High Schools’ Pre-Test Workshop for Paper-Pencil Tests

2014 California Assessment of Student Performance Progress (CAASPP)

California High School Exit Exam January 22, 2014

Agenda• New for 2014 • Early Assessment Program (EAP) tests• Site CAASPP & CAHSEE Coordinator

responsibilities• California Standards Tests (CSTs) for Science• California Modified Assessment (CMA) for

Science • California Alternate Performance Assessment

(CAPA)• CAHSEE (February, March, & May)

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New for 2014• Changes in terminology and titles

– STAR Coordinator is now CAASPP Coordinator

• Universal Tools, Designated Supports, and Accommodations

• Revised Security Agreement and Affidavit–For DSUSD, a paperless

Agreement (coordinators) and Affidavit (all)

• STAR and CAPA video access Web page at http://www.startest.org/training/index.html

Test Site Coordinator & Examiner SegmentsGeneral ResponsibilitiesGrade Span or Level

CSTCMACAPA

Updated CAASPPVideo Segments for 2014

• #1 Responsibility—Security– No unauthorized electronic devices used

in classroom during testing– Security audits to occur

Site Coordinators’ Responsibilities

• 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 Universal Tools, Designated

Supports, and Accommodations are being provided.

– No unauthorized electronic devices are being used.

Security Audits

• Train examiners• Ensure examiners READ and sign affidavits the

coordinator retains• Prevent errors• Secure test materials• Verify materials are marked correctly to ensure

correct student scores• Return materials promptly to District

Site Coordinator Responsibilities

• Affidavits• No unauthorized electronic devices• Correct Tests; correct students; correct rooms• Monitoring• Providing for untimed tests

Site Coordinators: Train Examiners

Site Coordinators: Train Examiners (cont.)

• Examiners CANNOT: – Review test questions before, during, or

after testing.– Check students’ answers including

2014 EAP

• To receive an EAP English status– Grade 11 CST/ELA & additional EAP questions– EAP essay

• Expanded window February 3 - March 26, 2014

• To receive an EAP math status– CST for Algebra II or Summative High School

Mathematics and the additional EAP questions

• EAP Student Results will be to Districts by August 8, 2014

• Security is important– Only staff administering the tests should have

access to them– must return all essay topic booklets – No electronic devices permitted during testing

• EAP information– http://www.calstate.edu/eap– http://www.csusuccess.org

2014 EAP

• Grade 11 ONLY• To receive status for ELA, students must complete:

– Writing essay in February or March; and– CST multiple choice questions; and– Additional EAP multiple choice questions.

• For mathematics, students must complete additional questions on the EOC Algebra II or Summative High School Mathematics

• Students must mark ONLY ONE circle

2014 EAP

• Students in grade 11 may take the CST for Summative High School Mathematics for EAP based on:– Completion of Algebra I, Geometry, AND

Algebra II courses in previous years; or– Previously took the CST for Summative High

School Mathematics.

Summative High School Mathematics

• All students must complete, even if Pre-ID was used.

• At start of EAP testing, mark EOC test name (either Algebra II or Summative HS for EAP):

At Start of Testing: Section 1

• CSTs for Science– Students take CST for Science in grade 10

• CMA for Science– Students take CMA for Science in grade 10– Must have IEP that designates the CMA for Science

Paper-Pencil CAASPP Tests

CMA and CAPA ~ Continue to Monitor

Before Testing

• Receive boxes:– Before signing receipt, check number of

boxes.

• Prepare answer documents:– Use only the 2014 scorable answer

documents

• Prepare materials:– Test booklets– No. 2 pencils– Scratch paper (for CST/CMA Multiple

Choice ONLY)– Signs

• Breaks – Give breaks only at end of a part as indicated

by stop sign.– Individual students may use restroom during

test:• Collect materials• Monitor student

– Some students may be allowed supervised breaks (IEP, 504, ELs)

– See DFA for more information on breaks.

During Testing

• Performance-based, one-on-one test • 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

California Alternate Performance

Assessment (CAPA)

• Use only 2014 answer document.• Ensure correct CAPA Level is marked in 7a.• Only Level I can have “5” as a score. The

highest possible score for Levels II through IV is “4.”

CAPA Answer Document

• Districts must double-rate a minimum of ten percent (10%) of the CAPA students per level, per site (including NPS).

• Students to be double-rated are randomly selected by the Assessment Office.

• Observers must mark Observer and BOTH examiners and observers must sign their separate answer documents.

CAPA Observers

After Testing• Paperwork

– Complete back of answer document.– Transcribe voided answer documents.– Complete SGID.– Complete Master File Sheet.

• Pack: scorables vs. nonscorables– Attach district-provided shipping labels

After Testing:

• Train examiners to:– Erase NOTHING in answer circles.

Answer Documents

• Transcribe – Large print (or not processed)

In Section A3 on the back of the answer document mark “G” or “H.”

– Damaged answer documents• Write VOID on

front of answer document(s) and return with nonscorables.

After Testing

• A2 Special Conditions• A3 Accommodations and Modifications

– Part a: mark “IEP” and/or “Section 504 plan” Note: IEP is required to take CMA, CAPA.

– Part b, mark codes for all Universal Tools, Designated Supports, and Accommodations student used

• A4 English Learner Test Variations – For each test, what was actually used

After Testing: Complete Back of Answer Documents

• Make sure the REQUIRED fields are completed to ensure accurate processing.– Test– Grade

Mark only one For CST/CMA, STS only

– Number of documents– Test start date = first day of testing within window

Used by CDE accountability office

After Testing: SGID & Master File Sheet

• 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 (any level)

• Return answer documents for students with special conditions identified in Section A2.

After Testing: Answer Documents to Return

California High School Exit

Examination (CAHSEE)

CAHSEE Requirement

• All students, except for eligible students with disabilities, must satisfy the CAHSEE requirement, as well as all other state and local requirements, to receive a California public high school diploma.

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CAHSEE Testing Opportunities• Grade ten: one time (March with

May as make-up)• Grade eleven: *two times• Grade twelve: *at least three,

but up to five times• Adult students: *three times

* May participate in successive administrations.

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Site Coordinator’s Responsibilities

• Read the responsibilities and procedures in the “test site coordinator” section of the LEA TSCM

• Inform parents, students and teachers about the testing schedule

• Inform teachers about their students’ attendance at the testing session

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• Train test examiners and proctors (continued)– Completion of score codes– Collection of and accounting for test

materials– Scheduling and procedures for returning

test materials to test site coordinator

Before Testing

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• Prepare answer documents – One answer document must be submitted

for each student testing – If using Pre-ID service, prepare blank

answer documents for recently enrolled students who have not passed one or both sections

– VOID documents for students who are no longer enrolled or who were incorrectly included in the Pre-ID file

Before Testing

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Maintaining Test Security

– Inform students that if they are found cheating or to have compromised the security of the examination, their test results may be invalidated.

– Inform Students & Adults - No cell phones, music players, or other electronic devices during the test administration.

During Testing

• Administration Reminders: Scratch paper is not allowed. Do not allow students to use

extra – paper to answer their ELA

writing tasks. All responses to be recorded – with No. 2 pencil

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• Check that Box 3 Score Code is completed on all scorable answer documents

After Testing

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• Check Box 24 Accommodations and Modifications – Test examiner must grid Box 24 Accommodations

and Modifications codes if any were actually used.– Test site coordinator’s or designee’s signature is

required to confirm that accommodations and/or modifications were offered whether used or not.

After Testing

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If used, the correct code must be hand-marked on the answer document.

After Testing

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• Prepare scorable answer documents for return (Continued)– Use appropriate SGID for each grade

• Hand-mark section B: Grade, Number of Answer Documents, Date of Exam

– Place SGID on top of appropriate grade level documents

– Wrap each bundle with paper bands provided in groups of 100

– Place District-provided scorable labels on boxes with scorable answer documents

After Testing

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School and Grade Identification (SGID) Sheet

After Testing

ROSEGrade 10 only

PINEGrade 11 only

HARVEST Grade 12 only

BURGUNDYAdult education only

SAMPLE

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• Prepare non-scorable materials for return– Test Site Packing List and Security

Tracking Forms– Unused SGIDs – Test Booklets, including large type – Audio CDs– All original copies of transcribed essays

• Place District-provided non-scorable labels on boxes with non-scorable materials

After Testing

• Make sure that each student: – Signs name in Box 1 of the answer document

– Enters the version number and the barcode number from the back of the test booklet onto the answer document in each portion of the test.

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During Testing TE

• If some students need more time and have to go to another testing room, the test examiner should collect the test booklets and answer documents from the students

• A proctor or other school staff should escort the students to the designated testing room

• No students should leave a testing room with the test booklets and answer documents by themselves

During Testing TE

• Record the names of Grade 10 students who missed one or both census sessions– FAX CAHSEE Absence Tracker form to

760 771-8672 by noon on March 19

• Plan for make-up session (May)

Preparing for Makeup (May)

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SGID for Grade 10 Census or Make-Up

Return an answer document for every grade 10 student enrolled in school on March 18, including students who are absent and students who take the CAPA.

Return an answer document for only those grade 10 students who took the exam.

• School might have:– Census batch only– Make-up batch only– Both census and make-up batches

District-provided labels

Place PINK Shipping labels on boxes withnon-scorable materials

Place BLUE Shipping Labels on boxes with scorable answer documents

CAHSEE Administration Pick-up Date

February 4-5, 2014 February 6, 2014

March 18-19, 2014 March 20, 2014

May 13-14, 2014 May 15, 2014

Material Return Dates ~ 2014 Spring Administrations

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File student and parent reports into cums asap!

For new grades 11 and 12 students, forward reports of “pass” to assessment office. FAX: (760) 771-8672

Keep Cum Records Up-To-Date!

We Thank You!

Cathy Doyle(760)771-8667

Tracey Bye(760) 771-8805

Mina Shah(760) 771-8628