California Assessment of Student
Performance and Progress
(CAASPP)
Test Site Coordinator Training for
Paper-Pencil Tests
February 12, 2015
Presented by
Stephanie Hearne, Assessment Supervisor
Objectives
2
School Site CAASPP Coordinators will:
Follow correct, current, STAR procedures
 Ensure all materials are handled securely and
appropriately
 Train test administrators to conduct testing
correctly, securely and consistently.

Agenda
3
 Test Window, Delivery, and Pickup
 Receiving Materials
 New for 2015 Test Administration
 Accessibility Support Request Form
 Coordinator responsibilities (Before Testing)
 CAASPP Paper-Pencil Test (CST/CMA/CAPA Science, STS)
 Coordinator responsibilities (During Testing)
 Coordinator responsibilities (After Testing)
Testing Window, Delivery, & Pickup of
Materials
4
 Testing Window

CST, CMA, STS, CAPA: April 3 – May 14, 2015
 Warehouse Delivery and Pick-up

Delivery:
March 24, 2015 Elementary
 March 25, 2015 Secondary


Pick-up:
May 18, 2015 (Elementary)
 May 19, 2015 (Secondary)


All shipments not ready for warehouse driver must be hand
delivered to Assessment Warehouse at 810 Ohio Ave by 1:30
p.m.
Receiving Materials
5
Inventory
within 24 hrs
Verify Quantities
Note missing
materials;
contact
Assessment
if there are
discrepancies
Need
Additional
Materials?
Email or
Call Assessment
Do not call other
schools for
materials
Secure all
Materials
Store in a
secure locked
area
New for 2015
6

Of the CAPA test, only the CAPA for Science will be
administered. Because this test is administered to students in
grades five, eight, and ten in Levels l and lll-V, there is no test
administered in Level ll in 2015

Because all demographic data originate from CALPADS,
some demographic fields have been removed from answer
documents and test booklets, which has also caused some
answer document fields to be renumbered.

The fields remaining on answer documents are related to
student identification and test conditions
Accessibility Support Request Form
7
 New for 2015
 Request new Universal tools, Designated Supports,
or Accommodations that is not yet listed as approved
 Approved tools/supports/accommodations will be
added to list
 Request form will be online and available at
http://caaspp.org/administration/forms/
Test Site Coordinator Responsibilities
Before Testing
8
 Security
 Training Staff
 Scheduling Information
 Test Preparation
 Paper-Pencil Tests
Security
9
 #1 Responsibility – Test Security
• No unauthorized electronic devices used in
classroom during testing
•
For testing purposes, any electronic device
that is not specifically designated in the
student’s IEP or Section 504 plan is
unauthorized
 Audits will be conducted
 Post on Testing room doors
Security Audits
10
 At randomly-selected schools and district offices
 Before, during, or after testing
Key Questions:
 Are materials secure, accounted for, and when not in
use locked-up
 Are correct administrative procedures being followed:




Materials on walls have been removed or covered
Students are not being coached through the exams
Only appropriate Universal Tool, Designated Supports, and
Accommodations are being provided
No unauthorized electronic devices are being used
Train Examiners and Proctors
11
#2 Responsibility
Review archived training video links
http://caaspp.org/training/paper-pencil/index.html
Ensure that examiners and proctors;
 Read and sign affidavits (2 pages)
 Enphasize NO unathorized electronic devices

Students who are not testing may not stay in the classroom
where a test is being administered

Distribute test materials to correct students
 Be careful with similar names
 Ensure that students code correct test version number

Follow Directions for Administration



Read “Say “ boxes exactly as written
Translate boxes with “T” Only
Examiners may be given DFAs and CAPA Examiner Manual
prior to testing except for;

STS- grade 2 DFA is secure; must be collected daily
Train Examiners and Proctors (Cont.)
12

If students need to be taken to another room to finish testing, Be sure they are escorted
by an adult. Do not allow students to walk to another room with test materials by
themselves.

Plan quiet activities, not related to test being taken, for students who finish early

Use #2 pencils with erasers

Scratch paper may be used for the math and science test. Scratch paper is secure and must
be turned in to coordinator to be shredded

Ensure that all students taking CST and/or CMA are bubbling responses in proper section
of answer document

*Students in grades 5, 8, and 10 may write in test books; if grade 2 & 3 students write in test
booklets, any marks other than those in the response circles must be erased

If a student in grade 2 & 3 used a highlighter, make sure the student’s answers and
demographic information have been transcribed onto a blank test booklet. It is
recommended that students not use highlighters
Train Examiners and Proctors
(Cont.)
13
 Examiners CANNOT:
 Review test questions before, during, or after testing
 Check students’ answers including (among others):
1.
2.
Advise students of wrong answer or to check an answer; or
Withhold answer docs until students demonstrate they have the right answers
 Examiners shall monitor students during testing to make sure students are;

On correct part of test

Do not go on to other parts or back to a previously completed part

Do not skip a question on their answer document (so that they are off by one
or more)

Ensure there is enough time to complete a part before beginning the part;
give breaks only at end of part

Post “Do Not Disturb” signs on doors when testing and “No Electronic
devices” signs inside classrooms where students can see
Scheduling Information
14
 CST, STS, CMA, CAPA
 Administered during same testing window
 CST, STS, CMA, CAPA: untimed
 Recommend 1 part per day, STS grades 2-3
 CAPA
 Allow time to assemble Manipulatives
Test Preparation
15
 Confirm which test(s) each students takes
 Confirm any Universal Tools, Designated Supports, and
Accommodations students will use and where they will be tested

Notify Assessment immediately if student Designated Supports or Accommodations in
IEP or 504 Plan is not on the approved matrices; An Accessibility Support Request
Form will have to be submitted and approved 30 days prior to student testing
 Prepare materials:


Test Books
Apply Pre-ID labels to answer documents





Be sure you are using only 2015 documents
No. 2 pencils
DFA’s
Scratch paper
Signs (i.e., No Unauthorized Electronic Devices)
Test Preparation (Cont.)
16
 Identify testing rooms; including a quiet room to which students who
need more time to test will be escorted
 Prepare separate room(s) for CMA test-takers
 Provide ample distance between students; students should be seated in
a way that discourages cheating
 Remove or cover all materials on walls or displayed in testing rooms
that could pertain to test content that is visible to students
 No parent or relative of students may have access to testing materials
or testing rooms at any time (before during and after testing)
Paper-Pencil CAASPP Tests
CST/CMA
17
 CST for Science


Students take CST for Science in grades 5, 8, and Life Science for
grade 10
All students take the CST unless they have an IEP that designates
CMA or CAPA
 CMA for Science


Students take CMA for Science in grades 5, 8, and Life Science for
grade 10
Students must have an IEP that designates that he/she takes the
CMA for Science
CST/CMA Answer Doc
18
Right side of inside of the answer doc
CMA section has:
• Different subject
icon from CST
• Alternate row
shading for the
response bubbles
• Three options
• Fewer number of
questions
Paper-Pencil Tests
CAPA
19
 CAPA for Science- for students in grades 5, 8, and 10
 Performance-based, one-on-one test
 Examiners must be certificated or licensed and trained to administer the CAPA
 For students with significant cognitive disabilities unable to take the CSTs even
with Universal Tools, Designated Supports, and Accommodations
 Student must have an IEP
 IEP specifies CAPA and level
 Do not take STS
 Only Level 1 only can have a “5”as a score. The highest possible score for
Levels lll and IV is “4”
 Answer document:

Ensure correct CAPA Level
is marked in 6a
CAPA Observers
20
 Double ratings are randomly selected

Special Ed Department will send list to schools with names of
student to double rate
 Observer must meet same qualifications as examiner and trained
to administer CAPA
 Observer independently; scores at same time
as examiner
 Observers must mark Observer and BOTH examiners and
observers must sign the answer document
CAPA Observers (Cont.)
21
Use blank answer document and
bubble minimal demographics
1 – Name, etc.
3 – Date of Birth
5 – Name
6 – Gender
7a – CAPA Level
7b – Grade
11 – Student ID
12a – SSID
Paper-Pencil Tests
(STS)
22
 STS for Reading/Language Arts (RLA) in grades 2–11
 Required for Spanish speaking English learners who are;


Receiving instruction in Spanish regardless of the length of time
they have been enrolled in school in the US; or
Will have been enrolled in a school in the US less than 12
cumulative months on the first day of testing
 Must also take CST or the CMA for Science
 RAP Center administers assessment for schools that do not have
TBE classes or bilingual classes
 Lists will be sent to schools by the RAP Center of students who
are eligible to test
STS Answer Doc
23
 STS for RLA in grades 2-11
STAR Test Site Coordinator Responsibilities
During Testing
24
 Test Security
 Universal Tools, Designated Supports, and
Accommodation
 Testing Irregularities, Breaches and Improprieties
Test Security
25
 Test materials are to be signed out and in daily; use secure
materials inventory forms
 These forms are to be used to check materials out and in to test
examiners
 Ensure that you are counting materials to and from examiners
 When students are not testing, materials are to be stored in a
secure locked area
 Materials are not to be kept in classrooms.
 Test Site Coordinator should circulate among testing rooms to
ensure test are properly administered and to respond to test
examiner questions and concerns
 Monitor for use of unauthorized electronic devices
Universal Tools, Designated Supports, and
Accommodations
26
 Students may use only Universal Tools, Designated
Supports, and Accommodations written in IEP or 504
Plans and regularly used in classrooms
 Must submit Accessibility Support Request Form if
Tools, Designated supports, or Accommodations are not
listed on Matrix 1
Supports for English Learners
27
 Bubble variations used in box A4 of the CST/CMA answer
document
 Student may hear instructions read from DFA translated
into primary language; may ask clarifying questions in
primary language regarding instructions in DFA
 May use English to primary language glossary
 No dictionaries may be used
 English learners may be tested in separate group
Testing Irregularities and Security Breaches
28
 Testing Irregularities and Security Breaches are
circumstances that may compromise the
reliability and validity of test results; could
impact API and AYP:



Coaching students, leaving instructional material on
walls during testing, allowing students to use
additional materials not specified in the IEP/504, etc.
Inappropriate test preparation
Breach in security (i.e., copying tests, losing test
books, using unauthorized electronic devices)
 Contact Assessment ASAP
 Complete a Irregularity Report Form
 Make a copy of report form for your files; send
original to Assessment via email or fax
Emphasize
in staff
training
Testing Incidents and Improprieties
29
 Test administration incidents are any situations
that occur before, during, or after testing that
does not conform to the instructions stated in the
DFA or the coordinator manual



Disruption in testing (fire alarm, power outage,
evacuation)
Test administration error (randomly distributing
Pre-id answer documents)
Student cheating (mark A2, Special Conditions)
 Notify Assessment of testing incidents
 Complete a Testing Incident Form
 Make copy of report for your files; send original
in RED envelope to Assessment

Do not put a copy in your shipment
Test Site Coordinator Responsibilities
After Testing
30
 Mark Discrimination Analysis
 Answer Documents
 Packing and Returning Materials
 Red Envelope
Mark Discrimination Analysis
31
 Train examiners to
 Erase NOTHING in answer circles
Mark Discrimination Analysis (Cont.)
32
 Avoid teaching students in second and third
grade to mark through answer circles to
eliminate answers. Such marks MAY NOT be
erased by adults
After Testing
Complete Back of Answer Document
33
 A1 - DO NOT complete without Assessment notification

Box used for testing incidents and irregularities
 A2- Special Conditions

Bubble for students that are/have;





Absent
Parent exemptions
Cheating
Enrolled after first day of testing
Submit answer documents with these codes in your scorables
After Testing
Complete Back of Answer Document
34
 A3 Designated Supports and
Accommodations

Part a: mark “IEP” and/or “Section 504
plan” to indicate which program/plan
student has, whether used designated
supports and accommodations or not

Part b, mark codes for all accommodations
student used as specified in IEP and/or 504
plan
 A4 - English Learner Test Variations

For each test, mark what was actually used
*Note: IEP is required to take CMA, CAPA
After Testing
Answer Documents
35
 Transcribe

Braille and large print (or not
processed)
 In
Section A3 on the back of
the
answer document mark
“G” for braille or “H” for Large
print
 Voided Answer documents

Write VOID and reason on the front
of answer document(s),
with marks, not to be scored;
return with nonscorables
After Testing
Answer Documents
36
 Home/Hospital
 On answer document, A3, mark as accommodation “M”
 On SGID, enter correct home/hospital school code= 0761796
 Non Public
 Put on answer document NPS school code
Packing and Returning Materials
Which Answer Documents to Return for Scorables
37
 An answer document must be returned for students enrolled on the
first day of testing and designated to take one of the following tests
(even if not tested):



CST for Science (grades 5, 8, and 10)
CMA for Science (grades 5, 8, and 10)
CAPA for Science (grades 5, 8, and 10)
 Must return STS answer documents only if test is taken
 Return answer documents for students with special conditions
identified in box A2



Students that were absent
Parent waivers
Enrolled after first day of testing, etc.
 Must return answer documents with completed demographics on all
hand bubbled documents
Packing and Returning Materials
School Grade Identification Sheet (SGID)
 Complete for each set of answer
documents or test booklets
 Check counts to be accurate;
include docs of students not
tested with reason why in A2
 Place on answer documents for
correct
 Grade
 School
 Processing will stop if not
correct
 School Code-must bubble

Not precoded
38
SGID (Cont.)
39
 Make sure REQUIRED fields are
completed to ensure accurate
processing;


CAASPP Assessments
administered
Grade






Mark only one
For CST/CMA, CAPA, STS only
Number of documents
Test start date=first day of testing
within window
Used by CDE accountability office
For home/hospital enter
0761796
Packing and Returning Materials
Master File Sheet
40
 Total number of SGIDs

Total number of answer
documents submitted


Write “0” (zero), for all
grades not tested, do not
leave any blank lines
Place on top of answer docs
in your scorable shipment in
box number 1 and put a copy
in your RED envelope
For CAPA ; All grades and levels are stacked
together under 1 SGID
Packing and Returning Materials
Scorables
41
 Orange Labels
Pack CAPA on
TOP CST/CMA
answer documents
Box Counts- district
do not use


All STS under
CST/CMA,
sorted by grade

Use 1 SGID per
grade level

Master File
Sheet on top
Box Counts
school
Packing Order
Packing and Returning Materials
Non scorables
42
 Green Labels

Must return the secure STS DFA for
grade 2 with nonscorables

Must return all CAPA Examiner’s
Manuals with nonscorables

Must return all used and unused test
books and unused grades 2 and 3
test booklets with nonscorables
 Voided Answer Documents



Write “void” and reason on front of
document
Dropped students
Damaged answer documents
Number
shipments
separately!
Red Envelope
43
•Return the following documents to
Assessment in your red envelope
•Copy of Master File Sheet
•Copy of Secure Materials Daily Check
out and in form
•Copies of signed Security Affidavits
•Copies of parent exemption letters
•Copies of Test Incident Report
Forms
•Give envelope to driver when materials are
picked up
•Do not put envelope in your boxes
•Keep copy of all documents for your
records
Site Support
Who to Contact
44
 Stephanie Hearne; Assessment 307-4515


Policies and Procedures
To request additional test materials for all tests
 John Brooke; RAP Center 307-4590

Questions on what students to test for the STS
 Special Education; 307-4630


CAPA Eligibility
IEP Information
 Assessment Website- CAASPP Paper-Pencil Resources

http://www.wccusd.net/page/43
Questions and Evaluation
45