RUSD Assessment Coordinators’ Meeting Facilitated by: Brian Huff February 21, 2013

Test Site Coordinator 2013 STAR Please sign in, complete a security affidavit, and work with your table to complete the “STAR 2013 Quiz” before we begin.

What’s new for 2012? Emphasis on heightened security – New security affidavit Answer docs – No CBEDS; collected in CALPADS – No ASAM – English-learner program participation (section 17) definitions changes – CAPA section A1 added STS for dual immersion Expedited return of results

Test Site Coordinator Responsibilities Train examiners Ensure examiners sign affidavits Prevent errors Keep materials secure Verify materials are marked correctly to ensure correct student scores Gaurantee correct enrollment counts Return materials correctly and on time

Security School Site Coordinators must fill out a STAR Test Security agreement and leave it with us TODAY prior to shipment of materials ANY person having access to testing materials must sign an affidavit All affidavits are returned to Student Assessment at the end of testing in “THE ENVELOPE”

Security Materials are to be kept in a secure LOCKED area while on campus “Coordinators are required to keep all test materials in central locked storage except during actual test administration times” STAR Coordinator Responsibilities- Manual (pp.10-27) Access to the LOCKED area should be VERY limited

Security Avoid last minute orders - Inventory all material within 48 hours of delivery Materials should be signed in and out each day using the RUSD materials security form This documentation will be returned in “The Envelope” at the end of the testing window

Security Keep accurate records/Guarantee correct enrollment counts (complete district form) Missing materials will be reported back by site by CDE Keep all boxes, you will return all materials in the boxes that they were delivered in the boxes that they were delivered in

Test Security– Electronic Devices Train Test Examiners – Remove Electronic Devices prior to examination – Clear Desks of all materials – Actively Supervise students throughout testing – Maintain testing Materials – do not allow students to remove materials from the room physically or through the use of electronic media. “Electronic Devices” sign posted in each room, in clear view of students Collect cell phones using RUSD protocol

Use “General Examiner” Video to train teachers

Security Audits At randomly-selected schools and district offices Before, during, or after testing Are materials secure, accounted for, and when not in use locked-up

Security Audits Are correct administrative procedures being followed: – DFA being followed correctly – Student spacing is appropriate – 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.

Writing Tests Writing tests are required CST and CMA Grades 4 and 7 Examiners need to ensure correct test (CST or CMA) given – Check IEPs to determine whether CST or CMA – See bottom of response booklet and DFA

Writing Tests Prompt and passage may be read aloud – If specified in IEP or Section 504 plan – As an accommodation if regularly during classroom instruction and assessments – Mark Z on back of answer document Accommodation of extended time is limited to 1 day only No additional pages may be inserted

After Writing Testing If the student used a word processor: – Mark Section A3, “Accommodations and Modifications,” D or T  If A3 is not marked, the test will not be scored – Place print-out inside Writing Response Booklet Return all materials with either the scorables (student was given test) or nonscorables

Early Assessment Program (EAP) Grade 11 Reading and High School Math are administered with the multiple choice questions embedded in the CST test books This will extend the testing time for 11th graders. (voluntary for students). The student must choose to complete the extra multiple choices and bubble that they want to have EAP report sent to CSU or CCC or both (one choice) Only 11th graders who have, or will complete Algebra II or higher can take the math portion.

Who takes Summative HS Math? Students in grades 9-11 will take the CST for Summative HS Math if:  Previously completed Algebra I and Algebra II and Geometry courses, and completing an advanced mathematics course this year; or  Previously completed Algebra I, Algebra II, and Geometry, and taking no Math this year; or  Previously took the CST for Summative High School Math

Mark Correct Mathematics Test Taken or student will not receive a SCORE. Also include correct version number.

CST for Science Grades 9–11 EOC – Completed a California standards- aligned science course in the 2011 summer session or will complete it during 2011–12 school year  Review state blueprints  Review curriculum  Determine which, if any, EOC science CST students in each course will take – Mark correct EOC test and version number on the answer document

Who Takes the CMA? Students: – Have an IEP – Meet the SBE-adopted eligibility criteria – Enrolled in grades 3–11 – May take the CMA for some subjects, CST for other subjects – Must take grade-level CSTs when a CMA is not offered – May have previously taken the CMA, regardless of score – Not eligible to take the CAPA IEP specifies the CMA, subject(s), and variations and/or accommodations No additional modifications are allowed Examiners should check the student’s IEPs to see whether and which CMA test the student should take

CMA Materials 2013 CMA booklets for grade 3 – Separate scorable test booklet – If no CST taken, return CST test booklet with nonscorables CMA for Grades 4–7 – CST and CMA in same answer document – Grade 5 ONLY allows calculator (if written into the IEP) You must mark box 7c for CMA tests that students take

STS STS for Reading/Language Arts (RLA) in grades 2–11 STS for Mathematics in grades 2–7 – Rulers for grades 2 and 5

STS STS for Algebra I (EOC for grades 7–11) STS for Geometry (EOC for grades 8–11) Students in grades 8 and 9 who are not taking Algebra I or Geometry courses take NO STS mathematics, but do take CST or CMA mathematics.

Who Takes the STS? Required for Spanish-speaking English learners (ELs), grades 2–11, who either: – Receive instruction in Spanish; or – Have been enrolled in a school in the U.S. less than 12 cumulative months. Available to order for non-EL students in dual immersion Not to be administered to English-only, I-FEP, or R-FEP students

Who Takes the STS? Students taking the STS must also take CSTs or the CMA Students who take CAPA do NOT take STS H 8 M 15, STAR Pre-Test Workshop || Slide 27

STS Administration For non-bilingual sites we suggest pull-out testing for the new to U.S. Schools students. This test is part of STAR and follows all STAR requirements Materials will be delivered and picked up with your STAR materials All Tests are untimed, the STS schedule is only a guideline

Special Education- Accommodations Pp.86 to 90 Must be in the Student’s IEP and part of regular everyday instruction – RUSD’s special education will advise you on how to proceed with a level 3 modification for STAR Any accommodation / modification that is used must be bubbled on the answer document and must be listed on the form returned to Student Assessment

Accommodations vs. Modifications Any accommodation must be bubbled in box A3 on the answer document Accommodations result in valid test results Testing accommodations must match instructional accommodations (used within the classroom on a regular basis) Decided by IEP or 504 only IEP cannot exempt any students

EL Testing Variations Native language to English word-to-word glossaries are allowable in Math, Science and Social Science if used in daily instruction. Clean copies of the district versions are available in reprographics.

During Multiple-Choice Testing Use Directions for Administration (DFAs) correctly – Read ALL “SAY” boxes exactly as written – ONLY Translate boxes with “T” (NO CST/CMA/STS questions, prompts, or passages may be translated) – Grades 9−11 in single DFA for each test: CST, CMA, STS

During Multiple-Choice Testing Give correct test booklets and answer documents to students whose names are on answer documents Give breaks only at end of a part as indicated by stop sign Answer documents  Correctly mark test and version #

During Multiple-Choice Testing Record students who need make-up testing each day Monitor for “pattern” bubbling (make teachers aware of this) A test booklet has to be turned in for students in grades 2-3 who are enrolled but were absent for the entire test Accurate make-up lists are essential. 95% of all students must test at all sites.

During Multiple-Choice Testing Site coordinators will need to submit a list of all students NOT tested and the reason for not testing on ANY part (checklists handout) Every student enrolled on the first day of testing must have an answer document returned Coordinators should review the reason for any student not being tested and prepare a justification CAPA students do not need a CST document submitted

During Multiple-Choice Testing ALL CST Tests are UNTIMED If a student wishes to have more time on a CST test, we MUST allow her to do so. This can be a facilities issue, please plan accordingly All schools at the same level MUST give the same tests on the same day. The district testing schedule must be followed

Parent Waivers “Parents may submit written request to exempt their children from all or any part of the STAR.” We cannot encourage waivers - please review the regulations in the coordinator’s manual Waivers must be in writing, and will need to be returned to Student Assessment at the end of testing in the “Envelope” Waivers count as not tested in the AYP and can move a school toward the 95% threshold

Absent Students It is the expectation that all students are tested If fewer than 95% of students are tested, the school automatically does not make AYP You have been provided a form to keep track of students who are absent to ensure that make-ups are completed in a timely manner. (You may use your own.) If possible, we recommend concurrent make-up testing be done

Concurrent Make-up Testing School sites need to have a location for students who need more time to finish testing each day This location could also be used for make-up testing A student cannot take Part 2 of a test before taking Part I Teachers should have the student take Part I of the test if they return a day late and then make-up Part 2 the same day or later

After Testing Answer Documents Train examiners to – Erase NOTHING in answer circles 2012 STAR Pre-Test Workshop || Slide 41

After Testing Answer Documents 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 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. – 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

Disability Code, 16a If not in Pre-ID, mark after testing Required – 000 if no IEP – Code from IEP – For CMA and CAPA Note: 000 not valid for CMA or CAPA If 16a is not marked or marked 000 and IEP (A3a) is marked and CMA or CAPA taken, district data file defaults to 999— unknown disability—and must be corrected

Transcribe – Braille and 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 any answer document(s), with marks, not to be scored; return with nonscorables After Testing

School Grade Identification Sheet (SGID) Complete for each set of scorable answer documents or test booklets Check counts to be accurate Place on answer documents for correct – Grade – School (school code machine- marked) Pre-printed

After Testing Master File Sheets Return with each school and district Check counts to be accurate Required with scorables if materials were ordered: – Write “0” (zero), no blanks – If not tested, note that school did not test M 60, 67, 95

After Testing Which Answer Documents to Return Return answer documents for students with special conditions identified in box A2 Must return CST and/or CMA answer documents for every student enrolled on day 1 of the test

After Testing What to Return Must return the secure CST and STS DFAs for grade 2 with nonscorables Return used grades 2 and 3 test booklets with scorables Must return all CAPA Examiner’s Manuals with nonscorables Must return all grade 4−11 test booklets and unused grades 2, 3 test booklets with nonscorables

After Testing Pack and Return Return all documents within an administration in same shipment Separate scorables (with SGID) from nonscorables: make sure grade on answer documents matches grade on SGID.

Return of Materials Please have the ENVELOPE ready when testing materials are picked up Make two copies of the master file sheet. Put one copy in the envelope and keep one for your records. Put the completed original master file sheet in box #1 of your scoreable materials. Return security affidavits, parent waivers, list of students not tested, and any other pertinent documents to Student Assessment in an envelope when final materials are collected (see checklist)

Return of Materials Number the boxes with the last box you packed as number 1 on the school area of the label. Do not write in the lower area labeled “district” Number the Scoreable and Non-scoreable separately only on the label. Example below: – Ybarra Academy has 8 boxes: 2 are scoreable and the other 6 are non-scoreable – The scoreable would be labeled 1 of 2 and 2 of 2 in school section – The non-scoreable would be labeled 1 of 6, 2 of 6, etc. in the school section

What needs to be returned? STAR Manual pg. 69 describes in detail which nonscoreables are returned and which can be “securely” destroyed.

Coordinator Updates If you any questions, please send us an e- mail or call ext We will send ongoing updates by . Brian Huff, Tanya Antuna,