[Massachusetts Department of Education logo] Principal’s Administration Manual: Retest March 2008 (Mathematics, ELA Composition, ELA Reading Comprehension) Massachusetts Department of Education [Massachusetts Department of Education star logo] This document was prepared by the Massachusetts Department of Education Jeffrey Nellhaus Acting Commissioner of Education The Massachusetts Department of Education, an affirmative action employer, is committed to ensuring that all of its programs and facilities are accessible to all members of the public. We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex or sexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the Human Resources Director, 350 Main St., Malden, MA 02148 781-338-6105. © 2008 Massachusetts Department of Education Permission is hereby granted to copy for non-commercial educational purposes any or all parts of this document. Please credit the “Massachusetts Department of Education.” Massachusetts Department of Education 350 Main Street, Malden, MA 02148-5023 Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370 www.doe.mass.edu [Massachusetts state seal] Important Contact Information MCAS Test Administration Information: MCAS Service Center Hours of Operation Monday–Friday: 7:00 a.m.–5:00 p.m. Telephone: 800-737-5103 Web: www.mcasservicecenter.com E-mail: mcas@measuredprogress.org Fax: 877-325-4421 MCAS Policy Information: Massachusetts Department of Education Student Assessment Services Unit Web: www.doe.mass.edu/mcas/retest.html E-mail: mcas@doe.mass.edu Telephone: 781-338-3625 Fax: 781-338-3630 To Access Services Available on the MCAS Service Center Web Site: 1. Go to www.mcasservicecenter.com. 2. Click on “MCAS” and then follow the instructions below (password provided in the Commissioner’s January 2, 2008, memorandum is required to access services). • To order additional materials, click on “Order Additional Materials.” • To complete the PCPA, click on “Principal Certification.” • To arrange UPS pickup of test materials, click on “UPS Pickup Request.” • To use the Typed Response Upload System, click on “Upload Typed Responses.” Calendar of Events March 2008 MCAS Retest Date Event February 25 Deadline for schools to receive test materials February 28 Deadline for schools to complete the “Materials Received” section of the PCPA, to report packing discrepancies, and to order additional materials March 3 Administration date for Mathematics retest session 1 March 4 Administration date for Mathematics retest session 2 March 5 Administration date for ELA Composition retest sessions A and B March 6 Administration date for ELA Reading Comprehension retest sessions 1 and 2 March 7 Administration date for ELA Reading Comprehension retest session 3 March 10 Deadline for schools to complete the PCPA and schedule UPS pickup of test materials March 11 Deadline for UPS pickup of materials Note: Schools may administer make-up sessions after the scheduled administration dates, through March 10. UPDATES FOR THE MARCH 2008 RETEST ADMINISTRATION Topic General Information Reference Page(s) 25 Test The Principal’s Certification of Proper Test Administration Administration (PCPA) has been modified (e.g., before testing, schools Forms will indicate discrepancies between materials shipped and received but will not enter counts of all materials received). Table of Contents Calendar of Events: March 2008 MCAS Retest Updates for the March 2008 Retest Administration Part I MCAS Test Security Requirements 1 A. Responsibilities of Principals to Ensure a Secure Testing Environment 2 B. Responsibilities of Principals to Account for All Secure Test Materials 3 C. Responsibilities of Test Administrators to Ensure the Confidentiality of Test Booklets, Answer Booklets, Test Questions, and Student Responses 4 D. Responsibilities of Test Administrators When Supervising Test Sessions 5 E. Responsibilities of Test Administrators When Providing Test Accommodations 6 F. Examples of Testing Irregularities 6 G. Investigations into Testing Irregularities 9 H. Establishing and Following a Document Tracking System 9 I. Approved and Unapproved Resource Materials 10 Part II Student Participation 11 A. Retest Test Design 12 B. A Student’s Right to Participate 12 C. Student Outreach 12 D. Participation Guidelines 13 1. March 2008 Retest Participation Guidelines 13 2. Participation Guidelines for Spring 2008 14 E. Participation by Students Who Are Home Tutored 15 Part III March 2008 MCAS Retest Administration Policies 17 A. Coordinating Test Administration 18 B. Ordering and Returning Test Materials 18 C. Scheduling Test Administration 18 1. Policy on Testing Time 18 2. Concurrent Administration Requirement 19 3. Test Session Limitations 19 4. Make-Up Testing 19 5. Test Administration Interruptions 19 6. Severe Weather 19 7. Practice Tests 20 D. Designating Qualified Test Administrators 20 E. Meeting with Test Administrators20 F. Meeting with Students 22 G. Providing Accurate Student Information 23 H. Accounting for Secure Materials 24 Part IV March 2008 Retest Administration 27 A. March 2008 Retest Administration Schedule 28 B. Principal’s Checklist of Responsibilities 28 C. Tasks to Complete BEFORE Test Administration 31 D. Tasks to Complete DURING Test Administration 34 E. Tasks to Complete AFTER Test Administration 34 F. Pack the Scorable Retest Materials 36 G. Pack the Nonscorable Retest Materials 38 H. Schedule UPS Pickup of All Retest Materials 40 Appendix A Procedures for Limited English Proficient Students 41 1. Definition of a Limited English Proficient Student 42 2. Use of Word-to-Word Dictionaries on MCAS Tests 42 3. High School Competency Determination for LEP Students 42 4. English/Spanish MCAS Tests 43 Appendix B Procedures for Students with Disabilities 45 1. Definition of a Student with a Disability 46 2. Determining How Students with Disabilities Will Participate in MCAS 46 3. Communicating Resource and Other Testing Needs to the Principal 46 4. MCAS Test Accommodations 46 5. Procedures for Using Test Accommodations 16 and 26 61 6. Procedures for Using Test Accommodations 17 and 27 62 7. MCAS Test Accommodations for Adults with Disabilities 63 Appendix C Procedures for Submitting Void Answer Booklets 69 Appendix D Procedures for Submitting Typed Responses 71 Appendix E Completing Student Information 77 Appendix F Sample Administration Forms and Test Materials 79 1. MCAS Retest Non-Participation Letter and Form 80 2. Sample Letter to Employers 83 3. Test Materials Internal Tracking Form 84 a. Sample Blank Form 84 b. Sample Completed Form 85 4. Materials Summary 86 5. MCAS Principal’s Certification of Proper Test Administration 88 6. Sample Completed Answer Booklet Front Cover 92 a. When Student ID Label Is Used 92 b. When Student ID Label Is NOT Used 93 7. Answer Booklet Sample Back Cover 94 8. Sample Return Service Label 95 Index 97 Part I MCAS Test Security Requirements Principals are responsible for ensuring that all test administrators comply with the requirements and instructions contained in the Test Administrator’s Manuals. In addition, other administrators, educators, and staff within the school are responsible for complying with the same requirements. Schools and school staff who violate the test security requirements are subject to the sanctions and penalties outlined in this section, including employment consequences, delays in reporting of test results, the invalidation of test results, the removal of school personnel from future MCAS administrations, and possible license consequences for licensed educators. Each person directly involved in MCAS test administrations is directly responsible for immediately reporting any violation or suspected violation of test security to the school principal, the district superintendent, or the Department of Education. The purpose of the MCAS Test Security Requirements is to protect the validity of Massachusetts Comprehensive Assessment System (MCAS) results. For the purposes of this section and this manual, “secure” test materials refers to a test question, student response, or test that has not been made available to the public by the Department. A. Responsibilities of Principals to Ensure a Secure Testing Environment 1. Principals are responsible for identifying and training school personnel in policies and procedures described throughout this manual and the Test Administrator’s Manual to conduct a proper MCAS test administration. Principals are responsible for ensuring that all test administrators, regardless of any past experience conducting similar testing sessions, receive training prior to each administration during which they will administer any MCAS test. 2. Principals are responsible for ensuring that test administrators who provide test accommodations to students with disabilities are properly trained in the implementation of those accommodations and follow the guidelines in Requirements for the Participation of Students with Disabilities in MCAS. 3. Principals are responsible for providing a copy of the appropriate Test Administrator’s Manual to every test administrator. All test administrators must read and study the Test Administrator’s Manual prior to each test administration. 4. Principals are responsible for designating the school personnel, including test administrators, who are authorized to have access to secure test materials. Access to test materials refers to handling those materials, but does not include reviewing tests or individual questions. 5. Principals are responsible for developing local policies and procedures to ensure maximum test security at all times in accordance with the requirements of this manual and the Test Administrator’s Manual. 6. Principals are responsible for ensuring that tests are scheduled to avoid conflicts with lunch; however, if a lunch break is required during testing, lunch shall be brought to the students in the testing area. If this is not feasible, test materials must be secured and students must be escorted to the lunchroom, told not to discuss the test, sufficiently monitored to prevent discussion of test questions during the entire lunch period, and escorted back to the testing environment. 7. Principals are responsible for ensuring that visitors to the classroom or testing environment (including other school personnel not designated as test administrators, parents, researchers, and reporters) are prohibited at all times during testing except under extreme circumstances (e.g., emergency conditions). B. Responsibilities of Principals to Account for All Secure Test Materials 1. Principals are responsible for storing all MCAS test materials in a locked storage area at all times when these materials are not in use. Principals must restrict access to this storage area. 2. Principals are responsible for keeping written records of all secure test materials to reflect distribution from and return to the locked storage area. Records should be kept on file for one year. 3. Principals are responsible for ensuring that test administrators count, reconcile, and return to the locked storage area all secure test materials, including test and answer booklets (used and unused), at the end of each day of testing. 4. Principals are responsible for ensuring that no school personnel remove any secure test materials from school premises at any time. The only exception is for principals who receive prior written approval from the Department to test a student in an alternate setting. 5. Principals are responsible for ensuring that no school personnel share any test or answer booklets with other schools and/or test sites, even if another test site is located within the same physical building. 6. Principals are responsible for ensuring that no test administrator or other school personnel leave any test materials unattended at any time when these materials are not stored in the locked storage area. 7. Principals are responsible for ensuring that all secure test materials are returned to the testing contractor according to the prescribed deadlines in this Principal’s Administration Manual. C. Responsibilities of Test Administrators to Ensure the Confidentiality of Test Booklets, Answer Booklets, Test Questions, and Student Responses 1. All test questions and student responses to those questions are confidential and must be kept secure at all times. Prior to the reporting of student results, the Department releases to the public those questions on which student results are based. School personnel may use those released items for instructional or professional development purposes. 2. No test administrator or other school personnel may view the contents of test or answer booklets before, during, or after a test administration (except when necessary for specified accommodations) unless specifically directed to do so by the instructions in the Test Administrator’s Manual. 3. No test administrator or other school personnel may reveal the secure contents of test booklets or answer verbally or nonverbally any question that relates to the secure content of a test before, during, or after a test administration unless specifically authorized to do so by the instructions in the Test Administrator’s Manual. 4. No test administrator or other school personnel may provide students access to secure test items prior to testing. 5. No test administrator or other school personnel may duplicate any portion of test or answer booklets, including but not limited to audiotaping, videotaping, photographing, photocopying, and copying by hand. The only exceptions are for test administrators who must transcribe student responses into answer booklets for students with disabilities receiving certain accommodations or for students who did some or all of their work in damaged, defective, or void booklets. 6. No test administrator or other school personnel may retain, discard, recycle, remove, or destroy test materials of any kind without the prior approval of the Department or unless instructed to do so according to the instructions in this Principal’s Administration Manual. 7. If a test booklet or answer booklet becomes contaminated, the principal or other school personnel must contact the Department of Education immediately. The Department will provide a list of information that the school must record (including the student’s name, grade level and content area, and the booklet’s serial number) before the booklet can be properly destroyed at the school site. 8. No test administrator or other school personnel may review student responses during or after a test administration. 9. No test administrator or other school personnel shall disclose any portion of secure test materials or discuss the contents of secure questions with students (except during testing when necessary for specified accommodations), parents, teachers, other educators, or community members before, during, or after testing. D. Responsibilities of Test Administrators When Supervising Test Sessions 1. Test administrators are responsible for administering all tests according to the directions in the Test Administrator’s Manual and any subsequent updates provided to principals by the Department. 2. Test administrators are responsible for removing or covering any classroom displays that provide information related to the content being assessed or to test-taking strategies. Examples include but are not limited to alphabet charts, posters, maps, charts, graphic organizers, word lists, number lines, multiplication tables, definitions, writing formulas, and mathematical formulas/theorems. 3. Test administrators are responsible for focusing their full attention on the testing environment at all times during the test administration. Test administrators should continually monitor the testing process by moving unobtrusively about the room. 4. No test administrator may leave students unsupervised during testing. 5. No test administrator or other school personnel may permit the use of any supplemental or reference sheet that is not specifically allowed by the Department. 6. Test administrators are responsible for ensuring that students provide answers that are strictly their own; do not participate in any form of cheating; do not consult notes, textbooks, or other teaching materials; do not share test questions with other students; and do not consult other students, staff, or anyone else accessible to them during the test administration. 7. No test administrator or other school personnel may provide a student with the answer to any unreleased test question or make any suggestion as to how to respond to a test question at any time, whether before, during, or after a test administration. This prohibition includes provisions of clues, hints, and/or actual answers in any written, printed, verbal, and/or nonverbal form (including chalkboards, charts, and bulletin boards). 8. No test administrator or other school personnel may coach a student during testing or alter or interfere with a student’s responses in any way. Examples of coaching include, but are not limited to, the following: providing answers to a student; changing a student’s responses; providing synonyms for unknown words; influencing a student’s responses by offering hints, clues, cues, facial expressions, nods, voice inflections; or providing any other manner of assistance that could impact a student’s answers. Suggesting to a student that he/she write more on an open-response question or reconsider or review a question constitutes coaching. 9. No test administrator or other school personnel may make answer keys available to students. 10. A student’s responses to test questions must represent the student’s own independent and unaided thinking and must not be read, reviewed, or changed during testing by anyone other than the student being tested. A student’s responses may not be reviewed or changed by anyone after testing. A student may not be asked or permitted to go back to any test session after his or her test and answer booklets have been collected. 11. No test administrator or other school personnel may change a student’s answers to test questions whether by providing hints or clues during a test administration, correcting wrong answers during a test administration, or erasing or correcting answers or responses recorded/selected by the student. 12. No test administrator or other school personnel may attempt to score unreleased test questions formally or informally for any purpose. 13. No test administrator or other school personnel may participate in, direct, aid, counsel, assist in, encourage, or fail to report any of the acts prohibited in this section. E. Responsibilities of Test Administrators When Providing Test Accommodations 1. Test administrators must follow proper procedures for providing testing accommodations as prescribed in Appendix B of the Principal’s Administration Manual and in Requirements for the Participation of Students with Disabilities in MCAS. 2. Test administrators who provide accommodations to students may not alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, writing prompt, or multiple-choice answer option. 3. Test administrators who provide accommodations to students may not provide verbal or other clues or suggestions that hint at or give away the correct response to the students. 4. Test administrators are prohibited from providing students with accommodations that were not approved by the student’s IEP or 504 team or that are not listed as approved in Appendix B. Test administrators must provide required accommodations as listed in IEPs and 504 plans. F. Examples of Testing Irregularities Testing irregularities are incidents that represent a deviation from prescribed testing procedures. Testing irregularities may include student impropriety, test violations, educator misconduct, or the mishandling of secure test materials. The following lists are not exhaustive, but provide examples of irregularities, and are offered as guidance to help school personnel ensure that appropriate testing procedures are followed. 1. Student Impropriety • A student communicates or collaborates in any manner with another student. This includes written, electronic, verbal, or gestured forms of communication. • A student copies another student’s answers, or requests or accepts any help from another person. • A student uses any material or equipment (such as notes, a textbook, or other reference material) that is not expressly permitted by the Test Administrator’s Manual. • A student answers a test question for another student, or provides assistance to another student before or while that student is taking the test. • A student returns to a previously administered session of a test after that test session was completed. • A student uses an unauthorized calculator or a communication or information storage device (e.g., pager, cell phone, PDA). • A student engages in any practice to artificially affect his or her score or the score of another student. 2. Test Violations • A principal does not train all test administrators in proper MCAS procedures as identified in this Principal’s Administration Manual and in the Test Administrator’s Manual. • A test administrator leaves a room unsupervised when secure materials and students are present. • Students or secure materials are left unsupervised during a lunch break, a break taken in the testing room, or a restroom break. • A student is allowed to use a dictionary (except during the ELA Composition test sessions) or a calculator during the noncalculator sessions of the Mathematics tests. • A student is permitted to use a cell phone for any purpose during a test administration. • A student is allowed to leave the test area with secure materials. • A test administrator neglects to remove classroom displays related to the content area being tested prior to testing. • A test administrator or other school personnel does not return secure test materials to the locked storage area at the end of each testing day. • A test administrator does not issue the correct materials (e.g., reference sheets, dictionaries, calculators), or allows students to use unauthorized materials. • Students are administered a test on the wrong day. • A test administrator fails to read test administration scripts verbatim as required by the Test Administrator’s Manual. • A student is tested with an incorrect assessment. For example: –A grade 6 student is administered a grade 3 MCAS test. – A student who should participate in the MCAS Alternate Assessment is administered the standard MCAS test with or without accommodations. • A test administrator who scribes or transcribes a student’s response corrects student errors and/or fails to scribe or transcribe the response verbatim without editing. • A test administrator fails to provide a student with required accommodation(s) as listed in his or her IEP and 504 plan. • A test administrator provides unapproved accommodations to students. 3. Educator Misconduct • A test administrator or other school personnel views a test before, during, or after testing (unless he or she is specifically authorized to do so by the instructions in the Test Administrator’s Manual). • A test administrator or other school personnel discusses secure test content or student responses. • A test administrator or other school personnel makes copies of secure materials without written permission from the Department. • A test administrator or other school personnel directly or indirectly assists students with responses to test questions. • A test administrator or other school personnel tampers with or alters student responses. • A test administrator removes secure materials from the school. 4. Mishandling of Secure Test Materials • A test administrator or other school personnel loses or misplaces completed answer booklet(s). • A test administrator or other school personnel loses or does not return all secure materials. • An unauthorized individual (e.g., a student) transports secure test materials. • A principal returns secure test materials to the contractor after the deadline. G. Investigations into Testing Irregularities To report testing irregularities, principals or superintendents must contact the Department of Education at 781-338-3625. In cases where it is alleged that an MCAS administration was compromised, the Commissioner will write to the superintendent, ask that he or she conduct a local fact-finding investigation into the alleged irregularity, and require that he or she submit a written report to the Department based on the results of the investigation within an established timeline. After receiving the superintendent’s written investigative report, the Commissioner may request that the superintendent provide additional information or documentation prior to making a final determination on the matter and notifying the superintendent of this determination. All such correspondence is subject to disclosure under Massachusetts public records law. If misconduct by a licensed educator is found, as the Massachusetts educator licensing authority, the Commissioner may open a further investigation into possible license consequences. Penalties for testing irregularities and/or misconduct could include the following: • Delay in reporting of student results • Invalidation of student results • Removal of school personnel from any future role in MCAS test administrations • Possible employment and/or license consequences for licensed educators On occasion, the Department receives allegations of testing irregularities from individuals who do not wish to identify themselves. If the individual provides sufficient information related to the matter—including a description of the alleged incident, the name of the school involved, the name of the individual(s) committing the inappropriate practices, and the grade level(s) and specific test(s) affected—the Department will expect school district personnel to cooperate and to investigate the allegations to determine whether they can be supported. H. Establishing and Following a Document Tracking System Principals must establish and follow document tracking procedures so that they can determine at all times the location of materials not in secure storage. Document tracking procedures must also make it possible for principals to trace the movement of materials from the time they were removed from secure storage until they were returned to secure storage. Principals may use the sample Test Materials Internal Tracking Form in Appendix F or create their own tracking document. Immediately investigate any irregularity in the use of tracking documents or in the information recorded on them. Call the Department immediately at 781-338-3625 if any situation occurs that could compromise test material security. I. Approved and Unapproved Resource Materials During testing, students are permitted to use only those resource materials and tools identified in this manual. Approved Resource Materials The following are approved for student use: • #2 pencils* • pens and highlighters in test booklets only • printed copies of bilingual word-to-word dictionaries for current and former LEP students only (see Appendix A) • English-language dictionaries for ELA Composition only • calculators for Mathematics session 2 only Each student must have sole access to a calculator during session 2 of the Mathematics retest. - Students may provide their own calculators. - Schools must provide at least a four-function calculator with a square-root key for each student who does not provide her or his own calculator. - More sophisticated calculators are allowed, but are not required. Unapproved Resource Materials Unapproved materials include, but are not limited to, the following: • extra paper (e.g., blank sheets, handwritten notes) • notebooks • textbooks • cell phones • electronic devices (e.g., music players, PDAs, pocket translators) • computers • editing devices (e.g., spelling or grammar checkers) • graphic organizers • thesauruses • encyclopedias • books to read (not allowed after ELA Composition session A only) NOTE: Students with disabilities may be allowed, under certain conditions, to use as test accommodations certain tools and materials that are otherwise prohibited. See Appendix B for details. *No writing instruments other than #2 pencils may be used in answer booklets. Part II Student Participation A. Retest Test Design Unlike the standard grade 10 MCAS tests that measure performance across the Failing, Needs Improvement, Proficient, and Advanced levels, the retests are designed to determine whether student performance is at least at the Needs Improvement level, which is the minimum requirement to earn a Competency Determination (CD). To best suit this purpose, the retests are designed to be focused retests. That is, a higher proportion of the items on the retests than on the standard MCAS tests distinguish between student performance at the Failing and Needs Improvement performance levels. Consequently, results on the retests are reported only at the Failing and Needs Improvement (passing) performance levels. As on the standard MCAS tests, the scaled score range for the Failing level is 200–218, and the scaled score range for the Needs Improvement level is 220–238. The test items on the retests measure the same content strands in the Curriculum Frameworks as the standard MCAS tests. The percentage of test items covering each content strand is also the same. B. A Student’s Right to Participate Students who failed one or both of the grade 10 MCAS tests or retests required for graduation have the right to take the retest(s). The Education Reform Law states, “If a particular student’s assessment results for the tenth grade do not demonstrate the required level of competency, the student shall have the right to participate in the assessment program the following year or years.” C. Student Outreach The Department recommends that high schools prepare for the retest in the following ways. • Contact all eligible students to provide them with information regarding the upcoming March retest and other opportunities to participate in retests throughout the school year. Students should also be presented with options for test preparation and alternate pathways for earning a high school diploma. More information about these options is posted to the Department’s Web site at www.doe.mass.edu/pathways. • Notify parents/guardians of eligible students in writing of their children’s right to participate. (As required by the 1993 Massachusetts Education Reform Law, students who failed one or both of the grade 10 MCAS tests or retests required for graduation have the right to participate in retest administrations.) Districts are required to provide annual written notice to former students from the previous two years who have not yet earned their CD to inform them of academic support options. More information is posted at www.doe.mass.edu/news/news.asp?id=3051. For students who choose not to participate, it is also recommended that parents or guardians sign an acknowledgement of their children’s non- participation (see sample letter and Non-Participation Form in Appendix F). These documents are also available in English and other languages on the Department’s Web site at www.doe.mass.edu/mcas/retest.html. • Upon request from adults from previous classes who are returning to your school for testing, provide a letter for their employers to verify that they were absent from work because they participated in the MCAS retest. A sample letter is provided in Appendix F. D. Participation Guidelines 1. March 2008 Retest Participation Guidelines The following students are eligible to participate in the March 2008 MCAS retest administration: • Repeating grade 10 students who previously participated in the grade 10 MCAS tests (i.e., a grade 10 answer booklet was submitted for the student) • Grade 11 students who were in grade 9 during the 2006–2007 school year and who did not participate in the grade 10 tests in spring 2007 (Note: These students will be required to participate in the spring 2008 grade 10 MCAS tests regardless of their participation in the March retest.) • Grade 11 students who were in grade 10 during the 2006–2007 school year and who are attempting to earn a CD • Grade 12 students attempting to earn a CD • Adults who have exited high school and are attempting to earn a CD The Department encourages principals to advise students in grade 11 who are new to Massachusetts public schools that they may participate in the March retest to attempt to earn their CD. However, grade 11 students may not participate in the March retest in an attempt to improve their scores to qualify for the John and Abigail Adams Scholarship or the Certificate of Mastery. These students must take the standard spring 2008 tests if they wish to qualify for the Adams Scholarship. The Principal’s Certification of Proper Test Administration (PCPA) is used to account for all students participating in the March retest. As you will note on the online PCPA, an answer booklet with the front cover and back cover completed is returned for every participating student. For further information on student participation in spring 2008 MCAS tests, see the table on the following page. 2. Participation Guidelines for Spring 2008 Notes for the table appear on the following page. Participation Guidelines for MCAS Grade 10 Test and Retests Enrollment Status March 2008 Spring 2008 Retest Grade 10 Tests Class of 2011 Grade 9 students Not Eligible Not Eligible^1 Class of 2010 First-time grade 10 Not Eligible Participation students and repeating Required grade 10 students who have never participated in the grade 10 tests Repeating grade 10 Eligible Eligible students who previously participated in the grade 10 tests (i.e., a grade 10 answer booklet was submitted for the student) Class of 2009 Grade 11 students who Eligible Participation were in grade 9 during Required the 2006–2007 school year and who did not participate in the grade 10 tests in spring 2007 Grade 11 students who Eligible Not Eligible were in grade 10 during the 2006–2007 school year, were enrolled in Massachusetts schools before the March 2008 retest administration, and are attempting to earn a CD Grade 11 students who N/A Eligible were in grade 10 during the 2006–2007 school year, were enrolled in Massachusetts schools after the March 2008 retest administration, and are attempting to earn a CD Grade 11 students who Not Eligible Eligible earned a CD by participating in the 2007 grade 10 tests and are attempting to qualify for the Certificate of Mastery Grade 11 students who Not Eligible Not Eligible earned a CD by participating in the 2007 grade 10 tests and would like to qualify for the Adams Scholarship Grade 11 students who Eligible Eligible to are new to Massachusetts participate public schools in grade and qualify 11 or were reported as for the Adams having a medically Scholarship documented absence on the grade 10 MCAS tests Class of 2008 Grade 12 students Eligible Not Eligible^2 attempting to earn a CD Classes of Adults who have exited Eligible Not Eligible 2003–2007 high school and are attempting to earn a CD NOTES: 1. For repeating grade 9 students to be eligible to participate, their status must be changed from grade 9 to grade 10 in the March 2008 SIMS submission. 2. A request to participate may be submitted for these students. For written approval and instructions, contact the Student Assessment Services Unit at 781-338-3625 or mcas@doe.mass.edu. In addition, a performance appeal may be submitted for these students. Contact the Commissioner’s Office at 781-338-3333 or mcasappeals@doe.mass.edu for more information. E. Participation by Students Who Are Home Tutored For the small number of students who are enrolled at a school but are unable to physically attend school, and who therefore receive tutoring services from the district, every effort must be made to administer the MCAS tests in school. If this is not possible, school principals must obtain permission at least one week prior to testing to test the student in an alternate setting. In order to receive permission to test a student in an alternate setting, the following information must be sent via e-mail to mcas@doe.mass.edu or via fax to 781-338-3630 (subject: MCAS alternate setting request): • student’s name • student’s State-Assigned Student Identifier (SASID) • reason the student is unable to attend school • name of the student’s proposed test administrator • test administrator’s position in the school or district (teacher, administrator, other) • confirmation that the test administrator is an education professional (see page 20) • confirmation that the test administrator received training in administering the MCAS retest (see page 2) • description of plans for ensuring secure testing conditions and secure transport of materials Part III March 2008 MCAS Retest Administration Policies A. Coordinating Test Administration It is the principal’s responsibility to coordinate the school’s MCAS test administration. This coordination responsibility includes the following: • understanding and enforcing the test security requirements (see Part I) • ensuring that all eligible students are given the opportunity to participate in testing (see Part II) • coordinating the school’s test administration schedule • ensuring that accommodations are properly administered and that transcriptions, if required for any accommodation, are done appropriately (see Appendix B) • monitoring the Department’s Web site (www.doe.mass.edu/mcas) throughout the school year for important updates B. Ordering and Returning Test Materials It is the principal’s responsibility to order a sufficient quantity of test materials for each student who intends to participate in testing. Materials must have been ordered by using the online form posted at www.mcasservicecenter.com in January 2008. Upon receipt of test materials, it is the responsibility of the principal to do an immediate and complete inventory of the materials received. Additional materials should be ordered only if necessary. In order to maintain a standard test administration schedule across all schools, additional materials must be ordered by February 28. The Department will not allow materials to be shipped to schools that order additional materials after the deadline. It is also the principal’s responsibility to return all test materials as described in this manual. C. Scheduling Test Administration 1. Policy on Testing Time All MCAS test administrations are untimed. While individual test sessions are designed to be completed within 45 or 60 minutes, some students may need more time to finish. The Department suggests that schools allow a two-hour block for each test session. For example, if the first test session is scheduled to begin at 8:30 a.m., the second test session should be scheduled to begin no earlier than 10:30 a.m. Students who require additional time beyond two hours may take it; however, no session may extend beyond the end of the regular school day, and any individual test session must be completed on the same day in which it begins. Both ELA Composition test sessions A and B must be completed on the same day. 2. Concurrent Administration Requirement Each test session must be administered simultaneously to all students taking that test in your school. The only exceptions to this concurrent testing requirement are the administration of make-up sessions and the administration of tests to students with IEPs and 504 plans specifying that they must test at a different time of day or take frequent breaks (see Appendix B). For the administration of the ELA Composition test, the Department suggests that test administrators give directions for session B to all students together following the supervised break. After the directions are given, students who need more time for their first drafts may continue to work in their test booklets while students who are ready to start session B may write their final compositions in their answer booklets. 3. Test Session Limitations It is recommended that students take no more than two sessions on any single day. 4. Make-Up Testing Students who are absent on the date scheduled for testing for any reason (including illness or other medical condition) should be scheduled for make-up testing. Make-up tests may be administered at any time after the scheduled testing date and before the end of the test administration window (see the MCAS Calendar of Events at the beginning of this manual for test administration window dates). The only exception to the make-up testing policy above is for the ELA Composition test. Principals may allow a student who missed the March 5 ELA Composition test due to a documented medical absence to take the test as a make-up during the period for make-up sessions. However, for any reason other than a documented medical absence, a school must receive prior written approval from the Department to administer the ELA Composition as a make-up. 5. Test Administration Interruptions Circumstances over which you have no control (including fire drills or power failures) may interrupt testing. The Test Administrator’s Manual includes specific instructions for test administrators to follow if an interruption occurs. When normal conditions are restored, test administrators should resume testing. No interruption should reduce the total amount of time that students are given to complete the interrupted test session. Principals must report any major disruptions to the Department by calling 781-338-3625. 6. Severe Weather If severe weather forces the closure of a school for one day during the test administration window, the school should continue testing on the day it reopens. In this case, the school must obtain written approval from the Department if it wishes to delay the return of materials by one day to make up for the missed day of testing. If a school is affected by severe weather for multiple days during test administration, principals should check the Department’s Web site (www.doe.mass.edu/mcas) for instructions, or call the Student Assessment Services Unit at 781-338-3625. 7. Practice Tests Standard practice tests are only available online at www.doe.mass.edu/mcas/ retest.html. From this Web page, principals may print copies of the practice tests for use in their school. An English/Spanish edition of the Mathematics practice test is also available on this page. There are separate practice tests for ELA Reading Comprehension and for Mathematics. Large-print, Braille, and Kurzweil editions of the practice tests are available and will arrive with the school’s shipment of test materials if they are ordered. While the administration of practice tests is optional, the Department recommends the use of practice tests for students who need to be familiarized with the following: • how to fill in multiple-choice answer circles completely • where and how to respond to short-answer questions (for the Mathematics practice test) • how to answer open-response questions completely, including how to respond to open-response questions that have more than one part Practice test sessions are the only sessions during which test administrators may help students while they are answering test questions. If practice tests are used, they may be administered to students either before the beginning of testing or at the beginning of the first test session. Each practice test requires approximately 20 minutes to administer. D. Designating Qualified Test Administrators It is the principal’s responsibility to designate test administrators. To the extent possible, test administrators should be licensed classroom teachers working in the school. When necessary, other education professionals, such as administrators employed by the school or district, may be designated to serve as test administrators. Individuals prohibited from being test administrators include any individual not employed by the district and any individual who is not an education professional. E. Meeting with Test Administrators It is the responsibility of the principal to meet with designated test administrators before the test administration to explain the testing procedures that will be followed at the school. It is recommended that principals distribute a copy of the retest Test Administrator’s Manual to each test administrator for review before the meeting. Following is a list of essential topics that must be covered at this meeting. (This is not an exhaustive list of topics.) Test Security • MCAS test security requirements, including the school’s procedures for distribution and tracking of test materials before, during, between, and following test sessions • the need to closely monitor students during testing to ensure that they are not using cell phones for any purpose, including text messaging, accessing the calculator function or Internet, and photographing test questions • supervising test sessions and breaks Administration Schedule and Logistics • the requirement that test administrators read the scripts in the Test Administrator’s Manual verbatim to students, including students taking make-up sessions • the school’s MCAS testing schedule, including the administration of practice tests • the assignment of a specific testing space and specific group of students to each test administrator • standard and nonstandard MCAS test accommodations for students with disabilities • logistics for test completion sessions when students require additional time to complete a test session • instructions for dismissing students after they have completed each test session • the requirement that students may not return to a test session once it has been completed • the collection and return of books that students may take to test administrations to read if they finish their tests before the end of a test session (Exception: Students may not read books if they complete ELA Composition session A early.) • the requirement that after the administration of each test, test administrators return to the principal lists of all students assigned to them who were not tested so that they can be scheduled to take make-up tests Test Administration Materials • the use of Mathematics Reference Sheets • Student ID Labels to be applied to answer booklets • the design of the March Retest ELA Combined Answer Booklet: the interior sections of the answer booklet are printed in alternating colors in order to help test administrators ensure that students are working in the correct section of their answer booklets Approved Resource Materials • Writing instruments other than #2 pencils may be used only in test booklets. Emphasize that students must use only #2 pencils in answer booklets. • Students use English-language dictionaries for the ELA Composition retest and calculators for session 2 of the Mathematics retest. • Printed copies of bilingual word-to-word dictionaries that contain no handwriting are allowed for current and former LEP students. Unapproved Materials • The use of cell phones during testing for any purpose is prohibited and must be reported to the Department. • The use of electronic translators is prohibited. F. Meeting with Students Feedback from principals and teachers indicates that a serious, yet supportive, testing environment has a positive impact on student performance. The principal and/or test administrators should meet with students to give them information about testing procedures at the school. During this meeting, provide students with the following information: • They should try their best on these tests since they are required to pass the grade 10 MCAS English Language Arts test or retest and the grade 10 MCAS Mathematics test or retest as one condition for receiving a high school diploma. • Students who fail either or both tests will be given multiple opportunities before the end of their senior years and beyond to retake the test(s) they did not pass. • Any form of cheating is strictly forbidden. In addition to any local penalties imposed, cheating will result in a failing score. • Cell phones are strictly prohibited. Any use of cell phones for any purpose will result in the invalidation of test results. • If needed, they will be allowed additional time to finish any test session; however, no session may extend beyond the end of the regular school day (see “Policy on Testing Time” on page 18 of this manual). • They need to read all questions carefully and remember to answer all parts of open-response questions and label each part of their answers to these questions. • They will need to use #2 pencils to mark their responses in their answer booklets because responses written with any other writing instrument cannot be scored. • They may use pens and highlighters in their test booklets only. • English-language dictionaries will be available for use during the ELA Composition retest only. • They will need at least a four-function calculator with a square-root key for session 2 of the Mathematics retest; the school will loan calculators to students who do not have calculators. • Current and former LEP students may use approved printed copies of bilingual, word-to-word dictionaries that do not include definitions and do not have handwriting in them during testing. They may provide their own word- to-word dictionaries, but these dictionaries must be approved in advance by the principal or the students’ test administrators. • They may take a book to the ELA Reading Comprehension and Mathematics retest sessions, to read in the event they finish a test session early. However, they may not take a book to the ELA Composition retest to read in the event they finish session A early. G. Providing Accurate Student Information It is the responsibility of the principal or designee to provide accurate information on answer booklets for each student participating in the retest. It is imperative that each student’s SASID be provided accurately on answer booklets. Principals must either fill in SASIDs on answer booklets for students without Student ID Labels or verify that SASIDs are correct for students with labels. SASIDs cannot be newly assigned for students 22 years of age or older. In these cases, be sure to accurately provide all other information. 1. Student ID Labels A school’s shipment of test materials includes Student ID Labels for every grade 11 and grade 12 student in the school who was reported as enrolled in the October SIMS report and who, according to the Department’s records, has not yet earned a CD. These labels for students enrolled at the school link to information critical for reporting MCAS test results. Student ID Labels are applied to the front covers of answer booklets. The labels may be applied either by test administrators prior to the first test session or by students at the beginning of the first test session. However, to ensure the proper application of labels, the Department recommends that labels be applied by test administrators. Before applying labels, it is the responsibility of the principal or designee to review the labels to ensure that the SASIDs on them are correct. If there is a question about a SASID for a student, contact the District-Level Directory Administrator (listed at www.doe.mass.edu/infoservices/data/diradmin/list.asp). Labels with incorrect SASIDs must not be applied to answer booklets. 2. Completing Answer Booklet Front Covers for Students WITH Student ID Labels For answer booklets with a Student ID Label, only the following information must be completed on the front cover. Corresponding circles do not need to be filled in. • school name • district name • student’s first name • student’s last name If the SASID on the Student ID Label is correct, but other information is incorrect, use the label as is; do not cross out any information on the label. Update the student’s information in the next SIMS submission. Appendix F provides a sample front cover of an answer booklet with a Student ID Label. 3. Completing Answer Booklet Front Covers for Students WITHOUT Student ID Labels All of the information requested on the front cover of the answer booklet must be completed for students who do not have Student ID Labels, and the corresponding circles must be filled in. Appendix F provides a sample front cover without a Student ID Label. 4. Completing Answer Booklet Back Covers To maintain the confidentiality of information provided, the outside back cover of the answer booklet should be completed after students have completed testing. Refer to Appendix E for more information. H. Accounting for Secure Materials It is the responsibility of the principal to account for secure test materials by inventorying materials immediately upon receipt, tracking the location of materials throughout test administration, and ensuring that all materials are returned. The principal must use the forms listed below to maintain the security of test materials. 1. Materials Summary The Materials Summary arrives with the shipment of test materials and is used to inventory materials immediately upon receipt and to reconcile secure materials returned at the end of testing. The information recorded on the Materials Summary will help principals when they complete the online PCPA. Instructions for completing the Materials Summary can be found on page 31, and a sample Materials Summary is provided in Appendix F. 2. Packing Slips A packing slip is included with each box of test materials. Each packing slip for secure materials provides the identification number for each secure material shipped. If the principal discovers a discrepancy between the amount of materials listed as shipped and the amount received at the school, he or she can use the identification numbers to determine the specific material(s) missing. 3. Internal Tracking Forms Internal tracking forms document the location of secure materials throughout test administration. More information regarding establishing and following a document tracking system can be found on page 9, and a sample form is provided in Appendix F. 4. Principal’s Certification of Proper Test Administration The online Principal’s Certification of Proper Test Administration (PCPA) is used to certify that proper test administration procedures described in this manual are followed, including procedures to maintain the security of test materials. The PCPA documents that all secure materials are received and returned. The principal must go online to complete the PCPA before testing to certify the receipt of secure materials and after testing to record the amount of secure materials returned. Before Testing: Accounting for Materials Received Upon receipt of materials, the principal, using information from the Materials Summary if necessary, must go online to complete the “Materials Received” section of the PCPA. If there is a discrepancy between the materials listed as shipped on the Materials Summary and the materials received by the school, the principal must indicate this packing discrepancy on the PCPA and report the discrepancy by calling the Service Center. If packing discrepancies are not reported as requested, the district and school will be responsible for any secure materials that cannot be accounted for. Principals must go online to complete the “Materials Received” section of the PCPA, report packing discrepancies, and order additional materials no later than 12:00 p.m., February 28. Principals who order additional materials must report discrepancies in additional materials orders within two business days of receipt. After Testing: Accounting for Materials Returned After testing, the principal must go online to record the amount of secure materials returned. The school and district will be held responsible for any secure materials that were received at the school but are not returned. Part IV March 2008 Retest Administration A. March 2008 Retest Administration Schedule Subject Administration Number of Session Length Date^1 Sessions^2 Mathematics session 1 March 3 1 60 minutes Mathematics session 2 March 4 1 60 minutes ELA Composition March 5 2 45 minutes sessions A and B ELA Reading March 6 2 45 minutes Comprehension sessions 1 and 2 ELA Reading March 7 1 45 minutes Comprehension session 3 ^1 Each test session must be administered simultaneously to all students taking the test in a school. ^2 Schools may administer make-up sessions for the retests after the scheduled administration dates, through March 10. See page 19 for the policy on administering a make-up session for the ELA composition. B. Principal’s Checklist of Responsibilities Use the following checklist to help you keep track of your responsibilities during MCAS testing. The right-hand column provides a page number reference where you can find more information in this manual about a topic. Further details regarding some of the activities on the checklist begin on page 31. Reference Page(s) Receiving Test Materials . Designate a locked facility for secure storage of test materials. 33 . Verify receipt of test materials by February 25. 31 . Inventory test materials immediately upon receipt. 31 . Complete “Qty Received” column of the Materials Summary. 31 . Go online to www.mcasservicecenter.com to complete the 32 “Materials Received” section of the PCPA no later than February 28. . Report packing discrepancies by February 28. 32 . If necessary, order additional materials by February 28. 32 . Store materials in a secure, locked storage space. 33 Before Test Administration . Review MCAS Test Security Requirements. 2–10 . Identify students participating in the retest. 12–15 . Identify any required accommodations to be used by students Appendix B with disabilities (including a student with a broken bone or fracture in his or her writing hand or arm). Review documentation for adults with disabilities, if applicable. . If necessary, submit requests for approval for testing students who 15 are home tutored and/or approval for materials for students using accommodation 20. . Schedule test administration sessions and locations. 18–20 . Designate test administrators. 20 . Assign students and testing locations to test administrators. . Train test administrators in test security requirements 20–22 and test administration, including the use of your school’s document tracking system. . Distribute the Test Administrator’s Manual to test administrators. 20 . Meet with students. 22–23 . Optional: Apply Student ID Labels to answer booklets. Only put 23–24 labels on booklets for students who will take the test(s). If a label is put on a booklet for a student who does not test, the booklet must be voided. (See Appendix C.) . Using your school’s document tracking system, organize test 33 materials for distribution. . If necessary, prepare for administering the retests to students using 33 accommodation 23. . Optional: Print practice tests (available at www.doe.mass.edu/ 20, 33 mcas/retest.html). . Gather school-supplied testing materials. 33 . Distribute test materials early to test administrators with 33 students using accommodation 12, 17, or 27. During Each Day of Test Administration . Enforce test security requirements. 2–10 . Make #2 pencils available for students who do not bring them. 10 . ELA Composition only: Have English-language dictionaries 10 available. . Mathematics session 2 only: Have calculators available. 10 . Using your document tracking system, distribute test materials. 9–10, 24, 34, Appendix F . Distribute lists of SASIDs to test administrators if they will be 23–24 entering SASIDs on student answer booklets. (Note that some adult test-takers will not have SASIDs.) . Ensure that your school’s document tracking system is used each 9–10 time test materials are moved. . Collect lists of students who were not tested and schedule them 19, 28 for make-up testing. . Securely store test materials between sessions and at the end of each 34 day of testing. . Verify that all test materials have been returned to you. 34 After the Final Test Administration . Verify that you have a standard answer booklet for every student 34 who participated in testing at your school. . Verify that student work has been transcribed completely and 34 accurately, if necessary. . For students using accommodation 23, verify that responses have 34 been submitted online or have been printed and inserted in answer booklets. . Verify that SASIDs have been entered correctly on answer 23–24 booklets for all students who do not have Student ID Labels. . Complete confidential student information on the outside back 35, Appendix E cover of answer booklets. . Count the number of used standard answer booklets you are 35–36 returning. . Verify that the “void answer booklet” bubble on the 35, Appendix C outside back cover of each void answer booklet is filled in, and count the number of void answer booklets you are returning. After the Final Test Administration (continued) . Complete the “Qty Returned” column of the Materials 35, Appendix F Summary. . Go online no later than March 10 to complete the Principal’s 35 Certification of Proper Test Administration (PCPA) for your school. Print and retain the confirmation page. . Place special materials in the appropriate envelope(s). 36 . Place remaining used standard answer booklets in the Return 36 Envelope(s). . Pack scorable materials for return. 36–37 . Pack nonscorable materials for return. 38–39 . Retain specified materials in your school files. 38 . Recycle or discard certain materials. 38 . Schedule UPS pickup of test materials no later than March 10. 40 . Confirm UPS pickup of all test materials no later than March 11. 40 C. Tasks to Complete BEFORE Test Administration 1. Verify receipt of test materials immediately upon their delivery to your school. Materials will arrive by February 25. Call the MCAS Service Center if you do not receive your materials by February 25. 2. Using your Materials Summary, inventory test materials immediately upon receipt. To inventory test materials, complete the “Qty Received” column of the Materials Summary for each grade according to the “Before Testing” directions on the form. Most test booklets and answer booklets are shrink wrapped in groups of 5, 10, or 20. Your school’s order determines how many of each grouping of booklets you receive. For each type of booklet included in your shipment, the Materials Summary lists the total quantity of booklets included. For example, if the Materials Summary lists 75 answer booklets, you should receive three packages of 20 booklets, one package of 10 booklets, and one package of 5 booklets. Shrink-wrapped materials must remain unopened until either this manual or the Test Administrator’s Manual states that they may be opened. Therefore, to inventory your materials, count the number of spines in each shrink-wrapped package. Materials used by students with disabilities who have certain accommodations are shipped as individual booklets or packets of materials. Your Materials Summary lists only the materials shipped to your school. A complete list of test materials available for the retests is posted online at www.doe.mass.edu/mcas/retest.html. A sample Materials Summary is provided in Appendix F. 3. No later than February 28, go online to www.mcasservicecenter.com to complete the “Materials Received” section of the PCPA according to the following instructions: a. Go online to www.mcasservicecenter.com. b. Select MCAS from the menu. c. Select Principal Certification from the list of options. d. At the login screen, select your district and school from the dropdown menus. e. Enter your school’s secure password (provided in the Commissioner’s memo dated January 2, 2008). If you do not know your password, or if you need assistance with accessing or completing the online PCPA, please call the MCAS Service Center at 800-737-5103. f. If the quantity of materials received by your school is accurate, scroll down to the bottom of the page and click I Completed Section 2: Materials Received. If there were any discrepancies between the materials listed as shipped on the Materials Summary and the materials received by your school, provide a brief explanation in the Comments about Materials Received box and then click I Completed Section 2: Materials Received. g. Print the confirmation page for your school files. A sample PCPA appears in Appendix F. 4. Report packing discrepancies by February 28. It is imperative that you report any discrepancy between the totals listed as shipped on the Materials Summary and your inventory of the materials by indicating this discrepancy on the PCPA and by calling the Service Center at 800-737-5103. 5. Only if necessary, order additional materials by February 28. Locate your MP Ship Code on the Materials Summary, and have that available when you go online to order additional materials at www.mcasservicecenter.com. Materials ordered online will be shipped for receipt on the following business day if the order is received before 12:00 p.m. and before the deadline date; orders received after 12:00 p.m. and before the deadline date will be shipped for receipt on the second business day. Packing discrepancies in additional orders must be reported within two business days of the receipt of the order. 6. Using your school’s document tracking system, organize test materials for distribution. See the MCAS Test Security Requirements section (page 9) for more information on establishing a document tracking system. Each test administrator should receive extra test materials to replace possible defective booklets. If you did not receive enough materials to distribute extra shrink-wrapped materials to each test administrator, you may open the minimum number of packages necessary to distribute extra materials. 7. If necessary, prepare for administering the retests to students using accommodation 23. The Typed Response Upload System (TRUS) will be available online for four days prior to the test administration window (February 25–28) so that schools can practice using the system. See the user’s guide posted at www.mcasservicecenter.com for more information. 8. Optional: Print practice tests (available online at www.doe.mass.edu/mcas/retest.html) if they will be administered at the school. 9. Store materials in a secure, locked storage space. Retain all original shipping cartons for the return of nonscorable test materials following testing. Scorable materials will be returned in the pre-labeled, folded cartons included in the shipment. 10. Gather school-supplied testing materials. • Prepare to provide a #2 pencil to any student who does not bring one. • For the ELA Composition test only, at least one English-language dictionary must be provided in each testing space for student use. You may choose to provide more than one dictionary per testing space. • Ensure that each student will have sole access to a four-function calculator with square-root key during session 2 of the Mathematics retest. 11. If necessary, distribute test materials early to test administrators with students using accommodation 12, 17, or 27. The early review must occur under supervision of the principal or designee. See Appendix B for more information. D. Tasks to Complete DURING Test Administration 1. Using your document tracking system, distribute test materials. Immediately before test administration, distribute the necessary test materials for that day to each test administrator. See the Test Administrator’s Manual for the specific list of test materials necessary for each test. 2. Monitor/coordinate your school’s test administration. 3. Securely store test materials between sessions and after each day of testing. Use your document tracking system to verify that all test materials are secure between sessions and are returned to you after each day of testing. 4. Verify that ALL test materials have been returned to you. Use your document tracking system to verify that test administrators have returned all test materials to you. You must be able to account for and return all secure materials according to instructions. E. Tasks to Complete AFTER Test Administration 1. Verify that you have a standard answer booklet for every student participating in the retest. You should not have a standard answer booklet for students not tested (e.g., students who were absent for an entire content area retest). If an answer booklet was assigned to a student but the student was not tested, mark the booklet void. 2. Verify that you have standard answer booklets with transcribed responses for • students who had void answer booklets (see Appendix C) • students who took the Braille edition of the test (accommodation 12; see Appendix B) • students who used large-print answer booklets (accommodation 11; see Appendix B) • students who recorded their answers directly in their test booklets (accommodation 24) 3. Verify that typed responses for students using accommodation 23 (word processor) have either been submitted online OR been inserted as paper copies in the answer booklet. Responses must be submitted online immediately after test administration: • by March 6 for Mathematics • by March 10 for ELA 4. Complete confidential student information on the outside back cover of answer booklets. See Appendix E for instructions and Appendix F for sample cover. 5. Count the number of used standard answer booklets you are returning. Count the used standard answer booklets separately for ELA and for Mathematics. In your count(s), make sure to include the following booklets: • standard answer booklets containing hard copy pages of typed responses (see Appendix D) • standard answer booklets that are transcriptions from void booklets, large- print answer booklets, Braille responses, or test booklets (for students using accommodation 24) As you count, arrange the answer booklets so that the student name grids on the front covers are facing up (the booklets do not need to be alphabetized). Ensure that used answer booklets are free of extra materials, including rubber bands, paper clips, binder clips, staples, and extraneous paper. You will enter the number of used standard answer booklets on the PCPA. 6. Count the number of void booklets you are returning. Count the void answer booklets separately for ELA and Mathematics. You will enter the number of void answer booklets you are returning on the PCPA. 7. Complete the “Qty Returned” column of the Materials Summary. Record on the Materials Summary the quantities of test booklets and answer booklets being returned according to the “After Testing” instructions on the form. (A sample Materials Summary appears in Appendix F.) Make a copy of the completed form(s) for your records. Remember that all test booklets, including Composition booklets, large-print booklets, Braille booklets, Kurzweil CDs, and Braille Administrator’s Copies, are secure materials and must be returned. You will need to use the information from your completed Materials Summary when you go online to complete the PCPA. 8. No later than March 10, go online to complete sections 3 and 4 of the PCPA for your school, according to the following instructions: a. Follow steps a–e on page 32 to access the online PCPA. b. For each retest, you will provide information regarding the materials being returned, including the following: • the number of used standard answer booklets being returned (i.e., the number of students participating in the retests) • the number of void answer booklets being returned • quantities of secure, nonscorable test materials being returned c. As principal, certify that your school followed test security requirements. d. Print the confirmation page for your school files. 9. Place special materials in the appropriate envelopes. a. Place the materials listed below in the Special Handling Envelope. ELA and Mathematics materials are returned together in the same Special Handling Envelope. • large-print ELA and Mathematics answer booklets (folded in half) with corresponding transcribed standard answer booklets • standard ELA and Mathematics answer booklets containing hard copy pages of typed responses (Note: Do not print copies of typed responses that were submitted online.) b. Place void ELA and Mathematics answer booklets in the Void Envelope. Void ELA and Mathematics materials are returned in the same Void Envelope. Void booklets will not be scored (see Appendix C for more information). 10. Place remaining used standard answer booklets in the Return Envelope(s) for that subject. Be sure to include answer booklets for students for whom typed responses were submitted online. F. Pack the Scorable Retest Materials 1. Make sure that all envelopes (Special Handling, Void, and Return) are sealed. 2. Locate the pre-labeled, folded Return Cartons you received in your school’s shipment of test materials. 3. Using the diagram on page 37 as a guide, pack each subject’s scorable materials in the Return Carton(s) in the following order: • Return Envelope(s) (on the bottom) • Special Handling Envelope(s) • Void Envelope (on the top) 4. Fill any empty spaces at the top of the carton(s) with crumpled paper to keep items from shifting during shipping. Do not use plastic peanuts or shredded paper. 5. Before sealing your cartons, verify that all scorable materials have been packed in the shipment. 6. Seal each packed carton using heavy-duty packing tape. 7. Make a list of the UPS tracking numbers that were used to retain in your school files. [Packing Diagram for SCORABLE Materials Return Shipment] G. Pack the Nonscorable Retest Materials Using the diagram on page 39 as a guide, pack the nonscorable materials for return. 1. Locate the original shipping carton(s) in which you received your test materials. 2. Pack the nonscorable materials in the following order: • unused answer booklets (on the bottom of first carton) • used and unused standard test booklets • used and unused large-print test booklets, if any • used and unused Braille test booklets and used and unused Braille Administrator’s Copies, if any • accommodation materials, if any (e.g., graphic organizers, templates, checklists, Kurzweil CDs, typed response drafts) • unused large-print answer booklets, if any • unused UPS labels (Note: Make sure to save a label for each carton of nonscorable materials you are returning.) • unused scorable Return Cartons • unused Student ID Labels, if any • completed Materials Summary (on top of last carton) 3. Affix a UPS Return Service (RS) label with a return address for Measured Progress where indicated on the top of each carton. See Appendix F for a sample RS label. 4. Make a list of the UPS tracking numbers for the cartons you are returning to retain in your school files. 5. Retain the following materials in your school files: • packing lists from your school’s shipment • photocopy of Materials Summary • printout of PCPA confirmation • Test Materials Internal Tracking Form(s) • UPS tracking numbers • printout of UPS pickup request confirmation 6. Recycle or discard the following materials: • manuals (Principal’s Administration Manual, Test Administrator’s Manuals) • practice tests • Mathematics Reference Sheets • unused envelopes (Void Envelopes, Special Handling Envelopes, Return Envelopes) [Packing Diagram for NONSCORABLE Materials Return Shipment] H. Schedule UPS Pickup of All Retest Materials 1. Schedule pickup of test materials no later than 3:00 p.m., March 10. If your materials are ready for return earlier than the deadline, you are encouraged to schedule a UPS pickup as soon as the materials are ready for shipment. Do not take your test materials to UPS yourself or otherwise remove materials from your school. To schedule your pickup, locate the Return Service (RS) tracking number from one of your RS labels and have that number available when you contact UPS through one of the methods listed below. Do not schedule a separate pickup for each box. See Appendix F for a sample RS label. You should specify a six-hour window for UPS pickup. Web Go online to www.mcasservicecenter.com. Select MCAS from the menu and then select UPS Pickup Request from the list of options. Follow the on-screen instructions to complete your request. Telephone Call the MCAS Service Center at 800-737-5103 and staff will place your request for pickup for you. 2. Confirm that all scorable and unscorable test materials are picked up by UPS no later than 5:00 p.m. on March 11. You may also want to use your UPS tracking numbers to confirm delivery of your boxes to Measured Progress by calling the MCAS Service Center or tracking via UPS (online at www.ups.com or by calling 800-PICK-UPS [742-5877]). Appendix A Procedures for Limited English Proficient Students 1. Definition of a Limited English Proficient Student A limited English proficient (LEP) student is defined by the Department of Education as “a student whose first language is a language other than English and who is unable to perform ordinary classroom work in English.” 2. Use of Word-to-Word Dictionaries on MCAS Tests Any current or former LEP student may use an approved bilingual word-to-word dictionary on MCAS tests. The Department authorizes the use of the bilingual dictionaries listed in Approved Bilingual Dictionaries for Use on MCAS Tests by Students with Limited English Proficiency, which is posted at www.doe.mass.edu/mcas/ 2008/admin. In addition, Appendix E of the 2008 Test Administrator’s Manuals states that principals and their designees may approve printed copies of bilingual word-to-word dictionaries that do not appear on the list. When a test administrator presents you with a bilingual dictionary that does not appear on the list, you should approve or reject it according to the guidelines in this section. Dictionaries that include definitions, synonyms, antonyms, phrases, and other information are prohibited. Pocket translators are also prohibited. If you have questions regarding the appropriateness of any bilingual dictionary, call the Student Assessment Services unit at 781-336-3625. 3. High School Competency Determination for LEP Students To earn a high school diploma, all students, including LEP students, are required to earn a Competency Determination (CD) and meet all local graduation requirements, regardless of the number of years a student has been enrolled in U.S. schools. To earn a CD, all students must receive a minimum scaled score of 220 or higher on the MCAS grade 10 English Language Arts and Mathematics tests/retests. Students eligible to take the English/Spanish MCAS grade 10 Mathematics test can partially meet the CD requirement through participation in this test. However, they must also pass the grade 10 English Language Arts test/retest. Students who fail one or more tests have multiple opportunities to take retests. Because the CD requirement may present a challenge for LEP students who have recently enrolled in a U.S. school, some LEP students may need to continue their education beyond grade 12 in order to attain the requisite knowledge and skills. After grade 12, students who need to pass one or more MCAS tests required for graduation can take the MCAS retest(s). 4. English/Spanish MCAS Tests Spanish-speaking LEP students who have been enrolled in schools in the continental United States for fewer than three years may choose to take the English/Spanish version of the Mathematics retest if they can read and write in Spanish at or near grade-level. Students who are eligible to take the English/Spanish MCAS test according to the above guidelines will take the test during the same time period in which the English-version test is administered. English/Spanish Test Materials English/Spanish test booklets are issued in side-by-side English/Spanish format, with identical test questions presented on opposing pages in two languages: left-facing pages present questions in Spanish; right-facing pages present the same questions in English. Spanish answer booklets (in which students mark their answers) and the reference materials issued to students for use during MCAS Mathematics test sessions are not presented in bilingual format. Please note that there is no English/Spanish version of any MCAS English Language Arts test. English/Spanish Test Administration Guidelines Guidelines for administering the English/Spanish MCAS tests are provided in Appendix A of the Test Administrator’s Manual. These guidelines are intended for use by test administrators who have been designated by the school principal to administer the English/Spanish versions of the MCAS tests to eligible Spanish-speaking LEP students. These guidelines contain Spanish-language scripts to be read aloud by test administrators to students, as well as instructions to the test administrator (not to be read aloud) in English. In order to administer the English/Spanish tests, designated test administrators must be fluent in both Spanish and English. Appendix B Procedures for Students with Disabilities 1. Definition of a Student with a Disability For the purposes of MCAS, a student with a disability has either an Individualized Education Program (IEP) provided under the Individuals with Disabilities Education Act of 2004 and Massachusetts General Law Chapter 71B, or a plan provided under Section 504 of the Rehabilitation Act of 1973 (see page 47 for exceptions). All students with disabilities must be engaged in an instructional program guided by the standards in the Massachusetts Curriculum Frameworks. 2. Determining How Students with Disabilities Will Participate in MCAS During its annual meeting, a student’s IEP or 504 team must determine how the student will participate in MCAS for each subject scheduled for assessment. This information, including any accommodations that a student will use, must be documented in the student’s IEP or 504 plan. Guidelines for making participation decisions for individual students are found in Requirements for the Participation of Students with Disabilities in MCAS, Spring 2008 Update, which is available at www.doe.mass.edu/mcas. 3. Communicating Resource and Other Testing Needs to the Principal Prior to MCAS testing, the IEP Team and 504 team chairpersons should provide information to the principal or MCAS coordinator regarding each student who requires test accommodations, along with the specific accommodation(s), resources, and/or space that each student needs. All special test formats, such as Braille, large-print, and Kurzweil, must be ordered by the principal or coordinator on the MCAS Enrollment Verification form prior to testing. Contact the MCAS Service Center at 800-737-5103 with questions about ordering materials. 4. MCAS Test Accommodations A. Definition and Purpose of Test Accommodations A test accommodation is a change in the way a test is administered or in the way a student responds to test questions. Similar to instructional accommodations, test accommodations are intended to offset the effects of the disability and to provide students with the opportunity to demonstrate knowledge and skills on statewide assessments. Test accommodations must be generally consistent with those provided during routine instruction in the subject. B. Eligibility for Test Accommodations Students with Disabilities Served by an IEP or 504 Plan The right to receive accommodations on statewide tests is guaranteed by law to a student with a disability who is served by an IEP or 504 plan. The student’s IEP or 504 plan must specifically state the accommodations he or she will receive. Students with Documented Disabilities Not Served by an IEP or 504 Plan In rare cases, a student with a disability who is not served by an IEP or 504 plan may be provided with accommodations on MCAS tests. Section 504 of the Rehabilitation Act allows the temporary use of an accommodation in situations such as the following: • A student with a recently occurring disability, or a recent change in his or her disability status, when there has been insufficient time to develop and approve a plan • A student with a disability that is temporary in nature, such as a fractured arm New for 2008 The accommodation must be documented in writing by the principal, placed in the student’s file, and recorded on the student’s answer booklet. In addition, an attempt must be made to notify the student’s parents that an accommodation is being given. Following testing, a 504 plan or IEP must be developed, as appropriate. Note: It is not necessary to obtain permission from the Department to provide a scribe to a student with a broken arm, as long as the principal has authorized the accommodation and followed the procedure described above. Students without Documented Disabilities A student who does not have a documented disability is not eligible to receive accommodations on MCAS tests, regardless of whether the student receives instructional support or accommodations in the classroom, has an Individual Student Success Plan (ISSP), or has a District Curriculum Accommodation Plan (DCAP). C. Requirements for Use of Test Accommodations The use of accommodations is based on the individual needs of a student with a disability and may only be provided when all of the following conditions have been met: 1. The student has a documented disability (non-disabled students may not be provided MCAS test accommodations). AND 2. The student uses the accommodation routinely during classroom instruction and assessment in the subject, both before and after the test is administered. AND 3. The student requires the accommodation in order to participate in statewide testing. AND 4. The accommodation is documented in the student’s approved IEP or 504 plan prior to testing. AND 5. The accommodation is listed in this appendix (or, prior to testing, the district has consulted with the Department and received permission to use an accommodation not listed). AND 6. If a nonstandard accommodation will be given, the student meets all the eligibility criteria for the accommodation listed in Part B. Accommodations may not • alter, explain, simplify, paraphrase, or eliminate any test item, reading passage, writing prompt, or multiple-choice answer option; OR • provide verbal or other clues or suggestions that hint at or give away the correct response to the student; OR • contradict test administration requirements or result in the violation of test security; for example, – English-language dictionaries are not allowed for any student on any test except the ELA Composition, – test items may not be modified, reordered, or reformatted in any way for any student, and – tests may not be photocopied, enlarged, or duplicated in any way. When accommodations do not meet the conditions stated above, the student’s test score may be invalidated. If the above conditions have been met, the accommodation(s) must be provided to the student during MCAS testing. If a student refuses an accommodation listed in his or her plan, the accommodation must still be offered and must remain available to the student during testing. In addition, the school should document in writing that the student has refused the accommodation. If an accommodation is listed in an IEP or 504 plan and the team believes it would be inappropriate to provide this accommodation for MCAS, the team must reconvene to amend the plan accordingly. The plan must be approved in writing by the parent in order for an accommodation to be provided. It is acceptable for teams to list an accommodation in the plan with the notation “as requested by the student,” signifying that the student may require the accommodation only periodically during the test; for example, a student who tires easily may need a scribe only during the latter part of a test session. Refer to specific conditions and criteria for each accommodation. D. Untimed Test Sessions and Use of Dictionaries/Thesauruses All MCAS test administrations are untimed. Since any student may be given additional time beyond the scheduled test administration session, additional time is not considered an MCAS test accommodation. However, no single test session may extend beyond the end of the regular school day, and any single test session must be completed on the same day in which it begins. Students taking the English Language Arts Composition test must complete two sessions (sessions A and B) in one day. English language dictionaries are permitted for use by all students on the ELA Composition only. No students, including students with disabilities, are allowed to use an English-language dictionary on any other MCAS test. LEP and formerly LEP students may use printed word-to-word bilingual dictionaries on all MCAS tests. The use of a thesaurus is not permitted on any test. E. Definition of Standard Accommodations For MCAS, standard accommodations are defined as changes in the routine conditions under which students take MCAS tests. Standard accommodations are grouped into the following four categories: • Changes in timing or scheduling of the test; for example, administering the test in short intervals or at a specific time of day • Changes in test setting; for example, administering the test in a small group or a separate setting • Changes in test presentation; for example, using a large-print or Braille version of the test • Changes in how the student responds to test questions; for example, dictating responses to a scribe A list of commonly used standard test accommodations can be found in section G of this appendix. F. Definition of Nonstandard Accommodations For MCAS, a nonstandard accommodation is defined as an accommodation which • changes the way an MCAS test is presented OR • changes the way a student responds to test questions AND • may alter a portion of what the test is intended to measure. Nonstandard accommodations are intended for use by a very small number of students who would not otherwise be able to access the test. Teams must exercise caution, therefore, in considering whether a student requires a nonstandard accommodation in order to access the test, and must carefully review the criteria described for each nonstandard accommodation on the list. Test results for a student who took the test using nonstandard accommodation(s) must be interpreted with caution by parents and schools. The Department periodically reviews the frequency of use of all nonstandard accommodations in each district, and may contact schools and districts in which large numbers of students are using particular nonstandard accommodations in order to determine whether IEP and 504 teams are applying appropriate criteria for their use. A list of nonstandard accommodations and conditions under which they may be used appears in section H of this appendix. G. List of Standard Accommodations Following is a list of standard test accommodations commonly used by students with disabilities on MCAS tests. Please use this list as a general guide and call Student Assessment Services at 781-338-3625 with any questions. The principal or designee must request special test formats, including large-print, Braille, or Kurzweil, using the MCAS Enrollment Verification form prior to testing. If additional copies are needed, follow the instructions for ordering additional materials in this manual. Changes in Timing or Scheduling of the Test 1. Frequent Breaks: The test is administered in short periods with frequent breaks. 2. Time of Day: The test is administered at a time of day that takes into account the student’s medical or learning needs (IEP or 504 plan must specify time of day). Changes in Test Setting 3. Small Group: The test is administered in a small group setting (no more than 10 students). 4. Separate Setting: The test is administered in a room other than the one used by the rest of the class. 5. Individual: The test is administered to the student individually. 6. Specified Area: The test is administered with the student seated at the front or other specified area of the room, in a study carrel, or in another enclosed area (IEP or 504 plan must specify where). Changes in Test Presentation 7. Familiar Test Administrator: The test is administered by a test administrator familiar to the student. 8. Noise Buffers: The student wears noise buffers, after test administration instructions have been read (headphones with music playing are not allowed). 9. Magnification or Overlays: The student uses magnifying equipment, enlargement devices, colored visual overlays, or specially tinted lenses (IEP or 504 plan must specify which). 10. Test Directions: The test administrator clarifies general administration instructions. No portion of the test itself (e.g., the introduction to a reading selection; the reading selection; test items) may be read or signed. 11. Large-Print: The student uses a large-print edition of the test. • All answers must be transcribed verbatim from the large-print answer booklet to the student’s standard answer booklet. 12. Braille: The student uses a Braille edition of the test. • All answers must be either scribed or transcribed verbatim into the student’s standard answer booklet. Note: Under secure conditions supervised by the principal, the Braille test administrator may review Braille test materials up to four days prior to test administration. Braille test materials, including the Braille Administrator’s Copy, are secure materials and may not be removed from the school. All test materials must be returned to the testing contractor by the principal following test administration. 13. Place Marker: The student uses a place marker. 14. Track Test Items: The test administrator assists the student in tracking test items (e.g., moving from one test question to the next) or by redirecting the student’s attention to the test. 15. Amplification: The student uses sound amplification equipment. 16. Test Administrator Reads Test Aloud (except ELA Reading Comprehension test): The test administrator reads the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science passages and test items to the student. a) All passages and test items must be read word-for-word, exactly as written. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator must read in a neutral tone, with no emphasis given to any terms, passages, or response options and with no detectable changes in inflection. The test can be read aloud in one of the following ways, which must be specified in the IEP or 504 plan: • Test administrator reads entire test session (passages and test items) word- for-word exactly as written. OR • Test administrator reads selected words, phrases, and/or sentences as directed by the student. The student points to the word, phrase, or sentence that he or she needs read aloud. b) The test must be administered in a separate setting, either individually or to a small group (2–5 students). For reading aloud to a small group, follow the procedures outlined at the end of this appendix. Note: Reading the ELA Reading Comprehension test aloud to a student is nonstandard accommodation 26. 17. Test Administrator Signs Test (except ELA Reading Comprehension test): The test administrator signs the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science passages and test items to a student who is deaf or hard of hearing. a) All passages and test items must be signed exactly as written, except in cases when doing so would reveal an answer to a test question. If a sign visually defines the concept being tested, it must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items. b) The test may be administered either individually or to a small group (2–5 students). For signing the test to a small group, follow the procedures outlined at the end of this appendix. Notes: • Under secure conditions supervised by the principal, sign interpreters may review test materials up to four days prior to test administration. Test materials may not be removed from the school and must be returned to the testing contractor by the principal following test administration. • American Sign Language DVDs and videotapes of the grade 10 Mathematics test are available. • Sign interpreting the ELA Reading Comprehension test is nonstandard accommodation 27. 18. Electronic Text Reader (except ELA Reading Comprehension test): The student uses an electronic text reader for the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science tests. a) The following tests are available in electronic text reader format for accommodation 18: • Grades 3–8 and 10 Mathematics in Kurzweil 3000 format (CD) • Grades 4, 7, and 10 ELA Composition in Kurzweil 3000 format (CD) • Grades 5, 8, and High School Science and Technology/Engineering in Kurzweil 3000 format (CD) • Grades 5 and 7 History and Social Science in Kurzweil 3000 format (CD) • Grade 10 ELA Composition and Mathematics tests in Recording for the Blind and Dyslexic (RFB&D) format (CD) • High School U.S. History in Kurzweil 3000 format (CD) b) Kurzweil and RFB&D MCAS tests are read-only; all answers must be submitted in the student’s standard answer booklet. Note: Using an electronic text reader for the ELA Reading Comprehension test is nonstandard accommodation 28. Changes in How the Student Responds to Test Questions 19. Scribe Test (except ELA Composition): For open-response test items (and multiple-choice items if needed), the student dictates responses to a scribe or uses a speech-to-text conversion device to record responses. a) A scribe may be used for students who have this accommodation documented in their IEPs or 504 plans and for students who have a broken bone or fracture in their writing hand or arm at the time of testing (see page 47). b) The scribe must record the student’s words exactly as dictated into the student’s answer booklet and may not edit or alter the student’s responses in any way. c) The scribe must allow the student to review and edit what the scribe has written. d) When a student uses an electronic speech-to-text conversion device, the test administrator must follow the instructions for submitting typed responses described in Appendix D. e) The test must be administered individually in a separate setting. Note: Scribing the ELA Composition is nonstandard accommodation 29. 20. Organizer, Checklist, Reference Sheet, or Abacus: The student uses a graphic organizer, checklist, individualized mathematics reference sheet, or abacus. a) ELA graphic organizers/checklists and mathematics reference sheets approved in 2006 or 2007 do not need to be resubmitted to the Department for approval this year. b) A student may use a graphic organizer or checklist to generate a draft ELA Composition or open-response question, to check the steps in the writing process, or to recall reading comprehension strategies. The student may use no more than two different graphic organizers. Generic graphic organizers (e.g., webs, Venn diagrams) do not need to be submitted to the Department for approval. Personalized graphic organizers must be pre-approved by the Department. Graphic organizers may not include the following: • definitions • specific examples • sentence starters c) A student may use an individualized mathematics reference sheet or checklist to provide memory prompts, mnemonic devices, formulas, word banks, and/or generic steps in solving a mathematics problem, after it has been approved by the Department. The mathematics checklist or individualized reference sheet may not include the following: • definitions of any mathematical terms • graphic illustrations (e.g., graphs, pictures of geometric shapes, or images that define a mathematical concept) • specific examples showing solutions to actual mathematical problems • arithmetic tables (including multiplication/division charts), unless the student meets the eligibility criteria for nonstandard accommodation 30 and this accommodation is listed in his or her IEP or 504 plan The mathematics checklist or reference sheet must be • developed in response to the individual student’s learning needs, • no more than 3 pages, and • specific to the student’s grade. d) Please submit all math reference sheets, customized graphic organizers with text, and checklists for approval by the Department (if not approved in 2006 or 2007), either by e-mail (in MS Word or PDF format only) to mcas@doe. mass.edu or by fax to 781-338-3630 no later than May 1, 2008, for the spring MCAS tests and at least two weeks prior to MCAS retests. Reference sheets, checklists, and/or graphic organizers submitted after these deadlines will not be approved. Notice of approval may take up to 10 business days from the time the materials are received at the Department. Please indicate the specific test and grade for which the reference sheet, checklist, or organizer will be used. e) All graphic organizers, checklists, and approved reference sheets must be returned at the end of testing with all other accommodation materials. f) A student who is visually impaired may use an abacus during all sessions of the Mathematics test. Notes: • The use of calculators (on non-calculator sessions), arithmetic tables including multiplication/division charts, and manipulatives on the Mathematics test is nonstandard accommodation 30. • Multiplication/division charts may not be included on math reference sheets unless the student also receives accommodation 30. 21. Student Signs or Reads Test Aloud: The student reads the test aloud to himself or herself, or student reads the test and records answers on audiotape (including ELA Composition), then writes responses to test items while playing back the tape; a student who is deaf or hard of hearing signs test items/responses onto video, then writes answers while playing back the tape. a) The test must be administered individually in a separate setting. b) All video and audiotapes must be returned with the nonscorable materials. 22. Monitor Placement of Responses: The test administrator monitors placement of student responses in the student’s answer booklet. 23. Word Processor (Typed Response): The student uses a word processor, Alpha- Smart, or similar electronic keyboard to type the ELA Composition, answers to open-response questions, or answers to short-answer questions on any MCAS test. See Appendix D for complete instruction for submitting typed responses. 24. Answers Recorded in Test Booklet: The student records answers directly in the test booklet or uses special paper for drafts, open responses, and/or computation (e.g., graph paper). Note: The test administrator must transcribe answers verbatim into the student’s standard answer booklet. If the student transcribes his or her own responses, the transcription must be done during the test session and completed on the day in which the test session begins. 25. Other Standard Accommodation: Other standard accommodation that is identified by the IEP Team or 504 team, documented in the student’s plan, and not on this list. The accommodation must meet the conditions of the Requirements for Use of Test Accommodations (page 47). No more than two weeks prior to test administration, the principal or designee must notify (and may consult with) the Department in writing when a standard accommodation not on the above list is being considered for a student. Please call 781-338-3625, e-mail mcas@doe.mass.edu, or fax 781-338-3630. H. List of Nonstandard Accommodations IEP and 504 teams may allow the use of one or more of the following nonstandard MCAS test accommodations only under certain conditions and when criteria are already in place for the student during instruction in the subject being tested. The student’s IEP or 504 team must determine that the student has met all criteria listed below, and that the nonstandard accommodation is absolutely necessary in order for the student to participate in MCAS testing. In addition to meeting the conditions detailed beneath each nonstandard accommodation listed below, all of the following conditions must be met: • The student is virtually unable to decode, calculate, spell, or write without the use of the accommodation (i.e., not simply performing the skill below grade- level expectations). AND • The student has an IEP or 504 plan in which the accommodation is listed for use on the MCAS test in the subject being tested. AND • The accommodation is already in use for routine instruction in the subject being tested. AND • The accommodation does not compromise the security of the test, alter the test in any way, or suggest answers to the student. The Department will be vigilant in overseeing the numbers of students in each district who receive nonstandard accommodations on MCAS tests. IEP Teams are encouraged to make consistent, defensible, and appropriate decisions for each student. 26. Test Administrator Reads Aloud ELA Reading Comprehension Test: The test administrator reads the ELA Reading Comprehension test to a student. a) The use of nonstandard accommodation 26 may be considered when all of the following conditions apply: • The student has a specific disability that severely limits or prevents him or her from decoding text, or from comprehending decoded text, even after varied and repeated attempts to teach the student to do so. The student must be a virtual non-reader, not simply reading below grade level. AND • The student has access to printed materials only through a reader, or is provided with spoken text on audiotape, CD, video, or other electronic format during routine instruction, except while the student is actually being taught to decode. AND • The accommodation is documented in the student’s IEP or 504 plan, after the team has considered the conditions listed above and in part C of this section in determining whether the student is eligible for this accommodation. b) All passages and test items must be read word-for-word, exactly as written. The test administrator may not provide assistance to the student regarding the meanings of words, intent of any test item, or responses to test items. The test administrator must read in a neutral tone, with no verbal emphasis given to any terms, passages, or response options. The test can be read aloud in one of the following ways, which must be specified in the IEP or 504 plan: • Test administrator reads entire test session (passages and test items) word- for-word exactly as written. OR • Test administrator reads selected words, phrases, or sentences as directed by the student. The student points to the word, phrase, or sentence that he or she needs read aloud. c) The test must be administered in a separate setting, either individually or to a small group (2–5 students). When reading aloud to a small group, follow the procedures outlined at the end of this appendix. Notes: • The Department is closely monitoring the frequency of the use of accommodation 26. • Reading aloud the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science tests is standard accommodation 16. • The decision to use nonstandard accommodation 26 must be made separately from the decision to use standard accommodation 16. 27. Test Administrator Signs ELA Reading Comprehension Test for a Student Who Is Deaf or Hard of Hearing a) The use of nonstandard accommodation 27 may be considered when all of the following conditions apply: • The student has a specific documented disability that severely limits or prevents him or her from decoding text, or from comprehending decoded text, even after varied and repeated attempts to teach the student to do so. The student must be a virtual non-reader, not simply reading below grade level. AND • The student has access to printed materials only through a sign language interpreter or is provided with signed text on video or other electronic format during routine instruction (except while the student is actually being taught to decode). AND • The accommodation is documented in the student’s IEP or 504 plan, after the team has considered the conditions listed above in determining whether the student is eligible for this accommodation. b) All passages and test items must be signed exactly as written, except in cases when doing so would reveal an answer to a test question. If a sign visually defines the concept being tested, it must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items. c) The test must be administered in a separate setting, either individually or to a small group (2–5 students). When signing a test to a small group, follow the procedures outlined at the end of this appendix. Notes: • Under secure conditions supervised by the principal, sign interpreters may review test materials up to four days prior to test administration. Test materials may not be removed from the school and must be returned to the testing contractor by the principal following test administration. • Signing the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science tests is standard accommodation 17. • The decision to use nonstandard accommodation 27 must be made separately from the decision to use standard accommodation 17. 28. Electronic Text Reader for the ELA Reading Comprehension Test: The student uses an electronic text reader for the ELA Reading Comprehension test. a) The use of nonstandard accommodation 28 may be considered when all of the following conditions apply: • The student has a specific disability that severely limits or prevents him or her from decoding text, or from comprehending decoded text, even after varied and repeated attempts to teach the student to do so. The student must be a virtual non-reader, not simply reading below grade level. AND • The student has access to printed materials only through a reader, or is provided with spoken text on audiotape, CD, video, or other electronic format during routine instruction, except while the student is actually learning to decode. AND • The accommodation is documented in the student’s IEP or 504 plan, after the team has considered the conditions listed above and on page 47 of this appendix in determining whether the student is eligible for this accommodation. b) The following ELA Reading Comprehension tests are available in electronic text reader format for accommodation 28: • Grades 3–8 and 10 in Kurzweil 3000 format (CD) • Grade 10 in Recording for the Blind and Dyslexic (RFB&D) format (CD) c) Kurzweil and RFB&D MCAS tests are read-only; all answers must be submitted in the student’s standard answer booklet. Notes: • Using an electronic text reader for the ELA Composition writing prompt or the Mathematics, Science and Technology/Engineering, and/or History and Social Science tests is standard accommodation 18. • The decision to use nonstandard accommodation 28 must be made separately from the decision to use standard accommodation 18. 29. Scribe ELA Composition: The student dictates the ELA Composition to a scribe or uses a speech-to-text conversion device to record the ELA Composition. a) Accommodation 29 must be documented in the student’s IEP or 504 plan prior to testing, or may be used on a temporary basis for a student with a broken arm at the time of testing. The use of nonstandard accommodation 29 may be considered when any of the following conditions apply: • The student has a disability which requires the routine dictation of all written compositions to a scribe. OR • The student with a disability routinely uses an electronic speech-to-text conversion device for all compositions. OR • The student with a disability does not have sufficient manual dexterity at the time of testing to produce legible written work. OR • The student has a temporary disability and is unable to use his or her writing hand or arm at the time of testing due to a broken bone or fracture. See page 53 for additional information on using a scribe for a student not on an IEP or 504 plan. b) When a student uses an electronic speech-to-text conversion device, the test administrator must follow the instructions for submitting typed responses described in this manual and the Test Administrator’s Manuals. c) The test must be administered individually in a separate setting. d) Clarification on the role of a scribe for the ELA Composition • During session A, the scribe must write exactly what the student dictates into the student’s test booklet. The scribe may not edit or alter the student’s dictation in any way. When scribing the draft composition, the scribe may assume that each sentence begins with a capital letter and ends with a period. All other capitalization, punctuation, and paragraph breaks are the responsibility of the student. • After the student has finished dictating his or her draft composition, the scribe must ask the student to do the following: – Spell key words. Key words include proper nouns, multi-syllable words, and other words pertinent to the composition. – Review the draft composition and make any necessary edits, including edits to capital letters, punctuation, and paragraph breaks. The student may make edits independently or direct the scribe to make the edits. The scribe must not assist the student in making decisions during the editing process. • During session B, the scribe copies the final draft, including the student’s edits, into the student’s answer booklet. Note: The Department strongly urges IEP Teams to consider alternatives to the use of a scribe for students who are deaf and taking the ELA Composition test. One such alternative is accommodation 21, which permits a deaf student to sign his or her draft composition onto video and then transcribe the signed composition into written English while viewing the video. IEP Teams should select accommodations that promote the independence of students with disabilities to write in English. 30. Calculation Devices: The student uses a calculator, arithmetic table (including multiplication and division charts), or manipulatives on all sections of the Mathematics or grades 5 and 8 Science and Technology/Engineering test. a) The use of nonstandard accommodation 30 is allowed only when all of the following conditions apply: • The student has a specific disability that severely limits or prevents him or her from calculating mathematically; i.e., the student is virtually unable to perform any calculation without the use of a calculator or arithmetic table, even after varied and repeated attempts to teach the student to do so. AND • The student has access to mathematical calculation only through the use of a calculator, arithmetic table, or manipulatives, which the student uses for routine instruction, except during actual instruction in which the student is learning to calculate. AND • The accommodation is documented in the student’s IEP or 504 plan and specifically indicates the use of a calculator, arithmetic table, and/or manipulatives. b) Arithmetic tables must be returned in the nonscorable shipment. Note: The Department is closely monitoring the frequency of the use of accommodation 30. 31. Spell- or Grammar-Checking Function on Word Processor, Spell-Checking Device, or Word Prediction Software for the ELA Composition: The student uses a spell- or grammar-checking function, spelling device (including hand-held electronic spellers), or word prediction software (IEP or 504 must specify which device) for the ELA Composition. a) The use of nonstandard accommodation 31 may be considered when one of the following conditions applies: • The student has a specific documented disability that severely limits or prevents her or his ability to spell, even after varied and repeated attempts to teach the student to do so. OR • The student can produce understandable written work only through the use of a spell- or grammar-checking device or word prediction software that is routinely used by the student. b) When word prediction software is used, the “predict-ahead” and “predict online” software functions must be turned off. 32. Other Nonstandard Accommodation: Other nonstandard accommodation that is identified by the IEP Team or 504 team, documented on the student’s IEP, and not on this list. The accommodation must meet the conditions of the Requirements for Use of Test Accommodations on page 47. At least two weeks prior to test administration, the principal or designee must notify in writing (and may consult with) the Department when a nonstandard accommodation not on the above list is being considered by the team. Accommodations must meet the criteria set forth in Requirements for Use of Test Accommodations, and written approval must be given by the Department. The student’s IEP Team or 504 team must reconvene to document any changes to accommodations listed in the plan, and the plan must be signed by the parent(s) before the accommodation may be used. Please call 781-338-3625, e-mail mcas@doe. mass.edu, or fax 781-338-3630. 5. Procedures for Using Test Accommodations 16 and 26 Reading MCAS Tests Aloud to a Small Group of Students (2–5) The test administrator may read test items aloud to a small group of students, provided that each student has an IEP or 504 plan that includes either standard accommodation 16 or nonstandard accommodation 26. The following procedures must be followed: • No more than five students may be grouped together, since students typically proceed through the test at different rates. • The principal or designee must supervise the assignment of students to groups that will have test items read aloud to them. Student test booklets may not be opened or reviewed by students or test administrators prior to testing. • Students grouped together must have the same test form number, since all questions in a given test form are identical. If more than one group of students in the school will have test items read aloud, each group must use a different test form if possible. Test form numbers appear in the upper right-hand corner of each student test booklet. • The principal or designee may order packets of 6 of the same test form on the online MCAS Enrollment Verification order form. These packets are intended specifically for use with accommodations 16 and 26. Each packet includes five test booklets (one each for a group of up to five students) and one additional test booklet for the test administrator. All test booklets must be returned to the testing contractor by the principal following testing. 6. Procedures for Using Test Accommodations 17 and 27 Signing an MCAS Test to a Small Group of Students (2–5) The test administrator may sign test items to a small group of students, provided that each student has an IEP or 504 plan that includes either standard accommodation 17 or nonstandard accommodation 27. The following procedures must be followed: • No more than five students may be grouped together, since students typically proceed through the test at different rates. • Students grouped together must be given test Form 1 (Form 00 for Grade 10 Mathematics), since all questions in a given test form are identical. Test form numbers appear in the upper right-hand corner of each student test booklet. These test forms must be ordered by the principal or designee on the MCAS Enrollment Verification order form. • Student test booklets may not be opened or reviewed by students prior to testing. • Under secure conditions supervised by the principal, sign interpreters may review test materials up to four days prior to test administration. Test materials must be reviewed in a secure location supervised by the principal and may not be removed from the school. All test booklets must be returned to the testing contractor by the principal following testing. 7. MCAS Test Accommodations for Adults with Disabilities Adults who wish to earn a high school diploma and have not yet passed the MCAS grade 10 ELA test/retest or the Mathematics test/retest may participate in the March retest administration at the high school the adult most recently attended, another high school, or an alternative/external diploma program. Required Documentation In order for an adult with a disability to participate in the retest with test accommodations, prior to testing the individual must produce one of the following pieces of documentation: • a letter from a diagnostician qualified in the area of the disability (e.g., medical doctor, neuro-psychologist, psychologist, speech pathologist) describing the nature of the individual’s disability OR • an approved IEP that documents the accommodations needed for statewide testing from the past 5 years (i.e., any year from 2003 through 2007) OR • an approved Section 504 plan that documents the accommodations needed for statewide testing from the past 5 years (i.e., any year from 2003 through 2007) Section A on the attached list of accommodations notes accommodations allowed for all adult test-takers, provided the adult produces the required documentation of the disability and requests the accommodation before testing. Note that some of these accommodations require the test-taker to provide his or her own device or equipment. Adults must submit their request for specific accommodations in writing if the accommodations are not clearly stated on the assessment page of the IEP or in the 504 plan. Section B includes accommodations that are allowed ONLY with prior approval from the Department of Education. High schools must request approval from the Department of Education’s Student Assessment Services Unit by February 25. Refer to page 67 for instructions. Section C below lists accommodations not allowed for adult test-takers. A. Accommodations Allowed for all Adult Test-Takers The following accommodations are allowed for all adult test-takers, provided the adult produces the required documentation of the disability and requests the accommodation before testing. 1. Frequent Breaks: The test is administered in short periods with frequent breaks. 6. Specified Area of the Room: The test is administered with the adult seated at the front or other specified area of the room. 8. Noise Buffers: The adult wears noise buffers after test administration instructions have been read (headphones with music playing are not allowed). Adult must bring his/her own equipment. 9. Magnification or Overlays: The adult uses magnifying equipment, enlargement devices, colored visual overlays, or specially-tinted lenses. Adult must bring his/her own equipment. 10. Test Directions Clarified: The test administrator clarifies general administration instructions. No portion of the test items themselves (e.g., the introduction to a reading selection) may be read or signed. 11. Large-Print: The adult uses a large-print version of the test. This special test form must be requested at the time of registration for the retest. 12. Braille: The adult uses a Braille version of the test. This special test form must be requested at the time of registration for the retest. 13. Place Marker: The adult uses a place marker or tracking device (e.g., a straight-edge). Adult must bring his/her own equipment. 15. Amplification: The adult uses sound amplification equipment. Adult must bring his/her own equipment. 21. Adult Reads Test Aloud: The adult reads the test aloud to him- or herself; and/or adult records answers on audiotape, then writes responses to test items while playing back the tape; or an adult who is deaf or hard of hearing signs test items/responses onto video, then writes answers while playing back the tape. Adult must bring his/her own equipment. B. Accommodations that Are Allowed ONLY with Prior Approval The following accommodations are allowed ONLY with prior approval from the Department of Education. Refer to page 67 for instructions. 3. Small Group: The test is administered in a small group setting (no more than 10 adults). 4. Separate Setting: The test is administered in a room other than the one used by the rest of the class. 5. Individual: The test is administered to the adult individually. 14. Track Test Items: The test administrator assists the adult in tracking test items (e.g., moving from one test question to the next) or by redirecting the adult’s attention to the test. 16. Test Administrator Reads Test Aloud (except ELA Reading Comprehension test): The test administrator reads the ELA Composition writing prompt or the Mathematics test items to the adult. 17. Test Administrator Signs Test (except ELA Reading Comprehension test): The test administrator signs the ELA Composition writing prompt or the Mathematics test items to an adult who is deaf or hard of hearing. (Note that an American Sign Language video/DVD version is not produced for the retest administration.) 18. Electronic Text Reader (except ELA Reading Comprehension test): The adult uses an electronic text reader for the ELA Composition writing