California Standards-based Tests in Spanish Fall Field Tests 2006 GRADE 4

Transcripción

1 California Standards-based Tests in Spanish Fall Field Tests 2006 GRADE 4 DIRECTIONS FOR ADMINISTRATION Test Examiner and Proctor Responsibilities Review the materials before testing to ensure that you have all required materials, including both student and examiner materials. (See page 3 of this manual.) Ensure that students have and use only No. 2 pencils. Ensure that students print their names, school, district, and your name at the top part of the back of the test booklet. Ensure that students print their names on the front of the test booklet. Administer each test according to the schedule provided by your school test coordinator and ensure that you have enough time to complete each test. Read the directions in the SAY boxes to students exactly as they are printed. They are in Spanish. Ensure that each student receives the correct test booklet each day of testing. Actively supervise students while they are working on the tests. Collect and account for all test booklets and answer documents before dismissing any students each day. Check the Estimated Test Administration Times table on page 2 for minimum test administration times. Please note that the STS is an untimed test.

2 California Standards-based Tests in Spanish manuals published by Educational Testing Service. Copyright 2006 by the California Department of Education. All rights reserved. ETS is a registered trademark of Educational Testing Service.

3 Checklists Complete the following checklists to ensure that you have taken all necessary steps in preparation for administering the California Standards-based Tests in Spanish (STS). Test Examiner and Proctor Checklist I have read, understood, and signed a Security Affidavit and have given it to my test site coordinator. I completed the 2006 STS Testing Schedule (page ii). I read and understand Testing Cautions (page 1). I read and understand Before the Test (page 5). I read and understand Day Before Testing (page 5). I read and understand During Testing (page 6). I read and understand After Testing Each Day (page 6). I asked my test site coordinator any questions I had about information in this manual. I have checked my students IEPs and Section 504 Plans and will ensure that the students receive only the accommodations/modifications listed. I will ensure that only students enrolled in grade 4 will be given this test. i

4 School Testing Schedule Complete the following table with the information provided by your STAR test site coordinator, if your coordinator does not give you a printed testing schedule. Day and Date Time Test to Administer Tuesday, September 12 9:00 10:00 RLA STS Part 1 Wednesday, September 13 9:00 10:00 RLA STS Part STS Testing Schedule Day and Date Time Test to Administer ii

5 California Standards-based Tests in Spanish Grade 4 Table of Contents Checklists...i School Testing Schedule...ii Testing Cautions...1 Test Security...1 Test Administration Times...2 Table 1. Estimated Test Administration Times...2 Test Materials...3 Test Examiner Materials...3 Student Materials...3 Who Should Take STS?...3 Students who should take STS...3 Students who should not take STS...4 What to Do...5 Before the Test...5 Day Before Testing...5 During Testing...6 After Testing Each Day...6 First Day of Testing...7 STS Reading-Language Arts Test....9 Sample Questions...10 Part Part STS Mathematics Test...15 Sample Question...16 Part If Part 2 is administered after a break...18 If Part 2 is administered on another testing day...18 Part iii

6 Appendices Appendix A...21 Accommodations and Modifications for Students with IEPs or Section 504 Plans Appendix B...22 Directions for Completing Demographic Information Table 2. Demographic Field Descriptions...23 Table 3. Primary Disability Codes...29 Appendix C...32 Directions to Students for Completing Demographic Information Appendix D...34 Preparing Test Booklets for Scoring iv

7 First Day of Testing GRADE 4 Test Security Testing Cautions Each person who has access to STAR test materials, including STS materials, must sign a Security Affidavit before receiving any student test materials. If you have not signed a Security Affidavit, contact your STAR test site coordinator immediately. The contents of all California STAR test booklets, including STS test booklets, are secure materials. Unauthorized copying or reusing of any California STAR test booklet or of any questions within the booklet is illegal. Do Keep the tests secure at all times. Limit access to the test(s) and test materials to actual testing periods. Collect and account for all test materials BEFORE dismissing students. Return all test materials to the designated STAR test site coordinator daily upon completion of testing. Administer the test in accordance with the directions for test administration in this manual. Do Not Divulge the contents of the test(s) to any other person through verbal, written, or any other means of communication. Copy any part of the test(s) or test materials. Permit students to remove test materials from the testing room. Disclose, or allow to be disclosed, the contents of the test instrument. Review any test questions, passages, or other test items with students before, during, or after testing. Develop scoring keys or review or score any student responses. 1

8 First Day of Testing GRADE 4 Test Administration Times The Standards-based Tests in Spanish (STS) are not timed, but the suggested times should be sufficient for almost all students to complete each test part. Students who are actively engaged in working on the test may be given as much time as needed to complete the test. Each test part, however, must be finished in a single sitting, with no breaks, on the designated test date. The Estimated Test Administration Times in Table 1 below are the minimum amount of time that students should have for completing each test part. The times listed include 10 minutes to distribute materials, give directions, and collect materials, as well as the student working time needed for each test. Most students will complete the tests within the estimated times given in this table. Some students may have individualized education programs (IEPs) or Section 504 Plans that allow breaks within a test part, including administering a test part on more than one day. Your STAR test site coordinator may ask you to verify accommodations and modifications from IEPs or Section 504 Plans or may give you information about accommodations and modifications that are to be provided for specific students. Under no circumstances should you begin a test part unless there is enough time to complete it. Proposed Schedule for Administration Parts 1 and 2 of each test must be administered consecutively. It is recommended that no more than one test part of the STS Reading-Language Arts Test be administered on any one day. You must follow the schedule your STAR test site coordinator provided. When both test parts of the mathematics test are administered on one day, students should have a break of at least 10 minutes between the two parts. During the break, test booklets are to remain closed and students are not to refer to them. Students may leave the room during the break between the two parts to get drinks and use the bathroom or to go to recess or lunch. The second test part must be administered immediately after the break. If the room is left unattended during the break, collect and secure the testing materials in locked cabinets if the room cannot be locked or have students leave the test materials on their desks and lock the testing room. Table 1 shows the estimated time required for students to complete each test part. If you are testing students who you think will require more time than is shown, work with the test site coordinator to plan an appropriate schedule. Groups of students may not be given a break during a test part. Table 1. Estimated Test Administration Times Total No. Subtest Estimated Time* of Items California Reading-Language Arts Part 1: 55 minutes 46 Standards-based Test in Spanish Part 2: 55 minutes California Mathematics Standards-based Part 1: 55 minutes 46 Test in Spanish Part 2: 55 minutes *Includes 10 minutes to distribute materials, give directions, and collect materials. Students should be able to complete each test part within the estimated times. 2

9 First Day of Testing GRADE 4 Test Examiner Materials Test Materials California Standards-based Tests in Spanish (this manual). Grade 4, STS Fall Field Tests one for each student plus one for demonstration. Card stock rulers with inch and centimeter markings. Scratch paper for the mathematics tests scratch paper may be unlined, lined, or graph paper. Used scratch paper is secure and must be returned to the STAR test site coordinator. Sharpened No. 2 pencils with erasers (2 per student plus extras). Testing Do Not Disturb signs for doors. Student Materials Grade 4 STS Fall Field Tests Card stock ruler with inch and centimeter markings Scratch paper for the mathematics tests Two No. 2 pencils with erasers NOTES: For field test purposes, the Grade 4 test booklets provided to your classroom will have 12 versions. The order of the test booklet versions must be maintained. Do not unscramble or sort the different versions before distributing the test booklets to the students. Students who should take STS Who Should Take STS? The multiple-choice STS fall field tests should be administered to Spanish-speaking English learners in grades three, four, and five in California public schools. Students in grades 3, 4, and 5 who were enrolled in U.S. schools for less than 12 cumulative months during spring 2006 test administration are eligible to take an STS field test, as are students with disabilities who meet the other STS eligibility criteria. Students may participate in the field test if: They were enrolled in school in the United States for less than a total of 12 cumulative months on the first day of spring 2006 testing at their schools; OR They are English learners who have enrolled since 2006 testing and have been enrolled in U.S. schools less than 12 cumulative months; OR They received instruction in Spanish during the school year regardless of o length of time they had been enrolled in school in the United States o whether or not they took the Aprenda 3. 3

10 First Day of Testing GRADE 4 Students who should not take STS Students should not take the STS field tests if they are: Designated EO (English-only) or initially fluent English proficient (I-FEP) in their English proficiency. Reclassified fluent English proficient (R-FEP), even though they took the Aprenda 3 the previous year. An English learner whose primary language is not Spanish. In addition, the STS fall field tests will not be available in braille or large-print versions. Students requiring these materials will not be tested. 4

11 First Day of Testing GRADE 4 What to Do Before the Test Identify students requiring accommodations and/or modifications and where they will be tested. Confirm where to pick up and return materials each day of testing. Plan a quiet activity for each testing session for students who finish early. The activity should not be related to the test being given. Students may be allowed to work on assignments for unrelated classes, read library books, etc. All demographic data must be hand-gridded on each student s test booklet. See Appendix B, Directions for Completing Demographic Information, and Appendix C, Directions to Students for Completing Demographic Information. Day Before Testing Read the (this manual). Mark the page where you will begin on the first day of testing. Mark the page where you will begin each testing session. Make sure the physical conditions in the testing room are satisfactory. Students should be seated so that there is enough space between them to minimize opportunities to look at each other s work. On testing days, post a Testing Do Not Disturb sign on the door. If the group to be tested is larger than a normal-sized class, there should be one proctor for every twenty-five students. Make sure that no instructional materials directly related to the content of the test are visible to students. Inappropriate materials include, but are not limited to, vocabulary or spelling lists, phonics charts, and tables of mathematical facts or formulas. All such materials must be removed or covered during the testing session. Verify that all testing materials are assembled and ready. (See page 3.) 5

12 First Day of Testing GRADE 4 During Testing Encourage students to do their best. Have students clear their desks before beginning each testing session. Show students how to mark the answer spaces by drawing an answer circle on the board and filling it in. Marks may extend outside the circle, and all space within the circle does not have to be filled in. Show students how to completely erase an answer they might want to change. Make sure students have and use only No. 2 pencils. Read all SAY boxes exactly as they are written, using a natural tone and manner. If necessary, explain the directions but do not give help on specific test questions. If you make a mistake in reading a direction or sample question, stop and say, No está correcto. Escuchen nuevamente. Then read the direction or sample question again. Remind students to handle their test booklets with care, to record their answers with heavy, dark marks, and to avoid making extra marks on the test booklets. Check periodically to make sure that students are recording their answers properly and are following instructions. After Testing Each Day Verify that you have collected all test booklets, pencils, scratch paper, and rulers. Verify that student names are on test booklets. Count all test booklets BEFORE allowing any student to leave the testing room. California Standards-based Tests in Spanish booklets are secure materials. Return all test booklets, including your demonstration booklet, to your STAR test site coordinator each day immediately after testing is completed. 6

13 First Day of Testing GRADE 4 First Day of Testing Materials required for each student: Two No. 2 pencils with erasers plus extras Grade 4 booklets No breaks in testing time may be used during this test, unless students with IEPs or Section 504 Plans require accommodations or modifications. (See Appendix A.) Each part of the test must be administered in a single sitting, with no breaks. Read directions in SAY boxes exactly as they are printed. Make certain you have a copy of the Grade 4 booklet for demonstration purposes. Write the following information on the board: Teacher Name (Maestro/a), School Name (Escuela), and District Name (Distrito escolar). The teacher name is to be the name of the teacher administering the test. For field test purposes, the test booklets provided to your classroom contain multiple versions. Do not unscramble or sort the different versions before you hand out the test booklets to students. Give each student two No. 2 pencils and the Grade 4 test booklet. Student Name (Nombre y apellido del estudiante) SAY Escriban sus nombres en letra de molde en la parte de arriba de la portada. Show the line for student s name on the front cover of the demonstration booklet. SAY Ahora volteen al otro lado el folleto de prueba. Busquen la sección 1 en la parte de arriba donde dice Nombre y apellido del estudiante. En ese cuadro escriban sus nombres en letra de molde. Give help as needed. 7

14 First Day of Testing GRADE 4 Teacher, School, and District Names (Maestro/a, Escuela, Distrito escolar) SAY En el cuadro que dice Maestro/a, escriban mi nombre en letra de molde. En el cuadro que dice Escuela, escriban el nombre de nuestra escuela en letra de molde. En el cuadro que dice Distrito escolar, escriban el nombre de nuestro distrito escolar en letra de molde. Refer students to the board where you have written your name, the school, and the district information. While students are filling in the information, walk around the room to see that they are following instructions. Give help as needed. 8

15 STS Reading-Language Arts Test GRADE 4 Reading-Language Arts California Standards-based Test in Spanish This test is untimed. Each part of the test must be administered in a single sitting, with no breaks. Materials required for each student: Two No. 2 pencils with erasers plus extras Grade 4 test booklet No breaks in testing time may be used during this test, unless students with IEPs or Section 504 Plans require accommodations or modifications. (See Appendix A.) Read directions in SAY boxes exactly as they are printed. Students are to mark the answer circles in their test booklets. Students may underline or make notes in their test booklets if they regularly do this in the classroom. Any underlining or notes must be erased under the supervision of the test site coordinator or principal/school administrator before the test booklets are submitted for scoring. Make certain you have a copy of the Grade 4 test booklet for demonstration purposes. Each time you redistribute test booklets, read the shaded boxes. If you continue testing without a break, go to the first unshaded box. Before distributing test booklets, SAY Les voy a entregar un folleto de prueba a cada uno. No abran el folleto hasta que les diga qué hacer. Give each student two No. 2 pencils and the Grade 4 test booklet with his or her name written on it. Students should already have filled in the student-identifying information on Section 1. SAY Miren la portada del folleto de prueba. Asegúrense que su nombre esté escrito en la parte de arriba de la portada. Si su nombre no está escrito en el cuadro, por favor levanten la mano. Use the demonstration booklet to show students where to look for their names. Check test booklets for students who raise their hands. Each student must have the test booklet with his or her name on it. 9

16 STS Reading-Language Arts Test GRADE 4 SAY Hoy vamos a tomar una prueba que mostrará cuánto han aprendido. Algunas de las preguntas van a ser fáciles para ustedes, y otras van a ser más difíciles. No se preocupen por las que parecen difíciles hagan lo mejor que puedan y traten de contestar todas las preguntas. Abran el folleto de prueba a la Parte 1 en la página 1. Para asegurarse que estén en la página correcta, busquen el dibujo de un papel y lápiz en un círculo en la parte de arriba de la página. Use the demonstration booklet to show students where to find the logo. Walk around the room to make sure everyone has page 1 of the California Reading-Language Arts Standards-based Test in Spanish showing. Booklets should be open flat, not folded back. Sample Questions SAY Busquen las instrucciones en la parte de arriba de la página. Léanlas en silencio mientras que yo las lea en voz alta. Lee cada lectura. Luego lee cada pregunta acerca de la lectura. Decide cuál es la mejor respuesta para la pregunta. Marca el espacio para la respuesta que escogiste. Lean la lectura llamada Caballo de palo en silencio. Pause about two minutes while students read the sample passage. SAY Ahora miren al Ejemplo A. Lean la pregunta en silencio mientras que yo la lea en voz alta. Qué palabra es un SINÓNIMO de feliz? triste verdad contento cierto Cuál es la respuesta correcta? Pause for replies. SAY Sí, correcto. La tercera opción, contento, es la correcta. El círculo junto a la palabra contento ha sido llenado para mostrar que es la respuesta correcta. Answer all questions. 10

17 STS Reading-Language Arts Test GRADE 4 SAY Ahora miren al ejemplo B. Lean la pregunta en silencio. Llenen el círculo para su respuesta en el folleto de prueba. Pause while students mark their answers. SAY Cuál es la respuesta correcta? Pause for replies. SAY Sí, ésa es la respuesta correcta. Debían marcar el círculo junto al lado de la respuesta no es verdadero. Tienen una pregunta? Answer all questions. Repeat instructions if necessary. Part 1 SAY Abran el folleto de prueba a la página 2. Pongan su dedo en la pregunta 1. Van a leer el resto de las lecturas y a responder a las preguntas solos. Cuando terminen esta página, sigan trabajando hasta que terminen la pregunta número 20 y vean una señal de PARAR. Luego pongan el lápiz sobre su escritorio y esperen hasta que les diga qué harán después. No continúen con las otras páginas. Si se les rompe el lápiz, levanten la mano y les daré otro lápiz. Tienen alguna pregunta? Answer all questions. Repeat instructions if necessary. SAY Ahora pueden comenzar a trabajar. Note the starting time and allow a minimum of 55 minutes for students to complete this test part. While the students are working, walk around the room to make sure that they are following directions, but do not give help on specific test questions. If students ask for help reading a word, encourage them to sound it out, but do not read words for them. Make sure students are not working on any other questions. 11

18 STS Reading-Language Arts Test GRADE 4 After approximately 55 minutes, SAY Han terminado la Parte 1 de la prueba? Si no han terminado la Parte 1, por favor levanten la mano. Asegúrense de que hayan marcado todas las respuestas claramente y que hayan borrado por completo las rayas o marcas no deseadas. Cierren su folleto de prueba para que esté la portada enfrente de ustedes hacia arriba. This is the end of Part 1 of the California Reading-Language Arts Standards-based Test in Spanish. Collect the test booklets and pencils. Before dismissing the students, count all test booklets to ensure that all have been turned in and that you have a test booklet for each student. Return all test materials to your STAR test site coordinator. 12

19 STS Reading-Language Arts Test GRADE 4 Part 2 Hand out No. 2 pencils and the test booklets. Then read the directions in the following boxes. SAY Ahora van a tomar la Parte 2 de la Prueba de los estándares de lectura y lenguaje de California. Recuerden que algunas de las preguntas les resultarán fáciles y otras les resultarán difíciles. No se preocupen por las que parecen difíciles hagan lo mejor que puedan. Miren la portada del folleto de prueba. Asegúrense que su nombre esté escrito en la sección 1 en la parte de arriba de la portada. Si su nombre no está escrito allí, por favor levanten la mano. Check test booklets for students who raise their hands. Each student must have the test booklet with his or her name on it. SAY Ahora abran el folleto de prueba a la página 1. Vamos a repasar el Ejemplo B nuevamente. Cuál fue la respuesta correcta? Pause for replies. SAY Sí, correcto. La respuesta correcta es no es verdadero. El círculo junto a no es verdadero ha sido rellenado para mostrar que es la respuesta correcta. Tienen alguna pregunta de cómo llenar los círculos en esta prueba? Answer all questions. SAY Abran el folleto a la página 14. Asegúrense de estar en la página correcta del folleto de prueba. Busquen el dibujo de un papel y lápiz en un círculo. Lean las lecturas y respondan a las preguntas 21 a 46. Sigan trabajando hasta que terminen la pregunta número 46 y vean una señal de PARAR. Si terminan antes de tiempo, pueden revisar su trabajo, pero no pueden adelantarse a otras páginas. Después de haber revisado su trabajo, pueden cerrar el folleto. Si quieren, pueden hacer otra actividad en silencio hasta que termine esta sesión. Entienden lo que deben hacer? Note: Students may check their work for each day s test session, but they may not check their work from previous days. Answer all questions. 13

20 STS Reading-Language Arts Test GRADE 4 SAY Asegúrense que comiencen en el número 21 del folleto de prueba. Pueden comenzar a trabajar ahora. Note the starting time and allow a minimum of 55 minutes for students to complete this test part. After all students have closed their test booklets or after approximately 55 minutes have passed, SAY Han terminado la Parte 2 de la prueba? Si no han terminado la Parte 2, por favor levanten la mano. Asegúrense de que hayan marcado todas las respuestas claramente y que hayan borrado por completo las rayas o marcas no deseadas. Cierren su folleto de prueba para que esté la portada enfrente de ustedes hacia arriba. This is the end of Part 2 of the California Reading-Language Arts Standards-based Test in Spanish. Collect the test booklets and pencils. Before dismissing the students, count all test booklets to ensure that all have been turned in and that you have a test booklet for each student. Return all test materials to your STAR test site coordinator. 14

21 STS Mathematics Test GRADE 4 Mathematics California Standards-based Test in Spanish This test is untimed. Each part of the test must be administered in a single sitting, with no breaks. Materials required for each student: Two No. 2 pencils with erasers plus extras Grade 4 test booklet Card stock rulers Scratch paper scratch paper may be unlined, lined, or graph paper. Used scratch paper is secure and must be returned to the STAR test site coordinator. Students are not allowed to use calculators, number lines, arithmetic tables, or any math manipulatives. No breaks in testing time may be used during this test, unless students with IEPs or Section 504 Plans require accommodations or modifications. (See Appendix A.) Read directions in SAY boxes exactly as they are printed. Students are to mark the answer circles in their test booklets. Students may work problems in blank spaces in the test booklet, if they regularly do this in the classroom. If students make any marks in the test booklets other than filling in answer circles, all stray marks must be erased under the supervision of the test site coordinator or principal/school administrator before the test booklets are submitted for scoring. Encourage students to work problems on their scratch paper. Make certain you have a copy of the Grade 4 booklet for demonstration purposes. Each time you redistribute test booklets, read the shaded boxes. If you continue testing without a break, go to the first unshaded box. SAY Les voy a entregar un folleto de prueba a cada uno. No abran el folleto hasta que les diga qué hacer. Give each student the Grade 4 booklet with his or her name written on it. SAY Miren la portada del folleto de prueba. Asegúrense que su nombre esté escrito en la parte de arriba de la portada. Si su nombre no está escrito allí, por favor levanten la mano. 15

22 STS Mathematics Test GRADE 4 Use the demonstration booklet to show students where to look for their names. Check test booklets for students who raise their hands. Each student must have the test booklet with his or her name on it. SAY Hoy vamos a tomar una prueba que mostrará cuánto han aprendido. Algunas de las preguntas van a ser fáciles para ustedes, y otras van a ser más difíciles. No se preocupen por las que parecen difíciles hagan lo mejor que puedan y traten de contestar todas las preguntas. Les voy a dar un papel en blanco y una regla. Si necesitan espacio para trabajar en los problemas, pueden usar los espacios en blanco en el folleto de prueba, o también, el papel en blanco. Si necesitan más papel en blanco, levanten la mano y les daré otro papel en blanco. Distribute the scratch paper and card stock rulers. SAY Abran el folleto de prueba a la página 24. Para asegurarse que estén en la página correcta, busquen el dibujo de un número uno, un número dos y un número tres dentro de un círculo, en la parte de arriba de la página. Use the demonstration booklet to show students the logo. Walk around the room to make sure everyone has the correct page showing. Booklets should be open flat, not folded back. SAY Busquen las instrucciones en la parte de arriba de la página. Léanlas en silencio mientras que yo las lea en voz alta. Lee cada pregunta y escoge la mejor respuesta. Luego marca el espacio para la respuesta que escogiste. Sample Question SAY Ahora miren el ejemplo en el cuadro. Lean el ejemplo en silencio mientras que yo lo lea en voz alta. Qué signo va en el cuadro para que la oración numérica sea verdadera? Marquen su respuesta en el área para el ejemplo en el folleto de prueba. Pause while students read and mark the sample question. Answer all questions. SAY Cuál marcaron? Pause for replies. 16

23 STS Mathematics Test GRADE 4 SAY Correcto. Debían marcar la cuarta opción, la X del signo de multiplicar, porque ésa es la respuesta correcta. Tienen alguna pregunta? Answer all questions. Part 1 SAY Ahora respondan a las preguntas 1 a 23. Si no están seguros de cuál es la respuesta, hagan lo mejor que puedan, pero no dediquen demasiado tiempo a ninguna pregunta. Sigan trabajando hasta que vean una señal de PARAR. Recuerden, si necesitan espacio para trabajar en los problemas, pueden usar los espacios en blanco en el folleto de prueba, o también, el papel en blanco. Si necesitan más papel en blanco, levanten la mano y les daré otro papel en blanco. Si se les rompe el lápiz, levanten la mano y les daré otro lápiz. Asegúrense de marcar el espacio para su respuesta en el folleto de prueba. Si terminan la Parte 1 antes de tiempo, pueden revisar su trabajo, pero no pueden adelantarse a otras páginas. Después de haber revisado su trabajo, pueden cerrar el folleto. Si quieren, pueden hacer otra actividad en silencio hasta que termine esta sesión. Tienen alguna pregunta? Answer all questions. SAY Pueden comenzar a trabajar ahora. Note the starting time and allow a minimum of 35 minutes for students to work on this test part. While the students are working, walk around the room to make sure that they are following directions, but do not give help on specific test questions. Do not read any of the words in the test booklet. If students ask for help reading a word, encourage them to sound it out, but do not read words for them. After all students have closed their test booklets or after approximately 35 minutes have passed, SAY Han terminado la Parte 1 de la prueba? Si no han terminado la Parte 1, por favor levanten la mano. Asegúrense de que hayan marcado todas las respuestas claramente y que hayan borrado por completo las rayas o marcas no deseadas. Cierren su folleto de prueba para que esté la portada enfrente de ustedes hacia arriba. 17

24 STS Mathematics Test GRADE 4 This is the end of Part 1 of the California Mathematics Standards-based Test in Spanish. If one or two students are actively working on the test and need more time to complete it, and: Part 2 is being administered after a break, tell the students that they will have time to complete the test during Part 2. If Part 2 is administered after a break, SAY Vamos a tomar un descanso ahora. Be sure to secure the testing materials if you leave the room during the break. Begin Part 2 immediately after the break. If Part 2 is administered on another testing day, Collect the scratch paper. The scratch paper must be given to the STAR test site coordinator. Next collect the test booklets, rulers, and pencils. Before dismissing the students, count all test booklets to ensure that all have been turned in and that you have a test booklet for each student. Return all test materials to your STAR test site coordinator. 18

25 STS Mathematics Test GRADE 4 Part 2 Hand out No. 2 pencils, rulers, and the test booklets. Then read the directions in the following boxes. SAY Ahora van a tomar la Parte 2 de la Prueba de los estándares de matemáticas de California. Recuerden que algunas de las preguntas les resultarán fáciles y otras les resultarán difíciles. No se preocupen por las que parecen difíciles hagan lo mejor que puedan. Miren la portada del folleto de prueba. Asegúrense que su nombre esté escrito en la parte de arriba de la portada. Si su nombre no está escrito allí, por favor levanten la mano. Check test booklets for students who raise their hands. Each student must have the test booklet with his or her name on it. SAY Les voy a dar un papel en blanco y una regla. Si necesitan espacio para trabajar en los problemas, pueden usar los espacios en blanco en el folleto de prueba, o también, el papel en blanco. Distribute the scratch paper and card stock rulers. SAY Ahora abran el folleto de prueba a la página 24 para revisar el ejemplo nuevamente. Check to be sure that every student has found the sample question on page 24. SAY Ahora miren al ejemplo en el cuadro. Lean el ejemplo en silencio mientras que yo la lea en voz alta. Qué signo va en el cuadro para que la oración numérica sea verdadera? La respuesta correcta es X, el signo de multiplicar. Asegúrense que llenaron el círculo correspondiente a la respuesta correcta. Tienen alguna pregunta sobre cómo llenar los círculos en esta prueba? Answer all questions. 19

26 STS Mathematics Test GRADE 4 SAY Abran su folleto a la página 33. Asegúrense de estar en la página correcta del folleto de prueba. Busquen el dibujo de un número uno, un número dos y un número tres dentro de un círculo. Ahora van a responder a las preguntas 24 a 46. Sigan trabajando hasta que terminen la pregunta número 46 y vean una señal de PARAR. Si terminan antes de tiempo, pueden revisar su trabajo, pero no pueden adelantarse a otras páginas. Después de haber revisado su trabajo, pueden cerrar el folleto. Si quieren, pueden hacer otra actividad en silencio hasta que termine esta sesión. Entienden lo que deben hacer? Note: Students may check their work each day, but they may not check their work from previous days. Answer all questions. SAY Asegúrense que comiencen en el número 24 del folleto de prueba. Pueden comenzar a trabajar ahora. Note starting time and allow a minimum of 35 minutes for students to work on this test part. After all students have closed their test booklets or after approximately 35 minutes have passed, SAY Han terminado la Parte 2 de la prueba? Si no han terminado la Parte 2, por favor levanten la mano. Asegúrense de que hayan marcado todas las respuestas claramente y que hayan borrado por completo las rayas o marcas no deseadas. Cierren su folleto de prueba para que esté la portada enfrente de ustedes hacia arriba. This is the end of Part 2 of the California Standards-based Mathematics Test in Spanish. Collect the scratch paper. The scratch paper must be given to the STAR test site coordinator. Next collect the test booklets and rulers. Before dismissing the students, count all test booklets to ensure that all have been turned in and that you have a test booklet for each student. Return all test materials to your STAR test site coordinator. 20

27 Appendices GRADE 4 Appendix A Accommodations and Modifications for Students with IEPs or Section 504 Plans Prior to the first day of testing, determine if you will be testing any students with accommodations or modifications limited to students with IEPs or Section 504 Plans. Know which, if any, accommodations or modifications you are to provide for each student with an IEP or Section 504 Plan whom you are responsible for testing. DO NOT provide an accommodation or modification that is not specified in the student s IEP or Section 504 Plan. To maintain the standardization of the tests, students taking tests within the STAR Program use identical materials, receive the same directions, and take the tests under the same conditions of administration. Some students may require accommodations or modifications to access the tests. Testing accommodations or modifications are used if a student requires a testing condition that differs from the standardized materials, directions, and/or procedures. Accommodations or modifications should be used only when the student cannot take the test unless these adaptations are made. They should not give the student an unfair advantage or be used to improve a student s score. Most students with disabilities should be able to take the tests with no accommodations. When accommodations are used, they must be: Based on identified individual needs, not on the type of disability. Matched with accommodations provided in the student s regular instructional program. Specified in the student s IEP or Section 504 Plan. Accommodations do not change what is being tested. Modifications do change what is being tested. Illustrative examples include the following: Using the accommodation of having supervised breaks within each part of the California Reading-Language Arts Standards-based Test in Spanish does not change the skills being tested. Using the modification of having the California Reading-Language Arts Standards-based Test in Spanish read aloud changes it from a reading test to a listening comprehension test. In this case, the modification changes what is being tested. Guidelines for Scribes When a scribe is used to mark answers for the student, the scribe: Must be an employee of a school district or a person assigned by a nonpublic school to implement a pupil s IEP. Is required to transcribe a pupil s responses to the format required by the test. May not be the student s parent or guardian. 21

28 Appendices GRADE 4 Appendix B Directions for Completing Demographic Information It is essential for providing accurate comparisons between and among schools that all STAR coordinators and test examiners interpret the demographic fields on the test booklets in the same way. The following information is provided to assist with gridding demographic information. Incorrect or incomplete demographic information can cause field test results to be miscalculated or misinterpreted. To increase the accuracy of the field test results, please make sure that demographic information is correct. Table 2 provides descriptions of the demographic sections found on the grades 3 and 4 test booklets, and on the grade 5 answer documents. Field Name: This column gives the name of the demographic data field. Information students must complete is noted with the pencil icon. Section: The numbers in this column refer to the numbers printed at the top of each section on the test booklet or answer document demographic pages. Description: This column gives a description of the demographic data required. 22

29 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description Student writes Nombre y apellido del estudiante First and last name Student writes Maestro/a Teacher Student writes Escuela School Student writes Distrito escolar School district 1 Must be written by the student at time of testing. 1 Must be written by the student at time of testing. 1 Must be written by the student at time of testing. 1 Must be written by the student at time of testing. Student may grid Identidad étnica Ethnic identity primario Primary secundario Secondary 2 3 Mark one primary ethnicity. Mark all other ethnicities that apply. 600 africano americano (no de origen hispano): African American (not of Hispanic origin): Having origins in any of the black racial groups of Africa 100 indio de América, nativo de Alaska: American Indian or Alaskan Native: Having origins in any of the original peoples of North, Central, or South America and maintaining tribal affiliation or community attachment asiático Asian o 201 chino: Chinese: Having origins in any of the original peoples of China or Taiwan o 202 japonés: Japanese: Having origins in any of the original peoples of Japan o 203 coreano: Korean: Having origins in any of the original peoples of North or South Korea 23

30 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description o 204 vietnamita: Vietnamese: Having origins in any of the original peoples of Vietnam o 205 indio asiático: Asian Indian: Having origins in any of the original peoples of the Indian subcontinent o 206 laosiano: Laotian: Having origins in any of the original peoples of Laos, including Hmong o 207 camboyano: Cambodian: Having origins in any of the original peoples of Cambodia o 299 otro asiático: Other Asian: Having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent not included above 400 filipino: Filipino: Having origins in any of the original peoples of the Philippine Islands 500 hispano o latino: Hispanic or Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race isleño pacífico o 301 nativo hawaiano Native Hawaiian: Having origins in any of the original peoples of Hawaii o 302 nativo de Guam Guamanian: Having origins in any of the original peoples of Guam o 303 samoano: Samoan: Having origins in any of the original peoples of the Samoa Islands 24

31 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description o 304 tahitiano: Tahitian: Having origins in any of the original peoples of Tahiti o 399 otro isleño pacífico Other Pacific Islander: Having origins in any of the original peoples of other Pacific Islands not included above 700 blanco (no de origen hispano): White (not of Hispanic origin): Having origins in any of the original peoples of Europe, the Middle East, or North Africa 999 Decidió no responder: Declined to state: For primary ethnicity only Student may grid Grado de la primaria Grade Student may grid Sexo Gender Student may grid Número de versión Version number Student may grid Nivel de educación de los padres Parent education level 4 Grid the student s current grade this is the grade that the school shows as the student s enrollment grade. 5 Mark Femenino (Female) or Masculino (Male). 6 Enter and grid the test booklet version (grade 5 only). 7 Mark one Parent Education indicates the educational attainment of the student s more educated parent or guardian with whom the student resides: Escuela de posgrado/entrenamiento de posgrado: Graduate school/post-graduate training: Parent or guardian attended graduate school with or without attaining a graduate degree Graduado de la universidad: College graduation: B.A. or B.S. degree or equivalent degree from a foreign university 25

32 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description Algunas clases de universidad (incluyendo los primeros dos años de universidad): Some college: Completion of any courses within a two- or four-year academic program, including A.A. degree, but not including vocational or technical schools Graduado de la preparatoria (la escuela secundaria): High school graduate: Parent or guardian received a high school diploma, either by graduation or by testing or may have completed preparatoria or have received a comparable high school degree in another country No graduado de la preparatoria o la escuela secundaria: Not a high school graduate: Parent or guardian may have attended some or no school and did not graduate or may have completed secundaria Decidió no responder: Declined to state Must Be Completed by School CDS Code 8 Enter and grid the school s CDS (county/district/school) code. Country of Origin 9 Mark only one country name as the student s country of origin. NSLP 10 Mark Yes or No if student participates in the National School Lunch Program, free or reduced-price lunch. If all students in the school receive free or reduced-price lunch, mark Yes for all students. Special Education Services 11 Mark No if the student does not have an IEP; leave blank if the student has an IEP. Special Education Services Primary disability 11 Grid the 3-digit primary disability code from the student s IEP. Refer to Table 3 on page 29 for primary disability codes. 26

33 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description Must Be Completed by School EL in U.S. Schools 12 Mark the length of time a student was enrolled in a school in the United States as of the spring 2006 test administration less than 12 months, or 12 months or more. These are cumulative, not consecutive, months. Program Participation English learner programs 13 Mark the ELD program that the student participated in during the school year. EL in ELD: student received English Language Development (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). EL in ELD and SDAIE: student received a program of English Language Development and instruction through Specially Designed Academic Instruction in English services, which is an approach used to teach academic courses to English learners in English. SDAIE must be designed for non-native speakers of English and focused on increasing the comprehensibility of the academic courses normally provided to fluent-english proficient and English-only students in the district. SDAIE must be provided by an authorized teacher (either certified or in training for the type of service provided). 27

34 Appendices GRADE 4 Table 2. Demographic Field Descriptions Field Name Section Description Must Be Completed by School EL in ELD and SDAIE with Primary Language Support: student received a program of English Language Development and instruction through Specially Designed Academic Instruction in English facilitated by primary language support. Primary language support is instructional support through the student s primary language. Primary language support may be used in order to clarify meaning and facilitate student comprehension of academic content area concepts taught mainly through mainstream English and/or SDAIE. Primary language support must be provided by a credentialed teacher fluent in the student s primary language or by bilingual paraprofessional staff (aides fluent in the student s primary language and supervised by a credentialed teacher). EL in ELD and Academic Subjects through Primary Language: student received a program of English Language Development and primary language instruction services, which 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 FEP and English-only students. Instruction must be provided by an authorized teacher (either certified or in training for the type of service provided). Other EL Instructional Services: student received instructional or support services specifically designed for EL students that do not correspond to one of the previous four descriptions. None (EL only): student received no instructional or support services specifically designed for EL students that correspond to any of the five previous categories. 28

35 Appendices GRADE 4 Table 3. Primary Disability Codes Code Disability Definition 010 Mental Retardation (MR) Mental Retardation means significantly subaverage general intellectual functioning existing concurrently with deficits in adaptive behavior, and manifested during the developmental period, which adversely affects a child s educational performance. 020 Hard of Hearing (HH) Hard of Hearing means a hearing impairment, whether permanent or fluctuating, which adversely affects a child s educational performance but which is not included under the definition of deaf in this section. 030 Deafness (DEAF) Deafness means a hearing impairment which is so severe that the child is impaired in processing linguistic information through learning, with or without amplification, which adversely affects educational performance. 040 Speech or Language Impairment (SLI) Speech and Language Impairment means a communication disorder such as stuttering, impaired articulation, language impairment, or a voice impairment, which adversely affects a child s educational performance. 050 Visual Impairment (VI) Visually Impaired means a visual impairment that, even with correction, adversely affects a child s educational performance. The term includes both partially seeing and blind children. 060 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, which adversely affects educational performance: A. An inability to learn which 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 feeling under normal circumstances; D. A general pervasive mood of unhappiness or depression; or E. A tendency to develop physical symptoms or fears associated with personal or school problems. The term (ED) includes children who are schizophrenic. The term does not include children who are socially maladjusted, unless it is determined that they exhibit one or more of the characteristics listed above. 29

36 Appendices GRADE 4 Table 3. Primary Disability Codes Code Disability Definition 070 Orthopedic Impairment (OI) 080 Other Health Impairment (OHI) 090 Specific Learning Disability (SLD) Orthopedic Impairment means a severe orthopedic impairment which adversely affects a child s educational performance. The term includes impairments caused by congenital anomaly (e.g., clubfoot, absence of some member, etc.), impairments caused by disease (e.g., poliomyelitis, bone tuberculosis, etc.), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns which cause contractures). Other Health Impairment (OHI) means having limited strength, vitality or alertness, due to chronic or acute health problems such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes, which adversely affects a child s educational performance. 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, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems that are primarily the result of visual, hearing, or motor handicaps, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage. 100 Deaf-Blindness (DB) Deaf-Blindness means concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational problems that they cannot be accommodated in special education programs solely for deaf or blind children. 110 Multiple Disabilities (MD) Multiple Disabilities means concomitant impairments (such as mental retardation, blindness, orthopedic impairment, etc.) the combination of which causes such severe educational problems that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blind children. 30