1. Brevard Spring 2011 FCAT/FCAT 2.0 TRAINING

2. 2 Training Materials Link This training PPT is available online at the Accountability and Testing website. Other Pearson materials are available at www.pearsonaccess.com/fl Support tab

3. Writing Daily Test Administration Schedule Day 1 – Tuesday, March 1 Grades 4, 8, 10Writing Test45 minutes Day 2 – Wednesday, March 2 Grades 4, 8, 10Writing Make-Up Test45 minutes Day 3 – Thursday, March 3 Grades 4, 8, 10Writing Make-Up Test45 minutes Any deviation from this schedule requires written approval from the FDOE prior to implementation.

4. Reading, Mathematics, & Science Brevard Daily Test Schedule

5. Reading, Mathematics, & Science Daily Test Administration Schedule (continued)

6. FCAT RETAKES : Testing Window April 6-13 The FCAT Mathematics Retake is a computer-based test (CBT). Paper- based versions will be provided for students with allowable paper-based accommodations written in their IEPs. CBT sessions and make-ups may be scheduled during the entire testing window from April 6-13. The FCAT Reading Retake is offered in Brevard in paper-based format only. All Reading Retakes will be administered on Monday, April 11, 2011 with make-ups on Tuesday and Wednesday, April 12 and 13. Both Retake tests are untimed. Retained 10 th graders and students in Grades 10-Adult participating in the RETAKE tests may be allowed to work until the end of the school day to complete the Retake test administered that day. 6 Reading, Mathematics, & Science Daily Test Administration Schedule (continued)

7. 7 GRADE 10 FCAT MATHEMATICS: Testing Window April 13-25 Gr. 10 math sessions may be scheduled on Day 3 through Day 10 of the test window. Schools may test Grade 10 CBT Math on any or all days from Wednesday, April 13 through Monday, April 25. Grade 10 students will take the computer-based FCAT Mathematics test. Paper-based versions will be provided for students with allowable paper- based accommodations written in their IEPs. The test will be administered in one 160-minute session with a scheduled 10 minute break after 80 minutes. 7 Reading, Mathematics, & Science Daily Test Administration Schedule (continued)

8. 8 8 2011 Computer- Based Tests 1.Math Retake 2.Grade 10 FCAT Math 3.Algebra 1 End-of Course exam: all schools with Alg 1 or equivalent courses 4.Geometry EOC Field Test: Selected Schools 5.Biology EOC Field Test: Selected Schools 8 Reading, Mathematics, & Science Daily Test Administration Schedule (continued)

9. 9 Grades 5, 8 and 11 Science Day 7: Tuesday, April 19 Students impacted by Passover should be given the make-up test on a subsequent day. Both 55-minute sessions of Grade 8 Science and both 65-minute sessions of Grade 11 Science must be administered in one day.

10. 10 Reading, Mathematics, & Science Daily Test Administration Schedule (continued) Grade 10 Mathematics Computer-based ONLY  Paper-based versions will be provided to students with allowable paper-based accommodations One 160-minute session  Scheduled 10 minute break after 80 minutes  Individual breaks, as needed Mathematics sessions may begin on Day 3- April 13 Grade 10 students MAY NOT be tested with Retake students (e.g., these students may not be tested at the same time in the same computer lab).

11. 11 Reading, Mathematics, & Science Daily Test Administration Schedule (continued) FCAT Retakes Districts select one-week testing window  April 6-13 (Waiver approved) Mathematics Retake - Untimed  Computer-based ONLY –Paper-based versions will be provided to students with allowable paper-based accommodations  Sessions may be scheduled during the entire one-week testing window selected by district Reading Retake - Untimed  Paper-based –Paper-based: Districts may choose any one day during the selected testing window and all schools must test on that day –Monday, April 11 is Brevard’s Reading Retake day –Brevard is NOT offering Reading Retakes as a CBT

12. 12 What’s New Who Participates in 2011 FCAT/FCAT 2.0? Writing, Reading, Mathematics, & Science Students will participate in the following assessments: FCAT 2.0 Reading: Grades 3 – 10 FCAT 2.0 Mathematics: Grades 3 – 8  No FCAT Math assessment for Grade 9 students Original FCAT Writing: Grades 4, 8, 10 Original FCAT Science: Grades 5, 8, 11 FCAT Mathematics Retake / Grade 10 FCAT Math is same test  Computer Based Test (CBT)  Retakes and Grade 10 must test separately  First time Grade 10 students will test together  Retained Grade 10 and Gr. 11-AD will test together FCAT Reading Retake: Retained Grade 10 and Grades 11-AD students

13. 13 What’s New for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science The daily session schedule and session lengths for this administration differ from previous administrations. –These changes will remain in place for the duration of FCAT 2.0. –Please carefully review the new daily schedule and session lengths as you prepare for the test administration. (See Brevard Daily Test Administration Schedule) –Districts/schools must not deviate from this schedule.

14. 14 What’s New for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science –The Grade 10 Mathematics and Mathematics Retake assessments are computer-based except for students whose IEPs designate paper/pencil –This year only, students taking Grade 10 Mathematics and students taking the Mathematics Retake will be taking the same assessment. –The Grade 10 Mathematics test consists of one 160- minute session, and the Mathematics Retake is still untimed. –Grade 10 students MAY NOT be tested with Retake students (e.g., these students may not be tested at the same time in the same computer lab).

15. 15 What’s New for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science Student Grid Sheets and PreID labels Ethnicity Category  Indicates whether a student is Hispanic or Latino  Grid Y for Yes OR N for No  Y or N is printed on student labels next to Hisp/Latino Race Category  Grid Y for Yes OR N for No next to each category  Y may be gridded for more than one Race category  Race code(s) are printed on student labels next to Race

16. 16 What’s New for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science First school box in each school’s shipment is a white box with a red stripe for easy identification. No more Calibration schools. No more BLUE labels Peach, Red, and White labels will be used for all TO BE SCORED materials, as applicable Schools can access the Administration Record/Security Checklist with pre-populated security numbers of secure documents in PearsonAccess. May be used to collect required administration information and track security numbers

17. 17 What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science Session 4 of Grades 3 and 4 Mathematics contains items that require a ruler. Rulers should not be distributed for Session 3 Rulers will be provided on perforated sheets with other test materials New Braille ruler for Grades 3 and 4 students. Rulers will be included in the Braille test materials kits. Do not cut the edges of the ruler!

18. 18 What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science Mathematics Reference Sheets for Grades 5-AD students and Science Reference Sheets for Grades 8 and 11 students will be packaged as stand-alone pages and shipped with test materials. Distribute on test day (in script). Return in District Coordinator Box. Mathematics Reference Sheets available on the FDOE website: FCAT, Grade 10/Retake http://fcat.fldoe.org/pdf/1011g10rfcatmrs.pdf http://fcat.fldoe.org/pdf/1011g10rfcatmrs.pdf FCAT 2.0, Grades 6-8 http://fcat.fldoe.org/fcat2/pdf/mg68rs.pdf http://fcat.fldoe.org/fcat2/pdf/mg68rs.pdf FCAT 2.0, Grade 5 http://fcat.fldoe.org/fcat2/pdf/mg5rsr.pdf http://fcat.fldoe.org/fcat2/pdf/mg5rsr.pdf

19. 19 What’s New for the 2011 FCAT/FCAT 2.0 Reading, Mathematics, & Science Sample Test Materials (STMs) Regular print STMs are provided in online format ONLY  http://fcat.fldoe.org/fcatsmpl.asp http://fcat.fldoe.org/fcatsmpl.asp Special document STMs are provided as paper copies  Sent to districts/schools in November 2010 STMs can be used at any time, up to one week before the test, so that students become familiar with the format of the test(s). Short- and extended- response items have been removed from all assessments.

20. 20 –The ePAT practice test script for the Mathematics and Reading Retake (also used for Grade 10 Mathematics) and the correct answers to all currently published practice tests have been posted to www.pearsonaccess.com/fl under the Resources tab.www.pearsonaccess.com/fl –Schools will need to download and use the ePAT for scheduled practice tests and use appropriate scripts. –Practice tests are not available in the Training Center (practice sessions may not be scheduled in the Training Center, which is a change from last year). What’s New for the 2011 FCAT/FCAT 2.0 Gr 10 Math and Retake Practice Tests

21. 21 What’s New for the 2011FCAT Writing Writing prompt has been removed from the Writing Folder NO barcode numbers on the Writing Folder or Prompt Sheet Used prompt sheets are still considered secure materials and must be collected after testing(return in Dist Coord Box) Maintain a record of required administration information New Administration Record/Security Checklist (you keep)  No field for security numbers  Fields added for verifying that students have returned each type of secure document (Writing folders, prompt sheets, and planning sheets) Packages of Writing Prompt Sheets may be opened on the day of testing or on the evening before testing, but NO EARLIER

22. 22 What’s New for the 2011 FCAT Writing Writing PreID labels and rosters will arrive in districts two weeks prior to test administration and will not be included in the test materials shipment. Test Group Code box has been added to the inside front cover of the Writing Folder. Large print Writing Folder is now 4 pages instead of 8 pages.

23. 23 Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science Districts/schools are required to adhere to the daily testing schedule, unless a request for a change was made by the district and approved by the FDOE. Test administrators are required to use ALL of the allotted time in each test session and should not end a session early. A student with the accommodation of extra time must complete one session before continuing to the next session. If a student starts a test and leaves school without finishing (for an appointment, illness, etc.), he/she will NOT be allowed to complete the test.

24. 24 Students may not have any electronic or recording devices at their desks, in their pockets, or anywhere they can reach them during testing, even if the devices are turned off or the students do not use them. If a student is found to be in possession of ANY electronic device(s) during testing, his or her test must be invalidated in order to successfully enforce this policy. Inappropriate actions by school or district personnel before, during, or after test administration may result in consequences such as test invalidations and/or loss of teaching certification. Carefully read the Test Security Policies and Procedures to ensure that you are following the correct procedures. District assessment coordinators must require that school administrators, school assessment coordinators, test administrators, and proctors sign an FCAT/FCAT 2.0 Administration and Security Agreement. Test administrators must NOT administer the FCAT/FCAT 2.0 to their family members. Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science

25. 25 Forms and materials located at www.PearsonAccess.com/fl under the Support tab www.PearsonAccess.com/fl Comment Forms  Student (CBT only)  Test Administrator  School Coordinator  District Coordinator Ensure that comment forms are reviewed before testing and complete them after testing. Training Materials Administration Record/Security Checklist Materials Return List Special Documents Materials Return List Missing Materials Form Test Irregularities and Security Breaches Form Braille Scripts Reminders for the 2011 FCAT/FCAT 2.0 Writing, Reading, Mathematics, & Science

26. 26 Reminders for the 2011 FCAT/FCAT 2.0 Testing Location Considerations Use classrooms whenever possible. Make sure that each room is free of distractions and has Comfortable seating Good lighting Sufficient workspace Adequate ventilation Avoid testing in a cafeteria, gymnasium, auditorium, or library whenever possible. Make sure that: students are not facing each other when seated at tables. students are not in seating (stadium or staggered) that allows them to easily view other students’ answers. there is at least three feet between students. Remove or cover all visual aids on student desks or displayed in the room, such as posters showing mathematical and scientific concepts.

27. 27 Students to be Tested In general, all Florida public school students enrolled in tested grade levels (Grades 3-11) participate in the FCAT/FCAT 2.0 per Section 1008.22(3)(c)8, Florida Statute. Students must take the test for the grade level in which they are enrolled at the time of testing. Grade 10 students First time Grade 10 students (students who entered Grade 9 in Fall 2009) participate in the Grade 10 FCAT 2.0 Reading and Grade 10 CBT FCAT Mathematics. Students enrolled in Grade 10 participate in the FCAT testing regardless of any ACT or SAT concordant scores on file.

28. 28 Students to be Tested (continued) Who takes the RETAKE ? CHANGE ALERT!! Retained Grade 10 and Grades 11- AD students participate in FCAT Retake Reading and/or Mathematics if they have not previously taken or if they have not previously passed one or both parts of the FCAT OR achieved an ACT or SAT concordant score(s) to meet their graduation requirement Adult high school students who have not yet passed both parts of the FCAT required for graduation with a standard diploma Certificate of Completion students within one year Students in the second or third year of the Three-Year Graduation Program

29. 29 Students to be Tested (continued) Students who MAY NOT participate in Retake administrations  Students who have received a GED diploma  Students enrolled in grade levels below Grade 10  Home Education Program students  FTC Scholarship Program students  McKay Scholarship Program Private School students

30. 30 Students to be Tested (continued) Home Education Program students MAY participate in the FCAT/FCAT 2.0 appropriate for their grade- level but not for Retakes McKay Scholarship Program students In PRIVATE schools MAY participate in the FCAT/FCAT 2.0 appropriate for their grade level In PUBLIC schools MUST participate in the FCAT/FCAT 2.0 Florida Tax Credit (FTC) Scholarship Program students INDIVIDUAL students MAY participate in the FCAT/FCAT 2.0 appropriate for their grade-level District Virtual Instruction Program students MUST participate in the FCAT/FCAT 2.0 K-8 Virtual School Program students (formerly Connections Academy and Florida Virtual Academy) Grades 3–8 MUST participate in the FCAT/FCAT 2.0

31. 31 Students to be Tested (continued) English Language Learners (ELLs) ALL ELLs are expected to participate in FCAT/FCAT 2.0 Reading; however, if an ELL has been receiving services for one year or less AND the ELL committee determines that it is appropriate, the student may be exempt from FCAT Reading only, but must participate in the English proficiency assessment (CELLA). ALL ELLs are expected to participate in the FCAT/FCAT 2.0 Writing, Mathematics and Science tests no matter how long these students have been receiving services. Students with Disabilities All students with disabilities participate in one of the following manners:  FCAT/FCAT 2.0 without accommodations  FCAT/FCAT 2.0 with accommodations  Florida Alternate Assessment

32. 32 Materials Allowed During Testing Grade Level Writing Planning Sheet FCAT/ FCAT 2.0 Calculator Mathematics Reference Sheet Science Reference Sheet/Periodic Table Ruler CBT Work Folder 3N/ANO N/AYES*N/A 4YESNO N/AYES*N/A 5 NOYESNO N/A 6 NOYESN/A NO N/A 7 YES N/A NO N/A 8YES NO N/A 9 YESN/A NO N/A 10YES N/A NOYES 11N/A YES NON/A RETAKEN/AYES N/A NOYES * Grades 3 & 4 FCAT 2.0 Mathematics Session 4 ONLY

33. 33 Elementary School Document Configuration GRADEDOCUMENT TITLE ITEM TYPE Multiple ChoiceGridded Response 3 Reading Test and Answer Book  Mathematics Test and Answer Book  4 Writing Folder Reading Test and Answer Book  Mathematics Test and Answer Book  5  Reading Test Book Reading Answer Folder  Science Test and Answer Book 

34. 34 Middle School Document Configuration GRADEDOCUMENT TITLE ITEM TYPE Multiple ChoiceGridded Response 6 Reading & Mathematics Test Book Reading & Mathematics Answer Book  7 Reading & Mathematics Test Book Reading & Mathematics Answer Book  8 Writing Folder Reading & Mathematics Test Book Reading & Mathematics Answer Book  Science Test Book Science Answer Book 

35. 35 High School Document Configuration GRADEDOCUMENT TITLE ITEM TYPE Multiple Choice Gridded Response 9 Reading Test Book Reading Answer Folder No Comprehensive Mathematics Test  10 Writing Folder Reading Test Book Reading Answer Folder  Mathematics Grade 10/Retake Test and Answer Book (paper-based accommodation only)  11 Science Test Book Science Answer Book  Retake Reading Retake Test and Answer Book  Mathematics Grade 10/Retake Test and Answer Book (paper based accommodation only) 

36. 36 Preidentified Student Labels Verify that the student is still enrolled and will be tested. Verify the information on the PreID Roster against the school’s student information database. Five elements MUST be correct on a student PreID label for Grades 4, 8, and 10 Writing, Grades 3-10 Reading and Mathematics, and Grades 5, 8, and 11 Science: Student name Student ID number District number School number Grade level Four elements MUST be correct on a student PreID label for RETAKE: Student name Student ID number District number School number The PreID Roster includes the complete Social Security Number (SSN) or Florida Student Number for each preidentified student. Even though the same file was used to create both the PreID rosters and the student PreID labels, only the last four digits of the SSN preceded by five Xs and followed by one X (XXXXX7884X) are printed on the labels. You are NOT required to grid the missing numbers of a SSN.

37. 37 Incorrect or missing PreID Information Incorrect elements on a student label that has been affixed to an UNUSED answer document Student grid sheet of a non-preidentified document MUST be gridded with the correct elements Document with incorrect label affixed should be returned with the NOT TO BE SCORED materials Incorrect elements on a USED answer document Student must, under the supervision of the test administrator, transfer his/her exact responses into a replacement answer document Ensure the replacement has the same form code for the following:  Grade 3 Reading Test and Answer Book  Grade 3 Mathematics Test and Answer Book  Grade 4 Reading Test and Answer Book  Grade 4 Mathematics Test and Answer Book  Grade 5 Mathematics Test and Answer Book  Grade 5 Science Test and Answer Book  Grade 10/Retake Mathematics Test and Answer Book  Reading Retake Test and Answer Book

38. 38 Sample Student Label 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.

39. 39 Student Grid Sheet Student Information (must be completed by the student) Grade Level/ Content Assessed Student Label Area Form Code Security Number Area Student Demographic Information Timing Tracks Registration Mark School Use Only DNS and UNDO bubbles –Pg 15

40. 40 Placement of Security Numbers The Security Number will appear in these spaces. –Pg 19

41. 41 A security number consists of a nine-digit number followed by a check digit. Written documentation of the number ranges must be maintained at all times during distribution and return of materials. Pre-populated Administration Record/Security checklist is provided with a list of security numbers for all secure documents assigned to each school A blank copy of the checklist is provided as a perforated page in Appendix C of the manuals.  You 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 MUST be added to the record with the names of the students to whom the test materials are assigned. Such as materials obtained from the district. Security Numbers –18 & 19

42. 42 Pre-populated version of the form that can be downloaded from PearsonAccess into Excel Administration Record/ Security Checklist –Pg 20

43. 43 Administration Record/ Security Checklist (continued) Blank version of the form (located in Appendix C of the manual) –Pg 21

44. 44 Test Invalidation Policies and Procedures Purpose of test invalidation is to identify when the validity of test results has been compromised. Test administrators should discuss situations involving possible invalidation with the school assessment coordinator and the situation should be investigated immediately. A test MUST be invalidated if any of the following circumstances occur: A student has an electronic device during testing. A student is cheating during testing. A student is disruptive during testing. Situations involving possession of electronic devices, possible cheating, or disruptive behavior should be investigated and discussed with the school assessment coordinator and site administrator before a final invalidation decision is made. Return ALL invalidated tests with the DNS bubble(s) gridded with all other TO BE SCORED (red-labeled) materials. This will ensure that the student’s record is on the electronic file, but the student will not receive a score. –Pg 21

45. 45 Test Invalidation Policies and Procedures (continued) A test MAY be invalidated if any of the following circumstances occur: 1.A student becomes ill and is unable to finish, OR a student is not allowed the correct amount of time. 2.A student was given an accommodation not allowed on the FCAT/FCAT 2.0. 3.A student was given an accommodation not on the student’s IEP, Section 504 plan, or ELL plan. 4.A student was not provided an allowable accommodation listed on the student’s IEP, Section 504 plan, or ELL plan. 5.An error occurs in test administration or procedures that could compromise the validity of the test results (e.g., students had access to an unauthorized visual aid that gave an unfair advantage). –Pg 21-22

46. 46 Defective Materials Test Books If a defective test book is identified before testing, give the student a replacement book. Return defective books with the NOT TO BE SCORED materials. If a student discovers he/she has a defective test book during testing, give the student a replacement test book with the same form code. If the same form code book is not available, give the student a book with any form code, and bubble the replacement form code on the student grid sheet. –Pg 22 & 23

47. 47 Defective Materials (continued) Answer Documents If a defective answer document (answer folder, answer book, and test and answer book) is identified before testing, give the student a replacement document. Return defective documents with the NOT TO BE SCORED materials. DNS bubble MUST be gridded if any of the following circumstances occur: 1.Document is defective and USED 2.Student Name, Student ID Number, District Number, School Number, OR Grade Level (except for Retake) is INCORRECT on a label affixed to a USED document 3.A student label has been placed over another student label on a USED document If any of the three circumstances occurs during testing, give the student a replacement document. When the student completes the session, he/she must, under the supervision of the test administrator, transfer the exact responses from the defective document to the replacement. –Pg 22 & 23

48. 48 Defective Materials (continued) Answer Documents Under the following circumstances, it is NOT necessary to grid the DNS bubble if the document has been packaged properly for return with all other NOT TO BE SCORED materials. 1.Preidentified document belongs to a student who has withdrawn before testing begins. 2.Preidentified document belongs to a student who has been absent during the entire testing window. 3.Document is defective and UNUSED. 4.Preidentified information is incorrect and the document is UNUSED. –Pg 22 & 23

49. 49 Sample DO NOT SCORE (DNS) & UNDO Bubbles Writing Sample Reading, Mathematics, & Science Samples –Pg 21

50. 50 Writing Test Materials School Boxes School Boxes: School Cover Memo Packing List PreID Rosters PreID Labels School Assessment Coordinator Kit – clear plastic bag Document Count Forms Paper Bands Red Labels (TO BE SCORED Materials) Yellow Labels (NOT TO BE SCORED Materials) White Labels (Large Print and Braille), if applicable Planning Sheets Writing Prompt Sheets Writing Folders Special Documents Boxes: Special Document Kits, if applicable Large Print and Braille Cover Memo Document Count Forms Special Document Return Envelope(s) Test Materials

51. 51 RMS Test Materials School Boxes School Boxes: School Cover Memo Packing List PreID Rosters PreID Labels School Assessment Coordinator Kit – clear plastic bag Document Count Forms Paper Bands Peach Labels (TO BE SCORED – Grade 3 and Retake Materials) Red Labels (Grades 4-11 TO BE SCORED Materials) Yellow Labels (NOT TO BE SCORED Materials) White Labels (Large Print, Braille, and One-Item-Per-Page Materials), if applicable FCAT 2.0 Rulers (Grades 3 and 4 Mathematics only) Reference Sheets Work Folders, if applicable (CBT Grade 10/Retake Mathematics) Reading Passage Booklets, if applicable (CBT Reading Retake accommodation) Reading, Mathematics, and Science Test Books, Test and Answer Books, Answer Books, and Answer Folders –Pg 219

52. 52 RMS Test Materials School Boxes (continued) Special Document Boxes: Special Document Kits, if applicable Special Documents Cover Memo White Labels (Large Print, Braille, and OIPP Materials (one item per page for Unique Accommodations) Document Count Forms Special Document Return Envelope(s) Test Materials SAVE ALL YOUR ORIGINAL BOXES –Pg 219

53. 53 School Assessment Coordinator Responsibilities Before Testing Required Administration Information 1.Track Security Numbers 2.Collecting the required administration information, which includes the following:  Students assigned to each testing room—provide Student Name and Student ID Number  Attendance information  Test Group Code  Unique security number of secure document(s) assigned to each student  Signatures of test administrator, school assessment coordinator and anyone who will come into contact with the test this includes the Principal. –Pg 220

54. 54 School Assessment Coordinator Responsibilities Before Testing 2 (continued)  Dates for when documents are received and returned.  Maintain a record of the security numbers of the secure materials you receive from your district assessment coordinator. The locations of security numbers are shown on page 19.  After the returned materials are inventoried, the district may receive a list of any missing secure test materials and you may need to refer to these records. –Pg 220

55. 55 School Assessment Coordinator Responsibilities Before Testing 3.Assign Test Group Codes Test group codes are used as a security measure to identify groups of students tested together. I will provide you with instructions regarding the four-digit test group codes that you will give to test administrators to be used for all Grades 3–AD test sessions, including computer-based and make-up sessions. Each group of tested students, initial and make-up, should receive a unique test group code. –Pg 220

56. 56 School Assessment Coordinator Responsibilities Before Testing 4. Train Test Administrators and Proctors You are responsible for training all test administrators and proctors, (e.g., itinerant teachers, non-school-based instructors, such as district personnel that may be proctoring at your school) Remember to train several employees to act as possible alternates. In case of absences. 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 those test materials. –Pg 220

57. 57 School Assessment Coordinator Responsibilities Before Testing 5. Ensure that each test administrator and proctor signs an FCAT/FCAT 2.0 Administration and Security Agreement after training is complete. Collect and file the signed agreements. Training Materials are provided at www.PearsonAccess.com/fl under the Support tab. –Pg 221

58. 58 Security Log Schools are required to maintain an accurate Security Log for each testing room. Anyone who enters a room for the purpose of monitoring a test MUST sign the log for that testing room. Applies for a short break, regardless of how much time he/she spends monitoring a testing room. A perforated Security Log can be found in Appendix C of the manuals. Blank document can also be found at www.PearsonAccess.com/fl under the Support tab. www.PearsonAccess.com/fl

59. 59 Security Log (continued)

60. 60 School Assessment Coordinator Prepare Test Materials for Return to District Assessment Coordinator 1.Verify that all distributed secure materials have been returned. 2.Check for and remove all stray Writing planning sheets, Writing prompts sheets, and/or Mathematics and Science reference sheets from test documents. Sheets left in test documents interfere with the scanning process. 3.DO NOT Make copies file the following: 1.records of required administration information collected by test administrators 2.all Security Logs 4.Verify DNS and UNDO bubbles. 5.Use cover sheets to separate test materials into stacks (by grade level and document type) in the following order: 1.Your School’s TO BE SCORED Documents 2.Home Education Program TO BE SCORED Documents 3.McKay Scholarship Program TO BE SCORED Documents 4.FTC Tax Credit Scholarship Program TO BE SCORED Documents 5.District Virtual Instruction Program TO BE SCORED Documents 05-7001 6.Florida K-8 Virtual School Continuity Program TO BE SCORED Documents 1.Formerly Connections Academy—all grade levels tested 71-7078 2.Formerly Florida Virtual Academy—all grade levels tested 50-7079 7.All NOT TO BE SCORED Materials –Pg 224

61. 61 Prepare Your School’s TO BE SCORED Documents for Return 6.Complete a separate Document Count Form for each grade level and document type. 1.Verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on the count form. An inaccurate number on the form will delay the scanning process. 2.Verify that you have included all documents from make-up sessions before you complete each form. 3.Do not combine documents for more than one grade level and document type under the same count form. 4.Do not copy blank document count forms. If you need additional forms, contact your district assessment coordinator. 7.Place each completed Document Count Form on top of the first stack of corresponding TO BE SCORED answer documents. 8.Complete and secure Paper Bands. 1.Do not use staples, paper clips, or tape to seal the bands. –Pg 225

62. 62 Document Count Form Make sure the count you enter is accurate; inaccurate counts can delay the scoring process. –Pg 226

63. 63 Paper Band –Pg 227

64. 64 Prepare Home Education Program TO BE SCORED Documents for Return Complete a Document Count Form for each grade level and document type. Verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on the count form. An inaccurate number on the form will delay the scanning process. Verify that you have included all documents from make-up sessions before you complete each form. Do not combine documents for more than one grade level and document type. Do not copy blank count forms. If you need additional forms, contact your district assessment coordinator. In the space labeled School Name, write Home Education Program. In the space labeled District Number, write your district number and, in the box labeled School Number, write 05-9998. Place each completed Document Count Form on top of the appropriate stack of TO BE SCORED Home Education Program documents. Complete and secure Paper Bands. Do not use staples, paper clips, or tape to seal the bands. –Pg 227

65. 65 Prepare McKay Scholarship Program TO BE SCORED Documents for Return (Private School Students Only) Complete a Document Count Form for each grade level and document type. Verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on the count form. An inaccurate number on the form will delay the scanning process. Verify that you have included all documents from make-up sessions before you complete each form. Do not combine documents for more than one grade level and document type. Do not copy blank count forms. If you need additional forms, contact your district assessment coordinator. In the space labeled School Name, write McKay Scholarship Program. In the space labeled District Number, write your district number and, in the box labeled School Number, write 05-3518. Place each completed Document Count Form on top of the appropriate stack of TO BE SCORED McKay Scholarship Program documents. Complete and secure Paper Bands. Do not use staples, paper clips, or tape to seal the bands. –Pg 228

66. 66 Prepare Florida Tax Credit Scholarship Program TO BE SCORED Documents for Return Complete a Document Count Form for each grade level and document type. Verify the accuracy of the NUMBER OF TO BE SCORED DOCUMENTS (Box 5) on the count form. An inaccurate number on the form will delay the scanning process. Verify that you have included all documents from make-up sessions before you complete each form. Do not combine documents for more than one grade level and document type. Do not copy blank count forms. If you need additional forms, contact your district assessment coordinator. In the space labeled District Name write FTC and in the space labeled School Name, write FTC. In the space labeled District Number, write district number 97 and, in the box labeled School Number, write 9999. Place each completed Document Count Form on top of the appropriate stack of FTC Scholarship Program TO BE SCORED documents. Complete and secure Paper Bands. Do not use staples, paper clips, or tape to seal the bands. –Pg 229

67. 67 Prepare Virtual School TO BE SCORED Documents for Return Brevard’s Virtual Instruction Program 05-7001 Materials for these students should be packaged for return using YOUR district number and school number of the student’s school of enrollment. Complete Document Forms for these TO BE SCORED documents. Florida Virtual School Continuity Program (formerly Connections Academy and Florida Virtual Academy) Materials for these students should be packaged as in previous years, depending on their school of enrollment. Place all TO BE SCORED answer documents for Connections Academy in the envelope marked Florida Virtual School Continuity Program (Formerly Connections Academy) and seal it. 71-7078 Place all TO BE SCORED answer documents for Florida Virtual Academy in the envelope marked Florida Virtual School Continuity Program (Formerly Florida Virtual Academy) and seal it. 50-7079 –Pg 230

68. 68 Special Programs Chart ProgramDistrict Name District Number School Name School Number Home EducationBrevard05 Home Education Program 9998 McKay Scholarship (private school students) Brevard05 McKay Scholarship 3518 Florida Tax Credit Scholarship FTC97FTC9999 District Virtual Instruction Program Brevard05 Brevard Virtual Instruction Program 7001 Florida K-8 Virtual School Continuity Program (formerly Connection Academy) Brevard71 Formerly Connection Academy 7078 Florida K-8 Virtual School Continuity Program (formerly Florida Virtual Academy) Brevard50 Formerly Florida Virtual Academy 7079 –Pg 231

69. 69 Writing Return Label Reference Chart MATERIALS INCLUDED LABEL COLOR MANUAL REFERENCE TO BE SCORED Answer DocumentsRED Page 42 Steps 1-4 NOT TO BE SCORED MaterialsYELLOW Page 44 Steps 1-4 Large Print and Braille Materials (TO BE SCORED and NOT TO BE SCORED documents and Braille notes) WHITE Page 64 Steps 12-15 Non-secure Materials (manuals, unused paper bands, unused Document Count Forms, unused Braille paper, etc.) Prompt Sheets (used and unused) Planning Sheets (used and unused) This is your recycle bin nothing is left in your building or disposed of at the school site No Return Label – Mark Boxes District Coordinator ONLY Page 44 Steps 1-4

70. 70 Writing Packaging Diagram

71. 71 Writing Packaging Diagram Special Documents

72. 72 Reading, Mathematics, and Science Return Label Reference Chart MATERIALS INCLUDED LABEL COLOR MANUAL REFERENCE Grade 3 and Retake TO BE SCORED Answer Documents PEACH Page 232 Steps 1-5 Grades 4-11 TO BE SCORED Reading and Mathematics Answer Documents RED Page 232 Steps 1-5 NOT TO BE SCORED Materials YELLOW Page 234 Steps 1-4 All Special Document Materials WHITE Page 274 Steps 12-15 Non-secure materials (manuals, unused paper bands, unused Document Count Forms, unused Braille paper, etc.) This is your recycle bin nothing is left in your building or disposed of at the school site No Return Label – Mark Boxes District Coordinator ONLY Page 234 Steps 1-4

73. 73 RMS Packaging Diagram –Pg 233

74. 74 RMS Packaging Diagram Special Documents –Pg 233

75. 75 Large Print (LP), Braille (BR) and One-Item-Per-Page (OIPP) Instructions for Completing Student Grid Sheets IMPORTANT DISTINCTION: For LP users, the student grid sheet on the front cover of the large print answer document must be completed. For BR and OIPP users, the student grid sheet of the regular print answer book, answer folder, or test and answer book must be completed and included in each student's return envelope. Complete the student’s grid sheet in one of the following ways : Affix the student’s verified PreID label in the lower left corner of the grid sheet in the box that reads Place STUDENT LABEL here. If the student does not have a label, grid the student information with a No. 2 pencil. Pgs 245-274

76. 76 Prepare Students’ Special Documents Special Documents Location of Student Name and District /School Number Large Print Writing FolderOn the student grid sheet Large Print Prompt SheetOn the front of the prompt sheet Large Print Planning SheetOn the front of the planning sheet Braille Writing FolderOn the front cover Braille Final Writing Sheets/Braille Paper In the upper right corner of each sheet containing student responses Braille Planning Sheets In the upper right corner of each used planning sheet Regular Print Writing Folder (Braille only)On the student grid sheet Large Print Test and Answer BookOn the student grid sheet Braille Test BookOn the front cover Braille Answer Sheets In the upper right corner of each sheet containing student responses Regular Print Test Book (Braille and one-item-per-page)On the front cover Regular Print Answer Document (Braille and one-item-per-page)On the student grid sheet One-Item-Per-Page Test and Answer BookOn the title page

77. 77 LP and BR Record Student Responses for Writing Students using large print materials will record their responses directly in the large print Writing folders. If a student provides verbal or signed responses, the test administrator MUST record the student’s responses directly in the large print Writing folder. Do not use a regular print folder. Students who use Braille materials will record their responses on Braille paper. Contractor will transcribe the student’s response from the Braille paper into the regular print Writing folder. If a student provides a verbal or signed response, the test administrator MUST record the student’s response in the regular print Writing folder. *** If a student is using multiple learning media (e.g., a student uses Braille materials and records his or her response in a large print Writing folder), make sure that the student’s complete response is in ONE answer document type.

78. 78 LP, BR, and OIPP Record Student Responses for RMS Students using large print materials will record their responses directly in the large print test and answer book. If a student provides verbal or signed responses, the test administrator MUST record the student’s responses directly in the large print book. Do not use a regular print answer document. Students who use Braille materials will record their responses on Braille paper. Contractor will transcribe the student’s responses from the Braille paper into the regular print answer book, answer folder, or test and answer book. If a student provides verbal or signed responses, the test administrator MUST record the student’s responses in the regular print document. Pg 270

79. 79 LP, BR, and OIPP Record Student Responses for RMS Students who use OIPP materials will record their responses in the OIPP test and answer book. School/district staff MUST transcribe the student’s responses from the OIPP book into the regular print answer book, answer folder, or test and answer book. If a student is using multiple learning media (e.g., a student uses Braille materials and records his or her responses in a large print answer document), make sure that ALL of the student’s responses are in ONE answer document type. Pg 270

80. 80 School Assessment Coordinator Steps for Returning LP, BR, and OIPP to the District Assessment Coordinator Verify that all distributed secure materials have been returned. DO NOT Make copies file the following: Records of required administration information collected by test administrators All Security Logs Open each Special Document Return Envelope and verify that each envelope contains documents for one student only. Verify that each student grid sheet has been completed correctly or has a PreID label affixed. Pg 271

81. 81 School Assessment Coordinator Steps for Returning LP, BR, and OIPP to the District Assessment Coordinator Verify DNS and UNDO bubbles. Complete a Document Count Form for each student by grade level and document type. Verify the completed information on the outside of each student envelope and seal the envelope. Place all TO BE SCORED and NOT TO BE SCORED materials into the boxes in which they arrived. SAVE YOUR BOXES!!!!!!!! For packing diagram see page 273 in RMS manual. Pg 271

82. Test Accommodations 1.Accommodations should facilitate an accurate demonstration of what the student knows or can do. 2.Accommodations should not provide the student with an unfair advantage or interfere with the validity of a test; accommodations must not change the underlying skills that are being measured by the test. 3.Accommodations must be the same or nearly the same as those needed and used by the student in completing classroom instruction and assessment activities. 4.Accommodations must be necessary for enabling the student to demonstrate knowledge, ability, skill, or mastery. 82 –PG 277

83. Test Accommodations Students with disabilities who are not currently enrolled in public schools or receiving services through public school programs and require accommodations in order to participate in an FCAT/FCAT 2.0 administration may have access to accommodations if the following information is provided: ■ Evidence that the student has been found eligible as a student with a disability under IDEA or Section 504 of the Rehabilitation Act, and ■ Documentation that the requested accommodations are regularly used for instruction. 83 –PG 277

84. A. Presentation Positioning tools, such as a reading stand, may be used. A student may highlight key words or phrases in directions, items, and passages Students may use magnification devices (e.g., CCTV, reading loupes, hand-held magnifiers). Colored transparencies/overlays may be used. Test directions may be repeated, clarified, or summarized. 84 –PG 277

85. A. Presentation Signed or oral presentation may be provided as many times as a student requests for all directions and for items other than reading passages. Writing prompt: The test administrator may sign or read aloud the writing prompt (topic) on the writing test. Reading passages and items: The test administrator may read test directions, but may NOT sign or read aloud reading passages, items, or answer choices. Reading passages, items, and answer choices must be read by the student through visual or tactile means. 85 –PG 277

86. A. Presentation Mathematics and Science items: The test administrator may sign or read aloud all mathematics and science items and answer choices. These test items may not be reworded, summarized, or simplified. When reading answer choices, be very careful not to use inflection that might lead a student to the correct/incorrect responses. Test directions may be repeated, clarified, or summarized. A student may be allowed to demonstrate that he or she understands the directions (e.g., repeating) 86 –PG 277

87. B. Responding A student may dictate responses to a proctor. A student may use speech-to-text technology to record answers. A student may use a computer/alternative keyboard to indicate answers. A student may use a pointing device to indicate answers. A student may use other communication devices to indicate answers 87 –PG 278

88. C. Scheduling A student may be administered a test during several brief sessions, allowing frequent breaks during the testing sessions.  Between sessions and during breaks (e.g., restroom breaks, lunch breaks),  students must be closely monitored to ensure that they do not share responses or change responses to items that were already completed. A student may use a specific time of day for specific sessions. 88 –PG 279

89. C. Scheduling A student may be provided extended time to complete the test. Extended time must be offered to the student in accordance with the student’s IEP or Section 504 plan.  Extended time is not unlimited time; it should align with the accommodation used regularly in the student’s classroom instruction and assessments. The student is not required to use all of the extended time that is allowed and may end the testing session prior to the expiration of the extended time. A student must complete testing in one session before continuing to the next session. At no time is it appropriate to instruct a student to move on to a new session before completing the current session or test. 89 –PG 279

90. C. Scheduling Other considerations for Scheduling accommodations when administering the FCAT/FCAT 2.0 to students with disabilities include: At Grades 4, 8, and 10, the Writing test should be completed within one school day. In very limited cases, a student with a disability(s) may not be able to complete a reading, mathematics, or science session in one day. In these cases, the student may be tested over more than one day in a session, as long as the following conditions are maintained to ensure the validity of the test 90 –PG 279

91. C. Scheduling Administration across days: The student may not be permitted to change his or her responses to items that were completed on a previous day. The test administrator must closely supervise the administration of the test on an individual basis to ensure that answers from the previous day are not changed and that the student does not preview parts of the test to be answered the following day. 91 –PG 279

92. D. Setting Administer the test in a familiar place with a test proctor present and/or by a familiar person who has been appropriately trained to administer the test. Procedures for test security must also be followed and precautions taken in order to ensure that the test remains secure. A student may use special lighting. A student may use adaptive or special furniture. 92 –PG 280

93. E. Assistive Devices Visual magnification and auditory amplification devices may be used. Real coins may be used. For students with visual impairments, an abacus and products such as the Graphic Aid for Mathematics, Math Window®, and the geoboard may be used at all grade levels. These devices are approved substitutes for paper and pencil computation 93 –PG 280

94. Unique Accommodations In accordance with Rule 6A-1.0943, FAC, school districts may request unique accommodations for individual students with disabilities. Unique accommodations usually involve alterations of existing test materials. 94 –PG 281

95. English Language Learners (ELLs) Flexible Setting.  ELLs may be offered the opportunity to be tested in a separate room with the English for Speakers of Other Languages (ESOL) or heritage language teacher acting as test administrator. Parents must be informed of this option for students not of legal age and shall be given the opportunity to select the preferred method of test administration. Flexible Scheduling.  ELLs may take a session of the test during several brief periods within one school day; however, a session of the test must be completed within one school day. Additional Time.  ELLs may be provided additional time; however, a session must be completed within one school day. 95 –PG 282

96. English Language Learners (ELLs) Assistance in Heritage Language. ELLs may be provided limited assistance by an ESOL or heritage language teacher using the student’s heritage language. The ESOL or heritage language teacher may answer student questions about the general test directions in their heritage language. If the FCAT/FCAT 2.0 is administered to a group of students, the teacher may answer questions about directions for the benefit of the group. Questions of clarification from individual students must be answered on an individual basis without disturbing other students. 96 –PG 282

97. English Language Learners (ELLs) Reading: The ESOL or heritage language teacher may answer student questions about the general test directions ONLY. Questions must be answered in a way that the student would not be led to infer the correct answer to any of the items. The teacher is prohibited from reading words to the student from the passages and test items, and from answering student questions about the passages and test items. Mathematics and Science : The teacher may answer specific questions about a word or phrase that is confusing the student because of limited English proficiency, but is prohibited from giving assistance. THE TEACHER IS PROHIBITED FROM READING THE MATH or SCIENCE TEST TO THE STUDENTS ! 97 –PG 282

98. English Language Learners (ELLs) Writing: The teacher may answer specific inquiries concerning a word or phrase in a writing prompt that is confusing the student because of limited English proficiency. In no case shall assistance be given to the student in responding to the writing prompt. The teacher is prohibited from reading the entire prompt to the student. 98 –PG 282

99. 99 Follow- Up Training for New Test Coordinators February 17 9:30-11:30 Training Room 3 Y’all come! 99 –PG 282

100. 100 QUESTIONS If you have questions, do not hesitate to call or email our office: Karen Schafer, Director  321-633-1000- ext. 370 schafer.karen@brevardschools.org schafer.karen@brevardschools.org Neyda Francis, Assistant Director  321-633-1000-ext. 360 francis.neyda@brevardschools.org francis.neyda@brevardschools.org