to 5

TOM TORLAKSON

State Superintendent of Public Instruction

Grades 3 –5

Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research * Narrative Performance Task (Grades 4 –5 only in 2014–15) * Informational Performance Task * Opinion Performance Task (Grade 3 only in 2014 –15) *Will be available in 2015 –16

121

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for ELA, Grades 6 to 8

Grade 6-8

Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research * Narrative Performance Task * Explanatory Performance Task Argument Performance Task *Will be available in 2015 –16

122

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for ELA, High School

High School

Read Literary Texts Read Informational Texts Edit/Revise Brief Writes Listen/Interpret Research Explanatory Performance Task * Argument Performance Task *Will be available in 2015 –16

123

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for Mathematics Grades 3 to 5

IAB Name Operations and Algebraic Thinking Numbers and Operations in Base 10 Fractions Geometry Measurement and Data Mathematics Performance Task *Will be available in 2015 –16 Grade 3 4

a a

* 5 *

a a a a a a

* * *

a a a a 124

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for Mathematics Grades 6 to 7

IAB Name Ratio and Proportional Relationships Number System Expressions and Equations Geometry Statistics and Probability Mathematics Performance Task *Will be available in 2015 –16 Grade 6 7

a a

a a a a

* * *

a a 125

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for Mathematics Grade 8

Grade 8 * Expressions & Equations I (and Proportionality) * Expressions & Equations II Functions Geometry Mathematics Performance Task *Will be available in 2015 –16

(available as a single Expressions & Equations Block in 2014 –15) 126

TOM TORLAKSON

State Superintendent of Public Instruction

IABs for Mathematics for High School

High School Algebra and Functions – Linear Functions Algebra and Functions – Quadratic Functions * Algebra and Functions – Exponential Functions * Algebra and Functions – Polynomials Functions * Algebra and Functions – Radicals Functions * Algebra and Functions – Rational Functions * Algebra and Functions – Trigonometric Functions * Geometry – Transformations in Geometry Geometry – Right Triangle Ratios in Geometry * Geometry – Three-Dimensional Geometry * Geometry – Proofs * Geometry – Circles * Geometry – Applications * Interpreting Categorical and Quantitative Data * Probability * Making Inferences and Justifying Conclusions Mathematics Performance Task *Will be available in 2015 –16

127

Administration of ICAs and IABs

TOM TORLAKSON

State Superintendent of Public Instruction • Administered online (no paper/pencil administration) • Same teacher registration process and test delivery interface as the summative assessment • Fixed length test format for 2014−15 • Computer adaptive tests (CATs) for 2015-16 128

Grades Supported by Interim Assessments for 2014 –15

TOM TORLAKSON

State Superintendent of Public Instruction Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Grade 3 Grade 4

Interim Tests: ELA and Mathematics

Grade 5 Grade 6 Grade 7 Grade 8 High School 129

TOM TORLAKSON

State Superintendent of Public Instruction

Scoring of the Interim Assessments

• Most items are scored by the Smarter Balanced test delivery engine • Scoring of constructed-response items and performance tasks is a local responsibility • Reports are generated after the constructed-response item scores and performance task scores are input into the system • Scoring is supported by rubrics and anchor papers 130

TOM TORLAKSON

State Superintendent of Public Instruction

Interim Blocks That Do Not Require Local Scoring in 2014 –15

• ELA, all grade levels: – Edit/Revise – Listen/Interpret – Research • Mathematics, all grade levels – All blocks (Performance task blocks in both ELA and math require local scoring) 131

TOM TORLAKSON

State Superintendent of Public Instruction

Results from the Smarter Balanced Interim Assessments

• The ICAs and the IABs provide individual student results that teachers can examine in order to adjust instruction.

– ICA: Overall scale score and Score of “Below” “At/Near” or “Above” Standard for each Claim – IAB: Score of “Below” “At/Near” or “Above” Standard for each Block 132

TOM TORLAKSON

State Superintendent of Public Instruction

Smarter Balanced Mockup: Individual Interim Student Report

133

TOM TORLAKSON

State Superintendent of Public Instruction

Suggested Uses of the Interim Assessments in 2014−15

134

Inform Teaching and Learning

TOM TORLAKSON

State Superintendent of Public Instruction • Administer IAB(s) that align with current curriculum and pacing • Use IAB results with other sources of evidence to identify student strengths and weaknesses • Use ICAs or IABs to evaluate progress and plan adjustments to increase student learning 135

Authentic Experience

TOM TORLAKSON

State Superintendent of Public Instruction • Create test sessions, pause the test, experience the interface, experience the technology • Experience content and items reflective of the summative • Use ICAs to gauge time needed for students to complete the summative 136

TOM TORLAKSON

State Superintendent of Public Instruction

Accessibility Supports

Universal tools, designated supports, and accommodations are

modifiable

on the TA Interface for the interim assessments − Provides an excellent opportunity to try out accessibility supports with students and actual test items

Note:

Only universal tools will be modifiable on the TA Interface for the summative assessments.

137

Local Scoring

TOM TORLAKSON

State Superintendent of Public Instruction • Builds content knowledge • Supports collaboration • Provides a sense of the student’s strengths and weaknesses • Builds teacher comfort with the process of online scoring • Helps LEAs estimate the time required to conduct local scoring of ICAs and IABs.

138

TOM TORLAKSON

State Superintendent of Public Instruction

Sample Implementation Plan for LEAs for 2015 –16

• Become familiar with the ICAs and IABs • Consider the district’s available technology • Plan how to use the Interim Assessments next year: –Locus of control/roles and responsibilities –Student registration –Accessibility supports –Teacher log-ins and security agreements –Scoring (training and time to score) –Technology –Scheduling –Troubleshooting 139

Log-ins required to support Interims

1 TOM TORLAKSON

State Superintendent of Public Instruction

Requires same logon credentials used for the Digital Library:

User Name: LEA e-mail Password: ****** (6 characters)

2 3 Interim Handscoring System

Handscore students’ constructed responses

4 Data Warehouse

Receive and view student reports

Requires TOMS logon credentials:

User Name: First Name.Last Name Password: ********* (9 characters) 140

A Balanced Assessment System

Summative:

Tests used for end-of year accountability and evaluation

TOM TORLAKSON

State Superintendent of Public Instruction Common Core State Standards specify K-12 expectations for college and career readiness

Formative resources:

Educator resources that support measuring student learning in real-time during instruction

Teachers and schools have information and tools they need to improve teaching and learning

All students leave high school college and career ready

Interim Assessments:

Tests used for timely and periodic information based on local needs/goals 141

Digital Library

TOM TORLAKSON

State Superintendent of Public Instruction • On-line collection of resources: – Aligned with the intent of the Common Core State Standards – Contributed by educators for educators – Vetted against a set of quality criteria • Supports implementation of the formative assessment process • Incorporates collaboration features • Supports diverse groups of learners 142

Definition of the Formative Assessment Process

TOM TORLAKSON

State Superintendent of Public Instruction F ormative assessment is a deliberate

process

used by teachers and students

during instruction

that provides

actionable feedback

that is used to

adjust ongoing teaching and learning strategies

to improve students’ attainment of curricular learning targets/goals.

143

TOM TORLAKSON

State Superintendent of Public Instruction

Four Attributes of the Formative Assessment Process

Clarify intended learning Elicit evidence Act on evidence Interpret evidence

144

Digital Library Resources

Assessment

State Superintendent of Public Instruction

Literacy Modules

• Interactive Professional Learning Modules • Resources for educators, students, and families • Frame Formative Assessment within a Balanced Assessment System • Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools

Instructional Modules Education Resources

• Interactive Professional Learning Modules • Instructional coaching for educators • Instructional materials for students • Demonstrate/support effective implementation of the formative assessment process • Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts • High-quality vetted instructional resources and tools for educators • High-quality vetted resources and tools for students and families • Reflect and support the formative assessment process • Reflect and support the Common Core State Standards for Mathematics and English Language Arts • Create Professional Learning Communities 145

Assessment Literacy Modules

•Interactive Professional Learning Modules •Resources for educators, students, and of Public Instruction families •Frame Formative Assessment within a Balanced Assessment System •Articulate the Formative Assessment Process • Highlight Formative Assessment Practices and Tools 146

Instructional Modules

•Interactive Professional Learning Modules •Instructional coaching for educators of Public Instruction •Instructional materials for students •Demonstrate/support effective implementation of the formative assessment process •Focus on key content and practice from the Common Core State Standards for Mathematics and English Language Arts Literacy 147

Education Resources

•High-quality vetted instructional resources and tools for educators State Superintendent of Public Instruction •High-quality vetted resources and tools for students and families •Reflect and support the formative assessment process •Reflect and support the Common Core State Standards for Mathematics and English Language Arts Literacy •Create Professional Learning Communities 148

TOM TORLAKSON

State Superintendent of Public Instruction

Digital Library Features

149

TOM TORLAKSON

State Superintendent of Public Instruction

Interim Assessment Blocks Interactive Module

150

TOM TORLAKSON

State Superintendent of Public Instruction Using Interim Assessment Blocks

Elicit Baseline Evidence Using an Interim Assessment Block Digital Library Clarify Intended Learning Elicit Evidence Act on Evidence Interpret Evidence Clarify Intended Learning Elicit Evidence Digital Library Act on Evidence Interpret Evidence Check Progress Using an Interim Assessment Block

151

Log-in Credentials for Teachers

TOM TORLAKSON

State Superintendent of Public Instruction Each LEA must: • Register Schools (Institutions) • Register Teachers • Important to complete forms

Accurately

Role District Coordinator DL_EndUser DL_EndUser DL_EndUser AssociatedEntityID CDS Code for the District CDS Code for the District CDS Code for the School CDS Code for the School Level DISTRICT DISTRICT INSTITUTION INSTITUTION • Help: CalTAC at 855-631-1510 152

Digital Library Implementation

TOM TORLAKSON

State Superintendent of Public Instruction • Think through what the teachers might need • Provide hands-on training and support • Embed into existing meetings • Encourage collaborative exploration • Build the knowledge base around formative assessment practice 153

TOM TORLAKSON

State Superintendent of Public Instruction

Questions?

154

TOM TORLAKSON

State Superintendent of Public Instruction

For Further Information

http://www.cde.ca.gov/ta/tg/sa/sbacinterimassess.asp

http://www.cde.ca.gov/ta/tg/sa/diglib.asp

Smarter Balanced Web Page

http://www.smarterbalanced.org/interim-assessments/

CalTAC

http://caaspp.org/ 1-800-955-2954 (for Digital Library: 1-855-631-1510) 155