Star testing presentation k 5 6-8 2011 new directions

Preparing for 2011 STAR Standardized Testing and ReportingGrades K-5, 6-8

Georgia RenneConsultant

Workshop Goals Review the basics of STAR Testing

and High Stakes Testing. Discuss the components of

building a successful STAR Testing Plan.

Discuss how to use CST Released Questions.

Discuss test prep for students. Develop plan for training staff to

implement STAR Testing Plan.

Purpose of the STAR ProgramStandardized Testing And

Reporting Provide standardized testing and test

reports for students, schools, districts, counties

Provide schools and districts with information that can be used with other achievement data to make decisions about improving instructional programs

Provide information to community members and government about effectiveness of California’s education system

STAR Program Components

California Standards Tests (CSTs) California Modified Assessments

(CMAs) California Alternate Performance

Assessments (CAPAs) Standards-based Tests in Spanish

(STS) in addition to CST and/or CMA

Importance of STAR Testing: The Basics

Accountability for School Academic Performance Index (API) Adequate Yearly Progress (AYP) Accountability for District Academic Performance Index (API) Adequate Yearly Progress (AYP) Accountability for Student Progress Individual Student CST/CMA/CAPA

Profiles Placement in classes

API California’s Accountability Index Based on STAR (2-8) STAR (9-11) and CAHSEE (10-12) Schoolwide & Subgroups 200 to 1000 with 800 as the goal Released in Aug./Sept. each year Compensatory Model Growth Model Consequences = Public Opinion

AYP Federal Accountability Index Based on CST in grades 2-8 and CAHSEE (grade 10 only) in High Schools Schoolwide & Subgroups Applicable to Schools & Districts Released end of August each year Absolute Model Has Consequences! PI

Definition of AYP (4 parts)

1. Achievement of a 95% participation rate on all applicable assessments

2. Achievement of the Annual Measurable Objectives (AMOs) in both English-language arts (grades 2-8 CST ELA and CST Math and grade 10 CAHSEE ELA and Math, percent proficient or above)

3. API (above 710 for 2010 or make 1 point growth for school wide)

4. Graduation rate (high schools only)

Knowing CST

250225

300325

375400

Reporting: AYP

Test Preparation Components

in this Workshop1. Prepare School Testing Plan

Slides 16-522. Preparation Using CST Released Test Questions (RTQs)

Slides 53-663. Test Prep for Students

Slides 67-82

Test Preparation Components in this Workshop

4. Training to Administer and Proctor Test

Slides 83-1005. Teachers - Before the Test

Slides 101-1046. Teachers – Day of the Test

Slides 105-108

Test Preparation Components in this Workshop

7. Teachers - After Testing Each Day

Slides 109-115

8. After the test (Test Coordinator and Team Members)

Slides 116-121

1. Prepare School Testing Plan Principal designates a Site Testing

Coordinator and Testing Team (2-3 additional staff members) to assist before, during, and after testing.

Principal and Coordinator attend district testing meeting.

Coordinator knows the district testing calendar for delivery and pick-up of testing materials.

1. Prepare School Testing Plan

Set up best locations for testing. Set up best student groupings for testing. CDE recommends group of 25 with a proctor assigned for larger groups Plan for no maintenance work to be done at site on test days.

Establish where and how materials will be securely stored. Establish where, how and when materials will be organized for daily distribution and collection (one box for each teacher containing all testing materials).

1. Prepare School Testing Plan Order and sharpen #2 pencils so

that each teacher has a class set plus extras. Order math scratch paper.

Schedule and plan training session for all test administrators and proctors.

Develop plan for at least 95% participation of all students and plan for absent students to make-up all tests missed.

1. Prepare School Testing Plan What is included in 95% Participation?

• Schoolwide 95% participation • Significant subgroup 95% participation• Significant Subgroup: School or LEA

having 100 or more students enrolled on first day of testing OR 50 or more students making up at least 15% of total students

1.Prepare School Testing Plan What is included in 95% Participation?

• API credit for parent exemptions• AYP no credit for parent exemptions• Results of students tested with

modifications are NOT counted in AYP participation and are not counted in percent proficient calculation. They are counted in API as having a 200 or FBB score.

• Students absent with medical emergency excluded from participation rate.

1. Prepare School Testing Plan What are considerations for valid

scores? (Valid scores contribute to AYP and

• School API and AYP valid scores are for students continuously enrolled in school from CBEDS (early October) to test date.

• District API and AYP valid scores are for students continuously enrolled in district from CBEDS (early October) to test date.

What are considerations for valid scores?

• Schoolwide and Significant Subgroups: School (or LEA) having 100 or more students with valid scores OR 50 or more students with valid scores making up at least 15% of total students

• Student marked with testing irregularity counted as not proficient for that test

1. Prepare School Testing PlanEnglish Learner-Other considerations for

valid scores: Reclassified Fluent-English-Proficient

(RFEP) student who has not scored at proficient/above level on CST in ELA for three years after being reclassified (does not have to be consecutive) can be counted as EL.

This student does count when determining whether EL subgroup is numerically significant.

If RFEP’s record is left blank on this field, will not count as EL.

English Learners-Other considerations for

valid scores:

• Results of ELs enrolled for less than one year are not included in count of valid scores or in percent proficient or above.

• EL enrolled after March 15, 2010 is not counted in 2011 AYP/API.

1. Prepare School Testing Plan Other considerations for valid scores:• Students With Disabilities (SWD) A student who receives special

education services and has valid disability code.

OR One who previously received special

education services within the last two years with an exit date after March 15 2009.

(These students will not count in determining if SWD is a numerically significant subgroup.)

1. Prepare School Testing Plan Other considerations for valid scores:• Cap of 2% on the percentage of

students in LEA whose scores can be counted as proficient or above on the California Modified Assessments (CMAs).

• The proficient and advanced level scores above the cap must be counted as not proficient in AYP calculations.

• The 2% cap may be exceeded if the LEA is below the CAPA 1% cap.

• A waiver may be requested if above 2%.

1. Prepare School Testing Plan Consideration for 8th Graders taking

General Mathematics CST: No penalty for school’s AYP (proficiency

target). Penalty for school’s API as these students’

scores are counted as one performance band lower than score.

Example: 8th grader scores “proficiency” on General Mathematics but counted as “basic” toward school’s API.

Consideration for 8th-11th Graders not taking Mathematics CST:

Score of 200 (Far Below Basic) is assigned to student records with the test weight of .10 for API calculation.

1. Prepare School Testing Plan Determine and plan for all aspects of

testing: How will students be grouped? Where will students be tested? Who will administer the tests? What materials are needed? What is the role of non-

teaching staff?

Prepare schedule well in advance and review with Leadership Team for input.

Review the successes and failures of last year’s testing plan to improve this year’s plan.

Know the tests for each grade level to build into schedule to include necessary number of testing days.

Know the times needed for each test to build daily testing schedule.

1. Prepare School Testing Plan Prepare schedule to include all tests on

specific dates with beginning and ending times.

Include in the schedule make-up testing days for absent students.

Clear school master calendar of all other events during testing including field trips, assemblies, fundraisers, visitations, etc.

Develop plan to motivate best (teacher and) student attitudes toward testing.

1. Prepare School Testing Plan Communicate testing calendar and

schedule in advance to parents and students (newsletters, home-calling device, daily announcements, teacher talks, class posters).

Remind parents and students of daily attendance during testing with no release of students for appointments.

Stress importance and results of tests determine next year’s class placements especially for students entering middle or high school.

Test Preparation 2011 STAR For information about STAR visit:

California Department of Education'sSTAR Resource page at

www.cde.ca.gov/ta/tg/sr Program Resources (CST Released

Items, CST/CMA/CAPA Testing Times)

Matrix of Testing Variations, Accommodations, and Modifications

Test Preparation 2011 STARFor information about the STAR Programvisit:STAR website at www.startest.org Test Information for CST/CMA/CAPA STAR District and Test Site Coordinator

Manual Directions for Administration (all

grades, tests) Sample Answer Documents Sample Test Question Transparency

Blackline Masters

What are the required tests for STAR?

California Standards Tests (CSTs) ELA and Math grades 2-11 History/Social Science grades 8-11 Science grades 5, 8-11 Writing Assessment grades 4, 7

1. Prepare School Testing PlanWhat are the required tests for STAR? California Modified Assessment (CMA) CMA for SWDs with persistent

academic disabilities who are not likely to reach grade level achievement because of their disability in the same timeframe as students without disabilities, but who will make significant progress. Individualized education program (IEP) teams will make the decision about which individual students should take such an assessment.

California Modified Assessment (CMA)

Participation Criteria:www.cde.ca.gov/ta/tg/sr/cmastar.asp

Blueprints for grades 3-11, Geometry:www.cde.ca.gov/ta/tg/sr/cmastar.asp

What are the required tests for STAR?

California Modified Assessments ELA grades 3-9 Math grades 3-7 Algebra 1 grades 7-11 Science grades 5, 8, 10 Writing Assessment 4, 7

What are the required tests for STAR? California Alternate Performance

Assessment (CAPA) for students with significant cognitive disabilities unable to take CSTs or CMAs even with accomodations/modifications for

grades 2-11 (at Levels I-V) in: English-Language Arts Mathematics Science (grades 5, 8, 10)

1. Prepare School Testing PlanWhat are the required tests for STAR? Standards-based Tests in Spanish (STS)Reading/Language and Mathematics

testsgrades 2-11 (Algebra, Geometry) forSpanish speaking English learners whoeither receive instruction in primarylanguage or have been enrolled in aschool in US for less than 12 cumulativemonths

1. Prepare School Testing Plan2-5

Tests to be given for Grades 2-3 (CDE recommends one test per

CST ELA Parts 1, 2 & 3 Untimed CST Math Parts 1, 2 & 3 Untimed

1. Prepare School Testing Plan 2-5

Tests to be given for Grades 4, 5

CST ELA Parts 1 & 2 Untimed CST Math Parts 1 & 2 Untimed

May be given in one or two days but if

given on one day must have a breakof at least 10 minutes.

Test to be given for 5th Graders only

CST Science Test Parts 1 & 2 Untimed May be given in one or two days but ifgiven on one day must have a breakof at least 10 minutes.

Tests to be given for Grades 6-8

CST ELA Parts 1 & 2 Untimed CST Math Parts 1 & 2 Untimed

May be given in one or two days but if

given on one day must have a breakof at least 10 minutes.

Algebra I CST can be given to Grade 7 students taking full year of Algebra I.

8th Graders take Algebra I CST if taking full year of Algebra I

OR 8th Graders take General Mathematics

CST if in Algebra Readiness.

Tests to be given for 8th Graders only

CST Science Test Parts 1 & 2 Untimed CST History Test Parts 1 & 2 Untimed May be given in one or two days but ifgiven on one day must have a breakof at least 10 minutes.

Guidelines for Building Testing ScheduleGrades 2-5:

Schedule one CST test per day for morning after 9:00 to eliminate students entering late.

Avoid afternoon testing.

Avoid testing on Monday.

Avoid testing right after return from spring break.

1. Prepare School Testing Plan 2-5Guidelines for Building Testing Schedule

Grades 2-5:

Schedule all CSTs ELA and Math Parts 1 and 2 for all grades on same days.

Schedule 5th Grade Science CST Part 1 on same day as Part 3 ELA grades 2-3.

Schedule 5th Grade Science CST Part 2 on same day as Part 3 Math grades 2-3.

Guidelines for Testing Schedule AGrades 2-5 Testing Schedule should equal 6 days

of testing (plus make-ups):

Day 1 CST ELA Part One (2-5)Day 2 CST ELA Part Two (2-5)Day 3 CST ELA Part Three (2-3) CST Science Part One (5)

Guidelines for Testing Schedule AGrades 2-5 Testing Schedule should equal 6 days

of testing (plus make-ups): Day 4 CST Math Part One (2-5)Day 5 CST Math Part Two (2-5)Day 6 CST Math Part Three (2-3) CST Science Part Two (5)

1. Prepare School Testing Plan 2-5Guidelines for Testing Schedule B Grades 2-5 Testing Schedule should equal 8 days

Day 1 CST ELA Part One (2-5)Day 2 CST ELA Part Two (2-5)Day 3 CST ELA Part Three (2-3)

1. Prepare School Testing Plan 2-5Guidelines for Testing Schedule B Grades 2-5 Testing Schedule should equal 8 days

Day 4 CST Math Part One (2-5)Day 5 CST Math Part Two (2-5)Day 6 CST Math Part Three (2-3)

Guidelines for Testing Schedule B Grades 2-5 Testing Schedule should equal 8 days

Day 7 CST Science Part One (5)Day 8 CST Science Part Two (5)

Schedule one CST test per day for morning after 9:00 to eliminate students entering late.

Avoid afternoon testing.

Avoid testing on Monday.

Avoid testing right after return from spring break.

Schedule all CSTs ELA and Math Parts 1 and 2 for all grades on same days.

Schedule 8th Grade Science CST Part 1 on additional day; Part 2 on next day.

Schedule 8th Grade History CST Part 1 on additional day; Part 2 on next day.

Guidelines for Testing Schedule Grades 6-8 Testing Schedule should equal 8 days

Day 1 CST ELA Part One (6-8)Day 2 CST ELA Part Two (6-8)Day 3 CST Math Part One (6-8)Day 4 CST Math Part Two (6-8)

Guidelines for Testing Schedule Grades 6-8 Testing Schedule should equal 8 days

Day 5 CST Science Part One (8)Day 6 CST Science Part Two (8)Day 7 CST History Part One (8)Day 8 CST History Part Two (8)

1. Prepare School Testing PlanGuidelines for Make-Up Testing

Necessary for all CSTs (all parts) to be made up for 95% participation rate.

Records for unmatched CST Tests are subtracted from number of students tested for calculation of participation rate.

No Score, Incomplete, Some Attempted on CST: assigned score of 200 for API and AYP.

Guidelines for Make-Up Testing API: Grades 8-11 assignment of 200

points FBB for any student not taking end of course Math test, but test weight will be .10 when counted for API.

Find all absent students who have been continuously enrolled since CBEDS for make-ups. (Whatever It Takes!)

Guidelines for Make-Up Testing

Find all absent students who have been continuously enrolled since CBEDS for make-ups. (Whatever It Takes!)

Use Absence Tracking Forms available at www.startest.org/pdfs/STAR.tracking-

absences.2010.pdf

1. Prepare School Testing PlanGuidelines for Make-Up Testing

Teachers turn in lists of make-ups daily so a master list of these students can be easily compiled through an on-going process.

Calendar more than one make-up testing day.

Keep list of all student make-ups and tests completed for reference.

2. Preparation Using Released CST Questions (RQTs)

Released test questions from 2003-2008 CSTs were selected according to three criteria. Released questions:

1. adequately covered selection of content standards.

2. demonstrated a range of difficulty.3. presented a variety of ways standards can be assessed.

2. Preparation Using Released CST Questions

Released questions available for CSTs grades 2-11 in ELA

Released questions available for CSTs grades 2-7 Math, Algebra I, Geometry and Algebra II

Released questions available for CSTs grades 8,10 in History/Social Science

Released questions available for CSTs grades 5, 8, 10 Science, Biology, Chemistry, Earth Science, Physics

No released questions available for General Mathematics CST.

Use the General Mathematics Blueprint to see which five 6th grade and six 7th grade standards are tested.

Match these standards to those released questions from 6th grade and 7th grade Math CSTs.

Or use the CAHSEE Released Math Questions.

Each packet of released items gives: Number of questions on exam and

number of released test questions for the strand/reporting cluster

Example: Grade 4 ELAStrand/Cluster # Exam # ReleasedWord Analysis 18 23R. Comprehension 15 26 Lit. Response/Analysis 9 14Writing Strategies 15 27 Written Conventions 18 24Total 75 114

Each packet of released items gives: Number of questions on exam and

number of released test questions for the strand/reporting cluster

Example: Grade 7 ELAStrand/Cluster # Exam # ReleasedWord Analysis 11 17R. Comprehension 18 32 Lit. Response/Analysis 13 20Writing Strategies 17 23 Written Conventions 16 22Total 75 114

Each packet of released questions gives: Full description of each standard and

each strand/cluster for all grade level standards tested on CST.

Use these descriptions to fully understand what a test item is assessing.

Use these descriptions to fully

understand how various item formats can test the same standard.

Each packet of released questions gives: All of the released test questions. On last two pages of the packet a

chart showing Question Number, Correct Answer, Standard Tested, and Year of Test.

Teachers use this chart to review the standard tested for each question.

Teachers use this chart to identify the correct answer.

Additional Website for Released CST Questions

http://starsamplequestions.org/starRTQ/search.jsp

New searchable Web site featuring questions from the California Standards Tests, includes questions from each grade level, information about levels of performance, and grade-level parent guides.

Sample test questions include: Standards being assessed. Questions as they appeared on the

tests and their related proficiency levels.

Correct answers to questions. Percent of students who answered

the questions correctly.

The information will help teachers to:

Know what students need to learn to meet state standards.

Make informed decisions on curricula, teaching methods and budget allocations.

Identify areas of the program that need improvement.

Principals, coaches and grade level/content leaders should collaboratively review, discuss, and dissect released test questions for all CSTs given at their grade level.

Plan together instructional strategies for using released questions to support lesson plans.

Determine which standards clusters are weighted the most on the CST.

Example: 44% of Grade 4-8 ELA CST comes from Writing Strategies and Written Conventions.

Teachers together analyze questions to understand why standards are assessed in certain formats.

Teachers together analyze questions to distinguish reasons for correct and incorrect answers.

Teachers together identify which questions are most challenging or easy for students.

Teachers together analyze questions and standards not previously taught.

Teachers together analyze questions and standards that will not be taught in future instruction but need to be.

Teachers together analyze questions presented in a format different than taught in adopted program.

Teachers use questions for direct instruction of a standard taught in adopted curriculum to demonstrate ways standard is tested on CST.

Teachers use questions to review a standard previously taught in adopted curriculum.

Teachers use questions for teaching and practice of test taking skills to gain confidence for CST.

Use “Sample Test Question Transparency Blackline Masters” from STAR website at www.startest.org

Available for Grades 2-11 with examples from ELA, math (2-7, all courses 8-11), science (5 & 8, all courses 9-11), history (8, World History)

3. Test Prep for Students The best academic preparation for

state assessments is good instruction using the adoptions based on the state grade level content standards.

This preparation includes employing the instructional principles and practices set forth in the content area frameworks.

Students should not be adversely affected by unfamiliarity with item format or by ignorance of appropriate test-taking strategies.

3. Test Prep for Students CA Guidelines on Academic

Preparation for State AssessmentsCan you answer “yes” to these 5

questions? If so, you are on the right track!

1. Are all students being provided a standards-based instructional program using strategies from the content area frameworks?

2. Are the preparation materials and/or practices being provided to students meant to improve student learning rather than to achieve a test score?

3. Test Prep for Students3. Are students being taught test-taking

skills designed to assist them in taking any type of test rather than particular state test?

4. Are the released test items and other materials used in academic preparation being embedded within the standards-based instructional program?

5. Are the released test items and other materials used for the purpose of familiarizing students with the structure and format of items and with strategies for taking multiple choice tests?

3. Test Prep for StudentsAll teachers can teach test-taking

strategies during their regular content instruction by teaching:

How to use time on test effectively.

Have students scan test at beginning. Show them how to skip a question (notanswered in 30 seconds) and come

backto it by circling question number on thetest.

3. Test Prep for Students How to listen to and understand

directions. Teach students how to underline or

highlight key words in directions or reading passage by using a transparency of typical directions in subject area (grades 4-8) marking is allowed on CST test books).

Continually check for individual student’s understanding of written directions either orally or monitoring student’s work to see if key words are underlined.

3. Test Prep for Students How to organize testing materials by

keeping test on left and answer sheet on right for a right-handed student, opposite for a left-handed student.

Model and monitor this practice so that students repeatedly do this.

How to keep track of where they are working in test by keeping left finger on test question (or vice versa).

Model and monitor this practice so that students repeatedly do this.

3. Test Prep for Students How to place answers correctly on

answer sheets. Teach students how to double

check that the question number on test matches the number on answer sheet.

How to practice bubbling and erasing.

Teach students to bubble without spending too much time.

Teach and monitor how to erase completely (grades 2-3 erase all marks in test books).

3. Test Prep for Students

How to check answers for simple mistakes.

Since CSTs are untimed, students have time to check their work.

Teach how to make certain all questions are answered before they stop working.

Remind them that often the first choice of an answer is the correct one!

3. Test Prep for Students How to use problem solving tactics

of educated guessing, estimating and working problems backward.

Read the questions first before

reading a passage. Directly teach how to eliminate

answers obviously incorrect. Narrow down the choices to

usually two possible answers.

3. Test Prep for Students How to use problem solving tactics

of educated guessing, estimating and working problems backward.

Directly teach how to do these strategies, especially in math by putting the possible answer back into the problem.

How to practice taking tests using “none of the above,” “all of the above,” “not here,” negative wording and true-false statements.

Have students practice class work with examples with these choices.

3. Test Prep for Students ELA, math, history and science

teachers use released items on a transparency for direct teaching of test taking skills or review of standards.

Practice the test taking skill of finding and underlining key words in reading passages or math problems.

Practice completing math problems in test booklet (grades 4-8). Students do not have to use scratch paper!

3. Test Prep for Students Use released items to directly teach

how students can analyze items to understand how standards are assessed in familiar or unfamiliar ways.

Show reading passages with various formats for numbering of lines.

Show examples with different ways of writing or noting a math problem.

Practice finding the misspelled word.

3. Test Prep for Students Use released items to teach how to

analyze items to distinguish between correct and incorrect answers.

Show test item on transparency. Have students answer problem.

Poll students’ answers for choices. Have students explain why each

choice is correct or incorrect. Reteach skill if necessary.

3. Test Prep for Students Teach and practice using the following

components that are part of the CSTs:Science Reference Sheets:• 5th Grade Mineral Information (including

one for CMA)• 5th Grade Periodic Table (including one

for CMA)• Science Reference Sheets:• 8th Grade Periodic TableThese are available at cde.ca.gov/ta/tg/sr/Card Stock Ruler: Grade 2 (inches and

centimeters)

3. Test Prep for Students Teach students good overall

preparation for taking the STAR. Discuss with each student past test

results as encouragement for this year’s tests.

Teach a level of concern about tests that is appropriate but not to point of creating high anxiety.

3. Test Prep for Students

Stress importance of full night’s sleep prior to each testing day.

Discuss healthy eating prior to tests and provide healthy snacks.

Create a positive and friendly class attitude and environment for testing.

Changes in answer documents or test booklets• CMA booklets for grade 3 with separate

scorable test booklet but must also return CST test booklet if that test is taken.

• Staff must mark Section 7c, “Assessed with CMA,” for each Section 7c on the CST for each of the CMA tests taken.

• Grades 4-5 CMA and CST are in same answer document.

• CMAs have these differences from CSTs: different subject (ELA, Math) icons, alternate shading rows for bubbles, three answer choices, and fewer number of questions.

Changes in answer documents or test booklets

• Staff must mark Section 7c, “Assessed with CMA,” for each Section 7c on the CST for each of the CMA tests taken.

• Grade 7 CMA and CST are on same answer documents.

• CMAs have these differences from CSTs: different subject (ELA, Math) icons, alternate shading rows for bubbles, three answer choices, and fewer number of questions.

• Grade 8 CMA and CST have separate answer documents.

Changes in answer documents or test booklets

• Sections 8 and 9, “Ethnicity/Race,” must have one circle filled in for Section 8 (Hispanic or Latino, “yes” or “no”) and at least one circle filled in for Section 9.

• Test version numbers are listed on second and third pages of documents or booklets

Train teachers and other staff in special meeting with manuals for Directions for Administration (DFA) and sample answer sheets for each grade level. Available now at startest.org

Review thoroughly the test calendar and daily schedule.

Include written instructions for daily pick up and return of testing materials.

Include directions and review how materials are to be organized and returned after testing.

Tell them the materials will be checked for this organization when they are returned.

Put reminders of test schedule in daily bulletin and remind during daily announcements.

Train how to administer and proctor by discussing specific expectations for staff behavior before, during, and after the tests.

Discuss what to do if… Use all available staff on testing days

to provide extra help in larger classes.

Ask teachers to arrive early on test days to pick up materials.

Establish where students will go if need additional time to finish CSTs and who will staff room.

Discuss how testing errors and irregularities must be reported to Principal/Testing Coordinator immediately. See page one of Directions for Administration (DFA) for descriptions of errors and irregularities that might affect school API and AYP.

Explain the Matrix of Testing Variations, Accommodations, and Modifications. Variations do not change what is being tested. Accommodations do not change what is being tested. Modifications do change what is being tested.

Explain the Matrix of Testing Variations, Accommodations, and Modifications.

(1) Variations do not affect the school’s AYP and API. Available for all or special groups (if used regularly in classroom).

(2) Accommodations do not affect school’s AYP and API. Must be specified on IEP or 504 plan for use on test. Must be provided in student’s regular program.

(3) Modifications do affect AYP. Students with modifications specified on IEP or 504 Plan are not counted as proficient in school’s AYP or included in participation rate. Must be provided in student’s regular instructional program.

Modifications do affect API. Students with modifications specified on IEP or 504 Plan are counted as Far Below Basic in school’s API.

Variations for all students include: CST Test directions may be simplified or

clarified. Not test questions. CST Students may mark or highlight in

test booklets (underline key words or phrases, work math problems).

CST Grades 2-3 remove all marks to avoid scanning interference.

Explain the Matrix of Testing Variations, Accommodations, and Modifications

Variations for all students include:

Students may have extra time Test students in a small group setting

Explain the Matrix of Testing Variations, Accommodations, and Modifications

Examples of Variations for students who have practices used regularly include:• Test student separately.• Use of visual magnifying equipment.• Use of amplification equipment.• Special lighting or acoustics.• Noise buffer (carrel)

Variations for EL students include: Test directions may be translated in

student’s primary language. Not test questions.

Test directions may be simplified or clarified in student’s primary language. Not test questions.

Test separately with other ELs. CST Math, History, Science only

Access to translation glossaries/ word lists (English to primary language, no definitions, no formulas).

Accommodations if specified on IEP or 504 Plan (student marks answers on test and transferred, responses dictated to scribe, large print versions, extra time within a testing day, test over more than one day per test, supervised breaks within test etc.).

Test coordinator needs to verify all with special education teacher.

Must be recorded on answer document.

Modifications if specified on IEP or 504 Plan (use of calculator, use of arithmetic table or formula, use of dictionary, test questions read aloud or use of CD, etc.).

Test coordinator needs to verify all with special education teacher.

Must be recorded on answer document.

Discuss all security rules (Testing Cautions).

DoKeep tests secure at all times.Limit access to tests except for actual

testing sessions.Collect and account for all materials.Return materials after each test.Administer tests according to

directions and schedule.

Discuss all security rules (Testing Cautions).

Don’tDivulge contents of tests to anyone.Copy any part of a test.Permit students to remove tests.Review tests with students before,

during or after testing.Develop scoring keys or review or

score any student responses.

Have all staff (Test Administrators, Proctors and any other person having access to STAR Tests) read, understand and sign 2011 STAR Test Security Affidavit.

Collect!

5. Teachers - Before the Test

Attend training for testing.

Know exactly which tests are to be given when.

Follow test schedule precisely according to day and time.

Know where students who need extra time will go.

Identify if you have students receiving accommodations and/or modifications and where they test.

Plan a quiet activity for students who finish early (read, work on assignment unrelated to test).

Confirm where and when to pick up test materials.

Check furniture arrangement and room conditions for optimal use.

Clear area and plan for distribution of materials.

Remove/cover all instructional materials directly related to content of test (vocabulary and spelling lists, wall charts, formulas, tables, math facts, science reference charts, etc.).

Tell students where and when to report for testing.

Read and thoroughly understand Directions for Administration.

Mark the page in Directions for the day’s testing.

Identify all testing materials needed. Know which students will be tested

elsewhere.

6. Teachers – Day of Test Post “Testing: Do Not Disturb” sign.

Encourage students to do their best.

Have students clear desks.

Distribute answer documents and test booklets only to students whose names are on them.

Do not reorder or sort the different versions before distributing the test booklets to students.

6. Teachers – Day of Test Pass out and make sure students

only use #2 pencils. Make certain students complete

Box 1 and enter first and last names on cover of test booklet.

Make certain students mark correct grade level test booklet version number on answer document.

(Example: General Math or Algebra)

6. Teachers – Day of Test Distribute any other testing materials required (scratch paper, card stock rulers, science reference sheets). Make certain all students have testing materials organized correctly on desk. Make certain all students can point to where their first answer will go. If you make a mistake in reading a direction or sample question, stop and say, “No, that is wrong. Listen again.” Read it again.

6. Teachers – Day of Test Physically walk the room to make

certain that all students are recording answers properly and following directions.

Students can only check work on that day’s test.

Students can check Part 1 & 2 if given in the same period.

7. Teachers - After Testing Each Day Have an adult escort student who

needs extra time to quiet room. Verify you have all collected all

test booklets, answer documents, pencils, scratch paper (must be returned) and science reference sheets.

Do not separate students’ test booklets and answer sheets so you can verify that names are on test booklets and version numbers are marked.

Do not let students leave until you count and verify you have test booklets and answer documents for all students.

Before returning materials mark the appropriate circle(s) on the back cover of answer document for Accommodations and/or Modifications. Check with Test Coordinator.

7. Teachers - After Testing Each Day Mark any appropriate areas noting

special students or circumstances. If a student was unable to complete

test due to illness or caught cheating notify test coordinator immediately.

Record names on list of make-ups needed.

Return all test booklets, answer documents, scratch paper, pencils, and Directions for Administration to Test Coordinator immediately after testing each day.

7. Teachers - After Testing Each Day Report all testing errors or

irregularities to Site Test Coordinator.

Errors: Incidents that do not conform to

instructions. Do not affect test results. Test Coordinator reports to District

Coordinator. Do not need to be reported to CDE.

Errors:

Disruptions (fire alarm, electrical outage, etc.)

Not following site test schedule Student given wrong precoded

answer document Student cheating Not having students complete

version information

7. Teachers - After Testing Each Day Report all testing errors or

irregularities to Site Test Coordinator.

Irregularities: Circumstances that compromise

reliability and validity of test. If the irregularity affects more than

5% of students, it could affect API and AYP.

Test Coordinator reports to District Coordinator.

Must be reported to CDE.

7. Teachers - After Testing Each Day Irregularities: Coaching students Giving the correct answer Allowing students to have materials

not part of test (calculators, etc.) Leaving informational materials on

walls Copying test Changing student’s answers Developing a scoring key Allowing students to take test out of

8. After Testing Test Coordinator and Team

Members Daily account for all test booklets

and answer documents from all teachers immediately.

Use phone/PA to call for testing materials if not returned.

Organize test materials for next day’s test.

Members Daily secure and lock up testing

materials. Inspect all documents for improper

marks so that all are dark and clear.

Erase stray marks on answer documents. Do not erase answers.

Members If pen or marker accidentally used,

transcribe answer document with #2 pencil as directed.

If completed answer document is torn or damaged, the student information and answers must be transcribe on a new answer document. Write “void” on old one.

8. After Testing Test Coordinator and Team Members

Notify district test coordinator immediately if missing test booklets or answer documents.

Notify district test coordinator immediately of unusual circumstances.

8. After Testing Test Coordinator and Team Members After all tests and answer documents

are checked, organize exactly according to test manual.

Arrange for district pick up. Conduct an After Action Review

(AAR): What actually happened? What did we learn? Given what we learned, how can we

apply these insights to next year?

8. After Testing Test Coordinator and Team Members

Breathe a sigh of relief!

Star testing presentation k 5 6-8 2011 new directions

Education

Transcript of Star testing presentation k 5 6-8 2011 new directions

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