Transcript Document

Colorado Measures of Academic
Success (CMAS)
SAC CMAS Administration Training
Spring 2014
School Contacts
 School Assessment Coordinator
 School Technology Coordinator
 District Assessment Coordinator (Janet Dinnen)
 School Assessment Coordinator (Michael Gelinas)
 PearsonAccess
Agenda
Science and Social Studies Administration
Procedures
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Program Overview
Roles and Responsibilities
Training
Scheduling and Testing Time Procedures
Make-Up Testing
Security
The Test Environment
Test Administration
Interruptions to Testing
Testing Irregularities
Accessibility Features and Accommodation
Interruptions to Testing
Receiving and Returning Test Materials
Agenda
CMAS PearsonAccess and TestNav
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TestNav 8.0 Demonstration and Tools
User Roles
Student Data
Test Session Management
TestNav 8.0 Test Engine
Additional Orders
Topics Not Covered Today
 Colorado Alternate Assessments (CoAlt)
Schools with students eligible for CoAlt will be contacted by CSI for
additional CoAlt training for CMAS.
 Technology Readiness
Information has been provided to your School Technology Contact
(STC) regarding tech readiness. Each school’s STC should submit
the signed CMAS Assurance document and submit it to CSI’s DTC,
Michael Gelinas, by March 1, 2014.
CMAS: Science and Social
Studies Program Overview
Spring 2014 CMAS
Assessment Window
CMAS: Science and Social Studies
Assessment
Testing Dates
Grade 4 Social Studies
Grade 5 Science
April 14 – May 2, 2014
Grade 7 Social Studies
Grade 8 Science
8
Critical Dates
Date
February 7
February 10
February 10 –
March 14
February 27
Start on March 31
April 1 – May 6
April 14 – May 2
May 7
May 9
Activity
ePAT Item samplers available (text-to-speech and
color contrast)
Online test session set-up begins
Submit Student Data Uploads/update participation
counts for initial orders
ePAT (Practice Test Environment) with accessibility
features available
Proctor caching test content begins (prior to testing)
Additional Orders for non-secure materials
Student Testing
Schedule pickups with UPS: deadline
UPS pickup of materials deadline
Test Structure
 Each grade level and content area consists of three
sections
 The assessments are composed of the following item
types:
 Selected Response (Multiple Choice)
 Constructed Response (Open-Ended)
 Computer-enabled/technology-enhanced
 Simulations (science)
 Performance Events (social studies)
 Updated ePats are available today!
ePat samples & guides
Selected Response Sample
ePat samples & guides
Constructed Response Sample
ePat samples & guides
Computer-Enabled Item /
Technology-Enhance Item (CEI/TEI)
ePat samples & guides
Simulations (Science)
ePat samples & guides
Performance Events (Social Studies)
ePat samples & guides
CMAS Communication Plan
Charter School
SAC/STC
CDE
District
DAC/DTC
Charter School
SAC/STC
Charter School
SAC/STC
Pearson
NEW FOR CMAS
Schools CAN Contact Pearson for
 Procedures pertaining to PearsonAccess
 Student Data Upload
 Student information updates and changes
 Additional orders
 PearsonAccess test session management
 Technical issues related to site
readiness, including device questions
 Technical issues related to TestNav 8.0
Materials issues
**When possible, contact CSI first so we
are aware of questions/issues to
improve support
Assistance and Escalation for
Technical Issues
CDE Recommends that districts allow individuals beyond
DAC to contact Pearson Customer Service Center directly
during actual testing
School/District
Pearson Customer
Service Center
CDE Assessment Unit
Pearson CO Program
Team
Alert Customer Service Center when testing is in
progress for rapid escalation
Scheduling and Testing
Time Procedures
What is a “Standardized”
Assessment?
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All students will have the same test content,
resources, directions, testing conditions, and scoring
procedures.
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A score obtained by one student in one part of
Colorado will mean the same as the same score
obtained by another student in a different part of
Colorado.
 PearsonAccess Test Session: Virtual data grouping of
Definitions
students who are grouped together within
PearsonAccess for test management purposes. Each
PearsonAccess test session consists of one grade level
and one content area (three sections). Students must
be placed in a scheduled PearsonAccess test session
before they can log in to a test . Schools have flexibility
in deciding what a test session is. Examples:
 1 test session of all 5 th graders
 1 test session for each of the three 5 th grade
homerooms
 Test Section: The parts of a CMAS: Science and Social
Studies assessment. Each grade and content area of
the CMAS: Science and Social Studies assessments
include three sealed test sections .
 Physical Testing Group: Students who test within a
physical testing environment at the same time.
Points to Consider when Creating Sessions
 If a school only needs two physical testing groups, it may be
easier to keep students in one PearsonAccess test session.
 If many physical testing groups are needed, it may be easier to
start breaking the student population into multiple
PearsonAccess test sessions.
 Your schools will also want to think through how make -up
testing will be administered. Based on the approach that is
selected, will it be easier for them to keep students in their
original PearsonAccess test sessions or will it be easier to move
students into a separate PearsonAccess make-up test session?
Points to Consider when Creating Sessions
 From a tracking and logistical perspective, having a test
session for each physical testing group may help a school to
more easily identify which groups of students have tested/not
yet tested. It may also offer an increased level of security for
schools with many physical testing groups in the same grade
level as each PearsonAccess test session includes unique seal
codes.
 When printing off student authorization tickets, it may be
easier to sort for students (and thus provide the correct
Student Authorization Tickets to Test Administrators) within
each physical testing group if the student population has been
broken into multiple PearsonAccess test sessions.
CMAS: Test Structure and
Timing
CMAS: Science and Social Studies Section Administration Time for Elementary and
Middle School
Required Testing
Time for Set
Additional
Total
Total Testing
Time for All
up and
Time
Testing Time
Section Time
Students
Transition
55 minutes
(Firm)
25 minutes
80 minutes
10 minutes
90 minutes
(Firm)
(Firm)
(May be
Modified)
(May be
Modified based
on Time for Set
Up and
Transition)
Time for Set up and Transition
(At least 10 minutes is suggested)
 Log in to Computer
(Log in to computer before students enter
testing environment? Students use own account to log in? Factor in to
timing)
 Start up TestNav 8.0
(Consider creating a shortcut on the desktop
for easy access.)
 Give authorization codes to students
 Log in
 Student inputs student authorization code (unique to student)
 Student inputs seal code (unique to section)
 Test transfer (proctor cache…)
 Give directions
 Review sample items
 1 st section of Science/Social Studies have a practice question/review of practice
question. Consider adding a couple more minutes to 1 st section of Science and
Social Studies to account for this.
CMAS Scheduling
Considerations
 Each grade level and content area consists of 3 sections
 Test sections can only be administered to students in
consecutive order
 One grade level and one content area at a time except
for make-ups
 To the extent possible, all students within a grade
should be assessed at the same time. Should that not
prove possible, all students should be assessed within
the shortest timeframe practicable (i.e., in back -toback sections, within the same day or consecutive days
if more sections are needed than can be administered
in a day, etc.)
CMAS Scheduling
Considerations
 Schedule first group/first day with more of a time
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cushion than other groups if you can
If you have to do multiple sessions, schedule
smallest group first
School policy for students who are finished testing
after the required 55 minutes
Determine whether grades will complete testing one
at a time or alternate testing (make -ups excluded)
Determine whether to condense testing (make -ups
excluded) or spread throughout the testing window
Plan for accommodations
Recommendation: Schedule students for only one
section per day (exception: make -ups)
Remember: This is Colorado
Sample Schedules
Make-Up Testing
Make-Up Testing
Priority: minimize risk of prior exposure to
test content that could result in an
invalidation
See draft manual pg 41 for description, pros, and
cons of each make up testing schedule option
Make-Up Testing Option 1 (**Recommended**)
Student completes missed test section
during make-up testing time in advance of
re-joining original physical testing group
Sample Make-Up Testing Schedule for Option 1 - ** Recommended**
Day 1
Regularly
Scheduled
Make-Up
Testing Time
(beginning of
morning)
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Physical Testing
Group Testing
Time (scheduled Physical testing
after initial
group takes test
morning make- section 1
up testing time)
Day 2
Absent Student
Takes Section 1
Day 3
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Absent Student Physical testing
re-joins physical group takes test
testing group for section 3
test section 2
Make-Up Testing Option 2
Student tests with original physical testing
group
Sample Make-Up Testing Schedule for Option 2
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Physical
Testing
Group
Cohort
Absent
Student
Day 1
Day 2
Day 3
Day 4
in Testing
in Testing
in Testing
in Testing
Environment Environment Environment Environment
Section 1
Section 2
Section 3
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-Missed-
Section 1
Section 2
Section 3
Make-Up Testing Option 3
Student completes missed test section in
any available physical testing group in
advance of re-joining original physical
testing group
Sample Make-Up Testing Schedule for Option 3
Day 1
Available
Physical Testing
Group
(morning)
Section 1
Absent
Section 1
Student’s
Original Physical
Testing Group
(afternoon)
Day 2
Section 2 (regularly
scheduled students in
physical testing group)
Day 3
Section 3
Section 1 (absent student
joins this physical testing
group to complete section
1 as the other students
complete section 2)
Section 2 (absent student Section 3
rejoins original physical
testing group to complete
section 2)
Considerations for all Make-Up Testing Options
Option 1 *Recommended*
PearsonAccess Security Risk
Demand on Test
Administrators
Logistical
Demand
Medium
Lower
Medium
Low
High
Low
High
Lower
High
Student Completes Missed Test
Section in Advance of Re-Joining
Original Physical Testing Group
Option 2
Student Tests with Original
Physical Testing Group
Option 3
Student Completes Missed Test
Section in Any Available Physical
Testing Group in Advance of ReJoining Original Physical Testing
Group
Scheduling Questions?
Security
Test Security Protocols
 Protection of student information and data
 Protecting the validity of the state assessments
 Financial considerations
 Test materials
 Secure (must be shipped back to CSI)
 Non-secure materials (manuals, etc. can be shipped
back OR can shredded by school)
Security Plan
 A successful security plan will:
 Inform all individuals authorized to be involved in test administration
to review security protocols, prohibited activities, testing
irregularities, and security breaches
 Ensure that all individuals authorized to be involved in test
administration sign security agreement
 Ensure that no unauthorized individuals enter the testing environment
 Establish a documented chain of custody
 Designate a central locked facility for secure storage of test materials
 Document that school personnel have received necessary
documentation and training
 Inform all individuals of test security procedures in case of
unexpected event that may interrupt testing
Chain of Custody
 Document before, during, and after testing
 Deliver materials to schools no more than 1 week in
advance
 Complete school security checklist
 Deliver paper based forms and materials (oral scripts)
on the day of testing
 Distribute only the content area being assessed
 Return materials to a designated secure location. DO
NOT stored in classrooms!
 Return materials to Pearson
Maintaining Security of CMAS
 All secure test materials must be secured while in the
Test Administrator ’s possession
 No duplication of secure CMAS materials is
permissible
 No cell phones or other communication, reproduction
or recording devices are allowed in the classroom
Security Questions
The Test Environment
Student-to-Test Administrator
Ratio
 Student-to-Test Administrator ratio must not exceed 30 to 1
 Test Administrator must be able to actively monitor the space
within the testing environment
 Consider room configuration
 Make special considerations for large testing environments or
environments with complicated configurations
 Test Administrators must:
 Actively proctor
 Remain attentive and in the room during the entire testing section
 Circulate throughout the room during the test
 Should be in a position to see students’ eyes, not screens
The Test Environment
The testing environment must:
 Be adequately lit, quiet, free of distractions and
heated or cooled
 Provide an adequate writing surface (All students will
receive up to 2 CMAS -approved pieces of scratch paper)
 Be free of cell phones, music or other distracting
devices
 “Do Not Disturb/Only authorized personnel allowed”
and “No Cell Phones” signs must be placed on the
door during test sessions
The Test Environment
 No food or drinks are allowed on desks or near test
materials
 The testing environment must be free of any content
related posters or aids that suggest possible answers
to students
 Word walls
 Steps for solving math equations
 Any content related materials
The Test Environment
 Generally, posters that do not include content specific
definitions, content related processes or solutions may
remain on the wall
 The Alphabet
 Basic Number Lines
Room Configuration
 Students should not be able to see each other ’s work
from a normal testing position.
 Consider the following seating configurations to
maintain test security:
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Seat students in every other seat (useful in a computer lab setup)
Arrange monitors back-to-back
Seat students back-to-back
Seat students in a semicircle (useful for schools using laptops)
Seat students in widely spaced rows or in every other row
(appropriate for a classroom setup)
 Dividing screens or other privacy materials may
be used if students cannot be placed far enough
away from each other
Unauthorized Visitors and the
Media
 Only students, Test Administrators/Examiners, and
authorized school, district, state personnel or state sanctioned test monitors may be in testing areas during
administration
 Media are not allowed to have access to the tests before,
during, or after test administration, or take pictures or
video of testing materials or testing students
Test Administration
Active Administration
Active Administrators:
Administrators May Not:
 Ensure they have all necessary
 Provide feedback
 Clarify test questions
 Answer content related
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materials for each session
Ensure a standardized testing
environment
Follow all scripts exactly as
written *fill-in sections on
script*
Move throughout the room
during testing
Read directions to students
when asked *teacher-read
directions is going away!*
Use proximity to keep students
on task
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questions
Interfere with the students’
demonstration of skills
Interact with students in any
way that would impact
student responses
Engage in other tasks during
test sections
Read sources, items, or
student responses
Administration Steps
 Prepare the test environment and situate students
 Start session in PearsonAccess
 Follow directions and read script in the Test Administrator ’s
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Manual
Hand out student authorization tickets and scratch paper
Assist students in logging on to TestNav
Complete directions to students and start session
Actively administer the test section
Collect student authorization tickets and scratch paper
End test section
Close session in PearsonAccess after third section
Testing Irregularities
Testing Irregularities
 Misadministrations
 Security breaches
 Technology glitches
 Emergencies/unforeseen circumstances
Misadministrations
A misadministration is any event that leads to the
invalidation of one or more student test scores in one or
more given test sessions
 DACs investigate, identify and declare misadministrations
 Major Misadministrations must be reported to CDE
Misadministrations
 A student receives help from anyone on a test item
 Ex: showing a student how to scroll to see the rest of the
source
 A student uses an unauthorized instrument, such as a
calculator, cell phone or notes, during a test session
 A student is denied appropriate accommodations or
given the wrong accommodations
Note: Sections in the paper form are sealed and should reduce or eliminate instances
of students moving on to the next section. However, if a student advances to the next
section before that section is administered, it is a misadministration.
When a Misadministration
Occurs
 The student must immediately stop working on
that section, but should still complete other test
sections as normal
 The Test Administrator must immediately inform
the SAC, who must inform and consult with the
DAC
 Use discretionary judgment
 The appropriate invalidation code must be entered
into the student’s record in PearsonAccess
 DAC must submit Test Incident Form
 The student receives a “no score” for the content
area
Major Misadministrations
 Misadministrations affecting an entire class or group of
students
 The wrong test section is administered to a class
 Systematic unethical behavior
 A teacher, administrator or other person gives students hints,
prompts or answers to questions
 A teacher, administrator or other person violates security
procedures
Breach of Secure Test Materials
 Students obtain or share secure test
materials
 Discussing, reproducing, or transmitting, by
any means, secure test materials, or
descriptions of secure test materials
Emergencies
 If a student becomes ill during a test:
 The student’s needs are the primary consideration
 The student may make up the test
 The student may only have the amount of time that was left
when the test was suspended
Emergencies
 If there is an emergency requiring the test to be
stopped:
 Evaluate and respond to the emergency… safety first!
 If it is possible to do so without any risk to students, note the
time remaining in the test session.
 Students will be allowed to use the remainder of the testing time
to complete the session at a later date.
Policies for
Testing Irregularities
 Misadministrations and test security breaches are declared
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to preserve the validity of test scores and assessment data
CSI will follow established policies and procedures for
investigating and declaring misadministrations and test
security breaches
CSI must track/submit reports or suspicions of major
misadministration/irregularities/security breaches to CDE
Invalidations should not be used as a disciplinary measure
Schools should establish policies and procedures for how
and when to apply disciplinary actions to students or staff
arising from testing irregularities
CDE reserves the option to investigate and declare
misadministrations and apply its own disciplinary
sanctions
Testing Irregularities:
Assistance and Reporting
 If there has been a major misadministration or
security breach, the DAC must notify CDE.
 For major misadministrations and security breaches,
submit test incident form to CDE
Questions about Test
Environment and
Administration
Accessibility Features and
Accommodations
Overview
Increased Accessibility
 TestNav 8
 Embedded features: available to all students to
increase accessibility (ex: cross out incorrect
answers)
 Embedded accessibility features that must be
requested ahead of time: available to all
students to increase accessibility
 Additional embedded and non-embedded
accommodations available to students consistent
with their IEP, 504, or English learner plans (no
RTI, GT, etc.)
Embedded Features for All
Students
Tool Bar
 Navigation (back,
next, review, flag)
 Pointer
 Highlighter (Caution:
in development)
 Ruler (Can also be
used as line guide)
 Calculator
 Eliminate answer
choice
Embedded Features for All
Students
Drop Down
 Magnifier
Zoom
 Dependent on device (Have students try embedded Zoom
function on device they will be testing on before ordering paper
large print)
Writing tools for constructed response
 Bold, italics, and underline
 Bullet and number
 Cut, copy, and paste
 Undo and redo
Embedded Accessibility Features and
Accommodations that Must Be Requested Ahead
of Time for Computer-based Administration
 Selected by form
1. Text-to-speech with volume control (replaces oral script for
English speakers, does not require IEP/504, but must request
text-to-speech form in SDU)
 Continue to play
 Click to hear – recommend students are taught to default to
this
2. Color contrast (accommodation requires IEP/504, order in
advance)
3. Text-to-speech with color contrast (accommodation, requires
IEP/504 for contrast, order in advance)
4. Oral script (accommodation for Spanish)
 Samplers for text-to-speech and text-to-speech with color
contrast are currently available
Accommodations
 Must be based on an individual need documented in the
student ’s approved IEP, 504, or English learner plan
 A master list of all students and their accommodations must be
maintained by the SAC and the DAC.
 Use the TCAP form submitted to me on 12/31 (or updated
version), sort for grades 4,5,7,8 and see which accommodations
need to be ordered vs. what can be no longer necessary due to
accessibility features
 Accommodations need to be recorded in PearsonAccess in the
SDU. Please include students using text-to-speech. Due by March
14, 2014 (hold on for 3 years)
 Accommodations are available for computer -based and
paper-based administration.
 Paper-based form is itself intended to be an
accommodated form
Accommodations for Computerbased Administration
 Presentation
 English oral script used for:
 On-site translations into languages other than Spanish*
 On-site sign language presentation*
 Spanish oral script
 Color contrast, including high contrast and reverse contrast
 External cover overlays
 Word-to-word dictionaries (English/native language)
 Assistive technology devices – compatibility will need to be
established
*Due to the number, length and complexity of sources in the Social
Studies assessment, it is recommended that this accommodation be
provided individually when practicable.
Accommodations for Computer-based
Administration
 Response
 Written responses in Spanish (no need to translate at
school level)
 Scribe (must be individually administered)
 English
 Other languages
 Assistive technology devices – compatibility will need to
be established (if incompatible, order paper form)
Assistive Technology
 Devices with demonstrated compatibility with
TestNav8:
www.pearsononlinetesting.com/at
Accommodations for Computerbased Administration
 Setting
 Small group
 Individual
 Timing
 Extended time greater than time and a half
 Time of day
 Multiple breaks (requires separate setting)
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Accommodations for Paperbased Administration
The paper-based form of the assessment is itself
considered an accommodation.
Use of the paper-based assessments is expected only
to be available to students who:
 Have a neurological disorder, a condition that causes seizures,
or another health condition that prevents the student from
accessing the computer*
 Need a braille form with tactile graphics
 Have a IEP or 504 plan that requires assistive technology, such
as speech-to-text, that may not be compatible with TestNav 8
 Will provide written responses in a language other than English
or Spanish
*Students with disabilities that prevent them from utilizing
devices safely may meet this criterion.
Accommodations for Paperbased Administration
 Presentation
 Braille with tactile graphics
 Large print (Reminder: computer-based has zoom and
magnifier)
 External cover overlays
 English oral script (text-to-speech in computer-based)*
 On-site translations into languages other than Spanish
 On-site sign language presentation
 Spanish oral script (also computer-based)*
 Word-to-word dictionary (English/native language)
*Due to the number, length and complexity of sources in the Social
Studies assessment, it is recommended that this accommodation be
provided individually when practicable.
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Accommodations for Paper-based
Administration
 Response
 Braille note-taker
 Scribe (also for computer-based)
 Must be administered individually
 Speech-to-text
 Assistive technology devices (word prediction)
 Setting (same as computer-based)
 Small group
 Individual
 Timing (same as computer -based)
 Extended time greater than time and a half
 Time of day
 Multiple breaks (requires separate setting)
Updating the SDU File with
Accommodations – INITIAL DUE 3/14
Receiving and Returning
Test Materials
Test Materials
 Online and Paper
 Test Administrator’s Manual
 Scratch Paper
 CMAS Secure Return Envelope
 School Security Checklist
 Online Only
 Student Authorization Tickets
 English and Spanish Oral Scripts for Online Form
 Onsite Translations into Languages other than English/Spanish
 Paper Only
 Test Books, including Braille and Large Print
 Source Book (Social Studies Only)
 English and Spanish Oral Scripts for Paper Form
 Onsite Translations into Languages other than English/Spanish
Receiving Test Materials
 Materials will be shipped to districts
 Purple labels on all boxes
 Green labels on CMAS boxes
 Pink labels on CoAlt boxes
Receiving Test Materials
 DACs to use Pallet
Detail to identify what
boxes go to each school
 SAC to verify materials
received with the School
Packing List
Returning Test Materials-SACs
SACs
 Collect all secure materials and group as follows:
 Secure return envelopes
 Scorable test books
 Unused test books
 Accommodated materials
 Electronic materials must be removed from
any devices after testing and verification sent to the DAC
 Prepare materials for packaging
 Check and deliver CMAS scorable test books
to the DAC ASAP
 Check and deliver CMAS non-scorable materials
to the DAC
 Return materials with original boxes
Training
District Training
Everyone involved in CMAS administration must be
trained each year. This includes DACs, SACs, CMAS Test
Administrators, technology personnel and any other
school or district staff involved in CMAS administration
DACs and SACs are responsible for ensuring that all
individuals involved in test administration receive
training and sign security agreement
Training
 Comprehensive training must include:
 Test Security
 Standardized Test Environment
 Test Administration
 Test Session Management (for appropriate personnel)
 Test Administrator Role vs. Teacher Role
 Opportunity for personnel to ask questions
Questions
Roles and
Responsibilities
Key SAC Responsibilities
THROUGHOUT Testing
 Understand all CMAS procedures and
requirements
 Employ school level security plan
 Serve as liaison between DACs and Test
Administrators
 Read all communications from DAC and distribute as
appropriate
 NEW for CMAS: during testing, school level
personnel will have direct communication with
Pearson
Key SAC Responsibilities BEFORE
Testing
 Participate in district trainings and review all manuals
 Working with STC, create the testing schedule for your school,
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including accommodated computer-based and paper-based
testing groups and make-up sessions
Determine school specific procedures (make-up testing, what
to do with students who complete testing after 55 minutes,
etc.)
Determine school level security plan
Provide and ensure completion of all training by Test
Administrators and anyone else you have authorized or expect
to come in contact with secure materials or environments
Receive, secure, and distribute all test materials
Manage and return security and training compliance
documents
Key SAC Responsibilities BEFORE
Testing
 PearsonAccess
 Set up user accounts for all necessary personnel
 Identify and maintain a list of students requiring the text -to-
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speech form and accommodations (paper-based and
computer-based administrations).
Verify that PearsonAccess accounts for students needing:
 Paper forms of the assessment, including braille and large print
 Oral scripts (paper and online)
Request from your DAC additional secure and non-secure
materials as needed
Assign all students to a test session
Assign students requiring special forms for the computerbased assessment to the appropriate form
Register/add new students
Key SAC Responsibilities BEFORE
Testing
 Establish the testing environments
 PROCTOR CACHE!!!
 Prepare students
 Meet with students to review school testing policies and
expectations, including that test results should be
reflective of individual effort.
 Ensure all students are familiar with TestNav 8.0
Prepare Students for
Assessments
 Practice Testing Environments (ePATs)
 Expose students to sample items
 Familiarize students with online test engine, TestNav 8, and
embedded supports
 Available on pearsonaccess.com
 Item Samplers available on February 7
 Text-to-speech and color contrast
 Text-to-speech and color contrast will require form
assignment
 Full ePAT available on February 28
Key SAC Responsibilities
DURING Testing
 Ensure that all students are assessed in accordance
with CMAS policies and procedures
 Request additional secure and non-secure materials
from DAC as needed
 Monitor testing activity
 Distribute and collect paper testing materials daily
 Report suspected testing irregularities
(misadministrations, security breaches, technology
glitches) to DAC
 Account for the assessment of all students and
ensure that all students have completed testing.
Administer make-up sections as needed.
Key SAC Responsibilities AFTER
Testing
 PearsonAccess:
 Account for the assessment of all students and ensure that all
students have completed testing
 Verify all testing sessions have been completed
 Verify that PearsonAccess has been updated to reflect the
accommodations used during testing, including students taking
paper-based assessments
 Transcribe student responses from large print and braille test
books into scannable test books.
 Collect, sort, secure, and return all test materials to DAC by
district determined date
 Manage, submit and retain compliance documents
District Technology Coordinator
 Responsibilities are covered during technology site
readiness trainings and regional meetings
 DACs need to work closely with District Technology
Coordinators
 Determining device availability and scheduling
 Identifying local technology coordinators
 Providing local technical support
 Ensuring tests are administered securely
Student Enrollment (Data)
 Individual in the district who handles student
enrollment data
 Sending, viewing, adding and editing student data
 Ensures that all students are uploaded to
PearsonAccess and that demographic information is
correct
 Determine who from district (or school) will manage
student data
CMAS Test Administrator
 Individual at school level responsible for directly
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administering the CMAS: Science and Social Studies
assessments
Must be employed by the school/district
Be trained and have read the Test Administrator ’s
Manual prior to any assessment administration
Be trained in any specific accommodations they are
providing
Must sign security agreement before assessment
administration begins
Read the directions to students exactly as they appear
in the Test Administrator ’s Manual
Test session management
Administer sections actively