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ELPAC Pretest Webcast – 12-11-19


[music playing]>>Hello, and welcome to the 2019-’20 ELPAC
Pretest webcast. My name is Tina Nguyen, on the district training
outreach team with ETS.>>And I’m Dusty Fox
with the ELPAC Program.>>We are excited
to be here with you all today to provide some
updates and information for the upcoming summit of English Language
Proficiency Assessments for California,
or ELPAC Administration. To give you some context, this presentation is a subset
of a larger workshop, the pretest workshop’s
coming in January 2020. This web cast is intended
to provide updates and information to local
educational agency or LEA ELPAC coordinators, who need this information
earlier for training purposes. The information in this webcast
will also be presented during the January CAASPP
and ELPAC pretest workshops, the dates and locations
you see on this slide. The LEA ELPAC coordinators
who are planning on attending the in-person pretest workshop
in January or the full-day pretest
webcast on January 31st do not need to view
this webcast. This PowerPoint is available
for a download on the same web page
you are viewing this webcast. The webcast will be
archived 10 days from today, and the slides with notes will be posted
by the end of this week. Throughout the presentation, we will display links
on the slide, similar to this slide right now
that you see. Just a reminder,
you can open the link by right-clicking the hyper text
and selecting “open link.” So, during today’s webcast,
we will go over the overview of the summit at ELPAC, ordering materials,
administering the domains, technology required
for testing online, accessibility resources,
test administration, and general resources and links
that can help you in your role. So let’s figure out who we have
on the line today. So what is your role
at your LEA? We’re going to pull up
a poll everywhere question for you all. You’ll want to go
to either PollEv.com/elpac or text “ELPAC” to 22333. I recommend you do this
on your computer and go to the PollEv.com/elpac. I’ll give you some moments
to respond. If you are an ELPAC coordinator,
you’d select A. If you are a test site
coordinator, you’d select B. If you are a test examiner,
you’ll select C, if you are at your district level,
you’ll select D. Any other school site staff,
you’ll select E, and if you’re none of the above, and you’re watching this for fun,
you’ll select F. So give us a few moments. It looks like our intended audience is the LEA
ELPAC coordinators, so we have about 77%, 78%, and we also have
test site coordinators online with us today. Okay, I think we’re at that 75%, so thank you, everyone,
for joining us. This is really good information
for us to know, as well, so we know the audience
we’re speaking to.>>Okay.>>So now let’s begin with
an overview of the ELPAC. Just a reminder for everyone
here, the ELPAC is a required state test to measure the English language
development for all English learners or ELs, in kindergarten
through grade 12. There are two different
ELPAC assessments, the initial ELPAC
and the summative ELPAC, as you can see the
little alpacas on our screen. The initial ELPAC is given to any student new
to a California public school who, based on
the home language survey has a home language
other than English. The summative ELPAC
is given annually to all ELs enrolled
in a California public school. We’ll discuss topics related
to the just the summative ELPAC for the purpose of this webcast. Both of the ELPAC assessments
have four domains — listening, speaking, reading and writing. The California
Department of Education has developed
domain information sheets for both initial and summative
ELPAC assessments that give great information
on the purpose of each domain and sample test types that students might see
on the assessments to measure the domain. The domain information sheet for the summative ELPAC
was updated in October of 2019, and you’ll be able
to visit that link, the ELPAC
resources web page. The initial ELPAC
is administered year round, as you have students enroll, who have a primary language
other than English. The summattive ELPAC
is administered annually between February 1st
and May 31st, until a student is reclassified as a fluid English
proficient student. If a student is given
the initial ELPAC during the summative
ELPAC window, and the student
is classified as an EL, the student must also take the summative ELPAC
before May 31st. As you are all aware, the summattive ELPAC will be
administered and delivered entirely online
starting in February 2020. However, the writing domain for
kindergarden through grade 2 will continue to be
a paper/pencil test. This will start with the summative
ELPAC 2020 administration and then the initial ELPAC will move to computer-based
assessment in July 2020, which is the beginning
of your 2020-’21 school year. Before we start talking
about the specifics of the ELPAC assessment and your role
as an LEA coordinator, we need to remind you
of the important connection with the California
longitudinal pupil achievement data system, or CALPADS,
and specifically the ELAS. ELAS stands for English Language
Acquisition Status. The ELAS affects
students’ eligibility to test and be scored. A new student is added to your
student information system or S.I.S. with an ELAS
of to be determined. At that point the student
is administered initial ELPAC. The assessment is scored, and the student’s ELAS
is updated in CALPADS. The student is then administered
the summative ELPAC if the student is classified
as an EL. The assessment is scored and then evaluated
for reclassification. Since most of you are probably not your LEA’s
CALPADS coordinator, you will need to work closely
with that person in your LEA Ongoing communications
between the two parties will be needed. This is especially important,
because all students need their statewide student identifier
or SSID, in order to test online. The LEA CALPADS coordinator
typically uploads information into CALPADS
from the L.E.S.’s local S.I.S. The system is normally used
to maintain student enrollment and attendance data. Your LEA
might have a manual process or an automated process, to ensure the information
in the S.I.S. is sent to CALPADS regularly. Please note the upload frequency,
whether it’s daily, weekly or monthly, will vary as it depends
on your LEA’s schedule. Keep in mind that the test operation’s
management system, or TOMS, pulls data from CALPADS
on a daily basis, so you want to make sure your CALPADS is updated
as frequently as possible. We recommend creating
a regular upload schedule to ensure EL and potential
EL students are able to test when they need to. Now, let’s talk about your role
as an LEA ELPAC coordinator. As an LEA
ELPAC coordinator, you have a lot
of responsibilities. This is not an exhaustive list, but these are some
of the major activities you will need to accomplish
in this role. You’ll need to add user roles
into TOMS, determine students eligible for the initial
and summative ELPAC, ensure that site staff
understand which student
accessibility resources are available for the ELPAC, report all test
security irregularities and breaches to ETS, order test materials for both the initial ELPAC
and for kindergarten through grade 2 writing domain
for the summative ELPAC, coordinate and conduct
training district-wide for site coordinators,
test examiners, and local scoring tool
or LST staff. Ensure the sites
have the technology needed for testing, and communicate deadlines
and requirements for the collection and return
of secure test materials. The information we provide
to you today will help you accomplish
those required activities. If you need
a comprehensive checklist, you’ll be able to visit
the link on this slide, which holds all of the activities
you’ll need to complete, starting from the summer
until the end of testing.>>All right. Let’s jump
into the summative ELPAC. Again, beginning with
the 2019-’20 administration, the ELPAC will be delivered via computer-based
test delivery platform. The four domains — listening, speaking,
reading and writing — will be administered
on computer, except the writing domain for kindergarten
through grade 2, which will remain on paper. We will go into more detail
about that later on. As the LEA
ELPAC coordinator, your main source of information
will be the ELPAC Online Test
Administration Manual. The manual is still
under development and will be released in January. The manual will be found under the test administration
tab on elpac.org, on the manuals
and instructions web page. The link listed
in the PowerPoint will lead you to the manual
once it is posted. This year, the manual will not
only include information about scheduling testing
and ordering materials, but it will also include information about the online
test administration. Now we’re going to look up
administering the ELPAC. The kindergarten through grade 2
writing domain will remain paper-based,
similar to the current ELPAC. Kindergarten and first grade will continue with one on one
administration with the test examiner navigating the student computer
for the student. Grade 2 listening, speaking,
and reading domains will now be administered one on one. The writing domain will continue
to be paper-based, and can be administered
in small groups, similar to the current ELPAC. All right, let’s look
at the listening domain. Listening domain will be
a one on one administration for kindergarten
through grade 2. Group administration
for grades 3 through 12. Students will listen
to the audio via the test
delivery system or TDS. Headphones will be required
for grades 3 through 12, to listen to the audio
in the assessment. Now we’ll look
at the speaking domain. The speaking domain will be delivered
as a one on one administration for all grades. Test examiners should be locally scoring the speaking
domain in the moment. Students score sheets are available in the DFAs
for the test examiner to use for recording scores
during the administration, and then test examiners can go into the data
entry interface or DEI later and input the scores. Alternately, the test examiner can enter scores directly
into the DEI while testing. Either option is available
to the test examiner. The test examiner can choose whichever method
is more comfortable to them. There is an audio
response capture with the two-minute
recording range as part of the speaking domain. Audio responses are going to be used for back scoring
and data to provide training opportunities
for LEAs Let’s look
at the reading domain. The reading domain will be administered one on one
for kindergarten through grade 2 and group administration
for grades 3 through 12. Headphones are recommended
for grades 3 through 12 for the sections where
the DFAs recommend its use. Now we will look
at the writing domain. The writing domain will be
administered one on one for kindergarten
through grade 2, and a group administration
for grades 3 through 12. Small groups
for grade 2 writing, the paper administration
is optional. Headphones are recommended
for grades 3 through 12. Answer books will be shipped back to the educational
testing service for scoring. Kindergarten through grade 2
on paper answer books will be on paper answer books, and grades 3 through 12
will be on the TDS. The ordering process will have
one primary order window, which is going on right now,
started November 1st, and it goes
through December 20th, with the delivery of materials
by the week of January 6th. The pre-I.D. labels and
pre-slug GIS are free this year. Report testing irregularities
in the security and test administration incident
reporting system or S.T.A.I.R.S. And I just want to remind, you’ll notice that speaking,
listening and reading domains in grade 2
will be administered one on one, and please note
that the writing domain for kindergarten through grade 2
will be paper-based. All right. Now let’s talk
about the test materials. LEA ELPAC coordinators
will need test materials for the seven grades
or grade spans. And each has its own
California symbol. Since speaking is administered
one on one at all grades, each grade or grade span
has its own DFA. This can be printed
or read digitally from the PDF online. Students in kindergarten
through grade 2 have an answer book for writing, and a separate listening,
speaking, reading and writing DFA
for the test examiner. Grades 3 through 12
will have one DFA for computer-based listening,
reading and writing and one DFA
for computer-based speaking. Scratch paper should also
be provided for students in grades 3 through 12
for the present and discuss and the summarize
and academic presentation tasks. All right. Now we’re going to talk about
ELPAC forms assignment. To prepare for testing,
make sure to download DFAs corresponding
to your forms assignment. Form assignments for the 2020 summative
ELPAC administration are available on the ELPAC forms
assignments web page on elpac.org. Utilize the look-up tool
to search your LEA Upon searching
your LEA name, the web page will display the form number your LEA
is assigned to. In some cases, large LEA will be assigned
to multiple forms, which will be
displayed accordingly. All right, directions
for administration. Security or phase
that correspond to these form assignments will be available for download
from TOMS in January 2020. Navigate to the resources tab
in TOMS to download
these secure documents. LEA should select
and download the DFAs that match their assigned
form number and distribute
to the ELPAC test examiners who have signed the ELPAC
test security affidavits, and have completed
ELPAC training. For kindergarten
through grade 2 students, the test examiner will only need to download one
DFA document per grade that matches your LEA’s
form number assignment. For grades 3 through 12, the test examiner will need
to download two DFA documents. Grades 3 through 12, reading,
writing, and listening DFA, and the corresponding
grade span for speaking DFA that matches your LEA’s
form number assignment. For example, for grades 6
through 8 students, the test examiner will need to download
the grades 3 through 12 reading, writing
and listening DFA, and the grades 6 through 8
speaking DFA that matches your LEA’s
form number assignment. If your LEA
was assigned to form 6, and you have kindergarten
through grade 2, or K through 2 students, please download and use the form one version
of the K through two DFAs. Please note that your LEA
will receive K through 2 writing answer books
that indicate form one on the cover as well. For visually impaired students
in grades 3 through 12, the test examiner will need
to download the Braille or visually impaired version
of the DFAs for the grade levels needed that matches your
LEA’s form number assignment. Visually impaired students
in kindergarten through grade 2 should take
the paper-based Braille or large print summative ELPAC
test materials, which can be ordered through the California Technical
Assistance Center or CalTAC. Test examiners will receive paper-based
test examiner manuals for these tests with the orders. All right, so we are
still gathering data from the field test
that will inform the estimations for the summative
ELPAC testing times. The estimated testing times
for summative ELPAC will be available
in January, 2020, and can be found on the manuals
and instructions web page under the general header. Keep in mind the amount of time needed for one on one
administration versus group administrations. All right, so let’s talk
about ordering materials. LEA coordinators need to order the writing
materials for K through 2. The primary test material
ordering window is open right now
until December 20th. Materials will arrive
the week of January 6th. Ordering will be done in TOMS Please check that the shipping address
in TOMS is correct prior to ordering. It must be a physical location,
not a post office box. LEAs can start ordering
supplemental orders in TOMS on January 15th, and
place orders until May 15th, since ELPAC testing
ends on May 31st. It will take 10
to 14 business days for the orders to arrive. LEAs will need to plan ahead
and monitor their materials. We recommend that all LEAs order during
the primary order window, so that you receive materials
for each school site sorted and counted. The supplemental ordering
window materials will be received by grade or grade span
and not by school site. This year, LEAs will receive
pre-ID labels automatically at no additional cost. LEAs will not need
to order pre-I.D.s, and they will be
automatically generated. The first set of labels
will arrive by February 3rd, based on the data poll
from January 17th. The second round of labels
will arrive by March 30th, based on a data poll
from March 13th. The second round of labels
will only include students that changed grade levels and new students that enrolled
after January 17th, and before March 13th. For any new students
enrolled after March 13th, and not included
in the pre-I.D. file, you’ll need to complete all
fields of the demographic page of the K through 2
writing answer book.>>Now let’s talk about what it means
to have the ELPAC online. This year… oops. This year
we’ll have a number of devices. Review the technology
coordinator checklist via the link
on the second bullet. This checklist is designed to assist LEAs in preparing
technology for testing. Students must have
their current secure browser to take any test online, and this includes
your interim assessments, your summative assessment,
your CAASPPs, CAAS, and summative ELPAC. If you have not updated
the secure browser this year, you will need to do that. The secure browser access differs slightly
between devices. Windows and Mac machines use the California
secure browser identified by the CA
California icon. Devices using iOS, Android or Chrome operating systems
use the A.I.R. secure test app. The secure browser’s page located at
ca.browsers.airast.org features detailed information
regarding currently supported devices and operating systems. You’ll want to download
and install your secure browsers using that link. As you know,
computer-based testing is expanding into ELPAC
this year. Testing windows
for both programs overlap, which could impact the number
of devices you need for testing. You’ll want to consider the number of devices
you have available for testing, now that you will be
testing all domains of the ELPAC online. Of course, the exception
is the writing domain that’s still administered
on paper for kindergarten,
first and second grade. Another important change is that the summative ELPAC
will be administered one on one in grade 2, which may require access
to additional student devices and possibly test
examiner devices, depending
on your testing schedule and administration plan. Test examiners will
need the following — a device that will have access
to the test administrator interface in order to administer the test. You need access to the DFAs
that Dusty was talking about, and the DEI,
the data entry interface, in order to enter
speaking scores for students. Students will need… Each student will need
the following — a device to access the test, and headphones, which is
required for group administration for grades 3 through 12. Students should use
the voice capture as it’s part of the test. There are specific instructions
in the DFA to record their speaking. However, if the device does not have the recording
capability or a microphone, the instruction is to proceed
without recording. The test examiner will logon
to his or her device and start the test session. When ELPAC test examiners
logon to the TDS, this is an example
of what they will see. They’ll select the ELPAC
and the corresponding grade. The student will also logon to his or her device
to start the assessment. So what does the student see
when they’re taking the ELPAC? On this slide you can see the paper/pencil version
on the left, and the new computer-based item
on the right. As one of the computer-based
assessment features, the directions at the beginning
of the listing domain and the stimuli are delivered
through audio files. Students can listen
to the prompt only once, but can listen to the question and response choices
multiple times. Test examiners
will be using the DFAs to know what to do
and say to help them successfully administer
the assessment. The writing domain is
administered on the computer starting at grade 3. Again, you can see
the audio bar, so the prompt can be read to the student
in the computer-based version, and there’s also
a writing toolbar, including some
formatting features, such as font style
and indentation. Writing will continue
as a paper/pencil test for kindergarten
through grade 2. Kindergarten
through grade 12 speaking will continue
one on one administration for all grades and grade spans using the computer-based
platform. A notable difference
is that the students’ response for speaking items are recorded. The microphone and play icons are included
in the speaking domain on the student interface, but are controlled
by the test examiner. The test examiner will need
a pointer of some type, either your pencil
or your finger, or something else, to point to pictures
on the student’s computer and continue to score
in the moment. The administration model
for kindergarten through grade 2 is to have the test examiner
select the buttons during one on one
administration for speaking. The test examiners will also read aloud directions
and prompts instead of using the audio files. It’s important to note that if the student’s response
is not captured for any reason, the student’s score
will not be impacted, and the test examiner
will not be expected to re-record
the student’s response. Because the test examiner
is scoring in real time, that will be the official score. The speaking domain is on the student
testing interface. However, the test examiner
still controls the recording for the speaking domain. The speaking domain
is administered one on one. Test examiners will listen
to the student and then score
the response in the moment. Test examiners
can logon to the DEI on another device and record the score
in the DEI in the moment, or you could use
the student’s score sheet that’s located
at the end of the DFAs. They should then use
the student’s score sheets and go into the DEI to enter the scores
as soon as possible. Test examiners have the DEI open
on their device. The DEI can be accessed
within links in TOMS or on the left-hand side
on elpac.org using the blue buttons. I’m going to show you
a quick demonstration video. Test examiners
will logon to the DEI using the same credentials
as their TOMS accounts. They’ll enter the student’s
first name and Statewide Sudent Identifier,
or SSID number. The next steps will kind
of go a little bit quickly. So they’ll sign in. You’ll need to double check that your student information
is correct, and select next. You’ll select the test
and test form that the student has taken, and then you can review
the student test settings and the help guide, if needed, before you begin entering
the student answers. You can also skip straight
to entering the student answers. So begin data entry. You’ll be entering the student
answers for each question one by one and selecting next. You’ll do this until you reach
the end of the test, and once you reach
the end of the test, they’ll prompt you
to tell you to end the test, and there’s an end test button that you’ll click
and select yes. You can review the test answers
again, if you need to, or you can submit the test
right away. Once you submit the test,
you’ll get a test summary, and then you have the option
to enter in more responses for the same student, or enter in responses
for another student. You’ll repeat that process
for all students that you’re testing
for the speaking domain. To practice administering
the speaking domain and entering responses
in real time in the DEI, the Sacramento County
Office of Education, or SCOE, has created a mock version
of the DEI tool in Moodle, which you can visit using
the first link on this slide. It will not look the same as the DEI video that you
just saw a second ago, but it’s to help you practice, or help your test examiners
practice that activity. The next link is to access
the operational DEI used for actual student answers when you start
administering the ELPAC and entering in their answers. Paper/pencil tests require all responses to be entered
into the DEI prior to returning the assessments, so the data entry interface
is for the speaking domain, but it’s also required
for paper/pencil tests as well. You’ll want to contact
CalTAC or ETS for further information if a paper-based test is needed
for any of your students. These are some technology
resources that you can visit. You’ll have the preparing
for a computer-based ELPAC administration technology
requirements as the first link. The document that will help you and your technology coordinator
prepare for the online test, a link to download
the secure browser and update those. You also have a technology
coordinator checklist, the Moodal
has the DEI information that we spoke about,
but also training, if you went to the administration and scoring trainings
a few months ago. You also have the CAASPP and ELPAC
technical specifications and configuration guide
for online testing, and lastly, you could look at the ELPAC field test
data entry interface score entry guide
for further information. It might look a little different
for summative, but that’s
a good starting point. So, we will go
into some of the questions that have been entered so far, so you’re viewing this webcast, right underneath is a Q&A box, so you can submit
those questions, and we’re going to go
through a few of them right now. I’ll let Dusty
be able to take a look. So our first question is… Will the next webcast,
this webcast, be archived? Yes, it will be archived
10 days from now. With both the recorded version and with the PowerPoint slides
with notes. When will we be able
to access the online DFAs for the summative ELPAC test,
Dusty?>>The summative ELPAC DFAs will be available
by mid to late January.>>Do you need to sign up
for the January 31st webcast or will it be open
like this one? It will be open like this one, so just to clarify,
the January 31st webcast is a live recording
of the January pretest workshop, so it’s a full day training, where folks
are attending in person, and it’s being live-recorded
and broadcasted out. So you don’t have to
register for it, but you’ll visit the same
exact web page to view it. So… how long does it take
to receive student results or are they available
in real time?>>All right, so due to the low numbers
in our field test, the score reports will be
released at the end of May. Additional analyses
need to be conducted before the students’
score reports are released.>>Can you go over
the resources available for the ELPAC training
and testing and best practices? So we recommend you contact your LEA
ELPAC coordinator for local and regional
training opportunities and access the training sites. Additionally, resources
can be found on elpac.org and this PowerPoint slide, along with the workshop
in January, will contain a lot
of different resources you can access,
as well, to support you. If you have any questions, and if you’re
the LEA ELPAC coordinator, definitely contact CalTAC
for any questions, and the past two months where the administration
is scoring trainings, and so that was to help
both field test participants and folks
for the summative ELPAC. Anything you wanted
to add, Dusty?>>Nope.>>Okay. So are there any resources
regarding the legality of recording student responses
for the speaking domain? Do LEAs need to ask
for student consent or for test examiner consent?>>All right, so voice capture is a part of the assessment
development process that was approved by the State
Board of Education. Revisions are being made to the ELPAC
parent notification letter, and will be posted soon. If parents choose to opt out
of voice capture, LEAs can elect not to administer
the voice capture portion. The student would simply respond and the test examiner would score the response
in the moment and record the score. More information will be coming
to a coordinator soon.>>Next question, are there any instructions
or new information regarding materials
for the summative ELPAC? For example, return dates, methods of returning materials,
et cetera? So the test administration
manual will be posted
by the end of next week. This manual includes
all the necessary information regarding materials, return dates,
et cetera. Anything you wanted to add?>>That’s it.>>Okay, we have a note here that says
the coordinator checklist doesn’t seem to be working, so if you wanted to find that,
you can go on to elpac.org and it should be under manuals
and instructions web page. But if you right-click
any of the links on the slide and select “open link”, it should open up and download
as a Word document. So another person responded… We were told during training
that for grade 2, all tests will be administered
one on one. We attended the training because we piloted the
summative computer-based ELPAC. So that’s correct. The grade 2 is administered
one on one, however –>>The writing domain,
it is optional for you to administer
as a group administration.>>So you can do one on one
or group administration.>>Yes.>>For writing for grade 2. Next question, previously
students taking an alternate language assessment would need to have
a blank answer book submitted with alternate
assessment bubbles for each domain that an
alternate assessment was used. For the computer-based ELPAC, will LEAs enter the use
of an alternate assessment into TOMS
and how about for K-2 writing, will this still be bubbled
on the answer book or will it also
be logged in to TOMS?>>LEAs will need to select
alternate assessment for each individual student that has significant cognitive
disabilities in TOMS And all alternate assessments are indicated and captured
in TOMS LEAs will not be returning
answer books unless they are
part of the RSVP group.>>We’re actually
going to go over how you do that in TOMS
in our next section. So next question, if I have a district team
of testers for speaking, will I need to add them in TOMS to every school site
in the district as I did during the pilot? So, yes, you will need to add
these test examiners as users in TOMS in order for them to access the test
administrator interface to administer that test. At the SCOE training we were told that a test is automatically
submitted after 45 days. Is that the full test, just the domain
they had completed up to then or the domain that they were on?>>So for the reading
and listening domains that are not completed
after logging in, and starting the test,
they will expire after 45 days. LEAs will be required to request a reopen to finish
testing through S.T.A.I.R.S. For speaking
and writing domains, the test will expire
after 20 days.>>We’ll talk a little more
about that later, too. Okay, did you say that
we needed to order materials before December 20th?>>Yes. Primary ordering window
will end on December 20th. Please enter your orders now. The supplemental ordering
window opens on January 15th, but LEAs should try to place
all their orders during the primary order window.>>That can be done
through TOMS And if you need any help,
just contact CalTAC. Do you recommend we order
a few DFA booklets for grade K through 12? So LEAs will have the option
to download and print locally or order DFAs
through CalTAC once available. The number printed will depend
on the number of test examiners
that you have available to test. So once those DFAs
are available in TOMS, you can start downloading
and printing those. Can one test session
include multiple domains or multiple grade levels, or do they have to be set up
as different test sessions?>>The answer is yes, a test examiner
can open multiple grade and domains at the same time. They can allow the test session
to be used for multiple testing, but what we’ll need
is to monitor all of them and approve the students
for testing.>>Was it said that headphones
are required for reading and writing for grades 3
through 12? The answer is yes,
that is correct. Headphones are required
for reading and writing for grades 3 through 12 because it’s administered
in a group. Do the headphones
need to have a microphone? No. It is recommended that the headphones
have a microphone, but they don’t have to.>>Right.>>Do we have any idea of the duration of each
of the domains per grade yet?>>So we’re working on that. We’re currently gathering
information from the field test to determine for each domain
what the durations would be. So the estimated testing times will be posted
on the ELPAC website soon.>>Perfect. Where are the form assignments
for each LEA found? So the form assignments will be posted
on the ELPAC website soon, so Dusty had briefly
mentioned that. That’s a web page that
we’re developing right now, so it’s easy for your LEA to find what form
you’re assigned to, and it’s a look-up tool,
so once that’s up, and we’ll send an email out,
once that’s up as well, you’ll be able to enter in
your CDF code or just
the name of your LEA and you’ll be able to see
what form you’re assigned to. For large LEAs, that have multiple
form assignments, will the assignments be
within grade levels or, let me back up… For large LEAs that have
multiple form assignments, will the assignments within
grade levels be the same or will all grade 1 students receive the same form assignment
across the LEA?>>So the majority
of the LEAs will be assigned the same form, district-wide. Large LEAs
will have multiple forms, but there will be one form assigned for each
individual school.>>So if Dusty is
a small LEA she’s only
assigned one form. If a have a larger one, I might have eight of my schools
assigned to form one and ten of my other schools
assigned to form two. Okay. The template for kindergarten
has a CALPAC column that only contains
students in kindergarten. Mine does not appear
to have counted any TK students. These TK students still take
the ELPAC summative, right? So, transitional kindergarten is defined as a year one of
a two-year kindergarten program. TK does not have
a separate column because it’s considered
to be part of kindergarten. Where did you say the DFAs for the summative
assessments were?>>So the DFAs
for the summative ELPAC will be accessible
through TOMS>>So if you went to TOMS,
it’s not on there yet. But if you went to TOMS and you selected resources
on the top navigation bar, that is where
it will be located. Next question. Where do students login
to see the test? Students will login
to the secure browser to launch
the test delivery system. So if you have students
who have been taking the CAASPP, it’s the same exact secure
browser that they’ve been using for all
of the other assessments. The secure browser will be on each student’s device,
ideally. Will this webcast be available
to test site coordinators to use when we train our teachers? Yes, it will be posted on the ELPAC website
for anyone to view. And same with the PowerPoint. If we don’t have any students
in grade K through 2, online ordering isn’t necessary. So if your LEA
does not have any students in kindergarten
through second grade, you do not need
to order materials. Only LEAs with students
in K through 2 need to order test materials through TOMS Do we need to log every student
in prior to testing or is that something they would
do once they begin testing?>>So the student must login
each domain and if the test is paused. The student will need
to login again if the pause is beyond 20 minutes, and the test examiner
can approve all student testing in the test administrator
interface at one time. So if you have 20 students in your
test administrator interface, you can approve all of them
at one time on one device. Okay, do we need to locally
score the K-2 writing and input those into the DEI? So for the summative ELPAC, local scoring of writing
is not required. Tests should be turned in
as soon as possible so that the contractor
can begin scoring, and it will be scored alongside
the computer-based domains. Who clicks a play button
in the listening domain, the student
or the test examiner?>>So in the kindergarten
through grade 2, administration, the examiner
will click the play button. For the grades 3
through 12 administrations, the student will click
their own play button on their device.>>Where do I go to determine which forms have been
assigned to LEAs? So we talked about that. It will be available
on elpac.org, and a communication will be sent out to those LEA
ELPAC coordinators when that’s available. Is there a second grade
group video available? The training videos
that are available are included
in the Moodle training site. If there is one, it would only be available
for the writing domain. Okay. Students with disabilities
who have an accommodation, how would we add that
in to the system?>>Accommodations would be added
in the test settings in TOMS So you’d go
to the student profile into the test settings, and that’s where
those would be noted.>>We’re going to talk
about that at a later time. So I’m going to scan
these questions really quickly, to see if there’s anything else
we should answer. There is one that says
is it recommended that LEA ELPAC coordinators attend
the pretest workshop in person, and we have… yes, it is highly
recommended that LEA ELPAC coordinators
attend that in person. It is a joint session
with CAASPP, so we’ll start with ELPAC topics,
will go into topics related for both CAASPP
and ELPAC, and then will let all LEA
ELPAC coordinators go on and continue on talking
about CAASPP. Okay, I’m going to transition
back to our presentation. And we’ll start talking about
ELPAC accessibility resources and we’ll come back to questions
later on in the presentation.>>All right,
so we are going to talk about accessibility resources
for the ELPAC. So, the ELPAC system provides a full range of assessment resources for all students, including those who are ELs and students with disabilities. These resources ensure that the assessments meet the needs of all students. So resources can be categorized
in four different ways. Universal tools are available
to all students on the basis of student
preference and selection, designated supports are
available to all students when determined for use by an educator
or a team of educators with parent guardian
and student input as appropriate or specified in the student’s
individualized education program or IEP
or the section 504 plan. Accommodations are supports
for eligible students if specified in the student’s
IEP or section 504 plan. All universal tools,
designated supports and approved accommodations do not change the construct
of what is being assessed. Students who receive
these accessibility resources will receive a valid score. Unlisted resources
are non-embedded and shall be made available if specified
in the eligible student’s IEP or section 504 plan,
and only on approval by the CDE. The use of an unlisted resource
that changes the construct of an assessment
will result in the student’s assessment being invalidated
for accountability purposes. Using universal tools
designated supports and accommodations will not affect test scores
or invalidate test results. Matrix Four was recently updated
to include embedded supports, now that the ELPAC
is a computer-based assessment. This document displays
the embedded and non-embedded universal tools designated
supports, accommodations and unlisted resources allowed as part of the ELPAC system
for 2019-’20. Matrix Four should be used
in conjunction with the ELPAC accessibility resources
for operational testing document which you can reach
with the link in the slides. The CDE has updated the graphic
organizers for the 2019-’20 to reflect the new
accessibility resources that are available to students. There is one for the 2019-’20
California Student Assessment Accessibility for
the Computer-Based ELPAC. The CDE has also updated
the graphic organizers to reflect the new
accessibility resources that are available to students. There is one for the 2019-’20
California Student Assessment Accessibility
for the Paper/Pencil ELPAC. So now we’re going
to look at the identification and selection process, so this graphic shows how we identify
accessibility resources for individual students. We first start with the students’
learning characteristics. Initial identification begins
at the classroom level by analyzing the strengths and challenges
a student may have during daily instruction
or assessments. A variety of sources
of information should be involved in this
decision-making process, and there should be some type
of documentation of the identification
and selection process. After identifying
those learning characteristics, brainstorm as to what
the student may need to fully access the instruction
and assessment, and, finally, match those needs with the available
accessibility resources. Again, the selected resources should be used in the student’s
typical instruction, ensuring that the student receives the appropriate
accessibility resource will provide an accurate measure of what the student knows
and can do. Online assessments
include embedded or inside the test
delivery system, and non-embedded, or outside of the test
delivery system, accessibility resources. For example, scratch paper. It’s a universal tool
available to everyone, and it’s nonembedded because it’s outside of the test
delivery system. However, the same resource can also be accessed
through the digital note pad, which is an embedded
accessibility resource. The technology readiness
checker for students, or TRCS, can be used
for all students. The main purpose of this tool
is to identify student supports such as a test navigation assistant, and a designated
interface assistant, so that technology
is not a barrier to accessing assessments. This also helps to check the student’s familiarity
with technology, preferably with a device
that they might use during classroom instruction
or testing. To find this tool, there is a blue button
on the home page of elpac.org. You can read more about how to use this new tool
on elpac.org under “resources” or navigate to the link
on this slide. Let’s talk
about our new resources. The test navigation assistant. For new arrivals and students who are unfamiliar
with the test delivery device or who are technology novices
and do not have the necessary computer skills to participate
in the computer-based ELPAC, they may have a trained
test examiner help with mouse point and click,
and scroll bar assistance. On screen tool
or button navigation, such as selecting
back, next, submit, start and stop recording,
playing, speaking or recording
and keep wording assistance necessary for starting
the test session. The test examiner is allowed
to assist only with the technology
as indicated by the student. The use of keyboarding assistant
in the test is not permitted. The test navigation assistant, or test examiner
in this instance, may assist students as they are walking
around the classroom and monitoring other students
in a group setting. The designated
interface assistant is a designated support
available to students who are technology novices, and have limited
keyboarding skills that prevent them
from responding. The designated interface
assistant is available to help the student interact with or type handwritten responses
verbatim in the test platform. This would warrant
a one on one administration. The new document ELPAC
test navigation assistant and designated interface
assistant use scenarios on the ELPAC
student accessibility resources page of elpac.org, has more information
about using these new supports. So you can use the link
on the slide to access that document. The ELPAC administration student
accessibility checklist is a guide for determining
the appropriate supports for administering the ELPAC
to students with disabilities. There are a variety of resources
that allow students to access the ELPAC through the use
of universal tools, designated supports,
and accommodations. If the student
cannot access the ELPAC with these resources, a domain exemption
or alternate assessment may be recommended. There are many options
and opportunities for students to access the ELPAC. This checklist may be used to help plan and organize
the variety of options. This checklist can also
establish a systematic practice to determine which resources,
testing conditions, or a combination thereof, will allow each student
to take the test. The ELPAC administration guidance and governing
definitions document provides some important
definitions and explanations to support discussion in IEP and section
504 team meetings. In this document,
important terms are defined, and the use of domain exemptions
and alternate assessments is explained. All right, the next two slides
list various resources that are available
to help with accessibility. We talked about the two
new resources for the ELPAC, the test navigation assistant and the designated
interface assistant. There is a scenario’s
web document that explains when to use
these new resources, and we will have the 2019-’20
accessibility guide ready soon. Matrix Four is available, as well as the new
graphic organizers, and we have TRCS
that can be used to evaluate whether a student
may need technological support in taking the online
ELPAC assessment, such as through
the test navigation assistant, which is the universal tool, or a designated
interface assistant, which is the designated support, and we have a how-to guide on how to use TRCS
with students. Students can also access
embedded accessibility resources within the online
test delivery system, using the practice
and training tests. And you will be able to preview
these accessibility resources by visiting the CAASPP
Embedded Universal Tools, Designated Supports
and Accommodations, Video Tutorials web page. Additional information is located on the ELPAC Student
Accessibility Resources page of elpac.org. And please note, the following
are classification differences between ELPAC and
CAASPP accessibility resources to be aware of
when viewing the videos. So Print on Demand is a designated support
on ELPAC, but for CAASPP it is considered
an Accommodation. Scribe and Text-to-Speech are considered Accommodations
for ELPAC, but for CAASPP, they are considered Designated
Supports or Accommodations.>>I just want to say that
the last length that Dusty is talking about
is the video tutorials. And so, what those will show
you or students or parents is how certain
accessibility resources, like text-to-speech
or highlighter tools will be seen
on the test delivery systems, so students can view that,
parents can view that. You can view that to see how those accommodations
will work. Next we’re going to do a quick
poll everywhere question. So, again, if you’re
in front of a computer, go to PollEv.com/elpac and answer
our fun little question about how confident are you
with identifying the most appropriate
accessibility resources for students? How confident do you feel
your test examiners are or how confident
do you feel you are as the LEA ELPAC coordinator, with identifying
the most appropriate accessibility resources
for those students? So, it looks like
we have a lot of people on the feel
pretty confident range, to I’m kind of neutral,
not sure range, and then we have a little, we have a few folks out there
that have very sad faces. I’m glad to see we’re kind of
in the middle to green range. Okay. Now, hopefully by the end
of this presentation you’ll feel more confident
about reaching out to folks, definitely people
within your district, or other LEA
ELPAC coordinators can share
their process in identifying accessibility resources
for their students. And definitely if you have
any other technical questions, we’re going to
talk about TOMS next, and how you set those test
settings for your students. If you have any questions
around that, we can definitely talk
to CalTAC about that, too. Okay, let’s move on
to ELPAC TOMS Setting up
the student’s test session, sorry, setting up
student test settings and test assignments. So we’ve explained various
accessibility resources available for students. Now let’s talk about how
you’re going to be able to get your students to access
these tools, and that starts with you as
the LEA ELPAC coordinators, and it starts in TOMS So the process for setting up
student test settings is similar to previous years, but it’s very new
for ELPAC only users. Students will need
to be assigned resources, or they’re called test settings, to be able to use
these resources during the assessment. Test settings must be assigned
in TOMS for the computer-based ELPAC. Test settings include
noting embedded within the test delivery system, and non-embedded designated
supports and accommodations. Test settings must be identified
and updated in TOMS 48 hours prior to testing, as changes
within the test settings field do not take immediate effect
in the test delivery system. So you need to wait 48 hours
for the updates to show in the test
delivery system. Multiple student test settings
can be added all at once, using a batch upload. A template is available
within the upload section under the student’s
menu of TOMS that should be used to upload
settings for students. It’s important to download
the current file template each time
an upload is prepared. This will ensure that the upload file
has the correct layout. The upload will precede
through two phases. First, the file
will be validated, and an error report will be
available if errors occur. Once the file clears
the validation process, then the file is uploaded
into the system, so we get a lot of questions, and it’s usually
because it’s a two-step process, and so we have two demonstration
videos on this screen that you can click into
and watch. These are
step by step instructions on how to configure online student test settings
by batch upload, and how to do it
one by one by student. And quick screen clips
on how to do it in batch upload is what you see
on the screen right now. Next, we’ll talk about
ELPAC domain exemptions. For special education students
the LEA coordinators will need to update student
test assignments in TOMS. The system will default to the general
assessments assignment. For the summative ELPAC,
the only eligible ELAS is EL. TVD is eligible status
only for the initial ELPAC. So, again,
for the summative ELPAC the eligible ELAS status
for testing is EL. ELAS must be updated in CALPAS
in order for TOMS to pull eligible students
to prevent reclassified students from being accidentally tested. LEA should verify
student test assignments a minimum of 48 hours
prior to student testing, but we do recommend verifying these
as early as possible. For domain exemptions, when a student’s IEP
or section 504 plan specifies that the student
has a disability for which there are
no appropriate accommodations for the assessment
in one or more of the speaking, listening, reading
and writing domains, the student shall be assessed
in the remaining domains, in which it is possible
to assess the student. ELPAC domain exemptions
are available for students which there are no appropriate
testing accommodations for one domain within the oral
or the written composite. A student can be exempt from only one domain
per composite, either oral or written, to be considered as having been
assessed in the oral language. The student must
have been assessed in either the speaking
or listening domain to be considered as having
been assessed in the written language, the student
must have been assessed in either the reading
or the writing domain. A score cannot be calculated if a student
did not not participate in both domains of a composite, for example,
the speaking and listening. No score will result if a student did not participate
in both of those domains, so if the student is exempted
from both listening and speaking or they don’t take listening, and they’re exempted
from speaking, they will receive a no score. TOMS will actually prevent you from exempting students
from both of those domains. And so on the screen you’ll see
a screenshot from TOMS, and so we’re going to talk about alternate assessments
and domain exemptions, which happens
in the same screen in TOMS under test assignments. When a student with the most significant
cognitive disability is not able to take the ELPAC, the entire test or any portion
of it for this year only, the EIP team may determine that an alternate assessment
is appropriate and necessary. Only these students with the most significant
cognitive disabilities are eligible to take
an alternate assessment in lieu of the regular ELPAC. These students
are considered part of the 1%. The alternate assessment is determined locally
by the LEA The ELPAC test assignment screen
is where alternate assessments and domain exemptions
are identified. Students can be assigned tests
one at a time or in batches. In order to assign
a test to a single student, search for the student in TOMS through the view
and edit students screen. Once in the student profile, select test assignments
to assign a test, check the box
next to the test name and select “save”. This must be completed 48 hours
prior to test administration. The test assignment screen
for the ELPAC allows LEA
ELPAC coordinators to verify if the student
was assigned a test. If there’s no test assigned,
the page would be blank. Previously, domain exceptions
were identified on the back
of the student test booklet. For summative ELPAC
online testing in Spring 2020 a domain exemption
is marked in TOMS by users with an LEA
ELPAC coordinator or a site ELPAC coordinator role. Users access the test
assignment screen within the view
and edit student screen to identify the domain
exemptions for the student. Again,
a student can be exempt from only one domain
per composite, oral or written. The system will
prevent you from clicking on more than one domain
per composite. Select alternate assessments
for a domain only for students with the most significant
cognitive disabilities. These screen captures show
how to navigate within TOMS to exempt students one by one. LEA ELPAC coordinators can also batch upload
a test assignments file to exempt multiple students
at once. To do so, navigate
to the student’s tab, select upload, and select test assignments
as the upload type. You can download a template
and follow the instructions to complete the upload file. There are a variety of tasks to complete
before testing begins. Some of these tasks
include the following: adding and establishing
user roles in TOMS, reviewing student data
for accuracy, making any needed corrections
in CALPAS, noting if students will be
exempted from any domains or if they will be taking
an alternate assessment, assigning test settings, the designated supports
and accommodations to students for the ELPAC, and lastly, downloading
the appropriate DFAs, as discussed earlier
in this webcast. If you need more information
regarding TOMS, there are a number of resources available on CAASPP and ELPAC,
manuals and instructions page. These pages can be accessed through the test
administration tab on elpac.org. Videos are also available
to assist users in completing tasks in TOMS Of note are the configuring online student
test settings videos, which show you
how to complete the process for single students or using the batch file
upload process. So we highly recommend
you try using those… watching those videos. So that was
a lot of information, and so we’re going to go back
to a poll everywhere question, and the question will be
how confident — sorry, that was the last question. Okay, what is the process
at your LEA for ensuring student information
is accurate and includes the correct
test settings? So for this one, you can respond
at PollEv.com/elpac, just like the rest. You can also text ELPAC
to 22333, and text your message. So what is the process
at your LEA for ensuring student information
is accurate and includes
the correct test settings? I’m laughing because
the first answer is three. I wonder what that means. So coordinating
with information systems and the coordinators, so definitely coordinate
with your CALPAS and coordinate with your student
information systems coordinator and coordinate
with your SPED coordinator, your special education folks. The LEA coordinator and EL teachers review
each student individually. LEA coordinator
accesses the SEIS. The LEA ELPAC coordinator reviews all dual
designated users with the SPED program compliance coordinator
to review IEPs. It’s okay
if you’re still working on a process and
you don’t quite have one yet. This is a good time to think through
what your process will be and what other folks
are doing out there. A lot of folks are meeting with their special
education team to get all their accommodations. We had a big one. Once our LEA
verifies student information against what is stated
in CALPADS, we also follow up
with our SPED teachers to determine
any designated supports and/or accommodations
noted in the IEPs. That’s a good one. We have someone out there that’s also
a CALPADS coordinator and the special education
coordinator for this system, and so they’re
constantly checking for accuracy and communicating with their SPED teachers
and their EL teachers. So, good.
I think we got the point across. You need to talk
to your SPED coordinators. You need to talk
to your CALPADS coordinators. You need to talk to the people who are responsible
for your SEIS system. You need to talk
to the case managers for the IEPs and the 504 teams, and you need to do
a lot of data checking. Double check in TOMS
that your students are receiving the correct test settings. Anything you want to add, Dusty?>>No.>>We got a lot of
great responses, so thank you. Okay, we’re going to move on to
some ELPAC TOMS questions. So we went over
a lot of information. So we might get some questions
from prior, from the prior, earlier
in the presentation, but… and then questions
for a test setting. So let’s start with…>Down further? Okay. Is text-to-speech available as a designated support in ELPAC
or just as an accommodation?>>So, text-to-speech
is an accommodation for the listening, speaking,
and writing domains.>>So your Matrix Four document
will clarify that for you, and the new graphic organizers
that the CDE will be releasing will clarify that for you as well. If accommodations for CAASPP
are present, will those apply to ELPAC? No. The accommodations for CAASPP
do not carry over to ELPAC. LEA staff will need to set up
test settings for students accommodations,
so CAASPP and ELPAC, they vary, they differ slightly
in the test settings, and accessibility resources students
have available to them, so you need to do
a separate upload for CAASPP
and a separate upload for ELPAC. Can you do a mass upload
for accommodations?>>Yes. There is a template on elpac.org
under Accessibility Resources, and there are the
Accessibility Resources page, and LEAs can use that
to upload test settings for multiple students.>>Okay, going back to when we were talking
about form assignments, what does form one mean? Form one has
no embedded field test items, so that’s what that means. Are headphones
required for grade 3 through 12 for reading
and writing for all students or only students with the text-to-speech
accommodation?>>So the headphones
are required for students in grades 3 through 12,
and it’s all students.>>Most students take the listening section
in one sitting? It’s best to administer
listening in one sitting. If a student does not respond to any speaking
domain test item, can the test be submitted
as completed? How will it be reflected
in the completion status report?>>That’s something
we’re still working on, so we’re continuing to get
the process down for our completion
status report, so more information
will be provided to coordinators soon.>>Where is
the accessibility checklist found? So that is posted on the CDE
website and you can follow the links in the PowerPoint
under resources for that as well. For the pause and replay
accommodation for listening and speaking, is there a particular guideline
on how many times you can pause or replay
or when to pause and replay?>>Nope, there is no set number
of times that you can pause or replay if a student
has that accommodation.>>For students
in grade 3 through 12 do we need to order
large print materials? We suggest
using the practice test to see if the zoom feature
will be sufficient first, and if not, we recommend
you contact CalTAC to see if the student’s IEP
requires a special version. Does the TNA need to be included
in the ELPAC training and calibration? That’s the test
navigation assistant.>>So, both the test navigation
assistant and the designated interface assistant
must be trained.>>That might be your test
examiner administering the test. If a student needs a designated
interface assistant, that is considered
a designated support, would that have
to be set in TOMS? No. A designated interface
assistant is an additional role that is assigned to train
test examiners. There is no additional
assignment needed in TOMS Does the designated interface
assistant need to be indicated in ELPAC TOMS? No, they do not. Is there any documentation
required for use of these tools?>>So the universal tools
and designated supports do not need to be documented. Accommodations need to be
documented in an IEP or a 504 plan.>>So when you’re uploading
student test scores in TOMS, those are for accommodations. How does the designated
technology assistant get trained
to be this person? They should participate in the LEA’s training
of test examiners, so they are your normal
test examiners, and they get additional training
or just knowledge of what a designated technology
assistant is allowed to do. So we recommend you using that scenarios guideline
as well. Recommendation on how
to use the TRCS, please. So there is a how-to guide
for TRCS, the technology readiness
checker for students, and that’s located
on elpac.org. And that’s also
in this presentation if you click on that link, too. If we have student
test settings in for CAASPP, will it transfer to ELPAC? We answered that,
it will not be transferred from CAASPP
and ELPAC. Where are the new accessibility
graphic organizers located?>>So the new graphic
organizers are going to be posted on the CDE website
within the week.>>So you got a sneak preview
for today’s webcast, so that will be available soon. If accommodations have already
been set in TOMS with our district
utilizing CAASPP, everyone has this question, will it be entered
somewhere else for summative ELPAC? Even if accommodations
are indicated in CAASPP, they must be entered in TOMS
for the summative ELPAC. So there’s Spanish and
other language translations of the ELPAC where provided. How should we use these?>>So only the test directions
have been translated, and they are available
to LEAs. Nothing else
but the test directions that have been provided
should be translated.>>So are you going to mention
the use of practice tests? Now the teacher and parents
need a TOMS account. Is this correct? Are we looking
at the wrong link? So students can login
using a guest account, and there is no need to use a TOMS account,
unless the student, unless the teacher wished
to administer in a group that needs to practice
logging in and using at signed
accommodations designated in TOMS, so teachers and parents
do not need a TOMS account in order to access
the practice test. They can login as a guest. If test examiners or teachers
want the student to login and practice putting in
their student I.D. number and then have those assigned
accommodations that you put into TOMS, they’ll need to actually login
to their test, as if they’re taking
a real test. So someone tried to access
the practice and training test from the ELPAC website, but they only see
interim assessments. When will practice
and training tests for the summative ELPAC
be available for students
to start practicing?>Do test examiners
have the ability to modify test settings
for students or does the LEA
coordinator have to do this? We have a high number
of students with disabilities in our district. So test examiners do not have access
to modified test settings. Only LEA insight coordinators
have access to change settings. Test examiners
can definitely double check their student test settings and then let their LEA
ELPAC coordinator know or their site ELPAC coordinator
know if it’s wrong. Where and how do we indicate when a student has been
exempt from a domain?>>So to indicate that a student
has a domain exemption, the LEA designated staff can enter this
in the test settings for the student in TOMS>>Will there be paper/pencil
practice tests available for all domains? So we’re working on reposting the paper/pencil
practice test. Currently the resources for the computer-based
practice test and the paper K-2 writing
practice test are posted on elpac.org. Is it correct that designated
supports and accommodations are going to be
directly imported into TOMS for CAASPP, and will it be the same
for ELPAC?>>So, again, there’s an option
in TOMS to upload test settings for students, but you do have to upload
the settings separately for ELPAC
than you would for CAASPP.>>So for CAASPP testing, we are able to download a report
with all accommodations and upload that as a CSV file
in to TOMS? Will it be possible to do this
for ELPAC? So LEAs will need to use the ELPAC student
accommodations template and upload it into TOMS
as you do for CAASPP. You cannot use a CAASPP template
as accommodations are different. Is text-to-speech available as a designated support
in ELPAC or just as an accommodation?>>Yep, I think we got
this question already, but text-to-speech
is an accommodation for ELPAC.>>Can we send in
the writing assessments if not all domains
have been tested yet? You want to take that one, too?>>Sure. Yes, you can send
the writing answer books for kindergarten through grade 2
even if not all the domains have been tested, but keep
in mind that the final scores will not be available until all of the domains
have been scored.>>But we definitely recommend
you send in those writing answer books for your kindergarten
through grade 2 students as soon as those are complete.>>Yes.>Yes, so there are stopping
markers indicated in the DFAs for kindergarten
and grade one administrations.>>Next question, does the
20-minute rule apply in ELPAC? Can students go back
to review answers if their test is paused
more than 20 minutes? If the test is paused
more than two minutes, students will need
to log back in, and we kind of talked
about this as well, they’ll need to log back in for the reading
and listening domains. The student will not be able
to go back to review the items that have been completed. For speaking and writing, the students will be able to go
back to completed items. Okay, I’m just going to shoot
back over to our presentation, and then hopefully
we can get back to answering
all these questions.>So the LEA
ELPAC coordinator would need to submit
a S.T.A.I.R.S. request to reset or reopen
the DEI in that instance.>>Your LEA ELPAC test site
coordinator can do that. Did you say the test
administration manual or T.A.M. will be available next week? Yes, it is available next week. Are we going to make
an announcement when that is available?>>Yes.>>Perfect. Can all ELs be assigned ELPAC
and then click domain exemptions or alternate assessments
for individual students? So, LEAs are required
to assign domain exemptions to individual students. There is no need to assign E.L.s
to the ELPAC. TOMS pulls this information
directly from CALPADS. For SBAC testing if a student
begins any test before a required test setting
is added to TOMS, even for another subject
that new DS –>>Designated support.>>Accommodation, thank you,
will not be active for any test, is that true for ELPAC domains?>>Yes, if the test setting
not added prior to testing
a specific domain, the test settings are by domain, so you may or may not need
to request a reset through S.T.A.I.R.S.>>If a district
has area hosting will student accommodation be automatically uploaded
to TOMS or will a district need to be either batch uploaded
or entered one by one? Accommodations are not populated
to TOMS from an LEA’s SIS. LEAs are required
to either upload the information or enter them in one at a time. Are all students — oh, sorry… Are all students on the
summative eligibility report are students who are already
assigned the summative ELPAC and ready to test?>>Yes.>>Yes, okay. Do you recommend
administering the reading and writing domains
in one sitting or can they be administered
in two sittings?>>So these domains,
they can be administered in more than one sitting.>>Do ELPAC site coordinators have rights
to upload accommodations? Yes, they do. Do ELPAC examiners need to be assigned specific
school sites in TOMS?>How will student scores be reflected
in the student score report if a student is not assessed
in one or more domain? Students will only receive a student’s score
report produced if they have completed at minimum one domain
in each composite. For those domains not completed, they will receive a loss
or lowest obtainable scale score and will be used
in calculating the cost and composite score. So they have to complete
at minimum one domain for each composite
to get a score. One person asked, if I start
testing a student in reading on February 20th,
and he doesn’t finish, and I don’t get back to him
to finish his reading until April 6th,
that’s over 45 days, so we were talking about
our 45-day expiration rule, why would we have to start over if we’re still
within the testing window?>>So, the test will have
expired after the 45 days, and you’ll need to request
a reopen through S.T.A.I.R.S. The completed questions would no longer be available
for review what they would be able to start
where they have left off.>>Is pausing an accommodation? Pausing is not an accommodation
but a designated support, but this is one
of the only designated supports that is necessary
to be added to TOMS Can students pause a domain test and come back to it on
a different day to complete it?>>Yes, but this is
not recommended for the listening
and speaking domains.>>You recommend that in one — If I already submitted
the testing material, but I have new
kindergarten students that need to be tested, do I have to cancel the first order or can I order only
the new materials that I need? So, you can order additional
test materials during the supplemental
ordering window that opens on January 15th. The primary ordering window,
which is occurring right now, will also have about 10% extra
materials sent to the LEA. So you might be okay. In the practice test
for writing, students can select
the audio arrow to hear the text read allowed. Is this how the operational
test will be?>>Yes. The functionality will also
be available in the operational test.>>Domain exemptions.
Can any student be exempt? Domain exemptions
must be indicated in an IEP or section 504 plan. Only students with
an IEP or 504 plan are eligible
for domain exemptions. I know designated supports
needed to be decided by a team, but do they also need
to be noted in TOMS?>>Designated supports do not need to be decided
by a team. That may be your local process, but only accommodations
need to be determined by the IEP team
or the 504 plan team.>>How does domain exemption
impact a student’s score for accountability
and reclassification if a student does participate
in both composites but only in a single domain
in each? So, if a student receives
one domain exemption in one composite area, the student will still receive
an overall score and accountability
will not be negatively impacted. Deaf students are not able
to participate in either the listening
or speaking domains. Our students
need to be exempted from both. What happens?>>So, correct. However, the domain exemption can be applied
to only one domain, so speaking, say,
and the alternate assessment could be applied to the
second domain, so listening. Please note that the student
would receive the lowest obtainable scale score
or the loss.>>Can you assign different
grade level domain tests under the same session I.D.? For example, third
and fourth grade group tests for the listening domain…
So, yes. You can select
the available test at the test administrator
interface level. How do we verify testing
assignments prior to testing?>>So, student test assignments
are available for viewing once they login
to the test delivery system, or test examiner can view in the student’s profile
in TOMS and select the test
settings tab.>>Is text-to-speech available
in the practice test? Yes, the text-to-speech is available
in the practice test, so your students who need that can definitely practice
using it. Will there be an updated
ELPAC acessibility resource graphic organizer
posted on elpac.org, or are we currently
using the ’18-’19 one that’s posted, even though it says
it will be updated? A 2019-’20 version for the ELPAC
accessibility resource graphic organizer will be posted
within this week. Is there a deadline to upload
test settings in TOMS for ELPAC?>>No, we do not
have a deadline for uploading test settings, but we do recommend that
you upload the test settings a week before testing, since it may take 24 to 48 hours for the test settings
to be applied.>>And you have to
check to see if it’s correct and you might need
to make more edits, so definitely
the earlier the better. Can you approve the session
days before testing? No. Test sessions can only
be approved the day of testing. How many times a month
should an LEA ship materials back to you?>>So LEAs can ship materials
back to ETS as often as possible
within a month. Waiting to send a large
shipment is not necessary.>>So if you finish
your K-2 writing, you want to ship that back
as soon as possible. Will we be able
to order large print or will this be an accommodation in TOMS
for the summative ELPAC? So, large print can be ordered if students require this
in their IEP. Kindergarten through grade 2 can order
their writing large print, but for grades 3 through 12
in all domains, they need to request
through CalTAC. Normally the use of zoom
in the test delivery system is available for students
and can be set prior to testing. So we suggest testing
this functionality, to see if this will work
for your students. And more information about
large print can also be found on elpac.org. Test settings for CAASPP
will be sent from the IEP through the new API process
from the SPED system to CALPADS. This will not the same process
for ELPAC.>>So, yes, once implemented, it will also be applicable
for ELPAC.>>For our Braille students, will I need to order
a Braille ELPAC test? LEAs will have access to an online Braille
computer-based version, or they can order a paper/pencil test version
through CalTAC. Test examiners will need
to enter responses into the data entry interface upon completion
of the paper/pencil test. If my LEA was part of
the RSVP for the initial ELPAC, will I also have to return
my summative booklet?>>No, the RSVP is only
for the initial ELPAC.>>When will the teacher
interface time out? If there’s no activity on the test administrator
interface for 30 minutes, the system will time out. So that means
no student activity on the test
administrator interface. Are practice tests
available for students?>>Yes, they are accessible
on elpac.org.>>Will student answers
for the speaking domain be recorded
like on the field test? If so, then students will need
a headset with a microphone, correct? Headsets are required
for grades 3 through 12, but they are not required
to have a microphone. Voice capture is part
of the test delivery system, but if your device does not have
the microphone, you can continue on and score the speaking domain
in the moment. When will the ELPAC practice
and training test be available? The link shows interim
assessments right now.>If test directions
are translated by the ELPAC, does this mean we can
give student directions, not test questions,
in primary language? So only your test directions
can be translated. Test questions
cannot be translated, as this would change
the construct of the assessment. Do we use the same DFAs for students
that have accommodations?>>Yes. You can, but we do have
separate DFAs for Braille, so those will be separate.>>Will accommodations
eventually carry over from CAASPP TOMS
to ELPAC TOMS or will they always be separate? This is something
we’re looking into, but it’s not guaranteed, as they have
different accommodations. When will the ELPAC practice
and training be available? We talked about that. When will we be able to see what the online scoring
section will look like?>>So, for now,
we only have this available in the Moodle training site,
and it’s kind of a sample. It’s not the real data
entry interface. However, we are in the process
of adding a script to the video
that you saw earlier, so this resource
is under development and will be available soon.>>Directions for administration
will be available for download
in January, but can we pre-order now
for DFAs to be delivered in January,
before testing window opens?>>So we’re still working on this being added
a fee-based service. More information
will be coming soon.>>Should they expect
to download it from TOMS and print it out themselves?>>Yes, until we send out
more information.>>Will the overall
performance level score reflect updates
in regards to the LP? For example, overall too low, too high, three low,
three high. No. Anything else to add there?>>No.>>Nope? Okay. For speaking,
is only one test session needed for a room with multiple testers
and students, rather than each
speaking assessor starting a test session?>>So a single session I.D. will work for testing,
all the students in speaking, and a single day, but we recommend a quiet
room free from distractions for administering
the speaking domain, and that’s administered
one on one.>>What is the difference between practice
and training tests? So your practice test
will mirror the length of an operational assessment,
and it includes all test types. Training tests are much shorter, and they don’t include
all test types. Both are meant for the user
to explore all that’s available on the test delivery system. For example,
tools such as expanding. Do we receive feedback on how students did
on the practice test if the students login as opposed
to going on as a guest?>>No, however,
the scoring guides are available
for the practice tests.>>So, test examiners could
probably have their students answer on a separate device or separate piece of paper
and score. Another question, designated supports
do not need to be indicated in TOMS,
only accommodations, is that correct? The test settings screen
shows both accommodations and designated supports, including the designated
interface assistant.>>So there are
some designated supports that will require
the test delivery system to be assigned to change
that functionality for the student, while they’re
accessing the test, such as the pausing or masking, and the designated
interface assistant, but normally only
accommodations are assigned. It’s a special circumstance
for some designated supports. When will practice test
scoring guides be available?>>So the practice test
scoring guides have been posted
to the ELPAC website, so they’re available now.>>Woohoo. If a student does not respond
to any speaking domain, can the test be submitted? I think we touched on that, we’re working on a process for
the completion status report. More information
will be provided soon. Will CDE work
with the San Joaquin County Office of Education SEIS division
to develop an ELPAC accommodations
designated support template so we do not have to enter
in supports to TOMS one student at a time?>>So, yes,
we’ve begun this process, but we do not know
when it will be complete.>>We have a team
of ELPAC examiners that travel
to different school sites. Does each test examiner need to be assigned
to that school site? Yes, test examiners will need to be assigned
at each site level. In our summative training
we were shown videos of the administration for new speaking tests
with recording. Where can I find those videos?>>So, the speaking videos can be found
on the Moodle training site.>>Someone said, I believe you said
designated supports didn’t need to be
uploaded in TOMS Why is there space for them?
Did you misspeak about this?>>Yes, so there are
some designated supports that will need to be uploaded
into TOMS along with accommodations.>>Are the practice
and training tests self-guided like CAASPP practice
and training tests or do they require a teacher to open and practice
test session?>>So the students
can login as a guest. And that doesn’t really require
a test administrator to open a session, but there is also
that opportunity.>>What about DFAs, do they need to have
the DFA in front of them for the test administrator?>>If they want it to be more
like an operational test setting.>>Will we need to give our ELPAC testers
access to TOMS? Only my EL coordinators
currently have access. So, yes, all test examiners must be assigned
a role in TOMS Expiration dates apply
to each section of the test, and not the test as a whole,
correct?>>Correct,
there by domain, yep.>>So…
I thought an LEA who is part of the 2019-’20 RSVP
group sent in only ELPAC, initial ELPAC booklet. Did I hear correctly, you stated we also need
to send in any summative paper/pencil
booklets for kindergarten through grade 2 this year? So, yes, all K-2
writing answer books must be returned
to be scored by the contractor. We recommend testing
the writing domain early and returning to the contractor
so that scores can be added to the completed
computer-based domains as soon as possible. This does not have to do with being part of the RSVP
group for initial ELPAC. This is all K-2
writing answer books for the summative ELPAC. They must be returned
to be scored. When I went to the training, they said there is a 10-day
window for speaking and writing, and not 20. Can you verify how many days?>>Yes, so after the field test,
a decision to provide 20 days was determined to provide
a little more flexibility for the LEAs,
so it is 20 days. It’s a very recent change.>>Yes. Why can’t listening
be administered over more than one setting? It can be,
but we just recommend administering the listening
domain in one sitting. Are there any guides
for how S.T.A.I.R.S. should be used?>>Yes, ELPAC
S.T.A.I.R.S. Guide is currently
under development, and we will alert
LEAs when it’s available.>>Will the speaking test
advance to the next question if the student does not record? In the field test it would only move
forward if the student recorded. So, yes, the test will advance when the examiner
hits the next button, regardless of whether the student’s voice
was captured. Do a check on time. We have two more minutes
to answer some questions. Can the domain be paused in the middle of the assessment
and continued the next day?>>Yes. Each domain should be
administered in one day, if possible, pausing on one day, to resume on the following day
is not recommended. But you can.>>What should we take
into consideration when deciding which designated
supports to provide students? Specifically, why not provide
all students the pause and replay
audio designated support? So a designated support should only be assigned
to a student if it is regularly
used in the classroom. Designating a support
to all students wouldn’t be appropriate. Other than being computerized, is the speaking portion
much different from the paper/pencil that we’ve been doing
in the past few years?>>Nope. The items may have been
enhanced with color, and the layout a bit different, but the questions,
the prompting, and the directions
are very similar to how they were
on the paper/pencil test.>>Okay. Do I need to log all the students
before the test, for example, if I know
who will be testing, can I go ahead
and log them in, so they are already
in the system, or do I do that one by one,
when they begin testing? So all English learner students should be enrolled
in the system. If the student is not an EL
and CALPADS, they will not be able to
administer the ELPAC. But to speed things up,
test examiners have the ability to logon
to the student interface using their name
and student I.D., right?>>Yes.>>So you can do that before you bring your student in
to start testing. How long does it take for the new
student’s information to be transferred
from CALPADS to TOMS?>>The information
would appear in TOMS within 24 to 48 hours.>>Do we begin to record
the speaking portion when the examiner reads
the first question, or record
after the first question is read to capture the student answer? So the directions
for administration provide a great detail
on when to record the speaking, but, yes,
you can start the recording prior to the question,
so you can start the recording, ask the student the question,
the student responds, and then go on
to the next question. Will printed DFAs
be provided to LEAs?>>No, so this year, DFAs
will be available for download in TOMS, and we are currently
looking at the offering printing of DFAs
as a fee-based service.>>Okay, I’ll do
one last question, is there a difference in browser
for CAASPP and ELPAC or is it
the same secure browser?>>It’s the same secure browser
for both programs.>>Great, thank you. So we’re going to flip back
to the CalTAC support slide. If you have any other questions, you can definitely
reach out to CalTAC. We’ll take the questions
that you’ve asked us today and make some
FAQs from that and then we’ll be able
to add those to the pretest workshop as well. The last thing, if you
pop back on to the slide, just a quick note to follow CDE
assessments on Twitter, and if you want weekly
email updates from the CDE, you could send a blank
email message to the email on this slide, and they’ll be able to send you some information for both
CAASPP and ELPAC programs, helpful tips and tricks,
or announcements, to when all of these resources
are available. So that’s all for us. Thank you so much
for joining us, and we’ll hopefully see some
of you in January as well. Bye!

Robin Kshlerin

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