1. No category

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]
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.
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.
2014
CALIFORNIA
CSTs, CMA, CAPA, STS, and EAP Testing
LEA and Test Site
Coordinator Manual for the
Spring Administration
ïïCalifornia Standards Tests for Science in Grades Five, Eight,
and Ten
ïïC
alifornia Modified Assessment for Science in Grades Five,
Eight, and Ten
ïïCalifornia Alternate Performance Assessment for Science in
Grades Five, Eight, and Ten
ïïCalifornia Alternate Performance Assessment for English–
Language Arts and Mathematics in Grades Two through Eleven
ïïStandards-based Tests in Spanish for Reading/Language Arts
in Grades Two through Eleven
ïïEarly Assessment Program in Grade Eleven
Contact Information
California Technical Assistance Center
2731 Systron Drive
Concord, CA 94518
Phone: 800-955-2954
Fax: 800-541-8455
E-mail: [email protected]
Web site: http://californiatac.org
Copyright © 2014 by the California Department of Education
Contents
Acronyms and Initialisms Used in the Coordinator Manual.................................................................................................................. v
Part I: General Information
Chapter I.1 New in 2014..................................................................................................................................................................... 2
Chapter I.2 Paper-pencil Testing Overview......................................................................................................................................... 3
California Tests................................................................................................................................................................................ 3
EAP................................................................................................................................................................................................. 3
Chapter I.3 Instructions for Administration of Paper-pencil Tests....................................................................................................... 5
LEA and Test Site Coordinator Manual.......................................................................................................................................... 5
Directions for Administration.......................................................................................................................................................... 5
Web Sites......................................................................................................................................................................................... 5
Chapter I.4 Test Administration Periods............................................................................................................................................. 6
Chapter I.5 Summary of Responsibilities............................................................................................................................................ 8
LEA Testing Coordinator................................................................................................................................................................ 8
Test Site Coordinator....................................................................................................................................................................... 8
Test Examiner, Proctor, Scribe, and Observer.................................................................................................................................. 9
Test Examiner and Proctor Responsibilities................................................................................................................................... 9
Learn Testing Procedures.............................................................................................................................................................. 9
Ensure the Security of Paper Testing Materials............................................................................................................................. 9
Administer All Paper Tests......................................................................................................................................................... 10
Prepare 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................................................................................................................................... 11
Chapter I.7 Assignment of Tests....................................................................................................................................................... 12
Students to Be Tested..................................................................................................................................................................... 12
Who Is to Be Tested?.................................................................................................................................................................... 12
CST Participation......................................................................................................................................................................... 12
CMA Participation....................................................................................................................................................................... 12
CAPA Participation...................................................................................................................................................................... 12
STS Optional Participation.......................................................................................................................................................... 13
Student Already Tested at Another School................................................................................................................................... 13
Student Enrolled After the First Day of Testing........................................................................................................................... 13
Parent/Guardian Exemptions....................................................................................................................................................... 13
Test Eligibility Reminders.............................................................................................................................................................. 14
CSTs............................................................................................................................................................................................. 14
CMA............................................................................................................................................................................................ 14
STS............................................................................................................................................................................................... 14
EAP.............................................................................................................................................................................................. 14
Chapter I.8 Testing Materials.......................................................................................................................................................... 15
Materials to Be Provided by the LEA or School............................................................................................................................ 15
Paper Materials to Be Provided by the Testing Contractor............................................................................................................ 15
EAP Essay Materials to Be Provided by the Testing Contractor.................................................................................................... 15
Chapter I.9 Universal Tools, Designated Supports, and Accommodations ......................................................................................... 16
Using Universal Tools, Designated Supports, and Accommodations............................................................................................. 16
Special Versions of Testing Materials............................................................................................................................................. 17
Chapter I.10 Forms for Test Administration..................................................................................................................................... 18
Forms at a Glance.......................................................................................................................................................................... 18
Completing SGID Sheets............................................................................................................................................................... 21
SGID: Side 1................................................................................................................................................................................ 21
SGID: Side 2................................................................................................................................................................................ 21
Additional SGID Uses................................................................................................................................................................. 21
Part II: Instructions for LEA Testing Coordinators
Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration........................................................... 24
Review Test Security and Regulations......................................................................................................................................... 24
Prepare the LEA Testing Schedule.............................................................................................................................................. 24
Coordinate Testing for Students Assigned by the LEA to Attend Nonpublic, Nonsectarian Schools......................................... 24
Prepare and Submit Pre-ID Files................................................................................................................................................ 25
Attend a Pre-Test Workshop or View a Pre-Test Webcast for LEA Testing Coordinators........................................................... 25
Read Documents and Review Training Videos............................................................................................................................ 25
Prepare and Conduct a Pre-Test Workshop for All Test Site Coordinators................................................................................. 25
Prepare Inventory Control Spreadsheets to Track the Distribution of Paper Materials from LEA Overage............................... 27
January 2014
LEA and Test Site Coordinator Manual ï i
Copyright © 2014 by the California Department of Education
Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests............................................................................................... 28
Background................................................................................................................................................................................... 28
Test Dates..................................................................................................................................................................................... 28
Paper Testing Materials................................................................................................................................................................ 28
Supplemental and Excessive Orders............................................................................................................................................ 30
Materials to Be Provided by the LEA or School......................................................................................................................... 30
Universal Tools, Designated Supports, and Accommodations ..................................................................................................... 30
General Use................................................................................................................................................................................ 30
Identifying.................................................................................................................................................................................. 31
Responsibilities Before Testing....................................................................................................................................................... 31
Manage Test Security.................................................................................................................................................................. 31
Coordinate Receipt of Paper Testing Materials........................................................................................................................... 31
Ship Paper Testing Materials to Schools..................................................................................................................................... 31
Responsibilities During Testing..................................................................................................................................................... 31
Provide Assistance to Test Site Coordinators as Needed............................................................................................................. 31
Responsibilities After Testing......................................................................................................................................................... 32
Collect and Inspect Paper Materials from Test Sites................................................................................................................... 32
Collect, Process, and Package Paper Materials from NPSs......................................................................................................... 32
Prepare the LEA’s Shipment....................................................................................................................................................... 32
Coordinate Shipping of Paper Materials..................................................................................................................................... 34
Chapter II.3 EAP Essay................................................................................................................................................................... 36
Background................................................................................................................................................................................... 36
Test Dates..................................................................................................................................................................................... 36
Paper Testing Materials................................................................................................................................................................ 36
Responsibilities Before Testing....................................................................................................................................................... 36
Manage Test Security.................................................................................................................................................................. 36
Coordinate Receipt of Paper Testing Materials........................................................................................................................... 36
Ship Paper Testing Materials to Schools..................................................................................................................................... 36
Responsibilities During Testing..................................................................................................................................................... 36
Provide Assistance to Test Site Coordinators as Needed............................................................................................................. 36
Responsibilities After Testing......................................................................................................................................................... 37
Collect and Inspect Paper Materials from Test Sites................................................................................................................... 37
Prepare the LEA’s Shipment....................................................................................................................................................... 37
Coordinate Shipping of Paper Materials..................................................................................................................................... 37
Part III: Instructions for Test Site Coordinators
Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration......................................................... 40
Learn About the 2014 Test Administration................................................................................................................................. 40
Plan All Test Administration Logistics for the Site..................................................................................................................... 40
Select CAPA Observers............................................................................................................................................................... 41
Provide CST, CMA, and STS Test Examiner, Proctor, and Scribe Training................................................................................ 42
Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests............................................................................................. 45
Background................................................................................................................................................................................... 45
Test Dates..................................................................................................................................................................................... 45
Paper Testing Materials................................................................................................................................................................ 45
Materials to Be Provided by the LEA or School......................................................................................................................... 47
Universal Tools, Designated Supports, and Accommodations...................................................................................................... 47
General Use................................................................................................................................................................................ 47
Identifying.................................................................................................................................................................................. 47
Hand or Arm Injuries Prior to Testing......................................................................................................................................... 47
Responsibilities Before Testing....................................................................................................................................................... 48
Manage Test Security.................................................................................................................................................................. 48
Coordinate Paper Testing Materials Received from the LEA...................................................................................................... 48
Identify Locations (Rooms)........................................................................................................................................................ 48
Identify Proctors......................................................................................................................................................................... 49
Organize Paper Materials for Testing Locations (Rooms)........................................................................................................... 49
Distribute Paper Testing Materials Each Day of Testing............................................................................................................ 49
Responsibilities During Testing..................................................................................................................................................... 49
Monitor the Test Administration................................................................................................................................................ 49
Handle Defective Test Booklets and Answer Documents............................................................................................................ 49
Manage Emergency Situations.................................................................................................................................................... 50
ii ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Responsibilities After Testing......................................................................................................................................................... 51
Collect and Process Paper Testing Materials............................................................................................................................... 51
Process Paper Test Documents for Students Using Universal Tools, Designated Supports, and Accommodations..................... 52
Count Paper Testing Materials.................................................................................................................................................... 52
Correctly Package Scorable Materials......................................................................................................................................... 52
Correctly Package Nonscorable Materials.................................................................................................................................. 54
Return Paper Materials to the LEA............................................................................................................................................ 54
Chapter III.3 EAP Essay................................................................................................................................................................. 56
Background................................................................................................................................................................................... 56
Test Dates..................................................................................................................................................................................... 56
Paper Testing Materials................................................................................................................................................................ 56
Responsibilities Before Testing....................................................................................................................................................... 56
Manage Test Security.................................................................................................................................................................. 56
Coordinate Paper Testing Materials Received from the LEA...................................................................................................... 56
Organize the Testing Environment.............................................................................................................................................. 56
Distribute Paper Testing Materials to the Test Examiners........................................................................................................... 57
Responsibilities During Testing..................................................................................................................................................... 57
Monitor the Test Administration................................................................................................................................................ 57
Manage Emergency Situations.................................................................................................................................................... 57
Responsibilities After Testing......................................................................................................................................................... 57
Collect and Process Paper Testing Materials............................................................................................................................... 57
Count Paper Testing Materials.................................................................................................................................................... 57
Correctly Package Scorable Materials......................................................................................................................................... 57
Correctly Package Nonscorable Materials.................................................................................................................................. 58
Return Paper Materials to the LEA............................................................................................................................................ 58
Appendixes
Appendix A: Testing Irregularities and Incidents............................................................................................................................... 60
Testing Irregularities...................................................................................................................................................................... 60
Report Irregularities..................................................................................................................................................................... 60
Coordinator Procedures............................................................................................................................................................... 60
How to Mark Section A1 Scoring Use Only................................................................................................................................. 61
Test Administration Incidents........................................................................................................................................................ 62
Suggested Reporting Procedures.................................................................................................................................................. 62
Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration.................................................................... 65
Appendix C: Processing Form.......................................................................................................................................................... 68
Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts................................................................ 70
2014 California Standards Tests (CSTs) Number of Test Items and Estimated Test Administration Time
for Each Grade and Test............................................................................................................................................................ 70
2014 California Modified Assessment (CMA) Number of Test Items and Estimated Test Administration Time
for Each Grade and Test............................................................................................................................................................ 71
2014 California Alternate Performance Assessment (CAPA) Number of Test Items
and Estimated Testing Time Required....................................................................................................................................... 71
2014 Standards-based Tests in Spanish (STS) Number of Test Items and Estimated Test Administration Time
for Each Grade and Test............................................................................................................................................................ 72
Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS.......................................................... 73
Completing the Demographic Information on Test Booklets and Answer Documents.................................................................. 73
Appendix F: Sample Answer Documents........................................................................................................................................... 85
January 2014
LEA and Test Site Coordinator Manual ï iii
Copyright © 2014 by the California Department of Education
List of Tables
Table 1. New in 2014.......................................................................................................................................................................... 2
Table 2. 2014 CST, CMA, CAPA, and STS Schedule......................................................................................................................... 6
Table 3. 2014 EAP Essay Administration Schedule............................................................................................................................ 7
Table 4. CAPA Levels...................................................................................................................................................................... 12
Table 5. California Mathematics Standards Tests for EAP in Grade Eleven..................................................................................... 14
Table 6. Forms at a Glance............................................................................................................................................................... 18
Table 7. Testing Material Packaging Quantities............................................................................................................................... 28
Table 8. Multiple-Choice Testing Materials by Grade Level—LEA................................................................................................. 29
Table 9. Materials for LEA Testing Coordinator.............................................................................................................................. 30
Table 10. Guidelines for Handling Nonscorable Testing Materials................................................................................................... 33
Table 11. CST, CMA, and STS Multiple-Choice and CAPA Testing Materials to Return—LEA.................................................... 34
Table 12. Testing Materials—EAP Essay Administration................................................................................................................ 36
Table 13. Early Assessment of Readiness for College Materials to Return—LEA........................................................................... 37
Table 14. Example of CAPA Second-rated Student Selection.......................................................................................................... 41
Table 15. Testing Material Packaging Quantities.............................................................................................................................. 46
Table 16. Multiple-Choice Testing Materials by Grade Level—Test Site.......................................................................................... 46
Table 17. Materials for Test Site Coordinators................................................................................................................................. 47
Table 18. Guidelines for Handling Nonscorable Testing Materials................................................................................................... 55
Table 19. Testing Materials, EAP Essay Administration—Test Site................................................................................................. 56
Table 20. CST Items and Estimated Time Chart.............................................................................................................................. 70
Table 21. CMA Items and Estimated Time Chart............................................................................................................................ 71
Table 22. CAPA Items and Estimated Time Chart........................................................................................................................... 71
Table 23. STS Items and Estimated Time Chart............................................................................................................................... 72
Table 24. Demographic Codes on Test Booklets and Answer Documents........................................................................................ 74
Table 25. Primary Disability Codes.................................................................................................................................................. 82
Table 26. Primary Language Codes.................................................................................................................................................. 84
List of Figures
Figure 1. Packing Order for Returning Scorable Multiple-Choice and CAPA Materials.................................................................. 53
Figure 2. Packing Order for Returning Scorable EAP Materials...................................................................................................... 58
List of Exhibits
Exhibit A-1. How to Mark Answer Document Section A1.............................................................................................................. 61
Exhibit A-2. LEA Testing Coordinator Irregularity Report Form for CSTs, CMA, CAPA, and STS.............................................. 63
Exhibit A-3. LEA Testing Coordinator Test Administration Incident Report Form for CSTs, CMA, CAPA, and STS................... 64
Exhibit A-4. Sample School and Grade Identification Sheet (SGID)............................................................................................... 65
Exhibit A-5. Sample Master File Sheet—CST, CMA, and STS Multiple-Choice/CAPA................................................................. 67
Exhibit A-6. Sample 2014 Request for Processing Student Data Files and Additional Reports....................................................... 68
Exhibit A-7. Sample CST/CMA Multiple-Choice Answer Document............................................................................................. 85
Exhibit A-8. Sample CST Multiple-Choice Answer Document........................................................................................................ 89
Exhibit A-9. Sample CMA Multiple-Choice Answer Document...................................................................................................... 93
Exhibit A-10. Sample CAPA Answer Document............................................................................................................................. 97
Exhibit A-11. Sample STS Answer Document............................................................................................................................... 101
iv ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Acronyms and Initialisms Used in the Coordinator Manual
January 2014
AP
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
LEA and Test Site Coordinator Manual ï v
Copyright © 2014 by the California Department of Education
Part I
General Information
Part I: General Information | Chapter I.1 New in 2014
Chapter I.1 New in 2014
Table 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.
2 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.2 Paper-pencil Testing Overview
Chapter I.2 Paper-pencil Testing Overview
California Tests
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.
EAP
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.
January 2014
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.
LEA and Test Site Coordinator Manual ï 3
Copyright © 2014 by the California Department of Education
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.
4 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.3 Instructions for Administration of Paper-pencil Tests
Chapter I.3 Instructions for Administration of
Paper-pencil Tests
LEA and Test Site Coordinator Manual
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.
Directions for Administration
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
Web Sites
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
January 2014
• Post-Test Guide
• Student Report Interpretation Guides
In 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/.
LEA and Test Site Coordinator Manual ï 5
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.4 Test Administration Periods
Chapter I.4 Test Administration Periods
Table 2. 2014 CST, CMA, CAPA, and STS Schedule
CST, CMA, CAPA, STS
Activity
Timeline
LEA Testing Coordinator
Consult 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 Coordinator
Receive 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
6 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.4 Test Administration Periods
Table 3. 2014 EAP Essay Administration Schedule
EAP Essay
Activity
Timeline
LEA Testing Coordinator
Consult 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 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 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.
See the calendar at http://californiatac.org/calendar/ after
June 1, 2014, for dates.
Test Site Coordinator
Receive 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 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
January 2014
LEA and Test Site Coordinator Manual ï 7
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.5 Summary of Responsibilities
Chapter I.5 Summary of Responsibilities
LEA Testing Coordinator
Preparation
Before Testing
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.
1.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 Testing
1.Provide assistance to test site coordinators as
needed. See pages 31 and 36.
After Testing
1.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 Materials
1.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 Coordinator
Preparation
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 Testing
1.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 Testing
1.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 Testing
1.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 Materials
1.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.
8 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.5 Summary of Responsibilities
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 secondrating. 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 Responsibilities
Test 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.
January 2014
Ensure the Security of Paper Testing Materials
The 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).
LEA and Test Site Coordinator Manual ï 9
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.5 Summary of Responsibilities
•• 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 handmarked 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.
10 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.6 Test Security and Confidentiality
Chapter I.6 Test Security and Confidentiality
All tests booklets for the CSTs, CMA, 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/.
January 2014
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.
LEA and Test Site Coordinator Manual ï 11
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.7 Assignment of Tests
Chapter I.7 Assignment of Tests
Students to Be Tested
Who Is to Be Tested?
All students enrolled on the first day of testing
who are required to be tested, including students
with disabilities, 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 Participation
Students in grades five, eight, and ten are
required to take the grade-level CST for Science
unless they have an IEP designating that they take
the CMA or CAPA.
CMA Participation
Students in grades five, eight, and ten may take
the CMA for Science instead of the CST for
Science, as determined by each student’s IEP team.
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 Participation
Students 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 Levels
CAPA
Level
Grade
Range
Subjects
Age Ranges for
Ungraded Programs
I
II
III
IV
V
2–11
2&3
4&5
6–8
9–11
ELA, mathematics, science
ELA, mathematics
ELA, mathematics, science
ELA, mathematics, science
ELA, mathematics, science
7–16
7&8
9 & 10
11–13
14–16
12 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.7 Assignment of Tests
STS Optional Participation
The 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 School
If 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 Testing
If 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 Exemptions
Parents/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.
Important
The 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.”
January 2014
LEA and Test Site Coordinator Manual ï 13
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.7 Assignment of Tests
Test Eligibility Reminders
CSTs
• Students in grades five, eight, and ten are required
to take the CST for Science in their grade level,
even if they are also eligible to take the STS.
• The only students in grades five, eight, or ten who
will not take the CST for Science are students
whose IEP specifies that they must take the CMA
for Science or the CAPA, 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:
Table 5. California Mathematics Standards Tests for EAP in Grade Eleven
Test
Students to Be Tested
Algebra 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.
14 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.8 Testing Materials
Chapter I.8 Testing Materials
Materials 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 Contractor
If 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 list
LEA 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 Contractor
To 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 multiplechoice 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).
January 2014
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
LEA and Test Site Coordinator Manual ï 15
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.9 Universal Tools, Designated Supports, and Accommodations
Chapter I.9 Universal Tools, Designated Supports,
and Accommodations
Using Universal Tools, Designated Supports, and Accommodations
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/.
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; and
9. 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;
16 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
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.
January 2014
Large-print versions of test booklets are
available for all CST, CMA, and STS tests.
LEA and Test Site Coordinator Manual ï 17
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.10 Forms for Test Administration
Chapter I.10 Forms for Test Administration
Forms 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
http://californiatac.org
Demographic Fields
to Be Hand-Marked
on 2014 Answer
Documents or Entered
During Extended
Pre-ID Data
Corrections form
(Optional)
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.
Completed by the LEA testing This form is used as a keying
coordinator to submit before
document to inform CalTAC
starting Pre-ID
of fields to be left blank in
Pre-ID that will be handmarked or entered during
the extended Pre-ID data
corrections process during test
administration.
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.
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.
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.
http://californiatac.org
• During Testing •
Inventory Control
Spreadsheet—LEA
(Optional)
http://californiatac.org
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.
18 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
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.
January 2014
Part I: General Information | Chapter I.10 Forms for Test Administration
Table 6. Forms at a Glance (continued)
Form
Inventory Control
Spreadsheet—Test
Sites
(Optional)
When to complete
Purpose
What to do with form
Complete as CST, CMA,
CAPA, STS, and EAP testing
materials are assembled for
each test examiner.
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 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.
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.
http://californiatac.org
Also use to log paper testing
materials out and in from test
examiners each day of testing.
Test Site Absence
Tracking Form
Complete during or
immediately after tests are
administered.
(Optional)
http://californiatac.org
Test Site Tracking of
Significant Medical
Emergencies
(Optional)
http://californiatac.org
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.
It is advisable to file the form
with the school/test site’s testing
documents until after reports have
been received.
• After Testing •
School and Grade
Identification Sheet
(SGID “Header
Sheets”)
Appendix B
Complete when bundling
This form identifies groups of
answer documents for scoring. 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
January 2014
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.
LEA and Test Site Coordinator Manual ï 19
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.10 Forms for Test Administration
Table 6. Forms at a Glance (continued)
Form
2014 Request for
Student Data File and
Additional Reports
(“Processing Form”)
When to complete
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.
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.
Complete immediately
after packing boxes for
shipping to the Scoring and
Processing Centers.
The test site coordinator
completes school site information 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
The test site coordinator places
materials are returned to the
labels on boxes.
correct centers and that they can be
Scorable
Nonscorable
correctly logged and accounted for
after receipt.
Multiple choice
Scorable test booklets and answer
orange
green
documents mistakenly packed in the
boxes for nonscorable materials will
EAP materials
not be retrieved and rescored.
magenta
yellow
http://californiatac.org
(not sampled)
What to do with form
Complete when preparing
cartons of scorable
materials to ship to the
Scoring Center.
Appendix C
Return Address Labels
Purpose
• Before, During, and/or After Testing •
Irregularity Report
Appendix A
http://californiatac.org
Test Administration
Incident Report
Appendix A
http://californiatac.org
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).
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.
20 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part I: General Information | Chapter I.10 Forms for Test Administration
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 1
Print 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 NPS
Grade—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
January 2014
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 2
Mark 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.
LEA and Test Site Coordinator Manual ï 21
Copyright © 2014 by the California Department of Education
Part I: General Information | Chapter I.10 Forms for Test Administration
„„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.
22 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II
Instructions for LEA
Testing Coordinators
Instructions for
LEA Testing Coordinators
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 Schedule
Prepare a testing schedule for the LEA that
includes the date and time each test and test part
are to be administered in every school in the LEA.
If the LEA does not use a schedule that includes all
schools, have 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-ofcourse 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.
Notes
Answer documents for students assigned to NPSs for whom the LEA has received parent/guardian
exemptions may be completed within the LEA and not sent to the NPSs. These must be submitted for
scoring 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.
24 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
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.
January 2014
❏❏ 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.
LEA and Test Site Coordinator Manual ï 25
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
❏❏ Set up the LEA’s NPS test administration
window on the basis of the NPS school
calendar, order materials, and order preidentified 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.
Instructions for
LEA Testing Coordinators
Part II: Instructions for LEA Testing Coordinators | Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
•• 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
26 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
January 2014
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.
LEA and Test Site Coordinator Manual ï 27
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
•• 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.
Instructions for
LEA Testing Coordinators
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Chapter II.2 CST, CMA, and STS Multiple-Choice
and CAPA Tests
Background
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 Dates
LEA 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, twocolor 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.
Table 7. Testing Material Packaging Quantities
Test
Material
Grades
Packaging
CST
DFAs
5s and singles
CST
test booklets
CST/CMA
CST
CMA
CMA
CMA
CAPA
CAPA
STS
STS
STS
two-color, machine-scorable answer documents
two-color, machine-scorable answer documents
DFAs
test booklets
two-color, machine-scorable answer documents
Examiner’s Manual, stimulus cards
two-color, machine-scorable answer documents
DFAs
two-color, scannable test booklets
two-color, machine-scorable answer documents
5, 8, and 9–11
5, 8, 10, 11, and EOC
Mathematics
5
8, 10, and 11
5, 8, and 9–11
5, 8, 10
8 and 10
N/A
N/A
2–11
2–11
4–11
28 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
20s and 5s
20s and 5s
20s and 5s
singles
5s and singles
5s and singles
singles
5s and singles
singles
5s and singles
5s and singles
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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
STS
CAPA
CMA
only
CST/
CMA
CST only
Testing Materials
Grade Levels
Pre-ID labels
All
CST grade-level test booklets
5, 8, 10, and 11
CST two-color, machine-scorable answer
8, 10, and 11
documents
Directions for Administration
5, 8, and 9–11
End-of-course mathematics test booklets
11
CST/CMA two-color, machine-scorable
5
answer documents
CMA grade-level test booklets
5, 8, and 10
CMA machine-scorable answer documents
8 and 10
Directions for Administration
5, 8, and 9–11
CAPA Examiner’s Manuals and stimulus cards (manual includes directions
for all CAPA levels)
CAPA two-color, machine-scorable answer documents
STS two-color, machine-scorable test booklets 2 and 3
STS grade-level test booklets
4, 5, 6, 7, 8, 9, 10, and 11
STS practice tests
2, 3, and 4
STS practice test Directions for Administration 2, 3, and 4
STS two-color, machine-scorable answer
4, 5, 6, 7, 8, 9, 10, and 11
documents
Directions for Administration
2, 3, 4, 5, 6, 7, 8, and 9–11
The LEA testing coordinator also receives
administrative materials that are used for all paper
tests, as shown in Table 9.
January 2014
Shipment
Separate shipment
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
LEA testing coordinators and test site
coordinators also receive LEA and/or school/test
site packing lists.
LEA and Test Site Coordinator Manual ï 29
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
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.
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
LEA Testing
Coordinator
Testing Materials
Return
Materials
Instructions for
LEA Testing Coordinators
Table 9. Materials for LEA Testing Coordinator
Shipment
LEA Coordinator Kit (one each, all DFAs)
“Unauthorized Electronic Devices May Not Be Used” sign master
Manual information sheet
Processing form
Material Receipt Acknowledgement Report
Overage—5 percent above original order for LEAs, 10 percent
above original order for schools
SGID sheets
Scorable Material Freight Kit—orange
Nonscorable Material Freight Kit—green
Master File Sheets
Paper bands
Supplemental and Excessive Orders
The only way an LEA may order additional test
booklets, answer documents, or DFAs is to contact
CalTAC at 800-955-2954. CalTAC will place the
order. Orders for additional materials cannot be
placed until 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
(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
• “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.
Box 1 – LEA
Box 1 – LEA
Box 1 – School
Box 1 – LEA
Box 1 – LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
–LEAs 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/.
• 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
Accommodations
General 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.
30 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Identifying
Responsibilities Before Testing
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-ofcourse 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 handmarked 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.
Responsibilities During 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.
January 2014
❏❏ 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.
LEA and Test Site Coordinator Manual ï 31
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
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/.
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Instructions for
LEA Testing Coordinators
Responsibilities After Testing
Collect 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 handmark 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.
32 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Table 10. Guidelines for Handling Nonscorable Testing Materials
Handling Guideline
CST, CMA, and STS DFAs
Directions for Administration, grade 2 STS
Directions for Administration, grades 3–11
Return with nonscorables.
Discard, recycle, or optionally return with nonscorables.
CST, CMA, and STS Test Booklets
Unused 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.
Return with nonscorables and mark as “VOID—Student
Unused Pre-ID STS test booklets, grades 2 and 3
Moved Before Test” or “VOID—Document Transcribed.”
Used, damaged STS test booklets that have been
Return with nonscorables and mark as “VOID—
transcribed, grades 2 and 3
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 Documents
Unused 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
Used, damaged answer documents that have been
transcribed, grades 4–11
Securely destroy.
Return with nonscorables and mark as “VOID—
Document Transcribed.”
CAPA Materials
Note: 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 Versions
Used braille and large-print test booklets
Unused braille and large-print test booklets
Large-print CAPA Examiner’s Manual
Return with nonscorables.
Return with nonscorables.
Return with nonscorables.
Ancillary Items
LEA and Test Site Coordinator Manual
Science reference sheets
CAPA stimulus cards
Scratch paper
Additional SGID sheets
Unused paper bands
Unused Pre-ID labels
❏❏ 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
January 2014
File one copy in LEA and discard or recycle remainder.
Reuse in classroom, discard, or recycle.
Reuse in classroom, discard, or recycle.
Securely destroy.
Discard, recycle, or return with nonscorables.
Discard, recycle, or return with nonscorables.
Securely destroy or return with nonscorables.
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.
LEA and Test Site Coordinator Manual ï 33
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
Material
Instructions for
LEA Testing Coordinators
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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 Exams
Scorable Materials
Boxes with Orange Labels
LEA returns to the Scoring Center,
Iowa City, 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)
Nonscorable Materials to Return
Boxes with Green Labels
LEA returns to the Processing Center,
Cedar Rapids, Iowa
___ 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.
34 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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.
January 2014
LEA and Test Site Coordinator Manual ï 35
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
Important
Part II: Instructions for LEA Testing Coordinators | Chapter II.3 EAP Essay
Instructions for
LEA Testing Coordinators
Chapter II.3 EAP Essay
Background
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 Dates
The 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 Materials
CSU 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
Shipment
Essay Prompt Booklets (3 versions)
California State University Early Assessment Program Response
Booklets—Pre-ID or blank
Directions for Administration of the Essay
Manual information sheet
SGID sheets
Scorable Material Freight Kit—magenta
Nonscorable Material Freight Kit—yellow
EAP Master File Sheets
Paper bands
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Box 1 – School
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Box 1 – School, LEA
Responsibilities Before Testing
Manage 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 Testing
Provide Assistance to Test Site Coordinators
as Needed
❏❏ Assist test site coordinators with the handling of
emergency situations that disrupt the test
administration.
36 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part II: Instructions for LEA Testing Coordinators | Chapter II.3 EAP Essay
❏❏
Responsibilities After Testing
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
___ Essay Prompt Booklets
___ Voided response booklets
___ Completed EAP Writing Master File Sheet
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 magenta and yellow labels.
January 2014
LEA and Test Site Coordinator Manual ï 37
Copyright © 2014 by the California Department of Education
Instructions for
LEA Testing Coordinators
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.
Notes
PART III
Instructions for Test
Site Coordinators
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
❏❏
❏❏
Instructions for
Test Site Coordinators
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).
40 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
❏❏ 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 machinescorable.);
• 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 Selection
CAPA Levels
and Content Areas
Column B
Column C
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
1
Level II: ELA, Math
16
2
Level III: ELA, Math, Science
21
2
Level IV: ELA, Math, Science
5
1
Level V: ELA, Math, Science
* If there are fewer than 10 students in a level, select one student for that level.
January 2014
LEA and Test Site Coordinator Manual ï 41
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
Column A
Part III: Instructions for Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
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
Instructions for
Test Site Coordinators
❏❏ 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.
42 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
January 2014
• 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.
LEA and Test Site Coordinator Manual ï 43
Copyright © 2014 by the California Department of Education
Instructions for
Test Site 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)
Part III: Instructions for Test Site Coordinators | Chapter III.1 General Preparation for the CST, CMA, CAPA, STS, and EAP Administration
• 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
Instructions for
Test Site Coordinators
• 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.
44 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
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
Background
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 Spanishspeaking 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 Dates
LEA 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.
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 multiplechoice 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.
LEA and Test Site Coordinator Manual ï 45
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
January 2014
Paper Testing Materials
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Table 15. Testing Material Packaging Quantities
Test
Material
Grades
Packaging
CST
CST
CST/CMA
CST
CMA
CMA
CMA
CAPA
CAPA
STS
STS
STS
DFAs
test booklets
two-color, machine-scorable answer documents
two-color, machine-scorable answer documents
DFAs
test booklets
two-color, machine-scorable answer documents
Examiner’s Manual, stimulus cards
two-color, machine-scorable answer documents
DFAs
two-color, machine-scorable test booklets
two-color, machine-scorable answer documents
5, 8, and 9–11
5, 8, 10, 11, and EOC Mathematics
5
8, 10, and 11
5, 8, and 9–11
5, 8, and 10
8 and 10
N/A
N/A
2–11
2–11
4–11
5s and singles
20s and 5s
20s and 5s
20s and 5s
Singles
5s and singles
5s and singles
Singles
5s and singles
Singles
5s and singles
5s and singles
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.
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.
Table 16. Multiple-Choice Testing Materials by Grade Level—Test Site
CAPA CMA only CST/
CMA
STS
Instructions for
Test Site Coordinators
CST only
Testing Materials
Pre-ID labels
CST grade-level test booklets
CST two-color, machine-scorable answer
documents
Directions for Administration
End-of-course mathematics test booklets
CST/CMA two-color, machine-scorable
answer documents
Grade Levels
Shipment
All
5, 8, 10, and 11
Separate shipment
Boxes marked for schools
8, 10, and 11
Boxes marked for schools
5, 8, and 9–11
11
Boxes marked for schools
Boxes marked for schools
5
Boxes marked for schools
CMA grade-level test booklets
5, 8, and 10
CMA two-color, machine-scorable answer
8 and 10
documents
Directions for Administration
5, 8, and 9–11
CAPA Examiner’s Manuals and stimulus cards (manuals include directions
for all CAPA levels)
CAPA two-color, machine-scorable answer documents
STS two-color, machine-scorable test booklets 2 and 3
STS grade-level test booklets
4, 5, 6, 7, 8, 9, 10, and 11
STS practice tests
2, 3, and 4
STS practice test Directions for Administration 2, 3, and 4
STS two-color, machine-scorable answer
4, 5, 6, 7, 8, 9, 10, and 11
documents
Directions for Administration
2, 3, 4, 5, 6, 7, 8, and 9–11
46 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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.
Table 17. Materials for Test Site Coordinators
Return Materials Schools
Testing Materials
Manual information sheet
Box 1 – School
Overage—10 percent above original order for schools
Box 1 – School
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
Universal Tools, Designated Supports, and
Accommodations
General 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 Testing
If a student injures a hand or arm prior to
testing, is willing to complete the examination, and
is able to sit for the examination but unable to
mark answers, the school may choose to evaluate
the student to determine whether he or she is
eligible for a Section 504 plan. If the school
determines that a Section 504 plan is appropriate,
the school must complete a Section 504 plan that
includes specific information about which
universal tools, designated supports, and/or
accommodations the student will use in completion
of his or her test. The test 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.
LEA and Test Site Coordinator Manual ï 47
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
• 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
• “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.
–The sign will also be available for download at
http://californiatac.org/administration/
instructions/.
• 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.
January 2014
Shipment
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Responsibilities Before Testing
Manage 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.
Instructions for
Test Site Coordinators
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, handmark 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.
48 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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 Testing
Monitor the Test Administration
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:
January 2014
❏❏ For Grades Two and Three STS
If a replacement test booklet with the same
version number is available, proceed with the
following steps:
1. Transcribe the student’s 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.
LEA and Test Site Coordinator Manual ï 49
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
❏❏ 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.
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:
Instructions for
Test Site Coordinators
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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 Grades
If a replacement test booklet with the same
version number is available, proceed with the
following steps:
1. Provide the student with a replacement test
booklet.
2. Allow the student to continue on the same
answer document.
3. Submit the answer document with the
scorable materials.
4. Return both the defective and replacement
test booklets as nonscorable materials.
If a replacement test booklet with the same
version number is not available, proceed with the
following steps:
1. Provide the student with the replacement
booklet that has a different version number.
2. Have the student erase the version number
that was marked inside the answer document
and replace it with the new version number.
a.Version number boxes for grade-level tests
can be found inside the answer document
above the content area (science or RLA).
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 Situations
If an emergency situation occurs during the
administration of any test, the first consideration
must be for the safety of the students and staff. Test
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 Illness
1. If a student becomes ill and soils a test
booklet or answer document, transcribe all
information, if possible, onto a blank test
booklet or answer document in order to save
the student’s responses.
2. If it is not possible to transcribe the
information from the soiled document,
complete all of the 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.
50 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Responsibilities After Testing
Collect and Process Paper Testing Materials
January 2014
LEA and Test Site Coordinator Manual ï 51
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
❏❏ 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 handmark 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.
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Important
No 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.
Instructions for
Test Site Coordinators
• 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.
Important
If 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
52 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
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.
Figure 1. Packing Order for Returning Scorable Multiple-Choice and CAPA 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
•• 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
January 2014
•• 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
LEA and Test Site Coordinator Manual ï 53
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
List of CST, CMA, CAPA, and STS Scorable Materials
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Correctly Package Nonscorable Materials
❏❏ 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.
Instructions for
Test Site Coordinators
❏❏ 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)
54 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.2 CST, CMA, and STS Multiple-Choice and CAPA Tests
Table 18. Guidelines for Handling Nonscorable Testing Materials
Material
Handling Guideline
Directions for Administration, STS grade 2
Directions for Administration, grades 3–11
CST, CMA, and STS DFAs
Return with nonscorables.
Discard, recycle, or optionally return with nonscorables.
CST, CMA, and STS Test Booklets
Unused 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
Unused Pre-ID STS test booklets, grades 2 and 3
Used, damaged STS test booklets that have been
transcribed, grades 2 and 3
Used test booklets, grades 4–11
Unused test booklets, grades 4–11
Used test booklets for all end-of-course mathematics CSTs
Unused test booklets for all end-of-course mathematics
CSTs
Return with nonscorables.
Return with nonscorables and mark as “VOID—Student
Moved Before Test” or “VOID—Document Transcribed.”
Return with nonscorables and mark as
“VOID—Document Transcribed.”
Return with nonscorables.
Return with nonscorables.
Return with nonscorables.
Return with nonscorables.
CST, CMA, and STS Two-color, Machine-scorable Answer Documents
Unused 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
Used, damaged answer documents that have been
transcribed, grades 4–11
Securely destroy.
Return with nonscorables and mark as “VOID—
Document Transcribed.”
CAPA Materials
Note: 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 Versions
Used braille and large-print test booklets
Unused braille and large-print test booklets
Large-print CAPA Examiner’s Manual
Return with nonscorables.
Return with nonscorables.
Return with nonscorables.
Ancillary Items
File one copy in LEA and discard or recycle remainder.
Reuse in classroom, discard, or recycle.
Reuse in classroom, discard, or recycle.
Securely destroy.
Discard, recycle, or return with nonscorables.
Discard, recycle, or return with nonscorables.
Securely destroy or return with nonscorables.
Practice Test Materials
Practice tests and DFAs are available for the STS in grades two, three, and four.
Used practice tests
Unused practice tests
Practice test DFAs
January 2014
Allow students to take home; or discard, or recycle.
Allow students to take home; or discard, or recycle.
Allow students to take home; or discard, or recycle.
LEA and Test Site Coordinator Manual ï 55
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
LEA and Test Site Coordinator Manual
Science reference sheets
CAPA stimulus cards
Scratch paper
Additional SGID sheets
Unused paper bands
Unused Pre-ID labels
Part III: Instructions for Test Site Coordinators | Chapter III.3 EAP Essay
Chapter III.3 EAP Essay
Background
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 Dates
The 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 Materials
CSU EAP essay materials are packaged in
separate cartons and delivered separately from the
LEA’s CST materials.
Table 19. Testing Materials, EAP Essay Administration—Test Site
Testing Materials
Shipment
Essay Prompt Booklets (3 versions)
California State University Early Assessment Program Response
Booklets—Pre-ID or blank
Directions for Administration of the Essay
Manual information sheet
SGID sheets
Scorable Material Freight Kit—magenta
Nonscorable Material Freight Kit—yellow
EAP Master File Sheets
Paper bands
Boxes marked for schools
Boxes marked for schools
Boxes marked for schools
Box 1 – School
Box 1 – School
Box 1 – School
Box 1 – School
Box 1 – School
Box 1 – School
Responsibilities Before Testing
Manage Test Security
Organize the Testing Environment
❏❏ Identify a centralized, secure, lockable area for
storing paper testing materials and notify others
of the location.
❏❏ Secure all paper materials.
❏❏ 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.
Instructions for
Test Site Coordinators
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.
56 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Part III: Instructions for Test Site Coordinators | Chapter III.3 EAP Essay
Distribute Paper Testing Materials to the
Test Examiners
❏❏ Ensure that test examiners receive large-print
and braille tests when appropriate.
❏❏ Distribute sets of materials to test examiners.
Sets of materials should include a DFA, response
booklets, and Essay Prompt Booklets.
Responsibilities During Testing
Monitor 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 Situations
If an emergency situation occurs during the
administration of any test, the first consideration
must be for the safety of the students and staff. Test
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 Illness
1. 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 Testing
Correctly Package Scorable 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.
❏❏ 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.
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.
January 2014
LEA and Test Site Coordinator Manual ï 57
Copyright © 2014 by the California Department of Education
Instructions for
Test Site Coordinators
Collect and Process Paper Testing Materials
Part III: Instructions for Test Site Coordinators | Chapter III.3 EAP Essay
❏❏ 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
Instructions for
Test Site Coordinators
Master File Sheet completed by the test site
coordinator
SGID sheet completed by the test site
coordinator
Paper band
58 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes
Appendixes | Appendix A: Testing Irregularities and Incidents
Appendix A: Testing Irregularities and Incidents
Testing 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 Procedures
The 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
60 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
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
1
2
3
4
5
6
7
8
9
January 2014
Row
Purpose
Adult Testing Irregularity Not assigned
Inappropriate Test Preparation Not assigned
Adult Testing Irregularity ELA/RLA for Grades 2–11
Inappropriate Test Preparation ELA/RLA for Grades 2–11
Adult Testing Irregularity Mathematics for Grades 2–11
Inappropriate Test Preparation Mathematics for Grades 2–11
Adult Testing Irregularity EOC Mathematics for Grade 11
Inappropriate Test Preparation EOC Mathematics for Grade 11
Adult Testing Irregularity Grade-level Science for Grades 5, 8, 10
Inappropriate Test Preparation Grade-level Science for Grades 5, 8, 10
Adult Testing Irregularity Not assigned
Inappropriate Test Preparation Not assigned
Adult Testing Irregularity Not assigned
Inappropriate Test Preparation Not assigned
Adult Testing Irregularity Not assigned
Inappropriate Test Preparation Not assigned
Adult Testing Irregularity Not assigned
Inappropriate Test Preparation Not assigned
LEA and Test Site Coordinator Manual ï 61
Copyright © 2014 by the California Department of Education
Appendixes | Appendix A: Testing Irregularities and Incidents
Test Administration Incidents
Test 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 materials
Note: 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 Procedures
The 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.
62 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix A: Testing Irregularities and Incidents
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
o
o
o
CST
CMA
CAPA
STS
o ELA/RLA
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.
Grade Involved:
Number of Students
Involved:
Number of Students Tested
in School:
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.
January 2014
LEA and Test Site Coordinator Manual ï 63
Copyright © 2014 by the California Department of Education
Appendixes | Appendix A: Testing Irregularities and Incidents
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.
64 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
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
January 2014
LEA and Test Site Coordinator Manual ï 65
Copyright © 2014 by the California Department of Education
Appendixes | Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration
SGID, page 2
66 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix B: Sample Testing Shipment Forms for the Paper-pencil Test Administration
Exhibit A-5. Sample Master File Sheet—CST, CMA, and STS Multiple-Choice/CAPA
January 2014
LEA and Test Site Coordinator Manual ï 67
Copyright © 2014 by the California Department of Education
Appendixes | Appendix C: Processing Form
Appendix C: Processing Form
Exhibit 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
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
ASCII text
(
)
Area Code
Phone Number
Extension
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.
Hardware compatibility
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.
For Scoring Center Use
Order Number
Batch Number
Date Received
Estimated Amount
Postage Due
Program
219-175
68 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix C: Processing Form
Standard Report Package
The standard report package provided at no charge to the LEA:
* Two copies of these reports
Student Data File on CD-ROM: One copy for LEA
are created by grade for each
school—one copy is packaged
Student Record Label—CST for Science (grades 5, 8, and 10); CMA for Science (grades 5, 8,
for the school and one copy is
and 10); CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11);
packaged for the LEA office.
and STS for RLA (grades 2–11) [CDE sanctioned]: One set per school**
Independently testing charter
Student Master List—CST for Science (grades 5, 8, and 10); CMA for Science (grades 5, 8,
schools receive one copy of
and 10); CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics (grades 2–11);
these school-level reports.
and STS for RLA (grades 2–11) [CDE sanctioned]: One set per school**
Additionally, two copies of
Student Master List Summary—CST for Science (grades 5, 8, and 10)**; CMA for Science
these reports are provided by
(grades 5, 8, and 10)**; CAPA for Science (grades 5, 8, and 10) and ELA and Mathematics
grade by LEA—one copy is
(grades 2–11)**; and STS for RLA (grades 2–11) [CDE sanctioned]*
sent to the LEA and one copy
is sent to the county office of
Subgroup Summaries—CST for Science (grades 5, 8, and 10)**; CMA for Science (grades 5,
education.
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,
** Additional reports may be
ordered only if the reports are
Economic Status, Gender, English Proficiency, and Ethnicity*
for the schools where students
Student Reports—CST for Science (grades 5, 8, and 10)**; CMA for Science (grades 5, 8, and
were tested.
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.
# of Additional
Copies/Sets of Reports
Report Name
Student Reports on DVD-ROM
Estimated # of
Students Tested
Price per
Student
.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.
Return this form in Box 1 of the LEA’s
scorable multiple-choice documents to:
Revised 1/02/14
January 2014
Estimated
Charges
Scoring Center
2510 North Dodge St.
Iowa City, Iowa 52245
Total Estimated
LEA Charges
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/.
LEA and Test Site Coordinator Manual ï 69
Copyright © 2014 by the California Department of Education
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 Charts
2014 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
--
Time
Total No.
of Items
Grade 10
Grade 11
Time
--
Time
Total No.
of Items
Grade 8
Total No.
of Items
English–Language Arts
Part 1
Time
California Standards
Tests
Total No.
of Items
Grade 5
96
185
85
---
--
1
Part 2
Mathematics
Part 1
Part 2
Science—Grade level
Part 1
Part 2
1001
---
66
---
140
70
70
66
---
120
60
60
66
861
120
60
60
195
90
1051
--
--
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.
1
70 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts
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
Science
Part 1
Part 2
Part 3
57
120
40
40
40
63
135
45
45
45
66
Time
Total No.
of Items
Grade 10
Time
Grade 8
Total No.
of Items
Time
California Modified
Assessment
Total No.
of Items
Grade 5
150
50
50
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
CAPA LEVELS
ITEMS and ESTIMATED TIME CHART
CAPA Content Area
English–Language Arts
Mathematics
Science
January 2014
Grades 2–11
Items
Time
12
12
12
45 minutes
45 minutes
45 minutes
Level
I
II
III
IV
V
Grades
2 through 11
2 and 3
4 and 5
6, 7, and 8
9, 10, and 11
LEA and Test Site Coordinator Manual ï 71
Copyright © 2014 by the California Department of Education
Part 3–only grades 2 & 3
Part 2
Reading/Language Arts
Part 1
Standards-based
Tests in Spanish
Total No.
of Items
71
Time
50
50
150
50
Total No.
of Items
71
Time
50
50
150
50
Total No.
of Items
--
81
Time
--
85
170
85
Total No.
of Items
--
81
Time
--
85
170
85
Total No.
of Items
--
81
Time
--
85
170
85
Total No.
of Items
--
81
--
85
170
85
Time
Grade 8
--
81
Total No.
of Items
Grade 7
--
85
170
85
Time
Grade 6
Grade 9
--
81
Total No.
of Items
Grade 5
--
85
170
85
Time
Grade 4
Grade 10
--
81
Total No.
of Items
Grade 3
--
85
170
85
Time
Grade 2
Grade 11
--
81
Total No.
of Items
ITEMS and ESTIMATED TIME CHART
--
85
170
85
Time
Table 23. STS Items and Estimated Time Chart
Testing coordinators should use the table below to develop schedules for administering the STS at their school sites. The STS 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. 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 STS 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 grades two and three, the CDE and ETS strongly recommend that no more than one test
part be administered in a day. 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.
2014 Standards-based Tests in Spanish (STS)
Number of Test Items and Estimated Test Administration Time for Each Grade and Test
Appendixes | Appendix D: 2014 CST, CMA, CAPA, STS, and EAP Items and Estimated Time Charts
72 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Appendix E: Test Booklet and Answer Document
Codes for the CST, CMA, CAPA, and STS
Completing 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.
ection: The numbers in this column refer to the numbers printed at the top of each section on the test
S
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.
January 2014
LEA and Test Site Coordinator Manual ï 73
Copyright © 2014 by the California Department of Education
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”).
74 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
Field Name
Section
Description
Student 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 CMA
If 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 attachment
Asian Indian | indio asiático
Having origins in any of the original peoples of the Indian subcontinent
Black or African American | africano americano
Having origins in any of the black racial groups of Africa
Cambodian | camboyano
Having origins in any of the original peoples of Cambodia
Chinese | chino
Having origins in any of the original peoples of China or Taiwan
Filipino | filipino
Having origins in any of the original peoples of the Philippine Islands
Guamanian | nativo de Guam
Having origins in any of the original peoples of Guam
January 2014
LEA and Test Site Coordinator Manual ï 75
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Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
Field Name
Section
Description
Hmong | hmong
Having origins in any of the original peoples of the mountainous regions of
Southeast Asia
Japanese | japonés
Having origins in any of the original peoples of Japan
Korean | coreano
Having origins in any of the original peoples of North or South Korea
Laotian | laosiano
Having origins in any of the original peoples of Laos
Native Hawaiian | nativo de Hawaii
Having origins in any of the original peoples of Hawaii
Other 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 Islands
Tahitian | tahitiano
Having origins in any of the original peoples of Tahiti
Vietnamese | vietnamita
Having origins in any of the original peoples of Vietnam
White | 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
76 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
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. Rightjustify 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 Services
Primary 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 Services
NPS 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 Participation
Specially 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
January 2014
LEA and Test Site Coordinator Manual ï 77
Copyright © 2014 by the California Department of Education
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
Field Name
Section
Description
Program Participation
English-learner programs
17
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.
78 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
Field Name
Section
Description
Student’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 Residence
For 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-FEP
21
Mark the month and century and enter and mark the day and year the student
was reclassified as fluent-English proficient.
R-FEP
English proficiency of R-FEP
Grades 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 reducedprice lunch, mark “Yes” for all students. Otherwise, mark “No.”
Date reclassified
Not for STS
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.
January 2014
LEA and Test Site Coordinator Manual ï 79
Copyright © 2014 by the California Department of Education
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
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.
80 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
Demographic Codes on CST, CMA, CAPA, and STS Test Booklets and Answer Documents
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)
January 2014
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.
LEA and Test Site Coordinator Manual ï 81
Copyright © 2014 by the California Department of Education
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
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])
82 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
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])
January 2014
LEA and Test Site Coordinator Manual ï 83
Copyright © 2014 by the California Department of Education
Appendixes | Appendix E: Test Booklet and Answer Document Codes for the CST, CMA, CAPA, and STS
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
84 ï LEA and Test Site Coordinator Manual
Copyright © 2014 by the California Department of Education
January 2014
Appendixes | Appendix F: Sample Answer Documents
Appendix F: Sample Answer Documents
Exhibit A-7. Sample CST/CMA Multiple-Choice Answer Document
Sample CST/CMA Multiple-Choice Answer Document, Front Page
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Sample CST/CMA Multiple-Choice Answer Document, Inside-left Page
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Sample CST/CMA Multiple-Choice Answer Document, Back Page
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Appendixes | Appendix F: Sample Answer Documents
Exhibit A-8. Sample CST Multiple-Choice Answer Document
Sample CST Multiple-Choice Answer Document, Front Page
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Sample CST Multiple-Choice Answer Document, Inside-left Page
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Sample CST Multiple-Choice Answer Document, Back Page
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Appendixes | Appendix F: Sample Answer Documents
Exhibit A-9. Sample CMA Multiple-Choice Answer Document
Sample CMA Multiple-Choice Answer Document, Front Page
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Appendixes | Appendix F: Sample Answer Documents
Sample CMA Multiple-Choice Answer Document, Inside-left Page
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Sample CMA Multiple-Choice Answer Document, Inside-right Page
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Appendixes | Appendix F: Sample Answer Documents
Sample CMA Multiple-Choice Answer Document, Back Page
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Appendixes | Appendix F: Sample Answer Documents
Exhibit A-10. Sample CAPA Answer Document
Sample CAPA Answer Document, Front Page
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Sample CAPA Answer Document, Inside-left Page
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Sample CAPA Answer Document, Back Page
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Appendixes | Appendix F: Sample Answer Documents
Exhibit A-11. Sample STS Answer Document
Sample STS Answer Document, Front Page
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Sample STS Answer Document, Inside-left Page
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GUIDE TO TEST BOOKLET AND ANSWER DOCUMENT SECTIONS A2, A3, AND A4
A2 Special Conditions
A
C
E
F
L
M
P
The student was absent for regular and makeup testing.
The test examiner or proctor observed the student cheating.
The student was not tested because of a significant medical emergency.
The student became ill while taking this test, had to leave the room, and was unable to return and complete the test.
The student enrolled after the first day of testing and was given this test.
The student was enrolled on the first day of testing but moved before this test was administered or completed.
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 largeprint versions.
J
K
L
M
N
The student tested during more than one day for a test or test part that was to be administered in a single sitting.
The student had supervised breaks within a test part.
The test was administered at the most beneficial time of day for the student.
The test was administered at home or in a hospital by a test examiner.
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
R
S
V
Y
Z
The student used a calculator on the mathematics (grade eleven CST only) or science (CST only) tests.
The student used an arithmetic table on the mathematics (CST only) or science (CST only) tests.
The student used math manipulatives on the mathematics (CST only) or science tests.
The student used an assistive device that interfered with the independent work of the student. (CST and STS only)
Leave blank.
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.
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.