Presentation on theme: "1 Spring 2013 Training Materials Reading Mathematics Science Lake County District Training Middle and High Schools February 14, 2013."— Presentation transcript:
1 Spring 2013 Training Materials Reading Mathematics Science Lake County District Training Middle and High Schools February 14, 2013
2 Overview These training materials are designed to highlight important information regarding test administration policies and procedures. Not all information from the test administration manual is included in this presentation, so it is imperative that district and school staff read and familiarize themselves with all information in the manual in addition to using these training materials.
3 Overview These training materials are based on the Spring 2013 Reading, Mathematics, and Science Test Administration Manual (Spring 2013 RMS Manual). There are separate training materials for Spring 2013 FCAT 2.0 Writing and Spring 2013 Computer-Based FCAT 2.0 Reading and Mathematics Tests. Training materials are available in PearsonAccess under the Support tab.
4 RMS Daily Administration Schedule Paper-Based Tests Week One Day 1 – Monday, April 15 Grades 10*Reading – Session 170 minutes Grades 6, 7, 8Mathematics – Session 170 minutes Grades 6, 7, 8Mathematics – Session 270 minutes Day 2 – Tuesday, April 16 Grades 10*Reading – Session 270 minutes Grades 7*, 8Reading – Session 170 minutes Day 3 – Wednesday, April 17 Grades 7*, 8Reading – Session 270 minutes *Schedule applies to administration of paper-based accommodations for computer-based tests.
5 RMS Daily Administration Schedule Paper-Based Tests Day 4 – Thursday, April 18 Grade 8Science – Session 1 80 minutes Grade 8Science – Session 2 80 minutes Day 5 – Friday, April 19 Make-up Testing** *Schedule applies to administration of paper-based accommodations for computer-based tests. **Week one make-up testing may continue through Wednesday, April 24.
6 RMS Daily Administration Schedule Paper-Based Tests Week Two Day 6 – Monday, April 22 Grades 6*, 9*Reading – Session 1 70 minutes Day 7 – Tuesday, April 23 Grades 6*, 9*Reading – Session 2 70 minutes Days 8, 9, and 10 – Wednesday, April 24 – Friday, April 26 Make-up Testing *Schedule applies to administration of paper-based accommodations for computer-based tests. **Week two make-up testing may continue through Tuesday, April 30.
7 RMS Daily Administration SchedulePaper-based Accommodations for CBT Retakes (April 8-19): FCAT 2.0 Reading and FCAT Mathematics FCAT 2.0 Reading Retake and FCAT Mathematics Retake are computer-based tests. FCAT 2.0 Reading Retakeadministered in two sessions over two days. Students may have up to half the length of a typical school day to complete each session. FCAT Mathematics Retakeadministered in a single test session. Students may have up to the length of a typical school day to complete the test. CBT sessions AND paper-based tests (accommodations only) may be scheduled during the entire Retake window; however, schools within a district must adhere to the same testing schedule.
8 RMS Daily Administration SchedulePaper-based Accommodations for CBT Week 1 (April 15-19): Grades 7 and 10 Reading Grades 7 and 10 Reading are computer-based tests and will be administered in two 70-minute sessions over two days. Grade 10 ReadingPaper-based tests (accommodations only) should be administered on Day 1 and Day 2 of the testing window. Grade 7 ReadingPaper-based tests (accommodations only) should be administered on Day 2 and Day 3 of the testing window. Week 1 make-up testing may continue through April 24, as needed.
9 RMS Daily Administration SchedulePaper-based Accommodations for CBT Week 2 (April 22-26): Grades 6 and 9 Reading Grades 6 and 9 Reading are computer-based tests and will be administered in two 70 minute sessions over two days. Grades 6 and 9 Reading, paper-based tests (accommodations only) should be administered on Day 6 and Day 7 of the testing window. Week 2 make-up testing may continue through April 30, as needed.
10 Whats New Testing Rules Acknowledgment Prior to testing, students must listen to the testing rules read by the test administrator and then sign below a Testing Rules Acknowledgment that reads: I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated. The Testing Rules Acknowledgment is located on the inside front cover of the test book or test and answer book. If a student does not sign below the acknowledgment at the beginning of Session 1 of a test, the test administrator should contact the school assessment coordinator.
11 Whats New Test Sessions For all FCAT 2.0 tests, Session 1 MUST be completed before Session 2. Any students absent for Session 1 may not participate in Session 2 until they have completed Session 1. A student with a flexible scheduling/extended time accommodation must complete one session before continuing to the next session. Test administrators are required to use ALL of the allotted time in each session and should not end a session early.
12 Whats New Test Group Code Schools must use one unique four-digit test group code for both sessions of a test administered to a group of students in a testing room. For instance, the group of students taking Grade 3 Reading in Mrs. Smiths classroom will use the same test group code for Session 1 and Session 2. If students are absent for a test session, a different unique code must be used for each make-up session.
13 Whats New Test Materials Chain of Custody Form Schools are required to maintain a Test Materials Chain of Custody Form (available in PearsonAccess and in Appendix C of the Spring 2013 RMS Manual). –Record accurate information on the form, including the dates activities are completed, the names of the persons performing activities involving the materials, and information about the locked storage room. –Retain electronic or hard copies of completed forms after materials are packaged for pickup, and or return the originals to the district assessment coordinator.
14 Whats New PreID Labels Five elements must be correct on PreID labels: –student name –student ID number –district number –school number –grade level If any of this information is incorrect, the label must not be used and the correct information must be gridded on the student grid sheet. On Retake PreID labels ONLY, an incorrect grade level may be corrected by gridding.
15 Whats New Return Labels RED labelsGrades 4–9 TO BE SCORED Materials OLIVE labelsGrade 10 and Retake TO BE SCORED Materials WHITE labelsLarge Print and One-Item-Per-Page TO BE SCORED Materials PINK labelsBraille TO BE SCORED Materials YELLOW labelsAll NOT TO BE SCORED Materials, including Special Documents
16 Whats New Electronic Devices School personnel must ensure that students do not have access to their cell phones or other electronic devices at any time during testing, including breaks (restroom breaks, etc.), even if they do not use them. If a student is found to be in possession of ANY electronic devices during testing or during a break, his or her test must be invalidated. Students and parents/guardians must be made aware of this policy prior to testing.
17 Reminders Seating Charts Test administrators are required to maintain an accurate seating chart for each group of students in their rooms during testing. All seating charts must indicate the front and back of the room, as well as the direction the students are facing. If the seating configuration changes during testing, a new seating chart must be created. See page 26 of the Spring 2013 RMS Manual for all information that should be included on a seating chart.
18 Reminders Test Administrator Policies ALL test administrators must be certified educators. In addition to signing a security agreement, test administrators are required to sign a Test Administrator Prohibited Activities Agreement. Certification numbers must be recorded on this document. Test administrators must NOT administer the FCAT/FCAT 2.0 to their family members. Students related to their assigned test administrator should be reassigned to an alternate test administrator. Under NO circumstances may a students parent/guardian be present in that students testing room.
19 Reminders Test Special Program Students Districts must make arrangements to test Florida Virtual School (FLVS) Full-Time public school students, as well as other virtual program students, per Section (6)b, Florida Statutes (F.S.).
20 Reminders Leaving Campus If a student begins a session and leaves campus without finishing (due to an appointment, illness, etc.), he or she will NOT be allowed to complete that session. No exceptions will be made once the student leaves the schools campus, so parents and students must be made aware of this policy.
Reminders Resources The following resources are available in PearsonAccess, under the Support tab (www.FLAssessments.com/SpringRMS): –Test administration manuals –Training materials –Technology coordinator guide –Forms to report missing materials and test irregularities/security breaches –Student tutorials –Test Administrator Prohibited Activities Agreement –Test Materials Chain of Custody Form –FCAT/FCAT 2.0 Test Administration and Security Agreement –Reference sheets –Parent/Guardian letters –Comment forms –Blank Administration Record/Security Checklist –Security Log –Materials Return List –Braille Scripts 21
Reminders Test Security Policies and Procedures Per Florida State Board of Education Rule 6A , FAC, and Test Security Statute, s , F.S. (see Appendix B), district and school personnel are required to maintain test security before, during, and after testing. Please remember that inappropriate actions can result in student or classroom invalidation and/or loss of teaching certification. All school personnel, including itinerant teachers and proctors, must receive thorough training in test administration and security policies and procedures, familiarize themselves with all relevant content of the test administration manual(s), read the Statute and Rule in Appendix B, and then sign an FCAT/FCAT 2.0 Test Administration and Security Agreement. All test administrators must be certified educators and must sign the Test Administrator Prohibited Activities Agreement. School assessment coordinators must maintain an accurate Test Materials Chain of Custody Form. 22
23 Students to be Tested In general, all Florida public school students enrolled in tested grade levels (Grades 3–10) participate in the FCAT/FCAT 2.0, per Section (3)(c)8, Florida Statutes (F.S.). Students must take the test(s) appropriate for the grade level in which they are enrolled.
24 Students to be Tested FCAT 2.0 Reading Retake For students who entered Grade 9 in the school year or after and are pursuing a standard Florida high school diploma, earning a passing score on the Grade 10 FCAT 2.0 Reading test is a graduation requirement. The following students are eligible to participate in this administration of the FCAT 2.0 Reading Retake: –Retained Grade 10 or Grades regular high school students who have not yet earned a passing score. –Students who enrolled in Grade 9 prior to the school year but have not yet passed the Grade 10 FCAT Reading. (Because the FCAT Reading Retake is no longer offered, these students will participate in the FCAT 2.0 Reading Retake.)
Students to Be Tested FCAT Mathematics Retake For students who entered Grade 9 in the school year or earlier and are pursuing a standard Florida high school diploma, earning a passing score on the Grade 10 FCAT Mathematics test is a graduation requirement. Regular high school and adult students who have not yet earned a passing score on the Grade 10 FCAT Mathematics are eligible to participate in this administration of the FCAT Mathematics Retake. Students who entered Grade 9 in the school year or after do NOT take an FCAT/FCAT 2.0 Mathematics test. 25
Students to Be Tested Retakes Students participating in Retake administrations should only take the subject test(s) they have not yet passed. Students who have received a GED diploma are not eligible to participate in FCAT/FCAT 2.0 administrations. Students enrolled in grade levels below Grade 10 MAY NOT participate in Retake administrations. 26
27 Students to be Tested Special Program Students Make arrangements to test special program students (e.g., Home Education, Virtual School, McKay Scholarship, FTC Scholarship). –The parent/guardian is responsible for contacting the district to register the student for the selected assessments and for transporting the student to and from the district-assigned testing location. –The parent/guardian is also responsible for providing the following to the testing location on or before the day of the test: all student information necessary to complete the student grid sheet, photo identification (if the student is unknown to the test administrator or other school staff), and emergency contact information. Ensure that grid sheets and Document Count Forms for these students are completed properly, according to the chart on page 10 of the manual.
28 Students to be Tested English Language Learners (ELLs) Per the Departments Bureau of Student Achievement through Language Acquisition, all ELLs are expected to participate in statewide assessments. –If an ELL has been receiving services in an English for Speakers of Other Languages (ESOL) program operated in accordance with an approved ELL plan for one year or less AND a majority of the students ELL committee determines that it is appropriate, the ELL may be exempt from this FCAT 2.0 Reading administration. –Exempt ELLs must participate in the English proficiency assessment or they will be counted as not assessed, and this will impact the participation rate calculation. All ELLs are expected to participate in the FCAT 2.0 Mathematics and Science tests no matter how long these students have been receiving services.
29 Students to be Tested Students With Disabilities All students with disabilities participate in the statewide assessment program by taking one of the following: –FCAT/FCAT 2.0 without accommodations, –FCAT/FCAT 2.0 with accommodations, or –Florida Alternate Assessment. All determinations regarding participation in the statewide assessment program must be documented in the students IEP or Section 504 plan. See Appendix A of the manual for information regarding accommodations.
30 Test Materials GRADESUBJECTTEST MATERIALS ITEM TYPES Multiple- Choice Gridded- Response 6 Reading Reading Test Book Reading Answer Folder (Accommodations only) Mathematics Mathematics Test Book Mathematics Answer Book Mathematics Reference Sheet 7 Reading Reading Test Book Reading Answer Folder (Accommodations only) Mathematics Mathematics Test Book Mathematics Answer Book Mathematics Reference Sheet Four-Function Calculator
31 Test Materials GRADESUBJECTTEST MATERIALS ITEM TYPES Multiple- Choice Gridded- Response 8 Reading Mathematics & Reading Test Book Mathematics & Reading Answer Book Mathematics Mathematics & Reading Test Book Mathematics & Reading Answer Book Mathematics Reference Sheet Four-Function Calculator Science Science Test Book Science Answer Book Periodic Table of the Elements Four-Function Calculator 9 Reading Reading Test Book Reading Answer Folder (Accommodations only) 10 Reading Reading Test Book Reading Answer Folder (Accommodations only)
32 Test Materials GRADESUBJECTTEST MATERIALS ITEM TYPES Multiple- Choice Gridded- Response Retake FCAT 2.0 Reading Reading Retake Test and Answer Book (Accommodations only) FCAT Mathematics Mathematics Retake Test and Answer Book Mathematics Reference Sheet Four-Function Calculator (Accommodations only)
33 Preparing Test Materials School personnel must adhere to the following policies as they prepare test materials: –Only the school assessment coordinator and school personnel designated by the building/site administrator may open the shrink- wrapped packages and affix PreID labels. Sealed test books must not be opened. –Do not use student labels from previous administrations. –Students are not permitted to assist in preparing secure materials before testing or in organizing and returning materials after testing. –The Chain of Custody form must be maintained at all times. –All secure materials must be returned to locked storage and remain there until testing.
34 PreID Labels Before applying PreID labels to student answer documents: Verify that the student is still enrolled and will be tested. Verify the information on the PreID Roster against the schools student information database. FIVE elements MUST be correct on a student PreID label: –Student name –Student ID number –District number –School number –Grade level Destroy labels in a secure manner if ANY of this information is incorrect. If any other preidentified information (e.g., date of birth) is incorrect, use the label.
35 PreID Labels Affix the label in the box in the lower left corner of the student grid sheet. Do not remove labels once they have been affixed. Do not place a label over another label.
36 PreID Labels If the student name, student ID number, district number, school number, OR grade level is INCORRECT on a USED answer document, the student must, under the supervision of the test administrator, transfer his or her exact responses into a replacement answer document.
37 PreID Labels The test administrator must grid ALL DNS bubbles on the answer document that contains the incorrect label and return it with all other NOT TO BE SCORED materials. The test administrator must then grid the correct student information on the replacement document. If any student information is missing from a student label that has been affixed to a document, add the information by gridding the appropriate bubbles on the student grid sheet. Incorrect information on a student label CANNOT be corrected in this manner. Do not use a preidentified document for any student other than the student for whom it is preidentified.
38 Security Numbers A security number consists of a nine-digit number followed by a check digit (located in upper right corner of secure test books or test and answer books). Written documentation of the number ranges must be maintained at all times during distribution and return of materials. –Pre-populated Administration Record/Security Checklists with security numbers for all secure documents assigned to each school are provided in PearsonAccess –A blank copy of the checklist is provided in Appendix C of the Spring 2013 RMS Manual and in PearsonAccess
39 Security Numbers As directed by the school coordinator, the test administrator may use the pre-populated Administration Record/Security Checklist, a blank copy of the checklist, or may make his/her own comprehensive record of security numbers. Security number(s) of the document(s) assigned to and returned by each student should be recorded and verified at the completion of each day of testing. Security numbers of secure materials not already listed on the pre-populated checklist (e.g., materials distributed from district overage) MUST be added to the record with the names of the students to whom the test materials are assigned.
40 Pre-populated Security Checklist School assessment coordinators may use the checklist to record the security numbers of the documents assigned to and returned by each test administrator. To access the pre-populated checklist in PearsonAccess, go to Test Setup > Order Additional Materials and Tracking > Reports, and select Security Checklist Detail from the drop-down list.
41 Proctors When testing a large group of students, proctors must be assigned to the room. Refer to the table below for the required number of proctors. It is strongly recommended that a proctor be assigned to rooms with 30 or fewer students whenever possible.
42 Missing Materials Schools must investigate ANY report of missing materials and report missing secure materials to the district assessment coordinator immediately. Within 30 calendar days of the incident, a written report must be submitted to the FDOE. The report must include: The nature of the situation The time and place of the occurrence The names of the persons involved A description of the communication between the district assessment coordinators office and school personnel How the incident was resolved What steps are being implemented to avoid the future losses A form to report missing materials can be found at
Test Irregularities/ Security Breaches Test administrators should report any test irregularities (e.g., disruptive students) and possible security breaches to the school assessment coordinator immediately. The school assessment coordinator should communicate with the district assessment coordinator regarding possible test invalidations. Within 10 calendar days of the incident, a written report must be submitted to the FDOE. The report must include: –The nature of the situation –The time and place of the occurrence –The names of the persons involved –A description of the communication between the district assessment coordinators office and school personnel –How the incident was resolved –What steps are being taken to avoid future test irregularities or security breaches A form to report test irregularities and security breaches can be found at 43
44 Test Invalidation District assessment coordinators should advise schools of the appropriate course of action if invalidation is being considered. The purpose of invalidation is to identify when the validity of test results has been compromised. Test administrators should discuss possible invalidations with school assessment coordinators, and the situation should be investigated immediately. When a students test is invalidated for any reason listed in the Test Invalidation section on pages of the Spring 2013 RMS Manual, return the invalidated test with the DNS bubble(s) gridded with all other TO BE SCORED materials.
Defective Materials Test Books –If a defective test book is identified before testing, the student should be given a replacement book, and the defective book should be returned with all other NOT TO BE SCORED materials. –If a defective book is identified during Session 1 of testing, the student should be given a replacement book with the same form code (on the lower left corner of the front cover). If a replacement book with the same form code is not available, the student may use a book with any form code, and the replacement code should be gridded on the student grid sheet. –If a defective book is identified during Session 2, the student should be given a replacement book with the same form code. If a replacement book with the same form code is not available, the student may use a book with any form code, and erase the form code bubble on the student grid sheet. Do NOT bubble the replacement form code on the student grid sheet. 45
Defective Materials Answer Documents –If a defective answer folder, answer book, or test and answer book is identified before testing begins, the student should be given a replacement document and the defective document should be returned with all other NOT TO BE SCORED materials. –The DNS bubble MUST be gridded in the follow circumstances: o The answer document is defective and used. o A student name, ID number, district number, school number, or grade level is incorrect on a PreID label affixed to a USED answer document. o A student label has been placed over another label on a USED answer document. –If a student discovers an answer document is defective during testing, the student must be given a replacement and must, under close supervision, transcribe the exact responses from the defective document into the replacement when the test session is over. o The DNS bubble(s) must be gridded on the defective answer document and it should be returned with all other NOT TO BE SCORED materials. 46
Defective Materials Under the following circumstances, it is NOT necessary to grid the DNS bubble if the document has been properly packaged for return with all other NOT TO BE SCORED materials: –The preidentified answer document belongs to a student who has withdrawn before testing begins. –The preidentified answer document belongs to a student who was absent during the entire testing window. –The answer document is defective and unused. –The preidentified information is incorrect and the answer document is unused. If a test document is soiled, see page 18 of the Spring 2013 RMS Manual. For more information on defective materials, see pages of the Spring 2013 RMS Manual. 47
48 Test Administrator Before Testing Testing Location The test should be administered in a room that has comfortable seating, good lighting, and sufficient workspace. There must be at least three feet between students. Make sure that students are not facing each other when seated at tables and are not in seating (stadium or staggered) that allows them to easily view other students answers. Students may not have access to any unauthorized aids.
49 Test Administrator Before Testing Required Administration Information Test Administrators must record and maintain the following Required Administration Information: –Students assigned to the room –Attendance information –Test group code –Unique security number of secure documents assigned to each student –Grade level –Signatures of test administrator and school assessment coordinator –Dates for when documents are received and returned –Accommodations provided
50 Test Administrator Before Testing Seating Charts An accurate seating chart must be maintained for each testing room for each test session. Seating charts must record the following information: –Room name/number –Grade level/subject –Student names and their location in the room during testing –Date –Session starting time –Test administrator name –Names of proctors (if applicable) –Test group code All seating charts must indicate the front and back of the room, as well as the direction the students are facing. If the seating configuration changes during testing, a new seating chart must be created.
51 Test Administrator Before Testing A Security Log must be maintained for each testing room. Anyone who enters a room for the purpose of monitoring a test MUST sign the log for that testing room.
52 Test Administrator Before Testing Assemble Materials –Test Administration Manual must be used before, during, and after testing. –Test Group Codes will be provided by your school assessment coordinator; the same unique code must be provided to students in a testing room for both test sessions of a subject test, as indicated in the Spring 2013 RMS Manual. –Test Administrator Checklist (located in Appendix C) should be used before, during, and after testing.
53 Test Administrator Before Testing Assemble Materials (contd) –Signs (located in Appendix C) Do Not Disturb (posted on entrances to the testing room) Session (displayed for students) Electronic Devices (displayed for students) –Security Log (located in Appendix C) –Seating Chart for each test session –Record of Required Administration Information (Administration Record/Security Checklist) –Pencils for students –Watch or Clock to keep accurate time during testing
54 Test Administrator Before Testing Assemble Materials (contd) –Cover sheets (located in Appendix C) to separate test materials –Calculators for Grades 7, 8, and Retake Mathematics, as well as Grade 8 Science –Reference Sheets for Grades 6-8 Mathematics –Periodic Tables of the Elements for Grade 8 Science –Test Materials must be kept in secure locked storage and will be provided to you on the day of testing
55 Test Administrator Before Testing Sign and return an FCAT/FCAT 2.0 Test Administration and Security Agreement, which indicates that you –Have received training –Have read the Test Security Statute and State Board Rule –Have read all applicable portions of the Test Administration Manual(s) –Understand and agree to adhere to all test security and administration policies and procedures Sign and return a Test Administrator Prohibited Activities Agreement
56 Test Administrator Before Testing Special Documents Test Administrators must familiarize themselves with the information in the Special Documents section, including: –Test configurations and materials needed for testing –Scripts/instructions for students who test using special documents –Student responses –Providing accommodations
57 Test Administrator Before Testing Special Documents Ensure that the correct procedures are followed for administering tests to students using special documents. Student responses must be recorded properly in all special documents before they are submitted for scoring. Refer to the Special Document sections of the manual to ensure the proper handling of these materials.
58 Test Administrator Before Testing Communicate Testing Policies to Parents/Guardians and Students –Electronic Devices PolicyIf students are found with ANY electronic devices during testing OR during breaks, their tests will be invalidated. The best practice would be for students to leave devices at home or in their lockers on the day of testing. –Leaving CampusIf students leave campus before completing the test (for an appointment, illness, etc.), they WILL NOT be allowed to complete the test. Ensure that parents/guardians are aware of the test administration schedule and understand that appointments should not be scheduled on testing days. –Testing Rules AcknowledgmentBefore beginning a test, students will sign below a Testing Rules Acknowledgment that reads: I understand the testing rules that were just read to me. If I do not follow these rules, my test score may be invalidated.
59 Test Administrator During Testing Maintain your Security Log, seating chart, and a record of required administration information for your room during testing. Read the appropriate administration scripts VERBATIM to students. Please read the important information and adhere to the instructions between the SAY boxes. Keep accurate time for each test session and display times for students.
60 Test Administrator During Testing Supervise test administration and ensure the following: –Students are using only No. 2 pencils –Students do not have books, notes, scratch paper, or electronic devices of any kind (except approved four- function calculators, if applicable) during testing, even if they do not use them –Students have signed the Testing Rules Acknowledgment –Students do not talk or make any disturbance –Students are working independently –Students are working in the correct session and recording their answers in the appropriate area
61 Test Administrator During Testing It is not appropriate to use cell or classroom phones, grade papers, or work on the computer during testing. While you may encourage students to continue working, you may not talk with them about test items or help them with their answers. If students finish the test before the allotted time for the session has elapsed, you may encourage them to go back and check their work. You may not provide students with any information that would allow them to infer the correct answer, such as suggesting that they may want to check their work on specific items. Test materials may not be returned to students once the materials have been collected. You may not check through answer documents or discuss test items, passages, or answer with students, even after all test materials have been returned and testing has been completed.
62 Test Administrator After Testing Make sure that each student returns his or her test materials, and indicate on your record of required administration information that all materials are returned. Report any missing test materials and/or test security irregularities to your school assessment coordinator immediately. Ensure that the box in the top left corner of the student grid sheet has been completed by each student and that the gridded or preidentified information is accurate and complete. Return all materials to your school assessment coordinator, as described on pages of the manual. Complete a comment form, located at If you administered a computer- based test, also complete a separate CBT comment form for this administration.
63 School Coordinator Before Testing Receive Materials/Maintain Security –Box contents are listed on pages of the manual. –Keep materials secure at all times. –Maintain an accurate Test Materials Chain of Custody Form –No more than three individuals may have access to the locked storage area. –Do not open shrink-wrapped materials or begin preparing (e.g., applying student labels) more than one week prior to testing –Save the original boxes for returning special document materials. –Ensure that an adequate supply of working calculators is available prior to the beginning of test administration. –If you need additional materials or if you have questions, contact your district assessment coordinator.
64 School Coordinator Before Testing Train Test Administrators and Proctors –You are responsible for training all test administrators and proctors, including non-school-based instructors (e.g., itinerant teachers). You must train several employees to act as possible alternates. –Test Administrators must be certified educators. –Test administrators who will be administering the test to students using large print, braille, and/or one-item-per-page materials must be trained in the use of these test materials. –Make sure that test administrators are aware of and have made provisions for the exact accommodations needed for individual students.
65 School Coordinator Before Testing Train Test Administrators and Proctors –Distribute Test Administration Manuals and instruct administrators to read all appropriate sections. Make sure they have manuals on each day of testing. –Ensure that all test administrators are aware that they must maintain the following according to the requirements in the manual: o Records of Required Administration Information o Seating Charts o Security Logs –Review test security policy and procedures and collect the following: o Signed FCAT/FCAT 2.0 Test Administration and Security Agreements o Signed Test Administrator Prohibited Activities Agreement
66 School Coordinator Before Testing Prepare for Testing –Distribute Test Group Codes to Test Administrators –Assign Proctors to test sessions o Proctors are required for rooms where 31 or more students are tested o It is strongly recommended that proctors be assigned to rooms where 30 or fewer students are tested –Provide appropriate test settings o Ensure visual aids are covered or removed o There must be at least 3 feet between students o Test in classrooms whenever possible –Make arrangements to test special program students not enrolled in your school, if any
67 School Coordinator During Testing Supervise Test Administration –Provide test administrators with additional materials during testing, as necessary. –Monitor each testing room to ensure that test administration and test security policies and procedures are followed. –Be available during testing to answer questions from test administrators. –Make sure that Security Logs, seating charts, and records of required administration information are being maintained in each testing room.
68 School Coordinator After Testing Maintain Security –After ANY administration, initial OR make-up, materials must be returned to you immediately. –Materials must be placed in locked storage between test sessions. –Secure materials should never remain in classrooms or be taken from the schools campus overnight. –Report any testing irregularities or security breaches to your district assessment coordinator immediately.
69 School Coordinator After Testing Verify that all distributed secure materials have been returned. Notify your district assessment coordinator immediately if any secure materials are missing and complete the necessary investigation. Check for and remove any stray reference sheets or periodic tables from the test documents (Grades 6–8 and Retake Mathematics and Grade 8 Science). Ensure that the DNS bubble has been gridded on invalidated tests and place the tests with TO BE SCORED materials. Ensure that the DNS bubble has been gridded on any defective answer documents and return them with NOT TO BE SCORED materials.
School Coordinator After Testing Store any approved four-function calculators as directed by your district assessment coordinator. File the FCAT/FCAT 2.0 Administration and Security Agreements and the Test Administrator Prohibited Activities Agreements. Copy the seating charts, required administration information, and Security Logs, file the copies, and return the originals in the District Assessment Coordinator ONLY boxes.
71 School Coordinator After Testing Document Count Forms –Verify that you have included all documents from make-up sessions before you complete the forms. –Complete Document Count Forms by following the instructions on the form. –For Grades 3–10 TO BE SCORED materials, complete a separate Document Count Form for each grade level and document type. –Retake TO BE SCORED materials must be sorted by document type ONLY (you may place materials for more than one grade level under one Document Count Form). –Separate Document Count Forms must be completed for any special program student documents (Home Education, Virtual School, etc.).
72 School Coordinator After Testing Document Count Forms –Do not copy blank count forms; however, once the count forms are completed, you may copy them for your records. If you need additional count forms, contact your district assessment coordinator. –Place each completed form on top of the first stack of corresponding TO BE SCORED answer documents. –Inaccurate information on the Document Count Form may adversely affect the scoring process; therefore, it is vital that all information on this form be accurate. –See pages of the manual for more detailed instructions.
73 Ensure that the correct district and school numbers are gridded. Grid the correct document type, number of documents under the form, and special document type, if applicable.
74 School Coordinator After Testing Paper Bands Documents for each grade level and document type must be banded separately. You may use more than one paper band per grade level and document type, if necessary. Follow these steps for each paper band you use: –In the space labeled District/School Number, write your district number and your school number OR the special program school number. –Count the number of TO BE SCORED answer documents that will be banded in each paper band. Write that number under Number of TO BE SCORED Documents Contained in This Paper Band. –Under Number of Banded Stacks per Document Count Form, number the paper bands 1 of n, 2 of n, etc., where n is the total number of banded stacks per Document Count Form. –Place a paper band around each stack of TO BE SCORED answer documents. The Document Count Form must be under the paper band on top of the stack labeled 1 of n. –Seal the paper band and be sure that it securely holds the documents. Do not use staples, paper clips, or tape.
75 School Coordinator After Testing Use this chart on page 10 of the manual when completing Document Count Forms and Paper Bands for special program documents.
76 School Coordinator After Testing Package Materials for Return –Place Reading, Mathematics, and Science TO BE SCORED materials in the boxes according to the diagram on page 262 of the manual. –You may place materials for more than one grade level in a box. –Place the appropriate colored label in the square on the top of each box that reads Apply return shipping label here. –Labels may be placed over any existing shipping labels (e.g., vendor or carrier labels). Do not copy labels. –If you need additional return labels, contact your district assessment coordinator.
77 School Coordinator After Testing Return Labels OLIVE LABELS Grades 10 & Retake TO BE SCORED Materials
78 School Coordinator After Testing Return Labels RED LABELS Grades 4-9 TO BE SCORED Materials YELLOW LABELS All NOT TO BE SCORED Materials (including special documents)
79 School Coordinator After Testing Return Labels WHITE LABELS Large Print and One-Item-Per-Page TO BE SCORED Materials PINK LABELS Braille TO BE SCORED Materials
Test Administration Manuals Recycle Do NOT return in District Coordinator Box You can keep one for future reference 80
81 School Coordinator After Testing District Assessment Coordinator ONLY Boxes –Follow your district assessment coordinators instructions for packaging and returning materials in the District Assessment Coordinator ONLY Box. Place the following non-secure materials in the box, along with any other materials, such as reference sheets, as instructed: o unused paper bands, unused count forms, and unused labels o Original records of required administration information o Original Security Logs o Work Folders (used and unused) o CBT Worksheets (used and unused) o Original seating charts o Original Chain of Custody form –Seal the boxes. –Write District Assessment Coordinator ONLY on the side of each box.
83 Appendix A: Accommodations Appendix A (pages ) of the manual contains detailed information regarding administration accommodations for students with disabilities and English language learners, as well as instruction for administering tests to students requiring special documents. All personnel involved in administering tests to students with allowable accommodations must familiarize themselves with the information in Appendix A.
84 Appendix A: Special Documents Appendix A contains specific information and instructions regarding special documents (large print, braille, one-item- per-page). Each document type has its own section and set of instructions for test administrators. Appropriate personnel must familiarize themselves with the information in this appendix, including: –Test configurations and materials needed for testing –Special scripts/instructions for students who test using special documents –Student responses –Providing accommodations –Preparing special documents for return
85 Appendix B: Test Security Statute and Rule Appendix B of the manual contains the following: –Florida Test Security Statute ( ) –Florida State Board of Education Test Security Rule (6A ) All personnel involved in testing activities, including handling and maintenance of test materials, must read and understand the information in Appendix B prior to signing a Security Agreement.
86 Appendix C: Forms, Cover Sheets, Checklists, Signs Appendix C contains the following forms, cover sheets, checklists, and signs to be copied and used prior to, during, or after testing: –FCAT/FCAT 2.0 Test Administration and Security Agreement –Test Administrator Prohibited Activities Agreement –Test Materials Chain of Custody Form –FCAT/FCAT 2.0 Security Log –Administration Record/Security Checklist (blank) –Checklists o Test Administrator o School Coordinator o District Coordinator –Signs o Electronic Devices o Do Not Disturb o Sessions 1 and 2 –Cover Sheets –Reference Sheets and Periodic Table
87 Comment Forms After testing, test administrators, school assessment coordinators, and district assessment coordinators are encouraged to complete an RMS comment form located at Test administrators and school assessment coordinators involved in administering a computer-based test should complete a separate CBT comment form. FDOE and Pearson appreciate feedback from district and school personnel.
88 Thank you for ensuring a secure and successful Spring 2013 Reading, Mathematics, and Science test administration. Questions?