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2006-07 Procedures Manual

Procedures Manualfor the

Minnesota Assessments

2007-2008

Published December 12, 2007

Research and Assessment1500 Highway 36 West

Roseville, MN 55113-4266Phone: (651) 634-2222Fax: (651) 582-8874

http://education.state.mn.us/

http://education.state.mn.us/

Minnesota Department of Education Contacts1500 Highway 36 West, Roseville MN 55113-4266

FAX: 651-582-8874EMAIL: [email protected]

Test Administration Area Codes 218, 320: Julie Nielsen-Fuhrmann, (651) 582-8837,

[email protected] Area Codes 507, 952: Roger Anderson, (651) 582-8841,

[email protected] Area Code 612: Jennifer Burton, (651) 582-8622, [email protected] Area Codes 651, 763: Tracy Cerda, (651) 582-8692, [email protected] Program and Quality Manager: Linda Sams, (651) 582-8431, [email protected] Test Vendor: Pearson

Help Desk: 1-800-627-7990, ext. 824; FAX: 319-358-4330; E-mail: [email protected] , [email protected]@support.pearson.com

Alternate Assessments MTAS (Minnesota Test of Academic Skills): Donna Tabat, Research and Assessment, (651)

582-8830, [email protected] or Connie Milstein, Research and Assessment, (651) 582- 8272, [email protected]

MDE Writing Alternate Assessment: Eric Kloos, Special Education Policy, (651) 582-8268, [email protected]

Students with Disabilities Students with IEPs (Policy): Eric Kloos, Special Education Policy,

(651) 582-8268, [email protected] Students with IEPs (Accommodations): See Area Code contacts above under Test

Administration Students with 504 Plans: Adele Ciriacy, Office of Compliance and Assistance, (651) 582-

8249, [email protected]

Limited English Proficient (LEP) LEP Policies: Leigh Schleicher, NCLB Federal Programs - LEP Unit,

(651) 582-8326, [email protected] LEP Accommodations: See Area Code contacts above

Adequate Yearly Progress (AYP) – No Child Left Behind Greg Marcus, NCLB Consolidated Programs, (651) 582-8454, [email protected]

National Assessment of Educational Progress (NAEP)NAEP Coordinator: Kate Beattie, (651) 582-8532, [email protected]

2006-07 Procedures Manual

mailto:[email protected]
















Table of Contents

CHAPTER 1 – INTRODUCTION..................................................................................................1

PURPOSE OF THIS MANUAL.........................................................................................................1COMPUTER-DELIVERED ASSESSMENTS........................................................................................2

SITE READINESS CERTIFICATION .......................................................................................2

CHAPTER 2 – MINNESOTA ASSESSMENTS........................................................................3

PURPOSE.......................................................................................................................................3OVERVIEW OF MINNESOTA ASSESSMENTS..................................................................................3

Title I Assessments for No Child Left Behind – Adequate Yearly Progress (AYP).......................3Title III Assessments for No Child Left Behind – Annual Measurable Achievement Objectives (AMAO)..........................................................................................................................................4Minnesota Diploma Assessments...................................................................................................5Summary of Operational Assessments...........................................................................................6

OTHER ASSESSMENTS..................................................................................................................7

Algebra II America Diploma Project (ADP) Field Tests ....................................................7ACT's Educational Planning and Assessment System (EPAS)......................................................8National Assessment of Educational Progress (NAEP)................................................................8

BUILDING A TEST.........................................................................................................................8Test Development...........................................................................................................................8Scoring...........................................................................................................................................9

CHAPTER 3 – RESPONSIBLE AND ETHICAL PRACTICES WITHIN THE ASSESSMENT PROCESS.....................................................................................................................................11

GENERAL PRINCIPLES OF PROFESSIONALLY RESPONSIBLE PRACTICE.......................................11PRACTICES IN PREPARATION AND ADMINISTRATION OF MINNESOTA ASSESSMENTS...............12

Ethical Behavior and Practice for Minnesota Assessments........................................................12Unethical Behavior and Practice for Minnesota Assessments....................................................13Unethical Preparation.................................................................................................................13

PRACTICES IN THE USE AND INTERPRETATION OF MINNESOTA ASSESSMENTS RESULTS.........14Ethical Behavior and Practice.....................................................................................................14Unethical Behavior and Practice................................................................................................15

TEST SECURITY FOR MINNESOTA ASSESSMENTS MATERIALS..................................................15General Security Information......................................................................................................15Non-Disclosure Agreement..........................................................................................................15Test Security Notification Form...................................................................................................15Test Administration Report..........................................................................................................16Security Checklists.......................................................................................................................16Test Security.................................................................................................................................16Recommendations for District Policies.......................................................................................17

CHAPTER 4 – ROLES AND RESPONSIBILITIES...............................................................19

DISTRICT ASSESSMENT COORDINATOR......................................................................................19Responsibilities before Testing Day............................................................................................19Responsibilities on Testing Day...................................................................................................20Responsibilities after Testing.......................................................................................................20

SCHOOL PRINCIPAL....................................................................................................................21

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Responsibilities before Testing Day............................................................................................21Responsibilities on Testing Day...................................................................................................21Responsibilities after Testing.......................................................................................................21

SCHOOL ASSESSMENT COORDINATOR.......................................................................................21Responsibilities before Testing Day............................................................................................21Responsibilities on Testing Day...................................................................................................22Responsibilities after Testing.......................................................................................................22

TECHNOLOGY COORDINATOR ...........................................................................................23TEST MONITOR...........................................................................................................................23

General Issues.............................................................................................................................23Responsibilities before Testing Day............................................................................................23Responsibilities on Testing Day – Before Students Arrive..........................................................24Responsibilities on Testing Day – During the Test.....................................................................24Responsibilities on Testing Day – After the Test.........................................................................24

MTAS TEST ADMINISTRATOR ..........................................................................................25Responsibilities before Testing Day............................................................................................25Responsibilities on Testing Day – Before Students Arrive..........................................................25Responsibilities on Testing Day – During the Test.....................................................................25Responsibilities on Testing Day – After the Test.........................................................................25

MARSS COORDINATOR ....................................................................................................25Responsibilities before Testing Day............................................................................................25Responsibilities after Testing Day...............................................................................................25

CHAPTER 5 – ACCOMMODATIONS....................................................................................27

GENERAL INFORMATION ABOUT ACCOMMODATIONS................................................................27What is an Accommodation?.......................................................................................................27What is the Purpose of an Accommodation?...............................................................................27Description of Accommodation Categories.................................................................................28Who May Receive an Accommodation?......................................................................................28Who is Responsible for Making Decisions Regarding Accommodations?..................................28Selecting Appropriate Accommodations......................................................................................28Documenting the Use of an Accommodation...............................................................................29When Accommodations Conflict..................................................................................................29

GENERAL INFORMATION ABOUT PRACTICES THAT ARE NOT ACCOMMODATIONS...................30General Test-Taking Practices Available to All Students...........................................................30May Modifications be made for any students taking Minnesota Assessments?..........................30

SPECIFIC ACCOMMODATION INFORMATION BASED ON ASSESSMENT PROGRAM AND STUDENT POPULATION...............................................................................................................................30

Accommodations for the Basic Standards Test (BST).................................................................30Accommodations for LEP Student...............................................................................................31

ASSESSMENT AND ACCOMMODATION INFORMATION FOR STUDENTS TAKING THE MINNESOTA TEST OF ACADEMIC SKILLS (MTAS)—ALTERNATE ASSESSMENT...........................................31ASSESSMENT DECISIONS FOR STUDENTS WITH THE MOST SIGNIFICANT COGNITIVE DISABILITIES...................................................................................................................................................32IMPORTANCE OF PROVIDING ACCESS TO THE GENERAL EDUCATION CURRICULUM................32GUIDELINES FOR DETERMINING STUDENT PARTICIPATION IN THE MTAS...............................33ORDERING ACCOMMODATIONS FROM PEARSON........................................................................35

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CHAPTER 6 – PARTICIPATION OF ENGLISH LANGUAGE LEARNERS....................41

DETERMINING APPROPRIATE ACCOMMODATIONS.....................................................................41LEP STUDENTS AND THE DIPLOMA TESTS................................................................................42

Establishing the LEP exemption status........................................................................................42CONSTRUCTED RESPONSES IN LANGUAGES OTHER THAN ENGLISH.........................................43

CHAPTER 7 – STUDENTS IN SPECIAL CIRCUMSTANCES AND SITUATIONS 47

ADULT BASIC EDUCATION (ABE) STUDENTS...........................................................................47ALTERNATIVE LEARNING CENTERS (ALC), ALTERNATIVE LEARNING PROGRAMS (ALP) AND PRIVATE CONTRACT ALTERNATIVES.........................................................................................47CARE AND TREATMENT AND PRIVATE FACILITIES....................................................................47DETERMINING A STUDENT’S GRADE LEVEL FOR PURPOSES OF THE 2008 MCA-II..................47DROPOUT STUDENTS (HIGH SCHOOL).......................................................................................48DUAL-ENROLLED STUDENTS OR CONCURRENT ENROLLED STUDENTS....................................48EXPELLED STUDENTS.................................................................................................................48504 STUDENTS............................................................................................................................48FOREIGN EXCHANGE STUDENTS................................................................................................48FULL ACADEMIC YEAR..............................................................................................................49GED STUDENTS.........................................................................................................................49HOMEBOUND/NON-ATTENDANCE STUDENTS............................................................................49HOMELESS SHELTERS.................................................................................................................49HOME-SCHOOL STUDENTS.........................................................................................................49INCARCERATED STUDENTS (AT CORRECTIONAL FACILITIES)....................................................49INTERMEDIATE DISTRICTS..........................................................................................................50LIMITED ENGLISH PROFICIENT (LEP) STUDENTS......................................................................50MEDICAL EXCUSE......................................................................................................................50MOVING IN OR OUT OF THE DISTRICT DURING THE TESTING WINDOW...................................50NEW-TO-COUNTRY LEP............................................................................................................51OPEN ENROLLMENT/PARENT CHOICE PROGRAM STUDENTS.....................................................51POST-SECONDARY EDUCATION OPTION (PSEO) STUDENTS.....................................................51PRIVATE SCHOOLS.....................................................................................................................51RETAINED STUDENTS.................................................................................................................52SHARED-TIME STUDENTS...........................................................................................................52SIGNIFICANT GAP IN ENROLLMENT STUDENTS.........................................................................52SPECIAL EDUCATION, COMBINED SPEC ED/VOC ED PROGRAMS..............................................52SUSPENDED STUDENTS...............................................................................................................52TEMPORARY PHYSICAL LIMITATIONS........................................................................................52VIRTUAL SCHOOLS.....................................................................................................................52

CHAPTER 8 – TEST ADMINISTRATION.............................................................................55

TESTING TIMELINES FOR 2007-08..............................................................................................55WHERE STUDENTS SHOULD TEST..............................................................................................58

DISTRICT SCHEDULING OF TEST ADMINISTRATION ..........................................................58ESTIMATED TEST ADMINISTRATION TIMES...............................................................................59

ORDERING TEST MATERIALS ............................................................................................61Test Materials Overages..............................................................................................................63Additional Materials....................................................................................................................63

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Materials Delivery.......................................................................................................................63Cost of Tests.................................................................................................................................63

PREPARING SCHOOL SITE FOR TESTING.....................................................................................63Choice of testing rooms...............................................................................................................63

Computer-delivered tests ................................................................................................64Freedom from distractions..........................................................................................................64Seating arrangements..................................................................................................................64Materials not allowed during testing...........................................................................................64

ASSIGNING TEST MONITORS......................................................................................................65ASSIGNING TEST BOOKS TO STUDENTS.....................................................................................65TESTING SUPPLIES PROVIDED BY STUDENT OR SCHOOL...........................................................65CALCULATOR USE......................................................................................................................65

Calculator Segments on Mathematics Assessments....................................................................66CLOSING THE TESTING ROOMS..................................................................................................66VERIFYING PRE-PRINTED LABELS OR ANSWER BOOKS.............................................................66STUDENT ANSWER BOOKS THAT HAVE INCORRECT OR MISSING PRE-PRINTED INFORMATION66ONCE STUDENTS HAVE STARTED THE TEST..............................................................................67WHAT HELP CAN TEST MONITORS GIVE?.................................................................................67STUDENTS WHO MOVE ON TO ANOTHER SEGMENT WITHOUT PERMISSION............................68TEST MISADMINISTRATION BY TEST MONITOR.........................................................................68TEST RESPONSES........................................................................................................................68VALID SCORE RULES.................................................................................................................69LEAVING DURING TESTING—ILLNESS/EMERGENCY.................................................................69USE OF RESTROOM.....................................................................................................................69WEATHER EMERGENCY..............................................................................................................70DEFECTIVE MATERIAL...............................................................................................................70MISPLACED ANSWERS................................................................................................................70WORD-PROCESSED DOCUMENTS...............................................................................................70WHAT STUDENTS MAY DO AFTER THEY COMPLETE A TEST...................................................71MAKE-UPS.................................................................................................................................71TEST CODES...............................................................................................................................71COLLECTION AND RETURN OF TEST MATERIALS......................................................................71RETURNING STUDENT ANSWER BOOK/DOCUMENTS.................................................................72SCHOOL/GRADE IDENTIFICATION SHEET...................................................................................72ADDITIONAL COPY OF STUDENT’S RESULTS—BST ONLY.......................................................73TEST ADMINISTRATION CONSIDERATIONS FOR COMPUTER-DELIVERED TESTS........................73

CHAPTER 9 – STUDENT DEMOGRAPHICS AND DATA EDITING OPPORTUNITIES

..............................................................................................................................................75

PRE-PRINTED STUDENT ANSWER BOOKS/DOCUMENTS AND LABELS.......................................75CHANCES TO EDIT STUDENT INFORMATION..............................................................................75PRETEST EDIT WINDOW (RETESTS FOR BST AND GRAD TEST OF WRITTEN COMPOSITION). 75CHANGING STUDENT INFORMATION ON THE ANSWER BOOK/DOCUMENT................................76POSTTEST EDIT WINDOW...........................................................................................................76DEMOGRAPHIC DATA ELEMENTS...............................................................................................77TEST CODES...............................................................................................................................77OTHER DEMOGRAPHIC CODES...................................................................................................79

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CHAPTER 10 – MINNESOTA ASSESSMENT REPORTS...................................................81

REPORTING OVERVIEW..............................................................................................................81EDUCATOR PORTAL ...........................................................................................................81MINNESOTA ASSESSMENT REPORTS (EXCEPT BST)..................................................................81

State, District, School and Student Reports.................................................................................81District Electronic Data Files.....................................................................................................82Public Reports.............................................................................................................................82Making MCA-II Comparisons between Schools and Districts (When All LEP Students Don’t Take the Same Test).....................................................................................................................82

Perspective™ Learning Locator for MCA-II .....................................................................83

PROGRESS SCORES ............................................................................................................84Why do we have a progress score?..............................................................................................84What is the progress score?.........................................................................................................84How was the progress score derived?.........................................................................................84Can the progress score be used to measure the school and district?..........................................84

BST PRELIMINARY REPORTS.....................................................................................................85BST FINAL REPORTS..................................................................................................................85

Reading/Mathematics/Writing Retests.........................................................................................85COMMUNICATING TEST RESULTS TO THE MEDIA AND PUBLIC.................................................85RE-SCORING TESTS....................................................................................................................86PUBLIC AND PARENTAL ACCESS FOR REVIEW OF STATEWIDE ASSESSMENTS POLICY.............86USE OF CONFIDENTIAL INFORMATION.......................................................................................86

APPENDIX A – FORMS............................................................................................................87

NON-DISCLOSURE AGREEMENT.......................................................................................88TEST ADMINISTRATION REPORT (2007-2008).................................................................89TEST SECURITY NOTIFICATION FORM (2007-2008).......................................................90REQUEST FOR RE-SCORE FORM........................................................................................91ACCOMMODATIONS FOR MCA-II (2007-2008)..................................................................92MTAS (2007-2008)...................................................................................................................93ACCOMMODATIONS FOR BST (2007-2008)........................................................................94ALTERNATE ASSESSMENT* FOR BST/GRAD WRITING (2007-2008)...............................95ACCOMMODATIONS FOR TEAE (2007-2008).....................................................................96ACCOMMODATIONS FOR MTELL (2007-2008)..................................................................97MINNESOTA TEST OF ACADEMIC SKILLS (MTAS) TRAINING VERIFICATION...........................98

APPENDIX B – POLICY AND PROCEDURES.....................................................................99

INTERNAL TEST SECURITY PROCEDURES FOR ALL STATEWIDE ASSESSMENTS100SAMPLE DISTRICT TEST SECURITY PROCEDURES....................................................104COPYING AUDIO ACCOMMODATION FROM CDS........................................................110TRANSLATING TEST MATERIALS...................................................................................111PUBLIC & PARENTAL REVIEW OF STATEWIDE ASSESSMENTS POLICY...............113REQUEST OF PARENT/GUARDIAN TO REVIEW STUDENT RESPONSES...................114POLICY FOR TRANSFERRING TEST SCORE INFORMATION BETWEEN DISTRICTS AND SCHOOLS...............................................................................................................................115DOCUMENT RETENTION POLICY FOR MDE...................................................................117RECOMMENDED DOCUMENT RETENTION POLICY FOR DISTRICTS.......................118

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MANAGING SECURE MATERIALS FOR THE MINNESOTA TEST OF ACADEMIC SKILLS (MTAS)....................................................................................................................................119

APPENDIX C – OTHER MINNESOTA ASSESSMENTS...................................................121

ACT’S EDUCATIONAL PLANNING AND ASSESSMENT SYSTEM (EPAS)..................122NAEP IN MINNESOTA..........................................................................................................123

APPENDIX D – REFERENCES..............................................................................................125

ASSESSMENT GLOSSARY..........................................................................................................126Index........................................................................................................................................132

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Chapter 1 – Introduction

Purpose of This Manual

The Procedures Manual has been prepared for District Assessment Coordinators, administrators, teachers, specialists and anyone else with a role in administering Minnesota’s assessments. This document contains information needed to make informed decisions about administering statewide tests in your school or district. It is important that test administration practices are standardized across the state so that all students, schools and districts are operating on a level playing field. In addition, this document will familiarize readers with responsible test administration practices.

As a result of the No Child Left Behind act, all public school students enrolled in Grades 3-8, 10 and 11 must be annually assessed with accountability tests. This includes students who receive special education services. In addition, public school English language learners in kindergarten through Grade 12 are annually assessed with language proficiency tests. Recognizing that students have varied needs, a portion of this manual is devoted to answering the following question: “How do we appropriately handle special situations so that all students can participate meaningfully in Minnesota’s state testing program?”

Pearson, our test vendor, will deliver a copy of this Procedures Manual to every public school district and public school in Minnesota. It is also available on the Minnesota Department of Education (MDE) Website at: http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Policies_Procedures_Guidelines/index.html.

The following are some general ways to use this manual:

o Keep an electronic copy of this manual on your computer and make frequent use of the Find function in the Edit menu.

o Print some of the lists and use them as checklists. o Make copies of forms that you might need this year.o Use the MDE Contacts page in the front of the manual to find someone who can help you.

We made every effort to make this Procedures Manual as definitive as possible. Procedures in this manual should be followed. However, we know that with the inevitable changing conditions created by NCLB, the clarifications and interpretations made by Research and Assessment, and suggestions we receive from those

who use this manual there will always be future versions of this manual. The symbol indicates significant additions or revisions for 2007-08 that were made since the last edition was of this manual. The following is a brief list of the major changes for 2007-08:

o MARSS is the source of all demographic information for a student. Pretest editing is no longer necessary or available (except for retests). Posttest editing will be done on MDE’s Test WES (except for retests and Grade 9 GRAD Test of

Written Composition).o The quantities of test materials sent to districts (except accommodated materials and retests of diploma

tests) will be based on MARSS enrollment.o The Science Minnesota Comprehensive Assessments: Series II (MCA-IIs) become operational in grades

5, 8 and high school.o The Science Minnesota Test of Academic Skills (MTAS) becomes operational in grades 5, 8 and high

school.o The grade 10 Reading MCA-II/GRAD will be given for the first time with retest opportunities beginning

fall of 2008.o Preprinted answer books/documents for students no longer enrolled do not have to be returned.

12/12/2007 2007-08 Procedures Manual1

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Policies_Procedures_Guidelines/index.html

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Policies_Procedures_Guidelines/index.html

o MTELL will continue for 2008 but is pending federal approval for 2009.o All districts will complete a Site Readiness Certification for computer-delivered testing.o The PSEO bubble will be removed from answer books; full time PSEO status will be verified through

MARSS.o The Minnesota Writes! assessment will not be offered.

Computer-Delivered Assessments

Many assessments take advantage of new technologies, especially personal computers and the Internet. The Math Test of English Language Learners (MTELL) and the Science MCA-IIs use computers to deliver the test and securely send student responses over the Internet to the test vendor. Students are presented with information on a computer monitor and through headphones and respond using the keyboard and mouse. Teachers who have given the MTAS use the computer to submit information about student performance.

Considerable advance preparation is needed to administer tests online. School Boards need to provide adequate computer labs and supporting infrastructure. District Assessment Coordinators need to schedule computer labs and manage student lists and test sessions. Technology coordinators need to make sure computers and networks meet minimum requirements and that software is installed and configured properly. Teachers need to be familiar with the operation of the programs on the computers. Students need to have basic computer skills and the ability to practice the specific interactions used in the tests so we are sure that content is being tested, not a student's computer skills.

The introduction of computer-delivered assessments affects many sections of the Procedures Manual. Test security now involves more than monitoring access to, and the location of, paper-and-pencil tests. Preparing a room for computer testing is more complex than hanging a sign on the door and making sure students cannot copy from their neighbor. Accommodations may become more individualized in the future with the advent of the increased familiarity with technology.

Site Readiness Certification

Districts will be required to submit site certification for online testing. MDE has worked with the Technical Work Group, made up of a mix of district technology and assessment coordinators, to refine the process and information which will be collected. All districts are required to certify that they have the capacity to conduct computer-delivered testing for the Science MCA-II and MTELL by the end of February, 2008. The process involves completing a Readiness Checklist, a Scheduling Calculator, and a Network Assessment that will assess various aspects of a district’s capacity to administer computer-delivered tests to it students. A full-length sample test will be provided so schools can conduct a dry run that verifies each school’s software configuration and network performance.


Chapter 2 – Minnesota Assessments

Purpose

The Minnesota Assessments program has three purposes:

1. To measure student achievement against the Minnesota Academic Standards and the Minnesota English Language Standards. Each assessment is designed to measure student performance on the academic standards that are identified in each assessment’s test specifications.

2. To measure the proficiency of Minnesota graduates. Minnesota expects its high school graduates to demonstrate the skills and knowledge necessary for success beyond high school. The Basic Skills Test (BST) assesses the skills of students who entered grade 8 in the 2004-2005 school-year or earlier. The MCA-II/GRAD replaces the reading and mathematics BSTs for students who enrolled in grade 8 in 2005-06 (Class of 2010) or later. The GRAD Test of Written Composition in grade 9 has replaced the BST Test of Written Composition previously given in grade 10.

3. To measure the progress of students over time. In the past, Minnesota’s measures of student progress could only compare students from one year with students from another year. In 2007 and beyond, the year-to-year progress of each student and cohort of students will be possible. The progress scores are available in the District Student Results (DSR) file. Teachers and administrators can use progress scores when making instructional decisions at both the individual and group level.

Overview of Minnesota Assessments

Title I Assessments for No Child Left Behind – Adequate Yearly Progress (AYP)

The Title I section of NCLB requires that all public school students in grades 3-8 and in one grade in high school be assessed in reading and mathematics to measure Adequate Yearly Progress (AYP). The MCA-IIs in reading and mathematics, the Mathematic Test for English Language Learners (MTELL), and the alternate assessment Minnesota Test of Academic Skills (MTAS) are used to meet this requirement. Science is required for NCLB but is not included in AYP calculations at this time. Minnesota public schools and districts, including charter schools, are required to assess all students who are enrolled in the district during the state’s three-week testing window1.

Table 1. Title I Accountability Tests in 2007-08Test Subject Grades

MCA-IIReading 3-8, 102

Mathematics 3-8, 11Science 5, 8, 9-123

MTELL Mathematics 3-8, 11

MTASReading 3-8, 10

Mathematics 3-8, 11Science 5, 8, 9-12

1 The testing window for the MTAS is five weeks.2 In 2005, legislation was passed to replace the BSTs, which had been required for graduation for all students entering grade 8 in 2004-05 or earlier, with the Grade 10 Reading and Grade 11 Mathematics MCA-IIs. Students first entering grade 8 in 2005-06 are required to pass the Test of Written Composition in grade 9, the Grade 10 Reading MCA-II/GRAD and the Grade 11 Mathematics MCA-II/GRAD3 The high school Science MCA-II is given to students in the year they complete their instruction in life science. Students who are in grade 10 in 2007-08 are required to take the high school Science MCA-II before the end of their high school career.


Minnesota Comprehensive Assessments – Series II (MCA-II)The purpose of the Minnesota Comprehensive Assessments – Series II (MCA-II) is to measure Minnesota student achievement on the Minnesota Academic Standards. In addition, the MCA-II results can be used to inform curriculum decisions at the district and school level.

The reading and mathematics MCA-IIs are paper-and-pencil assessments aligned to the Minnesota Academic Standards. These assessments are divided into four segments and contain multiple-choice (MC) and constructed-response (CR) questions. MC items require a student to select the correct or best response from a list. A CR item, unlike an MC item, requires a student to provide an answer and explain the reasoning for that answer. Mathematics assessments for the MCA-IIs also have gridded-response (GR) questions in grade 5 and above. GR items (mathematics MCA-II, MTELL) require a student to compute the correct answer and enter it.

The science MCA-IIs have figural-response (FR) questions where the student uses the technological capabilities of the computer to do such things as create a graph, click on a hot spot, or drag images or words into designated response areas. These tests, which are also aligned to the Minnesota Academic Standards, become operational in 2008 for all students in grades 5, 8 and one grade in high school. The High School Science MCA-II is given in the year they complete their instruction in life science. Students who are in grade 10 in 2007-08 are required to take the science test before the end of their high school career.

Mathematics Test for English Language Learners (MTELL) The MTELL is a computer-delivered assessment of mathematics that is used as an accommodated version of the Mathematics MCA-II with LEP students. It uses limited English (spoken and written) when presenting multiple choice and gridded response items. US Department of Education will allow MDE to use the MTELL again in 2008, but requires further evidence in order for the test to continue into 2009.

Minnesota Test of Academic Skills (MTAS) The MTAS is a performance-based assessment in reading, mathematics and science for students with the most significant cognitive disabilities. It replaced the Minnesota Alternate Assessments in the spring of 2007 and features substantial reductions in the complexity of the academic content standards. Participation in the MTAS is limited to those students whose IEP team determines that a reading and/or mathematics MCA-II is not appropriate and requires that the student meets the participation guidelines for the test. Additional information can be found in Chapter 5 – Assessment Decisions for Students with the Most Significant Cognitive Disabilities.

US Department of Education has not approved the MTAS and is requiring MDE to conduct additional studies that demonstrate the validity of the assessment. While the MTAS in 2008 will look and feel similar to the 2007 test, US Department of Education requires some significant upgrades that could include additional tasks that would make the test longer, a refined administration protocol and/or resetting the performance standards.

MDE will evaluate inter-rater reliability on the MTAS by observing the administration of the MTAS to a randomly selected sample of students at schools throughout the state. The observations are conducted by Minnesota educators who are trained in the administration of the test and have a specific protocol to follow.

Title III Assessments for No Child Left Behind – Annual Measurable Achievement Objectives (AMAO)

Students in Grades K-12 are identified as LEP in the Minnesota Automated Reporting Student System (MARSS) in the following manner:


The student’s first language is not English, the student comes from a home where a language other than English is usually spoken, or the student does not use English as a primary language, and

The student lacks the English skills necessary to access the curriculum without language support as determined by the district using developmentally appropriate practices. (For more information, see Chapter 6 – Participation of English Language Learners.)

LEP identification based on the criteria above is reported to the state using the MARSS. For more information about updating MARSS data, see Chapter 9. For general information on LEP, go to http://education.state.mn.us/mde/Learning_Support/English_ Language_Learners/Manual/002115.html.

There are three language proficiency assessments for LEP learners4 that measure federal Annual Measurable Achievement Objectives (AMAOs) and to determine state ELL funding to districts. LEP learners in grades 3-12 must be assessed in reading and writing with the Test of Emerging Academic English (TEAE) and those in grades K-2 with the K-2 Reading and Writing checklist as indicated in Table 2. The MN SOLOM is used to assess the Speaking and Listening skills of all LEP learners.

Table 2. Title III Accountability Tests in 2007-08Test Subject Grades

TEAE Reading and Writing 3-4, 5-6, 7-8, 9-12K-2 checklist Reading and Writing K-2MN SOLOM Listening and Speaking K-12

Test of Emerging Academic English (TEAE) The TEAE is a timed paper-and-pencil assessment with multiple segments. The reading section contains items that have five answer choices, each of which is correct or incorrect. The writing section consists of two prompts, one graphic and one written. The reading portion of the TEAE cannot be taken in place of the reading MCA-II, nor can the reading MCA-II to be taken in place of the TEAE. The TEAE is not used in the calculations of Reading Proficiency for AYP; only the Reading MCA-II is used for that purpose.

K-2 ChecklistThe K-2 Checklist is used by teachers to assess the reading and writing skills of LEP students.

Minnesota Student Oral Language Observation Matrix (MN SOLOM)The MN SOLOM checklist is used by teachers to assess the listening and speaking skills of LEP students in academic settings.

Minnesota Diploma Assessments

Students who entered grade 8 in 2004-05 or earlier have to pass the BSTs in order to be eligible for a diploma from a Minnesota public high school. Students initially took the Reading and Mathematics BSTs in grade 8; they initially took the BST Test of Written Composition in grade 10. Students who entered grade 8 in 2005-06 or later have to pass the GRAD tests in order to be eligible for a diploma from a Minnesota public high school. Students that don’t pass a test the first year it is given will retake the test (“retest”) until they pass it.

Table 3. Diploma Tests in 2007-08Test Subject Initial Grade Retest Grade(s)BST Reading, Mathematics 11-12BST Written Composition 11-12

GRAD Written Composition 9 10MCA-II/GRAD Reading 10

4 See Chapter 6 for criteria used to identify LEP students.


GRAD (Graduation-Required Assessments for Diploma)To be eligible for a diploma from a Minnesota public high school, students enrolled in grade 8 in the 2005-06 school-year or later must pass the reading and mathematics MCA-II/GRADs, and the GRAD Test of Written Composition. The Class of 2010, the first group of students required to pass the series of GRAD tests, took the grade 9 GRAD Test of Written Composition in 2007, will take the grade 10 Reading MCA-II/GRAD in 2008, and the grade 11 Mathematics MCA-II/GRAD in 2009.

GRAD Test of Written Composition (Retests only)Students that did not pass the 2007 GRAD Test of Written Composition in grade 9 will have opportunities to retest in November 2007 and July 2008.

Reading GRAD (Retests only) Students that do not pass the spring 2008 Reading MCA-II/GRAD will have on-demand opportunities every eight weeks to take the Reading GRAD on the computer in the fall of 2008. More information will be forthcoming in a separate GRAD Implementation Guide to be published in the spring of 2008.

Basic Skills Tests To be eligible for a diploma from a Minnesota public high school, students who entered grade 8 in 2004-05 or earlier must receive passing scores on the Basic Skills Tests (BSTs) in reading, mathematics and written composition. The students affected by the BST regulations are primarily in grades 11 and 12 in 2007-08.

Reading, Mathematics, and Writing (Retests only)The Reading and Mathematics BSTs, which are being phased out, are no longer given to all students in grade 8. The 8th graders in 2004-05 were the last students who had to pass these tests in order to graduate. Students in grades 11-12 in 2007-08 who have not yet passed a BST in reading and mathematics will have opportunities to retest as indicated in Table 9A of Chapter 8. Students in grades 11-12 who move into the state must also pass these tests if they expect to receive a diploma from a Minnesota school.

The reading and mathematics BSTs are paper and pencil assessments that have only multiple-choice items. The BST Test of Written Composition requires students to write an essay on paper in response to a prompt.

Minnesota Test of Academic Skills (MTAS) The current draft rules relating to the GRAD allow the Reading and Mathematics MTAS to be the alternate assessments for the Reading and Mathematics MCA-II/GRADs. MDE anticipates the GRAD rule will be final in the summer of 2008. See MTAS section earlier in the chapter for a description of these tests.

MDE Writing Alternate AssessmentThis writing alternate assessment from past years will continue to be used in 2007-08 with students in grade 9.

Summary of Operational Assessments

Table 4 has all the Minnesota assessments that are operational (are given to all eligible students, yield valid scores, and have reports sent to parents and schools) in 2007-08.


Table 4. Operational Tests in 2007-08

Test and Subject Grade SegmentsItem Type

MC CR GR FR Prompt

Title

I Te

sts (

for A

YP)

Reading MCA-II 3-8 4 X X

Mathematics MCA-II 3-8 4 X X X

Reading MCA-II/GRAD 10 4 X X

Mathematics MCA-II/GRAD

11 4 X X X

Science MCA-II* 5, 8, 9-12 2 X X XMTELL* (Mathematics Test for English Language Learners)

3-8, 11 2 X X

Reading MTAS* 3-8, 10

Performance-based assessment scored by student’s teacher with the use of a rubric.Mathematics MTAS* 3-8, 11

Science MTAS* 5, 8, 9-12

Title

III T

ests

(f

or A

MA

O) TEAE (Reading and

Writing)3-12 R5: 4-5;

W: 2 X6 XK-2 Reading and Writing Checklist K-2

Completed by student’s teacherMN SOLOM (Listening and Speaking) K-12

Dip

lom

a Te

sts

GRAD Written Composition

910 retest 1 X

BST Test of Written Composition (retests only) 11-12 1 X

Reading BST (retests only)

11-12 1 X

Mathematics BST (retests only) 11-12 2 X

* Computer-delivered tests

Other Assessments

Algebra II America Diploma Project (ADP) Field Tests The American Diploma Project (ADP) Network, of which Minnesota is a member, is a group of states dedicated to ensuring that all high school graduates have mastered the specific content and skills needed to succeed in postsecondary education or in high-performance, high-growth jobs. Thirteen of the 30 member states from the network have formed a consortium to create a single Algebra II End of Course (EOC) exam to be administered in all thirteen states. Minnesota has been given the opportunity to participate in the field tests of the Algebra II EOC exam. The ADP Algebra II EOC Exam will serve the following three main purposes:

To improve curriculum and instruction To help colleges determine if students are ready to do credit-bearing work To compare performance and progress among the participating states

5 There are four reading segments in grades 3-8 and 5 reading segments in grades 9-12.6 TEAE items are not true multiple choice items; each item is composed of five True/False statements.


ACT's Educational Planning and Assessment System (EPAS)The 2005 and 2007 Minnesota Education bills funded the use of ACT's Educational Planning and Assessment System (EPAS) approach to educational and career assessment.7 Public schools and districts that choose to give these assessments in 2007-08 will have them paid for by the state (see Table 5). Information regarding the EPAS can be found in Appendix C.

Table 5. EPAS Tests in 2007-08Grade Assessment

8 EXPLORE10 PLAN

National Assessment of Educational Progress (NAEP) Plans for the National Assessment of Educational Progress (NAEP) began in 1964 with a grant from the Carnegie Corporation. The first national assessment was conducted in 1969. Voluntary assessments for states began in 1990. The “main NAEP” consists of tests in mathematics and reading administered to students in grades 4 and 8 every other year; it is currently administered in odd-numbered years.

A total of 25 Minnesota schools will participate in three separate NAEP assessments during the 2007-08 school year. The assessment studies and the number of Minnesota schools participating are as follows:

1. NAEP Field Tests in Reading, Mathematics and ScienceGrade 4 (4)Grade 8 (7)Grade 12 (3)

2. Long-Term Trend in Reading and MathematicsStudents at age 9 (1), Students at age 13 (4) Students at age 17 (4)

3. NAEP Grade 8 Arts (2)

Data will not be released at the state level for either the Long-Term Trend or the Arts assessments. These are strictly national-level assessments. National results for the Long-Term Trend study and the Arts study will be released in the fall of 2008. More information about NAEP is in Appendix C.

Building a Test

Test DevelopmentThe development of a Minnesota assessment is a meticulous process. It takes at least two years to evaluate a test item before it is ready to be included in a test. Each step of the process makes an important contribution to the reliability and validity of the assessment.

1. Content standards are defined. Minnesota teachers and content experts write the Minnesota Academic Standards and ELL Standards that delineate the skills and knowledge students at each grade level should know.

2. Content standards to be assessed are defined. Committees of teachers and content experts identify which standards can and should be assessed, either in a classroom or as part of the MDE-developed Minnesota Assessments.

3. Test specifications are developed. Test specifications define the content and format of an assessment. They also describe the types, quantity and limits of questions that may be asked on the assessments. Since

7 The funding is limited but expected to meet the requests from schools.


test specifications usually do not change from year to year, the content of the tests is similar from one year to the next.

4. Test questions are developed and reviewed. Pearson, our contractor, is responsible for developing, printing, shipping, scoring and reporting for Minnesota’s statewide assessment program. While Pearson item writers initially develop questions to meet Minnesota’s specifications, Minnesota educators (on Item Review panels) and community members (on Bias Review panels) are responsible for advising on the approval, edit or rejection of each question submitted by Pearson8. For example, the Item Review panel checks the appropriateness of each item’s cognitive level. A question does not appear on an operational assessment until it has been field-tested and undergone reviews by a number of assessment advisory panels. Visit the following Website for more information about serving on one of these panels:

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/Professional Development/ Advisory_Panels/index.html

5. The test questions are assembled into a test form. Once test questions have been approved, MDE and Pearson construct a test form that matches the test specifications. For example, if the mathematics test specifications for an assessment require that Strand IV (Data Analysis, Statistics, and Probability) comprise a particular percentage of a test’s points, the appropriate number of Strand IV questions will be placed on the test. MDE assessment specialists review all aspects of the proposed test form such as pagination, clarity of tables and illustrations, and amount of writing space.

Table 6. Introduction of the MCA-III Year Mathematics Science Language Arts

2006-07 Revise Standards

2007-08 Write Test Specifications

2008-09 Develop Items Revise Standards

2009-10 Field Test Items Write Test Specifications & Items Revise Standards

2010-11 Test Operational Field Test Items Write Test Specifications & Items

2011-12 Test Operational Field Test Items

2012-13 Test Operational

ScoringAfter the assessments have been administered to students and student answers—via answer book or online submission—are sent to Pearson, every item on the assessment is scored by machine or by a person.

1. Responses to Multiple Choice (MC) and Gridded Response (GR) items on paper-and-pencil tests (filled-in bubbles) are captured by high-speed scanners and scored electronically. Multiple-choice, gridded-response and figural-response (drag and drop, hot spot and graphing) items on computer-based tests are captured by the test delivery system and scored electronically. Numerous Quality Control (QC) steps ensure that the responses have been captured accurately.

8 Minnesota subscribes to the principle of universal design in the construction of test items. Many test items in the 2008 assessments have been linguistically modified to clarify and simplify the text without simplifying or significantly altering the construct that is being tested. By 2009, test items in our assessments will be linguistically modified.


http://education/

2. Student writing in response to Constructed Response (CR) items responses is scored by trained scorers. These scorers must hold a minimum of a bachelor’s degree. They are trained to understand the rubrics (descriptions of student responses at each score point) used to score Minnesota test questions, the anchor papers that provide examples of responses for each score point, and other scoring criteria approved by Minnesota educators. After training is complete, each potential scorer must pass a scoring proficiency test by scoring actual student responses. While scorers are evaluating actual student responses, their work is continually monitored by scoring supervisors who trained the scorers using two methods:

a. Read Behind: Scoring supervisors “read behind” each scorer’s work multiple times each day to ensure that the scorer is accurately evaluating work according to the rubrics and anchor papers. Scorers who are not accurately evaluating student work are retrained. Those who do not learn to score accurately are dismissed.

b. Anchor Papers: Scoring supervisors insert previously scored anchor papers into each scorer’s daily load of papers. The scorer evaluates the paper without knowing that it has been previously scored. This process allows scoring supervisors to determine if scorers are scoring as they have been trained and to determine the inter-rater reliability—a measure of the agreement among scorers—of the entire scoring process.

3. Performance tasks from the MTAS are scored by the teacher administering the test and the scores are entered online via Pearson’s SchoolSuccess Website.


Chapter 3 – Responsible and Ethical Practices within the Assessment Process

This chapter discusses the responsible and ethical practices in the administration and interpretation of Minnesota Assessments. These practices apply to district and school assessment coordinators, classroom teachers, principals, school psychologists, superintendents, district staff, MDE staff and educational research and policy professionals. Much of the following information is adapted from general principles of test use set forth in the Standards for Educational and Psychological Testing [developed jointly by the American Educational Research Association (AERA), American Psychological Association (APA), the National Council on Measurement in Education (NCME) (1985)] and in the Code of Professional Responsibilities in Educational Measurement by the National Council on Measurement in Education (1995).

A primary goal of our assessment system is to be able to make valid inferences about student achievement. The principles discussed in this chapter provide guidance for determining if a practice related to the administration or use of Minnesota Assessments supports this goal.

Part I of this discussion provides the general principles of responsible assessment practice. The guidelines are the professional standards to which all those involved in the assessment process should refer when determining what practices are appropriate and what practices are unprofessional, unethical and/or inappropriate.

Part II of this discussion has concrete examples of ethical and unethical practices in the administration of Minnesota Assessments.

Part III provides examples of appropriate and inappropriate uses and interpretation of Minnesota Assessment results.

General Principles of Professionally Responsible Practice

In monitoring practices related to administering the Minnesota Assessments and interpreting or using its results, each district shall use, but not be limited to, the following standards for determining which practices are appropriate and which practices are unprofessional, unethical or inappropriate.

Because of the complex nature of the standardized assessment process, any practice not specifically permitted should be presumed inappropriate until and unless specifically authorized by MDE. Districts should submit questions to [email protected].

Schools and Districts Shall: Maintain security of the assessment materials before, during and after the assessment. Thoroughly review this Procedures Manual, the District and School Assessment Coordinator Manual, the

MTAS Administration Manual and Test Monitor Directions prior to testing and understand the procedures needed to administer the assessment.

Avoid any conditions in the preparation and administration of an assessment that might invalidate the results.

Ensure that all eligible students are tested. Provide and document the use of an accommodation to each eligible student. Provide reasonable opportunities for examinees to ask questions about assessment procedures or

directions prior to and at prescribed times during the administration of the assessment. Protect the rights of all examinees to privacy and due process. Avoid actions or conditions that would permit or encourage individuals or groups to receive scores that

misrepresent their actual levels of achievement.



Those Who Interpret, Use and Communicate Results Shall: Avoid making (and actively discourage others from making) inaccurate reports, unsubstantiated claims,

inappropriate interpretations or other false or misleading statements that can lead to false or misleading conclusions about assessment results.

Avoid any practice that provides an interpretation or suggests uses of assessment results without due consideration of the purpose(s) of the assessment, limitations of the assessment, examinee characteristics, irregularities in administering the assessment or other factors affecting the results.

Communicate assessment results in an understandable manner, including proper interpretations and likely misinterpretations.

Avoid any practice that supports or leads others to interpret or use assessment results in unethical or inappropriate ways.

Avoid any practice that permits employees or volunteers without the necessary knowledge and skills to interpret results of the assessment.

Report any apparent misuses of assessment information to those responsible for the assessment process in the school, district and state.

Avoid any practice that places at risk or violates confidentiality of individually identifiable information. Use multiple sources and types of relevant information about persons or programs whenever possible

when making educational decisions.

Practices in Preparation and Administration of Minnesota Assessments

The examples of ethical and unethical practices below illustrate the standards and principles of professionally responsible practices in the administration of Minnesota Assessments. An unethical assessment practice is anything that would knowingly and deliberately harm a child or will not support or enhance student learning, such as teaching the specific content from an assessment. Teaching specific test items does not enhance student learning, whereas developing a curriculum based on the Minnesota Academic Standards is appropriate. The Test Specifications based on these standards describe the particular skills and knowledge that will be tested.

Ethical Behavior and Practice for Minnesota Assessments

Preparation Prepare students to take the Minnesota Assessments by aligning curriculum and instruction to the

Minnesota Academic Standards. Make changes in instruction that enhance student skills, learning and achievement. Use Minnesota Assessments item samplers:

o in professional development activitieso for instructional planning purposeso to familiarize students with the different item formats so they know how to indicate responses

Encourage parents and teachers to motivate students to do their best on the assessment. Familiarize students with test-taking strategies. Set a testing schedule that provides sufficient time for students to complete the assessments. The Reading,

Mathematics and Science MCA-IIs, BSTs, GRAD, MTELL and MTAS are not timed tests. The TEAE is the only timed test.

Set a testing schedule that provides make-up days for students who were absent for any or all segments of the assessment.

Administration Everyone involved with administering tests in the district should:

o Report any violations of the prescribed administration conditions to the appropriate administrator at school or to the District Assessment Coordinator by using the Test Administration Report or Test Security Notification Form, as appropriate.

o Follow the district-reported testing calendar.


o Follow security regulations for distribution and return of secure test materials as directed, accounting for all secure test materials before, during and after testing.

District Assessment Coordinators should:o Account for every student enrolled in a grade where accountability tests are given, including

students who: are absent took a test that was invalidated are not taking the assessment because of parental refusal are New-to-Country (Reading MCA-II only) have any other reason for non-completion

o Return all used and unused (including damaged and accommodated) test books to Pearson.9 This also includes accommodated materials for online tests.

o Account for all test books and keep them in a secure location throughout the testing process. o Report any missing test books or accommodated test forms.

Test Monitors should:o Provide adequate staffing of testing rooms (student-to-test monitor ratio is not more than 30:1, if

possible.)o Make sure calculators are used only when authorized.o Remain attentive and in the room during the entire testing session. Circulate throughout the room

during testing. Scribes should:

o Transcribe student oral responses exactly, including grammatical errors and incorrect responses, when

A student uses the applicable scribe accommodation (see Table 7 in Chapter 5 for details).

A student’s test book has been damaged or an accommodated format such as Braille has been used.

Unethical Behavior and Practice for Minnesota Assessments

Unethical Preparation Develop curriculum based on specific test items from Minnesota Assessments. Prepare instructional objectives based on specific Minnesota test items and teach accordingly, rather than

developing instructional objectives based on the Minnesota Academic Standards. Encourage IEP teams to base assessment decisions on anything other than student need. Share an actual Minnesota Assessment test instrument in a public forum (a violation of test security that

could invalidate student scores and result in other sanctions). Copy reading passages, constructed-response items, writing prompts or student responses from an actual

assessment for use in instructional planning, classroom instruction or assessment. Make a copy of the test or prepare a student study guide based on the items on a particular assessment. Copy the vocabulary words from test items, reading passages, or writing prompts (as opposed to words

from the test directions), and use them as the basis for instruction. Present verbatim or paraphrased items from the assessment to be given.

Unethical Administration Deviate knowingly from the prescribed administration procedures specified in this manual, the District

and School Assessment Coordinator Manual, the MTAS Administration Manual or Test Monitor Directions in order to assist student performance.

Leave wall charts up that contain multiplication tables, fraction equivalents, place values or other aids that could artificially inflate student scores.

9 The Grade 3 Reading and Mathematics MCA-IIs and Grades 3/4 TEAE are combined test books and answer books.


Allow students to use dictionaries, thesauruses or word processors with spell- and grammar checks on the reading and writing assessments. Exception: ELL students can use a “word-for-word” dictionary.

Offer an opinion to a student or class that a question is “bad” or doesn’t have a correct answer, or discuss the same with staff.

Scribe the essence of a student’s response rather than the exact student response, including grammatical errors and incorrect responses, when scribing is the accommodation.

Tell students the correct responses or allow them to discuss answers among themselves. Suggest a student reconsider an answer already given. Allow the use of notes or other materials which give students an unfair advantage. Allow students to use calculators on non-calculator sections. Change student responses. Exclude eligible but lower-performing students from the assessments by:

o encouraging lower-performing students or students with special status to stay home during the testing period to artificially boost school performance

o sending on field trips or dismissing lower-performing or special status students during the testing period

o encouraging students who are not reading at grade level to stay homeo encouraging parents to refuse the testing of their children

Restrict access to or deny allowable accommodations on the assessment that are normally used during instruction.

Give examinees access to test questions prior to testing. Copy, reproduce or use in any manner inconsistent with test security regulations all or any portion of any

secure test book, script, audio reproduction, etc. for any reason. Allow students to have cell phones or other electronic devices not otherwise necessary as

accommodations in the testing area. Assign a Test Monitor or Proctor to a room where a relative is being tested. Coach examinees before, during or after testing or influence, alter or interfere with examinees’ responses

in any way. Make answer keys available to examinees. Score student responses before returning the tests. After testing is completed, test books are to be

returned to the school or district, packaged, and kept secure until they are picked up. “Look over the shoulder” at test items when monitoring students taking a test. Participate in, direct, aid, counsel, assist, encourage or fail to report any of the acts prohibited in this

section.

Practices in the Use and Interpretation of Minnesota Assessments Results

Examples of ethical and unethical assessment practices are provided to illustrate the standards and principles of professionally responsible practices in the use and interpretation of the results from the Minnesota Assessments:

Ethical Behavior and Practice

Use Minnesota Assessments results as only one part of a body of evidence in making educational decisions about individuals or programs.

Identify strengths and gaps in the curriculum in order to improve future instruction. Provide teachers and counselors with the information they need to interpret Minnesota Assessments

results. Communicate the assessment results to appropriate audiences in an honest, clear and understandable

manner, including providing correct interpretation of results and explanations of common misinterpretations.


Unethical Behavior and Practice

Base student retention or promotion decisions solely on Minnesota Assessments results. Knowingly use Minnesota Assessments results to provide a misleading picture of the district’s/school’s

educational programs, instruction, or student population. Fail to report the assessment results for all students, or to indicate which students were not tested. Fail to report apparent misuses of Minnesota Assessments results to those responsible for the assessment

process in the school, district and state. Deliberately hide information or provide false and misleading interpretations that imply a falsely positive

(or negative) and misleading picture of any individual, school or district. Reveal the test scores of one student to another student or to others not directly involved with the

education of that student. Use Minnesota Assessments results in a manner or for a purpose for which it was not designed. Tell staff on IEP teams how many students with disabilities will take a particular test.

Test Security for Minnesota Assessments Materials

General Security InformationMinnesota Assessments require the highest level of test security and accountability. Security of the test books, answer books/documents and accommodated materials must be maintained before, during and after the test administration. Please follow the guidelines in this Procedures Manual, the District and School Assessment Coordinator Manual and the MTAS Administration Manual for distributing, administering, collecting and returning these materials. Testing personnel must have access to locked storage space for safekeeping upon receipt of test materials and until the materials have been returned to Pearson. Please refer to Managing Secure Materials for the MTAS for MTAS-specific guidelines in Appendix B.

Except for translators, only students should have the opportunity to examine any test item at any time during the testing period (see Translation Procedures in Appendix B).

No one may reproduce or copy any part of any test or script, whether written or in audio, graphic or Flash format. Reproduction of secure test materials is as much a breach of security as failure to return the test materials and is also a violation of the Federal Copyright Act.

Test results may be withheld from districts that have not accounted for all secure bar-coded materials (including accommodated materials).

All test books and accommodated materials must be returned to Pearson.

Non-Disclosure AgreementSince Test Monitors, School Assessment Coordinators and translators are in a position to handle test materials and thereby potentially see test items or be asked by students if an item is printed properly, all Test Monitors, school assessment coordinators, translators and anyone else who may see test items must sign a Non-Disclosure Agreement before testing. This form is found in Appendix A in the back of this manual and in the District and School Assessment Coordinator Manuals. Completed forms must be forwarded to the District Assessment Coordinator.

Staff can sign the form at the beginning of the school year, and it will apply to all the statewide tests administered during this school year. The District Assessment Coordinator should retain these signed forms for 12 months from the end of the academic school year in which testing took place in case there is an audit of the district. Do not return these forms to MDE or Pearson.

Test Security Notification FormThe Test Security Notification Form located in Appendix A is for reporting security breaches involving a state assessment. Security breaches include misplacing materials, leaving materials unsecured and sharing items prior to testing. When a security breach occurs, the School Assessment Coordinator should contact the


District Assessment Coordinator, then complete the Test Security Notification Form and forward it to them. In some circumstances, the District Assessment Coordinator may complete the form using information provided by the School Assessment Coordinator. The District Assessment Coordinator should immediately fax the Test Security Notification Form to MDE.

Test Administration ReportThe Test Administration Report, located in Appendix A, is for reporting the occurrence of a variety of special circumstances including test misadministrations. It should be completed by the School Assessment Coordinator. The following are examples of a special circumstance: Student moves to next test segment before instructed to do so. Student engages in inappropriate behavior or action that results in a test being invalidated. Adult transfers a student’s responses to an answer book/document. Student uses a calculator during a non-calculator segment. District uses a translator to administer an appropriate test to an LEP student. Student refuses to take an assessment. Student uses a word processor or computer-assistive technology.Each school must return the original Test Administration Report in Box 1 with documents to be scored. Schools must forward a copy of the Test Administration Report to the District Assessment Coordinator who will keep it on file for 12 months after the test is administered. If there is nothing to report on the Test Administration Report, return the original with the “No Issues” box checked.

Security Checklists District Test Materials Security Checklist contains the security numbers for all the test books in the

district’s overage shipment. The district will keep a copy in the district files for 12 months after the end of test administration.

School Test Materials Security Checklist contains the security numbers for all secure test materials that are contained in the school’s shipment. The school makes a copy for its records and sends the original to its District Assessment Coordinator for the district files. The copy is kept on file for 12 months after the end of the test administration.

Test Monitor Test Materials Security Checklist contains the names of students and the security number for the test book they have been assigned. A separate checklist is required for each group of students assigned to a Test Monitor. [This checklist can be one furnished in the District and School Assessment Coordinator Manual or one created by the district from an Excel file generated from the Pearson Web site.] The school makes a copy for its files and sends the original to the District Assessment Coordinator who keeps it in the district files for 12 months after the end of the test administration. Do not send a copy to Pearson.

Test SecurityTest Security involves protecting the contents of all test books, answer books/documents and other secure testing materials. Each person with access to test materials shall maintain and preserve the confidential integrity of the tests and testing materials. Only authorized persons should have access to test materials.1. The District Assessment Coordinator must ensure that:

a) All testing personnel are trained before handling secure materials.b) Non-Disclosure Agreements are completed by all appropriate personnel.

2. The School Principal must ensure that:a) There are school personnel directly responsible for supervising any non-school personnel involved

with testing.b) No person views the contents of the test books before, during, or after test administration unless

specifically instructed to do so by the procedures outlined in the manuals.c) All tests are administered in strict accordance with the instructions contained in this Procedures

Manual, District and School Assessment Coordinator Manual, the MTAS Administration Manual and Test Monitor Directions.

d) No person reviews student responses during or after test administration without specific permission from the District Assessment Coordinator.


3. The School Assessment Coordinator is also responsible for 1) and 2) above.

Test security preserves the integrity of the tests and test results and protects the state’s financial investment from compromise. It is important that testing personnel are adequately trained in test security.

The MDE Internal Test Security Policy can be found in Appendix B.

Recommendations for District PoliciesEach local school district must have a written district test security policy (see Chapter 4 for roles and responsibilities to include in such a policy). Appendix B also contains a sample Test Security Procedure template. The policy should provide for the security of the materials during testing and the storage of all secure tests and test materials before, during and after testing. All materials should be stored at a locked, central location. Teachers and other school staff may not have access to secure test materials until the day tests are administered to students.

10.

10Under the supervision of the District Assessment Coordinator, someone preparing a written translation may read an assessment in advance (96 hours for the TEAE, 48 hours for the reading and mathematics BST, and 24 hours for the Test of Written Composition) before administering the assessment. However, the translator may not provide information about the test to any students before testing occurs.


Chapter 4 – Roles and Responsibilities

This chapter which delineates responsibilities for appropriate and secure testing has been enhanced to address computer-delivered testing.

District Assessment Coordinator

The District Assessment Coordinator is the district’s main contact with MDE, Pearson, and the School Assessment Coordinators.

Responsibilities before Testing Day1. Test Security

1. If a district security policy does not exist, develop and write such a policy with other administrators.

2. Be knowledgeable about proper test administration and test security (read and understand the Procedures Manual, District and School Assessment Coordinator Manuals, the MTAS Administration Manual and the Test Monitor Directions).

3. Read and sign the Non-Disclosure Agreement, and have others involved in testing also do so.4. Receive test materials from Pearson and immediately lock them in a previously identified secure

area. 5. Inventory materials collaboratively with School Assessment Coordinators and contact Pearson if

there are any discrepancies.6. Keep a record of anyone having access to the secure area where test materials are kept, inventory

test materials, and complete the Security Checklist.7. If schools are receiving materials directly from Pearson, confirm that each school has received

test materials and that they are locked in a secure area.2. Preparing to have appropriate tests and accommodations on hand

1. Ascertain and document collaboratively with School Assessment Coordinators and Special Education staff the number of students with disabilities who will need accommodations, the appropriate accommodations for each student, the number of each accommodation needed and the number of special accommodations that require special ordering for all schools in your district.

2. If the BST test is being given and students need one of the four languages provided by MDE, calculate the number of tests needed for each language during test ordering.

3. Ascertain and document collaboratively with School Assessment Coordinators and LEP staff the number of students who will need translated directions during the test administration.

4. Establish a process for distributing test materials to each school building if the district chooses to have materials sent to a central district location (a decision made during the ordering window). The District Assessment Coordinator may want to do this collaboratively with School Assessment Coordinators.

5. Order test materials and enter district testing dates. (The BSTs, GRAD Test of Written Composition and MCA-II/GRAD have state-assigned testing dates.)

6. Determine how you want the student information on the front of the answer books/documents to be entered, pre-printed on the answer book/document by Pearson or pre-printed labels which the school puts on the answer book/document.

7. Notify School Assessment Coordinators about how materials will be arriving and the amount of materials to expect.

8. Review and set up any accommodations as described in the Procedures Manual.9. Arrange for production of audiocassettes or prepare computer servers for oral presentation of

mathematics items from the Mathematics MCA-II CD, if needed. (See Copying Audio Accommodations from CDs in Appendix B for procedures.)

10. After materials arrive in district, distribute additional materials from the “District Overage” or order more if necessary.


11. Start the test session and print student authorization tickets and seal codes for online testing in eMS, if not done by the School Assessment Coordinator.

3. Assigning students to appropriate tests1. Work with the Special Education Director to determine which students will need to take the

MTAS (Minnesota Test of Academic Skills) for reading, mathematics and science.2. Determine which LEP students, if any, will take the MTELL in place of the Mathematics MCA-

II.3. Identify students who will be changing grades between the start of the school year and the start of

testing. 4. Identify home school students who will be taking a test.

4. Preparing testing conditions1. Determine how many test segments will be administered during a testing session. The

MCA-II/GRAD tests, which have specific segments assigned to specific dates, are exceptions.2. If there are multiple segments in a testing session, decide if students may continue to the next

segment after completing a segment. 3. Determine the district procedure for whether individual students may leave the room once a

testing session is finished or should remain seated until all students are finished testing.4. Determine other district policies such as use of restroom while taking a test and what to do if a

student becomes ill during testing.5. Training School Assessment Coordinators and Test Monitors

1. Provide training to School Assessment Coordinators in proper test administration and test security.

2. With each School Assessment Coordinator, collaboratively develop and implement a plan for training Test Monitors.

3. Verify that teachers who will administer the MTAS have been trained (see optional training verification form in Appendix A).

4. Arrange for results from the MTAS and the MDE Writing Alternate Assessment to be entered in the vendor’s collection system; make sure all MTAS assessments are submitted.

6. Computer-delivered testing1. Submit site readiness certification in collaboration with the Technology Coordinator.2. Ensure that the Technology Coordinator and School Assessment Coordinator are set up as users

in eMS and SchoolSuccess.3. Work with technical staff to prepare computer labs for online testing.4. Establish a process for managing online testing sessions.5. Order appropriate accommodated materials as specified in an IEP or 504 Plan for online tests.6. Make sure headphones are provided for all online tests.

Responsibilities on Testing Day1. Answer questions from School Assessment Coordinators, as needed.2. If necessary, complete the Test Security Notification Form to report security breaches of a state

assessment.

Responsibilities after Testing1. Collaboratively follow procedures with School Assessment Coordinators for returning test materials as

outlined in the District and School Assessment Coordinator Manuals.2. Ensure that all test sessions in eMS are closed and student scores in SchoolSuccess are submitted.3. Destroy audiocassettes or electronic files on a server that were copied from a mathematics CD to a

computer server, in accordance with MDE policy.4. Collect Non-Disclosure Agreements and other security documents. Keep them for 12 months from the

end of the academic school year in which testing took place.5. Collaboratively work with School Assessment Coordinator to enter student answers online for

accommodated online materials.6. If necessary, make edits to student test and accommodation codes.


7. Complete Test Administration Report for all administered tests.

School Principal

The School Principal’s role is to designate the School Assessment Coordinator and make sure that all school staff members receive the proper training for administering the tests.

Responsibilities before Testing Day1. Designate a School Assessment Coordinator for the school.2. Designate a Technology Coordinator for online assessments.3. Be knowledgeable of proper test administration and test security as outlined in this Procedures Manual as

well as the other test manuals.4. Provide adequate, secure storage space for all testing materials from the time they arrive in the building

until they are returned to Pearson. 5. Ensure that all non-certified staff are properly trained and supervised by a certified staff member.

Responsibilities on Testing Day1. Ensure that all directions, test administration procedures and requirements in this Procedures Manual,

District and School Coordinator Manual, the MTAS Administration Manual and Test Monitor Directions are followed.

Responsibilities after Testing1. Ensure that all boxes containing the school testing materials are in a location known to appropriate school

office staff. Secure and ready materials for pick-up by Spee-Dee Delivery or other carrier designated by Pearson on the designated date(s). Ensure that all test materials are returned to the district office if directed by the District Assessment Coordinator.

School Assessment Coordinator

The School Assessment Coordinator is the key link between the District Assessment Coordinator and the Test Monitors. In many schools, especially elementary schools, the principal serves this role. In conjunction with the District Assessment Coordinator, the School Assessment Coordinator is responsible for the implementation of the test administration procedures that maintain the integrity of the state test.

Responsibilities before Testing Day1. Test Security

1. Be knowledgeable about proper test administration and test security. Read the Procedures Manual, District and School Assessment Coordinator Manual and Test Monitor Directions.

2. Know district procedures and policies related to statewide testing.3. Read and sign Non-Disclosure Agreement and make sure Test Monitors also do so. 4. Receive test materials from Pearson or District Assessment Coordinator and immediately lock

them in a previously identified secure area.5. Inventory materials and contact District Assessment Coordinator if there are discrepancies.6. Keep a record of persons having access to secure areas, persons inventorying materials and

persons completing the Security Checklist.7. Record and assign all secure materials listed (bar-coded materials) on a Test Monitors Security

Checklist.2. Preparing to have appropriate tests, including accommodations, on hand

1. Ascertain and document collaboratively with District Assessment Coordinator and the Special Education and ELL staff the number of students who will need accommodations, the appropriate accommodations for each student, the number of each accommodation needed and the number of accommodated materials that require special ordering.


2. If the district will be giving BSTs in other languages, ascertain and document collaboratively with District Assessment Coordinator and LEP staff the students who will be using the translated mathematics tests.

3. Ascertain and document collaboratively with District Assessment Coordinator and LEP staff the number of students who will need translated directions during the test administration.

4. Define a process for distributing materials to Test Monitors on the day of testing and keeping documents secure between testing sessions. Include online materials (e.g., test ticket codes).

5. Contact the District Assessment Coordinator if additional materials are needed. 6. Review and set up any accommodations as permitted in this Procedures Manual.7. Set up schedule for computer labs.8. Arrange for Test Monitor(s) to administer the test(s) and assign students to Test Monitor(s).9. Start the test session and print student authorization tickets and seal codes for online testing in

eMS. 10. Organize MTAS tasks and adaptations for each test administrator as needed, and provide data

collections forms if students’ scores will be centrally entered by the district or school.3. Preparing testing conditions

1. Be knowledgeable about district procedures and distribute to test monitors the following information:a. Whether individual students may leave the room once a testing session is finished or remain

seated until all students are finished testingb. Use of restroom while taking a test c. What to do if a student becomes ill during testing

2. Arrange location of testing room(s).3. Set up schedule for computer labs.4. Plan seating arrangements for students to ensure independent work.5. Coordinate the administration of tests at a school site.

4. Training1. Provide training to all personnel assigned to facilitate proper test administration and test security

per plan developed with District Assessment Coordinator.2. Ensure that all non-certified staff are supervised by a certified staff member.

5. Other1. Contact the District Assessment Coordinator with any test-related issues or questions.

Responsibilities on Testing Day1. Be available to answer questions from Test Monitors.2. Report testing irregularities to District Assessment Coordinator using the Test Administration Report and

security breaches using the Test Security Notification Form.3. Ensure Test Monitor Directions are followed.

Responsibilities after Testing1. Ensure that testing materials are kept in a locked, secure location after testing.2. Collect all test materials from the Test Monitor(s) after each testing session and return them to a secure

location.3. Use Security Checklist to verify receipt of all test books, scripts, CDs, large-print and Braille answer

books/documents from the assigned Test Monitor after each session.4. Verify that any answer book/documents without pre-printed student information have all student

information hand-bubbled in.5. Transcribe student answers from accommodated materials to a scannable answer book/document (or

supervise other school personnel, designated by the School Principal, to do the transcription).6. Ensure that student answer books/documents are placed under the correct school/grade identification

sheet and that the sheet is completed accurately and includes district name and number, school name and the number of answer books/documents returned for each grade and test.

7. Forward to the District Assessment Coordinator the Non-Disclosure Agreements that are signed by the Test Monitors and other staff as appropriate.


8. Follow return procedures outlined in the District and School Assessment Coordinator Manuals.9. Ensure all audiocassettes or CDs produced by the district are returned to the District Assessment

Coordinator.

Technology Coordinator

1. Submit site readiness certification in collaboration with the District Assessment Coordinator.2. Make sure you are set up as a user in eMS and SchoolSuccess.3. Prepare computer labs for online testing.4. Establish a process for managing online testing sessions.5. Make sure headphones are provided for all online tests.

Test Monitor

The Test Monitor is responsible for the security of the assigned testing materials until they are returned to the School Assessment Coordinator. The Test Monitor also ensures that students follow the directions during the test administration.

General Issues

1. Selecting Test MonitorsTest monitors should be selected from the highest possible ranking from this list. If a school has exhausted the availability of persons who match “a,” it should select staff who match “b,” and so on:a. Licensed teachers or administrators who work in the school.b. Licensed teachers or administrators who work in the district.c. Paraprofessionals who work in the school.d. School district personnel employed by the school district.e. Licensed substitute teachers who are employed by the district for the purpose of proctoring the test.

Test monitors who are not employees of the school district cannot be the sole test monitor in a classroom or small group setting.

2. Use of Test MonitorsIn a regular classroom setting, test monitors should:a. Administer a test to a group of students with one test monitor for every 30 students, if possible.b. Be well trained in the administration and security of the test prior to the test dayc. Be familiar with district policies for restroom use and illness during testing.

In a small-group setting or computer lab, test monitors should:a. Be able to read a mathematics script to one or more students whose IEPs call for an individualized

settingb. Not be related to the studentc. Use a private room for a student whose IEP requires the student to read the reading test into a tape

recorder

Responsibilities before Testing Day1. Be knowledgeable of proper test administration and test security. 2. Read and sign the Non-Disclosure Agreement before testing begins.3. Review the Test Monitor Directions. 4. Know how to contact the School Assessment Coordinator during testing if any test-related issues or

questions arise.5. Know where to pick up testing materials on the day of the test.


6. Know building/district test procedures. 7. Know building’s plan for keeping documents secure between testing sessions when students are taking an

assessment over multiple days or taking a break on the same day.8. Know which test segment(s) will be administered during each test session. 9. Know which students are to be provided with appropriate accommodations as set forth in their IEP or 504

Plans.10. Remove or cover any prohibited materials in your room such as visual aids that directly relate to test

content (see materials not allowed during testing at Preparing School Site for Testing section of Chapter 8).

Responsibilities on Testing Day – Before Students Arrive1. Sign out secure materials from School Assessment Coordinator.2. Check materials to verify that all the tests listed on the top of the Security Checklist are in the test booklet

bundles.3. Keep testing materials secure until the testing session.4. Make sure there are enough test books and answer books/documents or computers for the number of

students taking the test.5. For online testing, make sure you have seal codes and student authorization tickets.6. Use the Security Checklist to assign numbered test books and answer books/documents to individual

students.7. Fill in appropriate bubbles (such as name grid bubbles, school, and district name) on a new answer

book/document for a student, if directed to do so by the School Assessment Coordinator.8. Record extra test materials on the Test Monitor Security Checklist.9. Know what to do if an emergency arises (e.g., student gets sick or is injured, fire alarm goes off)

Responsibilities on Testing Day – During the Test1. Monitor students during all testing sessions. 2. Carefully follow the script in the Test Monitor Directions. Do not review, discuss or e-mail test items.3. Make sure all students know on which page a segment ends. Answer questions about sealing or format of

the test.4. For online testing, make sure students are logged in and taking the correct test.5. Verify students have a student authorization ticket if taking a computer-delivered test.6. Check to make sure students are recording their answers in the answer book/document. If a student is

putting answers in the wrong place, instruct the student on how to transfer responses to the answer book/document.

7. Document students who are absent or cheating, or any other unusual circumstance on the Test Administration Report.

8. Notify School Assessment Coordinator of any testing irregularities as soon as possible.

Responsibilities on Testing Day – After the Test1. Follow the Test Monitor Directions carefully.2. Collect all test materials after each testing session (one or more test segments) and return them to the

School Assessment Coordinator or to a secure location as directed by the School Assessment Coordinator.3. Use Security Checklist to verify receipt of all test books and answer books/documents from the assigned

students before leaving a testing room. 4. Immediately notify the School Assessment Coordinator if any materials are missing. 5. Keep testing materials secure after the testing session.6. Sign in secure materials with the School Assessment Coordinator.


MTAS Test Administrator

Responsibilities before Testing Day1. Be knowledgeable of proper test administration and test security. 2. Read and sign the Non-Disclosure Agreement before testing begins.3. Review the MTAS Test Administration Manual and training materials, and document training. 4. Know how to contact the School Assessment Coordinator during testing if any test-related issues or

questions arise.5. Know building/district test procedures. 6. Know building’s plan for keeping documents secure between testing sessions when students are

administered the assessment over multiple days. 7. Know where to pick up task materials and adaptations.8. Plan specific adaptations for each student being administered the MTAS.

Responsibilities on Testing Day – Before Students Arrive1. Keep testing materials secure until the testing session.2. Make sure there are enough materials for the number of students being administered the test.3. Know what to do if an emergency arises (e.g., student gets sick or is injured, fire alarm goes off)

Responsibilities on Testing Day – During the Test1. Administer each task to each student for the appropriate subject and grade, and record the score. 2. Do not review, discuss or e-mail MTAS tasks.3. Document any unusual circumstance and report to your School Assessment Coordinator.

Responsibilities on Testing Day – After the Test1. Store materials that have been designed specifically for the MTAS (adapted passages, response options

with symbols, performance tasks, object kits, etc.) in a secure location to be used only for future test administrations.

2. Objects and manipulatives gathered by test administrators should be returned to the classroom.

MARSS Coordinator

Responsibilities before Testing Day1. Refresh MARSS data on an ongoing basis so that the most current student information is available for the

assessment pre-code file.

Responsibilities after Testing Day 1. Work on the date-overlap reports to ensure accurate enrollment of students in schools during the testing

window. The enrollment from MARSS for this period will serve as the basis for the AYP computations. Students not in MARSS cannot be included in AYP proficiency computations and students in MARSS with no corresponding test record will count against the school and district for participation.

2. Work with District Assessment Coordinator to identify incorrect student data in Test WES. Make corrections to enrollment in MARSS WES.


Chapter 5 – Accommodations

This chapter has been reorganized and rewritten. The “New” symbol has been used only when policy has changed.

The purpose of the statewide assessments is to understand how well Minnesota students have met the Minnesota Academic Standards that educators have determined to be essential for all students. Most students can show what they know and can do under standard testing conditions, but for some students with disabilities or special language needs, it is both fair and appropriate to make adjustments, or accommodations, to the test. Accommodations for students with IEPs or 504 Plans reduce or even eliminate the effect of a disability on their test performance without lowering our expectations for their learning. Accommodations for English language learners attempt to reduce the English language demands of the test in cases where assessing English language acquisition is not the purpose of the test (for example math and science MCA-IIs). It is critical that accommodations be selected and implemented in ways that “level the playing field” for students with special needs, yet maintain the integrity of the test so that valid judgments can be made about what students know and can do.

Making effective decisions about accommodations begins with making sound instructional decisions. These decisions are facilitated by gathering and reviewing information about the student’s specific needs and current levels of performance in relation to the Minnesota Academic Standards. Careful consideration should be given to each accommodation selected rather than assuming that “more is better” and selecting accommodations that may actually be counterproductive.

The tables in this chapter list accommodations that may be considered for students with an IEP or 504 Plan, or who are identified as LEP. Accommodations on each assessment should be based on individual need. MDE recognizes that school personnel may consider accommodations that are not specifically addressed in this chapter yet may be entirely appropriate for a particular student and assessment. If you have a special situation not covered by this chapter, you may send a question to [email protected] or the contact person listed under Test Information in the front of this manual.

General Information about Accommodations

What is an Accommodation?

An accommodation is a change in the administration of an assessment, such as presentation format, response mode, setting, timing/scheduling, or any combination of these that does not change the construct intended to be measured by the assessment or the meaning of the resulting scores. Accommodations provided to a student during state assessments must also be provided during classroom instruction, classroom assessments, and dis-trict assessments; however, some instructional accommodations are not appropriate for use on statewide as-sessments, for example, calculators may not be used on all sections of an assessment even if they are used consistently in the classroom. It’s critical that educators become familiar with state policies regarding the ap-propriate use of accommodations during assessments.

What is the Purpose of an Accommodation?

Accommodations play a key role in promoting access to the general education curriculum. The purpose of accommodations is to reduce or eliminate the effects of a student’s disability, or in the case of a student who is identified as LEP, to eliminate barriers to the Minnesota Academic Standards caused by language differences. Accommodations allow students with special needs to show what they know and can do; they do not reduce learning expectations.



Description of Accommodation Categories

Three accommodation categories are used in Minnesota:

Presentation Accommodations allow students to access information in ways that do not require them to visually read standard print. These alternate modes of access are auditory, multi-sensory, tactile and visual.

Response Accommodations allow students to complete activities, assignments, and assessments in different ways or to solve or organize problems using some type of assistive device or organizer.

Timing and Scheduling Accommodations increase the allowable length of time to complete an assessment or assignment and perhaps change the way the time is organized. While extended time or frequent breaks may be specified as accommodations in a student’s IEP or 504 Plan, they are considered an accommodation only for a student taking the TEAE which is a timed test. For all other Minnesota assessments extended time and frequent breaks are considered a general practice and are available to all students.

A setting accommodation allows students to complete tasks in different settings or under different conditions than are normally provided. While small group or individual administration may be specified as an accommodation in a student’s IEP or 504 Plan, there is no need to identify setting accommodations on Minnesota Assessments because they are general practices that are available to all students.

Who May Receive an Accommodation?

Accommodations to NCLB assessments may be considered for three groups of students: students with IEPs, students with 504 Plans and LEP students. When an eligible student demonstrates the need for an accommodation, it must be provided as long as it does not invalidate the assessment.

Who is Responsible for Making Decisions Regarding Accommodations?

For students with IEPs, the IEP Team is responsible for making annual assessment and accommodation decisions which must be based on individual need in accordance with state and federal guidelines. For students with the most significant cognitive disabilities, the IEP Team may determine that the Minnesota Test of Academic Skills (MTAS) is the most appropriate measure of academic skills in reading, mathematics and science. Only students with disabilities under IDEA may be considered for the MTAS. Students with 504 Plans must be provided accommodations based on individual need as long as the accommodations do not invalidate the assessment. The 504 Team should determine the appropriateness of an accommodation for a particular student and document the decision in the 504 Plan. Students with 504 Plans are not eligible for the MTAS.

For students who are identified as LEP, the ESL teacher should determine and record which assessments and accommodations are most appropriate.

Selecting Appropriate Accommodations

To ensure that students with disabilities are engaged in standards-based instruction and assessment, members of the IEP Team must be knowledgeable about the Minnesota Assessments, the Minnesota Academic Standards and district academic content standards. Making appropriate instructional decisions is facilitated by gathering and reviewing information about the student’s disability and level of performance in relation to the Minnesota Academic Standards. In essence, the process of making decisions about accommodations is one in which the IEP Team attempts to “level the playing field” so that students with disabilities can participate in the general education curriculum.


The first question asked by those who make accommodation decisions should not be, “What accommodations are available?” This practice does not promote sound decision-making or advance equal opportunities for students to participate in the general education curriculum. Research has demonstrated that more is not necessarily better when it comes to accommodations and that providing students with accommodations that are not truly needed may have a negative impact on their performance.

The better approach when making accommodation decisions is to focus on a student’s identified needs within the general education curriculum. Some examples of questions that should be considered prior to the selection of an accommodation are:

What specialized instruction (e.g., learning strategies, organizational skills, comprehension strategies) does the student need to achieve grade level content standards?

What accommodations will increase the student’s access to the general education curriculum? What accommodations address the student’s learning needs while reducing the effects of the disability?

What accommodations are routinely used by the student during instruction in the classroom and in classroom-, district-, and state-level testing?

The following pages describe accommodations that may be considered by IEP Teams, 504 Teams and ESL teachers. The accommodations in Table 7 are organized under the headings of presentation, timing/scheduling, and response format. Tables 7 and 8 are intended as a reference, and are not an exhaustive list of testing accommodations. If school personnel determine that a student needs a particular accommodation that is not included on these charts, please contact MDE to ensure that the accommodation will not invalidate a specific assessment.

Documenting the Use of an Accommodation

Many accommodations have a special code that should be entered on the student’s answer book/document or in the online system. Districts will be able to correct errors that were made when entering these codes. Chapter 9 of this manual provides information about the process. These accommodation codes are used by MDE to help analyze test results. Individual Student Reports and Summary Reports do not mention accommodations used.

It is the IEP Team’s responsibility to determine which testing accommodations are needed by a student who receives special education services. For a student who has a disability under IDEA, specific accommodations are annually documented in the IEP prior to testing. Likewise, a 504 Team should document in the 504 Plan its decision to use an accommodation. ESL teachers should record the use of accommodations for students identified as LEP.

When Accommodations Conflict

Some accommodations can be used together and others cannot be used together. Some examples of accommodations that are not compatible are a Braille book and a Large Print test book, a mathematics MCA-II script and a mathematics MCA-II script read on a CD, or a Spanish version of the mathematics BST and a large print version. Make sure pairs of accommodations that involve a translation or large print are compatible and that you fill in the answer book/document accommodation codes correctly. Table 8 lists the abbreviations for these codes. Contact [email protected] if you have questions.



General Information about Practices that are NOT Accommodations

General Test-Taking Practices Available to All Students

General test-taking practices are available for any student who needs them, including general education students, and are not considered accommodations. The practices listed below are considered general test-taking practices and documentation of their use is not required. The only students who may receive accommodations, which represent changes in standardized administration procedures, are students with IEPs, students with 504 Plans, and students identified as LEP. Accommodations are only available for general education students when an injury prevents normal responding (see Tables 7 and 8for specifics). These practices are not considered accommodations and are allowable for all students.

Presentationo Test Monitor repeats test directions as written.o Student uses highlighter, color overlay or marker.o Test Monitor reads writing prompt aloud to student.

Settingo Test is administered in a special setting (e.g., lights, acoustics).o Student is tested individually or in a small setting.

Timing/Schedulingo Testing time in same day is extended (not applicable to TEAE, a timed test).o The time of day test is given is changed.

Response Formato Student uses a calculator (except where specifically prohibited).o Student writes responses directly in the test book and transcribes those responses from the test book

onto the regular, scannable answer book/document.o Student uses an abacus (except where specifically prohibited).

May Modifications be made for any students taking Minnesota Assessments?

Only Basic Skills Tests may be modified, and then only for some students with an IEP or 504 Plan. When the BSTs were introduced in 1996, the IEP Team or 504 Team was able to make large adjustments in the testing conditions or even in the test itself as long as test security was not compromised. These large adjustments, called modifications, change the meaning of the test score. Some examples of a modification are setting a lower passing score (after the student takes the BST), giving the student a second day of testing, or requiring the student to take only part of the test. No modifications are available for the MCA-II or other accountability test. For more information on modifications for the BST, see the 2004-05 Guidelines for Accommodations in the DAC Corner of the Research and Assessment Website under Policies, Procedures and Guidelines – Content Archives.

Specific Accommodation Information based on Assessment Program and Student Population

Accommodations for the Basic Standards Test (BST)

Minnesota students take three kinds of statewide tests: those that are part of the Title I accountability system, those that are part of the Title III accountability system, and for students who first entered Grade 8 before 2005-06, those that are required for a diploma (BST Reading, Mathematics and Written Composition). The content of this chapter so far has applied to all of these tests. However, in 2006 some accommodations (e.g., test books translated into Hmong, Somali, Spanish, and Vietnamese) became unavailable for the MCA-IIs. However, they still exist for the BST retests. In addition, all accommodations are still available to seniors taking a BST. Finally, all of the accommodations and modifications in the 2004-05 Guidelines for


Accommodations continue to apply to students who were in Grade 8 prior to 2005-06 (see pp. 10-11 for details and related information). A copy can be found at the Content Archive section of http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner /Policies_Procedures_Guidelines/index.html.

Accommodations for LEP Student The eligibility of LEP students for testing accommodations is determined by the local district (Minn. Rule 3501.0100). Each local district must establish a process to determine an appropriate course of action for testing students whose first language is not English. District personnel as well as teachers and parents of LEP students must be involved in establishing this process. Districts are encouraged to establish a committee that is representative of their LEP populations. Districts are also encouraged to provide translators, if necessary, to facilitate the involvement of the parents of LEP students on their committees.

When selecting statewide testing accommodations for an LEP student, the teacher should consider accommodations the student uses in daily instructional/testing situations. Students may require multiple accommodations such as interpreted directions and bilingual word-to-word dictionary. Specific accommodations are explained in Table 8.

Accommodations that have not previously been used with an LEP student should not be introduced for the first time during a state assessment because they could be distracting or confusing. If the district wants to provide an accommodation not listed in these guidelines, contact [email protected].

A collaborative dialogue among ESL teachers, general education teachers and parents and families can help determine what is best for the individual student based on the guidelines listed above and instruction that student is receiving at the classroom level.

If a translator is needed, districts must use a local process to hire a qualified person. MDE and Metro ECSU have set up a database of language interpreters. Refer to Translating Test Materials in Appendix B for more information on translations. In general, for all tests but the mathematics and writing BSTs, only test directions may be translated.

All translators must sign a Non-Disclosure Form (see Appendix A). Persons planning an oral translation are allowed to see the secure test materials only on the day the test is administered. Persons planning a written translation of a mathematics script are allowed to see the mathematics BST no earlier than 48 hours before the test is administered, and the Test of Written Composition prompt no earlier than 24 hours before the test is administered. Districts should follow the Translations Procedures found in Appendix B of this manual.

Assessment and Accommodation Information for Students taking the Minnesota Test of Academic Skills (MTAS)—Alternate Assessment

Both NCLB and IDEA 2004 require that all students with disabilities be administered the assessments districts use to hold schools accountable for the academic performance of students. IEP Team members are required to engage in a planning process that addresses: Provision of accommodations that facilitate student access to grade level instruction and Minnesota

Assessments Use of alternate assessments to assess the academic achievement of students with the most significant

cognitive disabilities.

All Minnesota students, including students with disabilities, must participate in statewide (e.g., Reading and Mathematics MCA-IIs in grades 3-8, 10, and 11) and district-wide assessments. There are some students with significant cognitive disabilities for whom the regular assessment, even with accommodations, is not an appropriate measure of their academic performance. If a student’s IEP Team determines that the regular



assessment is inappropriate, the student must be administered an alternate assessment linked to grade level Minnesota Academic Standards in reading, mathematics and science. Alternate assessments based on alternate achievement standards such as the Minnesota Test of Academic Skills (MTAS) represent a reduction in the complexity of the standards. The MTAS in reading and mathematics was first administered in the spring of 2006-07. Science will be administered for the first time in 2007-08. The following participation guidelines and the flow chart at the end of this chapter provide guidance for an IEP Team determining whether a student should participate in the MTAS.

Assessment Decisions for Students with the Most Significant Cognitive Disabilities

It is the IEP Team’s responsibility to determine how each student who receives special education services will participate in the Minnesota Assessments. In Minnesota, three assessment options for meeting the federal accountability requirements under the 2001 Elementary and Secondary Education Act—commonly referred to as NCLB—are available for students with IEPs:

The Minnesota Comprehensive Assessments – Series II (MCA-II) in Mathematics, Reading and Science;

The MCA-II in Mathematics, Reading and Science with accommodations; and

The Minnesota Test of Academic Skills (MTAS) in Mathematics, Reading and Science (the alternate assessment based on alternate achievement standards).

IEP Teams must first consider whether the MCA-II, with or without accommodations, is an appropriate measure of a student’s academic progress. If the IEP Team determines that the MCA-II is not an appropriate measure of the student’s academic progress, and the student meets the requirements established in this document, then it is appropriate that the student be assessed with the MTAS. Care should be taken when making assessment decisions for students served by multiple programs. Additional assessment options are available for students with IEPs who are also identified as Limited English Proficient (LEP). The MTAS may only be administered to a student who meets eligibility requirements under the Individuals with Disabilities Education Act (IDEA).

Beginning in spring 2007, the MTAS became Minnesota’s alternate assessment based on alternate achievement standards. The MTAS, which is for students with the most significant cognitive disabilities, includes performance tasks in reading, mathematics and science that are linked to grade level Minnesota Academic Standards as required by NCLB (20 USC 6311, Sec. 1111, (b)(1)(D)(ii)(I)). The grade level standards are reduced in complexity to reflect prerequisite skills. Alternate achievement standards describe performance on grade level Minnesota Academic Standards, but the performances and expected achievement levels are different for students with significant cognitive disabilities. Minnesota educators participated in the process for reducing the complexity of the Minnesota Academic Standards and the development of the performance tasks on the MTAS.

Importance of Providing Access to the General Education Curriculum

Students with significant cognitive disabilities should access the grade level Minnesota Academic Standards to the maximum extent appropriate, although the standards may be reduced in complexity or modified to reflect prerequisite skills. The MTAS will measure the extent to which students with significant cognitive disabilities are making progress in the general education curriculum, and students must be provided an opportunity to develop knowledge and skills that are aligned with the general education curriculum in order for the assessment to be a valid measure. 11

Both NCLB 2002 and the Individuals with Disabilities Education Improvement Act 2004 (IDEA) require the curriculum for students with disabilities to access grade level Minnesota Academic Standards established for all students as defined by states for purposes of federal accountability. However, this requirement does not

11 U.S. Department of Education, Office of Special Education and Rehabilitative Services. (2006). A Decision Framework for IEP Teams Related to Methods for Individual Student Participation in State Accountability Assessments. Tool Kit on Teaching and Assessing Students with Disabilities. Retrieved October 5, 2006, from http://www.osepideasthatwork.org/toolkit/tk_descision.asp


http://www.osepideasthatwork.org/toolkit/tk_descision.asp

eliminate the need to provide instruction in functional living skills for students with identified needs in this area.

Federal statute 34 CFR 300.39 (b)(3)(ii) gives further support to the importance of providing access to the general education curriculum by defining special education as “specially designed instruction to meet the unique needs of a child with a disability… to ensure access of the child to the general education curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”

Guidelines for Determining Student Participation in the MTAS

IDEA gives the state responsibility for developing and implementing guidelines for the participation of children with disabilities in alternate assessments. State responsibilities for determining which students are appropriately assessed with an alternate assessment are further clarified in Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities: “It is the State’s responsibility to define which students have the most significant cognitive disabilities... [and] to establish clear and appropriate guidelines for IEP Teams to use when deciding if an alternate assessment based on alternate achievement standards is justified for an individual child” (p. 23). The U.S. Department of Education has provided states with the following guidance in defining the term “significant cognitive disabilities:”

Only students with the most significant cognitive disabilities may be assessed based on alternate achievement standards. The regulation does not create a new category of disability. Rather, the Department intended the term ‘students with the most significant cognitive disabilities’ to include that small number of students who are (1) within one or more of the existing categories of disability under IDEA (e.g., autism, multiple disabilities, traumatic brain injury, etc.); and (2) whose cognitive impairments may prevent them from attaining grade level achievement standards, even with the very best instruction.12

IEP Teams should use these guidelines and their knowledge of the student when making an annual determination about how the student will participate in the state assessment program. If the IEP Team determines that the MCA-II, even with accommodations, is not an appropriate measure of the student’s academic progress, and ALL of the following requirements are met, the student is appropriately assessed with the MTAS.

1. The student’s cognitive functioning and adaptive behaviors are significantly below age expectations; in addition, the student’s disability has a significant impact on the student’s ability to function in multiple environments including home, school, and community.

2. The student requires extensive and direct instruction and/or extensive supports in multiple settings to acquire, maintain, and generalize academic and life skills to actively participate in school, work, home, and community environments.

3. The student’s instructional program includes participation in the general education curriculum to the extent appropriate and may also include training in functional living skills.

4. None of the following factors is a basis for assessing the student with the MTAS: a) The student’s disability category (e.g., Developmental Cognitive Disability, Autism Spectrum

Disorder, Traumatic Brain Injury)b) The student’s placement (e.g., resource room, separate classroom, public separate day school facility)c) The student’s participation in a separate, specialized curriculumd) The expectation that the student may not receive a passing score on the MCA-IIe) Language, social, cultural, or economic differencesf) Concern for Adequate Yearly Progress (AYP) calculations

12 U.S. Department of Education. (2005). Alternate Achievement Standards for Students with the Most Significant Cognitive Disabilities: Non-Regulatory Guidance. Retrieved October 5, 2006, from http://www.ed.gov/policy/elsec/guid/altguidance.doc


http://www.ed.gov/policy/elsec/guid/altguidance.doc

Ordering Accommodations from Pearson

The Division of Research and Assessment has developed a number of optional forms to help District Assessment Coordinators keep track of accommodations to be ordered from Pearson and alternate assessments that will be needed, including the MTAS in reading, mathematics and science, and the MDE Alternate Assessment in Writing. There are two forms for tracking assessments and accommodations for the MCA-IIs and the BSTs, and one form for the MTELL and the TEAE. The most common way to use these forms is to send them to the lead special education or ELL teacher in each school building who will complete and return them to the District Assessment Coordinator at least a week before it is time to order the tests. The District Assessment Coordinator compiles the numbers from all the schools before ordering tests for the district. The ordering windows for 2007-08 are in Table 9A and 9B, Timelines for 2007-08, in Chapter 8.


Table 7. Summary of Accommodations for Minnesota Assessments

ACCOMMODATIONS AVAILABLE TO ELIGIBLE STUDENTS

Code for answer book

Has IEP or 504 Plan LEP Order from

Pearson

Presentation Assistive Technology (for computer-delivered tests) AT ■Bilingual word-to-word dictionary OL ■ ■Braille edition of assessment BR ■ ■Large print test book 18 or 24 ■ ■Mathematics & Science scripts presented in English to student via CD MC ■ ■ ■Mathematics & Science scripts presented to student in sign language OL ■Mathematics & Science scripts read in English to student MS ■ ■ ■Mathematics script read to student/on CD in student’s first language (BST only) OL ■ ■

Segmented test book (BST only) SS ■ ■ ■Templates to reduce visual print, magnification, low vision aids OA ■Translated directions (oral, written or signed) into first language TD ■ ■Translation of mathematics BST (Hmong, Somali, Spanish, Vietnamese) in script form or recorded on a CD

HM, SO, SP, VT ■ ■

Translation of writing prompt, oral or written TD ■ ■ ■Written translation of mathematics test in first language (BST only) OL ■ ■

Timing/SchedulingExtended testing time (considered an accommodation for TEAE only) OA ■

Response FormatAnswer orally or point to answer* SC ■Assistive Technology (for computer-delivered tests) AT ■Braille writers SC ■Large print answer book (grade 4 and above) OA ■ ■Made tape (w/ transcription into test book) MT ■Scratch paper or graph paper (allowed for MTELL & Science MCA-II) OA ■Scribes (w/ transcription into test book)* SC ■Scribes, Translation (math or science assessments only) SC ■ ■Voice-activated computer CA ■Word processor or similar assistive device* CA ■

Other AccommodationsIf an IEP or 504 Team decides to use an accommodation not on this list, contact MDE at [email protected]. OA ■

Accommodations are available for Minnesota assessments unless otherwise specified. See Table 7 for detailed explanations of each accommodation. Accommodations must be documented by the IEP or 504 Team before testing begins.

* In some cases a general education student with an injury that prevents normal responding may be allowed to use this response format. The instance must be documented on the Test Administration Report.



Table 8. Accommodations Explained

Explanation of Accommodation

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Assistive Technology refers to technology that is used to maintain, increase or improve the functional capabilities of students with disabilities who take computer-delivered assessments. ■ ■ AT

A bilingual word-to-word dictionary contains mathematics and science terms in English and in the first language of a given learner. In a word-to-word dictionary, no definitions are provided—only direct translations of the mathematics and science words. The links below provide online examples of English-Spanish bilingual mathematics dictionaries: http://www.math2.org/math/spanish/eng-spa.htmhttp://nw.pima.edu/dmeeks/spandict/And the following is a link to a multiple language online dictionary: http://www.glencoe.com/sec/math/mlg/mlg.php?&letter=d&languageBefore simply copying one of these in its entirety, consider two cautions: 1. A tool such as this is only appropriate for testing if it is a part of the student’s daily

mathematics or science instruction. 2. A bilingual word-to-word dictionary ought to be appropriate for the grade level,

containing only the words a learner at a given grade should be expected to know. (For example, a fifth grade word-to-word dictionary would likely contain mathematics or science words children learn in fifth grade as well as words from lower grades.) The Minnesota Academic Standards in Mathematics list the standards and the benchmarks that Minnesota students should learn in each grade. The standards, along with district-level curricular documents and teacher input, provide the basis for determining appropriate mathematics terms for the grade level.

A bilingual word-to-word dictionary is not allowed for the mathematics BST, but is permitted on the MTELL, the Mathematics MCA-II and MCA-II/GRAD and Science MCA-II.

■ ■ OL

Braille note-taking devices may be used by students competent in their use as determined by the IEP or 504 Team. School testing personnel must transfer answers to a scannable answer book. See Transfer of student answers to Answer Book at the end of this table.

■ ■ ■ ■ ■ BR

Braille versions of all paper and pencil tests are available to students who are blind or partially sighted and are competent in the Braille system as determined by the student’s IEP Team. Student responses may be recorded in one of the following ways: in the answer book by a proctor in the test book by the student with a typewriter or word processor by the student dictated to a scribe by the student Braille writer, slate, and stylus used by the student.A regular-print version of the Braille tests will be provided at the time of testing to test administrators or proctors working with students. See Transfer of student answers to Answer Book at the end of this table.

■ ■ ■ ■ ■ BR

Extended testing time (same day) for the TEAE is available to LEP students on an IEP. Other LEP students must finish the segment(s) on the day they are scheduled. ■ N/A

Large Print Answer Books may be provided for students who need more space to accommodate their large handwriting when completing constructed-response items. Contact Pearson (1-800-627-7990 x 824) for information about these special order materials. Also, see Transfer of student answers to Answer Book at the end of this table.

■ ■ ■ ■ ■ OA

Large Print Test Books are for students with low vision who need a large-print test book to see the test items. If the student writes responses directly in the test book/document, then the transfer of answers must be documented (including the names of school personnel involved) on the Test Administration Report. Answers must be transferred accurately. Written Composition papers must be written in pencil. See the District and School Assessment Coordinator Manual for directions on how schools should return secure test material that won’t be scored (e.g., used Large Print Test Books) to Pearson in a special envelope.

■ ■ ■ ■ ■18or24

Magnification or low vision aids may be provided as documented in an IEP or 504 Plan. Examples of low-vision aids are magnifying glasses, electronic magnifiers, cardboard cut-outs, colored paper, and colored overhead transparencies.

■ ■ ■ ■ ■ OA

*


http://www.glencoe.com/sec/math/mlg/mlg.php?&letter=d&language

http://nw.pima.edu/dmeeks/spandict/

http://www.math2.org/math/spanish/eng-spa.htm


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Mathematics or Science Script on CD or read to student may be provided to Special Education students as documented in the IEP, or to LEP students who need it. Mathematics scripts are keyed to a Form 1 test book which must be ordered from Pearson.Note: Pearson supplies CDs for mathematics and science accommodations. District Assessment Coordinators making audiocassette copies of the CD must follow the MDE policy Copying Audio Accommodation from CDs found in Appendix B of this Procedures Manual and submit their duplication plans to [email protected] for approval. This section applies to all mathematics and science tests including the MTELL.

■ ■

MCor

MSorOL

Scratch Paper is only available for students with IEP or 504 Plans. [Exception: students taking the MTELL or Science MCA-II may use scratch paper.] Other students should use the margins and other white space in the test book, but grade 3 students should be very careful not to write over the bubble areas of the MCA-II or TEAE.

■ ■ ■ ■ OA

Scribes may be provided to students in those rare instances when visual or motor difficulties, including injuries, prevent them from writing their answers. The student’s IEP must document the need for a scribe except in injury situations. The students should be competent in the use of scribes as determined by the student’s IEP Team. Scribes must be impartial and experienced in transcription. Students must be given time if desired to edit their document. Students do not need to spell out words or provide punctuation. See Transfer of student answers to Answer Book at the end of this table. Contact [email protected] with questions.

■ ■ ■ ■ ■ SC

Segmented test books (BST only; MCA-IIs are already segmented) may be ordered for students who are unable to take the entire test in one sitting. These tests may be administered only during the designated test day or as specified on a student’s IEP.

■ ■ SS

Signed Interpretation of the Mathematics or Science MCA-II and MTELL scripts may be provided for deaf or hard-of-hearing students. The CD or its script must be used for administration to maintain the validity of the test, which will be Form 1. Only the literal interpretation is acceptable. [OL code only applies to BST.]

■ ■ OA/OL

Tape recorders may be used by the student to record and edit answers if the student is unable to mark a scannable answer book. See Transfer of student answers to Answer Book at the end of this table.

■ ■ ■ SC

Tape recording and other pre-writing strategies are available in individual testing settings. Students may record their ideas to assist in pre-writing organization. The students may replay their dictation as they organize their compositions. See Transfer of student answers to Answer Book at the end of this table.

■ ■ ■ SC

Tape recording reading test may be done in individual testing settings. The student may read the reading test into a tape recorder. The student may replay the tape as the test is taken. ■ ■ MT

Templates to reduce visual print field may be used by students competent in their use. Templates are not available from the state. ■ ■ ■ ■ ■ OA

Translated Directions (oral, written, or ASL) into first language. ■ ■ ■ ■ ■ TDTranslation of mathematics BST test books (Form 1 only) for students to read may be developed at the district level. Districts should follow the translation policy in Appendix B of this Procedures Manual. The state provides translations in Hmong, Spanish, Somali, and Vietnamese.

■ OL

Translated Mathematics BST Script on CD or read to student may be provided for LEP students who have difficulty with printed or oral material in English. Translated mathematics scripts on CD are available in English, Hmong, Somali, Spanish, and Vietnamese. The test codes for these are HM, SO, SP, & VT. Districts that develop a written translated script or record such a script on a CD should follow the translation policy in Appendix B. CDs should be used with headphones or in individual situations.Note: Pearson supplies scripts and CDs in English for both the mathematics MCA-IIs and BST. It also supplies scripts and CDs in four languages for the mathematics BST. District Assessment Coordinators who want to make audiocassette copies of a CD should follow the MDE Policy Copying Audio Accommodation from CDs located in Appendix B and submit their duplication plans for approval as indicated.

■ OL

*





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Translation Scribes may be provided to LEP students who write a constructed response in a language other than English for the Mathematics and Science MCA-II. Scribes must be impartial and experienced in translation, and their translation must be transcribed onto the student’s scannable answer document immediately below the native writing. This means the student should be told to leave sufficient room for the scribe to write the translation.The translation must be documented (including the names of school personnel involved) on the Test Administration Report. Be sure to check the accuracy of all translated answers. Transcriptions must be written with a #2 pencil.

■ ■ SC

Voice-activated computers may be used by students who are competent in their use as determined by student’s IEP Team. The student must be given the time needed to edit the documents. Follow the instructions below when submitting written compositions (essays or responses to a constructed response item) that are produced by voice-activated computers: Print the essay. Paste the essay into a scannable answer book so it fits within the text boxes provided.

The essays must be trimmed to fit completely within the text box provided in order for the essay to be scanned.

Submit the scannable answer book with the other documents to be scored and flag it with a sticky note.

Fill out a Test Administration Report indicating that these steps have been taken. Include the names of school personnel involved.

Note: See Computers and statewide assessments at the end of this table.

■ ■ ■ ■ CA

Word processors, computers, or similar computerized devices may be used if the IEP or 504 Team determines that a student needs it.* For example, a student may use a portable note taker such as an Alphasmart or related program (such as a spellchecker or word prediction) commonly used in a student’s academic setting if it is included in the IEP and the student has demonstrated competency in its use. However, for the BST Test of Written Composition, where spelling and grammar are dimensions considered in the scoring rubric, support programs such as spell checkers or word prediction must not be used in order for the student to be eligible to earn a Pass State (PS). If such a resource is used, the writing test has been modified and the district will give the student a Pass Individual (PI) designation.

When submitting student responses produced by word processors (an essay from the Test of Written Composition, constructed responses from an MCA-II),

Print a copy of the student’s writing. Paste the copy into a scannable answer book so it fits within the text boxes provided. The

copy must be trimmed to fit completely within the text box provided in order for the essay to be scanned by Pearson. Only the writing that is inside the box will be scored.

Submit the scannable answer book with the other documents to be scored and flag it with a sticky note.

Fill out a Test Administration Report with the names of school personnel involved indicating that these steps have been taken.

See Computers and statewide assessments and Transfer of student answers to Answer Book at the end of this table.*In some cases a general education student with an injury may be allowed to use a word processor. These cases must be documented in the Test Administration Report

■ ■ ■ ■ CA

*


Computers and statewide assessments. The student’s IEP or 504 Team determines the student’s need for computer-assisted testing for presenting test items, collecting student responses, or both. These decisions should be documented in the IEP or 504 Plan. When a computer is provided, take the following actions:

Lock out Internet access Lock out calculators for the portions of the tests where calculators are not allowed When multiple students are involved, use headphones in an open space.

Computer lab connections must allow individual students to test at their own pace and return to previous items where allowed.

Transfer of student answers to Answer Book. Student writing must be transcribed, without edits and using #2 pencil, to the regular scannable answer book. Be sure to check that all answers are transcribed exactly as responded to by the student. Give the student a chance to edit if desired and when allowed. Testing personnel must fill in student demographic information on the answer book. Transcription of answers must be documented (including the names of school personnel involved) on the Test Administration Report.


Chapter 6 – Participation of English Language Learners

The MDE assessment system involves all LEP-identified students in grades K-12. Because they are in the process of acquiring English, they are eligible to receive accommodations that enable them to demonstrate what they know and can do to meet content area standards in reading, mathematics and science.

In Minnesota, an LEP learner:

1. First learned a language other than English, comes from a home where a language other than English is usually spoken or does not use English as a primary language; and

2. Lacks the necessary English skills to fully participate in classes taught in English.

Part 1 is measured by a home language questionnaire (HLQ). The HLQ is completed for every student entering the district for the first time, regardless of native language. Part 2 is measured by developmentally appropriate assessment practices, which may include observations, teacher judgments, parent recommendations and/or developmentally appropriate assessment instruments.

Students who meet conditions 1 and 2 are identified in MARSS as LEP. Students who do not meet both conditions may be bilingual but should not be identified as LEP.

Identification should not be influenced by the type of program model at a student’s school, the number of qualified ESL personnel in the school or whether a student generates supplemental Limited English Proficient (LEP) funding for a given school year.

LEP Students Who Are New to U.S. Schools (New-to-Country): A New-to-Country LEP student is defined as an LEP student who first enrolled in a U.S. school within 12 months of when the accountability tests are administered. For example, a student who entered a U.S. school on March 10 is considered New-to-Country through March 9 of the following year. New-to-Country status will be verified using MARSS enrollment data.

New-to-Country LEP students do not have to take the Reading MCA-II. However, a Reading MCA-II answer document with the New-to-Country bubble filled in must be returned for each of them. New-to-Country LEP students must take the TEAE Reading. The TEAE Reading for New-to-Country LEP students will be included in the Title I Reading AYP calculations for participation, but not proficiency.

New-to-Country learners must take a state mathematics test. With simplified English and audio built into the test, the online MTELL is the recommended mathematics test for these students. Whether LEP students take the MTELL or the Mathematics MCA-II, districts should indicate that they are New-to-Country and their scores will be removed from the AYP proficiency calculation for mathematics. However, these students will be included in the participation calculation for mathematics.

All LEP-Identified Learners:All students identified as LEP in MARSS, including New-to-Country students, must take the English Language Proficiency tests (TEAE for Grades 3-12 or K-2 Reading & Writing Checklist, and MN SOLOM).

Determining Appropriate Accommodations

Districts must ensure that all accommodations received by students are justified and supported by the data that teachers collect during instruction. LEP students may be provided any appropriate accommodations from the tables in Chapter 5.

Each school must review a student’s progress and determine which interventions and accommodations are needed. Personnel designated to determine appropriate accommodations may include the following:


The student’s bilingual or English as a Second Language (ESL) teacher The ESL program coordinator The student’s other classroom teachers Test examiners and school test coordinators The school principal and counselor The student’s parent(s) or guardian(s), when appropriate The student, when appropriate

When making decisions about appropriate accommodations the school should consider the following criteria: The student’s progress toward attaining English language proficiency The student’s current English language proficiency level The student’s experience and length of time in U.S. schools The student’s expected date for exiting the ESL program The student’s familiarity with using the accommodations in instruction and assessment The primary language of instruction in the content area, and the length of time that the student has

received instruction in that language The student’s grade level Other school or district-level related data

The LEP student should have had classroom experience with any accommodation provided; the test situation should not be the first time the student has used a specific accommodation.

Translations:Oral translation of passages or test items on a statewide test is not permitted. However, test directions may be translated. Written translations of BSTs are permitted. The LEP learner must respond in English in order to receive a score on a writing test. Detailed information on translation policies is contained in Appendix B.

LEP Students and the Diploma Tests

Students first enrolled in grade 8 before 2005-06 have to meet the local graduation requirements and pass the reading, mathematics and written composition BSTs in order to receive a diploma from a Minnesota public high school. However, LEP students may be waived from the requirement to pass the BSTs if they have had fewer than three consecutive years of academic instruction in English and would otherwise graduate during that period. This exemption must be reviewed annually through a process established by the district (Minn. Rules 3501.0100). LEP students who have had more than three consecutive years of academic instruction in English must pass the BSTs in order to graduate from a Minnesota public high school.

If a student is eligible to take the BSTs, the state encourages LEP students to attempt them when they are ready, regardless of their time-in-country status. Many LEP students who are eligible for the exemption are able to pass the mathematics BST, especially if they have had instruction in mathematics in their home language. LEP students who obtain a passing score on a BST while qualified for waiver status have met the BST requirement for that subject.

Establishing the LEP exemption statusDistricts use the data available to them to establish an LEP student’s waiver status, then document the decision and enter the proper test codes on the student’s test book/answer document.

Federal Title III Guidelines define “three full academic years” this way:

Immigrant children and youth are students who were not born in any state and have not been attending one or more schools in any one or more states for more than 3 full academic years. Some states define an academic year as 9 months, while other states count an academic year as 10 months. If a student has been in different schools in


different school districts and even in different states, the number of months that the student has been in school in any one or more states must not add up to a total of more than three full academic years. (OELA guidelines, April 30, 2002)

This definition applies to Minnesota’s BST exemption. For example, if a district has a 10-month school year, once the LEP student has had 30 consecutive months of instruction in English, the exemption period is over. Summer school would not be included as part of the 10-month school year. LEP students whose exemption has expired should try to pass the BST each time it is offered. All seniors, including LEP seniors, are allowed to have any accommodation on a BST, including those that are usually only available to students with an IEP.

Students first enrolled in grade 8 in 2005-06 or later have to meet the local graduation requirements and pass the Reading and Mathematics MCA-II/GRAD (or the GRAD component of these tests) and the GRAD Test of Written Composition in order to receive a diploma from a Minnesota public high school. The details of these requirements are in rule-making during 2007-08 and will not be available until the fall of 2008. The exemption for LEP students does not apply to the Reading or Mathematics MCA-II/GRAD but may apply to the GRAD components, depending upon the outcome of the rule-making process.

Constructed Responses in Languages Other than English

Reading For the constructed-response items on the reading MCA-II, students must write their responses in English. Responses not written in English are scored “zero.”

Writing For the GRAD and BST Tests of Written Composition, students must write the final copy of their composition in English. Responses not written in English are scored “zero.”

MathematicsThe MTELL has no constructed responses and therefore no required writing in English. The MTELL is probably the best option for any student who would write their constructed responses in a language other than English. However, if the mathematics and ESL teachers determine that the mathematics MCA-II is more suitable for an individual ELL, the student may write responses in a language other than English. MDE has guidelines for translating the constructed-response items on the mathematics MCA-II. After the student has completed all parts of the test, the district must arrange for a translation of these non-English responses. Student responses not translated into English are scored “zero.”

Translators must be impartial and experienced in translation, and their translation must be transcribed onto the student’s scannable answer book right below the writing in the native language. After the student completes all parts of the mathematics MCA-II, the following steps should occur under the supervision of district personnel:1. The translator must sign a Non-disclosure Agreement prior to seeing any student answer book.2. The translator must use pencil. Ballpoint and felt-tipped pens will not produce scorable responses.3. The translator must be instructed to do a literal translation without revision or embellishment directly in

the answer book. The scribe accommodation bubble (SC) must be filled in on the answer book. 4. For each student using this option, the Test Administration Report in the District Assessment Coordinator

manual must include the student’s name, MARSS #, the translator’s name and relationship, if any, to the student.

5. All translations into English must be completed by the pick-up date for the test and packaged with other student answer books from the student’s school.

Science


If the test is computer-delivered, use the process described above except the student will respond on scratch paper and the translator will enter responses directly into the online test. The translator must be available and translation must occur during the online test. Scratch paper with the student’s response in their native language is secure material and must be returned to Pearson.

The flow chart on the following page summarizes the procedure for determining accommodations for LEP students.


Chapter 7 – Students in Special Circumstances and Situations

This chapter provides definitions and clarifications of the wide variety of circumstances and situations that affect the assessment of students. The implications for Adequate Yearly Progress (AYP) are described where applicable. This section has a number of clarifications or changes so the symbol applies to the entire chapter. Student test codes will be validated against MARSS data when applicable.

Adult Basic Education (ABE) Students

These students may participate in the Basic Skills Tests if required by the district/program in which the student is enrolled. Fill in the Adult Basic Education bubble on the BST answer documents for these students.

Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and Private Contract Alternatives

School Classifications 41, 42 and 43 provide educational alternatives for at-risk students. With the exception of facilities located in Cities of the First Class, these sites must accept any students who meet the entrance criteria, space permitting. All students at these sites must take the state accountability tests. These sites are AYP entities. Results are reported at the school, district and state level for all students served in these sites.

BST only—Students who entered Grade 8 before 2005–2006 will need to meet the BST requirements in order to receive a diploma from the Minnesota public high school. Students who repeated grade 8 in 2005–2006 are under the BST rule.

Care and Treatment and Private Facilities

School Classifications 70 -72, 74, and 76-79 are care and treatment programs that provide a range of medical and mental health services to students. These students must take the state accountability tests, unless medically excused.

Determining a Student’s Grade Level for Purposes of the 2008 MCA-II

There will be situations where the grade designation used on the pre-printed MCA-II labels or answer book/documents is incorrect. When this is the case, fill out a new answer book/document for the appropriate grade level and securely destroy the blank answer book unless it is a grade 3 MCA-II or a grades 3/4 TEAE test/answer book which should be returned with the non-scorable materials (test books).

Students should be administered the state accountability test for the grade level they are during the test window. For example, a student enters an Alternative High School classified as a 10th grade student based upon earned credits. At the time of testing, it is determined that this student has earned enough credits to be considered a grade 11 student. In this case, the school should administer the grade 11 Mathematics MCA-II, not the grade 10 Reading MCA-II, and fill in the student data grid with the appropriate information. It would be a good idea for the District Assessment Coordinator to ask the high school counselors if there are any students who are in this situation. The grade change must be made in MARSS to avoid a wrong grade test code that voids the test. In the unusual circumstance where a student is enrolled in one grade in a high school and in another grade in an ALC, the student is expected to take the appropriate accountability test for each grade enrolled.


Dropout Students (High School)

If you receive a pre-printed label or answer book/document for a student that has dropped out, securely destroy the label or the blank answer book. Be sure the student is properly coded as having withdrawn in MARSS.

Dual-Enrolled Students or Concurrent Enrolled Students

The typical dual-enrolled student is enrolled in a traditional middle or high school full time and an ALC or ALP for additional courses. A concurrent enrolled student attends two sites part time. The concurrent sites may be a traditional middle or high school and an ALP or ALC, or an ALC and an ALP, or two traditional schools. Because the MARSS system may identify this student as enrolled at two different sites, both sites could receive a pre-printed answer book/document for the student. In most cases the last recorded school in MARSS will receive the pre-printed answer book/document for the student.

The site where the student receives the majority of education for the school year is considered the testing site; the other site is the non-testing site. If a dual-enrolled or concurrent enrolled student needs additional test materials such as a special accommodation, the testing site orders them.

Completed answer books/documents from testing sites are returned to Pearson under the school/grade identification sheet for the school where the student tested. Answer books/documents from the non-testing site should be securely destroyed unless it is a grade 3 MCA-II or grades 3/4 TEAE answer/test book which should be returned with the non-scorable materials (test book).

Expelled Students

Expelled students who are still enrolled in the district are required to take the state accountability tests. If the student is unable to test, the student’s blank (no items answered) answer book/document should have the absent (ABS) circle filled. Results for these students will be included in the AYP calculations for the school and district.

504 Students

Refer to Chapter 5-Accommodations – for information on 504 students. Additional information regarding 504 can be found at http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_ Assistance/Section_504_of_the_Rehabilitation_Act/index.html.

Foreign Exchange Students

Although these students are enrolled full-time in a public school, they are not held to state education requirements. Their participation in the state testing program is optional. If they do test, the Foreign Exchange bubble should be filled in on the answer book and their test results

will NOT be included in AYP. An Individual Student Report will be generated for the student, but their results will not be included in school and district summaries.

If they do not test and are designated Foreign Exchange in MARSS, securely destroy the label or the blank answer book.

BST only - Foreign Exchange students do not need to pass the BST requirements if they are not seeking a diploma from a Minnesota public high school. The 3-year LEP rule which provides for the temporary exemption from BST requirements applies to these students. The 3-year LEP bubble should be filled in on the relevant BST documents submitted to Pearson.


http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_%20Assistance/Section_504_of_the_Rehabilitation_Act/index.html

http://education.state.mn.us/mde/Accountability_Programs/Compliance_and_%20Assistance/Section_504_of_the_Rehabilitation_Act/index.html

Full Academic Year

Full Academic Year is defined as enrolled on October 113 and present during the testing window. Districts are responsible for testing all students, including those who were not in school for a full academic year. All students who have been enrolled a full academic year at the district and/or school are included in the AYP proficiency calculations. The district where the student is enrolled is considered the serving district but in some cases may not be the actual resident district.

Any student who has been absent from the district for 15 consecutive days of school and has been marked “Significant Gap in Enrollment” should be dropped in MARSS and will be removed from the AYP proficiency calculations. Districts can make the Significant Gap designation on the student’s answer book or in Test WES after testing is completed.

GED Students

GED students do not need to take the BSTs for graduation purposes or the accountability tests for AYP purposes because they are not considered public school students.

Homebound/Non-Attendance Students

These students are enrolled in a school even though they may not actually attend. The school is responsible for testing and accounting for all enrolled students. The usual security and test administration procedures apply.

Homeless Shelters

School Classification 73 defines shelters as temporary housing for students in crisis. Educational services are provided as appropriate given the circumstances of the student. Students must take the state accountability tests.

Home-School Students

Home-school students are not public school students and are therefore not required to test for accountability purposes, no matter which courses or classes they are taking in the public school. Districts may include home school students when they test their students, but the results are not included in their AYP calculations (see Chapter 8, Test Administration for cost information). Districts should flag these students by filling in the Home Schooled bubble on the answer book/document at the time of testing.

BST only—Home-school students who entered Grade 8 before 2005-2006 and who plan to receive a Minnesota public high school diploma should take part in the Reading, Mathematics or Written Composition BST retests.

Incarcerated Students (at Correctional Facilities)

School Classification 70 defines students placed in a correctional program but still enrolled in a district and are required to test. If a district is unsuccessful in its attempt to test an incarcerated student, it should return the answer book/document with the absent (ABS) circle filled in.

Intermediate Districts

13 If October 1 falls on the weekend, the operative day is Oct 2 or 3.12/12/2007 2007-08 Procedures Manual

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These districts are included in the state accountability system and their students must test. Results will be calculated for the school and district where the student is served. It is important for regular school districts to cooperate with intermediate districts to make sure that students are tested, but not tested twice.

Limited English Proficient (LEP) Students

LEP students are learners who were reported in MARSS as LEP during the school year. Districts use criteria they develop to determine which of their students are designated LEP. All LEP learners in grades K-2 must have a K-2 Reading and Writing Checklist and MN SOLOM completed for them. All LEP-identified learners in grades 3-12 must take the TEAE and have a MN SOLOM completed for them for state and federal accountability. For AYP purposes in 2008, students are considered LEP if they are LEP in MARSS at anytime during the year.

If an LEP student takes the TEAE or MTELL but is not marked LEP in MARSS, the test and enrollment information will not match and the test result will be invalidated.14 This potential situation illustrates the importance of having up-to-date and accurate student information in MARSS.

Medical Excuse

A student coded medical excuse (ME) is unable to take the test because of a medical condition that has been verified by a medical professional and officially documented. For any future audit, districts should have on file the records that confirm the students coded with a medical excuse (ME) could not have validly tested. Districts will send in a blank (no items answered) answer book/document with the Medical Excuse (ME) test code filled in. (For online tests, districts will indicate ME in the eMS system.) Students with valid medical excuses are excluded from both the participation and proficiency AYP calculations.

Moving In or Out of the District During the Testing Window

Districts should attempt to test all students who are enrolled during the three-week testing window. Students enrolled during the first two weeks of the testing window will be included in AYP calculations if they meet the standard conditions. If a student moves away from a district after taking the MCA-II for one subject, the answer book/document is sent to Pearson with the Not Enrolled (NE) bubble filled in for the subject not taken. If a student moves into a district during the testing window and has not taken a test, the district gives the test to the student. If the student who moves in has already taken one of the tests, fill in the Not Enrolled (NE) bubble for that subject: the student does not need to take that test again.

If a student takes part of a test (e.g., segments 1 and 2 of a subject) and moves to another school in the district, get the student’s answer book/document from the other school and have the student complete the test. If a student takes part of a test and moves to another district, the district the student moved from returns the test as completed by the student. The district the student moves into does not test the student in the subject already started but tests the subject not taken if applicable and returns the test. The district the student moved into should confirm with the district the student moved out of as to what has been completed by the student.

New-to-Country LEP

14 The same situation could exist for a student who is given the MTAS and is not marked SPED in MARSS.12/12/2007 2007-08 Procedures Manual

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A New-to-Country LEP student is defined as an LEP student who first enrolled in a U.S. school within 12 months. For example, if a student entered a U.S. school on March 10, they are considered New-to-Country through March 9 of the following year.

New-to-Country LEP students do not have to take the Reading MCA-II. However, an answer document should be returned for each of them with the New-to-Country bubble filled in to count for AYP participation. The New-to-Country LEP student must take the TEAE Reading. The TEAE Reading scores for new-to-country LEP students will be included in the Title I reading AYP calculations for participation but not for proficiency.

New-to-Country learners must take a state mathematics test. With simple English and audio built in, the MTELL is the recommended mathematics test for these students. Whether these students take the MTELL or the Mathematics MCA-II, indicate that they are New-to-Country and their scores will be removed from the AYP proficiency calculation. Their tests will be included in the participation calculation for mathematics.

Open Enrollment/Parent Choice Program Students

Districts that accept students through the open enrollment process should treat them as if they were residents of the district. These students must meet all the requirements and have all the privileges of resident students. The accepting district becomes the de facto resident district for open-enrolled students. These students test at their open-enrolled site and results are reported at that site.

Post-Secondary Education Option (PSEO) Students

Full-time PSEO students are public school students who attend a post-secondary institution (e.g., community college, voc-tech) full time. These students are identified in the MARSS system. Schools are responsible to test these students if they are present when testing is scheduled. If they are tested and meet the full academic year requirement, their results will be aggregated at the serving school. Full time PSEO students not testing will not count against participation calculation.

Part-time PSEO students must test. Part-time PSEO students not testing will count against a district’s AYP calculations of participation. PSEO students are required to take and pass the GRAD if they do not fall under the BST rule. Students not taking the MCA-II with the embedded GRAD in the spring will need to retest at a later date. PSEO eligibility will be confirmed with MARSS data.

BST only-PSEO students who first entered grade 8 prior to 2005-2006 are required to pass the BSTs in order to receive a diploma from a Minnesota public high school.

Private Schools

Private schools may participate in the Minnesota Assessments. They must administer the tests during the designated testing windows and return the testing materials to Pearson by the specified dates in order to receive scores. For each test they administer they must follow all procedures outlined in this and related manuals, including directions for using special headers. Their test results will be posted at MDE’s Educator Portal Website but will not be included in the summary reports for the districts where they are located. Their scores are not part of the AYP process.

Non-public schools may order a state assessment from Pearson. Pearson bills the schools. See Chapter 8 for costs.

Retained Students


All students are required to take the grade appropriate test that matches the enrollment grade in MARSS including students who are retained. Retained students designated LEP will also take the TEAE for the grade they are enrolled in MARSS for Title III purposes and the MCA-II Reading for Title I purposes.For example, a Grade 7 student took the MCA-II in reading and mathematics in 2007. This student is retained in seventh grade so will again take the Grade 7 MCA-II in reading and mathematics in 2008.

Shared-Time Students

These students are enrolled full-time in a private school or home school and attend public school for one or more classes (e.g., French, Band, a special education class) during the school day. They are not public school students and for AYP purposes are not required to test at the public school. Significant Gap in Enrollment Students

Any student who has been absent from the district for 15 consecutive days of school and has been marked Significant Gap in Enrollment will be removed from the AYP proficiency calculations if confirmed as Significant Gap in MARSS. Districts can make that designation on the student’s answer book by marking the Significant Gap in Enrollment bubble.

Special Education, Combined Spec Ed/Voc Ed Programs

School Classifications 50 and 55 are sites that provide central placement options for low-incidence students whose resident districts do not have the resources to serve them locally. Students at these sites are placed through an IEP process that has determined the site to be the least restrictive environment. Students at these sites typically come from multiple districts.

Students at these sites must test (IDEA and NCLB) with the IEP team determining which test to use. Students must take the state accountability tests.

Suspended Students

The school should test these students. Send either of these to Pearson: a) their completed answer book/documents or b) a blank (no items answered) answer book/document with identifying information and the absent (ABS) bubble filled in.

Test participation and proficiency results for students who are on out-of-school suspension during the testing period are included in AYP calculations at the school and district level, even those who did not take the test.

Temporary Physical Limitations

Sometimes students encounter circumstances immediately before or during testing (e.g., a broken arm) that make it impossible to take a test as usually administered. If such a special circumstance requires the student to have an accommodation for testing (e.g., a scribe is needed for a student who breaks his or her writing arm), the student may use it. Document the instance on the Test Administration Report.

Virtual Schools

School Classification 46 students are enrolled in virtual schools and must test for AYP purposes. It is the virtual school’s responsibility to test these students and return their answer book/documents for scoring. In many cases this will involve arranging to have resident districts test these students and return the test materials. MDE expects resident districts to do what they can to facilitate the assessment of these students, and the virtual schools to be sensitive to the circumstances in the resident school district.


Because of the security issues involved, only school-owned computers can be used for online tests; student-owned computers are not permitted. This policy is similar to our policy requiring school-owned equipment be used when making copies of accommodations (e.g., math script) on a CD.

BST only - Refer to the Additional Copy of Student’s Results section in Chapter 8 on test administration.


Chapter 8 – Test Administration

Testing Timelines for 2007-08

This chapter deals with the many nuts and bolts issues related to organizing and administering all the state tests in a school district. The topics are organized roughly as a District Assessment Coordinator would encounter them.

Tables 9A and 9B have a chronological list of tasks, by test, that District Assessment Coordinators will want to keep their eyes on during the 2007-08 school year.


Table 9A. Timelines for the 2007-08 Diploma TestsGRAD & BST Retests, and the GRAD Test of Written Composition

Retests Initial Test

Assessment Nov 2007GRAD and BST

Feb 2008 BST

Apr 2008 BST

Jul 2008GRAD and BST GRAD

Subject Written Comp,Reading & Math Reading & Math

Written Comp (Sr. Only),

Reading & Math

Written Comp,Reading & Math Written Comp

DACOrdering Window and Retests Pretest Edit Window

Oct 4 – 15 Jan 7 – 15 Mar 5 – 13 May 12 – 30 Jan 10 – Feb 1*

DAC Download Manuals Oct 30 Mar 18

DAC Receive Test Materials Nov 6 Jan 25 Mar 25 or 31 Jul 14 Mar 25 or 31

DAC Additional Materials Order Window Nov 6 – Dec 4 Jan 25 – Feb 11 Mar 25 – Apr 16 Jul 14 – 23 Mar 25 – Apr 28

TESTING DATESNov 27 Writing

Nov 28 Math Nov 29 Reading

Feb 5 MathFeb 6 Reading

Apr 8 WritingApr 9 Math

Apr 10 Reading

Jul 22 WritingJul 23 Math

Jul 24 ReadingApr 15

Make-Up DatesDec 4 Writing

Dec 5 Math Dec 6 Reading

Feb 12 MathFeb 13 Reading

Apr 15 WritingApr 16 Math

Apr 17 ReadingJul 25 Apr 29

DAC Return Scorable Test Materials By Dec 7 Feb 14 Apr 18 Jul 28 Apr 30

DAC SchoolHouse(Posttest Edit) Jan 7 – 9 Mar 5 – 7 May 12 – 14 Aug 18 – 20 May 19 – 26

DACEarly Assessment Results on SchoolHouse

Jan 7 Mar 5May 12 Reading

and MathMay 19 Writing

Aug 18 Reading and Math

Aug 25 WritingMay 19

MDE Public Release of Assessment Results N/A Jun 16

DAC Receive Reports in District Jan 18 Mar 17 May 23 Sep 3 Jun 16

DAC Final Date to Request Re-score Apr 18 Jun 17 Aug 25 Dec 3 Sept 16

*The Grade 9 GRAD Test of Written Composition will not have a pretest edit available. Precode information for student answer documents will come from MARSS data pulled on February 15.


Testing 2007Table 9B. Timelines for Spring 2008 NCLB Tests

Title I Assessments

Title III Assessments

Assessment MCA-II MTELL MTAS MCA-II TEAE, MN SOLOM

Subject Reading, Math Math Reading, Math, Science1 Science Read, Write,

Listen, Speak

MARSS Fall MARSSSubmission Dec 19

DAC Ordering Window Jan 10 – Feb 1

DAC Download Manuals Mar 3 Mar 31 Feb 4

MDE MARSS Pull for Assessment Pre-code Feb 15 Mar 6 Jan 30 Mar 12 Jan 16

DAC Receive Test Materials Mar 25 or 31 Mar 173 Apr 14 Feb 20

DAC Additional Materials Order Window Mar 25 – May 2 N/A Apr 14 –

May 22 Feb 20 – Mar 27

TESTING DATESApr 14 – May 2 (Gr. 3 – 8)

Apr 15 (Gr. 10 & 11, Segments 1 & 2) 2

Apr 16 (Gr. 10 & 11, Segments 3 & 4) 2Mar 31 – May 2 Apr 28 –

May 23 Mar 10 – 28

Make-up Dates Grs. 10 and 11 MCA-II: Apr 24–29Others: After scheduled testing

After scheduled testing



DAC Return Scorable Test Materials By

HS: May 1Others: May 7

CLOSE OUT by May 2

SUBMITby May 2

CLOSE OUT by May 23 Apr 2

DAC & MARSS

Test WES(Posttest Edit) Jun 3 – 20 Jun 18 – Jul 1 Jun 3 – 20

MARSSFinal Date to Edit/Update MARSS Data for Accountability

Jun 20 N/A Jun 20

DAC Retrieve Embargoed Assessment Results Jun 263 Aug 153 Jun 263

MDECalculate AYP; post results for district review

Jun 303 N/A Jun 303

SUPT AYP/AMAO Appeals Window Jun 30 – Jul 303 N/A Jun 30 – Jul 303

MDE Public Release of Assessment Results Jun 303 Aug 193 Jun 303

DAC Receive Student Reports in District Jul 313 Aug 293 Jul 313

MDERerun AYP based on appeal decisions; notify districts

Aug 13 N/A Aug 13

SUPTRetrieve Embargoed Accountability Results (a.m.)

Aug 43 N/A Aug 43

MDEPublic Release of Accountability Results (p.m.)

Aug 53 N/A Aug 43

DAC Final Date to Request Re-score Nov 28

1 Science MTAS results will be released with Science MCA-II results; Science is not used for AYP calculations.2 The MCA-II/GRAD tests are used for both accountability and diploma purposes.3 These dates are tentative. Any changes to the dates will be communicated to districts as early as possible.


Where Students Should Test

Students should take paper-and-pencil tests at the school site where they are enrolled. A student’s test results will be included in the School Summary Report for the site where the student took the test as indicated on the School/Grade Identification Sheet.

Students can take online tests wherever the district can make the appropriate computer preparations. A student’s test results will be included in the School Summary Report for the school identified in the online system.

For all computer-delivered tests, a district staff person goes online to put students in “classrooms” or sessions.

BST only—If students take the BST at a site where they are not enrolled, the reports for those students will be sent to that site. To have the results also sent to the site where the student is enrolled, districts should request an additional copy of the school/grade identification sheet for the enrolled school and place it on top of those students’ answer documents when they are returned to Pearson for scoring.

District Scheduling of Test Administration

Specific test dates for the BSTs and MCA-II/GRADs are set by the state (see Table 9 at the beginning of the chapter). Districts give the TEAE, MCA-II, MTELL, and MTAS during a testing window indicated in Table 9B provided that: All schools within a district administer a given segment of the MCA-II on the same day (for test security

purposes). For example, all of a district’s schools with 4th grade students will administer segment 1 of the grade 4 Reading MCA-II on the same day. An exception is when the IEP says a student can take more than a day to complete a segment. All schools within a building administer a given segment of the TEAE on the same day.

Districts specify during the ordering window when the Reading and Math MCA-IIs (and TEAE) will be administered in the district.

Each district will conduct a site certification that will establish its capacity to do online testing at one of the following levels.o Level 1: All students in a district test in a grade and segment on the same day.o Level 2: All students in a school test in a grade and segment on the same day.o Level 3: Approximately half of the students test in a grade and segment on the same day with the

remaining students testing on the next day.o Level 4: Students are tested throughout the testing window in a logical order of grade and segment.

Testing dates for computer-delivered tests such as the Science MCA-II are collected electronically during the test session management and setup.

The scheduling of test sessions is determined by the district or school.o While the scheduling of each test session (except for diploma tests) is left to the discretion of each

district or school, MDE asks that consideration be given to a schedule that is in the best interest of the students. Administering the entire test on one day might work well for scheduling, but it might also be overly demanding on the students. See “Estimated Test Administration Times” in the next section.

The participation requirements of NCLB encourage districts to have as many students as possible complete the testing. o If a student misses a segment, make-up sessions should be held before the end of the testing window. o If a student moves into the district after a test has been scheduled but before the end of the state’s

testing window, and has not yet taken the test, the student should be tested. For the MTAS, teachers have the whole five week window to administer the test and enter scores. Mathematics is the first subject in the MCA-II answer book. Districts and schools submit their testing schedules for the MCA-II and TEAE during the online January

2008 ordering window at www.ncspearson/schoolhouse.com. If your district needs to make changes to its 12/12/2007 2007-08 Procedures Manual

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http://www.ncspearson/schoolhouse.com

testing schedule after the ordering window closes, contact MDE at [email protected] or send a fax to 651-582-8874.

Estimated Test Administration Times

The estimated times in the tables below are for general education students. New District Assessment Coordinators can check with teachers to find out which times work best in their district. Students should be allowed to continue working on a test as long as they are making progress. The timed TEAE is an exception.

Table 10. Estimated Times for Mathematics and Reading MCA-IIs

Grade Subject Minutes per Segment(Student Work Only)

Minutes per Segment(Total Test Administration)

3-8Mathematics 35-45 50-65

Reading 35-45 50-6510 Reading 45-60 60-8011 Mathematics 45-60 60-80

Each of the four segments of the Mathematics and Reading MCA-II test book should be sealed by the student or Test Monitor after it is completed. The only exception is the Grade 3 MCA-II test/answer book which should never be sealed because Pearson will need to scan it.

Segments are created primarily for ease of administration. Administration of the four segments can be done in any number of ways (one segment per day, two segments per day, all four segments at one time, etc. except for the MCA-II/GRAD that has specific dates) that fit the needs of the students. The only condition is that they need to be administered sequentially.

There have been no changes for 2007-08 in the length of the MCA-IIs or the types of items in them with the exception of the Grade 4 Reading MCA-II which now has only one constructed response item in Segment 2.

Table 11. Estimated Times for Science MCA-IIs

Grade Number of Sections

Minutes per Section(Student Work Only)

5 2 60

8 2 60

High School 2 75

In Table 11, Student Work Time does not include time for students to view a short tutorial, time to set up a lab for testing or time to install software for testing.

The science tests have between 8 and 11 scenarios divided into two sections. Sections are electronically “sealed” so that students cannot move from section one to section two without the proper seal code which is provided by the Test Monitor. Once students move into section two, they can’t return to section one.

The following data was collected from the 2007 field tests; improvements that will streamline the process of taking the test may reduce test times for 2008.

o For grade 5, 40% of students were finished in 60 minutes, 90% were finished in 105 minutes.o For grade 8, 40% of students were finished in 60 minutes, 90% in 90 minuteso For high school, 40% students were finished in 75 minutes, 90% in 120 minutes.o In all grades, another 5% of students were finished after another 15 minutes had passed.



Table 12. Estimated Times for Accommodated Versions of the MCA-II

Grades Student Work Time (minutes)Test

MTELL 3-8, 11 60-90

MTAS (Reading) 3-8, 10 Varies with the student. Teachers have the whole five-week testing window to administer the test and

enter scores.

MTAS (Mathematics) 3-8, 11

MTAS (Science) 5, 8, HS

Table 12 lists the accommodated versions of the MCA-II. The MTELL is for LEP students with limited English skills. The time for the MTELL is an estimate. The MTAS is for students with the most significant cognitive disabilities. The higher the grade, the longer

the test will likely take.

Table 14. Time Limits for Title III Tests

Grades Test Subject Time Limit (minutes)

3-12 TEAE - Reading

Graphic 10

Short Narrative 10

Long Narrative 15

Expository 30

9-12 TEAE - Reading Additional MCA-II Expository 30

3-12 TEAE - WritingGraphic Prompt 25

Text Prompt 25

K-2 Reading and Writing Observation Matrix Reading and Writing

Not Applicable. Assessments are filled out by the teacher and each takes about 5-10

minutes/student K-12 MN SOLOM Listening and Speaking

The TEAE tests (see Table 14) are timed.

12/12/2007 2007-08 Procedures Manual

Table 13. Estimated Times for the BST and GRAD

Grades Subject Time per Test (Student Work only)

Time per Test (Total Test Administration )

11-12Retests

Reading BST 90 minutes 2 hours

Mathematics BST 2 hours 2.5 hours

BST Test of Written Composition 2 hours 2.5 hours

9 - All students10 - Retests

GRAD Test of Written Composition 2 hours 2.5 hours

60

Time limits in the table do not include 10-20 minutes of introduction before the first subject for each test or the few minutes before subsequent subjects in the test.

Districts may administer the entire reading portion of the TEAE in one day and all of the writing in another day. However, MDE recommends the following:o Reading—Administer over two days, doing 2-3 sections during each testing period each day. Each

testing period would be approximately one hour. Grades 9-12 will have an additional testing period of about 40 minutes (10 minutes for administration plus 30 minutes testing time).

o Writing—Administer over two days, doing one section each day. Each testing period would be about 35 minutes each (10 minutes for administration plus 25 minutes testing time).

Ordering Test Materials

Starting in the spring of 2008, districts will initially order only accommodated test materials for the TEAE/MN SOLOM, MCA-II (reading, mathematics and science), Grade 9 GRAD Test of Written Composition and MTELL tests. Diploma retests will be ordered by the district and are not based on MARSS data. Tables 9A and 9B at the beginning of the chapter have the ordering windows for each assessment. The number of regular print test books for Title I, Title III and Grade 9 GRAD Test of Written Composition that will automatically be sent is based on the December 2007 MARSS enrollment. The number of pre-printed answer books or labels that will be sent is based on MARSS enrollment information as indicated in Table 9B, MARSS Pull for Assessment Pre-code. Your enrollment will be visible in SchoolHouse during the ordering window but you will not be able to edit the numbers. Districts can order additional materials during the Additional Materials Order window.

Pearson’s online ordering system and user’s manual located at http://www.ncsschoolhouse .com/ will have directions for ordering accommodated test materials. Pearson sent user IDs and passwords to school districts in October of 2007. Districts that didn’t receive a password should contact Pearson at 1-800-627-7990 x824.

Tables 15 and 16 list the various tests and special orders available from Pearson. Direct any questions about ordering, shipping or packaging to Pearson at the phone number or email addresses found at the front of this manual under Test Administration.

Table 15. Tests and Special Orders Available from PearsonMCA-II1 MTELL TEAE


http://www.ncsschoolhouse.com/

Test MaterialsReading Math Science

Regular test books X X XOnline tests X X Large print test book - 18pt X X X X XLarge print test book - 24 pt X X X X XLarge print answer book/documents X X Answers are entered

online XBraille test book (contracted, uncontracted) X X X X XEnglish script & CD1,4 X X X6

Answer book/document2,3X X Answers are entered

online X

Seals5 X X X X X

1 All accommodated materials for the MCA-II use Form 1.2 Students in grades 4-8 put their answers for the Reading and Mathematics MCA-IIs in one answer book. Grade 3 has two scannable test/answer books, one for reading and one for mathematics. Grade 10 is reading only. Grade 11 is mathematics only.3 TEAE, grades 3 - 4, is a scannable test/answer book.4 For students who need an accommodated Mathematics audio version, only CDs will be available. Make sure you have CD players available for students who need this accommodation. Specific guidelines for duplicating or downloading the mathematics and science audio CD can be found in Appendix B.5 Seals are provided with the shipment of test materials. Each student will be provided a seal for each segment of the tests. Students apply the seal in the designated position on the test book after each segment is completed. Exceptions: The grade 3 MCA-II and grade 3-4 TEAE test book/answer books are not sealed because they are scanned. Computer-delivered tests use electronic seal codes.6 No CD is available for the MTELL.The footnotes for Table 15 also apply to Table 16.

Table 16. BST Materials Available From Pearson

Test Materials1BST

Writing* Reading MathematicsRegular test books X X XLarge print test book - 18pt X XLarge print test book - 24 pt X XLarge print answer book/documents X XBraille test book (contracted, uncontracted) X X XEnglish mathematics script & CD1,4 XBilingual test book or script-Hmong XTranslated mathematics CD4-Hmong X XBilingual test book or script-Somali XTranslated mathematics CD4-Somali X XBilingual test book or script-Spanish XTranslated mathematics CD4-Spanish X XBilingual test book or script-Vietnamese XTranslated mathematics CD4-Vietnamese X XAnswer book/document2,3 X X XPrompt Folder XSeals5 X XRulers X

*This column relates to both the GRAD and BST Tests of Written Composition. Translations will not be provided for the writing prompts. However, districts are allowed to translate prompts since they are considered directions.


Test Materials OveragesDistricts will receive either a 0% or 5% overage15 (district chooses when it orders the tests) and schools automatically receive a 10% overage on all regular materials. Accommodated materials will be provided at the quantity ordered except for CDs and scripts where the school will receive a 5% overage.

BST Only—No overages of accommodated materials are provided to either the district or the school.

Additional MaterialsPearson will send district overage materials to District Assessment Coordinators that requested them. If a school site needs additional material, it should contact the District Assessment Coordinator. If the district overage isn’t adequate to meet the need, the District Assessment Coordinator can order additional materials during the Additional Ordering window at www.ncsschoolhouse.com. The District Assessment Coordinator can choose to have the additional materials shipped to the district or to the school.

Materials DeliveryDistricts have the option of having all secure and non-secure testing materials packaged by school either delivered to the district office or to individual testing sites. The only exception is for retest administrations when materials will be sent only to the District Assessment Coordinator. The District Assessment Coordinator must indicate the appropriate delivery location during the ordering window as well as whether they want labels or answer books/documents pre-printed.

Cost of TestsThe Minnesota Assessments test materials, the scoring of the tests, and the test reports are provided at no cost to public school districts for public school students.

For costs to non-public school students, see Table 17. The cost for rescoring a test is $125/test, but the fee will be waived if a student’s score changes (see Re-score Request Form in Appendix A). The cost for scoring a late test is also $125/test. Pearson will bill the district directly.

Table 17. Cost of Tests to Non-Public School StudentsTest Cost

MCA-II (Reading, Mathematics &/or Science) $6/subject*TEAE (Reading and Writing) $12/studentMN SOLOM $6/studentMTAS (Reading, Mathematics &/or Science) $6/subjectMTELL $6/studentBST (Reading or Mathematics) $6/subjectBST and GRAD Test of Written Composition $12/student* If a student takes only reading or mathematics in grades 3-8, the cost will be $12.

Preparing School Site for Testing

Choice of testing rooms Rooms should have adequate lighting, comfortable temperature, and a quiet atmosphere. Larger rooms may be used but must have adequate security, lighting and ventilation. There should be at least one test monitor for every 30 students, if possible. For paper-and-pencil assessments, please note the following:

o The ideal testing room is a typical classroom.o Each student should have an adequate writing surface that accommodates the test book and the

answer book/document.

15 Overage is 5% for the BSTs.12/12/2007 2007-08 Procedures Manual

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Computer-delivered tests The best location is a computer lab. A regular classroom with laptop computers will also work. Computer monitors or laptop screens should not be right next to each other. A computer mouse is recommended; avoid using a touchpad Online tests have an audio component; therefore, headphones must be available to all students. However,

students are not required to use them. Because of the need for security, only school-owned computers can be used for computer-delivered tests;

student-owned computers are not permitted. To discourage students from looking at each other’s monitors during computer-delivered testing, take the

following steps:o Actively walk around the room looking for "wandering eyes"o Separate monitors as much as possibleo To the extent possible, spread students around the computer labo Use commercial privacy screens or tape construction paper to the sides of monitors (extending out

from the front of the screen) to serve as blinders

Freedom from distractions Only people involved in taking or administering the test should be in the room Take appropriate actions to reduce noise such as turning off alarms (not fire alarms) or bells Place a sign that reads “Testing—Do Not Disturb” on the door of the testing room

Seating arrangements Enough space should be allowed between students to ensure students work independently.

Materials not allowed during testing Dictionaries, thesauruses, and other reference materials are not permitted (see Bilingual Dictionaries in

Table 7 for exception with LEP students) Ink pens and mechanical pencils are not permitted for paper-and-pencil assessments; only a #2 pencil

produces a scorable image Cellular phones must be turned off and put away before the start of test administration. Headphones—unless required as an accommodation or for a computer-delivered test—are not permitted. Reference materials such as wall charts that contain multiplication tables, fraction equivalents, or place

values need to be removed or covered during test administration. Any reference material that a naïve observer would likely think gives students taking the test an unfair

advantage over students taking the test without the material needs to be removed or covered during test administration. For another perspective, ask teachers what they would remove if they were giving their unit tests in those subjects.

Examples of posters that can remain on the walls:

Writing: A poster with the following process for writing good compositions would not be considered a reference: a good written composition may be composed of five paragraphs with the first being an introductory paragraph and the last a concluding paragraph, with each paragraph containing multiple sentences that have subjects and verbs.

Mathematics: A similar example for an acceptable poster for mathematics would be one that states the steps in the problem-solving process: e.g., read and understand the problem, plan what to do, answer the question in a complete sentence and be sure to answer all parts of the question.

Reading: A similar example for reading would be a poster that states the steps in answering an open-ended question: e.g., read and understand the question, re-read the parts of the story or text needed to answer the questions, answer the question in a complete sentence and be sure to answer all parts of the question.


Assigning Test Monitors

All students must be assigned to Test Monitors who will administer the test and supervise the students16. If students are tested in a large group, there should be at least one Test Monitor for every 30 students, if possible.

Assigning Test Books to Students

Test Monitors or the designated school personnel may use the Security Checklist located in the District and School Assessment Coordinator Manual or the Excel download located at www.ncsschoolhouse .com (see “Downloading a Security File” in the DAC Corner section of the Research and Assessment Website) to assign each test book to a student. For online testing, student authorization tickets and seal codes are provided for students. Districts should have all test materials (test books, answer books, authorization tickets and seal codes) organized by Test Monitor at least a day before testing begins. Be sure to maintain security by following all security procedures throughout testing.

Testing Supplies Provided by Student or School

Pencils—Only answer books/documents marked with a number 2 pencil can be scored. (The scanner reads only marks from a #2 pencil.) Schools should have on hand a supply of number 2 pencils with erasers for students who do not bring them.

Calculators—Hand-held calculators are allowed on the mathematics assessments except for non-calculator segments as noted. They are also allowed on the Science MCA-II. Students are not allowed to share calculators. Schools may provide calculators to students who do not have them.

Headphones—Schools should provide headphones for the MTELL and the Science MCA-II.

Calculator Use

All mathematics test items can be solved in a variety of ways. Therefore, calculators are not required for the Minnesota Assessments. However, they may be used to answer all of the items except those in non-calculator segments. Students may use a four-function calculator, scientific calculator or graphing calculator (e.g., the TI 83

and TI 84 are acceptable). Multi-function devices (i.e., cell phone, personal digital assistant) or devices with QWERTY keyboards

(i.e., HP-95 or TI-92 calculators) are not permitted. Note: A QWERTY keyboard is a mini-keyboard similar in appearance and function to a word-processing keyboard with function and letter keys.

Students may use their own calculator or one provided by the school. Students may not share calculators. Students may not use instructions for their calculators during the test. Students may be asked at any time to surrender their calculator for examination by a test monitor and may

be asked to delete programs. If a student does not have a calculator, the district may provide one, depending on the district’s policy on

calculator availability. Calculator tools are available at the top of the screen in all calculator sections of online tests. Calculator Segments on Mathematics AssessmentsTable 18 shows that the segments where calculators are not permitted typically come early on the Mathematics MCA-II. Be very careful to follow this schedule. A student who does not follow directions and

16 See Test Monitor section of Chapter 412/12/2007 2007-08 Procedures Manual

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uses a calculator during a non-calculator segment will have their results invalidated. The MTELL online assessment also has sections where a calculator is not permitted. The sections that allow calculators will have an online calculator tool available, or the student can use a regular calculator.

Table 18. Calculator Use by Segment of Mathematics MCA-II

Grade Segment1 2 3 4

3-4 No No Yes Yes5-8 No Yes Yes Yes11 Yes Yes Yes Yes

BST only –Students are not allowed to use a calculator in the first segment (Estimation) of the Mathematics BST. Once the first segment is sealed, students may use a calculator on the rest of the test.

Closing the Testing Rooms

The doors of each testing room are to be closed during the test. Post signs on the doors reading “Testing—Do Not Disturb.” Do not allow visitors to enter the room while the tests are in progress.

Verifying Pre-printed Labels or Answer Books

The information on each pre-printed label or answer book contains the name, grade, MARSS number and birth date of the individual student, as well as district and school information. Students should verify the accuracy of this information at the time of testing. See Chapter 9 for details on editing student information.

Never provide a student with an answer book that was pre-printed for another student or contains another student’s label. To do so will result in test scores being attributed to the wrong student.

Student Answer Books That Have Incorrect or Missing Pre-Printed Information

For Title I, districts must account for every student enrolled in MARSS during the testing window, and for Title III they must account for every LEP student enrolled in MARSS. If you have some students with incorrect pre-printed labels or answer books, do not cross out the incorrect information. Crossing out incorrect information on the answer book will not change the information in MARSS.

Students with incorrect information (unless it is another student’s information) on their pre-printed label or answer book can continue to use the answer book. Do not cross out incorrect information or grid in correct information. Incorrect information at this stage of testing can only be corrected in MARSS.

However, if you use books with incorrect student information, be sure to make changes to MARSS. We suggest changes be made before returning the answer books to Pearson for scoring but no later than the opening of Test Wes. o If you want to correct the incorrect student information at the time of testing, you need to start over

with a new answer book and bubble-in the correct information (see list below). o When Test WES opens, you will want to check these students and confirm a match in MARSS was

made. If a match was not made, the student may appear twice. Students without a pre-printed label or answer book will need to grid the following information on a new

answer book as it would be entered in MARSS:o Last Nameo First Nameo Middle Initialo Date of birth (month/day/year)


o Gendero Grade (if a required field)o MARSS ID17

o Applicable test codes, if any

If students will be hand-gridding information on their answer book, refer to the specific instructions for Test Monitors in the District and School Assessment Coordinator Manual. BST and GRAD retests are currently not tied to the MARSS system and any changes can be made before testing during the pretest edit window in SchoolHouse, during testing by filling in a new answer document, or following testing during the posttest edit window on SchoolHouse.

Districts are able to edit incorrect student information for computer-delivered tests. If corrections are made to the online student record, you will want to confirm that the same information is in MARSS. Corrections can be done in eMS prior to loading the student into a session for MTELL or MCA-II Science, and in SchoolSuccess in the Active folder or when the student is loaded into a classroom for MTAS. These edits will reduce the number of unmatched records during the posttest edits in Test WES.

Once Students Have Started the Test

Students are not allowed to use scratch paper or sticky notes for paper-and-pencil tests unless their use is specified in an IEP or 504 Plan. All writing should be done in the test book. Students in grade 3 should not make any stray marks on an answer bubble but may write anywhere else on the test book.

Students are allowed to use scratch paper with online tests, but the paper must be turned in to the Test Monitor when testing is completed, and the Test Monitor should treat it as they would secure test material.

Students must not use calculators for certain segments of the Mathematics test in the MCA-II in grades 3-8 and the BST retests. However, calculators may be used for the entire grade 11 mathematics MCA-II.

Students may underline with a #2 pencil or use highlighters in their test books; however, for the Grade 3 test/answer books, school and district personnel should be aware that the students’ scores could be adversely affected if the underlining is too dark or inadvertently crosses response bubbles.

What Help Can Test Monitors Give?

Write the writing prompt on the blackboard or read it aloud (except TEAE). Repeat directions as written. If an LEP student requests it, spell a word in the student’s native language during the mathematics or

science assessments. Words may not be spelled for the writing tests because these assess ability to write in English.

Help a student understand where the response should go. However, in order to have standard testing conditions, Test Monitors may not paraphrase directions, pronounce a word within a test item, discuss a test item or give an opinion regarding a test item.

If a student points out a test item that appears to be in error, the Test Monitor should instruct the student(s) to continue the test, and note the grade, subject, form number and item number. Following the testing session the Test Monitor should notify the School Assessment Coordinator who will notify the District Assessment Coordinator. The District Assessment Coordinator will contact MDE and give the grade, subject, form number and item number in question. The content of the item itself should never be referenced, copied or emailed.

17 Non-public school students may not have a MARSS number and therefore it cannot be entered. Public school students must have one entered.12/12/2007 2007-08 Procedures Manual

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Students Who Move on to Another Segment Without Permission

When students have completed one segment of a test and move on to the next segment without receiving specific instructions from the Test Monitor to do so, the test has been misadministered. In order to be fair to the students in this situation, use the following guidelines:

If a Test Monitor discovers that a student has moved on to another segment without proper instructions to do so and has looked at or responded to four or fewer questions in the next segment, the Test Monitor must immediately stop the student and take the test book from the student. The student will be allowed to finish the remaining portion of the partially completed segment when all other students are scheduled to complete that segment, but the student may not change the answers to questions already attempted.

If a Test Monitor discovers that a student has moved on to another segment without proper instructions to do so and has responded to more than four questions in that segment, the Test Monitor must immediately stop the student and take the test book from the student. (See the example below.) The student may not make up that segment but may work on other segments that have not been attempted when the Test Monitor introduces them to the rest of the class.

An Example:Assume that students in a class are working on segment 2 of the 8th grade mathematics assessment, which hypothetically begins on page 13 and ends on page 24. Without specific instructions from the Test Monitor to do so, two students move on to segment 3, which begins on page 26 and ends on page 39. Student 1 answered only the question on page 27, which is accessible after turning the page once to start the segment. Student 2 answered the question on page 27, but also turned to page 28 and answered four more questions for a total of five. Given the guidelines above, Student 1 should be stopped immediately and allowed to continue segment 3 when the rest of the class is scheduled to take it but may not change the answer to the question on page 27. Student 2 should be stopped immediately and may not finish segment 3 but may take segment 4.

Test Misadministration by Test Monitor

If a Test Monitor creates a non-standard situation (e.g., allows calculators on a non-calculator segment), the student(s) should be held harmless as much as possible given the difficult circumstances. The Test Monitor will give the student a new answer book with demographic information and any student responses from completed segments that are correctly bubbled in. Arrange for the student to take the segments incorrectly administered and not yet administered during a make-up date. A Test Administration Report documenting the misadministration should be sent to Pearson.

Test Responses

Only the responses on the scannable answer book are scored. Answers in the test book are not scored. Each student must have only one answer book to be scored. If a student begins to enter answers in a wrong answer book and the problem was not caught immediately,

the student should transfer the responses to a new answer book. The Test Monitor enters the correct information on the front of the new answer book. Write “Void” across the wrong answer book and return with the secure test materials.

Valid Score Rules

The rules for determining what responses generate a Valid Score vary with the test. Reading and Mathematics MCA-IIs: Students must respond to at least four multiple-choice items in

each of the four segments of the test to have a valid score. The rationale for this rule is that the content of a test varies by segment and requiring responses from all segments maximizes the range of content covered and therefore the comprehensiveness of the total score.


Science MCA-II: Students must respond to four items in each of the two sections to have a valid score. MTELL: Students must respond to four items in each of the two sections to have a valid score. TEAE: No response is needed for a valid score if the LEP student is Special Ed or bubbled as New-to-

Country. Otherwise a single response is required. MN SOLOM: No response is needed for a valid score if the LEP student is Special Ed or bubbled as

New-to-Country. Otherwise a teacher rating for every category is required. MTAS: A teacher rating for every category is required.

Leaving During Testing—Illness/Emergency

Leaving and Returning Students who have to temporarily leave a testing session (e.g., use the restroom, an emergency) must be

accompanied by a designated school staff member or volunteer. The student may resume testing as long as test security has been maintained.

Prior to each testing session, check with the School Assessment Coordinator regarding the name of the designated staff member or volunteer to accompany students.

If the entire group must leave because of an emergency (e.g., fire alarm), students should be instructed to turn their test books and answer book face down and appropriately exit the room. Students taking a computer-delivered test should leave the room and the Test Monitor should lock the door. Test Monitors and staff must be available to see that students do not discuss test items and answers during their time away from the testing location.

Leaving Without Returning For a paper-and-pencil assessment, any student who leaves a testing session and is unable to return

because of an illness or other emergency may not complete at a later date the abandoned test segment.

They can continue with any segments that were not started prior to leaving. For an online assessment, a student can resume the test where they left off. For a paper-and-pencil assessment, when a student leaves and does not return to complete the test, give

their answer book as completed to the School Assessment Coordinator. Do not fill the ABS bubble. The ABS code should be used only for students who were not present to take any segment of the test.

For an online assessment, when a student leaves and does not return to complete the test, the Test Monitor submits the test and closes the session.

Test book or answer book is destroyed by illness or injury Any student who vomits or bleeds on an answer book must have their responses transferred to a new

answer book, if possible. The damaged answer book or test book should be placed in a zipper storage bag and returned to Pearson with non-scorable materials. If the student leaves for the day, the student may resume testing on the next test segment, if there is one. However, students will receive a score only when the Valid Score Rule has been met.

Use of Restroom

A student may go to the restroom during the testing session at the discretion of the Test Monitor. Only one student at a time should be allowed to leave the room. If multiple testing rooms are being used, it will be necessary to coordinate and/or supervise the absence of students from different rooms. Make sure the test materials or answer books are not taken from the room.

Weather Emergency

Do not begin testing if weather seems threatening enough that you feel students may not be able to finish the session. Once a testing session has begun, students must be allowed to finish. It is not possible for students to stop in the middle of a test segment and resume at a later time. For the MCA-II and TEAE, students may


finish a segment and resume testing at a later time on segments not previously started. For computer-delivered tests, students may finish the first section and resume testing at a later time on the second section.

BST only—It is not possible for students to stop in the middle of a testing session and resume at a later point in time. Any tests started but not completed must be invalidated or just scored as is.

Defective Material

If an answer book is defective, get another one, make sure that the defect is not also in it, and then give the new one to the student18. The Test Monitor should complete the “Student Information” section on the new answer book and the student should transfer any responses to the new answer book. Write “Defective” on the defective test material and return it to the District or School Assessment Coordinator for return to Pearson. (Test Monitors should not throw out any test books, answer books, scripts or other secure test material.)

If a test book is found to be defective, get another test book with the same form number, make sure that the defect is not also in that one, and give the new one to the student.Error: Reference source not found Direct the student to write their name on the new test book. The student may continue working with the same answer book. Write the security serial number of the defective and new test books on the Security Checklist. Print “Defective Material” on the cover of the test book and include it with the other non-scorable secure materials being returned to Pearson.

If a student suspects that a test item contains an error, see the “What Help Can Test Monitors Give?” section earlier in this chapter.

Misplaced Answers

Occasionally a student marks answers in the test book (instead of on the answer book) or misplaces the answers on the answer book. Students should be instructed to correct these situations (e.g., put their answers in the correct location and erase those in the wrong location). Students may write in the test books, use a highlighter or work out mathematics problems in the margins. The student must record answers on the scannable answer book. Teachers may not transfer answers for regular education students except when injury prevents normal responding. See Tables 7 and 8 of Chapter 5 for specifics.

BST Only – If a student puts answers in the wrong section of the answer book (i.e., did not intend to take the test in that subject), fill in the INV (Invalid) bubble for that subject in the “School Use Only” section under Test Code and have the student transfer the answers to the correct section. Record the invalidation on the Test Administration Report (Appendix A).

Word-Processed Documents

Word-processed documents are discouraged. If unusual circumstances result in a student returning a word-processed document for written composition or constructed-response items, the document must be taped into the student’s answer book/document where the student writing would normally go.

The paper with the typed essay or written response must fit INSIDE the lined box and be flagged with a sticky note on the outside edge. In some cases the paper may have to be cut to the correct size. Failure to follow these instructions will cause the essay or written response to be scored incorrectly. See Chapter 5 -Accommodations.

18 If the defect is present in so many of the test materials that there are not enough test materials in the school or district to test the students, the District Assessment Coordinator should contact Pearson immediately.12/12/2007 2007-08 Procedures Manual

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What Students May Do After They Complete a Test

After completing a segment or test session of one of the Minnesota assessments, students may either read or sit quietly until the test session is over, or leave if permitted by the district19. As long as districts follow good testing practices (disruptions kept to a minimum), they may decide what students do after they have completed their tests.

Make-Ups

Students who are unable to test on the scheduled testing dates should make up the test on days within the testing window determined by the district. Students may not be administered any segment of an assessment prior to its scheduled administration in the district. Specific make-up dates for the BST or MCA-II/GRAD are assigned by MDE (see Table 9 at the beginning of this chapter).

Testing and make-ups must be completed by the end of the testing window. Answer books and testing materials may be sent to Pearson as soon as testing and make-ups are finished.

Test Codes

Test codes are located in the “School Use Only” section on the student answer book and are to be filled out only by the District or School Assessment Coordinator. Test codes explain the status of the student and how the test will be scored and counted in AYP calculations. A description of the test codes is located in Chapter 9.

Collection and Return of Test Materials

For paper-and-pencil tests, the Test Monitor must verify that they have accounted for all test materials. (The responses to computer-delivered tests are collected and submitted electronically.) They must return to their School Assessment Coordinator an MCA-II test book and answer book (or close out a test for computer-delivered assessments) for each student enrolled and a test book and answer book/document for each student taking a BST or TEAE20. There should be only one MCA-II answer book per student for grades 4 and above. Grade 3 has a separate test/answer book for reading and mathematics as does the grades 3-4 TEAE. The District or School Assessment Coordinator is responsible for collecting,21 packaging and preparing all test materials for shipping to Pearson for processing and scoring. Specific and detailed directions are included in the Coordinator Return Packet shipped in Box 1 and also in the District and School Assessment Coordinator Manual.

For online tests the Test Monitor must collect student authorization tickets and scratch paper and securely dispose of them.

Tip: “Lost” answer books/documents are often found inside test books. Be sure all test books are “empty” before they are returned to the School or District Assessment Coordinator.

Returning Student Answer Book/Documents

District or School Assessment Coordinator must verify that each Test Monitor has returned all test materials and answer book/documents for each student that tested. They must also verify the accuracy that the appropriate test codes and accommodation circles are filled in for each student.

19 It is the District Assessment Coordinator’s responsibility to make sure the district has established its policy before testing begins.20 A TEAE answer document needs to be returned for every LEP-identified student.21 LEP students in Grade 3 who take the MTELL do not need to have a Mathematics MCA-II returned for scoring. 12/12/2007 2007-08 Procedures Manual

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1. An MCA-II answer book22, or computer-delivered MTELL or MTAS, must be returned or submitted for students who are enrolled in the district in a grade where an NCLB test is given.

2. A TEAE answer book must be returned for every student identified as LEP.3. BST and GRAD answer documents must be returned for every student who took the test.

Directions for returning answer book/documents for scoring are included in the Coordinator Return Packet shipped in Box 1 and in the District and School Assessment Coordinator Manual. Tip: Pearson has two sets of shipping labels for returning test materials, one for answer books/documents that go to one location to be scanned and one for secure materials like test books that go to a warehouse at another location. Make sure that the labels for the answer books/documents are put on the box with answer books/documents. If the wrong label is put on the box with answer books/documents, they will not be scanned until they are located which may be after test materials are scored.

Computer-delivered tests are collected at the time of testing. When students complete testing, their responses are electronically submitted to Pearson for scoring.

Scores for the MTAS tasks are entered into SchoolSuccess by the test administrator and are collected there.

School/Grade Identification Sheet

The School/Grade Identification Sheet identifies the used answer book/documents as belonging to a particular district, school and grade. Placing answer books/documents under a sheet with incorrect grade, school or district numbers will result in students reported to the wrong grade, school or district.

School/Grade Identification Sheets are included in the Return Materials Packet in Box 1 of shipment for each grade testing within each school.

Keep a copy of each of the completed School/Grade Identification Sheets for your records. Grid the necessary information and place the appropriate School/Grade Identification Sheet directly on

top of the stack of answer book/documents for each grade. If you are unsure of your district/school code, this information is on the MDE Website.

o For districts: http://app.education.state.mn.us/Directories/report_c3.jspo For schools: http://app.education.state.mn.us/Directories/report_c7_dist_menu.jsp

Check the number of used answer book/documents stacked with the School/Grade Identification Sheet to verify the gridded number is correct.

It is strongly recommended that the school make a list of students for whom answer book/documents are being returned. The number of students on the list should be compared to the actual number of answer book/documents being returned.

Make sure the following information on the School/Grade Identification Sheets is correct: District Number and Type and School Number Grade, if appropriate Number of used answer book/documents

Additional Copy of Student’s Results—BST Only

22 Only one answer book/document should be returned for each student. If a student has more than one answer book/document, the one to be scored is returned under the appropriate school/grade header and the unused one should be securely destroyed (unless it’s a grade 3 MCA-II or grades 3/4 TEAE which should be returned with secure materials (test books).12/12/2007 2007-08 Procedures Manual

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An additional copy of the student’s records is sent to the district indicated in the additional copy section. The testing district will still receive student reports for all students who test in that district.

Test Administration Considerations for Computer-Delivered Tests

Online testing introduces a number of new test administration issues for District Assessment Coordinators to consider. We expect this list to get longer and more detailed in subsequent years as each new online test is introduced.

Headphones are needed for all students who take the science MCA-II or MTELL. Check the volume of the headphone on each computer prior to testing.

Tutorials are an important part of getting ready for online testing. MDE strongly encourages districts to make sure all students have had a chance to become familiar with the TestNav system by working through a tutorial before they begin an online test.

Item Samplers are an important part of getting ready for online testing. MDE strongly encourages districts to make sure all students have had a chance to become familiar with various types of items and typical test content by working with an Item Sampler before they begin an online test.

The chances for cheating on an online test are minimized by setting up the room so students cannot easily see the screens of other students.

Like their paper-and-pencil counterparts, online tests have sections that students may not go back to once they have moved on to other sections. The directions for each test make this condition clear to students, but it wouldn’t hurt if teachers reinforced the idea.

Unlike their paper-and-pencil counterparts, Seal Codes open the next section of a test rather than seal a completed segment.

District needs to decide the process for logging in students. Some districts may log in students before they arrive at the computer lab. Others may have students log themselves in. Decisions will likely be based on the age of the students and their experience with computer labs.

Test Monitor Directions are a PowerPoint presentation. They need to be projected to the students and read aloud.

A good way to help students get ready for the Science MCA-IIs is to use the science classroom assessment scenarios and teachers manuals. They have examples of constructed response questions, typical student responses to the questions, and the rubric used to score the responses. Since teachers can use these assessments in their classroom as formative or summative assessments, schools will want to be careful how they distribute them and their source URL (see below). A good policy is that they should be available to all science classes in the school, but the URL should be kept under wraps. These assessments are not secure in the way actual test material that might be used on a statewide test is secure, but they should not be generally released, either. District Assessment Coordinators have been sent information on how to access the classroom assessment material.


Chapter 9 – Student Demographics and Data Editing Opportunities

The biggest changes in Minnesota’s statewide assessment system, for the 2007-08 school year, are in the areas of student demographics and data editing. Minnesota has always used various demographic categories to properly identify students throughout the testing and reporting processes. In the past, districts and schools have had opportunities to go online and edit student information for testing or AYP that was not correct. Correct demographic data means accurate test reports and AYP results. The opportunities to make corrections have not changed for 2007-08, but where they are made has changed.

This year Minnesota will use only MARSS data as a source of student demographics for all assessments except retests. Therefore, it is extremely important that the District Assessment Coordinator and MARSS Coordinator work closely together to maintain the most current and accurate student information through MARSS.

The MARSS Coordinator will submit updated demographic data through MDE’s MARSS Web Edit System (WES). In addition, there will also be the Test WES system which is closely linked to MARSS WES. Following the administration of a test (except retests), student demographics reported on the most recent MARSS WES will be moved to the Test WES where District Assessment Coordinators can make necessary corrections to test codes. If changes need to be made to student demographics, this will be done by the district MARSS Coordinator submitting a revised file via MARSS WES. Retests and Grade 9 GRAD Test of Written Composition will be in SchoolHouse for posttest editing.

Pre-Printed Student Answer Books/Documents and Labels

Pearson will use MARSS data to prepare the pre-printed answer books/documents and labels for the spring 2008 testing (except retests). Districts can improve the accuracy of their preprinted documents by frequently updating student information after the traditional December submission. MDE will collect the MARSS data as close as possible to when Pearson needs it in order to prepare the preprinted answer books/documents, but there will still be a lag between the collection of the MARSS data and the testing window. See Table 9B for specific dates.

Chances to Edit Student Information

Because Minnesota is using a single source (MARSS) for student information, District Assessment Coordinators do not update the student data at the Pearson SchoolHouse site prior to testing except for the BST and GRAD retests. As close as possible to each test administration, Minnesota will collect the most recently submitted MARSS data. After testing is completed, the existing MARSS data will be pulled into the Test WES system at MDE. At that point District Assessment Coordinators can edit test codes, as necessary. Student information is only edited in MARSS WES.

Pretest Edit Window (Retests for BST and GRAD Test of Written Composition)

When ordering tests in 2007-08, the chance to edit student data in the pretest edit window (http:/www.ncsschoolhouse.com) will only be available for the BST retests and the GRAD Test of Written Composition retests. In 2006-07, this option existed for all tests. Eventually the GRAD retests will also move to the Test WES system.

Students cannot be deleted during the Pretest Edit Window for BST but an indication of why they are not testing for an administration is available.

Updating information on the Pearson SchoolHouse ordering window (Pretest Edit) or correction window (Posttest Edit) for the BSTs retests and GRAD Test of Written Composition retests does not update the

MARSS database. The district must make those updates separately. If you make changes in student information in either the Pretest Edit or Posttest Edit Windows, make sure the MARSS coordinator also makes the same changes in your local MARSS database. It is possible to get a printout of changes made to student information in the edit windows that can be used to update the district’s MARSS data.

Changing Student Information on the Answer Book/Document

Before administering the tests, check the accuracy of the information on each student’s pre-printed answer book/document or label. Check the following: STUDENT’S NAME, GRADE, BIRTH DATE, MARSS ID NUMBER, LOCAL USE DATA (this optional field may be blank if the district is not using it), DISTRICT NAME, SCHOOL, (DISTRICT NUMBER-DISTRICT TYPE-SCHOOL NUMBER). If any information is inaccurate or missing, you can use the pre-printed label or answer book/document. However, you should correct the erroneous information in MARSS. It is important that the Assessment Coordinators keep track of which changes will need to be made and confirm they have been made in Test WES when it opens.23 Corrections for retests (BST and GRAD Test of Written Composition) can be made directly in SchoolHouse.

While the majority of students in most districts will have a pre-printed answer book/document or label, students who arrive at the school after the MARSS data is pulled (for creating pre-printed answer book/documents or labels) will need to have the student data grid filled in on their answer book/document (see District and School Assessment Coordinator Manual for directions).

Districts are able to edit incorrect student information for computer-delivered tests. If corrections are made to the online student record, you will want to confirm that the same information is in MARSS. This can be done in eMS prior to loading the student into a session for MTELL and MCA-II Science, and in SchoolSuccess in either the Active folder or when the student is loaded into a classroom for MTAS. These edits will reduce the number of unmatched records during the posttest edits in Test WES.

Posttest Edit Window

For 2007-08, the chance to edit student test codes after testing will take place on the Test WES system at MDE for all assessments except for the BSTs retests, the GRAD Test of Written Composition retests, and the Grade 9 Test of Written Composition. Editing information on those tests will take place at Pearson SchoolHouse.

Edits can be made during a specified period after the close of each test date or testing window as indicated in Table 9B in Chapter 8. Student test data will not be available during this period but attempt logic24 will be indicated for all students.

For more information about MARSS, see your MARSS coordinator or find general information athttp://education.state.mn.us/mde/Accountability_Programs/Program_Finance/MARSS _Student_Accounting/MARSS_Instruction_Manual/index.html

For MARSS data submissions (note that user ID and password are necessary), go tohttps://app.education.state.mn.us/MARSSFileUpload/MARSS Login

23 See Student Answer Books/Documents That Have Incorrect or Missing Pre-printed Information section in Chapter 8.24 See Valid Attempt Rule earlier in Chapter 8.

https://app.education.state.mn.us/MARSSFileUpload/MARSSLogin

http://education.state.mn.us/mde/Accountability_Programs/Program_Finance/MARSS_Student_Accounting/MARSS_Instruction_Manual/index.html

http://education.state.mn.us/mde/Accountability_Programs/Program_Finance/MARSS_Student_Accounting/MARSS_Instruction_Manual/index.html

Demographic Data Elements

The data elements below must be filled in on the demographic page of the student answer book/document when a pre-printed book or pre-ID label is not available. Directions for filling in the student data grid on the answer book/document are in the District and School Assessment Coordinator Manuals. Information filled in on test book is verified against MARSS where appropriate.

Name Information Last Name – The 17-character field may contain alpha characters, hyphens and apostrophes. First Name –The 14-character field may contain alpha characters, hyphens and apostrophes. Middle Initial – The 1-character field may contain an alpha character or a Blank.

Birth DateThe month, day and year a student was born (i.e., a birth date of September 15, 1997, would read 09/15/1997). The student data format is MMDDYYYY.

GradeThe grade comes from MARSS (used for pre-printed labels and answer books/documents).

For the MCA-II, if a student’s grade is incorrect, you can fill out a new answer book/document for the appropriate grade. More details about determining grade level are found in Chapter 7 (Test Administration, Determining a Student’s Grade Level for Purposes of the 2008 MCA-II).

For the TEAE, BST and GRAD, fill in the grade on the answer book/document that the student is enrolled in during the 2007-08 school year.

GenderFill in one bubble to indicate the student’s gender.

MARSS NumberThis 13-digit numeric field contains a unique number for each public school student in Minnesota. The MARSS grid is located in the “School Use Only” section of the demographic page. In most cases home-school students and students in non-public schools do not have MARSS numbers unless they have attended the public school previously or for a service (e.g., special education, band).

For students transferring into your district from another Minnesota district, it is important to obtain their MARSS number from the previous district. Do not make up a number for the student.

Local Student DataDistricts have the option to assign a 10-digit number to each student enrolled in their district. This field will be empty if the district does not assign such a number.

Test Codes

Test codes explain the status of the student and how the test will be scored and counted in AYP calculations. Test codes in the “School Use Only” section of a student answer book/document25 are to be filled in only by

School Assessment Coordinators. Starting in 2008, test codes will also be available for computer-delivered tests. If a student starts a test but does not have an opportunity to work on all segments of it, do not mark any test codes.

25 The codes on an answer book/document or online vary with the test.

ABS—Absent. Indicates that the student was absent on the official testing date(s) and was unable to make up the test. This includes students expelled/suspended from school and unable to be tested in another setting.

o Do not use ABS if a student was administered a part of the test. ABS should only be used for students who were absent and unable to be tested on any segment.

o Students who are expelled or suspended from the district and unable to be administered these tests but are still enrolled in the district should have their answer books coded as ABS and returned for processing.

ALT—(BST Only) Student took the MDE Alternate Assessment for Writing, or the MDE Alternate Assessments in Reading and Mathematics (for students who have yet to pass a BST).

INV—Student’s answer book was invalidated. This decision made in the district is based on the student engaging in inappropriate activity or behavior during testing. Examples of inappropriate activity or behavior include copying from another student, providing answers to another student, using prohibited aids such as notes, being removed from the testing situation due to disruptive behavior or refusing to take any or all of the segments. In cases like these the School Assessment Coordinator must invalidate the test.

The Test Monitor must notify the School Assessment Coordinator and document the incident on the Test Administration Report (see Appendix A). The student’s answer book/document or computer-delivered test must be coded “INV” and sent in with the other used answer book/documents or submitted for scoring/processing. Test Administration Reports must be returned to Pearson.

Students whose tests are invalidated will not be included in the proficient counts. But, they will be in the participation counts for the school and district when calculating AYP, and a score for the student will not be produced. If a district wants to invalidate a test during the posttest edit window, you must call MDE and an MDE employee will confirm the student is recorded on the Test Administration Report and can be invalidated. If the INV request is not documented on the Test Administration Report, the test code cannot be changed.

ME—Student has a Medical Excuse for not taking the test. A student coded ME is unable to take the test because of a medical condition that has been verified by a medical professional and officially documented.

NE—Student was Not Enrolled. Students may be enrolled for one subject and not enrolled for another if they enter or leave school during the testing window.26 Blank answer books for student who are no longer enrolled based on MARSS data can be securely destroyed with the exception of grade 3 MCA-II and grades 3–4 TEAE answer/test book which are secure materials. The BST does not use this test code.

REF—Student did not take the test because the student’s parent or guardian requested the district to not administer the test to their child. For the BST only, REF is used for any refusal (student refuses to take the test or the parent refuses to let student take the test).

Three-Year LEP Rule—For the BST only, the Limited English Proficiency student has a three-year temporary exemption from the BST. These students have been enrolled in a school in the United States for three or fewer years with English the primary language of instruction. See Chapter 6 for further details.

26 If a student moves into your district during the testing window and has not taken a test, give it to the student. If they have already taken a test, fill in the NE bubble for that subject; they do not need to take that test again.

Other Demographic Codes

ABE—Student is in Adult Basic Education (BST only).

Foreign Exchange —A high school student from another country attends school in Minnesota for a year on an exchange program.

Home Schooled—A student educated at home and does not attend a public school.

New-to-Country—A student in the first year of school in this country.

Significant Gap in Enrollment—A student who has been absent from the district for 15 consecutive days of school and has been marked Significant Gap in Enrollment will be removed from the AYP proficiency calculations if confirmed as Significant Gap in MARSS.

The School Assessment Coordinator should fill in test code bubbles prior to test administration. The ABS, INV, and NE bubbles should be filled in after test administration.

Chapter 10 – Minnesota Assessment Reports

Reporting Overview

Assessment reports are the final component of Minnesota’s assessment system. All stakeholders, from parents and students to teachers to legislators, can use the summative information in the reports to find out how well students are achieving the Minnesota Academic Standards or Language Proficiency Standards. The accuracy of the data reported for individuals, schools, districts or the state is dependent on the accuracy and completeness of the information provided by the district. Therefore, it is important that every District Assessment Coordinator and MARSS Coordinator make sure that all available data about each student is correct.

The reports provide information at the individual, school, district and state levels. The content and format of the reports varies by test. To the extent possible, differences in reports across tests will be minimized to facilitate the interpretation of the results.

An Interpretive Guide27 for the spring assessments is delivered with the test reports.

Most reports will be delivered on a CD or will be available for download. Districts requesting replacement of paper or electronic reports may be charged up to $75 plus $.50 per student for the reproduction.

Educator Portal

MDE has a new data review system where districts can view assessment results for students, schools and the district as well as Adequate Yearly Progress (AYP) and Annual Measurable Achievement Objectives (AMAO) status for the schools and districts.

The information at these sites will be of interest to superintendents as well as principals,28 curriculum coordinators, assessment coordinators, AYP coordinators and other staff. Superintendents decide not only who has access to each of these sites, but whether they have access to a single school or to all schools in the district.

Minnesota Assessment Reports (except BST)

Results for individual students, schools, districts and the state are distributed to a variety of audiences through different media. Reports of these results fall into three general categories.

State, District, School and Student ReportsReports for the student, school and district are provided to the District Assessment Coordinator. School rosters and individual student reports contain data on individual students. District and school reports contain summary data.

Summary Reports – Reports the total number and percent of students scoring in each of the four performance levels for the state, district and school; reports the same information disaggregated by demographic variables such as gender, ethnicity and disability status.

Individual Student Reports – An individual student report documenting the overall achievement level as well as the performance on each strand and substrand. Achievement level descriptors and other interpretive guides are also included to facilitate the interpretation of the results.

27 http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/Assessments/28 Federal and state laws require school principals (including state approved Alternative Program directors) access to preliminary AYP data for their school in a form that is detailed enough to permit the principal or parents to appeal a school’s AYP status (M.S. 120B.36).

District Electronic Data FilesEach district receives an electronic District Student Results (DSR) file which contains all the student-level data from the assessments including demographic information, achievement level information and various test scores. Prior to the public release of test data these files are available to District Assessment Coordinators on the Educator Portal. A district can explore this data for information and patterns that are not available in the written reports or the School Report Cards section of the MDE Website.

Public ReportsMDE reports the results of assessments to the general public. The following reports are produced:

1. A Press Release PowerPoint describing the performance of students at the state level.2. Excel and tab-delimited files with results at the state, district and school levels for all years the tests

have been administered. (http://education.state.mn.us/mde/Data/Data_Downloads/ )3. A tool on the MDE Website (Analyze Your Results > Edit Analysis Options) allows viewing of

various permutations and combinations of a school or district’s test data. Go to http://education.state.mn.us/ReportCard2005/ to search for a school or district.

Making MCA-II Comparisons between Schools and Districts (When All LEP Students Don’t Take the Same Test) Districts or schools may want to know how well they did this year compared to last year or how well they did this year compared to another district or school. Making appropriate comparisons can be tricky when more than one test can be used to assess students in a subject.

In 2006, LEP students could have the TEAE serve as the measure of reading for AYP; they didn’t have to take the Reading MCA-II. Therefore, the Reading MCA-II scores in 2006 included few LEP students, whereas the reading scores in 2007 included nearly all of the LEP students.

In 2007, LEP students could take either the Mathematics MCA-II or the MTELL. Therefore, the Mathematics MCA-II scores in 2007 usually didn’t include all LEP students, and the proportions of LEP students taking MTELL and MCA-II vary across schools and districts.

As a result of these changes between 2006 and 2007 in the tests LEP students took, it may not be appropriate to compare the performance of all students in a particular grade for 2006 with all students in that grade in 2007.

The US Department of Education will allow Minnesota to continue administering the MTELL in 2008. A decision for 2009 is pending.

A partial solution is to base comparisons only on non-LEP students, all of whom took the MCA-II in 2006 and 2007. The easiest way to do that is to use the Test Results section of the School Report Card or Educator Portal Websites. Use the “Edit Analysis Option” feature to make sure the TestName box is set to “MCA-II” and the English Proficiency box is set to “No – Student is English Proficient.” Then pick the grade, subject and score type of interest and click “Show Results.” You can add school or districts for desired comparisons for 2007.

If you want to compare your school or district to last year, pick Trend in the “School Year” box. Table 19 shows three sources of information about achievement in mathematics for groups of students.

Table 19. Sources of Information About Achievement in Mathematics

Test(s) School Report Card (MDE Website)

Educator Portal(MDE Website)

Summary Report (from Pearson)

http://education.state.mn.us/ReportCard2005/

http://education.state.mn.us/mde/Data/Data_Downloads/

MCA-II only Yes Yes YesMTELL only Yes Yes Yes

MCA-II & MTELL No No Yes

If you stick to comparing non-LEP kids in one group (school, district) to non-LEP kids in another group, either MDE Website will work fine using the procedure explained above. If you use the Summary Report, you can compare one group of students that took, say, the Mathematics MCA-II with another group that took the same test. But because you don’t know how many LEP students are in each group or what percentage of the LEP students in each group took the MTELL, the groups being compared may not be similar. As a result, using scores from the Summary Report to compare one group with another may result in some inappropriate comparisons.

Perspective™ Learning Locator for MCA-II

Perspective contains a pair of online resources for educators and parents who are looking for ways to help students improve their skills in reading and mathematics. Each student’s Individual Student Report contains two Learning Locator numbers, one for reading and one for mathematics, that identify instructional suggestions specifically geared to the student’s academic skills as measured by the MCA-II. All the teacher or parent has to do to view the online resources is enter the numbers from the Individual Student Report or Alpha Roster into either the parent or teacher version of Perspective. The Student Roster Report and District Student Results file include the Learning Locator™ numbers for each student tested. The following are the links for Perspective:

PerspectiveForEducators.com PerspectiveForFamilies.com

The goal of the Learning Locator™ is to provide teachers, parents and students with resources that are aligned to the Minnesota Academic Standards and to the student’s achievement level. The learning materials were chosen so that students at a particular achievement level can work independently to practice their skills on specific standards that may help them move to the next achievement level.

Pearson’s content specialists reviewed a variety of supplemental learning resources to locate learning activities for all of the assessed standards that have the following attributes:

Are directly linked to the student’s specific achievement level Contain quality content Are appealing to students Are presented in a variety of formats (e.g., games, worksheets, guided lessons, quizzes)

Resources that meet the above criteria were put in grade level pools of resources and linked to the assessed benchmark. This pool of resources was then narrowed to include only resources that provided the most effective practice in specific standards and at a particular performance level.

The Resource Library is a valuable tool for educators. It contains a collection of engaging activities such as worksheets, games, quizzes, practice tests, and a “Create an Assignment Sheet” tool. The resources are organized by the same categories used on score reports. The Resource Library gives educators the ability to create assignment sheets for individuals or classrooms.

Note: Some resources that were initially developed for a national audience may be labeled with a grade level other than the grade level in which they appear. For example, in Grade 3 reading you may see resources labeled as

Grade 2. These resources have been specifically aligned to Minnesota Academic Standards and should be used in the grade level library or Learning Locator in which they appear. Because Learning Locator resources are based on a student’s specific assessment profile, some student profiles will include resources that are graded below or above the student’s enrolled grade.

Progress Scores

The District Student Results file includes two scores (Vertical Scale Score or VSS, Previous Vertical Scale Score or PVSS) that together can measure progress students demonstrate on the MCA-II and MTELL. Minnesota is working with stakeholder groups such as the National Technical Advisory Committee and the Local Assessment and Accountability Advisory Committee to conduct an analysis of the statewide progress scores and discuss the best way to roll out the information. Meanwhile, we encourage you to experiment with the progress scores of various groups of students to see how they work for you.

Why do we have a progress score?

Teachers and parents want to know how much progress students make from one year to the next. A common tendency is to compare raw scores or scale scores from last year to this year. However, because of the way these scores work, these comparisons do not give a measure of student progress.

To solve this dilemma, Minnesota created a student-level progress score that is consistent across grade levels from grades 3-8. (High school grades in reading and mathematics are not included in the progress score computations.)

What is the progress score?

The progress score is a measure of a student’s learning. It allows comparison of a student’s performance from one year to the next. Each year we expect students to receive higher scores in a subject because we expect their achievement to increase.

Sometimes people call it a growth score. Minnesota has chosen the term progress score because the tests do not measure exactly the same skills each year (e.g., grade 3 benchmarks in mathematics are different from grade 4 benchmarks). However, we are measuring progress in the subject matter.

How was the progress score derived?

Using the Minnesota Academic Standards as a guide, Minnesota reading and mathematics experts selected test questions that are part of a subject’s content standards in consecutive years. We placed these test questions on adjacent grades to evaluate how student mastery improved from one grade to the next. Test questions from an adjacent grade do not count toward Adequate Yearly Progress or the student’s grade level score. A single scale from grade 3 to grade 8 was constructed by linking the performance on these test items.

Can the progress score be used to measure the school and district?

The scale is designed to demonstrate change in a student’s learning (progress), not change in a school or district. MDE recommends that schools and districts not use average growth scores to measure how well their students are doing. Minnesota will continue to study appropriate ways for schools and districts to demonstrate growth.

BST Preliminary Reports

The preliminary alpha rosters will be available online from Pearson. These lists of students should be used for two purposes:

Identifying demographic student information or testing condition information that should be corrected during the posttest edit window, thereby ensuring reports are correct.

Notifying seniors about their retest or graduation status.

Preliminary results should not be publicly released until final reports are received in the district. Districts and Schools may use the preliminary results for decisions on remediation or instruction, or for informing parents about likely graduation decisions with the understanding that the test data could change when the final reports are delivered.

BST Final Reports

Reading/Mathematics/Writing RetestsBST retest reports will consist of the Individual Student Report, student label and the Alphabetic Roster. Summary reports will not be produced because retests involve a limited number of students, not the entire grade. The number of students tested and the number of students passing will be included at the end of the Alphabetic Roster.

Paper copies of Individual Student Reports (Home Copy) and labels will be sent to the district. Copies of the Individual Student Reports and Alphabetic Roster for schools will be provided to schools in PDF format only. A District Student Results file will also be provided to districts.

Communicating Test Results to the Media and Public

Communicating test results is often the responsibility of the District Assessment Coordinator. The suggestions below come from experienced District Assessment Coordinators.

1. The District Assessment Coordinator should have good working relationships with media contacts, the School Board and the Superintendent whenever possible. Keep these points in mind when communicating your test results:a. Specify the test you are reporting on.

Explain how the test works and if there have been any changes. Use acronyms sparingly; spell out names as much as possible, or as least the first time they are

introduced in your reports.b. Create tables and graphs that the general public can understand.c. Be proactive in your reporting message. Shape the message you give to the media. The initial story

will be the first time the public will hear about the results.d. Explain how the data will be used in the district and schools. Avoid defensive comments or making

excuses for the data. e. Highlight new district programs and innovations put in place to improve student achievement.f. Be prepared to answer NCLB and AYP questions.

2. Don’t forget to communicate your results to the district internally. If possible, give the message to staff before or at the same time you give it to the media.

Questions you may be asked by media and stakeholders: What are the highlights and lowlights of the data? What are the district/schools doing to increase achievement? What about achievement gaps? Why are the scores different from last year? Did we make AYP? Why or why not?

Re-Scoring Tests

Requests from the district or a parent to re-score a test are charged $125 per request if the re-score results in no change in the student’s score. This fee is paid to Pearson. Refer to the District and School Assessment Coordinator Manuals for directions on completing the re-score request form.

Public and Parental Access for Review of Statewide Assessments Policy

Districts can share an actual Minnesota Assessments test instrument with a child’s parents if the district makes a written request to Research and Assessment. Parental review of an actual test is allowed only under controlled conditions (see Appendix B for Public and Parental Review of Statewide Assessments Policy). Under no circumstances may the parent be alone with the test, remove the test from the room or reproduce it in anyway. Parents are not allowed to see the test before it is administered.

Use of Confidential Information

Much of the information in the student test reports and data files such as test scores and eligibility for free and reduce lunch is confidential. This includes teachers, teacher aides and other education professionals working in the school that have access to this information. Free and Reduced Price lunch data should only be shared with individuals who are directly involved in administering and enforcing an educational program.

Appendix A – Forms

1500 HIGHWAY 36 WEST T: (651) 582-8200ROSEVILLE, MN 55113-4266 TTY: (651) 582-8201

NON-DISCLOSURE AGREEMENT

Effective September 1 – August 31 for school year: __________

The Minnesota Department of Education (MDE) initiates and coordinates various testing programs required by Minnesota statute. The design of these programs requires that the test items remain secure.

To protect the security of the tests and their items, only authorized persons are permitted to view or listen to the test items. With the exception of items released by MDE, all test items, draft or final, are regarded as secure. Thus, they may not be printed, reproduced, photocopied, retained in either original or duplicated format, summarized in note format, discussed in any way, released, or distributed to unauthorized personnel, unless otherwise authorized by MDE pursuant to its Procedures Manual.

Authorized persons are required to abide by the appropriate manual(s) regarding the administration of the statewide testing programs and understand their obligations concerning the security and confidential integrity of the test(s) they are administering. These persons agree to safeguard test materials and limit access and/or secure login information to authorized persons only who are involved in administering the test(s).

All reports or other communications based on the authorized use of secure materials must be reviewed by MDE prior to distribution or dissemination by the user. Permission for authorized use of secure materials may be granted by MDE, provided the user agrees to abide by the terms of that specific agreement.

By accepting the terms of this non-disclosure agreement, you name yourself as an employee of the School District or as an authorized person selected by the District, and you are authorized by the District during the current school academic year to view secure materials related to the MDE tests and hereby agree to be bound by the terms of this agreement restricting the disclosure of said materials.

Violation of the terms of this agreement could result in financial and/or administrative remedies.

_________________________________________________________________Name (printed)

_________________________________________________________________Signature

_________________________________________________________________Date

_________________________________________________________________School Building Name Work Telephone

_________________________________________________________________School District Name

Return this form to the District Assessment Coordinator. These forms are to be retained in the District Office for 12 months following the end of the current academic school year in case the Minnesota Department of Education requests an audit. This form must be signed prior to access of any MDE test item(s) or restricted material(s).

TEST ADMINISTRATION REPORT (2007-2008)

Test :__________________________ No Issues

Subject (if applicable): Mathematics Reading Writing Science

This form is for reporting situations where something unusual or unexpected happened that could affect the validity of a test result for a student (see examples below). If an adult was involved in the situation (e.g., translator), include the name of the adult, their signature, and their relationship to the student. If there is nothing to report on this form, return with the “No Issues” box marked. Make two copies, one for the school and one for the District Assessment Coordinator , and return this form in Box 1 with the answer book/documents. For computer-delivered tests, return this form to Pearson via the FTP site. The District Assessment Coordinator should save one copy for 12 months from the date of the test administration in case of an audit.

Name of Student Gr MARSS # (13 digits) Adult’s Name and/or Explanation

Examples of events to be documented in this report: A student’s answer book/document was invalidated for a reason outlined in the Procedures Manual Mathematics BST script was translated and read aloud to a student (if more than one translator was involved,

indicate which students were assigned to which translator) Transcription was made of a student’s oral responses to a mathematics test Student moved to next segment ahead of class Student used a calculator during a non-calculator segment Online testing issues

_____________________________________ _____________________________________District Name and Number School Name & Number

_____________________________ _____________________________District Assessment Coordinator (print) School Assessment Coordinator (print)

_____________________________ _____________________________Today’s Date School Assessment Coordinator (signature)

TEST SECURITY NOTIFICATION FORM (2007-2008)This form is for documenting testing irregularities such as apparent security breaches of a test. Please fill in all requested information and fax or email to Research and Assessment when all testing is completed. The District Assessment Coordinator is responsible for completing the form, faxing it to MDE, and retaining a copy for one year beyond the testing date. Please submit a separate form for each irregularity. Identification / Contact Information

District: District #:

District Address:

District Assessment Coordinator: Phone:

School Information

School: School #: Principal:

School Address:

School Assessment Coordinator: Phone:

Information about Reported Incident Choose test, subject and grades affected

Test: Subject: Grade(s): MCA-II TEAE Mathematics

BST MN SOLOM Reading

GRAD MTAS Writing

MTELL Science

Date and Description of Incident:

Date: ______________________

Attach additional pages for documentation as needed.

1. Communication with MDE

Date: _____________ Spoke to (name of MDE representative): _________________________________Recommended course of action suggested by MDE representative:

□ No further action □ Maintain documentation at the local level

□ Submit irregularity documentation to MDE □ Other – please indicate:

□ No communication with MDE

2. District Actions

□ I am submitting signed, dated, irregularity documentation and this notification form via fax or U.S. mail.

□ I am submitting only this notification form and will submit signed, dated, irregularity documentation at a later time via fax or U.S. mail.

Please submit a completed copy of this notification form to the Division of Research and Assessment by fax to (651) 582-8874 or by email to [email protected].


REQUEST FOR RE-SCORE FORMPlease specify the test involved in this request. Only one student’s test per request.

Pearson Educational MeasurementAttn: MINNESOTA State Assessments – Drop 135Re: Test ________ , Administration Date _________

2510 North Dodge StreetIowa City, IA 52245Fax: 319-358-4330

There is a $125.00 fee to re-score a student’s test. To request a re-score, complete this form and send it and a purchase order number to the above address. Please print or type the information and keep a copy for your records. For a writing test, also include a copy of the student’s essay. There will be no charge if a score is changed.

District/School InformationDistrict/School Name: Phone:

District #: School #: Fax:

Contact Name: Title:

Student InformationName (last, first, MI):

Birthdate: Gender: Grade:

MARSS # (13 digits): Vendor ID:

School Where Tested: Date Tested:

Re-score InformationSelect the test/subject to be rescored and provide the original score:

Test Subject Original Score MCA-II TEAE Mathematics

BST MN SOLOM Reading

GRAD MTAS Writing

MTELL Science

Justification for Re-scorePlease provide the reason for this re-score request. Additional pages may be attached.

Signature Date Print Name Print Title

ACCOMMODATIONS for MCA-II (2007-2008)OPTIONAL ORDER FORM for CASE MANAGER

Case Manager

School

1. Review the IEPs or 504 Plans of students on your caseload. See the IEP for any accommodations or participation in the MTAS.

2. For each accommodation, indicate your students’ needs in the table below. Boxes in gray indicate accommodations that are not available.

3. Accommodations in italics are not ordered from Pearson, but done in the district with regular test materials.4. Return this form to your District Assessment Coordinator by ________________.

Any accommodations ordered for a student must be the result of a decision made by an IEP or 504 Team prior to testing and be listed in the student’s IEP or 504 Plan. The translation and script accommodations listed on this form are also available to LEP students. Districts may find it helpful to have this and similar forms available when reviewing student information during the Posttest Edit Window.

Type Code Accommodationsfor MCA-IIs

3 R

eadi

ng

3 M

ath

4 R

eadi

ng

4 M

ath

5 R

eadi

ng

5 M

ath

5 Sc

ienc

e

6 R

eadi

ng

6 M

ath

7 R

eadi

ng

7 M

ath

8 R

eadi

ng

8 M

ath

8 Sc

ienc

e

10 R

eadi

ng

11 M

ath

HS

Scie

nce

Pre

sent

atio

n

18 18-point font

24 24-point font

BR Braille

MS Math or Science Script (English)

MC Math or Science Audio Present. (Eng)

OL Math or Science Script, Dist Trans

OL Math or Science Script CD, Dist Trans

OA Other Accommodation

TD Translated Directions

Res

pons

e CA Computer assisted

MT Made Tape

SC Scribe

MTAS (2007-2008)OPTIONAL FORM to indicate which students will be administered the MTAS

Case Manager

School

1. Review the IEPs of students on your caseload. See State Assessments for Accountability section of the IEP for participation in the MTAS.

2. List the names of all students on your caseload who will participate in the MTAS. Specify the content area and grade level of the assessment needed for each student.

3. Return this form to your District Assessment Coordinator by ________________.

A student’s participation in the MTAS must be the result of a decision made by an IEP Team prior to testing and listed in the student’s IEP. This decision must be based on the MTAS Participation Guidelines. Use of the MTAS must be noted in the student’s permanent record.

Student MARSS # MTAS in Reading MTAS in Mathematics MTAS in Science

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

3 4 5 6 7 8 10 N/A 3 4 5 6 7 8 11 N/A 5 8 HS

ACCOMMODATIONS for BST (2007-2008)OPTIONAL ORDER FORM for CASE MANAGER

Case Manager

School

Test Date (circle one) Nov Jan/Feb April (Senior*) Summer

1. Review the IEPs of students on your caseload. See State Assessments for Accountability section of the IEP for any accommodations or participation in the MDE Alternate Assessment.

2. For each accommodation, indicate your students’ needs in the table below. Boxes in gray indicate accommodations that are not available for the BST.

3. Accommodations in italics are not ordered from Pearson, but done in the district with regular test materials.4. Return this form to your District Assessment Coordinator by ________________________.

Any accommodation ordered for a student must be the result of a decision made by an IEP or 504 Team prior to testing and be listed in the student’s IEP or 504 Plan. The script and translation accommodations listed on this form are also available to LEP students.

Type Code Accommodations for BST

Rea

ding

Mat

h

Writ

ten

Com

p

Pre

sent

atio

n

18 18-point font

24 24-point font

BR Braille

HM Hmong

MS Math Script (English)

MC Math Audio Presentation (Eng)

OL Math Script, District Translation

OL Math Script on CD, District Trans


OL Other Language

SS Segmented test

SO Somali

SP Spanish

TD Translate Directions

VT Vietnamese

Res

pons


MT Made tape of answers

SC Scribe

*All accommodations are available to any senior taking a BST.

ALTERNATE ASSESSMENT* for BST/GRAD Writing (2007-2008)OPTIONAL FORM for CASE MANAGER

Case Manager

School

Test Date (circle one) Nov April (Seniors only) Summer

1. Review the IEPs of the students on your caseload. See State Assessments for Accountability section of the IEP for participation in the MDE Alternate Assessment for Writing.

2. List the names of all students on your caseload who will participate in the MDE Alternate Assessment. Place an “X” in the box of the assessment needed for each student.

3. Return this form to your District Assessment Coordinator by __________________.

A student’s participation in an alternate assessment must be the result of a decision made by an IEP Team prior to testing and listed in the student’s IEP.

Students

*Minnesota Alternate Assessment in Writing

ACCOMMODATIONS for TEAE (2007-2008)OPTIONAL ORDER FORM for CASE MANAGER or ELL TEACHER

Case Mgr/ELL Tchr

School

1. Review the IEPs or 504 Plans of the ELL students you service. See State Assessments for Accountability section of the IEP for reference to any accommodations on statewide tests.

2. For each accommodation, indicate your students’ needs in the table below. 3. Accommodations in italics are not ordered from Pearson, but done in the district with regular test materials.4. Return this form to your District Assessment Coordinator by ________________.

Any accommodations ordered for a student must be the result of a decision made by an IEP or 504 Team prior to testing and be listed in the student’s IEP or 504 Plan.

Type Code Accommodationsfor TEAE

3/4

Rea

ding

an

d W

ritin

g

5/6

Rea

ding

an

d W

ritin

g

7/8

Rea

ding

an

d W

ritin

g

9-12

Rea

ding

an

d W

ritin

g

Pre

sent

atio

n

18 18-point font

24 24-point font

BR Braille



Res

pons


SC Scribe

MT Student-made tape of answers

ACCOMMODATIONS for MTELL (2007-2008)OPTIONAL ORDER FORM for CASE MANAGER

Case Manager

School

1. Review the IEPs or 504 Plans of students on your caseload. See State Assessments for Accountability section of the IEP for any accommodations or participation in the MDE Alternate Assessment.

2. For each accommodation, indicate your students’ needs in the table below. 3. Accommodations in italics are not ordered from Pearson, but done in the district with regular test materials.4. Return this form to your District Assessment Coordinator by ________________.

Any accommodations ordered for a student must be the result of a decision made by an IEP or 504 team prior to testing and be listed in the student’s IEP or 504 Plan. The translation and script accommodations listed on this form are also available to LEP students.

Code Accommodationsfor MTELL

Grade

3 4 5 6 7 8 11

18 18-point font

24 24-point font

BR Braille

SC Script



AT Assistive Technology

1500 HIGHWAY 36 WEST T: (651) 582-8200ROSEVILLE, MN 55113-4266 TTY: (651) 582-8201

Minnesota Test of Academic Skills (MTAS) Training Verification OPTIONAL FORM for TEST ADMINISTRATORS

Effective September 1–August 31 for school year: __________

Only employees of the district who have received MTAS training may administer and score the test.

I certify that I have received training in the administration and scoring of the MTAS.

Name (Please print)

School name

District name

Today’s date

Signature

Return this form to the District Assessment Coordinator. This form, or a similar form created in the district, is to be retained in the district for 12 months following the end of the current academic school year as a record of training in case the Minnesota Department of Education (MDE) requests an audit. Training verification must be documented prior to accessing any MTAS test item(s) or materials and administering the MTAS.

Appendix B – Policy and Procedures

Division of Research and Assessment and theDivision of Accountability and Compliance

INTERNAL TEST SECURITY PROCEDURES FOR ALL STATEWIDE ASSESSMENTS

An Internal Review Team consisting of representatives from Minnesota Department of Education (MDE), Divisions of Research & Assessment and Accountability & Compliance, has been charged with the duty to investigate and resolve all alleged breaches in test security on a statewide basis. The authority to investigate and resolve potential breaches in secure testing is detailed in Minn. R. 3501.0150, as delegated by Minn. Stat. § 120B.30. Test security is vitally important to the integrity of the statewide testing system. Developing and maintaining a secure system of statewide test administration serves to:

Preserve the integrity of the assessment instruments Protect the significant financial investment necessary to develop a comprehensive system of assessment Enhance the opportunity for fairness among all districts Maintain the integrity of the assessment results

Internal investigative procedures are necessary to ensure equitable enforcement of test security measures on a statewide basis. The investigative steps, which vary depending on the type of allegation, are outlined below:

I. INITIAL REPORT ALLEGING A SPECIFIC VIOLATION:

A report is received by MDE from any individual or agency alleging that a specific breach in test security has occurred in an individual district or testing site. “The department shall receive reports of violations of test security from anyone with knowledge of such an incident.” Minn. R. 3501.0150, subp. 1D.

The report is forwarded to the Project Manager designated to address security issues for the testing event in question. The designated Project Manager is the MDE representative who shall communicate with the reporter, except that others may provide the reporter with the information necessary to contact the designated Project Manager.

The Project Manager documents the report in his/her Security Log. Documentation shall include the name, address and telephone number of the reporter; a description of the allegation and how the reporter became aware of it; and a log of communications between the Project Manager and any other party regarding the report and its resolution.

The Project Manager may request a written statement from the reporter and any other person who may have information regarding the alleged breach of test security.

The Project Manager then brings the initial report and any other relevant information to the Internal Review Team.

II. LEVEL ONE RESOLUTION:

The Internal Review Team reviews all reports brought to a team meeting and determines how best to resolve the allegation by analyzing the severity of the alleged breach of test security and the scope of potential harm the breach may bring to the integrity of assessment results.

The Internal Review Team may choose to resolve each allegation in one of the following three ways:

1. Through technical assistance from the Project Manager; 2. Through a formal letter of reprimand from Research and Assessment; or 3. Through a formal investigation by the Test Security Investigator in the Division of Accountability

and Compliance.

All reports discussed, and determinations made by the Internal Review Team, are entered in the Internal Review Team Log. Log entries must include a copy of the initial report received by the designated Project Manager and a complete description of the Team’s actions.

If the allegation can be addressed informally through technical assistance from the Project Manager, the Project Manager resolves the report and makes note of his/her actions in the Internal Review Team Log.

If the Internal Review Team determines the report can be addressed through a formal reprimand from Research and Assessment, the designated Project Manager ensures the letter of reprimand is sent, and documents this action in the Team Log.

If the report merits further investigation, the report is assigned to the Test Security Investigator in the Division of Accountability and Compliance and this action is noted in the Team Log.

III. FORMAL INVESTIGATION:

When a reported allegation is assigned to the Test Security Investigator for a formal investigation, the report is documented by the Test Security Investigator and a file opened. A case number is assigned.

An issue letter is sent to the district and/or testing site involved in the reported incident. The issue letter will place the district on notice that a potential violation in test security has been reported, and that an investigation will be conducted. The district will be instructed to submit relevant documentation in response to the report. The district will be informed that failure to submit the requested documentation will result in an on-site investigation.

An investigation is conducted. Investigative procedures will vary, but may include telephone or on-site interviews, further requests for written submissions, on-site audits of test security procedures, or other procedures deemed necessary.

Once the investigation is complete, the Test Security Investigator submits written findings of fact and conclusions to the Internal Review Team. The standard for determining whether a breach occurred is the preponderance of evidence. The team reviews the results of the investigations and recommends action. Possibilities include:

1. Closure of the case after finding that no violation has occurred; or2. In the event that the investigation confirmed a breach in test security, a plan for corrective action will

be drafted for the Test Security Investigator to incorporate into the investigative report.

The Internal Review Team issues the final decision and recommendation, which is forwarded to the Assistant Commissioner for the Office of Accountability and School Improvement for review. The Assistant Commissioner then approves the final decision and the report is sent on to the district and/or testing site under the Assistant Commissioner’s signature.

IV. DEFINITIONS AND FIELDS OF INVESTIGATION:

Testing Irregularities are any actions that vary from the specific test manual directions for test administration. Irregularities may include events that constitute a breach of test security. A form for reporting test irregularities is found in the test administration manual. Local personnel may use this form to report irregularities that occur during test administration.

A Breach of Security is any action that jeopardizes the integrity of a secure test and/or gives an unfair advantage to a student or group of students. A breach may be committed by various individuals and/or precipitated by a number of events. For example:

1. Student Breach may include actions such as stealing the test, not returning the test, making a copy of the test, publishing a copy of the test, giving to or taking from other students’ answers to the test;

2. Teacher Breach may include actions such as stealing the test copy, retaining a copy of the test after the date given for return of all testing materials, making copies of test books, or providing information about the test answers to others prior to, during or after testing;

3. Test Proctor Breach may include actions such as giving answers or help to students, leaving test materials unattended, failing to give proper directions as required by the test administration manual, leaving the room during testing, or allowing students to leave the room unattended;

4. Test Administrator Breach (district level) may include actions such as leaving the test materials at an unlocked site, not accounting for test materials, not gathering all test materials and returning to scoring company, failure to provide proper proctoring individuals who are trained to carry out all testing procedures, allowing a parent, community person, newspaper, or other media to see the contents of the test and/or receive a copy of the test; or

5. District Breach (superintendent and board level) may include actions such as making the contents of the test available to anyone other than those taking or administering the test, failure to provide proper proctoring, failure to secure test materials in locked facilities, allowing a parent, community person, newspaper, or other media to see the contents of the test and/or receive a copy of the test.

V. POTENTIAL CONSEQUENCES OF A VIOLATION OF TEST SECURITY:

Invalidation of test scores if a violation is found to justify serious questions about the integrity of the results of the test administration.

Other reasonable sanctions that are necessary to preserve the security and confidentiality of future tests and test administrations. See Minn. R. 3501.0150.

Withholding of state educational aids. See Minn. Stat. § 127A.42, subd. 2(2). Referral to the Board of Teaching for possible licensure sanctions. See Minn. Stat. § 122A.20, subd.

1.Referral to the Department of Administration for violations of the Minnesota Government Data Practices Act. See Minn. Stat. § 13.09.

VI. REPORT OF MISSING MATERIALS OR TESTING IRREGULARITIES RECEIVED FROM TEST VENDOR:

Test vendors are expected to issue missing testing materials, reports, and testing irregularities reports to Research and Assessment.

Test vendors dispatch two subsequent requests to school districts for immediate response to missing materials report. If Research and Assessment needs to dispatch a third letter, it shall include a warning that failure to respond will result in a request for the Test Security Investigator to investigate the missing materials report from that district.

After the third letter is dispatched, the Project Manager compiles a report of the remaining missing materials for review by the Internal Review Team. The team then determines whether further investigation is warranted.

In the event that no further investigation is warranted, a warning notice is issued to the District informing it of the report received and directing the District to heighten security measures.

In the event that a formal investigation is warranted, the steps outlined in paragraph III are followed.

SAMPLE DISTRICT TEST SECURITY PROCEDURES

Instructions

This optional template will help you create a test security policy for your district. All pieces/parts are vital to the secure integrity of the Minnesota Assessments.

If your procedures are different for each test, your policy should reflect those differences. These procedures are to be modified to fit the procedures your district has established in accordance with the Procedures Manual and School and District Coordinator Manual produced by MDE.

There are two categories of procedures, those related to All Materials Shipped to District and those related and Materials Shipped to Schools. Determine which procedure will be used in your district, then fill in your information and/or modify appropriately to fit your procedures.

The gray boxes will shrink or expand to fit your needs. In the Procedures Manual the spaces within the sentences are where information is to be inserted.

SAC= School Assessment Coordinator, the school official in charge of handling all testing materials for a school.

DAC=District Assessment Coordinator, the district official in charge of handling testing materials for the district.

Test Security ProceduresFor

[Insert District Name Here]

2007-08

District Procedures for Receiving State Testing Materials

ALL MATERIALS SHIPPED TO DISTRICT

District Receipt of Testing Materials (Places where information can be entered on this template appear as blank spaces when printed, as in this Procedures Manual.)

A. Materials will be delivered to immediately upon their arrival.B. SAC or designated staff will be immediately informed materials have arrived and are secured.C. The Coordinator Manual and Procedures Manual will be read and any clarifying questions asked of

the MDE contact (found on MDE Website).D. Those who have access to the secured area, inventorying materials, and completing security

checklists are and will sign a Non-Disclosure agreement before accessing or handling materials.

E. will inventory materials immediately with a written record.F. Testing materials will be kept in which is a locked, secure area, until the time of school

distribution.

Distribution of Materials from District Assessment Coordinator (DAC) to School Assessment Coordinator (SAC)

A. The process for distributing materials to each school building will be B. District and School Assessment Coordinator Manuals and Test Monitor Directions will be distributed

to the school in advance of sending the secured testing materials.C. The Schools will keep the testing materials secure in room D. Non-disclosure agreements will be signed by any persons who will be handling test materials.E. DAC will establish delivery of the secure testing materials.F. Once delivered, the SAC will sign a form indicating all materials have arrived in full. The form will

then be returned to the DAC.G. Materials will be inventoried and prepared for distribution to teachers immediately upon their arrival

by the SAC or designated staff. Any discrepancies will be reported immediately to the DAC.H. Materials will be kept in a secured area until the morning of the scheduled testing date(s).I. A record of person(s) having access to the secure area, inventorying materials and completing

security checklists will be kept by

Distribution of Materials from School Assessment Coordinator to Test MonitorsA. will be responsible for training the Test Monitors prior to the testing session. B. Time frame and expenses for training should be spelled out.C. SAC should make arrangements that ensure testing sessions allow for no more than a 30:1 student to

monitor ratio, if possible.D. SAC will oversee distribution of all testing materials to the Test Monitors. The procedure for the

distribution of all testing materials to the Test monitors will be .E. SAC will ensure Non-disclosure agreements are signed by all Test Monitors.F. Discrepancies in materials will be reported immediately to the SAC and-if necessary-to the DAC.G. Test monitors will sign their name to the inventory sheet for the testing materials they take to their

classroom.H. Test Monitors will inventory their materials immediately upon receiving their tests.I. Test monitors who are in charge of administering an assessment for any part of the tests will have

received Test Monitor Directions in advance of the test date(s). Test Monitors are responsible for complying with all information in the monitor directions.

J. Test Monitors will administer the assessment strictly according to the requirements of the directions. No additional assistance will be given through oral, written, or other means. Classroom bulletin boards that relate directly to learning skills or strategies covered in the Standards will be covered up during the testing times.

K. If students are taking the tests on multiple days, your building’s plan for keeping documents secure between testing sessions includes

L. Any accommodations used during the testing time will be established through the appropriate means listed in the Procedures Manual. All accommodations must be listed in the students’ IEP prior to the testing date(s).

M. All testing materials are secure testing documents and will not be reproduced in any form.

Return of Materials from Test Monitor to School Assessment CoordinatorA. The Test Monitor will return all testing documents and the classroom security checklist to the SAC or

designated staff immediately after testing.B. Classroom testing materials will be inventoried immediately at the time they are returned to the SAC

or designated staff to ensure all materials have been returned.C. The Test Monitor will initial the inventory sheet indicating all materials have been returned.D. Testing materials will be placed in the secured area immediately upon their receipt from the

Test Monitors.E. Testing materials will be kept boxed; they will not be bound inside the boxes. The DAC will

complete the final district inventory and prepare the materials for their return according to return instructions.

F. When all Test Monitors have returned their testing materials, the SAC and designated staff will call the DAC to give notice that the testing materials are ready to be returned.

G. Test materials will be kept in the secured area until arrives to pick up materials.

Return of Materials from School Assessment Coordinators to District Assessment CoordinatorA. When schools report that their testing materials are ready to be returned, the DAC will retrieve these

materials using .B. The SAC will sign a form indicating that these materials have been secured and that these inventories

are correct. This form will accompany the return of the testing materials to the DAC.

Return of Materials from District Assessment Coordinator to Test VendorA. All testing materials will be inventoried a final time by the DAC or designated staff.B. The DAC will follow instructions provided in the SAC/DAC manual for the return of testing

materials.C. Test materials will be kept in the secured area until arrives to pick up materials.

MATERIALS SHIPPED TO SCHOOLS WITH OVERAGE SHIPPED TO DISTRICT

School Receipt of Testing MaterialsA. Materials will be delivered to immediately upon their arrival.B. SAC or designated staff will be immediately informed materials have arrived and are secured.C. DAC/SAC Manual and Procedures Manual will be read and any clarifying questions asked of the

MDE contact (found on MDE Web site).D. Those who have access to the secured area, inventorying materials, and completing security

checklists are and will sign a Non-Disclosure agreement before accessing or handling materials.

E. will inventory materials immediately with a written record.F. A record of person(s) having access to the secure area, inventorying materials, and completing

security checklists will be kept.G. District overage materials will be locked in upon arrival until the time requested by SACs

(schools).H. School materials will be locked in upon arrival until the time of Test Monitor distribution.

Distribution of Materials from School Assessment Coordinator to Test MonitorsA. will be responsible for training the Test Monitors prior to the testing session. B. Time frame and expenses for training should be spelled out.C. SAC should make arrangements that ensure testing sessions allow for no more than a 30:1 student to

monitor ratio, if possible.D. SAC will oversee distribution of all testing materials to the Test Monitors. The procedure for the

distribution of all testing materials to the Test monitors will be .E. SAC will ensure Non-disclosure agreements are signed by all Test Monitors.F. Discrepancies in materials will be reported immediately to the SAC and-if necessary-to the DAC.G. Test monitors will sign their name to the inventory sheet for the testing materials they take to their

classroom.H. Test Monitors will inventory their materials immediately upon receiving their tests.I. Test monitors who are in charge of administering an assessment for any part of the tests will have

received Test Monitor Directions in advance of the test date(s). Test Monitors are responsible for complying with all information in the monitor directions.

J. Test Monitors will administer the assessment strictly according to the requirements of the directions. No additional assistance will be given through oral, written, or other means. Classroom bulletin boards that relate directly to learning skills or strategies covered in the Standards will be covered up during the testing times.

K. If students are taking the tests on multiple days, your building’s plan for keeping documents secure between testing sessions includes .

L. Any accommodations used during the testing time will be established through the appropriate means listed in the Procedures Manual. All accommodations must be listed in the students’ IEP prior to the testing date(s).

M. All testing materials are secure testing documents and will not be reproduced in any form.

Return of Materials from Test Monitor to School Assessment CoordinatorA. Test Monitors will return all testing documents and the classroom security checklist to the SAC

immediately after testing.B. Classroom testing materials will be inventoried immediately at the time they are returned to the SAC

to ensure all materials have been returned.C. The Test Monitors will initial the inventory sheet indicating that all materials have been returned.D. Testing materials will be placed in the secured area immediately upon their receipt from Test

Monitors.

Return of Materials from District and School Assessment Coordinator to Test VendorA. All testing materials will be inventoried a final time by the SAC.B. District overage will be inventoried a final time by the DAC or designated staff.C. SAC will follow instructions provided in the DAC/SAC Manual for the return of testing materials.D. Test materials will be kept in the secured area until arrives to pick up materials.

GENERAL PROCEDURES

Chain of Custody for Testing Materials1. The DAC ensures testing materials are inventoried upon arrival and kept in a secure locked location

until distributed to each SAC.

2. The SAC will ensure that the testing materials are inventoried upon arrival and kept in a secure area until delivered to the Test Monitor.

3. The test materials will be divided into groups for each Test Monitor with a classroom security list on top listing the numerical range for the testing materials.

4. Upon receipt, the Test Monitor ensures that all the testing materials listed on the checklist are accounted for prior to handing out the test materials to the students.

5. The Test Monitor is responsible for the test materials during the testing session until their return to the SAC, or until given to another monitor.

6. When the testing materials are returned to the SAC, they will again be inventoried and the SAC is responsible for those testing materials until shipped to the testing vendor or returned to the DAC.

7. Responsible parties will complete Tracking Forms for test booklets, security checklist forms, and non-disclosure forms.

Test Monitor TrainingTraining should include: Nondisclosure agreements read and signed. Review of Test Monitor responsibilities, printed Test Monitor Directions and any special instructions

for a particular test given. Review any accommodations to be given to students in the monitor’s testing session. Review of procedures for use of restroom during testing – only one student at a time with an adult –

other students may not be left unattended. Review procedures to follow if a discrepancy in the testing material occurs. Process to contact the SAC if a problem arises during the testing – without leaving students

unattended. Test Monitor responsible to double check that they have the tests listed on the classroom security

checklist and the same number of tests is returned to the SAC. Process for completing the classroom security checklist. When and how tests are returned to the SAC.

Breaches in test securityA. The SAC will complete all necessary inventorying by the day of testing and will record any

irregularities immediately.B. If there is a concern that test security may have been breached, the DAC will notify MDE within 24

hours of the time of the alleged breach and submit the Test Security Form with any documentation.

Division of Research and Assessment

COPYING AUDIO ACCOMMODATION FROM CDs

Beginning with the 2004 test administrations, the Minnesota Department of Education (MDE) changed the medium used to present the English audio accommodation for the Mathematics and Science MCA-IIs and the Mathematics BSTs from cassette to CD. Each test item appears on a separate track with each track number corresponding to the item number. Districts may copy the information on the CD to cassettes or to a computer server using the process outlined below. As with all secure materials, district assessment personnel must ensure that test security is maintained throughout this process.

District Assessment Coordinator sends email to MDE ([email protected] ) requesting permission to duplicate the CD and providing the following information:o A commitment that the audio quality of the copies will be adequate for the students.o A commitment to returning all secure test materials on the designated pick-up date.o A description of the processes the district will use to ensure that all copies are:

Produced in a secure environment Numbered Delivered to schools and classrooms in a secure manner Returned from the school to the district in a secure manner Checks are conducted to ensure that all copies are returned Erased or destroyed in a secure manner.

o If copies are needed, they must be made on school-owned equipment (audiocassettes, MP3 players, CD player, server). Indicate the anticipated number of copies for each file. Indicate where, when and how the copies will be produced.

o If someone listens to a copy (e.g., for quality-control purposes), the district arranges for that person to sign the Non-Disclosure Agreement.

o If a file will be put on a local server: The location of the server The name and phone number of computer technician involved.

MDE sends an email to the District Assessment Coordinator with its approval of these steps. In the rare case that the district plan is not approved, MDE will call the District Assessment Coordinator to work out a suitable plan.

District Assessment Coordinator arranges for duplication and distribution of copies, and for all involved personnel to sign a MDE Non-Disclosure Agreement (Procedures Manual, Appendix A).

After the tests are administered, the DAC collects and erases all copies. Within two weeks after the test date, the District Assessment Coordinator sends a message to

[email protected] indicating the:o Procedures used to maintain the security of the copies (before the test, during the test, after the test). o Processes used for erasing or destroying every copy of the electronic file (except for the original CD that needs

to be returned to the test vendor).o Final counts showing that every copy was destroyed, erased, or returned.



MINNESOTA DEPARTMENT OF EDUCATIONDivision of Research and Assessment

TRANSLATING TEST MATERIALS

MDE will continue the policy of allowing districts to deliver oral translations of general directions for all tests. No translation of MCA-II test scripts is permitted. BST and TEAE translation policies, which are explained below, remain unchanged.

BST Translations. According to Minnesota Rule 3501.0100 Subp. 5, “A district may translate the mathematics test into a language other than English.” MINNESOTA Rule 3501.0280 Subp.3 states that “A district may translate into another language test prompts for tests of written composition.”

Minnesota eighth graders no longer take the BST as a graduation requirement. Instead, starting with students who entered grade 8 in SY 2005-06, students must pass reading, writing and mathematics GRAD tests administered in grades 9-11 in order to graduate. Learners who were in eighth grade in SY 2004-05 or earlier and did not pass the BST will have the opportunity to retest on the BST through at least SY 2009-10. Previous BST mathematics translation procedures for districts will remain in effect while paper-based BST retakes are available.

The state provides the Mathematics BST and Test of Written Composition in four languages -- Hmong, Somali, Spanish, and Vietnamese. No translated test booklets for the Reading BST are available.

As long as the BST is paper-based, districts continue to have the option to create translated tests and translated scripts of the BST mathematics and writing tests, Form 1, into languages other than the four cited above including American Sign Language. Districts can create translated scripts of the BST reading directions, but not the reading passages or test items. The guidelines for district-created translations vary by test:

BST – mathematicsTranslators will have access to BST mathematics test materials and scripts up to 48 hours prior to the scheduled administration for the purpose of preparing translated tests, translated scripts and translated recordings. Test items must be translated from the script and not from the test booklet. On the day of testing, districts can give students written test materials translated from the script; have translators or other readers read translated scripts to students; or have interpreters translate live from the English CD and/or script.

BST – readingTranslators, interpreters and readers will have access to BST reading test materials on the day of test administration only for the purpose of reading translated directions aloud to students.

BST and GRAD – writingTranslators, interpreters and readers will have access to BST and GRAD writing test materials 24 hours before testing begins for the purpose of preparing to read translated directions and writing prompts aloud to students and/or written translations of writing prompts.

MCA-II Translations

Oral translation of only the test directions is permitted for the MCA-IIs.

In lieu of translations of mathematics MCA-IIs, the Mathematics Test for English Language Learners (MTELL) is available to LEP-identified learners. This test assesses in simple English the same benchmarks as the mathematics MCA-IIs. The MTELL is computer-delivered and offers test takers the option of listening to any or all items.

TEAE Translations

Translation procedures for the TEAE are the same as in past years: Directions for the reading and writing tests may be translated orally, but reading passages, titles, test items, and writing prompts may not be translated because they are part of the construct being assessed. Translators, interpreters and readers will have access to the TEAE test book on the day of test administration only for the purpose of preparing translated directions to read aloud to students.


PUBLIC & PARENTAL REVIEW of STATEWIDE ASSESSMENTS POLICY

The Minnesota Department of Education (MDE) provides public and parental access for review of Basic Skills Tests (BSTs), Minnesota Comprehensive Assessments – Series II (MCA-IIs), Graduation-Required Assessments for Diploma (GRAD), Test of Emerging Academic English (TEAE), Minnesota Test of Academic Skills (MTAS), Mathematics Test for English Language Learners (MTELL), and Minnesota Student Oral Language Observation Matrix (MN SOLOM).

Parental Request for Review

Parent/Guardians wishing to see their child’s responses to a statewide test must make the request in writing to the child’s district. The parent/guardian must provide a copy of their child’s student report with the written request.

The child’s district must complete the Request to Review Student Responses form with the district contact information (District Assessment Coordinator name, mailing address, phone number, email address), the child’s name, test taken, grade when tested, MARSS ID, Vendor ID and school name and number and send to MDE. MDE will send the student’s responses and a test book to the District Assessment Coordinator within two weeks. The responses and test book are secure materials and all security procedures will apply, including signing by all relevant persons of the non-disclosure agreement provided on the MDE Website prior to reviewing materials.

The District Assessment Coordinator or designee will meet with the parent/guardians and child. Review of materials cannot begin until the parent/guardian and child has signed the non-disclosure agreement. The parent/guardian is not allowed to make copies or take notes or examples out of the room. At the end of the review the District Assessment Coordinator or designee must collect all materials that the parent/guardian and child may have generated (e.g., notes, solutions to problems) for return to MDE.

The student responses, test book and other materials generated from the review must be returned to MDE Research and Assessment within ten working days of receiving the materials.

Public Request for Review

Individuals not associated with a district who request to review a test book must make the request in writing to Research and Assessment. The review of the test book will be held at MDE in Roseville. The test books are secure materials and all security procedures will apply including the signing of the non-disclosure agreement prior to reviewing materials.

The review of materials will be done under supervision and at a time mutually agreeable to the individual and MDE. The individual reviewing the materials is not allowed to make copies or take notes or examples out of the room.


REQUEST of PARENT/GUARDIAN to REVIEW STUDENT RESPONSES

Step 1: Provide all information requested including signature and date. Requests will be honored after test results have been released to parent/guardian.

Step 2: Submit this form and a copy of the child’s Student Report*. The Student Report must be submitted so that the Minnesota Department of Education (MDE) has the necessary information to retrieve the appropriate documents. You may submit the information by fax or U. S. mail:Fax: 651-582-8874Research and Assessment DivisionAttn: Mary Ann Vogel

Address: Minnesota Department of EducationResearch and AssessmentAttn: Mary Ann Vogel1500 Highway 36 WestRoseville, MN 55113-4286

Step 3: MDE staff will send the student’s responses and a test book within two weeks of receiving this form.

Step 4: District will schedule a meeting with parent/guardian that allows for return of all materials to MDE within ten work days.

District Information

District Assessment Coordinator (Print):

Phone Number: ( ) Email Address:

District Name: District Number:

District Address:Student Information

Last Name: First Name: M.I.

Date of Birth: Grade When Tested:

MARSS ID (on the student’s report): Year Tested: Month Tested:

Vendor ID (on the student’s report):

School Name and Number: I am requesting:

BST TEAE Mathematics

MCA-II MN SOLOM Reading

GRAD MTAS Writing*

MTELL Science

Please send student constructed responses

District Assessment Coordinator Signature: Date:If you have questions, contact Mary Ann Vogel at 651-582-8503.

* The Student Report was sent to you by Pearson Educational Measurement for distribution to parents. The school district has been sent copies of all the Written Compositions, so requests to view these should be directed to the district/school.


POLICY for TRANSFERRING TEST SCORE INFORMATION Between DISTRICTS and SCHOOLS

The federal guidelines for reporting and privacy (FERPA) say that when a student moves between schools or districts, the school/district where the student tested is authorized to release test information to the receiving school or district. General guidelines and principles for complying with FERPA regulations follow below.

As a matter of practice, when a student moves, the sending institution should provide the receiving school with the students test records. However, if the sending school or district does not provide the test results, the receiving school or district should complete the Request for Individual Test Scores and return it to the sending school or district.

The District Assessment Coordinator (DAC) who receives a Request for Individual Test Scores should locate the student’s test scores and data files, and following all requirements regarding security and privacy of student records, forward them to the DAC in the district/school making the request.

If the DAC cannot locate the requested test scores, he/she should complete the lower portion of the Request for Individual Test Scores which authorizes the requesting school or district to obtain the student’s electronic test record from the Minnesota Department of Education (MDE). The requesting school or district may obtain scores from MDE if scores are not received from the student’s previous district. The completed form should be faxed to the Research and Assessment division.

When MDE receives a request for student test scores, it will search its database and archival data files for the student’s electronic test record(s) and send them to the District making the request. This process may take a few weeks.

Request for Test Scores for a New Student Who Recently Transferred into a School District

Under federal guidelines for reporting and privacy (FERPA), when a student transfers to a new school district, the previous school district is authorized to release results from tests the student took in the previous district. That district is expected to comply with the request in a timely manner to avoid any disruption of the student’s learning.

The district or school requesting test scores completes the two sections immediately below and forwards this form to the district or school where the student took the test(s).

District Requesting Test Information on New Student

District Name: District #/type (0000-00):

DAC: Phone #:

District Address: Secure FAX #:

City/State/Zip: DAC email:

New Student:

Student Name: Date of Birth:

MARSS # (13 digits): Grade(s) tested:

1. Test Requested: 2. Subject (if applicable): 3. Test Cycle

MCA-II TEAE Mathematics Month

BST MN SOLOM Reading Year 20

GRAD MTAS Writing

MTELL Science

New Student’s Previous District (completed by previous district if it cannot locate test scores)

District Name: District #:

Person Receiving Request:

If the authorized person in district or school searches for test scores (from student database, CDs sent by Pearson, or paper copies) and is unable to locate the scores, it must authorize the MDE Research and Assessment division to search for and release the requested student test scores to the district making the request. In this case, the requesting district requests the scores from MDE with a parent/guardian consent. To obtain scores from MDE, sign and date the form at the bottom and fax it to MDE @ 651-582-8874, attention Mary Ann Vogel. Please allow a few weeks to receive the scores.

When District Requesting Test Scores Does Not Hear From Student’s Previous District

If the District Assessment Coordinator in the student’s new district is unable to obtain information from the student’s former district, complete the first two sections (again), check the appropriate box below, sign the form at the bottom and fax it to MDE @ 651-582-8874, attention Mary Ann Vogel. Available test scores will be sent to the fax number you provided above.

Student’s former school has closed. Student’s former school (______________) did not reply.

“Our district has been unsuccessful in locating test scores for the student listed above and authorizes the MDE Research and Assessment division to release the requested test score(s) to our district.”

Signature of authorized person: Date:


DOCUMENT RETENTION POLICY for MDE

The table below summarizes Research and Assessment’s policy for retaining materials after test administrations. Outside the customary test administration period all test materials are to be located only at MDE or Pearson. There should be no secure materials at the district or school after Pearson’s courier picks up the test materials.

Test Material Retention Policy

Student answer books/documents for tests not required to meet Minnesota graduation requirements.

Retain for two years beyond September of test administration year.

Student answer documents/books from tests required to meet Minnesota graduation requirements.

Retain for two years beyond student’s estimated year of graduation.

Test books and unused answer books/documents.

Retain for 12 months from date of test administration.

Test administration manuals and test monitor directions.

Retain in archives two copies of each version/form/grade of each test.


RECOMMENDED DOCUMENT RETENTION POLICY for DISTRICTS

The table below has recommendations, not requirements, for how long to retain assessment-related documents. If your district policy is different, follow your district policy. Outside the customary test administration period all test materials are to be located only at MDE or Pearson. There should be no secure testing materials at the district or school after Pearson’s courier picks up the test materials.

Test-related Document Retention Policy

Test Administration Reports Retain for twelve months after the end of the test administration.

Security Checklists Retain for twelve months after the end of the test administration.

Paper Reports (School and District Summaries, Student Rosters)

Retain for twenty-four months after the end of the test administration.

Electronic Reports (District Student Results file, PDFs of Summary Reports and Individual Student Reports)

Retain for one year beyond the scheduled graduation date.


MANAGING SECURE MATERIALS for the MINNESOTA TEST of ACADEMIC SKILLS (MTAS)

Test security for all Minnesota assessments is important because it preserves the integrity of the tests and test results, and it protects the state’s financial investment. Even though the Minnesota Test of Academic Skills (MTAS) permits individualizing the tasks, passages and other materials, test security is still important.

All MTAS tasks, passages and materials that have been designed specifically for the MTAS (adapted passages, response options with symbols, performance tasks, object kits, etc.) are secure test materials and are not for public release. Reproductions are allowed only for the purpose of administering the test and adapting passages and tasks to students’ individual needs.

District and school staff who may see MTAS tasks or passages must sign a Non-Disclosure Agreement. This also applies to materials that have been designed specifically for the MTAS (adapted passages, response options with symbols, performance tasks, object kits, etc.).

o The Non-Disclosure Agreement must be signed and filed with the District Assessment Coordinator (DAC) prior to accessing MTAS tasks and passages.

o If an individual has already signed a Non-Disclosure Agreement for the school year, a new one does not need to be signed.

o The Non-Disclosure Agreement is available on the Minnesota Department of Education Website. (http://education.state.mn.us – Go to Accountability: Assessment: DAC Corner: Policies, Procedures & Guidelines)

MDE requires all MTAS test administrators to review training materials prior to each test administration. Training can be reviewed by attending an in-person training provided by the district or MDE, if applicable, or by reviewing online resources made available by MDE. The Training Verification Form provided by MDE may be used to document training or a similar form developed by the district may also be used. Training resources and the Training Verification Form can be found on the MTAS section of the MDE Website (http://education.state.mn.us – Go to Accountability: Assessment: Assessments: Minnesota Test of Academic Skills (MTAS):Manuals and Directions)

Prior to test administration, MTAS tasks and materials downloaded from SchoolSuccess or provided by the Minnesota Department of Education (MDE) must be kept in a secure location. This includes materials that have been designed specifically for the MTAS (adapted passages, response options with symbols, performance tasks, object kits, etc.). Objects and manipulatives gathered by test administrators may remain in the classroom for daily use.

During test administration, document any special circumstances that occur while testing, including students engaging in inappropriate behavior or action that results in a test being invalidated. Please provide this information to School or District Assessment Coordinators who will include it on the Test Administration Report. The Test Administration Report is found in Appendix A of the Procedures Manual for Minnesota Assessments.

Following test administration, materials that have been designed specifically for the MTAS (adapted passages, response options with symbols, performance tasks, object kits, etc.) must be stored in a secure location to be used only for future test administrations. Objects and manipulatives gathered by test administrators should be returned to the classroom.

http://education.state.mn.us/MDE/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Policies_Procedures_Guidelines/index.html

Keep MTAS Data Collection Forms, or similar forms created in your district, on file in a secure location. Forms with staff and student information must be securely disposed of prior to the next MTAS administration. The MTAS Data Collection Form can be found on the MTAS section of the MDE Website (http://education.state.mn.us – Go to Accountability: Assessment: Assessments: Minnesota Test of Academic Skills (MTAS):Manuals and Directions)

Appendix C – Other Minnesota Assessments

ACT’s EDUCATIONAL PLANNING and ASSESSMENT SYSTEM (EPAS)

The 2007 Minnesota Education Bill encourages the use of ACT’s EPAS approach to educational and career assessment. Public schools that choose to give the EXPLORE and/or PLAN to their 8th and 10th grade students will have them paid for by the state. The appropriation is good through the 2008–2009 school year; appropriation in future years will depend on legislative action.

ACT’s Educational Planning and Assessment System (EPAS) was developed in response to the need for all students to be prepared for high school and the transitions they make after graduation. For more information, visit: http://www.act.org/epas/

EPAS provides a systematic, longitudinal approach to student educational and career planning, assessment, instructional support and evaluation. The tests will be available each fall.

EPAS helps students identify career and educational options, establish goals, determine courses needed to fulfill plans and evaluate educational and career progress.

The EXPLORE for Grade 8 provides students with information for school planning and career

exploration. The test battery requires about three hours.

The PLAN for Grade 10 measures current academic development, explores career/training options and helps students make plans for their remaining high school years and post-graduation. The test battery requires about three hours.

ACTFAX: 319-337-1578

EMAIL: http://www.act.org

Contact ResponsibilitiesCustomer Service1-800-553-6244 ext. 1029

All aspects pertaining to the administration of the EPAS.

http://www.act.org/

http://www.act.org/epas/%20

NAEP in MINNESOTA2007-2008 School Year

Date ActivityJune-July Superintendents, District Assessment Coordinators and principals are notified

of schools that have been selected for assessment for NAEP 2008. (There will be 25 Minnesota schools in the limited NAEP 2008 sample.)

August- September NAEP District Contacts are identified. School Administrators/NAEP School Coordinators are asked to register online for the MySchool Website and complete the “NAEP DATA COLLECTION FORM” online in Step 1. Detailed informational packets are sent to NAEP School Coordinators.

October Requested changes in NAEP assessment dates are made.November/December Test administration schedule for schools finalized. Sampling of students

within schools is completed.Early January/ Mid February

Pre-assessment visit window. NAEP field representatives make pre-assessment visits to NAEP schools prior to assessment dates.

January 22 -March 2 NAEP 2008 testing window. NAEP State Coordinator visits testing at schools.

March-September Scoring and scaling of NAEP 2008 results.

Overview

NAEP, the National Assessment of Educational Progress, is also known as “The Nation’s Report Card.” NAEP has been an operational assessment since 1969. Historically, Minnesota’s average NAEP scores in mathematics are among the highest in the nation and reading scores tend to be significantly higher than the national average for public schools.

In 2003, for the first time, participation in NAEP was linked to Title I funding by the federal “No Child Left Behind” Act. Within Minnesota, NAEP selects a sample of schools to participate as described below. Minnesota and its schools selected for NAEP must participate in 4th and 8th grade assessments in reading and mathematics to receive state and district Title I funding.

While participation is required to receive Title I funding, no sanctions or awards are given for performance on the NAEP. However, Minnesota’s NAEP results are frequently used as confirmatory evidence for any trends identified in Minnesota assessments. Therefore, it is important that Minnesota schools and students do their best on the NAEP.

NAEP Frameworks

The NAEP frameworks are not the same as specifications used to build the Minnesota assessments. Like the Minnesota Assessments, the NAEP assessment frameworks were developed by educators. All NAEP items are reviewed by educators, community members, parents, and curriculum specialists from each state. Also like the Minnesota Assessments, NAEP includes both multiple-choice and constructed-response items.

Frameworks for the NAEP assessments in mathematics and reading are located at

http://nces.ed.gov/nationsreportcard/mathematics/whatmeasure.asp and

http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp.

In addition, the NAEP Question Tool, at

http://nces.ed.gov/nationsreportcard/itmrls/,

contain about 1500 released items with student responses, item statistics, and scoring guides.

NAEP Resources

The National Center for Educational Statistics has a Website that will answer many questions about NAEP,

http://nces.ed.gov/nationsreportcard/.

On this Website, you will find frequently asked questions, results from previous administrations of NAEP, copies of the frameworks, released items, and references for reports published by NAEP. You can also contact the Minnesota NAEP State Coordinator listed in the MDE Contact Section at the beginning of this manual.

http://nces.ed.gov/nationsreportcard/

http://nces.ed.gov/nationsreportcard/itmrls/

http://nces.ed.gov/nationsreportcard/reading/whatmeasure.asp

http://nces.ed.gov/nationsreportcard/mathematics/whatmeasure.asp

Appendix D – References

Assessment Glossary

AccommodationsChanges in the standard administration of a test (e.g., setting, timing, presentation format, response mode) that do not alter the interpretation of the test results. Accommodations are provided to students based on a set of rules and procedures established by the state department of education. Accommodations range from additional (extended) time to provision of a scribe that marks the student’s responses on the answer document. They also include versions of the test that enable some students to take the test such as Braille, large print or audio.

Achievement LevelA range of scores on a test. Minnesota has four achievement levels on the MCA-IIs – Does Not Meet Standards, Partially Meets Standards, Meets Standards and Exceeds Standards. The goal of No Child Left Behind is for all students to be proficient (Meets Standards) or higher by 2014. Also called Performance Level.

AlignmentAlignment procedures examine the agreement or match between educational components such as test items and the Minnesota Academic Standards. To the extent that test items are aligned with these standards, student performance on one can be considered a measure of the other.

AMAO (Annual Measurable Achievement Objectives)Just as NCLB expects student in general to make Adequately Yearly Progress (AYP), it also expects LEP students to make Annual Measurable Achievement Objectives (AMAO). Schools make AMAO when LEP students 1) make progress acquiring English as measured by the TEAE and MN SOLOM, 2) become proficient in English, and 3) make AYP in reading as measured by the TEAE or reading MCA-II and in mathematics as measured by the MTELL or the mathematics MCA-II).

Analytic Scoring (Handscoring Term)Unlike holistic scoring, analytic scoring requires readers to attend to (count instances of, rate responses, etc.) particular features or domains of a student’s response to a constructed-response item.

Anchor SetsAnchor sets are responses to constructed-response items that best match the criteria on the scoring rubrics. They are selected and assembled during Range Finding. These examples of student work are used to “anchor” the scoring of the constructed-response items in the MCAs. The use of anchor sets helps scorers assign scores consistently.

Answer Book/DocumentThe form or document on which a student records answers to test questions. Usually these are scannable and have grids for recording student name and demographic information, as well as “bubbles” for recording responses to multiple-choice items and spaces for recording constructed responses. The MCA-II answer book for grades 4 and up has the usual grids for demographic information and multiple-choice items as well as space to write responses to the constructed-response items. The BST answer document only has grids for demographic information and multiple choice items. Other names for

answer book/document include: answer folder, answer sheet and response document.

BenchmarkA specific statement of knowledge or skill within an academic standard. The specific skills that fit under a learning strand or academic standard.

Bias ReviewA weeklong advisory panel where Minnesota educators, parents and community members review reading passages and test items for potential use on the assessments. The panel reviews test materials for ethnic, cultural, religious or geographic bias. The panel also makes sure that the materials give all students an equal and fair opportunity to demonstrate their skills and knowledge.

Blueprint (test blueprint)Tests are built to specifications, sometimes called a blueprint. The blueprint specifies such things as reporting categories, number of items for each category and the number of operational and field-test items on the test.

Common ItemsTest questions that are contained on all test forms and administered to all students in the assessment group. Common items are also referred to as “base” items.

Computer-Based TestingAssessment delivered by a computer. The Science MCA-II is an online, computer-based test that becomes operational in 2007-2008. The MTELL is also delivered by computer.

Constructed-Response ItemAn item where the student is required to write or draw a response, and someone hand-scores it.

Content AreaSubject area (e.g., reading, writing, language arts, mathematics, social studies and science).

Criterion-Referenced Test (CRT)A customized achievement test that describes student performance in terms of a specific standard (e.g., “typed 50 words per minute with 3 errors”). Typically, criterion-referenced testing has been associated with classroom testing where instructional objectives are used. In recent years, standardized testing has moved towards customized criterion-referenced testing in order to provide testing instruments that better align with state and local educational objectives.

Cut ScoreA specified point on a score scale that separates achievement levels and is usually established by the Commissioner after receiving a recommendation from a Standard Setting advisory panel. Cut scores of particular importance to NCLB are the ones that separate Does Not Meet Standards from Partially Meets Standards (worth .5 Index Points) and separate Partially Meets Standards from Meets Standards (worth 1 Index Point).

DAC (District Assessment Coordinator)This person is the district’s main contact with MDE and Pearson concerning all statewide assessments. You will find more information for the DAC at http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/index.html.

DAC CornerThe main section link at the Research and Assessment Website where documents related to DACs are found (http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/index.html). Click on “DAC Corner” to find many resources for DACs. Data ReviewAn advisory panel where Minnesota teachers and test development specialists review the data from the items in a field or pilot test. The panel members review such statistics as the difficulty level, DIF (how gender and ethnicity affect performance) and the discriminating nature of the items (how high-performing students performed on the items compared to low-performing students). Items that pass this review may be used in an operational test.

Domain Scoring (Handscoring Term)A scoring model that requires a reader to score several categories or “domains” of an essay. A typical domain is Content. Features within Content might be central idea, organization, elaboration, etc. Each domain is evaluated holistically. The domain score indicates the extent to which the features in that domain appear to be under the control of the writer.

Downloadable FilesData files are available at the MDE Website for downloading for district use. You will find these files at http://education.state.mn.us/mde/Data/Data_Downloads/Accountability_Data/index.html.

Educator PortalMDE’s new identity management system that gives districts access a variety of MDE sites with a single user ID and password. One site is the Educator Portal where districts can view assessment results for students, schools and the district as well as Adequate Yearly Progress (AYP) and Annual Measurable Achievement Objectives (AMAO) status for the schools and districts. The other site is the School Report Card Collection system where districts can edit information about the district and its schools.

Electronic ReviewAn electronic review panel consists of content and bias panelists that look at developed science scenarios and assessment items in electronic format. Panelists check the visual appeal and clarity of items that have gone from paper and pencil representation to an electronic media format.

ELL (English Language Learner)A programmatic and research term used to define those learning English as an additional language. State and federal law uses the term LEP for this same group of learners.

EPAS (Educational Planning and Assessment System)EPAS, comprised of the EXPLORE, PLAN, and ACT, is designed to predict future performance in high school and

college. For two school years (2007-08 and 2008-09) Minnesota will subsidize public school districts that administer the EXPLORE and PLAN to its students.

ESL (English as a Second Language)Term used to describe a method of instruction and the professionals engaged in teaching English to speakers of other languages.

EquatingA psychometric process that ensures comparability of scores from one test form to another (e.g., from year-to-year or from form-to-form). Equating produces a Raw Score-to-Scale Score conversion table.

Exemplar (Hand-scoring Term)A response to a constructed response item that is an ideal example of a particular score point of a rubric. Also referred to as an “anchor” response.

Field TestNew test items or writing prompts need to be checked out before they can be used. Minnesota uses two types of field test, standalone and embedded. Writing prompts are typically used in standalone field tests while reading and mathematics items are typically embedded in operational tests. Field testing yields a set of item statistics that describe how well the item or prompt functions. Items that “work” are stored in the item bank for future use in constructing operational test forms.

Field Test ItemsNew items that are being evaluated to make sure they adequately measure what they were designed to measure. These items may be in a separate field test (a partial test) or inserted in an operational test.

Figural Response ItemA type of item used sparingly in the online Science MCA-II. Students may select one or more points on a graphic, drag and drop a graphic from one location to another, or manipulate a graph. Each item is worth one or two points.

Form 1There are 12 forms (1-12) of the MCA-II for each grade and subject, and they are spiraled throughout the test packages from Pearson. However, for reasons of economy and convenience all accommodated versions of a test prepared by Pearson use Form 1. For example, a student listening to a mathematics script should be looking at a Form 1 version of the mathematics MCA-II.

Frequency DistributionA table that shows the number, percentage and cumulative percentage for each value in a data set. The data could be test scores (e.g., raw scores, scaled scores) or item responses (e.g., A, B, C, D, Omits, Double Grids).

GRADThe Graduation-Required Assessments for Diploma started in 2006-07 when ninth graders took the GRAD Test of Written Composition. The grade 10 reading MCA-II/GRAD arrives in 2007-08 and the mathematics grade 11 MCA-II/GRAD arrives in 2008-09. Students who do not pass the reading or mathematics MCA-II/ GRAD the first time they take it will take just the GRAD when retesting.

http://education.state.mn.us/mde/Data/Data_Downloads/Accountability_Data/index.html

http://education.state.mn.us/mde/Data/Data_Downloads/Accountability_Data/index.html

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/index.html

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/index.html

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/index.html

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/index.html

Gridded-Response QuestionsThis was a new type of question that was added to the mathematics MCA-IIs in 2005-2006. (However, they will not be part of the mathematics MCA-II/GRAD.) For examples, go to: http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/Assessments/MCA_II/MCA_II_Item_Samplers/index.html.

HandscoringThe process by which the responses to constructed-response items or essay topics are scored. These responses cannot be read by the scanners and must therefore be read and scored by readers trained to score according to the state’s specific scoring rubrics (criteria).

Holistic Scoring (Handscoring Term)A scoring model that requires readers to assign scores based on more general criteria found in the rubric. Criteria are stated for each valid score point of the item.

IEP (Individual Educational Plan)An official educational document that may specify a special testing condition (e.g., accommodation) for a student taking an NCLB-related test. In some cases an IEP may specify the Minnesota Test of Academic Skills (MTAS).

Inter-Rater Reliability or Inter-Reader Reliability (Handscoring Term)A method of measuring the agreement among readers scoring the same responses. Computer programs compare the scores assigned by one reader to those of another for the same student. Reports showing reliability are used to monitor reader performance.

Intra-Rater Reliability (Handscoring Term)A measure of a reader’s consistency in scoring constructed responses. Usually measured using Validity Sets.

ItemA test question. Examples of formats are multiple-choice, open-ended (constructed response) and extended response.

Item BankAn item bank is a collection of test items in various stages of review along with associated material (e.g., reading passages, reviewer’s comments) and item statistics. Test items that have passed all reviews are eligible to be put on an operational test.

Item CalibrationA process of evaluating item functioning using an Item Response Theory (IRT) model. The results of item calibration are various item parameters.

Item DifficultyItem difficulty is usually defined as the proportion of students who correctly answered the item, or p-value. An item with a p-value of .72 was answered correctly by 72% of the students.

Item DiscriminationThe term applies to the ability of an item to discriminate between students who are strong on the factor being measured and those who are weak. The measure MDE uses is the Point-biserial Correlation that is the Pearson correlation between responses to a particular item and scores on the total

test. Both very low and very high Point-biserial correlations merit further investigation.

Item ReviewAfter receiving training on item development, members of this panel help choose appropriate items for future tests.Item SamplersThese are sample test items for the various tests. In the case of reading, they have reading passages followed by sets of items. The samplers are categorized by subject and grade. Item samplers for the MCA-II are available at http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/Assessments/MCA_II/MCA_II_Item_Samplers/index.html.

Item SpecificationsItem specifications specify the language and format item writers must follow when constructing items.

Large-scale AssessmentStandardized testing for thousands of students. The tests measure student knowledge and skills against pre-determined standards set by a large political or policy group. The assessment is summative, measuring what students know at a particular date. Its focus is on judging student performance against a clear set of criteria. Large-scale assessment is different from classroom-based assessment that judges student performance in a standards-based curriculum as well as the student’s attitude, effort and performance (status and growth) on teacher-determined goals.

LEP (Limited English Proficient)The term used by state and federal officials to describe a student who lacks the language skills necessary to fully participate in classes taught in English. LEP learners are also often referred to as ELL.

MARSS (Minnesota Automated Reporting Student Systems) DataThe MDE Website where districts submit student enrollment information. Student data from MARSS is used to populate preprinted answer books/documents and to verify enrollment for Adequately Yearly Progress.

Matrix ItemsMost statewide assessments involve multiple test forms. Each test form often has Common Items and Matrix Items. Common items appear in all forms while the set of Matrix Items is unique for each test form. The result is that all students take the common items, but only a portion of the students take any given matrix item.

The purpose of this arrangement is to adequately measure many concepts without requiring students to take all items. Under these conditions an individual’s score is based only on the Common Items while the school, district and state scores are based on all items.

Minnesota Test of Academic Skills (MTAS)In 2006-07 the Minnesota Alternate Assessments, which for years have been given to students with severe cognitive disabilities, were retired and replaced by the MTAS. These tests are aligned to extensions of the Minnesota Academic Standards that represent a reduction of the breadth and depth of the standards. Only students who meet participation guidelines are eligible.

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/Assessments/MCA_II/MCA_II_Item_Samplers/index.html






Modifications Modifications are substantive changes in a test or testing conditions that are available only to students who have IEPs or 504 plans. Modifications are allowed only for the BST. An example of a modification is a documented decision by an IEP team to allow a scale score of less than 600 to be a passing score for a student.

Multiple-Choice ItemAn item with answer choices provided.

NCLB (No Child Left Behind Act of 2001)On January 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001, a landmark in education reform designed to improve student achievement and change the culture of America’s schools. The goal is to have every student achieve proficiency in reading, mathematics and science by the year 2014. You can find more information about NCLB at the U.S. Department of Education at http://www.ed.gov/nclb/landing.jhtml .

New Item ReviewThis panel helps choose appropriate items for future tests after receiving training on item development.

Norm-Referenced Test (NRT)Achievement tests that describe a student’s performance in terms of the student’s relative position in a group (e.g., the 80th percentile means the student scored better than 80% of her classmates). NRTs are usually standardized tests offered by commercial test publishers such as CTB (TerraNova), Harcourt (MAT8, Stanford 10), Riverside Publishing (Iowa Test of Basic Skills, Iowa Test of Educational Development), ACT (ACT Assessment) and ETS (SAT I, SAT II, GRE). The above tests have been nationally normed so that an individual student can be compared to students nationwide. In many cases local norms are developed for the state, district, school, college or university levels.

Operational TestA test that is administered annually to all eligible students. All passages and items on the test have been developed, piloted and reviewed by Minnesota teachers. This is sometimes called the “live administration” as opposed to the pilot test.

Ordering WindowThis is the period of a few weeks during which you can go to Pearson’s Website and order testing materials. There are separate windows for the BST and the MCA-II/TEAE/ MTELL.

Passage ReviewThis is an advisory panel where Minnesota teachers review reading passages in order to identify those which will be field tested. Teachers review passages for the grade level appropriateness of the content, interest level and readability.

Pearson (Pearson Educational Measurement)In August 2007, the Research and Assessment Division completed negotiations and awarded the testing contract to Pearson Educational Measurement. The contract covers all work for the MCA-IIs in reading and mathematics for grades 3 through 8, 10 and 11; science at grades 5, 8 and high school; the BSTs; the GRAD tests; and ELL tests (TEAE, MN

SOLOM). Customer service telephone is 1-800-627-7990 ext 824; FAX is 319-358-4330.

Performance AssessmentAn assessment that requires students to produce rather than select a response. These responses typically must be hand-scored.

Performance LevelsSections of a scale score continuum created by cut scores. (See Achievement Level)

Pilot TestTypically, a test that is administered on a small scale to a representative group of test takers. Pilot tests are usually used to verify the clarity and accuracy of the test materials, including items, response documents, test forms, manuals, etc. In some cases, a pilot test may refer to a test administration involving a large number of participants. Results have no official ramifications for individual students and no Individual Student Reports are created, but they may be used by the schools to predict performance on future operational tests.

Pre-printed Test DocumentsTest answer books or labels that have individual student information from MDE printed on them. Typical data fields are name, date of birth and MARSS number. Pre-printing test documents avoids student bubbling errors.

Practice SetsExamples of student-constructed responses that are assembled during range finding and used during scoring. These student papers illustrate the most crucial scoring decisions—also called “line decisions”—for the scoring of the MCAs. The use of practice sets help scorers assign scores consistently and reliably.

Progress ScoreProgress Scores for reading and mathematics, which are available on the District Student Results file, use a scale that represents achievement within the grade 3 to grade 8 range. The change in Progress Scores from one year to the next represents the progress a student makes from one year to the next.

PromptA stimulus or instruction used to elicit a constructed response from a student. Typically this is a writing prompt, but prompts may be used in other content areas as well.

PsychometricsThis is a branch of psychology that deals with the design, administration and interpretation of quantitative tests that measure psychological variables such as intelligence, aptitude and personality traits. It is also the process where a student’s achievement is measured and a score is assigned.

Qualitative RubricRubrics that use qualitative indicators to determine the distinctions between score points in constructed-response answers. They use language such as “specific” and “vague” and “strong” and “general.”

http://www.ed.gov/nclb/landing.jhtml

Quantitative RubricRubrics that use “countable” criteria to determine the distinctions among score points. Students are asked to provide from one to four ideas, details, examples or pieces of information to support their answers to constructed-response items.

Rangefinding (Handscoring Term)The process of selecting responses that exemplify particular score points. The set of responses is used in scoring guides and other training materials that prepare readers for scoring.

Rasch ModelA psychometric model from the IRT family of models that permits objective comparisons of individuals, items, etc. Rasch provides both estimates of item difficulty (logit difficulty) as well as person ability (logit ability). It is used for scaling and equating test forms as well as producing item analysis.

Raw ScoresScores obtained directly from student responses. The raw score is the sum of points assigned to a student’s constructed-responses, the sum of correct answers to multiple-choice questions, or a total of both types of responses. Raw scores are usually transformed to another scale for reporting purposes.

Raw to Scale Score ConversionWhen a Minnesota assessment is administered many times a year or to students in the same grade across years, a constant scale is necessary to maintain comparability of scores. To ensure equivalency of scores across years, raw scores are converted to scale scores through a linear transformation of estimated latent traits (construct). Through this process called test score equating, equivalency of test forms is maintained and fair comparisons are ensured.

ReliabilityThe extent to which test scores are reproducible. If a class of students theoretically took the same test twice in one day and each student’s score was the same on the second administration of the test as on the first, the test would be perfectly reliable (1.00). Of course, perfection is not possible and reliabilities in the .90s are considered good. In handscoring, reliability refers to agreement between readers when assigning scores. Handscoring-quality-control reports help monitor reader reliability.

Reliability CoefficientA measure of the relationship between two sets of numbers (see Reliability). In handscoring situations, the correlation between the ratings of two individuals or between an individual’s score and the official scores on a special set. ResponseA student’s answer to a test question.

RubricThe criteria used to rate student responses to constructed-response items or writing prompts. Rubrics vary according to the type of item and the goals of the testing program.

SAC (School Assessment Coordinator)This person coordinates the delivery, administration and return of all test materials at a testing site.

Scale ScoreA mathematical transformation of a raw score that makes it possible to make comparisons across groups.

ScoreA means for measuring a response. For example, an open-ended response can be scored 0, 1, 2, 3, or 4. A score for a multiple-choice item is usually 1 (right) or 0 (wrong). In addition, a score may refer to the total number of items answered correctly or to a scale score for a test.

SegmentAll MCA-II test books for reading and mathematics are divided into four segments for ease of administration. MDE recommends that segments be given in order, and that the time given for each segment be sufficient for all students to comfortably finish each segment.

Selected-Response ItemSame as multiple-choice item.

StandardsContent Standards: Statements of the subject-specific knowledge and skills schools are expected to teach students.Performance Standards: a general level of performance operationally defined by cut scores, labeled by descriptive terms (e.g., proficient) and often accompanied by examples of typical work.

Standard ScoreA type of transformed score that reports performance in terms of the number of standard deviation units the raw score is from the mean. Most Scaled Scores or score scales reported in large-scale assessment are standard scores.

Standardized TestingUnlike tests made by the teacher and administered in a classroom setting, standardized testing provides a uniform and systematic way of designing, developing, implementing, administering, scoring, and reporting test results. This systematic approach allows decision-makers, teachers, parents, and students to make comparisons across subjects (e.g., Sally is better at mathematics than reading), across grades (e.g., Joey has improved his mathematics ability from last year), and between schools and districts (e.g., JFK Middle School reported higher English Language Arts scores than did Trenton Middle School).

Storyboard ReviewThis panel evaluates the appropriateness of the scenarios for computer-based tests, a task similar to choosing passages for a reading test. It reviews storyboards for content, grade level, length, gender, geography and ethnicity.

StrandsThe major concepts assessed by state tests. The learning strands for the MCA-IIs come directly from the Minnesota Academic Standards.

Sub-ScoreIn most large-scale assessments, several types (or levels) of scores are reported. Typically, a total or overall score is reported for the subject (e.g., mathematics) as well as one or more sub-scores or strand/domain scores (e.g., number sense, geometry, measurement, probability and statistics).

Technical ManualThe document that is written after the test is scored and reports are sent to the schools. The manual includes the history of how the test was constructed and scored, including all the psychometric information. It is updated annually after each test administration.

Test DevelopmentThe process of constructing a test. It includes writing the items or test questions and selecting the good items and organizing them into test forms.

Test ItemsTest Items is a monthly Research and Assessment newsletter sent via email to DACs on the first Wednesday of the month. Past issues are posted on the Web at http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Communication/Test_Items/index.html. DACs also receive via email the weekly DAC Update.

Test MapsTest maps are the blueprints that specify the number and types of passages and items on the operational tests. For example, for a reading test the test map specifies the readability level of passages; the number of words per passage; the type of text features that can be used; and the percentage of multiple-choice, short-answer, and extended-response items. Each year the builders of a test attempt to replicate the characteristics of the previous year’s test as closely as possible. However, there may be slight variations from year to year. The equating process accommodates for these variations.

Test SpecificationsTest specifications are the specific rules and characteristics that guide the development of a test. Adherence to test specs ensures that equal test forms are developed annually. Test specifications refer to the overall characteristics of the test content and format that must be followed when constructing tests.

Universal DesignAn approach to designing a test so it can be used by the widest range of users without adaptation or modification.

Universal FileThe Universal File in Excel simplifies the importation of data from the District Student Results (DSR) file on the CD sent by Pearson. The Universal File replaces several formats used in previous years by various vendors. Starting in 2003-2004, all test data has been in the same format regardless of vendor, test, grade, or subject. The only changes in future years will be changes in the meanings of the codes or the use of a particular field. Data before 2003-2004 can only be imported into files especially configured for the particular vendor, test, grade or subject. Those Excel files will be added as they become available. Each Universal File includes the layout of student test data, sample content by test, label abbreviations and definitions and directions for importing data from a CD.

ValidityThe appropriateness or correctness of inferences, decisions or descriptions made about individuals, groups or institutions from test results. There is no such thing as a generically valid test. Validity must be considered in terms of the correctness of a particular inference.

Value-AddedValue-added models are not part of a particular test or series of tests, but a way of making inferences about changes over time in some variable such as student learning. Value-added sometimes refers to a simple growth or difference score or it can refer to a complex set of formulas using variables such as teacher, teacher qualifications, SES, school size, class size, etc. that might have an impact on student performance. Value-added models have been developed to explain changes in student performance at the district, school, and/or the teacher level. There are many technical difficulties associated with these models and many experts suggest limiting the analysis to only the district and school level.

WeightingSome items or portions of a test may be assigned differential weight to indicate increased importance of that item or portion.

Writing PromptA topic given to students to elicit a writing sample. (The response is hand-scored.)

http://education.state.mn.us/mde/Accountability_Programs/Assessment_and_Testing/DAC_Corner/Communication/Test_Items/index.html



Index

5504 Plan, 2, 24, 28, 29, 36, 37, 38, 40, 67, 92, 94, 96, 97504 Plan Students, 2, 20, 24, 27, 28, 29, 30, 36, 37, 38, 39, 40,

48, 67, 92, 94, 96, 97, 129

AABE Students, 47, 79ABS test code, 48, 49, 52, 69, 78, 79Accommodation, 27, 28, 29, 30, 31, 37, 38, 92, 94, 96, 97Accountability Gateway, 29ALC, 47, 48ALT Test code, 78Alternate Assessment, 2, 4, 6, 13, 20, 31, 35, 78, 92, 93, 94,

95, 96, 97, 128AMAO, 4, 7, 57, 81, 126, 127

BBraille, 13, 22, 29, 36, 37, 62, 92, 94, 96, 97, 126BST (Basic Skills Test), 1, 3, 5, 6, 7, 12, 17, 19, 29, 30, 31,

36, 37, 38, 39, 42, 43, 47, 48, 49, 51, 53, 56, 58, 60, 62, 63, 66, 67, 70, 71, 72, 73, 75, 76, 77, 78, 79, 81, 84, 85, 89, 90, 91, 94, 95, 111, 114, 116, 126, 129

CCalculators, 2, 65, 66CD, 19, 20, 29, 36, 38, 53, 62, 81, 92, 94, 110, 111, 131Correctional Facility, 49Corrections Window, 49, 52Cost, 63Cost of test to nonpubics, 63Cost of test to nonpublic students, 63

DDictionaries, 64District Assessment Coordinator, 1, 12, 13, 15, 16, 17, 19, 21,

22, 23, 35, 38, 43, 55, 63, 68, 70, 71, 81, 82, 88, 89, 90, 92, 93, 94, 95, 96, 97, 98, 110, 113, 114, 115, 123, 127

Dropout, 48Dropout student, 48

EEarly Correction Window, 20Educator Portal, 51, 81, 82, 83, 127ELL, 5, 8, 14, 21, 31, 35, 42, 43, 69, 96, 127, 128, 129EPAS, 8, 122, 127Expelled student, 48EXPLORE, 8, 122, 127

FForeign exchange student, 48, 79Form 1, 38, 62, 111, 127

GGED student, 49GRAD, 1, 3, 5, 6, 7, 12, 19, 20, 37, 43, 51, 56, 57, 59, 60, 61,

62, 63, 67, 71, 72, 75, 76, 77, 90, 91, 95, 111, 113, 114, 116, 127, 128, 129

HHome school, 49, 77Homebound student, 49Homeless student, 49

IIDEA 2004, 31IEP, 15, 23, 24, 29, 30, 31, 36, 37, 38, 39, 40, 43, 52, 58, 67,

92, 93, 94, 95, 96, 97, 128, 129Illness, 69Injury, 33INV test code, 70, 78, 79, 101, 102Inventory, 19, 21Item Samplers, 73, 128

LLarge print, 36, 62LEP exemption, 42LEP student, 4, 5, 16, 20, 28, 31, 37, 38, 39, 41, 42, 43, 44,

50, 51, 60, 64, 66, 67, 69, 71, 72, 82, 83, 92, 94, 97, 126

MMARSS, 1, 2, 4, 5, 25, 41, 43, 47, 48, 49, 50, 51, 52, 56, 57,

61, 66, 67, 75, 76, 77, 78, 79, 81, 89, 91, 93, 113, 114, 116, 128, 129

MARSS WES, 25, 75MDE Contacts, 1Minnesota Writes!, 2MN SOLOM, 5, 7, 20, 41, 50, 57, 60, 61, 63, 69, 90, 91, 113,

114, 116, 126, 129Moving in, Moving out, 50MTAS, 2, 1, 2, 3, 4, 5, 6, 7, 10, 11, 12, 13, 15, 16, 19, 20, 21,

22, 25, 28, 31, 32, 33, 35, 50, 57, 58, 60, 63, 67, 69, 72, 76, 90, 91, 92, 93, 98, 113, 114, 116, 119, 120, 128

MTELL, 1, 2, 3, 4, 7, 12, 20, 35, 36, 37, 38, 41, 43, 50, 51, 57, 58, 60, 61, 62, 63, 65, 66, 67, 69, 71, 72, 73, 76, 82, 83, 84, 90, 91, 97, 112, 113, 114, 116, 126, 129

NNAEP, 2, 8, 123, 124NE test code, 50, 78, 79New-to-Country, 13, 41, 51, 69, 79Non-disclosure Agreement, 16, 43Non-public school, 51, 67

OOrdering test material, 56, 61, 65, 67, 75, 76Ordering window, 63Overage, 19, 63

PPEM, 9, 13, 15, 16, 19, 21, 35, 36, 37, 38, 39, 51, 58, 61, 63,

69, 70, 78, 85, 86, 117, 118, 127, 129PLAN, 8, 122, 127Posters, 64Posttest Edit, 76, 78, 85Pretest Edit, 75, 76Principal, 16, 21, 22, 90Private school, 51Progress Score, 84, 129PSEO, 51PSEO Students, 2, 51

RREF test code, 78Re-scoring tests, 56, 57, 63, 91Restroom, 69Retained student, 52Review, request for, 113Rulers, 62

SSchool Assessment Coordinator, 11, 13, 15, 16, 17, 19, 20,

21, 23, 24, 25, 37, 65, 67, 68, 69, 70, 71, 72, 76, 77, 78, 79, 86, 89, 90, 104, 106, 107, 108, 109, 130

Science Tryouts, 7Scratch paper, 36, 44

Scribe, 13, 14, 92, 94, 96, 97Security Checklist, 16, 19, 21, 22, 24, 65, 70, 118Segment, 59, 66, 68, 130Seniors, 95Shared-Time student, 52Site eadiness, 2Site Readiness, 2Special Education Director, 20Spee-Dee Delivery Service, 21Suspended student, 52

TTEAE, 3, 5, 7, 12, 17, 19, 20, 24, 25, 30, 35, 36, 37, 38, 49,

50, 58, 59, 60, 61, 62, 70, 71, 72, 77, 78, 79, 96, 112, 126, 129

Test Administration Report, 12, 16, 21, 22, 24, 36, 37, 39, 40, 43, 52, 68, 70, 78, 89, 118, 119

Test code, 71, 77Test Monitor, 11, 13, 14, 15, 16, 19, 20, 21, 22, 23, 24, 30, 59,

65, 67, 68, 69, 70, 71, 72, 73, 78, 106, 107, 108, 109Test security, 2, 12, 15, 16, 17, 19, 20, 21, 22, 101, 103, 105,

109Test Security Notification Form, 12, 15, 20, 22Test WES, 1, 25, 49, 57, 66, 67, 75, 76Testing Irregularity, 15, 20Testing Irregularity Notification Form, 15Translation, 15, 36, 38, 39, 92, 94, 112

VVirtual school, 52

WWall charts, 64Web Edit System, 1, 25, 49, 57, 66, 67, 75, 76

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