Colorado Measures of Academic
Success (CMAS)
English Language Arts – Mathematics – Science – Social Studies
Spring Administration Training for SACs
Colorado Measures of Academic
Success (CMAS)
Important Dates
Friday, January 30th
• SAC Training #2 from 9-11am
Wednesday, February 18th
• Student Registration Import (for PBA and EOY) Due
• Personal Needs Profile Import (for PBA and EOY) Due
Wednesday, February 25th
• SAC Assurance (for CMAS PARCC) DUe
Due dates for the CMAS Science & Social Studies administration (which
begins in April) will be forthcoming.
Overview
•
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•
•
•
•
•
•
•
•
Timeline and Test Structure
PearsonAccess vs. PearsonAccessnext
Before Testing
During Testing
Administering Tests
Make-Up Testing
Receiving Materials
After Testing
Student Registration File (due 2/18)
Accessibility Features and Accommodations (PNP due by 2/18, only after
successful SR Import)
• Creating User Accounts (due before testing)
3
Acronyms
• CBT: Computer-Based Test
• ELA: English Language Arts
• ELA/L: English Language
Arts/Literacy
• EOY: End-of-Year
• LEA: Local Education Agency
(District)
• LTC: LEA Test Coordinator (DAC)
• PBA: Performance Based
Assessment
• PBT: Paper-Based Test
4
•
•
•
•
•
•
•
•
SRI: Student Registration Import
SDU:Student Data Upload
S&SS: Science and Social Studies
STC: School Test Coordinator
(STC = SAC)
SAC: School Assessment
Coordinator (SAC = STC)
TCM: Test Coordinator Manual
TAM: Test Administrator Manual
TTS: Text-to-Speech
PARCC English Language Arts and
Mathematics:
Science and Social Studies:
Purple
Green
Student Testing Ticket
Student Authorization Ticket
Student Registration Import/Export (SRI/SRE)
Student Data Upload (SDU/RSDU)
Colorado Measures of
Academic Success (CMAS)
Unit (Sections within Unit)
Section
PearsonAccessnext
PearsonAccess Classic
Scratch Paper
No Scratch Paper (School decision)
Personal Needs Profile (PNP) for Accommodations
No PNP: Assign through SDU or User
Interface
Spanish Text-to-Speech Available (Math Only)
Spanish Audio and Spanish Source Book
5
Timeline and Structure
6
Administration Overview
• PARCC English Language Arts and Mathematics
– Performance Based Assessment (PBA)
– End-of-Year Assessment (EOY)
Content Area
Grades
English Language Arts
3-11
Mathematics
3-8, three high school assessments
• Pathway 1: Algebra I, Geometry, Algebra II;
• Pathway 2: Integrated/Math I, Integrated/Math II,
Integrated/Math III
• Science and Social Studies
– Elementary and Middle School (one window)
Content Area
Grades
Science
5 and 8
Social Studies
4 and 7
7
Grade of
Student
Mathematics Assessment
Options for 2014-2015
 7th grade
7
8
9
10



8th grade
Algebra I
Integrated I (Math I)




Algebra I
Integrated I (Math I)
Geometry
Integrated II (Math II)






Algebra I
Integrated I (Math I)
Geometry
Integrated II (Math II)
Algebra II
Integrated III (Math III)
Additional Flexibility Pilot Options for
2014-2015
 7th grade
 Algebra I
 Integrated I (Math I)
 8th grade
 Algebra I
 Integrated I (Math I)
 Geometry
 Integrated II (Math II)
 Algebra I
 Integrated I (Math I)
 Geometry
 Integrated II (Math II)
 Algebra II
 Integrated III (Math III)
 Algebra I
 Integrated I (Math I)
 Geometry
 Integrated II (Math II)
 Algebra II
 Integrated III (Math III)
8
Grade of
Student
11*
12**






Mathematics Assessment
Options for 2014-2015
Geometry
Integrated II (Math II)
Algebra II
Integrated III (Math III)
Algebra II
Integrated III (Math III)
Additional Flexibility Pilot Options for
2014-2015***
 Geometry
 Integrated II (Math II)
 Algebra II
 Integrated III (Math III)
 Algebra II
 Integrated III (Math III)
*11th graders who have not completed instruction in the high school mathematics
standards (i.e. Test if in Algebra II, Math III, or below.)
**12th graders enrolled in a course addressing the content covered in either the Algebra II
or Integrated III assessment (i.e. Only test if in Algebra II, or Math III.)
***Schools currently signed up for the Flexibility Pilot: Caprock, Early Colleges of
Arvada, and The Academy
See the PARCC Math FAQs document for frequently asked placement questions.
9
Spring 2015 Assessment Calendar
Assessment
Grades
Assessment
Windows
Early Windows
PARCC PerformanceBased Assessment (PBA)
3-8, High School
3/09/15 to
4/03/15
3/02/15 to 4/03/15*
CMAS and CoAlt: Science
and Social Studies
4 and 7 (Social
Studies)
5 and 8 (Science)
4/13/15 to
5/01/15
PARCC End-of-Year
Assessment (EOY)
3-8, High School
4/27/15 to
5/22/15
4/20/15 to 5/15/15**
*Schools approved for the Early PBA Window: CECFC, CSCA, CLA/VPA, GVA-CS, JICA, NAST, Pinnacle, MacLaren, TPAAK
**Schools approved for the Early EOY Window: JICA, NAS-T, Pinnacle, MacLaren, TPAAK
10
Spring 2015 Tentative Critical Dates
Description
PARCC English Language Arts
and Mathematics
PBA
EOY
Science and
Social Studies
Submit student data/update
participation counts for initial orders
December 3
January 23
February 16 – March 6
Online test session set-up begins
Open now
Open now
February 16
Materials scheduled to arrive at CSI*
February 23
April 13
March 30
Proctor caching test content begins
(prior to testing)*
February 23
April 13
March 30
Additional Orders – Secure Materials*
February 23March 27
April 13-May
15
April 1 – April 30
Additional Orders – Non-Secure
Materials*
February 23April 10
April 13-May
29
April 1 – May 6
*If you have an early window, materials will be received one week earlier
11
Spring 2015 Tentative Critical Dates
Student Testing
Deadline for materials to be
received by CSI
PBA: March 9
– April 3
EOY: April 27
– May 22
April 7
May 26
April 13 – May 1
May 4
Schools should incorporate these deadlines into planning. (Ex: Due to the short
turnaround time between the end of the testing window and when materials must
arrive at CSI, begin completing any after testing tasks as soon as groups of
students have completed testing instead of starting tasks once all groups are
finished.)
12
Guidelines for
Administration Time
Task
Time to be Allotted
for an Administration
Preparing for testing (includes reading
instructions to students and answering questions)
10 minutes (recommended)
Distributing test materials
5 minutes (recommended)
PARCC English language Arts and Mathematics Unit testing
time
Science and Social Studies Section testing time
Completing end-of-unit activities, including closing units,
collecting test materials, and administering a student survey
(after EOY)
13
60-90 minutes*
80 minutes
5–15 minutes
(recommended)
*For PARCC, depending on unit and subject—refer to Unit Guidelines and
Schedule table in the Test Coordinator Manual for each Unit Time.
Guidelines for
Administration Time
Guidelines for Administration Time (continued)
• Schedule the entire amount of Unit/Section Testing Time.
• Once the Unit/Section Testing Time has elapsed, the Unit/Section must end.
• NEW: If all students have completed the Unit/Section, the Unit/Section may
be ended (no minimum testing time).
• A student may be allowed an extended time accommodation only if listed in
his or her IEP, 504 Plan, or EL Plan.
• PARCC: time-and-a-half is included in Unit testing time (except for Math
PBA Unit 2 for Grades 4-8—they would need about 5 minutes more than
Unit time). No student receiving an extended time accommodation should
receive a full day for extended time. Please base extended time on
classroom use and plan details.
• Science and Social Studies: time-and-a-half is included in the Section
testing time
14
Guidelines for Breaks
Breaks
• Between Units/Sections, scheduled breaks may occur.
Example EOY (ELA/L Administration):
8:00 a.m. – 10:00 a.m.
Unit 1
10:00 a.m. – 10:15 a.m.
Scheduled Break
10:15 a.m. – 12:15 p.m.
Unit 2
• During a Unit/Section, short “stand-and-stretch” breaks may
be permitted at the discretion of the Test Administrator
• 3 minutes is a stop-the-clock break (maximum 3 minutes)
• Ensure test security is maintained during break
15
PARCC PBA Test Administration
Flowchart
16
Note: This diagram illustrates
grades 6-8.
PARCC EOY Test Administration
Flowchart
17
Note: This diagram illustrates grade 7 and high school.
Science and Social Studies
Administration Flowchart
Section 1
(Unit)
Science and
Social Studies
(One Window)
Section 2
(Unit)
Section 3
(Unit)
Example of Unit Testing Times: PARCC
19
Science and Social Studies
Section Testing Times
Science and Social Studies
Subject
Unit/Section
For Scheduling/Testing
Purposes
Unit/Section Testing Time
Science and Social
Studies
Section 1
80 minutes
Section 2
80 minutes
Section 3
80 minutes
20
Scheduling Considerations
• Test Units/Sections can only be administered to students in consecutive
order.
– PARCC Make-ups may be administered out of order.
– CMAS Make-ups may not be administered out of order.
• Paper testing: A school must administer the same Unit to all paper-based
students within the same day (e.g., Unit I on Tuesday).
• Computer testing: To the extent possible, all students within the school
should be assessed at the same time. If not possible, all students should be
assessed within the shortest timeframe practicable.
• Scheduling may be dependent by school.
21
Scheduling Considerations
• Schedule first group/first day with more of a time cushion than other groups
if you can.
• If you have to do multiple sessions, schedule smallest group first.
• Determine whether one content area will be completed before beginning the
next, or if testing will alternate between the two content areas (make-ups
excluded).
• Determine whether the school wants to condense testing (make-ups
excluded) or spread throughout the testing window.
• Determine whether students will take an entire session in one day or take
one Section/Unit per day (make-ups excluded).
– It is strongly suggested that schools don’t administer the 3 ELA units in
one day due to the amount of writing required.
22
PARCC: Scheduling Sessions
• If the time and directions are the same, different grades can be
administered in the same room.
– Algebra I and Geometry can be administered in the same room.
– ELA and Math cannot be administered in the same room because the
directions are different
– PBA of Algebra I and II can be tested together but the EOY cannot
because of Unit time differences
– Ensure that all calculator/non-calculator sections are the same
• Students from different grade levels taking the same
assessment (Algebra I for grades 8-10) can be combined in a
testing environment.
23
PearsonAccess/
PearsonAccessnext
24
PearsonAccess
Two PearsonAccess Systems
Science and Social Studies
PearsonAccess
PARCC: English Language Arts and
Mathematics
PearsonAccessnext
• Refer to the PearsonAccessnext User Guide located in the Support icon
after logging in to PearsonAccessNext.
• For a refresher on PearsonAccess for Science and Social Studies,
tutorials and guides are located on the Support tab at
PearsonAccess.com.
25
User Accounts
• User Roles - PearsonAccessnext users must be assigned roles.
• Permissions - Each User Role contains a set of permissions
that determine which tasks a specific User Role can perform in
PearsonAccessnext. Permissions are bundled into User Roles.
• Once a user has a specific role, they can grant that role to
another user account.
26
User Roles
Science and Social
Studies
PearsonAccess Role
(Science & Social Studies)
PARCC
PearsonAccessnext Role
District Assessment
Coordinator (DAC)
*DAC
LEA/District Test
Coordinator
LEA/District Test
Coordinator
Data
*Student
Enrollment
Data
*Sensitive Data
*PNP
(Add-On)
District Technology
Coordinator (DTC)
DTC
Technology
Coordinator
Technology
Coordinator
School Assessment
Coordinator (SAC)
SAC
School Test
Coordinator (STC)
School Test
Coordinator
Test Administrator
Test Administrator
Test Administrator
Test Administrator
(PARCC)
*Users with PearsonAccess role will have access to Personally Identifiable Information
SACs have received all roles in red
27
Before Testing
28
Selected Tasks to Complete
Before Testing
Steps to Prepare for Computer-based Testing:
 Read manuals.
 Create, manage, and edit test sessions.
 Train Test Administrators on how to manage and monitor Test
Sessions in PearsonAccess/PearsonAccessnext.
 Ensure that students are assigned to appropriate forms
(accommodations and accessibility features).
 Pre-cache test content.
29
Tasks to Complete
Before Testing
Prepare for Test Administration
PARCC
 Register students in PearsonAccessnext and resolve critical warnings/alerts.


Title III warning does not need to be resolved.
Complete “Optional State Data 2” field in Student Registration Import.
 http://www.cde.state.co.us/assessment/parcc_co_srf_layout
 View applicable training modules at http://parcc.pearson.com/tms.
 Establish a testing schedule
Science and Social Studies
 Register students in PearsonAccess and update participation counts.
 View applicable training modules on the PearsonAccess Support tab.
 Establish a testing schedule.
30
Tasks to Complete
Before Testing
Prepare for Test Administration
PARCC and Science and Social Studies:
 Prepare to administer accommodated tests, if necessary.

PARCC Refer to audio guidelines that must be used by Human Readers for ELA
and Math.
 Schedule practice tests and student tutorials. (Strongly recommended for




grades/subjects taking the online test)
Develop a security plan.
Develop a logistics plan.
Develop a training plan.
Meet with trained School Technology Coordinators.


31
Ensure STC has reviewed technology setup webinars.
Complete technology setup.
 Conduct an Infrastructure Trial.
Tasks to Complete
Before Testing
Prepare for Test Administration (continued)
One month before testing:
 Review the Test Coordinator Manual/Procedures Manual and
recommended online training modules to prepare for Test Coordinator
responsibilities.
 Notify students and parents about the spring state assessments.
 Update Student Registration.
32
Tasks to Complete
Before Testing
Prepare for a Test Administration (continued)
Two weeks before testing:
 Finalize the testing schedule.
 Finalize the security and logistics plans.
 Sign and email the SAC Assurance to CSI (SAC only)
33
Tasks to Complete
Before Testing
Prepare for a Test Administration (continued)
At least one week before testing:



Meet with Test Administrators and Proctors.
Receive, document, and store materials.
Setup test sessions in PearsonAcccessnext and PearsonAccess.



Confirm Test Administrator accounts are active
Proctor Cache Operational Tests
Print Student Testing/Authorization Tickets and Seal Codes
 Check for test administration updates at parcc.pearson.com/bulletins.
34
Tasks to Complete
Before Testing
Prepare for a Test Administration (continued)
Two days before testing:

PARCC PBT only – Open sealed test packages.
 Provide access to accommodated materials as needed.
 Make final preparations, as needed (headphones for PBA ELA).




35
This year, for 8th grade, there are no headphones needed for PBA ELA.
All other grades, all units would require headphones. (Keep in mind,
ACCESS for ELL testers will need headphones for microphones next year.)
Also, any students with text-to-speech would also need headphones.
No headphones are needed for ELA EOY.
Student Readiness
•
Student tutorials and practice materials are available
– Access practice tests via the ePAT tab on PearsonAccess
– Access sample items, practice tests, and tutorials at http://parcc.pearson.com/
•
•
•
36
– With drag and drop, as soon as they see a color change in the answer bay,
then they can release the mouse click.
During testing, TAs will not be able to help students with navigation within
TestNav.
– Not able to help with how to answer a question.
– Not able to show how to go to the next question or the review screen.
– Not able to assist with drag and drop or other technology enhanced items.
Strongly recommended that students have access and practice prior to testing.
NEW TA’s can’t read the blue banner on the screen anymore (this change for CMAS
was to align with PARCC procedures)
Student Readiness
• TestNav 8 Tutorial (~30 minutes)
• Student Tutorials (~30 minutes)
• Equation Editor
• Text to Speech – available for both ELA/L* and Math
• Graphing Calculator
• Printable Paper-Based Student Tutorials
• Online Student Tutorials
• Sample Items
• Practice Tests (~60 minutes)/ePATs
*ELA/L requires unique accommodation
37
The Test Environment
38
Student-to-Test
Administrator Ratio
• Student-to-Test Administrator ratio must not exceed 30 to 1
– Test Administrator must be able to actively monitor the space within
the testing environment.
• Consider room configuration
– Make special considerations for large testing environments or
environments with complicated configurations.
• Test Administrators must:
– Actively proctor.
– Remain attentive and in the room during the entire testing section.
– Circulate throughout the room during the test.
o Should be able to see students working, not student work
39
The Test Environment
The testing environment must:
• Be adequately lit, quiet, free of distractions, and heated or
cooled.
• Provide an adequate writing surface (paper-based).
• Be free of electronic devices and music.
• “Do Not Disturb/Only Authorized Personnel Allowed” sign
must be placed on the door during test sessions.
40
The Test Environment
• No food or drinks are allowed on desks or near test materials.
• The testing environment must be free of any content related posters or
aids that suggest possible answers to students:
– Word walls
– Steps for solving math equations
– Any content related materials
– Any resource that defines, explains, or illustrates terminology or
concepts
– Graphic organizers
– 100s charts
– Definitions
– Math manipulatives
41
The Test Environment
• Generally, posters that do not include content specific
definitions, content related processes or solutions may remain
on the wall.
• Timing Box (optional box around; other information required)
Unit Name: Math Unit 1
Unit Testing Time: 75 Min
Starting Time:
9:00
Stopping time:
10:15
42
Room Configuration
• Students should not be able to see each other’s work from a
normal testing position.
• Consider the following seating configurations to maintain
test security:
–
–
–
–
–
Seat students in every other seat (useful in a computer lab setup)
Arrange monitors back-to-back
Seat students back-to-back
Seat students in a semicircle (useful for schools using laptops)
Seat students in widely spaced rows or in every other row (appropriate for a
classroom setup)
• Dividing screens or other privacy materials may be used if
students cannot be placed far enough away from each other.
43
Headphones
PARCC
• ELA PBA all students must have headphones for all Units.
– Exception this year for grade 8 – no headphones
Text-to-Speech
• To be in a testing room with other students, headphones must
be worn.
• Students may be tested separately, if they are not able to
wear headphones.
44
Unauthorized Visitors
and the Media
45
•
Only students, Test Administrators/Examiners, and
authorized school, district, state personnel, or statesanctioned test monitors may be in testing areas during
administration.
•
Media are not allowed to have access to the tests before,
during, or after test administration, or take pictures or video
of testing materials or testing students.
•
Parents are not allowed in the testing room with their child.
During Testing
Test Administration
46
Tasks to Complete
During Testing
On the Day of Testing (CBT):









47
Distribute test materials.
Ensure Test Administrators have a computer or tablet available.
Monitor test activity.
Ensure accessibility features and accommodated forms are assigned to
appropriate students.
Be available to Test Administrators and Proctors.
Investigate security breaches and testing irregularities.
Follow protocol for contaminated or damaged test materials, safety
threats and severe weather.
Respond to all technology related issues.
Collect materials from Test Administrators after each test unit/section.
During Testing:
Security Breaches
Monitoring and Reporting Security Breaches and Testing Irregularities
1. All instances of security breaches and testing irregularities must be
reported to the School Test Coordinator (STC), and subsequently,
the DAC, immediately.
2. DAC will contact the state immediately upon receiving the call.
3. Testing Irregularity or Security Breach
–
–
48
PARCC: STC (SAC) will complete the Form to Report a Testing Irregularity or
Security Breach within two school days of the incident and DAC submits it
through PearsonAccessnext.
Science and Social Studies: SAC will complete the Test Incident Report and
submit it to CSI. CSI will submit to CDE.
During Testing: Contaminated
& Damaged Materials
PBT - Contaminated or damaged test materials must be replaced.
 Place Student ID label on replacement document or complete data grid.
 Record security barcode number of the damaged and new documents.
 Submit the Form to Report Contaminated Damaged, or Missing Materials
through PearsonAccessnext.
 If possible, transcribe responses from contaminated test material into the
replacement. If not, contact CSI.
 Destroy contaminated material according to local biohazards protocols.
 Compile a list of contaminated/damaged Test Booklets, maintain the list for 3
years, and notify CSI
49
During Testing: Safety
Threats and Severe Weather
Create a Plan and Train Staff for Safety Threats and Severe Weather
Test Administrators and Proctors must:
1. Note the time of the disruption.
2. Secure test materials as specified in your School Security Plan.
3. Prepare students for the continuation of the Unit/Section and
resume students’ tests.
4. Document the situation in writing.
5. If the disruption will cause the Unit/Section to be carried over into
the next day, notify CSI, who will then notify CDE.
50
Test Administration
Materials
• Test Administrator’s Manual (TAM)
–
–
–
–
Fill in and select options for after the test session.
Read script exactly as written (may clarify after read exactly).
Practice in advance!
Exit Instructions.
• Student Testing/Authorization Tickets
– Hand out and collect in the test environment.
– Have a master list of students including accommodations.
– Student Testing/Authorization Tickets are secure!
• Seal Code
– Write on board or poster.
– Take down after testing starts.
51
Science and Social Studies Seal Codes
• Only three seal
codes will be
used for each
assessment
• Cross off the last
six seal codes to
avoid confusion
52
CSI School-Level Decisions:
After Students Finish Unit/Section
• CSI School-Level Decisions:
– Will students be able to leave when they have finished testing?
(no minimum time)
– Will students sit quietly?
– Read (cannot use any electronic reading devices)?
– May students be released to location outside testing area?
– What to do when all students are completed with Unit/Section?
• School Site Considerations:
– To where will students be released?
– To whom will students be released?
53
Active Administration
Active Administrators:
Ensure students have all necessary
materials for each section
Ensure a standardized testing
environment
Follow all scripts exactly as written
Move throughout the room during
testing
Read directions to students when
asked
Use proximity to keep students on
task
Use “continue working” script
•
•
•
•
•
•
•
54
•
•
•
•
•
•
•
•
Administrators May Not:
Provide feedback
Clarify test questions
Answer content related questions
Interfere with the students’
demonstration of skills
Interact with students in any way
that would impact student responses
Engage in other tasks during test
sessions
Read sources, items, or student
responses
Help with TestNav navigation
Administration Steps for
Computer Testing










Prepare the test environment and situate students
Start session in PearsonAccess/PearsonAccessnext
Follow directions and read script in the Test Administrator’s Manual
Hand out Student Testing/Authorization Tickets and scratch paper
Assist students in logging on to TestNav 8
Complete directions to students and start Unit/Section
Actively administer each test Unit/Section
Collect Student Testing/Authorization Tickets and scratch paper
End test Unit/Section
Close test session in PearsonAccess after last Unit/third Section only
 At this point, the status of all tests for all students in the test session must be
“Completed” or “Marked Complete”*
*For Science and Social Studies, SACs must mark a student’s test complete
55
Schedule Time for Setup and
Transition - Computer Testing
•
•
•
•
School site log in
Start up TestNav 8
Log in
Test transfer (from proctor cache)
– First item may take time to load
• Read directions
• Review sample items (Section 1)
56
TestNav 8/TestNav
• PARCC/Science and Social Studies – https://co.testnav.com
• TestNav 8 training center – https://PARCC.testnav.com
57
Technology Tip
• If students are testing on iPads or Chromebooks, note the
specific device on which each student is testing. Each student
should use the same device for all three sections to aid in
response data recovery if needed.
58
Make-Up Testing
59
Make-Up Testing
Make-Up Testing
• Students who are absent, become ill, or who can no longer test
because of classroom, school, or technical interruptions during
original units, may utilize make-up testing.
• They may not return to questions previously viewed.
• Test security and administration protocols apply.
• School Test Coordinators will establish the make-up testing
schedules for their schools.
• PARCC ELA/Math Units may be taken out of order for make-up
testing only.
• PearsonAccessnext functionality
• Science and Social Studies Sections may not be taken out of order.
Priority: minimize risk of prior exposure to test content that could
result in an invalidation.
60
Science and Social Studies
Make-Up Testing Options and Considerations
PearsonAccess Demand on
Test Administrators
Security
Risk
Logistical
Demand
Moderate
Low
Moderate
Low
High
Low
High
Moderate
High
Option 1 **Recommended**
Student Completes Missed Test Section
in Advance of Re-Joining Original
Physical Testing Group
Option 2
Student Tests with Original Physical
Testing Group
Option 3
Student Completes Missed Test Section
in Any Available Physical Testing Group
in Advance of Re-Joining Original
Physical Testing Group
61
Receiving Materials and
Test Security
62
Test Security Protocols
• Protection of student information and data.
• Protecting the validity of the state assessments.
• Financial considerations.
63
Security Plan
• Successful Security Plan requirements:
– All personnel have appropriate training.
– All involved personnel understand security protocols.
– All involved personnel have signed security agreements.
o Think about anyone who may be in the testing environment!
– Test environments are secured against unauthorized personnel.
– Establish a documented chain of custody.
– Materials are kept in a central, secure location with limited access.
64
Test Materials Security
Secure
• Student Testing/Authorization
Tickets
• Seal codes
• Paper-based Test Booklets
• Social Studies source books
• Oral scripts
• Used scratch paper
• Any student work/responses
• Mathematics Reference Sheets
prior to and after given to
students (need to print those for administering
65 the paper/pencil math test!)
Non-Secure
• Test Administrator
Manual (TAM)
• Procedures Manual
• Test Coordinator Manual
(TCM)
• Unused (not handed out)
scratch paper
Maintaining Security of
the Assessments
• All secure test materials must be secured while in the Test
Administrator’s possession.
• No duplication of secure CMAS materials is permissible
(exception: Oral Scripts translated into languages other than
Spanish).
• No cell phones or other communication, reproduction or
recording devices are allowed during test sessions unless
required for accessibility.
– Manage devices!
66
Chain of Custody
• Document before, during, and after testing.
– Any movement of secure materials must be documented.
• Deliver materials to schools no more than 1 week in advance.
• Complete the chain-of-custody form/school security checklist.
• Deliver paper based forms and materials (oral scripts) to Test
Administrators only on the day of testing.
• Distribute only the content area being assessed.
• Return materials to a designated secure location.
– Not stored in classrooms
• Return materials to Pearson after testing is completed.
67
Initial Materials Order
How Is It Generated and What Is Included in an Initial Order:
1. Import your Student Registration (CDE has done/will do an initial
import).
2. You will receive test materials including paper-based
accommodations for paper-based accommodated student, if
indicated in SRI/SDU.
3. Tactile graphics for computer-based testing will not be included in
your initial order. An Additional Order must be placed.
4. Spanish Source Books to be used with the online Social Studies
Spanish Audio forms will not be included in your initial order. An
Additional Order must be placed.
68
Receiving Test Materials
• Initial materials will be received by CSI 2 weeks prior to your
district start date.
• Materials are packaged by school and shipped to the
district.
• PARCC Quantities, which include 5% overage per school, are
derived from the information provided in the Student
Registration Import.
• There is no overage for Science and Social Studies.
69
Contents of Initial Shipment
• Test Coordinator Kit
–
–
–
–
–
–
–
–
•
•
•
•
•
•
•
70
Resealable plastic bag (holds all materials)
Paper Bands
Pearson Scorable and Nonscorable Labels (different colors)
UPS Ground return labels for Scorable and Nonscorable materials
Pre-printed/pre-gridded Used Test Booklet/Return School Header
Student ID Labels and Roster
Return Instructions Sheet
Shipping Carrier Return Instructions
Packing List and Chain-of-Custody Form
Test Coordinator Manuals
Test Administrator Manuals
Test Booklets
Math Reference Sheets, Rulers, and Protractors, if applicable
Large Print kits
Human Reader/Oral Script kits
Chain-of-Custody Forms
PARCC
Districts may use these forms or create their own to track all secure materials.
• District Chain-of-Custody Form for Initial Shipment of Materials Form indicates:
‒ A full list of materials within the district
‒ Form and security numbers
• School Chain-of-Custody Form indicates:
‒ Security numbers for each secure test material
‒ Student and Test Administrator assignment
‒ Date and time for checked-out and checked-in of materials
• District Chain-of-Custody Form for District Overage of Materials
• Computer-based Chain-of Custody Form
‒ Materials Moved from Locked Central Storage Area to Classroom
‒ Materials Moved from Classroom to Locked Central Storage Area
‒ Materials Securely Destroyed by Shredding
71
Documenting and Storing
Test Materials
Upon Receipt of Test Materials, Test Coordinators should:
 Remove the Packing List, Chain-of-Custody Form, and Test Coordinator Kit from Box 1.
 Use the Chain-of-Custody Form to document all test manuals and test materials
received.
 Inventory materials immediately to verify that there is an adequate number for
administration.
NOTE: Count through the shrink wrap only. Do not open shrink-wrapped packages
until two school days before testing, and do not distribute materials before the first
day of testing.
 Order additional material, if necessary.
 Keep all test materials in a centrally locked storage area, with limited access, until
distributing them to the Test Administrators.
 Remind Test Administrators that all test materials must be distributed only on test
administration day and must be returned to secure storage immediately after testing.
72
Documenting and Storing
Test Materials
 Keep all boxes in which the test materials were delivered and
use them to return Scorable and Nonscorable materials after
testing is completed.
 Report the following occurrences immediately to Pearson
using the Form to Report Contaminated, Damaged, or Missing
Materials (see the Test Coordinator Manual):
‒ Non-receipt of any packages listed on the School Packing List.
‒ Discovery of a damaged test material.
‒ Discovery of missing or duplicate sequence numbers on any Test Booklets.
73
Additional Order Windows
2015 Spring Additional Order Windows:
• Please request/place an order at least 5 days prior to the test
administration.
Component
Additional Materials Window
PARCC Performance-Based Assessment
(PBA)
February 2 to March 27, 2015
PARCC End-of-Year (EOY)
March 30 to May 22, 2015
Science and Social Studies (Secure)
April 1 to April 30, 2015
Science and Social Studies (Non-Secure)
April 1 to May 6, 2015
74
Steps to Order Additional
Materials
Orders Can Be Submitted by Users with the Following Roles*:
•
•
DAC (LEA Test Coordinator)
SAC (School/Institution Test Coordinator)
*Note that an “add-on role” must be added for the user account to import files.
•
Only DACs can submit additional orders for Science and Social Studies.
An additional materials order is a three-step process on the
Orders & Shipments page of PearsonAccessnext:
1.
2.
3.
Verify the shipping information.
Enter a quantity.
Review and complete the ordering process.
Refer to the PearsonAccessnext Training Module found at https://parcc.tms.pearson.com
75
Key Info to Order Additional
Materials
Keep in mind when ordering additional material:
• Do not submit additional orders prior to receiving your initial
shipment of test materials.
– All test materials should be inventoried prior to any additional
order.
• Once an additional order is approved, please allow 4-5
business days for shipment delivery.
• PARCC Test Booklets will be shipped in packs of 5.
– Take this into account when ordering.
• Additional orders are packaged by school or district and
shipped to the district.
76
After Testing
77
Tasks to Complete After Each
Unit/Section of Testing
Computer Based Testing – After Testing
The day of testing:
• Collect materials (Testing/Authorization Tickets, scratch paper, seal
•
•
•
codes, etc.).
Ensure students have logged out of TestNav.
Return materials to STC/SAC using chain-of-custody form.
Securely destroy Seal Codes.
Paper Based Testing – After Testing
The day of testing:
• Collect materials (Test Booklets, scratch paper, etc).
• Ensure names are on Test Booklets.
• Return materials to STC using chain-of-custody form.
78
Final Day: Tasks to
Complete After Testing
Computer Based Testing – Final Day After Testing
The final day of testing:
•
•
•
•
•
Collect materials (Testing/Authorization Tickets, scratch paper, seal codes, etc.).
Ensure Student Tests have been submitted/completed.
Ensure Test Sessions have been stopped.
Purge the cached test content.
Securely destroy materials listed on page 56 of TCM.
• School or District
Paper Based Testing – Final Day After Testing
The day of testing:
•
•
•
79
Collect materials (test booklets, scratch paper, etc).
Ensure labels are affixed or data grids are complete.
Securely destroy materials listed on page 56 of TCM.
PARCC:
Non-Tested Students
Students who were absent or not tested (did not access any part
of the test):
• Paper Based Testing: Return test materials with non-scorable
– Mark not tested reason in PearsonAccessnext
• Computer Based Testing: DO NOT mark test complete
– Mark not tested reason in PearsonAccessnext
• Specific directions about this process will be forthcoming.
80
Manuals Reminder
• Keep Test Coordinator Manual and Test Administrators
Manuals between PBA and EOY. (Manuals are only sent once
with the PBA materials.)
• Manuals are only sent to districts with PBA materials.
81
Tasks to Complete
After Testing
After Testing (continued)
One week after the final Unit/Section:
• Organize and return test materials.
•
‒
Identify transcribed and damaged test materials as “Do Not Score.”
Destroy/shred scratch paper and used Mathematics Reference Sheets.
•
Must return used scratch paper for Science & Social Studies in secure
return envelopes.
• Keep records for three years.
Within the final week of testing:
• Resolve critical warning/alerts in PearsonAccessnext.
82
Packing Materials
Checklist to prepare materials for packing:
 DAC will receive materials from the School Test Coordinator.
 Scorable Test Booklets contain a Student ID Label or hand-gridded student
demographic data.
 School Header Sheets completed for each grade level and subject.
 All grades of Algebra I (or other HS math course) will be under one header sheet.
 Scorable and Nonscorable Materials are packed in the boxes in which they
were delivered.
 Only 1 school per box.
 Boxes are not overfilled.
 One return shipping label is placed on the top of each box.
 The sequence of boxes is indicated on each return shipping label.
83
Packing Scorables
Packing Scorable materials for
Return Shipment:
 Place all materials in the shipping boxes.
 One school, per box. Do not combine two
school’s test materials in one box.
 Once all materials are in boxes, indicate the
sequence of boxes being returned for the
school (e.g., Box 1 of 3, Box 2 of 3, and Box
3 of 3) on the return shipping label.
 Do not mix Scorable and Nonscorable
materials in the same box.
CSI will band up and ship materials
after checking in materials.
84
PARCC Forms
Prior to Testing
SAC sends via email to DAC
Signed SAC Assurance
SAC/STCs maintain all other signed
agreements
During Testing
85
Test Incident Report
SAC sends to DAC
School Chain-of-Custody
Maintain at school
Contaminated Damaged or Missing
Materials
STC to DAC and upload into
PearsonAccessnext
Science & Social Studies Forms
Prior to Testing
SAC sends to DAC via email
Signed SAC Assurance
SACs maintain all other signed
agreements
During Testing
School Security Checklist
SAC to TA/TE
86
86
Required Training
Everyone involved in PARCC and CMAS administration must be
trained each year. This includes DACs, SACs, Test Administrators,
technology personnel and any other school or district staff
involved in administration.
DACs and SACs are responsible for ensuring that all individuals
involved in test administration receive training and sign a
security agreement
CSI’s DAC will ensure each SAC has signed a SAC Assurance.
Each SAC will ensure that each Test Proctor has signed the
appropriate security agreement.
87
Training
• Comprehensive training must include:
– Test Security
– Standardized Test Environment
– Test Administration
– Test Session Management (for appropriate personnel)
– Test Administrator Role vs. Teacher Role
– Opportunity for personnel to ask questions
88
PARCC and CMAS Support
http://avocet.pearson.com
•
An online, alphabetical,
topic-based index for
assessment manuals and
materials.
Easy search capabilities.
Frequently updated and
updated on demand.
News feed with the latest
broadcast emails.
Most popular topics are
listed at the top.
View pages, print results,
and download full PDFs.
•
•
•
•
•
89
Support
90
PearsonAccessNext
Resources – Support Page
91
PARCC Resources
• PARCC Accessibility Policy Manual & Implementation Guidance
–
–
–
–
PARCC Accessibility Features and Accommodations Manual
Overview website page, including implementation appendices A-K
Translation Policy Memo
All located at http://www.parcconline.org/parcc-accessibility-features-andaccommodations-manual www.parccconline.org
• Training Modules (for Test Administrators, Coordinators, etc.)
– Located at https://parcc.tms.pearson.com
• Test Coordinator & Test Administrator Manuals for Paper-based
and Computer-based Testing
– Found at https://PARCC.pearson.com on the Support page
•
PARCC Test Tutorials and Sample Items
– Located under Sample Sets and Tutorials of http://PARCC.pearson.com
92
Support: PARCC Support
Contact PARCC Support for assistance with:

Navigating PearsonAccessnext

Accessing resources

Navigating the Training Center

Setting up proctor caching

Managing Student Registration Data

Submitting additional orders

Setting up test units

Managing user IDs and passwords

Inquiring about shipments
PARCC Online Support and Resources:
http://PARCC.Pearson.com/Support
CMAS Science and Social Studies:
Call Toll Free: 1-888-493-9888
Call Toll Free: 1-888-687-4759
Email: [email protected]
Email: [email protected]
(5:00 am – 7:00 pm CT, Mon.–Fri.)
93
Support:
District Support
Contact DAC for assistance with:
94

Testing schedule

Testing accommodations

Unusual circumstances on test days

Violations of test security

School emergencies that affect testing

Questions about general testing policies
PearsonAccess.com
Student Registration Import
Must be imported into PBA by 2/18
96
Student Registration Import
CDE has populated PearsonAccessNext with student data. Schools
are responsible for ensuring that data is up to date.
To begin reviewing your Student Registration File, go to
PearsonAccessNext.com and select your State from the “Select Your
Program” dropdown menu.
• Login using your PearsonAccessnext account.
• Click on the “Support” and locate the following documents:
 Student Registration File Layout
 Student Registration File Field Definitions
97
• Sign into PearsonAccessnext
• On the Support page click on
the file format of .pdf
• Choose: Spring Student
Registration File Field
Definitions
98
Student Registration Import
To prepare your Student Registration File, use the Colorado Adapted Student
Registration File Field Definitions as your guide. Through this document, you will
walk through each field and its purpose.
From left to right, you will see the following fields:
• Column Letter - corresponds to the .csv file layout.
• Field Name - provides the name of each element.
• Required? Y/N - indicates whether each field is required.
• Max Field Length - outlines the maximum number of characters allowed in
each field.
• CEDS Definitions – definitions created by the Common Education Data
Standards Committee.
• PARCC Definitions and Notes - these are PARCC-specific definitions and notes.
• Expected Values - describes which characters are allowed in the field.
99
Export your Student
Registration File
To import the file:
• Log into PearsonAccessnext.
• Select the administration from the Admin drop down menu on the top of the
screen.
100
Export your Student
Registration File
Next, click on Import / Export Data under SETUP.
101
Export your Student
Registration File
Click on Select Tasks and check Import / Export Data.
102
Export your Student
Registration File
Click the Start button with the Import / Export Data option checked.
103
Export your Student
Registration File
Choose Student Registration Export from the Type menu.
104
Support
• Sign into PearsonAccessnext
• On the Support page click on
the file format of .pdf
• Choose: Spring Student
Registration File Field
Definitions
105
Importing SRF into Excel
• Open Excel (do not open the downloaded file by clicking on it)
• From the Data tab click on Get External Data “From Text”
• Browse to the downloaded file and click on the import button
106
Importing SRF into Excel
• Choose Delimited (should be automatically chosen)
– Next
• Remove “Tab” and select “Comma”
– Next
• The first column is already selected - Hold the shift key and
scroll to the last column and click – this will select all columns
(they go to a black background)
– Select “text”
– Finish
– If asked where to put the data, ensure you are on a clear
worksheet and then click “ok”
• Save
107
this file as an Excel file and use it as your source.
Update the File in Excel
• The file will have 2 rows per student in grades 3-10 (one for ELA and one for
Math)
• The file may have 1-2 rows for 11th grade (one for ELA and only one for math if
the student meets eligibility requirements)
• The file may have 1 row for 12th grade (if the student has been/currently
enrolled in Math III or Algebra II this school year)
Updates to the file should include:
• Add any newly enrolled students AND remove any students that have
withdrawn
• For schools with grade 8+, add grade 8+ to the file for Math.
• HELPFUL HINT: You can copy your 8-11th graders that are in the file and
paste them in new rows, then update the appropriate columns (ex: Test
Code, potentially Test Format, any columns that should be left blank
according to the CO Student Registration File data layout)
•
108
Import Your File
To import the file:
• Log into PearsonAccessnext.
• Select the administration from the Admin drop down menu on the top of the
screen.
• You’ll need to follow these instructions twice-once to import to the Spring PBA
2015 and once to import to the Spring EOY 2015
109
Import Your File
Next, click on Import / Export Data under SETUP.
110
Import Your File
Click on Select Tasks and check Import / Export Data.
111
Import Your File
Click the Start button with the Import / Export Data option checked.
112
Import Your File
Choose Student Registration Import from the Type menu.
113
Import Your File
Use the “Browse…” button under Source File to select your CSV file and then click
the Process button to import the file.
114
Import Your File
The View File Details screen will appear next and detail the Status of your file.
115
Import Your File
There are multiple Status messages that can display:
116
Import Your File
Processing Issues:
117
Import Your File
The status will display Complete once the file has been processed.
118
Import Your File
Utilize the Errors section to resolve issues with the file.
119
Common Issues
Student Matching Errors
The import process will try to match on existing students. This matching process
can result in matching errors. The matching process will match on these specific
columns:
•
•
•
•
•
•
•
•
•
Column A: State Abbreviation
Column B: Testing District
Column C: Testing School
Column F: State Student Identifier
Column G: Local Student Identifier
Column I: Last Name or Surname
Column J: First Name
Column L: Birthdate
Column M: Sex
To resolve, validate that the student is correct in PearsonAccessnext for Columns F, G, I, J, L,
and M. Correct PearsonAccessnext if necessary. Make necessary Student Registration File
corrections and import file.
Hint: Check columns B, C, F, and G for any missing leading zeroes.
120
Student Registration
Import (SRI) - Training
Student Registration Import Training Module
https://parcc.tms.pearson.com
121
Accessibility Features and Accommodations
122
Accessibility Features and
Accommodations
• Accessibility Features for All Students
• Accessibility Features Identified in Advance
• Accommodations:
– Students with Disabilities (SWD)
– English Learners (EL)
– English Learners with Disabilities
123
Types of Accessibility Features and
Accommodations
Features for All
Students
Accessibility
Features
Identified in advance
Accommodations
IEP/504/EL
124
Accessibility Features for
All Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
Audio Amplification
Auditory Aids
Blank Paper
Blank Paper
Eliminate Answer Choices
Visual Aids/Organizers
External Spell Check
External Spell Check Device
Flag Items for Review
Visual Aids/Organizers
General Administration Directions
Clarified
General Administration Directions
Clarified
General Administration Directions Read
Aloud and Repeated as Needed
General Administration Directions Read
Aloud and Repeated as Needed
Headphones or Noise Buffers
Headphones or Noise Buffers
Highlight Tool
Highlighter
Line Reader Tool/Ruler
Line Reader (Straight Edge)
125
Accessibility Features for
All Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
Magnification/Enlargement Device
Magnifying Glass or Enlargement Device
NotePad
Scratch Paper
Pop-Up Glossary
Glossary in Footnotes
Redirect Student to Test
Redirect Student to Test
Writing Tools
Bold, Italicize, Underline, Bullet with
Writing Implement (Pencil)
Ruler (cm. or in.)
Ruler (cm. and/or in.)
Calculator (Math and Science)
Calculator sections
Calculator (Math and Science)
Calculator sections
126
Accessibility Features for
All Students
Accessibility Features for All Students
Administration Guidelines
Audio Amplification / Auditory Aids
The student raises or lowers the volume control on the
computer, as needed, using headphones. Final volume
must be set prior to testing. Student must be tested in
a separate setting if unable to wear headphones.
Blank Paper
(provided by School)
The student is provided blank scratch paper (graph,
lined, or un-lined). This will be provided to all
students, both modes. In addition, students with visual
impairments may also use braille paper, raised line
paper, bold line paper, raised line graph paper, or bold
line graph paper.
S&SS: It is a school policy if scratch paper is provided.
External Spell Check Device
The student uses an external spell check device. Device
may not have embedded grammar check, connect to
the internet, or save information.
127
Accessibility Features for
All Students
Accessibility Features for All Students
Administration Guidelines
Headphones or Noise Buffers
The student uses headphones or noise buffers to
minimize distraction, access embedded text-to-speech,
or filter external noise during testing. External devices
that play music are not allowed. Headphones are
required for the computer-based ELA/literacy PBA
assessment.
Line Reader Tool
For computer-based testing, the student uses an
onscreen tool to assist in reading by raising and
lowering the tool for each line of text onscreen.
For Science and Social Studies, a ruler is provided
during computer-based testing to use as a line reader.
For paper-based testing, students may be provided a
straight edge, or blank paper to assist with tracking.
128
Accessibility Features for
All Students
Accessibility Features for All Students
Magnification/Enlargement
Device
Administration Guidelines
For computer-based testing, the student enlarges text
and graphics onscreen via a magnification square
(200%). The student can also use keyboard shortcuts
(e.g., Ctrl+) for PCs or pinch/zoom for tablets to
magnify what’s displayed on the screen (while
preserving clarity, contrast, and color).
Note: Magnifying beyond 200% may affect heading
formatting and may cause text-wrapping, and
therefore it is not recommended.
For paper-based testing, students may use a
magnifying glass, or use a magnification device such as
a CCTV.
129
Accessibility Features for
All Students
Accessibility Features for All Students
NotePad
Administration Guidelines
Available for computer-based testing only. The student
writes notes using embedded NotePad application.
For paper-based testing please refer to previous blank
paper guidance.
Pop-up Glossary
For computer-based testing, the student is able to view
definitions of pre-selected, construct-irrelevant words
by hovering over underlined words. The definition
appears in a pop-up text box. Note: the text-to-speech
functionality does not “read” the definitions in the popup glossary.
For paper-based testing, a glossary of pre-selected,
construct-irrelevant words are provided in the
footnotes of the test booklets.
130
Accessibility Features for
All Students
Accessibility Features for All Students
Writing Tools
Administration Guidelines
For computer-based testing: The student uses cut and
paste, copy, underline, bold, and insert bullets.
Students need to be familiar with the keyboard
shortcuts for these tools. (Shortcuts can be posted in
the testing room.) Writing tools are available in the
constructed response items on the ELA/literacy
performance-based assessment.
For paper-based testing, The student uses their pencil
to underline, bold, and insert bullets.
Redirect Student to the Test (by test
administrator)
131
For computer-based and paper-based testing, the test
administrator redirects the student’s attention to the
test without coaching or assisting the student in any
way.
Example: “Continue working” or “[student name],
please continue working.”
Accessibility Features
Identified in Advance
Accessibility Features (for all Grades/Courses)
Answer Masking
Color Contrast*
Human Reader or Human Signer
for the Mathematics Assessments
Text-to-Speech or ASL Video for the Mathematics Assessments (CBT only)
Text-to-Speech for Science and Social Studies
Note: These accessibility features must be identified in advance and enabled
in PearsonAccessnext (PNP)/PearsonAccess (SDU) for the computer-based
administration, and prepared in advance for paper-based testing.
*Color Contrast is an accommodation for Science and Social Studies.
132
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Answer Masking
Administration Guidelines
For computer-based testing, the student electronically “covers”
answer options, as needed. When enabled, answers will be
masked. The student will uncover answer options one at a time
when ready.
For paper-based testing, the Test Administrator can provide
students with answer masking cards (e.g. blank paper, straight
edge) to temporarily cover answers in their test booklet.
Color Contrast
For computer-based testing, alternate onscreen background
and/or font color is enabled via the PNP (identify the color in
the PNP)/SDU or UI based on need or preference. Student can
adjust during the assessment.
For paper-based testing, colored overlays may be used by the
student as needed. Paper and font color cannot be changed.
133
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Human Reader or Human
Signer for the Mathematics
Assessments and
Administration Guidelines
For computer-based testing, the student must be tested in a
separate or small group setting. Human Readers providing this
accessibility feature must refer to Appendix B: Test
Administration Protocol for the Human Reader Accommodation
for English Language Arts/Literacy Assessments, and the Human
Reader Accessibility Feature for Mathematics Assessments; and
Appendix J: PARCC Mathematics Audio Guidelines Version 3.0.
For paper-based testing, Test Administrator will receive two test
booklets (one for TA & one for student). Test Administrator will
read aloud (or sign) the assessment to pre-selected students
according to the Protocol and Math Audio Guidelines
(Appendix B and J) on http://www.parcconline.org. Students in
each grade/content area who need a human reader will take
the same test form so small group administration can occur.
134
No oral script is provided for math.
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Text-to-Speech for the
Mathematics, Science and
Social Studies Assessments*
Administration Guidelines
For computer-based testing, the test is read aloud to the
student using embedded text-to-speech software. Student
must be tested in a separate setting if unable to wear
headphones.
Three text-to-speech speeds are available and can be adjusted
during testing. Female voice cannot be changed.
New
* Accessibility Feature for Math, Science and Social
Studies only, it is an accommodation for ELA
135
Accommodations
for Students
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
136
Students With Disabilities – Presentation
Accommodations
Presentation Accommodations
for Students with Disabilities
Assistive Technology
Screen Reader Version for Mathematics*
Refreshable Braille Display
with Screen Reader Version for ELA/Literacy *
Hard Copy Braille Edition*
Tactile Graphics
Large Print Edition*
Paper-Based Edition
Closed-Captioning of Multimedia
for ELA/Literacy Assessments
137
* Transcription Guidelines
are found in Appendix C
of the Test Coordinator
Manual
Students With Disabilities – Presentation
Accommodations
Presentation Accommodations
for Students with Disabilities (continued)
Text-to-Speech for the ELA/Literacy Assessments,
including items, response options, and passages*
Screen Reader Version for ELA/Literacy,
including items, response options, and passages*
*In CO, Unique
Accommodation
form required
ASL Video for the ELA/Literacy Assessments,
including items, response options, and passages*
Human Reader/Human Signer for the ELA/Literacy Assessments,
including items, response options, and passages*
ASL Video for the Mathematics Assessments
Human Signer for Test Directions
Student Reads Assessment Aloud to Themselves
138
Text-to-Speech
• Teacher Read Directions are no longer available.
• For Math, Science, and Social Studies, students may use Textto-Speech.
• ELA measures reading as well as literacy. Therefore, Text-toSpeech or Human Reader for ELA is limited to a very small
number of students who have been approved for a unique
accommodation request.
139
Test Administrators may assist individual
students by re-reading scripted directions from
the manual
<SAY> I cannot help you answer any test questions. You may or may not know the
answers to all of the questions. Answer the best you can.
New
• Redirection script: [Student name], please continue working.
140
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities
Assistive Technology
Braille Note-taker
Braille Writer
Calculation Device and
Mathematics Tools
(on Calculator Sections of Mathematics Assessments)
Calculation Device and
Mathematics Tools
(on Non-Calculator Sections of Mathematics Assessments*)
* More information is available in the Accessibility Features and
Accommodations Manual for selection implementation and notation.
141
Monitor Test Response
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
ELA/Literacy Selected Response Speech-to-Text
ELA/Literacy Selected Response Human Scribe
ELA/Literacy Selected Response Human Signer
ELA/Literacy Selected Response External Assistive Technology Device
ELA/Literacy Constructed Response Speech-to-Text*
ELA/Literacy Constructed Response Human Scribe*
ELA/Literacy Constructed Response Human Signer*
*In CO, Unique
Accommodation
form required
ELA/Literacy Constructed Response Assistive Technology Device*
142
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
Response Speech-to-Text
Response Human Scribe
Response Human Signer
Response Assistive Technology Device
Word Prediction External Device
Monitor Test Response
* More information is available in the Accessibility
Features and Accommodations Manual for
selection implementation and notation.
143
Students With Disabilities –
Timing and Scheduling Accommodations
Timing and Scheduling Accommodations
for Students with Disabilities
Extended Time
144
Students With Disabilities –
Timing and Scheduling Accommodations
Accommodation
Extended Time
Availability
All Content
Areas
Administration Guidelines
Students have until the end of the school day to complete
a single test unit administered during the prescribed
testing window. It is recommended to test students with
the extended time accommodation in a separate setting
to minimize distractions to other students, and to
schedule these students for testing in the morning to
allow adequate time for completion of a test unit by the
end of the school day.*
*Strongly suggest that districts provide additional
guidance. Students should not work on an assessment
unit all day.
Time-and-a-half is included in the Science and Social
Studies section testing time. Students who need
extended time accommodations beyond time-and-a-half
should take the assessment in a separate setting.
145
Accommodations for
English Learners
Accommodations for English Learners
Extended Time
Word-to-Word Dictionary
(English/Native Language)
Mathematics Response Speech-to-Text
Mathematics Response Human Scribe
General Administration Directions Read Aloud and Repeated
in Student’s Native Language (by test administrator)
General Administration Directions Clarified
in Student’s Native Language (by test administrator)
Online Translation of the Mathematics, Science and Social Studies Assessment
in Spanish (or other translated languages as needed)
146
Accommodations for
English Learners
Accommodations for English Learners (Continued)
Paper-Based Edition of the Mathematics Assessment
in Spanish (or other translated languages as needed)
Large Print Edition of the Mathematics Assessments
in Spanish (or other translated languages as needed)
Text-to-Speech for the Mathematics Assessments
in Spanish (or other translated language as needed)
Human Reader for the Mathematics Assessments
in Spanish (or other translated language as needed)
Spanish Audio (Science and Social Studies)
Spanish Oral Script (Online and Paper)
Spanish Source Books (Social Studies only)
147
Place additional order for the sourcebook if on Spanish Audio form of the assessment.
If you ordered Oral Script, the sourcebook will be included in the kit automatically.
EL in U.S.
Less than One Year
• The PARCC Accommodations manual indicates a 1
year waiver.
– CDE does not have this waiver.
– Colorado law requires all students to test.
148
Accessibility Features for
All Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
Audio Amplification
Auditory Aids
Blank Paper
Blank Paper
Eliminate Answer Choices
Visual Aids/Organizers
External Spell Check
External Spell Check Device
Flag Items for Review
Visual Aids/Organizers
General Administration Directions
Clarified
General Administration Directions
Clarified
General Administration Directions Read
Aloud and Repeated as Needed
General Administration Directions Read
Aloud and Repeated as Needed
Headphones or Noise Buffers
Headphones or Noise Buffers
Highlight Tool
Highlighter
Line Reader Tool/Ruler
Line Reader (Straight Edge)
149
Accessibility Features for
All Students
Accessibility Features for All Students
Computer-Based Testing
Paper-Based Testing
Magnification/Enlargement Device
Magnifying Glass or Enlargement Device
NotePad
Scratch Paper
Pop-Up Glossary
Glossary in Footnotes
Redirect Student to Test
Redirect Student to Test
Writing Tools
Bold, Italicize, Underline, Bullet with
Writing Implement (Pencil)
Ruler (cm. or in.)
Ruler (cm. and/or in.)
Calculator (Math and Science)
Calculator sections
Calculator (Math and Science)
Calculator sections
150
Accessibility Features for
All Students
Accessibility Features for All Students
Administration Guidelines
Audio Amplification / Auditory Aids
The student raises or lowers the volume control on the
computer, as needed, using headphones. Final volume
must be set prior to testing. Student must be tested in
a separate setting if unable to wear headphones.
Blank Paper
(provided by School)
The student is provided blank scratch paper (graph,
lined, or un-lined). This will be provided to all
students, both modes. In addition, students with visual
impairments may also use braille paper, raised line
paper, bold line paper, raised line graph paper, or bold
line graph paper.
S&SS: It is a school policy if scratch paper is provided.
External Spell Check Device
The student uses an external spell check device. Device
may not have embedded grammar check, connect to
the internet, or save information.
151
Accessibility Features for
All Students
Accessibility Features for All Students
Administration Guidelines
Headphones or Noise Buffers
The student uses headphones or noise buffers to
minimize distraction, access embedded text-to-speech,
or filter external noise during testing. External devices
that play music are not allowed. Headphones are
required for the computer-based ELA/literacy PBA
assessment.
Line Reader Tool
For computer-based testing, the student uses an
onscreen tool to assist in reading by raising and
lowering the tool for each line of text onscreen.
For Science and Social Studies, a ruler is provided
during computer-based testing to use as a line reader.
For paper-based testing, students may be provided a
straight edge, or blank paper to assist with tracking.
152
Accessibility Features for
All Students
Accessibility Features for All Students
Magnification/Enlargement
Device
Administration Guidelines
For computer-based testing, the student enlarges text
and graphics onscreen via a magnification square
(200%). The student can also use keyboard shortcuts
(e.g., Ctrl+) for PCs or pinch/zoom for tablets to
magnify what’s displayed on the screen (while
preserving clarity, contrast, and color).
Note: Magnifying beyond 200% may affect heading
formatting and may cause text-wrapping, and
therefore it is not recommended.
For paper-based testing, students may use a
magnifying glass, or use a magnification device such as
a CCTV.
153
Accessibility Features for
All Students
Accessibility Features for All Students
NotePad
Administration Guidelines
Available for computer-based testing only. The student
writes notes using embedded NotePad application.
For paper-based testing please refer to previous blank
paper guidance.
Pop-up Glossary
For computer-based testing, the student is able to view
definitions of pre-selected, construct-irrelevant words
by hovering over underlined words. The definition
appears in a pop-up text box. Note: the text-to-speech
functionality does not “read” the definitions in the popup glossary.
For paper-based testing, a glossary of pre-selected,
construct-irrelevant words are provided in the
footnotes of the test booklets.
154
Accessibility Features for
All Students
Accessibility Features for All Students
Writing Tools
Administration Guidelines
For computer-based testing: The student uses cut and
paste, copy, underline, bold, and insert bullets.
Students need to be familiar with the keyboard
shortcuts for these tools. (Shortcuts can be posted in
the testing room.) Writing tools are available in the
constructed response items on the ELA/literacy
performance-based assessment.
For paper-based testing, The student uses their pencil
to underline, bold, and insert bullets.
Redirect Student to the Test (by test
administrator)
155
For computer-based and paper-based testing, the test
administrator redirects the student’s attention to the
test without coaching or assisting the student in any
way.
Example: “Continue working” or “[student name],
please continue working.”
Accessibility Features
Identified in Advance
Accessibility Features (for all Grades/Courses)
Answer Masking
Color Contrast*
Human Reader or Human Signer
for the Mathematics Assessments
Text-to-Speech or ASL Video for the Mathematics Assessments (CBT only)
Text-to-Speech for Science and Social Studies
Note: These accessibility features must be identified in advance and enabled
in PearsonAccessnext (PNP)/PearsonAccess (SDU) for the computer-based
administration, and prepared in advance for paper-based testing.
*Color Contrast is an accommodation for Science and Social Studies.
156
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Answer Masking
Administration Guidelines
For computer-based testing, the student electronically “covers”
answer options, as needed. When enabled, answers will be
masked. The student will uncover answer options one at a time
when ready.
For paper-based testing, the Test Administrator can provide
students with answer masking cards (e.g. blank paper, straight
edge) to temporarily cover answers in their test booklet.
Color Contrast
For computer-based testing, alternate onscreen background
and/or font color is enabled via the PNP (identify the color in
the PNP)/SDU or UI based on need or preference. Student can
adjust during the assessment.
For paper-based testing, colored overlays may be used by the
student as needed. Paper and font color cannot be changed.
157
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Human Reader or Human
Signer for the Mathematics
Assessments and
Administration Guidelines
For computer-based testing, the student must be tested in a
separate or small group setting. Human Readers providing this
accessibility feature must refer to Appendix B: Test
Administration Protocol for the Human Reader Accommodation
for English Language Arts/Literacy Assessments, and the Human
Reader Accessibility Feature for Mathematics Assessments; and
Appendix J: PARCC Mathematics Audio Guidelines Version 3.0.
For paper-based testing, Test Administrator will receive two test
booklets (one for TA & one for student). Test Administrator will
read aloud (or sign) the assessment to pre-selected students
according to the Protocol and Math Audio Guidelines
(Appendix B and J) on http://www.parcconline.org. Students in
each grade/content area who need a human reader will take
the same test form so small group administration can occur.
158
No oral script is provided for math.
Accessibility Features
Identified in Advance
Accessibility Features
(for all Grades/Courses)
Text-to-Speech for the
Mathematics, Science and
Social Studies Assessments*
Administration Guidelines
For computer-based testing, the test is read aloud to the
student using embedded text-to-speech software. Student
must be tested in a separate setting if unable to wear
headphones.
Three text-to-speech speeds are available and can be adjusted
during testing. Female voice cannot be changed.
New
159
* Accessibility Feature for Math, Science and
Social Studies only, it is an accommodation for ELA
Accommodations
for Students
• Accommodations for Students with Disabilities (SWD)
– Presentation Accommodations
– Response Accommodations
– Timing and Scheduling Accommodations
160
Students With Disabilities – Presentation
Accommodations
Presentation Accommodations
for Students with Disabilities
Assistive Technology
Screen Reader Version for Mathematics*
Refreshable Braille Display
with Screen Reader Version for ELA/Literacy *
Hard Copy Braille Edition*
Tactile Graphics
Large Print Edition*
Paper-Based Edition
Closed-Captioning of Multimedia
for ELA/Literacy Assessments
161
* Transcription
Guidelines are found in
Appendix C of the Test
Coordinator Manual
Students With Disabilities – Presentation
Accommodations
Presentation Accommodations
for Students with Disabilities (continued)
Text-to-Speech for the ELA/Literacy Assessments,
*In CO, Unique
including items, response options, and passages*
Screen Reader Version for ELA/Literacy,
including items, response options, and passages*
Accommodation
form required
ASL Video for the ELA/Literacy Assessments,
including items, response options, and passages*
Human Reader/Human Signer for the ELA/Literacy Assessments,
including items, response options, and passages*
ASL Video for the Mathematics Assessments
Human Signer for Test Directions
Student Reads Assessment Aloud to Themselves
162
Text-to-Speech
• Teacher Read Directions are no longer available.
• For Math, Science, and Social Studies, students may use Textto-Speech.
• ELA measures reading as well as literacy. Therefore, Text-toSpeech or Human Reader for ELA is limited to a very small
number of students who have been approved for a unique
accommodation request.
163
Test Administrators may assist
individual students by re-reading
scripted directions from the manual
<SAY> I cannot help you answer any test questions. You may or may not know the
answers to all of the questions. Answer the best you can.
New
• Redirection script: [Student name], please continue working.
164
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities
Assistive Technology
Braille Note-taker
Braille Writer
Calculation Device and
Mathematics Tools
(on Calculator Sections of Mathematics Assessments)
Calculation Device and
Mathematics Tools
(on Non-Calculator Sections of Mathematics Assessments*)
* More information is available in the Accessibility Features and
Accommodations Manual for selection implementation and notation.
165
Monitor Test Response
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
ELA/Literacy Selected Response Speech-to-Text
ELA/Literacy Selected Response Human Scribe
ELA/Literacy Selected Response Human Signer
ELA/Literacy Selected Response External Assistive Technology Device
ELA/Literacy Constructed Response Speech-to-Text*
ELA/Literacy Constructed Response Human Scribe*
ELA/Literacy Constructed Response Human Signer*
*In CO, Unique
Accommodation
form required
ELA/Literacy Constructed Response Assistive Technology Device*
166
Students With Disabilities –
Response Accommodations
Response Accommodations
for Students with Disabilities (continued)
Response Speech-to-Text
Response Human Scribe
Response Human Signer
Response Assistive Technology Device
Word Prediction External Device
Monitor Test Response
* More information is available in the Accessibility
Features and Accommodations Manual for
selection implementation and notation.
167
Students With Disabilities –
Timing and Scheduling Accommodations
Timing and Scheduling Accommodations
for Students with Disabilities
Extended Time
168
Students With Disabilities –
Timing and Scheduling Accommodations
Accommodation
Extended Time
Availability
All Content
Areas
Administration Guidelines
Students have until the end of the school day to complete
a single test unit administered during the prescribed
testing window. It is recommended to test students with
the extended time accommodation in a separate setting
to minimize distractions to other students, and to
schedule these students for testing in the morning to
allow adequate time for completion of a test unit by the
end of the school day.*
*Strongly suggest that districts provide additional
guidance. Students should not work on an assessment
unit all day.
Time-and-a-half is included in the Science and Social
Studies section testing time. Students who need
extended time accommodations beyond time-and-a-half
should take the assessment in a separate setting.
169
Accommodations for
English Learners
Accommodations for English Learners
Extended Time
Word-to-Word Dictionary
(English/Native Language)
Mathematics Response Speech-to-Text
Mathematics Response Human Scribe
General Administration Directions Read Aloud and Repeated
in Student’s Native Language (by test administrator)
General Administration Directions Clarified
in Student’s Native Language (by test administrator)
Online Translation of the Mathematics, Science and Social Studies Assessment
in Spanish (or other translated languages as needed)
170
Accommodations for
English Learners
Accommodations for English Learners (Continued)
Paper-Based Edition of the Mathematics Assessment
in Spanish (or other translated languages as needed)
Large Print Edition of the Mathematics Assessments
in Spanish (or other translated languages as needed)
Text-to-Speech for the Mathematics Assessments
in Spanish (or other translated language as needed)
Human Reader for the Mathematics Assessments
in Spanish (or other translated language as needed)
Spanish Audio (Science and Social Studies)
Spanish Oral Script (Online and Paper)
Spanish Source Books (Social Studies only)
171
Place additional order for the sourcebook if on Spanish Audio form of the assessment.
If you ordered Oral Script, the sourcebook will be included in the kit automatically.
EL in U.S.
Less than One Year
• The PARCC Accommodations manual indicates a 1
year waiver.
– CDE does not have this waiver.
– Colorado law requires all students to test.
172
Transcription Guidelines
Transcription Paper-based and Computer-based:
• At least two persons must be present during any transcription
of student responses.
• The student’s responses must be transcribed verbatim into
the Test Booklet or TestNav.
– Note for braille transcription: Only a braille certified Test Administrator
may transcribe student’s responses.
• CBT: Submit the test once all items have been transcribed.
• After transcription, shred any responses made from an
assistive technology device.
173
Transcription Guidelines
Transcription on Computer-based Tests:
– Student responses to constructed response should be entered into
TestNav by the Test Administrator before the next Unit/Section.
– Student will respond to questions on their assistive device.
– Student will Exit the Unit/Section, student should not Submit the
current Unit/Section.
– Resume the student’s test in PearsonAccessnext/PearsonAccess.
– Log-in as the student and transcribe the responses.
– Submit responses for the current Unit/Section only.
– Student resumes testing in the next Unit/Section.
174
Prior Access for
Accommodations
• PARCC - Human Reader or Signer
– Prior to materials arriving – review and understand the audio guidelines
(http://www.parcconline.org/sites/parcc/files/appendix-i-ela-audio-11-14.pdf)
– Review the text-to-speech tutorial so that the audio guidelines are understood
– Two days prior to testing, a TA may have supervised access to the assessment
to determine how to apply the audio guidelines.
o
The TA must check the materials in and out each day
• Science and Social Studies
– English and Spanish oral scripts 24 hours prior to testing
– Translated oral scripts, including Signed presentation, 5 days prior to testing
– Teacher Notes for braille assessment 24 hours
o
175
May verify the correct form has been received upon shipment arrival
Personal Needs Profile
(PNP)
What is a Personal Needs Profile?
The Personal Needs Profile (PNP) is used to gather information
regarding a student’s testing condition, materials, or accessibility
features and accommodations that are needed to take a PARCC
ELA/L and Math assessment.
PNP is not available for Science and Social Studies assessment.
176
PARCC accessibility features
and accommodations
For a complete list of accessibility features and accommodations
available for PARCC assessments, refer to the PARCC Accessibility
Features and Accommodations Manual. The manual provides
information on the selection, administration, and evaluation of all of
the accessibility features and accommodations you may include
when populating a student’s Personal Needs Profile.
The manual can be located at: http://www.parcconline.org/parccaccessibility-features-and-accommodations-manual
177
What Student Information is
Collected and Where
1. Embedded Accessibility features, identified in advance, that
need to be enabled (via PNP File Layout/User Interface).
2. Embedded Accommodations that need to be enabled (via PNP
File Layout/User Interface).
3. Externally-provided accessibility features, identified in advance,
and accommodations (via PNP File Layout/User Interface).
4. Paper-based accommodated forms that required advance
shipping (via Student Registration File).
178
Who Collects Information for
Student PNPs
1. Students with disabilities: IEP team or 504 plan coordinator
2. English learners: Educator(s) responsible for selecting
accommodations
3. English learners with disabilities: IEP team, including educator(s)
familiar with the language needs of the student or 504 plan
coordinator
4. Students without disabilities and who are not English learners:
Team may include:
1.
2.
3.
179
Student (as appropriate);
Parent/guardian; and
Student’s primary educator in the subject of the assessment.
Personal Needs Profile Import –
Important Notes
• Students must be registered prior to loading PNP data. PNP data is matched to
existing student registrations.
• Separate PNP files must be loaded for PBA and again for EOY (for schools
participating in Spring administration, all students must take both the PBA and
EOY).
• Separate PNP records must be loaded for each student for ELA and Math.
• PNP data can be uploaded, provided, and updated up to the day prior to the
beginning of Test Administration. However, it must be completed prior to Proctor
Caching so the appropriate content can be provided for each student.
• Providing PNP data prior to test administration will ensure that students receive
appropriate accessibility features that need to be identified in advance and/or
accommodations on testing day.
180
Personal Needs Profile Import –
Selecting Students
• Basic PNP data exists for all students. However, only data for students
requiring accessibility features that need to be identified in advance or
accommodations (and in some states the administrative considerations)
need to be submitted into PearsonAccessnext for each administration.
• Any paper based accessibility feature or accommodation which requires
materials to be shipped will need to be requested in the Student
Registration File import. (e.g., Large Print, Braille with Tactile Graphics,
Human Reader or Human Signer for ELA/L Kits, Paper Test for Online
Students, and Spanish Paper Mathematics Assessments).
• Follow instructions for exporting the Personal Needs Profile,
update as needed, then import.
181
Personal Needs Profile
To begin creating your Personal Needs Profile File, go to
PearsonAccessNext.com and select your State from the “Select Your
Program” dropdown menu.
• Login using your PearsonAccessnext account.
• Click on the “Support” and locate the Personal Needs Profile
File Field Definitions Document.
182
Personal Needs Profile
(PNP) - Training
Personal Needs Profile Training Module
https://parcc.tms.pearson.com
183
User Creation
Due before testing begins
184
User Accounts - Base Roles
Base Roles have been created with abilities that generally align to
the organization level and title of the user. A user account needs at
least one base role to be functional.
• Base Roles:
185
•
State Role – Assigned to state-level user accounts.
•
LEA/District Test Coordinator Role – Assigned to LEA/District Test Coordinator user accounts.
•
Non-School Institution Test Coordinator Role – Assigned to Non-School Institution Test
Coordinator user accounts (Same abilities as LEA/District Test Coordinator).
•
School Institution Test Coordinator Role – Assigned to School Test Coordinator user
accounts.
•
Test Administrator Role – Assigned to users who will administer computer-based tests.
•
Technology Coordinator Role – Assigned to users who will support technology for computerbased tests.
User Accounts – Add-on
Roles
Add-on Roles have been created to enable states to continue with
their current policies and abide by state-specific laws. Each state has
the option to create user accounts with Add-on Role assignments.
Add-on Roles
186
•
Organization Role –Assigned to users who will create and modify organizations within PearsonAccessnext.
•
Enrollment Role – Assigned to users who will set an organization as participating in a test administration
and enter enrollment counts.
•
Request Additional Order Role – Assigned to users who will place an additional order.
•
Approve Additional Order Role – Assigned to users who will approve an additional order.
•
Delete Student Role – Assigned to users who will be able to delete students from PearsonAccessnext.
•
Sensitive Data Role – Assigned to users who will be able to view and edit Student Sensitive Data.
•
Do Not Report Role – Assigned to users who will be able to mark students tests as Do Not Report.
•
PNP Role – Assigned to users who will submit a personal needs profile through PearsonAccessnext
User Role Matrix
• User’s role will determine the functionality the user can access.
• User Role Matrix can be found on the Support page of
PearsonAccessnext.
187
User Interface for Creating
User Accounts
Authorized LEA and school personnel will be able to create
individual staff user accounts within PearsonAccessnext manually or
by importing a file.
188
Editing User Accounts
Create / Edit Users:
Allows authorized personnel to view and update existing accounts,
as well as create new accounts manually.
189
Manually Creating a New
User Account
Manually Create a New User Account:
A user’s role and organization will determine the functionality they
can access.
190
Creating New User Accounts
Through a File Import
Importing a User File:
User accounts may also be created or maintained by importing a
User File; this is especially helpful when working with accounts in
bulk quantities.
191
Creating New User Accounts
– Templates
Resources:
192
User File – Field Definitions
Valid values are:
C (create)
U (update)
Contains the organization codes associated
with the user. Multiple values in this field should
represent ALL organizations associated with
the user and separated by a colon.
Identifies whether the user’s account is disabled.
YES = Account should be disabled.
NO = Account is not disabled.
Identifies when a user account becomes active.
This text field is required if the
Disabled field is set to YES.
Format as: MM/DD/CCYY
MM is the 2-digit month
DD is the 2-digit day
CC is the century
YY is the 2-digit year
Identifies when a user account becomes
inactive.
For example, if a start date is March 30, 2011, it
should be entered as 03/30/2011.
Contains the Username. Must be
unique. If the username entered to
create a new account is already taken,
an error message will be received
upon your import. It is suggested to
use your email address.
193
Contains the role associated to a user.
Multiple values in this field should
represent ALL roles associated with the
user and must be separated by a colon.
Format as: MM/DD/CCYY
MM is the 2-digit month
DD is the 2-digit day
CC is the century
YY is the 2-digit year
For example, if a start date is March 30,
2011, it should be entered as 03/30/2011.
Importing a User File
Import a User File for processing at Setup > Import/Export Data >
select Import/Export Data from the Task box > click Start
194
Customer Support for User
Accounts
• PARCC Customer Support agents can:
– Reset passwords
– Unlock accounts for LEA Test Coordinator accounts
• Agents cannot:
–
–
–
–
195
Create accounts
Lock/unlock accounts other than LEA Test Coordinator accounts
Update email addresses
Delete/undelete accounts
PearsonAcccess Next Training
Pearson Access Next Training Module
https://parcc.tms.pearson.com
196
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