4

NEW YORK STATE

GRADE 4

ELEMENTARY-LEVEL

SOCIAL STUDIES TEST

SCIENCE TEST

Manual for
Administrators and Teachers

2006 Written Test

Performance Test, Form A

The University of the State of New York

THE STATE EDUCATION DEPARTMENT

Albany, New York 12234 • www.nysed.gov

THE UNIVERSITY OF THE STATE OF NEW YORK

Regents of The University

Robert M. Bennett, Chancellor, B.A., M.S. ............................................................. Tonawanda

Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. ..................................... Hollis

Saul B. Cohen, B.A., M.A., Ph.D................................................................................. New Rochelle

James C. Dawson, A.A., B.A., M.S., Ph.D. ............................................................... Peru

Anthony S. Bottar, B.A., J.D. .................................................................................. North Syracuse

Merryl H. Tisch, B.A., M.A., Ed.D. ........................................................................... New York

Geraldine D. Chapey, B.A., M.A., Ed.D. ............................................................... Belle Harbor

Arnold B. Gardner, B.A., LL.B................................................................................. Buffalo

Harry Phillips, 3rd, B.A., M.S.F.S. ........................................................................... Hartsdale

Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D...................................... Albany

Lorraine A. CortÉs-VÁzquez, B.A., M.P.A......................................................... Bronx

James R. Tallon, Jr., B.A., M.A. ............................................................................... Binghamton

Milton L. Cofield, B.S., M.B.A., Ph.D. ................................................................... Rochester

John Brademas, B.A., Ph.D. ....................................................................................... New York

Carol Bellamy, A.B., J.D............................................................................................. Brooklyn

Roger B. Tilles, B.A., J.D............................................................................................... Great Neck

President of The University and Commissioner of Education

Richard P. Mills

Chief of Staff

Counsel and Deputy Commissioner for Legal Affairs

Kathy A. Ahearn

Chief Operating Officer
Deputy Commissioner for the Office of Management Services
Theresa E. Savo

Assistant Commissioner for Standards, Assessment and Reporting

David Abrams

  The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department’s Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234. Requests for additional copies of this publication may be made by contacting the Publications Sales Desk, Room 309, Education Building, Albany, NY 12234.

Contents

General Features of the Grade 4 Elementary-Level Science Test........................................... 1

Information for School Administrators......................................................................................... 2

General Information....................................................................................................................... 2

Test Forms..................................................................................................................................... 2

Administration Schedule................................................................................................................ 2

Students to be Tested..................................................................................................................... 2

Testing Accommodations .............................................................................................................. 3

Security of the Tests....................................................................................................................... 5

Return of Tests and Scoring Materials to the Department.............................................................. 6

Administration of the Tests............................................................................................................ 7

Scoring the Tests............................................................................................................................ 7

Determining Need for Academic Intervention Services................................................................. 8

Recording Test Scores and Storing Student Answer Papers.......................................................... 8

Review of Answer Papers by Students and Parents....................................................................... 8

Submission of Teacher Evaluations of the Test to the Department................................................. 8

Reporting Student Scores to the Department.................................................................................. 9

Department Contacts................................................................................................................ 9

General Test Administration Procedures.................................................................................. 10

Test Materials.............................................................................................................................. 10

Special Considerations for Assuring Optimal Student Performance............................................ 10

Test Administration Time............................................................................................................ 11

Preparations for Testing............................................................................................................... 11

Emergency Evacuation of a School Building............................................................................... 12

Administering and Scoring the Written Test............................................................................. 13

Detailed Directions for Administering the Written Test............................................................... 13

Scoring the Written Test............................................................................................................... 16

Rating the Written Test, Part II..................................................................................................... 17

Organizing the Rating Process...................................................................................................... 17

Administering and Rating the Performance Test...................................................................... 18

Preparation................................................................................................................................... 18

Preparing Each Station................................................................................................................. 21

Detailed Directions for Administering the Performance Test...................................................... 28

Rating the Performance Test........................................................................................................ 32

Organizing the Rating Process...................................................................................................... 32

Appendix I: Materials Needed to Administer the Performance Test, Form A........................ 33

Appendix II: Comparison of Possible Performance Test Sites................................................. 35

Appendix III: Test Administrator’s Record Sheet.................................................................... 37

Appendix IV: Station 3 – Ball and Ramp Place Mat................................................................. 39

Appendix V: Class Record Sheet; Distribution of Final Test Scores....................................... 43

Appendix VI: Deputy and Proctor Certificate; Examination Storage Certificate.................. 49

Appendix VII: Instructions for Nonpublic Schools..................................................................... 55

Appendix VIII: Suppliers for Grade 4 Elementary-Level Science Performance Test Kits... 58

Appendix IX: Performance Levels Chart.................................................................................. 59

General Features of the Grade 4 Elementary-Level Science Test

The Regulations of the Commissioner of Education provide that an Elementary-Level Science Test is to be administered in Grade 4 to serve as a basis for determining students’ need for academic intervention services in science. The Grade 4 Elementary-Level Science Test is designed to measure the content and skills contained in the Elementary-Level Science Core Curriculum, Grades K–4. The core curriculum is based on the New York State Learning Standards for Mathematics, Science, and Technology (Elementary Level).

The Grade 4 Elementary-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions and requires about one hour to administer. The Performance Test (Form A) consists of hands-on tasks set up at three stations and requires about 75 minutes to administer.

The Department establishes a State-designated level of performance to help schools identify students who must receive academic intervention services. All students who earn a final score on this test in levels 1 or 2 must be provided such services, which must commence in the semester immediately following the administration of the test (see page 8).

The first section of this manual contains information of special interest to administrators. Subsequent sections contain directions for administering and scoring the Written and Performance Tests.

Information for School Administrators

General Information

All persons in charge of the administration of the Grade 4 Elementary-Level Science Test should be familiar with the information in this manual. Additional information concerning this test may be found on the Department’s web site at: http://www.emsc.nysed.gov/osa/elintsci.html. Schools may submit questions concerning the administration of the Grade 4 Elementary-Level Science Test via
e-mail to the Office of State Assessment at emscassessinfo@mail.nysed.gov.

Test Forms

Written Test: The Written Test has two parts. Part I contains multiple-choice questions, and Part II contains open-ended questions. The test is not timed. Most students will complete the Written Test in approximately 45-60 minutes of working time. In addition, the test administrator will need approximately 15 minutes to give directions to students. The Department will provide a new form of the Written Test each year. The Department also provides an answer sheet for Part I that is hand scorable and machine scorable on NCS equipment. Schools may also use a locally developed answer sheet. Students write their answers to the questions in Part II of the test in the test booklet.

Performance Test, Form A: The Performance Test consists of tasks at three stations. Each station requires 15 minutes of testing time, for a total testing time of 45 minutes, plus the time needed to provide instructions to students and for students to move between stations. Allot at least 75 minutes for administration of the Performance Test. The Performance Test is hand scorable only. Students write their answers to the questions in the Performance Test in the test booklet.

Administration Schedule

The Grade 4 Elementary-Level Science Test must be administered between April 10 and May 12, 2006. Specific dates when the test is administered are a local decision. The Written Test and Performance Test should be administered on separate days. Students who are absent on the administration dates must be tested when they return to school, but no later than May 12. Results for all students must be included on the reports submitted to the Department (see page 9).

Students to be Tested

The Grade 4 Elementary-Level Science Test must be administered to all public school students. This test is part of the State’s accountability system under the No Child Left Behind Act (NCLB). The failure of a public school to administer this test and/or to report the test results to the Department can have an impact on the school’s accountability status. Nonpublic schools are strongly encouraged to administer State assessments. The rules on the next page pertaining to the inclusion of limited-English-proficient students and to students with disabilities in this test apply to students in public and participating nonpublic schools.

General Education Students

The Grade 4 Elementary-Level Science Test must be administered to all students enrolled in Grade 4 in all public schools and in all participating nonpublic schools. Students who are repeating Grade 4 are required to take the test again.

Limited-English-Proficient (LEP) Students

All LEP students are required to participate in the Grade 4 Elementary-Level Science Test. LEP students may take the test either in an alternative language or in English, whichever would be better for the student. LEP students may also use both an English and an alternative language edition of the test simultaneously. Alternative language editions of the test are provided in Chinese, Haitian Creole, and Spanish. Information about administering these translated editions is included on page 10 under “Test Materials.” The test may be translated orally into other languages for those LEP students whose first language is one for which a written translation is not available from the Department. Schools are permitted to offer LEP students specific testing accommodations when taking this test (see pages 4-5).

Students with Disabilities

A small percentage of students with disabilities are recommended by their Committees
on Special Education (CSEs) to participate in the New York State Alternate Assessment (NYSAA)
for students with severe disabilities. The criteria that the CSE must use to determine
eligibility for the NYSAA is available on the Department’s web site at http://www.vesid.nysed.gov/specialed/publications/policy/alterassess.htm.

Another small percentage of students who are not eligible for NYSAA but who are
instructionally three or more years below grade/age level expectations may be determined by
the CSE to be ungraded for State assessment purposes. Guidelines for CSEs to use in
determining student eligibility for participation in the Grade 4 Elementary-Level Science
Test as ungraded for State assessment purposes may be found in the November 2005
memorandum, “Interim Supplemental Guidelines for Participation of Students with Disabilities in State Assessments for 2005-06.” This memorandum is available on the Department’s web site at http://www.vesid.nysed.gov/specialed/publications/policy/interimguidelines.htm.

When determining which students will be participating in this test, be sure to consider those students with disabilities who attend programs operated by the Board of Cooperative Educational Services (BOCES) as well as any other programs located outside the school.

Testing Accommodations

Students Who Incur Disabilities Shortly Before Test Administration

Principals may modify testing procedures for general education students who incur an injury
(e.g., a broken arm) or experience the onset of a short- or long-term disability (e.g., epilepsy) acquired or diagnosed within 30 days prior to the administration of State assessments. In such cases, when sufficient time is not available for the development of an Individualized Education Program (IEP) or a Section 504 Accommodation Plan (504 Plan), principals may authorize certain accommodations that will not significantly change the skills being tested. These accommodations are limited to:

· extending the time limit for a test,

· administering the test in a special location,

· recording the student’s answers in any manner, and

· reading the test to a student (only for students whose vision is impaired).

Eligibility for such accommodations is based on the principal’s professional discretion, but the principal may confer with members of the CSE or with other school personnel in making such a determination. Prior permission need not be obtained from the Department to authorize testing accommodations for general education students. However, a full written report concerning each authorization must be sent to the Office of State Assessment via fax to 518-402-5596. The report must be on school letterhead, must be signed by the principal, and must include the following information:

· the name of the student,

· the title of the test,

· a brief description of the student’s injury or disability, and

· a listing of the accommodations that were authorized by the principal.

If the student is expected to continue to need testing accommodations, the principal must immediately make the appropriate referral for the development of an IEP or 504 Plan.

Students with Disabilities

In general, students with disabilities must be provided with the testing accommodations specified in their IEP or 504 Plans when taking these tests. It is the principal’s responsibility to ensure that this occurs and that those staff who will be providing these testing accommodations are appropriately trained. However, testing accommodations that alter the measurement of a construct being tested are not permitted on elementary- and intermediate-level State assessments. Only those testing accommodations that do not alter the constructs measured by the tests are permitted. Each student with a disability must participate in the Grade 4 Elementary-Level Science Test, unless the student’s IEP, as developed by the CSE, specifically indicates that the student should take the NYSAA. Students who have been declassified may continue to be provided testing accommodations if recommended by the local CSE at the time of declassification and in the student’s declassification IEP.

Plan all necessary arrangements for implementing testing accommodations well in advance of
the test date. The principal is responsible for ensuring that students are provided with the testing accommodations specified in their IEP or 504 Plan.

The Department’s Office of Vocational and Educational Services for Individuals with Disabilities (VESID) provides more information on test access and accommodations for students with disabilities on its web site: http://www.vesid.nysed.gov/specialed/publications/policy/testaccess/guide.htm. You may contact that office via e-mail to vesidspe@mail.nysed.gov if you have questions on this topic for which you are unable to find answers on the web site.

LEP Students

Schools may provide the following testing accommodations to LEP students:

· Time Extension: Schools may extend the test time for LEP students. Principals may use any reasonable extensions, such as “time and a half” (the required testing time plus one-half of that amount of time), in accordance with their best judgment about the needs of the LEP students. Principals should consult with each student’s classroom teacher in making these determinations.

· Separate Location: Schools are encouraged to provide optimal testing environments and facilities for LEP students. They may administer State tests to LEP students individually or in small groups in a separate location.

· Bilingual Dictionaries and Glossaries: LEP students may use bilingual dictionaries and glossaries when taking this test. The bilingual dictionaries and glossaries may provide only direct translations of words. Bilingual dictionaries or glossaries that provide definitions or explanations are not permitted.

· Simultaneous Use of English and Alternative Language Editions: For this test, LEP students may use both an English and an alternative language edition of the test simultaneously. However, they should be carefully instructed to record all of their responses in only one of the two editions. The alternative language edition used by the student should be so indicated on the student’s answer sheet.

· Oral Translation for Lower Incidence Languages: Schools may provide LEP students with an oral translation of this test when there is no translated edition provided by the Department. All translations must be oral, direct translations of the English editions. Written translations are not allowed. No clarifications or explanations may be provided. Translators should receive copies of the English edition of the tests one hour prior to administration. The Department’s Office of Bilingual Education and the Bilingual/ESL Technical Assistance Centers (BETACs) can assist schools in locating suitable translators.

· Writing Responses in the Native Language: LEP students making use of alternative language editions or of oral translations of this test may write their responses to the open-ended questions in their native language. Scoring the tests is the responsibility of the school. However, the Department’s Office of Bilingual Education and the BETACs can assist schools in locating persons who can translate the students’ responses into English to facilitate scoring of the answer papers.

Security of the Tests

The sealed packages of secure test materials must be stored in a secure place at the location indicated on the Examination Storage Plan submitted to the Department. As soon as practical after delivery an inventory of the test materials must be conducted, then the sealed packages of secure test materials must be replaced inside the secure location immediately after the inventory is completed. Schools must notify the Department by fax at 518-402-5596 if any of the packages of secure test materials are not properly sealed when received. Do not remove the sealed packages of secure materials for the test from the secure location, except for the inventory, until the day on which the test is scheduled to be administered.

All Written Test booklets, both used and unused, all scoring keys and rating guides, and all student answer sheets must be held secure from the date the school receives its shipment of examination materials through May 12. While schools may score the student answer papers before the end of this period, caution raters not to discuss the test content and scoring rubrics except during scoring sessions. Once the May test administration period has ended, the Written Test materials are no longer considered secure.

All Performance Test materials must be held secure except during the actual administration and scoring of the Performance Test. The same Performance Test (Form A) will be administered for several years. All Performance Test materials except student answer booklets are to be returned to the Department.

To preserve security, advise all teachers administering and scoring this test that they are not to discuss test questions or other specific test content online via e-mail or listserv or through any other electronic means.

This Manual for Administrators and Teachers is not secure; copies of this publication should be distributed to teachers in advance of the administration date(s) so they may familiarize themselves with the procedures for administering the test. Since this manual is not secure, schools may make photocopies of this publication if necessary. It can also be found at the Department’s web site at http://www.emsc.nysed.gov/osa.

Return of Tests and Scoring Materials to the Department

Written Test: Since the Department will provide a new form of the Written Test each year, schools do not have to return Written Test materials to the Department. After the test administration period has ended and the test has been scored, schools may use the Written Test as part of the instructional program. Public schools must keep student answer papers for the Written Test on file in the school for one year. Copies of this manual and the Rating Guide for the Written Test should be kept on file at the school with the students’ answer papers for reference. Nonpublic schools are encouraged to make photocopies of the completed student answer sheets, as they must send the original answer sheets to the Department’s Office of Information and Reporting Services. (See Appendix VII for the full mailing ad