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 Administrati on Procedures

• Program Overview• Roles and Responsibiliti es• Training• Scheduling and Testi ng Time Procedures• Make-Up Testi ng• Security• The Test Environment• Test Administrati on• Interrupti ons to Testi ng• Testi ng Irregulariti es• Accessibility Features and Accommodati on• Interrupti ons to Testi ng• Receiving and Returning Test Materials

Agenda

Agenda CMAS PearsonAccess and TestNav • TestNav 8.0 Demonstrati on and Tools• User Roles• Student Data• Test Session Management• TestNav 8.0 Test Engine• Additi onal Orders

Colorado Alternate Assessments (CoAlt)Schools with students eligible for CoAlt will be contacted by CSI for additi onal CoAlt training for CMAS.

Technology Readiness Informati on 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 secti ons

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 questi ons

Technical issues related to TestNav 8.0Materials issues**When possible, contact CSI fi rst so we are aware of questi ons/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 testi ng

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.

Defi nitions

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 secti ons). Students must be placed in a scheduled PearsonAccess test session before they can log in to a test. Schools have fl exibil ity 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 Secti on: 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 secti ons.

Physical Testi ng Group: Students who test within a physical testi ng environment at the same ti me.

Points to Consider when Creating Sessions

If a school only needs two physical testi ng groups, it may be easier to keep students in one PearsonAccess test session.

If many physical testi ng groups are needed, it may be easier to start breaking the student populati on into multi ple PearsonAccess test sessions.

Your schools will also want to think through how make-up testi ng 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 logisti cal perspecti ve, having a test session for each physical testi ng group may help a school to more easily identi fy which groups of students have tested/not yet tested. It may also off er an increased level of security for schools with many physical testi ng groups in the same grade level as each PearsonAccess test session includes unique seal codes.

When printi ng off student authorizati on ti ckets, it may be easier to sort for students (and thus provide the correct Student Authorizati on Tickets to Test Administrators) within each physical testi ng group if the student populati on has been broken into multi ple 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 testi ng environment? Students use own account to log in? Factor in to ti ming)

Start up TestNav 8.0 (Consider creati ng a shortcut on the desktop for easy access. )

Give authorizati on codes to students Log in

Student inputs student authorizati on code (unique to student) Student inputs seal code (unique to secti on)

Test transfer (proctor cache…) Give directi ons Review sample items

1 s t secti on of Science/Social Studies have a practi ce questi on/review of practi ce questi on. Consider adding a couple more minutes to 1 s t secti on 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 secti ons Test secti ons can only be administered to students in

consecuti ve order One grade level and one content area at a ti me except

for make-ups To the extent possible, all students within a grade

should be assessed at the same ti me. Should that not prove possible, all students should be assessed within the shortest ti meframe practi cable (i.e., in back-to-back secti ons, within the same day or consecuti ve days if more secti ons are needed than can be administered in a day, etc.)

CMAS Scheduling Considerations

Schedule fi rst group/fi rst day with more of a ti me cushion than other groups if you can

If you have to do multi ple sessions, schedule smallest group fi rst

School policy for students who are fi nished testi ng aft er the required 55 minutes

Determine whether grades will complete testi ng one at a ti me or alternate testi ng (make-ups excluded)

Determine whether to condense testi ng (make-ups excluded) or spread throughout the testi ng window

Plan for accommodati ons Recommendati on: Schedule students for only one

secti on per day (excepti on: 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 descripti on, pros, and cons of each make up testi ng schedule opti on

Make-Up Testing

Student completes missed test secti on during make-up testi ng ti me in advance of re-joining original physical testi ng 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 testi ng 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 secti on in any available physical testi ng group in advance of re-joining original physical testi ng group

Make-Up Testing Option 3

Sample Make-Up Testing Schedule for Option 3

Day 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 Options

PearsonAccess 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 aft er testi ng 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 testi ng Distribute only the content area being assessed Return materials to a designated secure locati on. 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 duplicati on of secure CMAS materials is permissible

No cell phones or other communicati on, reproducti on or recording devices are allowed in the classroom

Security Questions

The Test Environment

Student-to-Test Administrator rati o must not exceed 30 to 1

Test Administrator must be able to actively monitor the space within the testing environment

Consider room confi gurati on 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 testi ng environment must: Be adequately lit, quiet, free of distracti ons and

heated or cooled Provide an adequate writi ng surface (All students will

receive up to 2 CMAS-approved pieces of scratch paper) Be free of cell phones, music or other distracti ng

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 testi ng 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 specifi c defi niti ons, content related processes or soluti ons 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 testi ng positi on.

Consider the following seati ng confi gurati ons 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-sancti oned test monitors may be in testi ng areas during administrati on

Media are not allowed to have access to the tests before, during, or aft er test administrati on, or take pictures or video of testi ng materials or testi ng students

Test Administration

Active AdministrationActi ve Administrators: Administrators May Not:

Provide feedback Clarify test questi ons Answer content related

questi ons Interfere with the students’

demonstrati on of skills Interact with students in any

way that would impact student responses

Engage in other tasks during test secti ons

Read sources, items, or student responses

Ensure they have all necessary materials for each session

Ensure a standardized testi ng environment

Follow all scripts exactly as writt en *fi ll-in secti ons on script*

Move throughout the room during testi ng

Read directi ons to students when asked *teacher-read directi ons is going away!*

Use proximity to keep students on task

Prepare the test environment and situate students Start session in PearsonAccess Follow directi ons and read script in the Test Administrator ’s

Manual Hand out student authorizati on ti ckets and scratch paper Assist students in logging on to TestNav Complete directi ons to students and start session Acti vely administer the test secti on Collect student authorizati on ti ckets and scratch paper End test secti on Close session in PearsonAccess aft er third secti on

Administration Steps

Testing Irregularities

MisadministrationsSecurity breachesTechnology glitchesEmergencies/unforeseen circumstances

Testing Irregularities

Misadministrations

A misadministrati on is any event that leads to the invalidati on of one or more student test scores in one or more given test sessions DACs investi gate, identi fy and declare misadministrati ons Major Misadministrati ons 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 accommodati ons or

given the wrong accommodati ons

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 secti on, but should sti ll complete other test secti ons as normal

The Test Administrator must immediately inform the SAC, who must inform and consult with the DAC

Use discreti onary judgment The appropriate invalidati on 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 Misadministrati ons aff ecti ng an enti re class or group of

students The wrong test section is administered to a class

Systemati c 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 transmitti ng, 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 Testi ng Irregulariti es

Misadministrati ons and test security breaches are declared to preserve the validity of test scores and assessment data

CSI will follow established policies and procedures for investi gati ng and declaring misadministrati ons and test security breaches

CSI must track/submit reports or suspicions of major misadministrati on/irregulariti es/security breaches to CDE

Invalidati ons should not be used as a disciplinary measure Schools should establish policies and procedures for how

and when to apply disciplinary acti ons to students or staff arising from testi ng irregulariti es

CDE reserves the opti on to investi gate and declare misadministrati ons and apply its own disciplinary sancti ons

Testing Irregularities:Assistance and Reporting

If there has been a major misadministrati on or security breach, the DAC must noti fy CDE.

For major misadministrati ons 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 Navigati on (back,

next, review, fl ag) Pointer Highlighter (Cauti on:

in development) Ruler (Can also be

used as line guide) Calculator Eliminate answer

choice

Embedded Features for All Students

Drop Down Magnifi erZoom Dependent on device (Have students try embedded Zoom

functi on on device they will be testi ng on before ordering paper large print)

Writi ng 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 Accommodati ons that Must Be Requested Ahead of Time for Computer-based Administrati on

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 accommodati ons 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)

Accommodati ons are available for computer-based and paper-based administrati on. Paper-based form is itself intended to be an

accommodated form

Accommodations

Presentati on 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

Setti ngSmall group Individual

Timing Extended time greater than time and a half Time of day Multiple breaks (requires separate setti ng)

Accommodations for Computer-based Administration

The paper-based form of the assessment is itself considered an accommodati on.

Use of the paper-based assessments is expected only to be available to students who: Have a neurological disorder, a conditi on that causes seizures,

or another health conditi on that prevents the student from accessing the computer*

Need a brail le form with tacti le graphics

Have a IEP or 504 plan that requires assisti ve technology, such as speech-to-text, that may not be compati ble with TestNav 8

Will provide writt en responses in a language other than English or Spanish

*Students with disabil iti es that prevent them from uti lizing devices safely may meet this criterion.

Accommodations for Paper-based Administration

79

Presentati on 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)

Setti ng (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 setti ng)

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 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 aft er testing and verifi cation 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 administrati on must be trained each year. This includes DACs, SACs, CMAS Test Administrators, technology personnel and any other school or district staff involved in CMAS administrati on

DACs and SACs are responsible for ensuring that all individuals involved in test administrati on 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 testi ng 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

Practi ce Testi ng 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 additi onal secure and non-secure materials from DAC as needed

Monitor testi ng acti vity Distribute and collect paper testi ng materials daily Report suspected testi ng irregulariti es

(misadministrati ons, security breaches, technology glitches) to DAC

Account for the assessment of all students and ensure that all students have completed testi ng. Administer make-up secti ons 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

Responsibiliti es are covered during technology site readiness trainings and regional meeti ngs

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 informati on 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 administrati on Be trained in any specifi c accommodati ons they are

providing Must sign security agreement before assessment

administrati on begins Read the directi ons to students exactly as they appear

in the Test Administrator ’s Manual Test session management Administer secti ons acti vely

CMAS Test Administrator