Standardized Testing and Reporting
(Legacy STAR)
Pre-Test Workshop
2014
February 14, 2014; 8:00-11:00 am; E-116
February 14, 2014; 1:00-4:00 pm; E-116
February 19, 2014; 1:00-4:00 pm; E-116
February 21, 2014; 8:00-11:00 am; E-116
February 21, 2014; 1:00-4:00pm; E-116
Cin Rogers, Ed.D.
District Coordinator for State Assessments
457-3828
cin.rogers@fresnounified.org
1
Physical Fitness Test
• Required in Grades 5, 7, and 9
• Grade 9 by Graduation Requirement Year 2017
• Test Window February 1 to April 25, 2014
• Need date PFT testing began.
• All schools MUST administer the test, including
Alternative and Charters.
• All students in grades 5, 7, and 9 take the tests
whether or not they are enrolled in a PE class.
• Individual results are to be given to each student
after testing.
• Return completed scanners to REA ATTN: Tami
Whaley by April 25.
2
Objectives
STAR coordinators will:
• Follow current STAR procedures properly.
• Ensure all materials are handled securely and
appropriately.
• Train site examiners to conduct testing
consistently.
3
Agenda
• Test Dates and Scheduling
• STAR Test Site Coordinator responsibilities
• Multiple-choice tests
– California Standards Tests (CSTs)
– Early Assessment Program (EAP) tests
– California Modified Assessment (CMA)
• California Alternate Performance Assessment (CAPA)
• After testing
4
CAASPP
California Assessment of Student Performance and Progress
Smarter Balanced Field Test
(April 7 – June 6)**
ELA/Literacy & Mathematics
Grades 3-8, 11
Legacy STAR Program
(High Schools = April 22 – May 9)
(Elem & Middle = April 28 – May 16)
CST/CMA
Science
Grades 5, 8,
10
CAPA- ELA,
Math, Science
Grades 2-11
CST for EAP
purposes in ELA &
Mathematics
Grade 11
** See hand out for assigned CAASPP Test Windows
5
#1 Responsibility—Security
• No unauthorized electronic devices used in
classroom during testing
• For testing purposes, any electronic device that
is not specifically designated as an
accommodation or modification in the student’s
IEP or Section 504 plan is unauthorized.
• Security audits to occur
6
Security Audits
• At randomly selected schools and district offices
• Before, during, or after testing
• Are materials secure, accounted for, and
locked up when not in use?
• Are correct administrative procedures being followed? For
example:
– Instructional materials have been removed or covered.
– Students are not being coached through the exams.
– Only appropriate accommodations and/or
modifications are being provided, et. al.
– No unauthorized electronic devices are being used.
7
#2 Responsibility – Train Test Examiners
•
•
•
•
Emphasis on heightened security
New and updated videos
Additions to DFAs
Room sign with reminder of no
electronic devices
• To be posted in clear view of students
• Included in District Coordinator kit
• Available on startest.org
• Can be photocopied
8
9
STAR TSC Responsibilities
•
•
•
•
READ TSC Manual
Inform parents (Parent Q & A)
Train examiners
Ensure examiners READ and sign affidavits.
– Send copies to REA ATTN: Tami Whaley
• Secure test materials.
• Plan for accommodations and
modifications
10
STAR TSC: Late Labels
• To assist schools REA will:
• Send a set of labeled booklets for new students since Pre-ID.
• For students whose demographics have changed since Pre-ID
an electronic update to the pre-ID will be done by REA.
• School will:
• Pull all “moved” students’ answer docs
• Mark moved students’ answer docs “VOID – moved” and put
in non-scorable.
11
STAR TSC: Train Examiners
• READ and sign affidavits
– send copies to REA ATTN: Tami Whaley.
• Emphasize NO unauthorized electronic devices.
• MAKE SURE CORRECT TESTS ARE GIVEN.
• Students who are not testing may not stay in the
classroom where a test is being administered.
• If students need to be taken to another room to finish
testing, BE SURE THEY ARE ESCORTED BY SCHOOL
DISTRICT STAFF. Do not allow students to walk to another
room with test materials by themselves.
12
STAR TSC: Reminders
• Examiners CANNOT:
– Review test questions before, during, or
after testing.
– Check students’ answers including (but not
limited to):
1. Advise students of wrong answer or to check an
answer; or
2. Withhold answer docs until students demonstrate
they have the right answers.
13
After Testing
Answer Documents
• Train examiners to:
– Erase NOTHING in answer circles.
STAR TSC
Examiners shall monitor students throughout testing to
make sure students are:
– On correct part
– Not going on to other parts or back to a previously
completed part
– Not skipping a question on their answer document
(so that they are off by one or more)
– Not using unauthorized electronic devices during
testing session
15
STAR TSC
• Examiners shall ensure there is
enough time to complete a part
before beginning the part.
• Examiners must follow the approved
test schedule.
16
Instruction Between Test Parts
• NO instruction in content area between test
parts administered in the same day
• For example, no language arts instruction can
occur between CST
Science Part 1 and CST Science Part 2 if they
are administered in the same day.
17
Parent/Guardian Exemptions
• Students whose parents/guardians submit written
requests may be exempted from:
• All tests
• Specific tests or content areas
• Tests taken before a parent/guardian exemption
request is received will be scored and reported.
• No separate messages to parents of selected groups
of students
18
Accommodations
• Do not change what is being tested
• Only for students with IEPs or 504 Plans
• Corresponds to what student receives in
daily classroom instruction
• Examples for Multiple-Choice:
• Dictated responses to a scribe
• Assistive device that does not interfere with
independent work of student
• Mark only what student actually uses
19
Modifications
• Does change what is being tested
• Only for students with IEPs or 504 Plans
• Corresponds to what student receives in daily
classroom instruction
• Examples for Multiple-Choice:
• Reading passages read or signed to student
• Calculator for math test
• Assistive device that does interfere with independent
work of student
• Mark only what student actually uses
20
Accommodations Allowed for CMA
• See Testing Variations, Accommodations, and
Modifications matrix in workshop materials
• Test questions read aloud to student
• Math manipulatives on the math or science tests
21
No Modifications for CMA
•
Modifications are not allowed for use on the CMA;
the CMA is a modified test. If the IEP team feels
further modifications are necessary the IEP team
should consider that the student participate in the
STAR Program by taking the CSTs with
modifications.
22
English Learner Testing Variations
• ELs are allowed only the following testing
variations (inside back cover of DFA):
• Hearing test directions marked with T in SAY boxes
• The test examiner is not to translate any oral or written
test questions or directions students are to read to
themselves.
• Tested separately with other EL students by school
employee. Use only if this is normal procedure for these
students.
23
STAR Multiple-Choice Tests
• CST
– Grade 10 – Life Science
– Grade 11 – ELA and/or Summative High
School Mathematics or Algebra II for
purposes of EAP
• CMA
– Grade 10 Life Science; Must have IEP and
meet eligibility criteria
24
Before Multiple-Choice Testing
• Receive boxes:
– All boxes come in single delivery.
– Before signing receipt, check number of boxes.
– Compare box contents to packing list within 24 hours.
Report discrepancies to REA.
• Prep answer documents:
– 2014 only
– No copying of answer documents
25
Before Multiple-Choice Testing
• Confirm which tests each student takes.
• Confirm any accommodations or modifications
students will use and where they will be tested.
• Prepare materials:
– Test booklets
– No. 2 pencils
– Signs
26
During Multiple-Choice Testing
• Use Directions for Administration (DFAs) correctly.
– Read ALL “SAY” boxes
exactly as written.
– Be sure to read and complete
“First Day of Testing” section
with students.
– ONLY translate boxes
with “T” (NO CST/CMA
questions, prompts, or
passages may be translated).
– Grades 9−11 are in single DFA
for each test: CST, CMA.
27
During Multiple-Choice Testing
• Monitor for use of unauthorized
electronic devices.
• Give correct test booklets and answer documents to
students whose names are on answer documents.
• Make sure students are taking the correct test and
marking answers in the correct section of the answer
document.
• Ensure students complete all parts of each test.
28
During Multiple-Choice Testing
• Schedule breaks
– Ensure there is enough time to complete a part
before beginning the part.
– See DFA for more information on breaks.
29
CST for Science
• Required grade-level science
– Grades 5, 8, 10: all students shall take the
grade-level test.
• Found in grade-level test booklets: no need to order
separately.
30
EAP
• Grade 11 only
• To receive status of ELA, students must complete:
– Writing essay in March; and
– CST multiple choice questions; and
– Additional EAP multiple choice questions on CST.
• For mathematics, students must complete additional
questions on the EOC Algebra II or Summative High School
Mathematics
• Students must mark ONLY ONE bubble—REA will not bubble
for student
31
CMA Participation Criteria
• Have an IEP
• Meet the SBE-adopted eligibility criteria
• Previously took CST and scored below basic
or far below basic
• Previously took CAPA and scored proficient or
advanced in previous 2 years
• See full participation criteria:
– STAR District and Test Site Coordinator Manual
– http://www.cde.ca.gov/ta/tg/sr/participcriteria.a
sp
CMA Participation Criteria
• ANNUALLY, IEP specifies:
– Whether the student takes the CMA or the CST
with appropriate accommodations and/or
modifications, regardless of previous CMA
performance levels
– CMA subject(s)
– Variations and/or accommodations
• Check the student’s IEP to see whether and
which CMA test the student should take.
CMA Participation
• Science
• Grades 5, 8, 10
• No additional modifications are allowed.
– If modifications needed, student should take
CST with modifications.
CAPA
• Performance-based, one-on-one test
• For students with significant cognitive
disabilities unable to take the CSTs even
with accommodations and/or modifications
or the CMA with accommodations
• Student must have an IEP
• IEP specifies CAPA and level
CAPA
• CAPA Training is mandatory.
• CAPA Test Examiner Training:
• Regional Instructional Managers (RIM) will train
teachers at your site
• Contact Office of Special Education for questions about
training
• Packed in separate boxes from other STAR materials
• Distribute CAPA directions to Special Education teachers
early to review procedures and instructions
• All FUSD schools have one CAPA version (so required
materials are all the same). FUSD has Version 4 for 2014.
• 10% are to be double rated at each school and grade.
• Lists will be sent to schools for double rating.
36
CAPA Answer Document
• Use only 2014 answer document.
• Ensure correct CAPA Level
is marked in 7a.
• Level I only can have 5 as a score.
CAPA Observers
• Districts must double-rate at a minimum of ten percent (10%)
of the CAPA students per level, per site (including NPS).
• Double ratings are randomly selected.
• Observers must mark Observer and BOTH examiners and
observers must sign their separate answer documents.
Preparing To Administer the CAPA
Observer’s Answer Doc
Use blank from overage.
Observers must mark sections
1 – Name, etc.
3 – Date of Birth
5 – Name
6 – Gender
7a – CAPA Level
7b – Grade
11 – Student ID
12a – SSID
After Testing
• Paperwork
– Separate answer docs by grade
– Alphabetize answer docs by grade
– Complete back of answer document.
– Transcribe voided answer documents.
– Complete First Day List
– Complete SGID (one per grade).
– Complete Master File (one per school).
• Pack: scorables vs. nonscorables
– Attach correct shipping labels.
After Testing
Complete Back of Answer Document
• A1 DO NOT complete without CDE notification
• A2 Special Conditions
• A3 Accommodations and Modifications
– Part a: mark “IEP” and/or “Section 504 plan” to indicate
which program/plan student has, WHETHER USED
ACCOMMODATIONS OR MODIFICATIONS OR NOT.
Note: IEP is required to take CMA, CAPA.
– 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, what was actually used
After Testing
• Transcribe
– Braille and large print
• Cannot be processed without
transcription
• In Section A3 on the back of the
answer document mark
“G” or “H.”
– Damaged answer documents
VOID
• Write
on
front of answer document(s)
and return with nonscorables.
Multiple-choice Testing
Answer Document
• Use 2014 answer documents only
• Do NOT copy answer documents
• An answer document must be completed and
submitted with each school’s scorable materials for
every student enrolled on the first day of multiplechoice testing. This includes students who:
• Complete CST/CMA or CAPA
• Are exempted by parent/guardian request
• Are absent for the school’s entire testing window
43
Complete after testing
If Applicable:
Box A2: Special Conditions
Box A3: Accom/Mods
Box A4: EL Test Variations
44
What do you hand-bubble if it is not a
Pre-ID answer document?
Required:
Box 3: DOB
Box 5: Name
Box 6: Gender
Box 7: Grade
Box 8 & 9:
Ethnicity/Race
Box 10: Parent ed
Box 11: Student ID
Box 12a: SSID
45
And on the back page...
If Applicable:
Required:
Box 15: Eng Prof
EL => Box 17 & 24
RFEP => Box 21 & 22
Box 16: Sped Svcs
Box 19: Prim Lang
Box 23: NSLP
Box A2: Special
Conditions
Box A3:
Accom/Mods
Box A4: EL Test
Variations
46
16a—Disability Code
• If not in Pre-ID, mark after testing.
• For CST and STS:
– Mark “000” if no IEP; or
– Disability Code from IEP.
• For CMA and CAPA:
– Disability code is
REQUIRED.
– “000” not valid
for CMA or CAPA.
– Also, be sure to mark the “IEP” or
“504 Plan” circle in section A3a
even if the student does not use
any accommodations or modifications.
SGID Sample – What to Bubble
48
School and Grade Identification
Sheet (SGID)
 Complete the front page of SGID (see manual)
 Information box – district, school grade, dates,
test coordinator name
 CST/CMA or CAPA
 Grade
 Number of Documents
 Use one for each grade level tested with
CST/CMA
 Use one for all CAPA levels and grades
49
Master File Sheet
 Complete “Number of SGID’s” column for
each grade tested
 Use one SGID (CAPA) for all CAPA
 Use one SGID per grade tested with CST/CMA
 Complete “Number of Scorable Documents”
column for each grade tested
 If no students tested in grade level, enter “0.”
50
Testing Problems
• Examples include, but are not limited to:
• Test Administration Errors
•
•
•
•
Not following directions
Randomly distributing Pre-ID test booklets
Marking Modifications when they were not used
Not marking correct course-specific test code
• Testing Irregularities
•
•
•
•
•
•
•
Failure to maintain security
Allowing students to access electronic equipment
Allowing students to take pictures of tests
Information on walls or desks
“Coaching” students in any way
Changing/correcting students’ responses
Allowing students additional materials during testing
• Inform the District Coordinator asap (Cin @ 457-3828)
51
Delivery and Pick-up of STAR Test
Materials
• Notify front office staff of expected deliveries and pickups:
• Have front office staff notify TSC ASAP of deliveries.
• Tell front office staff where deliveries are to be
placed/secured.
• Tell front office staff where material to be picked up is
located.
• Keep materials secure at all times.
• Will receive an email regarding delivery dates and pick up
dates
52
No On-site Inspections
• REA will not inspect STAR scorable answer
documents.
• Schools are responsible to separate scorable and
nonscorable materials and prepare them for
shipping.
• See page 66-68 of STAR manual
53
Packing Scorable Materials
• See Correctly Package Scorable Materials in
manual p66
• An answer document for every student
enrolled in tested grade on first day of testing.
• Completed SGID sheet by grade (One for
CST/CMA per grade, one for CAPA all grades)
• Completed Master File Sheet (ONE per school)
• Place Orange label on SCORABLE boxes
54
Packing NON-SCORABLE Materials
 See Correctly Package Nonscorable Materials in manual p67
 Voided answer documents (if responses) marked VOID and
the reason
 Grade DFAs
 Unused blank and Pre-ID answer booklets
 Transcribe Large-print and Braille Booklets
 Place green labels on NON-SCORABLE boxes
55
Returning STAR Test Materials
 Return address labels are provided for all testing
materials.
 EAP Essay
 Magenta labels for scorable
 Yellow labels for non-scorable
 Multiple-Choice Answer Documents and CAPA
 Orange labels for scorable materials
 Green labels for non-scorable materials
56
Complete Labels Correctly
Leave
District
Blank
Fill in
School
57
How to Get More Test Materials
• REA Website http://rea.fresnounified.org/
• Click on <Requests>
• Click on <Request STAR Materials from District
Overage>
• Procedures for extra material:
• Non-secure materials can be sent by intra-district
mail
• Secure material will be delivered within two
working days or can be picked up by TSC
58
Questions?
Call the STAR CAASPP Team
Cin Rogers 457-3828
Tami Whaley 457-3851
Carlos Ramirez 457-3852; District cell 647-3751
59