1. Orientation for Test Administrators and Proctors May, 2007 High School Assessments

2. Agenda General Information Description of Tests Testing Information Test Schedule Make-up Schedule Administration Monitoring by MSDE Testing Materials

3. Agenda General Information Cont. Test Security Code of Ethics and State Board Security Regulations Which Materials Are Secure and Non-Secure? What Can Be Discussed with Students After Testing? Who May Have Access to Secure Materials/When May They Be Accessed? Who May Not Have Access to Secure Materials?

4. Agenda General Information Cont. Test Preparation Eligible and Non-Eligible Test Examiners and Proctors Testing Cautions Testing Accommodations Braille Test Administration Large Print Test Administration Mathematics Verbatim Reading Rules Distribution of Materials

5. Agenda Before Testing Plan Your Testing Schedule Review Test Materials and Prepare Answer Books Prepare the Testing Location Create an Effective Testing Environment Guidelines for the Use of Instructional Aids During the High School Assessment Other Considerations Regarding Allowable Instructional Aids Train Proctors Prepare Your Students (Algebra Only)

6. Agenda During Testing Distribute the Test Materials Administer the Test Directions for Completing the Response Grids Special Directions for Mixed Numbers, Decimals, Negative Numbers, and Percents (Algebra/Data Analysis Only) After Testing Complete the Special Codes and Check Answer Books Invalidate Student Answer Books Complete the Documentation Forms and Return Test Materials Administrative Procedures for Students with IEPs Permitting a Dictated Response or Use of a Word Processor, or Circling Responses in the Test Book Administrative Procedures for students Using Large Print or Braille Test Forms Optional Discussion Guide for Teachers Following the High School Assessment Administration

7. Goals of this Orientation Provide information regarding responsibilities before, during, after testing Provide an opportunity to ask questions about procedures and other issues

8. General Information Description of the Tests The Maryland High School Assessments are a series of end-of-course tests that cover core academic areas in: English Algebra/Data Analysis Biology Government

9. General Information Description of the Tests It is a Maryland graduation requirement that for each of these tests a student achieve a passing score or a minimum score that contributes to an overall combined score as established by the state. Additionally, the English and Algebra/Data Analysis tests fulfill the No Child Left Behind requirements for mathematics and reading at the high school level. Maryland educators have played a vital role in developing the overall high school assessment plan and the tests themselves. Maryland teachers are involved in selecting materials for the tests, writing test items, and reviewing test items for content accuracy, difficulty, and fairness.

10. General Information Description of the Tests The tests consist of both selected response and constructed response test items. There are two types of constructed response items: brief constructed response and extended constructed response. Both types require students to write (rather than select) an appropriate response. Students record responses to all test questions in a separate Answer Book.

11. Student ID Labels and Student Rosters Delivered to Schools May 2-7, 2007 Test Materials Delivered to SchoolsMay 2-7, 2007 Last Day to order Materials for Primary WeekMay 14, 2007 Testing DatesMay 21- 25, 2007 Make-up 1 Testing DaysMay 29-June 1, 2007 Make-up 2 Testing DaysJune 4-7, 2007 General Information Testing Information General Information

12. Testing Timing Schedule Testing Information General Information

13. Testing Information Administration Schedule DayDateTest English Monday05/21English Biology Tuesday 05/22 Biology Algebra/Data Thursday 05/24Algebra/DataAnalysis Government Friday 05/25 Government General Information The tests will be administered the week of May 21-25, 2007. A single date has been designated for each content area test. Testing times must be scheduled to allow sufficient time for completion of the test.

14. Testing Information General Information For the 2007 administrations, if a student is absent or if a school has an unscheduled closing or delayed opening that prohibits the administrations from occurring on the scheduled date(s), the test(s) must then be administered according to the make-up dates. Make-up Schedule DayDateTest English Tuesday05/29English Biology Wednesday 05/30 Biology Algebra/Data Analysis Thursday 05/31Algebra/Data Analysis Government Friday 06/01 Government

15. Testing Information General Information Make-up Schedule DayDateTest English Monday06/04English Biology Tuesday 06/05Biology Algebra/Data Analysis Wednesday 06/06Algebra/Data Analysis Government Thursday 06/07 Government

16. Administration Monitoring by MSDE During the administration of the Maryland High School Assessment test, MSDE will have testing monitors in selected schools observing administration procedures and testing conditions. All monitors will have identification cards for security purposes. There may be no prior notification of which schools will be monitored, but monitors will follow local procedures for reporting to the school’s main office and give proper notification that an MSDE monitor is in the building.

17. Testing Materials Test Examiner’s Manual Maryland High School Assessment Roster or Student Tracking Form (Appendix J) pre-printed student ID labels (Any student not having a pre-printed student ID label—or having a label with incorrect information—must be given a generic ID label, which can be obtained from your STC.) A “Testing Do Not Disturb Sign” A digital clock or watch or clock with a second hand For the Test Examiner

19. Sample Roster

20. Student ID labels arrive in a separate shipment from the other testing materials. Never place one label over another!

21. Testing Materials Student Test Book Answer Book Rubric Sheet Two Number 2 pencils with erasers Clean scratch paper highlighter For each student (Biology and Government)

22. Testing Materials Student Test Book Answer Book Rubric Sheet Formula Reference Sheet/Rubric Sheet/Cues for Students consolidated onto one folded sheet Clean scratch paper Two Number 2 pencils with erasers Highlighter For each student (Mathematics Goals 1 and 3)

23. Testing Materials For Algebra/Data Analysis Students: straightedge (ruler or index card) graph paper, ¼” x ¼” grid or comparable size (one sheet per student plus extra to be available as needed) graphing calculator with the following minimum capabilities: (Have extra batteries available.) table functions point plotting intersection of two lines (using a graph, a table, or equations) statistics: mean, median, maximum, minimum, quartiles, line of best fit maxima and minima of a function matrices: addition, subtraction, and scalar multiplication

24. Calculators may not be shared by students. The following are graphing calculators that have the capabilities needed for the high school assessments in mathematics as of August 2003: Casio: FX-7700, FX-9750GPLUS, CFX-9800, CFX-9850G, CFX-9850GBPLUS, CFX-9870G, Algebra FX 2.0, CFX-9970G, CLASSPad 300 Hewlett-Packard: HP-38G, HP-48G, HP-49G, HP-39G, HP-40G Sharp: EL-9300, EL-9600 Texas Instruments*: TI-82, TI-83, TI-83 Plus, TI-83 Plus Silver Edition, TI-86, TI-89, TI-92, TI-92 Plus, TI Voyage 200 * Attachable QWERTY keyboards are not allowed.

25. For security reasons, calculators with alphanumeric keyboards must have the memories cleared before the students begin the testing and at the completion of the test. (Currently, this is the TI-92, TI-92 PLUS, and TI Voyage 200.) Directions for clearing memory are included in the beginning of Section 3 of the Test Examiner’s Manual for Algebra/Data Analysis.

26. Test Security Code of Ethics and State Board Security Regulations It is a breach of professional ethics for school personnel to provide verbal or nonverbal clues or answers, teach items on the test, share writing prompts, coach, hint, or in any way influence a student’s performance during the testing situation. A breach of ethics may result in invalidation of test results and LEA or MSDE disciplinary action.

27. Code of Ethics and State Board Security Regulations The Student Test Books, unused math Answer Books and all used Answer Books for all content areas of the Maryland High School Assessment Program are confidential and must be kept secure at all times. Unauthorized use, duplication, or reproduction of any or all portions of the assessment is prohibited. It is assumed that Examiners and anyone else who handles test materials are aware of the consequences of violations against test security regulations. Test Security

28. Secure/Non-Secure Materials Secure Materials: Student Test Books Kurzweil™ CDs Used Answer Books Used Formula Reference Sheets/Rubric Sheets/Cues for Students Used scratch paper Used Graph paper Unused Algebra/Data Analysis Answer Books Picture Descriptions for Braille Administration General Information Test Security

29. Secure/Non-Secure Materials Non-Secure Materials Test Administration and Coordination Manual Test Examiner’s Manuals Unused English, Biology, and Government Answer Books Unused Formula Reference Sheets/Rubric Sheets/Cues for Students General Information Test Security

30. What Can Be Discussed with Students After Testing? General Information Test Security Please see Step 13 in each Examiner’s manual. There is an optional discussion guide. If you choose to conduct the discussion, it is suggested that it be held as soon as possible after the administration of the assessment. The information would be solely for your instructional planning.

31. Who May Have Access to Secure Materials/When May They Be Accessed? Secure and non-secure materials will be delivered to schools no later than 10 day prior to the test administration date. Non-secure materials may be used for training at any time. Test Security

32. Who May Have Access to Secure Materials/When May They Be Accessed? Before the First Test Administration Date Test Security STCs may have access to secure and non-secure materials in order to prepare materials and training sessions for Test Examiners. STCs may open packages of Student Test Books and Answer Books as necessary to inventory and prepare materials for distribution to Test Examiners. Test Examiners may have access to all non-secure materials prior to the test administration.

33. Test Examiners are not permitted to have access to the secure test materials prior to the scheduled test date. Test Examiners will receive Student Test Books from the STC on the morning of the scheduled test date.

34. Test Examiners will receive Student Test Books and Answer Books from the STC on the morning of the scheduled test date. Non-certified staff may have access to secure materials for clerical purposes as approved by the Local Accountability Coordinator (LAC) and only if supervised by the STC. Non- certified staff may perform such activities as taking inventory of materials or applying labels to Answer Books. Who May Have Access to Secure Materials/When May They Be Accessed? During The Test Administration Week Test Security

35. Who May Not Have Access To Secure Materials? Proctors and members of the general public have no access to secure test materials. Proctors and the general public may view public release forms. These forms are non- secure and are available on the MSDE website, http://www.mdk12.org Test Security

36. State-certified academic classroom teachers Other state-certified teachers who teach in special education, gifted and talented, and English Language Learner (ELL) students Academic classroom, special education, gifted and talented, and ESL teachers with provisional certification. Test Preparation Eligible and Non- Eligible Test Examiners and Proctors Eligible Test Examiners Eligible Test Examiners for HSA test administrations should be state-certified, professional school staff and include the following:

37. State-certified teachers in physical education, art, home economics, industrial arts, etc. Guidance counselors, media specialists, school psychologists, and school administrators. Other state-certified teachers who may be working as instructional assistants, aides, or regular substitutes.

38. Non-Eligible Test Examiners Non-certified instructional assistants and aides who are not regular employees of the school district (e.g., student teachers and parents who serve as regular volunteers). State-certified teachers who are not regular employees of the school system and who are not on a substitute list. Regular and/or certified staff who are not eligible as Test Examiners include the following: Test Preparation Eligible and Non- Eligible Test Examiners and Proctors

39. Proctors help the Test Examiner distribute and collect test materials walk around the room and observe students during the entire testing period ensure that students are working on the correct test session and not on any other session remind students who finish early to check their work in that test session monitor students who finish early to ensure they are not reading other materials or disturbing students who are still working Non-eligible personnel may provide assistance during administration as proctors only. The proctors may assist in the following ways: Test Preparation Eligible and Non- Eligible Test Examiners and Proctors

40. Bound by the same security/confidentiality regulations as everyone else Proctor’s Obligations Test Preparation Eligible and Non- Eligible Test Examiners and Proctors

41. Backup Test Examiners A local school system may train backup Test Examiners. If these trained Test Examiners are not used, they may serve as proctors. If they serve as proctors, they must work under the direction of the Test Examiner and may not have access to the secure materials for the test to which they are assigned.

42. Testing Cautions Coaching Prohibited- no one should provide assistance that will inadvertently or otherwise provide an answer Guessing - encourage students to attempt all questions Random Marking - students should not mark answers randomly Post-Test Discussions with Students – follow suggested guidelines for conducting an optional debriefing discussion

43. Testing Accommodations Testing accommodations for Special Education students, ELL students, and students with disabilities covered under Section 504, must be approved and documented according to the procedures and requirements outlined in the “Requirements for Accommodating, Excusing, and Exempting Students in Maryland Assessment Programs.” No accommodations may be made for students merely because they are a member of an instructional group.

44. Any accommodation must be based on individual needs and not upon a category of disability area, level of instruction, environment, or other group characteristics. Responsibility for confirming the need and appropriateness of an accommodation rests with the Local Accountability Coordinator and school-based staff involved with each student’s instructional program. A master list of all students and their accommodation(s) must be maintained by the principal and submitted to the Local Accountability Coordinator who will provide a copy to the Maryland State Department of Education upon request.

45. Braille Test Administration See Appendix C for a list of materials and specific directions the Test Examiner must follow when administering the May 2007 Braille test form.

47. Large Print Test Administration See Appendix D for a list of materials and specific directions the Test Examiner must follow when administering the May 2007 Large Print test form.

49. Mathematics Verbatim Reading Rules See Appendix E for a list of mathematics verbatim reading rules that must be followed when a live reader is used to provide the verbatim reading accommodation to a student.

51. Different forms of the test will be administered to students in each classroom participating in the test. Each form is identified by a cover of a different color and letter. The Student Test Books and Answer Books are spiraled within classrooms. Each student must receive a Student Test Book and Answer Book that are the same color and have the same form letter on the cover. Distribution of Materials Important

52. Follow the state developed testing schedule. Schedule testing to allow sufficient time for instructions and preparations. One proctor for every 25 students is recommended. Avoid testing just after students have had strenuous physical activity or after lunch shifts. Plan Your Testing Schedule Responsibilities of Test Examiner—Before Testing

53. Before testing begins, make sure you have all the materials you will need for testing. Make sure all test materials are stored in a secure location prior to test administration. If the pre-printed student ID labels have not been applied by your STC, allow sufficient time prior to testing to affix the pre-printed student ID labels to the front of the Answer Books. Review Test Materials and Prepare Answer Books Responsibilities of Test Examiner—Before Testing

54. The student ID labels will be printed on 8.5" x 11" sheets with labels for six students per sheet, one student in each row. You will see three columns of labels. Information about the student will be printed in the first column. The student ID label that is to be attached to the Answer Book will be in the second column. The third column will contain an additional student ID label. You will attach the label in the second column to the Answer Book. The label in the third column is extra to use on an as needed basis. (For instance, if a student misses the primary week and must take the make-up test.) Your school should retain the labels in the left-hand column for record keeping purposes.

55. Applying Student Labels Careful placement of the label in the designated spot is essential for proper scanning. Responsibilities of Test Examiner—Before Testing

56. For any students who do not have a pre-printed student ID label (or for whom the information on the label is incorrect), affix a generic ID label (provided by your STC). Do not place the generic ID label on top of a pre-printed student ID label. If a generic ID label is needed, it must be placed on a new Answer Book. Only students with generic ID labels must have the biographical data grids on their Answer Book covers bubbled in. The STC or Test Examiner should complete this work. If you are not sure how to complete portions of the required information, check with your STC.

57. Never place one label over another!

58. Provide a testing location that has comfortable seating, sufficient workspace, and good lighting. Make sure there is sufficient room for the Test Examiner and proctors to walk around desks while observing students. The room should be adequately ventilated and free from distracting noises. Post a “Testing: Do Not Disturb” sign on the door to prevent interruptions. Separate students so they cannot see other students’ answers. At the beginning of the test administration, students should be instructed to remove all materials from their desks and place them in a section of the room away from the immediate testing area. Prepare the Testing Location Create an Effective Testing Environment Responsibilities of Test Examiner—Before Testing

59. Only test books and items listed in the test materials list should be on the students’ desks. The following personal belongings are prohibited in the test area: personal digital assistants (PDAs) camera and regular cell phones iPods® and other MP3 players any other non-test related personal electronic equipment. These materials and any related items should not be in the possession of students, Test Examiners, or proctors in the test area, including in their desks. These items are considered a test security risk and/or a distraction to an appropriate testing environment.

60. At the end of the test administration, students should turn in all test materials, including scratch paper. If students finish a session early, they may review any of their work in that session, but they may not go on or go back to another session. Students who finish early should be encouraged to review their work in that session and to attempt to answer any items left blank. Students may not have any reading or other materials on their desks, and they should not disturb those students still working. Students may not be dismissed early from the testing session.

61. The goal of these guidelines is to maintain a balance between regular instructional practice and the need for standardized and fair testing conditions around the state. LACs, STCs, principals, and Test Examiners are ultimately responsible for implementing standardized and appropriate test administrations. Therefore, it is essential to follow these guidelines and to ensure that only allowable instructional aids are available. Guidelines for the Use of Instructional Aids During the High School Assessment Responsibilities of Test Examiner—Before Testing

62. Although STCs can answer questions that may arise about the appropriateness of a specific instructional aid, only the LACs can make final decisions. LACs may choose to implement requirements regarding instructional aids beyond, but not in conflict with, those described here. The following list of allowable and prohibited instructional aids is meant to be instructive rather than exhaustive. The prohibited aids should not be displayed in the room or be available to students during the test administration. In general, and for all content areas, prohibited instructional aids are those that: define terms in the Maryland High School Core Learning Goals document give answers to test items direct student responses to test items.

65. Instructional aids cannot be developed, displayed, or made available solely for the administration of the High School Assessment. Allowable instructional aids can be moved from one room to another or placed in a specific room during the administration of the assessment. Prohibited instructional aids must be removed or covered up in each testing room or area for each day’s administration. If it is discovered that an instructional aid inadvertently provides a response to a test question, it should be removed or covered up immediately and the School Test Coordinator and Local Accountability Coordinator should be contacted. This applies to the one- week administration window and the make-up test administration windows.

66. Responsibilities of Test Examiner—Before Testing Affixing pre-printed student ID labels to the front cover of Answer Books or affixing a generic ID label to an Answer Book for each student who does not have a pre-printed label or for whom the information on the pre-printed student ID label is incorrect. Removing or covering prohibited instructional aids. gathering additional materials students will need and preparing them for distribution to students Train Proctors Before testing, proctors may assist by:

67. Responsibilities of Test Examiner—Before Testing helping to distribute and collect test materials checking to ensure that each student is given an Answer Book and a Student Test Book that have a matching test form letter and color walking around the room and observing the testing behaviors of students supplying additional sharpened pencils when needed during testing encouraging students to answer constructed response questions in the order in which they appear During testing, proctors may assist by: Train Proctors

68. ensuring that students are working only in the correct test session in both the Student Test Book and Answer Book by noting that the correct session tab at the top of the page is visible

69. Reminding students who finish early to check their work in that session for completeness and accuracy and to attempt to answer every question. Ensuring that students who finish early are not reading other materials or disturbing students who are still working.

70. Responsibilities of Test Examiner—Before Testing Checking Answer Books to ensure that pre-printed student ID labels are affixed correctly, or if a generic ID label is affixed, that the gridded information is completed correctly. After testing, proctors may assist by: Train Proctors

71. Responsibilities of Test Examiner—Before Testing Several days before the scheduled test administration date and again the day before, inform students who use a TI-92, a TI-92 Plus, or a TI Voyage 200 graphing calculator, or who plan to use a TI-92, a TI-92 Plus, or a TI Voyage 200 graphing calculator for the test, that calculator memories will be cleared before and after the administration of the test. Prepare Your Students (Algebra/Data Analysis Only)

72. The calculator memory will be returned to the original factory settings. Warn students that if they have any data, applications, or programs saved in the TI-92, the TI- 92 Plus, or the TI Voyage 200 calculator’s memory, they should back up and save the information to an alternate storage device before the day of testing. If the students are unfamiliar with the procedures to do this, or do not wish to have the calculator’s memory cleared, they should plan to use a calculator other than the TI-92, the TI-92 Plus, or the TI Voyage 200.

73. Responsibilities of Test Examiner—During Testing In order to ensure accurate results, it is essential that all Test Examiners follow the same procedures when administering the tests. The directions you are to read aloud to the students are printed in bold type and preceded by SAY. Information that is only for you and is not to be read aloud is indented and printed in italic type.

74. Read the directions to students exactly as they are written, using a natural tone and manner. If you make a mistake in reading a direction, stop and say, “No, that is wrong. Listen again.” Then read the direction again. Please observe timing limits. Be sure students understand the directions and how to mark answers. Assist them with test-taking mechanics, but be careful not to inadvertently give hints or clues that indicate an answer or help eliminate answer choices. Inform students that they may write in the Student Test Book and may make notes, mark, underline, or highlight information to help them answer items. Remind students that they should not highlight or make any stray marks in their Answer Book.

75. Encourage students to think about and plan their responses to constructed response questions and to refer to the Rubric Sheet to understand how their responses will be scored. Encourage students to attempt all items. Tell them to read each item carefully and make their best attempt at answering. Be careful not to imply that they should guess randomly. Remind students to handle all materials with care; to record their answers with heavy, dark pencil marks; and to avoid making extra marks. The Answer Book pages should never be folded, clipped, or torn. Begin the test session on time. Be sure that all desks are cleared, and see that each student has two sharpened soft-lead (No. 2) pencils with erasers and a highlighter.

76. Personal digital assistants (PDAs), camera and regular cell phones, iPods® and other MP3 players, and any other non-test related personal electronic equipment should not be in the possession of students, Test Examiners, or proctors in the test area, including in their desks. These items are considered a test security risk and/or a distraction to an appropriate testing environment.

77. Responsibilities of Test Examiner—During Testing Before distributing the Answer Books, make sure the pre- printed student ID labels (and generic ID labels, if necessary) have been affixed to the front of the Answer Books for every student taking the test. Distribute the Answer Books, Student Test Books, Rubric/Constructed Response Checklist, and scratch paper. Each student must receive the Answer Book with his or her name on the preprinted student ID label (or with a generic label, if necessary). Make sure each student receives a Student Test Book that is the same color and has the same form letter as his or her Answer Book. Distribute the Test Materials

78. Responsibilities of Test Examiner—During Testing Follow specific directions for your content area Administer the Test

79. Responsibilities of Test Examiner—During Testing Follow the scripted instructions for students who have generic ID labels on the front of their Answer books Complete the Answer Book Information

80. Responsibilities of Test Examiner—After Testing Before returning test materials to your STC, please check the Answer Books to verify that the pre-printed student ID labels are correctly affixed, to the Answer Books. If an Answer Book does not have a pre-printed student ID label, verify that a generic ID label is affixed, and that the student’s name and biographical information grids are filled in correctly. With the help of the STC, be sure to complete the special codes for Date of Birth, Student ID Number, Grade Level, Gender, Racial/Ethnic Background, Accommodations, LEA, School Number, Section Number, Teacher ID, and for LEA 24 schools only, complete the Home LEA code. Complete the Special Codes and Check Answer Books

81. Responsibilities of Test Examiner—After Testing Numbers 2 through 10 in the chart below should be completed on the front of the Answer Books only for those students with generic ID labels or for students with no labels; for students with pre-printed student ID labels, this information should be left blank. Completion of numbers 11 and 12 are optional for students with either generic or pre-printed labels. Please check with your STC to determine whether numbers 11 and 12 should be completed. Complete the Special Codes and Check Answer Books

82. When you check this…look for this: Numbers 2 through 10 in the chart should be completed on the front of the Answer Book only for those students with generic ID labels; for students with pre-printed student ID labels, this information should be left blank.

83. When you check this…look for this: Numbers 2 through 10 in the chart should be completed on the front of the Answer Book only for those students with generic ID labels; for students with pre-printed student ID labels, this information should be left blank. When filling in the circles for School Number, LEA, Section Number and Home LEA, use leading zeroes if necessary.

84. When you check this…look for this: When filling in the circles for School Number, LEA, Section Number, Teacher ID, and Home LEA, use leading zeroes if necessary.

85. Responsibilities of Test Examiner—After Testing If a student is absent the day of testing or becomes ill and is unable to complete testing and a pre-printed label for that student has been affixed to an Answer Book, that Answer Book should be invalidated. The Test Examiner should bring to the attention of the STC those students whose conduct during testing might have caused an invalid administration. Consult with the STC on how to invalidate a student’s test book or a group of test books. Invalidate Student Answer Books as needed

86. Responsibilities of Test Examiner—After Testing Follow the directions and schedule provided to you by your STC for packaging and returning all materials. Be sure to return the Maryland High School Assessment Roster or Student Tracking Form, whichever you used to record student signatures, to your STC. Complete the Documentation Forms and Return Test Materials If you will be administering make-up tests, be sure to keep the Test Examiner’s Manual and an adequate number of Rubric Sheets for use during the make-up administration.

87. Responsibilities of Test Examiner—After Testing A student whose IEP permits a dictated response must have that response audiotaped in the presence of an approved Test Examiner for later transcription into the student’s Answer Book. The student’s response must be transcribed at the school level BY AN APPROVED Test Examiner into the student’s Answer Book with a pre-printed or generic ID label attached. The audiotape with the recorded student response MUST be included with the test materials returned to the STC. Administrative Procedures for Students with IEPs Permitting a Dictated Response, Use of a Word Processor, or Circling Responses in the Test Book

88. A student whose IEP permits the use of a word processor must have that response transcribed by hand exactly as the student entered the response on the word processor. The student’s response must always be transcribed at the school level BY AN APPROVED Test Examiner into the student’s Answer Book with the pre-printed or generic ID label attached. After the student’s response has been transcribed, the memory of the word processor must be cleared. Any computer printout of the student’s response MUST be included with the test materials returned to the STC.

89. Students whose IEPs permit them to circle or write their responses in the Test Book must have those responses transcribed by hand into the Answer Book exactly as the student entered the responses in the Test Book. The student’s responses must always be transcribed at the school level BY AN APPROVED Test Examiner into the student’s Answer Book with the preprinted or generic ID label attached. After the student’s responses have been transcribed, you must place a “Response Accommodation Label” centered at the top of the student’s Test Book cover and write the student’s name on the label. The STC will have these labels. This will allow the scoring contractor to easily identify the Test Book if necessary.

90. There are some conditions that interfere with the scoring process. School approved transcribers should check transcribed Answer Books to ensure: transcribed answers are not too light there are no incomplete erasures there are no stray marks

91. Responsibilities of Test Examiner—After Testing A student who uses a large print or Braille test form must have all responses transcribed at the school level BY AN APPROVED Test Examiner into a regular Answer Book from the Answer Book Accommodation Package. Student responses must be reproduced exactly as written by the student. Large Print Answer Books, Braille response sheets, and word-processed response sheets MUST be included with the test materials returned to the STC. Administrative Procedures for Students using Large Print or Braille Test Forms

92. The pre-printed student ID or generic label is to be attached to the regular Answer Book containing the transcribed responses, not to the Large Print Answer Book or Braille Student Test Book. Be sure the student’s name, LEA number, and school number are written on the Large Print Answer Book. However, the bubbles do not have to be fi lled in on the Large Print version of the Answer Book. If there is a pre-printed student ID label for the student, the bubbles do not have to be fi lled in on the transcribed Answer Book. If there is no pre-printed student ID label, a “generic” ID label (one without a student name) must be applied to the Answer Book containing the transcribed responses and all the required sections on the cover must be bubbled in.

93. Be sure that the Accommodations Code on the cover of the transcribed Answer Book is completed. There are bubbles to fill in on the Accommodations Box to indicate Large Print or Braille test materials were used by the student.

94. Responsibilities of Test Examiner—After Testing If you choose to conduct this discussion, it is suggested that it be held as soon as possible after the administration of the assessment. This information is solely for your instructional planning. It is not expected that responses be returned to the Maryland State Department of Education. Optional Discussion Guide for Teachers Following the High School Assessment Administration

95. To ensure that test security is not violated, discourage sharing information regarding individual test items when you conduct the debriefing discussion with your students. Rather, focus on instructional implications for future classes. You should limit your discussion to the following questions: What advice would you give to other students who are just beginning the course to help them be successful on the assessment? What would you recommend receive more emphasis the next time this class is taught?

96. What would you recommend receive less emphasis the next time this class is taught? Did you have enough classroom preparation to feel confident when composing the written responses on the assessment? Did you have enough classroom preparation to feel confident in answering the selected response items? Did you have enough classroom preparation to feel confident in answering the response grid items? What else could teachers and students do to prepare for this assessment?