Frequently Asked Questions PDF Print

Accessibility

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    Print On Demand is an Accommodation for students with a documented disability in an IEP or 504. Print On Demand is a non-embedded accommodation consisting of paper copies of either passages/stimuli and/or items are printed for students. For those students needing a paper copy of a passage or stimulus, permission for the students to request printing must first be set in TIDE. For those students needing a paper copy of the test, the help desk must be contacted by the school or district coordinator to place an order for the student. A very small percentage of students should need this accommodation.

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    This is a non-embedded Accommodation dictated by an IEP or 504. Voice recognition allows students to use their voices as input devices to the computer, to dictate responses or give commands (e.g., opening application programs, pulling down menus, and saving work). Voice recognition software generally can recognize speech up to 160 words per minute. Students may use their own assistive technology devices. Students who have motor or processing disabilities (such as dyslexia) or who have had a recent injury (such as a broken hand or arm) that make it difficult to produce text or commands using computer keys may need alternative ways to work with computers. Students will need to be familiar with the software, and have had many opportunities to use it prior to testing. Speech-to-text software requires that the student go back through all generated text to correct errors in transcription, including use of writing conventions; thus, prior experience with this accommodation is essential. If students use their own assistive technology devices, all assessment content should be deleted from these devices after the test for security purposes. For many of these students, using voice recognition software is the only way to demonstrate their composition skills. Still, use of speech-to-text does require that students know writing conventions and that they have the review and editing skills required of students who enter text via the computer keyboard. It is important that students who use speech-to-text also be able to develop planning notes via speech-to-text, and to view what they produce while composing via speech-to-text.

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    Yes, you will find them on the .xlxs or .csv format called StudentSettingsTemplate that can be downloaded in TIDE.

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    Universal tools are access features of the assessment that are either provided as digitally- delivered components of the test administration system or separate from it. Universal tools are available to all students based on student preference and selection. The Smarter Balanced digitally- delivered assessments include a wide array of embedded universal tools. These are available to all students as part of the technology platform. Some universal tools may need to be provided outside of the computer test administration system (non-embedded).

    Designated supports for the Smarter Balanced assessments are those features that are 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). Designated supports need to be identified prior to assessment administration. Embedded and non- embedded supports must be entered into the Test Information Distribution Engine (TIDE). Any non- embedded designated supports must be acquired prior to testing.

    Accommodations are changes in procedures or materials that increase equitable access during the Smarter Balanced assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Smarter Balanced states have identified digitally-embedded and non-embedded accommodations for students for whom there is documentation of the need for the accommodations on an Individualized Education Program (IEP) or 504 accommodation plan. Determination of which accommodations an individual student will have available for the assessment is necessary because these accommodations must be made available before the assessment, either by entering information into the TIDE, for embedded accommodations, or by ensuring that the materials or setting are available for the assessment for non-embedded accommodations.

    PLEASE NOTE: Any adjustments to the default of regular test Universal Tools (if you’re going to the next level of Designated Supports or Accommodations) must be entered into the TIDE system ahead of signing in for the test. A Teacher/Test Administrator (TA) will not have the credentials to change settings in TIDE – this needs to be done by a School Test Coordinator (SC), District Test Coordinator (DC) or District Administrator (DA) so it should be done ahead of time.

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    Not for the training and practice test, but accommodations need to be set prior to a student taking the Interim or Summative Assessment.

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    Any time prior to student testing in the administration of an Interim and/or Summative Assessment.

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    The DA, DC, SC, or TE.

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    No. This is done by a DA, DC, SC, or TE user role.

AIR Test Delivery Systems

General Information

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    Calculators are not available at grades 3 through 5. For grades 6 through 11, the calculator will vary by grade as follows: Grade 6 – Basic Calculators Grades 7 and 8 – Scientific Calculators Grades 9 through 11 – Scientific, Graphic and Regression Calculators.

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    This portal acts as the gateway to all your assessment systems. The portal provides links and resources to help students and educators take full advantage of the American Institutes for Research (AIR) assessment systems.

Interim Tests

Performance Tasks

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    No.

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    The assessments are comprised of two components (tests) for ELA and mathematics: a Computer Adaptive Test (CAT) and a Performance Task (PT) also given on the computer. Smarter Balanced recommends that students take the CAT and PT items on separate days. For each content area, Smarter Balanced also recommends that students begin with the CAT items, followed by the PT. Districts/Schools may opt to administer in a different order if needed. In order to receive a score for an ELA or Math summative test, both the CAT and PT must be completed within each respective content area.

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    The ELA PT consists of two parts. It is recommended that each part be administered on separate days corresponding with the segment. In part 1 students will read sources and answer three research questions. During part 2 (the full write), students will provide a written response using those sources. Only in part 2 of the ELA PT may students have access to a hard-copy (non- embedded universal tool) or online dictionary or online thesaurus (embedded universal tools). The Mathematics PT is administered in one session.

Practice and Summative Tests

Roles for Test Administration

Scoring