http://www.mavricmedia.com/startest/displayimage.php?album=22&pos=0

1. Welcome to the 2009 STAR Program State Superintendent of Public Instruction Jack O’Connell http://www.mavricmedia.com/startest/displayimage.php?album=22&pos=0

2. Objectives and Agenda Site STAR coordinators will prepare to Maintain Security – Increased Audits Assure standardization using correct, current, and consistent STAR procedures Train site test examiners/proctors to conduct testing consistently Conduct quality control on site procedures and related documents

3. What’s New for 2009 http://www.mavricmedia.com/startest/displayimage.php?album=22&pos=1

4. New for 2009 New for 2009 • CMA grades 6, 7, 8 • CMA writing: grades 4, 7 • Reading writing passage or prompt aloud: acceptable accommodation • STS Algebra I, Geometry: grades 8, 9, 10, 11, • No CAT/6 • Grade 3 demographics on CST or CMA; booklet must be returned for every grade 3 student • CAPA: New rubric for Level I • Answer document: A2, Special Conditions, “X” if student was offered accommodations or modifications, but refused.

5. Coordinator’s Role in Accountability • Prepare • Precoding • Lists, lists, lists – Check, research, REPORT • Restore • Data Corrections prior to first day of testing • Late labels reflective of new students between precode and 1st day; change in assessment • Prevent • Document review after testing

6. Administration: Train Examiners HO 2 • Distribute test materials to correct students • Be very careful with similar names – Check date of birth • Make sure students code correct EOC math or science test taken • Make sure students code correct test version number • Follow Directions For Administration (DFA) • Read “Say” boxes exactly as written • Students cannot go back to previous part of test

7. Train Correct CodingAccommodations, Modifications, and Variations HO 2 • Accommodations and Modifications are IEP-determined • IEP cannot exempt from testing • Variations for EL do not need IEP • Regularly used in the classroom • Score counted as is

8. Train Correct CodingAccommodations and Modifications (Cont.) HO 2 • Accommodations • Change conditions, but not measurement • Score counted as is • Modifications • Change conditions and measurement • Score counted as far below basic for state accountability • Score not counted as participating for Adequate Yearly Progress (AYP)

11. Code Back of Answer Documents(App K) HO 2 • A1 if irregularities • Complete form (Appendix C) • If CDE instructs, complete A1 • A2 Special Conditions • Alphabetical order • “X” if accommodations or modifications offered, but not used • A3 Accommodations and Modifications • A4 Variations for ELs Grade 11 Example

12. Multiple Choice Tests http://www.mavricmedia.com/startest/displayimage.php?album=23&pos=5

13. California Standards Tests Examiner High School http://www.mavricmedia.com/startest/displayimage.php?album=24&pos=2

14. Multiple-Choice Delivery Schedule Inventory • District delivers to test sites 5–10 days before 1st testing day • Site distributes to examiners • CST, Writing, CMA, STS day of test only • May distribute non-secure DFAs earlier • CAPA at least 5 days before testing (as soon as possible)

15. Returning Scorable Materials HO 4 • ORANGE label • Test materials for • Students enrolled on first day testing (including absent or exempted) • Students enrolled later and tested • Used grades 4–11 answer documents • Used grades 2, 3 test booklets (including CST or CMA for every grade 3 student) • Package CAPA on TOP of lowest CST grade answer document or test booklets • All STS under CST, sorted by grade • SGIDs for each test/grade, Master File Sheets for each school

17. Returning Secure Nonscorable Materials GREEN label • Grades 4–11 test booklets • Grades 2, 3 unused test booklets • CAPA Examiner’s Manuals • Grade 2 DFAs • Special versions, including CDs, test question transparencies • Voided answer documents, booklets

19. EAP EssayDelivery & Packaging • Required if English score is desired for CSU • ETS delivers to district 10–20 days before testing • Separate shipment from CST Writing Administration • March 4–31 administration • District delivers to test sites 5–10 days before testing after taking inventory of materials • Site delivers to examiner day of test administration

20. EAP EssayReturning Materials • Scorables, MAGENTA labels • Separate return shipment, NOT return with scorables for Grade 4 and 7 CST Writing • SGID Sheet • Code Grade, Number of Documents • Do not code Test Type or Group Name • Nonscorables, YELLOW • Unused test materials • DFAs

21. EAP Essay Answer Document Minimal demographic data required in sections 1 – Name, School etc. 3 – Date of Birth 5 – Student Name 6 – Gender 7 – Grade 11 – Student ID (if applicable) 12 – SSID

22. CST Grades 9 - 11 http://www.mavricmedia.com/startest/displayimage.php?album=23&pos=3

23. ELA, Math CSTs HO 7 • ELA all grades • Math • Grades 2–6 all students take grade-level test • Grade 7 or Algebra I • Grades 8–9 math required • 8–11 EOC math test based on standards-based math course completed during school year

24. Science, History CSTs HO 7 • Science • Grades 5, 8, 10 • History–Social Science • Grades 8 (includes CMA test takers), 11 • Code correct EOC test & version number on answer document

25. It’s your. . . Time to shine star Like a

27. Grades 9 -11

28. Scheduling Considerations & Best Practices! • Promote positive attitudes • Middle of the week • Avoid days before/after vacations or important school functions • Mornings generally recommended

29. Scheduling Considerations &Best Practices! • One test session per day best • Consider the rigor of the testing sessions • Provide for all test variations • Test examiners must know what will be provided and to which students • Plan for the individual and small-group testing • Make use of all site and district staff

30. Scheduling Considerations & Best Practices! • Testing all grade level/subject area students at the same time during the same day best • Same teacher/same seat best • Schedule the time for make-ups

31. HO 10 CAPA • Performance-based, one-on-one test for students with significant cognitive disabilities unable to take the CSTs (even with modifications) or the CMA; • IEP-determined • All tasks linked to grade-level standards • Allow CAPA examiners extensive preparation and training timeTraining required: new rubric for Level I Encourage sites to begin CAPA administration at start of testing window to complete on time

32. CAPA Administer Correct Level HO 8 Students who repeat grade eleven for multiple years continue to take CAPA Level I or Level V until enrolled in grade 12.

33. CAPA Observers HO 8 • Double Rating • 10% students randomly selected for each CAPA level at each site • Observer must meet same qualifications as examiner • Observer must be trained to score CAPA • Observer scores at the same time as examiner, but independently • Observer must complete and sign blank answer document which has been completed for student demographics

34. HO 8 CAPA: Answer Document • Signature Block • Pre-ID documents pre-coded as “Examiner” • Examiner signs • Observer completes name, signs, dates and codes “Observer”

35. CAPA http://www.mavricmedia.com/startest/displayimage.php?album=23&pos=6

36. Who Takes STS? HO 8 • Required for Spanish-speaking English learners (EL), grades 2–7, who either: • Receive instruction in Spanish; or • Have been enrolled in a school in the U.S. less than 12 cumulative months. • Districts may also administer to other Spanish-speaking EL in grades 2–7. • STS not to be administered to English-only, I-FEP, or R-FEP students

37. STS Grades 9 - 11 http://www.mavricmedia.com/startest/displayimage.php?album=23&pos=10

38. Standards Based Test in Spanish Examiner High School http://www.mavricmedia.com/startest/displayimage.php?album=24&pos=10

39. STS • Students also take CST or CMA • DFA “SAY” boxes in Spanish • Translation of demographics is in Coordinator Manual, Appendix K • Section 9a País de Origen • Optional • Only one should be coded

40. Coordinator’s Challenge • Security • Communication • Quality Control • Communication • Positive Test Environment • Communication

41. Scheduling Considerations & Best Practices! • What will reduce anxiety in teachers and students • Schedule around the test • How can noise disruption be avoided • How will make-up testing be as effective as during the regular schedule

42. Test Parts • Each subject of the CST and CMA is divided into “parts.” Each part must be administered in a single sitting. • CST test parts SHOULD be administered contiguously without another test interrupting.

43. Test Parts CST Times • Estimates of the time required by most students • Plan for students who might run over on CSTs or CMA

44. Site Coordinators’ Responsibilities http://www.mavricmedia.com/cde/displayimage.php?album=127&pos=1

45. We thank you!!! The Award Goes to YOU!