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.

Inventory within 24 hrs

Receiving Materials

5 Need Additional Materials?

Secure all Materials Verify Quantities Note missing materials; contact Assessment if there are discrepancies Email or Call Assessment Do not call other schools for 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 observers must sign the answer document examiners and

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 38  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

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

Box Counts- district do not use



Orange Labels

 Pack CAPA on TOP CST/CMA answer documents

Box Counts school

 All STS under CST/CMA, sorted by grade  Use 1 SGID per grade level  Master File Sheet on top

Packing Order

Packing and Returning Materials

Non scorables

 

Green Labels

 Must return the secure STS DFA for grade 2 with nonscorables  Must return all CAPA Examiner’s Manuals with nonscorables 42  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