2015–16 caaspp paper-pencil testing test administration manual

Telephone Assistance

CAASPP test site coordinators should direct all questions to the local educational agency (LEA)

CAASPP coordinator:

LEA CAASPP coordinator is

Telephone

E-mail

LEA CAASPP coordinators should direct all questions regarding student registration,

receiving, and shipping materials to:

ETS California Technical Assistance Center

Telephone 800-955-2954 (toll-free)

Fax 800-541-8455 (toll-free)

E-mail [email protected]

LEA CAASPP coordinators should direct all other questions to:

California Assessment of Student Performance and Progress (CAASPP) Assessment Development and Administration Division

California Department of Education

Telephone 916-445-8765

Fax 916-319-0969

E-mail [email protected]

Information about the CAASPP System can also be found at the California Department of Education’s CAASPP System Web page at http://www.cde.ca.gov/ta/tg/ca/.

Information about registering students for tests, student test settings, Directions for Administration, and CAPA required manipulatives can be found at the Web site that ETS maintains

for LEA CAASPP coordinators at http://www.caaspp.org/.

Copyright © 2016, California Department of Education. All rights reserved. The 2015–16 Paper-Pencil Testing Test Administration Manual is published by ETS. ETS is a registered trademark of Educational Testing Service.

The California Department of Education grants permission to California public schools and LEAs to photocopy and reproduce any parts of the 2015–16 Paper-Pencil Testing Test Administration Manual for use in training CAASPP test site coordinators, test administrators, and test examiners. No other person or agency is authorized to reproduce or distribute any parts of this publication in any form or by any means or to store the information in any database or retrieval system.

mailto:[email protected]

mailto:[email protected]

http://www.cde.ca.gov/ta/tg/ca/

http://www.caaspp.org/

2015–16 California Assessment of Student Performance and Progress

Paper-Pencil Testing Test Administration Manual

Science in Grades Five, Eight, and Ten Standards-based Tests in Spanish for Reading/Language Arts

in Grades Two through Eleven

Contact Information California Technical Assistance Center 2731 Systron Drive Concord, CA 94518 Phone: 800-955-2954 Fax: 800-541-8455 E-mail: [email protected] Web site: http://www.caaspp.org/

Copyright 2016 by the California Department of Education

CAASPP System

February 2016 Paper-Pencil Testing Test Administration Manual i Copyright © 2016 by the California Department of Education

Contents Acronyms and Initialisms Used in the Paper-Pencil Testing Test Administration Manual ................................................................. iii Part I General Information Chapter I.1 New in 2015–16 ...................................................................................................................................................................... 2 Chapter I.2 Paper-Pencil Testing Overview ............................................................................................................................................ 3 California Tests .......................................................................................................................................................................................... 3

Chapter I.3 Instructions for Administration of Paper-Pencil Tests ...................................................................................................... 4 Paper-Pencil Testing Test Administration Manual .................................................................................................................................... 4 Directions for Administration .................................................................................................................................................................... 4 Web Sites ................................................................................................................................................................................................... 4

Chapter I.4 Test Administration Periods ................................................................................................................................................ 5 Chapter I.5 Summary of Responsibilities ................................................................................................................................................ 7 LEA CAASPP Coordinator ....................................................................................................................................................................... 7 CAASPP Test Site Coordinator ................................................................................................................................................................. 7 Test Administrator, Test Examiner, Proctor, Scribe, and Observer ........................................................................................................... 8 Test Administrator and Test Examiner and Proctor Responsibilities ....................................................................................................... 8

Chapter I.6 Test Security and Confidentiality ...................................................................................................................................... 11 Chapter I.7 Assignment of Tests ............................................................................................................................................................ 12 Students to Be Tested ............................................................................................................................................................................... 12 Who Is to Be Tested? ............................................................................................................................................................................. 12 CST for Science Participation ................................................................................................................................................................ 12 CMA for Science Participation............................................................................................................................................................... 12 CAPA for Science Participation ............................................................................................................................................................. 12 STS for RLA Optional Participation ...................................................................................................................................................... 12 Student Already Tested at Another School............................................................................................................................................. 13 Student Enrolled After the First Day of Testing ..................................................................................................................................... 13 Parent/Guardian Exemptions .................................................................................................................................................................. 13

Test Eligibility Reminders ....................................................................................................................................................................... 13 CSTs ....................................................................................................................................................................................................... 13 CMA....................................................................................................................................................................................................... 13 STS ......................................................................................................................................................................................................... 13

Chapter I.8 Paper-Pencil Testing Materials .......................................................................................................................................... 15 Materials to Be Provided by the LEA or School ...................................................................................................................................... 15 Paper-Pencil Testing Materials to Be Provided by the Testing Contractor .............................................................................................. 15

Chapter I.9 Universal Tools, Designated Supports, and Accommodations ........................................................................................ 16 Using Universal Tools, Designated Supports, and Accommodations ...................................................................................................... 16 Finding Information ............................................................................................................................................................................... 16 Assigning................................................................................................................................................................................................ 16 Requesting .............................................................................................................................................................................................. 16 Non-embedded Universal Tools, Designated Supports, and Accommodations (Part 2 of Matrix One) ................................................. 16 Unlisted Resources (Part 3 of Matrix One) ............................................................................................................................................ 16 Marking .................................................................................................................................................................................................. 17

Special Versions of Paper-Pencil Testing Materials ................................................................................................................................ 17 Chapter I.10 CAASPP Program Forms................................................................................................................................................. 18 Forms at a Glance .................................................................................................................................................................................... 18 Completing SGID Sheets ......................................................................................................................................................................... 20 Instructions for Completing Boxes ......................................................................................................................................................... 20 Instructions for Bundling Materials ........................................................................................................................................................ 20

Chapter II.1 General Preparation for the CAASPP Administration .................................................................................................. 22 LEA CAASPP Coordinator Responsibilities ........................................................................................................................................... 22

Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests ............................................................................ 26 Background .............................................................................................................................................................................................. 26 Test Dates ............................................................................................................................................................................................... 26 Paper-pencil Testing Materials ............................................................................................................................................................... 26 Universal Tools, Designated Supports, Accommodations, and Unlisted Resources .............................................................................. 28

Responsibilities Before Testing ............................................................................................................................................................... 28 Responsibilities During Testing ............................................................................................................................................................... 29 Responsibilities After Testing .................................................................................................................................................................. 29

Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and STS for RLA Administration ...................... 34 CAASPP Test Site Coordinator Responsibilities ..................................................................................................................................... 34

Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and CAPA for Science Tests .................................. 39 Background .............................................................................................................................................................................................. 39 Test Dates ............................................................................................................................................................................................... 39 Paper-pencil Testing Materials ............................................................................................................................................................... 39

CAASPP System

ii Paper-Pencil Testing Test Administration Manual February 2016 Copyright © 2016 by the California Department of Education

Universal Tools, Designated Supports, Accommodations, and Unlisted Resources .............................................................................. 41 Hand or Arm Injuries Prior to Testing .................................................................................................................................................... 41

Responsibilities Before Testing ............................................................................................................................................................... 41 Responsibilities During Testing ............................................................................................................................................................... 42 Responsibilities After Testing .................................................................................................................................................................. 44

Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process ....................................... 50 Testing Irregularities ................................................................................................................................................................................ 50 Report Irregularity Incidents .................................................................................................................................................................. 50 Coordinator Procedures .......................................................................................................................................................................... 50 How to Mark Section A1 Scoring Use Only .......................................................................................................................................... 51

Test Administration Incidents .................................................................................................................................................................. 51 Mandatory Reporting Procedures ........................................................................................................................................................... 52

Appendix B: Sample CAASPP Shipment Forms .................................................................................................................................. 53 Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts ......................... 54 Number of Test Items and Estimated Test Administration Time for Each Grade and Test ..................................................................... 54 CSTs for Science .................................................................................................................................................................................... 54 CMA for Science .................................................................................................................................................................................... 54 CAPA for Science .................................................................................................................................................................................. 55 STS for RLA .......................................................................................................................................................................................... 55

Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA ............. 56 Completing the Student Identification Information on Test Booklets and Answer Documents ............................................................... 56

Appendix E: Sample Answer Documents .............................................................................................................................................. 61

List of Tables Table 1. New in 2015–16 ............................................................................................................................................................................. 2 Table 2. 2015–16 CST, CMA, CAPA for Science and STS Schedule ......................................................................................................... 5 Table 3. CAPA for Science Levels ............................................................................................................................................................ 12 Table 4. Forms at a Glance......................................................................................................................................................................... 18 Table 5. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—LEA............................................................... 27 Table 6. CAASPP Paper-pencil Testing Materials for LEA CAASPP Coordinator................................................................................... 27 Table 7. Guidelines for Handling Nonscorable Paper-pencil Testing Materials ........................................................................................ 29 Table 8. CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Paper-pencil Testing Materials to Return—LEA ........ 30 Table 9. Example of CAPA for Science Second-rated Student Selection .................................................................................................. 35 Table 10. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—Test Site ...................................................... 40 Table 11. CAASPP Paper-pencil Testing Materials for CAASPP Test Site Coordinator .......................................................................... 40 Table 12. Guidelines for Handling Nonscorable Paper-pencil Testing Materials ...................................................................................... 48 Table 13. CSTs for Science Items and Estimated Time Chart ................................................................................................................... 54 Table 14. CMA for Science Items and Estimated Time Chart ................................................................................................................... 54 Table 15. CAPA for Science Items and Estimated Time Chart .................................................................................................................. 55 Table 16. STS for RLA Items and Estimated Time Chart .......................................................................................................................... 55 Table 17. Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets ......................................... 57

List of Figures Figure 1. Packing Order for Returning Scorable CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Materials ....... 46

List of Exhibits Exhibit A-1. How to Mark Answer Document Section A1 ........................................................................................................................ 51 Exhibit A-2. Sample School and Grade Identification Sheet (SGID) ......................................................................................................... 53 Exhibit A-3. Sample CST/CMA for Science Multiple-Choice Answer Document .................................................................................... 61 Exhibit A-4. Sample CAPA Answer Document ........................................................................................................................................ 65 Exhibit A-5. Sample STS Answer Document ............................................................................................................................................ 67

CAASPP System

February 2016 Paper-Pencil Testing Test Administration Manual iii Copyright © 2016 by the California Department of Education

Acronyms and Initialisms Used in the Paper-Pencil Testing Test Administration Manual

AYP Adequate Yearly Progress CAASPP California Assessment of Student Performance and Progress CALPADS California Longitudinal Pupil Achievement Data System CalTAC California Technical Assistance Center CAPA California Alternate Performance Assessment CCR California Code of Regulations CDE California Department of Education CMA California Modified Assessment CSTs California Standards Tests DFA Directions for Administration EL English learner ELA English language arts/literacy ETS Educational Testing Service IEP individualized education program LEA local educational agency NPS nonpublic, nonsectarian school Pre-ID pre-identification RLA reading/language arts SBE State Board of Education SGID School and Grade Identification sheet SSID Statewide Student Identifier STAIRS Security and Test Administration Incident Reporting System STS Standards-based Tests in Spanish TOMS Test Operations Management System

Part I General Information

Part I: General Information

Part I: General Information | Chapter I.1 New in 2015–16

2 Paper-Pencil Testing Test Administration Manual February 2016 Copyright © 2016 by the California Department of Education

Chapter I.1 New in 2015–16 Table 1. New in 2015–16

Topic Change Program Changes Responsibility for NPSs

Local educational agencies (LEAs) are no longer directly responsible for packaging scorable materials for nonpublic, nonsectarian schools (NPSs), which are now responsible for all facets of test administration. The California Assessment of Student Performance and Progress (CAASPP) test site coordinator at the NPS must follow the instructions in Part III Instructions for CAASPP Test Site Coordinators for administration, security, and materials return. (Note that the LEA CAASPP coordinators are still responsible for setting up the NPS’s testing window as described on page 22.)

Materials return for NPSs

A CAASPP test site coordinator for a nonpublic, nonsectarian school (NPS) is expected to enter his or her full school code in the “School Code” section on School and Grade Identification (SGID) sheets before returning scorable answer documents for the NPS to the local educational agency (LEA) CAASPP coordinator.

Unlisted resources The term “individualized aid” has been replaced with “unlisted resources.” User roles California Code of Regulations, Title 5 (5 CCR), Section 850(ad), renames the role of

the individual who administers the CAASPP achievement tests, to “test administrator.” (The individual administering the California Alternate Performance Assessment [CAPA] is still a “test examiner.”)

Policy Testing window Pursuant to 5 CCR, Section 855(a)(3), testing windows for the California Standards

Tests (CSTs), California Modified Assessment (CMA), and California Alternate Performance Assessment (CAPA) for Science and the Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA) were recalculated to start on the day of completion of 85 percent of instruction (rather than the day after completion).

Test Materials Stimulus Cards Secure stimulus cards used for the administration of the CAPA for Science are

available as a downloadable PDF in the Help section of the Test Operations Management System (TOMS) in addition to being shipped with the printed CAPA Examiner’s Manual that is used by CAPA test examiners in the administration of the CAPA for Science.

Part I: General Information | Chapter I.2 Paper-Pencil Testing Overview

February 2016 Paper-Pencil Testing Test Administration Manual 3 Copyright © 2016 by the California Department of Education

Chapter I.2 Paper-Pencil Testing Overview California Tests

Instructions for the paper-pencil versions of the Smarter Balanced Summative Assessments, available only to LEAs that have received prior approval from the CDE, are found in the Smarter Balanced Paper-Pencil Test Administration Manuals.

California paper-pencil tests to be administered in the 2015–16 administration as part of the California Assessment of Student Performance and Progress (CAASPP) System include the following:

The California Standards Tests (CSTs) for Science are multiple-choice tests that are required for all students in grades five, eight, and ten (unless otherwise specified in an individualized education program [IEP]). Items on these tests were developed by test developers in collaboration with California educators and were written specifically to assess students’ achievement of the 1998 California academic content standards in science.

The California Modified Assessment (CMA) for Science tests are multiple-choice assessments for students in grades five, eight, and ten who have an IEP and are designated by the IEP team to take the CMA for Science test. Assignment of the CMA for Science is made in the student’s IEP only; a student’s Section 504 plan is not to be used to assign a student to take the CMA for Science (although universal tools, designated supports, and/or accommodations may be named in the Section 504 plan or in the IEP).

The CMA for Science allows students with disabilities greater access to an assessment that helps

measure how well they are achieving California academic content standards in science that were adopted in 1998.

The California Alternate Performance Assessment (CAPA) for Science tests are individually administered performance assessments for students in grades five, eight, and ten who have significant cognitive disabilities and who are unable to take either the CST for Science or the CMA for Science with universal tools, designated supports, or accommodations.

The CAPA for Science allows students with disabilities greater access to an assessment that helps measure how well they are achieving California academic content standards in science that were adopted in 1998.

The Standards-based Tests in Spanish (STS) for Reading/Language Arts (RLA) are multiple-choice tests that allow Spanish-speaking English learners (ELs) in grades two through eleven to demonstrate their knowledge of the California academic content standards that were adopted in 1997 by taking an assessment in their primary language.

STS items were developed by test developers in collaboration with biliterate, bilingual California educators. Students may take the STS in addition to, but not in place of, the CST for Science or the CMA for Science. In 2015–16, the STS for RLA is an optional test.

Part I: General Information | Chapter I.3 Instructions for Administration of Paper-Pencil Tests


Chapter I.3 Instructions for Administration of Paper-Pencil Tests Paper-Pencil Testing Test Administration Manual

This manual provides information about the responsibilities of LEA CAASPP and CAASPP test site coordinators. Test preparation, administration, and security procedures must be followed exactly so that all students will have an equal opportunity to demonstrate their academic achievement.

This manual is not intended as a substitute for the California Code of Regulations, Title 5, Education

(5 CCR) or to detail all of the coordinator’s responsibilities. This manual is intended for use in conjunction with the Directions for Administration (DFAs) for the grade-level tests.

This manual includes information that LEA CAASPP and CAASPP test site coordinators are to use in coordinating the administration of the CSTs, CMA, and CAPA for Science, and the STS for RLA.

Directions for Administration The DFAs for the CAASPP paper-pencil tests are

a key resource that LEA CAASPP coordinators should use in conjunction with this manual. The DFAs provide detailed information about all test administration requirements, guidelines, and procedures for each testing program (CST and CMA for Science and STS for RLA) and grade. In addition to providing the specific directions for test administrators to read to students, the DFAs include information regarding the following: Test security and testing problems Test schedules and breaks

Paper-pencil testing materials for the test administrator and the students (including materials students may not use during testing)

What to do before, during, and after testing Completing student and test information on test

booklets (grades two and three) and answer documents (grades four through eleven)

Preparing test booklets (grades two and three) and answer documents (grades four through eleven) for scoring

Web Sites Caaspp.org is the Web site for LEA CAASPP

coordinators. It serves as a repository of documents, forms, and videos that provide directions for coordinating and administering California tests within LEAs. Linked documents include (but are not limited to) the following: Portal to all online testing systems and resources Data layouts Test Operations Management System (TOMS)

manuals Designation and security forms Paper-Pencil Testing Test Administration

Manual (PPT TAM) DFAs Sample answer documents CAPA for Science manipulative lists

Workshop materials and links to archived workshops

CAPA for Science training materials Post-Test Guide Student Score Report Guides In addition, caaspp.org contains links to the

training videos used by CAASPP test site coordinators, test administrators, and CAPA for Science test examiners and second raters.

Materials from past California testing administrations are linked on the Archive Web page at http://www.startest.org/archive.html.

For information about required testing in California, visit the CDE’s California Assessment of Student Performance and Progress Web page at http://www.cde.ca.gov/ta/tg/ca/.

Part I: General Information | Chapter I.4 Test Administration Periods


Chapter I.4 Test Administration Periods Table 2. 2015–16 CST, CMA, CAPA for Science and STS Schedule

Activity Timeline LEA CAASPP Coordinator Consult the [Testing Window Summary] tab in TOMS for the specific 2015–16 LEA testing dates.

As needed

Make sure all student data from the California Pupil Achievement Data System (CALPADS) are appearing correctly in TOMS and have the appropriate test(s) configured. See the TOMS Student Test Registration Guide, linked on the CAASPP TOMS Web page at http://www.caaspp.org/administration/toms/, for more information about assigning tests to students.

No fewer than 15 working days before the materials shipping date for pre-identification (Pre-ID) labels

Receive paper materials from the testing contractor. 10 to 20 working days before each test administration period Take inventory of cartons and notify the Educational Testing Service (ETS) California Technical Assistance Center (CalTAC) using the contact information on the inside front cover of this manual of any discrepancy in the number of cartons received.

Within 2 working days of delivery to the LEA

Distribute materials to the test sites. 5 to 10 working days before the first testing day of each test administration period

Contact CalTAC to order supplemental materials. After the Initial Order Approval Date; if the LEA ordered late Pre-ID labels, these will be sent for receipt at the LEA at least 12 days prior to the end of the selected testing window

Ship all CST, CMA, and CAPA for Science and STS for RLA scorable and nonscorable materials to the Scoring and Processing Centers.

No more than 5 working days after completing testing for each administration period

LEAs receive access to preliminary student results for science and STS assessments for each administration period in the Online Reporting System.

Within 5 weeks of the answer documents from the LEA have been received, processed, and scored.

LEAs receive access to downloadable initial Student Score Reports in TOMS.

Within 6 weeks of the student completing all registered assessments and the answer documents from the LEA have been received, processed, and scored.

LEAs receive access to final downloadable and printed Student Score Reports.

After 90 percent of students are scored for registered online and paper-pencil assessments within the administration. This is expected within 5 weeks after test results are available for all tests administered.

LEAs distribute Student Score Reports to parents/guardians. Within 20 working days of receipt of final reports in the LEA for each administration period

LEAs receive access to downloadable data files in TOMS. Within 5 weeks after test results are available for all tests administered. Data files are continually updated until all scoring for the LEA is completed.

Results for schools, LEAs, county offices of education, and the state are publicly released.

Mid-August 2016

CAASPP Test Site Coordinator Receive paper materials from the LEA CAASPP coordinator. 5 to 10 working days before the first testing day of each

administration period Take inventory of all materials and notify the LEA CAASPP coordinator of any missing or incorrect materials.

Within 2 days of delivery to the test site

Distribute CAPA Examiner’s Manuals to CAPA for Science test examiners.

As soon as possible after receipt from the LEA, but at least 5 working days before testing begins because test examiners need these manuals to prepare for testing

http://www.caaspp.org/administration/toms/

Part I: General Information | Chapter I.4 Test Administration Periods


Activity Timeline Distribute nonsecure DFAs for the CSTs and CMA for Science and grades 3–11 STS for RLA. The nonsecure version of the DFA for the STS for RLA in grade 2, which may be distributed at any time, is available at http://www.caaspp.org/about/primary-language/. (Do not distribute the secure grade 2 DFAs for the STS for RLA prior to testing.)

As soon as possible after receipt from the LEA because test administrators need these manuals to prepare for testing

Distribute and collect: Grade 2 STS for RLA DFAs CST for Science test booklets Grades 5, 8, and 10 CST/CMA for Science answer

documents (one answer document for all grades) CMA for Science test booklets CAPA for Science answer documents Grades 2–11 STS for RLA test booklets Grades 4–11 STS for RLA answer documents (one

answer document for all grades)

Each day of testing (These are secure documents.)

Return all scorable and nonscorable materials to the LEA CAASPP coordinator after all testing is complete.

2 working days after completing testing for each administration period

Part I: General Information | Chapter I.5 Summary of Responsibilities


Chapter I.5 Summary of Responsibilities LEA CAASPP Coordinator Preparation 1. Review test security and regulations. See page 22. 2. Prepare the LEA testing schedule. See page 22. 3. Coordinate testing for students assigned by the

LEA to attend nonpublic, nonsectarian schools (NPSs). See page 22.

4. Verify student data in CALPADS and test assignments in TOMS. See page 23.

5. Attend a pre-test workshop or view a pre-test Webcast for LEA CAASPP coordinators. See page 23.

6. Read documents and review training videos. See page 23.

7. Prepare and conduct a pre-test workshop for all CAASPP test site coordinators. See page 23.

8. Prepare inventory control spreadsheets to track the distribution of paper-pencil testing materials from LEA overage. See page 25.

Before Testing 1. Manage test security. See page 28. 2. Coordinate receipt of paper-pencil testing materials.

See page 28. 3. Ship paper-pencil testing materials to schools. See

page 28. During Testing 1. Provide assistance to CAASPP test site

coordinators as needed. See page 29. After Testing 1. Collect and inspect paper-pencil testing materials

from all test sites, including NPSs. See page 29. Return Materials 1. Prepare the LEA’s shipment. See page 29. 2. Coordinate shipping of paper-pencil testing

materials. See page 30.

CAASPP Test Site Coordinator Preparation 1. Learn about the 2015–16 test administration. See

page 34. 2. Plan all test administration logistics for the site. See

page 34. 3. Select CAPA for Science observers. See page 35. 4. Provide CST and CMA for Science and STS for

RLA test administrator, proctor, and scribe training. See page 36.

Before Testing 1. Manage test security. See page 41. 2. Coordinate paper-pencil testing materials received

from the LEA. See page 41. 3. Identify locations (rooms). See page 42. 4. Identify proctors. See page 42. 5. Organize paper-pencil testing materials for testing

locations (rooms). See page 42. 6. Distribute paper-pencil testing materials each day

of testing. See page 42.

During Testing 1. Monitor the test administration. See page 42. 2. Handle defective test booklets and answer

documents. See page 43. 3. Manage emergency situations. See page 43. After Testing 1. Collect and process paper-pencil testing materials.

See page 44. 2. Process paper-pencil testing documents for students

using universal tools, designated supports, and accommodations. See page 45.

3. Count paper-pencil testing materials. See page 45. Return Materials 1. Correctly package scorable materials. See page 46. 2. Correctly package nonscorable materials. See

page 47. 3. Return paper-pencil testing materials to the LEA.

See page 47.

Maintain test security and confidentiality at all times.



Test Administrator, Test Examiner, Proctor, Scribe, and Observer The CAASPP test site coordinator is

responsible for identifying and training test administrators, test examiners, proctors, and scribes. The following roles apply to the administration of the paper-pencil science and/or RLA tests: A test administrator is an employee of an LEA

or an employee of a nonpublic, nonsectarian school (NPS) who has been trained to administer the CAASPP achievement tests and has signed a CAASPP Test Security Affidavit (5 CCR Section 850[ad]). For the STS, the test administrator must be bilingual in English and Spanish.

A test examiner is an employee of an LEA or an employee of a nonpublic, nonsectarian school (NPS) who has been trained to administer the CAPA for Science has signed a CAASPP Test Security Affidavit. The CAPA for Science test examiners and observers must be a certificated or licensed school staff member (5 CCR Section 850[ae]). Only certificated or licensed employees who have been trained to administer the CAPA for Science may serve as CAPA for Science test examiners or observers.

A test proctor is an employee of an LEA or a person, assigned by an NPS to implement the IEP of a student, who has received training designed to prepare him or her to assist the test administrator or test examiner in the administration of CST, CMA, and CAPA for Science and STS assessments (5 CCR Section 850[ag]). Test proctors must sign CAASPP Test Security Affidavits (5 CCR Section 859[c]). For the STS, the test proctor should be bilingual in English and Spanish.

A scribe is an employee of an LEA or a person assigned by an NPS to implement the IEP of a student, who is required to transcribe a student’s responses to the format required by the test. A student’s parent, guardian, or sibling is not eligible to serve as a scribe (5 CCR Section 850[y]). Scribes must sign CAASPP Test Security Affidavits (5 CCR Section 859[c]).

An observer is a licensed, certificated employee of an LEA, trained to administer the CAPA for Science, who observes the administration of each CAPA for Science task and completes a separate answer document for those students who are to receive a second-rating. Find more information regarding selecting CAPA observers on page 35. CAPA for Science observers must

sign CAASPP Test Security Affidavits (5 CCR Section 859[c]).

Test Administrator and Test Examiner and Proctor Responsibilities

Test administrators and test examiners who administer the CST, CMA, and CAPA for Science and STS for RLA paper-pencil tests are responsible for the following activities. Test proctors may assist test administrators and test examiners with these responsibilities. Learn Testing Procedures Thoroughly review and follow all procedures in

the separate and grade-specific DFAs (CST and CMA for Science, STS for RLA) or the CAPA Examiner’s Manual for CAPA for Science test examiners and in any supplemental instructions provided by the CAASPP test site coordinator.

Ensure the Security of Paper-pencil Testing Materials

The contents of all tests are secure materials. Unauthorized copying, sharing, or use of any CST, CMA, and CAPA for Science or STS for RLA test booklet, test question, or answer document by anyone for any purpose or by any means compromises the integrity of the test and is a violation of copyright law. Carefully and completely read and sign the

CAASPP Test Security Affidavit before it is returned to the CAASPP test site coordinator.

Read and perform the test security measures described in the DFAs.

Keep the paper-pencil testing materials secure during the test administration by implementing the following security measures: Limit access to the paper-pencil testing

materials to actual testing sessions. Limit student access to test booklets only in the

testing location and only when engaged in taking the test.

Prohibit student access to any unauthorized electronic devices at any time during the entire testing session.

Prohibit the removal of paper-pencil testing materials from the testing room either physically or through the use of electronic media (except when LEA staff must escort a student[s] who needs more testing time to another testing room).

Collect and account for all paper-pencil testing materials before students are dismissed.



Return all paper-pencil testing materials to the CAASPP test site coordinator daily upon completion of testing each day.

Administer all paper tests according to the directions for test administration in the DFAs.

Keep the test and paper-pencil testing materials secure at all times by taking the following precautions: Prevent the review of any test questions,

passages, or other test items in the current or past paper test administrations—independently or with students or others—before, during, or after testing.

Prevent the disclosure of any secure test questions, passages, or other test items from current or past paper test administrations through verbal, written, or any other means of communication (including electronic media).

Prevent the copying of any part of the test booklets or test questions by anyone for any purpose or by any means.

Prevent the development of scoring keys using questions from current or past paper test administrations or the review or scoring of any student responses for any purpose.

Administer All Paper Tests Administer all tests according to the schedules

developed by the LEA CAASPP coordinator. Ensure that the testing room is appropriately

prepared for administering tests. No instructional materials directly related to the content of the tests or testing strategies should be visible to any students. Inappropriate materials include, but are not limited to, the following: Vocabulary or spelling lists Writing materials such as charts that show

capitalization, punctuation, or grammar rules Phonics charts Inappropriate science materials (for example,

periodic table of elements, formulas) Testing strategies

Distribute to students only authorized paper-pencil testing materials for the test being administered. This includes testing materials specified in the DFA and materials for authorized universal tools, designated supports, or accommodations in students’ IEPs or Section 504 plans.

Actively supervise students throughout the testing session and make sure that they have accurately completed all necessary information on their answer documents (including test name, if appropriate, and version number circles), are

working on the correct test part, are accessing only authorized paper-pencil testing materials, and are following all directions.

Plan quiet activities for students who finish testing early. The activities must not be related to the test the students are taking.

Ensure that accurate records of students tested and not tested are maintained and submitted to the CAASPP test site coordinator.

Prepare Test Booklets or Answer Documents If There Are No Pre-ID Labels If pre-identification (Pre-ID) labels were not

selected by the LEA CAASPP coordinator in the TOMS Test Administration Setup module, the CAASPP test site coordinator must ensure that student identification information is completed on all STS test booklets for grades two and three and all available CST and CMA for Science and STS for RLA multiple-choice answer documents for grades four through eleven. Student identification information must be

provided for every student who is required to be tested and is enrolled on the first day of testing. This must be done even if the student does not take any tests.

The CAASPP test site coordinator is responsible for advising test administrators, test examiners, or other school staff how to hand-mark student identification information. – The CAASPP test site coordinator will advise

school staff where to locate the identification information for students; for example, the location of cumulative record folders and electronic records in an LEA student information system.

IMPORTANT: Students must complete the information in Section 1 on the front page even if the LEA opted to receive Pre-ID labels. Test administrators must read the “First Day of Testing” section in the DFA to ALL students.

If a Pre-ID label is not used, either students or school staff must complete information on test booklets and answer documents as follows: – Sections 3 through 7 on CST/CMA for

Science answer documents; – Sections 3 through 6b on CAPA for Science

answer documents; – Sections 3 through 5 on STS for RLA test

booklets (grades two and three); and – Sections 3 through 6 on STS for RLA answer

documents (grades four through eleven).



Only school staff may complete the “Student ID Number” box (if used by the LEA) and “Statewide Student Identifier” (SSID) box (required for all students) on the front of the test booklet or answer document.

Only school staff may complete information on the back of the test booklet or answer document. Under no circumstances should students mark any of this information.

Part I: General Information | Chapter I.6 Test Security and Confidentiality


Chapter I.6 Test Security and Confidentiality All tests booklets for the CSTs, CMA, and CAPA

for Science and STS for RLA are secure documents. All paper-pencil testing materials must be handled in strict accordance with the instructions in this manual, in the DFAs, and in the statements in the CAASPP Test Security Agreement and Affidavit. Every person having access to paper-pencil testing materials shall maintain the security and confidentiality of the tests. LEA CAASPP coordinators must have a signed

CAASPP Test Security Agreement on file with CalTAC before ETS may ship any paper-pencil testing materials to the LEA.

CAASPP test site coordinators must sign and submit a CAASPP Test Security Agreement to the LEA CAASPP coordinator before any paper-pencil testing materials may be delivered to the school/test site.

Anyone having access to the paper-pencil testing materials must sign and submit a CAASPP Test Security Affidavit to the CAASPP test site coordinator before receiving access to any paper-pencil testing materials.

IMPORTANT: To help ensure the security of paper-pencil testing materials, it is very important that all persons having access to secure paper-pencil testing materials carefully and completely read the CAASPP Test Security Affidavit before signing it.

The LEA CAASPP coordinator is responsible for collecting and filing all CAASPP Test Security Agreements and Affidavits at the LEA office. Those forms should be kept for at least one year.

The CAASPP Test Security Agreement is linked on the Web page at http://www.caaspp.org/administration/forms/.

The CAASPP Test Security Affidavit can be downloaded from http://www.caaspp.org/administration/forms/.

Test security requires accounting for all secure materials before, during, and after each test administration. Coordinators are required to keep all paper-pencil testing materials in centralized, locked storage except during actual test administration times. Test administrators must return CST and CMA for Science and STS for RLA paper-pencil testing materials to the CAASPP test site coordinator each day after completing the test administration. CAPA for Science test examiners may retain CAPA for Science materials in secure, locked storage in their testing location.

CAASPP test site coordinators are responsible for accounting for and returning all secure materials to the LEA CAASPP coordinator, who is responsible for returning them to the ETS Scoring and Processing Centers.

It is the responsibility of each person participating in the administration of the CSTs, CMA, and CAPA for Science and/or STS for RLA to immediately report any violation or suspected violation of test security or confidentiality. See Appendix A on page 50 for reporting information. The CAASPP test site coordinator is responsible for immediately reporting any security violation to the LEA CAASPP coordinator.

In the case of student cheating, the test administrator or test examiner must stop the cheating; however, the student must be allowed to complete the remainder of the test. After testing, the test administrator or test examiner must mark “C” in Section A2, “Special Conditions,” on the student’s test booklet or answer document and notify the CAASPP test site coordinator after testing. Do not call the CDE or CalTAC to report student cheating.

Part I: General Information | Chapter I.7 Assignment of Tests


Chapter I.7 Assignment of Tests Students to Be Tested Who Is to Be Tested?

All students enrolled on the first day of testing who are required to be tested, including students with disabilities, ELs (regardless of their English fluency or the length of time they have been in school in the United States), and students placed in NPSs by the LEA participate in the California testing program unless exempted by their parent/guardian.

Students participate in this testing by taking tests from among the CSTs for Science, the CMA for Science, and the CAPA for Science, and, optionally, the STS for RLA. The following sections describe which of these tests students will take. Note that some students will take tests from multiple testing programs. CST for Science Participation

Students in grades five, eight, and ten are required to take the grade-level CST for Science unless they have an IEP designating that they take the CMA for Science or CAPA for Science. CMA for Science Participation

Students in grades five, eight, and ten may take the CMA for Science instead of the CST for Science, as determined by each student’s IEP team.

CAASPP test site coordinators are responsible for having students’ IEPs reviewed to determine whether the students will take the CMA for Science.

The IEP team must annually determine the student’s participation in the CMA for Science. Students who do not have an IEP may not take the CMA. A student’s Section 504 plan is not to be used to assign a student to take the CMA for Science (although universal tools, designated supports, accommodations, and unlisted resources may be named in the Section 504 plan or in the IEP).

A student may continue to take the CMA for Science if the IEP team determines that the student should continue to take the CMA for Science. The IEP must specify that the student is to take the CMA for Science and any universal tools, designated supports, accommodations, and/or approved unlisted resources. CAPA for Science Participation

Students in grades five, eight, and ten with significant cognitive disabilities may participate in testing in California by taking the CAPA for Science. IEP teams determine how students with disabilities will participate in testing. CAASPP test site coordinators are responsible for having a student’s

IEP reviewed to determine whether the student will take the online assessment for English language arts/literacy (ELA) and mathematics with universal tools, designated supports, or accommodations, or take the CAPA for Science. Students in grades five, eight, and ten who are not designated to take the CAPA for Science must take the CST or CMA for Science in addition to the online assessment.

If the IEP team determines that the student should be assessed with the CAPA for Science, the IEP team also is responsible for determining whether the student should take the grade-assigned CAPA level or CAPA Level I. This information is included in each student’s IEP. Students designated in their IEP to take the CAPA for Science must take either CAPA Level I or the CAPA level designated for their individual grade level. CAPA levels are listed in Table 3, below. Note that in the 2015–16 administration, because the CAPA for Science is not administered to students in grades two or three, a Level II test is not offered.

For students who are in ungraded programs and whose IEP teams designate that they take the CAPA for Science, determine their grade by subtracting five from their chronological age on September 1, 2015. A student who was 10 years old on September 1 would be given the grade five test (10 – 5 = 5).

STS for RLA Optional Participation The Standards-based Tests in Spanish are

multiple-choice tests for Spanish-speaking ELs in grades two through eleven.

Students who are eligible to take the STS may take the STS for RLA.

Students in grades five, eight, and ten who are eligible to take the STS are also required to take the CST for Science or the CMA for Science appropriate to their grade level regardless of their English fluency or the length of time they have been in school in the United States.

The STS is also optionally available for students who are enrolled in a dual-language immersion program and who are either nonlimited English

Table 3. CAPA for Science Levels

CAPA Level Grade

Age Ranges for Ungraded Programs

I 5, 8, 10 7–16 III 5 9 & 10 IV 8 11–13 V 10 14–16



proficient or redesignated fluent English proficient. These students may take a previous-year version of the STS on answer documents reprinted from a previous-year test administration. STS materials for these students are available at the expense of the LEA and are ordered through a separate process. This program, the STS for Non–English Learners in Dual-immersion Programs, is described in more detail on the Web page at http://www.startest.org/sts4dis.html. Student Already Tested at Another School

If a student took a CST or CMA for Science or STS for RLA at another school for 2015–16 testing, the student may take the same test at the current school if he or she was enrolled in the current school on the first day of testing. The school is not required to test the student. If the school chooses to test the student, the school should make no marks in Section A2 of the student’s test booklet or answer document. However, if the school chooses to not test the student, the school must mark option “T” (The student was enrolled on the first day of testing and was not given this test because a staff member verified that the student had taken the test at a previous school) in Section A2 for each test that the student took at another school. Student Enrolled After the First Day of Testing

If a student enrolled in a school after the first day of testing, the school is required to test the student. If

the school chooses to test the student, mark “L” (The student enrolled after the first day of testing and was given this test) in Section A2 of the student’s test booklet or answer document for each test taken. Parent/Guardian Exemptions

Parents/Guardians may submit written requests to exempt their children from all or any part of the CSTs, CMA, and CAPA for Science, and/or STS for RLA. All such requests must be honored as indicated in EC Section 60615. Condition code “PGE” should be set in TOMS for all tests that a student is eligible to take—paper-pencil tests and online assessments—by the LEA CAASPP coordinator or the CAASPP test site coordinator prior to the end of the LEA’s selected testing windows. Alternately, the test site may mark “P” in Section A2 on student test booklets or answer documents for all paper-pencil tests not taken by parent/guardian request. It is not necessary to note an exemption in both places; it is preferred that an exemption be noted in TOMS.

It is imperative that students whose parents/ guardians have requested testing exemptions not be given test booklets or answer documents. The student identification pages of the test booklet or answer document for the multiple-choice tests must be completed for these students and these documents must be submitted with the school’s scorable materials.

Test Eligibility Reminders CSTs Students in grades five, eight, and ten are required

to take the CST for Science in their grade level, even if they are also eligible to take the STS.

The only students in grades five, eight, or ten who will not take the CST for Science are students whose IEP specifies that they must take the CMA for Science or the CAPA for Science, or students who have a parent/guardian exemption.

CMA Students in grades five, eight, and ten whose IEP

specifies they take the CMA for Science are required to take the CMA for Science for the grade in which they are enrolled, even if they are also eligible to take the STS.

STS Students who take the STS for RLA must also take

the appropriate grade-level CSTs or CMA for Science in grades five, eight, and ten and the appropriate Smarter Balanced Summative Assessment(s). CAPA for Science students do not take the STS for RLA.



Important The California Code of Regulations, Title 5, Education, Section 852(c), states, “A parent or guardian

may annually submit to the school a written request to excuse his or her child from any or all parts of any test provided pursuant to Education Code section 60640 for the school year. If a parent or guardian submits an exemption request after testing has begun, any test(s) completed before the request is submitted will be scored and the results reported to the parent or guardian and included in the pupil’s records. An LEA and its employees may discuss the CAASPP assessment system with parents and may inform parents of the availability of exemptions under Education Code section 60615. The LEA and its employees shall not solicit or encourage any written exemption request on behalf of any child or group of children.

“NOTE: Authority cited: Sections 33031 and 60640, Education Code. Reference: Sections 60604, 60605, 60607, 60612, 60615, 60640 and 60641, Education Code.”

Part I: General Information | Chapter I.8 Paper-Pencil Testing Materials


Chapter I.8 Paper-Pencil Testing Materials Materials to Be Provided by the LEA or School

Two No. 2 pencils with erasers for each student (plus extras)

Scratch paper for the science tests—scratch paper may be lined, unlined, or graph paper. Used scratch paper is secure and must be returned to the CAASPP test site coordinator. Scratch paper may not be used for the RLA tests.

“Testing—Do Not Disturb” signs

Manipulatives for the CAPA—LEA CAASPP coordinators should go to http://www.caaspp.org/about/science/ to verify the manipulatives required for each level. The required manipulatives are generally available in special education classrooms. If additional manipulatives are needed, they are generally available through educational supply stores or companies.

Paper-Pencil Testing Materials to Be Provided by the Testing Contractor LEA CAASPP coordinators should see Table 8

for a detailed list of multiple-choice materials. CAASPP test site coordinators should see Table 10 for a detailed list of multiple-choice materials. Pre-ID labels (if ordered by the LEA) CST for Science test booklets (science in grades

five, eight, ten) CMA for Science test booklets (science in

grades five, eight, and ten) CST/CMA for Science two-color, machine-

scorable answer documents (one answer document for grades five, eight, and ten)

CAPA for Science two-color, machine-scorable answer documents

STS two-color, machine-scorable test booklets (grades two and three)

STS for RLA test booklets (RLA in grades four through eleven)

STS for RLA two-color, machine-scorable answer documents (one answer document for grades four through eleven)

Directions for Administration CAPA Examiner’s Manual for CAPA for

Science test examiners CAPA for Science stimulus cards (which are

also available for secure download from the Help section on TOMS; go to http://www.caaspp.org/about/science/ for instructions on how to download the stimulus cards PDF)

“Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” sign master

School and Grade Identification (SGID) sheets Scorable Materials Freight/UPS Kit—orange Nonscorable Materials Freight/UPS label—

green Packing list

Do not use answer documents, DFAs, or any other test materials from a previous year.

http://www.caaspp.org/about/science/

Part I: General Information | Chapter I.9 Universal Tools, Designated Supports, and Accommodations


Chapter I.9 Universal Tools, Designated Supports, and Accommodations Using Universal Tools, Designated Supports, and Accommodations Finding Information

The “Matrix One: Universal Tools, Designated Supports, and Accommodations for the CAASPP System” Web document is linked on the CDE Student Accessibility Supports Web page at http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp. Parts 2 and 3 of Matrix One include the non-embedded universal tools, designated supports, accommodations, and unlisted resources that are available for use for the paper-pencil CSTs and CMA for Science and STS for RLA. (Another type of support shown on Part 1 of Matrix One, called an “embedded support,” is available only on computer-based tests.)

In addition, a version of Matrix One posted at http://www.caaspp.org/administration/instructions/ includes a column that indicates the code to mark in Section A3 and/or A4 of test booklets or answer documents when a universal tool, designated support, or accommodation is used.

All pupils (including ELs and students with disabilities) shall be permitted universal tools on the CAASPP tests.

All pupils (including ELs and students with disabilities) shall be permitted designated supports on the CAASPP tests when determined for use by an educator or a group of educators.

Pupils with an IEP or Section 504 plan shall be provided accommodations on the CAASPP tests when specified in the pupil’s IEP or Section 504 plan.

Test administration for the CAPA allows for the test examiner to provide any required adaptation needed by the students to access the tasks. Therefore, universal tools, designated supports, and accommodations do not apply to the CAPA. Assigning

The decision to allow a student to use a particular universal tool, designated support, accommodation, or unlisted resource should be made on an individual basis and should take into consideration the needs of the student and whether the student routinely receives the accessibility support in classroom instruction. IEP teams need to decide what is best for making tests accessible to each child.

Any universal tools, designated supports, accommodations, and/or approved unlisted resources that are to be used for testing must match those

regularly used for classroom instruction and may be specified in the student’s IEP or Section 504 plan. Requesting

An LEA may submit a request in writing to the CDE, prior to the administration of a CAASPP test, for approval for the use of 1) an unlisted resource that is among the five listed in the “Unlisted Resources (Part 3 of Matrix One)” subsection on the next page, or 2) an unlisted resource (not already specified on the list of universal tools, designated supports, and accommodations or among the five in the Unlisted Resources [Part 3 of Matrix One] subsection). The Unlisted Resource Web form in TOMS should be used to request the unlisted resource. The LEA CAASPP coordinator or the CAASPP test site coordinator shall make the request on behalf of the LEA 10 business days prior to the pupil’s first day of CAASPP testing. The CDE shall respond to the request within four business days from the date of receipt of the written request. Non-embedded Universal Tools, Designated Supports, and Accommodations (Part 2 of Matrix One)

Non-embedded universal tools, designated supports, and accommodations do not change the construct being measured.

For example, for the CSTs and CMA for Science, instructions given orally by the test administrator before or after a test may be signed for a student with a hearing impairment or translated into the primary language for an EL. Directions in “SAY” boxes that the test administrator may sign or may translate are marked with a “T” in the DFA for each test. Cues and directions for the CAPA for Science may be translated. Directions in the “SAY” boxes in the DFA of the STS for RLA are already translated into Spanish.

Universal tools are available to all students per student preference and selection; designated supports are available to students by teacher recommendation. Accommodations are available to students with documented need in a student’s IEP or Section 504 plan. Unlisted Resources (Part 3 of Matrix One)

Unlisted resources that change the construct being measured by a CAASPP test invalidate the test score and result in a score that cannot be compared with other CAASPP results. Scores for pupils’ tests with

Part I: General Information | Chapter I.9 Universal Tools, Designated Supports, and Accommodations


unlisted resources that change the construct being measured by a CAASPP test will not be counted as participating in statewide testing (and impact the accountability participation rate indicator), but pupils will still receive individual score reports with their actual score.

The following non-embedded unlisted resources have been determined to change the construct being measured on the CAASPP tests for science and primary language (reading/language arts) and are specified below, but not limited to: 1. English dictionary for science and primary

language; 2. thesaurus for science and primary language; 3. bilingual dictionary for science and primary

language; 4. American Sign Language for reading passages for

primary language; and 5. Calculator for science.

Unlisted resources are requested by an LEA CAASPP coordinator or CAASPP test site coordinator in TOMS at least ten business days before the student’s first day of CAASPP testing (5 CCR

Section 853.8[a]). See the TOMS Online Student Test Settings User Guide available on the TOMS Web page at http://www.caaspp.org/administration/toms/ for instructions on how to request an unlisted resource for a student.

The use of an unlisted resource does not have to be marked on an answer document; the approved unlisted resource is noted in the Student Profile in TOMS. Marking

After testing, test administrators and/or test examiners are to mark Sections A3 and A4 on students’ answer documents for the specific universal tools, designated supports, and accommodations students with IEPs or Section 504 plans or students who are ELs use on each test. Only universal tools, designated supports, and accommodations that are actually used during testing should be marked.

If a student is provided a universal tool, designated support, accommodation, and/or approved unlisted resource but demonstratively indicates that he or she does not want to use it, test administrators are to mark option “X” in Section A2.

Special Versions of Paper-Pencil Testing Materials Braille and large-print versions of paper-pencil

testing materials are available as testing accommodations for students with visual impairments.

All CST and CMA for Science braille tests are provided in contracted braille. All grades for the STS for RLA are available only in uncontracted braille.

Large-print versions of test booklets are available for all CST and CMA for Science and STS for RLA tests.

http://www.caaspp.org/administration/toms/

Part I: General Information | Chapter I.10 CAASPP Program Forms


Chapter I.10 CAASPP Program Forms Forms at a Glance

Table 4, below, briefly describes the forms that LEA CAASPP and/or CAASPP test site coordinators must complete. See the referenced appendix or Web address for a sample of the form.

Table 4. Forms at a Glance

Form When to complete Purpose What to do with form

• Before Testing • CAASPP Test Security Agreement http://www.caaspp.org/

Complete before receiving any CAASPP paper-pencil testing materials.

LEA CAASPP and CAASPP test site coordinators acknowledge agreement to maintain the security of all paper-pencil testing materi-als.

The LEA CAASPP coordina-tor must submit the signed form electronically to CalTAC. CAASPP test site coordinators must submit forms electronically to the LEA CAASPP coordina-tor. Forms should be filed and kept for at least one year.

CAASPP Test Security Affidavit http://www.caaspp.org/

Complete before receiving or handling any CAASPP paper-pencil testing materials.

All persons having access to CAASPP materials, includ-ing test administrators, test examiners, proctors, scribes, and anyone else handling the materials, must sign an affidavit, agreeing to keep materials secure and follow all program directions.

The CAASPP test site coordinators are to deliver the signed forms to the LEA CAASPP coordinator. The LEA CAASPP coordinator files forms at the LEA office. Forms should be kept for at least one year.

• During Testing • Inventory Control Spreadsheet—LEA (Optional) http://www.caaspp.org/

Complete as CST, CMA, and CAPA for Science and STS for RLA paper-pencil testing materials are distributed to schools/test sites from the LEA overage.

These forms track the distri-bution and return of all se-cure materials received in the LEA and are used to verify that test sites return all paper-pencil testing materials received through original and supplemental shipments.

The LEA CAASPP coordinator sends these forms to each test site when additional materials are distributed from the LEA overage. A copy should be filed with LEA records.

Inventory Control Spreadsheet—Test Sites (Optional) http://www.caaspp.org/

Complete as CST, CMA, and CAPA for Science and STS for RLA paper-pencil testing materials are assembled for each test administrator and test examiner. Also use to log paper-pencil testing materials out and in from test administrators and test examiners each day of testing.

These forms are used to track the distribution and return of all paper-pencil testing materials to and from test administrators and test examiners.

The CAASPP test site coordinator retains these forms until after verification that all secure materials received at the test site have been packaged and returned to the LEA CAASPP coordinator, and the LEA CAASPP coordinator receives verification that the testing contractor has received all secure materials from the test site.



Table 4. Forms at a Glance (continued) Form When to complete Purpose What to do with form

Test Site Absence Tracking Form (Optional) http://www.caaspp.org/

Complete during or immedi-ately after tests are adminis-tered.

Test administrators and test examiners complete and return this form to the CAASPP test site coordina-tor to document students who require makeup testing.

The CAASPP test site coordi-nator retains this form until makeup testing is completed. It is advisable to file the form with the school’s/test site’s CAASPP documents until after reports have been received.

Test Site Tracking of Significant Medical Emergencies (Optional) http://www.caaspp.org/

Complete when documenta-tion from a licensed physi-cian is received that states that a student is not to be tested because of a medical emergency.

Schools/test sites are re-quired to have documenta-tion from a licensed physi-cian for any student who is not administered a CST, CMA, or CAPA for Science because of an actual medical emergency.

The CAASPP test site coordi-nator completes this form and retains it in the school’s/test site’s CAASPP files.

• After Testing • School and Grade Identification Sheet (SGID “Header Sheets”) Appendix B

Complete when bundling an-swer documents for scoring.

This form identifies groups of scorable answer docu-ments and ensures that all documents are accounted for during processing and scoring. The SGID is used to verify that schools/test sites will re-ceive score reports for all students tested.

The CAASPP test site coordi-nator places the original of each completed form on the appropri-ate group of scorable documents for the test site. A CAASPP test site coordinator for an individual NPS is required to enter his or her school CDS code on an SGID for the NPS. Copies should be retained for the school’s/test site’s and LEA’s records. See page 20 for more details about completing SGIDs.

Return Address Labels (not sampled)

Complete immediately after packing boxes for shipping to the ETS Scoring and Processing Centers. The CAASPP test site coor-dinator completes school site information on each la-bel, including “SCH: BOX __ of __” information.

These labels ensure that ma-terials are returned to the correct centers and that they can be correctly logged and accounted for after receipt. Scorable test booklets and answer documents mistak-enly packed in the boxes for nonscorable materials will not be retrieved and rescored.

The CAASPP test site coordi-nator places the green labels on boxes.

• Before, During, and/or After Testing • CAASPP Security and Test Administration Incident Reporting System (STAIRS) Form (not sampled) http://www.caaspp.org/stairs/

Complete after verifying that a security breach or testing irregularity, impropriety, or incident has occurred.

This online form is used to thoroughly document a reported testing security breach, testing irregularity, or incident.

The LEA CAASPP coordina-tor or CAASPP test site coordinator fills out this form, which is sent electronically to the CDE CAASPP Office and is reviewed by the CDE.

http://www.caaspp.org/‌stairs/

http://www.caaspp.org/‌stairs/



Completing SGID Sheets CAASPP test site coordinators at all schools,

including NPSs, complete an SGID sheet and place it on top of each set of test booklets or answer documents to be scored. An SGID sheet must be filled out for each grade and each test taken by students in that grade level.

The SGID sheet is sampled in Appendix B on page 53. Instructions for Completing Boxes

Print the information where requested on lines or in spaces above option circles and then mark the corresponding circles, as applicable. School Information Box

LEA—Enter the name of the LEA where the school/test site is located or the LEA that assigned the students to NPSs.

School—Enter the name of the school/test site or NPS.

Grade—Enter the grade level of test booklets or answer documents under this SGID; leave blank for the CAPA.

Test Date(s)—Enter the date range when testing began and ended for the school.

Teacher, Counselor, or Group—Enter only if documents are being submitted by Teacher/Group or for a specific NPS. School Code

The school CDS code is preprinted on the SGID sheets provided with the school/test site materials. If you are using a blank SGID, enter the school CDS code in the boxes and mark the corresponding circle under each number. All test sites, including NPSs, should enter their full school code. This information is used in data reporting files. School Name

The school name is preprinted on the SGID sheets provided with the school/test site materials. If you are using a blank SGID, print the school name (left justified) in the boxes and mark the corresponding circle under each letter of the school name. Leave a space between each word and mark the empty circle at the top of the column below the space.

CAASPP Assessment Mark the circle for the appropriate paper-pencil

tests; for this program of tests, mark “CSTs and CMA,” “CAPA,” or “STS.” Grade

For CST/CMA for Science and STS for RLA documents, mark the circle for the grade level in which the students are enrolled. Leave this section blank for CAPA for Science. Number of Documents

Enter and mark the number of documents in the set. This number includes the number of answer documents for students tested plus the number of answer documents with only identification information for students not tested. Testing Start Date

Enter and mark the month, day, and year of the first date of testing for the documents in the set. This information is used in data reporting files. Instructions for Bundling Materials

Use these instructions for all schools within the LEA including NPSs, which are bundled like any other school (and do not require special handing during the 2015–16 CAASPP administration). CAPA

An SGID is to be placed on top of the set of all CAPA for Science answer documents for the school/test site. CST/CMA

CST/CMA for Science answer documents should be bundled together in order by grade. Each grade should have its own SGID. Grade-level materials may be sorted by teacher. STS

Use a separate SGID for each grade level of students taking the STS for RLA.

Part II Instructions for LEA

CAASPP Coordinators Part II: Instructions for LEA CAASPP

Coordinators

Part II: Instructions for LEA CAASPP Coordinators | Chapter II.1 General Preparation for the CAASPP Administration


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Chapter II.1 General Preparation for the CAASPP Administration LEA CAASPP Coordinator Responsibilities

The LEA CAASPP coordinator is the contact person for all CAASPP test site coordinators and school administrators and for all testing-related communications for the LEA.

In general, the LEA CAASPP coordinator is also responsible for the following tasks: Securing paper-pencil testing materials upon

receipt Distributing paper-pencil testing materials to

schools Tracking the paper-pencil testing materials Training and answering questions from

CAASPP test site coordinators Receiving scorable and nonscorable materials

from schools after an administration Returning the materials to the testing contractor

for processing Carefully read all materials that you receive and

contact the CDE or your CalTAC representative as appropriate with questions you have related to the paper-pencil CSTs, CMA, and CAPA for Science, STS for RLA, or the test administration. Contact numbers are listed on the inside front cover of this manual. Review Test Security and Regulations Review 5 CCR sections 850–64 and understand

the definitions, testing requirements, coordinator responsibilities, and scheduling information included in them. The regulations are linked on the CDE Web page at http://www.cde.ca.gov/re/lr/rr/caaspp.asp.

Review the CAASPP Test Security Agreement and make sure that you understand your obligations related to test security.

Develop processes for staff to follow to ensure the security of paper-pencil testing materials when materials are in their possession.

Prepare the LEA Testing Schedule Prepare a testing schedule for the LEA that

includes the date and time each test and test part are to be administered in every school in the LEA. If the LEA does not use a schedule that includes all schools, have CAASPP test site coordinators prepare the testing schedules for each site and submit them to the LEA office before testing begins.

Security should be a prime consideration when establishing testing schedules. If a particular test (e.g.,

part 1 of the grade ten CST for Life Science) is to be administered in multiple classrooms, schools are encouraged to administer that test at the same time in all classes or, if that is not possible, over a short time period to maintain test security.

The administration windows for the CMA for Science (grades five, eight, and ten), CAPA for Science (grades five, eight, and ten), and STS for RLA (grades two through eleven) are the same as the CST for Science administration window.

There is no requirement that tests for particular testing programs (CST, CMA, and CAPA for Science, STS for RLA) be administered in a specific order. However, test parts must be administered sequentially (for example, part 1 of the CST for Science followed by part 2 of the CST for Science). Additionally, the determination of whether to administer the STS for RLA before, concurrently with, or after the CSTs/CMA for Science is to be made locally.

All regular and makeup testing must be completed within the 25-day testing window. Generally, testing can be completed within a two-week period. Coordinate Testing for Students Assigned by the LEA to Attend Nonpublic, Nonsectarian Schools

The LEA CAASPP coordinator is responsible for carrying out the following duties: Work with special education staff to identify all

NPSs to which the LEA has assigned students. Obtain a signed CAASPP Test Security

Agreement from each NPS CAASPP test site coordinator and train the coordinator on all test administration requirements, timelines, and procedures, including security procedures related to testing and materials return.

Set up the LEA’s NPS test administration window on the basis of the NPS school calendar, order materials, and order pre-identified labels using the NPS’s assigned code. The LEA CAASPP coordinator may set up a

unique administration period (for example, Admin06) in TOMS for all NPSs in which the LEA has enrolled students, or may add the NPS to an existing administration if the NPS’s testing window matches that of an administration within the LEA.



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For assistance with this responsibility, contact your CalTAC representative at 800-955-2954.

Notify all NPSs of the LEA’s testing schedule. Verify Student Data in CALPADS and Test Assignments in TOMS Use CALPADS to update student demographic

data as necessary; the LEA CAASPP coordinator is responsible for verifying that the LEA’s file is complete and includes correct data.

Assign tests to students through TOMS, which can be accessed at http://www.caaspp.org/.

Attend a Pre-Test Workshop or View a Pre-Test Webcast for LEA CAASPP Coordinators

Pre-test workshops and a recorded Webcast will highlight program and procedural changes. All LEA CAASPP coordinators are strongly encouraged to attend a workshop or view the Webcast. See the Web page at http://www.caaspp.org/calendar/ for dates and locations. Workshops are offered statewide. A Webcast will be presented for those unable to

attend a workshop. Download and review the workshop/Webcast

handouts linked on the Training Web page at http://www.caaspp.org/training/caaspp/.

If you cannot attend a workshop and you cannot view the live Webcast, a link to the archived recording of the Webcast is available on the Training Web pages at http://www.caaspp.org/training/caaspp/ and http://www.caaspp.org/training/paper-pencil/.

Read Documents and Review Training Videos Read the 2015–16 California paper-pencil test

administration documents, including the following: This manual The CAASPP Test Security Agreement, which

describes the responsibilities of, and procedures that must be followed by, LEA CAASPP and CAASPP test site coordinators to protect the security of the test and test questions

The CAASPP Test Security Affidavit, which describes the responsibilities of, and procedures that must be followed by, test administrators

and test examiners to protect the security of the test and test questions

A CST for Science DFA for at least one grade level

A CMA for Science DFA for at least one grade level if the test administration includes the CMA for Science

An STS for RLA DFA for at least one grade level if the test administration includes the STS; if you choose the DFA for grade two, review only the nonsecure version, which can be accessed at http://www.caaspp.org/administration/instructions/dfas/

The CAPA Examiner’s Manual for CAPA for Science test examiners if the test administration includes the CAPA for Science

The test administrator, test examiner, and CAASPP test site coordinator training videos and any video updates that are linked at http://www.caaspp.org/training/paper-pencil/ and http://www.caaspp.org/training/caaspp/

Clarify any questions you have about the testing requirements or procedures with CalTAC and/or the CDE, as appropriate.

Prepare and Conduct a Pre-Test Workshop for All CAASPP Test Site Coordinators

Formal, classroom-style training for CAASPP test site coordinators is encouraged. The training should include a discussion of the

responsibilities and procedures described in this manual, a review of any information and instructions that are specific to the LEA, and a thorough review of security procedures. The test administrator, test examiner, and CAASPP test site coordinator training videos and any video updates that are linked at http://www.caaspp.org/training/caaspp/ and http://www.caaspp.org/training/paper-pencil/ should be used during the training.

Because the contents of all CST, CMA, and CAPA for Science and STS for RLA test booklets are secure materials—unauthorized copying, sharing, or use of any California test booklet or of any questions within the booklet by anyone for any purpose or by any means is a violation of copyright law—CAASPP test site coordinators

Notes Answer documents for students assigned to NPSs for whom the LEA has received parent/guardian

exemptions may be completed within the LEA and not sent to the NPSs. These must be submitted for scoring with all NPS scorable documents. Please pack these materials in the white scorable cartons provided.

The LEA is responsible for having all students tested, including those assigned to NPSs that are not in California.



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should be instructed in the following “best practices”: Prohibit use of cell phones, cameras, and other

electronic devices where CST, CMA, and CAPA for Science and STS for RLA paper-pencil testing materials are stored or these tests are administered.

Prevent test site personnel or students from taking photos (using a camera, cell phone, or any other electronic device) of test booklets, answer documents, or questions within the booklets.

CAASPP test site coordinators or test administrators should post “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” signs so that they are clearly visible to all students. – LEA CAASPP coordinators will receive a

master copy of this sign in the coordinator kit and may make copies to provide to test sites.

– The sign will also be available for download at http://www.caaspp.org/administration/instructions/.

Prevent test site personnel or students from copying, for any purpose or by any means, any part of the test booklets or test questions.

Prevent unauthorized use of any test questions, past or present, except for the released test questions linked on the CDE Web page at http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp or the sample questions available on the Web site at http://www.starsamplequestions.org/.

Training in the administration of these paper-pencil tests should include, but not be limited to, explanations of the following: Responsibilities of CAASPP test site

coordinators, test administrators, test examiners, and proctors

Required tests for each grade Security forms requirements (including

completion of the CAASPP Test Security Agreement and Affidavit) – Emphasize that CAASPP test site

coordinators and anyone having access to secure paper-pencil testing materials must carefully and completely read the CAASPP Test Security Agreement and/or Affidavit before signing it.

– The LEA CAASPP coordinator is to collect and file CAASPP Test Security Agreements and Affidavits completed by CAASPP test site coordinators, test administrators, test

examiners, proctors, and other staff having access to secure materials.

– Only the LEA CAASPP coordinator’s own CAASPP Test Security Agreement is sent electronically to CalTAC.

Regulations and special instructions for the participation of ELs, students with Section 504 plans, and students with IEPs

Using special versions, universal tools, designated supports, accommodations, and/or approved unlisted resources and marking answer documents appropriately

Distributing only the scannable, two-color answer documents to students taking the required (CSTs and CMA for Science) and optional (STS for RLA) tests

Reviewing a DFA for at least one grade level of all tests to be administered at the test site for information about what test administrators are to do before, during, and after testing; for the grade two STS, review only the nonsecure version, which can be accessed at http://www.caaspp.org/administration/instructions/dfas/

Marking the student identification information pages of a test booklet (grades two and three) or answer document (grades four through eleven) when Pre-ID labels were not ordered – For those documents, the student

identification information must be marked for every student, including students who are enrolled on the first day of testing but are not tested and students who enrolled after the first day of testing and are tested.

– Provide CAASPP test site coordinators with a list of the data that must be marked on those documents.

– The documents are to be submitted with the scorable materials for the students’ classes or grade levels.

Arranging for testing locations (rooms) and additional proctors, as required

Training test administrators and test examiners through the use of the test administrator, test examiner, and CAASPP test site coordinator training videos and any video updates that are linked at http://www.caaspp.org/training/caaspp/ and http://www.caaspp.org/training/paper-pencil/

Adhering to the established testing schedule Referring to the last appendix in the DFA for

each test administered for information about



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preparing answer documents and/or test booklets for scoring

Submitting with scorable materials an answer document for all students enrolled on the first day of testing who are required to be tested (CST/CMA and CAPA for Science in grades five, eight, and ten), even if they are not tested (e.g., absent, parent/guardian exemption, and so forth)

Submitting with scorable materials a grade two or three test booklet (STS only) or answer document (grades four through eleven) for all students who are optionally tested (STS for grades two through eleven)

Packaging and returning all paper-pencil testing materials to the LEA

LEA CAASPP coordinators may use such materials as the “Items and Estimated Time Charts” (Appendix C on page 54) and the testing regulations (linked on the CDE Web page at http://www.cde.ca.gov/re/lr/rr/caaspp.asp) when preparing workshops. Prepare Inventory Control Spreadsheets to Track the Distribution of Paper-pencil Testing Materials from LEA Overage

The following are brief instructions for using the LEA Inventory Control spreadsheet to track paper-pencil testing materials.

The LEA may use the spreadsheet provided or may choose another method for tracking paper-pencil testing materials. 1. Download the LEA Inventory Control

spreadsheet from http://www.caaspp.org/administration/forms/.

2. Open the LEA Inventory Control spreadsheet in Microsoft Excel.

3. Select the appropriate tab at the bottom of the Excel screen.

4. Enter the LEA name. 5. Enter the administration. 6. Enter the name of the school/test site receiving

paper-pencil testing materials. 7. Enter the number of each type of document

delivered to the school/test site in the appropriate columns.

8. Repeat steps 5 through 7 for all schools.

http://www.cde.ca.gov/re/lr/rr/caaspp.asp

Part II: Instructions for LEA CAASPP Coordinators | Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests


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Chapter II.2 CST, CMA, and CAPA for Science and STS Multiple-Choice Tests Background

The CSTs for Science are multiple-choice assessments previously administered annually to California students in grades two through eleven. For the 2015–16 CAASPP administration, the CSTs for Science are to be administered to students in grades five, eight, and ten.

The CMA for Science are multiple-choice assessments administered instead of the CSTs to students in grades five, eight, and ten who have an IEP that designates that they take the CMA for Science.

The CAPA for Science are administered to students with significant cognitive disabilities. For the 2015–16 CAASPP administration, the CAPA for Science are to be administered to students in grades five, eight, and ten.

The STS for RLA are multiple-choice assessments that may be administered to Spanish-speaking ELs in grades two through eleven. Students in grades five, eight, and ten who take the STS must also take a CST or CMA for Science. Test Dates

LEA CAASPP coordinators set the schedules for multiple-choice CST, CMA, and CAPA for Science and STS for RLA testing within a 25-day window based on 12 days before and 12 days after the date on which 85 percent of the instructional days have been completed for the school year. Dates will vary by LEA and school. All CST, CMA, and CAPA for Science and STS for RLA tests must be administered within this window.

The LEA CAASPP coordinator provides information for each administration period being used in the LEA when setting test administration dates in TOMS. Those dates can be printed from the Testing Window Summary. Paper-pencil Testing Materials

Paper-pencil testing materials, including supplemental orders and overage, are delivered in the quantities indicated in Table 5.

DFA quantities are also shown in Table 5. For the CSTs and CMA for Science and STS for RLA, one DFA is provided for every 20 test booklets or fraction thereof. DFAs are delivered in bundles of fives.

A CAPA Examiner’s Manual for CAPA for Science test examiners and stimulus cards are delivered as a single package for the CAPA. One Examiner’s Manual and set of stimulus cards are provided for each test examiner at the test site who is to administer the CAPA for Science.

Stimulus cards are also available for secure download from the Help section on TOMS; instructions for downloading the stimulus cards PDF can be found on the Science Web page at http://www.caaspp.org/about/science/.

Paper-pencil testing materials will be delivered as shown in Table 5 and Table 6. Most materials for students in grades two through eleven taking the STS for RLA and for students in grades five, eight, and ten taking the CMA for Science and CAPA for Science are delivered at the same time as CST for Science multiple-choice materials but are in separate boxes. Table 5 lists CST, CMA, and CAPA for Science and STS for RLA materials.

The LEA receives three types of boxes. “Open this box first,” for the LEA, contains all paper-pencil testing materials for a specific multiple-choice administration (CSTs, CMA, and CAPA for Science STS for RLA) and the LEA overage, which may extend into additional boxes. The specific contents of the box the LEA should open first are listed in Table 6.

A separate “Open this box first,” for each school, contains administration materials. Other boxes, marked for schools, contain the actual student, test administrator, and test examiner paper-pencil testing materials to be distributed by the LEA to its schools. The specific contents of the school’s first box are also listed in Table 6.

All boxes for the LEA are white boxes.

Do not use answer documents, DFAs, or any other testing materials from a previous year. Students should only use the machine-scorable, two-color answer documents included in your shipment of paper-pencil testing materials when taking these tests. If your LEA is administering the STS for Dual-Immersion Students, do not use those materials to administer the 2015–16 STS for RLA.



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Note: Table 5 does not include special formats, such as braille or large print, that can be ordered and are included with the rest of the requested materials in the shipment.

The LEA CAASPP coordinator also receives administrative materials that are used for all paper tests, as shown in Table 6.

LEA CAASPP coordinators and CAASPP test site coordinators also receive LEA and/or school/test site packing lists.

Table 5. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—LEA

CAASPP Paper-pencil Testing Materials Grades Quantity Shipment Pre-ID kit (Pre-ID labels, SGID sheets, rosters, instructions for placing label)

All N/A Separate shipment

CST for Science

DFAs 5, 8, 9–11 5s Boxes marked for schools test booklets 5, 8, 10 20s and 5s Boxes marked for schools

CST/CMA for Science

two-color, machine-scorable answer documents 5, 8, and 10 20s and 5s Boxes marked for schools

CMA for Science

DFAs 5, 8, 9–11 5s Boxes marked for schools test booklets 5, 8, 10 5s Boxes marked for schools

CAPA for Science

Examiner’s Manual (all levels), stimulus cards N/A singles Boxes marked for schools two-color, machine-scorable answer documents N/A 5s Boxes marked for schools

STS for RLA

DFAs 2–11 5s Boxes marked for schools two-color, scannable test booklets 2, 3 5s Boxes marked for schools test booklets 4–11 5s Boxes marked for schools practice tests + practice test DFA 2, 3, 4 5s + 1 Boxes marked for schools two-color, machine-scorable answer documents 4–11 5s Boxes marked for schools

Table 6. CAASPP Paper-pencil Testing Materials for LEA CAASPP Coordinator

CAASPP Paper-pencil Testing Materials Shipment

LEA

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or Multiple-choice Coordinator Kit (one each, each CST for Science DFA,

“Unauthorized Electronic Devices May Not Be Used” sign master, Manual Information sheet)

Open this box first – LEA

Tape and Return Instructions Open this box first Overage—5 percent above original order for LEAs, 10 percent above original order for schools Open this box first – School, LEA

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White carton, scorable materials Freight/UPS—orange label Open this box first – School, LEA

Nonscorable materials Freight/UPS—green label Open this box first – School, LEA

Supplemental Orders The only way an LEA may order additional test

booklets, answer documents, or DFAs is to contact CalTAC at 800-955-2954. CalTAC will place the order. Orders for additional materials cannot be placed until after the “Initial Order Approval Date” listed in the LEA’s Testing Window Summary in TOMS.

When placing an order for supplemental materials, provide CalTAC with the following information: Materials to Be Provided by the LEA or School Two No. 2 pencils with erasers for each student

(plus extras) Scratch paper for the science tests—scratch paper

may be lined, unlined, or graph paper. Used scratch paper is secure and must be returned to the CAASPP test site coordinator. Scratch paper may not be used for the RLA tests.

“Testing—Do Not Disturb” signs

CDS code LEA name Grade

Quantity Product (test booklets, answer

documents, and so forth)



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“Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” signs – CAASPP test site coordinators or test

administrators should post these signs so that they are clearly visible to all students.

– LEAs will receive a master copy of this sign in the coordinator kit and may make copies to provide to test sites.


Manipulatives for the CAPA for Science—LEA CAASPP coordinators should go to http://www.caaspp.org/about/science/ to verify the required manipulatives for each level. The required manipulatives generally are available in special education classrooms. If additional manipulatives are needed, they generally are available through educational supply stores or companies.

Universal Tools, Designated Supports, Accommodations, and Unlisted Resources General Use

Students may use the universal tools, designated supports, accommodations, and/or approved unlisted resources specified in their IEP or Section 504 plan

during the test. If students use universal tools, designated supports, accommodations, and/or approved unlisted resources, test administrators are responsible for marking Section A3 on the students’ test booklets (grade two or three) or answer documents (grades four through eleven) immediately after testing. If an EL used specific universal tools, designated supports, and/or accommodations, mark Sections A3 (test administrators) and/or A4 (test administrators and test examiners). Only universal tools, designated supports, accommodations, and/or approved unlisted resources that a student actually uses during testing should be marked.

However, if a student has an IEP or Section 504 plan that includes universal tools, designated supports, accommodations, and/or approved unlisted resources, but does not use them, the “IEP” or “Section 504 plan” circle in Section A3a must still be marked. Identifying

The “Matrix One: Universal Tools, Designated Supports, and Accommodations for the CAASPP System” Web document is linked on the CDE Student Accessibility Supports Web page at http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp.

Responsibilities Before Testing Manage Test Security Receive and file CAASPP Test Security Affidavits

from schools/test sites. (See “Forms at a Glance” on page 18.)

Identify a centralized, secure, lockable area for storing paper-pencil testing materials and notify other appropriate staff of the location.

Secure all paper-pencil testing materials, which includes preventing unauthorized access and copying by anyone for any purpose or by any means.

Coordinate Receipt of Paper-pencil Testing Materials Receive the LEA’s shipment of materials 10 to 20

days prior to the first day of testing. Take inventory of the shipment to verify that all

cartons were received for all LEA test sites and that the LEA overage is complete; the LEA CAASPP coordinator is responsible for the security of all LEA materials—including the LEA overage—and must account for all paper-pencil testing materials before they are returned for scoring.

Place a supplemental order with CalTAC (800-955-2954), if needed.

Ship Paper-pencil Testing Materials to Schools Complete inventory control spreadsheets to track

the distribution of paper-pencil testing materials from the LEA overage to schools/test sites.

Distribute paper-pencil testing materials to all LEA schools/test sites in such a way that they arrive no more than 10 and no fewer than 5 working days before the first day of testing.

Forward Pre-ID labels to students’ new schools for students who transferred within the LEA before testing begins. The student’s information can be updated using

CALPADS. The student’s information can also be hand-

marked if the Pre-ID label is not used. Submit an Unlisted Resource Request form on

behalf of the LEA as necessary for individual students 10 business days prior to the student’s first day of CAASPP testing. Download the Unlisted Resource Request form from http://www.caaspp.org/administration/forms/.

Forward braille and large-print testing materials to students’ new schools for students who transferred within the LEA before testing begins.

Ship materials to NPSs if the LEA has placed students with IEPs at NPSs.

http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp

http://www.caaspp.org/administration/forms/



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Responsibilities During Testing Provide Assistance to CAASPP Test Site Coordinators as Needed Assist CAASPP test site coordinators with the

handling of defective test booklets or answer documents by contacting CalTAC at 800-955-2954 if necessary

Assist CAASPP test site coordinators with the handling of emergency situations that disrupt the test administration.

Receive reports of any security breaches and testing irregularities from CAASPP test site coordinators and submit the CAASPP STAIRS form if necessary. See Appendix A on page 50 for details.

Responsibilities After Testing Collect and Inspect Paper-pencil Testing Materials from All Test Sites, Including NPSs Receive scorable and nonscorable materials from

CAASPP test site coordinators, including those at NPSs at which students in your LEA have been placed, two working days after the last test was administered.

Inspect a sample of the boxes collected from schools, making sure that: Answer documents were bundled in the correct

order. Answer documents were only two-color,

machine-scorable answer documents (and not black-and-white answer documents printed on a local printer).

Answer documents were submitted for all schools in the LEA, including NPSs.

SGID sheets were filled out properly. CAPA answer documents were signed by test

examiners or observers. Answer documents were filled out correctly. Scorable materials were placed in a box with an

orange label and nonscorable materials were placed in a box with a green label.

Repackage incorrectly packed materials.

Prepare the LEA’s Shipment Separate cartons of booklets to be scored (orange

labels) from cartons of nonscorable materials (green labels); sort by school.

Pack the materials in the appropriate (scorable or nonscorable) boxes. CST and CMA for Science and STS for RLA materials should be grouped separately by grade and school but may be stacked together in grade-level order. Table 8, on the next page, shows the materials to return.

Complete the LEA information on the scorable (orange) and nonscorable (green) labels.

Affix the nonscorable green labels to cartons (other than the white carton with the orange label).

Number all cartons of scorable materials sequentially beginning with the NPS carton(s), which should be in the box opened first.

Complete LEA information on green return address labels. Number all cartons of nonscorable materials sequentially.

Ensure that all unused materials in the LEA overage are included with the nonscorable materials. Note: If the LEA distributes booklets from the LEA overage to test sites, the sites, not the LEA, are responsible for packaging the materials for return.

Table 7. Guidelines for Handling Nonscorable Paper-pencil Testing Materials

MATERIAL HANDLING GUIDELINE CST and CMA for Science and STS for RLA DFAs

Directions for Administration, grade 2 STS for RLA Return with nonscorables. Directions for Administration, grades 3–11 Discard or recycle.

CST and CMA for Science and STS for RLA Test Booklets Unused test booklets, grades 2 and 3 Return with nonscorables. Used, damaged test booklets that have been transcribed, grades 2 and 3

Return with scorables and mark as “VOID—Document Transcribed.”

Used test booklets, grades 4–11 Return with nonscorables. Unused test booklets, grades 4–11 Return with nonscorables.



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MATERIAL HANDLING GUIDELINE CST and CMA for Science and STS for RLA Two-color, Machine-scorable Answer Documents

Unused answer documents, including those with Pre-ID labels applied, grades 4–11 Securely destroy.

Used, damaged answer documents that have been transcribed, grades 4–11

Return with nonscorables and mark as “VOID—Document Transcribed.”

CAPA for Science Materials Note: CAPA for Science observer answer documents must be returned with the scorable CAPA for Science materials. CAPA Examiner’s Manual for CAPA for Science test examiners Return with nonscorables.

Unused CAPA for Science answer documents, including those with Pre-ID labels applied Securely destroy.

CST and CMA for Science and STS for RLA Special Versions Used braille and large-print test booklets Return with nonscorables. Unused braille and large-print test booklets Return with nonscorables.

Ancillary Items—Do Not Return CAASPP Paper-Pencil Testing Test Administration Manual File one copy in LEA and discard or recycle remainder. Science reference sheets Reuse in classroom, discard, or recycle. CAPA for Science stimulus cards Reuse in classroom, discard, or recycle. Scratch paper Securely destroy. Additional SGID sheets Discard or recycle. Unused Pre-ID labels Securely destroy.

Table 8. CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Paper-pencil Testing Materials to

Return—LEA

Multiple-Choice and CAPA Exams Scorable Materials

White Boxes with Orange Labels LEA returns to the ETS Scoring and Processing Center,

Ewing, New Jersey

Nonscorable Materials to Return Brown Boxes with Green Labels

LEA returns to the ETS Scoring and Processing Center, Ewing, New Jersey

___ Completed SGID sheets on top of sets of answer documents to be scored

___ Two-color, machine-scorable STS for RLA test booklets (grades 2 and 3)

___ Two-color, machine-scorable answer documents (CST/CMA for Science, STS for RLA, and CAPA for Science)

___ Damaged, unused, and voided scorable test booklets and answer documents (organized by grade)

___ CAPA Examiner’s Manuals for CAPA for Science test examiners

___ Used and unused nonscorable test booklets (organized by grade)

___ DFAs (grade two only) ___ Large-print and braille booklets

Coordinate Shipping of Paper-pencil Testing Materials Prepare to ship all cartons of CST, CMA, and

CAPA for Science and STS for RLA materials no more than five days after testing is completed for each administration period. All scorable CST, CMA, and CAPA for

Science and STS for RLA materials must be returned in the same shipment.

Determine the designated freight carrier by reading the “Instructions for Return of Materials”

in the LEA coordinator kit that accompanied the shipment of paper-pencil testing materials received by the LEA.

Attach the green carrier labels to boxes, ensuring the labels are completely visible.

If you are using a freight carrier, contact CalTAC at 800-955-2954 to schedule pickup of materials. Provide a contact name, number, address, pickup hours, and pickup location.

Be present or designate a person to be present for pickup.



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Have all boxes placed in the appropriate pickup location.

Confirm that the materials were picked up as scheduled. If they were not, call CalTAC at 800-955-2954 to report the delay.

The LEA CAASPP coordinator is responsible for verifying that the LEA’s shipments have been picked up for return to the testing contractor.

File copies of the shipping paperwork.

Important Use only the freight carrier assigned to you. Do not use another carrier or U.S. mail to ship materials.

The addresses are on the orange and green labels. Important

PLEASE WAIT UNTIL ALL SCORABLE MATERIALS FOR A TEST ADMINISTRATION FROM THE SCHOOLS IN YOUR LEA HAVE BEEN RECEIVED AT THE LEA BEFORE SHIPPING SCORABLE MATERIALS.

Scorables for each test administration should be sent at the same time, in a single shipment. Contact CalTAC if there will be additional shipments of scorables after the initial shipment. CalTAC will inform you which of these scenarios will occur in such a case:

1. If the testing contractor has not yet begun processing scorable materials when the additional shipment is received, the LEA should send the overdue materials as quickly as possible at the LEA’s expense.

2. If the testing contractor has begun processing scorables, there will be a fee to process the overdue scorable materials. Return these materials with a purchase order that covers the $5.00 late processing fee per overdue test document the LEA wants scored.

3. If the testing contractor has finished processing scorables, there will be a fee to process the overdue scorable materials. Return these materials with a purchase order in the amount of $385 plus $5.00 late processing fee per test document the LEA wants scored by July 26, 2016, to cover the late processing fee for all overdue test documents.

Important If the LEA tests in separate administrations, return each administration’s materials separately and

include an SGID sheet that correctly identifies the test administration. Do not mix materials from different test administrations.



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Part III Instructions for CAASPP

Test Site Coordinators Part III Instructions for CAASPP Test Site

Coordinators

Part III Instructions for CAASPP Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and STS for RLA Administration


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Chapter III.1 General Preparation for the CST, CMA, and CAPA for Science and STS for RLA Administration CAASPP Test Site Coordinator Responsibilities

In general, the CAASPP test site coordinator is responsible for the following tasks:

Training test administrators, test examiners, and proctors to accurately and securely administer the tests

Making sure that the school has the proper paper-pencil testing materials

Distributing paper-pencil testing materials within a school

Securing materials before, during, and after the administration period

Ensuring that test questions are not copied or photographed for any purpose or by any means

Ensuring that test questions, passages, or other test items are not reviewed independently or with students before, during, or after testing

Ensuring that tests are administered as described in the test administration manuals

Answering questions from test administrators and test examiners

Preparing and packaging paper-pencil testing materials to be returned to the LEA after testing

Returning the paper-pencil testing materials to the LEA

Learn About the 2015–16 Test Administration Attend the LEA’s workshop for CAASPP test site

coordinators. Review the following:

This manual The CAASPP Test Security Agreement, which

describes the conditions under which LEA CAASPP and CAASPP test site coordinators are to act to ensure security of the test and test questions

The CAASPP Test Security Affidavit, which outlines the measures to be followed by test administrators and test examiners to protect the security of the test and test questions

A CST for Science DFA for at least one grade level

A CMA for Science DFA for at least one grade level if the test administration includes the CMA for Science

An STS for RLA DFA for at least one grade level if the test administration includes the STS for RLA; if you choose the DFA for grade two, review only the nonsecure version, which can be accessed at http://www.caaspp.org/administration/instructions/dfas/

The CAPA Examiner’s Manual for CAPA for Science test examiners, if the test administration includes the CAPA for Science

The test administrator, test examiner, and CAASPP test site coordinator training videos and any video updates linked at http://www.caaspp.org/training/caaspp/ and http://www.caaspp.org/training/paper-pencil/

Plan All Test Administration Logistics for the Site Identify staff members who will serve as:

CST for Science test administrators CST for Science proctors CMA for Science test administrators CMA for Science proctors CAPA for Science test examiners (must be

certificated or licensed staff members who have been trained to administer the CAPA for Science)

CAPA for Science observers (must be certificated or licensed staff members who have been trained to administer the CAPA for Science)

STS for RLA test administrators (must be bilingual in English and Spanish)

STS for RLA proctors (should be bilingual in English and Spanish)

Develop processes for staff to follow to ensure the security of the paper-pencil testing materials when materials are in their possession.

If the LEA CAASPP coordinator does not prepare a testing schedule for the schools in the LEA, prepare a test site testing schedule that includes the date and time for each test to be administered. Test parts must be administered sequentially

(for example, part 1 of the CST for Science followed by part 2 of the CST for Science).

Additionally, the determination of whether to administer the STS for RLA before,



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concurrently with, or after the CSTs/CMA for Science is to be made locally.

Security should be a prime consideration when establishing testing schedules. If a particular test (e.g., part 1 of the CST for Life Science) is to be administered in multiple classrooms, schools are encouraged to administer that test at the same time in all classes or, if that is not possible, over a short time period to maintain test security.

Prepare or supervise the hand-marking of answer documents when Pre-ID labels are not used.

Notify parents/guardians of the testing schedule. Receive and file CAASPP Test Security Affidavits

for anyone who will have access to the CST, CMA, and CAPA for Science and STS for RLA paper-pencil testing materials. The CAASPP Test Security Affidavit can be downloaded from http://www.caaspp.org/administration/forms/.

Set up separate testing rooms and assign test administrators for students whose IEPs or Section 504 plans specify universal tools, designated supports, and/or accommodations that necessitate testing the students in a separate setting (that is, reading test questions aloud, extended testing time, additional breaks, and so forth).

Ensure that LEA staff are available to supervise students who are not being tested.

Set up a quiet room to which students who need more time to test will be escorted. Also ensure that LEA staff are available to accompany students to that room and supervise them in the room.

Identify where test administrators, test examiners, or and/proctors will pick up and return paper-pencil testing materials each day.

Review or supervise the review of materials after testing to ensure the following: You have paper-pencil testing materials for all

students; You are using the correct printed materials

(Test booklets for grades two and three and answer documents for grades four through

eleven should be two-color and machine-scorable.);

Students have marked all necessary information including version number and test name such as “CST for Science” (If test names are not marked, the tests will not be scored.);

Sections A1, A2, A3, and A4 are marked, if necessary;

Stray marks that are near answer circles and may interfere with scoring are erased; and

Damaged documents are transcribed. Note: Information regarding preparing test

booklets and answer documents for scoring is included in the appendixes of all DFAs. Select CAPA for Science Observers

Two different persons, the test examiner and an observer (also called a second rater), will rate the performance of some students on the CAPA for Science. Interrater reliability will be calculated through this process. Interrater reliability is important information for ensuring the comparability of scores.

The observer must meet the same qualifications as the test examiner.

The observer should have a separate copy of the CAPA Examiner’s Manual for CAPA for Science test examiners and a blank answer document on which the following information has been marked: – Student name – School – LEA

– Date of birth – Gender – CAPA level

– Grade – SSID

The observer must observe the administration of each task and complete a separate answer document for those students who are to be second-rated.

Each observer is expected to score the student’s response independently of the test examiner. Observer and test examiner score responses must not be compared.

Observers enter the information required in the test-rater identification box at the bottom of

Table 9. Example of CAPA for Science Second-rated Student Selection Column A Column B Column C

CAPA Levels and Content Areas

Number of CAPA Students at School, per Level

# Students in Column B (10% of Column B*) to have both a test examiner and observer

(second rater) at time of testing Level I Science 12 1 Level III Science 21 2 Level IV Science 5 1 Level V Science 0 0 * If there are fewer than 10 students in a level, select one student for that level.



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the back page of the answer document, including marking the circle for “Observer.”

The CAASPP test site coordinator or principal of the school should objectively and randomly select 10 percent of the students who will take the CAPA for Science at each level to receive a second rating in that level. If a level has fewer than 10 students taking the CAPA for Science, a single student should be selected to be second-rated. This rule must be applied to each level.

To ensure objectivity in the selection process, the following procedure is recommended:

1. Obtain a numbered list of all CAPA for Science students in the school/site, separated by CAPA level.

2. For each level, randomly select 10 percent of the CAPA for Science students who will receive a second rating. The CAASPP test site coordinator and principal randomly select the students to receive the second rating by placing the names of the students (by level) in a container and selecting the name(s) or by using a random numbers table or computer program.

3. Make sure that examiners administer the test to the selected students only when the observer is present.

4. Notify the examiner and observer which students were selected.

See Table 9, on the previous page, for an example of CAPA second-rated student selection. Provide CST and CMA for Science and STS for RLA Test Administrator, Proctor, and Scribe Training CAASPP test site coordinators must train test

administrators, test examiners, proctors, and scribes. The test administrator, test examiner, and CAASPP test site coordinator training videos and any video updates that are linked at http://www.caaspp.org/training/paper-pencil/ should be used as a part of the training.

Training must include, but not be limited to, the following:

Test Security Information Distributing, explaining, completing, and

collecting the signed security affidavits, emphasizing that staff must do the following: – Carefully read and understand the

affidavit. – Adhere to all security procedures including

maintaining the security of the paper-pencil testing materials.

– Administer all tests according to the DFAs and CAPA Examiner’s Manual for administration of the CAPA for Science. (This is extremely important information that will help test administrators, test examiners, and proctors avoid potential testing incidents.)

Because the contents of all California test booklets are secure materials—unauthorized copying, sharing, or use of any California test booklet or of any questions within the booklet by anyone for any purpose or by any means compromises the integrity of the test and is a violation of copyright law—test site personnel should be instructed in the following “best practices”: – Prohibit use of cell phones, cameras, and

other electronic devices where CST, CMA, and CAPA for Science and/or STS for RLA paper-pencil testing materials are stored or these tests are administered.

– Prevent test site personnel or students from taking photos (using a camera, cell phone, or any other electronic device) of test booklets, answer documents, or questions within the booklets for any purpose or by any means.

– Prevent test site personnel or students from copying any part of the test booklets, answer documents, or test questions for any purpose or by any means.

– Post the “Unauthorized Electronic Devices May Not Be Used at Any Time During the Testing Session” sign so that it is clearly visible to all students.

– Prevent unauthorized use of any test questions, past or present, except for the released test questions linked on the CDE Web page at http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp or the sample questions available on the Web site at http://www.starsamplequestions.org/.

Test Preparation Information Distributing and explaining the site’s testing

schedule, including which tests are to be given each day and at what times as well as how bell schedules, recess/nutrition, and lunch times are to be adjusted

Discussing how to prepare rooms for testing Test Operations Information Emphasizing that student answer documents

and test booklets are to be kept together



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Informing test administrators of where to send students who need more time to test and the procedures for having LEA staff escort the students to the quiet room that has been set up

Informing test administrators and test examiners of when and where to pick up and return all paper-pencil testing materials each day of testing

Distributing and discussing the forms and the procedures for maintaining lists of students who are absent and require makeup testing

Identifying Information on Answer Documents and Test Booklets Emphasizing that all students in grades two

through eleven who will take CST and CMA for Science and STS for RLA tests must complete Section 1 on their test booklets or answer documents even if a Pre-ID label was used

Emphasizing that it is essential that students taking CST and CMA for Science and STS for RLA tests in grades four through eleven write their first and last names on the test booklets, mark the test type (if CST or CMA), and mark the test booklet version number inside their answer documents

Explaining Pre-ID information, including where to place Pre-ID labels, if used, and how to read the information next to the Pre-ID bar code – See the sample answer documents in

Appendix E on page 61 for the layout of answer documents.

Test Administration Information Reminding test administrators to confirm that

they are administering the appropriate test (CST or CMA for Science) to each student before they begin the administration

Relaying that only the scannable, two-color test booklets (grades two and three STS) and answer documents (grades four through eleven) are to be distributed to students taking the required (CSTs, CMA, CAPA for Science) and optional (STS for RLA) tests

Detailing how the CMA multiple-choice tests will be administered to eligible students in grades five, eight, and ten within the school or LEA

Detailing who will administer the optional STS to Spanish-speaking ELs in grades two through eleven

– Students in grades five, eight, and ten will also take the appropriate CST or CMA for Science.

Reviewing the DFAs and stressing that all directions in “SAY” boxes must be read to students exactly as they are written

Reminding test administrators to read the “First Day of Testing” section of the DFAs to students to ensure that Section 1 of the answer document and other essential information are completed – This must be done for all students, even if

Pre-ID labels were used. Detailing who will administer the CSTs and

CMA for Science to ELs and discussing the limitation of translating only directions that are in “SAY” boxes marked with a “T,” and explaining how to mark Sections A3 and/or A4 on student answer documents if the students used universal tools, designated supports, accommodations and/or approved unlisted resources – Directions in the “SAY” boxes in the STS

DFAs are already translated into Spanish. Reminding test administrators administering

science tests that students will use reference sheets for certain science tests – The DFAs include directions for the test

administrator to read to students that describe how to remove the reference sheets from the test booklets.

– Science tests with reference sheets are as follows: CST, CMA for Science (Grade 5) CST, CMA for Science (Grade 8)

Emphasizing that students taking the CSTs and CMA must mark both the circle for the test content area name—CST Science or CMA Science—in Section 7 on the front of the answer document and the circle for its test booklet version number inside the answer document

Emphasizing that test administrators should not begin administering a test part unless there is enough time to complete that part in a single sitting – Classes or groups of students may not take a

break (such as recess, lunch, nutrition, and so forth) during a test part.

– Individual students may be allowed to use the restroom during a test part. The student’s paper-pencil testing materials should be



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collected and the student should be monitored until she or he returns to finish testing.

– Some individual students may be allowed to take supervised breaks during testing. See “Using Universal Tools, Designated Supports, and Accommodations” on page 16 for further information.

Special Testing Conditions, Universal Tools, Designated Supports, and Accommodations Explaining hand-marking requirements,

including how to complete Sections A2, A3, and A4 of answer documents – In section A3a, the “IEP” and/or “Section

504 plan” circle(s) must be marked for each student with an IEP and/or Section 504 plan that includes universal tools, designated supports, accommodations, and/or approved unlisted resources even if the student did not use them during testing. Note: This information must be up to date in CALPADS.

– The key that test administrators are to use to mark Sections A2, A3, and A4 on student answer documents is on the inside back cover of each DFA and this manual.

Discussing who will administer tests to students with an IEP or Section 504 plan and ELs who are to be provided universal tools, designated supports, accommodations, and/or approved unlisted resources

Emphasizing that students, including ELs, may use universal tools and designated supports as described on page 16

Emphasizing that the students with disabilities may use only the universal tools, designated supports, accommodations, and/or approved unlisted resources specified in their IEPs or Section 504 plans and that only universal tools, designated supports, accommodations, and/or approved unlisted resources that a student actually uses during testing should be marked

Part III Instructions for CAASPP Test Site Coordinators | Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and CAPA for Science Tests


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Chapter III.2 CST and CMA for Science and STS for RLA Multiple-Choice and CAPA for Science Tests Background

The CSTs for Science are multiple-choice assessments previously administered annually to California students in grades two through eleven. For the 2015–16 CAASPP administration, the CSTs for Science are to be administered to students in grades five, eight, and ten.

The CMA for Science are multiple-choice assessments administered instead of the CSTs to students in grades five, eight, and ten who have an IEP that designates that they take the CMA for Science.

The CAPA for Science are administered to students with significant cognitive disabilities. For the 2015–16 CAASPP administration, the CAPA for Science is to be administered to students in grades five, eight, and ten.

The STS for RLA are multiple-choice assessments that may be administered to Spanish-speaking ELs in grades two through eleven who: Are receiving instruction in Spanish regardless

of the length of time they have been enrolled in school in the United States or one of its territories; or

Will have been enrolled in a school in the United States or one of its territories less than 12 cumulative (not consecutive) months on the first day of testing.

At the option of the LEA, schools may also test Spanish-speaking ELs who have been in school in the United States or one of its territories 12 months or more who are not receiving instruction in Spanish.

Students in grades five, eight, and ten who take the STS for RLA must also take a CST or CMA for Science. Test Dates

LEA CAASPP coordinators set the schedules for multiple-choice CST, CMA, and CAPA for Science and STS for RLA testing within a 25-day window based on 12 days before and 12 days after the date on

which 85 percent of the instructional days have been completed for the school year. Dates will vary by LEA and school. All CST, CMA, and CAPA for Science and STS for RLA tests must be administered within this window. Paper-pencil Testing Materials

Paper-pencil testing materials, including supplemental orders and overage, are delivered in the quantities indicated in Table 10.

DFA quantities are also shown in Table 10. For the CSTs and CMA for Science and STS for RLA, one DFA is provided for every 20 test booklets or fraction thereof.

A CAPA Examiner’s Manual for CAPA for Science test examiners and stimulus cards are delivered as a single package for the CAPA for Science. One Examiner’s Manual and set of stimulus cards is provided for each test examiner at the test site who is to administer the CAPA for Science.

Examiner’s Manuals and stimulus cards should be distributed to CAPA for Science test examiners as soon as they are received. Stimulus cards are also available for secure download from the Help section on TOMS; instructions for downloading the stimulus cards PDF can be found on the CAASPP Science Web page at http://www.caaspp.org/about/science/. CAPA for Science materials must be stored in a secure locked location when not being used by test examiners to prepare for and to administer the assessment.

Note: Do not distribute secure grade two STS for RLA DFAs before the day of testing. All other multiple-choice test DFAs may be distributed at any time prior to testing. The nonsecure version of the grade two STS for RLA and all other DFAs are available on the DFA Web page at http://www.caaspp.org/administration/instructions/dfas/ and may be downloaded and distributed at any time prior to testing.

Do not use answer documents, DFAs, or any other testing materials from a previous year. Students should only use the machine-scorable, two-color answer documents included in your shipment of paper-pencil testing materials when taking these tests. If your LEA is administering the STS for Dual-Immersion Students, do not use those materials to administer the 2015–16 STS for RLA.



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Paper-pencil testing materials will be delivered as shown in Table 10 and Table 11.

Most materials for students in grades two through eleven taking the STS and for students in grades five, eight, and ten taking the CMA and CAPA for Science are delivered at the same time as CST for Science multiple-choice materials but are in separate boxes. Table 10 lists CST, CMA, and CAPA for Science and STS for RLA materials.

The test site or school receives two types of boxes. “Open this box first,” for each school,

contains administration materials. Other boxes contain the actual student, test administrator, and test examiner paper-pencil testing materials. The specific contents of the box the school/test site should open first are listed in Table 11.

CAASPP test site coordinators also receive school/test site packing lists.

Note: Table 10 does not include special formats such as braille or large print that can be ordered and are included with the rest of the requested materials in the shipment.

Table 10. CAASPP Paper-pencil Testing Material Packaging Quantities by Grade Level—Test Site

CAASPP Paper-pencil Testing Materials Grades Quantity Shipment Pre-ID kit (Pre-ID labels, SGID sheets, rosters, instructions for placing label)

All N/A Separate shipment

CST for Science

DFAs 5, 8, 9–11 5s Boxes marked for schools test booklets 5, 8, 10 20s and 5s Boxes marked for schools

CST/CMA for Science

two-color, machine-scorable answer documents 5, 8, and 10 20s and 5s Boxes marked for schools

CMA for Science

DFAs 5, 8, 9–11 5s Boxes marked for schools test booklets 5, 8, 10 5s Boxes marked for schools

CAPA for Science

Examiner’s Manual (all levels), stimulus cards N/A singles Boxes marked for schools two-color, machine-scorable answer documents N/A 5s Boxes marked for schools

STS for RLA

DFAs 2–11 5s Boxes marked for schools two-color, scannable test booklets 2, 3 5s Boxes marked for schools test booklets 4–11 5s Boxes marked for schools practice tests + practice test DFA 2, 3, 4 5s + 1 Boxes marked for schools two-color, machine-scorable answer documents 4–11 5s Boxes marked for schools

Table 11. CAASPP Paper-pencil Testing Materials for CAASPP Test Site Coordinator

CAASPP Paper-pencil Testing Materials Shipment

Scho

ols CAASPP Test Site Coordinator Kit (tape, two blank SGID

sheets, Manual Information sheet, Return instructions) Open this box first – School

Overage—10 percent above original order for schools Open this box first – School

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White carton, scorable materials Freight/UPS—orange label Open this box first – School

Nonscorable materials Freight/UPS—green label Open this box first – School

Materials to Be Provided by the LEA or School Two No. 2 pencils with erasers for each student

(plus extras) Scratch paper for the science tests—scratch paper

may be lined, unlined, or graph paper. Used scratch paper is secure and must be returned to the CAASPP test site coordinator. Scratch paper may not be used for the RLA tests.

“Testing—Do Not Disturb” signs “Unauthorized Electronic Devices May Not Be

Used at Any Time During the Testing Session” signs – CAASPP test site coordinators or test

administrators should post these signs so that they are clearly visible to all students.



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– LEA CAASPP coordinators will receive a master copy of this sign in the coordinator kit and may make copies to provide to test sites.


Manipulatives for the CAPA—LEA CAASPP coordinators should go to http://www.caaspp.org/about/science/ to verify the required manipulatives for each level. The required manipulatives generally are available in special education classrooms. If additional manipulatives are needed, they generally are available through educational supply stores or companies.

Universal Tools, Designated Supports, Accommodations, and Unlisted Resources General Use

Students may use the universal tools, designated supports, accommodations, and/or approved unlisted resources specified in their IEP or Section 504 plan during the test. If students use universal tools, designated supports, and accommodations, test administrators are responsible for marking Section A3 on the students’ test booklets (grade two or three) or answer documents (grades four through eleven) immediately after testing. Note that it is not necessary to mark that an unlisted resource is used, as this was noted in the Student Profile in TOMS when the unlisted resource was approved.

If an EL student used specific universal tools, designated supports, and/or accommodations, mark Sections A3 and/or A4. Only universal tools,

designated supports, and/or accommodations that a student actually uses during testing should be marked.

However, if a student has an IEP or Section 504 plan that includes universal tools, designated supports, accommodations, and/or approved unlisted resources but does not use them, the “IEP” or “Section 504 plan” circle in Section A3a must still be marked. Identification

The “Matrix One: Universal Tools, Designated Supports, and Accommodations for the CAASPP System” Web document is linked on the CDE Student Accessibility Supports Web page at http://www.cde.ca.gov/ta/tg/ca/accesssupport.asp. Hand or Arm Injuries Prior to Testing

If a student injures a hand or arm prior to testing, is willing to complete the examination, and is able to sit for the examination but unable to mark answers, the school may choose to evaluate the student to determine whether he or she is eligible for a Section 504 plan. If the school determines that a Section 504 plan is appropriate, the school must complete a Section 504 plan that includes specific information about which universal tools, designated supports, and/or accommodations the student will use in completion of his or her test. The test administrator will be responsible for marking the appropriate circle(s) in Section A3 after testing. In most cases, students will use a scribe: the student dictates his or her response to the scribe, including any mathematical computations or other notes necessary to help the student determine his or her answer.

Responsibilities Before Testing Manage Test Security Receive and file CAASPP Test Security Affidavits

from all LEA employees at the test site who will have access to CST, CMA, and CAPA for Science and STS for RLA paper-pencil testing materials. (See “Forms at a Glance” on page 18.)

Identify a centralized, secure, lockable area for storing paper-pencil testing materials and notify other appropriate staff of the location.

Secure all paper-pencil testing materials where no one except the CAASPP test site coordinator will have access. For example, store materials in a storage closet for which the lock is off-master. Secure includes preventing unauthorized access

and copying by anyone for any purpose or by any means.

Coordinate Paper-pencil Testing Materials Received from the LEA Take inventory of materials when they are

received from the LEA CAASPP coordinator. Test booklets and answer documents must say

“2016” and be printed in two colors. If large-print or braille tests were ordered, verify

that they have been received. If any student for whom a large-print or braille test was ordered has left the school and the student transferred to another school within the LEA, work with the LEA CAASPP coordinator to transfer the special version materials to the student’s new school, if possible.

Distribute CAPA Examiner’s Manuals for CAPA for Science test examiners and stimulus cards to test examiners and observers as soon as possible



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after receipt so they can begin to prepare materials for test administration.

Ensure that test booklets for grades two and three and answer documents for grades four through eleven are prepared for administering the test: If the LEA is not using Pre-ID labels, determine

when student identification information will be marked on the test booklets and answer documents and who will mark them.

Anyone hand-marking student identification information must do this in a setting supervised by the CAASPP test site coordinator.

Test booklets for grades two and three should not be opened when student identification information is marked.

If a student’s SSID or name is incorrect on the Pre-ID label, ask your LEA CAASPP coordinator if the student’s data were corrected in CALPADS. – If data were corrected online, use the Pre-ID

label you received for the student. – If data were not corrected online, hand-mark

a blank booklet or answer document. Contact the LEA CAASPP coordinator to report

any discrepancies or to request additional materials.

Identify Locations (Rooms) Identify testing rooms and assign test

administrators and test examiners for all tests to be administered. This includes setting up testing rooms for students whose IEPs or Section 504 plans specify universal tools, designated supports, and/or accommodations that necessitate testing the students in a separate setting (that is, reading test questions aloud, extended testing time, additional breaks, and so forth).

Ensure that all testing rooms are appropriately prepared for administering tests. No instructional materials directly related to the content of the test or testing materials should be visible to any students. Inappropriate materials include, but are not limited to, the following: Vocabulary or spelling lists or phonics charts Inappropriate science materials (for example,

periodic table of elements, formulas) Testing strategies

Ensure that LEA staff are available to supervise students who are not being tested.

Set up a quiet room to which students who need more time to test will be escorted. Also ensure that LEA staff are available to accompany students to that room and supervise them in the room.

Identify Proctors Identify LEA staff who will assist the test

administrator or test examiner with proctoring test administrations. It is recommended that a proctor help supervise testing if more than 25 students are testing in a classroom. See page 8 for proctor qualifications.

Organize Paper-pencil Testing Materials for Testing Locations (Rooms) Complete inventory control spreadsheets to check

paper-pencil testing materials out to and in from each test administrator and test examiner each day.

Secure all paper-pencil testing materials in central, locked storage.

Prepare sets of paper-pencil testing materials for each testing room.

Materials should include the following: DFA Test booklets and answer documents (including

one of each for the test administrator to use for demonstration purposes)

Two No. 2 pencils with erasers for each student (plus extras)

“Testing—Do Not Disturb” sign “Unauthorized Electronic Devices May Not Be

Used at Any Time During the Testing Session” sign

If the test administrator will personally read the questions aloud, any version of the test booklet may be used for individual students. If the test administrator will be reading aloud questions to groups of students in the same testing session, please be aware that each student may have a different version.

Distribute Paper-pencil Testing Materials Each Day of Testing Check paper-pencil testing materials out to test

administrators and test examiners each testing day. Ensure that test administrators receive large-print

and braille tests when appropriate.

Responsibilities During Testing Monitor the Test Administration Keep all paper test materials secure during

administration. “Secure” includes preventing

unauthorized access and copying by anyone for any purpose or by any means.

Be available to answer questions from test administrators and test examiners.



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At the conclusion of the day’s testing, count test booklets and answer documents and locate any missing materials immediately. Contact the LEA CAASPP coordinator if materials cannot be located.

In the case of student cheating, the test administrator or test examiner must stop the cheating; however, the student must be allowed to complete the remainder of the test. After testing, the test administrator or test examiner must mark “C” in Section A2, “Special Conditions,” on the student’s test booklet or answer document and notify the CAASPP test site coordinator after testing. Do not call the CDE to report student cheating.

Handle Defective Test Booklets and Answer Documents

Although test booklets are monitored for quality, print errors or other defects such as missing pages, blank pages, or out-of-sequence pages, may occasionally occur. If defective test booklets are found during the test administration, do the following: 1. Stop testing for the group until replacement test

booklets can be obtained. 2. Check the test booklets for all students to

determine the extent of the problem. 3. Obtain replacement booklets from the school

overage. Contact the LEA CAASPP coordinator if there is an insufficiency of booklets in the school overage. How you handle the replacement depends on the grade, as follows:

For Grades Two and Three STS If a replacement test booklet with the same version number is available, proceed with the following steps: 1. Transcribe the student’s identification

information and answers from the defective booklet to the replacement booklet.

2. Mark the defective booklet as “VOID—Document Transcribed” and return it with the nonscorable materials.

3. Allow the student to continue testing in the replacement booklet. Submit this booklet with the scorable materials.

If a replacement test booklet with the same version number is not available, proceed with the following steps: 1. Provide the student with the replacement

booklet that has a different version number. 2. Transcribe the student’s identification

information and answers from the defective booklet to the replacement booklet.

3. Instruct the student to continue in the new booklet from the last question answered in the defective booklet. For example, if the student stopped at question 5 in the defective booklet, have the student start at question 6 in the replacement booklet.

4. Allow the student to continue testing in the replacement booklet. Submit this booklet with the scorable materials.

5. Mark the defective booklet as “VOID—Document Transcribed” and return it with the nonscorable materials.

For All Other Grades If a replacement test booklet with the same version number is available, proceed with the following steps: 1. Provide the student with a replacement test

booklet. 2. Allow the student to continue on the same

answer document. 3. Submit the answer document with the

scorable materials. 4. Return both the defective and replacement

test booklets as nonscorable materials. If a replacement test booklet with the same version number is not available, proceed with the following steps: 1. Provide the student with the replacement

booklet that has a different version number. 2. Have the student erase the version number

that was marked inside the answer document and replace it with the new version number. a. Version number boxes for grade-level

tests can be found inside the answer document above the content area (science or RLA).

3. Instruct the student to continue answering questions from the new test booklet.

4. Record the print code that appears on the back of the defective test booklet(s) and forward this to the LEA CAASPP coordinator.

5. Return both the defective and replacement booklets as nonscorable materials.

Manage Emergency Situations If an emergency situation occurs during the

administration of any test, the first consideration must be for the safety of the students and staff. test administrators and test examiners should be advised to ensure that students are safe, and then secure paper-pencil testing materials if it is safe for the test



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administrator or test examiner to do so. When the emergency situation has been resolved, update the LEA CAASPP coordinator about what has happened.

Types of emergencies include, but are not limited to, the following:

■ Electrical Outages If there is sufficient light to continue testing,

students should continue working on the test. If there is insufficient light, the test

administrator or test examiner should collect and secure the paper-pencil testing materials until they can be returned to central storage. Testing should resume when electricity is restored or on a subsequent day, as appropriate.

■ Natural Disasters (such as earthquake or fire) 1. Test administrators and test examiners should

follow the school’s/ site’s procedures for responding to natural disasters.

2. Paper-pencil testing materials should be left on students’ desks and the room locked if the building is being evacuated and locking the room does not endanger students or staff.

3. When it is safe to do so, testing may resume or materials may be collected and secured to resume testing on a subsequent day.

■ Student Illness 1. If a student becomes ill and soils a test

booklet or answer document, transcribe all information, if possible, onto a blank test booklet or answer document in order to save the student’s responses.

2. If it is not possible to transcribe the information from the soiled document, complete all of the identification information on the front and back of a blank test booklet or answer document and mark Section A2, option “Y,” for each test that was administered to the student.

3. Dispose of the soiled test booklet or answer document securely.

■ Student Medical Absence Advise test administrators and test examiners to

mark Section A2, option “F,” on student answer documents for students who become ill during a testing session and are unable to return and complete the test.

Responsibilities After Testing

Collect and Process Paper-pencil Testing Materials Check paper-pencil testing materials in from test

administrators and test examiners at the end of each testing day. Count the paper-pencil testing materials and place them in central, locked storage. Test administrators may not keep CST, CMA,

or STS paper-pencil testing materials in classrooms.

CAPA for Science test examiners may keep CAPA for Science testing materials secure within their testing location.

Maintain test security while collecting and processing paper-pencil testing materials.

Verify that all paper-pencil testing materials have been returned.

Verify that answer documents being submitted are the two-color, scannable answer documents that are to be used for the required, state-funded tests

(CSTs, CMA, and CAPA for Science) and the optional, state-funded tests (STS for RLA). Any black-and-white, nonscannable answer document submitted for scoring will not be scored.

Separate materials by test: CST, CMA, and CAPA for Science or STS for RLA.

Separate CST/CMA for Science answer documents and CST and CMA for Science test booklets by grade level.

Separate CAPA for Science paper-pencil testing materials.

Separate STS for RLA paper-pencil testing materials by grade level.

Separate scorable materials from nonscorable materials.

Work with one grade level of documents at a time.

Important No test administrator, test examiner, LEA CAASPP or CAASPP test site coordinator, principal,

or other administrator may invalidate any student test booklet or answer document for any reason. Booklets with drawings or other marks made by students must be submitted for scoring.



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Verify that all CAPA for Science answer documents—from both test examiners and observers—have been signed.

Ensure that all marks that are near response circles and may interfere with scoring in grades two and three test booklets or inside grades four through eleven answer documents are erased.

Do not erase any marks in response circles inside answer documents or grades two and three test booklets.

Do not darken response circles inside answer documents or grades two and three test booklets.

Ensure that all student identification information that was to be hand-marked has been completed. Test booklet and answer document fields are described in Appendix D.

Carefully check Sections A2, A3, and A4 and verify that test booklets and answer documents are marked appropriately by the test administrator or test examiner. – In section A3a, the “IEP” and/or “Section

504 plan” circle(s) must be marked for each student with an IEP and/or Section 504 plan that includes universal tools, designated supports, accommodations, and/or approved unlisted resources even if the student did not use them during testing.

– Only universal tools, designated supports, accommodations, and/or approved unlisted resources that a student actually uses during testing should be marked.

– If a student is provided a universal tool, designated support, accommodation, and/or approved unlisted resources but demonstratively indicates that he or she does not want to use it, test administrators and test examiners are to mark option “X” in section A2.

If a student in grade two or three used a highlighter, make sure the student’s answers and student information have been transcribed onto a blank test booklet. It is recommended that, to ensure that tests will be scored correctly, students in grades two and three not use highlighters because the ink could bleed through the paper and interfere with scoring.

Submit an answer document with the scorable materials for every student enrolled on the first day of testing who was designated to take a science test.

For students who were enrolled on the first day of testing and were designated to take one of the science tests, but were not tested, complete the student identification information on the answer documents and include the answer documents with the scorable materials.

Verify that the correct version number of the test booklet has been marked inside the answer document for all students in grades five, eight, and ten taking the CST or CMA for Science and in grades four through eleven taking the STS.

Before separating test booklets and answer documents, verify that students taking a science test have marked the option that says either “CST Science” or “CMA Science” in Section 7 on the front of their answer documents for whichever assessment they took.

Ensure that any test booklets or answer documents that have torn edges are transcribed.

Remove any sticky-notes or paper clips from test booklets for grades two and three and answer documents for grades four through eleven.

Process Paper-pencil Testing Documents for Students Using Universal Tools, Designated Supports, and Accommodations Verify that all student identification information is

complete for each student and that Sections A3 and/or A4 have been marked for students who used universal tools, designated supports, accommodations, and/or approved unlisted resources. The version of Matrix One posted at

http://www.caaspp.org/administration/instructions/ includes a column that indicates the code to mark in Section A3 and/or A4 of test booklets or answer documents when a universal tool, designated support, or accommodation is used.

Ensure that any large-print or braille documents are transcribed to regular answer documents. Large-print or braille documents that are not transcribed will not be scored.

Count Paper-pencil Testing Materials For grades two and three, verify that the number of

booklets to be scored plus the number of all booklets not to be scored (unused and voided) equals the number of booklets received at the school/test site.

For grades four through eleven, verify that the number of test booklets received from test administrators and test examiners plus the number of unused booklets equals the number of test booklets received at the school/test site.



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If the number is not equal, a security breach may have occurred.

Report any missing booklets to your LEA CAASPP coordinator immediately.

Correctly Package Scorable Materials See Figure 1 for a list of scorable materials. A CST/CMA for Science answer document

must be submitted in the scorable materials for every student in grades five, eight, and ten enrolled on the first day of testing and designated to take the CST or CMA for Science, even if the student was not tested (for example, the student was absent, exempted by a parent/guardian, had a significant medical emergency, moved before any tests were administered, or was tested at a previous school).

A CAPA for Science answer document must be submitted for every student enrolled on the first day of testing and designated to take the CAPA for Science, even if the student was not tested.

Finally, a test booklet (grades two and three) or answer document (grades four through eleven) must be submitted in the scorable materials for every student taking the optional STS for RLA.

Note: Do not package STS for Non-ELs in Dual-Immersion Programs materials for return. These DFAs, test booklets, and answer documents are printed in black and white and show “2010” as the test year. They are not to be returned. Complete an SGID for the CAPA for Science,

following the directions in the “Completing SGID Sheets” section on page 20. All CAASPP test site coordinators must complete an SGID, including those at NPSs. List of CST, CMA, and CAPA for Science and

STS for RLA Scorable Materials CAPA answer documents Grade 5 CST/CMA for Science answer documents Grade 8 CST/CMA for Science answer documents Grade 10 CST/CMA for Science answer documents Grade 2 STS for RLA test booklets Grade 3 STS for RLA test booklets Grade 4 STS for RLA answer documents Grade 5 STS for RLA answer documents Grade 6 STS for RLA answer documents Grade 7 STS for RLA answer documents Grade 8 STS for RLA answer documents Grade 9 STS for RLA answer documents Grade 10 STS for RLA answer documents Grade 11 STS answer documents

Figure 1. Packing Order for Returning Scorable

CST, CMA, and CAPA for Science and STS for RLA Multiple-Choice Materials

SGID sheets completed by the CAASPP test site coordinator



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Complete an SGID for CST/CMA for Science and STS for RLA at each grade level tested, following the directions in the “Completing SGID Sheets” section on page 20.

For schools in the LEA that received paper-pencil testing materials but did not test, pack the materials in a box with other nonscorable paper-pencil testing materials.

Pack the scorable documents in the white scorable carton(s) found in the box with an orange label marked “Open this box first.” Sort materials by test and then by grade (see Figure 1). Stack scorable CST/CMA for Science and STS

for RLA materials with the highest grade on the bottom.

Put the signed CAPA for Science answer document on top of the signed observer/second-rater document for each student for whom there was an observer. If either answer document has not been signed, return the unsigned document(s) to the test examiner and/or observer for signature before packing the CAPA for Science answer documents.

Complete the orange address labels which have already been applied to the carton(s) of documents to be scored. Record the LEA school/test site information.

Set the completed carton(s) of scorable test booklets and answer documents aside and move on to the nonscorable materials.

Correctly Package Nonscorable Materials Separate all nonscorable materials by exam: CST,

CMA, and CAPA for Science or STS for RLA. Separate all nonscorable materials by grade. Work with one grade level of CST and CMA for

Science and STS for RLA materials at a time. Separate and process the following, using the guidelines in Table 12 on page 48 for further information on the appropriate handling of these materials: Scratch paper (securely destroy) DFAs (grade two must be returned with

nonscorables; all other grades may be discarded, recycled, or optionally returned)

Science reference sheets (may be retained for classroom use)

CAPA for Science stimulus cards (may be retained for classroom use)

Used grade two, grade three, and grade four practice tests and Directions for Administration of the practice tests (Students may take practice tests home.)

Blank answer documents, which may be securely destroyed: – CST/CMA for Science – CAPA for Science – STS for RLA

Extra SGIDs (discard or recycle) Unused Pre-ID labels (securely destroy)

Use a black marking pen to mark “Void—Document Transcribed” on all damaged CST/CMA and CAPA for Science and STS for RLA answer documents for grades four through eleven, and STS for RLA test booklets for grades two and three that were transcribed to new documents.

Box the nonscorable CST, CMA, and CAPA for Science and STS for RLA materials. These materials need not be stacked in a particular order. Test booklets for grades four through eleven

– Voided and unused science tests – Voided and unused STS for RLA tests

Materials for grades two and three STS for RLA: – Voided STS for RLA test booklets – Unused STS for RLA test booklets – Directions for Administration for STS for

RLA (grade two) CAPA for Science nonscorable materials:

– CAPA Examiner’s Manuals for CAPA for Science test examiners

– All voided CAPA for Science answer documents

Add all used and unused original large-print and braille booklets.

Record the school/test site information on a green return address label and affix it to the carton(s) of nonscorable materials.

Return Paper-pencil Testing Materials to the LEA Return the cartons of scorable and nonscorable

materials to the LEA CAASPP coordinator within two days of the end of the test administration. All scorable materials must be returned in the same shipment.



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Table 12. Guidelines for Handling Nonscorable Paper-pencil Testing Materials

MATERIAL HANDLING GUIDELINE CST and CMA for Science and STS for RLA DFAs

Directions for Administration, grade 2 STS for RLA Return with nonscorables. Directions for Administration, grades 3–11 Discard or recycle.

CST and CMA for Science and STS for RLA Test Booklets Unused test booklets, grades 2 and 3 Return with nonscorables. Used, damaged test booklets that have been transcribed, grades 2 and 3

Return with scorables and mark as “VOID—Document Transcribed.”

Used test booklets, grades 4–11 Return with nonscorables. Unused test booklets, grades 4–11 Return with nonscorables.

CST and CMA for Science and STS for RLA Two-color, Machine-scorable Answer Documents Unused answer documents, including those with Pre-ID labels applied, grades 4–11 Securely destroy.

Used, damaged answer documents that have been transcribed, grades 4–11

Return with nonscorables and mark as “VOID—Document Transcribed.”

CAPA for Science Materials Note: CAPA for Science observer answer documents must be returned with the scorable CAPA for Science materials. CAPA Examiner’s Manual for CAPA for Science test examiners Return with nonscorables.

Unused CAPA for Science answer documents, including those with Pre-ID labels applied Securely destroy.

CST and CMA for Science and STS for RLA Special Versions Used braille and large-print test booklets Return with nonscorables. Unused braille and large-print test booklets Return with nonscorables.

Ancillary Items—Do Not Return CAASPP Paper-Pencil Testing Test Administration Manual File one copy in LEA and discard or recycle remainder. Science reference sheets Reuse in classroom, discard, or recycle. CAPA for Science stimulus cards Reuse in classroom, discard, or recycle. Scratch paper Securely destroy. Additional SGID sheets Discard or recycle. Unused Pre-ID labels Securely destroy.

Appendixes Appendixes

Appendixes | Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process


Appendix A: CAASPP Program Security and Test Administration Incident Reporting System Process Testing Irregularities

Testing irregularities are incidents that may compromise the reliability and validity of test results. If a student record indicates a testing irregularity occurred that changed the construct of test, the student will be included as “not proficient” in the Adequate Yearly Progress (AYP) determination. The following information and procedures are provided to assist in identifying incidents and notifying the California Department of Education (CDE).

Education Code Section 60611 (a) states: “A local educational agency, district superintendent of schools, or principal or teacher of any elementary or secondary school, including a charter school, shall not carry on any program for the sole purpose of test preparation of pupils for the statewide pupil assessment system or a particular test used in the statewide pupil assessment system. Nothing in this section prohibits the use of materials to familiarize pupils with item types or the computer-based testing environment used in the California Assessment of Student Performance and Progress.”

See the Guidelines on Academic Preparation for State Assessments, available on the Internet at http://www.cde.ca.gov/ta/tg/sr/resources.asp, for additional information on appropriate test preparation.

Following are three categories of irregularity incidents—testing irregularities, inappropriate test preparation, and security breaches—with some examples for each category. 1. Testing Irregularities, including but not limited

to: Coaching students, including but not limited to:

Discussing questions with students during testing

Providing instruction related to the test during test administration

Giving students the answers Guiding students in marking correct

answers Leaving informational materials on the walls in

the testing room that may assist students in answering examination questions

Allowing students to have additional materials or tools (e.g., books, calculators, tables, etc.) that are not specified in an IEP or Section 504 plan

2. Inappropriate Test Preparation, including but not limited to: Reviewing any test questions and providing

instruction related to the questions prior to test administration or between test parts

3. Security Breaches, including but not limited to failure to maintain test security. Talking about or discussing the tests with

anyone Copying the tests Developing a scoring key Allowing students to take the test out of the

testing room Report Irregularity Incidents

The LEA CAASPP coordinator is responsible for immediately notifying the CDE via online form of any irregularity incidents that occur before, during, or after testing. The CAASPP test site coordinator is responsible for immediately notifying the LEA CAASPP coordinator of any security breaches or testing irregularities that occur in the administration of the test. [5 CCR Section 859 (e)]

The online CAASPP Security and Test Administration Incident Reporting System (STAIRS) form, which is available at http://www.caaspp.org/stairs/, may be used to provide the required information to the CDE when an incident is confirmed. After submittal, the LEA CAASPP coordinator will receive an e-mail that contains the information included in the report as well as further instructions.

Note that students must finish their tests if the irregularity is identified during testing. CAASPP paper-pencil tests are not invalidated. Coordinator Procedures

The CAASPP test site coordinator: Receives notification of an incident Reviews the information provided and verifies

that an incident has occurred Contacts the LEA CAASPP coordinator and

provides all pertinent information If appropriate, marks the student answer

documents as instructed by the LEA CAASPP coordinator

http://www/

http://www.caaspp.org/‌stairs

http://www.caaspp.org/‌stairs



The LEA CAASPP coordinator: Receives notification of an incident from the

CAASPP test site coordinator Reviews the information provided and verifies

that the occurrence is an incident Fills out and submits the online CAASPP

STAIRS form, instructions for access are on the CAASPP STAIRS Web page available at http://www.caaspp.org/stairs/.

Responds to and assists the CDE and/or test security personnel as requested

Works with the CAASPP test site coordinator to ensure that the student answer documents are correctly marked after receiving concurrence or additional information from the STAIRS process

Keeps any documentation associated with the incident for one year

How to Mark Section A1 Scoring Use Only Section A1 of answer documents and grades two

and three test booklets has four columns and two rows of circles. The first row of circles is for Adult Testing Irregularities and the last row of circles is for Inappropriate Test Preparation. The columns refer to various tests.

Once the LEA CAASPP coordinator and the CDE have determined that an irregularity or inappropriate test preparation has occurred and submitted the CAASPP STAIRS form, the e-mail will provide the instructions regarding how and when to code Section A1. The following exhibit offers a guide to Section A1. Do not mark this section unless instructed to do so.

Exhibit A-1. How to Mark Answer Document Section A1

Column Row Purpose

1 Adult Testing Irregularity Not applicable Inappropriate Test Preparation Not applicable

2 Adult Testing Irregularity Not applicable Inappropriate Test Preparation Not applicable

3 Adult Testing Irregularity STS for RLA for grades 2–11 Inappropriate Test Preparation STS for RLA for grades 2–11

4 Adult Testing Irregularity Grade-level science for grades 5, 8, and 10 Inappropriate Test Preparation Grade-level science for grades 5, 8, and 10

Test Administration Incidents Test administration incidents are situations that

occur before, during, or after test administrations that include test administration errors, disruptions, and student cheating.

Test administration incidents generally do not affect test results. These administration incidents

should be reported using the online CAASPP STAIRS form.

The following examples are provided to assist in determining if a test administration incident has occurred.

Test administration incidents include but are not limited to:

Adult Testing Irregularity

Inappropriate Test Preparation

http://www.caaspp.org/stairs/



Test Administration Errors: Errors that occurred before, during, or after the administration of a test. Errors include but are not limited to:

– Not following the school’s/LEA’s testing schedule

– Randomly distributing Pre-ID answer documents/test booklets

– Not collecting and accounting for all test booklets and answer documents before dismissing students, provided all booklets and documents are ultimately accounted for

Disruptions: Any situation that results in a test being stopped and later resumed for any group of students. Disruptions include but are not limited to:

– Fire alarms – Power outages – Evacuations

Student Cheating: Student cheating may include but is not limited to:

– Using a calculator on any mathematics or science test (when the student does not have an IEP or Section 504 plan that allows the student to use it)

– Using a dictionary on any test (when the student does not have an IEP or Section 504 plan that allows the student to use it)

– Copying from another student – Discussing questions or answers during the

test – Giving answers to another student – Referring to a textbook or other materials

Note: If a student is found to be cheating, the test administrator or test examiner must stop the cheating; however, the student must be allowed to complete the remainder of the test. After testing, the test administrator, test examiner, or CAASPP test site coordinator must mark “C” in Section A2 of the student’s answer document. The student will receive a score report. LEAs are to deal with cheating in accordance with their local policy. Mandatory Reporting Procedures

The CAASPP test site coordinator should immediately notify the LEA CAASPP coordinator of any test administration incidents that occur. The LEA CAASPP coordinator should fill out the online CAASPP STAIRS form; instructions for access are on the CAASPP STAIRS Web page at http://www.caaspp.org/stairs/.

Appendixes | Appendix B: Sample CAASPP Shipment Forms


Appendix B: Sample CAASPP Shipment Forms Exhibit A-2. Sample School and Grade Identification Sheet (SGID)

Appendixes | Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts


Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts Number of Test Items and Estimated Test Administration Time for Each Grade and Test

CAASPP test site coordinators should use the tables that follow to develop schedules for administering the paper-pencil multiple-choice tests at their school sites. The CSTs and CMA for Science and the STS for RLA are untimed tests, but almost all students should complete the tests within the times listed. Each test part must be administered in a single sitting with no breaks unless the student has an IEP or Section 504 plan that allows for breaks as a testing accommodation or the student is an EL who is eligible for breaks as a testing variation. However, if some students are actively working on a test when time is called, they must be allowed time to complete it. The Directions for Administration (DFAs) have information about this.

The estimated times in the table include time for test administrators or test examiners to distribute materials, give directions, and collect materials, as well as the student working time. Multiple-choice CSTs and CMA for Science and STS for RLA may be administered over multiple days. If multiple parts are administered on one day, students should have at least a 10-minute break between the parts. For the first day of testing, add 10–15 minutes to the time in Table 13, Table 14, and Table 16 for the CSTs and CMA for Science and STS for RLA to allow time for students to complete identification information as instructed in the “First Day of Testing” section of the DFAs.

CSTs for Science Table 13. CSTs for Science Items and Estimated Time Chart

ITEMS AND ESTIMATED TIME CHART

California Standards Tests Science

Total Part 1 Part 2

Grade 5 Total No. of Items 66 Time (in minutes) 140 70 70



CMA for Science Table 14. CMA for Science Items and Estimated Time Chart


California Modified Assessment Science

Total Part 1 Part 2 Part 3

Grade 5 Total No. of Items 57 Time (in minutes) 120 40 40 40



Appendixes | Appendix C: 2015–16 CST, CMA, and CAPA for Science and STS for RLA Items and Estimated Time Charts


CAPA for Science Note: Testing times shown in Table 15 for the

CAPA for Science are approximate. This assessment is administered individually, and the testing time varies from one student to another, based on factors

such as the student’s response time and attention span. A student may be tested with the CAPA for Science over as many days as required within the LEA’s testing window. Levels and grades shown are for students who will take the CAPA for Science.

Table 15. CAPA for Science Items and Estimated Time Chart


CAPA Content Area Grades 5, 8, 10

Items Time Science 12 45 minutes

CAPA LEVELS Level Grades

I 5, 8, and 10 III 5 IV 8 V 10

STS for RLA Table 16. STS for RLA Items and Estimated Time Chart

ITEMS AND ESTIMATED TIME CHART Standards-Based Tests in Spanish

Reading Language/Arts Total Part 1 Part 2 Part 3



Grade 4 Total No. of Items 81 – Time (in minutes) 170 85 85 –








Appendixes | Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA


Appendix D: Test Booklet and Answer Document Codes for the CST, CMA, and CAPA for Science and STS for RLA Completing the Student Identification Information on Test Booklets and Answer Documents

To ensure accurate comparisons between and among schools and to ensure that student results are reported correctly in CALPADS, it is essential that all CAASPP coordinators, test administrators, and test examiners interpret the student identification information fields on the test booklets and answer documents in the same way. The following information is provided to assist with marking both pages of information.

Please note that student identification information may be changed only by the LEA CAASPP coordinator through CALPADS. See the CDE CALPADS Web page at http://www.cde.ca.gov/ds/sp/cl/ for links to CALPADS documentation and notifications.

Directions to students for completing student information fields are found in an appendix of the Directions for Administration for the CST and CMA for Science and STS for RLA.

The “Student Information Codes on CAASPP Answer Documents and Test Booklets” table that starts on the next page provides descriptions of the sections found on the test booklets for grades two and three, and on the answer documents for grades four through eleven. Students must complete Section 1. Either students or school staff may complete the student identification information on the front of their

test booklets and answer documents. Sections on the back page of test booklets and answer documents must only be completed by school staff. Table 17, on the next page, contains the following information:

Field Name: This column gives the name of the data field and one of the following symbols, when applicable:

Student must complete.

Look carefully—if a bar code label is present, verify the student name.

Section: The numbers in this column refer to the numbers printed at the top of each section on the test booklet or answer document cover pages. Description: This column gives a description of the data required. Please note that the Spanish translations of field

names that are found on the STS answer documents are included in the table with their English counterparts, where applicable.

If your students will be completing some or all of the student information on the cover pages, refer to the DFA appendix called “Directions for Completing Student Information,” which includes directions to be read to students.



Table 17. Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets

Student Information and Identification Codes on CAASPP Answer Documents and Test Booklets

Field Name Section Description

Student writes Student Name, Test Examiner (test

administrator) name, School, and District

(Nombre y apellido del estudiante, Examinador/a,

Escuela, and Distrito escolar)

1 Must be printed by the student at the time of testing.

Bar code label 2 If the LEA selected the label option when setting up the test administration, place the bar code label in this section on the document.

Student may write and mark Date of Birth

(Fecha de nacimiento)

3 Mark the student’s birth month and century and mark the student’s birth day and year.

Student may write and mark Last Name

(Apellido paterno)

4 Enter and mark the first 11 letters of the student’s last name. For hyphenated names, mark up to 11 letters beginning with the name preceding the hyphen. For example, for “Smith-Harrison” mark “Smith Harri.” Use only the student’s legal name from school records. Use only letters and spaces, not apostrophes, hyphens, numbers, periods, commas, and so forth. Left-justify and mark the circle at the top of each column with no letter entries.

Student may write and mark First Name

(Nombre)

4 Enter and mark the first 9 letters of the student’s legal first name. Do not use a nickname or middle name instead of a first name. For example, enter “Kenneth,” not “Ken” or “Kenny.” Use only letters and spaces. Left-justify and mark the circle at the top of each column with no letter entries.

Student may write and mark MI (I)

4 Enter and mark the middle initial or leave the field blank. Mark the circle at the top of the column if the field is left blank.

Student may mark Gender

(Género)

5 Mark “Female” or “Male” (“Femenino” or “Masculino”).

Student may mark Grade

(Grado escolar) Grades four through eleven only;

not for CAPA

6 Mark the student’s current grade—this is the grade that the school shows as the student’s enrollment grade, and must match the grade of the test being administered. Schools may assign high school students to grades on the basis of credits earned or years in school. For ungraded programs, subtract 5 from the student’s age on

September 1, 2015, to determine the student’s testing grade level. For students in independent study or contract programs, assign the

grade and administer the test for the grade in which the student was enrolled for the majority of the school year preceding the test administration.

CAPA Level For CAPA for Science only

6a Mark the student’s CAPA level as determined by the student’s IEP team.





Grade For CAPA for Science only

6b Mark the student’s current grade—this is the grade that the school shows as the student’s enrollment grade; it must match the valid grade range for the CAPA level marked in 6a. Schools may assign high school students to grades on the basis of credits earned or years in school. For ungraded programs, subtract 5 from the student’s age on

September 1, 2015, to determine the student’s testing grade level.

Assessed with For CST/CMA for Science only

7 Mark the circle for either CST Science or CMA Science, as appropriate.

Student ID Number 8 Enter and mark the local ID number assigned by the school or LEA. Right-justify and include leading zeros if the ID number has fewer than 10 digits.

Statewide Student Identifier (SSID)

9 Enter and mark the student’s 10-digit Statewide Student Identifier. All students must have an SSID.

School CDS Code 10 To find the code, go to the CDE Web page at http://www.cde.ca.gov/re/sd/. Select the radio button to choose Public Schools. Use the scrolling menus to select the county and LEA. If the school is outside of California, scroll to the bottom of the County Name list and select Non-California. Select Search. The NPS code is the last seven digits in the first column, CDS Code.

Scoring Use Only A1 Please do not mark this field unless instructed to do so by the CDE.

Special Conditions A2 Special testing conditions can be marked for one or all tests the student takes. The following information is found on the inside back cover of each DFA and this manual. Special testing conditions are as follows: A Leave blank. C The test administrator, test examiner, or proctor observed the

student cheating. E The student was not tested because of a significant medical

emergency. F The student became ill while taking this test, had to leave the room,

and was unable to return and complete the test. L The student enrolled after the first day of testing and was given this

test. M The student was enrolled on the first day of testing but moved

before this test was administered or completed. P The student was not tested by parent/guardian request. This special

condition code must be assigned in TOMS prior to the end of the LEA’s selected testing window.

T The student was enrolled on the first day of testing and was not given this test because a staff member verified that the student had taken the test at a previous school.

X When offered, the student refused to use the universal tool, designated support, and/or accommodation specified in his or her IEP or Section 504 plan.

Y This document replaces a lost or destroyed answer document or test booklet.

Z The student was present for the test and was given this test. The student closed the test booklet or answer document and did not mark any answers.





Universal Tools, Designated Supports, and Accommodations

A3 Sections A3 and/or A4 (see next section) must be marked when students use universal tools, designated supports, and/or accommodations. Students are not required to have an IEP or Section 504 plan to use universal tools or designated supports, but MUST have an IEP or Section 504 plan to use accommodations.

In part “a,” mark the circle to indicate that the student has an IEP and/or Section 504 plan. This section must be marked for all students who have an IEP and/or Section 504 plan that includes universal tools, designated supports, and/or accommodations, even if they do not use them during testing. A student must have an IEP to be eligible to take the CMA for Science.

In part “b” for each test, mark the circle(s) to indicate all universal tools, designated supports, and/or accommodations the student used during testing.

Note: The availability of the universal tools, designated supports, and accommodations listed below is dependent upon the testing program (CST, CMA, or STS) and subject (science or RLA). Be sure to check the Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress System document at http://www.caaspp.org/administration/instructions/ to determine which universal tools, designated supports, accommodations, and/or unlisted resources are allowable for each test and subject. The left column on the table in the document indicates the code to use for marking each universal tool, designated support, or accommodation in Sections A3 and/or A4 of the student’s test booklet or answer document.

The following information is found on the inside back cover of each DFA and this manual: B The student marked his or her responses in the test booklet. An

employee of the school, LEA, or nonpublic, nonsectarian school transferred the student’s responses onto a scorable test booklet or answer document.

C The student dictated his or her responses orally or in Manually Coded English or American Sign Language to a scribe.

G The student used a braille version of the test. H The student used a large-print version of the test or test items

enlarged (not duplicated) to a font size larger than that used on large-print versions.

J The student tested during more than one day for a test or test part that was to be administered in a single sitting.

K The student had supervised breaks within a test part. L The test was administered at the most beneficial time of day for the

student. M The test was administered at home or in a hospital by a test

administrator or test examiner. O The test administrator used Manually Coded English or American

Sign Language to present test questions, answer options, or passages to the student.

X The student used an abacus on the science test (CST and CMA only).





Y The student used an unlisted resource. This accessibility support must be requested and approved in TOMS prior to the end of the LEA’s selected testing window.

Z The student heard the test administrator read test questions, answer options, or passages (STS only) aloud.

English Learner (EL) Test Variations

(Additional Universal Tools and Designated Supports for ELs)

A4 Mark Section A4 to indicate each of the universal tools and designated supports shown below that an EL used during testing.

Note: The availability of the universal tools and designated supports listed below is dependent upon the testing program (CST, CMA, or STS) and subject (science or RLA). Be sure to check the Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress System document posted at http://www.caaspp.org/administration/instructions/ to determine which universal tools and designated supports are allowable for each test and subject. The left column on the table in the document indicates the code to use for marking each universal tool, designated support, or accommodation in Sections A3 and/or A4 of the student’s test booklet or answer document. A The student heard the test directions printed in the Directions for

Administration “SAY” boxes marked with a “T” translated into the student’s primary language. The student asked clarifying questions about the test directions in the student’s primary language.

B The student had additional supervised breaks within a testing day or within a test part, provided that the test part was completed within the day of testing. The end of a test part is identified by a “STOP” sign.

C The student was tested separately with other ELs and was supervised directly by an employee of the school who had signed a CAASPP Test Security Affidavit. The student has been provided such a flexible setting as a part of his or her regular instruction or assessment during the school year.

D The student used a translation glossary/word list (English-to-primary language). Glossaries/Word lists shall not include definitions, parts of speech, or formulas. Glossaries/Word lists may not be used on any reading or language tests.

Appendixes | Appendix E: Sample Answer Documents


Appendix E: Sample Answer Documents Exhibit A-3. Sample CST/CMA for Science Multiple-Choice Answer Document

Sample CST/CMA Multiple-Choice Answer Document, Front Page



Sample CST/CMA Multiple-Choice Answer Document, Inside-left Page



Sample CST/CMA Multiple-Choice Answer Document, Inside-right Page



Sample CST/CMA Multiple-Choice Answer Document, Back Page



Exhibit A-4. Sample CAPA Answer Document

Sample CAPA Answer Document, Front Page



Sample CAPA Answer Document, Back Page



Exhibit A-5. Sample STS Answer Document

Sample STS Answer Document, Front Page



Sample STS Answer Document, Inside-left Page



Sample STS Answer Document, Inside-right Page



Sample STS Answer Document, Back Page

GUIDE TO TEST BOOKLET AND ANSWER DOCUMENT SECTIONS A2, A3, AND A4

A2 Special Conditions

A Leave blank.

C The test examiner or proctor observed the student cheating.

E The student was not tested because of a significant medical emergency.

F The student became ill while taking this test, had to leave the room, and was unable to return and complete the test.

L The student enrolled after the first day of testing and was given this test.

M The student was enrolled on the first day of testing but moved before this test was administered or completed.

P The student was not tested by parent/guardian request. This special condition code must be assigned in the Test Operations Management System (TOMS) prior to the end of the local educational agency’s (LEA’s) selected testing window.

T The student was enrolled on the first day of testing and was not given this test because a staff member verified that the student had taken the test at a previous school.

X When offered, the student refused to use the universal tool, designated support, and/or accommodation specified in his or her IEP or Section 504 plan.

Y This document replaces a lost or destroyed answer document or test booklet.

Z The student was present for the test and was given this test. The student closed the test booklet or answer document and did not mark any answers.

A3 Accommodations and Modifications

B The student marked his or her responses in the test booklet. An employee of the school, LEA, or nonpublic, nonsectarian school transferred the student’s responses onto a scorable test booklet or answer document.

C The student dictated his or her responses orally or in Manually Coded English or American Sign Language to a scribe.

G The student used a braille version of the test.

H The student used a large-print version of the test or test items enlarged (not duplicated) to a font size larger than that used on large- print versions.

J The student tested during more than one day for a test or test part that was to be administered in a single sitting.

K The student had supervised breaks within a test part.

L The test was administered at the most beneficial time of day for the student.

M The test was administered at home or in a hospital by a test administrator or test examiner.

O The test administrator or test examiner used Manually Coded English or American Sign Language to present test questions, answer options, and/or passages to the student.

X The student used an abacus on the science test (CST and CMA only).

Y The student used an unlisted resource. This accessibility support must be requested and approved in TOMS prior to the end of the LEA’s selected testing window.

Z The student heard the test administrator or test examiner read test questions, answer options, or passages (STS only) aloud.

A4 English Learner Test Variations (Additional Universal Tools and Designated Supports for English Learners)

A The student heard the test directions printed in the Directions for Administration “SAY” boxes marked with a “T” translated into the student’s primary language. The student asked clarifying questions about the test directions in the student’s primary language.

B The student had additional supervised breaks within a testing day or within a test part, provided that the test part was completed within the day of testing. The end of a test part is identified by a “STOP” sign.

C The student was tested separately with other English learners and was supervised directly by an employee of the school who had signed a CAASPP Test Security Affidavit. The student has been provided such a flexible setting as a part of his or her regular instruction or assessment during the school year.

D The student used a translation glossary/word list (English-to-primary language). Glossaries/Word lists shall not include definitions, parts of speech, or formulas. Glossaries/Word lists may not be used on any reading or language tests.

Performance and ProgressAssessment of Student California

Test Administration ManualPaper-Pencil Testing

20152015 CAASPP Paper-Pencil Testing | Test Administration ManualAlpine Amador Butte Calaveras Colusa Contra Costa Del Norte El Dorado Fresno Glenn Humboldt Imperial Inyo Kern Kings Lake Lassen Los Angeles Madera Marin Mariposa Mendocino Merced Modoc Mono

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