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SBA Test Coordinators & Proctors

Question & Answer Reference

March 31, 2017

Please do not print; this resource is lengthy and updated frequently.

STOP: FOR URGENT QUESTIONS DURING THE TEST, CALL The Washington Helpdesk:

844-560-7366 (on a district phone, dial 8 first, then the number)

You may also call our Assessment Office at 7080.

Preparing for the Smarter Balanced Summative Assessment

1. Is there an up-to-date PowerPoint that I can use to help train my staff?

Yes, you can use for this PPT on the Assessment Office Website, focus on slides 9 to 19:

Smarter Balanced Test Coordinator Training PPT - updated March 7, 2017

In addition, test coordinators and proctors should review the TAM and DFA, and try out a training test:

o Spring 2017 Online Test Administration Manual (TAM) 3/08/2017

o Spring 2017 SBA Directions for Administration (DFA) 3/14/2017

The district does not provide hard copies for state assessments. You can print DFAs at your school or use

the Print Shop, if that is more convenient.

2. Should students take the training and practice tests?

Yes, all students taking the SBA should first have the opportunity to try out the technical features and

items types least once before the taking the Summative Smarter Balanced Assessments. Here are links to

the SBA Practice and Training Test Users Guide, and Practice Test Scoring Guide:

Smarter Balanced Practice and Training Guide SBA Practice Test Scoring Guide

3. How are the Training and Practice tests different?

Training Tests Practice Tests

Help students, teachers, and parents learn

about the item types, tools, and navigation

used in the online testing system.

Teachers, students, and parents can experience a Smarter Balanced Assessment and grade-level content similar to the actual test.

Some content on a training test may be difficult, but students can still try out the technical features. Encourage students to experiment with the tools, choose best answer, and move to next item.

Similar in format and structure to the SBA ELA and Math assessments – including examples of questions and performance tasks that reflect the student’s current grade level.

Not adaptive Not adaptive

Not intended to guide instruction Not intended to guide instruction Student responses to the training test not saved or scored.

Student responses test not saved or scored, but scoring guides with correct answers are available.

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Test Exemptions and Participation

1. Which students are New Non-English Proficient (NNEP)?

NNEP students are those students receiving ELL services enrolled in a U.S. school for less than a calendar year

before the start of the school’s SBA window, for example:

A student who first enrolled in a U.S. school March 1, 2016, is not NNEP.

A student who first enrolled in a U.S. school September 1, 2017, would be NNEP.

If you have questions about which students are NNEP, please contact the ELL department (253-373-7583).

2. Are New Non-English Proficient (NNEP) students exempt from the SBA?

They are only exempt from the ELA portion; they are still required to take the SBA Math, the ELPA21 and state

science assessments. If NNEP students can engage with the SBA ELA, they can go ahead and attempt the test –

this can be good experience for the students and their scores does not count against school or district

accountability, because of the exemption.

3. We had ELL students arrive last year DURING the SBA testing window; are they still NNEP?

No.

4. We had ELL students arrive last year AFTER the SBA testing window; are they NNEP?

Yes.

5. Do we need to code the NNEP students in TIDE this year?

No, OSPI computes NNEP status based on the date of entry into U.S. schools (less than 12 months from test

window) as coded in Skyward and CEDARS.

6. What is the cut-off point for students who just enrolled in our school? At what point can we consider

them Partially Enrolled?

If student enrolls in the last 3 weeks of school, they are Partially Enrolled, ‘PE’, and exempt based on date of

enrollment. For KSD, that would mean a student who enrolls after June 6, 2017.

Testing Time and Planning

1. How many days should I plan to test my students?

SBA summative assessments are untimed. Students may take as much time as they need to complete the tests.

Most schools take a total of two days to test Math and another two days to test ELA. See the following table

for estimated testing time, and with an additional 15-20 minutes to pass out test tickets, read directions, and

so on, before the students actually begin taking the test. Be sure to test and setup headphones before the

testing session.

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Grades CAT Performance

Task

Total per

Subject

ELA 3 – 5 1:30 2:00 3:30

6 – 8 1:30 2:00 3:30

10 – 11 2:00 2:00 4:00

Math 3 – 5 1:30 1:00 2:30

6 – 8 2:00 1:00 3:00

10 – 11 2:00 1:30 3:30

2. How do I know which Classroom Activities/Performance Task my students should engage in?

There are NO longer any classroom activities, which will save test administration time.

3. Do I have to test all my 4th graders at the same time? Do students have to test on the same day?

The answer is “No” to both questions. For the CAT, a student has 45 calendar days to finish the test after

starting. For the PT, a student has 15 calendar days to finish the test after starting, so it is not a good idea to

start the PT right before Spring Break.

4. After I create a test schedule for the SBA, whom should I share it with other than building staff?

Please email it to Karen Forsloff in the Assessment Office Karen.Forsloff@kent.k12.wa.us.

5. (NEW) How do I know whether students have completed the CAT and PT portions of the test?

This year we use TIDE instead of ORS. Look for the green Administering Tests section. This PowerPoint explains

the options for monitoring students’ progress.

6. What if I run a report but the students I just tested are not in it? Did I run the test incorrectly?

Most likely not. There is a lag time of up to 24 hours between when students complete questions on the SBA

and when their progress shows up in a report generated from Test Management Center. The lag time may be

worse when there is a high-volume of testing, typical in late April and May.

7. What materials may students access during the SBA math and MSP science tests?

Please consult the following resource: Materials Available for Student Access

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Preparing Test Tickets

1. (NEW) What is an easy way to print test tickets?

Test tickets are easy to print using rosters in TIDE, which have been up for primary and alternate homeroom

elementary school teachers, and for the teachers of common ELA and math middle school courses.

The most current rosters use the teacher name with a “(Feb 23)” suffix, indicating the teacher’s roster that is in

Skyward on that date.

2. (NEW) What if a student is new at my school and doesn’t have an SSID?

Please contact Karen Vassallo Karen.Vassallo@kent.k12.wa.us with the student’s first name, last name and

date of birth. She will make sure the student is included in CEDARS so the student will show up in TIDE.

Secure Browser

1. Is the Secure Browser for SBA already on students’ computers?

Yes. It looks like this:

Unless a teacher installs it on his/her computer, however, the secure browser will not appear on teachers’

machines. If you would like to install it, please contact the Customer Support Center (x-7030).

2. What if the Washington Secure Browser has not been installed on my students’ computers?

Make sure that prior to the testing window that the browser is available on all student computers. Do not

wait until testing day because you will need to restart the computers and wait an hour for the icon to appear.

If the icon still does not appear, contact the Customer Support Center (x-7030) immediately and they should be

able to push it out remotely to the computers at your school.

Accommodations and Designated Supports

1. What is the difference between a “Designated Support” and an “Accommodation”?

Designated Support: A teacher (or team of educators, parent/guardian and student) can decide which

designated supports the student can access during testing. Students should have used the same supports

they have used for instruction and tried them out on the training test. For more information, see page 18

of the Guidelines on Tools Supports and Accommodations 10/03/2016 .

Accommodations are only for students who have an IEP or 504 plan that documents the need for the

accommodation. Accommodations are changes in procedures or materials that increase equitable access

during testing but do not change the meaning or interpretation of the test score. For more detailed

information see page 30 of the Guidelines on Tools Supports and Accommodations 10/03/2016 .

2. Are the Accommodations and supports entered in TIDE last year still there?

No.

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3. How do I enter students’ accommodations in TIDE?

Use the Student Information tab in TIDE.

You can use this template: Supports and Accommodations Template 3/08/2017

4. What do we do if a student cannot physically interact with the test system? For example, they can’t

click a mouse to select an answer.

Generally, students who cannot interact with a computer will have an IEP or 504 plan that includes an

accommodation for a scribe or other assistance. If student has an IEP, speak with the Inclusive Education

specialist in your building. If the student has or needs a 504, (for example, a student with a broken wrist),

speak with the 504 manager in your building – these are usually counselors - so that student has

documentation for the needed test accommodation. Please see Appendix F – Scribing and Transcribing

Guidelines - in the Tools, Supports & Accommodations for State Assessments Manual.

Students may not use a scribe for the ELA PT Part 2, as a designated support; it is allowed for the ELA PT

Part 2 as an accommodation.

5. What should a student’s scribe do before serving as a scribe on the SBA?

Attend the SBA Test Administrator Training

Sign the Test Security Staff Assurance form and give it to your building’s SBA School Test Coordinator

to submit to the Assessment Office

Review Appendix F – Scribing and Transcribing Guidelines - in the Tools, Supports & Accommodations

for State Assessments Manual at least one or two days prior to the test event.

Practice the scribing process with the student at least once prior to the scribing session.

6. Which designated supports might be appropriate for ELL students on the SBA?

ELL students should only use tools that as outlined in the Guidelines on Tools, Supports & Accommodations

Manual if they use those tools on a regular basis. The SBA should not be the first time ELL students are using

any of the designated supports.

Embedded designated supports that might apply for ELL students include Text to Speech for ELA CAT

items, ELA PT passages/stimuli/items, Math stimuli/items, and Stacked Translations in Spanish.

Non-Embedded designated supports that may be used by ELL students include: A bilingual dictionary

(for ELA Performance Task full writes only), Read-Aloud-Spanish (for math only), Translated-Test

Directions (for all contents and grades – translations available on the WCAP Portal).

7. How are assistive technology devices approved for use on the SBA?

Assistive technology devices not specifically mentioned in Guidelines on Tools, Supports, & Accommodations,

require a non-standard accommodation, even if documented in the student’s IEP/504 plan. OSPI may approve

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a limited number of non-standard accommodations. Submit requests for non-standard accommodations well

before the start of the testing window.

8. I have a student who is visually impaired and requires magnification beyond what embedded

magnification tool can do. How do I document this for the SBA?

This is a non-embedded designated support since it goes beyond increasing the size to a level not provided by

the embedded zoom feature. A magnifier or simple projector may be the easiest solution when working with

the secure browser.

9. Who makes decisions about Accommodations vs Designated Supports?

Accommodations: For Special Education Students, the IEP team and for students with a 504 plan,

educators with knowledge of student’s 504 plan.

Designated Supports: Educators familiar with the student, such as the classroom teacher, ELL teacher,

and parents can make these decisions. Older students may also provide input on their needs.

10. What is the difference between a passage/stimuli and test items? What are the rules about Text-to-

Speech (embedded) or Read-Aloud (human reader) for ELL students and students with IEPs?

The stimuli or passage is on the left-hand side of the student’s computer screen. It could be a written passage,

chart, map, math problem, or something else. The items are the questions that the student responds to and

will be on the right side of the computer screen.

Rules for ELA Passages.

Students must have an IEP/504 plan with the need for this documented! For students in all grades, Text-

to-Speech or Read-Aloud is available on ELA reading passages for students whose need is documented on

an IEP or 504 plan. Text-to-speech and Read-Aloud for ELA reading passages is not available for ELL

students (unless the student has an IEP or 504 plan).

Rules for ELA Test Items and Math Stimuli and Items. Text-to-speech or Read aloud is allowed as a

designated support for struggling readers for ELA test items and for math stimuli and items. “This support

will likely be confusing and may impede the performance of students who do not regularly have the

support during instruction.” (Page 20, GTSA).

If you are planning on using Read Aloud, see Guidelines on Tools, Supports and Accommodations for State

Assessments 2015-16, Appendix D, for Read Aloud Test Reader Guidelines.

11. (NEW) We have a few students who have the use of text-to-speech documented in their IEP/504 plan

for the SBA. Do I have an option for which Voice Pack I can use?

Microsoft Windows 10 computers already have the voice pack “Zira” and “Mark” installed. Although these

voice packs have been certified by the vendor, some test coordinators have commented that the “Julie” voice

from NeoSpeech, an alternative voice pack, is a much better program; it speaks more smoothly and correctly

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pronounces homonyms (such as “live”, “bass”, etc.) - here is a video where you can hear the difference (be

patient; it take a while to open). The video contrasts “Ana” – a Windows 7 voice with “Julie” the voice pack

from NeoSpeech. Although windows 10 voices are a bit better, they are similar to windows 7. This year

NeoSpeech’s “Julie” voice pack is compatible with Windows 10. If you would like to install it, you may find it

in the software center on your windows 10 machine. Here are instructions for the install

12. When a student has a test reader, can that person read to the student while pointing to the words on

the screen?

No. TAs and other test administrators/trained support staff need to avoid situations where they are pointing

to the monitor altogether. Page 50 and 59 of the Guidelines on Tools, Supports, & Accommodations manual

provides examples of how the test reader should read to the student. Test readers/translators should

practice with the student using a training or practice test at least once before the actual SBA.

Setting up the Computer Lab

1. How can we make sure our computers will function correctly during the test?

Restart all computers every night during testing! Restart computers on a regular basis so they have the

necessary updates.

2. How should TAs handle student test tickets in the lab?

Place them at their computers – some schools tape them to the bottom of the computer monitor - and keep

them there for the duration of the test session. MAKE SURE STUDENTS SIT AT THE COMPUTER assigned to

them! This is important in order to avoid stressful test irregularities. Following the end of the test session,

collect the tickets and put them in a secure place with other test materials.

Student Log-in

1. What do students need to have to be able to log into the test?

Students only need their first name (as it appears in the TIDE database) and SSID to log into the SBA.

However, the test tickets that you printed in TIDE also have their last name and birth date to avoid confusion

if there are students with similar names in the class. They will also need a test session-ID. TAs cannot

generate test session codes until the testing session begins. Write the test session on the white board.

2. Can we login students before they come into the computer lab to save time?

Not recommended! Students should log themselves in using their test tickets. This ensures that students do

not sit at pre-logged-on computers of other students.

3. Why can’t students log in although their login information and session code seem to correct?

The most common reasons this happens are:

The student is not typing in their first name exactly how it appears on the test-ticket. For example,

the student types in “Joe” but his name on the test-ticket is “Joseph”

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The student types in his 6-digit district student ID and not the 10-digit SSID.

4. If a student you know should be taking the SBA is not able to log into the test, what do I do?

First, try to find them using the Student Lookup tool:

If you can’t find them, it may have something to do with the data the district submitted to the state. Please

email Karen Vassallo and make her aware that the student is not showing up in TIDE - provide the student’s

identifying information.

5. What if my student logs on but does not have any tests available?

This happens when the tests you have selected for your session do not correspond with the student’s grade.

During Testing

1. Since the test is on the computer, do proctors still have to read the instructions in DFA?

Yes. Even though it is a computerized test, the proctor must read the “SAY” boxes outlined in the Test

Administration Manual (TAM) verbatim, and follow the outlined procedures exactly.

2. If students are having problems navigating the test may I help them?

No. Unlike the ELPA21, you may not help students navigate test questions. Your students should not need

help with this if they have the opportunity to take the training or practice test beforehand. Have students log

into the training or practice tests with their actual test tickets so they can experience all the accommodations

or designated supports assigned to them.

3. Can students use scratch paper on the SBA?

ELA CAT: TAs may be provide as needed - destroy at the end of test day.

Math CAT: Scratch paper is required for all grades – destroy at the end of the test day.

Math/ELA-PT: Students may use scratch paper to make notes instead of the online notepad.

Students should write their names on each piece of scratch paper and TAs should collect and

securely store them at the completion of part 1 of the Math/ELA-PT. Return this scratch paper to

students for part 2 of the Math/ELA-PT.

4. If a student is concerned about test item or does not understand how to answer it, what should I do?

Say: “Try your best and choose the answer that makes the most sense to you”. You may also have the student

select the Tutorial from the context menu to view a short video of how to answer questions.

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5. What do I do if a student says that there is a technical issue or error with a test item or items?

The TA should follow these Guidelines for Reporting a Perceived Error on a Test:

Tell students to do their best and complete that section of the assessment. Do not attempt to provide

a remedy or get involved with the test question.

During the assessment, make note of the perceived error, including the subject, grade level, TA and

Student logins, and test question number.Complete a Test Question Ambiguity Form to document

the perceived error and alert the Assessment Office, who will relay this information in a secure way to

OSPI.

School Test Coordinators should deliver the completed form to the Assessment Office along with any

secure testing materials, if needed.

Do not copy the problem, share with colleagues, or transmit this information through any device with

cellular, messaging, or wireless capabilities (e.g., email, cell phones, pagers, iPods, tablets, other web-

enabled devices, photo technology).

6. Can students have their cell phones, tablets, smart watches or any computer device with them during

the exam?

No. Turn off all electronic devices stored them away from the testing area. Do not allow any device that can

take pictures or communicate near computers during testing. Please keep an eye out for watches, especially

those that are oversized, which may have cameras and the ability to allow students to communicate or

capture test questions.

7. (NEW) If students pause the test for more than 50 minutes, can they review/change their previous

questions and answers?

For the CAT portion of the test: Yes

For the PT portion of the test: No. However, there are two parts and after they finish the first part,

they cannot go back to it.

Page 11 of the Spring 2017 Test Administration Manual 3/21/2017offers scenarios for pause rules.

8. (NEW) If a student starts typing in an answer box but then deletes it, does the test view this question as "answered"?

Yes, the CAT views an answer box that the student has typed in, even if the student then deletes the answer, as “answered.” Students cannot revisit questions that have been "answered" unless the questions are on the same page of the CAT where there is at least one unanswered question.

9. (NEW) If I have to stop testing suddenly to move my students to another room, what should I do?

If you stop the test session, all students will automatically log out. You will have 50 minutes to start a new

session and get them logged in again.

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Appeals

1. How do we file appeals this year? What is the overall process?

SCs will notify the Assessment Office when there is an appeal request.

Assessment will verify the request to ensure that the situation warrants an appeal. If verified, they will

submit an appeal through TIDE.

Under OSPI directions, AIR processes appeals, usually in less than 24 hours.

Refer to the TIDE Users Guide 3/06/2017 for support in accessing and submitting appeals.

2. A support or accommodation was not set correctly and the student has already started to test. Do we need

to file an appeal needed to change the settings?

The SC can change most student settings in TIDE after the student’s test is paused. The changes will go into

effect right away and the student can keep testing under the current session.

The only exceptions are for Braille, Spanish Stacked Translations, and ASL. These three settings will require

the students test be Reset by the DC through the TIDE Appeals application.

3. If I suspect a student has cheated, should I request to invalidate their test?

No. Always let a student finish their test first. Complete a test incident report and submit to the Assessment

Office for review. The Assessment Office will discuss the incident with the building’s SC and TA and consult

with OSPI before a decision regarding invalidation.

4. A student submits their test but then says he has not completed all the items and would like it re-opened.

Should I request an appeal to re-open the test?

No. If you do, most likely, it will be not be accepted. Students are not be allowed re-enter a test in this situation

since there are clear warning messages to the student onscreen letting them they cannot return to a previous

item after they submit.

5. What do I do when one of my students accidentally tests under another student’s login?

If the student just started the test and hasn’t completed more than 1 segment:

o Stop the student’s test.

o Fill out a Request for Appeal Form and send it to the assessment office to “Reset a Test”. This

year the Testing & Assessment office has to submit the appeal to the state for you.

o Have the student start testing under his real login

o Compete a test incident and irregularity report to the assessment office

If the student has already completed more than 5 questions under the other student’s login:

o Let the student finish the test session but take note of which student logged in as. The WA

Helpdesk can move the responses to the actual student’s correct SSID later.

o Call the WA Helpdesk at 844-560-7366 (then press 2) and explain what happened – have SSIDs of affected students on hand. Record the case number they give you to include on the irregularity report.

o Compete a Testing Incident Report and send to the assessment office

If the student tested under their own and another student’s login:

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o Stop testing both students

o Call the WA Helpdesk (844-560-7366, then press 2). Explain what happened – have SSIDs of the students on hand. Record the case number they give you to include on the irregularity report.

o Compete a Testing Incident Report and send to the assessment office

6. What do I do if I meant to select the Interim Assessment but I accidentally had my student(s) start the

Summative Assessment?

Stop the test.

Fill out a Testing Incident Report

Include the comments that “TA selected the Summative but should have administered the Interim.”

Let the Assessment Office know you need to reset the test and send them the form.

Please avoid this situation through good communication in your building. You can use this graphic on days

where you know classes will be taking an interim:

What are important tips to avoid creating appeals to re-open students’ test segments?

There have been several appeals coming in to re-open current/previous test segments – this is happens when a

student inadvertently is locked out of all or part of the test before they finish answering questions.

You can avoid this type of situation by:

About 10-15 minutes before ending the test session, tell students to finish the segment or question they

are working on with a complete answer and click the PAUSE button when they finish.

TAs should keep their computers awake by staying active in the TA interface (hit the refresh button on the

top right of the screen).

Finished Testing

1. When students finish testing what can they do to stay busy?

They may read a book or work on something silently. Do not permit electronics devices such as cell phones, or

computer games and activities.

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2. How can teachers see their student scores on state assessments when they are available?

Teachers with TA accounts in TIDE can log into ORS to see the results of students linked to them by their

rosters. For more about the ORS Online Reporting System (ORS) Training Module 9/15/2016

After Testing

1. (NEW) How do I enter refusal and other participation codes in TIDE? Are SBA coordinators required

to enter refusal codes?

Here are directions for entering refusal codes into TIDE. The process is a lot like entering the accommodation and support codes in TIDE. OSPI does not require that schools or districts enter refusal codes, but it is useful to have a record explaining why counts of students tested may be lower than counts of students who are required to test. How to Enter Participation Codes in TIDE

Questions relating to High School Student Participation in Smarter Balanced

1. What are the graduation cut scores for high school students taking SBAs? (Less than Level 3 cut score

but meeting graduation requirements)

The cut scores for graduation are 2548 for SBA ELA, and 2595 for SBA Math.

2. Does an 11th grade student, who did not score at level 3 or 4 in the grade 10 need to take the SBA ELA

test again this year?

Yes.

3. Do students who pass the SBA ELA or Math in grade 10 need to retake the test in 11th grade?

No. Grade 11 students who earned a Level 3 or Level 4 on SBA ELA or Math in 10th grade are not required to

test again in grade 11.

4. Can students with IEPs take an off-grade level SBA in 10th grade?

Yes, if they meet the following criteria:

a. Receiving special education services during the term of test administration

b. Have an active IEP Plan

c. Enrolled as a 10th, 11th or 12th grader.

d. Expected to participate in SBA for accountability in grade 11.

5. If a student met standard an Off-grade test in grade 10, does they still need to take the SBA in grade 11?

Yes, off-grade tests only count for graduation requirements but do not count toward the participation

requirement. At least 95% of students must take the SBA ELA and Math at grade level standards at least once

in high school to meet the accountability requirement.

6. How can high school students make sure that colleges or community colleges receive their SBA scores?

Students must sign off on the OSPI release scores by responding to a survey question pops-up at end of their

SBA assessment. The question asks high school students if they want OSPI to release scores on their behalf.

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7. Which Performance Task should we use for our off-grade-level students?

This year there is only one PT available for each grade and subject. Always review the IEPs to determine the

grade level they should test. Assign students either the grade 3 or the grade 6 PT, based on their IEPs.

Elementary level corresponds to 3rd grade. Middle school level corresponds to 6th grade. The SBA will adjust

the test difficulty depending the student’s correct or incorrect responses.