Assessment Division

1. System Test Coordinators’Fall 2013 ConferenceGeneral SessionState-Mandated Assessments 2013 – 2014 Assessment Division Recording Link (8/2/13): https://sas.elluminate.com/mr.jnlp?suid=M.9EC9BF9F762109D3E3C3BAFDF49D33&sid=2012003 Recording Link: (8/15/13): https://sas.elluminate.com/mr.jnlp?suid=M.0E3142128F75036A322A1BF1BDAEFB&sid=2012003

2. Agenda • General Information and Key Reminders • New Information for 2013-2014 • Conducting secure and successful test administrations • Accommodations and Special Populations • Post-Administration Information/Reminders • Ethics and Assessment • Major Topics for each Assessment Program • Online Forms on the MyGaDOE Portal • Questions & Answers

3. Contact Information Melissa Fincher, Ph.D.Associate Superintendent, Assessment and Accountability (404) 651-9405; mfincher@doe.k12.ga.us Melodee Davis, Ph.D. Director, Assessment Research and Development (404) 657-0312; medavis@doe.12.ga.us Anthony (Tony) Eitel Director, Assessment Administration (404) 656-0478; aeitel@doe.k12.ga.us

4. Assessment & Accountability Associate SuperintendentSupport Staff ¤ Melissa Fincher ¤ Connie Caldwell ¤ Joni Briscoe Assessment Administration – Anthony (Tony) Eitel ∞ Bobbie Bable ∞ Deborah Houston ∞ Michael Huneke ∞ Robert McLeod ∞ Mary Nesbit-McBride ∞ August Ogletree Assessment Research & Development – Melodee (Dee) Davis ∞ Sheril Smith ∞ Niveen Vosler Race to the Top Specialists: ∞ Dawn Souter ∞ Jan Reyes ∞ Kelli Wright Accountability – Joanne Leonard ∞ Nancy Haight ∞ Cowen Harter ∞ Paula Swartzberg Growth Model ∞ Allison Timberlake ∞ Qi Qin

5. Assessment Program Contact Information Criterion Referenced Competency Tests (CRCT) Robert McLeod 404.656.2589 robert.mcleod@doe.k12.ga.us End of Course Tests (EOCT) Mary Nesbit-McBride 404.232.1207; mmcbride@doe.k12.ga.us Georgia High School Graduation Test (GHSGT), Writing Assessments, Online Assessment System Michael Huneke 404.232.1208; mhuneke@doe.k12.ga.us National Assessment of Educational Progress (NAEP), Georgia Kindergarten Inventory of Developing Skills (GKIDS) Bobbie Bable 404.657.6168; bbable@doe.k12.ga.us Criterion Referenced Competency Tests - Modified (CRCT-M) August Ogletree 404.463.6675 aogletree@doe.k12.ga.us ACCESS for ELLs, Georgia Alternate Assessment (GAA) Deborah Houston 404.657.0251; dhouston@doe.k12.ga.us

6. State Board Rules The most current rules below can be found on the GaDOE web site at the following link: http://www.gadoe.org/External-Affairs-and-Policy/State-Board-of-Education/Pages/PEABoardRules.aspx State Board Rules relating to assessment include: • 160-3-1-.07 Testing Programs – Student Assessment • 160-4-2-.11 Promotion, Placement, and Retention • 160-4-2-.13 Statewide Passing Score • 160-1-3-.09 Waivers and Variances of High School Graduation Assessments • 160-4-2-.31 Hospital/Homebound (HHB) Services • 160-4-2-.34 Dual Enrollment • 160-4-2-.06 through 160-4-2-.48 (IHF) High School Graduation Requirements • 160-4-5-.02 Language Assistance: Program for English Learners • 160-4-8-.12 Alternative/Non-Traditional Education Programs • 160-5-1-.07 Student Data Collection • 160-5-1-.14 Transfer of Student Records • 160-5-1-.15 Awarding of Units of Credit and Acceptance of Transfer Credit and/or Grades – IMPORTANT AMENDMENTS APPROVED APRIL 2013, EFFECTIVE 2013-2014 SCHOOL YEAR, IMPACT EOCT PROGRAM • 160‐7‐1‐.01 Single Statewide Accountability System

7. 2013 - 2014 Assessments • ACCESS for ELLs (K-12) and Alternate ACCESS for ELLs (1-12) • Criterion Referenced Competency Tests (CRCT) (3-8) • Criterion Referenced Competency Tests - Modified (CRCT-M) (3-8) • End-of-Course Tests (EOCT) (Middle/High School) • Georgia Alternate Assessment (GAA) (K, 3-8, 11) • Georgia High School Graduation Tests (GHSGT) (Gr. 11/12) • Georgia Kindergarten Inventory of Developing Skills (GKIDS) (K) • National Assessment of Educational Progress (NAEP) (4, 8, 12) • Writing Assessments (3, 5, 8, and 11) Due to budgetary constraints, the following will not be administered during the 2013-2014 school year: • CRCT – Grades 1 and 2 • GAA – Grades 1 and 2

8. Transmission of Secure Information • Do not include GTID or FTE #’s numbers in emails. • In addition, please do not email other secure information such as confidential personnel information, secure test content, etc. • If secure information such as this needs to be shared via email, you may do so via the MyGaDOE Portal.

9. General Announcements • Please do not over-order materials – the containment of costs continues to be critically important. • Overages are provided at both system and school levels. • More than ever before, accuracy of supply orders is critical. • Be reminded that assessment data must report to the “FTE-reporting” location (the school that reports the student for FTE purposes) and that students must be assessed per their FTE-reported grade level.

10. General Announcements • Reasons for non-participation must be provided during Accountability Assessment Processing in the MyGaDOE Portal. Those marked (*) are applicable only to EOCT processing. - Illness - Medical Emergency - Other - Unknown * EOCT Course Not Completed * EOCT Not Required • Principal’s Certification Form – required after each administration. http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx Must be kept on file by System Test Coordinator for 5 years. • Form is posted in the ‘For Educators’ portal. • Webinar schedule: http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Memoranda--Announcements.aspx

11. Reminders: Secondary Assessment Transition • The Secondary Assessment Transition Plan was approved by the State Board of Education on April 13, 2011 • This plan provides for the phasing out of the Georgia High School Graduation Test (GHSGT) and an increased “weight” of the End of Course Tests (EOCT) • All students will continue to be required to take and pass the Georgia High School Writing Test (GHSWT) • In April 2011, the State Board of Education voted to adopt amendments to two rules: • Rule 160-3-1-.07: Testing Programs – Student Assessment (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf) • Rule 160-4-2-.13: Statewide Passing Score (http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.13.pdf )

12. Reminders: Secondary Assessment Transition Plan

13. Reminders: Secondary Assessment Transition • Cohort 1: Students entering grade nine for the first time during the 2011-2012 school year and beyond Testing Rule Amendments for this cohort include: • Removing the Georgia High School Graduation Tests as a requirement for graduation • Retaining the requirement to pass the Georgia High School Writing Test Statewide Passing Score Rule amendments include: • Increasing the contribution of EOCT to the course grade to 20% • NOTE: Students would not be required to pass the EOCT to graduate but must pass the course to earn credit

14. Reminders: Secondary Assessment Transition • Cohort 2: Students currently in high school (entered grade nine for the first time between July 1, 2008 and June 30, 2011) Testing Rule Amendments for this cohort include: • Flexibility – allowing a passing score on one of the two EOCTs in each content area to serve as an alternate demonstration of proficiency and stand in lieu of the requirement to pass the corresponding content area GHSGT • Retaining the requirement to pass the Georgia High School Writing Test Statewide Passing Score Rule amendments include: • Retaining the contribution of the EOCT to the course grade at 15%

15. State Assessments and the state’s mandated content standards in English Language Arts & Mathematics • The implementation of the content standards based upon the CCGPS continues in 2013-2014 in ELA (K – 12) and Math (K – 10). • In high school mathematics, last year’s grade 9 students (who took Coordinate Algebra in 2012-2013) move into Analytic Geometry in grade 10 in 2013-2014.

16. State Assessments and the state’s mandated content standards in English Language Arts & Mathematics Georgia Kindergarten Inventory of Developing Skills (GKIDS) The existing web-based application was updated in fall 2012 and continues to reflect the current state-mandated content standards in ELA and Mathematics. Minor revisions have been made to the administration manual and guide for 2013-2014. The assessed domains of Science, Social Studies, Approaches to Learning, Personal/Social Development, and Motor Skills will not be changed. The structure and functionality of the web-based application will not change relative to the standards to be assessed in 2013-2014. Georgia Criterion-Referenced Competency Tests in Reading, English Language Arts and Mathematics The CRCT will reflect the state-mandated content standards in the spring 2014. Updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013. There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice. Criterion-Referenced Competency Tests (CRCT-M)in Reading, English Language Arts, and Mathematics The CRCT-M will reflect the state-mandated content standards in the spring 2014. In keeping with the CRCT program, updated Test Content Descriptions, Test Content Weights, and Study Guides will be made available in fall 2013 (and appear on the CRCT webpage). There will be slight shifts in some Content Weights in Reading, ELA, and Math in 2013-2014. The format of the CRCT remains multiple choice.

17. State Assessments and the state’s mandated content standards in English Language Arts & Mathematics End of Course Tests (EOCT) in the areas of English Language Arts and Mathematics The EOCT program will continue its transition relative to the content standards in mathematics during 2013-2014 with the addition of a new test to the program (Analytic Geometry). New documents, including Test Content Descriptions, a formula sheet, and Student Study Guide, will be posted to the GaDOE website. This new EOCT will be administered for the first time during the Winter 2013 administration (results available in early January 2014 following standard setting). The EOCT in Mathematics II, GPS Geometry, Physical Science, Biology, U.S. History, and Economics will continue to be GPS-based. (Note: Mathematics I and GPS Algebra have been discontinued – following the summer 2013 administration.) Georgia Alternate Assessment (GAA) in the areas of English Language Arts (K, 3-8, and HS) & Mathematics (3-8) The GAA was revised to reflect the current state-mandated content standards beginning in fall 2012. As with the other assessments, Science and Social Studies remain unchanged by the transition in the state content standards in ELA and Mathematics. • Special note about high school students that need to retest: Two Blueprints exist for high school retesters. One for those who were assessed PRIOR TO 2012-2013 (GPS English Language Arts in this blueprint). A second one for those who were assessed for the first time in 2012-2013 (with CCGPS English Language Arts).

18. State Assessments and the state’s mandated content standards in English Language Arts & Mathematics Writing 3, 5, 8, and 11 (GHSWT) Georgia’s writing assessment program assesses writing standards that are universal and are reflected in both previous the GPS and the current CCGPS. The current format (students respond to an “on-demand” prompt/topic) will not change. Both sets of standards require students to produce writing in the different genres and that writing reflects quality content development and organization, style, sentence formation, usage, and mechanics. These characteristics are the foundation of the rubrics for the Georgia Writing Assessments in grades 3, 5, 8, and 11. • “CCGPS Connections Resource Guides” were posted in fall 2012 for each of the four grade levels. These guides are designed to illustrate the connections between the current state-mandated content standards and the writing assessments in their existing format.

19. Formative Assessment InitiativesBringing a Balanced Assessment Focus to the Classroom Pilot in winter 2013; Statewide launch in summer 2013 Phase I items released into OAS fall 2012; Phase II items to be released in fall 2013 Phase I item pilot in fall 2013; Phase II pilot in winter 2014

20. Formative Instructional Practices (FIP) Formative Instructional Practices (FIP) are intentional behaviors that teachers and students use to obtain information about learning so that decisions can be made about additional learning opportunities. Formative instructional practices are the formal and informal ways that teachers and students gather and respond to evidence of student learning. Georgia’s FIP professional learning has four major components. • Clear Learning Targets • Collecting, analyzing and using evidence of student learning • Effective Feedback • Student Ownership of Learning

21. Contact Information for GaDOE Formative Assessment Initiatives Dr. Melodee Davis Director Assessment Research and Development 404.657.0312 medavis@doe.k12.ga.us Dr. Dawn Souter Project Manager. RT3 Formative Item Bank 404.463.6667 dsouter@doe.k12.ga.us Dr. Jan Reyes Assessment Specialist, RT3 Interim Benchmark Assessments 404.463.6665 jreyes@doe.k12.ga.us Kelli Harris-Wright, Ed.S. Assessment Specialist, RT3 Assessment Literacy (FIP) 404-463-5047 kharris-wright@doe.k12.ga.us

22. New Information for 2013-2014

23. Highlights of Changes to the Student Assessment Handbook • Annual edits (dates, updated glossary, new weblinks, etc.) • More detailed calculator parameters for high schools, EOCT “testing-out”, NRT has been removed from the tables of approved test accommodations for SWDs and ELs • Cell phones/smartphones and social media • Assessment Program updates . . . Particularly in the EOCT section . . . “Testing-out”, transfer students, retests • Some annual updates to forms, etc. at end of Handbook. • Remember, we will conduct again this year two Student Assessment Handbook Overview sessions as follows: • August 6 @9:00 AM • August 26 @9:00 AM

24. Important New Information Regarding the EOCT Program: Demonstrating Subject Area CompetencyWebinar Recording from 6/10/13: https://sas.elluminate.com/mr.jnlp?suid=M.94259A40119F07C1614A5C773C27FC&sid=2012003Webinar Recording from 7/23/13: https://sas.elluminate.com/mr.jnlp?suid=M.C8A1FD39267959E72C53C3E7F2F309&sid=2012003 • As provided for in amendments to State Board of Education Rule 160-5-1-.15 (AWARDING UNITS OF CREDIT AND ACCEPTANCE OF TRANSFER CREDIT AND/OR GRADES) adopted by the Board in April 2013, the opportunity exists for students to “test-out” of any course for which there is an associated EOCT and earn credit for the course through that process. The Rule, as amended, stems from state law (O.C.G.A. 20-2-159.4). • Under the provisions of the amended rule and guidelines published by the Georgia Department of Education’s (GaDOE) Office of Curriculum, Instruction, and Assessment, local boards of education shall award course credit to students who reach the performance level of Exceeds on an EOCT taken prior to taking the course. • A student may test-out of any course that has an associated EOCT. • As stated in the Rule, students may earn no more than three units of credit by demonstrating subject area competency in this fashion.

25. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency Students must meet the following requirements to exercise this option: • Not currently or previously enrolled in the course; • Have earned a grade of B or better in the most recent course that is the same content area of the course for which the student is attempting the EOCT; • Received a teacher recommendation from the teacher of the most recent course in the same content area (or, if not available, a teacher in the same content area with knowledge of the student’s academic achievement) for which the student is attempting the EOCT; and • Received parent/guardian permission if the student is less than 18 years of age. • Schools should carefully consider which students would benefit from such an opportunity and advise accordingly. • As part of the advisement process, schools should carefully consider which students would benefit from such an opportunity and advise accordingly. As part of the advisement process, schools should consider the likelihood for success in future courses that may require knowledge and skills that are inherent within the course. In addition, the student’s post-secondary plans and needs must be considered. The test-out option should not be exercised for students without deliberation and clear evidence of the likelihood of student success both on the test itself and in future coursework/endeavors. • Students who do not meet the eligibility criteria above must not be assessed for this purpose.

26. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency TEST ADMINISTRATION When allowing students to attempt to earn course credit through testing out, districts and schools shall: • Allow eligible students only one opportunity per course to demonstrate subject area competency. • Systems must utilize only the GaDOE designated administration windows for this purpose. Systems must NOT use Retest Administration forms for this purpose. Doing so, may result in additional fees being invoiced to the district. • Local systems will be required to identify individual students who are testing for this purpose when the student is registered in the online platform. This is critical to ensure the proper designation of the test for scoring and reporting purposes. Failure to do so may result in additional fees being invoiced to the district to correct data file/report errors.

27. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency • Require students who do not reach the performance level of Exceeds when attempting to test-out to enroll in and complete the associated course. The student would again take the EOCT at the conclusion of that course experience regardless of their score during their attempt to test-out. • Districts/schools shall not allow students who are currently enrolled, or who have previously been enrolled, in a higher-level course to attempt to earn credit by testing out. For example, a student taking AP Physics may not earn credit for Physical Science through this process. • The administration of all EOCTs for this purpose MUST adhere to the system’s local EOCT testing calendar. This stipulation is critical to ensure test security. For example, students taking the 9th Grade Literature & Composition EOCT for the purposes of testing out MUST be administered the test on the same day or consecutive days that the system is administering the 9th Grade Literature & Composition EOCT to all other students. • Districts should develop a local policy to address instances where a student has opted to test-out and has achieved the Exceeds performance level, but then decides that they prefer to take the course instead. Should districts permit students to do this, they must notify the GaDOE Assessment Division and incur the costs for the student’s test-out administration.

28. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency COSTS • Systems and schools will incur no charge for students who meet the eligibility criteria and achieve the Exceeds performance level. • Systems and schools will incur a charge for students who fail to achieve the Exceeds performance level. The established fee is currently $50.00 per test. The EOCT contractor will invoice systems for these associated costs. (As stated earlier, diligent and thoughtful advisement of students is very important.) • As stipulated in previously issued Guidelines related to this rule, local boards of education may develop policies related to the collection of these costs from parents or students, provided that such policies require school or school district personnel to inform the parent or student of potential costs prior to the administration of the EOCT for this purpose.

29. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency • EOCT contractor will invoice districts through the System Test Coordinator • Payment due 30 days from receipt of invoice • Failure to remit payment may delay future test-out reporting • Invoice will be accompanied by a list of “test-out” students who did not reach the Exceeds performance level • Reports will identify any test-out administrations that occur outside the established mid-month windows. Please work to ensure this does not occur in your district. GaDOE will be monitoring for this very closely through various mechanisms.

30. Sample Invoicefor EOCT “Test-Outs” (that do not reach the Performance Level of Exceeds)

31. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency AVAILABILITY • The opportunity for students to test-out may be offered by local school systems during specified EOCT Mid-Month windows. The first EOCT window during which this option becomes available will be the August 2013 Mid-Month Administration. • Beginning in the 2013-2014 school year, the opportunity for students to test-out will be offered in the specific Mid-Month Administration windows of August, September, and March. Beginning in summer 2014, the Summer Administration window may also be utilized for this purpose. • This option is not available during the Winter or Spring Main Administrations. Systems and schools should plan accordingly. • All test administrations for this purpose must be conducted online. The designated Mid-Month test form must be used for this purpose. Assigning the wrong form to a student will result in invalidation and may result in a charge to the district/school. Systems may request paper/pencil materials for a student with a disability that specifically prevents the student from accessing the assessment in an online format. Braille and Large Print will be available for students who require these formats. Please note that the online test has the ability to deliver a large print version.

32. Important New Information Regarding the EOCT Program: Demonstrating Subject Area Competency Reporting • “Test-Out” students will appear on a Class Roster Report as with any other student testing via the Mid-Month administration form. • The will receive an Individual Student Report as well – that will read “Mid-Month”. It will not read “Test-Out”. • Students who take the EOCT for “Test-Out” purposes will appear in the data file – and the data file will clearly indicate that the administration was for “test-out” purposes. • Summary Reports will NOT include “test-out” attempts – be they successful or unsuccessful attempts to test-out – in order to preserve the usefulness of Summary Reports for analyzing classroom instruction in a course. • The Accountability Division will provide further guidance on how test-outs will be incorporated into the CCRPI.

33. Important New Information Regarding the EOCT Program: Analytic Geometry • This new EOCT will be administered for the first time in Winter 2013. • Standards will be set in upon attainment of the necessary representative sample. • In order to ensure the necessary sample for the purposes of standard setting, systems administering Analytic Geometry in Winter 2013 should adhere to the shipment/submission schedule noted below: • Administration of EOCT Analytic Geometry during the Winter 2013 Administration must conclude no later than the end of the day, Friday December 6, 2013 (Ship “Next Day” no later than your pick-up time on 12/9/13). • Systems that administer the test online and those that conduct Local Scanning may lengthen that window into the following week . . . with the need to conclude testing by the end of the day on Tuesday, December 10, 2013 (Submit/Upload no later than the evening of 12/10/13). • As has always been the case, systems will be asked to enter their testing dates into Pearson Access when completing enrollment counts in August 2013. • Scores will report in January 2014. Please plan accordingly as you complete your Winter 2013 Enrollment Counts in Pearson Access in the coming weeks!

34. Important Reminder Regarding the EOCT Program:Coordinate Algebra Per an announcement from Melissa Fincher dated 6/13/13: • In the interest of those students who took the Coordinate Algebra EOCT during the 2012-2013 school year (Winter or Spring), we are extending the retest opportunity to ALL students.  • As a result, students who achieved the Meets or Exceeds performance level may retest during the summer (June - July), August, September, or October retest administration windows.  Of course, students who did not meet expectations were already eligible for this single retest opportunity.  • After much discussion with stakeholders at both the state and local levels we believe this opportunity is appropriate for these students given the fact that the Coordinate Algebra EOCT was our first assessment designed to reflect the increased rigor inherent in the content standards.  • As a reminder, retests must be administered online and should follow targeted remediation. 

35. Important New Information Regarding the EOCT Program: Other Changes • The following mathematics End of Course Tests (EOCTs) are being discontinued beginning with the 2013-2014 school year: Mathematics I and GPS Algebra As result, please note the specific information below regarding the availability of these two mathematics EOCTs: • The Mathematics I and GPS Algebra EOCTs have been discontinued following the Summer 2013 administration and will notbe available for the Mid-Month or Main Administrations during the 2013-2014 school year. • To accommodate students who are eligible for a retest opportunity in these two subjects, both Mathematics I and GPS Algebra will be available during the retest administration windows that will be open in August, September, October, and November 2013. • Large Print font size will increase to 18 font (paper and online) beginning with the Winter 2013 administration. • Beginning with the Winter 2013 Main Administration, students who are still productively working in a section at 60 minutes may be provided an additional 15 minutes for that section. Systems/Schools should plan accordingly when scheduling. • All Georgia Pearson Access users will transition from TestNav 6.9.004 to TestNav 6.9.007 between October 2 and October 11, 2013. Detailed instructions to perform the uninstall of 6.9.004/install of 6.9.007 will be provided beginning in early September. If you believe it necessary, please notify your colleagues in your system’s Technology Division of this pending change.

36. CONDUCTING SECURE & SUCCESSFUL TEST ADMINISTRATIONS

37. The state assessment program provides critical information to: ¤ Students ¤ Parents ¤ Teachers ¤ Schools & Systems ¤ Community Members ¤ Administrators ¤ Policymakers ¤ Various accountability measures The integrity of the assessment process is critical to all we do as educators

38. Roles and Responsibilities • The successful implementation of the statewide student assessment program requires a concerted effort by many individuals at the local level. • The failure of any personnel to assume the responsibilities described in the Student Assessment Handbook(SAH)may result in testing irregularities and/or invalidation of scores. • Failure to assume responsibilities can have many far-reaching implications and may affect professional certification status. • Detailed descriptions of roles and responsibilities are provided in the SAH, 2013-2014: Superintendent System Test Coordinator (STC) System Special Educ. Coordinator System Title III Coordinator Principal School Test Coordinator Examiner Proctor

39. Scheduling Considerations • Mandated tests must be scheduled in accordance with published GaDOE testing dates. This is a provision that Superintendents document via the Supt’s. Certification Form. • The Statewide Assessment Calendar can be found on the GaDOE Testing web page in the ‘For Educators’ link. • http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Information-For-Educators.aspx • In scheduling each assessment, schools must adhere to the testing times prescribed in the Examiner’s Manuals. Allowing too much or too little time may result in an invalidation. • When scheduling tests, consider the optimum time to administer the tests. • Consider logistics, including time and staff availability.

40. Scheduling Considerations • Each system/school has the option of deciding whether students will be tested in their classrooms or in a large-group setting. • Mandated tests must be scheduled in accordance with published GaDOE testing dates. • If breaks are allowed, they should be scheduled so that an unhurried pace is maintained. The monitoring of students during an allowed/scheduled break is required. • It is strongly recommended that students are tested in a classroom setting, especially for elementary school students. • If the large-group testing option is selected, all students must be able to hear the test instructions and have sufficient workspace for writing or marking answer documents. Instructions should be delivered by the students’ examiner who is present with them in the test setting. • A sufficient number of proctors must be available to assist with test administration and monitor test security. A proctor is required when 30 or more students are in a test setting. For every additional 30 students, another proctor is required. • Plans for the effective, documented, and secure distribution and collection of test materials must be in place regardless of the type of setting used.

41. Materials Management • Make certain that Pre-ID label files are created accurately and uploaded in a timely manner. • All testing materials must be stored – under lock and key and with strict “key control” – in a secure central location. Each STC must implement an accounting system for the materials that are required for each test administration. This applies at both the system and school levels. • The STC should plan for the distribution of test booklets, answer documents, Examiner’s Manuals and Test Coordinator’s Manuals in a timely manner. • Secure materials should be distributed to schools as close to the beginning of the testing window as possible. • Once an answer document has a student pre-id label on it, student information bubbled on it, and/or student responses on it . . . It is considered secure.

42. Training Plan • The STC should develop and implement a district plan for training for each specific assessment program. • Maintain detailed attendance records with the name of each participant, responsibility, date of training, and name of assessment. • Develop a specific plan for implementing accommodations including: • ensuring students receive the right accommodations • ensuring the examiner administers the accommodation appropriately • ensuring the logistics are considered and planned for

43. Importance of Training Materials • Throughout the testing administration, please refer to the following resources: • Student Assessment Handbook • Examiner’s Manuals • Test Coordinator’s Manuals • Accommodations Manual • Read again, even though you may have read before. • Directions do change and these are standardized tests.

44. Materials Security • Staff members who are not involved in testing should also be aware of the school’s responsibility for test security. • Paraprofessionals, custodial staff, and others in the school who may be in classes during testing or may be near the area where tests are stored, even though they do not have direct access to tests, should be aware of security rules. • All personnel involved in the administration must be trained in a manner appropriate to their role; this includes all staff who are involved in the handling of secure test materials (receipt, distribution, pre/post administration activities, etc.). • Volunteers who assist in the school (non-employees) should not manage test materials or manage testing logistics but may assist in the administration in other ways (front office support, hall monitors, etc.).

45. Managing Test Security • Lock tests up! • Require students put their names on the test booklets. • Teachers should sign tests out and in – note dates, times, number checked out/checking in. • All system personnel are prohibited from reviewing contents of test booklets.* • Do not copy any secure test materials. • The use, or intended use, of an electronic device to photograph, post, retain, or share information/images from any portion of a secure test booklet and/or answer document will result in invalidation. • Monitor students. * Interpreters for the hearing impaired may review in advance, with supervision, to plan for administration.

46. Planning for a Conducive Environment • Ensure that seating spaces and writing surfaces are large enough. • Seating arranged to prevent cheating. • No cell phones or other electronic devices in the test setting. • No. 2 Pencils - Each student should have two No. 2 pencils with erasers on test days. However, there should be a supply of extra pencils and erasers available. • Keep a timing device visible - you should have a clock or watch to keep track of time during test administration. • Prior to testing, make a plan for students who finish early, arrive late, appear to be (or become) ill, etc.

47. Planning for Testing Administration RESOURCES AND AIDS • NO dictionaries(*), textbooks, or other aids and/or resources that would provide assistance. (*EL Word to Word Dictionaries would be an exception to this if prescribed in an EL-TPC plan) • Any instructional materials that are displayed in the room, such as posters, must be covered or removed during testing. • Review the calculator policies for each program as they differ. Calculators that store text or that have graphing capabilities are not allowed on any state assessment.

48. Materials • Upon receipt, STC should: • Inventory all materials to ensure sufficient quantities of materials have been provided for each school. • Locate pickup/return instructions/memo, return labels, and airbills/bills of lading. • If there are any errors in shipping materials, contact the vendor and/or Assessment Specialist associated with the testing program immediately.

49. Materials • Distribute materials to schools in a timely manner. However, materials should not be in schools for lengthy periods of time either prior to or after the assessment window. • Use appropriate “security checklists” to assign books to schools. • School Test Coordinator should count and sign for all materials received. • Materials should be in a locked, secure location at all times both at the system and school levels. • Restricted access must be confirmed • A “rule of thumb” . . . If one would not store a large sum of money in the chosen location, then it is probably not a wise choice for secure test materials either.

50. Materials • The School Test Coordinator must count all materials before disseminating to examiners. • Examiners must verify count upon receipt. • At the end of testing each day, the examiner must account for all materials before dismissing students. • The School Test Coordinator must count and secure all materials as examiners check in the materials at the end of testing each day.