1. MSAA TEST ADMINISTRATION TRAINING MULTI-STATE ALTERNATE ASSESSMENT March, 2016 Test Window: March 30 – May 13, 2016 1

2. Agenda  Welcome!  A short history of NCSC and MSAA  Overview of MSAA  The structure of the MSAA  2015 Test Results  Assessment Features and Accommodations  Test Administrator and Test Coordinator Responsibilities  Test Security  Administering the test  Taking the final quiz 2

3. MSAA History Collaborative of states have been developing this assessment over the last four years as NCSC. MSAA includes: RI, ME, DC, MD, MT, AR, AZ, SD, TN, CNMI, Guam, and the Virgin Islands. Pilot Tests (March, 2014 and October, 2014) Pilot 1: ~60 students participated Pilot 2: ~180 students 2015 ~ 1,000 students 3

4. Participation in the Alternate Assessment Every student takes one of these state assessments :  PARCC  most students; either with or without accommodations  MSAA  significant cognitive disabilities  Approximately1% of the population (~1100 students) 4

5. Eligibility for the Alternate Assessment IEP Team Guidance on Eligibility for Alternate Assessments 2015-16  Eligibility Determinations should be completed before the start of each new school year.  Determinations need to be recorded by the districts in the December census.  Three Criteria (Page 8, Step 1): 1. Disability significantly impacts cognitive function and adaptive behavior. 2. Student’s instruction is aligned to CCSS/CCCs and uses adapted grade-level content that focuses on essential knowledge and skills. 3. Student is unable to apply academic skills in home, school, and community without intensive, frequent, and individualized instruction in multiple settings.  Review and sign Participation Criteria (page 9) 5

6. Tested Grade Levels for Alternate Assessment Grade23456789101112 RIAA SCIYes MSAA ELA and Math Yes REMEMBER: Students only take the tests in their designated grade level. Students do not “make up” tests from previous grades that were missed. Students can be registered for the MSAA up to the last week of the assessment; there is no deadline. 6

7. Structure of the MSAA 7

8. MSAA Overview Test WindowMarch 30 – May 13, 2016 Test Type:Adaptive (not yet) Grade Levels:3-8 and 11 Content Areas:ELA (incl. Writing), Math Timing:Month-long in Spring Standards:CCSS: discrete grade levels and CCCs Eligibility:Remains the same Teacher time:Lighter: some preparation for accommodations and materials for each item. Scoring:Teacher scores some CRs Results:Standardized content with adaptations and accommodations (valid group comparisons will be easier) 8

9. Change in Standards for All Tests PARCC Core Content Connectors Common Core State Standards NCSC 9

10. Student Supports in the MSAA Item Supports Assessment Features Consider all three aspects in combination with student needs when making decisions about test supports. ACCOMMODATIONS 10

11. Items include supports and grade-level content Tier 4. Fully aligned to CCC/CCSS Tier 3. aligned to CCC Tier 2. somewhat aligned to CCC Tier 1. Essential Understanding Each standard assessed tests grade-level concepts and content regardless of item level. Tier Supports: scripted items modified/shortened texts graphics in text and items read-aloud graphic organizers partially completed three item options small integer values modeling Tier Supports: scripted items modified/shortened texts graphics in text and items read-aloud graphic organizers partially completed three item options small integer values modeling Tier Supports: scripted items simplified language text slightly longer graphics in text and items read-aloud graphic organizers partially completed equations provided small integer values modeling Tier Supports: scripted items simplified language text slightly longer graphics in text and items read-aloud graphic organizers partially completed equations provided small integer values modeling Tier Supports: scripted items simplified language but longer text, equations provided some graphics read-aloud graphic organizers not completed modeling Tier Supports: scripted items simplified language but longer text, equations provided some graphics read-aloud graphic organizers not completed modeling Tier Supports Scripted items graphic organizers not completed some graphics read-aloud modeling Tier Supports Scripted items graphic organizers not completed some graphics read-aloud modeling 11

12. Item Types  Selected Response (SR)  All content areas  aka: multiple choice  Constructed Response (CR)  Math only  Open Response (OR)  Writing only 12

13. 3 rd Grade Mathematics Example Page 14: Mathematics Core Content Connectors (CCC)  CCSS 3.NF.1: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.  CCC 3.NO.1l3: Identify the fraction that matches the representation (rectangles and circles; halves, fourths, and thirds, eighths). 13

14. Mathematics Grade 3 Sample Item This sample item is an example of a lower tier This item begins with a model telling the student what the item is about: Item follow the model and has two answer options instead of three. : 14

15. 6th Grade Mathematics: CCSS and CCC Page 27: Mathematics Core Content Connectors (CCC)  CCSS 6.RP.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”  CCC 6.PRF.1c1: Describe the ratio relationship between two quantities for a given situation. 15

16. Grade 6 Mathematics sample item This item begins by telling the student what the item is about. Then it provides a context that includes visual supports: This item is a continuation of the context and each answer option includes visual supports. 16

17. Text Complexity of Reading Passages Also see Performance Level Charts in Interpretation Guide Less Complex More Most Complex Simple sentences Commonly-used words Theme is obvious Clear events Predictable events Simple charts and tables Answers taken directly from the text Simple and compound sentences Some grade level words Theme is clear Ideas and events presented in order Simple charts and tables Answers drawn from the text Compound and complex sentences Grade-level words Theme implied Range of ideas and events Charts and tables essential to understand text Answers inferred from the text 17

18. 4th Grade ELA: CCSS and CCC Page 9: ELA Core Content Connectors (CCC) CCSS 4.RL 2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. CCC 4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer. CCSS 4.RL 1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCC 4.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly. 18

19. 4 th Grade Sample Literary Passage This sample text has simplified language, graphics to aid in understanding, and a simple story line. This passage could also be read out loud if it were included on the test. 19

20. 4 th Grade Sample Item Every passage, or part of a passage, can be re-read as many times as the student would like. A reminder of the story’s theme and three answer options with visual supports. 20

21. 4 th Grade Sample Item Three answer options with visual supports. The passage can be re-read as many times as needed. Statement reminding students what the item is about Passage part; same passage as previous example 21

22. 2015 NCSC Results 22

23. NCSC 2015 MATH: Percent of students at each achievement level Grade State Ave. Scale Score Level 1Level 2Level 3**Level 4** 31237 (level 1)38%23%30%9% 41234 (level 2)43%21%23%14% 51235 (level 2)24%34% 9% 61233 (level 2)41%23%14%22% 71238 (level 2)22%30%29%19% 81236 (level 2)27%22%23%28% 111240 (level 2)33%22%25%21% ** Levels 3 and 4 are meeting expectations. 23

24. 24

25. NCSC 2015 ELA: Percent of students at each achievement level Grade State Ave. Scale Score Level 1Level 2Level 3**Level 4** 31237 (level 2)39%23% 15% 41234 (level 1)50%16%27%7% 51235 (level 2)30% 26%14% 61233 (level 2)45%24%14%17% 71238 (level 2)43%15%27%15% 81236 (level 2)25%37%21%17% 111240 (level 2)31%19%35%15% ** Levels 3 and 4 are meeting expectations. 25

26. 26

27. Instructional Resources NCSC Wiki for Instructional Resources  https://wiki.ncscpartners.org/index.php/Main_Page https://wiki.ncscpartners.org/index.php/Main_Page RIDE:  Common Core Connectors: www.ride.ri.gov/RIAAwww.ride.ri.gov/RIAA  Click on “NCSC” tab  CCSS: www.ride.ri.gov/CCSS-ELAwww.ride.ri.gov/CCSS-ELA  Click on “Educators” tab  Academic Vocabulary Module  Text Dependent Questions Module  Close Reading Module for teachers of students with disabilities. 27

28. Assessment Features and Accommodations 28

29. Assessment Features (always available) COMPUTERPAPER (Teacher-provided) Answer MaskingTwo pieces of paper on either side of the line the student needs to focus on Alternate Color ThemesColor overlays Increase Size of Text and Graphics (Magnification) Adjust size before printing NEW: Large Print Booklet Increase VolumeSeparate testing space/auditory AT Line Reader ToolTwo pieces of paper on either side of the line the student needs to focus on Audio Player (Text-to-Speech)Read Aloud/Re-read While not required, it is helpful to include assessment features used by the student in the IEP. 29 Demonstration

30. Finding the Assessment Features 30

31. Answer Masking 31

32. Audio Player (computer-administered) 32

33. Read Aloud (Teacher-administered test)  Read the directions, answer options, and 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).  Students must be tested in a separate setting. 33

34. https://www.msaaassessment.org/user? Navigating the MSAA Administration System View sample test items View Test Features View Item Tool Bar 34

35. Alternate Color Themes 35

36. Alternate Color Themes (color contrast) 36

37. Line Reader Tool 37

38. Magnification 38

39. Accommodations Accommodations are changes in the materials or procedures of the assessment that do not alter what is being measured. REMEMBER: Accommodations must be included in the students’ IEP. 39

40. Accommodations  Assistive Technology*  Paper Versions of Test or Items  Scribe  Sign Language Translation  Braille (grades 3 & 4 only)  Students who are deaf/blind:  Additional set of directions that include tactile graphics and object replacement options.  Students must meet the criteria of being deaf and/or blind in order to receive these directions. *TIP: Test with sample items to ensure proper functioning with the online test platform. 40

41. Compatible Assistive Technology 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 tested. See the User Guide for a list of software. 41

42. Paper Versions  You may print a copy of an item or items by selecting “open test in PDF” from the Actions button.  NEW: Large print forms must be ordered  Size 18 font  11 x 17 size spiral bound booklet  Contact your special education director if you feel your student needs a printed, spiral-bound paper booklet.  After Testing:  Booklets shipped by Measured Progress must be returned to your district for shipment back.  Any items downloaded and printed from MSAA must be shredded. 42

43. Scribing Protocol 43  If you are entering the student’s responses into the MSAA Online system for:  Selected Response Items  Constructed Response Items  Open Response Items  Writing Constructed Response

44. Scribing Protocol  Qualifications:  Familiar to the student  Familiar with accommodations and test features  Sign test security agreements  Preparation:  Practice with sample items  Practice protocol during regular instruction 44

45. Scribing Protocol for Writing STEP 1: Student answers test question and does not enter their answer into the computer. Verbally, symbols, pictures, objects, ASL, etc. STEP 2: Teacher records student answer on paper, video, audio. STEP 3: Enter student response into computer in two ways: 1. Type student answer into actual test item online. 2. Upload picture of student-created response is uploaded. 45

46. Scribing Protocol for Writing 1.Write either on paper or into the MSAA Assessment System exactly what the student communicates. 2.Correctly spell all words; spelling isn’t scored. 3.Do not capitalize words or punctuate text unless directed by the student. 4.Allow student to review/edit, etc. (follow the DTA). 5.Confirm meaning of homonyms and homophones, e.g., than and then; to, two, and too; there, their, and they're as is reasonable. 6.Make any student-requested changes, even if incorrect. 7.SHRED all materials after testing. 46

47. Assessing Students who are Deaf, Blind, or Deaf-blind 47 Procedures for Assessing Students who Are Blind, Deaf, or Deaf- Blind: Additional Directions for Test Administration A secure document with instructions on how to modify test items for students who use Braille, object replacement, and tactile graphics. NEW: Ordered by district or school online NEW: Grades 3 & 4 braille cards are ordered by districts.

48. Student Criteria Procedures for Assessing Students who are Blind, Deaf, or Deaf-Blind (page 2):  Low vision  No functional use of vision  Undetermined functional use of vision  Significant hearing loss, even with hearing aids  Undetermined functional use of hearing  In grades 3 or 4 and uses Braille  Open Response Foundational Reading Items. 48

49. Qualifications of Test Administrators 49

50. Who can be a Test Administrator? (page 14) 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. 50

51. Test Administrators must…  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  verify student information in the test portal (demographic & LCI)  complete accommodations tab  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 the post-test survey  NEW: 1) shred/delete all documents downloaded after testing. 2) Return materials to your district administrator if they were shipped. 51

52. Creating Optimal Testing Conditions and Maintaining Test Security 52

53. Testing Conditions and Test Security  Remove distractions as much as possible  Use the same computer for each testing session  AAC and AT works with the system.  Develop a schedule for administration (as much as is reasonable).  Ensure that only people who have received training can administer or assist in administering the MSAA. You are the teacher of record. 53

54. Secure handling of testing materials (page 23)  Keep all test materials in a secure and locked location.  Log out of the MSAA 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 not involved with testing.  DO NOT duplicate, reproduce, or share materials.  NEW: Test Coordinators must RETURN all materials shipped by Measured Progress to the district.  Test Coordinators must SHRED all materials downloaded and printed after testing.  DELETE any materials on computers and AT devices after testing is complete. 54

55. Examples of Test Irregularities: Test Materials (page 25) Test Materials: 1.Changing the wording of test directions, items/questions, response options, or any text. 2.Using non-prescribed manipulatives or replacement objects, graphic organizers, or mnemonic aids. 3.Using any physical prompting, including hand-over-hand. 4.Manipulating or changing any test materials to hint at a specific answer. 5.Changing a student’s answer. 6.Leaving test materials unattended. 7.Failure to shred, delete, and return all test materials after testing. 55

56. Examples of Test Irregularities: Test Administration Test Administration: 1.Pre-teaching test content immediately before testing. 2.Leaving the MSAA Assessment System unattended while logged in. 3.Administration of the test by someone who has not completed the training or passed the final quiz. 4.Taking pictures, recording, note taking, copying, discussing, or sharing test content in any way, with anyone not involved with the test administration in your classroom or school building. 56

57. 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: 1.Notify school principal/ test coordinator 2.School test coordinator notifies district test coordinator/superintendent 3.District contacts the state (Phyllis Lynch or Heather Heineke) 57

58. Security Agreement  Anyone who administers the test or who assists with administration must sign the test security agreement.  The Security Agreement was emailed to the listserv and to special education directors  Sign it and return it to your special education director 58

59. Teachers who do not have students taking the MSAA  CAN view the online modules with a teacher or administrator who will be involved in administration.  CAN have someone download the sample items; sample items are not secure.  CANNOT have an MSAA Assessment System login.  CANNOT be present during the administration of the MSAA 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. 59

60. Administering the Test 60

61. 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. 61

62. Second Decision To Make: 2. Which accommodations and test features will be used? Mirror, to the extent possible, instructional environment Familiarity What is engaging? 62

63. Basic Steps for Test Administration 1.Activate account, verify student list is accurate 2.Determine consistent, secure location 3.Determine schedule for practice and for testing 4.Determine test features and accommodations 5.Gather documents (either downloaded or shipped) 6.Practice test features, accommodations, and with any AT device; prepare word boards, if necessary. 7.Log on to test platform, verify demographic and LCI, select accommodations 8.Conduct Student Response Check, if necessary 9.Begin Test… 10.After testing, complete the survey 11.Shred, return, and delete all materials 63

64. AAC Guidelines 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. 64

65. For students who do not have a consistent mode of communication Student Response Check (SRC) 65

66. 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. 66

67. What to do with the results of the SRC:  If YES, indicate on the screen which mode of communication the student will use, then proceed with test administration.  If NO, administer the first four test items of either ELA or Math and then do one of the following: 1.If the student responds to one of the first four test items, continue to administer all test items. 2.If the student DOES NOT respond, close the test, select “Early Stopping Rule”, and complete the End of Test Survey. 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 67

68. Pausing vs. Closing the Test  Pause a test if:  The student is upset.  The student selects the wrong, or the last, answers.  The student isn’t engaged.  Close a test if:  Non-response to the SRC or the first four items. Select “Early stopping rule”  Student should not be tested: Select “No longer enrolled” Select “No longer eligible” Use this if student is registered by mistake 68

69. Access Student Response Check 69 Find Student and click on Student ID

70. Access Student Response Check 70 Click on SRC tab

71. Student Response Check 71

72. Student Response Check for Computer 72 1. Read the directions 2. Click Next

73. Student Response Check for Computer 73 1. Read test aloud to the student 2. Click Next

74. Student Response Check for Computer 74 1. Point to specified option. 3. Click Next at the bottom of the screen. 2. Ask student to point to specified option

75. Enter SRC Information 75 Select the method the student will use to indicate how they will respond during the test.

76. 76 Once an method is selected, answer the question and click Save at the top of the page.

77. Student Response Check Paper Version 77  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 MSAA Assessment System.

78. 1. Time to Prepare 2. Time to Administer the Test Timing, Scheduling, Preparing 78

79. ELA Test Sessions Approximately 90 minutes total MSAA ELA Sessions Reading Session 1Reading Session 2Writing Literary and informational reading passages and associated Selected- Response Reading items Open-Response Foundational Reading items (Grades 3 and 4 only) 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 79

80. Mathematics Test Sessions Approximately 90 minutes total MSAA Mathematics Sessions Mathematics Session 1Mathematics Session 2 Selected-Response Mathematics items Constructed-Response Mathematics Completion items in selected grades Selected-Response Mathematics items Constructed-Response Mathematics Completion items in selected grades 80

81. Timing and Scheduling Suggestions Base test times (both sessions):  Approximately 90 minutes for ELA  Approximately 90 minutes for Math 1. Student uses computer or paper copy fairly independently: 2. Student requires support to use computer; frequent breaks; 3. Student requires eye gaze board, braille, help using AT, frequent breaks; 81

82. Preparing for the Test 82  Training  Reading materials:  Test Administration Manual  Directions for Test Administration Directions for students who are deaf, blind, and deaf-blind.  Sample items  Preparing test:  Manipulatives  Practice scribing protocol, answering items  Creating word boards, eye gaze boards, loading graphics into AT devices, etc.  Substitutes:  Most helpful for preparation; sometimes helpful for administering the test; dependent on the needs and requirements of the students.

83. Creating Word Boards for Writing 83 AAC (Appendix C in TAM):  Add words/pictures/phrases that the student typically uses during instruction to their AAC system  Can introduce vocabulary related to the writing prompt but you cannot practice the prompt.  Must give the student at least three choices; more if reasonable.  Create word boards where the student has choices.

84. Creating Word Boards: Nouns 84

85. Creating Word Boards: Phrases and Mixed Phrases 85

86. Upload Evidence (Module 12) Writing Test Only 86

87. Submitting Student Work: 87  Only for students who created a paper writing product.  Two ways to capture student evidence 1. Computer Webcam 2. 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.

88. Upload Evidence 88 STEP 1: Click the Upload Button

89. Upload Evidence Option A: Webcam 89 STEP 2: Click Use WebCam

90. Upload Evidence Option A: Webcam STEP 3: Click Take Snapshot 90

91. 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. STEP 5: Click Retake OR Attach Image 91

92. Upload Evidence - Webcam Successful upload To upload another file, click here. 92

93. Upload Evidence Option B: Scanner  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. 93

94. Upload Evidence Option B: Scanner 1. Click Attach File 94

95. Upload Evidence Option B: Scanner 2. Click Attach File 1. Enter a description 95

96. Upload Evidence Option B: Scanner Find your file and click open If your file is in PDF, you must resave it in.png,.jpg, or a.jpeg format. 96

97. Upload Evidence – File Attachment Confirmation of successful upload 97

98. 1. Opening the test 2. Criteria for closing the test 3. Reasons for not closing the test 4. How to reopen the test Opening and Closing the Test 98

99. Opening the test 99  Actions available depend on status of the student.  After Accommodations tab, LCI tab, and Demographics are complete, Start Test, will appear as an option. Once a test is started, Resume Test will appear.

100. Reasons to Close the Test 100 NOTE: Once a test is closed, you cannot reopen it.  No observable response during the Student Response Check AND no response to any of the first four items in either ELA or math. Select “Early Stopping Rule” from drop down list  Student withdrew/is no longer enrolled  Student is no longer eligible This includes any other reason a student should not be tested, like being registered in error.

101. Reasons to Not Close the Test  Do not close the test because:  The student is upset.  The student keeps selecting the wrong answers or the same answer (i.e., the last answer)  The student isn’t engaged.  If you need to pause the test and come back at a later time, do so.  A test is closed due to no response on the SRG (early stopping rule), that test will not be scored. 101

102. How to pause and take a break… 102

103. How to start a test after it was paused. 103 Click Actions and then Resume NOTE: The test will begin starting with the last item saved.

104. What happens when the end of the test is reached? Click Complete this session and continue (or Next) 104

105. Ending the test takes two steps 105 2. Click OK 1. Click Submit

106. After Testing 106

107. After Testing  Complete the Accommodations: After Test tab  Complete the End-of-Test Survey  NEW: one survey only this year.  Report any testing irregularities/issues  Delete ALL downloaded materials on computers and devices used for testing.  Shred ALL materials printed from the MSAA Online System.  Return the following to your district for shipping back to Measured Progress:  Directions for Test Administration  Large Print Booklets  Braille cards  Directions for Students who are Blind, Deaf, or Deaf-Blind 107

108. NEW: End-of-Test Survey Steps STEP 1: Click on one student’s name and select either ELA or Mathematics  NEW: Only one survey needs to be completed. STEP 2: Complete the survey 108

109. End-of-Test Survey Screen Shots From “Action” button, select Go to Survey 109

110. Final Quiz All test administrators must take the final quiz and achieve an 80% before the test materials and tests become available. March 15: Final Quiz available Test administrators must go back after completing the modules and take the final quiz. 110

111. NEW: Test Materials: Two Shipments (Ordering Window: March 7- 17) Materials sent only to districts and outplacements. To order materials, check with district special education director Shipment 1: Test Administration Manual (TAM)  Ships March 7  Packs of 5  Includes ShipCode for each school Shipment 2: Materials Shipment 1.Directions for Test Administration (DTAs) 2.Procedures for Assessing Students who Are Blind, Deaf, or Deaf- Blind: Additional Directions for Test Administration 3.Braille cards for grades 3 and 4 4.Large Print paper versions 111

112. Summary of Dates (2016):  March 7: Test Administration Manuals and ShipCodes shipped to districts  March 7 – 17: Test materials order window  Direct questions to district special education director  March 9, 10, 11: In-person test administrator training. All training will be at Northern RI Collaborative.  March 15: MSAA Online platform available for test administrators to access test materials and complete student profiles.  March 30 – May 13: MSAA Testing Window  May 10: Final day to submit requests to reopen tests and to change grades. 112

113. MSAA Service Center/Help Desk (866) 834-8879 msaaservicecenter@measuredprogress.org Common Problems 113

114. You can’t access test materials 114  Make sure you’ve passed the final quiz with 80%  If you still can’t access the test materials, contact your special education director.

115. Student Information is Incorrect 115  Name is misspelled  Birthdate is incorrect  Grade level is incorrect  Before test is opened: If the student’s current grade is 3, 5, 6, 7, 8, or 11, contact the MSAA Service Center at 866-834-8879  After test is opened: If the student’s current grade is 3, 5, 6, 7, 8, or 11, contact Heather Heineke.  Student(s) listed should not be tested  Close test and select “no longer eligible” from the drop-down list.

116. A test is closed by accident 116  Call Heather Heineke  (401) 222-8493  heather.heineke@ride.ri.gov