Facts About the 20082009 Hawaii State Assessment

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Facts About the 2008-2009 Hawaii State Assessment
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I. Introduction
Your primary job as a test administrator is to
review and understand the procedures that need to
be followed before, during, and after testing.
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The colors assigned to the Hawaii State
Assessment booklets for each grade level are
provided in Table 2.
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All schools must complete the testing and make-up
testing for the Reading and Mathematics
Assessments during April 6 24, except the four
multi-track schools that have different schedules
for the early testing tracks.
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A total of three reading and three mathematics
sessions must be administered to the students in
each grade. The sessions are printed in the
student booklets in the following order

• Grade 3
• Reading Test and Response Booklet
• Criterion-Referenced Reading Session 1
• Criterion-Referenced Reading Session 2
• Norm-Referenced Reading Session
• Mathematics Test and Response Booklet
• Criterion-Referenced Mathematics Session 1
• Criterion-Referenced Mathematics Session 2
• Norm-Referenced Mathematics Session

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• Grades 4-8 and 10
• Test Booklet 1
• Criterion-Referenced Reading Session 1
• Criterion-Referenced Mathematics Session 1
• Criterion-Referenced Reading Session 2
• Criterion-Referenced Mathematics Session 2
• Test Booklet 2
• Norm-Referenced Reading Session
• Norm-Referenced Mathematics Session
• Response Booklet
• Four Criterion-Referenced Sessions
• Two Norm-Referenced Sessions

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Schools may administer the required six sessions
in any order as long as the correct testing time
and extended testing time are provided for each
session.
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Testing Times for the Six Sessions
Test Administrators may record the starting and
stopping time for each Criterion-Referenced
sessions initial and extended times on a paper
for their reference. They may also record the
starting and stopping time for each
Norm-Referenced sessions exact time on a paper
for their reference.
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These times may NOT be written on the board or
announced to students because this procedure is
not included in the official directions for the
administration of the Criterion-Referenced and
Norm-Referenced sessions.
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Students may be taught how to pace themselves
during any session as a test-taking skill prior
to the administration of the Hawaii State Reading
and Mathematics Assessments.
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Table 5 provides the testing times for the four
criterion-referenced sessions.
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Table 6 provides the testing times for the two
norm-referenced sessions.
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Types of Student Scores Provided for the Reading
and Mathematics Assessments

• Criterion-referenced proficiency level scores
• Norm-referenced stanine and percentile rank scores

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ALL students will receive the norm-referenced
scores regardless of whether they used any of the
24 accommodations. HOWEVER, students who use one
or more of the 10 accommodations that were not
provided during the field testing and norming of
the TerraNova, will have the following statement
printed on their score reports
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Note Students who took these Reading and
Mathematics sessions under special conditions
have scores that cannot be compared with the
scores of a national sample of students. Jane
was give rest breaks and extended time during
both of the sessions.
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II. Responsibilities of Test Coordinators
Maintaining TEST SECURITY is your most important
responsibility. Review the text for the SEVEN
test security bullets carefully.
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Table 7 provides a list of the NON-SECURE test
materials.
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Table 8 provides a list of the SECURE test
materials.
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Important Information About Tools for the Three
Mathematics Sessions. (This information is not
included in the handbook.)
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III. Before Testing
Test administrators and proctors are required to
participate in a Hawaii State Assessment training
session at their schools.
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They need to sign an acknowledgement form at the
end of the training session to indicate that they
understand the test security and administration
procedures and will adhere to them.
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Table 10 provides a list of the personnel who MAY
serve as test administrators.
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Table 11 provides a list of the personnel who MAY
NOT serve as test administrators.
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Proctors may assist test coordinators but have
limited responsibilities. Review the four
bulleted tasks that may be completed by proctors
in the testing rooms.
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The test coordinator will give each test
administrator the test booklets and response
booklets for the students in his or her
group. Test administrators must count the total
number of booklets initially received in front of
the test coordinator for test security purposes.
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Pages 21 - 22

• Review the information about booklets for
  PRE-REGISTERED AND NON PRE-REGISTERED students.
• Pre-registered students have their identification
  information PRE-PRINTED on the front covers of
  their booklets.
• Non pre-registered students have unassigned
  booklets where their identification information
  must be WRITTEN AND/OR BUBBLED on the front cover
  of each booklet.

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Test administrators and proctors MAY NOT be given
demonstration test booklets and response booklets
for use during the actual administration of each
session due to cost and test security issues.
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See the sample Test Administrator Security
Checklist below. Your test coordinator will give
each test administrator the appropriate checklist
or another school-developed recordkeeping form to
ensure that all booklets are accounted for at the
beginning and end of each session.
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Test administrators need to ensure that ONLY
students in four populations are given
appropriate accommodations during the test
sessions.

• ELL
• Grade 5 Hawaiian Language Immersion Program
• IDEA-eligible
• Section 504

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A test administrator should NOT bubble an
accommodation on a students Accommodation Form
in the response booklet unless he or she USED it
during a session. It is recommended that USED
accommodations not be bubbled in until after all
of sessions have been administered to ensure that
students do not alter this important information.
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Table 13 provides a list of 24 accommodations for
your reference.
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Important Information About the Read Aloud and
Audio CD Accommodations. If a student is given
either one of these accommodations when he or she
does not meet the two criteria, no scores will be
given and the student will be counted as a
non-participant for AYP purposes.
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The student is a non-readier who will never be
able to read any sentences at any grade level
throughout his or her life. The student accesses
printed materials for every subject via an audio
format all of the time during classroom
instruction.
See the detailed explanation of these criteria on
pages 30 and 31.
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Test administrators need to review the following
information as they prepare for the test
administration.

• Prepare the testing room
• Prepare the work space for each student
• Prepare necessary materials

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Review the four reasons why test administrators
MAY NOT give students testing time information
before, during, or at the end of a session.
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Review the procedure to be used by students who
cannot read and understand the Reading and
Mathematics Assessments. It is the responsibility
of the schools to attempt to test each student.
These students should be given appropriate
classwork after they complete each assessment
session to the best of their ability.
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These students may not be given the Read Aloud or
the Audio CD accommodation unless they meet the
two criteria provided on slide 37.
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Review the test administration procedure that
allows any student, including a student with
disabilities, to raise his or her hand to request
assistance in reading a single mathematics
problem and related test question.
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The Directions for Administration state ONLY at
the beginning of the two HCPS III
criterion-referenced Mathematics sessions If
you have difficulty reading a problem and
question, raise your hand and I will help you
read it. The test administrator may not give a
student help in answering a test question.
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A student may continue to raise his or her hand
to request assistance in reading only one
Mathematics problem and related test question at
a time for the two HCPS III criterion-referenced
Mathematics sessions. This procedure may not be
used for the one TerraNova norm-referenced
Mathematics session.
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This procedure may not be used for the reading
passages and related test questions in the two
HCPS III criterion-referenced Reading sessions
and the one TerraNova norm-referenced Reading
session.
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Important Practice Test Information (This
information is not included in the handbook.)
Operational reading and mathematics practice
tests, directions for administration, and scoring
guides for grades 3-8 and 10 are posted at
www.hsaitems.org. Schools may download and
photocopy the appropriate practice tests for use
with students as often as they choose during the
school year.
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Teachers may choose to score the multiple-choice
and constructed-response practice test questions
with their students in the classroom or with
colleagues. The Student Assessment Section
provides no scoring services for the practice
tests.
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• It is important that all Department of Education
  employees understand that the administration of
  any practice test that explicitly prepares
  students for any secure Hawaii State Reading and
  Mathematics Assessments is prohibited at any time
  during the school year.

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• Commercial and teacher-made reading and
  mathematics practice tests may be administered
  prior to the first day of testing at a school as
  long as they do not contain secure materials, but
  they MAY NOT be administered on the testing or
  make-up testing days.

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• The practice tests are not designed to be given
  immediately prior to the administration of the
  Hawaii State Reading and Mathematics Assessments,
  i.e., the day before testing begins.
• Sample test questions are provided in the test
  booklet at the beginning of each session to
  familiarize students with various response
  formats.

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• Some of the released reading and mathematics
  questions and answers are also included in the
  Parent Information Booklet for each grade so that
  parents can review them with their children.

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Cumulative HCPS III Standard and Benchmark
Reviews (This information is not included in the
handbook.)
Teachers may conduct cumulative HCPS III standard
and benchmark reviews for a specific quarter or
quarters 1-4 using commercial, consultant-develope
d, and teacher-developed reading and mathematics
multiple-choice questions and constructed-response
questions at any time during the school year
PRIOR to the first day of testing at a school.
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These reviews may not include any questions or
topics that explicitly prepare students for
official Reading and Mathematics questions. No
school-level personnel may conduct any reading or
mathematics cumulative HCPS III standard and
benchmark reviews with students during a schools
testing schedule.
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Teachers are allowed to provide regular reading
and mathematics instruction for the usual
quantity of concepts and skills addressed during
a single lesson while a school is administering
the Hawaii State Reading and Mathematics
Assessments sessions. If a single lesson includes
items for more than three benchmarks, it is
considered a partial or cumulative review and
should not be provided during a schools testing
schedule.
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No review of any reading or mathematics concept
or skill is permitted immediately prior to the
administration of a test session or between the
initial testing time and the extended testing
time for a test session.
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Reading and Mathematics Strategies (This
information is not included in the handbook.)
Immediately before the administration of a
session, a test administrator may not tell
students to use reading or mathematics strategies
that have been taught during classroom
instruction. The test administrator may not give
students any additional directions that are not
included in the official Directions for
Administering for each session.
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The official Directions for Administration for
the two HCPS III Reading sessions and the two
HCPS III Mathematics sessions state You may
underline or circle key words and phrases or make
notes in the margins of your test booklets.
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Test administrators need to closely monitor the
grade 3 students to ensure that they do not make
any pencil marks on the black lines located on
the outside edge of each page in their separate
scannable Reading and Mathematics test/response
booklets. These pencil marks will interfere with
the scanning and scoring process.
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The grades 4-8 and 10 test booklets are not
scannable so any marks made in these booklets
will not affect the scanning and scoring process.
Only the separate response booklets for these
grades are scanned and scored. This strategy may
not be used for the TerraNova Reading and
Mathematics sessions by students in grades 3-8
and 10 because students in the national norm
group were not allowed to use it.
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Students MAY NOT use highlighter pens during the
administration of any session unless it is a
documented accommodation for an IDEA-eligible or
Section 504 student. See the criterion for the
highlighter pen accommodation that is listed as
accommodation 15 on page 27 in the Student
Accommodation and Accommodations Handbook.
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Teachers are encouraged to teach students a
variety of reading and mathematics strategies
throughout the school year. However, students
must independently initiate the use of the
strategy listed on slide 56 or any other strategy
during the administration of a session.
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Teachers must take down or cover any reading and
mathematics strategies charts and posters in the
testing rooms prior to the administration of the
first session. This includes mnemonic devices
that trigger students use of strategies during
the sessions. Motivational charts and posters
that encourage students to do their best on the
assessments do not have to be taken down or
covered.
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Test Taking Strategies (This information is not
included in the handbook.)
The information included in this powerpoint
presentation about the use of reading and
mathematics strategies also applies to the use of
test taking strategies. Test administrators may
not tell students to use these strategies
immediately before the administration or a
session or during a session.
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IV. After Testing
Review and follow the separate directions for the
completion of three tasks.

• Collect, count, and secure the test materials at
  the end of the last session.
• Collect and return the test materials after
  administering all of the sessions.
• Complete the Hawaii State Reading and Mathematics
  Assessments optional feedback form.

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Official Directions for Administration

• Directions for administering the six sessions to
  grade 3 students are provided on pages 43 75.
• Directions for administering the six sessions to
  grades 4-8 and 10 are provided on pages 76-129.

Test administrators need to make sure they have
located the correct directions in the handbook
before each session begins.
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(This information is not included in the
handbook.) Use of the restroom by students before
and during the administration of a session

• Test administrators should give all students an
  opportunity to use the restroom before a session
  begins to reduce the number of students who will
  need to use the restroom during a session.

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• Only one student at a time may leave the testing
  room with the test administrators permission to
  use the restroom during a session or after he or
  she has completed a session and is waiting for
  other students to finish.
• This prevents the possibility of having students
  discuss test questions and answers outside of the
  testing room.

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• If ANY student leaves the testing room during
  either one of the TerraNova sessions, i.e.,
  Reading Session 3 or Mathematics Session 3, that
  have exact times, the test administrator must
  bubble accommodation 24 (Taking student-initiated
  breaks during a session) on the Accommodations
  Form printed on the inside back cover of the
  response booklet.

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• The student will have the statement provided on
  slide 18 in this powerpoint presentation printed
  on his or her score report because the stanine
  and percentile rank scores will not be comparable
  to the students in the national norm group who
  were not allowed to initiate a break during these
  two sessions.

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(This information is not included in the
handbook.) Use of the restroom by test
administrators and proctors during the
administration of a session

• The principal and test coordinator need to make
  plans in advance to have some additional,
  qualified test administrators who have been
  trained available to take the place of an
  assigned test administrator while he or she uses
  the restroom during the initial or extended
  testing time for a session.

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• A proctor may not be left alone in the testing
  room while a test administrator uses the restroom
  because a proctor is not qualified to serve in
  this capacity.
• A proctor may leave the testing room to use the
  restroom as long as the assigned or stand-by test
  administrator is present in the testing room.

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(This information is not included in the
handbook.)
At the end of each session, the test
administrator may not allow students to leave the
testing room or begin working on classroom
assignments until he or she has recounted all of
the test booklets and response booklets that were
initially counted and distributed at the
beginning of the session to ensure that none of
them are missing.  This is the most important
test security task that must be completed by all
test administrators.
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The Student Assessment Section would like to
thank the test administrators for using the
correct test security and administration
procedures before, during, and after the
administration of each Hawaii State Reading and
Mathematics Assessments session.   Your
professionalism and hard work make it possible
for the Department to provide valid and reliable
student scores, as well as accurate AYP results,
for each school.