CST.grade 3 Dfa.2012

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CST2012

Cal r a Sta dards Tests

GRADE 3

DiRECTionS foR AD iniSTRATion

Test Exam er a d Pr ct r Resp s b l t es

Completing all of the following steps will help ensure that no testing irregularities occur, thatyour students test results will be valid, and that the Academic Performance Index (APi) and

Adequate Yearly Progress (AYP) information for your school will be as accurate as possible. Review the materials before testing to ensure that you have all required materials, including

both student and examiner materials. (See page 4 of this manual.)

If the students test booklets were pre-identi ed (Pre-IDd), check the front of each testbooklet for a bar code label in Section 2. Distribute each test booklet ly t the stude twh se ame s u der the bar c de .

Ensure that students have and use ly No. 2 pencils.

Ensure that stude ts pr t the r rst a d last ames, sch l, d str ct, a d y ur amethe r t c ver the r test b klets.

Ensure that each student receives the correct test booklet each day of testing. Adm ster each test part acc rd g t the schedule pr v ded by y ur test s te

c rd at r, a d e sure that y u have e ugh t me t c mplete each test parta s gle s tt g.

If translators are regularly used in the classroom, make sure they are available for testing.

Read the directions in the SAY b xes to students exactly as they are pr ted. Onlyboxes with a T may be translated.

Actively supervise students while they are working on the tests.

Collect and account for all test booklets be re d sm ss g any students each day.

ST00004752

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California Standards Tests manuals published by Educational Testing Service. Copyright 2012by the California Department of Education. All rights reserved. ETS is a registered trademark ofEducational Testing Service.

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CALIFORNIA STANDARDS TESTS GRADE 3

DIRECTIONS FOR ADMINISTRATION

i

CHECKLiSTS

Complete the following checklists to ensure that you have taken all necessary steps inpreparation for administering the California Standards Tests (CSTs).

TEST EXA inER AnD PRoCToR CHECKLiST

i have read, i u dersta d, a d i have s g ed a secur ty aff dav t a d haveg ve t t my test s te c rd at r.

I have completed the School Testing Schedule (page iii) or received a printedschedule.

I have read and I understand Testing Cautions (page 1).

I have read and I understand Before the Test (page 5).

I have read and I understand Day Before Testing (page 7).

I have read and I understand During Testing (page 8).

I have read and I understand After Testing Each Day (page 9).

I have asked my test site coordinator any questions I had about information in this

manual.I know the students that I am responsible for testing who have an individualizededucation program (IEP) and/or a Section 504 plan that speci es testingaccommodations and/or modi cations. I will ensure that those studentsreceive only the accommodations and/or modi cations listed.

I understand which testing variations are allowable for students who regularly usethem in the classroom and will ensure that those variations are provided to thosestudents.

I understand which testing variations are allowable for English learners and willensure that those variations are provided to those students.

If my school will be testing English learners in a separate setting, I know who willbe testing those students and where to send them for testing.

I will ensure that only students enrolled in grade 3 will be given this test.

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ii

GRADE 3 TEST BooKLET CHECKLiST

I willa.

b.

receive Pre-iD test b klets and know where to nd students names on them.Staff will hand-mark any needed demographic data per the Standardized Testingand Reporting (STAR) test site coordinators instruction. (See Appendix B.)Students will hand-mark any needed demographic data on the day prior totesting per the STAR test site coordinators instruction. (See Appendix C.)

I will affix Pre-iD labels to my students test booklets.a. Staff will hand-mark any needed demographic data per the STAR test site

coordinators instruction. (See Appendix B.)

b. Students will hand-mark any needed demographic data on the day prior totesting per the STAR test site coordinators instruction. (See Appendix C.)

I will receive blank test booklets. Before testing begins,a. Staff will hand-mark test booklets. (See Appendix B.)b. Students will hand-mark demographic data on the day prior to testing; staff

will hand-mark other needed demographic data. (See Appendixes B and C.)

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iii

SCHooL TESTinG SCHEDULE

Complete the following table with the information provided by your STAR test site coordinator ifyour coordinator does not give you a printed testing schedule.

Day and Date Time Test to Administer

Tuesday, April 10 10:30 11:30 Practice Test

Wednesday, April 11 9:00 9:50 CST for ELA Part 1

Thursday, April 12 9:00 9:50 CST for ELA Part 2

2012 STAR Test g Schedule

No more than one test part should be administered on any day.

Day and Date Time Test to Administer

Practice Test

Students who need more time to complete a test part are to be escorted toby .

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iv

CALifoRniA STAnDARDS TESTSDiRECTionS foR ADminiSTRATion

GRADE 3

TABLE of ConTEnTS

CHECKLiSTS ................................................................................................................................

SCHooL TESTinG SCHEDULE ................................................................................................

TESTinG CAUTionS ................................................................................................................... 1

Test Security ...................................................................................................................... 1Testing Problems................................................................................................................ 1

TEST ADminiSTRATion TimES ................................................................................................. 2

Table 1. Estimated Test Administration Times ..................................................................... 2Schedules and Breaks ....................................................................................................... 2

TEST mATERiALS ...................................................................................................................... 4

Test Examiner Materials ....................................................................................................4Student Materials ............................................................................................................... 4

WHAT To Do ............................................................................................................................... 5

Before the Test ................................................................................................................... 5Practice Test ....................................................................................................................... 6Day Before Testing ............................................................................................................. 7During Testing .................................................................................................................... 8After Testing Each Day .......................................................................................................9

fiRST DAY of TESTinG ........................................................................................................... 10

CALifoRniA EnGLiSHLAnGUAGE ARTS STAnDARDS TESTDiRECTionS foR ADminiSTRATion .......................................................................... 13

Sample Question (Page 1) ............................................................................................... 14Part 1 ............................................................................................................................... 15Sample Questions (Page 4) ............................................................................................ 15Part 2 ............................................................................................................................... 18Part 3 ............................................................................................................................... 20

CALifoRniA mATHEmATiCS STAnDARDS TESTDiRECTionS foR ADminiSTRATion .......................................................................... 22

Sample Question (Page 44) ............................................................................................. 23Part 1 ............................................................................................................................... 24Part 2 ............................................................................................................................... 26Part 3 ............................................................................................................................... 29

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v

APPEnDiXES

APPEnDiX A ............................................................................................................................. 32Accommodations and Modi cations for Students with IEPs or Section 504 Plans andAllowable Variations for English Learners: Key Sections

Accommodations and Modi cations (Section A3) ............................................................ 32Large-Print and Braille Tests (Section A3, Rows H and G) .................................... 33Guidelines for Scribes ........................................................................................... 34

Allowable Variations for English Learners (Section A4) ...................................................34

APPEnDiX B ............................................................................................................................. 35Completing the Demographic Information on Test Booklets

Table 2. Demographic Codes on Test Booklets ................................................................ 36Table 3. Primary Disability Codes .................................................................................... 44Table 4. Primary Language Codes ................................................................................... 47

APPEnDiX C ............................................................................................................................. 48Directions for Completing Student Information

APPEnDiX D ............................................................................................................................. 52Preparing Test Booklets for Scoring

GUiDE To TEST BooKLET SECTionS A2, A3, AnD A4 ............................. i s de Back C ver

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1

TESTinG CAUTionS

Test Secur ty

Each person who has access to STAR test materials, including California Standards Test (CST) materials,

must sign a security affidavit before receiving any student test materials. If you have not signed a securityaffidavit, contact your STAR test site coordinator immediately.

The contents of all California STAR test booklets, including CST test booklets, are secure materials.Unauthorized copying or reuse of any California STAR test booklet or of any questions within the bookletis illegal.

D Keep the tests secure at all times. Limit access to the tests and test materials to actual testing sessions. 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 tests in accordance with the directions for test administration in this manual.

D n t Review any test questions, passages, or other test items independently or with students before,

during, or after testing. Disclose, or allow to be disclosed, the contents of the tests to anyone through verbal, written,

or any other means of communication. Copy any part of the tests or test materials. Permit students to remove test materials from the testing room. Develop scoring keys or review or score any student responses.

Test g Pr blemsTesting administration errors and irregularities must be reported to your STAR test site coordinator orprincipal/school administrator immediately.

Test administration errors include, but are not limited to: Failure to administer the tests according to the directions in this manual. Randomly distributing Pre-ID test booklets rather than distributing each booklet to the student

listed on the bar code.

Testing irregularities that may affect your schools API and/or AYP include, but are not limited to: Failure to maintain test security (see Test Security section above).

Leaving informational materials on the walls in the testing room. Coaching students (anything that may indicate correct or incorrect answers). Changing students answers on test booklets. Allowing students to have additional unauthorized materials during testing.

if the test exam er r pr ct r bserved a stude t cheat g (e.g., us g u auth r zed mater als,c py g, r help g a ther stude t), he r she must st p the cheat g. After test g, the exam ermust mark C Sect A2, Spec al C d t s, the stude ts test b klet a d t fy the STARtest s te c rd at r.

Do noT CALL THE CDE To REPoRT CHEATinG.

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2

TEST AD iniSTRATion Ti ES

The CSTs are not timed. Each test part, h wever, must be shed a s gle s tt g, w th breaks,the des g ated test date u less the stude t has a d v dual zed educat pr gram (iEP) r a

Sect 504 pla that all ws f r breaks dur g test g, r the stude t s a E gl sh lear er wh sel g ble t take add t al superv sed breaks as a all wable test var at . Estimated times areprovided for planning testing schedules, but stude ts must be all wed as much t me as eeded tc mplete each part f the test . The estimated test administration times in Table 1 below are them mum am u t f t me that students should have for completing each test part. The times listedinclude 10 minutes to distribute materials, give directions, and collect materials, as well as the studentworking time needed for each test part. Most students will complete the test parts within the estimatedtimes given in this table.

Table 1. Est mated Test Adm strat T mes

SubtestT tal n .

f items Est mated T me*

California EnglishLanguage ArtsStandards Test 71

Part 1: 50 minutesPart 2: 50 minutesPart 3: 50 minutes

California Mathematics Standards Test 71Part 1: 50 minutesPart 2: 50 minutesPart 3: 50 minutes

*The times include 10 minutes to distribute materials, give directions, and collect materials. Studentsshould be able to complete each test part in the time estimated in this table.

Schedules a d Breaks

Each test part should be administered sequentially (e.g., Part 1, followed by Part 2, and so forth). Testparts should only be administered out of sequence to students who have missed a regular testadministration day and when no other options are available for testing in the proper sequence.

Y u must f ll w the schedule y ur STAR test s te c rd at r pr v ded. The CDE and ETS stronglyrecommend that only one par t be administered each day to students in grades two and three. However,your schools schedule may call for administering one or two test parts during a day. When any two testparts are administered on one day, students should have a break of at least 10 minutes between the twoparts. 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 betwee the test parts to get drinks and use the restroom or to goto nutrition/recess or lunch. The next test part must be administered immediately after the break. If theroom is left unattended during the break:

collect and secure the test materials in locked cabinets if the room cannot be locked; r have students leave the test materials on their desks, and then lock the testing room.

Classes r gr ups f stude ts may t take a break (e.g., recess, lu ch, a d s f rth) dur g a testpart. If individual students need to use the restroom during a test part, the students materials should becollected and the student should be monitored until she/he returns to nish testing.

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3

Do not begin a test part unless there is enough time to complete it in one sitting(with the exceptions described below) .

Some students may have an IEP or a Section 504 plan that allows for breaks within a test part. Also, some

English learners may be eligible to take additional supervised breaks during a test part as an allowabletest variation. Your STAR test site coordinator may ask you to provide this accommodation or variation forspeci c students. If you are testing students who you think will require more time than is shown, work withthe test site coordinator to plan an appropriate schedule.

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4

TEST ATERiALS

Test Exam er ater als

California Standards Tests Directions for Administration (this manual). Grade 3 California Standards Test booklet for demonstration.

Sch l Pr v des

TestingDo Not Disturb signs for doors.

noTE: If you are testing students who are being assessed using American Sign Language, overheadtransparencies of the sample test questions from the student test booklets are available from yourSTAR test site coordinator.

Stude t ater als

Grade 3 California Standards Test booklet (blank or Pre-ID).

Sch l Pr v des

Scratch paper for the mathematics testscratch paper may be lined, unlined, or graph paper.Used scratch paper s secure a d must be retur ed t the STAR test s te c rd at r.(n te: Scratch paper may t be used f r the E gl shLa guage Arts test.)

Two No. 2 pencils with erasers (plus extras).

noTE: It is recommended that students t use highlighters because the ink could bleed throughthe paper and interfere with scoring. If a student uses a highlighter, please transcribe the studentsanswers and demographic information onto a blank test booklet.

Students may use other materials during testing ONLY in cases in which the student has an IEP and/or aSection 504 plan that lists other materials as accommodations and/or modi cations, or the student iseligible to use other materials as an allowable test variation.

noTES:

For purposes of eld-testing new questions, the set of grade 3 test booklets provided to yourclassroom contains multiple versions.

The order of the test booklet versions must be maintained. D t reorder or sort the differentversions before distributing the test booklets to the students.

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5

WHAT To Do

Be re the Test

Attend the pre-test training session held by the STAR test site coordinator.

Adm n ster the Grade 3 CST Practice Test. (See the Practice Test section on page 6.)

f nd ut where students who require extra time to nish the CSTs are to go and who willsupervise the extended session. Enter this information on the School Testing Schedule (page iii)and on the rst page of directions for each CST (page 13 for EnglishLanguage Arts [ELA], page 22for Mathematics).

Rev ew students iEPs and Sect n 504 plans r appr pr ate acc mm dat ns and/ rm d cat ns. Also, determine which students will use allowable test variations. Check with yourtest site coordinator to determine where these students will be tested.

C n rm where to pick up and return materials each day of testing.

Plan a qu et act v tyfor each testing session for students who nish early. The activity should notbe related to the test being given. Students may work on assignments for unrelated subjects, readlibrary books, and so forth.

i y ur d str ct used the Pre-iD Serv ce, student name and other information will be printed inthe bar code box (Section 2) on the front cover of each test booklet. If your district orderedadhesive bar code labels, you may be asked to affix the labels to student test booklets.

Your STAR test site coordinator may instruct y u to complete speci c demographic information oneach students test booklet (e.g., information not included in the Pre-ID le or for students who didnot receive a Pre-ID test booklet). In this event, see Appendix B, Completing the DemographicInformation on Test Booklets (on page 35).

Alternatively, your STAR test site coordinator may instruct you to have students mark speci cdemographic information on their test booklets on the day prior to testing and instruct you tocomplete the remaining demographic information. In this event, nd the directions in Appendix C,Directions for Completing Student Information (on page 48), and tab the page for easy reference.

i y ur d str ct d d n t use the Pre-iD Serv ce, all demographic data must be hand-markedon each students test booklet. See Appendix B, Completing the Demographic Information onTest Booklets (on page 35), and, if appropriate, Appendix C, Directions for Completing StudentInformation (on page 48).

i y u have Engl sh learners wh requ re d rect ns t be translated (SAY boxes labeledwith T only) and translators are regularly used in the classroom, arrange for the translators to bepresent. They may translate SAY boxes only.

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6

PRACTiCE TEST

The objective of the practice test is to give younger test-takers an opportunity to become familiar with thetesting materials prior to taking the actual test.

Administer the practice test within the week prior to actual test administration. Thoroughly review the Practice Test Directions for Administration prior to administering the test.

The practice test booklets and the Practice Test Directions for Administration are not securematerials. You may go over the answers to the test questions as a class. Students may take thepractice test home.

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7

Day Be ore Test ng

Read the Directions for Administration (this manual) .

flag the page in this manual where you will begin on the rst day of testing.

flag the page in this manual where you will begin each testing session.

ident y the directions that may be translated, if testing English learners.

ident y students who will not be tested because: they have been exempted by a parent/guardian (exemption letters must be on le with the

principal/school administrator or in the students records), or they will be taking the California Modi ed Assessment (CMA) for one or more subjects based

on their IEPs, or they will be taking the California Alternate Performance Assessment (CAPA).

Students who are not be ng tested may not be n the room where a test s be ng adm n stered.Find out where to send these students during testing and prepare appropriate assignments for themas needed.

G ve the test site coordinator the test booklets for students who will not be tested.

ake sure the phys cal cond t ons n the test ng room are sat s actory. Students should beseated so that there is enough space between them to minimize opportunities to look at each otherswork. On testing days, post a TestingDo Not Disturb sign on the door. i you are test ng morethan 25 students n a classroom, t s recommended that a proctor help you superv se test ng.

ake sure that no nstruct onal mater als d rectly related to the content o the tests arev s ble to students. Inappropriate materials include, but are not limited to, vocabulary or spellinglists, phonics charts, and tables of mathematical facts or formulas. All such materials must beremoved or covered during the testing session.

Ver ythat all testing materials are assembled and ready. (See page 4.)

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8

Dur g Test g

E c urage students to do their best.

ake sure stude ts clear the r desks of and stow away all books, electronic devices, and othermaterials not needed for the test.

Sh w stude ts how to mark the answer spaces by drawing an answer circle on the board andlling it in. Marks may extend outside the circle, and all space within the circle does not have to belled in. Show students how to completely erase an answer they might want to change.

D str bute Pre-iD test b klets ly t stude ts wh se ames are them. o the rst dayf test g, d str bute bla k test b klets t stude ts w th Pre-iD test b klets.

ake sure students have and use ly No. 2 pencils.

ake sure students print their rst and last names on the front cover of their test booklets.

Read all SAY b xes exactly as they are wr tte , using a natural tone and manner. If necessary,explain the directions, but do not give help on speci c test questions.

SAY boxes marked with a T may be translated when testing English learners. Testquest s, a swer ch ces, a d passages may t be tra slated.

If you make a mistake in reading a direction or sample question, stop and say, n , that swr g. L ste aga . Then read the direction or sample question again.

Rem d stude ts to handle their test booklets with care, to record their answers with heavy, darkmarks, and to avoid making extra marks on the test booklets.

Check per d cally to make sure that students are w rk g the c rrect test part a d

f ll w g struct s.

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9

After Test ng Each Day

Count all test booklets BEFORE allowing any student to leave the testing room.

Ver fy that you have collected all test booklets, pencils, and scratch paper.

Do not return students test booklets to the test site coordinator until you have veri ed that allstudents rst and last names are printed on their test booklets.

If a student took the CMA in one or more subjects, mark the circle(s) in Section 7c on the front ofthe students CST test booklet to indicate which CMA test(s) the student took. (See Appendix B ofthis manual.)

Before returning materials to the test site coordinator, mark any applicable circle(s) in Sections A2,A3, and A4 in the California Standards Test column on the back cover of students test booklets.See Accommodat ons and od cat ons for Students w th iEPs or Sect on 504 Plans andAllowable Var at ons for Engl sh Learners: Key Sect ons (Appendix A) and Gu de to TestBooklet Sect ons A2, A3, and A4 (on the inside back cover of this manual). Con rm with your testsite coordinator that you have marked all applicable circles.

California Standards Test booklets are secure materials. Return all test booklets (including yourdemonstration booklet) and scratch paper to your STAR test site coordinator each day mmed ately after testing has been completed.

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FIRST DAY OF TESTING GRADE 3


10

fiRST DAY of TESTinG

Materials required for each student:

Two No. 2 pencils with erasers (plus extras). Grade 3 test booklet. A piece of scratch paper (if administering the CST for Mathematics rst).

other mater als may be used dur g th s test onLY spec ed the stude ts iEP a d/ rSect 504 pla r the stude t s el g ble t use add t al mater als as a all wable testvar at . (See Appendix A.)

Each part of the test must be administered in a single sitting, w th breaks , unless thestudent has an IEP or a Section 504 plan that allows for breaks during testing, or the studentis an English learner who is eligible to take additional supervised breaks as an allowable testvariation.

E sure that stude ts wh have acc mm dat s a d/ r m d cat s speci ed in theirIEPs and/or Section 504 plans receive the appropriate accommodations and/or modi cations.Also ensure that students who are eligible for test variations receive the appropriate variations.

Check each test b klet r the stude ts ame. Be sure that each student receives thetest booklet with his or her name on it. it s esse t al that stude t use a test b kletthat s de t ed w th the ame a ther stude t.

Read directions in SAY boxes exactly as they are pr ted.

Only directions in SAY boxes marked T may be translated when testing English learners.Test quest s, a swer ch ces, a d passages may t be tra slated.

Make certain you have a copy of the grade 3 test booklet for demonstration purposes.

If the students did not complete demographic information on their test booklets prior to testing,print the names of the test examiner, school, and district on the board. The test examinername is the name of the person administering the test.

if YoUR CLASS Co PLETED DE oGRAPHiC infoR ATion on THE TEST BooKLETSPRioR To TESTinG:

Make sure students clear their desks of and stow away all books, electronic devices, and other materialsnot needed for the test.

Give each student two No. 2 pencils with erasers. When you are ready to begin,

SAY T

i am g g t g ve y u y ur test b klet w. D t pe t r wr te a yth gt u t l i tell y u what t d .

Give each student the grade 3 test booklet w th h s r her ame t. If you do not have a test bookletwith a students name in Section 1, give the student a blank test booklet.

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FIRST DAY OF TESTING GRADE 3DIRECTIONS FOR ADMINISTRATION

11

SAY

T

o the r t c ver y ur test b klet, l k at the rmat wr tteSect 1. ake sure that y ur rst a d last ames are wr tte the b x rthat the b x s bla k. i s me e elses ame s wr tte there, please ra sey ur ha d.

Use the demonstration booklet to show students where to look on the cover (student demographic) page.Check the test booklets for students who raised their hands. Each student must have the test booklet w thh s r her ame t.

i y u are able t l cate the c rrect test b klet for all students, turn to the Directions for Administrationfor the rst test session. Starting with the rst unshaded SAY box, read the directions to ALL students.

D the ll w g onLY y u must g ve a stude t a bla k test b klet:

Go to the section Student Name on the next page.

Read the sections Student Name and Test Examiner, School, and District only for thestudent(s) with a blank test booklet.

n te: All demographic information will need to be hand-marked on the test booklet(s)after testing is completed.

Turn to the Directions for Administration for the rst test session. Starting with the rstunshaded SAY box, read the directions to ALL students.

if YoUR CLASS DiD noT Co PLETE DE oGRAPHiC infoR ATion on THE TEST

BooKLETS PRioR To TESTinG, READ ALL of THE foLLoWinG inSTRUCTionS:For purposes of eld-testing new questions, the set of test booklets provided to your classroom containsmultiple versions. D t reorder or sort the different versions before you hand out the test booklets to thestudents. It is essential that each student receive the same test booklet each day of testing.


Give each student two No. 2 pencils with erasers. When you are ready to begin,

SAY

T

i am g g t g ve y u y ur test b klet w. D t pe t r wr te a yth g

t u t l i tell y u what t d .

Give each student the grade 3 test booklet w th h s r her ame t. If you do not have a Pre-ID testbooklet for a student, give the student a blank test booklet. If you must give a student a blank test booklet,all demographic information must be hand-marked on that test booklet after testing is completed.

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FIRST DAY OF TESTING GRADE 3DIRECTIONS FOR ADMINISTRATION

12

SAY

T

o the r t page y ur test b klet, l k at the rmat pr tedSect 2, the b x the le t that has dashed l es ar u d t. ake sure thaty ur rst a d last ames are pr ted the b x r that the b x s bla k. is me e elses ame s pr ted there, please ra se y ur ha d.

Use the demonstration booklet to show students where to look on the cover (student demographic) page.Check the test booklets for students who raised their hands. Each student must have the test booklet w thh s r her ame t.

If a student has an incorrect test booklet, nd the correct one for the student or give the student a blank testbooklet. If you must give a student a blank test booklet, all demographic information must be hand-markedon that test booklet after testing is completed.

Student Name

SAY T f d Sect 1 at the t p, where t says Stude t name. i that b x, pr ty ur rst a d last ames.

Give help as needed.

Test Examiner, School, and District

SAY

T

i the b x that says Test Exam er, pr t my ame. i the b x that saysSch l, pr t the ame ur sch l. i the b x that says D str ct, pr tthe ame ur sch l d str ct.

Refer students to the board, where you have printed your name, the school name, and the district name.While students are marking the information, walk around the room to see that they are followinginstructions. Give help as needed.

Turn to the Directions for Administration for the rst test session. Starting with the rst unshaded SAY box, read the directions to ALL students.

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CALIFORNIA ENGLIShLANGuAGE ARTS STANDARDS TEST GRADE 3


13

CALifoRniA EnGLiSHLAnGUAGE ARTSSTAnDARDS TEST

DiRECTionS foR AD iniSTRATion

This test is u t med .Students needing more time are to be escorted to .

Materials required for each student: Two No. 2 pencils with erasers (plus extras). Grade 3 test booklet.

other mater als may be used dur g th s test onLY spec ed the stude ts iEP a d/ rSect 504 pla r the stude t s el g ble t use add t al mater als as a all wable testvar at . (See Appendix A.)



No more than one test part should be administered each day.

Read directions in SAY boxes exactly as they are pr ted.

Test questions, answer choices, and passages may be read to students ONLY in cases inwhich the student has an IEP or a Section 504 plan that speci es these modi cations.

Only directions in SAY boxes marked T may be translated when testing English learners.Test quest s, a swer ch ces, a d passages may t be tra slated.

Students are to mark the answer circles in their test booklets. Students may underline or makenotes in their test booklets. Any stray marks that are near the response circles and mayinterfere with scoring must be erased under the supervision of the test site coordinator orprincipal/school administrator before the test booklets are submitted for scoring.



Before distributing test booklets, read the shaded boxes. If students already have their own test booklets,go to the rst unshaded box.

SAYT

i am g g t g ve each y u y ur test b klet. D t pe t r wr tea yth g t u t l i tell y u what t d .

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CALIFORNIA ENGLIS LANG AGE ARTS STANDARDS TEST GRADE 3DIRECTIONS FOR ADMINISTRATION

14

Give each student two No. 2 pencils with erasers and the grade 3 test booklet w th h s or her ameo t. Students should already have lled in the student-identi cation information on their test booklets.

SAY

T

Look at the ro t cover o your test booklet. f d Sect o 1 at the top o thepage. Be sure your rst a d last ames are wr tte Sect o 1. i your ame

s ot wr tte there, please ra se your ha d.

Use the demonstration booklet to show students where to look for their names. Check the test booklets forstudents who raised their hands. Each student must have the test booklet with his or her name on it.

SAY

T

Today you are go g to take a test that w ll show how much you have lear ed.Some o the quest o s w ll be easy, a d some w ll be harder. Do t worryabout the o es that seem harddo the best you ca a d try to a swer allthe quest o s.

now ope your test booklet to Part 1 o the CST or E gl shLa guage Arts o

page 1, where you see the p cture o a p ece o paper a d a pe a c rcle atthe top o the page.

Use the demonstration booklet to show students where to nd the picture. Walk around the room to makesure everyone is on the correct page. Booklets should be opened at, not folded back.

SAY

T

Look at the d rect o s at the top o the page. Read them to yoursel as i readthem aloud. Directions: Read each question and choose the best answer.Then mark the space for the answer you have chosen.

Sample Quest o (Page 1)

SAY T

Look at sample quest o A. Read t to yoursel as i read t aloud.

If you are translating these directions for students, be sure to read the sample question and the answerchoices in English only. The next SAY box should not be translated.

SAY Which word is a SYNONYM for quick? high, many, deep, fast.

SAYT

Wh ch s the correct a swer?

Pause for replies.

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15

SAY

T

Yes, thats r ght. The fourth cho ce, fast, s correct. The c rcle ext to theword fast has bee marked to show that t s the correct a swer. Are therea y quest o s?

Answer all questions.

Part 1

SAY

T

Put your ger o quest o 1 below the sample. Read quest o s 1 a d 2 a da swer them by yourself. After you sh th s page, tur to the ext pageyour test booklet a d a swer quest o s 3 through 8. The put your pe c ldow a d wa t for me to tell you what to do ext. Do ot go o to a y otherpages. Are there a y quest o s?

Answer all questions. Repeat instructions if necessary.

SAY T

You may start work g ow.

While the students are working, walk around the room to make sure that they are following directionsand are working in the correct part of their test booklets, but do not give help on speci c test questions. Ifstudents ask for help reading a word, e courage them to sou d t out, but do ot read words for them .Make sure students are not working on any other questions.

After approximately 10 minutes,

SAY

T

Has everyo e shed the rst e ght quest o s? if you have ot shed, youmay retur to these quest o s after i g ve you further d rect o s.

now look at page 4 (page 5 large pr t) your test booklet.

Pause while students nd the page. Check that all students are in the correct place in their test booklets.

SAY

T

Look at the d rect o s at the top of the page. Read them to yourself as i readthem aloud. Directions: Read each passage. Then read each question about

the passage. Decide which is the best answer to the question. Mark the spacefor the answer you have chosen.

Sample Quest o s (Page 4)

SAY T

Read the passage called Polar Bear Bab es s le tly.

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16

Pause about two minutes while students read the sample passage.

SAYT

now look at sample quest o B. Read t to yourself as i read t aloud.

If you are translating these directions for students, be sure to read the question and the answer choices inEnglish only. The next SAY box should not be translated.

SAY Read the sentence. Mother bears tend their cubs until the cubs are about twoyears old. What does the word tend mean in this sentence? depend on, arecurious about, take care of, learn from.

SAY

T


Pause for replies.

SAY

T

Yes, thats r ght. The th rd cho ce, take care of, s correct. The c rcle ext tothe words take care of has bee marked to show that th s s the correcta swer. Are there a y quest o s?


SAY T

now look at sample quest o C. Read t to yourself. ark the c rcle for youra swer the area for sample quest o C your test booklet.

Pause while students mark their answers.

SAY T


Pause for replies.

SAY

T

Yes, thats r ght. You should have marked the c rcle ext to the se te ceBoth are very small, because that s the correct a swer. if you d d ot markthe c rcle for the se te ce Both are very small, mark that c rcle ow. Erasea y other a swer c rcle you marked. Are there a y quest o s?


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17

SAY

T

now look at page 5 (page 6 large pr t) your test booklet. You w ll readthe rest of the passages a d a swer quest o s 9 through 20 by yourself. ifyou d d ot a swer all of the rst e ght quest o s, be sure to sh a swer gthose quest o s. Keep work g u t l you sh umber 20 a d see a stop

s g . Do ot go o to a y other pages after the stop s g . You may use yourpe c l to u derl e format o or make otes your test booklet. Are therea y quest o s?


SAY

T

if youre ot sure about the a swer to a quest o , do the best you ca , butdo t spe d too much t me o a y o e quest o . if you sh early, you maycheck your work th s part o ly. After you have checked your work, closeyour test booklet. You may do a qu et act v ty u t l the e d of th s test sess o .Are there a y quest o s?


SAY T

You may start work g ow.

While the students are working, walk around the room to make sure that they are following directionsand are working in the correct part of their test booklets, but do not give help on speci c test questions. Ifstudents ask for help reading a word, e courage them to sou d t out, but do ot read words for them .

After all students have closed their test booklets or after approximately 30 minutes have passed,

SAY

T

Has everyo e shed Part 1 of the test? if you have ot shed Part 1,you w ll be g ve add t o al t me.

ake sure that you have marked all your a swers clearly a d have completelyerased a y marks you do ot wa t. The close your test booklet so that thefro t cover s o top.

This is the end of Part 1 of the California EnglishLanguage Arts Standards Test. Students who have notnished Part 1 must be allowed to do so. Have an adult escort the students who need more time to nish

to the quiet room set up by the STAR test site coordinator.

After the students who have not nished Part 1 have left the room, collect the test booklets and pencils.Before dismissing the remaining students, count the test booklets to ensure that all have been turned inand that you have a test booklet for each student.

Note the students for whom special conditions, accommodations, modi cations, and/or English-learnervariations applied. Record the appropriate information on each students test booklet in Sections A2, A3,and/or A4 after CST for EnglishLanguage Arts testing is completed.

Return all test materials to your STAR test site coordinator.

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18

Part 2


Before distributing test booklets,

SAY T

i am go g to g ve each o you your test booklet. Do ot ope t or wr tea yth g o t u t l i tell you what to do.

Give each student two No. 2 pencils with erasers and the grade 3 test booklet w th h s or her ame o t.

SAY

T



Use the demonstration booklet to show students where to look. Check the test booklets for students whoraised their hands. Each student must have the test booklet with his or her name on it.

SAY

T

You w ll ow take Part 2 o the Cal or a E gl shLa guage Arts Sta dardsTest. Remember that some o the quest o s w ll be easy, a d some w ll beharder. Do t worry about the o es that seem hardjust do the best you ca .

now ope your test booklet to page 4 (page 5 large pr t). Rev ewsample quest o B. Wh ch s the correct a swer?

Pause for replies.

SAY

T

Yes, thats r ght. The correct a swer s take care of. The c rcle ext to takecare of has bee marked to show that t s the correct a swer. Are there a yquest o s?


SAY

T

Tur to Part 2 o page 14 (page 17 large pr t) your test booklet, whereyou see the p cture o a p ece o paper a d a pe a c rcle at the top othe page.


SAY

T

Look at the d rect o s at the top o the page. Read them to yoursel as i readthem aloud. Directions: Read each passage. Then read each question about the passage. Decide which is the best answer to the question. Mark the spacefor the answer you have chosen.

Are there a y quest o s?

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19


SAY

T

You w ll ow read the passages a d a swer quest o s 21 through 46. Keepwork g u t l you sh umber 46 a d see a stop s g . Do ot go o toa y other pages after the stop s g . You may use your pe c l to u derl e

format o or make otes the test booklet.if you sh early, you may check your work th s part o ly. After you havechecked your work, close your test booklet. You may do a qu et act v ty u t lthe e d of th s test sess o . Are there a y quest o s?


note: Students may check their work after completing this par t, but they may not check the work theynished in previous parts of the test.

SAY T Be sure to beg at umber 21 your test booklet. You may startwork g ow.

While the students are working, walk around the room to make sure that they are following directions andare working in the correct part of their test booklets, but do not give help on speci c test questions. Ifstudents ask for help reading a word, e courage them to sou d t out, but do ot read words for them .


SAY

T

Has everyo e shed Part 2 of the test? if you have ot shed Part 2, youw ll be g ve add t o al t me.

ake sure that you have marked all your a swers clearly a d have completelyerased a y marks you do ot wa t. The close your test booklet so the fro tcover s o top.

This is the end of Part 2 of the California EnglishLanguage Arts Standards Test. Students who have notnished Part 2 must be allowed to do so. Have an adult escort the students who need more time to nish

to the quiet room set up by the STAR test site coordinator.


Note the students for whom special conditions, accommodations, modi cations, and/or English-learnervariations applied. Record the appropriate information on each students test booklet in Sections A2, A3,and/or A4 after CST for EnglishLanguage Arts testing is completed.


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20

Part 3



SAY T


Give each student two No. 2 pencils with erasers and the grade 3 test booklet w th h s or her ameo t.

SAY

T




SAY

T

You w ll ow take Part 3 o the Cal or a E gl shLa guage Arts Sta dardsTest. Remember that some o the quest o s w ll be easy, a d some w ll beharder. Do t worry about the o es that seem hardjust do the best you ca .

now ope your test booklet to page 4 (page 5 large pr t). Rev ewsample quest o B. Wh ch s the correct a swer?

Pause for replies.

SAY

T

Yes, thats r ght. The correct a swer s take care of. The c rcle ext totake care of has bee marked to show that t s the correct a swer. Arethere a y quest o s?


SAY

T

Tur to Part 3 o page 32 (page 38 large pr t) your test booklet, whereyou see the p cture o a p ece o paper a d a pe a c rcle at the top o

the page.


SAY

T

Look at the d rect o s at the top o the page. Read them to yoursel as i readthem aloud. Directions: Read each passage. Then read each question about the passage. Decide which is the best answer to the question. Mark the spacefor the answer you have chosen.


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21


SAY

T

You w ll ow read the passages a d a swer quest o s 47 through 71. Keepwork g u t l you sh umber 71 a d see a stop s g . Do ot go to a yother parts of the test booklet. You may use your pe c l to u derl e

format o or make otes the test booklet.if you sh early, you may check your work th s part o ly. After you havechecked your work, close your test booklet. You may do a qu et act v ty u t lthe e d of th s test sess o . Are there a y quest o s?



SAY T

Be sure to beg at umber 47 your test booklet. You may startwork g ow.



SAY

T

Has everyo e shed Part 3 of the test? if you have ot shed the test,

you w ll be g ve add t o al t me.ake sure that you have marked all your a swers clearly a d have completely

erased a y marks you do ot wa t. The close your test booklet so the fro tcover s o top.

This is the end of the California EnglishLanguage Arts Standards Test. Students who have not nishedPart 3 must be allowed to do so. Have an adult escort the students who need more time to nish to thequiet room set up by the STAR test site coordinator.


Before returning materials to the test site coordinator, mark any applicable circle(s) in Sections A2, A3,and A4 in the California Standards Test ELA column on the back cover of students test booklets. SeeAccommodat o s a d od cat o s for Stude ts w th iEPs or Sect o 504 Pla s a d AllowableVar at o s for E gl sh Lear ers: Key Sect o s (Appendix A) and Gu de to Test Booklet Sect o s A2,A3, a d A4 (on the inside back cover of this manual). Con rm with your test site coordinator that you havemarked all applicable circles.


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CALIFORNIA MAThEMATICS STANDARDS TEST GRADE 3


22

CALifoRniA ATHE ATiCS STAnDARDS TESTDiRECTionS foR AD iniSTRATion

This test is u t med .Students needing more time are to be escorted to .

Materials required for each student: Two No. 2 pencils with erasers (plus extras). Grade 3 test booklet. Scratch paperscratch paper may be lined, unlined, or graph paper. Used scratch paper

s secure a d must be retur ed t the STAR test s te c rd at r.

other mater als may be used dur g th s test onLY spec ed the stude ts iEPa d/ r Sect 504 pla r the stude t s el g ble t use add t al mater als as aall wable test var at . (See Appendix A.)



No more than one test part should be administered each day.

Read directions in SAY boxes exactly as they are pr ted. Test questions and answer choices may be read to students ONLY in cases in which the

student has an IEP or a Section 504 plan that speci es this accommodation.

Only directions in SAY boxes marked T may be translated when testing English learners.Test quest s a d a swer ch ces may t be tra slated.

Students are to mark the answer circles in their test booklets. Students are allowed to workproblems in the blank spaces in the test booklets or on the scratch paper. However, stray marksthat are near the response circles and may interfere with scoring must be erased under thesupervision of the test site coordinator or principal/school administrator before the test bookletsare submitted for scoring. E c urage stude ts t w rk pr blems the r scratch paper.



Before distributing test booklets, read the shaded boxes. If students already have their own test booklets,go to the rst unshaded box.

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CALIFORNIA MAT EMATICS STANDARDS TEST GRADE 3DIRECTIONS FOR ADMINISTRATION

23

SAY T


Give each student two No. 2 pencils with erasers and the grade 3 test booklet w th h s or her ameo t. Students should already have lled in the student-identi cation information on their test booklets.

SAY

T



Use the demonstration booklet to show students where to look for their names. Check the test bookletsfor students who raised their hands. Each student must have the test booklet with his or her name on it.

SAY

T

Today you are go g to take a test that w ll show how much you have lear ed.

Some o the quest o s w ll be easy, a d some w ll be harder. Do t worryabout the o es that seem harddo the best you ca a d try to a swer all thequest o s.

i am go g to g ve you a p ece o scratch paper. i you eed space to work the problems, use the scratch paper. Be sure to mark the c rcle the testbooklet or your a swer.

Distribute the scratch paper.

SAY

T

now ope your test booklet to Part 1 o the CST or athemat cs o page 44(page 50 large pr t), where you see the p cture that has the umbers 1, 2,a d 3 a c rcle at the top o the page.

Use the demonstration booklet to show students the picture. Walk around the room to make sureeveryone is on the correct page. Booklets should be opened at, not folded back.

SAY

T

Look at the d rect o s at the top o the page. Read them to yoursel as i readthem aloud. Directions: Read each question and choose the best answer.Then mark the space for the answer you have chosen.

Sample Quest o (Page 44)

SAY T

now look at the sample quest o the box. Read t to yoursel as i read taloud.

If you are translating these directions for students, be sure to read the sample question in English only.The next SAY box should not be translated.

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24

SAY Which of these shows where the arrow is pointing on the number line?

SAY

TWh ch s the correct answer?

Pause for replies.

SAY T

Yes, thats r ght. The correct answer s five hundred eighty . ark the c rclebes de the number five hundred eighty . Are there any quest ons?


Part 1

SAY

T

You w ll now answer quest ons 1 through 25. if youre not sure about theanswer to a quest on, do the best you can, but dont spend too much t me onany one quest on. Keep work ng unt l you n sh number 25 and see a stops gn. Do not go on to any other pages after the stop s gn.

Remember, f you need space to work the problems, use the scratch paper.Be sure to mark the c rcle n the test booklet for your answer. Dur ng the test,ra se your hand f you need add t onal scratch paper.

if you n sh Part 1 early, you may check your work n th s part only. After youhave checked your work, close your test booklet. You may do a qu et act v tyunt l the end of th s test sess on. Are there any quest ons?


SAY T

You may start work ng now.

While the students are working, walk around the room to make sure that they are following directions andare working in the correct part of their test booklets, but do not give help on speci c test questions. Ifstudents ask for help reading a word, encourage them to sound t out, but do not read words for them .

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25


SAY

T

Has everyone n shed Part 1 of the test? if you have not n shed Part 1, youw ll be g ven add t onal t me.

ake sure that you have marked all your answers clearly and have completelyerased any marks you do not want. Then close your test booklet so that thefront cover s on top.

This is the end of Part 1 of the California Mathematics Standards Test. Students who have not nishedPart 1 must be allowed to do so. Have an adult escort the students who need more time to nish to thequiet room set up by the STAR test site coordinator.

After the students who have not nished Part 1 have left the room, collect the scratch paper. The scratchpaper must be given to the STAR test site coordinator.

Next, collect the test booklets and pencils. Before dismissing the remaining students, count the testbooklets to ensure that all have been turned in and that you have a test booklet for each student.

Note the students for whom special conditions, accommodations, modi cations, and/or English-learnervariations applied. Record the appropriate information on each students test booklet in Sections A2, A3,and/or A4 after CST for Mathematics testing is completed.


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26

Part 2



SAY T



SAY

T




SAY

T

You w ll ow take Part 2 o the Cal or a athemat cs Sta dards Test.Remember that some o the quest o s w ll be easy, a d some w ll be harder.Do t worry about the o es that seem hardjust do the best you ca .

i am go g to g ve you a p ece o scratch paper. i you eed space to workthe problems, use the scratch paper. Be sure to mark the c rcle the testbooklet or your a swer.


SAY T

now ope your test booklet to page 44 (page 50 large pr t).


SAY T

now look at the sample quest o the box. Read t to yoursel as i readt aloud.



Pause for replies.

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27

SAY

T

Yes, thats r ght. The correct a swer s five hundred eighty . Check to be surethat you marked the c rcle for the correct a swer.



SAY

T

Tur to Part 2 o page 52 (page 58 large pr t) your test booklet, whereyou see the p cture that has the umbers 1, 2, a d 3 a c rcle at the top ofthe page .


SAY

T

Look at the d rect o s at the top of the page. Read them to yourself as i readthem aloud. Directions: Read each question and choose the best answer.Then mark the space for the answer you have chosen. Are there a y quest o s?


SAY

T

You w ll ow a swer quest o s 26 through 48. Keep work g u t l you shquest o 48 a d see a stop s g . Do ot go o to a y other pages after thestop s g . You may use the scratch paper to work the problems. Be sure tomark the c rcle the test booklet for your a swer. Dur g the test, ra se yourha d f you eed add t o al scratch paper.

if you sh early, you may check your work th s part o ly. After you havechecked your work, close your test booklet. You may do a qu et act v ty u t lthe e d of th s test sess o . Are there a y quest o s?



SAY T

Be sure to beg at umber 26 your test booklet. You may start work gow.


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28


SAY

T

Has everyone n shed Part 2 of the test? if you have not n shed Part 2, youw ll be g ven add t onal t me.


This is the end of Part 2 of the California Mathematics Standards Test. Students who have not nishedPart 2 must be allowed to do so. Have an adult escort the students who need more time to nish to thequiet room set up by the STAR test site coordinator.



Note the students for whom special conditions, accommodations, modi cations, and/or English-learnervariations applied. Record the appropriate information on each students test booklet in Sections A2, A3,and/or A4 after CST for Mathematics testing is completed.


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29

Part 3



SAY T

i am go g to g ve each o you your test booklet. Do ot ope t or wr tea yth g o tu t l i tell you what to do.


SAY

T




SAY

T

You w ll ow take Part 3 o the Cal or a athemat cs Sta dards Test.Remember that some o the quest o s w ll be easy, a d some w ll be harder.Do t worry about the o es that seem hardjust do the best you ca .

i am go g to g ve you a p ece o scratch paper. i you eed space to work the problems, use the scratch paper. Be sure to mark the c rcle the testbooklet or your a swer.


SAY T

now ope your test booklet to page 44 (page 50 large pr t).


SAY T

now look at the sample quest o the box. Read t to yoursel as i read taloud.



Pause for replies.

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30

SAY

T

Yes, thats r ght. The correct a swer s five hundred eighty . Check to be surethat you marked the c rcle for the correct a swer.



SAY

T

Tur to Part 3 o page 62 (page 66 large pr t) your test booklet, whereyou see the p cture that has the umbers 1, 2, a d 3 a c rcle at the top ofthe page .


SAY

T

Look at the d rect o s at the top of the page. Read them to yourself as i readthem aloud. Directions: Read each question and choose the best answer.Then mark the space for the answer you have chosen. Are there a y quest o s?


SAY

T

You w ll ow a swer quest o s 49 through 71. Keep work g u t l you shquest o 71 a d see a stop s g . Do ot go to a y other parts of the testbooklet. You may use the scratch paper to work the problems. Be sure tomark the c rcle the test booklet for your a swer. Dur g the test, ra se yourha d f you eed add t o al scratch paper.

if you sh early, you may check your work th s part o ly. After you havechecked your work, close your test booklet. You may do a qu et act v ty u t lthe e d of th s test sess o . Are there a y quest o s?



SAY T

Be sure to beg at umber 49 your test booklet. You may start work gow.


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31


SAY

T

Has everyone n shed Part 3 of the test? if you have not n shed the test,you w ll be g ven add t onal t me.


This is the end of the California Mathematics Standards Test. Students who have not nished Part 3 mustbe allowed to do so. Have an adult escort the students who need more time to nish to the quiet room setup by the STAR test site coordinator.



Before returning materials to the test site coordinator, mark any applicable circle(s) in Sections A2, A3,and A4 in the California Standards Test Math column on the back cover of students test booklets. SeeAccommodat ons and od cat ons for Students w th iEPs or Sect on 504 Plans and AllowableVar at ons for Engl sh Learners: Key Sect ons (Appendix A) and Gu de to Test Booklet Sect ons A2,A3, and A4 (on the inside back cover of this manual). Con rm with your test site coordinator that you havemarked all applicable circles.


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APPENDIXES GRADE 3DIRECTIONS FOR ADMINISTRATION

32

APPEnDiX A

ACCommoDATionS AnD moDifiCATionSfoR STUDEnTS WiTH iEPs oR SECTion 504 PLAnS

AnDALLoWABLE VARiATionS foR EnGLiSH LEARnERS: KEY SECTionS

If you are testing students with accommodations, modi cations, and/or variations for English learners, youare required to mark the applicable circle(s) in Sect A3 and/or Sect A4 on students test booklets.

Prior to the rst day of testing, determine if you will be testing any students with: Accommodations and/or modi cationslimited to students with IEPs and/or Section 504 plans. Allowable variations for English learners.

To determine whether a student quali es for accommodations and/or modi cations,1. Check the students IEP and/or Section 504 plan for any accommodations and/or

modi cations regularly used for testing.2. Review the matrices linked on the CDE Web site at http://www.cde.ca.gov/ta/tg/sa/ for

information regarding allowable variations, accommodations, or modi cations for theSTAR Program.

If the student quali es for and uses accommodations and/or modi cations, review the Gu de t TestB klet Sect s A2, A3, a d A4 (on the inside back cover of this manual) to see which code(s) to use,and then mark the appropriate circle(s) in Section A3 after students nish testing for a subject.

Accommodations and Modifications (Section A3)

To maintain the standardization of the tests, students taking tests within the STAR Program use identicalmaterials, receive the same directions, and take the tests under the same conditions of administration.Some students may require accommodations and/or modi cations to access the tests. Testingaccommodations and/or modi cations are used if a student requires a testing condition that differsfrom the standardized materials, directions, and/or procedures.

Accommodations and/or modi cations should be used only when the student cannot take the test unlessthese adaptations are made. They should not give the student an unfair advantage or be used to improvea students score.

Identify the accommodations and/or modi cations for each student with an IEP and/or a Section 504 plan.Do noT provide an accommodation or modi cation that is not speci ed in the students IEP or

Section 504 plan.

Most students with disabilities should be able to take the tests with no accommodations. Whenaccommodations are used, they must be:

Based on identi ed individual needs, not on the type of disability. Matched with accommodations provided in the students regular instructional program. Speci ed in the students IEP or Section 504 plan.

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Accommodations do not change the skills and/or knowledge being tested. Modi cations do change theskills and/or knowledge being tested. Illustrative examples include the following:

Using the accommodation of having supervised breaks within each par t of the CaliforniaEnglishLanguage Arts Standards Test does not change the skills and/or knowledge being tested.

Using the modification of having the multiple-choice portion of the California EnglishLanguageArts Standards Test read aloud changes it from a reading test to a listening comprehension test. Inthis case, the modi cation changes the skills being tested.

noTE: You are to mark only accommodations and/or modi cations that you see the student use duringthe test. For example, a student with an IEP may be allowed to use a calculator on math tests. You mustensure that the student has a calculator for the test, but you will mark the modi cation only if the studentactually uses the calculator.

In part a f Sect A3, mark the IEP and/or Section 504 plan circle(s) to indicate that the studenthas an IEP and/or a Section 504 plan. Th s sect must be marked f r all stude ts wh have a iEP

a d/ r Sect 504 pla , eve f they d t use a y acc mm dat s r m d cat s dur gtest g.

In part b f Sect A3for each test, mark the codes for all of the accommodations and/or modi cationsthat the student used as speci ed in his/her IEP and/or Section 504 plan. Codes for allowableaccommodations and modi cations are listed in the Gu de t Test B klet Sect s A2, A3, a d A4(on the inside back cover of this manual).

Following are examples of how accommodations and/or modi cations would be coded for differentstudents:

If a student with a Section 504 plan used a calculator for the CST for Math, mark the Q in theMath column.

If a student with an IEP used a braille test and had additional breaks within the CST for ELA, markthe G plus the K in the ELA column.

Large-Print and Braille Tests (Section A3, Rows h and G)

Use this Directions for Administration manual when administering the large-print or braille versions of theCalifornia Standards Tests. In this manual, the page numbers for the large-print test booklets are given inparentheses after the page numbers for the regular-print test booklets if they differ from the page numbersin the regular-print test booklets. Braille test booklet page numbers were not available when this manualwas printed. For students taking braille or large-print versions of the tests, mark H f r large-pr t r Gf r bra lle Sect A3 the test b kletfor each test subject administered.

Large-print and braille tests require more time than regular-print tests. Students must be allowed asmuch time as needed to complete each test part. Generally, students taking large-print tests will needapproximately 1 times what is estimated for each test in this manual. Students taking braille tests mayneed up to 2 times what is estimated in this manual.

See your test site coordinator for speci c directions for handling large-print and braille testing materials.Large-print and braille tests can be scored only if students answers are transcribed onto regular-printtest booklets.

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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 students IEP.

Is required to transcribe a students responses to the format required by the test. May not be the students parent or guardian.

Allowable Variations for English Learners (Section A4)

English learners may use the testing variations listed in Section A4 of the table on the inside back cover ofthis manual. The variations are allowable if the students regularly use them in the classroom. Mark all testvariations used by English learners in Sectio A4 on students test booklets.

note: English learners may also use accommodations and/or modi cations for testing if the student hasan IEP and/or a Section 504 plan that states that the student may use speci c accommodations and/ormodi cations.

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APPEnDiX B

Co PLETinG THE DE oGRAPHiC infoR ATion on TEST BooKLETS

T e sure accurate c mpar s s betwee a d am g sch ls, t s esse t al that all STARc rd at rs a d test exam ers terpret the dem graph c elds the test b klets thesame way. The ll w g rmat s pr v ded t ass st w th the mark g b th pagesdem graph c rmat .

If all demographic information is not completed, your school district may receive a nancial penalty. Ifincorrect demographic data are submitted, your district will be charged for the option of correcting theinformation used for AYP and API calculations.

Pre-ID demographic information may be changed only during the test administration by the district STARcoordinator through the use of the Extended Pre-ID Data Corrections module in the STAR ManagementSystem. Pre-ID data may not be changed after the last day of testing. Pre-ID demographic data takeprecedence over demographic data that are hand-marked on test booklets, but data entered during theextended Pre-ID data corrections process take precedence over both. After test results are released, theschool district will have the option of using the demographic data corrections service to correctdemographic data.

Table 2, Demographic Codes on Test Booklets (on page 36), provides descriptions of the demographicsections found on the test booklets for grades two and three, and on the answer documents for gradesfour through eleven. Students must complete Section 1. Either students or school staff may completeSections 3 through 10. All other sections must only be completed by school staff. Table 2 contains thefollowing information:

f eld name: This column gives the name of the demographic data eld and one of the following

symbols, when applicable, to indicate who is to mark the information:

Student must complete.

School staff must complete after testing.

Look carefullyif a bar code label is present, verify the student name.

Sect : The numbers in this column refer to the numbers printed at the top of each section on thetest booklet or answer document demographic pages.

Descr pt : This column gives a description of the demographic data required.

Following Table 2 are Table 3 (on page 44), which lists the primary disability codes, and Table 4 (onpage 47), which lists the primary language codes.

If your students will be completing some or all of the demographic information on the studentdemographic page, refer to Appendix C, Directions for Completing Student Information (onpage 48), which includes directions to be read to students.

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Table 2. Demograph c Codes o Test Booklets

f eld name Sect o Descr pt o

Student writes

Stude t name, Test Exam er,School, and D str ct

1 Must be printed by the student at the time of testing.

Bar code label 2 If the school district Pre-IDd using the label option,place the demographic bar code label in this section onthe document.

Student may write and markDate o B rth

3 Mark the students birth month and century and enterand mark the students birth day and year.

Student may write and markLast name

5 Enter and mark the rst 11 letters of the students lastname. For hyphenated names, mark up to 11 lettersbeginning with the name preceding the hyphen. Forexample, for Smith-Harrison mark Smith Harri. Useonly the students legal name from school records.

Use o ly letters a d spaces, not apostrophes,hyphens, numbers, periods, commas, and so forth.Left-justify and mark the circle at the top of eachcolumn with no letter entries.

Student may write and markf rst name

5 Enter and mark the rst 9 letters of the students legalrst name. Do ot use a nickname or middle name

instead of a rst name. For example, enter Kenneth,not Ken or Kenny.

Use o ly letters a d spaces. Left-justify and mark thecircle at the top of each column with no letter entries.

Student may write and marki

5 Enter and mark the middle initial or leave the eldblank. Mark the circle at the top of the column if the

eld is left blank.

Student may markGe der

6 Mark Female or Male.

Student may markGrade

7 Mark the students current gradethis is the gradethat the school shows as the students enrollmentgrade and must match the grade of the test beingadministered. Schools may assign high schoolstudents to grades on the basis of credits earned or

years in school. For ungraded programs, subtract 5 from the

students age on December 2, 2011, to determinethe students testing grade level.

For students in independent study or contractprograms, assign the grade and administer the testfor the grade in which the student was enrolled forthe majority of the school year preceding the testadministration.

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Table 2. Dem graph c C des Test B klets (continued)

f eld name Sect Descr pt

Assessed w th C A

If applicable, grades three througheleven only. Students may mark for grades four through seven only.

All other grades must be marked by school staff.

7c Mark the circle for the CMA test or tests the student

will take instead of the CST for the same subject. Thissection appears only on the CST test booklet (gradethree), CST/CMA answer documents (grades fourthrough seven), and CST answer documents (gradeseight through eleven).

Student may markEth c ty/Race

Is the student Hispanic or Latino?

8 Mark Yes or No.

H spa c r Lat :A person of Cuban, Mexican,Puerto Rican, South or Central American, or otherSpanish culture or origin, regardless of race

Student may mark 9 Mark the appropriate circle(s) for all applicable groups.

Eth c ty/Race If No is marked in Section 8, at least one ethnicity/ Mark one or more. race in Section 9 must be marked.

Amer ca i d a r Alaska nat ve: Having origins inany of the original peoples of North, Central, or SouthAmerica and maintaining tribal affiliation or communityattachment

As a i d a : Having origins in any of the originalpeoples of the Indian subcontinent

Black r A r ca Amer ca : Having origins in any ofthe black racial groups of Africa

Camb d a : Having origins in any of the originalpeoples of Cambodia

Ch ese: Having origins in any of the original peoplesof China or Taiwan

f l p :Having origin

Documents

CST.grade 3 Dfa.2012