2014 lea and test site coordinator manual for the spring

Telephone Assistance

Test site coordinators should direct all questions to the local educational agency (LEA) testing coordinator:

LEA Testing Coordinator is

Telephone

E-mail

LEA testing coordinators should direct all questions regarding ordering, 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 testing 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]

Copyright © 2014, California Department of Education. All rights reserved. The 2014 California LEA and Test Site Coordinator Manual for CSTs, CMA, CAPA, STS, and EAP 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 2014 California LEA and Test Site Coordinator Manual for use in training testing coordinators 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.

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

Information about Pre-ID, extended Pre-ID data corrections, ordering materials, Directions for Administration, and CAPA required manipulatives can be found at the Web site that ETS maintains for LEA testing coordinators at http://californiatac.org.

iFC

LEA and Test Site Coordinator Manual for the

Spring Administration

2014CALIFORNIACSTs, CMA, CAPA, STS, and EAP Testing

LEA and Test Site Coordinator Manual for the

Spring Administration

ï California Standards Tests for Science in Grades Five, Eight, and Ten ï �California�Modified�Assessment�for�Science�in Grades Five, Eight, and Ten ï California Alternate Performance Assessment for Science in Grades Five, Eight, and Ten

ï California Alternate Performance Assessment for English–Language Arts and Mathematics in Grades Two through Eleven ï Standards-based Tests in Spanish for Reading/Language Arts in Grades Two through Eleven ï Early Assessment Program in Grade Eleven

Contact InformationCalifornia Technical Assistance Center2731 Systron DriveConcord, CA 94518Phone: 800-955-2954Fax: 800-541-8455E-mail: [email protected] site: http://californiatac.org

Copyright © 2014 by the California Department of Education

January 2014 LEA and Test Site Coordinator Manual ï iCopyright © 2014 by the California Department of Education

ContentsAcronyms and Initialisms Used in the Coordinator Manual ................................................................................................................. vPart I: General InformationChapter I.1 New in 2014 .................................................................................................................................................................... 2Chapter I.2 Paper-pencil Testing Overview ........................................................................................................................................ 3California Tests ............................................................................................................................................................................... 3EAP ................................................................................................................................................................................................ 3

Chapter I.3 Instructions for Administration of Paper-pencil Tests ...................................................................................................... 5LEA and Test Site Coordinator Manual ......................................................................................................................................... 5Directions for Administration ......................................................................................................................................................... 5Web Sites ........................................................................................................................................................................................ 5

Chapter I.4 Test Administration Periods ............................................................................................................................................ 6Chapter I.5 Summary of Responsibilities ........................................................................................................................................... 8LEA Testing Coordinator ............................................................................................................................................................... 8Test Site Coordinator ...................................................................................................................................................................... 8Test Examiner, Proctor, Scribe, and Observer ................................................................................................................................. 9Test Examiner and Proctor Responsibilities .................................................................................................................................. 9Learn Testing Procedures ............................................................................................................................................................. 9Ensure the Security of Paper Testing Materials ............................................................................................................................ 9Administer All Paper Tests ........................................................................................................................................................ 10Prepare Test Booklets or Answer Documents If There Is No Pre-ID or If Data Were Not in the Pre-ID File ........................... 10

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

Test Eligibility Reminders ............................................................................................................................................................. 14CSTs ............................................................................................................................................................................................ 14CMA ........................................................................................................................................................................................... 14STS .............................................................................................................................................................................................. 14EAP ............................................................................................................................................................................................. 14

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

Chapter I.9 Universal Tools, Designated Supports, and Accommodations ........................................................................................ 16Using Universal Tools, Designated Supports, and Accommodations ............................................................................................ 16Special Versions of Testing Materials ............................................................................................................................................ 17

Chapter I.10 Forms for Test Administration .................................................................................................................................... 18Forms at a Glance ......................................................................................................................................................................... 18Completing SGID Sheets .............................................................................................................................................................. 21SGID: Side 1 ............................................................................................................................................................................... 21SGID: Side 2 ............................................................................................................................................................................... 21Additional SGID Uses ................................................................................................................................................................ 21

Part II: Instructions for LEA Testing CoordinatorsChapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration .......................................................... 24

Review Test Security and Regulations ........................................................................................................................................ 24Prepare the LEA Testing Schedule ............................................................................................................................................. 24Coordinate Testing for Students Assigned by the LEA to Attend Nonpublic, Nonsectarian Schools ........................................ 24Prepare and Submit Pre-ID Files ............................................................................................................................................... 25Attend a Pre-Test Workshop or View a Pre-Test Webcast for LEA Testing Coordinators .......................................................... 25Read Documents and Review Training Videos ........................................................................................................................... 25Prepare and Conduct a Pre-Test Workshop for All Test Site Coordinators ................................................................................ 25Prepare Inventory Control Spreadsheets to Track the Distribution of Paper Materials from LEA Overage .............................. 27

ii ï LEA and Test Site Coordinator Manual January 2014Copyright © 2014 by the California Department of Education

Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests .............................................................................................. 28Background .................................................................................................................................................................................. 28Test Dates .................................................................................................................................................................................... 28Paper Testing Materials ............................................................................................................................................................... 28Supplemental and Excessive Orders ........................................................................................................................................... 30Materials to Be Provided by the LEA or School ........................................................................................................................ 30

Universal Tools, Designated Supports, and Accommodations .................................................................................................... 30General Use ............................................................................................................................................................................... 30Identifying ................................................................................................................................................................................. 31

Responsibilities Before Testing ...................................................................................................................................................... 31Manage Test Security ................................................................................................................................................................. 31Coordinate Receipt of Paper Testing Materials .......................................................................................................................... 31Ship Paper Testing Materials to Schools .................................................................................................................................... 31

Responsibilities During Testing..................................................................................................................................................... 31Provide Assistance to Test Site Coordinators as Needed ............................................................................................................ 31

Responsibilities After Testing ........................................................................................................................................................ 32Collect and Inspect Paper Materials from Test Sites .................................................................................................................. 32Collect, Process, and Package Paper Materials from NPSs ........................................................................................................ 32Prepare the LEA’s Shipment....................................................................................................................................................... 32Coordinate Shipping of Paper Materials .................................................................................................................................... 34

Chapter II.3 EAP Essay .................................................................................................................................................................. 36Background .................................................................................................................................................................................. 36Test Dates .................................................................................................................................................................................... 36Paper Testing Materials ............................................................................................................................................................... 36

Responsibilities Before Testing ...................................................................................................................................................... 36Manage Test Security ................................................................................................................................................................. 36Coordinate Receipt of Paper Testing Materials .......................................................................................................................... 36Ship Paper Testing Materials to Schools .................................................................................................................................... 36

Responsibilities During Testing..................................................................................................................................................... 36Provide Assistance to Test Site Coordinators as Needed ............................................................................................................ 36

Responsibilities After Testing ........................................................................................................................................................ 37Collect and Inspect Paper Materials from Test Sites .................................................................................................................. 37Prepare the LEA’s Shipment....................................................................................................................................................... 37Coordinate Shipping of Paper Materials .................................................................................................................................... 37

Part III: Instructions for Test Site CoordinatorsChapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration ........................................................ 40

Learn About the 2014 Test Administration ................................................................................................................................ 40Plan All Test Administration Logistics for the Site .................................................................................................................... 40Select CAPA Observers .............................................................................................................................................................. 41Provide CST, CMA, and STS Test Examiner, Proctor, and Scribe Training ............................................................................... 42

Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests ............................................................................................ 45Background .................................................................................................................................................................................. 45Test Dates .................................................................................................................................................................................... 45Paper Testing Materials ............................................................................................................................................................... 45Materials to Be Provided by the LEA or School ........................................................................................................................ 47

Universal Tools, Designated Supports, and Accommodations ..................................................................................................... 47General Use ............................................................................................................................................................................... 47Identifying ................................................................................................................................................................................. 47

Hand or Arm Injuries Prior to Testing ........................................................................................................................................ 47Responsibilities Before Testing ...................................................................................................................................................... 48

Manage Test Security ................................................................................................................................................................. 48Coordinate Paper Testing Materials Received from the LEA ..................................................................................................... 48Identify Locations (Rooms) ....................................................................................................................................................... 48Identify Proctors ........................................................................................................................................................................ 49Organize Paper Materials for Testing Locations (Rooms) .......................................................................................................... 49Distribute Paper Testing Materials Each Day of Testing ........................................................................................................... 49

Responsibilities During Testing..................................................................................................................................................... 49Monitor the Test Administration ............................................................................................................................................... 49Handle Defective Test Booklets and Answer Documents ........................................................................................................... 49Manage Emergency Situations ................................................................................................................................................... 50

January 2014 LEA and Test Site Coordinator Manual ï iiiCopyright © 2014 by the California Department of Education

Responsibilities After Testing ........................................................................................................................................................ 51Collect and Process Paper Testing Materials .............................................................................................................................. 51Process Paper Test Documents for Students Using Universal Tools, Designated Supports, and Accommodations .................... 52Count Paper Testing Materials ................................................................................................................................................... 52Correctly Package Scorable Materials ........................................................................................................................................ 52Correctly Package Nonscorable Materials ................................................................................................................................. 54Return Paper Materials to the LEA ........................................................................................................................................... 54

Chapter III.3 EAP Essay ................................................................................................................................................................ 56Background .................................................................................................................................................................................. 56Test Dates .................................................................................................................................................................................... 56Paper Testing Materials ............................................................................................................................................................... 56

Responsibilities Before Testing ...................................................................................................................................................... 56Manage Test Security ................................................................................................................................................................. 56Coordinate Paper Testing Materials Received from the LEA ..................................................................................................... 56Organize the Testing Environment ............................................................................................................................................. 56Distribute Paper Testing Materials to the Test Examiners .......................................................................................................... 57

Responsibilities During Testing..................................................................................................................................................... 57Monitor the Test Administration ............................................................................................................................................... 57Manage Emergency Situations ................................................................................................................................................... 57

Responsibilities After Testing ........................................................................................................................................................ 57Collect and Process Paper Testing Materials .............................................................................................................................. 57Count Paper Testing Materials ................................................................................................................................................... 57Correctly Package Scorable Materials ........................................................................................................................................ 57Correctly Package Nonscorable Materials ................................................................................................................................. 58Return Paper Materials to the LEA ........................................................................................................................................... 58

AppendixesAppendix A: Testing Irregularities and Incidents .............................................................................................................................. 60Testing Irregularities ..................................................................................................................................................................... 60Report Irregularities .................................................................................................................................................................... 60Coordinator Procedures .............................................................................................................................................................. 60How to Mark Section A1 Scoring Use Only ................................................................................................................................ 61

Test Administration Incidents ....................................................................................................................................................... 62Suggested Reporting Procedures ................................................................................................................................................. 62

Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration ................................................................... 65Appendix C: Processing Form ......................................................................................................................................................... 68Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts ............................................................... 702014 California Standards Tests (CSTs) Number of Test Items and Estimated Test Administration Time

for Each Grade and Test ........................................................................................................................................................... 702014 California Modified Assessment (CMA) Number of Test Items and Estimated Test Administration Time

for Each Grade and Test ........................................................................................................................................................... 712014 California Alternate Performance Assessment (CAPA) Number of Test Items

and Estimated Testing Time Required ...................................................................................................................................... 712014 Standards-based Tests in Spanish (STS) Number of Test Items and Estimated Test Administration Time

for Each Grade and Test ........................................................................................................................................................... 72Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS ......................................................... 73Completing the Demographic Information on Test Booklets and Answer Documents ................................................................. 73

Appendix F: Sample Answer Documents .......................................................................................................................................... 85

iv ï LEA and Test Site Coordinator Manual January 2014Copyright © 2014 by the California Department of Education

List of TablesTable 1. New in 2014 ......................................................................................................................................................................... 2Table 2. 2014 CST, CMA, CAPA, and STS Schedule ........................................................................................................................ 6Table 3. 2014 EAP Essay Administration Schedule ........................................................................................................................... 7Table 4. CAPA Levels ..................................................................................................................................................................... 12Table 5. California Mathematics Standards Tests for EAP in Grade Eleven .................................................................................... 14Table 6. Forms at a Glance .............................................................................................................................................................. 18Table 7. Testing Material Packaging Quantities .............................................................................................................................. 28Table 8. Multiple-Choice Testing Materials by Grade Level—LEA ................................................................................................ 29Table 9. Materials for LEA Testing Coordinator ............................................................................................................................. 30Table 10. Guidelines for Handling Nonscorable Testing Materials .................................................................................................. 33Table 11. CST, CMA, and STS Multiple-Choice and CAPA Testing Materials to Return—LEA ................................................... 34Table 12. Testing Materials—EAP Essay Administration ............................................................................................................... 36Table 13. Early Assessment of Readiness for College Materials to Return—LEA........................................................................... 37Table 14. Example of CAPA Second-rated Student Selection ......................................................................................................... 41Table 15. Testing Material Packaging Quantities ............................................................................................................................. 46Table 16. Multiple-Choice Testing Materials by Grade Level—Test Site ......................................................................................... 46Table 17. Materials for Test Site Coordinators ................................................................................................................................ 47Table 18. Guidelines for Handling Nonscorable Testing Materials .................................................................................................. 55Table 19. Testing Materials, EAP Essay Administration—Test Site ................................................................................................ 56Table 20. CST Items and Estimated Time Chart ............................................................................................................................. 70Table 21. CMA Items and Estimated Time Chart ........................................................................................................................... 71Table 22. CAPA Items and Estimated Time Chart .......................................................................................................................... 71Table 23. STS Items and Estimated Time Chart .............................................................................................................................. 72Table 24. Demographic Codes on Test Booklets and Answer Documents ....................................................................................... 74Table 25. Primary Disability Codes ................................................................................................................................................. 82Table 26. Primary Language Codes ................................................................................................................................................. 84

List of FiguresFigure 1. Packing Order for Returning Scorable Multiple-Choice and CAPA Materials ................................................................. 53Figure 2. Packing Order for Returning Scorable EAP Materials ..................................................................................................... 58

List of ExhibitsExhibit A-1. How to Mark Answer Document Section A1 ............................................................................................................. 61Exhibit A-2. LEA Testing Coordinator Irregularity Report Form for CSTs, CMA, CAPA, and STS ............................................. 63Exhibit A-3. LEA Testing Coordinator Test Administration Incident Report Form for CSTs, CMA, CAPA, and STS .................. 64Exhibit A-4. Sample School and Grade Identification Sheet (SGID) .............................................................................................. 65Exhibit A-5. Sample Master File Sheet—CST, CMA, and STS Multiple-Choice/CAPA ................................................................ 67Exhibit A-6. Sample 2014 Request for Processing Student Data Files and Additional Reports ...................................................... 68Exhibit A-7. Sample CST/CMA Multiple-Choice Answer Document ............................................................................................ 85Exhibit A-8. Sample CST Multiple-Choice Answer Document ....................................................................................................... 89Exhibit A-9. Sample CMA Multiple-Choice Answer Document ..................................................................................................... 93Exhibit A-10. Sample CAPA Answer Document ............................................................................................................................ 97Exhibit A-11. Sample STS Answer Document .............................................................................................................................. 101

January 2014 LEA and Test Site Coordinator Manual ï vCopyright © 2014 by the California Department of Education

Acronyms and Initialisms Used in the Coordinator ManualAP Advanced Placement

API Academic Performance Index

ASAM Alternative Schools Accountability Model

AYP Adequate Yearly Progress

CAASPP California Assessment of Student Performance and Progress

CAHSEE California High School Exit Examination

CalTAC California Technical Assistance Center

CAPA California Alternate Performance Assessment

CALPADS California Longitudinal Pupil Achievement Data System

CCC California Community Colleges

CCR California Code of Regulations

CDE California Department of Education

CELDT California English Language Development Test

CMA California Modified Assessment

CSTs California Standards Tests

CSU California State University

DFA Directions for Administration

EAP Early Assessment Program

EL English learner

ELA English–language arts

ELD English–language development

EO English-only

EOC end-of-course

ETS Educational Testing Service

IEP individualized education program

I-FEP initially fluent English proficient

LEA local educational agency

NPS nonpublic, nonsectarian school

NSLP National School Lunch Program

PFT Physical Fitness Test

R-FEP reclassified fluent English proficient

RLA reading/language arts

SBE State Board of Education

SDAIE specially designed academic instruction in English

SGID School and Grade Identification sheet

SSID Statewide Student Identifier

STAR Standardized Testing and Reporting

STS Standards-based Tests in Spanish

94252-45890 • InDesign CS 4 • Draft01 7/13/12 ta • Revs Dr01 7/30/12 ta • dr02 iy 9/7/12 • dr03 10/11/12 iy • dr04 110512 iy • dr05 111512 iy • Preflight 11/27/12 jdb • [NEW 999451] • Dr01 7/22/13 jw • Dr01edits 8/2/13 jw • Dr01edits 8/6/13 jw • Dr02 12/4/13 bw • PDF Dr02 12/16/13 bw • Dr03 1/9/14 jw • Dr03edits 1/15/14 jw • Dr04 2/4/14 jw • Drft05 2/14/14 ew • PDF Drft05 2/18/14 ew • Preflight 2/20/14 ew

Part I General Information

Part I General Information


2 ï LEA and Test Site Coordinator Manual January 2014Copyright © 2014 by the California Department of Education

Chapter I.1 New in 2014Table 1. New in 2014

Topic Change

Program Changes

Required tests Tests that students are required to take in 2014 are as follows: • California Standards Tests (CSTs) for Science for students in grades five, eight, and ten; • California Modified Assessment (CMA) for Science for students in grades five, eight,

and ten; and • California Alternate Performance Assessment (CAPA) in all grades and all levels for

students who meet the CAPA’s eligibility requirements.These tests are required in 2014.

Early Assessment Program (EAP)

LEAs will continue to order EAP materials for students in grade eleven through the Test Management System. Order EAP materials only for students in grade eleven who are participating in the EAP (the EAP essay, the CST for English–Language Arts [ELA] [Grade 11], and are eligible for either the CST for Algebra II or the CST for Summative High School Mathematics).

Optional Standards-based Tests in Spanish (STS)

LEAs may order the STS for Reading/Language Arts (RLA) as an optional test for students who are Spanish-speaking English learners (ELs) who will have been in school in the United States or one of its territories for less than 12 cumulative (not consecutive) months and who are receiving instruction in Spanish. Only students who are coded as Spanish-speaking ELs will receive scores.

Universal tools, designated supports, and accommodations

Universal tools, designated supports, and accommodations and the process for requesting accessibility supports for the California Assessment of Student Performance and Progress (CAASPP) have been updated.

Policy

Determination of testing grade

The date used for determining the testing grade of a student in an ungraded program has changed; for 2013–14, it is October 1, 2013 (Education Code [EC] Section 48000 [a][2]).

Test Booklets and Answer Documents

CAPA There is only one version of the California Alternate Performance Assessment (CAPA). All local educational agencies (LEAs) will use the same version.

Part I: General Information | Chapter I.1 New in 2014


January 2014 LEA and Test Site Coordinator Manual ï 3Copyright © 2014 by the California Department of Education

45890 • Development • 5/5/12 ta

Chapter I.2 Paper-pencil Testing OverviewCalifornia Tests

EAP

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

California paper-pencil tests to be administered in 2014 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. Items on these tests are developed by California educators and test developers and are written specifically to assess students’ achievement of California’s academic content standards in science. Students in grade eleven who are participating in the Early Assessment Program (EAP) may also take the CST for English–Language Arts (ELA) and/or, if eligible, the CST for Algebra II or the CST for Summative High School Mathematics.

The California Modified Assessment (CMA) for Science is an assessment for students in grades five, eight, and ten who have an individualized education program (IEP) and are designated by the IEP team to take the CMA. Assignment of the CMA 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 in any content area (although universal tools, designated supports, and/or accommodations may be named in the Section 504 plan or in the IEP).

The CMA allows students with disabilities greater access to an assessment that helps measure how well they are achieving California’s content

standards in science. The CMA are multiple-choice tests for students in grades five, eight, and ten.

The California Alternate Performance Assessment (CAPA) is an individually administered performance assessment for students in grades two through eleven who have significant cognitive disabilities and who are unable to take either the CST or CMA with universal tools, designated supports, or accommodations. Students in grades five, eight, and ten who have been assigned to take the CAPA will take the CAPA for Science. All students in grades two through eleven who take the CAPA will take the CAPA for English–Language Arts (ELA) and Mathematics.

The Standards-based Tests in Spanish (STS) are multiple-choice tests that allow Spanish-speaking English learners in grades two through eleven to demonstrate their knowledge of the California content standards by taking an assessment in their primary language.

STS items are developed by biliterate, bilingual California educators and test developers. In 2014, only the STS for Reading/Language Arts (RLA) will be administered. Students may take the STS in addition to, but not in place of, the science CST or CMA. In 2014, the STS for RLA is a voluntary test that can be assigned to Spanish-speaking English learners.

The Early Assessment Program (EAP) is a joint program of the CDE, the California State University (CSU), and the California Community Colleges (CCC). The EAP is voluntary. The English section of the EAP is available for students in grade eleven who are taking the CST for ELA. The mathematics section of the EAP is available for grade eleven students who are taking either the CST for Algebra II or the CST for Summative High School Mathematics.

For students who seek or intend to enroll in CSU or CCC, the EAP provides the CSU and CCC an opportunity to obtain information from the essay and CSTs about students’ readiness for college-level English and mathematics.

Additionally, the EAP may help students to earn an exemption from the CSU and participating CCC English and/or mathematics placement tests that are required for entering freshmen.

The three components of the English section of the EAP include selected test questions from the CST for ELA (Grade 11), 15 augmentation questions at the end of the test, and the EAP essay administered separately in February and March 2014. Please note, students who do not take all of the three components—the CST for ELA, the 15 augmentation questions, or the EAP essay—will receive an EAP status report that states that they are not ready for college-level English courses.

The mathematics section of the EAP consists of selected test questions from either the CST for Algebra II or the CST for Summative High School Mathematics and 15 augmentation questions. Students will take the mathematics test for which they are eligible. Students must take the CST mathematics test and the 15 augmentation questions.



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

The CST answer document provides a section for students who seek or intend to enroll at CSU or CCC to mark a circle which indicates their understanding that their EAP and CST results will be shared directly with the CSU and/or the CCC. Students may also take the EAP without

marking any circle and, at a later date, request that the EAP results be released to any postsecondary institution, including the CSU and CCC, through the school’s normal process. The 2014 EAP student results will be reported on an EAP-specific Student Report for grade eleven.



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

Chapter I.3 Instructions for Administration of Paper-pencil TestsLEA and Test Site Coordinator Manual

Directions for Administration

Web Sites

This manual provides information about the responsibilities of LEA and 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 and test site coordinators are to use in coordinating the administration of the CSTs, CMA, CAPA, and STS. It also includes information about administering the EAP.

The DFAs are a key resource that testing 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, CMA, and STS) and grade. In addition to providing the specific directions for examiners to read to students, the DFAs include information regarding the following:

• Test security and testing problems• Test schedules and breaks

• Paper testing materials for the examiner 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

Californiatac.org is a Web site for LEA coordinators. It serves as a repository of documents and forms that provide directions for coordinating and administering California tests within LEAs. Linked documents include (but are not limited to) the following:

• Data layouts• Test Management System manuals• Designation and security forms• Coordinator Manual• DFAs• Sample answer documents• CAPA manipulative lists• Workshop materials and links to archives• CAPA training materials

• Post-Test Guide• Student Report Interpretation GuidesIn addition, californiatac.org contains links to

the training videos used by test site coordinators, test examiners, and CAPA examiners and second raters.

Testing materials in support of purchasable legacy Standardized Testing and Reporting (STAR) materials for the 2014 administration are linked at http://www.startest.org. Materials from past California testing administrations are linked on the Archive page at http://www.startest.org/archive.html.

For information about required testing in California, visit the CDE’s Assessment Information Web page at http://www.cde.ca.gov/ta/tg/ai/.



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

Chapter I.4 Test Administration PeriodsTable 2. 2014 CST, CMA, CAPA, and STS Schedule

CST, CMA, CAPA, STS

Activity TimelineLEA Testing CoordinatorConsult the Test Management System’s Test Admin Summary for the specific LEA dates for 2014.

30 working days before the materials ship date for Pre-ID documents

Submit the LEA Pre-ID file(s) to ETS. No fewer than 15 working days before the materials ship date for 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 CalTAC of any discrepancy in the number of cartons received. Return the signed Material Receipt Acknowledgement Report to CalTAC via fax.

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

Review the “Supplemental Order/Late Labels” date in the Test Admin Summary; submit the Pre-ID file to ETS to request late labels.

Up to 7 calendar days prior to the last day of the selected testing window

Ship all CST, CMA, CAPA, and STS 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 student results for each administration period. See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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

LEAs receive paper school and LEA summary reports. See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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

See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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

administration period

Take inventory of all materials and notify the LEA testing coordinator of any missing or incorrect materials.

Within 2 days of delivery to the test site

Distribute CAPA Examiner’s Manuals. As soon as possible after receipt from the LEA, but at least 5 working days before testing begins because examiners need these manuals to prepare for testing

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

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

Distribute and collect:• Grade 2 STS DFAs• CST test booklets• Grade 5 CST/CMA answer documents• Grades 8, 10, and 11 CST answer documents• CMA test booklets• Grades 8 and 10 CMA answer documents• CAPA answer documents• Grades 2–11 STS test booklets• Grades 4–11 STS answer documents

Each day of testing (These are secure documents.)

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

2 working days after completing testing for each administration period



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

Table 2. 2014 CST, CMA, CAPA, and STS Schedule

CST, CMA, CAPA, STS




Receive paper materials from the testing contractor. 10 to 20 working days before each test administration period






Ship all CST, CMA, CAPA, and STS 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 student results for each administration period. See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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

LEAs receive paper school and LEA summary reports. See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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


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




Distribute CAPA Examiner’s Manuals. As soon as possible after receipt from the LEA, but at least 5 working days before testing begins because examiners need these manuals to prepare for testing

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

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

Distribute and collect:• Grade 2 STS DFAs• CST test booklets• Grade 5 CST/CMA answer documents• Grades 8, 10, and 11 CST answer documents• CMA test booklets• Grades 8 and 10 CMA answer documents• CAPA answer documents• Grades 2–11 STS test booklets• Grades 4–11 STS answer documents

Each day of testing (These are secure documents.)

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

2 working days after completing testing for each administration period

Table 3. 2014 EAP Essay Administration Schedule

EAP Essay




Receive materials from the testing contractor. 10 to 20 working days before each test administration period






Ship all EAP scorable essay and nonscorable essay materials to the Scoring and Processing Centers.

No more than 5 working days after completing testing and no later than April 7

LEA receives roster of EAP results. See the calendar at http://californiatac.org/calendar/ after June 1, 2014, for dates.

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


Test Site CoordinatorReceive materials from the LEA testing coordinator. 5 to 10 working days before the first testing day of each




Distribute DFAs for the EAP essay. Prior to testing

Administer the EAP essay. Between February 3 and March 31

Distribute and collect EAP essay response booklets. Each day of testing

Return all EAP scorable and nonscorable essay materials after testing is complete.

2 working days after completing testing and no later than April 2



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

Chapter I.5 Summary of ResponsibilitiesLEA Testing CoordinatorPreparation

1. Review test security and regulations. See page 24.2. Prepare the LEA testing schedule. See page 24.3. Coordinate testing for students assigned by the

LEA to attend nonpublic, nonsectarian schools (NPSs). See page 24.

4. Prepare and submit Pre-ID files. See page 25.5. Attend a pre-test workshop or view a pre-test

Webcast for LEA testing coordinators. See page 25.

6. Read documents and review training videos. See page 25.

7. Prepare and conduct a pre-test workshop for all test site coordinators. See page 25.

8. Prepare inventory control spreadsheets to track the distribution of paper materials from LEA overage. See page 27.

Before Testing1. Manage test security. See pages 31 and 36.2. Coordinate receipt of paper testing materials.

See pages 31 and 36.3. Ship paper testing materials to schools. See pages

31 and 36.

During Testing1. Provide assistance to test site coordinators as

needed. See pages 31 and 36.

After Testing1. Collect and inspect paper materials from test sites.

See pages 32 and 37.2. Collect, process, and package paper materials

from NPSs. See page 32.

Return Materials1. Prepare the LEA’s shipment. See pages 32 and 37.2. Coordinate shipping of paper materials. See pages

34 and 37.

Maintain test security and confidentiality at all times.

Test Site CoordinatorPreparation

1. Learn about the 2014 test administration. See page 40.

2. Plan all test administration logistics for the site. See page 40.

3. Select CAPA observers. See page 41.4. Provide CST, CMA, and STS test examiner,

proctor, and scribe training. See page 42.

Before Testing1. Manage test security. See pages 48 and 56.2. Coordinate paper testing materials received from

the LEA. See pages 48 and 56.3. Identify locations (rooms). See page 48.4. Identify proctors. See page 49.5. Organize paper materials for testing locations

(rooms). See page 49.6. Distribute paper testing materials to the test

examiners. See pages 49 and 57.

During Testing1. Monitor the test administration. See pages 49

and 57.2. Handle defective test booklets and answer

documents. See page 49.3. Manage emergency situations. See pages 50

and 57.

After Testing1. Collect and process paper testing materials. See

pages 51 and 57.2. Process paper test documents for students

using universal tools, designated supports, or accommodations. See page 52.

3. Count paper testing materials. See pages 52 and 57.

Return Materials1. Correctly package scorable materials. See pages

52 and 57.2. Correctly package nonscorable materials. See

pages 54 and 58.3. Return paper materials to the LEA. See pages

54 and 58.




Test Examiner, Proctor, Scribe, and Observer

The test site coordinator is responsible for identifying and training test examiners, proctors, and scribes.• 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 tests and has signed a Test Security Affidavit. For the CAPA, the test examiner must be a certificated or licensed school staff member (5 CCR Section 850 [w]). Only certificated or licensed employees who have been trained to administer the CAPA may serve as CAPA examiners or observers. For the STS, the test examiner must be bilingual in English and Spanish.

• 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 examiner in the administration of CST, CMA, CAPA, and STS assessments (5 CCR Section 850 [y]). Test proctors must sign 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 or guardian is not eligible to serve as the student’s scribe (5 CCR Section 850 [s]). Scribes must sign Test Security Affidavits (5 CCR Section 859 [c]).

• An observer is a licensed or certificated employee of an LEA, trained to administer the CAPA, who observes the administration of each CAPA 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 41. CAPA observers must sign Test Security Affidavits (5 CCR Section 859 [c]).

Test Examiner and Proctor ResponsibilitiesTest examiners who administer the CSTs, CMA,

CAPA, STS, and EAP are responsible for the following activities. Test proctors may assist examiners with these responsibilities.Learn Testing Procedures

❏ Thoroughly review and follow all procedures in the separate and grade-specific DFAs (CST, CMA, STS) or the CAPA Examiner’s Manual and in any supplemental instructions provided by the test site coordinator.

Ensure the Security of Paper Testing MaterialsThe contents of all tests are secure materials.

Unauthorized copying, sharing, or use of any CST, CMA, CAPA, STS, or EAP 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 Test Security Affidavit before it is returned to the test site coordinator.

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

❏ Keep the paper test and testing materials secure during the test administration by implementing the following security measures:

• Limit access to the paper tests and 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 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 testing materials before students are dismissed.

• Return all paper testing materials to the 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 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 testing 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:

• Tables of mathematical facts or formulas • 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 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 and version number circles), are working on the correct test part, are accessing only authorized 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 test site coordinator.

Prepare Test Booklets or Answer Documents If There Is No Pre-ID or If Data Were Not in the Pre-ID File

❏ If pre-identification (Pre-ID) data were not submitted, the test site coordinator must ensure that student demographic information is completed on all STS test booklets for grades two and three and available CST, CMA, and STS multiple-choice answer documents for grades four through eleven.

• Student demographic 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 test site coordinator is responsible for advising examiners or other school staff which demographic information must be hand-marked.

– The information that must be hand-marked is the information that was NOT included in the Pre-ID file submitted by the LEA testing coordinator.

– The test site coordinator will advise school staff where to locate the demographic 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 used the Pre-ID service. Examiners must read the “First Day of Testing” section in the DFA to ALL students.

• Either students or school staff must complete the information in sections 3 through 10 that was not included in the LEA’s Pre-ID file.

• Only school staff may complete Section 11 “Student ID Number” (if used by the LEA) and Section 12 “Statewide Student Identifier” (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 ConfidentialityAll tests booklets for the CSTs, CMA, CAPA,

STS, and EAP are secure documents. All paper testing materials must be handled in strict accordance with the instructions in this manual, in the DFAs, and in the statements in the Test Security Agreement and Affidavit. Every person having access to testing materials shall maintain the security and confidentiality of the tests.

• LEA testing coordinators must have a signed Test Security Agreement on file with CalTAC before ETS may ship any testing materials to the LEA.

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

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

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

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

• Copies of the Test Security Agreement and Affidavit can be downloaded from http://californiatac.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 testing materials in centralized, locked storage except during actual test administration times. Examiners must return CST, CMA, and STS paper testing materials to the test site coordinator each day after completing the test administration. CAPA examiners may retain CAPA materials in secure, locked storage in their testing location.

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

It is the responsibility of each person participating in the administration of the CSTs, CMA, CAPA, STS, and/or EAP to immediately report any violation or suspected violation of test security or confidentiality. See Appendix A on page 60 for reporting information. The test site coordinator is responsible for immediately reporting any security violation to the LEA testing coordinator. Any irregularities in test security may result in a school’s not receiving Adequate Yearly Progress (AYP) and/or Academic Performance Index (API) results.

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



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

Chapter I.7 Assignment of TestsStudents 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, English learners (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, the CMA, and the CAPA, and, optionally, the STS. The following sections describe which of these tests students will take. Note that some students will take tests from multiple testing programs.

CST ParticipationStudents 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 or CAPA.

CMA ParticipationStudents 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.

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. 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 in any content area (although universal tools, designated supports, and accommodations may be named in the Section 504 plan or in the IEP).

A student who previously achieved performance levels of proficient or advanced may continue to take the CMA if the IEP team determines that the student should continue to take the CMA. The IEP

must specify that the student is to take the CMA for Science and any universal tools, designated supports, and/or accommodations.

CAPA ParticipationStudents in grades two through eleven with

significant cognitive disabilities may participate in testing in California by taking the CAPA. IEP teams determine how students with disabilities will participate in testing. Test site coordinators are responsible for having a student’s IEP reviewed to determine whether the student will take the consortium assessment for ELA and/or mathematics with universal tools, designated supports, or accommodations, or take the CAPA. Students in grades five, eight, and ten who are not designated to take the CAPA must take the CST or CMA for Science in addition to the consortium assessment.

If the IEP team determines that the student should be assessed with the CAPA, 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 must take either CAPA Level I or the CAPA level designated for their individual grade level. CAPA levels are listed in Table 4, below.

For students who are in ungraded programs and whose IEP teams designate that they take the CAPA, determine their grade by subtracting five from their chronological age on October 1, 2013. A student who was eleven years old on October 1 would be given the grade six tests (11 – 5 = 6).

Students who repeat grade eleven for multiple years continue to take CAPA Level I or Level V as their statewide assessment until enrolled in grade twelve or, if enrolled in an ungraded program, until they are seventeen years old.

Table 4. CAPA LevelsCAPA Level

Grade Range Subjects Age Ranges for

Ungraded ProgramsI 2–11 ELA, mathematics, science 7–16II 2 & 3 ELA, mathematics 7 & 8III 4 & 5 ELA, mathematics, science 9 & 10IV 6–8 ELA, mathematics, science 11–13V 9–11 ELA, mathematics, science 14–16




STS Optional ParticipationThe Standards-based Tests in Spanish are

multiple-choice tests for Spanish-speaking English learners 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 English learners 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 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 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 STAR 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 SchoolIf a student took a CST, CMA, or STS at

another school for 2014 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” in Section A2 for each test that the student took at another school.

Student Enrolled After the First Day of TestingIf a student enrolled in a school after the first

day of testing, the school may choose (but is not required) to test the student. If the school chooses to test the student, mark “L” in Section A2 of the student’s test booklet or answer document for each test taken.

Parent/Guardian ExemptionsParents/guardians may submit written requests

to exempt their children from all or any part of the CSTs, CMA, CAPA, and/or STS. All such requests must be honored as indicated in EC Section 60615. The test site must mark “P” in Section A2 on student test booklets or answer documents for all tests not taken by parent/guardian request.

It is imperative that students whose parents/ guardians have requested testing exemptions not be given test booklets or answer documents. The demographic 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.

ImportantThe California Code of Regulations, Title 5, Education, Section 852, 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.”




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, or students who have a parent/guardian exemption.

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

specifies they take the CMA 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. CAPA students do not take the STS.

EAP• Students who wish to participate in the English

section of the EAP will take the EAP essay and the CST for ELA (Grade 11).

• Students who wish to participate in the Mathematics section of the EAP will take the CST for Algebra II or the CST for Summative High School Mathematics and must meet the eligibility requirements for the California Mathematics Standards test to which they are assigned. Table 5 contains the eligibility requirements for these EOC mathematics CSTs:

Test Eligibility Reminders

Table 5. California Mathematics Standards Tests for EAP in Grade Eleven

Test Students to Be TestedAlgebra II Students in grade eleven who wish to take the EAP mathematics section and

completed an Algebra II course in the 2013 summer session or will complete it during the 2013–14 school year will take the CST for Algebra II.

Summative High School Mathematics

Students in grade eleven who wish to take the EAP mathematics section and meet the following requirements will take the CST for Summative High School Mathematics if: • They completed Algebra I, Algebra II, and Geometry courses in previous years

and completed an advanced mathematics course in the 2013 summer session or will complete it during the 2013–14 school year; or

• They completed a course aligned with the Integrated Mathematics 3 test blueprint in a previous year and completed an advanced mathematics course in the 2013 summer session or will complete it during the 2013–14 school year; or

• They completed Algebra I, Algebra II, and Geometry courses in previous years and are taking no mathematics course this year; or

• They completed a course aligned with the Integrated Mathematics 3 test blueprint in a previous year and are taking no mathematics course this year; or

• They are in grade eleven and took the CST for Summative High School Mathematics in a previous year; those students may retake the CST for Summative High School Mathematics.



Part I: General Information | Chapter I.8 Testing Materials

Chapter I.8 Testing MaterialsMaterials to Be Provided by the LEA or School

Do not use answer documents, DFAs, or any other test materials from a previous year.• Two No. 2 pencils with erasers for each student

(plus extras)• Scratch paper for the mathematics and science

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

• “Testing—Do Not Disturb” signs

• Manipulatives for the CAPA—LEA testing coordinators should go to http://californiatac.org/about/capa/ 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 Materials to Be Provided by the Testing ContractorIf the LEA is using the optional Pre-ID service,

the following paper materials will be packaged by school, delivery name/code, or grade:

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

• CST test booklets (science in grades five, eight, ten, ELA in grade eleven, and end-of-course mathematics)

• CMA test booklets (science in grades five, eight, and ten)

• STS test booklets (RLA in grades two through eleven)

• CST/CMA two-color, machine-scorable answer documents (grade five)

• CST two-color, machine-scorable answer documents (grades eight, ten, and eleven)

• CMA two-color, machine-scorable answer documents (grades eight and ten)

• CAPA two-color, machine-scorable answer documents

• STS two-color, machine-scorable answer documents (grades four through eleven)

• Directions for Administration• CAPA Examiner’s Manual• CAPA stimulus cards (which are also available

for download from http://californiatac.org/about/capa/)

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

• Master File Sheet• SGID sheets• Scorable Materials Freight Kit—orange• Nonscorable Materials Freight Kit—green• Paper bands• Packing listLEA testing coordinators should see Table 8

for a detailed list of multiple-choice materials. Test site coordinators should see Table 16 for a detailed list of multiple-choice materials.

EAP Essay Materials to Be Provided by the Testing ContractorTo participate in the EAP for English, students

must respond to an additional 15 multiple-choice test items at the end of the CST for ELA (Grade 11) and the EAP essay; and an additional 15 multiple-choice test items at the end of the CST for Algebra II or the CST for Summative High School Mathematics (as well as responding to the CST multiple-choice items).

In addition, for the EAP in English, students in grade eleven must write an essay. The EAP essay materials will be packaged in separate cartons and delivered to the LEA offices before the start of the EAP testing window. Test sites will receive the same number of essays as they do test booklets for the CST for ELA (Grade 11).

EAP essay testing materials include the following:

• Essay Prompt Booklets• Essay Response Booklets—Pre-ID or blank• Directions for Administration of the EAP

Essay• SGID sheets• Scorable Freight Kits (in magenta envelopes

with pink checklists)• Nonscorable Freight Kits (in yellow envelopes

with yellow checklists)• EAP Master File Sheet



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 AccommodationsUniversal Tools, Designated Supports, and

Accommodations for the California Assessment of Student Performance and Progress assessment system can be found at http://californiatac.org/administration/instructions/.

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

All pupils (including English learners 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.

Because examiners may adapt the CAPA on the basis of the students’ instruction mode, universal tools, designated supports, and accommodations do not apply to the CAPA.

The decision to allow a student to use a particular universal tool, designated support, or accommodation 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, and/or accommodations 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.

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 an accessibility support that is 1) among the ten listed below, or 2) that is not already specified on the list of universal tools, designated supports, and accommodations. The Accessibility Support Request Form linked on the Forms Web page at http://californiatac.org/administration/forms/ should be used to request the accessibility support. The LEA CAASPP coordinator or the CAASPP test site coordinator shall make the request on behalf of the LEA ten 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. Written requests must include:

1. LEA name and CDS code;2. school/test site and school code;3. school/test site address, city, and zip code;4. LEA CAASPP coordinator name, phone

number, and e-mail address;5. CAASPP test site coordinator name, phone

number, and e-mail address;6. school/test site testing window dates;7. SSID(s) for the pupil(s) for which the

accessibility support is being requested;8. CAASPP test and grade; and9. the accessibility support being requested.Accessibility supports that change the construct

being measured by a CAASPP test invalidate the test score and results in a score that cannot be compared with other CAASPP results. Scores for pupils’ tests with accessibility supports that change the construct being measured by a CAASPP test will not be counted as participating in statewide testing (and impacts the accountability participation rate indicator), but pupils will still receive individual score reports with their actual score. The following nonembedded accessibility supports have been determined to change the construct being measured on the CAASPP tests for English language arts (including the components for reading, writing, and listening), mathematics, science, and primary language and are specified below, but not limited to:

1. English dictionary for reading, listening, mathematics, science, and primary language;

2. thesaurus for reading, listening, mathematics, science, and primary language;

3. translated test directions for reading, writing, or listening;

4. bilingual dictionary for reading, listening, mathematics, science, and primary language;

5. translations (glossary) for reading, writing, and listening;

6. read aloud for reading passages in grades three, four, and five;

7. American Sign Language for reading passages in grades three, four, and five and reading passages for primary language;

8. calculator for nonspecified mathematics items or science;



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

9. math tools (i.e., ruler, protractor) for nonspecified mathematics items; and

10. multiplication table for mathematics in grade three.

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

After testing, 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 English learners 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, and/or accommodation but demonstratively indicates that he or she does not want to use it, test examiners are to mark option “X” in Section A2.

Special Versions of Testing Materials

Braille and large-print versions of testing materials are available as testing accommodations for students with visual impairments.

All CST and CMA 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, CMA, and STS tests.



Part I: General Information | Chapter I.10 Forms for Test Administration

Chapter I.10 Forms for Test AdministrationForms at a Glance

Table 6, below, briefly describes the forms that LEA and/or test site coordinators must complete. See the referenced appendix or Web address for a sample of the form.

Table 6. Forms at a Glance

Form When to complete Purpose What to do with form• Before Testing •

Test Security Agreement

http://californiatac.org

Carefully and completely read and sign before receiving any CST, CMA, CAPA, STS, and EAP testing materials.

LEA testing and test site coordinators acknowledge agreement to maintain the security of all paper testing materials.

The LEA testing coordinator must submit the signed form to CalTAC.

Test site coordinators must submit the signed forms to the LEA testing coordinator.

Forms should be filed and kept for at least one year.

Test Security Affidavit


Carefully and completely read and sign before receiving or handling any CST, CMA, CAPA, STS, and EAP testing materials.

All persons having access to CST, CMA, CAPA, STS, and EAP testing materials, including 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 test site coordinators are to deliver the signed forms to the LEA testing coordinator.

The LEA testing coordinator files forms at the LEA office.

Forms should be kept for at least one year.

Demographic Fields to Be Hand-Marked on 2014 Answer Documents or Entered During Extended Pre-ID Data Corrections form

(Optional)


Completed by the LEA testing coordinator to submit before starting Pre-ID

This form is used as a keying document to inform CalTAC of fields to be left blank in Pre-ID that will be hand-marked or entered during the extended Pre-ID data corrections process during test administration.

After Pre-ID, the form is used to inform test site coordinators of student information that must be hand-marked on answer documents or entered during extended Pre-ID data corrections.

The LEA testing coordinator prepares and faxes this form to CalTAC prior to the submission of the LEA’s Pre-ID file and distributes it to test site coordinators.

A copy should be filed in the LEA’s testing file.

• During Testing •Inventory Control Spreadsheet—LEA (Optional)


Complete as CST, CMA, CAPA, STS, and EAP testing materials are distributed to schools/test sites from the LEA overage.

These forms track the distribution and return of all secure materials received in the LEA and are used to verify that test sites return all paper materials received through original and supplemental shipments.

The LEA testing coordinator sends these forms to each test site when additional paper materials are distributed from the LEA overage.

A copy should be filed with LEA records.




Table 6. Forms at a Glance (continued)

Form When to complete Purpose What to do with formInventory Control Spreadsheet—Test Sites

(Optional)


Complete as CST, CMA, CAPA, STS, and EAP testing materials are assembled for each test examiner.

Also use to log paper testing materials out and in from test examiners each day of testing.

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

The 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 testing coordinator, and the LEA testing coordinator receives verification that the testing contractor has received all secure materials from the test site.

Test Site Absence Tracking Form

(Optional)


Complete during or immediately after tests are administered.

Test examiners complete and return this form to the test site coordinator to document students who require makeup testing.

The test site coordinator retains this form until makeup testing is completed.

It is advisable to file the form with the school/test site’s testing documents until after reports have been received.

Test Site Tracking of Significant Medical Emergencies

(Optional)


Complete when documentation from a licensed physician is received that states that a student is not to be tested because of a significant medical emergency.

Schools/test sites are required to have documentation from a licensed physician for any student who is not administered a CST, CMA, or CAPA because of an actual medical emergency.

The test site coordinator completes this form and retains it in the school/test site’s testing files.

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

Appendix B

Complete when bundling answer documents for scoring.

This form identifies groups of scorable answer documents and ensures that all documents are accounted for during processing and scoring.

The SGID is also used to verify that schools/test sites will receive score reports for all students tested.

The test site coordinator places the original of each completed form on the appropriate group of scorable documents for the test site.

The LEA testing coordinator places the original of each completed form on each grade-level group of scorable documents submitted for NPSs.

Copies should be retained for the school’s/test site’s and LEA’s records.

See page 21 for more details about completing SGIDs.

Master File Sheet

Appendix B

Complete when preparing scorable materials for packing and shipping to the Scoring Center.

This sheet is used to ensure that all groups of scorable test booklets and answer documents are received at the Scoring Center and that each group includes the correct number of test booklets and answer documents.

The test site coordinator enters the number of sets of documents to be scored and the total number of documents to be scored (the sum of the numbers entered in the “Number of Documents” boxes from all SGIDs in the shipment), and then places the original atop all scorable documents for the school/test site.Copies should be retained for school/test site and LEA records.




Table 6. Forms at a Glance (continued)

Form When to complete Purpose What to do with form2014 Request for Student Data File and Additional Reports (“Processing Form”)

Appendix C


Complete when preparing cartons of scorable materials to ship to the Scoring Center.

This form identifies the electronic format in which the LEA wants to receive the Student Data File.This form also identifies any additional reports the LEA is ordering.

The LEA testing coordinator places the original on top of the scorable materials in LEA Box 1.The form should be faxed along with a purchase order (required only if additional reports are being ordered) to CalTAC at 800-541-8455, and a copy should be retained for the LEA’s files.

Return Address Labels

(not sampled)

Complete immediately after packing boxes for shipping to the Scoring and Processing Centers.The test site coordinator completes school site in-formation on each label, including “SCH: BOX __ of __” information.The LEA testing coordinator completes the LEA information (“TOTAL SHIPMENT FROM THIS LEA”) on each label and marks box number/total number (for example, Box 1 of 3) on each box.

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

The test site coordinator places labels on boxes.

Scorable Nonscorable

Multiple choice

orange green

EAP materials

magenta yellow

• Before, During, and/or After Testing •Irregularity Report

Appendix A


Complete after verifying that an irregularity has occurred.

This form is used to thoroughly document a reported testing irregularity and any resultant actions that may have been taken.

The LEA testing coordinator e-mails or faxes the completed form to the CDE’s CAASPP Office at [email protected] (e-mail) or 916-319-0969 (fax).

Test Administration Incident Report

Appendix A


Complete after receiving notification of a test administration incident.

This form is used to thoroughly document a situation that does not conform to the instructions stated in DFAs and the LEA and Test Site Coordinator Manual.

The LEA testing coordinator is advised to keep the completed form in his or her files. Do not send this form to the CDE.




Completing SGID Sheets

Test site coordinators 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 information on the SGID takes precedence over what was submitted for Pre-ID for the school.

The SGID sheet is sampled in Appendix B on page 65.

SGID: Side 1Print the information requested in the box in the

upper right-hand corner, complete the information in other sections, and mark the corresponding circles, as applicable:

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

School—Name of the school/test site or NPSGrade—Grade level of test booklets or answer

documents under this SGID; leave blank for the CAPA

Test Date(s)—Testing begin and end dates for the school

Teacher, Counselor, or Group—Only if documents are being submitted by Teacher/Group or for a specific NPS

Other SGID fields—Mark these sections using the following guidelines:

• Type of test—Mark the circle for “CSTs and CMA,” “CAPA,” or “STS.”

• Grade—For CST/CMA and STS documents, mark the circle for the grade level in which the students are enrolled. Leave this section blank for CAPA.

• 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 demographic information for students not tested. For grades eight and ten, this is the number of CST answer documents plus CMA answer documents.

• Testing Start Date—Enter and mark the month and day of the first date of testing for the documents in the set.

• School Name—The school name is preprinted on the SGID sheets provided with the school/test site materials. If 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.

• School Code—The school code is preprinted on the SGID sheets provided with the school/test site materials. If using a blank SGID, enter the school code in the boxes and mark the corresponding circle under each number. Use “0000001” as the school code for NPSs.

• For STS Only—Mark the circle that best describes when the STS was administered in relation to the CSTs (before, after, or concurrently).

SGID: Side 2Mark the circles for the following:

• Instructional Materials—Leave this section blank.

• Teacher, Counselor, or Group Name (Optional)

– Print the name or names (left justified) and mark the corresponding circle under each letter.

– If the same teacher is responsible for both ELA and mathematics in grade eleven, enter and mark the teacher’s name only once, in the “English–Language Arts” section on the left.

• Period or Group Code (Optional)— Complete only if instructed to do so by the LEA testing coordinator.

The codes in the previous two bullets would help sort reports by period, teacher, counselor, or group name.

Additional SGID Uses � CAPA– Only the front of an SGID is to be completed

before being placed on top of the set of all CAPA answer documents for the school/test site.

� CST/CMA answer documents (grade five), CST answer documents (grades eight, ten, and eleven), and CMA answer documents (grades eight and ten)– CST and CMA answer documents should

be bundled together by grade. Grade-level materials may be sorted by teacher to fit within the paper bands.

� STS multiple-choice test booklets (grades two and three) and answer documents (grades four through eleven)– Use a separate SGID for each grade level of

students taking the STS.




� NPSs– Use a separate SGID for each grade for

special education students who are receiving instruction at an NPS.

– For special education students who are receiving instruction at an NPS, use the assigned code, “0000001,” in the “School Code” section.

94252-45890 • InDesign CS 4 • Draft01 7/13/12 ta • Revs Dr01 7/30/12 ta • dr02 iy 9/7/12 • dr03 10/11/12 iy • dr04 110512 iy • dr05 111512 iy • Preflight 11/27/12 jdb • [NEW 999451] • Dr01 7/22/13 jw • Dr01edits 8/2/13 jw • Dr02 12/5/13 bw • PDF Dr02 12/16/13 bw • Dr03 1/10/14 jw • Dr03edits 1/15/14 jw • Dr04 2/6/14 jw • Drft05 2/14/14 ew • PDF Drft05 2/18/14 ew • Preflight 2/20/14 ew

Part II Instructions for LEA

Testing Coordinators

Part II Instructions for LEA

Testing Coordinators


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


Part II: Instructions for LEA Testing Coordinators | Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration

Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration

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

In general, the LEA testing coordinator is also responsible for the following tasks:

• Securing testing materials upon receipt• Distributing paper testing materials to schools• Tracking the paper materials• Training and answering questions from 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, CAPA, or STS 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 850–68 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/ ta/tg/ca/.

❏ Review the 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 testing materials when materials are in their possession.

Prepare the LEA Testing SchedulePrepare 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 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 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 (grades five, eight, and ten), CAPA, and STS (grades two through eleven) are the same as the CST administration window.

There is no requirement that tests for particular subjects or testing programs (CST, CMA, CAPA, STS) 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 before, concurrently with, or after the CSTs/CMA 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. If the LEA has high schools on block schedules, it is advisable to schedule the mathematics end-of-course tests for students in grade eleven taking such tests for the EAP as close to the end of the 25-day window as possible.Coordinate Testing for Students Assigned by the LEA to Attend Nonpublic, Nonsectarian Schools

LEAs are required to enter on the test booklet or answer document the seven-digit code for the NPS in which the student is enrolled. To find the code, go to the CDE Web page at http://www.cde.ca.gov/re/sd/, and then select the radio button to choose Nonpublic, Nonsectarian Schools.

The LEA testing 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 Test Security Agreement from each NPS test site coordinator and train the coordinator on all test administration requirements, timelines, and procedures, including security procedures related to testing.

NotesAnswer 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 in Box 1 of the LEA’s scorable materials with all NPS scorable documents.

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


Instructions for LE

A Testing C

oordinators


❏ Set up the LEA’s NPS test administration window on the basis of the NPS school calendar, order materials, and order pre-identified student answer documents or labels using the NPS’s assigned code.

• The LEA testing coordinator may set up a unique administration period (for example, 08) in the Test Management System 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.

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

❏ Notify all NPSs of the LEA’s testing schedule.Prepare and Submit Pre-ID Files

❏ Check the Test Management System to verify when the LEA’s Pre-ID files are to be submitted to ETS.

❏ Prepare or supervise the preparation of the Pre-ID file using the Pre-ID file layout and descriptions, which can be found in Appendix C of the Pre-ID and Extended Pre-ID Data Corrections Instructions Manual for the Spring 2014 Administration, which can be accessed at http://californiatac.org/administration/tms/. The LEA testing coordinator is responsible for verifying that the LEA’s file is complete and includes correct data.

❏ Submit the Pre-ID file to ETS using the Test Management System.

• Pre-ID data can be submitted for use in printing supplemental/late labels up to seven days prior to the final day of testing in the administration.

• Data can be corrected up to the final day of testing using the Extended Pre-ID Data Corrections module on the Test Management System.

• See the LEA’s Test Admin Summary in the Test Management System for the cutoff date for a test administration.

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

Pre-test workshops and a Webcast will highlight program and procedural changes. All LEA testing coordinators are strongly encouraged to attend a workshop or view the Webcast. See the Web page at http://californiatac.org/calendar/ for dates and locations.

❏ Workshops are offered at one northern and one southern California location with videoconferences available for both at specific locations throughout the state.

❏ A Webcast will be presented for those unable to attend a workshop or a videoconference.

❏ Download and review the workshop/Webcast handouts linked on the Training Web page at http://californiatac.org/training/paper-pencil/.

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

Read Documents and Review Training Videos ❏ Read the 2014 California paper-pencil testing

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

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

• The Test Security Affidavit, which describes the responsibilities of, and procedures that must be followed by, test examiners to protect the security of the test and test questions

• A CST DFA for at least one grade level • A CMA DFA for at least one grade level if

the test administration includes the CMA • An STS 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://californiatac.org/about/sts/

• The CAPA Examiner’s Manual • The Test Examiner and Test Site Coordinator

training videos and any video updates that are linked at http://californiatac.org/training/paper-pencil/

❏ 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 Test Site Coordinators

Formal, classroom-style training for 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 Examiner and Test Site Coordinator training videos and any video updates that are linked at http://californiatac.org/training/paper-pencil/ should be used during the training.



Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors



• Because the contents of all California CST, CMA, CAPA, and STS 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—test site coordinators should be instructed in the following “best practices”:

• Prohibit use of cell phones, cameras, and other electronic devices where CST, CMA, CAPA, STS, and EAP 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.

• Test site coordinators or examiners 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 testing 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://californiatac.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 should include, but not be limited to, explanations of the following:

• Responsibilities of test site coordinators, test examiners, and proctors

• Required tests for each grade • Security forms requirements (including

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

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

– The LEA testing coordinator is to collect and file Test Security Agreements and Affidavits completed by test site coordinators, examiners, proctors, and other staff having access to secure materials.

– Only the LEA testing coordinator’s own Security Agreement and Affidavit are sent to CalTAC.

• Regulations and special instructions for the participation of English learners, students with Section 504 plans, and students with IEPs

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

• Distributing only the scannable, two-color answer documents to students taking the required (CSTs, CMA), voluntary (CST in grade eleven), 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://californiatac.org/about/sts/

• Marking the demographic pages of a test booklet (grades two and three) or answer document (grades four through eleven) when the Pre-ID service was not used or when some data were left blank in Pre-ID files – For those documents, the demographic

pages 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 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 examiners through the use of the Test Examiner and Test Site Coordinator training videos and any video updates that are linked at http://californiatac.org/training/paper-pencil/

• Adhering to the established testing schedule


Instructions for LE

A Testing C

oordinators



• Referring to the last appendix in the DFA for each test administered for information about 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 for grades five, eight, and ten, and CAPA levels I through V), even if they are not tested (e.g., absent, parent exempt, 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 or voluntarily tested (STS for grades two through eleven and CSTs for grade eleven)

• Packaging and returning all paper testing materials to the LEA

LEA testing coordinators may use such materials as the “Items and Estimated Time Charts” (Appendix D on page 70) and the testing regulations (posted on the CDE Web page under “CAASPP regulations” at http://www.cde.ca.gov/re/lr/rr/caaspp.asp) when preparing workshops.

Prepare Inventory Control Spreadsheets to Track the Distribution of Paper Materials from LEA Overage

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

The LEA may use the spreadsheet provided or may choose another method for tracking testing materials.

1. Download the LEA Inventory Control spreadsheet from http://californiatac.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 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.


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


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

The CSTs are multiple-choice assessments previously administered annually to California students in grades two through eleven. In 2014, the CSTs for Science are to be administered to students in grades five, eight, and ten; the CSTs for ELA and either Algebra II or Summative High School Mathematics are to be administered to students in grade eleven participating in the EAP.

The CMA for science is a multiple-choice assessment 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 is administered to students with significant cognitive disabilities in grades two through eleven. All students assigned to take the CAPA will take the CAPA for ELA and Mathematics; students in grades five, eight, and ten will also take the CAPA for Science.

The STS for RLA is a multiple-choice assessment that may be administered to Spanish-speaking English learners 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 DatesLEA testing coordinators set the schedules for

multiple-choice CST, CMA, CAPA, and STS 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 multiple-choice CST, CMA, CAPA, and STS tests must be administered within this window.

The LEA testing coordinator provides information for each administration period being used in the LEA when setting test administration dates in the Test Management System. Those dates can be printed using the “VIEW” Test Admin Summary function.

Paper Testing Materials

Do not use any materials from a previous year. Students should only use the machine-scorable, two-color answer documents included in your shipment of paper testing materials when taking these tests.

Non–Pre-ID materials, including supplemental orders and overage, are delivered in the quantities indicated in Table 7.

If the LEA is using the optional Pre-ID service, pre-identified test booklets and answer documents are packaged by school, delivery name/code, or grade.

DFA quantities are also shown in Table 7. For the CSTs and STS, one DFA is provided for every 20 test booklets or fraction thereof. For the CMA, one DFA is provided for every 10 test booklets or fraction thereof.

Background

Table 7. Testing Material Packaging Quantities

Test Material Grades PackagingCST DFAs 5, 8, and 9–11 5s and singles

CST test booklets5, 8, 10, 11, and EOC Mathematics

20s and 5s

CST/CMA two-color, machine-scorable answer documents 5 20s and 5sCST two-color, machine-scorable answer documents 8, 10, and 11 20s and 5sCMA DFAs 5, 8, and 9–11 singlesCMA test booklets 5, 8, 10 5s and singlesCMA two-color, machine-scorable answer documents 8 and 10 5s and singlesCAPA Examiner’s Manual, stimulus cards N/A singlesCAPA two-color, machine-scorable answer documents N/A 5s and singlesSTS DFAs 2–11 singlesSTS two-color, scannable test booklets 2–11 5s and singlesSTS two-color, machine-scorable answer documents 4–11 5s and singles

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


Instructions for LE

A Testing C

oordinators



A CAPA Examiner’s Manual 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 examiner at the test site who is to administer the CAPA. Stimulus cards are also available for download on the CAPA Web page at http://californiatac.org/about/capa/; LEA testing coordinators may contact CalTAC for a password.

Paper testing materials will be delivered as shown in Table 8 below and Table 9 on page 30. Most materials for students in grades two through eleven taking the CAPA and STS and for students in grades five, eight, and ten taking the CMA are delivered at the same time as CST multiple-choice materials but are in separate boxes. Table 8 lists CST, CMA, CAPA, and STS materials. Table 12, which shows the EAP essay materials, is on page 36.

The LEA receives three types of boxes. Box 1, for the LEA, contains all testing materials for a specific multiple-choice administration (CSTs, CMA, CAPA, STS) and the LEA overage, which may extend into additional boxes. The specific contents of the LEA’s Box 1 are listed in Table 9.

A separate Box 1, for each school, contains administration materials. Other boxes, marked for schools, contain the actual student and examiner testing materials to be distributed by the LEA to its schools. The specific contents of the school’s Box 1 are also listed in Table 9.

Note: Table 8 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 8. Multiple-Choice Testing Materials by Grade Level—LEA

Testing Materials Grade Levels Shipment

Pre-ID labels All Separate shipment

CST

onl

y CST grade-level test booklets 5, 8, 10, and 11 Boxes marked for schoolsCST two-color, machine-scorable answer documents 8, 10, and 11 Boxes marked for schools

Directions for Administration 5, 8, and 9–11 Boxes marked for schoolsEnd-of-course mathematics test booklets 11 Boxes marked for schools

CST

/C

MA CST/CMA two-color, machine-scorable

answer documents 5 Boxes marked for schools

CM

A

only

CMA grade-level test booklets 5, 8, and 10 Boxes marked for schoolsCMA machine-scorable answer documents 8 and 10 Boxes marked for schoolsDirections for Administration 5, 8, and 9–11 Boxes marked for schools

CA

PA

CAPA Examiner’s Manuals and stimulus cards (manual includes directions for all CAPA levels) Boxes marked for schools

CAPA two-color, machine-scorable answer documents Boxes marked for schools

STS

STS two-color, machine-scorable test booklets 2 and 3 Boxes marked for schoolsSTS grade-level test booklets 4, 5, 6, 7, 8, 9, 10, and 11 Boxes marked for schoolsSTS practice tests 2, 3, and 4 Boxes marked for schoolsSTS practice test Directions for Administration 2, 3, and 4 Boxes marked for schoolsSTS two-color, machine-scorable answer documents 4, 5, 6, 7, 8, 9, 10, and 11 Boxes marked for schools

Directions for Administration 2, 3, 4, 5, 6, 7, 8, and 9–11 Boxes marked for schools

The LEA testing coordinator also receives administrative materials that are used for all paper tests, as shown in Table 9.

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


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


Table 9. Materials for LEA Testing Coordinator

Testing Materials Shipment

LEA

Tes

ting

Coo

rdin

ator

LEA Coordinator Kit (one each, all DFAs) Box 1 – LEA“Unauthorized Electronic Devices May Not Be Used” sign master Box 1 – LEAManual information sheet Box 1 – SchoolProcessing form Box 1 – LEAMaterial Receipt Acknowledgement Report Box 1 – LEAOverage—5 percent above original order for LEAs, 10 percent above original order for schools Box 1 – School, LEA

Ret

urn

M

ater

ials

SGID sheets Box 1 – School, LEAScorable Material Freight Kit—orange Box 1 – School, LEANonscorable Material Freight Kit—green Box 1 – School, LEAMaster File Sheets Box 1 – School, LEAPaper bands Box 1 – School, LEA

Supplemental and Excessive OrdersThe 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 two days after the “Material Delivery Start Date” listed in the LEA’s Test Admin Summary in the Test Management System.

When placing an order for supplemental materials, provide CalTAC with the following information:

• CDS code • Quantity• LEA name • Product (test booklets, answer• Grade documents, and so forth)If the LEA has placed an order for

supplemental/late labels, a supplemental order for paper materials, such as blank answer documents and test booklets, might be necessary.

Note: LEAs will be charged for excessive paper materials ordered if less than 90 percent of the ordered materials is used. Overage is not counted with the “ordered materials.”Materials to Be Provided by the LEA or School• Two No. 2 pencils with erasers for each student



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

Used at Any Time During the Testing Session” signs– Test site coordinators or examiners 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—LEA testing coordinators should go to http://californiatac.org/about/capa/ 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, and AccommodationsGeneral Use

Students may use the universal tools, designated supports, and/or accommodations specified in their IEP or Section 504 plan during the test. If students use universal tools, designated supports, and/or accommodations, test examiners 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 English learner 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, and/or accommodations, but does not use them, the “IEP” or “Section 504 plan” circle in Section A3a must still be marked.



Instructions for LE

A Testing C

oordinators



IdentifyingUniversal Tools, Designated Supports, and

Accommodations for the California Assessment of Student Performance and Progress assessment system can be found at http://californiatac.org/administration/instructions/.

Responsibilities During Testing

Responsibilities Before Testing

Provide Assistance to Test Site Coordinators as Needed

❏ Assist test site coordinators with the handling of defective test booklets or answer documents by contacting CalTAC at 800-955-2954 and providing the code on the back of the test booklet or answer document.

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

❏ Receive reports of any testing irregularities from test site coordinators. See Appendix A on page 60 for details.

Manage Test Security ❏ Receive and file Test Security Affidavits from

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

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

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

Coordinate Receipt of Paper 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 testing coordinator is responsible for the security of all LEA materials—including the LEA overage—and must account for all paper materials before they are returned for scoring.

❏ Place a supplemental order with CalTAC (800-955-2954), if needed. Please note that LEAs will be charged for excessive orders as described on page 30.

❏ Return the Material Receipt Acknowledgement Report to the testing contractor.

Ship Paper Testing Materials to Schools ❏ Complete inventory control spreadsheets to

track the distribution of paper materials from the LEA overage to schools/test sites.

❏ Make copies of the LEA’s completed “Demographic Fields to Be Hand-Marked on 2014 Answer Documents or Entered During Extended Pre-ID Data Corrections” form, to be included with shipments to schools.

❏ Copy for schools any lists of student end-of-course mathematics test assignments the LEA used to determine quantities of EOC tests for students in grade eleven participating in the EAP. Having the names of students assigned to the tests will assist schools in identifying the students to whom the EOC tests should be administered.

❏ Distribute paper 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 test booklets and answer documents to students’ new schools for students who transferred within the LEA before testing begins.

• The student’s information can be updated using the Extended Pre-ID Data Corrections module of the Test Management System.

• The student’s information can also be hand-marked if the Pre-ID document is not used.

❏ Submit an Accessibility Support Request Form on behalf of the LEA as necessary for individual students ten business days prior to the student’s first day of CAASPP testing. Download the Accessibility Support Request Form from http://californiatac.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.


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


Responsibilities After TestingCollect and Inspect Paper Materials from Test Sites

❏ Receive scorable and nonscorable materials from test site coordinators 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).

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

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.Collect, Process, and Package Paper Materials from NPSs

❏ Receive scorable and nonscorable materials—answer documents, and so forth—from NPSs. Ensure that a two-color, machine-scorable answer document is submitted for scoring for all students assigned by the LEA to NPSs.

❏ Verify that Section 13 on the back page of the test document has a valid NPS code. Please note that “0000001” is for use on SGIDs only and is not a valid code for this section.

❏ Verify that Section 16a has a valid disability code. Note that:

• The primary disability code should be correct at the time of testing.

• If the primary disability code changes between the Pre-ID submission date and the testing date, either change the code in extended Pre-ID data corrections or hand-mark a new answer document with all of the demographic information and have school or LEA staff destroy the Pre-ID document in a secure manner. This information must also be corrected in the California Longitudinal Pupil Achievement Data System (CALPADS).

• If a code is not entered in Section 16a and the “IEP” circle is selected in part “a” of Section A3, the primary disability code defaults to “unknown disability,” which may be corrected through either the extended Pre-ID data corrections process or during demographic data corrections. Important note: A student taking the CMA or CAPA must have a disability code. A code of “000” is not valid for a student taking the CMA or CAPA.

❏ Verify that Section 16b is marked on the test booklets and answer documents for every student.

❏ Verify that all demographic information has been completed on the students’ test booklets and answer documents.

❏ Verify that any necessary codes have been marked in Sections A2, A3, and A4.

• 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, and/or accommodations even if the student did not use them during testing.

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

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

❏ Follow all steps for the test site coordinators to prepare NPS testing materials for return to the Scoring and Processing Centers. (See “Responsibilities After Testing,” which starts on page 57, for more information.) NPS scorable materials for each grade in the LEA should be bundled under a single SGID with “0000001” as the school code.

Prepare the LEA’s Shipment ❏ Put unused testing materials from NPSs with the

unused LEA overage. ❏ Separate cartons of booklets to be scored

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



Instructions for LE

A Testing C

oordinators



Table 10. Guidelines for Handling Nonscorable Testing Materials

Material Handling Guideline

CST, CMA, and STS DFAsDirections for Administration, grade 2 STS Return with nonscorables.Directions for Administration, grades 3–11 Discard, recycle, or optionally return with nonscorables.

CST, CMA, and STS Test BookletsUnused test booklets include Pre-ID test booklets for students who moved prior

to the first day of testing and test booklets that have incorrect Pre-ID information.

Unused non–Pre-ID STS test booklets, grades 2 and 3 Return with nonscorables.

Unused Pre-ID STS test booklets, grades 2 and 3 Return with nonscorables and mark as “VOID—Student Moved Before Test” or “VOID—Document Transcribed.”

Used, damaged STS test booklets that have been transcribed, grades 2 and 3

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

Used test booklets, grades 4–11 Return with nonscorables.Unused test booklets, grades 4–11 Return with nonscorables.Used test booklets for all end-of-course mathematics CSTs Return with nonscorables.Unused test booklets for all end-of-course mathematics CSTs Return with nonscorables.

CST, CMA, and STS Two-color, Machine-scorable Answer DocumentsUnused Pre-ID answer documents include Pre-ID answer documents for students who moved prior to the first day of testing and answer documents that have incorrect Pre-ID information.

Unused answer documents (Pre-ID and non–Pre-ID), grades 4–11 Securely destroy.

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


CAPA MaterialsNote: CAPA observer answer documents must be returned with the scorable CAPA materials.CAPA Examiner’s Manual Return with nonscorables.Unused CAPA answer documents (Pre-ID and non–Pre-ID) Securely destroy.

Special VersionsUsed braille and large-print test booklets Return with nonscorables.Unused braille and large-print test booklets Return with nonscorables.Large-print CAPA Examiner’s Manual Return with nonscorables.

Ancillary ItemsLEA and Test Site Coordinator Manual File one copy in LEA and discard or recycle remainder.Science reference sheets Reuse in classroom, discard, or recycle.CAPA stimulus cards Reuse in classroom, discard, or recycle.Scratch paper Securely destroy.Additional SGID sheets Discard, recycle, or return with nonscorables.Unused paper bands Discard, recycle, or return with nonscorables.Unused Pre-ID labels Securely destroy or return with nonscorables.

❏ Pack the materials in the appropriate (scorable or nonscorable) boxes. CST, CMA, and STS materials should be grouped and banded separately by grade and school but may be stacked together in grade-level order.

❏ Complete the LEA information on the scorable (orange) and nonscorable (green) labels and affix to the boxes. Number all cartons of

scorable materials sequentially beginning with the NPS carton(s), which should be in Box 1.

❏ 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.


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


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.

❏ Complete the “2014 Request for Student Data File and Additional Reports” (the processing form) and place it on top of the materials in

Box 1 of the LEA’s shipment of scorable materials.

❏ Fax a copy of the previously mentioned processing form along with a purchase order to CalTAC at 800-541-8455 and retain a copy for LEA files.

Table 11. CST, CMA, and STS Multiple-Choice and CAPA Testing Materials to Return—LEA

Multiple-Choice and CAPA ExamsScorable Materials

Boxes with Orange LabelsLEA returns to the Scoring Center,

Iowa City, Iowa

Nonscorable Materials to Return Boxes with Green Labels

LEA returns to the Processing Center, Cedar Rapids, Iowa

___ Completed Master File Sheet

___ Completed SGID sheets banded with sets of answer documents to be scored

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

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

___ CAPA Examiner’s Manuals

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

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

___ DFAs (grade two only)

___ Large-print and braille booklets

Coordinate Shipping of Paper Materials ❏ Prepare to ship all cartons no more than five

days after testing is completed for each administration period. All scorable materials must be returned in the same shipment.

❏ Determine the designated freight carrier by reading the “Instructions for Return of Materials” in the freight kit that accompanied the shipment of testing materials received by the LEA.

❏ Attach the carrier labels to boxes, ensuring that the orange or green labels are completely visible.

❏ Contact the freight carrier whose telephone number is listed on the bill of lading or at the bottom of the return carrier labels 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.

❏ 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 testing 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.



Instructions for LE

A Testing C

oordinators



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 25, 2014, to cover the late processing fee for all overdue test documents.

Important

If the LEA tests in separate administrations, return each administration’s paper materials separately and include a Master File Sheet that correctly identifies the test administration.


Inst

ruct

ions

for

LE

A T

esti

ng C

oord

inat

ors


Chapter II.3 EAP EssayBackground

The EAP is a collaborative effort between the CDE, the California State University (CSU), the California Community Colleges (CCC), and the State Board of Education designed to assess students for college readiness in their high school junior year. The EAP is a voluntary eleventh grade assessment that combines CSU placement standards with California high school standards. This early assessment identifies whether a student is prepared for college at a point when students have the time to gain the needed preparation during the high school senior year.

Test DatesThe EAP essay may be administered at any time

between February 3 and March 31. If grade eleven students will not be in session during this time period, please contact CalTAC at 800-955-2954.

Paper Testing MaterialsCSU EAP essay materials are packaged in

separate cartons and delivered separately from the LEA’s CST materials.

Table 12. Testing Materials—EAP Essay Administration

Testing Materials ShipmentEssay Prompt Booklets (3 versions) Boxes marked for schoolsCalifornia State University Early Assessment Program Response Booklets—Pre-ID or blank

Boxes marked for schools

Directions for Administration of the Essay Boxes marked for schoolsManual information sheet Box 1 – SchoolSGID sheets Box 1 – School, LEAScorable Material Freight Kit—magenta Box 1 – School, LEANonscorable Material Freight Kit—yellow Box 1 – School, LEAEAP Master File Sheets Box 1 – School, LEAPaper bands Box 1 – School, LEA

Responsibilities Before TestingManage Test Security

❏ Identify a centralized, secure, lockable area for storing paper testing materials and notify others of the location.

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

Coordinate Receipt of Paper Testing Materials ❏ Receive the materials in a separate box. ❏ 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 testing coordinator is responsible for the

security of all LEA materials—including the LEA overage—and must account for all paper materials before they are returned for scoring.

❏ Place a supplemental order, if needed.Ship Paper Testing Materials to Schools

❏ Distribute 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 braille and large-print testing materials to students’ new schools if students have transferred within the LEA before testing begins.

Responsibilities During TestingProvide Assistance to Test Site Coordinators as Needed

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

Part II: Instructions for LEA Testing Coordinators | Chapter II.3 EAP Essay


Instructions for LE

A Testing C

oordinators


Part II: Instructions for LEA Testing Coordinators | Chapter II.3 EAP Essay

Responsibilities After Testing ❏

Collect and Inspect Paper Materials from Test Sites ❏ Receive scorable and nonscorable materials from

the test site coordinators. ❏ Inspect a sample of the boxes collected from

schools, making sure that: • Response booklets were bundled properly. • SGID sheets were filled out properly. • Scorable materials were placed in a box with

a magenta label, and nonscorable materials are labeled yellow.

Prepare the LEA’s Shipment ❏ (See Table 13.)

Coordinate Shipping of Paper Materials ❏ Prepare to ship all cartons no later than April 6. ❏ Complete LEA’s information on address labels,

and then attach the carrier labels to the boxes, ensuring that magenta or yellow labels are completely visible.

• Contact the freight carrier whose telephone number is listed on the bill of lading or at the bottom of the return carrier labels 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.

❏ 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 testing 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.

Table 13. Early Assessment of Readiness for College Materials to Return—LEA

Early Assessment of Readiness for College English: Essay

Scorable Materials Boxes with Magenta Labels

LEA returns to the Scoring Center, Iowa City, Iowa

Nonscorable Materials to Return Boxes with Yellow Labels

LEA returns to the Processing Center, Cedar Rapids, Iowa

___ Used Essay Response Booklets

___ Completed SGID sheet banded with response booklets to be scored

___ Completed EAP Writing Master File Sheet

___ Essay Prompt Booklets

___ Voided response booklets

ImportantUse only the freight carrier assigned to you. Do not use another carrier or U.S. mail to ship materials. The addresses are on the magenta and yellow labels.


Notes

PART III Instructions for Test

Site Coordinators

PART III Instructions for Test

Site Coordinators

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s


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

Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration

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

• Training examiners and proctors to accurately and securely administer the tests

• Making sure that the school has the proper testing materials

• Distributing paper 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 examiners• Preparing and packaging paper materials to

be returned to the LEA after testing• Returning the paper materials to the LEA

Learn About the 2014 Test Administration ❏ Attend the LEA’s workshop for test site

coordinators. ❏ Review the following:

• This manual• The Test Security Agreement, which describes

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

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

• A CST DFA for at least one grade level• A CMA DFA for at least one grade level if the

test administration includes the CMA• An STS 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://californiatac.org/about/sts/

• The CAPA Examiner’s Manual• The Test Examiner and Test Site Coordinator

training videos and any video updates linked at http://californiatac.org/training/paper-pencil/

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

• CST test examiners• CST proctors• CMA test examiners

• CMA proctors• CAPA test examiners (must be certificated or

licensed staff members who have been trained to administer the CAPA)

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

• STS test examiners (must be bilingual in English and Spanish)

• STS 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 testing 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.There is no requirement that tests for particular subjects or testing programs (CST, CMA, CAPA, STS) 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 before, concurrently with, or after the CSTs/CMA 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 Algebra II) 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 was not used or when some data were left blank in Pre-ID files.

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

anyone who will have access to the CST, CMA, CAPA, STS, and EAP testing materials. The Test Security Affidavit can be downloaded from http://californiatac.org/administration/forms/.

❏ Set up separate testing rooms and assign examiners 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).

Instructions for Test S

ite Coordinators



❏ 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 examiners or proctors will pick up and return paper testing materials each day.

❏ Review or supervise the review of materials after testing to ensure the following:• You have paper 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 seven should be two-color and machine-scorable.);

• Students have marked all necessary information including version numbers and test names (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 Observers

Two different persons, the examiner and an observer (also called a second rater), will rate the performance of some students on the CAPA. 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 examiner.

• The observer should have a separate copy of the CAPA Examiner’s Manual and a blank answer document on which the following information has been marked:– Student name – Gender– School – CAPA level– District (LEA) – Grade– Date of birth – 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 examiner score responses must not be compared.

• Observers enter the information required in the test-rater identification box at the bottom of the back page of the answer document, including marking the circle for “Observer.”

The test site coordinator or principal of the school should objectively and randomly select 10 percent of the students who will take the CAPA at each level to receive a second rating in that level. If a level has fewer than 10 students taking the CAPA, 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 students in the school/site, separated by CAPA level.

2. For each level, randomly select 10 percent of the CAPA students who will receive a second rating in each of the content areas. The 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.

Table 14. Example of CAPA Second-rated Student SelectionColumn 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: ELA, Math, Science 12 1Level II: ELA, Math 16 2Level III: ELA, Math, Science 21 2Level IV: ELA, Math, Science 5 1Level V: ELA, Math, Science * If there are fewer than 10 students in a level, select one student for that level.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



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 14, on the previous page, for an example of CAPA second-rated student selection.Provide CST, CMA, and STS Test Examiner, Proctor, and Scribe Training

❏ Test site coordinators must train test examiners, proctors, and scribes. The Test Examiner and Test Site Coordinator training videos and any video updates that are linked at http://californiatac.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 testing materials.

– Administer all tests according to the Directions for Administration. (This is extremely important information that will help examiners and proctors avoid potential testing irregularities that may impact the school’s API and AYP.)

• 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, CAPA, STS, and/or EAP 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• Informing test examiners 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 examiners of when and where to pick up and return all paper 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 Test Booklets and Answer Documents

• Emphasizing that all students in grades two through eleven who will take CST, CMA, and STS tests must complete Section 1 on their test booklets or answer documents even if all student demographic information was submitted in the Pre-ID file

• Emphasizing that it is essential that students taking CST, CMA, and STS tests in grades four through eleven write their first and last names on the test booklets 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 F on page 85 for the layout of answer documents.


ite Coordinators



Test Administration Information• Reminding examiners to confirm that they are

administering the appropriate test (CST or CMA) 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 all grades and subjects), voluntary (CST in grade eleven), 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 voluntary STS to Spanish-speaking English learners in grades two through eleven – These students will also take the appropriate

CSTs and/or CMA.• Reviewing the DFAs and stressing that all

directions in “SAY” boxes must be read to students exactly as they are written

• Reminding examiners 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

all student demographic information was submitted in the Pre-ID file.

• Detailing who will administer the CSTs and CMA to English learners 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, and/or accommodations– Directions in the “SAY” boxes in the STS

DFAs are already translated into Spanish.• Reminding test examiners administering

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

examiner 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 for Science (Grade 5)– CST for Science (Grade 8)– CMA for Science (Grade 5)– CMA for Science (Grade 8)

• Emphasizing that students in grade five taking the CMA must mark both the circle for the CMA test content area name in Section 7c on the front of the answer document and the circle for the CMA test booklet version number inside the answer document

• Emphasizing that examiners need to ensure that students taking mathematics end-of-course tests in grade eleven mark the specific content area name and test booklet version number inside their answer documents – If the end-of-course test name is not

marked inside answer documents for grade eleven, the tests will not be scored.

– If the incorrect test name is marked, the student’s test will be scored against the wrong score key and the student will receive a score for the wrong test.

• Emphasizing that examiners 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 materials should be 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, and/or accommodations even if the student did not use them during testing.

– The key that test examiners 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.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s


• Discussing who will administer tests to students with an IEP or Section 504 and English learners plan who are to be provided universal tools, designated supports, and/or accommodations

• Emphasizing that students, including English learners, may use universal tools and designated supports as described on page 16.

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



ite Coordinators


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

Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests

The CSTs are multiple-choice assessments previously administered annually to California students in grades two through eleven. In 2014, the CSTs for Science are to be administered to students in grades five, eight, and ten; the CSTs for ELA and either Algebra II or Summative High School Mathematics are to be administered to students in grade eleven participating in the EAP.

The CMA for science is a multiple-choice assessment 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 is administered to students with significant cognitive disabilities in grades two through eleven. All students assigned to take the CAPA will take the CAPA for ELA and Mathematics; students in grades five, eight, and ten will also take the CAPA for Science.

The STS for RLA is a multiple-choice assessment that may be administered to Spanish-speaking English learners 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 DatesLEA testing coordinators set the schedules for

multiple-choice CST, CMA, CAPA, and STS 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. Dates will vary by LEA and school. All multiple-choice CST, CMA, CAPA, and STS tests must be administered within this window.

Paper Testing Materials

Do not use answer documents, DFAs, or any other testing materials from a previous year. Students should use only the two-color, machine-scorable answer documents included in your shipment of paper testing materials when taking these tests.

Non–Pre-ID materials, including supplemental orders and overage, are delivered in the quantities indicated in Table 15.

If the LEA is using the optional Pre-ID service, pre-identified test booklets and answer documents are packaged by school, delivery name/code, or grade.

DFA quantities are also shown in Table 15. For the CSTs and STS, one DFA is provided for every 20 test booklets or fraction thereof. For the CMA, one DFA is provided for every 10 test booklets or fraction thereof. For the CMA and STS, DFAs are delivered as single copies.

A CAPA Examiner’s Manual and stimulus cards are delivered as a single package for the CAPA. One Examiner’s Manual and set of stimulus cards is provided for each examiner at the test site who is to administer the CAPA. Examiner’s Manuals and stimulus cards should be distributed to CAPA examiners as soon as they are received. Stimulus cards are also available for download on the CAPA Web page at http://californiatac.org/about/capa/; LEA testing coordinators may contact CalTAC for a password. CAPA materials must be stored in a secure locked location when not being used by examiners to prepare for and to administer the assessment.

Note: Do not distribute secure grade two STS 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 and all other DFAs are available on the DFA Web page at http://californiatac.org/administration/dfa/ and may be downloaded and distributed at any time prior to testing.

Background

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



Paper testing materials will be delivered as shown in Table 16, below. Most materials for students in grades two through eleven taking the CAPA and STS and for students in grades five, eight, and ten taking the CMA are delivered at the same time as CST multiple-choice materials, but in separate boxes. Table 16 lists CST, CMA, CAPA, and STS materials. Table 19, which lists the EAP essay materials, is on page 56.

The test site or school receives two types of boxes. Box 1, for each school, contains administration materials. Other boxes, marked for schools, contain the actual student and examiner testing materials.

Note: Table 16 does not include special formats (braille or large print) that can be ordered and are included with the rest of the requested materials in the shipment.

Table 16. Multiple-Choice Testing Materials by Grade Level—Test Site

Testing Materials Grade Levels ShipmentPre-ID labels All Separate shipment

CST

onl

y CST grade-level test booklets 5, 8, 10, and 11 Boxes marked for schoolsCST two-color, machine-scorable answer documents 8, 10, and 11 Boxes marked for schools

Directions for Administration 5, 8, and 9–11 Boxes marked for schoolsEnd-of-course mathematics test booklets 11 Boxes marked for schools

CST

/C

MA CST/CMA two-color, machine-scorable

answer documents 5 Boxes marked for schools

CM

A o

nly CMA grade-level test booklets 5, 8, and 10 Boxes marked for schools

CMA two-color, machine-scorable answer documents 8 and 10 Boxes marked for schools

Directions for Administration 5, 8, and 9–11 Boxes marked for schools

CA

PA

CAPA Examiner’s Manuals and stimulus cards (manuals include directions for all CAPA levels) Boxes marked for schools

CAPA two-color, machine-scorable answer documents Boxes marked for schools

STS

STS two-color, machine-scorable test booklets 2 and 3 Boxes marked for schoolsSTS grade-level test booklets 4, 5, 6, 7, 8, 9, 10, and 11 Boxes marked for schoolsSTS practice tests 2, 3, and 4 Boxes marked for schoolsSTS practice test Directions for Administration 2, 3, and 4 Boxes marked for schoolsSTS two-color, machine-scorable answer documents 4, 5, 6, 7, 8, 9, 10, and 11 Boxes marked for schools

Directions for Administration 2, 3, 4, 5, 6, 7, 8, and 9–11 Boxes marked for schools

Table 15. Testing Material Packaging Quantities

Test Material Grades PackagingCST DFAs 5, 8, and 9–11 5s and singlesCST test booklets 5, 8, 10, 11, and EOC Mathematics 20s and 5sCST/CMA two-color, machine-scorable answer documents 5 20s and 5sCST two-color, machine-scorable answer documents 8, 10, and 11 20s and 5sCMA DFAs 5, 8, and 9–11 SinglesCMA test booklets 5, 8, and 10 5s and singlesCMA two-color, machine-scorable answer documents 8 and 10 5s and singlesCAPA Examiner’s Manual, stimulus cards N/A SinglesCAPA two-color, machine-scorable answer documents N/A 5s and singlesSTS DFAs 2–11 SinglesSTS two-color, machine-scorable test booklets 2–11 5s and singlesSTS two-color, machine-scorable answer documents 4–11 5s and singles


ite Coordinators



Table 17. Materials for Test Site Coordinators

Testing Materials ShipmentSc

hool

sManual information sheet Box 1 – School

Overage—10 percent above original order for schools Box 1 – School

Ret

urn

Mat

eria

ls SGID sheets Box 1 – School

Scorable Material Freight Kit—orange Box 1 – School

Nonscorable Material Freight Kit—green Box 1 – School

Master File Sheets Box 1 – School

Paper bands Box 1 – School

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



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

Used at Any Time During the Testing Session” signs– Test site coordinators or examiners should post

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

– LEA testing 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 testing coordinators should go to http://californiatac.org/about/capa/ 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, and AccommodationsGeneral Use

Students may use the universal tools, designated supports, and/or accommodations specified in their IEP or Section 504 plan during the test. If students use universal tools, designated supports, and/or accommodations, test examiners are responsible for marking Section A3 on the students’

test booklets (grade two or three) and answer documents (grades four through eleven) immediately after testing. If an English learner 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, and/or accommodations but does not use them, the “IEP” or “Section 504 plan” circle in Section A3a must still be marked.Identifying

Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress assessment system can be found at http://californiatac.org/administration/instructions/.

Hand or Arm Injuries Prior to TestingIf 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 examiner 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/her answer.

The test site also receives administrative materials that are used for all paper tests. Those materials are shown in Table 17 below.

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

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



Responsibilities Before TestingManage Test Security

❏ Receive and file Test Security Affidavits from all LEA employees at the test site who will have access to CST, CMA, CAPA, and STS testing materials. (See “Forms at a Glance” on page 18.)

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

❏ Secure all paper materials where no one except the 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 Testing Materials Received from the LEA

❏ Take inventory of materials when they are received from the LEA testing coordinator.• Test booklets and answer documents must say

“2014” 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 testing coordinator to transfer the special version materials to the student’s new school, if possible.

❏ Distribute CAPA Examiner’s Manuals and stimulus cards to test examiners and observers as soon as possible 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 documents,

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

• Anyone hand-marking demographic information must do this in a setting supervised by the test site coordinator.

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

• Check the “Demographic Fields to Be Hand-Marked on 2014 Answer Documents or During Extended Pre-ID Data Corrections” form received from the LEA testing coordinator to identify demographic information that must be hand-marked on Pre-ID documents.

• If a student’s SSID, name, or birth date is incorrect on the Pre-ID test booklet or answer document, ask your LEA testing coordinator if the student’s data were corrected using the extended Pre-ID data corrections online process. – If data were corrected online, use the

Pre-ID test booklet or answer document you received for the student.

– If data were not corrected online, hand-mark a blank booklet or answer document.

❏ Contact the LEA testing coordinator to report any discrepancies or to request additional materials.

Identify Locations (Rooms) ❏ Identify testing rooms and assign 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:• Tables of mathematical facts or formulas• 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.


ite Coordinators



Identify Proctors ❏ Identify LEA staff who will assist the 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 9 for proctor qualifications.

Organize Paper Materials for Testing Locations (Rooms)

❏ Complete inventory control spreadsheets to check paper materials out to and in from each test examiner each day.

❏ Secure all paper testing materials in central, locked storage.

❏ Prepare sets of paper materials for each testing room.

❏ Materials should include the following:• DFA• Test booklets and answer documents

(including one of each for the test examiner 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 examiner will personally read the questions aloud, any version of the test booklet may be used for individual students. If the test examiner 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 Testing Materials Each Day of Testing

❏ Check paper materials out to test examiners each testing day.

❏ Ensure that test examiners receive large-print and braille tests when appropriate.

Responsibilities During TestingMonitor 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 examiners.

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

❏ In the case of student cheating, the test examiner must stop the cheating; however, the student must be allowed to complete the remainder of the test. After testing, the examiner must mark “C” in Section A2, “Special Conditions,” on the student’s test booklet or answer document and notify the 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 testing 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 STSIf a replacement test booklet with the same

version number is available, proceed with the following steps:1. Transcribe the student’s demographic

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.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



2. Transcribe the student’s demographic 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 GradesIf 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).

b. The boxes containing the version number circles for end-of-course mathematics tests can be found above the mathematics test section inside the grade eleven CST answer document.

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 testing coordinator.

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

Manage Emergency SituationsIf an emergency situation occurs during the

administration of any test, the first consideration must be for the safety of the students and staff. Test examiners should be advised to ensure that students are safe, and then secure testing materials if it is safe for the examiner to do so. When the emergency situation has been resolved, update the LEA testing 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 examiner

should collect and secure the 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 examiners should follow the school/site’s

procedures for responding to natural disasters.

2. 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 Illness1. 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 demographic 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 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.


ite Coordinators



Responsibilities After TestingCollect and Process Paper Testing Materials

❏ Check paper testing materials in from test examiners at the end of each testing day. Count the paper materials and place them in central, locked storage. • Examiners may not keep CST, CMA, or STS

testing materials in classrooms. • CAPA examiners may keep testing materials

secure within their testing location. ❏ Maintain test security while collecting and

processing paper testing materials. ❏ Verify that all paper 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 and CMA for Science, CAPA for all grades and subjects), the voluntary, state-funded tests (grade eleven ELA and EOC mathematics CSTs), 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, CAPA, or STS.

❏ Separate CST, CMA, and CST/CMA materials by grade level.

❏ Separate CAPA testing materials. ❏ Separate STS materials by grade level. ❏ Separate scorable materials from nonscorable

materials. ❏ Work with one grade level of documents at a time.

• Verify that all CAPA answer documents—from both 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 demographic information that was to be hand-marked has been completed.

• Make sure that the primary disability code is correct in Section 16a. Note the following:– The primary disability code should be

correct at the time of testing. – Code “000” must be marked for students

without an IEP.

– Mark the three-digit primary disability code from the student’s IEP. If a code is not entered in Section 16a and the “IEP” circle is selected in part “a” of Section A3, the primary disability code defaults to “unknown disability,” which may be corrected through either the extended Pre-ID data corrections process or during demographic data corrections.

– Primary disability codes can be found in Table 25 on page 82 of this manual and in the appendixes of the DFAs.

– If the primary disability code changes between the Pre-ID submission date and the testing date, either ask the LEA testing coordinator to change the disability code in extended Pre-ID data corrections or hand-mark a new answer document with all of the demographic information. This information must also be corrected in CALPADS. The Pre-ID document should be destroyed in a secure manner by school or LEA staff.

– IMPORTANT NOTE: A student taking the CMA or CAPA for any subject must have a disability code. A code of “000” is not valid for a student taking the CMA or CAPA.

• Carefully check Sections A2, A3, and A4 and verify that test booklets and answer documents are marked appropriately by the 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, and/or accommodations even if the student did not use them during testing.

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

– If a student is provided a universal tool, designated support, or accommodation but demonstratively indicates that he or she does not want to use it, 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 demographic 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.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



• Submit an answer document with the scorable materials for every student enrolled on the first day of testing who was designated to take one of the following tests:– the CST for Science in grades five, eight,

and ten– the CMA for Science in grades five, eight,

and ten– the CAPA in grades two through eleven

• For students who were enrolled on the first day of testing and were designated to take one of the above tests, but were not tested, complete the demographic 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 four through eleven taking the CST, CMA, and STS.

• Verify that students in grade five taking the CMA have marked the circle for the CMA for Science in Section 7c on the front of their CST/CMA answer documents before separating test booklets and answer documents.

• For the CST, verify that students in grade eleven participating in the EAP have marked the correct test subject in the mathematics section of grade eleven answer documents before separating test booklets and answer documents.

❏ 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.

ImportantIf the end-of-course mathematics test subject is not marked inside answer documents for grade eleven, the tests cannot be scored. If the incorrect test subject is marked, the student’s test will be scored against the wrong score key and the student will receive a score for the wrong test.

Process Paper Test Documents for Students Using Universal Tools, Designated Supports, and Accommodations

❏ Verify that all demographic information is complete for each student and that Sections A3 and/or A4 have been marked for students who used universal tools, designated supports, and/or accommodations. Note that the primary disability code should be correct at the time of testing. • If the primary disability code changes between

the Pre-ID submission date and the testing date, either ask the LEA testing coordinator to change the code in extended Pre-ID data corrections or hand-mark a new answer document with all of the demographic information. This information must also be corrected in CALPADS. The Pre-ID document should be destroyed in a secure manner by school or LEA staff.

❏ 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 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 examiners plus the number of unused booklets equals the number of test booklets received at the school/test site. • If the number is not equal, a security breach

may have occurred.• Report any missing booklets to your LEA

testing coordinator immediately.Correctly Package Scorable Materials

See Figure 1 on the next page for a list of scorable materials.

A CST or CMA 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

ImportantNo test examiner, LEA or 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.


ite Coordinators



parent, had a significant medical emergency, moved before any tests were administered, or was tested at a previous school).

In addition, a grade eleven answer document must be submitted in the scorable materials for every student participating in the EAP by taking the CST for ELA (Grade 11) and/or either the CST for Algebra II or Summative High School Mathematics and the additional 15 EAP test questions.

A CAPA answer document must be submitted for every student enrolled on the first day of testing and designated to take the CAPA, 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.

❏ Complete an SGID for the CAPA, following the directions in the “Completing SGID Sheets” section on page 21.

❏ Complete an SGID for CST/CMA and STS at each grade level tested, following the directions in the “Completing SGID Sheets” section on page 21.

❏ Use a paper band to secure completed SGID sheets on top of the sets of materials to be scored for each test (CST, CMA, or STS) and grade level. All CAPA documents must be signed and should be submitted under a single SGID.

❏ Complete the Master File Sheet by entering the number of SGIDs and the total number of

documents to be scored and place it on top of the banded set of booklets or answer documents. Enter “0” in the “Number of SGID’s” column on the line next to all grade levels that did not test.

❏ For schools in the LEA that received materials but did not test, write “Did Not Test” on that school’s Master File Sheet, enter “0” in the “Number of SGID’s” column on the line next to all grade levels, and pack it in a box with other scorable testing materials.

❏ Pack the banded set(s) of scorable documents and the Master File Sheet in the original cartons in which the materials were received. Sort materials by test and then by grade (see Figure 1 below).• For grades eight and ten, stack all CST

answer documents on top of all CMA answer documents for a grade or group.

• Put the signed CAPA 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 examiner and/or observer for signature before banding the CAPA answer documents.

❏ Complete address labels and affix them to each carton. Record the school/test site information on an orange return address label and affix it to the carton of documents to be scored.

❏ Set the completed carton(s) of scorable test booklets and answer documents aside and move on to the nonscorable materials.

“2014 Request for Student Data File and Additional Reports” form completed by LEA testing coordinator (LEA Box 1 only)

Master File Sheet completed by the test site coordinator

SGID sheet completed by the test site coordinator

Paper band

Figure 1. Packing Order for Returning Scorable Multiple-Choice and CAPA Materials

List of CST, CMA, CAPA, and STS Scorable Materials

• CAPA answer documents • Grade 5 CST/CMA answer documents • Grade 8 CST answer documents • Grade 8 CMA answer documents • Grade 10 CST answer documents • Grade 10 CMA answer documents • Grade 11 CST answer documents • Grade 2 STS test booklets • Grade 3 STS test booklets

• Grade 4 STS answer documents • Grade 5 STS answer documents • Grade 6 STS answer documents • Grade 7 STS answer documents • Grade 8 STS answer documents • Grade 9 STS answer documents • Grade 10 STS answer documents • Grade 11 STS answer documents

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



Correctly Package Nonscorable Materials ❏ Separate all nonscorable materials by exam:

CST, CMA, CAPA, or STS. ❏ Separate all nonscorable materials by grade. ❏ Work with one grade level of CST, CMA, and

STS materials at a time. Separate and process the following, using the guidelines in Table 18 on page 55 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 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.)

• Pre-identified answer documents for grades four through eleven for students who moved before the first day of testing (securely destroy)

• Unused pre-identified answer documents for grades four through eleven that had incorrect Pre-ID information for which new documents were hand-marked before testing (securely destroy)

• Blank answer documents, which may be securely destroyed:– Grade five CST/CMA– Grades eight, ten, and eleven CST– Grades eight and ten CMA – CAPA– Grades four through eleven STS

• Extra SGIDs (discard, recycle, or return)• Unused Pre-ID labels (securely destroy or

return)

❏ Use a black marking pen to mark “Void—Document Transcribed” on all damaged CST/CMA, CST, CMA, and STS answer documents for grades four through eleven, and STS test booklets for grades two and three that were transcribed to new documents.

❏ Mark “Void—Student Moved Before Test” on unused pre-identified STS grades two and three test booklets, as appropriate.

❏ Box the nonscorable CST, CMA, CAPA, and STS materials. These materials need not be stacked in a particular order.• All mathematics end-of-course test booklets:

– Algebra II– Summative High School Mathematics

• Test booklets for grades four through eleven – Voided and unused CST tests– Voided and unused CMA tests– Voided and unused STS tests

• Materials for grades two and three STS:– Voided STS test booklets– Unused STS test booklets– Directions for Administration for STS

(grade two)• CAPA nonscorable materials:

– CAPA Examiner’s Manuals– All voided CAPA 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 Materials to the LEA ❏ Return the cartons of scorable and nonscorable

materials to the LEA testing coordinator within two days of the end of the test administration. All scorable materials must be returned in the same shipment.


ite Coordinators



Table 18. Guidelines for Handling Nonscorable Testing Materials

Material Handling GuidelineCST, CMA, and STS DFAs

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

CST, CMA, and STS Test BookletsUnused test booklets include Pre-ID test booklets for students who moved prior

to the first day of testing and test booklets that have incorrect Pre-ID information.

Unused non–Pre-ID STS test booklets, grades 2 and 3 Return with nonscorables.

Unused Pre-ID STS test booklets, grades 2 and 3 Return with nonscorables and mark as “VOID—Student Moved Before Test” or “VOID—Document Transcribed.”

Used, damaged STS test booklets that have been transcribed, grades 2 and 3

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

Used test booklets, grades 4–11 Return with nonscorables.Unused test booklets, grades 4–11 Return with nonscorables.Used test booklets for all end-of-course mathematics CSTs Return with nonscorables.Unused test booklets for all end-of-course mathematics CSTs Return with nonscorables.

CST, CMA, and STS Two-color, Machine-scorable Answer DocumentsUnused Pre-ID answer documents include Pre-ID answer documents for students who moved prior to the first day of testing and answer documents that have incorrect Pre-ID information.

Unused answer documents (Pre-ID and non–Pre-ID), grades 4–11 Securely destroy.

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


CAPA MaterialsNote: CAPA observer answer documents must be returned with the scorable CAPA materials.CAPA Examiner’s Manual Return with nonscorables.Unused CAPA answer documents (Pre-ID and non–Pre-ID) Securely destroy.

Special VersionsUsed braille and large-print test booklets Return with nonscorables.Unused braille and large-print test booklets Return with nonscorables.Large-print CAPA Examiner’s Manual Return with nonscorables.

Ancillary ItemsLEA and Test Site Coordinator Manual File one copy in LEA and discard or recycle remainder.Science reference sheets Reuse in classroom, discard, or recycle.CAPA stimulus cards Reuse in classroom, discard, or recycle.Scratch paper Securely destroy.Additional SGID sheets Discard, recycle, or return with nonscorables.Unused paper bands Discard, recycle, or return with nonscorables.Unused Pre-ID labels Securely destroy or return with nonscorables.

Practice Test MaterialsPractice tests and DFAs are available for the STS in grades two, three, and four.

Used practice tests Allow students to take home; or discard, or recycle.Unused practice tests Allow students to take home; or discard, or recycle.Practice test DFAs Allow students to take home; or discard, or recycle.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s


Part III: Instructions for Test Site Coordinators | Chapter III.3 EAP Essay

The Early Assessment Program is a collaborative effort between the CDE, the California State University (CSU), the California Community Colleges (CCC), and the State Board of Education designed to assess students for college readiness in their high school junior year. The EAP is a voluntary eleventh grade assessment that combines CSU placement standards with California high school standards. This early assessment identifies whether a student is prepared for college at a point when students have the time to gain the needed preparation during the high school senior year.

Test DatesThe EAP essay may be administered at any time

between February 3 and March 31. If grade eleven students will not be in session during this time period, please contact CalTAC at 800-955-2954.

Paper Testing MaterialsCSU EAP essay materials are packaged in

separate cartons and delivered separately from the LEA’s CST materials.

Chapter III.3 EAP Essay

Table 19. Testing Materials, EAP Essay Administration—Test Site

Testing Materials ShipmentEssay Prompt Booklets (3 versions) Boxes marked for schoolsCalifornia State University Early Assessment Program Response Booklets—Pre-ID or blank

Boxes marked for schools

Directions for Administration of the Essay Boxes marked for schoolsManual information sheet Box 1 – SchoolSGID sheets Box 1 – SchoolScorable Material Freight Kit—magenta Box 1 – SchoolNonscorable Material Freight Kit—yellow Box 1 – SchoolEAP Master File Sheets Box 1 – SchoolPaper bands Box 1 – School

Manage Test Security ❏ Identify a centralized, secure, lockable area for

storing paper testing materials and notify others of the location.

❏ Secure all paper materials.Coordinate Paper Testing Materials Received from the LEA

❏ Take inventory of materials when they are received from the LEA testing coordinator.

❏ 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 testing coordinator to transfer the special version materials to the student’s new school.

❏ Contact the LEA testing coordinator to report any discrepancies or to request additional materials.

Organize the Testing Environment ❏ Identify test examiners, proctors, and testing

locations. ❏ Schedule the essay administration.

• Allow, at minimum, a class period for the essay administration. An estimated 45 minutes is the amount of time students will need to respond to the essay prompt.

• The essay may be administered throughout the day or on consecutive days to students in different classes if all periods do not meet every day and the essays are being completed in regular classes.

• All essay administrations must be completed by March 31, 2014.

❏ Notify grade eleven students of the testing time and locations.

Responsibilities Before Testing

Background


ite Coordinators



Distribute Paper Testing Materials to the Test Examiners

❏ Distribute sets of materials to test examiners. Sets of materials should include a DFA, response booklets, and Essay Prompt Booklets.

❏ Ensure that test examiners receive large-print and braille tests when appropriate.

Responsibilities During TestingMonitor the Test Administration

❏ Check paper materials out to test examiners and check them back in at conclusion of testing. Locate any missing materials. Contact the LEA testing coordinator if materials cannot be located.

❏ Be available to answer questions from test examiners.

Manage Emergency SituationsIf an emergency situation occurs during the

administration of any test, the first consideration must be for the safety of the students and staff. Test examiners should be advised to ensure that students are safe, and then secure testing materials if it is safe for the examiner to do so. When the emergency situation has been resolved, update the LEA testing 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 examiner

should collect and secure the 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 examiners should follow the school/site’s

procedures for responding to natural disasters. 2. 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 Illness1. If a student becomes ill and soils a response

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

2. Dispose of the soiled response booklet securely.

Responsibilities After TestingCollect and Process Paper Testing Materials

❏ Maintain test security while collecting and processing testing materials.

❏ Verify that all paper testing materials have been returned.

❏ Separate response booklets to be scored from all other materials. Booklets are to be submitted for scoring only for students who were present.

❏ Ensure that any booklets that have torn edges are transcribed to new booklets for the students.

❏ Remove any sticky-notes or paper clips from the response booklets.

Count Paper Testing Materials ❏ Verify that the number of booklets to be scored

plus the number of all nonscorable booklets (unused and voided) equals the number of booklets received at the school/test site. If the number is not equal, a security breach may have occurred.

Correctly Package Scorable Materials ❏ Complete only the front page of an SGID,

following the directions in the “Completing SGID Sheets” section on page 21.

❏ Use a paper band to secure completed SGID sheets on top of the response booklets to be scored.

❏ Complete the EAP Writing Master File Sheet by entering the number of scorable booklets in each banded set and placing the sheet on top of the banded set of booklets.

❏ Pack the banded set of booklets and the EAP Writing Master File Sheet into the original carton(s) in which the materials were received. See Figure 2 on the next page.

❏ For schools in the LEA that did not test, write “Did Not Test” on that school’s EAP Writing Master File Sheet, enter “0” in the “Number of SGID’s” column on the line next to the grade level, and pack it in a box with other scorable testing materials.

Inst

ruct

ions

for

Te

st S

ite

Coo

rdin

ator

s



❏ Record the school/test site information on a magenta return address label and affix it to the carton of response booklets to be scored.

❏ Set the completed carton(s) of scorable booklets aside and move on to the nonscorable materials.

Correctly Package Nonscorable Materials ❏ Place all Essay Prompt Booklets and voided

response booklets in a separate carton. ❏ Record the school/test site information on a

yellow return address label and affix it to the carton(s) of nonscorable materials.

❏ Destroy or recycle all DFAs and unused response booklets.

Return Paper Materials to the LEA ❏ Return the cartons of scorable and nonscorable

materials to the LEA testing coordinator the day after the essays are administered but no later than April 2. All scorable materials must be returned in the same shipment.

Figure 2. Packing Order for Returning Scorable EAP Materials

Master File Sheet completed by the test site coordinatorSGID sheet completed by the test site coordinator

Paper band

AppendixesAppendixes


Appendix A: Testing Irregularities and IncidentsTesting Irregularities

Testing irregularities are circumstances that may compromise the reliability and validity of test results and, if more than five percent of the students tested are involved, could affect a school’s Academic Performance Index (API) and Adequate Yearly Progress (AYP). The following information and procedures are provided to assist in identifying irregularities 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.”

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 irregularities —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 Irregularities The LEA testing coordinator is responsible for

immediately notifying the CDE of any irregularities that occur before, during, or after testing. The test site coordinator is responsible for immediately notifying the LEA testing coordinator of any security breaches or testing irregularities that occur in the administration of the test. [5CCR Section 859 (e)]

The “CST, CMA, CAPA, and STS—LEA Testing Coordinator Irregularity Report Form” in Appendix A may be used to provide the required information to the CDE when an irregularity is confirmed. The report should include a separate page titled “Confidential” that includes the SSIDs, without names, for all the students involved in the irregularity. The form may be e-mailed to [email protected] or faxed.

Coordinator ProceduresThe test site coordinator:

• Receives notification of an irregularity• Reviews the information provided and

verifies that an irregularity has occurred• Contacts the LEA testing coordinator and

provides all pertinent information• If appropriate, marks the student answer

documents as instructed by the LEA testing coordinator

The LEA coordinator:• Receives notification of an irregularity

from the test site coordinator• Reviews the information provided and

verifies that the occurrence is an irregularity

Appendixes | Appendix A: Testing Irregularities and Incidents


• Notifies the CDE by fax (916-319-0969) or e-mail ([email protected])

• Responds to and assists the CDE and/or test security personnel as requested

• Works with the test site coordinator to ensure that the student answer documents are correctly marked after receiving concurrence or additional information from the CDE

• Keeps any documentation associated with the irregularity for one year

How to Mark Section A1 Scoring Use Only Section A1 of answer documents and grades two

and three test booklets has nine 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 testing coordinator and the CDE have determined that an irregularity or inappropriate test preparation has occurred, the CDE will instruct the LEA testing coordinator 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 by the CDE.

Exhibit A-1. How to Mark Answer Document Section A1

Adult Testing Irregularity

Inappropriate Test Preparation

Column Row Purpose

1Adult Testing Irregularity Not assigned

Inappropriate Test Preparation Not assigned

2Adult Testing Irregularity ELA/RLA for Grades 2–11

Inappropriate Test Preparation ELA/RLA for Grades 2–11

3Adult Testing Irregularity Mathematics for Grades 2–11

Inappropriate Test Preparation Mathematics for Grades 2–11

4Adult Testing Irregularity EOC Mathematics for Grade 11

Inappropriate Test Preparation EOC Mathematics for Grade 11

5Adult Testing Irregularity Grade-level Science for Grades 5, 8, 10

Inappropriate Test Preparation Grade-level Science for Grades 5, 8, 10












Test Administration IncidentsTest administration incidents are any situation

that occurs before, during, or after test administrations that does not conform to the instructions stated in the Directions for Administration and the LEA and Test Site Coordinator Manual distributed by the testing contractor. These situations include test administration errors, disruptions, and student cheating.

Test administration incidents generally do not affect test results. These administration incidents do not need to be reported to the CDE or the testing contractor. However, if you have any questions about whether an administration incident constitutes a testing irregularity, please contact your LEA testing coordinator or the CDE at 916-445-8765. It is recommended that LEAs and schools maintain records of these incidents for no less than 18 months. The following examples are provided to assist in determining if a test administration incident has occurred. The procedures and form provided are suggestions only and are not required.

Test administration incidents include but are not limited to:• 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 materialsNote: If a student is found to be cheating, the

examiner must stop the cheating; however, the student must be allowed to complete the remainder of the test. After testing, the test examiner or 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.

Suggested Reporting ProceduresThe test site coordinator should immediately

notify the LEA testing coordinator of any test administration incidents that occur. Only submit a report to the CDE if the incident is determined to be an irregularity.



Exhibit A-2. LEA Testing Coordinator Irregularity Report Form for CSTs, CMA, CAPA, and STS

Irregularity Report Form for CSTs, CMA, CAPA, and STS

The LEA testing coordinator may use this form to provide the required information to the California Department of Education at [email protected] or fax to 916-319-0969.

LEA: CD Code: –

School/Test Site: School Code:

LEA Coordinator Name: Date of Report:

Coordinator Telephone: Coordinator E-mail:

LEA Superintendent/Administrator Name:

LEA Mailing Address:

LEA City/Zip:

Check All That Apply. o Testing

Irregularity o Inappropriate

Test Preparation o Security Breach

o CST o CMA o CAPA o STS

o ELA/RLA Grade Involved: Number of Students Involved:

Number of Students Tested in School:

o Mathematics o Science o End-of-Course (specify):

Please specify the section(s) of the “CAASPP Test (Including Field Tests) Security Agreement for LEA and Test Site Coordinators” or “CAASPP Test Security Affidavit for Test Examiners, Proctors, Scribes, and Any Other Person Having Access to CAASPP Tests (Including Field Tests)” that were violated.

Section(s) violated:

Briefly describe the irregularity. Do not include the names of staff members or students involved. Include details of how the incident was verified and any actions taken locally.

This form may be photocopied.



Exhibit A-3. LEA Testing Coordinator Test Administration Incident Report Form for CSTs, CMA, CAPA, and STS

Test Administration Incident Report Form for CSTs,CMA, CAPA, and STS

The LEA testing coordinator may use this form and is advised to keep a copy for his/her files. Do not send to the CDE.

Date reported:

Person who reported the incident (Print name):

Administration error Disruption Student cheating CST CMA CAPA STS

Grade: ___________ Number of students involved: __________ ELA/RLA Mathematics Science

End-of-course Test: ___________________

Date(s) of incident:

School/Test site:

Teacher name:

Document the Incident.

Report completed by (Print name):

Title:

This form may be photocopied.


Appendixes | Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration

Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration

Exhibit A-4. Sample School and Grade Identification Sheet (SGID)

SGID, page 1



SGID, page 2



Exhibit A-5. Sample Master File Sheet—CST, CMA, and STS Multiple-Choice/CAPA


Appendixes | Appendix C: Processing Form

Appendix C: Processing FormExhibit A-6. Sample 2014 Request for Processing Student Data Files and Additional Reports

2014 Request for Student Data File and Additional Reports

Important: Please complete these forms for each test administration period to ensure prompt service that meets the LEA’s reporting needs. Place this original form in Box 1 of the LEA’s school’s shipment of scorable documents.

1. LEA Testing Coordinator Information

Record the LEA Testing coordinator’s name, LEA name, county/district or charter school code, area code, and phone number. Name LEA Name ( ) County/District Code or Charter School Code Area Code Phone Number Extension

2. Administration Number (Multiple-choice tests only) You must include a 2014 Processing Form with the shipment of scorable materials for each test administration period. Enter the test administration period number for this shipment.

Test Administration Period: 3. Report Shipment Address

Reports will be shipped to the Primary Shipping address shown in your LEA profile in the Test Management System. If there is a Report Shipment address added to the profile before June 1, 2014, the Report Shipment address will be used instead. To see the addresses associated with your LEA: a. Log on to the Test Management System at

http://k12star.ets.org/star2014/. b. To edit an existing address, select the Maintain/Update Profile

link in the “Profile” area of the left navigation bar and then select the appropriate Update button.

c. To add a new address, select the Add New Address link in the “Profile” area.

d. Enter or edit the shipping address to which reports should be sent.

4. Electronic Media for Student Data File The report package includes an electronic student data file. Check a data format to be used for this file—ASCII text or XML—and select the hardware platform on which the disc will be run. (Check one each.) Note: If one of these is not selected, the LEA will receive the

student data in ASCII text format on a PC-compatible CD-ROM. Please choose one format in the left column and one compatible hardware platform in the right column.

Data format Hardware compatibility ASCII text PC CD-ROM

XML* Mac CD-ROM *extensible markup language is not MS-Excel (.xls)

5. Optional Additional Reports If your LEA needs to order additional copies of reports to be shipped with the standard report order, fill out the form on the next page with quantities and estimated total charge. Please note that LEAs will receive the Standard Report Package, described on the next page, at no additional charge.

6. Purchase Order Number for Optional Additional Reports Record the purchase order number that authorizes payment for the additional reports. Fax or mail a copy of both pages of this form, together with a copy of the purchase order, to:

California Technical Assistance Center 2731 Systron Drive Concord, CA 94518 FAX 800-541-8455

Include originals in the shipment of scorable materials. Purchase Order Number Authorized Signature Signature Date Note: To process a request for additional reports, an authorized

signature is required both above and on the purchase order. The Scoring Center will not process any reports for the LEA until this form has been completed and submitted with the answer documents and the purchase order is received at the ETS California Technical Assistance Center.

7. Billing Address If your LEA billing address is different from the Primary Shipping Address in your Test Management System profile, use the instructions in section 3 on the left side of this form to log on to the Test Management System and add a separate billing address.

For Scoring Center Use Order Number Batch Number

Date Received

Estimated Amount

Postage Due

Program 219-175


Standard Report Package The standard report package provided at no charge to the LEA:

Student Data File on CD-ROM: One copy for LEA Student Record Label—CST for Science (grades 5, 8, and 10); CMA for Science (grades 5, 8,

and 10); CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11); and STS for RLA (grades 2–11) [CDE sanctioned]: One set per school**

Student Master List—CST for Science (grades 5, 8, and 10); CMA for Science (grades 5, 8, and 10); CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11); and STS for RLA (grades 2–11) [CDE sanctioned]: One set per school**

Student Master List Summary—CST for Science (grades 5, 8, and 10)**; CMA for Science (grades 5, 8, and 10)**; CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11)**; and STS for RLA (grades 2–11) [CDE sanctioned]*

Subgroup Summaries—CST for Science (grades 5, 8, and 10)**; CMA for Science (grades 5, 8, and 10)**; CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11)**; and STS for RLA (grades 2–11) [CDE sanctioned]: All Students, Disability Status, Economic Status, Gender, English Proficiency, and Ethnicity*

Student Reports—CST for Science (grades 5, 8, and 10)**; CMA for Science (grades 5, 8, and 10)**; CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11)** and STS for RLA (grades 2–11) [CDE sanctioned]: one copy for the school and one copy for the parent/guardian**

Note: “CDE sanctioned” reports include data only for students who have been administered tests according to Education Code Section 60640.

Order Form for Additional Reports Orders for Student Reports on DVD-ROM, Student Record Labels, or Student Master Lists must be for all students in the entire

test administration. Orders for all other reports must be for all students in the LEA. Use this form to order additional copies of reports. All additional reports will be paper reports, with the exception of the Student

Reports on DVD-ROM. Ensure that a purchase order number is entered on the previous page. ETS will calculate the final charges based on returned answer documents.

1. In the # of Additional Copies/Sets of Reports column, record the number of copies being ordered. 2. In the Estimated # of Students Tested column, enter the number of students tested within the administration period for

which additional reports are being ordered. 3. Calculate the estimated price for each report by multiplying the estimated number of students times the price per student

times the number of copies of the report being ordered. Enter the estimated charge for each report in the last column, sum the charges in the last column, and then enter the Total Estimated LEA Charges.

Report Name # of Additional

Copies/Sets of Reports Estimated # of

Students Tested Price per Student

Estimated Charges

Student Reports on DVD-ROM .25

Student Reports, additional color copies** 1.50

Student Record Labels** .80

Student Master List** .60

Student Master List Summary, School .60

Student Master List Summary, LEA .60

Subgroup Summaries, School .85

Subgroup Summaries, LEA .85

** Additional reports may be ordered only if the reports are for the schools where students were tested.

Total Estimated LEA Charges

Return this form in Box 1 of the LEA’s scorable multiple-choice documents to:

Revised 1/02/14

Scoring Center 2510 North Dodge St. Iowa City, Iowa 52245

If you have questions, contact the ETS California Technical Assistance Center at 800-955-2954. Information about last year’s reports and what they included is available in the Reports Table linked at http://californiatac.org/administration/reporting/.

* Two copies of these reports are created by grade for each school—one copy is packaged for the school and one copy is packaged for the LEA office. Independently testing charter schools receive one copy of these school-level reports. Additionally, two copies of these reports are provided by grade by LEA—one copy is sent to the LEA and one copy is sent to the county office of education. ** Additional reports may be ordered only if the reports are for the schools where students were tested.

Appendixes | Appendix C: Processing Form


Appendixes | Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts

Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts2014 California Standards Tests (CSTs)Number of Test Items and Estimated Test Administration Time for Each Grade and Test

Test coordinators should use the table below to develop schedules for administering the CSTs at their school sites. The CSTs 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 supervised breaks or the student is an English learner who is eligible for supervised breaks. 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 examiners to distribute materials, give directions, and collect materials, as well as the student working time. Multiple-choice CSTs 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 the table below to allow time for students to complete demographic information as instructed in the “First Day of Testing” section of the DFAs.

Table 20. CST Items and Estimated Time Chart

California Standards Tests

Grade 5 Grade 8 Grade 10 Grade 11

Tota

l No.

of

Item

s

Tim

e

Tota

l No.

of

Item

s

Tim

e

Tota

l No.

of

Item

s

Tim

e

Tota

l No.

of

Item

s

Tim

e

English–Language Arts

--

--

--

--

-- 961

185Part 1 85

Part 2 1001

Mathematics--

----

----

--861

195Part 1 90Part 2 1051

Science—Grade level66

14066

12066

120--

--Part 1 70 60 60Part 2 70 60 60

1 The estimated time for part 2 of the CSTs for English–language arts and mathematics in grade eleven includes time for students to participate in the Early Assessment Program (EAP), a joint program of the California Department of Education (CDE), the California State University (CSU), and the California Community Colleges (CCC). To participate in the EAP for English, students must take the CST for English–Language Arts, the EAP multiple-choice questions for English, and the EAP writing test. The time shown in the chart does not include time for the EAP writing test, which will be administered on a separate date. To participate in the EAP for mathematics, eligible students must take the CST for Algebra II or Summative High School Mathematics and the EAP multiple-choice questions for mathematics.



2014 California Modified Assessment (CMA)Number of Test Items and Estimated Test Administration Time for Each Grade and Test

Test coordinators should use the table below to develop schedules for administering the CMA at their school sites. The CMA consists of 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 supervised breaks or the student is an English learner who is eligible for supervised breaks. 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 examiners to distribute materials, give directions, and collect materials, as well as the student working time. Multiple-choice CMA tests 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 the table below to allow time for students to complete demographic information as instructed in the “First Day of Testing” section of the DFAs.

Table 21. CMA Items and Estimated Time Chart

California Modified Assessment

Grade 5 Grade 8 Grade 10

Tota

l No.

of

Item

s

Tim

e

Tota

l No.

of

Item

s

Tim

e

Tota

l No.

of

Item

s

Tim

e

Science

57

120

63

135

66

150Part 1 40 45 50Part 2 40 45 50Part 3 40 45 50

2014 California Alternate Performance Assessment (CAPA)Number of Test Items and Estimated Testing Time Required

Testing times for the CAPA 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 over as many days as required within the LEA’s testing window.

Table 22. CAPA Items and Estimated Time Chart

ITEMS and ESTIMaTEd TIME CHaRT

CAPA Content AreaGrades 2–11

Items TimeEnglish–Language Arts 12 45 minutesMathematics 12 45 minutesScience 12 45 minutes

CaPa LEVELSLevel Grades

I 2 through 11II 2 and 3III 4 and 5IV 6, 7, and 8V 9, 10, and 11



2014

Sta

ndar

ds-b

ased

Tes

ts in

Spa

nish

(STS

)N

umbe

r of T

est I

tem

s an

d Es

timat

ed T

est A

dmin

istr

atio

n Ti

me

for E

ach

Gra

de a

nd T

est

Tes

ting

coo

rdin

ator

s sh

ould

use

the

tab

le b

elow

to

deve

lop

sche

dule

s fo

r ad

min

iste

ring

the

ST

S at

the

ir s

choo

l sit

es. T

he S

TS

cons

ists

of

unti

med

te

sts,

but

alm

ost

all s

tude

nts

shou

ld c

ompl

ete

the

test

s w

ith

in t

he t

imes

list

ed. E

ach

test

par

t m

ust

be a

dmin

iste

red

in a

sin

gle

sitt

ing

wit

h no

bre

aks

unle

ss t

he s

tude

nt h

as a

n IE

P o

r Se

ctio

n 50

4 pl

an t

hat

allo

ws

for

supe

rvis

ed b

reak

s. H

owev

er, i

f so

me

stud

ents

are

act

ivel

y w

ork

ing

on a

tes

t w

hen

tim

e is

cal

led,

the

y m

ust

be a

llow

ed t

ime

to c

ompl

ete

it. T

he D

irec

tion

s fo

r A

dmin

istr

atio

n (D

FAs)

hav

e in

form

atio

n ab

out

this

.

The

est

imat

ed t

imes

in th

e ta

ble

incl

ude

tim

e fo

r te

st e

xam

iner

s to

dis

trib

ute

mat

eria

ls, g

ive

dire

ctio

ns, a

nd c

olle

ct m

ater

ials

, as

wel

l as

the

stud

ent

wor

king

tim

e. M

ulti

ple-

choi

ce S

TS

test

s m

ay b

e ad

min

iste

red

over

mul

tipl

e da

ys. I

f m

ulti

ple

part

s ar

e ad

min

iste

red

on o

ne d

ay, s

tude

nts

shou

ld

have

at

leas

t a

10-m

inut

e br

eak

betw

een

the

part

s. F

or g

rade

s tw

o an

d th

ree,

the

CD

E a

nd E

TS

stro

ngly

rec

omm

end

that

no

mor

e th

an o

ne t

est

part

be

adm

inis

tere

d in

a d

ay. F

or t

he fi

rst

day

of t

esti

ng, a

dd 1

0–15

min

utes

to

the

tim

e in

the

tab

le b

elow

to

allo

w t

ime

for

stud

ents

to

com

plet

e de

mog

raph

ic in

form

atio

n as

inst

ruct

ed in

the

“F

irst

Day

of

Tes

ting

” se

ctio

n of

the

DFA

s.

Tabl

e 23

. ST

S Ite

ms

and

Estim

ated

Tim

e C

hart

ITEM

S a

nd E

STIM

aTEd

TIM

E C

Ha

RT

Stan

dard

s-ba

sed

Test

s in

Spa

nish

Gra

de 2

Gra

de 3

Gra

de 4

Gra

de 5

Gra

de 6

Gra

de 7

Gra

de 8

Gra

de 9

Gra

de 1

0G

rade

11

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Total No. of Items

Time

Rea

ding

/Lan

guag

e A

rts

71

150

71

150

81

170

81

170

81

170

81

170

81

170

81

170

81

170

81

170

Par

t 1

5050

8585

8585

8585

8585

Par

t 2

5050

8585

8585

8585

8585

Par

t 3–

only

gra

des

2 &

350

50--

----

----

----

----

----

----

----

--


Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STSCompleting the Demographic Information on Test Booklets and Answer Documents

To ensure accurate comparisons between and among schools, it is essential that all testing coordinators and test examiners interpret the demographic fields on the test booklets and answer documents in the same way. The following information is provided to assist with marking both pages of demographic information.

Directions to students for completing demographic information are found in an appendix of the Directions for Administration for the CST, CMA, and STS.

If all demographic information is not completed, your LEA may receive a financial penalty. If incorrect demographic data are submitted, your LEA will be charged for the option of correcting the information.

Pre-ID demographic information may be changed only during the test administration by the LEA testing coordinator through the use of the Extended Pre-ID Data Corrections module in the Test Management System. Pre-ID data may not be changed after the last day of testing. Pre-ID demographic data take precedence over demographic data that are hand-marked on answer documents or test booklets, but data entered during the extended Pre-ID data corrections process take precedence over both. After test results are released, the LEA will have the option of using the demographic data corrections service to correct demographic data. Demographic data must also be corrected in CALPADS.

The “Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents” table that starts on the next page provides descriptions of the demographic 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 Sections 3 through 10. All other sections must only be completed by school staff. Table 24, on the next page, contains the following information:

Field Name: This column gives the name of the demographic 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 demographic pages. Description: This column gives a description of the demographic data required.

Please note that the Spanish translations of demographic field names that are found on the STS answer documents are included in the table with their English counterparts, where applicable.

Following Table 24 are Table 25 (on page 82), which lists the primary disability codes, and Table 26 (on page 84), which lists the primary language codes.

If your students will be completing some or all of the demographic information on the student demographic page, refer to the DFA appendix called “Directions for Completing Student Information,” which includes directions to be read to students.

Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS



Table 24. Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents

Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents

Field Name Section Description

Student writes Student Name, Test

Examiner, 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.

Student writes Math Class, Math

Teacher, Period, and Room

(Clase de matemáticas, Nombre del maestro/a de

matemáticas, Período, Número de salón)

1 If the student in grade eleven is taking an EOC mathematics test, this information must be printed by the student at the time of testing.

Student writes Science Class, Science

Teacher, Period, and Room If applicable, grade ten only

1 If the student is taking the CST or CMA for Life Science (Grade 10), this information must be printed by the student at the time of testing.

Bar code label 2 If the LEA Pre-ID’d using the label option, place the demographic 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 enter and mark the student’s birth day and year.

Student may write and mark Last Name

(Apellido paterno)

5 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)

5 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)

5 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)

6 Mark “Female” or “Male” (“Femenino” or “Masculino”).



Field Name Section DescriptionStudent may mark

Grade(Grado escolar) Not for CAPA

7 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

October 1, 2013, to determine the student’s testing grade level. • If students are counted as grade ten for the CAHSEE, they must take a grade

ten assessment. • 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 only

7a Mark the student’s CAPA level as determined by the student’s IEP team.

Grade For CAPA only

7b 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 7a. 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

October 1, 2013, to determine the student’s testing grade level. • If students are counted as grade ten for the CAHSEE, they must take a grade

ten assessment.

Assessed with CMAIf applicable, grade five only.

Students taking the CMA may mark for grade five.

7c Mark the circle for the CMA test the student will take instead of the CST for the same subject. While this section appears on the CST/CMA answer document for grade five as well as all CST answer documents, mark only on the CST/CMA grade five answer document.

Student may mark Ethnicity/Race

(Identidad étnica/Raza)Is the student Hispanic or Latino?(¿Es el estudiante hispano o latino?)

8 Mark “Yes” or “No” (“Sí” or “No”).Hispanic or Latino | hispano o latino A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race

Student may mark Ethnicity/Race

(Identidad étnica/Raza)Mark one or more. (Marca uno o más.)

9 Mark the appropriate circle(s) for all applicable groups. If “No” is marked in Section 8, at least one ethnicity/race in Section 9 must be marked.American Indian or Alaska Native | indio de América o nativo de Alaska Having origins in any of the original peoples of North, Central, or South America and maintaining tribal affiliation or community attachmentAsian Indian | indio asiático Having origins in any of the original peoples of the Indian subcontinentBlack or African American | africano americano Having origins in any of the black racial groups of AfricaCambodian | camboyano Having origins in any of the original peoples of CambodiaChinese | chino Having origins in any of the original peoples of China or TaiwanFilipino | filipino Having origins in any of the original peoples of the Philippine IslandsGuamanian | nativo de Guam Having origins in any of the original peoples of Guam





Field Name Section DescriptionHmong | hmong Having origins in any of the original peoples of the mountainous regions of Southeast AsiaJapanese | japonés Having origins in any of the original peoples of JapanKorean | coreano Having origins in any of the original peoples of North or South KoreaLaotian | laosiano Having origins in any of the original peoples of LaosNative Hawaiian | nativo de Hawaii Having origins in any of the original peoples of HawaiiOther Asian | otro asiático Having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent not included on this list Other Pacific Islander | otro isleño del pacífico Having origins in any of the original peoples of other Pacific Islands not included on this list Samoan | samoano Having origins in any of the original peoples of the Samoa IslandsTahitian | tahitiano Having origins in any of the original peoples of TahitiVietnamese | vietnamita Having origins in any of the original peoples of VietnamWhite | blanco Having origins in any of the original peoples of Europe, the Middle East, or North Africa

Student may mark Country of origin

(País de origen) For STS only

9a Mark only one country name as the student’s country of origin.

Student may mark Parent Education Level

(Nivel de educación del padre)

10 Mark one. Parent Education Level indicates the educational attainment of the student’s most educated parent or guardian with whom the student resides: • Graduate school/postgraduate training | Escuela de posgrado/Entrenamiento

de posgrado Parent or guardian attended graduate school with or without attaining a graduate degree

• College graduate | Graduado de la universidad Parent or guardian received a BA or BS degree or an equivalent degree from a foreign university

• Some college (includes AA degree) | Algunas clases de universidad (incluyendo los primeros dos años de universidad) Parent or guardian completed any courses within a two- or four-year academic program, including an AA degree, but not including vocational or technical schools

• High school graduate | Graduado de la preparatoria Parent or guardian received a high school diploma, either by graduation or by testing, or completed preparatoria or received a comparable high school degree in another country



Field Name Section Description • Not a high school graduate | No graduado de la preparatoria

Parent or guardian attended some or no school and did not graduate; or completed secundaria

• Declined to state or unknown | Decidió no responder o se desconoce

Student ID Number 11 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)

12 Enter and mark the student’s 10-digit Statewide Student Identifier. All students must have an SSID.

NPS School Code 13 Nonpublic, nonsectarian school code. To find the code, go to http://www.cde. ca.gov/re/sd/. Select the radio button to choose Nonpublic, Nonsectarian 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.

Student’s English Proficiency 15 Mark the student’s English-language proficiency (English-language classification) at the time of testing. Proficiency levels are: • English only (EO): A student for whom there is a report of English as the

primary language (i.e., language first learned, most frequently used at home, or most frequently spoken by the parents or adults in the home) on the “Home Language Survey”

• Initially fluent English proficient (I-FEP): A student whose primary language is a language other than English who initially met the LEA criteria for determining proficiency in English

• English learner (EL): A student who first learned or has a home language other than English who was determined to lack sufficient fluency in English on the basis of the CELDT results

• Reclassified fluent English proficient (R-FEP): A student whose primary language is a language other than English who was reclassified from English learner to fluent-English proficient

Special Education ServicesPrimary disability

16a Mark the three-digit primary disability code from the student’s IEP. Mark “000” if the student does not have an IEP. If a code is not entered and the “IEP” circle is selected in part “a” of Section A3, this code will default to “unknown disability,” which may be corrected through either the extended Pre-ID data corrections process or the demographic data corrections process. Refer to Table 25 (on page 82) for primary disability codes.

Please note that students who do not have an IEP are not eligible to take the CMA or CAPA. A code of “000” is not valid for the CMA or CAPA.

Special Education ServicesNPS enrollment

16b Mark “Yes” if the student receives special education services at a nonpublic, nonsectarian school (NPS) on the basis of his or her IEP.

Special Education Exit Date For CST and STS only

16c Mark the month and year and enter and mark the day that a student no longer received special education services.

Program ParticipationSpecially funded programs

17 Mark the specially funded programs in which this student participated during this school year: • Migrant Education: For students participating in a migrant education program • Gifted and Talented: For students participating in a Gifted and Talented

Education program





Field Name Section DescriptionProgram Participation

English-learner programs17 If the student is an English learner (EL), mark one of the following:

• Primary Language Instruction and ELD Instruction and/or SDAIE Instruction: The student is receiving a program of primary-language instruction in conjunction with instruction for English-language development (ELD) and/or specially designed academic instruction in English (SDAIE) services.

– Primary-language instruction is an approach used to teach academic courses in and/or through a primary language other than English. The curriculum must be equivalent to that provided to fluent-English proficient (FEP) and English-only students.

– ELD is an academic subject of English-language instruction appropriate for the student’s identified level of language proficiency. ELD is consistently implemented and designed to promote second-language acquisition of listening, speaking, reading, and writing.

– SDAIE is an approach used to teach academic courses to English learner (EL) students in English. SDAIE must be designed for nonnative speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the LEA. Instruction must be provided by an authorized teacher (either certified or in training for the type of service provided).

• ELD Instruction Only: The student is receiving only ELD instruction, which is an academic subject of English language instruction appropriate for the student’s identified level of language proficiency.

– ELD is consistently implemented and designed to promote second-language acquisition of listening, speaking, reading, and writing.

– ELD instruction must be provided by an authorized teacher (either certified or in training for the type of service provided).

• SDAIE Instruction Only: The student is receiving only a program of instruction through SDAIE services, which is an approach used to teach academic courses to EL students in English.

– SDAIE must be designed for nonnative speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the LEA.

– SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided).

• ELD Instruction and SDAIE Instruction but Not Primary Language Instruction: The student is receiving a program of ELD instruction and SDAIE, but not primary language instruction.

– ELD is an academic subject of English language instruction appropriate for the student’s identified level of language proficiency. ELD is consistently implemented and designed to promote second-language acquisition of listening, speaking, reading, and writing.

– SDAIE is an approach used to teach academic courses to EL students in English. SDAIE must be designed for nonnative speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to FEP and English-only students in the LEA. Instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). The course section is NOT providing Primary Language Instruction.

• Other EL Instructional Services: The student is receiving instructional or support services, specifically designed for EL students, that do not correspond to one of the previous four descriptions.

• None (EL only): The student is receiving no instructional or support services specifically designed for EL students that correspond to one of the previous five descriptions.



Field Name Section DescriptionStudent’s Primary

Language Code Not for STS

19 Mark the two-digit primary language code from Table 26, “Primary Language Codes,” on page 84. “Primary language” is the language identified on the “Home Language Survey” as the language the student first learned, most frequently used at home, or most frequently spoken by parents or adults in the home.

County/District of ResidenceFor students with IEPs

20 If a student with an IEP attends school or receives special education services through a county office of education or the IEP requires that the student be placed in a school or a special education program in an LEA other than the LEA in which the student resides, mark the two-digit county code and five-digit LEA CD code for the LEA in which the student resides. Do not mark this section if the student is placed in another LEA only at the request of the student’s parent or guardian.

R-FEPDate reclassified

Not for STS

21 Mark the month and century and enter and mark the day and year the student was reclassified as fluent-English proficient.

R-FEPEnglish proficiency of R-FEPGrades five through eleven only;

CST and CMA only

22 For all R-FEP students in grades five through eleven, mark “Yes” or “No” for the following question: “Has this student scored PRO or ADV any 3 years on the ELA CST and/or CMA?” The student must be classified as R-FEP before beginning to count the three years. The three years do not have to be consecutive.

NSLP 23 Mark “Yes” if the student is eligible for the National School Lunch Program (free or reduced-price lunch). If all students in the school receive free or reduced-price lunch, mark “Yes” for all students. Otherwise, mark “No.”

Note: Be sure to also respond to Section 10, Parent Education Level.

English Learner (EL)Date enrolled

24 Mark the month and century and enter and mark the day and year the student first attended any public or private school in the United States or one of its territories. This is the enrollment date in any public or private school.

English Learner (EL) Less Than 12 Months

25 Mark this field only if the student will have been enrolled in a school in the United States or one of its territories less than 12 months on the first day of testing. These are cumulative, not consecutive, months.

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 The student was absent for regular and makeup testing. • 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. • 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.





Field Name Section Description • 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.

Accommodations and Modifications

(Universal Tools, Designated Supports, and

Accommodations)

A3 Sections A3 and/or A4 (see next box) 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.

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 (mathematics, science, or RLA). Be sure to check the Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress assessment system document at http://californiatac.org/administration/instructions/ to determine which universal tools, designated supports, and/or accommodations 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.

• F The student used an assistive device that did not interfere with the independent work of the student.

• 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 examiner. • N The student used a dictionary. • O The test examiner used Manually Coded English or American Sign

Language to present test questions, answer options, or passages (CST and STS only).

• Q The student used a calculator on the mathematics (grade eleven CST only) or science (CST only) tests.

• R The student used an arithmetic table on the mathematics (CST only) or science (CST only) tests.

• S The student used math manipulatives on the mathematics or science tests.



Field Name Section Description • V The student used an assistive device that interfered with the independent

work of the student. (CST and STS only) • Y Leave blank. • Z The student heard the test examiner read test questions, answer options, or

passages (CST and STS only) aloud.

English Learner (EL) Test Variations

(Additional Universal Tools and Designated Supports

for English Learners)

A4 Mark Section A4 to indicate each of the universal tools and designated supports shown below that an English learner 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 (mathematics, science, or RLA). Be sure to check the Universal Tools, Designated Supports, and Accommodations for the California Assessment of Student Performance and Progress assessment system document posted at http://californiatac.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 English learners and was supervised directly by an employee of the school who had signed a 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.




Table 25. Primary Disability Codes

Code Disability Definition

000 Student does not have an IEP. Student does not have an IEP.

210 Mental retardation/ Intellectual disability (MR/ID)

“Mental retardation/Intellectual disability” means significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. (34 Code of Federal Regulations [CFR] §300.8[c][6])

220 Hard of hearing (HH) “Hard of hearing” means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of “deafness” in disability code 230 below. (34 CFR §300.8[c][5])

Note: Hearing impairment is a federal category of disability that includes both hard of hearing and deaf individuals (as defined in disability codes 220 and 230).

230 Deafness (DEAF) “Deafness” means a hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, that adversely affects a child’s educational performance. (34 CFR §300.8[c][3])

240 Speech or language impairment (SLI)

“Speech or language impairment” means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance. (34 CFR §300.8[c][11])

250 Visual impairment (VI) “Visual impairment” including blindness means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness. (34 CFR §300.8[c][13])

260 Emotional disturbance (ED) “Emotional disturbance” means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

A. An inability to learn that cannot be explained by intellectual, sensory, or health factors.

B. An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

C. Inappropriate types of behavior or feelings under normal circumstances.

D. A general pervasive mood of unhappiness or depression.

E. A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance. (34 CFR §300.8[c][4])

270 Orthopedic impairment (OI) “Orthopedic impairment” means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures). (34 CFR §300.8[c][8])


Code Disability Definition

280 Other health impairment (OHI)

“Other health impairment” means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that (i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and (ii) Adversely affects a child’s educational performance. (34 CFR §300.8[c][9])

290 Specific learning disability (SLD)

“Specific learning disability” means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of mental retardation; of emotional disturbance; or of environmental, cultural, or economic disadvantage. (34 CFR §300.8[c][10])

300 Deaf-blindness (DB) “Deaf-blindness” means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness. (34 CFR §300.8[c][2])

310 Multiple disabilities (MD) “Multiple disabilities” means concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness. (34 CFR §300.8[c][7])

320 Autism (AUT) “Autism” means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term does not apply if a child’s educational performance is adversely affected primarily because the child has an emotional disturbance (as defined in disability code 260). A child who manifests the characteristics of autism after age three could be identified as having autism if the criteria in this paragraph are satisfied. (34 CFR §300.8[c][1])

330 Traumatic brain injury (TBI) “Traumatic brain injury” means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma. (34 CFR §300.8[c][12])




Table 26. Primary Language Codes

00 English 04 Korean

56 Albanian 51 Kurdish (Kurdi, Kurmanji)

37 American Sign Language 47 Lahu

11 Arabic 10 Lao

12 Armenian 07 Mandarin (Putonghua)

42 Assyrian 64 Marathi

61 Bengali 48 Marshallese

13 Burmese 44 Mien (Yao)

03 Cantonese 49 Mixteco

36 Cebuano (Visayan) 40 Pashto

54 Chaldean 41 Polish

20 Chamorro (Guamanian) 06 Portuguese

39 Chaozhou (Chiuchow) 28 Punjabi

15 Dutch 45 Rumanian

16 Farsi (Persian) 29 Russian

05 Filipino (Pilipino or Tagalog) 30 Samoan

17 French 52 Serbo-Croatian (Bosnian, Croatian, Serbian)

18 German 60 Somali

19 Greek 01 Spanish

43 Gujarati 46 Taiwanese

21 Hebrew 63 Tamil

22 Hindi 62 Telugu

23 Hmong 32 Thai

24 Hungarian 57 Tigrinya

25 Ilocano 53 Toishanese

26 Indonesian 34 Tongan

27 Italian 33 Turkish

08 Japanese 38 Ukrainian

65 Kannada 35 Urdu

09 Khmer (Cambodian) 02 Vietnamese

50 Khmu 99 All Other Non-English Languages


Appendixes | Appendix F: Sample Answer Documents

Appendix F: Sample Answer DocumentsExhibit A-7. Sample CST/CMA 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-8. Sample CST Multiple-Choice Answer Document

Sample CST Multiple-Choice Answer Document, Front Page



Sample CST Multiple-Choice Answer Document, Inside-left Page



Sample CST Multiple-Choice Answer Document, Inside-right Page



Sample CST Multiple-Choice Answer Document, Back Page



Exhibit A-9. Sample CMA Multiple-Choice Answer Document

Sample CMA Multiple-Choice Answer Document, Front Page



Sample CMA Multiple-Choice Answer Document, Inside-left Page



Sample CMA Multiple-Choice Answer Document, Inside-right Page



Sample CMA Multiple-Choice Answer Document, Back Page



Exhibit A-10. Sample CAPA Answer Document

Sample CAPA Answer Document, Front Page



Sample CAPA Answer Document, Inside-left Page



Sample CAPA Answer Document, Inside-right Page



Sample CAPA Answer Document, Back Page



Exhibit A-11. 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

iBC

GUIDE TO TEST BOOKLET AND ANSWER DOCUMENT SECTIONS A2, A3, AND A4A2 Special Conditions

A The student was absent for regular and makeup testing.

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.

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.

F The student used an assistive device that did not interfere with the independent work of the student.

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 examiner.

N The student used a dictionary.

O The test examiner used Manually Coded English or American Sign Language to present test questions, answer options, or passages (CST and STS only).

Q The student used a calculator on the mathematics (grade eleven CST only) or science (CST only) tests.

R The student used an arithmetic table on the mathematics (CST only) or science (CST only) tests.

S The student used math manipulatives on the mathematics (CST only) or science tests.

V The student used an assistive device that interfered with the independent work of the student. (CST and STS only)

Y Leave blank.

Z The student heard the test examiner read test questions, answer options, or passages (CST and STS only).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.

CThe student was tested separately with other English learners and was supervised directly by an employee of the school who had signed a 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.