HSA-Alt Test Administrator Training

2019-20 S.Y.

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Hawaii Department of Education, Office of Strategy, Innovation and Performance

Assessment and Accountability BranchBrian Reiter – Assessment Administrator Susan Forbes, Bruce Hirotsu – Test development specialists

University of Sydney, Sydney, NSWMater Dei School, Camden, NSW

Dr. Bree Jimenez – Honorary Research Associate

Cambium Assessment, Inc (formerly American Institutes for Research Assessment)

Emily MacGillivray – Program Manager

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Time HSA-Alt Test Administrator Training Agenda8:30 – 9:00 Background – Hawaii State Assessment- Alternate (HSA-Alt)

• Identifying Students with Significant Cognitive Disabilities• Hawaii’s 1% Threshold Plan

9:00 – 10:00 Math Instruction for Students With Significant Cognitive Disability• Accessing the Learning• Formative Assessment Process

10:00 – 10:15 Break 10:15 – 10:45 Designing Math Instruction

• HSA-Alt Range Performance Descriptors (W* Standards)10:45 – 12:00 Small Group Lesson Development / Whole Group Sharing12:00 Lunch12:45 – 1:45 HSA-Alt Test Administration

• HSA-Alt Code of Ethics• Starting up: teacher and student interfaces• Navigating through the test• Completing the Learner Characteristics Inventory (Parts I/II)

1:45 – 2:00 Break2:00 – 3:00 Test Administration Teacher Practice

Reflections / Survey

Part I.

Background for the HSA-Alt

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IDEA Sec. 300.160

(a) General. A State must ensure that all children with disabilities are included in all general State and district-wide assessment programs,…with appropriate accommodations and alternate assessments, if necessary, as indicated in their respective IEPs.

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ESSA Amendment to ESEA Sec. 1111(b)(2)(D) State Requirements

• Provide accommodations training • Incorporate universal design for learning • Base IEP team decision on State’s Alternate

Assessment (AA) Identification Guidelines Inform parents:

o that their child’s academic achievement will be measured based on alternate standards

o how participation in the alternate assessment may delay or otherwise affect completing the requirements for a regular high school diploma

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ESSA Amendment to ESEA Sec. 1111(b)(2)(D)

Limits the number of students who may take an alternate assessment to no more than 1.0 percent of the total number of all students in the State who are assessed in a given subject.

States, however, cannot place a limit on AA participation at a district (or school) level.

Requires districts to submit justification for overage, and states to provide oversight and publicly post district data.

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How the 1% is Calculated

# of students who participate in HSA-Alt content area test# of students who participate in

summative testing for that content area

This is done for ELA, Math, and Science

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HSA-Alt Participation Guidelines

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National Shifts in DefinitionIdaho IQ of 55 or less • The student’s course of study is primarily adaptive

skills oriented typically not measured by state or district assessments.

Kansas• 2.5 -3 SD below mean in cognitive functioning or

adaptive skills• 🚩🚩 Blind/VD or Deaf/HOH disability categories or

Reading at GE > 2

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Red Flags for HSA-Alt Student IdentificationLink

Includes new red flags for IEP review: Reading G.E. > 2.0 for grades 3 – 6 Reading G.E. > 3.0 for grades 7 – 11 80% accuracy or greater when multiplying and dividing

single-digit numbers Typical functional performance and age-appropriate

behaviors and self-help skills Instructional needs do not include substantially adapted

materials and extensive repetition for skill transfer

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Location of resourcesHSA-Alt Participation Guidelines, Range PLDs, etc. http://alohahsap.org > HSA-Alt > Resources > Students and Families

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Hawaii’s Alternate Test Participation Rate

2017 2018 2019

ELA 1.04% 1.10% 1.03%

Math 1.05% 1.09% 1.04%

Science 0.97% 1.08% 0.96%

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Critical Concern - SWD Participation Rate

Content Area ALL Students Enrolled

ALL Students Tested

% of ALL Students Tested

# SWD Enrolled

# SWD Tested

% SWD Tested

Reading 95787 93948 98.0% 9986 9503 95.1%

Mathematics 95786 94126 98.2% 9986 9532 95.4%

Science 38537 37340 96.8% 4108 3719 92.9%

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ELL Disproportionality Concern Currently there is a sub-group disproportionality

for ELL students

HIDOE will be monitoring this as the alternate identification rate for ELL students is more than 2X the expected rate.

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Good News - AA Identification Rate

2018-2019 2019-2020

STATE 1.2% 0.97%

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1% Threshold Plan

Four Tiers based on AA Identification Rate:o Universal Support- All Schoolso Tier I - 1.1 – 1.9% o Tier 2 - 2.0 – 2.9%o Tier 3 - 3% or more

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Universal Supports to All Schools Provide information on summative test participation

options

Educate on accommodations available for summative testing

Develop and share identification materials

Determine appropriate assessment targets for population

Ensure parents are involved in decision-making process and are aware of consequences resulting from AA identification

Increase alternate test participation to 95%

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Tier 1 Supports•All activities from Universal Support

•Assurance/justification form submittal • Calculate 2018-19 SWD participation rate for each content area test• Calculate school’s current HSA-Alt identification rate • Provide assurance that the State’s AA criteria are being used to

identify students• Justify overage

•1% Threshold Webinar viewing recommended

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Tier 2 Supports• All activities from Tier 1

• Mandatory 1% Threshold Webinar viewing

• At-desk IEP file review for all AA-identified students• Use HSA-Alt IEP Rubric• Focus on “Double Exceeds” and ELL students• Site visit follow-up, as needed

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Tier 3 Supports•All activities from Tier 2

•Public posting of Assurance/Justification form

•Mandatory Site Visit• IEP file review for all “Double Exceeds” and ELL students• AA-identified student test session observation during testing • Interview with School TC, SSC, or SPED DH • Special education department training on AA criteria

Part II.Math Instruction for Students With

Significant Cognitive Disability

Mathematics Instruction for StudentsWith Significant Cognitive Disability

HSA-Alt Test Administrator Training January, 2020

Bree Jimenez, PhDUniversity of Sydney

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Access to Learning Multiple Ways to Represent

Understanding Concrete, Visual, Abstract

Learning Progression The Formative Assessment

Process

ACCESS TO LEARNING: Why Teach Math?

• Math Around Us• Historically taught Daily Living Skills in Real-

Life Applications• IDEA (2004) and NCLB (2001)– increased

expectations

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Personal Relevance

Challenges in Teaching Math

• The challenges– Math concepts are

difficult– Teaching the concept

vs. something else– Getting beyond

participation to learning

• Some solutions– Collaborate with those who

know– Use evidence-based

practices– Use successful ideas from

general education methods

What Makes Math Difficult for Some Students

• Communication challenges– Math requires reading, writing, discussing

• Strategy deficiencies– Not being able to perform basic operations

• Lack of past instruction– Focus only on functional math like money

• Memory challenges– Math facts, math concepts

Grade 3 » Geometry » Reason with shapes and their attributes. » 1

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Sort squares and rectangles into groups by attributes.

Identify a square, when presented with a triangle, square, or circle.

Challenge: Learning vs. Participation• Participation in -

• Math group activity• Creating a project

• Learning in -• Processes

• Problem solving• Reasoning and Proof• Communication• Connections• Representation

• Concepts• Rules• Terminology

Solution: Collaborate with Those Who Know

• Collaborate with math teachers• Study state and national web sites on curriculum content

(e.g., NCTM)– Participate in webinars to increase your own

content/strategy knowledge/skills• Review standards for grade level (i.e., performance level

descriptors)• Review textbooks • Attend professional development in the content area

Solution: Use Ideas from General Education Methods

Literacy-Based Approach to Math

Use picture cues for key concepts and people for a story problem

Spooner, F., Root, J. R., Saunders, A. F., & Browder, D. M. (2019). An Updated Evidence-Based Practice Review on Teaching Mathematics to Students With Moderate and Severe Developmental Disabilities. Remedial and Special Education, 40(3), 150–165. https://doi.org/10.1177/0741932517751055

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Great Content & Learning is Lost … on Poor Instruction

Systematic Instruction (Browder et al., 2014, Spooner et al. 2018)

How?

• Evidence-Based Procedures – Task analysis– Systematic instruction (prompting and feedback, time-

delay procedure)– Application in real-life settings– Concrete materials (graphic organizers and

manipulatives) to bridge to abstract concepts

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Task Analysis

Chained Response

Breaking down larger skill into steps

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Schema-Based Math Instruction

Root, Jimenez, & Twine, 2019

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Let’s Practice

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Systematic Prompting with Feedback

• Select a prompt that produces a correct student response

• Use prompts that the student can distinguish (e.g., do not use pointing as a prompt for a student who is blind)

Caution! Be sure to fade all prompts so the student can eventually make the response without teacher assistance.

Prompting Hierarchy

Instructional prompts Example

Natural stimulus No additional prompting from teacher needed (book on the desk)

Gesture prompts Nonverbal prompts- pointing, head nods, hand motions

Verbal prompts-Specific verbal prompts-Nonspecific verbal prompts

-Turn the page.-How do we keep the story going?

Pictorial prompts-Words, symbols, signs-Match to sample

Picture schedule of the events of the day-provide picture or drawing of clock with clock hands arranged to indicate particular time with picture showing individuals engaging in certain activity appropriate for time, e.g., relaxing at break.

Model prompts Peer demonstrates turning a page

Physical prompts-Partial -Full

Physical assistance to complete a skill-A tap to the elbow to encourage opening the book-Hand over hand assistance for writing the first letter of name

Mixed prompts Pointing to the response options and repeating the comprehension question

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Most-to-Least Intrusive Prompting

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Least-to-Most Intrusive Prompting (System of Least Prompts)

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Most to Least – EXAMPLE on Handout

Let’s Practice

Choose 1 step of your Task Analysis

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Type of Response?

Receptive/Expressive only (AAC)

Type of prompt?

# of trials at zero-second delay

Wait time for Round

2?

Time-Delay Procedure

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al

Time-Delay Procedure

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Let’s Practice

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The Formative Assessment Process

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Teaching students with ID and ASD (Shurr, Jimenez, & Bouck, 2019)

Acquisition • initial learning of NEW activity

Fluency • develop proficiency

Maintenance • over time

Generalization• across

environments, people, materials

HAWAII ALTERNATE ASSESSMENT PERFORMANCE LEVEL DESCRIPTORS MATHEMATICS

https://hsa-alt.alohahsap.org/core/fileparse.php/3344/urlt/Hawaii-Alternate-Assessment_Math-Performance-Level-Descriptors.pdf

The relationship between Early Numeracy & Grade Aligned Instruction

Jimenez & Staples, 2015

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Designing Instruction

Using the HSA-Alt Range Performance Descriptors

WIOA-identified Standards and Skills Modeling Lesson Development

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• Determine the Content--Collaborate with General Educators

• Task Analysis--Analyze the steps to solve the math problem

• Personally Relevant Context -Write a story for the math problem

• Concrete Manipulatives--Create a ‘graphic organizer’ or use other manipulatives to learn the math operation

•Teach and Monitor Progress--Teach the task analysis using systematic prompting and feedback until student masters

Designing Instruction: A Template for Teaching Math

Task Analysis for Geometry• Read story-based problem• Identify problem statement• Identify locations needed to solve problem

(points, line segments, plane)• Organize locations on graphic organizer• Identify location to solve story problem• Restate solution in story context

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Early Symbol Users: Geometry

Match a story-related object to a photo representation

Given two objects, choose the one related to the story

Identify a “line segment” by choosing an image of a line segment or tracing it

Identify an object found in a mall or grocery store

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Just . . . Good Ole Explicit Instruction

Model/Lead/Test Example/Non Example: Concept Training Subitizing (simultaneous prompting) Response Cards Choral Responding Video Modeling

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Bethune & Browder, 2013

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>)

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Teaching Greater Than By Finding Non-Examples

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Let’s Practice

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Jimenez & Saunders, 2018

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BUT . . . What about building those Early Numeracy skills in Elementary

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Number sense

NCTM defines these as an individual’s ability to understand numbers and operations and use these concepts and strategies to make judgments and for more complex problem solving

What Is Early Numeracy?

Number conceptsNumeral identification Understanding that a number

refers to a set of itemsCounting with one-to-one

correspondenceRote counting Breaking apart and putting

together sets of itemsNumber conservationPatterningAdding and subtracting

quantities

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ClearLearning

Goals

Developmental Progression

(Ss move through levels)

Instruction (Leads students through progression

to meet goals)

Sarema & Clements (2009)

Early Childhood Mathematics Education Research: Learning Trajectories

Learning Trajectories

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79Early Numeracy Curriculum, Jimenez et al

Embedded Instruction Planning Form Example

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Data Collection Example

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General Education Math Standard/GoalUse sets to develop understanding of multiplication or division

Create 3 sets of 4Divide 12 into 3

sets

Embedded InstructionCreate sets up to 5 (skill learning in Early Numeracy)

Generalize to Gen Ed math materials for creating setsExtend to multiplication

Select numeral from number line to label set (Use number line from Early Numeracy in general education math classroom)Count to find multiplication answer

Jimenez & Barron (2019)

What are the components?

Story Context

Task Analysis

Key Vocabulary

Graphic Organizer/ Concrete Materials

Systematic Instruction

84Access Algebra, Trela, Jimenez, Saunders, & Schrieber (2017).

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Key Vocabulary

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What are your learning goals?

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Guide for Planning & Assessment

Goals

1. Grade Aligned (Alternate Achievement)

Compare mean from two data sets to make a decision. Identify how outliers affect data sets.

2. Early Numeracy or Earlier Concept

Recognize a graph.Identify numbers 1-10Plot on graph (2, 3)

3. Other (Communication, Behavior, Work Readiness)

Use ACC device to answer a question

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Develop Lesson for WIOA-identified Standard

94Root et al., 2018; Modified Schema Based Instruction

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Additional Resources https://sites.google.com/view/breejimenez/home PADLET Link:

https://padlet.com/drbreejimenez/MathInstruction

MAST Math Module: Story-based mathhttps://mast.ecu.edu/Students%20with%20Significant%20Intelle

ctual%20Disabilities/Students%20with%20Significant%20Intellectual%20Disabilities%20-%20Math%20Instruction/index.html

MATH MAST Modulehttps://mast.ecu.edu/picker?folder=Math

Part III.

Administering the HSA-Alt

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Basis for the Assessment

CCSS and NGSS are our state standards for all students.

The HSA-Alt Range Performance Level Descriptors describe the test performance expectations for students with the most significant cognitive disabilities.

Workforce Innovation Opportunity Act (WIOA) identified standards found in Range PLD Appendix.

Alohahsap.org> Resources> Students and Families

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Testing WindowOnline HSA-Alt is:

February 18 – May 28, 2020

Paper/Pencil form Test Administrators will need to finish testing by:

May 22, 2020

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Who May Administer the HSA-Alt?Personnel Who May Serve as Test Administrators for the HSA-Alt

Personnel RequirementsSpecial education teacher, including a teacher hired (full or part time) by a private recruiting agency

Must have a teacher license or credential (for Hawai‘i or another state)

General education teacher (full or part time) Must have a Hawai‘i teacher license or credential

School counselor Must have a master’s degree in counseling

Instructor Must be teaching a class independently in a content area where there is a shortage of Hawai‘i licensed or credentialed teachers

Long-term substitute teacher Not required to have a Hawai‘i teacher license or credential if he or she is teaching a class independently

Identified public charter school employee Must be a qualified teaching staff member

District resource teacher Must be a Hawai‘i State Alternate Assessment Support Team member

Test coordinator Must have any one of the above requirements

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Entering a Response• The HSA-Alt allows the Test Administrator

(TA) to enter a response or "No Response" to test items.

• Hand-over-hand answer selection should not be used.

• Decide, in advance, what form of student response will be input as the student’s answer (vocal response vs pointed response, etc.)

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HSA-Alt Code of Ethics1. Exhibit the highest degree of professional ethics.

2. Plan for and include IEP-aligned accommodations during testing, including consideration of a student’s familiar communication system.• Students must receive all accommodations listed in

their IEP during HSA-Alt testing.

3. Provide HSA-Alt students with online training test opportunities prior to testing.

4. Follow all test security and test administration procedures.

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TA Advance PreparationPrior to administering the HSA-Alt using the digital interface, the Test Administrator must:

complete the TA certification course;

understand the HSA-Alt Code of Ethics;

consider the student’s accommodation and communication needs; and,

read the Test Administration Manual.

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TA Advance Preparation Choose an optimal location and time for testing.

Conduct Student Training Test sessions (same location and time).

Use the Training Test try out your accommodations and communication system supports.

Set your HSA-Alt accommodations in TIDE prior to testing

Arrange for EA and Skill Trainer support, as needed.

Have everyone present in the testing room complete the Proctor Acknowledgement Form

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Other Advance Preparations Test your internet connection Acquire Apple ID Password (for iPad*) Update Operating System on student device

Mozilla Firefox 60, Chrome 75, or Apple Safari 9

Update AIR Secure Browser on student device Disable Pop-up Blocker on teacher’s device Update TIDE password for teacher Find legal first name and SSID for student

* Students can use an iPad or computer for testing

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HSA-Alt Test DesignThe HSA-Alt:

Allows for the provision of a wide range of universal tools and accommodations during delivery of the assessment;

Provides an Early Stopping Rule for non-responsive students; and

Is scripted and audio delivered to the student via the online Test Delivery System. Can be delivered on an iPad, Chromebook, or a computer.

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HSA-Alt Accessibility SupportsThere are two levels of supports for the HSA-Alt:

Universal Tools Available to all HSA-Alt students Not monitored by the State Low probability of impacting test validity

Accommodations Available to some HSA-Alt students Monitored by the State via teacher input in TIDE High probability of impacting test validity Must be provided during testing

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HSA-Alt Universal Tools Audio Playback

Calculator

Graphic organizer

Highlighting

Extended Time

Re-focusing

No Response

2nd Language Translation

Refer to the HSA-Alt Test Administration Manual for additional information about available tools.

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HSA-Alt Accommodations Alternate Response Options American Sign Language (non-embedded) Calculator Concrete Materials Multiplication Table Paper/Pencil Test Read Aloud Reinforcement System Scribe Tactile Sensitivity Visual Descriptions

Please refer to the HSA-Alt Test Administration Manual for additional information about available accommodations.

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Documenting Accommodations• IEP

• Services page• Clarification of Supports and Services section• Supplementary Aids and Services section

(Reinforcement System)

• TIDE• Non-Embedded Accommodations at the bottom of

the Student Details page

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IEP Documentation

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TIDE Documentation

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TIDE Documentation SSID

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TIDE - View and Edit StudentScroll down

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HSA-Alt Non-Embedded Accommodations

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Read Aloud, Scribe, and Visual DescriptionsAccommodation Guidelines

TAs must:• Read the specific accommodation guidelines for Read

Aloud, Scribe and/or Visual Descriptions before testing a student who uses these accommodation(s).

• Appendices B - D in the Test Administration Manual (TAM).

• Complete and sign the Test Security/Confidentiality form.• Appendix H in the TAM.

• Give the signed form to the School Test Coordinator.• They will fax in and keep one copy on file at the school.

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Paper and Pencil Form

Special accommodation for students who need paper answer option cards

Fixed form of assessment Need to request this accommodation Appendix G in the TAM Give us at least two weeks before you

plan to test!

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Early Stopping Rule Conditions1. The student does not respond to the first eight items on

a content area test.2. The TA enters "No Response" for all eight items. 3. The items are administered on two different days at two

different times of day. (4 items on Day 1 + 4 items on Day 2)4. The TA affirms that the student was provided with

appropriate supports and sufficient response time. 5. An Observer is present for at least four of the items.• When the first three conditions are met, the online system will automatically

stop the student's test.

• For the student's test to count for participation the TA and the Observer need to complete and sign the Early Stopping Rule form.

• This process may be completed for each content area.

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Early Stopping Rule Considerations

• If the Test Administrator anticipates a student will be non-responsive during testing, they should arrange for a second person to serve as an Observer prior to testing.

• If a student unexpectedly does not respond to the first four items, the Test Administrator mustpause the student's test at item four.• Arrange to have an Observer present at the next

session.

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Early Stopping Rule Testing Impropriety

• If the Test Administrator forgets to pause a test and a student does not respond to the first eight items and no Observer was present, the Test Administrator will need to submit a Testing Incident Report and request a Test Reset.

• The student will have to take the test over.

• Make sure to have an Observer and use two sessions for the Early Stopping Rule.

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Early Stopping Rule Follow-up

• As a final step in Early Stopping Rule guidelines, the Test Administrator and Observer sign the Early Stopping Rule form verifying that the test was administered with fidelity.

• This form is then given to the School Test Coordinator who is responsible for sending the form in to the Assessment Section.

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First Day of Testing Prepare the assessment environment. Make sure that you have the accommodations and

communication supports that your student will need. Use teacher’s device to enter the TA Site; open 1st test,

the Learner Characteristics Inventory (LCI). Use the student’s device to open the Secure Browser

and log in the student. Select the LCI. Approve the student for LCI testing. Complete the online LCI. Arrange to have the student arrive when you are done

with the LCI.

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Learner Characteristics InventoryPart I and Part II

Part I collects information on student characteristics.

Part II collects teacher ratings of student performance in ELA and Math (students in grades 3-8 and 11) and Science (students in grades 5, 8 and 11).

This section also collects teacher ratings of student transition readiness.

LCI information must come from the person most familiar with the student.

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Teacher’s Device-> Entering the TA Sitehttps://alohahsap.org/

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Entering the TA Site

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Entering the TA Site

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Logging in to the TA Site

EmployeeID@k12.hi.us

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Opening Test Sessions in the TA Site

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Test Session ID #

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Student’s Device->Launching the Secure Browser

• After you have set up a test session on your computer, use student’s device to open the AIR Secure Test.

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Logging the Student In

• The Secure Browser may prompt you to select your state. Select Hawaii.

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Logging the Student In• Enter the student’s legal first name, SSID, and the

test session ID#.

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Confirm App Self-Lock

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Verify Student Information

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Select Test

Tests that are available will appear. Remember to complete the LCI first.

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Teacher’s Device->Approve the Student for Testing

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Student’s Device->Confirm the Student's Test

After you have approved the student for testing, you will need to verify test information and settings.

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Check the Audio• Complete the audio check.• Verify the online audio is working and the volume levels

are set correctly.

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Instructions and Help

• Do not need to review• Select: Begin Test Now

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Navigating Through the Test• Each item will appear with audio buttons that

look like small ears.

• The student or the Test Administrator must click on the separate audio buttons to listen to the passage, question, and answer options.

• Make sure that students have been exposed to all three test components before responding.

• It is important that ALL students listen to the audio for the answer options as the audio may contain more information than is shown on the Answer Option card.

• Listen a 2nd time as needed. If the TA is repeating the test audio, remember to repeat verbatim.

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Expanding Passages

• The Expand Passage tool is essential to see the full visual for math and science items.

• Assist students as needed with this tool to ensure they can see the visual both when the stimulus is presented and when the question and answer options are being considered.

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Entering Student Response• The student or the TA must enter a response or the

TA must select “No Response” to move to the next item.

• The student or the TA may select and de-select answer options multiple times, if desired.

• There is, however, only one opportunity to submit a final response for an item.

• Pressing the "Next" button enters the student’s final answer.

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Marking as No Response

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Moving to the Next Item• The "Next" button will appear above each item when it is

first presented. • After the student’s final answer has been decided, click

"Next" to move to on.

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Navigation Bar ToolsThese tools are included in the Navigation bar, which is hidden from the student's screen during testing.

• Help ( ) button: to open the on-screen help guide. • Zoom buttons: to change the font size of an item.• Pause button: to pause the test. • Next and Back buttons: to navigate through the test. • End Test button: when students are done with the test.• Full Screen button: to close the Navigation bar

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Accessing the Navigation Bar• Tap the gray box in the top left-hand corner of the screen.

• The box will turn blue.

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Accessing the Navigation Bar• Enter the legal first name of the student who is testing

(the name used on the student login screen).

• Click "Ok".

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Accessing the Navigation Bar• The Navigation Bar will appear at the top of the page.

• To exit the Navigation Bar click "Full Screen".

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Pausing the Test• To pause the test from the student’s device, open the

Navigation Bar and tap the Pause button. • A confirmation message will pop up. Tap Yes to pause.

• When the student is ready to resume the test, you will need to log the student in again.

• When the test is resumed, the student will be shown the first test item that has not yet been completed.

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Ending the Test• After students respond to the last item on the test, a

message box will appear indicating that all of the test questions have been answered.

• You should collect the iPad, access the Navigation Bar, and tap or click the "End Test" button.

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Ending the Test

• A message box will appear asking you to confirm. Tap "Yes".

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Ending the Test• To complete the testing process, tap the Submit Test

button. • Tests must be submitted by the end of the testing

window on May 28, 2020.

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Results Screen• Results will be available unless you change the Score Suppress setting.• Otherwise the student’s ELA and math scores will appear.• Science scores will not be available until after Summer 2020 Standard Setting.

Part IV.

Practice Administering

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Review of Setting Up a Test SessionAlternating between the TA and Student Devices

• Enter the TA Site and open a live test session (TA device)• Select 1st Test- LCI

• Sign in as a student and select the LCI (Student device)

• Approve the student for the LCI (TA device)

• Complete the LCI for the student (Student device)

• Open the next content test for the student (TA device)

• Sign in student; select the next content test (Student device)

• Approve the student for the next content test (TA device)

• Student takes the test and TA monitors and supports, as needed (Student device)

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Favorite Questions-

• How do you start a test session?• How do you sign in a student?• What is the LCI and what does it measure?• How do you open the navigation bar?• How do you enter No Response?• What do you know about the Early Stopping

Rule?

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For Help Call, fax, or email the American Institutes for Research

HSAP Help Desk• Hours: 7:30 am to 4:00 p.m. HST, Monday-Friday

(except holidays)• Phone: 1-866-648-3712, Fax: 1-877-231-7813• E-mail: HSAPHelpDesk@air.org

Call or email the HIDOE Assessment Section• Phone: 808-307-3636• E-mail: g-osip-hsa-alt@k12.hi.us