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California Assessment of Student Performance and Progress (CAASPP) Test Site Coordinator Training for Paper-Pencil Tests February 12, 2015 Presented by.

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Presentation on theme: "California Assessment of Student Performance and Progress (CAASPP) Test Site Coordinator Training for Paper-Pencil Tests February 12, 2015 Presented by."— Presentation transcript:

1 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

2 Objectives 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. 2

3 Agenda 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) 3

4 Testing Window, Delivery, & Pickup of Materials 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. 4

5 Receiving Materials Inventory within 24 hrs Need Additional Materials? Secure all Materials Verify Quantities Note missing materials; contact Assessment if there are discrepancies or Call Assessment Do not call other schools for materials Store in a secure locked area S A V E B O X E S ! 5

6 New for 2015  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 6

7 Accessibility Support Request Form 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 7

8 Test Site Coordinator Responsibilities Before Testing Security Training Staff Scheduling Information Test Preparation Paper-Pencil Tests 8

9 Security #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 9

10 Security Audits 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 10

11 Train Examiners and Proctors #2 Responsibility Review archived training video links 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 11

12 Train Examiners and Proctors (Cont.) 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 Note 12

13 Train Examiners and Proctors (Cont.) Examiners CANNOT:  Review test questions before, during, or after testing  Check students’ answers including (among others): 1. Advise students of wrong answer or to check an answer; or 2. 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 13

14 Scheduling Information 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 14

15 Test Preparation 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) 15

16 Test Preparation (Cont.) 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) 16

17 Paper-Pencil CAASPP Tests CST/CMA 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 17

18 CST/CMA Answer Doc 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 18

19 Paper-Pencil Tests CAPA 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 19

20 CAPA Observers 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 20

21 1 – Name, etc. 3 – Date of Birth 5 – Name 6 – Gender 7a – CAPA Level 7b – Grade 11 – Student ID 12a – SSID Use blank answer document and bubble minimal demographics CAPA Observers (Cont.) 21

22 Paper-Pencil Tests (STS) 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 22

23 STS Answer Doc STS for RLA in grades

24 STAR Test Site Coordinator Responsibilities During Testing Test Security Universal Tools, Designated Supports, and Accommodation Testing Irregularities, Breaches and Improprieties 24

25 Test Security 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 25

26 Universal Tools, Designated Supports, and Accommodations 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 26

27 Supports for English Learners 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 27

28 Testing Irregularities and Security Breaches 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 or fax Emphasize in staff training 28

29 Testing Incidents and Improprieties 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 29

30 Test Site Coordinator Responsibilities After Testing Mark Discrimination Analysis Answer Documents Packing and Returning Materials Red Envelope 30

31 Mark Discrimination Analysis Train examiners to  Erase NOTHING in answer circles 31

32 Mark Discrimination Analysis (Cont.) Avoid teaching students in second and third grade to mark through answer circles to eliminate answers. Such marks MAY NOT be erased by adults 32

33 After Testing Complete Back of Answer Document 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 33

34 After Testing Complete Back of Answer Document 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 34

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 VOID Transcribed After Testing Answer Documents 35

36 After Testing Answer Documents Home/Hospital  On answer document, A3, mark as accommodation “M”  On SGID, enter correct home/hospital school code= Non Public  Put on answer document NPS school code 36

37 Packing and Returning Materials Which Answer Documents to Return for Scorables 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 37

38 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

39 SGID (Cont.) 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

40 Packing and Returning Materials Master File Sheet 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 40

41 Packing and Returning Materials Scorables Orange Labels  Pack CAPA on TOP CST/CMA answer documents  All STS under CST/CMA, sorted by grade  Use 1 SGID per grade level  Master File Sheet on top Box Counts school Box Counts- district do not use Packing Order 41

42 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 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! 42

43 Red Envelope 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 43

44 Site Support Who to Contact Stephanie Hearne; Assessment  Policies and Procedures  To request additional test materials for all tests John Brooke; RAP Center  Questions on what students to test for the STS Special Education;  CAPA Eligibility  IEP Information Assessment Website- CAASPP Paper-Pencil Resources  44

45 Questions and Evaluation 45


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