Telephone Assistance
CAASPP test site coordinators should direct all questions to the local educational agency (LEA)
CAASPP coordinator:
LEA CAASPP coordinator is
Telephone
E-mail
LEA CAASPP coordinators should direct all questions regarding student registration,
receiving, and shipping materials to:
ETS California Technical Assistance Center
Telephone
800-955-2954 (toll-free)
Fax
800-541-8455 (toll-free)
E-mail
caltac@ets.org
LEA CAASPP coordinators should direct all other questions to:
California Assessment of Student Performance and Progress (CAASPP) Assessment
Development and Administration Division
California Department of Education
Telephone
916-445-8765
Fax
916-319-0969
E-mail
caaspp@cde.ca.gov
Information about the CAASPP System can also be found at the California Department of
Education’s CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.
Information about registering students for tests, student test settings, Directions for
Administration, and CAPA required manipulatives can be found at the Web site that ETS maintains
for LEA CAASPP coordinators at http://www.caaspp.org/.
Copyright © 2016, California Department of Education. All rights reserved. The 2015–16 Paper-Pencil Testing Test Administration
Manual is published by ETS. ETS is a registered trademark of Educational Testing Service.
The California Department of Education grants permission to California public schools and LEAs to photocopy and reproduce any parts
of the 2015–16 Paper-Pencil Testing Test Administration Manual for use in training CAASPP test site coordinators, test administrators,
and test examiners. No other person or agency is authorized to reproduce or distribute any parts of this publication in any form or by any
means or to store the information in any database or retrieval system.
2015–16
California Assessment of Student
Performance and Progress
Paper-Pencil Testing
Test Administration Manual
 Science in Grades Five, Eight, and Ten
 Standards-based Tests in Spanish for Reading/Language Arts
in Grades Two through Eleven
Contact Information
California Technical Assistance Center
2731 Systron Drive
Concord, CA 94518
Phone: 800-955-2954
Fax: 800-541-8455
E-mail: CalTAC@ets.org
Web site: http://www.caaspp.org/
Copyright  2016 by the California Department of Education
CAASPP System
Contents
Acronyms and Initialisms Used in the Paper-Pencil Testing Test Administration Manual ................................................................. iii
Part I General Information
Chapter I.1 New in 2015–16...................................................................................................................................................................... 2
Chapter I.2 Paper-Pencil Testing Overview ............................................................................................................................................ 3
California Tests .......................................................................................................................................................................................... 3
Chapter I.3 Instructions for Administration of Paper-Pencil Tests ...................................................................................................... 4
Paper-Pencil Testing Test Administration Manual .................................................................................................................................... 4
Directions for Administration .................................................................................................................................................................... 4
Web Sites ................................................................................................................................................................................................... 4
Chapter I.4 Test Administration Periods ................................................................................................................................................ 5
Chapter I.5 Summary of Responsibilities ................................................................................................................................................ 7
LEA CAASPP Coordinator ....................................................................................................................................................................... 7
CAASPP Test Site Coordinator ................................................................................................................................................................. 7
Test Administrator, Test Examiner, Proctor, Scribe, and Observer ........................................................................................................... 8
Test Administrator and Test Examiner and Proctor Responsibilities ....................................................................................................... 8
Chapter I.6 Test Security and Confidentiality ...................................................................................................................................... 11
Chapter I.7 Assignment of Tests ............................................................................................................................................................ 12
Students to Be Tested............................................................................................................................................................................... 12
Who Is to Be Tested? ............................................................................................................................................................................. 12
CST for Science Participation ................................................................................................................................................................ 12
CMA for Science Participation............................................................................................................................................................... 12
CAPA for Science Participation ............................................................................................................................................................. 12
STS for RLA Optional Participation ...................................................................................................................................................... 12
Student Already Tested at Another School............................................................................................................................................. 13
Student Enrolled After the First Day of Testing ..................................................................................................................................... 13
Parent/Guardian Exemptions .................................................................................................................................................................. 13
Test Eligibility Reminders ....................................................................................................................................................................... 13
CSTs ....................................................................................................................................................................................................... 13
CMA....................................................................................................................................................................................................... 13
STS ......................................................................................................................................................................................................... 13
Chapter I.8 Paper-Pencil Testing Materials .......................................................................................................................................... 15
Materials to Be Provided by the LEA or School ...................................................................................................................................... 15
Paper-Pencil Testing Materials to Be Provided by the Testing Contractor .............................................................................................. 15
Chapter I.9 Universal Tools, Designated Supports, and Accommodations ........................................................................................ 16
Using Universal Tools, Designated Supports, and Accommodations ...................................................................................................... 16
Finding Information ............................................................................................................................................................................... 16
Assigning................................................................................................................................................................................................ 16
Requesting .............................................................................................................................................................................................. 16
Non-embedded Universal Tools, Designated Supports, and Accommodations (Part 2 of Matrix One) ................................................. 16
Unlisted Resources (Part 3 of Matrix One) ............................................................................................................................................ 16
Marking .................................................................................................................................................................................................. 17
Special Versions of Paper-Pencil Testing Materials ................................................................................................................................ 17
Chapter I.10 CAASPP Program Forms................................................................................................................................................. 18
Forms at a Glance .................................................................................................................................................................................... 18
Completing SGID Sheets ......................................................................................................................................................................... 20
Instructions for Completing Boxes ......................................................................................................................................................... 20
Instructions for Bundling Materials ........................................................................................................................................................ 20
Chapter II.1 General Preparation for the CAASPP Administration .................................................................................................. 22
LEA CAASPP Coordinator Responsibilities ........................................................................................................................................... 22
Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests ............................................................................ 26
Background .............................................................................................................................................................................................. 26
Test Dates ............................................................................................................................................................................................... 26
Paper-pencil Testing Materials ............................................................................................................................................................... 26
Universal Tools, Designated Supports, Accommodations, and Unlisted Resources .............................................................................. 28
Responsibilities Before Testing ............................................................................................................................................................... 28
Responsibilities During Testing ............................................................................................................................................................... 29
Responsibilities After Testing .................................................................................................................................................................. 29
Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and STS for RLA Administration ...................... 34
CAASPP Test Site Coordinator Responsibilities ..................................................................................................................................... 34
Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and CAPA for Science Tests .................................. 39
Background .............................................................................................................................................................................................. 39
Test Dates ............................................................................................................................................................................................... 39
Paper-pencil Testing Materials ............................................................................................................................................................... 39
February 2016
Paper-Pencil Testing Test Administration Manual  i
Copyright © 2016 by the California Department of Education
CAASPP System
Universal Tools, Designated Supports, Accommodations, and Unlisted Resources .............................................................................. 41
Hand or Arm Injuries Prior to Testing .................................................................................................................................................... 41
Responsibilities Before Testing ............................................................................................................................................................... 41
Responsibilities During Testing ............................................................................................................................................................... 42
Responsibilities After Testing .................................................................................................................................................................. 44
Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process ....................................... 50
Testing Irregularities ................................................................................................................................................................................ 50
Report Irregularity Incidents .................................................................................................................................................................. 50
Coordinator Procedures .......................................................................................................................................................................... 50
How to Mark Section A1 Scoring Use Only .......................................................................................................................................... 51
Test Administration Incidents .................................................................................................................................................................. 51
Mandatory Reporting Procedures ........................................................................................................................................................... 52
Appendix B: Sample CAASPP Shipment Forms .................................................................................................................................. 53
Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts ......................... 54
Number of Test Items and Estimated Test Administration Time for Each Grade and Test ..................................................................... 54
CSTs for Science .................................................................................................................................................................................... 54
CMA for Science .................................................................................................................................................................................... 54
CAPA for Science .................................................................................................................................................................................. 55
STS for RLA .......................................................................................................................................................................................... 55
Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA ............. 56
Completing the Student Identification Information on Test Booklets and Answer Documents ............................................................... 56
Appendix E: Sample Answer Documents .............................................................................................................................................. 61
List of Tables
Table 1. New in 2015–16 ............................................................................................................................................................................. 2
Table 2. 2015–16 CST, CMA, CAPA for Science and STS Schedule ......................................................................................................... 5
Table 3. CAPA for Science Levels ............................................................................................................................................................ 12
Table 4. Forms at a Glance......................................................................................................................................................................... 18
Table 5. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—LEA............................................................... 27
Table 6. CAASPP Paper-pencil Testing Materials for LEA CAASPP Coordinator................................................................................... 27
Table 7. Guidelines for Handling Nonscorable Paper-pencil Testing Materials ........................................................................................ 29
Table 8. CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Paper-pencil Testing Materials to Return—LEA ........ 30
Table 9. Example of CAPA for Science Second-rated Student Selection .................................................................................................. 35
Table 10. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—Test Site ...................................................... 40
Table 11. CAASPP Paper-pencil Testing Materials for CAASPP Test Site Coordinator .......................................................................... 40
Table 12. Guidelines for Handling Nonscorable Paper-pencil Testing Materials ...................................................................................... 48
Table 13. CSTs for Science Items and Estimated Time Chart ................................................................................................................... 54
Table 14. CMA for Science Items and Estimated Time Chart ................................................................................................................... 54
Table 15. CAPA for Science Items and Estimated Time Chart .................................................................................................................. 55
Table 16. STS for RLA Items and Estimated Time Chart .......................................................................................................................... 55
Table 17. Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets ......................................... 57
List of Figures
Figure 1. Packing Order for Returning Scorable CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Materials ....... 46
List of Exhibits
Exhibit A-1.
Exhibit A-2.
Exhibit A-3.
Exhibit A-4.
Exhibit A-5.
How to Mark Answer Document Section A1 ........................................................................................................................ 51
Sample School and Grade Identification Sheet (SGID) ......................................................................................................... 53
Sample CST/CMA for Science Multiple-Choice Answer Document .................................................................................... 61
Sample CAPA Answer Document ........................................................................................................................................ 65
Sample STS Answer Document ............................................................................................................................................ 67
ii  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
CAASPP System
Acronyms and Initialisms Used in the Paper-Pencil Testing Test Administration Manual
AYP
CAASPP
CALPADS
CalTAC
CAPA
CCR
CDE
CMA
CSTs
DFA
EL
ELA
ETS
IEP
LEA
NPS
Pre-ID
RLA
SBE
SGID
SSID
STAIRS
STS
TOMS
February 2016
Adequate Yearly Progress
California Assessment of Student Performance and Progress
California Longitudinal Pupil Achievement Data System
California Technical Assistance Center
California Alternate Performance Assessment
California Code of Regulations
California Department of Education
California Modified Assessment
California Standards Tests
Directions for Administration
English learner
English language arts/literacy
Educational Testing Service
individualized education program
local educational agency
nonpublic, nonsectarian school
pre-identification
reading/language arts
State Board of Education
School and Grade Identification sheet
Statewide Student Identifier
Security and Test Administration Incident Reporting System
Standards-based Tests in Spanish
Test Operations Management System
Paper-Pencil Testing Test Administration Manual  iii
Copyright © 2016 by the California Department of Education
Part I
General Information
Part I: General Information
Part I: General Information | Chapter I.1 New in 2015–16
Chapter I.1 New in 2015–16
Table 1. New in 2015–16
Topic
Change
Program Changes
Responsibility for
NPSs
Materials return for
NPSs
Unlisted resources
User roles
Policy
Testing window
Local educational agencies (LEAs) are no longer directly responsible for packaging
scorable materials for nonpublic, nonsectarian schools (NPSs), which are now
responsible for all facets of test administration. The California Assessment of Student
Performance and Progress (CAASPP) test site coordinator at the NPS must follow the
instructions in Part III Instructions for CAASPP Test Site Coordinators for
administration, security, and materials return. (Note that the LEA CAASPP
coordinators are still responsible for setting up the NPS’s testing window as described
on page 22.)
A CAASPP test site coordinator for a nonpublic, nonsectarian school (NPS) is
expected to enter his or her full school code in the “School Code” section on School
and Grade Identification (SGID) sheets before returning scorable answer documents
for the NPS to the local educational agency (LEA) CAASPP coordinator.
The term “individualized aid” has been replaced with “unlisted resources.”
California Code of Regulations, Title 5 (5 CCR), Section 850(ad), renames the role of
the individual who administers the CAASPP achievement tests, to “test administrator.”
(The individual administering the California Alternate Performance Assessment
[CAPA] is still a “test examiner.”)
Pursuant to 5 CCR, Section 855(a)(3), testing windows for the California Standards
Tests (CSTs), California Modified Assessment (CMA), and California Alternate
Performance Assessment (CAPA) for Science and the Standards-based Tests in
Spanish (STS) for Reading/Language Arts (RLA) were recalculated to start on the day
of completion of 85 percent of instruction (rather than the day after completion).
Test Materials
Stimulus Cards
Secure stimulus cards used for the administration of the CAPA for Science are
available as a downloadable PDF in the Help section of the Test Operations
Management System (TOMS) in addition to being shipped with the printed CAPA
Examiner’s Manual that is used by CAPA test examiners in the administration of the
CAPA for Science.
2  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.2 Paper-Pencil Testing Overview
Chapter I.2 Paper-Pencil Testing Overview
California Tests
Instructions for the paper-pencil versions of the
Smarter Balanced Summative Assessments, available
only to LEAs that have received prior approval from
the CDE, are found in the Smarter Balanced PaperPencil Test Administration Manuals.
California paper-pencil tests to be administered in
the 2015–16 administration as part of the California
Assessment of Student Performance and Progress
(CAASPP) System include the following:
The California Standards Tests (CSTs) for
Science are multiple-choice tests that are required for
all students in grades five, eight, and ten (unless
otherwise specified in an individualized education
program [IEP]). Items on these tests were developed
by test developers in collaboration with California
educators and were written specifically to assess
students’ achievement of the 1998 California
academic content standards in science.
The California Modified Assessment (CMA)
for Science tests are multiple-choice assessments for
students in grades five, eight, and ten who have an
IEP and are designated by the IEP team to take the
CMA for Science test. Assignment of the CMA for
Science is made in the student’s IEP only; a student’s
Section 504 plan is not to be used to assign a student
to take the CMA for Science (although universal
tools, designated supports, and/or accommodations
may be named in the Section 504 plan or in the IEP).
The CMA for Science allows students with
disabilities greater access to an assessment that helps
February 2016
measure how well they are achieving California
academic content standards in science that were
adopted in 1998.
The California Alternate Performance
Assessment (CAPA) for Science tests are
individually administered performance assessments
for students in grades five, eight, and ten who have
significant cognitive disabilities and who are unable
to take either the CST for Science or the CMA for
Science with universal tools, designated supports, or
accommodations.
The CAPA for Science allows students with
disabilities greater access to an assessment that helps
measure how well they are achieving California
academic content standards in science that were
adopted in 1998.
The Standards-based Tests in Spanish (STS)
for Reading/Language Arts (RLA) are multiplechoice tests that allow Spanish-speaking English
learners (ELs) in grades two through eleven to
demonstrate their knowledge of the California
academic content standards that were adopted in 1997
by taking an assessment in their primary language.
STS items were developed by test developers in
collaboration with biliterate, bilingual California
educators. Students may take the STS in addition to,
but not in place of, the CST for Science or the CMA
for Science. In 2015–16, the STS for RLA is an
optional test.
Paper-Pencil Testing Test Administration Manual  3
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.3 Instructions for Administration of Paper-Pencil Tests
Chapter I.3 Instructions for Administration of
Paper-Pencil Tests
Paper-Pencil Testing Test Administration Manual
This manual provides information about the
responsibilities of LEA CAASPP and CAASPP test
site coordinators. Test preparation, administration,
and security procedures must be followed exactly so
that all students will have an equal opportunity to
demonstrate their academic achievement.
This manual is not intended as a substitute for the
California Code of Regulations, Title 5, Education
Directions for Administration
The DFAs for the CAASPP paper-pencil tests are
a key resource that LEA CAASPP coordinators
should use in conjunction with this manual. The
DFAs provide detailed information about all test
administration requirements, guidelines, and
procedures for each testing program (CST and CMA
for Science and STS for RLA) and grade. In addition
to providing the specific directions for test
administrators to read to students, the DFAs include
information regarding the following:
 Test security and testing problems
 Test schedules and breaks
Web Sites
Caaspp.org is the Web site for LEA CAASPP
coordinators. It serves as a repository of documents,
forms, and videos that provide directions for
coordinating and administering California tests within
LEAs. Linked documents include (but are not limited
to) the following:
 Portal to all online testing systems and resources
 Data layouts
 Test Operations Management System (TOMS)
manuals
 Designation and security forms
 Paper-Pencil Testing Test Administration
Manual (PPT TAM)
 DFAs
 Sample answer documents
 CAPA for Science manipulative lists
(5 CCR) or to detail all of the coordinator’s
responsibilities. This manual is intended for use in
conjunction with the Directions for Administration
(DFAs) for the grade-level tests.
This manual includes information that LEA
CAASPP and CAASPP test site coordinators are to
use in coordinating the administration of the CSTs,
CMA, and CAPA for Science, and the STS for RLA.
 Paper-pencil testing materials for the test
administrator and the students (including
materials students may not use during testing)
 What to do before, during, and after testing
 Completing student and test information on test
booklets (grades two and three) and answer
documents (grades four through eleven)
 Preparing test booklets (grades two and three)
and answer documents (grades four through
eleven) for scoring
 Workshop materials and links to archived
workshops
 CAPA for Science training materials
 Post-Test Guide
 Student Score Report Guides
In addition, caaspp.org contains links to the
training videos used by CAASPP test site
coordinators, test administrators, and CAPA for
Science test examiners and second raters.
Materials from past California testing
administrations are linked on the Archive Web page
at http://www.startest.org/archive.html.
For information about required testing in
California, visit the CDE’s California Assessment of
Student Performance and Progress Web page at
http://www.cde.ca.gov/ta/tg/ca/.
4  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.4 Test Administration Periods
Chapter I.4 Test Administration Periods
Table 2. 2015–16 CST, CMA, CAPA for Science and STS Schedule
Activity
Timeline
LEA CAASPP Coordinator
Consult the [Testing Window Summary] tab in TOMS for
the specific 2015–16 LEA testing dates.
Make sure all student data from the California Pupil
Achievement Data System (CALPADS) are appearing
correctly in TOMS and have the appropriate test(s)
configured. See the TOMS Student Test Registration Guide,
linked on the CAASPP TOMS Web page at
http://www.caaspp.org/administration/toms/, for more
information about assigning tests to students.
Receive paper materials from the testing contractor.
Take inventory of cartons and notify the Educational Testing
Service (ETS) California Technical Assistance Center
(CalTAC) using the contact information on the inside front
cover of this manual of any discrepancy in the number of
cartons received.
Distribute materials to the test sites.
Contact CalTAC to order supplemental materials.
Ship all CST, CMA, and CAPA for Science and STS for
RLA scorable and nonscorable materials to the Scoring and
Processing Centers.
LEAs receive access to preliminary student results for
science and STS assessments for each administration period
in the Online Reporting System.
LEAs receive access to downloadable initial Student Score
Reports in TOMS.
LEAs receive access to final downloadable and printed
Student Score Reports.
LEAs distribute Student Score Reports to parents/guardians.
LEAs receive access to downloadable data files in TOMS.
Results for schools, LEAs, county offices of education, and
the state are publicly released.
As needed
No fewer than 15 working days before the materials shipping
date for pre-identification (Pre-ID) labels
10 to 20 working days before each test administration period
Within 2 working days of delivery to the LEA
5 to 10 working days before the first testing day of each test
administration period
After the Initial Order Approval Date; if the LEA ordered late
Pre-ID labels, these will be sent for receipt at the LEA at least
12 days prior to the end of the selected testing window
No more than 5 working days after completing testing for
each administration period
Within 5 weeks of the answer documents from the LEA have
been received, processed, and scored.
Within 6 weeks of the student completing all registered
assessments and the answer documents from the LEA have
been received, processed, and scored.
After 90 percent of students are scored for registered online
and paper-pencil assessments within the administration. This
is expected within 5 weeks after test results are available for
all tests administered.
Within 20 working days of receipt of final reports in the LEA
for each administration period
Within 5 weeks after test results are available for all tests
administered. Data files are continually updated until all
scoring for the LEA is completed.
Mid-August 2016
CAASPP Test Site Coordinator
Receive paper materials from the LEA CAASPP coordinator. 5 to 10 working days before the first testing day of each
administration period
Take inventory of all materials and notify the LEA CAASPP Within 2 days of delivery to the test site
coordinator of any missing or incorrect materials.
Distribute CAPA Examiner’s Manuals to CAPA for Science As soon as possible after receipt from the LEA, but at least 5
working days before testing begins because test examiners
test examiners.
need these manuals to prepare for testing
February 2016
Paper-Pencil Testing Test Administration Manual  5
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.4 Test Administration Periods
Activity
Distribute nonsecure DFAs for the CSTs and CMA for
Science and grades 3–11 STS for RLA. The nonsecure
version of the DFA for the STS for RLA in grade 2, which
may be distributed at any time, is available at
http://www.caaspp.org/about/primary-language/. (Do not
distribute the secure grade 2 DFAs for the STS for RLA prior
to testing.)
Distribute and collect:
 Grade 2 STS for RLA DFAs
 CST for Science test booklets
 Grades 5, 8, and 10 CST/CMA for Science answer
documents (one answer document for all grades)
 CMA for Science test booklets
 CAPA for Science answer documents
 Grades 2–11 STS for RLA test booklets
 Grades 4–11 STS for RLA answer documents (one
answer document for all grades)
Return all scorable and nonscorable materials to the LEA
CAASPP coordinator after all testing is complete.
Timeline
As soon as possible after receipt from the LEA because test
administrators need these manuals to prepare for testing
Each day of testing (These are secure documents.)
2 working days after completing testing for each
administration period
6  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.5 Summary of Responsibilities
Chapter I.5 Summary of Responsibilities
LEA CAASPP Coordinator
Preparation
1. Review test security and regulations. See page 22.
2. Prepare the LEA testing schedule. See page 22.
3. Coordinate testing for students assigned by the
LEA to attend nonpublic, nonsectarian schools
(NPSs). See page 22.
4. Verify student data in CALPADS and test
assignments in TOMS. See page 23.
5. Attend a pre-test workshop or view a pre-test
Webcast for LEA CAASPP coordinators. See
page 23.
6. Read documents and review training videos. See
page 23.
7. Prepare and conduct a pre-test workshop for all
CAASPP test site coordinators. See page 23.
8. Prepare inventory control spreadsheets to track the
distribution of paper-pencil testing materials from
LEA overage. See page 25.
Before Testing
1. Manage test security. See page 28.
2. Coordinate receipt of paper-pencil testing materials.
See page 28.
3. Ship paper-pencil testing materials to schools. See
page 28.
During Testing
1. Provide assistance to CAASPP test site
coordinators as needed. See page 29.
After Testing
1. Collect and inspect paper-pencil testing materials
from all test sites, including NPSs. See page 29.
Return Materials
1. Prepare the LEA’s shipment. See page 29.
2. Coordinate shipping of paper-pencil testing
materials. See page 30.
Maintain test security and confidentiality at all times.
CAASPP Test Site Coordinator
Preparation
1. Learn about the 2015–16 test administration. See
page 34.
2. Plan all test administration logistics for the site. See
page 34.
3. Select CAPA for Science observers. See page 35.
4. Provide CST and CMA for Science and STS for
RLA test administrator, proctor, and scribe
training. See page 36.
Before Testing
1. Manage test security. See page 41.
2. Coordinate paper-pencil testing materials received
from the LEA. See page 41.
3. Identify locations (rooms). See page 42.
4. Identify proctors. See page 42.
5. Organize paper-pencil testing materials for testing
locations (rooms). See page 42.
6. Distribute paper-pencil testing materials each day
of testing. See page 42.
February 2016
During Testing
1. Monitor the test administration. See page 42.
2. Handle defective test booklets and answer
documents. See page 43.
3. Manage emergency situations. See page 43.
After Testing
1. Collect and process paper-pencil testing materials.
See page 44.
2. Process paper-pencil testing documents for students
using universal tools, designated supports, and
accommodations. See page 45.
3. Count paper-pencil testing materials. See page 45.
Return Materials
1. Correctly package scorable materials. See page 46.
2. Correctly package nonscorable materials. See
page 47.
3. Return paper-pencil testing materials to the LEA.
See page 47.
Paper-Pencil Testing Test Administration Manual  7
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.5 Summary of Responsibilities
Test Administrator, Test Examiner, Proctor, Scribe, and Observer
The CAASPP test site coordinator is
responsible for identifying and training test
administrators, test examiners, proctors, and scribes.
The following roles apply to the administration of the
paper-pencil science and/or RLA tests:
 A test administrator is an employee of an LEA
or an employee of a nonpublic, nonsectarian
school (NPS) who has been trained to administer
the CAASPP achievement tests and has signed a
CAASPP Test Security Affidavit (5 CCR
Section 850[ad]). For the STS, the test
administrator must be bilingual in English and
Spanish.
 A test examiner is an employee of an LEA or an
employee of a nonpublic, nonsectarian school
(NPS) who has been trained to administer the
CAPA for Science has signed a CAASPP Test
Security Affidavit. The CAPA for Science test
examiners and observers must be a certificated
or licensed school staff member (5 CCR Section
850[ae]). Only certificated or licensed
employees who have been trained to administer
the CAPA for Science may serve as CAPA for
Science test examiners or observers.
 A test proctor is an employee of an LEA or a
person, assigned by an NPS to implement the
IEP of a student, who has received training
designed to prepare him or her to assist the test
administrator or test examiner in the
administration of CST, CMA, and CAPA for
Science and STS assessments (5 CCR Section
850[ag]). Test proctors must sign CAASPP Test
Security Affidavits (5 CCR Section 859[c]). For
the STS, the test proctor should be bilingual in
English and Spanish.
 A scribe is an employee of an LEA or a person
assigned by an NPS to implement the IEP of a
student, who is required to transcribe a student’s
responses to the format required by the test.
A student’s parent, guardian, or sibling is not
eligible to serve as a scribe (5 CCR Section
850[y]). Scribes must sign CAASPP Test
Security Affidavits (5 CCR Section 859[c]).
 An observer is a licensed, certificated employee
of an LEA, trained to administer the CAPA for
Science, who observes the administration of
each CAPA for Science task and completes a
separate answer document for those students
who are to receive a second-rating. Find more
information regarding selecting CAPA observers
on page 35. CAPA for Science observers must
sign CAASPP Test Security Affidavits (5 CCR
Section 859[c]).
Test Administrator and Test Examiner and
Proctor Responsibilities
Test administrators and test examiners who
administer the CST, CMA, and CAPA for Science
and STS for RLA paper-pencil tests are responsible
for the following activities. Test proctors may assist
test administrators and test examiners with these
responsibilities.
Learn Testing Procedures
 Thoroughly review and follow all procedures in
the separate and grade-specific DFAs (CST and
CMA for Science, STS for RLA) or the CAPA
Examiner’s Manual for CAPA for Science test
examiners and in any supplemental instructions
provided by the CAASPP test site coordinator.
Ensure the Security of Paper-pencil Testing
Materials
The contents of all tests are secure materials.
Unauthorized copying, sharing, or use of any CST,
CMA, and CAPA for Science or STS for RLA test
booklet, test question, or answer document by anyone
for any purpose or by any means compromises the
integrity of the test and is a violation of copyright law.
 Carefully and completely read and sign the
CAASPP Test Security Affidavit before it is
returned to the CAASPP test site coordinator.
 Read and perform the test security measures
described in the DFAs.
 Keep the paper-pencil testing materials secure
during the test administration by implementing
the following security measures:
 Limit access to the paper-pencil testing
materials to actual testing sessions.
 Limit student access to test booklets only in the
testing location and only when engaged in
taking the test.
 Prohibit student access to any unauthorized
electronic devices at any time during the entire
testing session.
 Prohibit the removal of paper-pencil testing
materials from the testing room either
physically or through the use of electronic
media (except when LEA staff must escort a
student[s] who needs more testing time to
another testing room).
 Collect and account for all paper-pencil testing
materials before students are dismissed.
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February 2016
Part I: General Information | Chapter I.5 Summary of Responsibilities
 Return all paper-pencil testing materials to the
CAASPP test site coordinator daily upon
completion of testing each day.
 Administer all paper tests according to the
directions for test administration in the DFAs.
 Keep the test and paper-pencil testing materials
secure at all times by taking the following
precautions:
 Prevent the review of any test questions,
passages, or other test items in the current or
past paper test administrations—independently
or with students or others—before, during, or
after testing.
 Prevent the disclosure of any secure test
questions, passages, or other test items from
current or past paper test administrations
through verbal, written, or any other means of
communication (including electronic media).
 Prevent the copying of any part of the test
booklets or test questions by anyone for any
purpose or by any means.
 Prevent the development of scoring keys using
questions from current or past paper test
administrations or the review or scoring of any
student responses for any purpose.
Administer All Paper Tests
 Administer all tests according to the schedules
developed by the LEA CAASPP coordinator.
 Ensure that the testing room is appropriately
prepared for administering tests. No instructional
materials directly related to the content of the tests
or testing strategies should be visible to any
students. Inappropriate materials include, but are
not limited to, the following:
 Vocabulary or spelling lists
 Writing materials such as charts that show
capitalization, punctuation, or grammar rules
 Phonics charts
 Inappropriate science materials (for example,
periodic table of elements, formulas)
 Testing strategies
 Distribute to students only authorized paper-pencil
testing materials for the test being administered.
This includes testing materials specified in the
DFA and materials for authorized universal tools,
designated supports, or accommodations in
students’ IEPs or Section 504 plans.
 Actively supervise students throughout the testing
session and make sure that they have accurately
completed all necessary information on their
answer documents (including test name, if
appropriate, and version number circles), are
February 2016
working on the correct test part, are accessing only
authorized paper-pencil testing materials, and are
following all directions.
 Plan quiet activities for students who finish testing
early. The activities must not be related to the test
the students are taking.
 Ensure that accurate records of students tested and
not tested are maintained and submitted to the
CAASPP test site coordinator.
Prepare Test Booklets or Answer Documents If
There Are No Pre-ID Labels
 If pre-identification (Pre-ID) labels were not
selected by the LEA CAASPP coordinator in the
TOMS Test Administration Setup module, the
CAASPP test site coordinator must ensure that
student identification information is completed on
all STS test booklets for grades two and three and
all available CST and CMA for Science and STS
for RLA multiple-choice answer documents for
grades four through eleven.
 Student identification information must be
provided for every student who is required to be
tested and is enrolled on the first day of testing.
This must be done even if the student does not
take any tests.
 The CAASPP test site coordinator is
responsible for advising test administrators, test
examiners, or other school staff how to handmark student identification information.
– The CAASPP test site coordinator will advise
school staff where to locate the identification
information for students; for example, the
location of cumulative record folders and
electronic records in an LEA student
information system.
 IMPORTANT: Students must complete the
information in Section 1 on the front page even
if the LEA opted to receive Pre-ID labels.
Test administrators must read the “First Day of
Testing” section in the DFA to ALL students.
 If a Pre-ID label is not used, either students or
school staff must complete information on test
booklets and answer documents as follows:
– Sections 3 through 7 on CST/CMA for
Science answer documents;
– Sections 3 through 6b on CAPA for Science
answer documents;
– Sections 3 through 5 on STS for RLA test
booklets (grades two and three); and
– Sections 3 through 6 on STS for RLA answer
documents (grades four through eleven).
Paper-Pencil Testing Test Administration Manual  9
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.5 Summary of Responsibilities
 Only school staff may complete the “Student
ID Number” box (if used by the LEA) and
“Statewide Student Identifier” (SSID) box
(required for all students) on the front of the
test booklet or answer document.
 Only school staff may complete information on
the back of the test booklet or answer
document. Under no circumstances should
students mark any of this information.
10  Paper-Pencil Testing Test Administration Manual
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February 2016
Part I: General Information | Chapter I.6 Test Security and Confidentiality
Chapter I.6 Test Security and Confidentiality
All tests booklets for the CSTs, CMA, and CAPA
for Science and STS for RLA are secure documents.
All paper-pencil testing materials must be handled in
strict accordance with the instructions in this manual,
in the DFAs, and in the statements in the CAASPP
Test Security Agreement and Affidavit. Every person
having access to paper-pencil testing materials shall
maintain the security and confidentiality of the tests.
 LEA CAASPP coordinators must have a signed
CAASPP Test Security Agreement on file with
CalTAC before ETS may ship any paper-pencil
testing materials to the LEA.
 CAASPP test site coordinators must sign and
submit a CAASPP Test Security Agreement to
the LEA CAASPP coordinator before any paperpencil testing materials may be delivered to the
school/test site.
 Anyone having access to the paper-pencil testing
materials must sign and submit a CAASPP Test
Security Affidavit to the CAASPP test site
coordinator before receiving access to any paperpencil testing materials.
 IMPORTANT: To help ensure the security of
paper-pencil testing materials, it is very
important that all persons having access to
secure paper-pencil testing materials carefully
and completely read the CAASPP Test Security
Affidavit before signing it.
 The LEA CAASPP coordinator is responsible
for collecting and filing all CAASPP Test
Security Agreements and Affidavits at the LEA
office. Those forms should be kept for at least
one year.
 The CAASPP Test Security Agreement is linked
on the Web page at http://www.caaspp.org/
administration/forms/.
February 2016
 The CAASPP Test Security Affidavit can be
downloaded from http://www.caaspp.org/
administration/forms/.
Test security requires accounting for all secure
materials before, during, and after each test
administration. Coordinators are required to keep all
paper-pencil testing materials in centralized, locked
storage except during actual test administration times.
Test administrators must return CST and CMA for
Science and STS for RLA paper-pencil testing
materials to the CAASPP test site coordinator each
day after completing the test administration. CAPA
for Science test examiners may retain CAPA for
Science materials in secure, locked storage in their
testing location.
CAASPP test site coordinators are responsible for
accounting for and returning all secure materials to
the LEA CAASPP coordinator, who is responsible for
returning them to the ETS Scoring and Processing
Centers.
It is the responsibility of each person participating
in the administration of the CSTs, CMA, and CAPA
for Science and/or STS for RLA to immediately
report any violation or suspected violation of test
security or confidentiality. See Appendix A on page
50 for reporting information. The CAASPP test site
coordinator is responsible for immediately reporting
any security violation to the LEA CAASPP
coordinator.
In the case of student cheating, the test
administrator or test examiner must stop the cheating;
however, the student must be allowed to complete the
remainder of the test. After testing, the test
administrator or test examiner must mark “C” in
Section A2, “Special Conditions,” on the student’s
test booklet or answer document and notify the
CAASPP test site coordinator after testing. Do not
call the CDE or CalTAC to report student cheating.
Paper-Pencil Testing Test Administration Manual  11
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.7 Assignment of Tests
Chapter I.7 Assignment of Tests
Students to Be Tested
Who Is to Be Tested?
All students enrolled on the first day of testing
who are required to be tested, including students with
disabilities, ELs (regardless of their English fluency
or the length of time they have been in school in the
United States), and students placed in NPSs by the
LEA participate in the California testing program
unless exempted by their parent/guardian.
Students participate in this testing by taking tests
from among the CSTs for Science, the CMA for
Science, and the CAPA for Science, and, optionally,
the STS for RLA. The following sections describe
which of these tests students will take. Note that some
students will take tests from multiple testing
programs.
CST for Science Participation
Students in grades five, eight, and ten are required
to take the grade-level CST for Science unless they
have an IEP designating that they take the CMA for
Science or CAPA for Science.
CMA for Science Participation
Students in grades five, eight, and ten may take
the CMA for Science instead of the CST for Science,
as determined by each student’s IEP team.
CAASPP test site coordinators are responsible for
having students’ IEPs reviewed to determine whether
the students will take the CMA for Science.
The IEP team must annually determine the
student’s participation in the CMA for Science.
Students who do not have an IEP may not take the
CMA. A student’s Section 504 plan is not to be used
to assign a student to take the CMA for Science
(although universal tools, designated supports,
accommodations, and unlisted resources may be
named in the Section 504 plan or in the IEP).
A student may continue to take the CMA for
Science if the IEP team determines that the student
should continue to take the CMA for Science. The
IEP must specify that the student is to take the CMA
for Science and any universal tools, designated
supports, accommodations, and/or approved unlisted
resources.
CAPA for Science Participation
Students in grades five, eight, and ten with
significant cognitive disabilities may participate in
testing in California by taking the CAPA for Science.
IEP teams determine how students with disabilities
will participate in testing. CAASPP test site
coordinators are responsible for having a student’s
IEP reviewed to determine whether the student will
take the online assessment for English language
arts/literacy (ELA) and mathematics with universal
tools, designated supports, or accommodations, or
take the CAPA for Science. Students in grades five,
eight, and ten who are not designated to take the
CAPA for Science must take the CST or CMA for
Science in addition to the online assessment.
If the IEP team determines that the student should
be assessed with the CAPA for Science, the IEP team
also is responsible for determining whether the
student should take the grade-assigned CAPA level or
CAPA Level I. This information is included in each
student’s IEP. Students designated in their IEP to take
the CAPA for Science must take either CAPA Level
I or the CAPA level designated for their individual
grade level. CAPA levels are listed in Table 3, below.
Note that in the 2015–16 administration, because the
CAPA for Science is not administered to students in
grades two or three, a Level II test is not offered.
For students who are in ungraded programs and
whose IEP teams designate that they take the CAPA
for Science, determine their grade by subtracting five
from their chronological age on September 1, 2015. A
student who was 10 years old on September 1 would
be given the grade five test (10 – 5 = 5).
Table 3. CAPA for Science Levels
CAPA
Level
Grade
Age Ranges for
Ungraded Programs
I
III
IV
V
5, 8, 10
5
8
10
7–16
9 & 10
11–13
14–16
STS for RLA Optional Participation
The Standards-based Tests in Spanish are
multiple-choice tests for Spanish-speaking ELs in
grades two through eleven.
Students who are eligible to take the STS may
take the STS for RLA.
Students in grades five, eight, and ten who are
eligible to take the STS are also required to take
the CST for Science or the CMA for Science
appropriate to their grade level regardless of their
English fluency or the length of time they have
been in school in the United States.
The STS is also optionally available for students
who are enrolled in a dual-language immersion
program and who are either nonlimited English
12  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.7 Assignment of Tests
proficient or redesignated fluent English proficient.
These students may take a previous-year version of
the STS on answer documents reprinted from a
previous-year test administration. STS materials for
these students are available at the expense of the LEA
and are ordered through a separate process. This
program, the STS for Non–English Learners in Dualimmersion Programs, is described in more detail on
the Web page at http://www.startest.org/sts4dis.html.
Student Already Tested at Another School
If a student took a CST or CMA for Science or
STS for RLA at another school for 2015–16 testing,
the student may take the same test at the current
school if he or she was enrolled in the current school
on the first day of testing. The school is not required
to test the student. If the school chooses to test the
student, the school should make no marks in Section
A2 of the student’s test booklet or answer document.
However, if the school chooses to not test the student,
the school must mark option “T” (The student was
enrolled on the first day of testing and was not given
this test because a staff member verified that the
student had taken the test at a previous school) in
Section A2 for each test that the student took at
another school.
Student Enrolled After the First Day of Testing
If a student enrolled in a school after the first day
of testing, the school is required to test the student. If
the school chooses to test the student, mark “L” (The
student enrolled after the first day of testing and was
given this test) in Section A2 of the student’s test
booklet or answer document for each test taken.
Parent/Guardian Exemptions
Parents/Guardians may submit written requests to
exempt their children from all or any part of the
CSTs, CMA, and CAPA for Science, and/or STS for
RLA. All such requests must be honored as indicated
in EC Section 60615. Condition code “PGE” should
be set in TOMS for all tests that a student is eligible
to take—paper-pencil tests and online assessments—
by the LEA CAASPP coordinator or the CAASPP
test site coordinator prior to the end of the LEA’s
selected testing windows. Alternately, the test site
may mark “P” in Section A2 on student test booklets
or answer documents for all paper-pencil tests not
taken by parent/guardian request. It is not necessary
to note an exemption in both places; it is preferred
that an exemption be noted in TOMS.
It is imperative that students whose parents/
guardians have requested testing exemptions not be
given test booklets or answer documents. The student
identification pages of the test booklet or answer
document for the multiple-choice tests must be
completed for these students and these documents
must be submitted with the school’s scorable
materials.
Test Eligibility Reminders
CSTs
 Students in grades five, eight, and ten are required
to take the CST for Science in their grade level,
even if they are also eligible to take the STS.
 The only students in grades five, eight, or ten who
will not take the CST for Science are students
whose IEP specifies that they must take the CMA
for Science or the CAPA for Science, or students
who have a parent/guardian exemption.
CMA
 Students in grades five, eight, and ten whose IEP
specifies they take the CMA for Science are required
to take the CMA for Science for the grade in which
they are enrolled, even if they are also eligible to take
the STS.
February 2016
STS
 Students who take the STS for RLA must also take
the appropriate grade-level CSTs or CMA for
Science in grades five, eight, and ten and the
appropriate Smarter Balanced Summative
Assessment(s). CAPA for Science students do not
take the STS for RLA.
Paper-Pencil Testing Test Administration Manual  13
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.7 Assignment of Tests
Important
The California Code of Regulations, Title 5, Education, Section 852(c), states, “A parent or guardian
may annually submit to the school a written request to excuse his or her child from any or all parts of any
test provided pursuant to Education Code section 60640 for the school year. If a parent or guardian submits
an exemption request after testing has begun, any test(s) completed before the request is submitted will be
scored and the results reported to the parent or guardian and included in the pupil’s records. An LEA and its
employees may discuss the CAASPP assessment system with parents and may inform parents of the
availability of exemptions under Education Code section 60615. The LEA and its employees shall not
solicit or encourage any written exemption request on behalf of any child or group of children.
“NOTE: Authority cited: Sections 33031 and 60640, Education Code. Reference: Sections 60604,
60605, 60607, 60612, 60615, 60640 and 60641, Education Code.”
14  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.8 Paper-Pencil Testing Materials
Chapter I.8 Paper-Pencil Testing Materials
Materials to Be Provided by the LEA or School
Do not use answer documents, DFAs, or any other test materials from a previous year.
 Two No. 2 pencils with erasers for each student
(plus extras)
 Scratch paper for the science tests—scratch paper
may be lined, unlined, or graph paper. Used scratch
paper is secure and must be returned to the
CAASPP test site coordinator. Scratch paper may
not be used for the RLA tests.
 “Testing—Do Not Disturb” signs
 Manipulatives for the CAPA—LEA CAASPP
coordinators should go to http://www.caaspp.org/
about/science/ to verify the manipulatives required
for each level. The required manipulatives are
generally available in special education classrooms.
If additional manipulatives are needed, they are
generally available through educational supply
stores or companies.
Paper-Pencil Testing Materials to Be Provided by the Testing Contractor
LEA CAASPP coordinators should see Table 8
for a detailed list of multiple-choice materials.
CAASPP test site coordinators should see Table 10
for a detailed list of multiple-choice materials.
 Pre-ID labels (if ordered by the LEA)
 CST for Science test booklets (science in grades
five, eight, ten)
 CMA for Science test booklets (science in
grades five, eight, and ten)
 CST/CMA for Science two-color, machinescorable answer documents (one answer
document for grades five, eight, and ten)
 CAPA for Science two-color, machine-scorable
answer documents
 STS two-color, machine-scorable test booklets
(grades two and three)
 STS for RLA test booklets (RLA in grades four
through eleven)
 STS for RLA two-color, machine-scorable
answer documents (one answer document for
grades four through eleven)
February 2016
 Directions for Administration
 CAPA Examiner’s Manual for CAPA for
Science test examiners
 CAPA for Science stimulus cards (which are
also available for secure download from the
Help section on TOMS; go to
http://www.caaspp.org/about/science/ for
instructions on how to download the stimulus
cards PDF)
 “Unauthorized Electronic Devices May Not Be
Used at Any Time During the Testing Session”
sign master
 School and Grade Identification (SGID) sheets
 Scorable Materials Freight/UPS Kit—orange
 Nonscorable Materials Freight/UPS label—
green
 Packing list
Paper-Pencil Testing Test Administration Manual  15
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.9 Universal Tools, Designated Supports, and Accommodations
Chapter I.9 Universal Tools, Designated
Supports, and Accommodations
Using Universal Tools, Designated Supports, and Accommodations
Finding Information
The “Matrix One: Universal Tools, Designated
Supports, and Accommodations for the CAASPP
System” Web document is linked on the CDE Student
Accessibility Supports Web page at
http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp.
Parts 2 and 3 of Matrix One include the nonembedded universal tools, designated supports,
accommodations, and unlisted resources that are
available for use for the paper-pencil CSTs and CMA
for Science and STS for RLA. (Another type of
support shown on Part 1 of Matrix One, called an
“embedded support,” is available only on computerbased tests.)
In addition, a version of Matrix One posted at
http://www.caaspp.org/administration/instructions/
includes a column that indicates the code to mark in
Section A3 and/or A4 of test booklets or answer
documents when a universal tool, designated support,
or accommodation is used.
All pupils (including ELs and students with
disabilities) shall be permitted universal tools on the
CAASPP tests.
All pupils (including ELs and students with
disabilities) shall be permitted designated supports on
the CAASPP tests when determined for use by an
educator or a group of educators.
Pupils with an IEP or Section 504 plan shall be
provided accommodations on the CAASPP tests
when specified in the pupil’s IEP or Section 504 plan.
Test administration for the CAPA allows for the
test examiner to provide any required adaptation
needed by the students to access the tasks. Therefore,
universal tools, designated supports, and
accommodations do not apply to the CAPA.
Assigning
The decision to allow a student to use a particular
universal tool, designated support, accommodation, or
unlisted resource should be made on an individual
basis and should take into consideration the needs of
the student and whether the student routinely receives
the accessibility support in classroom instruction. IEP
teams need to decide what is best for making tests
accessible to each child.
Any universal tools, designated supports,
accommodations, and/or approved unlisted resources
that are to be used for testing must match those
regularly used for classroom instruction and may be
specified in the student’s IEP or Section 504 plan.
Requesting
An LEA may submit a request in writing to the
CDE, prior to the administration of a CAASPP test,
for approval for the use of 1) an unlisted resource that
is among the five listed in the “Unlisted Resources
(Part 3 of Matrix One)” subsection on the next page,
or 2) an unlisted resource (not already specified on
the list of universal tools, designated supports, and
accommodations or among the five in the Unlisted
Resources [Part 3 of Matrix One] subsection). The
Unlisted Resource Web form in TOMS should be
used to request the unlisted resource. The LEA
CAASPP coordinator or the CAASPP test site
coordinator shall make the request on behalf of the
LEA 10 business days prior to the pupil’s first day of
CAASPP testing. The CDE shall respond to the
request within four business days from the date of
receipt of the written request.
Non-embedded Universal Tools, Designated
Supports, and Accommodations (Part 2 of
Matrix One)
Non-embedded universal tools, designated
supports, and accommodations do not change the
construct being measured.
For example, for the CSTs and CMA for Science,
instructions given orally by the test administrator
before or after a test may be signed for a student with
a hearing impairment or translated into the primary
language for an EL. Directions in “SAY” boxes that
the test administrator may sign or may translate are
marked with a “T” in the DFA for each test. Cues and
directions for the CAPA for Science may be
translated. Directions in the “SAY” boxes in the DFA
of the STS for RLA are already translated into
Spanish.
Universal tools are available to all students per
student preference and selection; designated supports
are available to students by teacher recommendation.
Accommodations are available to students with
documented need in a student’s IEP or Section 504
plan.
Unlisted Resources (Part 3 of Matrix One)
Unlisted resources that change the construct being
measured by a CAASPP test invalidate the test score
and result in a score that cannot be compared with
other CAASPP results. Scores for pupils’ tests with
16  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.9 Universal Tools, Designated Supports, and Accommodations
unlisted resources that change the construct being
measured by a CAASPP test will not be counted as
participating in statewide testing (and impact the
accountability participation rate indicator), but pupils
will still receive individual score reports with their
actual score.
The following non-embedded unlisted resources
have been determined to change the construct being
measured on the CAASPP tests for science and
primary language (reading/language arts) and are
specified below, but not limited to:
1. English dictionary for science and primary
language;
2. thesaurus for science and primary language;
3. bilingual dictionary for science and primary
language;
4. American Sign Language for reading passages for
primary language; and
5. Calculator for science.
Unlisted resources are requested by an LEA
CAASPP coordinator or CAASPP test site
coordinator in TOMS at least ten business days before
the student’s first day of CAASPP testing (5 CCR
Section 853.8[a]). See the TOMS Online Student Test
Settings User Guide available on the TOMS Web
page at http://www.caaspp.org/administration/toms/
for instructions on how to request an unlisted resource
for a student.
The use of an unlisted resource does not have to
be marked on an answer document; the approved
unlisted resource is noted in the Student Profile in
TOMS.
Marking
After testing, test administrators and/or test
examiners are to mark Sections A3 and A4 on
students’ answer documents for the specific universal
tools, designated supports, and accommodations
students with IEPs or Section 504 plans or students
who are ELs use on each test. Only universal tools,
designated supports, and accommodations that are
actually used during testing should be marked.
If a student is provided a universal tool,
designated support, accommodation, and/or approved
unlisted resource but demonstratively indicates that
he or she does not want to use it, test administrators
are to mark option “X” in Section A2.
Special Versions of Paper-Pencil Testing Materials
Braille and large-print versions of paper-pencil
testing materials are available as testing
accommodations for students with visual
impairments.
February 2016
All CST and CMA for Science braille tests are
provided in contracted braille. All grades for the STS
for RLA are available only in uncontracted braille.
Large-print versions of test booklets are available
for all CST and CMA for Science and STS for RLA
tests.
Paper-Pencil Testing Test Administration Manual  17
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.10 CAASPP Program Forms
Chapter I.10 CAASPP Program Forms
Forms at a Glance
Table 4, below, briefly describes the forms that LEA CAASPP and/or CAASPP test site coordinators must
complete. See the referenced appendix or Web address for a sample of the form.
Table 4. Forms at a Glance
Form
When to complete
Purpose
What to do with form
• Before Testing •
CAASPP Test
Security Agreement
http://www.caaspp.org/
Complete before receiving
any CAASPP paper-pencil
testing materials.
LEA CAASPP and CAASPP
test site coordinators
acknowledge agreement to
maintain the security of all
paper-pencil testing materials.
The LEA CAASPP coordinator must submit the signed form
electronically to CalTAC.
CAASPP test site coordinators
must submit forms electronically
to the LEA CAASPP coordinator.
Forms should be filed and kept
for at least one year.
CAASPP Test
Security Affidavit
http://www.caaspp.org/
Complete before receiving
or handling any CAASPP
paper-pencil testing
materials.
All persons having access to
CAASPP materials, including test administrators, test
examiners, proctors, scribes,
and anyone else handling the
materials, must sign an
affidavit, agreeing to keep
materials secure and follow
all program directions.
The CAASPP test site
coordinators are to deliver the
signed forms to the LEA
CAASPP coordinator.
The LEA CAASPP
coordinator files forms at the
LEA office.
Forms should be kept for at least
one year.
• During Testing •
Inventory Control
Spreadsheet—LEA
(Optional)
http://www.caaspp.org/
Complete as CST, CMA,
and CAPA for Science and
STS for RLA paper-pencil
testing materials are
distributed to schools/test
sites from the LEA overage.
These forms track the distribution and return of all secure materials received in
the LEA and are used to
verify that test sites return all
paper-pencil testing
materials received through
original and supplemental
shipments.
The LEA CAASPP
coordinator sends these forms
to each test site when additional
materials are distributed from the
LEA overage.
A copy should be filed with LEA
records.
Inventory Control
Spreadsheet—Test
Sites
(Optional)
http://www.caaspp.org/
Complete as CST, CMA,
and CAPA for Science and
STS for RLA paper-pencil
testing materials are
assembled for each test
administrator and test
examiner.
Also use to log paper-pencil
testing materials out and in
from test administrators and
test examiners each day of
testing.
These forms are used to
track the distribution and
return of all paper-pencil
testing materials to and from
test administrators and test
examiners.
The CAASPP test site
coordinator retains these forms
until after verification that all
secure materials received at the
test site have been packaged and
returned to the LEA CAASPP
coordinator, and the LEA
CAASPP coordinator receives
verification that the testing
contractor has received all secure
materials from the test site.
18  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part I: General Information | Chapter I.10 CAASPP Program Forms
Table 4. Forms at a Glance (continued)
Form
When to complete
Purpose
What to do with form
Test Site Absence
Tracking Form
(Optional)
http://www.caaspp.org/
Complete during or immediately after tests are administered.
Test administrators and test
examiners complete and
return this form to the
CAASPP test site coordinator to document students
who require makeup testing.
The CAASPP test site coordinator retains this form until
makeup testing is completed.
It is advisable to file the form
with the school’s/test site’s
CAASPP documents until after
reports have been received.
Test Site Tracking of
Significant
Medical
Emergencies
(Optional)
http://www.caaspp.org/
Complete when documentation from a licensed physician is received that states
that a student is not to be
tested because of a medical
emergency.
Schools/test sites are required to have documentation from a licensed physician for any student who is
not administered a CST,
CMA, or CAPA for Science
because of an actual medical
emergency.
The CAASPP test site coordinator completes this form and
retains it in the school’s/test
site’s CAASPP files.
• After Testing •
School and Grade
Identification Sheet
(SGID “Header
Sheets”)
Appendix B
Complete when bundling answer documents for scoring.
This form identifies groups
of scorable answer documents and ensures that all
documents are accounted
for during processing and
scoring.
The SGID is used to verify
that schools/test sites will receive score reports for all
students tested.
The CAASPP test site coordinator places the original of each
completed form on the appropriate group of scorable documents
for the test site. A CAASPP test
site coordinator for an individual
NPS is required to enter his or
her school CDS code on an
SGID for the NPS.
Copies should be retained for the
school’s/test site’s and LEA’s
records.
See page 20 for more details
about completing SGIDs.
Return Address
Labels
(not sampled)
Complete immediately after
packing boxes for shipping
to the ETS Scoring and
Processing Centers.
The CAASPP test site coordinator completes school
site information on each label, including “SCH: BOX
__ of __” information.
These labels ensure that materials are returned to the
correct centers and that they
can be correctly logged and
accounted for after receipt.
Scorable test booklets and
answer documents mistakenly packed in the boxes
for nonscorable materials
will not be retrieved and
rescored.
The CAASPP test site coordinator places the green labels on
boxes.
• Before, During, and/or After Testing •
CAASPP Security and
Test Administration
Incident Reporting
System (STAIRS)
Form
(not sampled)
http://www.caaspp.org/
stairs/
February 2016
Complete after verifying that
a security breach or testing
irregularity, impropriety, or
incident has occurred.
This online form is used to
thoroughly document a
reported testing security
breach, testing irregularity,
or incident.
The LEA CAASPP coordinator or CAASPP test site
coordinator fills out this form,
which is sent electronically to
the CDE CAASPP Office and is
reviewed by the CDE.
Paper-Pencil Testing Test Administration Manual  19
Copyright © 2016 by the California Department of Education
Part I: General Information | Chapter I.10 CAASPP Program Forms
Completing SGID Sheets
CAASPP test site coordinators at all schools,
including NPSs, complete an SGID sheet and place it
on top of each set of test booklets or answer
documents to be scored. An SGID sheet must be
filled out for each grade and each test taken by
students in that grade level.
The SGID sheet is sampled in Appendix B on
page 53.
Instructions for Completing Boxes
Print the information where requested on lines or
in spaces above option circles and then mark the
corresponding circles, as applicable.
School Information Box
LEA—Enter the name of the LEA where the
school/test site is located or the LEA that assigned the
students to NPSs.
School—Enter the name of the school/test site or
NPS.
Grade—Enter the grade level of test booklets or
answer documents under this SGID; leave blank for
the CAPA.
Test Date(s)—Enter the date range when testing
began and ended for the school.
Teacher, Counselor, or Group—Enter only if
documents are being submitted by Teacher/Group or
for a specific NPS.
School Code
The school CDS code is preprinted on the SGID
sheets provided with the school/test site materials. If
you are using a blank SGID, enter the school CDS
code in the boxes and mark the corresponding circle
under each number. All test sites, including NPSs,
should enter their full school code. This information
is used in data reporting files.
School Name
The school name is preprinted on the SGID sheets
provided with the school/test site materials. If you are
using a blank SGID, print the school name (left
justified) in the boxes and mark the corresponding
circle under each letter of the school name. Leave a
space between each word and mark the empty circle
at the top of the column below the space.
CAASPP Assessment
Mark the circle for the appropriate paper-pencil
tests; for this program of tests, mark “CSTs and
CMA,” “CAPA,” or “STS.”
Grade
For CST/CMA for Science and STS for RLA
documents, mark the circle for the grade level in
which the students are enrolled. Leave this section
blank for CAPA for Science.
Number of Documents
Enter and mark the number of documents in the
set. This number includes the number of answer
documents for students tested plus the number of
answer documents with only identification
information for students not tested.
Testing Start Date
Enter and mark the month, day, and year of the
first date of testing for the documents in the set. This
information is used in data reporting files.
Instructions for Bundling Materials
Use these instructions for all schools within the
LEA including NPSs, which are bundled like any
other school (and do not require special handing
during the 2015–16 CAASPP administration).
CAPA
An SGID is to be placed on top of the set of all
CAPA for Science answer documents for the
school/test site.
CST/CMA
CST/CMA for Science answer documents should
be bundled together in order by grade. Each grade
should have its own SGID. Grade-level materials may
be sorted by teacher.
STS
Use a separate SGID for each grade level of
students taking the STS for RLA.
20  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part II
Instructions for LEA
CAASPP Coordinators
Part II: Instructions for LEA CAASPP
Coordinators
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.1 General Preparation for the CAASPP Administration
Chapter II.1 General Preparation for the CAASPP
Administration
LEA CAASPP Coordinator Responsibilities
The LEA CAASPP coordinator is the contact
person for all CAASPP test site coordinators and
school administrators and for all testing-related
communications for the LEA.
In general, the LEA CAASPP coordinator is also
responsible for the following tasks:
 Securing paper-pencil testing materials upon
receipt
 Distributing paper-pencil testing materials to
schools
 Tracking the paper-pencil testing materials
 Training and answering questions from
CAASPP test site coordinators
 Receiving scorable and nonscorable materials
from schools after an administration
 Returning the materials to the testing contractor
for processing
Carefully read all materials that you receive and
contact the CDE or your CalTAC representative as
appropriate with questions you have related to the
paper-pencil CSTs, CMA, and CAPA for Science,
STS for RLA, or the test administration. Contact
numbers are listed on the inside front cover of this
manual.
Review Test Security and Regulations
 Review 5 CCR sections 850–64 and understand
the definitions, testing requirements, coordinator
responsibilities, and scheduling information
included in them. The regulations are linked on the
CDE Web page at http://www.cde.ca.gov/re/lr/rr/
caaspp.asp.
 Review the CAASPP Test Security Agreement
and make sure that you understand your
obligations related to test security.
 Develop processes for staff to follow to ensure the
security of paper-pencil testing materials when
materials are in their possession.
Prepare the LEA Testing Schedule
Prepare a testing schedule for the LEA that
includes the date and time each test and test part are
to be administered in every school in the LEA. If the
LEA does not use a schedule that includes all schools,
have CAASPP test site coordinators prepare the
testing schedules for each site and submit them to the
LEA office before testing begins.
Security should be a prime consideration when
establishing testing schedules. If a particular test (e.g.,
part 1 of the grade ten CST for Life Science) is to be
administered in multiple classrooms, schools are
encouraged to administer that test at the same time in
all classes or, if that is not possible, over a short time
period to maintain test security.
The administration windows for the CMA for
Science (grades five, eight, and ten), CAPA for
Science (grades five, eight, and ten), and STS for
RLA (grades two through eleven) are the same as the
CST for Science administration window.
There is no requirement that tests for particular
testing programs (CST, CMA, and CAPA for
Science, STS for RLA) be administered in a specific
order. However, test parts must be administered
sequentially (for example, part 1 of the CST for
Science followed by part 2 of the CST for Science).
Additionally, the determination of whether to
administer the STS for RLA before, concurrently
with, or after the CSTs/CMA for Science is to be
made locally.
All regular and makeup testing must be
completed within the 25-day testing window.
Generally, testing can be completed within a twoweek period.
Coordinate Testing for Students Assigned by the
LEA to Attend Nonpublic, Nonsectarian Schools
The LEA CAASPP coordinator is responsible for
carrying out the following duties:
 Work with special education staff to identify all
NPSs to which the LEA has assigned students.
 Obtain a signed CAASPP Test Security
Agreement from each NPS CAASPP test site
coordinator and train the coordinator on all test
administration requirements, timelines, and
procedures, including security procedures related
to testing and materials return.
 Set up the LEA’s NPS test administration window
on the basis of the NPS school calendar, order
materials, and order pre-identified labels using the
NPS’s assigned code.
 The LEA CAASPP coordinator may set up a
unique administration period (for example,
Admin06) in TOMS for all NPSs in which the
LEA has enrolled students, or may add the NPS
to an existing administration if the NPS’s
testing window matches that of an
administration within the LEA.
22  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.1 General Preparation for the CAASPP Administration
Verify Student Data in CALPADS and Test
Assignments in TOMS
 Use CALPADS to update student demographic
data as necessary; the LEA CAASPP coordinator
is responsible for verifying that the LEA’s file is
complete and includes correct data.
 Assign tests to students through TOMS, which can
be accessed at http://www.caaspp.org/.
Attend a Pre-Test Workshop or View a Pre-Test
Webcast for LEA CAASPP Coordinators
Pre-test workshops and a recorded Webcast will
highlight program and procedural changes. All LEA
CAASPP coordinators are strongly encouraged to
attend a workshop or view the Webcast. See the Web
page at http://www.caaspp.org/calendar/ for dates and
locations.
 Workshops are offered statewide.
 A Webcast will be presented for those unable to
attend a workshop.
 Download and review the workshop/Webcast
handouts linked on the Training Web page at
http://www.caaspp.org/training/caaspp/.
 If you cannot attend a workshop and you cannot
view the live Webcast, a link to the archived
recording of the Webcast is available on the
Training Web pages at http://www.caaspp.org/
training/caaspp/ and http://www.caaspp.org/
training/paper-pencil/.
Read Documents and Review Training Videos
 Read the 2015–16 California paper-pencil test
administration documents, including the
following:
 This manual
 The CAASPP Test Security Agreement, which
describes the responsibilities of, and procedures
that must be followed by, LEA CAASPP and
CAASPP test site coordinators to protect the
security of the test and test questions
 The CAASPP Test Security Affidavit, which
describes the responsibilities of, and procedures
that must be followed by, test administrators
and test examiners to protect the security of the
test and test questions
 A CST for Science DFA for at least one grade
level
 A CMA for Science DFA for at least one grade
level if the test administration includes the
CMA for Science
 An STS for RLA DFA for at least one grade
level if the test administration includes the STS;
if you choose the DFA for grade two, review
only the nonsecure version, which can be
accessed at http://www.caaspp.org/
administration/instructions/dfas/
 The CAPA Examiner’s Manual for CAPA for
Science test examiners if the test administration
includes the CAPA for Science
 The test administrator, test examiner, and
CAASPP test site coordinator training videos
and any video updates that are linked at
http://www.caaspp.org/training/paper-pencil/
and http://www.caaspp.org/training/caaspp/
 Clarify any questions you have about the testing
requirements or procedures with CalTAC and/or
the CDE, as appropriate.
Prepare and Conduct a Pre-Test Workshop for All
CAASPP Test Site Coordinators
Formal, classroom-style training for CAASPP test
site coordinators is encouraged.
 The training should include a discussion of the
responsibilities and procedures described in this
manual, a review of any information and
instructions that are specific to the LEA, and a
thorough review of security procedures.
The test administrator, test examiner, and
CAASPP test site coordinator training videos and
any video updates that are linked at
http://www.caaspp.org/training/caaspp/ and
http://www.caaspp.org/training/paper-pencil/
should be used during the training.
 Because the contents of all CST, CMA, and CAPA
for Science and STS for RLA test booklets are
secure materials—unauthorized copying, sharing,
or use of any California test booklet or of any
questions within the booklet by anyone for any
purpose or by any means is a violation of
copyright law—CAASPP test site coordinators
Notes
Answer documents for students assigned to NPSs for whom the LEA has received parent/guardian
exemptions may be completed within the LEA and not sent to the NPSs. These must be submitted for
scoring with all NPS scorable documents. Please pack these materials in the white scorable cartons provided.
The LEA is responsible for having all students tested, including those assigned to NPSs that are not in
California.
February 2016
Paper-Pencil Testing Test Administration Manual  23
Copyright © 2016 by the California Department of Education
Instructions for
LEA CAASPP Coordinators
 For assistance with this responsibility, contact
your CalTAC representative at 800-955-2954.
 Notify all NPSs of the LEA’s testing schedule.
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.1 General Preparation for the CAASPP Administration
should be instructed in the following “best
practices”:
 Prohibit use of cell phones, cameras, and other
electronic devices where CST, CMA, and
CAPA for Science and STS for RLA paperpencil testing materials are stored or these tests
are administered.
 Prevent test site personnel or students from
taking photos (using a camera, cell phone, or
any other electronic device) of test booklets,
answer documents, or questions within the
booklets.
 CAASPP test site coordinators or test
administrators should post “Unauthorized
Electronic Devices May Not Be Used at Any
Time During the Testing Session” signs so that
they are clearly visible to all students.
– LEA CAASPP coordinators will receive a
master copy of this sign in the coordinator kit
and may make copies to provide to test sites.
– The sign will also be available for download
at http://www.caaspp.org/administration/
instructions/.
 Prevent test site personnel or students from
copying, for any purpose or by any means, any
part of the test booklets or test questions.
 Prevent unauthorized use of any test questions,
past or present, except for the released test
questions linked on the CDE Web page at
http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp or
the sample questions available on the Web site
at http://www.starsamplequestions.org/.
 Training in the administration of these paperpencil tests should include, but not be limited to,
explanations of the following:
 Responsibilities of CAASPP test site
coordinators, test administrators, test
examiners, and proctors
 Required tests for each grade
 Security forms requirements (including
completion of the CAASPP Test Security
Agreement and Affidavit)
– Emphasize that CAASPP test site
coordinators and anyone having access to
secure paper-pencil testing materials must
carefully and completely read the CAASPP
Test Security Agreement and/or Affidavit
before signing it.
– The LEA CAASPP coordinator is to collect
and file CAASPP Test Security Agreements
and Affidavits completed by CAASPP test
site coordinators, test administrators, test









examiners, proctors, and other staff having
access to secure materials.
– Only the LEA CAASPP coordinator’s own
CAASPP Test Security Agreement is sent
electronically to CalTAC.
Regulations and special instructions for the
participation of ELs, students with Section 504
plans, and students with IEPs
Using special versions, universal tools,
designated supports, accommodations, and/or
approved unlisted resources and marking
answer documents appropriately
Distributing only the scannable, two-color
answer documents to students taking the
required (CSTs and CMA for Science) and
optional (STS for RLA) tests
Reviewing a DFA for at least one grade level of
all tests to be administered at the test site for
information about what test administrators are
to do before, during, and after testing; for the
grade two STS, review only the nonsecure
version, which can be accessed at
http://www.caaspp.org/administration/
instructions/dfas/
Marking the student identification information
pages of a test booklet (grades two and three) or
answer document (grades four through eleven)
when Pre-ID labels were not ordered
– For those documents, the student
identification information must be marked for
every student, including students who are
enrolled on the first day of testing but are not
tested and students who enrolled after the first
day of testing and are tested.
– Provide CAASPP test site coordinators with a
list of the data that must be marked on those
documents.
– The documents are to be submitted with the
scorable materials for the students’ classes or
grade levels.
Arranging for testing locations (rooms) and
additional proctors, as required
Training test administrators and test examiners
through the use of the test administrator, test
examiner, and CAASPP test site coordinator
training videos and any video updates that are
linked at http://www.caaspp.org/training/
caaspp/ and http://www.caaspp.org/training/
paper-pencil/
Adhering to the established testing schedule
Referring to the last appendix in the DFA for
each test administered for information about
24  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.1 General Preparation for the CAASPP Administration
The LEA may use the spreadsheet provided or
may choose another method for tracking paper-pencil
testing materials.
1. Download the LEA Inventory Control
spreadsheet from http://www.caaspp.org/
administration/forms/.
2. Open the LEA Inventory Control spreadsheet in
Microsoft Excel.
3. Select the appropriate tab at the bottom of the
Excel screen.
4. Enter the LEA name.
5. Enter the administration.
6. Enter the name of the school/test site receiving
paper-pencil testing materials.
7. Enter the number of each type of document
delivered to the school/test site in the appropriate
columns.
8. Repeat steps 5 through 7 for all schools.
Prepare Inventory Control Spreadsheets to Track
the Distribution of Paper-pencil Testing Materials
from LEA Overage
The following are brief instructions for using the
LEA Inventory Control spreadsheet to track paperpencil testing materials.
February 2016
Paper-Pencil Testing Test Administration Manual  25
Copyright © 2016 by the California Department of Education
Instructions for
LEA CAASPP Coordinators
preparing answer documents and/or test
booklets for scoring
 Submitting with scorable materials an answer
document for all students enrolled on the first
day of testing who are required to be tested
(CST/CMA and CAPA for Science in grades
five, eight, and ten), even if they are not tested
(e.g., absent, parent/guardian exemption, and so
forth)
 Submitting with scorable materials a grade two
or three test booklet (STS only) or answer
document (grades four through eleven) for all
students who are optionally tested (STS for
grades two through eleven)
 Packaging and returning all paper-pencil testing
materials to the LEA
LEA CAASPP coordinators may use such
materials as the “Items and Estimated Time Charts”
(Appendix C on page 54) and the testing regulations
(linked on the CDE Web page at
http://www.cde.ca.gov/re/lr/rr/caaspp.asp) when
preparing workshops.
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
Chapter II.2 CST, CMA, and CAPA for Science and
STS Multiple-Choice Tests
Background
The CSTs for Science are multiple-choice
assessments previously administered annually to
California students in grades two through eleven. For
the 2015–16 CAASPP administration, the CSTs for
Science are to be administered to students in grades
five, eight, and ten.
The CMA for Science are multiple-choice
assessments administered instead of the CSTs to
students in grades five, eight, and ten who have an
IEP that designates that they take the CMA for
Science.
The CAPA for Science are administered to
students with significant cognitive disabilities. For the
2015–16 CAASPP administration, the CAPA for
Science are to be administered to students in grades
five, eight, and ten.
The STS for RLA are multiple-choice
assessments that may be administered to Spanishspeaking ELs in grades two through eleven. Students
in grades five, eight, and ten who take the STS must
also take a CST or CMA for Science.
Test Dates
LEA CAASPP coordinators set the schedules for
multiple-choice CST, CMA, and CAPA for Science
and STS for RLA testing within a 25-day window
based on 12 days before and 12 days after the date on
which 85 percent of the instructional days have been
completed for the school year. Dates will vary by
LEA and school. All CST, CMA, and CAPA for
Science and STS for RLA tests must be administered
within this window.
The LEA CAASPP coordinator provides
information for each administration period being used
in the LEA when setting test administration dates in
TOMS. Those dates can be printed from the Testing
Window Summary.
Paper-pencil Testing Materials
Paper-pencil testing materials, including
supplemental orders and overage, are delivered in the
quantities indicated in Table 5.
DFA quantities are also shown in Table 5. For the
CSTs and CMA for Science and STS for RLA, one
DFA is provided for every 20 test booklets or fraction
thereof. DFAs are delivered in bundles of fives.
A CAPA Examiner’s Manual for CAPA for
Science test examiners and stimulus cards are
delivered as a single package for the CAPA. One
Examiner’s Manual and set of stimulus cards are
provided for each test examiner at the test site who is
to administer the CAPA for Science.
Stimulus cards are also available for secure
download from the Help section on TOMS;
instructions for downloading the stimulus cards PDF
can be found on the Science Web page at
http://www.caaspp.org/about/science/.
Paper-pencil testing materials will be delivered as
shown in Table 5 and Table 6. Most materials for
students in grades two through eleven taking the STS
for RLA and for students in grades five, eight, and ten
taking the CMA for Science and CAPA for Science
are delivered at the same time as CST for Science
multiple-choice materials but are in separate boxes.
Table 5 lists CST, CMA, and CAPA for Science and
STS for RLA materials.
The LEA receives three types of boxes. “Open
this box first,” for the LEA, contains all paperpencil testing materials for a specific multiple-choice
administration (CSTs, CMA, and CAPA for Science
STS for RLA) and the LEA overage, which may
extend into additional boxes. The specific contents of
the box the LEA should open first are listed in
Table 6.
A separate “Open this box first,” for each
school, contains administration materials. Other
boxes, marked for schools, contain the actual
student, test administrator, and test examiner paperpencil testing materials to be distributed by the LEA
to its schools. The specific contents of the school’s
first box are also listed in Table 6.
All boxes for the LEA are white boxes.
Do not use answer documents, DFAs, or any other testing materials from a previous
year. Students should only use the machine-scorable, two-color answer documents included
in your shipment of paper-pencil testing materials when taking these tests. If your LEA is
administering the STS for Dual-Immersion Students, do not use those materials to
administer the 2015–16 STS for RLA.
26  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
LEA CAASPP coordinators and CAASPP test
site coordinators also receive LEA and/or school/test
site packing lists.
Table 5. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—LEA
CAASPP Paper-pencil Testing Materials
Grades
Pre-ID kit (Pre-ID labels, SGID sheets, rosters, instructions
for placing label)
DFAs
CST for
Science
test booklets
Quantity
Shipment
All
N/A
Separate shipment
5, 8, 9–11
5s
Boxes marked for schools
5, 8, 10
20s and 5s
Boxes marked for schools
20s and 5s
Boxes marked for schools
CST/CMA for two-color, machine-scorable answer documents 5, 8, and 10
Science
CMA for
Science
DFAs
5, 8, 9–11
5s
Boxes marked for schools
test booklets
5, 8, 10
5s
Boxes marked for schools
CAPA for
Science
Examiner’s Manual (all levels), stimulus cards
N/A
singles
Boxes marked for schools
two-color, machine-scorable answer documents N/A
5s
Boxes marked for schools
DFAs
2–11
5s
Boxes marked for schools
two-color, scannable test booklets
2, 3
5s
Boxes marked for schools
4–11
5s
Boxes marked for schools
2, 3, 4
5s + 1
Boxes marked for schools
5s
Boxes marked for schools
STS for RLA test booklets
practice tests + practice test DFA
two-color, machine-scorable answer documents 4–11
Table 6. CAASPP Paper-pencil Testing Materials for LEA CAASPP Coordinator
Return
Materials
LEA CAASPP
Coordinator
CAASPP Paper-pencil Testing Materials
Shipment
Multiple-choice Coordinator Kit (one each, each CST for Science DFA,
“Unauthorized Electronic Devices May Not Be Used” sign master,
Manual Information sheet)
Open this box first – LEA
Tape and Return Instructions
Open this box first
Overage—5 percent above original order for LEAs, 10 percent above
original order for schools
Open this box first – School, LEA
White carton, scorable materials Freight/UPS—orange label
Open this box first – School, LEA
Nonscorable materials Freight/UPS—green label
Open this box first – School, LEA
 CDS code
 LEA name
 Grade
 Quantity
 Product (test booklets, answer
documents, and so forth)
Supplemental Orders
When placing an order for supplemental
materials, provide CalTAC with the following
information:
Materials to Be Provided by the LEA or School
 Two No. 2 pencils with erasers for each student
The only way an LEA may order additional test
(plus extras)
booklets, answer documents, or DFAs is to contact
 Scratch paper for the science tests—scratch paper
CalTAC at 800-955-2954. CalTAC will place the order.
may be lined, unlined, or graph paper. Used scratch
Orders for additional materials cannot be placed until
paper is secure and must be returned to the
after the “Initial Order Approval Date” listed in the
CAASPP test site coordinator. Scratch paper may
LEA’s Testing Window Summary in TOMS.
not be used for the RLA tests.
 “Testing—Do Not Disturb” signs
February 2016
Paper-Pencil Testing Test Administration Manual  27
Copyright © 2016 by the California Department of Education
Instructions for
LEA CAASPP Coordinators
Note: Table 5 does not include special formats,
such as braille or large print, that can be ordered and
are included with the rest of the requested materials in
the shipment.
The LEA CAASPP coordinator also receives
administrative materials that are used for all paper
tests, as shown in Table 6.
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
 “Unauthorized Electronic Devices May Not Be Used
at Any Time During the Testing Session” signs
– CAASPP test site coordinators or test
administrators should post these signs so that
they are clearly visible to all students.
– LEAs will receive a master copy of this sign in
the coordinator kit and may make copies to
provide to test sites.
– The sign will also be available for download at
http://www.caaspp.org/administration/
instructions/.
 Manipulatives for the CAPA for Science—LEA
CAASPP coordinators should go to
http://www.caaspp.org/about/science/ to verify the
required manipulatives for each level. The required
manipulatives generally are available in special
education classrooms. If additional manipulatives
are needed, they generally are available through
educational supply stores or companies.
Universal Tools, Designated Supports,
Accommodations, and Unlisted Resources
General Use
Students may use the universal tools, designated
supports, accommodations, and/or approved unlisted
resources specified in their IEP or Section 504 plan
Responsibilities Before Testing
Manage Test Security
 Receive and file CAASPP Test Security Affidavits
from schools/test sites. (See “Forms at a Glance”
on page 18.)
 Identify a centralized, secure, lockable area for
storing paper-pencil testing materials and notify
other appropriate staff of the location.
 Secure all paper-pencil testing materials, which
includes preventing unauthorized access and
copying by anyone for any purpose or by any
means.
Coordinate Receipt of Paper-pencil Testing
Materials
 Receive the LEA’s shipment of materials 10 to 20
days prior to the first day of testing.
 Take inventory of the shipment to verify that all
cartons were received for all LEA test sites and that
the LEA overage is complete; the LEA CAASPP
coordinator is responsible for the security of all
LEA materials—including the LEA overage—and
must account for all paper-pencil testing materials
before they are returned for scoring.
 Place a supplemental order with CalTAC
(800-955-2954), if needed.
during the test. If students use universal tools,
designated supports, accommodations, and/or
approved unlisted resources, test administrators are
responsible for marking Section A3 on the students’
test booklets (grade two or three) or answer
documents (grades four through eleven) immediately
after testing. If an EL used specific universal tools,
designated supports, and/or accommodations, mark
Sections A3 (test administrators) and/or A4 (test
administrators and test examiners). Only universal
tools, designated supports, accommodations, and/or
approved unlisted resources that a student actually
uses during testing should be marked.
However, if a student has an IEP or Section
504 plan that includes universal tools, designated
supports, accommodations, and/or approved
unlisted resources, but does not use them, the
“IEP” or “Section 504 plan” circle in Section A3a
must still be marked.
Identifying
The “Matrix One: Universal Tools, Designated
Supports, and Accommodations for the CAASPP
System” Web document is linked on the CDE Student
Accessibility Supports Web page at
http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp.
Ship Paper-pencil Testing Materials to Schools
 Complete inventory control spreadsheets to track
the distribution of paper-pencil testing materials
from the LEA overage to schools/test sites.
 Distribute paper-pencil testing materials to all
LEA schools/test sites in such a way that they
arrive no more than 10 and no fewer than 5
working days before the first day of testing.
 Forward Pre-ID labels to students’ new schools for
students who transferred within the LEA before
testing begins.
 The student’s information can be updated using
CALPADS.
 The student’s information can also be handmarked if the Pre-ID label is not used.
 Submit an Unlisted Resource Request form on
behalf of the LEA as necessary for individual
students 10 business days prior to the student’s
first day of CAASPP testing. Download the
Unlisted Resource Request form from
http://www.caaspp.org/administration/forms/.
 Forward braille and large-print testing materials to
students’ new schools for students who transferred
within the LEA before testing begins.
 Ship materials to NPSs if the LEA has placed
students with IEPs at NPSs.
28  Paper-Pencil Testing Test Administration Manual
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February 2016
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
Provide Assistance to CAASPP Test Site
Coordinators as Needed
 Assist CAASPP test site coordinators with the
handling of defective test booklets or answer
documents by contacting CalTAC at 800-9552954 if necessary
 Assist CAASPP test site coordinators with the
handling of emergency situations that disrupt the
test administration.
Responsibilities After Testing
Collect and Inspect Paper-pencil Testing Materials
from All Test Sites, Including NPSs
 Receive scorable and nonscorable materials from
CAASPP test site coordinators, including those at
NPSs at which students in your LEA have been
placed, two working days after the last test was
administered.
 Inspect a sample of the boxes collected from
schools, making sure that:
 Answer documents were bundled in the correct
order.
 Answer documents were only two-color,
machine-scorable answer documents (and not
black-and-white answer documents printed on a
local printer).
 Answer documents were submitted for all
schools in the LEA, including NPSs.
 SGID sheets were filled out properly.
 CAPA answer documents were signed by test
examiners or observers.
 Answer documents were filled out correctly.
 Scorable materials were placed in a box with an
orange label and nonscorable materials were
placed in a box with a green label.
 Repackage incorrectly packed materials.
 Receive reports of any security breaches and
testing irregularities from CAASPP test site
coordinators and submit the CAASPP STAIRS
form if necessary. See Appendix A on page 50 for
details.
Prepare the LEA’s Shipment
 Separate cartons of booklets to be scored (orange
labels) from cartons of nonscorable materials
(green labels); sort by school.
 Pack the materials in the appropriate (scorable or
nonscorable) boxes. CST and CMA for Science
and STS for RLA materials should be grouped
separately by grade and school but may be stacked
together in grade-level order. Table 8, on the next
page, shows the materials to return.
 Complete the LEA information on the scorable
(orange) and nonscorable (green) labels.
 Affix the nonscorable green labels to cartons
(other than the white carton with the orange label).
 Number all cartons of scorable materials
sequentially beginning with the NPS carton(s),
which should be in the box opened first.
 Complete LEA information on green return
address labels. Number all cartons of nonscorable
materials sequentially.
 Ensure that all unused materials in the LEA
overage are included with the nonscorable
materials.
Note: If the LEA distributes booklets from the
LEA overage to test sites, the sites, not the LEA,
are responsible for packaging the materials for
return.
Table 7. Guidelines for Handling Nonscorable Paper-pencil Testing Materials
M ATERIAL
HANDLING GUIDELINE
CST and CMA for Science and STS for RLA DFAs
Directions for Administration, grade 2 STS for RLA
Directions for Administration, grades 3–11
Return with nonscorables.
Discard or recycle.
CST and CMA for Science and STS for RLA Test Booklets
Unused test booklets, grades 2 and 3
Used, damaged test booklets that have been transcribed,
grades 2 and 3
Used test booklets, grades 4–11
Unused test booklets, grades 4–11
February 2016
Return with nonscorables.
Return with scorables and mark as “VOID—Document
Transcribed.”
Return with nonscorables.
Return with nonscorables.
Paper-Pencil Testing Test Administration Manual  29
Copyright © 2016 by the California Department of Education
Instructions for
LEA CAASPP Coordinators
Responsibilities During Testing
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
M ATERIAL
HANDLING GUIDELINE
CST and CMA for Science and STS for RLA Two-color, Machine-scorable Answer Documents
Unused answer documents, including those with Pre-ID
labels applied, grades 4–11
Used, damaged answer documents that have been
transcribed, grades 4–11
Securely destroy.
Return with nonscorables and mark as “VOID—
Document Transcribed.”
CAPA for Science Materials
Note: CAPA for Science observer answer documents must be returned with the scorable CAPA for Science materials.
CAPA Examiner’s Manual for CAPA for Science test
Return with nonscorables.
examiners
Unused CAPA for Science answer documents, including
Securely destroy.
those with Pre-ID labels applied
CST and CMA for Science and STS for RLA Special Versions
Used braille and large-print test booklets
Unused braille and large-print test booklets
Return with nonscorables.
Return with nonscorables.
Ancillary Items—Do Not Return
CAASPP Paper-Pencil Testing Test Administration Manual
Science reference sheets
CAPA for Science stimulus cards
Scratch paper
Additional SGID sheets
Unused Pre-ID labels
File one copy in LEA and discard or recycle remainder.
Reuse in classroom, discard, or recycle.
Reuse in classroom, discard, or recycle.
Securely destroy.
Discard or recycle.
Securely destroy.
Table 8. CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Paper-pencil Testing Materials to
Return—LEA
Multiple-Choice and CAPA Exams
Scorable Materials
White Boxes with Orange Labels
LEA returns to the ETS Scoring and Processing Center,
Ewing, New Jersey
___ Completed SGID sheets on top of sets of answer
documents to be scored
___ Two-color, machine-scorable STS for RLA test
booklets (grades 2 and 3)
___ Two-color, machine-scorable answer documents
(CST/CMA for Science, STS for RLA, and CAPA
for Science)
___ Damaged, unused, and voided scorable test
booklets and answer documents (organized by
grade)
Coordinate Shipping of Paper-pencil Testing
Materials
 Prepare to ship all cartons of CST, CMA, and
CAPA for Science and STS for RLA materials no
more than five days after testing is completed for
each administration period.
 All scorable CST, CMA, and CAPA for
Science and STS for RLA materials must be
returned in the same shipment.
 Determine the designated freight carrier by
reading the “Instructions for Return of Materials”
Nonscorable Materials to Return
Brown Boxes with Green Labels
LEA returns to the ETS Scoring and Processing Center,
Ewing, New Jersey
___ CAPA Examiner’s Manuals for CAPA for Science
test examiners
___ Used and unused nonscorable test booklets
(organized by grade)
___ DFAs (grade two only)
___ Large-print and braille booklets
in the LEA coordinator kit that accompanied the
shipment of paper-pencil testing materials
received by the LEA.
 Attach the green carrier labels to boxes, ensuring
the labels are completely visible.
 If you are using a freight carrier, contact CalTAC
at 800-955-2954 to schedule pickup of materials.
Provide a contact name, number, address, pickup
hours, and pickup location.
 Be present or designate a person to be present for
pickup.
30  Paper-Pencil Testing Test Administration Manual
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February 2016
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
 The LEA CAASPP coordinator is responsible
for verifying that the LEA’s shipments have
been picked up for return to the testing
contractor.
 File copies of the shipping paperwork.
Important
Use only the freight carrier assigned to you. Do not use another carrier or U.S. mail to ship materials.
The addresses are on the orange and green labels.
Important
PLEASE WAIT UNTIL ALL SCORABLE MATERIALS FOR A TEST ADMINISTRATION
FROM THE SCHOOLS IN YOUR LEA HAVE BEEN RECEIVED AT THE LEA BEFORE
SHIPPING SCORABLE MATERIALS.
Scorables for each test administration should be sent at the same time, in a single shipment. Contact
CalTAC if there will be additional shipments of scorables after the initial shipment. CalTAC will
inform you which of these scenarios will occur in such a case:
1. If the testing contractor has not yet begun processing scorable materials when the additional
shipment is received, the LEA should send the overdue materials as quickly as possible at the
LEA’s expense.
2. If the testing contractor has begun processing scorables, there will be a fee to process the overdue
scorable materials. Return these materials with a purchase order that covers the $5.00 late
processing fee per overdue test document the LEA wants scored.
3. If the testing contractor has finished processing scorables, there will be a fee to process the
overdue scorable materials. Return these materials with a purchase order in the amount of $385
plus $5.00 late processing fee per test document the LEA wants scored by July 26, 2016, to cover
the late processing fee for all overdue test documents.
Important
If the LEA tests in separate administrations, return each administration’s materials separately and
include an SGID sheet that correctly identifies the test administration.
Do not mix materials from different test administrations.
February 2016
Paper-Pencil Testing Test Administration Manual  31
Copyright © 2016 by the California Department of Education
Instructions for
LEA CAASPP Coordinators
 Have all boxes placed in the appropriate pickup
location.
 Confirm that the materials were picked up as
scheduled. If they were not, call CalTAC at 800955-2954 to report the delay.
Instructions for
LEA CAASPP Coordinators
Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests
Notes
32  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III
Instructions for CAASPP
Test Site Coordinators
Part III Instructions for CAASPP Test Site
Coordinators
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and
STS for RLA Administration
Chapter III.1 General Preparation for the CST,
CMA, and CAPA for Science and STS for RLA
Administration
CAASPP Test Site Coordinator Responsibilities
In general, the CAASPP test site coordinator is
responsible for the following tasks:
 Training test administrators, test examiners,
and proctors to accurately and securely
administer the tests
 Making sure that the school has the proper
paper-pencil testing materials
 Distributing paper-pencil testing materials
within a school
 Securing materials before, during, and after the
administration period
 Ensuring that test questions are not copied or
photographed for any purpose or by any means
 Ensuring that test questions, passages, or other
test items are not reviewed independently or
with students before, during, or after testing
 Ensuring that tests are administered as
described in the test administration manuals
 Answering questions from test administrators
and test examiners
 Preparing and packaging paper-pencil testing
materials to be returned to the LEA after
testing
 Returning the paper-pencil testing materials to
the LEA
Instructions for
CAASPP Test Site Coordinators
Learn About the 2015–16 Test Administration
 Attend the LEA’s workshop for CAASPP test site
coordinators.
 Review the following:
 This manual
 The CAASPP Test Security Agreement, which
describes the conditions under which LEA
CAASPP and CAASPP test site coordinators
are to act to ensure security of the test and test
questions
 The CAASPP Test Security Affidavit, which
outlines the measures to be followed by test
administrators and test examiners to protect the
security of the test and test questions
 A CST for Science DFA for at least one grade
level
 A CMA for Science DFA for at least one grade
level if the test administration includes the
CMA for Science
 An STS for RLA DFA for at least one grade
level if the test administration includes the STS
for RLA; if you choose the DFA for grade two,
review only the nonsecure version, which can
be accessed at http://www.caaspp.org/
administration/instructions/dfas/
 The CAPA Examiner’s Manual for CAPA for
Science test examiners, if the test
administration includes the CAPA for Science
 The test administrator, test examiner, and
CAASPP test site coordinator training videos
and any video updates linked at
http://www.caaspp.org/training/caaspp/ and
http://www.caaspp.org/training/paper-pencil/
Plan All Test Administration Logistics for the Site
 Identify staff members who will serve as:
 CST for Science test administrators
 CST for Science proctors
 CMA for Science test administrators
 CMA for Science proctors
 CAPA for Science test examiners (must be
certificated or licensed staff members who have
been trained to administer the CAPA for
Science)
 CAPA for Science observers (must be
certificated or licensed staff members who have
been trained to administer the CAPA for
Science)
 STS for RLA test administrators (must be
bilingual in English and Spanish)
 STS for RLA proctors (should be bilingual in
English and Spanish)
 Develop processes for staff to follow to ensure the
security of the paper-pencil testing materials when
materials are in their possession.
 If the LEA CAASPP coordinator does not prepare
a testing schedule for the schools in the LEA,
prepare a test site testing schedule that includes the
date and time for each test to be administered.
 Test parts must be administered sequentially
(for example, part 1 of the CST for Science
followed by part 2 of the CST for Science).
 Additionally, the determination of whether to
administer the STS for RLA before,
34  Paper-Pencil Testing Test Administration Manual
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February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and
STS for RLA Administration








eleven should be two-color and machinescorable.);
 Students have marked all necessary information
including version number and test name such as
“CST for Science” (If test names are not
marked, the tests will not be scored.);
 Sections A1, A2, A3, and A4 are marked, if
necessary;
 Stray marks that are near answer circles and
may interfere with scoring are erased; and
 Damaged documents are transcribed.
Note: Information regarding preparing test
booklets and answer documents for scoring is
included in the appendixes of all DFAs.
Select CAPA for Science Observers
Two different persons, the test examiner and an
observer (also called a second rater), will rate the
performance of some students on the CAPA for
Science. Interrater reliability will be calculated
through this process. Interrater reliability is important
information for ensuring the comparability of scores.
 The observer must meet the same
qualifications as the test examiner.
 The observer should have a separate copy of
the CAPA Examiner’s Manual for CAPA for
Science test examiners and a blank answer
document on which the following information
has been marked:
– Student name – Date of birth – Grade
– School
– Gender
– SSID
– LEA
– CAPA level
 The observer must observe the administration
of each task and complete a separate answer
document for those students who are to be
second-rated.
 Each observer is expected to score the
student’s response independently of the test
examiner. Observer and test examiner score
responses must not be compared.
 Observers enter the information required in the
test-rater identification box at the bottom of
Table 9. Example of CAPA for Science Second-rated Student Selection
Column A
Column C
# Students in Column B (10% of Column B*)
CAPA Levels
Number of CAPA Students
to have both a test examiner and observer
and Content Areas
at School, per Level
(second rater) at time of testing
Level I Science
12
1
Level III Science
21
2
Level IV Science
5
1
Level V Science
0
0
* If there are fewer than 10 students in a level, select one student for that level.
February 2016
Column B
Paper-Pencil Testing Test Administration Manual  35
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
concurrently with, or after the CSTs/CMA for
Science is to be made locally.
 Security should be a prime consideration when
establishing testing schedules. If a particular
test (e.g., part 1 of the CST for Life Science) is
to be administered in multiple classrooms,
schools are encouraged to administer that test at
the same time in all classes or, if that is not
possible, over a short time period to maintain
test security.
Prepare or supervise the hand-marking of answer
documents when Pre-ID labels are not used.
Notify parents/guardians of the testing schedule.
Receive and file CAASPP Test Security Affidavits
for anyone who will have access to the CST, CMA,
and CAPA for Science and STS for RLA paperpencil testing materials. The CAASPP Test
Security Affidavit can be downloaded from
http://www.caaspp.org/administration/forms/.
Set up separate testing rooms and assign test
administrators for students whose IEPs or Section
504 plans specify universal tools, designated
supports, and/or accommodations that necessitate
testing the students in a separate setting (that is,
reading test questions aloud, extended testing time,
additional breaks, and so forth).
Ensure that LEA staff are available to supervise
students who are not being tested.
Set up a quiet room to which students who need
more time to test will be escorted. Also ensure that
LEA staff are available to accompany students to
that room and supervise them in the room.
Identify where test administrators, test examiners,
or and/proctors will pick up and return paperpencil testing materials each day.
Review or supervise the review of materials after
testing to ensure the following:
 You have paper-pencil testing materials for all
students;
 You are using the correct printed materials
(Test booklets for grades two and three and
answer documents for grades four through
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and
STS for RLA Administration
the back page of the answer document,
including marking the circle for “Observer.”
The CAASPP test site coordinator or principal of
the school should objectively and randomly select 10
percent of the students who will take the CAPA for
Science at each level to receive a second rating in that
level. If a level has fewer than 10 students taking the
CAPA for Science, a single student should be selected
to be second-rated. This rule must be applied to each
level.
To ensure objectivity in the selection process, the
following procedure is recommended:
1. Obtain a numbered list of all CAPA for
Science students in the school/site, separated
by CAPA level.
2. For each level, randomly select 10 percent of
the CAPA for Science students who will
receive a second rating. The CAASPP test
site coordinator and principal randomly select
the students to receive the second rating by
placing the names of the students (by level) in
a container and selecting the name(s) or by
using a random numbers table or computer
program.
3. Make sure that examiners administer the test
to the selected students only when the
observer is present.
4. Notify the examiner and observer which
students were selected.
See Table 9, on the previous page, for an example
of CAPA second-rated student selection.
Instructions for
CAASPP Test Site Coordinators
Provide CST and CMA for Science and STS for
RLA Test Administrator, Proctor, and Scribe
Training
 CAASPP test site coordinators must train test
administrators, test examiners, proctors, and
scribes. The test administrator, test examiner, and
CAASPP test site coordinator training videos and
any video updates that are linked at
http://www.caaspp.org/training/paper-pencil/
should be used as a part of the training.
 Training must include, but not be limited to, the
following:
Test Security Information
 Distributing, explaining, completing, and
collecting the signed security affidavits,
emphasizing that staff must do the following:
– Carefully read and understand the
affidavit.
– Adhere to all security procedures including
maintaining the security of the paper-pencil
testing materials.
– Administer all tests according to the DFAs
and CAPA Examiner’s Manual for
administration of the CAPA for Science.
(This is extremely important information that
will help test administrators, test examiners,
and proctors avoid potential testing
incidents.)
 Because the contents of all California test
booklets are secure materials—unauthorized
copying, sharing, or use of any California test
booklet or of any questions within the booklet
by anyone for any purpose or by any means
compromises the integrity of the test and is a
violation of copyright law—test site personnel
should be instructed in the following “best
practices”:
– Prohibit use of cell phones, cameras, and
other electronic devices where CST, CMA,
and CAPA for Science and/or STS for RLA
paper-pencil testing materials are stored or
these tests are administered.
– Prevent test site personnel or students from
taking photos (using a camera, cell phone, or
any other electronic device) of test booklets,
answer documents, or questions within the
booklets for any purpose or by any means.
– Prevent test site personnel or students from
copying any part of the test booklets, answer
documents, or test questions for any purpose
or by any means.
– Post the “Unauthorized Electronic Devices
May Not Be Used at Any Time During the
Testing Session” sign so that it is clearly
visible to all students.
– Prevent unauthorized use of any test
questions, past or present, except for the
released test questions linked on the CDE
Web page at http://www.cde.ca.gov/ta/tg/
sr/css05rtq.asp or the sample questions
available on the Web site at
http://www.starsamplequestions.org/.
Test Preparation Information
 Distributing and explaining the site’s testing
schedule, including which tests are to be given
each day and at what times as well as how bell
schedules, recess/nutrition, and lunch times are
to be adjusted
 Discussing how to prepare rooms for testing
Test Operations Information
 Emphasizing that student answer documents
and test booklets are to be kept together
36  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and
STS for RLA Administration
February 2016






– Students in grades five, eight, and ten will
also take the appropriate CST or CMA for
Science.
Reviewing the DFAs and stressing that all
directions in “SAY” boxes must be read to
students exactly as they are written
Reminding test administrators to read the “First
Day of Testing” section of the DFAs to students
to ensure that Section 1 of the answer document
and other essential information are completed
– This must be done for all students, even if
Pre-ID labels were used.
Detailing who will administer the CSTs and
CMA for Science to ELs and discussing the
limitation of translating only directions that are
in “SAY” boxes marked with a “T,” and
explaining how to mark Sections A3 and/or A4
on student answer documents if the students
used universal tools, designated supports,
accommodations and/or approved unlisted
resources
– Directions in the “SAY” boxes in the STS
DFAs are already translated into Spanish.
Reminding test administrators administering
science tests that students will use reference
sheets for certain science tests
– The DFAs include directions for the test
administrator to read to students that describe
how to remove the reference sheets from the
test booklets.
– Science tests with reference sheets are as
follows:
 CST, CMA for Science (Grade 5)
 CST, CMA for Science (Grade 8)
Emphasizing that students taking the CSTs and
CMA must mark both the circle for the test
content area name—CST Science or CMA
Science—in Section 7 on the front of the
answer document and the circle for its test
booklet version number inside the answer
document
Emphasizing that test administrators should not
begin administering a test part unless there is
enough time to complete that part in a single
sitting
– Classes or groups of students may not take a
break (such as recess, lunch, nutrition, and so
forth) during a test part.
– Individual students may be allowed to use the
restroom during a test part. The student’s
paper-pencil testing materials should be
Paper-Pencil Testing Test Administration Manual  37
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
 Informing test administrators of where to send
students who need more time to test and the
procedures for having LEA staff escort the
students to the quiet room that has been set up
 Informing test administrators and test
examiners of when and where to pick up and
return all paper-pencil testing materials each
day of testing
 Distributing and discussing the forms and the
procedures for maintaining lists of students who
are absent and require makeup testing
Identifying Information on Answer Documents
and Test Booklets
 Emphasizing that all students in grades two
through eleven who will take CST and CMA
for Science and STS for RLA tests must
complete Section 1 on their test booklets or
answer documents even if a Pre-ID label was
used
 Emphasizing that it is essential that students
taking CST and CMA for Science and STS for
RLA tests in grades four through eleven write
their first and last names on the test booklets,
mark the test type (if CST or CMA), and mark
the test booklet version number inside their
answer documents
 Explaining Pre-ID information, including where
to place Pre-ID labels, if used, and how to read
the information next to the Pre-ID bar code
– See the sample answer documents in
Appendix E on page 61 for the layout of
answer documents.
Test Administration Information
 Reminding test administrators to confirm that
they are administering the appropriate test (CST
or CMA for Science) to each student before
they begin the administration
 Relaying that only the scannable, two-color test
booklets (grades two and three STS) and
answer documents (grades four through eleven)
are to be distributed to students taking the
required (CSTs, CMA, CAPA for Science) and
optional (STS for RLA) tests
 Detailing how the CMA multiple-choice tests
will be administered to eligible students in
grades five, eight, and ten within the school or
LEA
 Detailing who will administer the optional STS
to Spanish-speaking ELs in grades two through
eleven
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and
STS for RLA Administration
– The key that test administrators are to use to
mark Sections A2, A3, and A4 on student
answer documents is on the inside back cover
of each DFA and this manual.
 Discussing who will administer tests to students
with an IEP or Section 504 plan and ELs who
are to be provided universal tools, designated
supports, accommodations, and/or approved
unlisted resources
 Emphasizing that students, including ELs, may
use universal tools and designated supports as
described on page 16
 Emphasizing that the students with disabilities
may use only the universal tools, designated
supports, accommodations, and/or approved
unlisted resources specified in their IEPs or
Section 504 plans and that only universal tools,
designated supports, accommodations, and/or
approved unlisted resources that a student
actually uses during testing should be marked
Instructions for
CAASPP Test Site Coordinators
collected and the student should be monitored
until she or he returns to finish testing.
– Some individual students may be allowed to
take supervised breaks during testing. See
“Using Universal Tools, Designated
Supports, and Accommodations” on page 16
for further information.
Special Testing Conditions, Universal Tools,
Designated Supports, and Accommodations
 Explaining hand-marking requirements,
including how to complete Sections A2, A3,
and A4 of answer documents
– In section A3a, the “IEP” and/or “Section
504 plan” circle(s) must be marked for each
student with an IEP and/or Section 504 plan
that includes universal tools, designated
supports, accommodations, and/or approved
unlisted resources even if the student did
not use them during testing.
Note: This information must be up to date in
CALPADS.
38  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
Chapter III.2 CST and CMA for Science and STS
for RLA Multiple-Choice and CAPA for Science
Tests
Background
which 85 percent of the instructional days have been
completed for the school year. Dates will vary by
LEA and school. All CST, CMA, and CAPA for
Science and STS for RLA tests must be administered
within this window.
Paper-pencil Testing Materials
Paper-pencil testing materials, including
supplemental orders and overage, are delivered in the
quantities indicated in Table 10.
DFA quantities are also shown in Table 10. For
the CSTs and CMA for Science and STS for RLA,
one DFA is provided for every 20 test booklets or
fraction thereof.
A CAPA Examiner’s Manual for CAPA for
Science test examiners and stimulus cards are
delivered as a single package for the CAPA for
Science. One Examiner’s Manual and set of stimulus
cards is provided for each test examiner at the test site
who is to administer the CAPA for Science.
Examiner’s Manuals and stimulus cards should
be distributed to CAPA for Science test examiners as
soon as they are received. Stimulus cards are also
available for secure download from the Help section
on TOMS; instructions for downloading the stimulus
cards PDF can be found on the CAASPP Science
Web page at http://www.caaspp.org/about/science/.
CAPA for Science materials must be stored in a
secure locked location when not being used by test
examiners to prepare for and to administer the
assessment.
Note: Do not distribute secure grade two STS for
RLA DFAs before the day of testing. All other
multiple-choice test DFAs may be distributed at any
time prior to testing. The nonsecure version of the
grade two STS for RLA and all other DFAs are
available on the DFA Web page at
http://www.caaspp.org/administration/
instructions/dfas/ and may be downloaded and
distributed at any time prior to testing.
Do not use answer documents, DFAs, or any other testing materials from a previous
year. Students should only use the machine-scorable, two-color answer documents included
in your shipment of paper-pencil testing materials when taking these tests. If your LEA is
administering the STS for Dual-Immersion Students, do not use those materials to
administer the 2015–16 STS for RLA.
February 2016
Paper-Pencil Testing Test Administration Manual  39
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
The CSTs for Science are multiple-choice
assessments previously administered annually to
California students in grades two through eleven. For
the 2015–16 CAASPP administration, the CSTs for
Science are to be administered to students in grades
five, eight, and ten.
The CMA for Science are multiple-choice
assessments administered instead of the CSTs to
students in grades five, eight, and ten who have an
IEP that designates that they take the CMA for
Science.
The CAPA for Science are administered to
students with significant cognitive disabilities. For the
2015–16 CAASPP administration, the CAPA for
Science is to be administered to students in grades
five, eight, and ten.
The STS for RLA are multiple-choice
assessments that may be administered to Spanishspeaking ELs in grades two through eleven who:
 Are receiving instruction in Spanish regardless
of the length of time they have been enrolled in
school in the United States or one of its
territories; or
 Will have been enrolled in a school in the United
States or one of its territories less than 12
cumulative (not consecutive) months on the first
day of testing.
At the option of the LEA, schools may also test
Spanish-speaking ELs who have been in school in the
United States or one of its territories 12 months or
more who are not receiving instruction in Spanish.
Students in grades five, eight, and ten who take
the STS for RLA must also take a CST or CMA for
Science.
Test Dates
LEA CAASPP coordinators set the schedules for
multiple-choice CST, CMA, and CAPA for Science
and STS for RLA testing within a 25-day window
based on 12 days before and 12 days after the date on
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
Paper-pencil testing materials will be delivered as
shown in Table 10 and Table 11.
Most materials for students in grades two through
eleven taking the STS and for students in grades five,
eight, and ten taking the CMA and CAPA for Science
are delivered at the same time as CST for Science
multiple-choice materials but are in separate boxes.
Table 10 lists CST, CMA, and CAPA for Science and
STS for RLA materials.
The test site or school receives two types of
boxes. “Open this box first,” for each school,
contains administration materials. Other boxes
contain the actual student, test administrator, and test
examiner paper-pencil testing materials. The specific
contents of the box the school/test site should open
first are listed in Table 11.
CAASPP test site coordinators also receive
school/test site packing lists.
Note: Table 10 does not include special formats
such as braille or large print that can be ordered and
are included with the rest of the requested materials in
the shipment.
Table 10. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—Test Site
CAASPP Paper-pencil Testing Materials
Grades
Pre-ID kit (Pre-ID labels, SGID sheets, rosters, instructions
for placing label)
CST for
Science
Shipment
N/A
Separate shipment
DFAs
5, 8, 9–11
5s
Boxes marked for schools
test booklets
5, 8, 10
20s and 5s
Boxes marked for schools
20s and 5s
Boxes marked for schools
5s
Boxes marked for schools
5s
Boxes marked for schools
singles
Boxes marked for schools
5s
Boxes marked for schools
CST/CMA two-color, machine-scorable answer documents 5, 8, and 10
for Science
5, 8, 9–11
CMA for DFAs
Science test booklets
5, 8, 10
CAPA for Examiner’s Manual (all levels), stimulus cards N/A
Science two-color, machine-scorable answer documents N/A
STS for
RLA
Quantity
All
DFAs
2–11
5s
Boxes marked for schools
two-color, scannable test booklets
2, 3
5s
Boxes marked for schools
test booklets
4–11
5s
Boxes marked for schools
practice tests + practice test DFA
2, 3, 4
5s + 1
Boxes marked for schools
5s
Boxes marked for schools
two-color, machine-scorable answer documents 4–11
Table 11. CAASPP Paper-pencil Testing Materials for CAASPP Test Site Coordinator
Return
Materials
Instructions for
CAASPP Test Site Coordinators
Schools
CAASPP Paper-pencil Testing Materials
Shipment
CAASPP Test Site Coordinator Kit (tape, two blank SGID
sheets, Manual Information sheet, Return instructions)
Open this box first – School
Overage—10 percent above original order for schools
Open this box first – School
White carton, scorable materials Freight/UPS—orange label
Open this box first – School
Nonscorable materials Freight/UPS—green label
Open this box first – School
Materials to Be Provided by the LEA or School
 Two No. 2 pencils with erasers for each student
(plus extras)
 Scratch paper for the science tests—scratch paper
may be lined, unlined, or graph paper. Used scratch
paper is secure and must be returned to the
CAASPP test site coordinator. Scratch paper may
not be used for the RLA tests.
 “Testing—Do Not Disturb” signs
 “Unauthorized Electronic Devices May Not Be
Used at Any Time During the Testing Session”
signs
– CAASPP test site coordinators or test
administrators should post these signs so that they
are clearly visible to all students.
40  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
– LEA CAASPP coordinators will receive a master
copy of this sign in the coordinator kit and may
make copies to provide to test sites.
– The sign will also be available for download at
http://www.caaspp.org/administration/
instructions/.
 Manipulatives for the CAPA—LEA CAASPP
coordinators should go to http://www.caaspp.org/
about/science/ to verify the required manipulatives
for each level. The required manipulatives generally
are available in special education classrooms. If
additional manipulatives are needed, they generally
are available through educational supply stores or
companies.
Universal Tools, Designated Supports,
Accommodations, and Unlisted Resources
General Use
Students may use the universal tools, designated
supports, accommodations, and/or approved unlisted
resources specified in their IEP or Section 504 plan
during the test. If students use universal tools,
designated supports, and accommodations, test
administrators are responsible for marking Section A3
on the students’ test booklets (grade two or three) or
answer documents (grades four through eleven)
immediately after testing. Note that it is not necessary
to mark that an unlisted resource is used, as this was
noted in the Student Profile in TOMS when the
unlisted resource was approved.
If an EL student used specific universal tools,
designated supports, and/or accommodations, mark
Sections A3 and/or A4. Only universal tools,
Responsibilities Before Testing
Manage Test Security
February 2016
Identification
The “Matrix One: Universal Tools, Designated
Supports, and Accommodations for the CAASPP
System” Web document is linked on the CDE Student
Accessibility Supports Web page at
http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp.
Hand or Arm Injuries Prior to Testing
If a student injures a hand or arm prior to testing,
is willing to complete the examination, and is able to
sit for the examination but unable to mark answers,
the school may choose to evaluate the student to
determine whether he or she is eligible for a Section
504 plan. If the school determines that a Section 504
plan is appropriate, the school must complete a
Section 504 plan that includes specific information
about which universal tools, designated supports,
and/or accommodations the student will use in
completion of his or her test. The test administrator
will be responsible for marking the appropriate
circle(s) in Section A3 after testing. In most cases,
students will use a scribe: the student dictates his or
her response to the scribe, including any
mathematical computations or other notes necessary
to help the student determine his or her answer.
Coordinate Paper-pencil Testing Materials
Received from the LEA
 Take inventory of materials when they are
received from the LEA CAASPP coordinator.
 Test booklets and answer documents must say
“2016” and be printed in two colors.
 If large-print or braille tests were ordered, verify
that they have been received. If any student for
whom a large-print or braille test was ordered has
left the school and the student transferred to
another school within the LEA, work with the
LEA CAASPP coordinator to transfer the special
version materials to the student’s new school, if
possible.
 Distribute CAPA Examiner’s Manuals for CAPA
for Science test examiners and stimulus cards to
test examiners and observers as soon as possible
Paper-Pencil Testing Test Administration Manual  41
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
 Receive and file CAASPP Test Security Affidavits
from all LEA employees at the test site who will
have access to CST, CMA, and CAPA for Science
and STS for RLA paper-pencil testing materials.
(See “Forms at a Glance” on page 18.)
 Identify a centralized, secure, lockable area for
storing paper-pencil testing materials and notify
other appropriate staff of the location.
 Secure all paper-pencil testing materials where no
one except the CAASPP test site coordinator will
have access. For example, store materials in a
storage closet for which the lock is off-master.
 Secure includes preventing unauthorized access
and copying by anyone for any purpose or by
any means.
designated supports, and/or accommodations that a
student actually uses during testing should be marked.
However, if a student has an IEP or Section
504 plan that includes universal tools, designated
supports, accommodations, and/or approved
unlisted resources but does not use them, the
“IEP” or “Section 504 plan” circle in Section A3a
must still be marked.
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
after receipt so they can begin to prepare materials
for test administration.
 Ensure that test booklets for grades two and three
and answer documents for grades four through
eleven are prepared for administering the test:
 If the LEA is not using Pre-ID labels, determine
when student identification information will be
marked on the test booklets and answer
documents and who will mark them.
 Anyone hand-marking student identification
information must do this in a setting supervised
by the CAASPP test site coordinator.
 Test booklets for grades two and three
should not be opened when student
identification information is marked.
 If a student’s SSID or name is incorrect on the
Pre-ID label, ask your LEA CAASPP
coordinator if the student’s data were corrected
in CALPADS.
– If data were corrected online, use the Pre-ID
label you received for the student.
– If data were not corrected online, hand-mark
a blank booklet or answer document.
 Contact the LEA CAASPP coordinator to report
any discrepancies or to request additional
materials.
Instructions for
CAASPP Test Site Coordinators
Identify Locations (Rooms)
 Identify testing rooms and assign test
administrators and test examiners for all tests to be
administered. This includes setting up testing
rooms for students whose IEPs or Section 504
plans specify universal tools, designated supports,
and/or accommodations that necessitate testing the
students in a separate setting (that is, reading test
questions aloud, extended testing time, additional
breaks, and so forth).
 Ensure that all testing rooms are appropriately
prepared for administering tests. No instructional
materials directly related to the content of the test
or testing materials should be visible to any
students. Inappropriate materials include, but are
not limited to, the following:
 Vocabulary or spelling lists or phonics charts
 Inappropriate science materials (for example,
periodic table of elements, formulas)
 Testing strategies
Responsibilities During Testing
Monitor the Test Administration
 Keep all paper test materials secure during
administration. “Secure” includes preventing
 Ensure that LEA staff are available to supervise
students who are not being tested.
 Set up a quiet room to which students who need
more time to test will be escorted. Also ensure that
LEA staff are available to accompany students to
that room and supervise them in the room.
Identify Proctors
 Identify LEA staff who will assist the test
administrator or test examiner with proctoring test
administrations. It is recommended that a proctor
help supervise testing if more than 25 students are
testing in a classroom.
 See page 8 for proctor qualifications.
Organize Paper-pencil Testing Materials for
Testing Locations (Rooms)
 Complete inventory control spreadsheets to check
paper-pencil testing materials out to and in from
each test administrator and test examiner each day.
 Secure all paper-pencil testing materials in central,
locked storage.
 Prepare sets of paper-pencil testing materials for
each testing room.
 Materials should include the following:
 DFA
 Test booklets and answer documents (including
one of each for the test administrator to use for
demonstration purposes)
 Two No. 2 pencils with erasers for each student
(plus extras)
 “Testing—Do Not Disturb” sign
 “Unauthorized Electronic Devices May Not Be
Used at Any Time During the Testing Session”
sign
 If the test administrator will personally read the
questions aloud, any version of the test booklet
may be used for individual students. If the test
administrator will be reading aloud questions to
groups of students in the same testing session,
please be aware that each student may have a
different version.
Distribute Paper-pencil Testing Materials Each
Day of Testing
 Check paper-pencil testing materials out to test
administrators and test examiners each testing day.
 Ensure that test administrators receive large-print
and braille tests when appropriate.
unauthorized access and copying by anyone for
any purpose or by any means.
 Be available to answer questions from test
administrators and test examiners.
42  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
 At the conclusion of the day’s testing, count test
booklets and answer documents and locate any
missing materials immediately. Contact the LEA
CAASPP coordinator if materials cannot be
located.
 In the case of student cheating, the test
administrator or test examiner must stop the
cheating; however, the student must be allowed to
complete the remainder of the test. After testing,
the test administrator or test examiner must mark
“C” in Section A2, “Special Conditions,” on the
student’s test booklet or answer document and
notify the CAASPP test site coordinator after
testing. Do not call the CDE to report student
cheating.
Handle Defective Test Booklets and Answer
Documents
February 2016
Manage Emergency Situations
If an emergency situation occurs during the
administration of any test, the first consideration must
be for the safety of the students and staff. test
administrators and test examiners should be advised
to ensure that students are safe, and then secure
paper-pencil testing materials if it is safe for the test
Paper-Pencil Testing Test Administration Manual  43
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
Although test booklets are monitored for quality,
print errors or other defects such as missing pages,
blank pages, or out-of-sequence pages, may
occasionally occur. If defective test booklets are
found during the test administration, do the following:
1. Stop testing for the group until replacement test
booklets can be obtained.
2. Check the test booklets for all students to
determine the extent of the problem.
3. Obtain replacement booklets from the school
overage. Contact the LEA CAASPP coordinator
if there is an insufficiency of booklets in the
school overage. How you handle the replacement
depends on the grade, as follows:
 For Grades Two and Three STS
If a replacement test booklet with the same
version number is available, proceed with the
following steps:
1. Transcribe the student’s identification
information and answers from the defective
booklet to the replacement booklet.
2. Mark the defective booklet as “VOID—
Document Transcribed” and return it with the
nonscorable materials.
3. Allow the student to continue testing in the
replacement booklet. Submit this booklet
with the scorable materials.
If a replacement test booklet with the same
version number is not available, proceed with the
following steps:
1. Provide the student with the replacement
booklet that has a different version number.
2. Transcribe the student’s identification
information and answers from the defective
booklet to the replacement booklet.
3. Instruct the student to continue in the new
booklet from the last question answered in the
defective booklet. For example, if the student
stopped at question 5 in the defective booklet,
have the student start at question 6 in the
replacement booklet.
4. Allow the student to continue testing in the
replacement booklet. Submit this booklet
with the scorable materials.
5. Mark the defective booklet as “VOID—
Document Transcribed” and return it with the
nonscorable materials.
 For All Other Grades
If a replacement test booklet with the same
version number is available, proceed with the
following steps:
1. Provide the student with a replacement test
booklet.
2. Allow the student to continue on the same
answer document.
3. Submit the answer document with the
scorable materials.
4. Return both the defective and replacement
test booklets as nonscorable materials.
If a replacement test booklet with the same
version number is not available, proceed with the
following steps:
1. Provide the student with the replacement
booklet that has a different version number.
2. Have the student erase the version number
that was marked inside the answer document
and replace it with the new version number.
a. Version number boxes for grade-level
tests can be found inside the answer
document above the content area (science
or RLA).
3. Instruct the student to continue answering
questions from the new test booklet.
4. Record the print code that appears on the
back of the defective test booklet(s) and
forward this to the LEA CAASPP
coordinator.
5. Return both the defective and replacement
booklets as nonscorable materials.
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
administrator or test examiner to do so. When the
emergency situation has been resolved, update the
LEA CAASPP coordinator about what has happened.
Types of emergencies include, but are not limited
to, the following:
■ Electrical Outages
 If there is sufficient light to continue testing,
students should continue working on the test.
 If there is insufficient light, the test
administrator or test examiner should collect
and secure the paper-pencil testing materials
until they can be returned to central storage.
Testing should resume when electricity is
restored or on a subsequent day, as appropriate.
■ Natural Disasters (such as earthquake or fire)
1. Test administrators and test examiners should
follow the school’s/ site’s procedures for
responding to natural disasters.
2. Paper-pencil testing materials should be left
on students’ desks and the room locked if the
building is being evacuated and locking the
room does not endanger students or staff.
3. When it is safe to do so, testing may resume
or materials may be collected and secured to
resume testing on a subsequent day.
■ Student Illness
1. If a student becomes ill and soils a test
booklet or answer document, transcribe all
information, if possible, onto a blank test
booklet or answer document in order to save
the student’s responses.
2. If it is not possible to transcribe the
information from the soiled document,
complete all of the identification information
on the front and back of a blank test booklet
or answer document and mark Section A2,
option “Y,” for each test that was
administered to the student.
3. Dispose of the soiled test booklet or answer
document securely.
■ Student Medical Absence
 Advise test administrators and test examiners to
mark Section A2, option “F,” on student answer
documents for students who become ill during a
testing session and are unable to return and
complete the test.
Responsibilities After Testing
Important
No test administrator, test examiner, LEA CAASPP or CAASPP test site coordinator, principal,
or other administrator may invalidate any student test booklet or answer document for any reason.
Booklets with drawings or other marks made by students must be submitted for scoring.
Instructions for
CAASPP Test Site Coordinators
Collect and Process Paper-pencil Testing
Materials
 Check paper-pencil testing materials in from test
administrators and test examiners at the end of
each testing day. Count the paper-pencil testing
materials and place them in central, locked
storage.
 Test administrators may not keep CST, CMA,
or STS paper-pencil testing materials in
classrooms.
 CAPA for Science test examiners may keep
CAPA for Science testing materials secure
within their testing location.
 Maintain test security while collecting and
processing paper-pencil testing materials.
 Verify that all paper-pencil testing materials have
been returned.
 Verify that answer documents being submitted are
the two-color, scannable answer documents that
are to be used for the required, state-funded tests






(CSTs, CMA, and CAPA for Science) and the
optional, state-funded tests (STS for RLA). Any
black-and-white, nonscannable answer document
submitted for scoring will not be scored.
Separate materials by test: CST, CMA, and CAPA
for Science or STS for RLA.
Separate CST/CMA for Science answer
documents and CST and CMA for Science test
booklets by grade level.
Separate CAPA for Science paper-pencil testing
materials.
Separate STS for RLA paper-pencil testing
materials by grade level.
Separate scorable materials from nonscorable
materials.
Work with one grade level of documents at a time.
44  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
February 2016
 For students who were enrolled on the first day
of testing and were designated to take one of
the science tests, but were not tested, complete
the student identification information on the
answer documents and include the answer
documents with the scorable materials.
 Verify that the correct version number of the
test booklet has been marked inside the answer
document for all students in grades five, eight,
and ten taking the CST or CMA for Science and
in grades four through eleven taking the STS.
 Before separating test booklets and answer
documents, verify that students taking a science
test have marked the option that says either
“CST Science” or “CMA Science” in Section 7
on the front of their answer documents for
whichever assessment they took.
 Ensure that any test booklets or answer documents
that have torn edges are transcribed.
 Remove any sticky-notes or paper clips from test
booklets for grades two and three and answer
documents for grades four through eleven.
Process Paper-pencil Testing Documents for
Students Using Universal Tools, Designated
Supports, and Accommodations
 Verify that all student identification information is
complete for each student and that Sections A3
and/or A4 have been marked for students who
used universal tools, designated supports,
accommodations, and/or approved unlisted
resources.
 The version of Matrix One posted at
http://www.caaspp.org/administration/
instructions/ includes a column that indicates
the code to mark in Section A3 and/or A4 of
test booklets or answer documents when a
universal tool, designated support, or
accommodation is used.
 Ensure that any large-print or braille documents
are transcribed to regular answer documents.
Large-print or braille documents that are not
transcribed will not be scored.
Count Paper-pencil Testing Materials
 For grades two and three, verify that the number of
booklets to be scored plus the number of all
booklets not to be scored (unused and voided)
equals the number of booklets received at the
school/test site.
 For grades four through eleven, verify that the
number of test booklets received from test
administrators and test examiners plus the number
of unused booklets equals the number of test
booklets received at the school/test site.
Paper-Pencil Testing Test Administration Manual  45
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
 Verify that all CAPA for Science answer
documents—from both test examiners and
observers—have been signed.
 Ensure that all marks that are near response
circles and may interfere with scoring in grades
two and three test booklets or inside grades four
through eleven answer documents are erased.
 Do not erase any marks in response circles
inside answer documents or grades two and
three test booklets.
 Do not darken response circles inside answer
documents or grades two and three test booklets.
 Ensure that all student identification
information that was to be hand-marked has
been completed. Test booklet and answer
document fields are described in Appendix D.
 Carefully check Sections A2, A3, and A4 and
verify that test booklets and answer documents
are marked appropriately by the test
administrator or test examiner.
– In section A3a, the “IEP” and/or “Section
504 plan” circle(s) must be marked for each
student with an IEP and/or Section 504 plan
that includes universal tools, designated
supports, accommodations, and/or approved
unlisted resources even if the student did not
use them during testing.
– Only universal tools, designated supports,
accommodations, and/or approved unlisted
resources that a student actually uses during
testing should be marked.
– If a student is provided a universal tool,
designated support, accommodation, and/or
approved unlisted resources but
demonstratively indicates that he or she does
not want to use it, test administrators and test
examiners are to mark option “X” in section
A2.
 If a student in grade two or three used a
highlighter, make sure the student’s answers
and student information have been transcribed
onto a blank test booklet. It is recommended
that, to ensure that tests will be scored
correctly, students in grades two and three not
use highlighters because the ink could bleed
through the paper and interfere with scoring.
 Submit an answer document with the scorable
materials for every student enrolled on the first
day of testing who was designated to take a
science test.
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
 If the number is not equal, a security breach
may have occurred.
 Report any missing booklets to your LEA
CAASPP coordinator immediately.
SGID sheets completed by the
CAASPP test site coordinator
Correctly Package Scorable Materials
See Figure 1 for a list of scorable materials.
A CST/CMA for Science answer document
must be submitted in the scorable materials for
every student in grades five, eight, and ten
enrolled on the first day of testing and designated
to take the CST or CMA for Science, even if the
student was not tested (for example, the student
was absent, exempted by a parent/guardian, had a
significant medical emergency, moved before any
tests were administered, or was tested at a
previous school).
A CAPA for Science answer document must be
submitted for every student enrolled on the first
day of testing and designated to take the CAPA for
Science, even if the student was not tested.
Finally, a test booklet (grades two and three)
or answer document (grades four through eleven)
must be submitted in the scorable materials for
every student taking the optional STS for RLA.
Note: Do not package STS for Non-ELs in
Dual-Immersion Programs materials for return.
These DFAs, test booklets, and answer documents
are printed in black and white and show “2010” as
the test year. They are not to be returned.
 Complete an SGID for the CAPA for Science,
following the directions in the “Completing SGID
Sheets” section on page 20. All CAASPP test site
coordinators must complete an SGID, including
those at NPSs.
Instructions for
CAASPP Test Site Coordinators
List of CST, CMA, and CAPA for Science and
STS for RLA Scorable Materials
 CAPA answer documents
 Grade 5 CST/CMA for Science answer documents
 Grade 8 CST/CMA for Science answer documents
 Grade 10 CST/CMA for Science answer documents
 Grade 2 STS for RLA test booklets
 Grade 3 STS for RLA test booklets
 Grade 4 STS for RLA answer documents
 Grade 5 STS for RLA answer documents
 Grade 6 STS for RLA answer documents
 Grade 7 STS for RLA answer documents
 Grade 8 STS for RLA answer documents
 Grade 9 STS for RLA answer documents
 Grade 10 STS for RLA answer documents
 Grade 11 STS answer documents
Figure 1. Packing Order for Returning Scorable
CST, CMA, and CAPA for Science and STS for RLA
Multiple-Choice Materials
46  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
 Complete an SGID for CST/CMA for Science and
STS for RLA at each grade level tested, following
the directions in the “Completing SGID Sheets”
section on page 20.
 For schools in the LEA that received paper-pencil
testing materials but did not test, pack the
materials in a box with other nonscorable paperpencil testing materials.
 Pack the scorable documents in the white scorable
carton(s) found in the box with an orange label
marked “Open this box first.” Sort materials by
test and then by grade (see Figure 1).
 Stack scorable CST/CMA for Science and STS
for RLA materials with the highest grade on the
bottom.
 Put the signed CAPA for Science answer
document on top of the signed observer/secondrater document for each student for whom there
was an observer. If either answer document has
not been signed, return the unsigned
document(s) to the test examiner and/or
observer for signature before packing the
CAPA for Science answer documents.
 Complete the orange address labels which have
already been applied to the carton(s) of documents
to be scored. Record the LEA school/test site
information.
 Set the completed carton(s) of scorable test
booklets and answer documents aside and move
on to the nonscorable materials.
Correctly Package Nonscorable Materials
February 2016
Return Paper-pencil Testing Materials to the LEA
 Return the cartons of scorable and nonscorable
materials to the LEA CAASPP coordinator within
two days of the end of the test administration. All
scorable materials must be returned in the same
shipment.
Paper-Pencil Testing Test Administration Manual  47
Copyright © 2016 by the California Department of Education
Instructions for
CAASPP Test Site Coordinators
 Separate all nonscorable materials by exam: CST,
CMA, and CAPA for Science or STS for RLA.
 Separate all nonscorable materials by grade.
 Work with one grade level of CST and CMA for
Science and STS for RLA materials at a time.
Separate and process the following, using the
guidelines in Table 12 on page 48 for further
information on the appropriate handling of these
materials:
 Scratch paper (securely destroy)
 DFAs (grade two must be returned with
nonscorables; all other grades may be
discarded, recycled, or optionally returned)
 Science reference sheets (may be retained for
classroom use)
 CAPA for Science stimulus cards (may be
retained for classroom use)
 Used grade two, grade three, and grade four
practice tests and Directions for Administration
of the practice tests (Students may take practice
tests home.)
 Blank answer documents, which may be
securely destroyed:
– CST/CMA for Science
– CAPA for Science
– STS for RLA
 Extra SGIDs (discard or recycle)
 Unused Pre-ID labels (securely destroy)
 Use a black marking pen to mark “Void—
Document Transcribed” on all damaged
CST/CMA and CAPA for Science and STS for
RLA answer documents for grades four through
eleven, and STS for RLA test booklets for grades
two and three that were transcribed to new
documents.
 Box the nonscorable CST, CMA, and CAPA for
Science and STS for RLA materials. These
materials need not be stacked in a particular order.
 Test booklets for grades four through eleven
– Voided and unused science tests
– Voided and unused STS for RLA tests
 Materials for grades two and three STS for RLA:
– Voided STS for RLA test booklets
– Unused STS for RLA test booklets
– Directions for Administration for STS for
RLA (grade two)
 CAPA for Science nonscorable materials:
– CAPA Examiner’s Manuals for CAPA for
Science test examiners
– All voided CAPA for Science answer
documents
 Add all used and unused original large-print
and braille booklets.
 Record the school/test site information on a green
return address label and affix it to the carton(s) of
nonscorable materials.
Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and
CAPA for Science Tests
Table 12. Guidelines for Handling Nonscorable Paper-pencil Testing Materials
M ATERIAL
HANDLING GUIDELINE
CST and CMA for Science and STS for RLA DFAs
Directions for Administration, grade 2 STS for RLA
Directions for Administration, grades 3–11
Return with nonscorables.
Discard or recycle.
CST and CMA for Science and STS for RLA Test Booklets
Unused test booklets, grades 2 and 3
Used, damaged test booklets that have been transcribed,
grades 2 and 3
Used test booklets, grades 4–11
Unused test booklets, grades 4–11
Return with nonscorables.
Return with scorables and mark as “VOID—Document
Transcribed.”
Return with nonscorables.
Return with nonscorables.
CST and CMA for Science and STS for RLA Two-color, Machine-scorable Answer Documents
Unused answer documents, including those with Pre-ID
labels applied, grades 4–11
Used, damaged answer documents that have been
transcribed, grades 4–11
Securely destroy.
Return with nonscorables and mark as “VOID—
Document Transcribed.”
CAPA for Science Materials
Note: CAPA for Science observer answer documents must be returned with the scorable CAPA for Science materials.
CAPA Examiner’s Manual for CAPA for Science test
Return with nonscorables.
examiners
Unused CAPA for Science answer documents, including
Securely destroy.
those with Pre-ID labels applied
CST and CMA for Science and STS for RLA Special Versions
Used braille and large-print test booklets
Unused braille and large-print test booklets
Return with nonscorables.
Return with nonscorables.
Ancillary Items—Do Not Return
File one copy in LEA and discard or recycle remainder.
Reuse in classroom, discard, or recycle.
Reuse in classroom, discard, or recycle.
Securely destroy.
Discard or recycle.
Securely destroy.
Instructions for
CAASPP Test Site Coordinators
CAASPP Paper-Pencil Testing Test Administration Manual
Science reference sheets
CAPA for Science stimulus cards
Scratch paper
Additional SGID sheets
Unused Pre-ID labels
48  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes
Appendixes
Appendixes | Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process
Appendix A: CAASPP Program Security and Test
Administration Incident Reporting System
Process
Testing Irregularities
Testing irregularities are incidents that may
compromise the reliability and validity of test results.
If a student record indicates a testing irregularity
occurred that changed the construct of test, the
student will be included as “not proficient” in the
Adequate Yearly Progress (AYP) determination. The
following information and procedures are provided to
assist in identifying incidents and notifying the
California Department of Education (CDE).
Education Code Section 60611 (a) states: “A
local educational agency, district superintendent of
schools, or principal or teacher of any elementary or
secondary school, including a charter school, shall not
carry on any program for the sole purpose of test
preparation of pupils for the statewide pupil
assessment system or a particular test used in the
statewide pupil assessment system. Nothing in this
section prohibits the use of materials to familiarize
pupils with item types or the computer-based testing
environment used in the California Assessment of
Student Performance and Progress.”
See the Guidelines on Academic Preparation for
State Assessments, available on the Internet at
http://www.cde.ca.gov/ta/tg/sr/resources.asp, for
additional information on appropriate test preparation.
Following are three categories of irregularity
incidents—testing irregularities, inappropriate test
preparation, and security breaches—with some
examples for each category.
1. Testing Irregularities, including but not limited
to:
 Coaching students, including but not limited to:
 Discussing questions with students during
testing
 Providing instruction related to the test
during test administration
 Giving students the answers
 Guiding students in marking correct
answers
 Leaving informational materials on the walls in
the testing room that may assist students in
answering examination questions
 Allowing students to have additional materials
or tools (e.g., books, calculators, tables, etc.)
that are not specified in an IEP or Section 504
plan
2. Inappropriate Test Preparation, including but not
limited to:
 Reviewing any test questions and providing
instruction related to the questions prior to test
administration or between test parts
3. Security Breaches, including but not limited to
failure to maintain test security.
 Talking about or discussing the tests with
anyone
 Copying the tests
 Developing a scoring key
 Allowing students to take the test out of the
testing room
Report Irregularity Incidents
The LEA CAASPP coordinator is responsible for
immediately notifying the CDE via online form of
any irregularity incidents that occur before, during, or
after testing. The CAASPP test site coordinator is
responsible for immediately notifying the LEA
CAASPP coordinator of any security breaches or
testing irregularities that occur in the administration
of the test. [5 CCR Section 859 (e)]
The online CAASPP Security and Test
Administration Incident Reporting System (STAIRS)
form, which is available at http://www.caaspp.org/
stairs/, may be used to provide the required
information to the CDE when an incident is
confirmed. After submittal, the LEA CAASPP
coordinator will receive an e-mail that contains the
information included in the report as well as further
instructions.
Note that students must finish their tests if the
irregularity is identified during testing. CAASPP
paper-pencil tests are not invalidated.
Coordinator Procedures
The CAASPP test site coordinator:
 Receives notification of an incident
 Reviews the information provided and verifies
that an incident has occurred
 Contacts the LEA CAASPP coordinator and
provides all pertinent information
 If appropriate, marks the student answer
documents as instructed by the LEA CAASPP
coordinator
50  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process
The LEA CAASPP coordinator:
 Receives notification of an incident from the
CAASPP test site coordinator
 Reviews the information provided and verifies
that the occurrence is an incident
 Fills out and submits the online CAASPP
STAIRS form, instructions for access are on the
CAASPP STAIRS Web page available at
http://www.caaspp.org/stairs/.
 Responds to and assists the CDE and/or test
security personnel as requested
 Works with the CAASPP test site coordinator
to ensure that the student answer documents are
correctly marked after receiving concurrence or
additional information from the STAIRS
process
 Keeps any documentation associated with the
incident for one year
How to Mark Section A1 Scoring Use Only
Section A1 of answer documents and grades two
and three test booklets has four columns and two rows
of circles. The first row of circles is for Adult Testing
Irregularities and the last row of circles is for
Inappropriate Test Preparation. The columns refer to
various tests.
Once the LEA CAASPP coordinator and the CDE
have determined that an irregularity or inappropriate
test preparation has occurred and submitted the
CAASPP STAIRS form, the e-mail will provide the
instructions regarding how and when to code Section
A1. The following exhibit offers a guide to Section
A1. Do not mark this section unless instructed to
do so.
Exhibit A-1. How to Mark Answer Document Section A1
Adult Testing Irregularity
Inappropriate Test Preparation
Purpose
Column Row
1
2
3
4
Adult Testing Irregularity
Inappropriate Test Preparation
Adult Testing Irregularity
Inappropriate Test Preparation
Adult Testing Irregularity
Inappropriate Test Preparation
Not applicable
Not applicable
Not applicable
Not applicable
STS for RLA for grades 2–11
STS for RLA for grades 2–11
Adult Testing Irregularity
Grade-level science for grades 5, 8, and 10
Inappropriate Test Preparation Grade-level science for grades 5, 8, and 10
Test Administration Incidents
Test administration incidents are situations that
occur before, during, or after test administrations that
include test administration errors, disruptions, and
student cheating.
Test administration incidents generally do not
affect test results. These administration incidents
February 2016
should be reported using the online CAASPP STAIRS
form.
The following examples are provided to assist in
determining if a test administration incident has
occurred.
Test administration incidents include but are not
limited to:
Paper-Pencil Testing Test Administration Manual  51
Copyright © 2016 by the California Department of Education
Appendixes | Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process
 Test Administration Errors: Errors that occurred
before, during, or after the administration of a
test. Errors include but are not limited to:
– Not following the school’s/LEA’s testing
schedule
– Randomly distributing Pre-ID answer
documents/test booklets
– Not collecting and accounting for all test
booklets and answer documents before
dismissing students, provided all booklets
and documents are ultimately accounted for
 Disruptions: Any situation that results in a test
being stopped and later resumed for any group of
students. Disruptions include but are not limited
to:
– Fire alarms
– Power outages
– Evacuations
 Student Cheating: Student cheating may
include but is not limited to:
– Using a calculator on any mathematics or
science test (when the student does not have
an IEP or Section 504 plan that allows the
student to use it)
– Using a dictionary on any test (when the
student does not have an IEP or Section 504
plan that allows the student to use it)
– Copying from another student
– Discussing questions or answers during the
test
– Giving answers to another student
– Referring to a textbook or other materials
Note: If a student is found to be cheating, the test
administrator or test examiner must stop the cheating;
however, the student must be allowed to complete the
remainder of the test. After testing, the test
administrator, test examiner, or CAASPP test site
coordinator must mark “C” in Section A2 of the
student’s answer document. The student will receive a
score report. LEAs are to deal with cheating in
accordance with their local policy.
Mandatory Reporting Procedures
The CAASPP test site coordinator should
immediately notify the LEA CAASPP coordinator of
any test administration incidents that occur. The LEA
CAASPP coordinator should fill out the online
CAASPP STAIRS form; instructions for access are on
the CAASPP STAIRS Web page at
http://www.caaspp.org/stairs/.
52  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix B: Sample CAASPP Shipment Forms
Appendix B: Sample CAASPP Shipment Forms
Exhibit A-2. Sample School and Grade Identification Sheet (SGID)
February 2016
Paper-Pencil Testing Test Administration Manual  53
Copyright © 2016 by the California Department of Education
Appendixes | Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts
Appendix C: 2015–16 CST, CMA, and CAPA for
Science and STS for RLA Items and Estimated
Time Charts
Number of Test Items and Estimated Test Administration Time for Each Grade
and Test
CAASPP test site coordinators should use the
tables that follow to develop schedules for
administering the paper-pencil multiple-choice tests at
their school sites. The CSTs and CMA for Science
and the STS for RLA are untimed tests, but almost all
students should complete the tests within the times
listed. Each test part must be administered in a single
sitting with no breaks unless the student has an IEP or
Section 504 plan that allows for breaks as a testing
accommodation or the student is an EL who is
eligible for breaks as a testing variation. However, if
some students are actively working on a test when
time is called, they must be allowed time to complete
it. The Directions for Administration (DFAs) have
information about this.
CSTs for Science
The estimated times in the table include time
for test administrators or test examiners to
distribute materials, give directions, and collect
materials, as well as the student working time.
Multiple-choice CSTs and CMA for Science and STS
for RLA may be administered over multiple days. If
multiple parts are administered on one day, students
should have at least a 10-minute break between the
parts. For the first day of testing, add 10–15 minutes
to the time in Table 13, Table 14, and Table 16 for the
CSTs and CMA for Science and STS for RLA to
allow time for students to complete identification
information as instructed in the “First Day of Testing”
section of the DFAs.
Table 13. CSTs for Science Items and Estimated Time Chart
ITEMS AND ESTIMATED TIME CHART
Science
California Standards Tests
Total
Part 1 Part 2
Total No. of Items
Time (in minutes)
Total No. of Items
Grade 8
Time (in minutes)
Total No. of Items
Grade 10
Time (in minutes)
Grade 5
66
70
66
60
66
60
140
120
120
70
60
60
CMA for Science
Table 14. CMA for Science Items and Estimated Time Chart
ITEMS AND ESTIMATED TIME CHART
Science
California Modified Assessment
Total
Part 1 Part 2
Total No. of Items
Time (in minutes)
Total No. of Items
Grade 8
Time (in minutes)
Total No. of Items
Grade 10
Time (in minutes)
Grade 5
Part 3
57
120
40
135
45
40
40
45
45
50
50
63
66
150
50
54  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts
CAPA for Science
Note: Testing times shown in Table 15 for the
CAPA for Science are approximate. This assessment
is administered individually, and the testing time
varies from one student to another, based on factors
such as the student’s response time and attention
span. A student may be tested with the CAPA for
Science over as many days as required within the
LEA’s testing window. Levels and grades shown are
for students who will take the CAPA for Science.
Table 15. CAPA for Science Items and Estimated Time Chart
ITEMS AND ESTIMATED TIME CHART
Grades 5, 8, 10
CAPA Content Area
Items
Time
Science
12
CAPA LEVELS
45 minutes
Level
Grades
I
III
IV
V
5, 8, and 10
5
8
10
STS for RLA
Table 16. STS for RLA Items and Estimated Time Chart
ITEMS AND ESTIMATED TIME CHART
Reading Language/Arts
Standards-Based
Tests in Spanish
Total
Part 1 Part 2 Part 3
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Grade 10
Grade 11
February 2016
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
Total No. of Items
Time (in minutes)
71
150
50
50
50
50
50
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
71
150
170
170
170
170
170
170
170
170
50
81
85
81
85
81
85
81
85
81
85
81
85
81
85
81
85
85
85
85
85
85
85
85
85
Paper-Pencil Testing Test Administration Manual  55
Copyright © 2016 by the California Department of Education
Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA
Appendix D: Test Booklet and Answer Document
Codes for the CST, CMA, and CAPA for Science
and STS for RLA
Completing the Student Identification Information on Test Booklets and Answer
Documents
To ensure accurate comparisons between and
among schools and to ensure that student results
are reported correctly in CALPADS, it is essential
that all CAASPP coordinators, test administrators,
and test examiners interpret the student
identification information fields on the test
booklets and answer documents in the same way.
The following information is provided to assist with
marking both pages of information.
Please note that student identification information
may be changed only by the LEA CAASPP
coordinator through CALPADS. See the CDE
CALPADS Web page at http://www.cde.ca.gov/
ds/sp/cl/ for links to CALPADS documentation and
notifications.
Directions to students for completing student
information fields are found in an appendix of the
Directions for Administration for the CST and CMA
for Science and STS for RLA.
The “Student Information Codes on CAASPP
Answer Documents and Test Booklets” table that
starts on the next page provides descriptions of the
sections found on the test booklets for grades two and
three, and on the answer documents for grades four
through eleven. Students must complete Section 1.
Either students or school staff may complete the
student identification information on the front of their
test booklets and answer documents. Sections on the
back page of test booklets and answer documents
must only be completed by school staff. Table 17, on
the next page, contains the following information:
Field Name: This column gives the name of the
data field and one of the following symbols, when
applicable:
Student must complete.
Look carefully—if a bar code label
is present, verify the student name.
Section: The numbers in this column refer to the
numbers printed at the top of each section on the
test booklet or answer document cover pages.
Description: This column gives a description of
the data required.
Please note that the Spanish translations of field
names that are found on the STS answer documents
are included in the table with their English
counterparts, where applicable.
If your students will be completing some or all of
the student information on the cover pages, refer to
the DFA appendix called “Directions for Completing
Student Information,” which includes directions to be
read to students.
56  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA
Table 17. Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets
Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets
Field Name
Section
Description
1
Must be printed by the student at the time of testing.
Bar code label
2
If the LEA selected the label option when setting up the test
administration, place the bar code label in this section on the document.
Student may write and mark
Date of Birth
(Fecha de nacimiento)
3
Mark the student’s birth month and century and mark the student’s birth
day and year.
Student may write and mark
Last Name
(Apellido paterno)
4
Enter and mark the first 11 letters of the student’s last name. For
hyphenated names, mark up to 11 letters beginning with the name
preceding the hyphen. For example, for “Smith-Harrison” mark “Smith
Harri.” Use only the student’s legal name from school records.
Use only letters and spaces, not apostrophes, hyphens, numbers,
periods, commas, and so forth. Left-justify and mark the circle at the top
of each column with no letter entries.
Student may write and mark
First Name
(Nombre)
4
Enter and mark the first 9 letters of the student’s legal first name. Do not
use a nickname or middle name instead of a first name. For example,
enter “Kenneth,” not “Ken” or “Kenny.”
Use only letters and spaces. Left-justify and mark the circle at the top
of each column with no letter entries.
Student may write and mark
MI
(I)
4
Enter and mark the middle initial or leave the field blank. Mark the circle
at the top of the column if the field is left blank.
Student may mark
Gender
(Género)
5
Mark “Female” or “Male” (“Femenino” or “Masculino”).
Student may mark
Grade
(Grado escolar)
Grades four through eleven only;
not for CAPA
6
Mark the student’s current grade—this is the grade that the school shows
as the student’s enrollment grade, and must match the grade of the test
being administered. Schools may assign high school students to grades
on the basis of credits earned or years in school.
 For ungraded programs, subtract 5 from the student’s age on
September 1, 2015, to determine the student’s testing grade level.
 For students in independent study or contract programs, assign the
grade and administer the test for the grade in which the student was
enrolled for the majority of the school year preceding the test
administration.
CAPA Level
For CAPA for Science only
6a
Mark the student’s CAPA level as determined by the student’s IEP team.
Student writes Student
Name, Test Examiner (test
administrator) name, School, and
District
(Nombre y apellido del
estudiante, Examinador/a,
Escuela, and Distrito escolar)
February 2016
Paper-Pencil Testing Test Administration Manual  57
Copyright © 2016 by the California Department of Education
Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA
Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets
Field Name
Section
Description
Grade
For CAPA for Science only
6b
Mark the student’s current grade—this is the grade that the school shows
as the student’s enrollment grade; it must match the valid grade range for
the CAPA level marked in 6a. Schools may assign high school students
to grades on the basis of credits earned or years in school.
 For ungraded programs, subtract 5 from the student’s age on
September 1, 2015, to determine the student’s testing grade level.
Assessed with
For CST/CMA for Science only
7
Mark the circle for either CST Science or CMA Science, as appropriate.
Student ID Number
8
Enter and mark the local ID number assigned by the school or LEA.
Right-justify and include leading zeros if the ID number has fewer than
10 digits.
Statewide Student Identifier
(SSID)
9
Enter and mark the student’s 10-digit Statewide Student Identifier. All
students must have an SSID.
School CDS Code
10
To find the code, go to the CDE Web page at
http://www.cde.ca.gov/re/sd/. Select the radio button to choose Public
Schools. Use the scrolling menus to select the county and LEA. If the
school is outside of California, scroll to the bottom of the County Name
list and select Non-California. Select Search. The NPS code is the last
seven digits in the first column, CDS Code.
Scoring Use Only
A1
Please do not mark this field unless instructed to do so by the CDE.
Special Conditions
A2
Special testing conditions can be marked for one or all tests the student
takes. The following information is found on the inside back cover of
each DFA and this manual. Special testing conditions are as follows:
 A Leave blank.
 C The test administrator, test examiner, or proctor observed the
student cheating.
 E The student was not tested because of a significant medical
emergency.
 F The student became ill while taking this test, had to leave the room,
and was unable to return and complete the test.
 L The student enrolled after the first day of testing and was given this
test.
 M The student was enrolled on the first day of testing but moved
before this test was administered or completed.
 P The student was not tested by parent/guardian request. This special
condition code must be assigned in TOMS prior to the end of the
LEA’s selected testing window.
 T The student was enrolled on the first day of testing and was not
given this test because a staff member verified that the student had
taken the test at a previous school.
 X When offered, the student refused to use the universal tool,
designated support, and/or accommodation specified in his or her IEP
or Section 504 plan.
 Y This document replaces a lost or destroyed answer document or test
booklet.
 Z The student was present for the test and was given this test. The
student closed the test booklet or answer document and did not mark
any answers.
58  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA
Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets
Field Name
Universal Tools, Designated
Supports, and Accommodations
February 2016
Section
Description
A3
Sections A3 and/or A4 (see next section) must be marked when
students use universal tools, designated supports, and/or
accommodations. Students are not required to have an IEP or Section
504 plan to use universal tools or designated supports, but MUST have
an IEP or Section 504 plan to use accommodations.
In part “a,” mark the circle to indicate that the student has an IEP
and/or Section 504 plan. This section must be marked for all students
who have an IEP and/or Section 504 plan that includes universal
tools, designated supports, and/or accommodations, even if they do
not use them during testing. A student must have an IEP to be eligible
to take the CMA for Science.
In part “b” for each test, mark the circle(s) to indicate all universal
tools, designated supports, and/or accommodations the student used
during testing.
Note: The availability of the universal tools, designated
supports, and accommodations listed below is dependent upon the
testing program (CST, CMA, or STS) and subject (science or RLA).
Be sure to check the Universal Tools, Designated Supports, and
Accommodations for the California Assessment of Student
Performance and Progress System document at
http://www.caaspp.org/administration/instructions/ to determine
which universal tools, designated supports, accommodations, and/or
unlisted resources are allowable for each test and subject. The left
column on the table in the document indicates the code to use for
marking each universal tool, designated support, or accommodation
in Sections A3 and/or A4 of the student’s test booklet or answer
document.
The following information is found on the inside back cover of each
DFA and this manual:
 B The student marked his or her responses in the test booklet. An
employee of the school, LEA, or nonpublic, nonsectarian school
transferred the student’s responses onto a scorable test booklet or
answer document.
 C The student dictated his or her responses orally or in Manually
Coded English or American Sign Language to a scribe.
 G The student used a braille version of the test.
 H The student used a large-print version of the test or test items
enlarged (not duplicated) to a font size larger than that used on largeprint versions.
 J The student tested during more than one day for a test or test part
that was to be administered in a single sitting.
 K The student had supervised breaks within a test part.
 L The test was administered at the most beneficial time of day for the
student.
 M The test was administered at home or in a hospital by a test
administrator or test examiner.
 O The test administrator used Manually Coded English or American
Sign Language to present test questions, answer options, or passages
to the student.
 X The student used an abacus on the science test (CST and CMA
only).
Paper-Pencil Testing Test Administration Manual  59
Copyright © 2016 by the California Department of Education
Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA
Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets
Field Name
Section
Description
 Y The student used an unlisted resource. This accessibility support
must be requested and approved in TOMS prior to the end of the
LEA’s selected testing window.
 Z The student heard the test administrator read test questions, answer
options, or passages (STS only) aloud.
English Learner (EL)
Test Variations
(Additional Universal Tools and
Designated Supports for ELs)
A4
Mark Section A4 to indicate each of the universal tools and
designated supports shown below that an EL used during testing.
Note: The availability of the universal tools and designated
supports listed below is dependent upon the testing program (CST,
CMA, or STS) and subject (science or RLA). Be sure to check the
Universal Tools, Designated Supports, and Accommodations for the
California Assessment of Student Performance and Progress System
document posted at http://www.caaspp.org/administration/
instructions/ to determine which universal tools and designated
supports are allowable for each test and subject. The left column on
the table in the document indicates the code to use for marking each
universal tool, designated support, or accommodation in Sections A3
and/or A4 of the student’s test booklet or answer document.
 A The student heard the test directions printed in the Directions for
Administration “SAY” boxes marked with a “T” translated into the
student’s primary language. The student asked clarifying questions
about the test directions in the student’s primary language.
 B The student had additional supervised breaks within a testing day or
within a test part, provided that the test part was completed within the
day of testing. The end of a test part is identified by a “STOP” sign.
 C The student was tested separately with other ELs and was
supervised directly by an employee of the school who had signed a
CAASPP Test Security Affidavit. The student has been provided such
a flexible setting as a part of his or her regular instruction or
assessment during the school year.
 D The student used a translation glossary/word list (English-toprimary language). Glossaries/Word lists shall not include definitions,
parts of speech, or formulas. Glossaries/Word lists may not be used on
any reading or language tests.
60  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix E: Sample Answer Documents
Appendix E: Sample Answer Documents
Exhibit A-3. Sample CST/CMA for Science Multiple-Choice Answer Document
Sample CST/CMA Multiple-Choice Answer Document, Front Page
February 2016
Paper-Pencil Testing Test Administration Manual  61
Copyright © 2016 by the California Department of Education
Appendixes | Appendix E: Sample Answer Documents
Sample CST/CMA Multiple-Choice Answer Document, Inside-left Page
62  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix E: Sample Answer Documents
Sample CST/CMA Multiple-Choice Answer Document, Inside-right Page
February 2016
Paper-Pencil Testing Test Administration Manual  63
Copyright © 2016 by the California Department of Education
Appendixes | Appendix E: Sample Answer Documents
Sample CST/CMA Multiple-Choice Answer Document, Back Page
64  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix E: Sample Answer Documents
Exhibit A-4. Sample CAPA Answer Document
Sample CAPA Answer Document, Front Page
February 2016
Paper-Pencil Testing Test Administration Manual  65
Copyright © 2016 by the California Department of Education
Appendixes | Appendix E: Sample Answer Documents
Sample CAPA Answer Document, Back Page
66  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix E: Sample Answer Documents
Exhibit A-5. Sample STS Answer Document
Sample STS Answer Document, Front Page
February 2016
Paper-Pencil Testing Test Administration Manual  67
Copyright © 2016 by the California Department of Education
Appendixes | Appendix E: Sample Answer Documents
Sample STS Answer Document, Inside-left Page
68  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Appendixes | Appendix E: Sample Answer Documents
Sample STS Answer Document, Inside-right Page
February 2016
Paper-Pencil Testing Test Administration Manual  69
Copyright © 2016 by the California Department of Education
Appendixes | Appendix E: Sample Answer Documents
Sample STS Answer Document, Back Page
70  Paper-Pencil Testing Test Administration Manual
Copyright © 2016 by the California Department of Education
February 2016
Notes
Notes
Notes
Notes
GUIDE TO TEST BOOKLET AND ANSWER DOCUMENT SECTIONS A2, A3, AND A4
A2 Special Conditions
A
C
E
F
L
M
P
T
X
Y
Z
B
C
G
H
J
K
L
M
O
X
Y
Z
A
B
C
D
Leave blank.
The test examiner or proctor observed the student cheating.
The student was not tested because of a significant medical emergency.
The student became ill while taking this test, had to leave the room, and was unable to return and complete the test.
The student enrolled after the first day of testing and was given this test.
The student was enrolled on the first day of testing but moved before this test was administered or completed.
The student was not tested by parent/guardian request. This special condition code must be assigned in the Test
Operations Management System (TOMS) prior to the end of the local educational agency’s (LEA’s) selected testing
window.
The student was enrolled on the first day of testing and was not given this test because a staff member verified that the
student had taken the test at a previous school.
When offered, the student refused to use the universal tool, designated support, and/or accommodation specified in his or
her IEP or Section 504 plan.
This document replaces a lost or destroyed answer document or test booklet.
The student was present for the test and was given this test. The student closed the test booklet or answer document and
did not mark any answers.
A3 Accommodations and Modifications
The student marked his or her responses in the test booklet. An employee of the school, LEA, or nonpublic, nonsectarian
school transferred the student’s responses onto a scorable test booklet or answer document.
The student dictated his or her responses orally or in Manually Coded English or American Sign Language to a scribe.
The student used a braille version of the test.
The student used a large-print version of the test or test items enlarged (not duplicated) to a font size larger than that used on
large- print versions.
The student tested during more than one day for a test or test part that was to be administered in a single sitting.
The student had supervised breaks within a test part.
The test was administered at the most beneficial time of day for the student.
The test was administered at home or in a hospital by a test administrator or test examiner.
The test administrator or test examiner used Manually Coded English or American Sign Language to present test
questions, answer options, and/or passages to the student.
The student used an abacus on the science test (CST and CMA only).
The student used an unlisted resource. This accessibility support must be requested and approved in TOMS prior to the
end of the LEA’s selected testing window.
The student heard the test administrator or test examiner read test questions, answer options, or passages (STS only)
aloud.
A4 English Learner Test Variations (Additional Universal Tools and Designated Supports for English Learners)
The student heard the test directions printed in the Directions for Administration “SAY” boxes marked with a “T” translated into
the student’s primary language. The student asked clarifying questions about the test directions in the student’s primary
language.
The student had additional supervised breaks within a testing day or within a test part, provided that the test part was
completed within the day of testing. The end of a test part is identified by a “STOP” sign.
The student was tested separately with other English learners and was supervised directly by an employee of the school
who had signed a CAASPP Test Security Affidavit. The student has been provided such a flexible setting as a part of his
or her regular instruction or assessment during the school year.
The student used a translation glossary/word list (English-to-primary language). Glossaries/Word lists shall not
include definitions, parts of speech, or formulas. Glossaries/Word lists may not be used on any reading or
language tests.
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