colorado measures of academic success (cmas) sac cmas administration training
DESCRIPTION
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. A genda. - PowerPoint PPT PresentationTRANSCRIPT
Spring 2014
Colorado Measures of Academic Success (CMAS)
SAC CMAS Administration Training
School Assessment Coordinator School Technology Coordinator District Assessment Coordinator (Janet Dinnen) School Assessment Coordinator (Michael Gelinas) PearsonAccess
School Contacts
Science and Social Studies Administration Procedures
• 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
Agenda CMAS PearsonAccess and TestNav • TestNav 8.0 Demonstration and Tools• User Roles• Student Data• Test Session Management• TestNav 8.0 Test Engine• Additional Orders
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.
Topics Not Covered Today
CMAS: Science and Social Studies Program Overview
8
Spring 2014 CMASAssessment Window
CMAS: Science and Social StudiesAssessment Testing Dates
Grade 4 Social Studies
April 14 – May 2, 2014Grade 5 ScienceGrade 7 Social StudiesGrade 8 Science
Critical Dates
Date Activity
February 7 ePAT Item samplers available (text-to-speech and color contrast)
February 10 Online test session set-up begins February 10 – March 14
Submit Student Data Uploads/update participation counts for initial orders
February 27 ePAT (Practice Test Environment) with accessibility features available
Start on March 31 Proctor caching test content begins (prior to testing)April 1 – May 6 Additional Orders for non-secure materialsApril 14 – May 2 Student Testing
May 7 Schedule pickups with UPS: deadlineMay 9 UPS pickup of materials deadline
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!
Test Structure
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
CDE
DistrictDAC/DTC
PearsonCharter School
SAC/STC
Charter SchoolSAC/STC
Charter SchoolSAC/STC
NEW FOR CMAS
Procedures pertaining to PearsonAccess Student Data Upload Student information updates and changesAdditional ordersPearsonAccess test session management
Technical issues related to site readiness, including device questions
Technical issues related to TestNav 8.0Materials issues**When possible, contact CSI first so we are aware of questions/issues to improve support
Schools CAN Contact Pearson for
CDE Recommends that districts allow individuals beyond DAC to contact Pearson Customer Service Center directly
during actual testing
Assistance and Escalation for Technical Issues
CDE Assessment Unit
School/District Pearson Customer Service Center
Alert Customer Service Center when testing is in progress for rapid escalation
Pearson CO Program Team
Scheduling and Testing Time Procedures
What is a “Standardized” Assessment?
• All students will have the same test content, resources, directions, testing conditions, and scoring procedures.
• 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.
Definitions
PearsonAccess Test Session: Virtual data grouping of 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 All
Students
Additional Testing Time
Total Testing Time
Time for Set up and
Transition
TotalSection Time
55 minutes(Firm)
25 minutes
(Firm)
80 minutes(Firm)
10 minutes
(May be Modified)
90 minutes(May be
Modified based on Time for Set
Up and Transition)
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 s t section of Science/Social Studies have a practice question/review of practice question. Consider adding a couple more minutes to 1 s t section of Science and Social Studies to account for this.
Time for Set up and Transition (At least 10 minutes is suggested)
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-to-back 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 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
CMAS Scheduling Considerations
Sample Schedules
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
Student completes missed test section during make-up testing time in advance of re-joining original physical testing group
Make-Up Testing Option 1 (**Recommended**)
Sample Make-Up Testing Schedule for Option 1 - ** Recommended**
Day 1 Day 2 Day 3
Regularly Scheduled Make-Up Testing Time (beginning of morning)
- Absent Student Takes Section 1
-
Physical Testing Group Testing Time (scheduled after initial morning make-up testing time)
Physical testing group takes test section 1
Absent Student re-joins physical testing group for test section 2
Physical testing group takes test section 3
Student tests with original physical testing group
Make-Up Testing Option 2
Sample Make-Up Testing Schedule for Option 2
! Day 1 in Testing
Environment
Day 2 in Testing
Environment
Day 3 in Testing
Environment
Day 4 in Testing
Environment
Physical Testing Group Cohort
Section 1 Section 2 Section 3 -
Absent Student -Missed- Section 1 Section 2 Section 3
Student completes missed test section in any available physical testing group in advance of re-joining original physical testing group
Make-Up Testing Option 3
Sample Make-Up Testing Schedule for Option 3Day 1 Day 2 Day 3
Available Physical Testing Group(morning)
Section 1 Section 2 (regularly scheduled students in physical testing group)
Section 1 (absent student joins this physical testing group to complete section 1 as the other students complete section 2)
Section 3
Absent Student’s Original Physical Testing Group(afternoon)
Section 1 Section 2 (absent student rejoins original physical testing group to complete section 2)
Section 3
Considerations for all Make-Up Testing OptionsPearsonAccess Demand on Test Administrators
Security Risk Logistical Demand
Option 1 *Recommended*
Student Completes Missed Test Section in Advance of Re-Joining Original Physical Testing Group
Medium Lower Medium
Option 2
Student Tests with Original Physical Testing Group
Low High Low
Option 3
Student Completes Missed Test Section in Any Available Physical Testing Group in Advance of Re-Joining Original Physical Testing Group
High Lower High
Scheduling Questions?
Security
Test Security Protocols
Protection of student information and dataProtecting the validity of the state assessmentsFinancial considerationsTest materials
Secure (must be shipped back to CSI)Non-secure materials (manuals, etc. can be shipped
back OR can shredded by school)
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
Security Plan
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 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
Student-to-Test Administrator Ratio
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 studentsWord walls Steps for solving math equationsAny content related materials
Generally, posters that do not include content specific definitions, content related processes or solutions may remain on the wallThe AlphabetBasic Number Lines
The Test Environment
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: 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 AdministrationActive Administrators: Administrators May Not:
Provide feedback Clarify test questions Answer content related
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
Ensure they have all necessary 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
Prepare the test environment and situate students Start session in PearsonAccess Follow directions and read script in the Test Administrator ’s
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
Administration Steps
Testing Irregularities
MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances
Testing Irregularities
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
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
Misadministrations
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
Students obtain or share secure test materials
Discussing, reproducing, or transmitting, by any means, secure test materials, or descriptions of secure test materials
Breach 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
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.
Emergencies
Policies for Testing Irregularities
Misadministrations and test security breaches are declared 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
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.)
Increased Accessibility
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 MagnifierZoom 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 Features for All Students
Selected by form1. 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
Embedded Accessibility Features and Accommodations that Must Be Requested Ahead of Time for Computer-based Administration
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
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
ResponseWritten responses in Spanish (no need to translate at
school level)
Scribe (must be individually administered) EnglishOther languages
Assistive technology devices – compatibility will need to be established (if incompatible, order paper form)
Accommodations for Computer-based Administration
Devices with demonstrated compatibility with TestNav8:
www.pearsononlinetesting.com/at
Assistive Technology
77
SettingSmall group Individual
Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setting)
Accommodations for Computer-based 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 brail le 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 disabil ities that prevent them from utilizing devices safely may meet this criterion.
Accommodations for Paper-based Administration
79
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.
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)
Accommodations for Paper-based Administration
Updating the SDU File with Accommodations – INITIAL DUE 3/14
Receiving and Returning 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
Test Materials
Receiving Test Materials
Materials will be shipped to districtsPurple labels on all boxesGreen labels on CMAS boxesPink 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
SACs Collect al l 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
Returning Test Materials-SACs
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 SecurityStandardized Test EnvironmentTest Administration Test Session Management (for appropriate personnel)Test Administrator Role vs. Teacher RoleOpportunity for personnel to ask questions
Questions
Roles and Responsibilities
Understand all CMAS procedures and requirements
Employ school level security planServe 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 THROUGHOUT Testing
Participate in district trainings and review all manuals Working with STC, create the testing schedule for your school,
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-
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 computer-
based assessment to the appropriate form Register/add new students
Key SAC Responsibilities BEFORE Testing
Establish the testing environments
PROCTOR CACHE!!!
Prepare studentsMeet 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
Key SAC Responsibilities BEFORE Testing
Practice Testing Environments (ePATs) Expose students to sample items Familiarize students with online test engine, TestNav 8, and
embedded supportsAvailable 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
Prepare Students for Assessments
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 DURING 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
Key SAC Responsibilities AFTER Testing
District Technology Coordinator Responsibilities are covered during technology site
readiness trainings and regional meetings
DACs need to work closely with District Technology CoordinatorsDetermining device availability and scheduling Identifying local technology coordinatorsProviding local technical supportEnsuring tests are administered securely
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
Student Enrollment (Data)
Individual at school level responsible for directly 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
CMAS Test Administrator