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Question & Answer Reference for SBA Test Coordinators & Proctors

Updated: April 26st

, 2016

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

Control-Clicking on a question below will take you to the answer.

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

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

You may also call our Assessment Office if you aren’t getting the support you need from the

WA Helpdesk. Our number is 253-373-7080

Contents

Preparing Proctors for the SBA ..................................................................................................................................... 5

1) Is there an up-to-date PowerPoint that I can use to help train my staff? .................................................... 5

2) Will the district provide hard copies of the DFA for this test administration? ............................................. 5

3) Should students take the training test? ........................................................................................................ 5

4) How do we do the training test? .................................................................................................................. 5

5) Should we do the training test or the practice test? What’s the difference? ............................................. 5

Test Exemptions ............................................................................................................................................................ 5

1) Which students are New Non-English Proficient (NNEP)? ........................................................................... 5

2) Are New Non-English Proficient (NNEP) students exempt from the SBA? ................................................... 6

3) We had ELL students arrive last year DURING the SBA testing window; are they still NNEP? .................... 6

4) We had ELL students arrive last year AFTER the SBA testing window; are they NNEP? .............................. 6

5) Do we need to code the NNEP students in TIDE this year? .......................................................................... 6

Testing Time and Planning ............................................................................................................................................ 6

1) How many days should I plan to test my students? ..................................................................................... 6

2) How do I know which Classroom Activities/Performance Task my students have been assigned? ............ 7

3) Where can I find ALL the Performance Tasks – not just for my building? .................................................... 7

4) Do I have to test all my 4th graders at the same time? Do students have to test on the same day? ......... 8

5) What is the recommended proctor-to-student ratio? ................................................................................. 8

6) After I create a test schedule for the SBA, who should I share it with other than my building staff? ......... 8

7) How much time should test coordinators allow for students to get started taking the test? ..................... 8

8) I am trying to track students’ progress on the SBA. Where do I learn about this? ..................................... 8

9) What if I run a student-level report but the students I just tested aren’t in it? Did I incorrectly

administer the test? ............................................................................................................................................. 8

10) Can Numbers Charts be posted on the wall during math SBA testing? ....................................................... 8

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11) Can Numbers Lines be posted on the wall during math SBA testing? ......................................................... 9

12) What materials may students access for the SBA math and MSP science tests? ........................................ 9

Preparing Test Tickets ................................................................................................................................................... 9

1) Will we receive the test tickets for the students or are we to create them? ............................................... 9

2) What are some good strategies to create test tickets? ................................................................................ 9

3) What if a student is new at my school and doesn’t have an SSID? .............................................................. 9

Secure Browser ............................................................................................................................................................. 9

1) Is the Secure Browser for SBA already on students’ computers? ................................................................ 9

2) What if the Washington Secure Browser is not on my students’ computers?........................................... 10

3) Other than the WA secure browser, which (non-secure) browser do you recommend for students to

take the practice test? Google Chrome? Firefox? Etc. ....................................................................................... 10

Accommodations and Designated Supports .............................................................................................................. 10

1) What’s the difference between a “Designated Support” and an “Accommodation”? .............................. 10

2) Are Accommodations I entered in for students last year still assigned to them? ...................................... 10

3) How do I enter students’ accommodations in TIDE? ................................................................................. 10

4) What do we do if a student cannot physically interact with the test system, for example, click a mouse

to select an answer? ........................................................................................................................................... 11

5) What should a student’s scribe do before serving as a scribe on the SBA? ............................................... 11

6) What designated supports are recommended/appropriate for ELL students on the SBA? ....................... 11

7) How do we document students taking the test with assistive technology? .............................................. 11

8) How are assistive technology devices certified for use on the SBA? ......................................................... 11

9) How are assistive technology devices approved for use on the SBA? ....................................................... 12

10) I have a student whose need for Co:Writer is documented on his/her IEP/504 plan. How do I document

this assistive technology and how do I get it to work with the secure browser? .............................................. 12

11) 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? .................................................................... 13

12) Who makes decisions about Accommodations vs Designated Supports? ................................................. 14

13) What are the rules this year about Text-to-Speech or Read-Aloud for ELL students and students with

IEPs? What is the difference between a passage or stimuli and test items? ..................................................... 14

14) 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? ................................................................................ 14

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

the screen? ......................................................................................................................................................... 14

Setting up the Computer Lab ...................................................................................................................................... 15

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1) How can we make sure our computers won’t malfunction during the test? ............................................. 15

2) How should student test tickets be handled in the lab? ............................................................................ 15

3) Is scratch paper allowed on the SBA? ......................................................................................................... 15

Student Log-in ............................................................................................................................................................. 15

1) What do students need to have to be able to log into the test? ............................................................... 15

2) Can we log-in students before they come into the computer lab to save time? ....................................... 15

3) Why can’t students log in even though their login information and session code seem to be entered

correctly? ............................................................................................................................................................ 15

4) If a student you know should be taking the SBA doesn’t have permission or isn’t able to log into the test,

what do I do? ...................................................................................................................................................... 16

5) What if my student logs on but there are not tests available for him/her? .............................................. 16

During Testing ............................................................................................................................................................. 16

1) Since the test is on the computer, do proctors still have to read the instructions in DFA? ....................... 16

2) If students are having problems navigating through the test may I help them? ....................................... 16

3) If a student is concerned about an item on the test or doesn’t understand how to answer it, what should

I do? .................................................................................................................................................................... 16

4) What do I do if a student says that there is a technical issue or error with a test item or items? ............ 16

5) Can students have their cell phones with them during the exam? ............................................................ 17

6) If students pause the test for over 20 minutes do they lose access to review/change their previous

questions and answers? ..................................................................................................................................... 17

7) If I have to stop testing suddenly to move my students to another room, what should I do? .................. 17

8) When I pull up a report in the ORS I see students have a status. How many statuses are there and what

do they mean? .................................................................................................................................................... 17

Appeals ....................................................................................................................................................................... 18

1) What do I do if one of my students wasn’t done with the last page he was working on before he paused

the test for over 20 minutes and isn’t able to return the question he was just working on? ........................... 18

2) What do I do when one of my students accidentally tests under another student’s login? ..................... 18

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

Summative Assessment? .................................................................................................................................... 18

4) What are important tips to avoid creating appeals to re-open students’ test segments? ........................ 19

Finished Testing .......................................................................................................................................................... 19

1) When students finish testing what can they do to stay busy? ................................................................... 19

2) How can teachers see their students’ results on state assessments (SBA, ELPA21, etc.) as soon as they

are available? ...................................................................................................................................................... 20

Questions relating to High School Student Participation in Smarter Balanced .......................................................... 20

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1) Last year there was a score for high school students taking Smarter Balanced tests that was less than

level 3 but they still met grad requirements. This year, do students need to score at level 3 to meet

graduation requirements? .................................................................................................................................. 20

2) So any junior, class of 2017, who did not get to level 3 in the 10th grade must take the Smarter Balanced

ELA test again this year as a junior? ................................................................................................................... 20

3) Students who pass the Smarter Balanced ELA or Math exams as 10th graders do not need to retake the

test in 11th grade. Not even to meet Federal Accountability participation rates. Is that correct? ................... 20

4) Can students with IEPs take off-grade level Smarter Balanced assessments in 10th grade? .................... 20

5) If a student met standard as an Off-grade 10th grader, does this student still need to take the Smarter

Balanced ELA test in 11th grade? ....................................................................................................................... 20

6) How do High School Students see that their Smarter Balanced Scores are released to colleges or

community colleges? .......................................................................................................................................... 20

7) Which Performance Task should we use for our off-grade-level students? .............................................. 20

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Preparing Proctors for the SBA

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

Yes, a presentation that you can use for proctor training has been posted on the Assessment Office Website. Click

Here: SBA Test Coordinator and Proctor Training 2/24/2016 Before testing, all proctors should also read the Smarter Balanced Online Test Administration Guide (TAM) 2/24/2016), which contains the Directions for Administration (DFA).

2) Will the district provide hard copies of the DFA for this test administration?

No. The district doesn’t provide hard copies for state assessments. The DFA for SBA are on pages 38-47 of the Test Administration Manual. We have a PDF for ONLY these pages below: Click Here: Directions for Administration (DFA) 10-Page Printout

3) Should students take the training test?

Yes, it’s highly recommended that all students taking the SBA take the training test as least once before the actual test, especially younger students or those who have limited experience with a computer or who haven’t taken the test in the previous year. Students can log into the Training Test with their actual login credentials. Proctors should use the Training Test Administration in the WCAP Portal to get practice proctoring the test:

4) How do we do the training test?

Directions can be found on pages 7 of the TA User’s Guide. Test Administration (TA) User Guide 2015-16

5) Should we do the training test or the practice test? What’s the difference?

We have a nice, one-page handout on this. - Enjoy

Test Exemptions

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

NNEP students are students receiving ELL services who have been enrolled in a U.S. school for less than a calendar

year before the start of the school’s SBA window. If you have questions about which students are NNEP, please

contact the data specialist in the ELL department (253-373-7583).

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Examples:

A student who was first enrolled in a U.S. school March 1, 2015, would not be NNEP.

A student who was first enrolled in a U/S/school September 1, 2015, would be NNEP.

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 Smarter Balanced Math, the ELPA21

and state science assessments. If NNEP students can engage with the Smarter Balanced ELA, they can go ahead

and attempt the test – this can be good experience for the students and their scores won’t 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, this is optional. According to information we received from OSPI, the NNEP test code will be computed by

OSPI based on the date of entry into U.S. schools (less than 12 months from test window). This is coded in

CEDARS, the state student information system, which received the data from Skyward. No need to enter the data

in TIDE (though the functionality is available in TIDE should you choose to record it there). NNEP will be calculated

based on student’s first USA public school enrollment date (CEDARS Element B32 – Initial USA Public School

Enrollment) for LEP students. If this date is within 365 days of the student’s school’s first available testing date

(12 weeks prior to the last day of school as reported to CEDARS), the student will generate a status equivalent to

the NNEP flag previously entered in TIDE or bubbled on a booklet. (Feb. 2, 2016, Assessment Webinar Q/A )

6) What is the cut-off point for students who are newly enrolled in our school? At what point can we

consider them Partially Enrolled?

If student enrolls in the last 3 weeks of school, attempt is Partially Enrolled, ‘PE’, and student is exempted based on date of enrollment. For KSD, that would mean a student who enrolls after Memorial Day, May 30, 2016.

Testing Time and Planning

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

Most schools take a total of two days to test Math and another two days to test ELA. Below is a table of estimated testing times:

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If you are not planning to use the optional Classroom Activities, you can subtract a half-hour’s time from the ELA and Math test administration.

2) How do I know which Classroom Activities/Performance Task my students have been assigned?

The 30-minute Classroom Activity is optional this year. If you would like to do it, look in the PT Classroom

Activities tab in TIDE. The name of the classroom activity will also tell you the name of the PT you’ve been

assigned:

3) Where can I find ALL the Performance Tasks – not just for my building?

The 30-minute Classroom Activity for Training, Interim and Summative Assessments may be found in the

Classroom Activities button within TIDE (see illustration below):

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4) 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. Except for Grade 3 ELA, which the district requires to be complete as of

April 29, 2016, you may test any group of students in any order or group as long as they test within the SBA test

window (March 7- June 10, 2016), and as long as the students complete testing within the expiration date of the

test of when they start.

For the CAT, a student has 45 days to finish the test after starting. For the PT, a student has 10 days to finish the

test after starting.

5) What is the recommended proctor-to-student ratio?

In the SBA TAM there is no reference to a preferred proctor-to-student ratio. Schools should base the student ratio on student and staffing needs.

6) After I create a test schedule for the SBA, who should I share it with other than my building staff?

Please email it to Karen Forsloff in the Testing & Assessment Office.

7) How much time should test coordinators allow for students to get started taking the test?

Plan on about 15-20 minutes to pass out test tickets, read directions, and so on, before the students actually begin taking the test. Headphones should be set up and tested prior to the testing session.

8) I am trying to track students’ progress on the SBA. Where do I learn about this?

Follow from slide 27 in the PowerPoint, Online Reporting System (ORS) Training Module

9) What if I run a student-level report but the students I just tested aren’t in it? Did I incorrectly

administer the test?

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.

10) Can Numbers Charts be posted on the wall during math SBA testing?

For grades 3-6, the answer is no For grades 7 to high school, these don’t have to be covered.

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11) Can Numbers Lines be posted on the wall during math SBA testing?

Only those showing integer values only.

12) What materials may students access for the SBA math and MSP science tests?

Please consult the following resource: Materials Available for Student Access [PDF]

Preparing Test Tickets

1) Will we receive the test tickets for the students or are we to create them?

No. You will have to create your test tickets using TIDE or you may use the rosters provided to you by the assessment office.

2) What are some good strategies to create test tickets?

Students only need their First Name (as it appears in TIDE) and their State Student ID (SSID) to log into the test. Since students sometimes have the same first name, you should also have other identifying fields on the ticket such as their last name and birth date. All this information can be pulled for all your students in the “Student Information” area in TIDE or from the roster file that the Assessment Office sent you (minus any new students that recently enrolled in your school). The best strategy is use the roster file sent to your school coordinator from the Assessment Office. The file is an Excel file so you can increase the font size and row/column height/width in such a way that you can print student’s test tickets as strips. Another option is to provide the roster excel file to someone at your school who understands mail merging; using this method, tickets similar to the ones created on TIDE – but with the teacher’s name on them – can be printed. Student Information is considered confidential; therefore the cards/papers must be stored in a secure location and destroyed after testing is complete.

3) What if a student is new at my school and doesn’t have an SSID?

Please work with the Data Processor or Registrar at your school. They will contact Karen Vassallo in the IT

Department to create an SSID for the student.

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).

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2) What if the Washington Secure Browser is not on my students’ computers?

Ensure 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 doesn’t 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.

3) Other than the WA secure browser, which (non-secure) browser do you recommend for students to

take the practice test? Google Chrome? Firefox? Etc.

AIR supports a variety of different Web browsers. For a detailed list, see page 5 of the Systems Requirements

Manual (http://wa.portal.airast.org/wp-content/uploads/SystemRequirements_2015-2016_WA_12182015.docx)

Accommodations and Designated Supports

1) What’s the difference between a “Designated Support” and an “Accommodation”?

Designated Support: a test feature available for use by any student for whom the need has been indicated by an educator (or team of educators with parent/guardian and student). “Informed Adults” make decisions about the designated supports provided to the student. These supports should be those that the student has been using during instruction and for other assessments. For more detailed information see page 18 of the Guidelines for Tools, Supports and Accommodations Manual. Accommodation: These are only for students that have an IEP or 504 plan. Accommodations are changes in procedures or materials that increase equitable access during testing. The accommodation provided to the student must be documented in the student’s IEP/504 plan. For more detailed information see page 30 of the Guidelines for Tools, Supports and Accommodations Manual.

2) Are Accommodations I entered in for students last year still assigned to them?

Yes! Remember, if students have had a change or have changed their IEP/504 plans, you’ll need to make changes to their accommodations in TIDE. You’ll also need to enter accommodations for your new test takers.

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

Go to the Student Information tab in TIDE

Pull a list of students using the available fields – we recommend for you to just enter the student’s last name. TIDE will only match on the exact student name; it will not match if the name is incomplete or misspelled. Click the View button next to the student’s name

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After you make the changes within, be sure to scroll to the bottom, look on the far left side and click the Save Changes button

4) What do we do if a student cannot physically interact with the test system, for example, 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.

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) What designated supports are recommended/appropriate for ELL students on the SBA?

ELL students should only use tools that are 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 following designated supports: Embedded designated supports that are sometimes used for ELL students

include Text-to-Speech (only for math simuli & items and ELA items), Translated Test Directions (for math only),

Translations- Glossary and Translations-Stacked (math items only). Non-Embedded designated supports that are

sometimes 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 do we document students taking the test with assistive technology?

If a student has the assistive technology program/device that is explicitly mentioned in the Guidelines on Tools, Supports, & Accommodations in their IEP/504 plan – they may use it on the SBA by documenting it within the student’s record in TIDE. Otherwise, if the tool is not mentioned, you must complete the non-standard accommodation form as soon as possible and mail it to the director of Inclusive Education Services for the first step of the approval process. You will either hear from the Assessment Office or OSPI after the state reaches its decision on whether this non-standard accommodation will be approved.

8) How are assistive technology devices certified for use on the SBA?

Keep in mind, there is a difference between an assistive technology devices being approved vs. being certified for use for the SBA. If the device works on practice tests and its functions are consistent with those allowed in the Usability, Accessibility, and Accommodations Guidelines it is certified for the SBA. Please contact the Testing &

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Assessment Office if you have doubts about the use of a student’s assistive technology device with the secure browser.

9) How are assistive technology devices approved for use on the SBA?

Unless the assistive technology device is explicitly mentioned in the Guidelines on Tools, Supports, & Accommodations manual it may not be approved for use on the SBA so you should contact the Assessment Office about it - even if use of the tool is documented in the student’s IEP/504 plan.

10) I have a student whose need for Co:Writer is documented on his/her IEP/504 plan. How do I document

this assistive technology and how do I get it to work with the secure browser?

*** UPDATE *** We have heard from the state clarifying the use of Co:Writer on the SBA for the 2015-16 academic year:

o Co:Writer is not allowed to be used on the ELA SBA except for its 2 features that are commensurate with SBA’s existing accommodations (text-to-speech and speech-to-text). Note: If the student requires text-to-speech, OSPI prefers that we use the text-to-speech functionality embedded in the SBA’s testing platform instead of Co:Writer

o Co:Writer may be used for the math SBA and science MSP assessment

o For all Smarter Balanced Assessments, Co:Writer needs to be used in “Test Mode” (we are working on getting more information about these settings for you)

o The use of Co:Writer requires schools to submit a non-standard accommodation form for students with a documented need (IEP/504) for this tool.

For students requesting the use of Co:Writer for the ELA SBA, submit one form per student to our office

For students requesting the use of Co:Writer for the math SBA and/or science MSP, you may submit one form to our office with an accompanying list of students (that contains the applicable student information for each student outlined on the form)

If a student is approved to use Co:Writer by the state, there is no need to check any boxes within the student’s TIDE record to indicate the use of this non-embedded accommodation; the non-standard accommodation form is all the state needs.

Test coordinators should work with members of the student’s IEP/504 team to complete the non-standard accommodation form as soon as possible and mail it to the director of Inclusive Education Services for the first step of the approval process. You will either hear from the Assessment Office or OSPI after the state reaches its decision on whether this non-standard accommodation will be approved. After you are approved for the use Co:Writer on the SBA, you need to go into the student’s profile, find the Permissive Mode setting and select “Permissive Mode Enabled” for the tests for which Co:Writer is to be used.

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When permissive mode is enabled, the student will have access to their desktop (after they log in) to use a select few programs, such as Co:Writer, while the secure browser is running. The Inclusive Education Department worked with students using Co:Writer during testing last year and found these tips to be helpful. We have learned from the vendor that this year there is a “Test Mode” for Co:Writer; we are currently working with the vendor to understand the settings of this mode. If you are a user, and have experience with Co:Writer, please let Brian Gabele at the Assessment Office know so we may continue to learn and share your knowledge with other coordinators.

11) 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.

To document this non-embedded support, you would confirm that this need for increased magnification using a

projector for the applicable tests under the non-embedded designated supports:

A simple projector is the easiest solution when working with the secure browser. If the student requires the use

of a SMART board or other magnification device in their IEP/504 plan that requires other software to run with the

secure browser, you will have to enable permissive mode for the assessments for which the this tool will be used.

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12) Who makes decisions about Accommodations vs Designated Supports?

Accommodations:

For Special Education Students: The IEP team

For students with a 504 plan: Educators with knowledge of student’s 504 plan. Designated Supports: “Informed Adults”. Ideally, the decisions are made by all educators familiar with the student’s needs. Older students may also provide input on their needs.

13) What are the rules this year about Text-to-Speech or Read-Aloud for ELL students and students with

IEPs? What is the difference between a passage or stimuli and test items?

Typically, the stimuli or passage will be on the left-hand side of the student’s computer screen for SBA. It could be

a written passage, chart, map, math problem, or something else. The items are the questions that the student

responds to or answers and will be on the right side of the computer screen.

Rules for ELA Passages. STUDENT 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 as

a non-embedded accommodation 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 may be used as a designated

support for struggling readers for ELA test items and for math stimuli and items. Note: “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.

14) 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 7 computers already have the voice pack “Ana” installed. Although this voice pack has

already been certified by the vendor, some test coordinators have commented that NeoSpeech, an alternative

voice pack, is a much better program; it speaks more smoothly and correctly pronounces homonyms (such as

“live”, “bass”, etc.). Don’t take our word for it, though, here is a video where you can hear the difference (be

patient; it take a while to open)

This year NeoSpeech is not compatible with Windows 10 but will work for Windows 7 machines. If you would like

to install it, you must have School Coordinator permissions in TIDE. Since it takes a bit of effort to install, we

recommend that you only install it on a handful of computers which will be used by test-takers with this

accommodation. Please see the Directions to Install NeoSpeech if you would like it on select machines.

15) 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

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published by OSPI provides examples of how the test reader should read to the student. Please have test

readers/translators practice with the student using a training or practice test at least once prior to the actual SBA.

Setting up the Computer Lab

1) How can we make sure our computers won’t malfunction during the test?

Restart all computers every night during testing! Computers must be restarted regularly so they have the necessary updates.

2) How should student test tickets be handled 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 that has been 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.

3) Is scratch paper allowed on the SBA?

ELA CAT: Should be provided if necessary.

Math CAT: Scratch paper is required for all grades.

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 you should collect and securely store them at the completion of part 1 of the Math/ELA-PT. Return this scrap paper to them for part 2 of the Math/ELA-PT.

Remember to securely destroy all scratch paper following the end of the test.

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 State Student ID (SSID) to log into the SBA. However, the test tickets that you print for them should also have their last name and birthdate to eliminate confusion in the event there is another student with the same first name in the class. They will also need a test session-ID – this cannot be generated until the testing session begins and should be written on the white board.

2) Can we log-in students before they come into the computer lab to save time?

No. 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 even though their login information and session code seem to be entered

correctly?

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”

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

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4) If a student you know should be taking the SBA doesn’t have permission or isn’t 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 likely has something to do with the data the district submitted to the state. Please call the Assessment Office Department (253) 373-7080 or email karen.forsloff@kent.k12.wa.us and provide the student’s identifying information.

5) What if my student logs on but there are not tests available for him/her?

This happens when the tests you have selected for your session don’t correspond with the grade the student is in.

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. Here are the pages that the proctors should have in hand: Directions for Administration (DFA) 10-Page Printout.

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

No. Unlike the ELPA21, you may not help students navigate test questions. Hopefully your students will not need help with this if you allow them the opportunity to take the practice test beforehand.

3) If a student is concerned about an item on the test or doesn’t understand how to answer it, what

should I do?

Per page 45 of the TAM, you would simply tell them, “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.

4) 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 AMBIGUITY Form to document the perceived error and alert the District Assessment

Coordinator, who will relay this information in a secure way to OSPI.

School Test Coordinators should deliver the completed form to the District Test Coordinator (DC) along

with any secure testing materials, if needed.

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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).

5) Can students have their cell phones with them during the exam?

No. All cell phones must be turned off and either collected or stored in student backpacks away from the testing

computers. Any device that can take pictures or communicate should also never be allowed 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.

6) If students pause the test for over 20 minutes do they lose access to review/change their previous

questions and answers?

For the CAT portion of the test: Yes

For the PT portion of the test: No Page 62 of the SBA TAM offers great scenarios for understanding the intricacies of its pause rules.

7) 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 be logged out and you will have 20 minutes to start a new session and get them logged in again.

If students re-enter the test within 20 minutes after you stop it, they will have access to all their previous questions and answers.

8) When I pull up a report in the ORS I see students have a status. How many statuses are there and what

do they mean?

When you pull a student level report from the Plan and Manage Testing area in the ORS, you’ll see a column named “Status”. In the example below there are two different statuses “Completed” and “Reported”

However, there are many more statuses. The assessment office has created a nice visual to help you understand the phases of statuses a student goes through and what these statuses mean. You may this helpful visual here.

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Appeals

1) What do I do if one of my students wasn’t done with the last page he was working on before he paused

the test for over 20 minutes and isn’t able to return the question he was just working on?

o Have the student not answer any questions and log him/her off the test. o Submit an appeal to “Re-open a current test segment” o Call or email the assessment office (we can usually process this quickly to get the student back testing

immediately). o Compete a test incident and irregularity report to the assessment office o Avoid this by giving a 15 minute warning to students before the testing session ends. During that 15

minute period, instruct students to completely fill out the page they are working on with their final answers and not click “Next” before clicking “Save” and logging out.

2) 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 testing and do not attempt to test the other student. o Submit an appeal through TIDE to request to have the test reset. Add the comment: Student

began segment one under another student’s login o Compete a test incident and irregularity report to the assessment office

If the student has already completed more than one segment under the other student’s login: o Since the student go so far into the test, go ahead and complete testing of this students under the

incorrect login. Don’t worry the WA Helpdesk can move the testing record to the correct SSID. o If you would like to assess the other student prior to this student’s test record being moved to the

correct SSID, you may do so using the other student’s login. Be careful when doing this! At the end of the testing, contact the WA Helpdesk to have the student records switched.

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

If the student tested under their own and another student’s login: o Stop testing of both students o Submit an appeal through TIDE to request to have the test reset. Add the comment: Student

tested under their own and another student’s login o Compete a test incident and irregularity report to the assessment office

When a test is reset, it removes all the student’s responses and takes them back to the beginning of the testing opportunity.

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

Summative Assessment?

o Stop testing

o Submit an appeal through TIDE to request to have the test reset. Add the comment: TA selected

the Summative but should have administered the Interim

o Appeals may take 24-36 hours to review and process

o Compete a test incident and irregularity report to the assessment office o Please avoid this through good internal communication to your fellow TAs in your building using

the following illustration on days where you know classes will be taking an interim:

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o When a test is reset, it removes all the student’s responses and takes them back to the beginning of the testing opportunity.

4) 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 gets locked out of all or part of the test before they finish answering one or more questions.

These are irregularities which can be avoided by:

1. 10 minutes before you end the test session, instruct students to finish the segment/question they are working on with a complete answer. Instruct students to click the PAUSE button when they are done answering the question.

2. Remembering that a test cannot be paused after the last item has been presented to the student. Please have the student finish answering the final question. If there is absolutely no time for the student to finish answering the final question, you can submit an appeal to re-open a current test segment (which our office can quickly review/approve) which will allow the student access to only the last segment/question of the test. If you do this, please let us know you’ve done it so we can respond to your appeal more quickly.

3. Preventing TA computers from going to sleep due to inactivity. If the TA computer goes to sleep, there is a chance it could close the test session which would log all students off the test. TAs should keep their computers awake by staying active in the TA interface (hit the refresh button on the top right of the screen).

Remember, you need to document any appeal with a test irregularity report – found at the bottom of this page of

our website.

Finished Testing

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

They may read a book or work on something silently. For security reasons, electronics such as cell phones, computer games/activities, etc. are not permitted.

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2) How can teachers see their students’ results on state assessments (SBA, ELPA21, etc.) as soon as they

are available?

If teachers have a TA account in TIDE, they can log on to the Online Reporting System (ORS) and see the results of students linked to them in TIDE. For elementary, middle and some high schools, the district has already created your schools’ roster and you may fine tune it in the “Manage Rosters” tab in TIDE. Learn more about the ORS by clicking here: ORS—Online Reporting System Module

Questions relating to High School Student Participation in Smarter Balanced

1) Last year there was a score for high school students taking Smarter Balanced tests that was less than

level 3 but they still met grad requirements. This year, do students need to score at level 3 to meet

graduation requirements?

As of 3/3/2015, there are no changes to assessment graduation requirements (but the legislature is in session for

about another week, so stay tuned). The cut scores for graduation are 2548 for SBA ELA, and 2595 for SBA Math.

2) So any junior, class of 2017, who did not get to level 3 in the 10th grade must take the Smarter Balanced

ELA test again this year as a junior?

Yes.

3) Students who pass the Smarter Balanced ELA or Math exams as 10th graders do not need to retake the

test in 11th grade. Not even to meet Federal Accountability participation rates. Is that correct?

That is correct. 11th graders who earned a Level 3 or 4 on a Smarter Balanced test in 10th grade are counted

as a proficient participant for 11th grade state and federal accountability.

4) Can students with IEPs take off-grade level Smarter Balanced assessments in 10th grade?

Yes, if they meet the following criteria:

Receiving special education services during the term of administration

Are enrolled as a 10th, 11th or 12th grader.

They will still be expected to participate in Smarter Balanced assessments for accountability purposes in grade 11.

5) If a student met standard as an Off-grade 10th grader, does this student still need to take the Smarter

Balanced ELA test in 11th grade?

Yes, off-grade tests only count for graduation requirements; they do not meet the federal requirement to test

95% of students on grade level standards at least once in HS (11th grade in WA).

6) How do High School Students see that their Smarter Balanced Scores are released to colleges or

community colleges?

Students must ‘consent’ to have 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. See

March 1, 2016 Webinar for more information and Q&A for source of this section.

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

You may select this but it should be the same PT by grade and subject. In other words, for 10 off-grade-level

students taking the 3rd grade math PT, make sure all of them take the same Performance Task; don’t have some of

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them take the 3rd grade Performance Task, “Making Sandwiches” while others take a different 3rd grade

Performance Task, “Fitness Challenge”. To make things easier for you, OSPI recommends that students testing

off-grade level use the same performance task that would be administered in the paper/pencil version of the test

in those lower grades (see below):

Always review the student’s IEPs to determine which grade to test them. Students who have it documented in

their IEPs that they should be tested at “elementary” or “middle school” levels should be given the grade 3 and

grade 6 SBA assessments, respectively. The SBA will adjust the level of difficulty upward/downward after each

question depending on the skill level of the student.