1. Test Window: March 30 – May 15, 2015
NCSC Test Administration Training National Center and State Collaborative
Test Window: March 30 – May 15, 2015
March, 2014

2. Contents Overview of NCSC Overview of test structure
Supports, Assessment Features, Accommodations
Students who are Blind, Deaf, or Deaf/Blind
Online demonstration
Test Administrator and Test Coordinator Responsibilities
Administering the test
Taking the final quiz

3. NCSC Member States

4. NCSC Overview Test Window March 30 – May 15, 2015 Test Type: Adaptive
Grade Levels:
3-8 and 11
Content Areas:
ELA (incl. Writing), Math
Timing:
Month-long in Spring
Standards:
CCSS: discrete grade levels
Eligibility:
Remains the same
Teacher time:
Lighter: some preparation for accommodations and materials for each item.
Scoring:
Teacher scores some constructed response items for Math.
Results:
Standardized content with adaptations and accommodations (valid group comparisons will be easier)
Format:
Computer and Paper

5. Tested Grade Levels for Alternate Assessment2 3 4 5 6 7 8 9 10 11 12
RIAA SCI
Yes
NCSC ELA and Math
NOTES:
Students only take the tests in their designated grade level.
Students do not “make up” tests from previous grades that were missed.
Students who qualify for alternate assessment late only take NCSC and do not have to take PARCC.

6. Change in Standards for All Tests
Grade Level Expectations:
Reading,
Writing,
Mathematics
Alternate Assessment Grade Span Expectations:
Reading,
Writing,
Mathematics
THEN
NECAP in Reading and Mathematics
RIAA in Reading, Writing, and Mathematics
Common Core State Standards
English Language Arts (includes Writing), and Mathematics
Common Core State Standards
English Language Arts (includes Writing), and Mathematics
As a brief refresher, we all know that the GLEs and GSEs that the NECAP and the RIAA were aligned to have been replaced with the CCSS. In the case of the NCSC alternate assessment, the addition of the Core Content Connectors serve as guidance for item development and alignment. The NECAP and the RIAA themselves have been replaced by the PARCC and the NCSC assessments.
NOW
PARCC in ELA and Mathematics
Core Content Connectors
NCSC in ELA and Mathematics

7. Supports Embedded in the NCSC Alternate Assessment
Item Supports
Assessment Features
Consider all three aspects when deciding how to support students.
The design of the test falls into three categories: the items, the test forms, and the supports embedded both within the test and the items.
ACCOMMODATIONS

8. Items include supports and grade-level content
Each standard assessed tests grade-level concepts and content regardless of item level.
Tier 4. Measures full CCC with fewest supports
Tier 3. Measures more of the CCC with more supports than Tier 4
Tier Supports
Scripted items
graphic organizers not completed
some graphics
read-aloud
modeling
Tier 2. Measures Essential Understanding with fewer supports than Tier 1.
Tier 1. Measures Essential Understanding of CCC with greatest amount of supports.
Tier Supports:
scripted items
simplified language but longer passage length,
equations provided
some graphics
read-aloud
graphic organizers not completed
modeling
Tier Supports:
scripted items
simplified language
passages slightly longer
graphics in text and items
read-aloud
graphic organizers partially completed
equations provided
small integer values
modeling
Tier Supports:
scripted items
modified/shortened texts
graphics in text and items
read-aloud
graphic organizers partially completed
Two or three item options (all with graphics)
small integer values
modeling
The test items are developed according to four levels (tiers) that include varying levels of supports for students. However, the content of the item remains aligned with the CCC/CCSS. The item may assess a small part of a standard (an essential understanding) or it may assess the standard fully but still incorporate various supports.

9. Sessions 1 and 2 Design Tier 4 Tier 3 Tier 3 Tier 2 Tier 2 Tier 1
Example of session 1
Example of session 2
Tier 4
Tier 3
Tier 3
Tier 2
Tier 2
The test as it was originally designed included a “pre-test” or “locator test” that was going to identify which tier(s) of item sets (5 item/set) that would most likely capture student performance most accurately. The first pilot test didn’t produce enough items for that kind of adaptive model and after the second pilot test, many of the Tier 4 items didn’t perform well. The second session of the test will have different numbers of the item tiers. In the example above, there are more tier 2 items than tier 1 items.
Tier 1
Tier 1

10. Item Types Selected Response (SR) Constructed Response (CR)
All content areas
aka: multiple choice
Constructed Response (CR)
Math only
Open Response (OR)
Writing only

11. Instructional Resources
NCSC Wiki for Instructional Resources
RIDE:
Common Core Connectors:
Click on “NCSC” tab
CCSS:
Click on “Educators” tab
Academic Vocabulary Module
Text Dependent Questions Module
Close Reading Module for teachers of students with disabilities.

12. Assessment Features and Accommodations

13. Assessment Features (always available)
COMPUTER
PAPER (Teacher-provided)
Answer Masking
Two pieces of paper on either side of the line the student needs to focus on
Alternate Color Themes
Color overlays
Increase Size of Text and Graphics (Magnification)
Adjust size before printing
Increase Volume
Separate testing space/auditory AT
Line Reader Tool
Audio Player (Text-to-Speech)
Read Aloud/Re-read
You can use paper versions of these assessment features:

14. Finding the Assessment Features
To activate any of these assessment features that a student may need you must have started the test. Click on the student’s name in the lower left hand corner of the screen in which the first item appears. A menu of options will display. You will simply click on the appropriate assessment feature for the student to activate it.
The assessment feature will continue to appear for each subsequent item unless it is deselected in the same menu or if the system is exited for later resumption of the testing session. When the testing is resumed, the assessment features will need to be selected again for the next item.
See the NCSC Assessment System User Guide for detailed instructions on how to turn on the assessment features.

15. The teacher or student can hide or unhide each item option.
Answer Masking
The teacher or student can hide or unhide each item option.
Answer masking is a feature that allows the student or TA to electronically cover and reveal individual answer choices in an item as needed.
If the student has an accommodation that permits a paper version of the item or test, the TA may use masking. The TA must not mask answer choices in a way that cues the correct answer.

16. Audio Player or Read Aloud (computer)
In the audio player, text is read aloud to the student by a recorded human voice that is embedded into each item. The audio player advances to each line automatically but can be stopped, paused, and made to repeat parts of the test item. The sentences are not highlighted as the voices reads aloud. If students are able, they should wear headphones as they listed to the audio player.

17. Read Aloud (teacher)
The teacher can read the test either from the paper copy or on the computer.
Can read the directions, answer options, or passage as often as is reasonable.
All text must be read exactly as written (i.e. no paraphrasing or emphasis of words in ways that provide hints to correct or incorrect answers).

18. Alternate Color Themes
The student or TAs may change the onscreen background and/or font color (color contrast) based on the needs or preferences of the student by selecting Alternate Color Theme in the Assessment Features menu.

19. Alternate Color Themes (color contrast)
There are several alternate color theme options for this assessment feature that can be selected.
Please note that for Pilot 2, when choosing this feature, some parts of an item may still appear white (as seen here). Any images in the item will remain white at this time and will not change to the color theme selected.

20. Line Reader Tool
Another Assessment Feature is a Line Reader Tool. When activated it draws the student’s attention to one or a few illuminated line at a time, while shading the remaining screen. The student or TA controls the placement of the Line Reader with the computer’s up or down arrow keys. The Audio Player does not work in tandem with the line reader tool.

21. Magnification ALTERNATIVE:
Use Ctrl+ or Ctrl- on the keyboard to increase or decrease the size of the text.
Magnification is a feature that allows the user to zoom in on and enlarge two lines at a time in the text.

22. Accommodations
Accommodations are changes in the materials or procedures of the assessment that do not alter what is being measured.
NOTE:
Accommodations must be included in the students’ IEP.
It’s highly encouraged that assessment features also be included in the student’s IEP but is not required.
None of the supports or the test features change what is being measured.

23. Accommodations Assistive Technology* Scribe Sign Language Translation
Braille (grades 3 & 4 only)
Students who are deaf/blind:
Special set of directions and test items that includes tactile graphics, and object replacement options.
Students must meet the criteria of being deaf and/or blind in order to receive these test items.
*TIP: Test with sample items to ensure proper functioning with the online test platform.

24. Which AT is compatible? Text-to-Speech
Already supported by the system as an assessment feature.
Alternate Keyboards
BigKeys, IntelliKeys USB board
Switch-based navigation and answer selection
Switch Interface Pro 6 USB
CrossScanner
ScanBuddy (mouse won’t work)
Eye Gaze
Some eye gaze software has been test. See the User Guide for a list of software.

25. Paper Versions
You may print a copy of an item or items by selecting “open test in PDF” from the Actions button.
Large print forms are not available because magnification, projection systems, and increasing the size of the font are all available.

26. Scribing Protocol Qualifications: Preparation: Familiar to the student
Familiar with accommodations and test features
Sign test security agreements
Preparation:
Practice with sample items
Practice protocol during regular instruction
(don’t make testing day the first day you try this)

27. Scribing Protocol
Introduce and explain the process to the student if necessary.
Write either on paper or into the NCSC Assessment System exactly what the student communicates.
Correctly spell all words; spelling isn’t scored.
Allow student to review/edit, etc. (follow the DTA).
Do not capitalize words or punctuate text unless directed by the student.
Confirm meaning of homonyms and homophones, e.g., than and then; to, two, and too; there, their, and they're.
Make any student-requested changes, even if incorrect.
Follow transcribing protocol (step 5 in manual)
SHRED all materials after testing.
Consider an activity where participants can practice scribing with each other.

28. Blind, Deaf or Deaf/Blind Students Nonverbal Students

29. Special Test Form Additional directions include:
guidelines for administering items (use along with the DTA)
suggestions for developing tactile symbols, using object replacements, and sign language interpretation.
Alternative text to be read aloud.
Example: if an item includes a bar chart, a detailed verbal description of the chart is embedded into the item.
Braille items
foundational items in reading (word identification)
grade 3 and 4 tests only
shipped directly to the district office.

30. Navigating the NCSC Administration System
View sample test items
View Test Features
View Item Tool Bar

31. Qualifications of Test Administrators
Online Modules 1 and 5/ Part 2 of the Test Administrator Manual

32. Test Coordinators must... Table 4 in Test Administration Manual
sign test security form.
complete training.
ensure teachers receive training and pass final quiz.
ensure technology requirements are met.
help teachers create testing schedules.
Ensure that teachers have access to a secure and consistent testing area that includes access to proper materials.
report test irregularities to RIDE and conduct investigation.
ensure ALL materials are shredded after testing.

33. Who can be a Test Administrator? (page 11)
The Test Administrator must be a certified/licensed educator familiar with the student, who completed the Test Administration Training and passed the end-of-course test with a score of 80%. Long term substitutes, student teachers, and teaching assisstants may assist teachers with administering the test but may not be solely responsible for test administration. Anyone involved with test administration must sign the test security agreement.
Rhode Island Policy: Aides, paraprofessionals may assist with administering the test IF 1) they are certified and employed by the district, 2) they receive training ,and 3) the TA or TC is present as the test is administered.

34. Test Administrators must…
develop a schedule
find a secure, consistent location for testing.
administer the student response check if necessary.
administer the test as presented in the DTA.
keep the test secure
complete all post-test surveys.
shred all documents after testing.
sign test security form.
complete training and pass final quiz.
read all test-related documents prior to testing.
determine test features and accommodations student will need.
review sample items with student before the test.
verify student information in the test portal
complete accommodations tab.

35. Creating Optimal Testing Conditions and Maintaining Test Security

36. How is a secure testing environment prepared
How is a secure testing environment prepared? Optimal Testing Conditions
Remove distractions as much as possible.
Use the same computer for each testing time.
Restrict access to resources that are identified in the DTA.
Only people who have received training on the NCSC test can administer it.

37. What is secure handling of testing materials?
Keep all test materials in a secure and locked location.
Log out of the NCSC Online Assessment System after each testing session and close the browser.
Protect materials from view by other students, teachers, parents, school staff or other individuals.
DO NOT duplicate, reproduce, or share materials.
Test Coordinators must SHRED all materials after testing. DO NOT KEEP.
Delete any materials that are on computers and AT devices.

38. Examples of Testing Irregularities?
Changing the wording of test directions, items/questions, response options, or any text as it is written in the DTA.
Using non-prescribed manipulatives or replacement objects, graphic organizers, or mnemonic aids.
Using any physical prompting, including hand-over-hand.
Providing students a preview of the test at any time.
Providing answers to students in advance of or during test administration.
Providing students clues or supports not indicated in the DTA.
Manipulation of testing materials in a way that hints at a correct or incorrect answer.
Changing a student’s answer.
Reminding the student of previously used materials or experiences directly related to concepts in an item.
Examples of inappropriate and prohibited modifications or changes to the DTA include, but are not limited to:
Changing in the wording of test directions, items/questions, response options, or any text as it is written in the DTA
Using non-prescribed manipulatives or replacement objects, graphic organizers or mnemonic aids
Using any physical prompting, including hand-over-hand
Providing students a preview of the Pilot 2 Test at any time
Providing answers to students in advance of or during test administration
See other examples of inappropriate test practices in the Inappropriate Test Practices section of the TAM under the heading “Test Integrity, Appropriate and Inappropriate Test Practices.” Test Administrators and Test Coordinators need to review this information.

39. Examples of testing irregularities continued…
Pre-teaching test content immediately before test administration.
Sharing test items or test content, in any way, with colleagues, parents, other staff members, the general public, the media, or students.
Leaving test materials unattended.
Leaving the NCSC Assessment System unattended while logged in.
Administration of the test by someone who has not completed the training or passed the final quiz.

40. How are testing irregularities reported?
TCs and TAs must:
monitor test administration and report test irregularities in accordance with state law and policy.
Steps for Reporting:
Notify school principal/ test coordinator
School test coordinator notifies district test coordinator/superintendent
District contacts the state (Phyllis Lynch or Heather Heineke)

41. Security Agreement (page 28)
Anyone who administers the test or who assists with administration must sign the test security agreement.
Take a moment to read the Security Agreement in the back of your manual.
All material from NCSC must be kept secure. All student work, DTAs, items, word boards, etc., must be shredded after testing and deleted from the computer.
To not do this is a violation of test security and test administration procedures.

42. Teachers who do not have students who are testing
CAN view the online modules with a teacher or administrator who will be involved in administration.
CAN have someone download the sample items from the NCSC Assessment System (sample items are not secure)
CANNOT have a NCSC Assessment System login.
CANNOT be present during the administration of the NCSC in order to “see what it’s like” or to observe.
CANNOT be in possession, at any time, in way, of any secure test materials.
CANNOT attend in-person training.

43. Administering the Test

44. First Decision to Make:
1. How will your student take the test?
Independently online
Paper-and-pencil
Hybrid – some online, some paper-pencil
The answer to this question will determine accommodations, test features, and the online procedures you use to administer the test.

45. Second Decision To Make:
2. Which accommodations and test features will be used?
Mirror, to the extent possible, instructional environment
Familiarity
What is engaging?

46. Basic Steps for Test Administration
Determine consistent, secure location
Determine schedule for practice and for testing
Determine test features and accommodations
Activate account (hopefully already done)
Download and print the following:
User guide
Sample test items
Directions for Test Administration (DTA)
Practice test features, accommodations, and with any AT device.
Log on to test platform, answer LCI questions, select accommodations
Conduct Student Response Check (some students)
Begin Test…
After testing, complete the surveys
SHRED EVERYTHING

47. AAC Guidelines RI Manual, Appendix C
DO:
DO NOT:
Ensure all AT works with the online system.
Wait until the day of testing to try out AT
Introduce vocabulary you find as you review the DTA
Teach prompts or test items prior to testing at any time.
Add vocabulary to AT device
Change any pictures or graphics in items or passages
Create word boards that represent groups (people, nouns, topics [flying, transportation, pets, etc.])
Create word boards that contain every word they need to create a sentence or answer
Follow the DTA directions for the items
Create word boards with selections where no answer is incorrect.
It is important that students have choice in what they want to say. This will require that you go through the DTA and identify any vocabulary that you may need to introduce to the student before the test.

48. Student Response Check
For students who do not have a consistent mode of communication

49. The Purpose: Communication
Can a student clearly identify which answer they want?
If YES, (student responds verbally or by using assistive technology (AT), etc.), you do not need to do this.
If NO, then conduct a Student Response Check.
The MODE of communication is not important; only the intent of the student.

50. Ways students can communicate their answers
Students can communicate answers by:
Using the mouse to select an answer
Verbalizing answers
Gesturing or pointing to the answer
Using assistive technology to indicate answers*
Using eye gaze chart to select answers
Circling or marking answers on a paper copy of the test
Note: The use of hand-over-hand or any physical prompt that directs a student toward an answer is not considered a consistent and observable response because the student is not indicating his/her answer choice in an independent way.
It’s important to remember that one of the driving beliefs about all students, not just those with disabilities, is that they have a way to demonstrate what they think, what they know, what they want…that they be independent. If you have a student who cannot or does not have a way to at engage in some kind of communication, then they will not be able to complete this assessment. There aren’t any other testing options for students who do not have a mode of communication that they cannot initiate at least partially.
*AT is one of the methods of response. If your student DOES NOT use AT, you do not need to test this particular method of communication.

51. What to do with the results of the SRC:
If YES, proceed with test administration.
If NO, administer the first four test items of either ELA or Math and based on those results, do one of the following:
If the student responds to at least one of the first four test items, continue to administer all test items to the student.
If the student DOES NOT respond, close the test, select “Early Stopping Rule”, and complete the End of Test Survey.
Closing a test is irreversible and cannot be undone.
This isn’t about the right answer; only a response. DO NOT terminate the test if the student selects the incorrect answer.
Demonstration: Student Response Check
It’s important that you see a response; not a right answer. Don’t terminate the test if the student selects the incorrect answer.

52. Access Student Response Check
Find Student and click on Student ID number
Locate the student in the list and click on their Student ID number.

53. Access Student Response Check
Click on SRC
Click on the SRC tab.

54. Student Response Check
Click Start Computer Student Response Check
There are two ways that you can conduct the Student Response Check:
1. Using the computer, or 2. using a paper version
If a student can likely indicate a response to an item by (a) using the mouse and computer, (b) responding verbally, (c) using a scanning device, (d) pointing when positioned appropriately, you will click on the Start Computer Student Response button.
The next few slides provide an overview of the use of the computer for the Student Response Check and the directions to fill out the Response Check form in the NCSC Assessment System.

55. Conduct Student Response Check – Computer
1. Read directions
First, you (and the student) will see an introduction to the Student Response Check with some general directions about how to proceed.
Click on the Next button to proceed to the Response Check.
2. Click Next

56. Conduct Student Response Check – Computer
1. Read text aloud to students
2. Click Next

57. Conduct Student Response Check – Computer
1. Point to specified option
2. Ask student to point to specified option
3. Click Next

58. Enter SRC Information
1. Complete form

59. Student Response Check Paper Versions
Conduct the SRC paper version for students who communicate with:
Pointing
Gestures
Eye-gaze
Other modes that make using a computer difficult
Steps:
Download and print both pages of the SRC
Follow the directions that can be downloaded from the NCSC Assessment System.

61. Enter SRC Information 1. Answer additional question 2. Click Save
For each response mode checked, an additional question appears:
If the student was able to indicate each response option (1, 3, 2), please choose Yes.
If the student was not able to indicate each response option (1, 3, 2), please choose No.
When finished, click on the Save button.
Reminder, if you do not need to conduct the SRC with the student you must still complete this tab. If you do not, access to start the test will be denied.
2. Click Save

62. Time to Administer the Test
Timing and Scheduling
Time to Prepare
Time to Administer the Test

63. ELA Test Sessions NCSC ELA Sessions Reading Session 1
Writing
Literary and informational reading passages and associated Selected- Response Reading items
Open-Response Foundational Reading items (Grades 3 and 4 only)
Selected-Response Writing items and one Constructed-Response Writing item

64. Mathematics Test Sessions
NCSC Mathematics Sessions
Mathematics Session 1
Mathematics Session 2
Selected-Response Mathematics items
Constructed-Response Mathematics Completion items in selected grades

65. Preparing for the Test
Training (Test coordinators and teachers pick ONE):
Online training modules
In-person training
Reading materials:
Test Administration Manual
Directions for Test Administration
Sample items
Preparing test:
Manipulatives
Practice scribing protocol, answering items
Creating word boards, eye gaze boards, loading pictures into AT devices, etc.
Substitutes: Are they needed?
Teachers who participated in the pilot tests found subs helpful for preparation; only some found it helpful for administering the test; dependent on the needs and requirements of the students.
The amount of

66. Timing and Scheduling Suggestions
Base test times (both sessions):
Approximately 90 minutes for ELA
Approximately 90 minutes for Math
Student uses computer or paper copy fairly independently:
Student requires support to use computer; frequent breaks;
Student requires eye gaze board, braille, help using AT, frequent breaks;
Based on teacher feedback from Pilots 1 and 2

67. RI Teacher Data: Mathematics
How long did it take the student to complete the entire mathematics test (do not include time for pausing, only engagement with the test)?
Frequency
Percent
Valid Percent
Cumulative Percent
Time to Complete
30 Minutes or Less 3
5.5
5.6
31-60 Minutes 22
40.0
40.7
46.3
61-90 Minutes 18
32.7
33.3
79.6
Minutes 7
12.7
13.0
92.6
More than 120 Minutes 4
7.3
7.4
100.0
Total 54
98.2
Missing
System 1
1.8 55

68. RI Teacher Data: Reading
How long did it take the student to complete the entire reading test (do not include time for pausing, only engagement with the test)?
Frequency
Percent
Valid Percent
Cumulative Percent
Time to Complete
30 minutes or less 3
5.3
31-60 minutes 16
28.1
33.3
61-90 minutes 21
36.8
70.2
minutes 15
26.3
96.5
More than 120 minutes 2
3.5
100.0
Total 57

69. Upload Evidence (Module 12) Writing Test Only
In this section we are going to discuss the two ways in which to capture students evidence for writing constructed response items as described in the “Capture Evidence” section of the UG for TAs

70. Submitting Student Work:
Only for students who created a paper writing product.
Two ways to capture student evidence
Computer Webcam
Scanner
Must upload evidence while test is open and item is still on the screen.
Webcam: Do not take pictures of people, only the writing product.

71. STEP 1: Click the Upload Button
Upload Evidence
The tool bar in the student test contains an Upload Evidence button. Click on this button to begin the process.
STEP 1: Click the Upload Button

72. Upload Evidence Option A: Webcam
STEP 2: Click
Use WebCam
If you have a webcam, select the Use Webcam button.

73. Upload Evidence Option A: Webcam
The screen will provide a window that will display whatever you place in front of your computer’s webcam.
STEP 3: Click
Take Snapshot

74. STEP 5: Click Retake OR Attach Image
STEP 4: Write a short description that includes the page number and the total number of pages in the student’s response (page 2 of 3). You can include the name of the student, state, and school name if you choose.
The screen will display the “photo” of the evidence.
If you are not satisfied with the captured image, click the Retake button and repeat the process.
If the image is acceptable:
Enter a description for the captured image in the description box. Examples of descriptions may include the item number, the student test number, page number if submitting more than one page of work. You do not need to upload scratch paper images.
Click the Attach Image button.
STEP 5: Click Retake OR Attach Image

75. Upload Evidence - Webcam
To upload another file, click here.
Successful upload
A confirmation message appears in the bottom of the page.
Click the X icon in the right top corner of the screen to close webcam display.

76. Upload Evidence Option B: Scanner
Use a scanner to capture evidence
Accepted file formats
.png
.jpg or .jpeg
PDF files must be resaved in in a .png, .jpg, or .jpeg file formats or it will not upload correctly.
If the student can enter a response on their own, or a scribe enters a response for the student, you do no need to upload anything for the student.
This option will be used if you are going to scan the student evidence. Once the evidence is scanned you will have to attach the scanned filed into this item.
The following attachment formats are accepted with the Upload File feature:
PNG
JPG / JPEG
It is important to upload the evidence before the session is closed. Once the session is closed, you cannot get back to the item for which you wish to upload evidence.
When the student completes the writing product, we recommend you pause the test (use save & exit) while the item is displayed on the screen, locate the scanner and scan the student work product. Be sure to have the file saved on the computer where you will resume the student test.

77. Upload Evidence Option B: Scanner
1. Click Attach File
For scanned evidence, select the Attach File button.

78. Upload Evidence Option B: Scanner
1. Enter a description
2. Click Browse
Type a description into the Description box.
Please add the student’s name, ID number, grade and item # as part of the description.
Then, click the Browse button to select the file that contains the scanned image of the student work product.
3. Click Attach File

79. Upload Evidence Option B: Scanner
If your file is in PDF, you must resave it in .png, .jpg, or a .jpeg format.
Find your file and click open
Select the file that contains the scanned image, and click Open

80. Upload Evidence – File Attachment
Confirmation of successful upload
The system will provide you with a confirmation.
Click the X in the corner of the popup window to close it.
The system will take you back to the item for which you just uploaded the evidence.

81. How to Safely End the Test
Reasons for Closing the Test
Early stopping Rule
Saving and ending the test

82. Closing the Test A test cannot be closed because:
The student is upset.
The student keeps selecting the wrong answers
The student isn’t engaged.
If you need to pause the test and come back at a later time, do so.
If a student test is closed due to no response on the SRG, that test will not be scored.
Reports of closing due to no response on the SRG will be given to states and there will be a note on score reports to parents regarding their student’s communication.

83. Closing the NCSC Test (module 13)
Closing a test is irreversible; it CANNOT be undone.
A test can be closed ONLY if one of these three criteria are met:
No observable response during the Student Response Check AND no observable response to any of the first four items in either reading or math session 1.
“Early Stopping Rule” from drop down list
Student withdrew/is no longer enrolled
Student is no longer eligible (does not meet the participation criteria)

84. What is displayed when Save & Exit is selected from the End of Session landing page?
Pause this test and resume later (or Save & Exit)
Confirmation message
If the student needs a break from the test (whether for a few minutes or a few days) but has not yet completed the test, click on the Save & Exit button. This will save the student responses and exit out of the test.
A confirmation message indicates that all the student’s answers have been saved and that you may return to the test at a later time.
Also, you can click on the Save & Exit button from within the test while on an item. If you click on this button while in a session and on an item, you will see the same message that is displayed here.
Click the OK button. You will be returned to the My Students page.
Click OK
Screens shots are for illustrative purposes and may not be an exact representation.

85. How are tests resumed? 1. Click Actions and Resume
2. Click Begin Test Now
To resume the test at a later time, after you have clicked on the Save & Exit button:
Go to the My Students page as previously described
Find your student that has the “in progress” assessment status.
Click on Actions.
Select Resume Test from the options.
Verify you selected the correct student/test combination and click on Begin Test now.
The test should open to the last item that was saved.

86. What happens when the end of the test is reached?
Click Complete this session and continue (or Next)
When the end-of-session landing page for the last session of the test is reached, the same options display as previously described.
If the test is finished and you are ready to submit it, click on the Next button.  Please note, once you leave this session you may not return to it.

87. Submitting the Test Click Submit
A Congratulations confirmation message informs you and the student that the test is completed.
Click on the Submit button to submit all of the student’s answer choices for all the sessions and to complete the test.
Click Submit

88. What happens when you click on Next at the end of a test?
Click OK
A Thank You message informs you and the student that the test has been submitted. The test will no longer be available to resume at a later time. Test materials (such as the DTA or the pdf versions) for this student will no longer be accessible.
Click on the OK button.

89. After Testing

90. After Testing Complete the Accommodations tab
Complete the End-of-Test Surveys
Report any testing irregularities
Shred ALL printed materials.
If no test coordinator, give to your principal for shredding.
Delete ALL downloaded materials on your computer.

91. Complete End-of-Test (EOT) Surveys
The survey provides NCSC additional data about:
How the test functions for students with unique and varying needs
Student engagement
Information for potential revisions/refinements

92. End-of-Test Survey Screen Shots
To access the Survey, go to “My Students,” and then locate the Student. Click on the “Actions” button in the Student’s row with the submitted tests. Then, select “Go to Survey.”
From “Action” button, select Go to Survey
(this will give you the student test ID)

93. End-of-Test Survey Screen Shots
Go to ELA- writing Survey
Surveys

94. End-of-Test Survey Steps
STEP 1: Click on the name of the test to complete that survey.
Mathematics
ELA
Writing
STEP 2: Once the survey opens, enter the appropriate Student-Test ID number
STEP 3: Complete the survey for each test and for each student.

95. Timeline Wednesday (3/18)
Answer LCI questions
Complete accommodations tab
Conduct the student response check (if necessary)
Practice sample test items with students
Monday, March 23, test forms will be assigned to students.
Download DTAs
Download Test
Begin preparations
Monday, March 30, test window opens (don’t have to begin on this day).

96. Taking the Final Quiz
All test administrators must get 80% or more on the final quiz before they can access the DTAs or the test for their students.
Test Coordinators do not have to take the quiz