CMAS/PARCC SAC training
#1: Preparing for testing
January 24th, 2017
English/Spanish Language Arts – Mathematics
Science – Social Studies
1
Today’s agenda
• What’s new in CMAS/PARCC
• Scheduling considerations
• PearsonAccess
• Accommodations
• AF&As at a glance
• Top 5 IEP accommodations
• How to create test sessions and assign accommodations
• Resources for Site Technology Coordinators
• Next Steps
2
Upcoming trainings
• CMAS/PARCC SAC training #2: Immediately before and during testing
• Training staff, managing materials, managing test sessions,
misadministrations, troubleshooting, Q&A
• CMAS/PARCC SAC training #3: After testing
• Make-up testing, closing out test sessions, roster verification, returning
materials, Q&A
3
Assessment Acronyms
• AF&A: Accessibility Features &
Accommodations Manual (PARCC)
• SAC: School Assessment/Test Coordinator
(SAC = STC)
• AO: Additional Order
• SR/PNP: Student Registration/ Personal
Needs Profile
• CBT: Computer-Based Test
• DAC: District Assessment Coordinator
• ELA: English Language Arts
• ET: Extended Time
• LTC: LEA Test Coordinator (DAC)
• PAnext:
PearsonAccessnext
• PBT: Paper-Based Test
• S/SS: Science and Social Studies
• TAM: Test Administrator Manual
• TCM: Test Coordinator Manual (PARCC)
• TTS: Text-to-Speech
• UAR: Unique Accommodation Request
• UI: User Interface
• PII: Personally Identifiable Information
4
Science and Social Studies Update
• Unit 1 sample items
• Administered during SAY directions before unit testing time starts
• Provide students with an opportunity to ask questions about how
they respond to item types (SR, TEI, CR)
• Online – there are no sample items this year
• ELA/math assessments do not include sample items
• Many students have already interacted with item types on ELA/math
assessments
• ePATs available to students to preview/practice with item types
• Will allow Unit 1 make-ups to be administered without a separate SAY
script
• Paper – there are still sample items this year
• Different item types requiring unique (ELA/math assessments only
include multiple choice/select and constructed response items)
5
Overview of What’s New this Year
CMAS: PARCC English Language Arts and Mathematics
CMAS: Science and
Social Studies
Math reference sheets updated; Spanish reference sheets
available
Units instead of sections
CSLA in PAnext will work like other admins
TAM: Scripts for grade 7 and HS math Unit 1 now have
reminder to complete both sections of the unit
Early HS science window
– 3 weeks total
PAnext: Prepare Test Session – new function (no more 250 student limit)
CO Procedures Manual revised – includes all content areas, added data and
accommodations supplements
TestNav App update
6
Important Dates
Component
Deadline
Upload Accommodations/ Create Test Sessions
February 1st – February 24th
Order Additional Materials (via CSI)
Feb. 27th – April 19th
Create users in PearsonAccessnext
Ongoing
Proctor caching test content begins (prior to testing) ELA/Math/CSLA: March 6
Sci/SS: March 27th
Conduct Staff Training
3 weeks before testing begins
Conduct Infrastructure Trial (optional)
2 weeks before testing begins
Test Administrator Training
1 week before testing begins
Materials Arrive
ELA/Math/CSLA: Early March
Sci/SS: Last week in March
Testing Window
ELA/Math/CSLA: 3/18-4/28 (Paper based 4/104/28)
Sci/SS: 4/10-4/28
Materials Due to CSI
May 2nd
SAC Responsibilities
BEFORE Testing (covered today)
DURING Testing (covered
1/31)
• Work with your CMAS team to prepare and
conduct CMAS testing (before, during and after).
• Create school’s CMAS testing schedule
• Develop a Security Plan
• Assemble and maintain a master list of all
students and their accommodations
• Work with STC to ensure device readiness
• Manage testing in PearsonAccessNext:
• Assign all accommodations and
accessibility features
• Manage testing lists and testing session
• Update/create user accounts
• Ensure all personnel involved in the spring
administrations are trained
• Collect and maintain security agreements
• Help TAs prepare Testing Environment
• Receive, inventory, and secure test materials
• Prepare Test Administrators to administer
accommodated tests, if necessary, and provide
access to accommodated materials, as needed
• Prepare testing bins
•
Monitor Testing – via
PearsonAccessnext and observations
•
Track movement of all secure
testing materials via chain of
custody
•
Maintain secure location for test
materials
•
Communicate with your TAs on
testing status of their students
•
Ensure test environment
compliance
•
Report testing irregularities to ARE
•
Prepare testing sessions and
computer devices for the next
round of testing
AFTER Testing (covered 2/7)
•
Verify materials have been collected
and returned Verify all testing
sessions are complete
•
Complete post-test activities in
PearsonAccess/PearsonAccessnext
•
Update student file information,
mark tests as complete, stop testing
sessions, record all
accommodations and invalidation
codes.
•
Transcribe student responses into
scannable test books (if necessary)
•
Sort, secure and return all test
materials to the Processing Center
8
STC Responsibilities
BEFORE Testing
The STC will…
•
•
•
Identify the Proctor Caching machine(s)
and install Proctor Caching.
Complete the SystemCheck tests to verify
the number of concurrent testers
supported using Proctor Caching.
Proctor Cache Operational Tests – needs to
be done in training and testing sites
DURING Testing
The STC will…
•
Manage devices, ensuring they are in the
proper location for testing each day.
•
Ensure all devices are charged daily or as
needed.
•
Plan for easy access to extra devices
during testing.

•
Recommendation: Have at least
one extra device per classroom
Provide onsite support to troubleshoot
technology issues that arise during
testing (in collaboration with the SACs).
SAC & STC Partnership
The role of an STC during CMAS training will
be unique in each building but collaboration
between you and your STC will be key to the
success of the testing experience.
You will work with your STC to…
• develop a logistics plan for when device
issues arise during testing
• Provide technical support and back-up
devices during testing
• decide if s/he needs access to
PearsonAccessNext to monitor testing from
the dashboard. If so, you will create an
account in PAnext.
• conduct an infrastructure trial in advance
of the testing window
9
Test Administrator Responsibilities
BEFORE Testing
DURING Testing
• Attend staff and TA training to understand • Directly manage testing session.
•
•
•
•
•
•
•
policies and instructions for test
administration.
Administer practices tests and tutorials to
help you students prepare.
Review the Test Administrator Manual
(TAM) for your grade and content
Sign the CO Security Agreement form.
Prepare to administer accommodated
tests, if necessary.
Ensure you can access PearsonAccessnext!!
Prepare the testing environment.
Know your testing schedule.
•
Manage test sessions in PearsonAccessnext
•
AFTER Testing
After each unit has been administered:
•
Start” Testing Session in
PearsonAccessnext
Ensure all materials have been returned
to the SAC:
•
Student Testing Tickets
•
Read the appropriate SAY directions from
the TAM.
School-supplied mathematics
reference sheets
•
Calculators (if applicable)
•
Distribute test materials to students.
•
Used and unused scratch paper
•
Help students log in to TestNav.
•
Headphones
•
Keep/monitor time.
•
Report any missing materials to the SAC.
•
Supervise and monitor test activity.
•
•
Provide break, if applicable.
Report any testing irregularities or
security breaches to SAC.
•
Report testing irregularity or security
breaches to SAC.
•
•
Unlock Test Unit
10
Scheduling
11
Guidelines for Administration Time
Task
Time to be Allotted
for an Administration
Prepare for testing (includes reading SAY directions
script from TAM and answering student questions)
10 minutes
(recommended)
Distribute test materials
5 minutes
(recommended)
ELA unit testing times
Math unit testing time
75-110 minutes*
60-90 minutes*
ES/MS Science and Social Studies unit testing time
HS Science unit testing time
Complete end-of-unit activities, including closing units,
and collecting test materials
80 minutes
60 minutes
5–15 minutes
(recommended)
*Testing time depends on unit and subject—refer to Testing Multiple Grades handout
12
Guidelines for Administration Time
Guidelines for Administration Time
• Schedule the entire amount of Unit Testing Time
• Once the Unit Testing Time has elapsed, the unit must end
• If all students have completed the unit, the unit may be ended (no minimum testing
time)
• A student may be allowed an extended time accommodation only if listed in his or
her IEP, 504 Plan, or EL Plan
• During a unit, short “stand-and-stretch” breaks may be permitted at the discretion of
the Test Administrator
• Time stops for the unit, but only for up to 3 minutes
• If you know you will take the 3 minute break, add the time in to the timing box at the beginning
13
Scheduling Considerations
• Test units can only be administered to students in consecutive
order
• Only ELA/math make-ups may be administered out of order
• PBT: A school must administer the same unit to all PBT students
within the same day
• e.g., all Grade 4 Math Unit I on Tuesday
• CBT: To the extent possible, all students within the school should
be assessed at the same time
• If not possible, all students should be assessed within the
shortest timeframe practicable
• Schedule first CBT group on the first day with more of a time
cushion than other groups if possible
14
Scheduling Sessions
• If the unit testing time and directions are the same, different grades
can be administered in the same room.
• Algebra I and Geometry can be administered in the same room
• ELA/math cannot be administered in the same room because the
directions are different
• Ensure that all calculator/non-calculator sections are the same (Grade 7)
• Elementary and middle school science and social studies:
• CBT can be administered in the same room
• PBT cannot be administered in the same room as materials and directions
are different
• High school science cannot be administered with elementary or middle
school science as timing is different
• PBT and CBT cannot be administered in the same environment.
• Students from different grade levels taking the same assessment
(Algebra I for grades 8-10) can be combined in a testing
environment.
15
Afternoon Testing
• If the school is having technology issues, do not start a unit unless there
is enough time left in the day to complete the unit
• It is a misadministration for a testing group to start the test and then
stop and complete it the next day
• This is only allowed for illnesses and unforeseen situations (e.g., school power
outage)
• If your school will test later than 4:30 PM, provide CSI with the school
and list of individual test sessions
• These test sessions will need to be granted permission by CDE to test after hours
16
next
PearsonAccess
17
SAC Responsibilities in PearsonAccessNext
PEARSONACCESSNEXT ACTIVITIES
1.
2.
3.
4.
5.
6.
7.
Create or update PearsonAccessNext account for Test Administrators
Create test sessions
Ensure that all students enrolled in the school are registered in PearsonAccessNext for the
correct tests (math, language arts, science, social studies (if selected school)
Verify all students are in test sessions.
Assign and Verify Accommodations
Add/Remove students
Print Student Testing Tickets
Pg.72 – CMAS
Procedures Manual
18
1. Create User Accounts
CMAS Role
SAC
PearsonAccessnext Role
•
•
•
•
Who Creates the User Account?
SCHOOL/INSTITUTION TEST COORDINATOR
SENSITIVE DATA ROLE
TEST ADMINISTRATOR
TECHNOLOGY COORDINATOR
CSI created accounts
•
Test Administrator •
TEST ADMINISTRATOR
•
STR
If your STR will be working with you in PearsonAccessNext,
create an account for him/her. You can assign up to the same
permissions you have been given.
SAC will create accounts for all TAs
(PearsonAccessNext)
Delete old accounts
SAC will create account
2. Create Testing Sessions (beginning February1st)
• To learn how to create testing sessions, go to:
https://parcc.tms.pearson.com/
• Select the “Sessions management training module”
• Overview provided here, along with handout
3. Managing your Testing Lists in PearsonAccessNext
• CMAS TESTING LISTS:
• CSI loaded students into
PearsonAccessNext based on school
enrollment
• You are responsible for comparing the
testing list in PearsonAccessnext to
your school roster in order to confirm
the testing list is accurate.
• Use the Operational Reports in
PearsonAccessNext to confirm all
students are accurate.
• Reminder: Confirm test list accuracy
for ELA/Math tests AND Sci/Social
Studies tests.
4. Setting Accessibility Features and
Accommodations (more detail to follow)
• Feb. 1 – Feb. 27th:
• Assign Accessibility Features and Accommodations to students in
PearsonAccessNext, using your master list. **You must do this for Paper and
Computer based tests
•
•
Assign for ELA & Math  administration window: 2016 Spring PARCC
Assign for Science and Social Studies  administration window: CO CMAS – Science
and Social Studies
5. Adding a New Student
• New students must be added into PearsonAccessnext prior to
testing, including for PBT.
• If a SASID is unavailable from the State at the time of registration, a
temporary SASID should be created:
• District code (8001), School code, two digit number ranging from 01
to 99
• I.E. DDDDSSSS## (must be unique for each student)
• If you attempt to add a new student and receive an error message that the
student is already enrolled in another district, email Jessica Welch
Accommodations
24
Accessibility Features and Accommodations
Accessibility Features for All
students
CMAS
PARCC
Science
Social Studies
ELA/L
Math
Administrative Considerations
Accessibility Features Identified in
Advance Embedded features that
must be requested ahead of time.
Additional embedded and nonembedded accommodations
available to students consistent
with their IEP, 504, or English
Learner plans
*Available to all participating students
**For student with disabilities, English learners and English learners with disabilities
AF&As Available to whom?
Accessibility Features: ALL Students
Accessibility
Features and
Accommodations
(AF&As)
Policy
Accessibility Features Identified in Advance
•
ALL students can receive them, as needed:


SCHOOLS determine who needs them and when
SACs will assign them in PearsonAccessnext via the SR/PNP file
Accommodations:
•
•
•
•
Students with an Individualized Education Program (IEP);
Students with a Section 504 plan;
Students who are English learners; and
Students who are English learners and with an IEP or 504 plan (eligible for
accommodations for students with disabilities and English learners)
Who determines AF&As for a student?
1. For students with disabilities, the IEP team or 504 plan
coordinator will determine which accessibility features and
accommodations should be identified in the SR/PNP.
2. For English learners, the English learner team will identify
Teams
which accessibility features and accommodations should be
identified in the student’s SR/PNP.
3. For ELs with disabilities, the IEP team or 504 plan
coordinator (which includes an adult familiar with the
language needs of the student) will determine which
accessibility features and accommodations should be
identified in the SR/PNP.
It is the role of the SAC to ensure information is collected and
included in the SR/PNP file.
4 Categories of Accommodations
Presentation accommodations –
Response accommodations-
i.e., large print, braille, oral presentation,
translated oral presentation, etc.
i.e., uses scribe, responds in Spanish, uses
assistive technology device, etc.
Setting accommodations -
Timing accommodations -
i.e., small group or individual
administration
i.e., allowing multiple breaks, providing
extra time, testing at specific times of
the day, etc.
changes in the way test items are
presented to a student
Accommodations
are divided into
four categories:
changes in the test environment's
setting
changes in the way a student
responds to test items
changes in the scheduling of the
assessment
General Guidance for Assessment
Accommodations
CDE’s General
Guidance
for
Assessment
Accommodations
In use at least 90 days prior to testing
• Used regularly and with fidelity during classroom
instruction
• The assessment is not the time to be learning an
accommodation
Based on a documented educational need
• Individual, not based on program or teaching style
Documented in an IEP, 504 plan or be an identified EL
• Team includes educators, parents and student
• Parent signatures
NOT used only for assessments
Accessibility features identified in advance
Must be marked in the SR/PNP:
Answer Masking
Assistive Technology
Auditory Presentation – Text-To-Speech Math, S/SS
Auditory Presentation – Human Reader (PBT) Math
Auditory Presentation – Translation Math
Color Contrast
Human Signer – Math
Note: Auditory Presentation of ELA is a unique accommodation
that requires an approved UAR
31
Unique Accommodation Requests
***Reminder: The deadline for UARs has passed. DO NOT assign any accommodations
to a student that require a UAR without prior approval by CSI and CDE. This applies to
any accommodation in the upcoming slides marked “UAR”. Additional information on
accommodations that require a UAR can be found in the state accommodation
crosswalk (handout). ***
AF&As at a Glance
Accessibility Features (for all)
includes Accessibility Features for All Students & Accessibility Features Identified in Advance*
ELA and Mathematics
Science and Social Studies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Answer Masking*
Audio Amplification
Bookmark
Color Contrast*
Blank Scratch Paper
Eliminate Answer Choices
General Administration Directions Read Aloud, Repeated and Clarified as
needed (by TA)
General Masking
Handheld Calculator
Highlight Tool
Headphones or Noise Buffers
Line Reader Mask Tool
Magnification/Enlargement Device
Notepad
Pop-up Glossary
Paper-Based Test (PBT)* - district restrictions apply
Paper-Based test in Spanish (Math, CSLA)* - district restrictions apply
Redirect Student to the Test
Spell Check or External Spell Check Device
Text-to-Speech for the Mathematics Assessments*
Human Reader or Human Signer for the Mathematics Assessments*
Student Reads Assessment Aloud to Him- or Herself
Writing Tools
CMAS
PARCC
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Audio Amplification
Blank Scratch Paper
Bookmark
Color Contrast*
Eliminate Answer Choices
Extended Time (time and a half)
General Administration Directions Read Aloud, Repeated and Clarified as
needed (by TA)
General Administration Directions Read Aloud, Repeated and Clarified in
Student's Native Language
Handheld Calculator
Headphones or Noise Buffers
Highlight Tool
Low-Vision Devices (CCTV, magnifying glass, etc.)
Notepad
Oral Presentation: Text-to-Speech*
Paper-Based Test (PBT)* - district restrictions apply
Paper-Based test in Spanish * - district restrictions apply
Redirect Student to the Test
Spell Check or External Spell Check Device
Student Reads Assessment Aloud to Him- or Herself
Writing Tools
AF&A Manual: Refer to Table 1 (CBT) and Appendix A (PBT) for details of each
Administrative Considerations
for All Students
CMAS
PARCC
Administrative
Considerations
Administrative Considerations: All Tests
Small Group Testing
Time of Day
Separate or Alternate Location
Specified area or seating
Adaptive and specialized equipment or furniture
Frequent breaks (does not stop clock)
AF&A Manual: Refer to Table 2 (CBT) and Appendix A (PBT) for details of each Administrative Consideration
for All Students
Presentation Accommodations at a Glance
Presentation: ELA and Math
Presentation
Assistive Technology (Non-Screen Reader)
Screen Reader Version
Refreshable Braille Display with Screen Reader Version for ELA
ELA and
Math only
Hard Copy Braille Edition
Tactile Graphics
Large Print Edition (18 pt. font)
IEP, 504 Plan, or
Identified English
Learner required
Paper-Based Edition (PBT) in English
Closed-Captioning of Multimedia on ELA
Oral Presentation of the ELA assessment:
Text-to-Speech, ASL Video, Human Reader/Human Signer
ASL Video for the Mathematics Assessments
Human Signer for Test Directions
AF&A Manual: Refer to Table 3 (CBT) and Appendix A (PBT) for details of each Presentation Accommodation
Presentation Accommodations at a Glance
Presentation
Presentation: Science and Social Studies
Braille Note-taker
Science and Social
Studies only
IEP, 504 Plan, or
Identified English
Learner required
Braille Writer
Hard Copy Braille Test
Human Scribe: Science, Social Studies
Large Print Test (18 pt. font)
Response Accommodations at a Glance
Response
Response: ELA and Mathematics
Assistive Technology (Non-Screen Reader)
Braille Note-taker, Braille Writer
ELA and Math
only
Calculator/ Math Manipulatives (on Calculator Sections)
IEP, 504 Plan,
or Identified
English
Learner
required
Calculator/ Math Manipulatives (on Non-Calculator Sections)
ELA - Selected Response Options:
Speech-to-Text, Human Scribe, Human Signer, AT Device
ELA - Constructed Response:
Speech-to-Text, Human Scribe, Human Signer, AT Device
Math Response Options:
Speech-to-Text, Human Scribe, Human Signer, AT Device
Word Prediction External Device
AF&A Manual: Refer to Table 4 (CBT) and Appendix A (PBT) for details of each Response Accommodation
Response Accommodations at a Glance
Response
Response: Science and Social Studies
Science and
Social Studies
only
Low-Vision Devices (CCTV, magnifying glass, etc.) - PBT
Oral Presentation: English Oral Script - PBT only
Oral Presentation: Oral Script for Translation - CBT and PBT
Speech-to-Text
IEP, 504 Plan,
or Identified
English
Learner
required
Talking Calculator/Math Manipulatives (Science only)
Word Prediction External Device
T&S Accommodations at a Glance
CMAS
PARCC
ELA
Math
Science
Social Studies
Timing & Scheduling: All Tests
Extended Time (up to double time)
Multiple Breaks (stop the clock
*IEP, 504 Plan,
or Identified
English Learner
required*
AF&A Manual: Refer to Table 5 (CBT) and Appendix A (PBT) for details of Timing & Scheduling Accommodations
TOP 5 IEP
Accommodations
#1: Extended Time
Extended Time
Most Requested Accommodation!
• Extended Time – Time and a Half
• Extended Time
Accommodation is for students who need additional time
to:
•
•
•
•
…process written text
…write
…take frequent breaks
…use in combination with another accommodation
such as assistive technology
Extended Time
#1: Extended
Time
Timing &
Scheduling
Accommodation
Appendix E
• Extended time is not included in unit time for ELA or math
• S/SS has time-and-a-half built into unit time
PARCC policy allows for students to have up
through the end of the school day to complete
a testing session.
CDE does not recommend having a student in a testing session for
more than double time.
• ELA Unit 1 = 110 minutes
• Double time = 220 minutes (+3.5 hours!)
IEP or 504 Plan must indicate time if more than Time-and-a-Half is needed
(based on what is being given in instruction, interims)
• Extended time accommodations must be administered in a separate room from
regular time administrations
•
#2: Small Group
Small Group / Multiple Breaks
#2: Small Group
testing
accommodation
Multiple Breaks is
a common
accommodation
too.
#3: Oral Scripts / Text to Speech
(TEACHER READ DIRECTIONS TOO)
#3 Accommodations
– Oral Presentation
(Oral Script, Text to
Speech) – now called
“Reading Access”
CMAS
PARCC
Science
Social Studies
Math
ELA/L
Oral Presentation (Reading Access)
Allows students to hear all test questions, passages/sources, and answer choices
aloud.
• The online version is called Text-To-Speech (computer reader).
• The paper version is called Oral Script or Human Reader/Human Signer.
Availability is dependent on the content being tested:
• Text-To-Speech is an accessibility feature for Math, Science and Social Studies (in
English and Spanish)
• Oral Script (Human Reader/Human Signer) is an accessibility feature for Math
• Oral Script (Human Reader/Human Signer) is an accommodation for Science and
Social Studies
• Oral Presentation/Text-To-Speech is not an available accommodation for ELA/L
except in unique situations (requires a CDE UAR- deadline has passed)
State Accommodations Crosswalk –
List of Oral Presentation accommodations
available by test.
State accommodation matrix is here: http://www.cde.state.co.us/assessment/trainings.
#4: Assistive Technology
Assistive Technology (AT)
Assistive
Technology (AT)
Students may use a range of assistive
technologies on the CMAS assessments,
including devices that are compatible with
the online testing platform and those that
are used externally on a separate computer.
Caution: Technology must be tested during
an Infrastructure Trial to assess its
compatibility with the TestNav testing
platform.
Assistive Technology Guidelines: onlineassessment.dpsk12.org  Accommodations
Assistive Technology - Reminder
• Assistive technology may not have embedded grammar check,
Assistive
Technology
(AT)
connect to the internet, or save information. If these features
cannot be disabled or monitored closely by an administrator, the
device should not be used on a PARCC assessment
• Test administrators are responsible for collecting all non-scoreable
student work created from assistive technology devices.
• Content must be cleared off all devices.
• Non-scoreable student work must be securely shredded.
Word Prediction
Assistive Technology: External device
Examples of Word Prediction Software:
Word
Prediction
• Co-Writer
• Read Write Gold
Word prediction software is not compatible with TestNav; thus an
external device must be used.
Make sure the student practices using this tool!
Scribe on ELA/L
Scribe on
ELA/L
Allowed
and Not
Allowed
SCRIBE Selected Response Options on
ELA/L – allowable accommodation
 Speech-to-Text
 Human Scribe/Human Signer
 Assistive Technology Device
SCRIBE Constructed Response on ELA/L
– allowable accommodation
 Speech-to-Text
 Assistive Technology Device
X Human Scribe/Human Signer—UAR
required
Scribe for students with…
• A physical disability that severely
limits the student’s motor process of
writing
OR
• a disability that severely limits the
student from expressing written
language.
Use Appendix C for Transcription
Guidance.
Responses must be transcribed exactly
as dictated/signed (e.g., the human
scribe/signer may not change,
embellish, or interpret a student’s
responses when transcribing) into the
student’s standard test booklet or
answer document.
Scribe on Math, Science, SS
Scribe on
Math,
Science, and
Social Studies
Response Accommodations for students with Significant Writing
Disabilities (SWD) and/or Identified English Learner
• Speech-to-Text
• Human Scribe
• External Assistive Technology
#5: Math Manipulatives
(Calculators/Math Tools)
CALCULATOR SECTION ONLY
Calculator/Non-Calculator Sections
PARCC
Math
Calculator
and NonCalculator
Sections
What grades take Calculator and Non-Calculator Sections
on the PARCC Math test?
• Grades 3-5: All sections are NON-Calculator
• Grades 6-8/HS Math*: 1 NON-Calculator Section and 2
Calculator Sections
Calculators/Math Tools on Calculator Sections are allowed
as Accessibility Features
Calculators/Math Tools on Non-Calculators are considered
Unique Accommodation Requests (UARs)
*Includes Alg1, Geo, Alg2 and Integrated Math I, II, and III
Calculators/Math Tools on Calculator Sections*
Considered an
Accessibility
Feature on
Calculator
Sections
*UAR on Noncalculator
Section
Students can have a hand-held calculator in addition to the
embedded calculator and can use any of the Math Tools listed
below. CDE considers this an Accessibility Feature, not an
accommodation.
Allowable calculators on Calculator Section:
• Grades 3-5: No calculators allowed, except for students with an approved calculator
• Grades 6-7: Four-function with square root and percentage functions
• Grade 8: Scientific calculators
• High school: Graphing calculators (with functionalities consistent with TI -84 or similar models)
Allowable mathematics tools on Calculator Section
• Arithmetic tables (e.g., addition charts, subtraction charts, multiplication charts; division charts)
• Two-color chips (e.g., single-sided or double-sided)
• Counters and counting chips
• Square tiles
• Base 10 blocks
• 100s chart
Math Tools allowed on Calculator Section
Examples of
allowable Math
Tools
Accessibility
Features for All
on Calculator
Sections
Allowable mathematics
tools include:
• Arithmetic tables (e.g., addition
•
•
•
•
•
charts, subtraction charts,
multiplication charts; division
charts)
Two-color chips (e.g., singlesided or double-sided)
Counters and counting chips
Square tiles
Base 10 blocks
100s chart
Math Tools on Calculator Sections (cont.).
Allowable mathematics tools
include:
• Arithmetic tables (e.g., addition charts,
Examples of
allowable
Math Tools
Accessibility
Features for
All on
Calculator
Sections
subtraction charts, multiplication
charts; division charts)
• Two-color chips (e.g., single-sided or
double-sided)
•
•
•
•
Counters and counting chips
Square tiles
Base 10 blocks
100s chart
Math Tools on Calculator Sections (cont.)
Mathematics tools NOT allowed:
Examples of
Math Tools that
are NOT
ALLOWED
Number line:
× NO for assessment
Pairing numeral with
dots is NOT allowed
on the assessment.
Auditory Presentation
for Math, S/SS
Computer-based testing
• Students will use Text-to-Speech
• Math, S/SS: EL students who will have the test translated into a
language other than English or Spanish, may have a human
reader translate using the applicable script
• Student responses must be translated and transcribed into
TestNav
Paper-based testing
• The Test Administrator will use the applicable script to read the
questions to the student(s) for math, S/SS
• May be individual or small group
• Individual words cannot be read to students
Scripts are secure and must be returned to Pearson
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Transcription Guidelines
Paper-based and Computer-based Transcription:
• At least two persons must be present during any transcription
of student responses.
– One person to transcribe
– One person to verify the transcription
• The student’s responses must be transcribed verbatim into
the Test Booklet/Answer Document or TestNav
– Note for braille transcription: Only a braille certified Test Administrator
may transcribe student responses
• After transcription, shred any responses made from an
assistive technology device.
– Complete the Verification of Removal of Saved Data form
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Transcription Guidelines - CBT
Computer-based Transcription:
• Student responds to Constructed Response (CR) questions on
their assistive device
– Student may respond to selected response items in TestNav
– Device with saved responses is secure until those responses are removed
• Student will exit the unit, but the student should not submit the
current unit
• Resume the student’s test in PAnext
• Log-in as the student and transcribe the CR responses
• Student responses to CR questions should be entered into
TestNav by the Test Administrator before the next unit
• Submit responses for the transcribed unit
• Student resumes testing in the next unit
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Emergency Accommodation
• A case where a student needs a new accommodation immediately due to unforeseen
circumstances
•
Cases could include students who have a recently-fractured limb (e.g., arm, wrist, or shoulder); whose only
pair of eyeglasses have broken; or a student returning from a serious or prolonged illness or injury.
• Emergency accommodation form must be completed and maintained at the school
• Contact CSI if a student requires a paper-based administration
• Refer to Appendix G for Emergency Accommodation Form (AF&A Manual pg 115)
• This will be identified on the Manage Student Test screen through the User Interface or via a
SR/PNP file upload
•
•
Human Scribe
Other
65
And now….How to assign accommodations
and create sessions!
(Remember, there are many resources provided by
CDE and Pearson referenced in the deck that go
into more detail!)
66
When assigning accommodations and creating session
rosters- you have two options:
1) PNP/SR file upload process
2) Manual process
I’ll go through how to go about both options in the
following slides.
What is a SR/PNP?
SR/PNP = Student Registration and Personal Needs Profile
• a file that includes the student’s registration information and any
accessibility features and accommodations needed for testing.
SR/PNP =
Student
Registration
and Personal
Needs Profile
• identifies when a student needs an accommodated online test form
(i.e. text-to-speech)
SR/PNP is the student data file in PeasonAccessnext
1. Original file was loaded by CSI
2. Updated by SACs with selections for students’ Accessibility
Features Identified in Advance and Accommodations
SR/PNP screen in
PearsonAccessnext
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How do I fill out and submit the SR/PNP
file layout?
STEP 1: Collect individual student information from teachers and
SPED/ELA teams.
Collect
Track
Assign
STEP 2: Track this information in a central location (using your own
spreadsheet)
STEP 3: SAL will upload information into the SR/PNP file.
Option 1: Export, Update, Import PNP file
• Log in to PearsonAccess
• Select “Import/Export Data” from the Setup drop down
Make sure PARCC
ELA and Math is
Selected here
(or Sci/SS for
those
Tests)
71
• Under “Tasks” select “Import/Export Data”
• Click “Start”
72
• Under “Type” select “Student Registration Export”
• File Layout = CSV
• Don’t change “Test Status Filter”
• Click “Process”
73
• Once you have added accommodations and/or created test sessions
within the exported document, save as (keep in CSV format) and
import via the same tab in Pearson:
74
• Handout: Field Definitions and Assigning Test Sessions (this covers the
upload process and the manual process
• To create test sessions and/or classes, you will use the “Session
Name” Field (column AP)
• To add accommodations, you will mark Y/N in pertinent columns AX
through CH
• **Remember: Each student has a separate record for ELA and Mathso be careful to assign the correct session/accommodation to the
correct subject area***
75
Next
PearsonAccess
•
•
•
•
Training Modules
Online Training Modules support each of these activities.
Go to: https://parcc.tms.pearson.com
Enter your email and register, including selecting your school.
The following module are suggested:
• Student Readiness Resources for PARCC
• PearsonAccessnext training Modules
• Students in Session Screen
• Monitor Student Test Status
Students
Sessions Management
•These modules can be used to support session management for both
PARCC and S/SS.
Technology Readiness for
Administrators
77
Technology Readiness for Administrators
• This website has all of the information your STR will need :
https://www.cde.state.co.us/assessment/newassess-dtc
• New Proctor Caching Software available
– v2016.9.0.0
– Removes dependency on Java web plug-in for caching test content
– Caching can be done by test or by session in Panext
• Recommend using “Precache by Test” under Setup
78
Technology Updates for 2016-17
• TestNav 8.8 – Will be released in January
• No new apps required, the current apps available on
http://download.testnav.com will be used with TestNav 8.8.
• PearsonAccess Next 4.1 will update in January/February.
• Product changes will be minimal, and shared in the PARCC Technology
Crosswalk.
Site Readiness Checks
Recommended: Run the Assess Testing Capacity task in
PAnext
• Located in PA next under Organizations>Test Administration
task Dropdown menu.
CO site readiness form now includes ELA audio items
• Strongly suggest that schools test their equipment with this
form
• If using iPad 2, must use this form to ensure that audio will
work
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Next steps:
With your SpEd teacher, create a list of accommodations for students at your school.
This should include restricted accommodations (those requiring an IEP/504/EL plan)
and non-restricted (available to students without an IEP, like text-to-speech).
Enter accommodations in Pearson Access (either via PNP or manually)
Create a testing schedule
Create testing sessions in Pearson Access (either via PNP or manually)
Make a list of staff who will need to receive PARCC/CMAS training (anyone who will
interact with the test)
Choose a date for training your staff
Make sure you or your STR reviews the CDE PARCC technology website:
https://www.cde.state.co.us/assessment/newassess-dtc
Bring your questions to the next webinar!
Next training will cover responsibilities immediately prior to and during testing (and
there will be plenty of time for Q&A)
81