[MCAS logo]


Massachusetts English 
Proficiency Assessment (MEPA) 

Principal’s
Administration 
Manual

Spring 2009

Massachusetts Department of Elementary
and Secondary Education



[MCAS Star Logo]

This document was prepared by the 
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner of Elementary and Secondary Education

The Massachusetts Department of Elementary and Secondary 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, 75 Pleasant Street, Malden, MA 02148 781-338-6105.

© 2009 Massachusetts Department of Elementary and Secondary 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 Elementary and Secondary Education.”

Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu

[Massachusetts State Seal]



Important Contact Information


MEPA Test Administration Information:

MCAS Service Center

Telephone: 800-737-5103

Web: www.mcasservicecenter.com

Email: mcas@measuredprogress.org

Fax: 877-325-4421

Hours of Operation

Monday–Friday: 7:00 a.m.–5:00 p.m.





MEPA Policy Information:

Massachusetts Department of Elementary and Secondary Education
Student Assessment Services Unit

Web: www.doe.mass.edu/mcas/mepa

Email: mcas@doe.mass.edu

Telephone: 781-338-3625

Fax: 781-338-3630





LEP Student Identification Information:

Massachusetts Department of Elementary and Secondary Education 
Language Acquisition and Academic Achievement Unit 

Email: ell@doe.mass.edu

Telephone: 781-338-3518





To Access Services Available on the 
MCAS Service Center Website:

1. Go to www.mcasservicecenter.com. 

2. Click on “MEPA” and then follow the instructions below
(2009 password 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.”



MEPA Calendar of Events

Spring 2009


Date				Event

February 23–March 20		Administration period for MELA-O (grades K–12)

March 2				Deadline for schools to receive MEPA-R/W test materials

March 5				Deadline for schools to complete the “Materials Received” 
				section of the PCPA, to report packing discrepancies, and to order 
				additional MEPA-R/W test materials 

March 9–20			Administration period for MEPA-R/W (grades K–12)

March 23			Deadline to complete sections 3 and 4 of the PCPA and to 
				schedule UPS pickup of MEPA-R/W test materials

March 24			Deadline for UPS pickup of MEPA-R/W test materials



Table of Contents

MEPA Calendar of Events, Spring 2009

Part I MEPA 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

G. Investigations into Testing Irregularities. . . . . . . . . . . . . . . . . . . . . . . . . . .9

H. Establishing and Following a Document Tracking System. . . . . . . . . . . .9

I. Approved and Unapproved Administration Materials. . . . . . . . . . . . . .10


Part II Student Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

A. Participation Requirements for MEPA-R/W and MELA-O . . . . . . . . . .12

B. Assigning LEP Students in Grades K–2 to MEPA-R/W
Test Levels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

C. Assigning LEP Students in Grades 3–12 to MEPA-R/W
Test Sessions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14


Part III MEPA Test Administration Policies and Procedures. . . . . . . .  17

A. Coordinating Test Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

B. Ordering and Returning Test Materials. . . . . . . . . . . . . . . . . . . . . . . . . . .18

C. Scheduling Test Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

D. Designating Qualified Test Administrators. . . . . . . . . . . . . . . . . . . . . . . .20

E. Designating Appropriate Testing Spaces. . . . . . . . . . . . . . . . . . . . . . . . . .20

F. Meeting with Test Administrators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

G. Meeting with Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

H. Providing Accurate Student Information. . . . . . . . . . . . . . . . . . . . . . . . . .23

I. Accounting for Secure Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24


Part IV MEPA Spring 2009 Test Administration. . . . . . . . . . . . . . . . . . . . . 27

A. Spring 2009 Test 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. . . . . . . . . . . . . . . . . .32

E. Tasks to Complete AFTER the Final Test Administration. . . . . . . . . . . .32

Appendix A Procedures for LEP Students with Disabilities. . . . . . . . 39

A. Participation of LEP Students with Disabilities in MEPA. . . . . . . . .40

B. MEPA Test Accommodations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40


Appendix B Procedures for Submitting Void Answer Booklets. . . . . . . . 51


Appendix C Procedures for Submitting Typed Responses. . . . . . . . 53


Appendix D Procedures for Providing Student Information. . . . . . . 57


Appendix E Sample Administration Forms and Test Materials. . . . . . 61

1. Test Materials Internal Tracking Form. . . . . . . . . . . . . . . . . . . . . . . . .62

2. Materials Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

3. Answer Booklet Front Cover

a. WITH Student ID Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

b. WITHOUT Student ID Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

4. Answer Booklet Inside Back Cover . . . . . . . . . . . . . . . . . . . . . . . . . . .66

5. Answer Booklet Outside Back Cover. . . . . . . . . . . . . . . . . . . . . . . . . .67

6. UPS Return Service (RS) Label . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68


Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69



Part I

MEPA 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 MEPA administrations, and possible license consequences 
for licensed educators.

Each person directly involved in MEPA 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 Elementary 
and Secondary Education (“the Department”).


The purpose of the MEPA Test Security Requirements is to protect the validity of 
Massachusetts English Proficiency Assessment (MEPA) results. 

For the purposes of this section and this manual, “secure” test materials refers to a test 
question, student response, test, or Test Administrator’s Manual 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 
Manuals. 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 MEPA 
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.

 In addition, principals are responsible for providing a copy of the test security 
requirements contained in the appropriate Test Administrator’s Manual to every test 
coordinator and to school personnel designated by the principal to have access to 
secure test materials.

4. Principals are responsible for designating the school personnel, including test 
administrators, who are authorized to have access to and distribute secure test 
materials. Only regular school employees may have access to and distribute 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 Manuals.

6. Principals are responsible for ensuring that tests are scheduled to avoid conflicts 
with recess or 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 general 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 (i.e., emergency conditions). 


B. Responsibilities of Principals to Account for All Secure Test 
Materials

1. From the time that test materials are received until they are picked up by UPS and 
returned to the testing contractor after testing, principals are responsible for storing 
all MEPA test materials in a locked storage area at all times when the materials are 
not in use. Principals must restrict access to this storage area to only those school 
personnel designated by the principal as being authorized to have access to secure 
materials. (For example, cleaning staff may not have access to the locked cabinet in 
which the principal stores secure materials when not in use.)

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 booklets and 
answer booklets (used and unused), and Test Administrator’s Manuals, 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 or Test Administrator’s Manuals 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.

2. No test administrator or other school personnel may view the contents of test or 
answer booklets before, during, or after a test administration. The only exceptions 
are for specified test accommodations and when the MEPA Test Administrator’s 
Manual instructs test administrators to read questions aloud to students during 
Reading—Session 1 and Writing—Session 1. When reading instructions and test 
items aloud as directed in the Test Administrator’s Manual, test administrators must 
do so in English, as printed. Test administrators must not rephrase or clarify test 
items to students in English or any other language. 

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.

[New for 2009]

7. If a test booklet, answer booklet, or other test material becomes contaminated with 
bodily fluids, the principal or designee must contact the MCAS Service Center 
immediately for instructions. Handling of these materials should follow district and 
school guidelines based on appropriate protocol for universal precautions issued by 
the Centers for Disease Control and Prevention (CDC) and the U.S. Department of 
Labor, Occupational Safety and Health Administration (OSHA).

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 Manuals 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, definitions, and writing formulas. 

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 or writing-prompt 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 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 A of this 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, 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 A. 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 communication or information storage device 
(e.g., pager, cell phone, PDA, calculator).

• 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 MEPA procedures 
as identified in this Principal’s Administration Manual and in Test Administrator’s 
Manuals.

• 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. 

• 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.

• 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 (e.g., a grade 5 student is 
administered a grade span 3–4 MEPA test).

• 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 Elementary and Secondary Education at 781-338-3625.

In cases where it is alleged that a MEPA 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 that has possible license 
consequences. 

Penalties for testing irregularities and/or misconduct could include the following:

• Delay in reporting of district, school, and/or student results

• Invalidation of district, school, and/or student results

• Removal of school personnel from any future role in MEPA 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 are returned 
to secure storage. 

Principals may use the Test Materials Internal Tracking Form in Appendix E 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 security. 


I. Approved and Unapproved Administration Materials

During testing, students are permitted to use only those resource materials and tools 
identified as approved in this manual.

Pencils (#2 pencils only) are approved for student use and must be used in answer 
booklets.*

Materials prohibited for use during MEPA testing include the following:

• bilingual dictionaries (including bilingual word-to-word dictionaries)

• English-language dictionaries

• pens and highlighters (only allowed in test booklets for grades 5–12)

• extra paper, notebooks, and textbooks

• computers

• editing devices (e.g., spell- or grammar-checking devices)

• cell phones

• electronic devices (including PDAs and music players)

• graphic organizers

• thesauruses 

• encyclopedias

Note: Some LEP students with disabilities may be allowed, under certain 
conditions, to use as test accommodations certain tools and materials that are 
otherwise prohibited (see Appendix A). 


*No writing instruments other than #2 pencils may be used in answer booklets (test & answer booklets in grades K–4).



Part II

Student Participation


A. Participation Requirements for MEPA-R/W and MELA-O

A limited English proficient (LEP) student is defined as “a student whose first 
language is a language other than English and who is unable to perform ordinary 
classroom work in English.” Federal and state laws require that LEP students be 
assessed annually to measure their proficiency in reading, writing, listening, and 
speaking English, as well as the progress they are making in learning English. 

In keeping with these laws, LEP students must participate in the Massachusetts 
English Proficiency Assessment (MEPA) test, which consists of two assessments for 
students in grades K–12: 

• Massachusetts English Language Assessment-Oral (MELA-O) assesses LEP 
students’ proficiency in listening (comprehension) and speaking (production).

• Massachusetts English Proficiency Assessment-R/W (MEPA-R/W) assesses 
LEP students’ proficiency in reading and writing.

Districts are required to have a procedure in place to assess the English proficiency 
of all students whose home language is not English to determine if they are LEP. All 
students identified as LEP, regardless of their language support program, must be 
tested according to the guidelines on the next page. When a parent declines sheltered 
English immersion or any language support program for a student identified as 
LEP, the student is identified as LEP and is required to participate in MEPA testing. 
For questions regarding the identification and initial assessment of LEP students, 
contact the Department’s Language Acquisition and Academic Achievement Unit at 
781-338-3518 or via email at ell@doe.mass.edu. 

[New for 2009]

All enrolled LEP students must participate in the spring 2009 MEPA administration. 
The table below shows the participation requirements for administering the spring 
2009 MEPA assessments. New for 2009, students in grades K–2 must participate in 
MEPA-R/W in addition to the MELA-O.

Spring 2009 MEPA Student Participation Requirements

MEPA Test				Spring 2009 Participation Requirements

MELA-O: 				• All LEP students enrolled in grades K–12 
Listening and				• All formerly LEP (FLEP) students in grades K–12 
Speaking 				  who were reported as LEP in the October 2008 SIMS 
         submission

MEPA-R/W:				• All LEP students enrolled in grades K–12 
Reading and Writing 			• All FLEP students in grades K–12 who were reported as 
         LEP in the October 2008 SIMS submission

A very small number of LEP students are not required to participate in the spring 2009 
MEPA tests, as described below. 

MEPA-R/W

Students in the following categories are not required to participate in MEPA-R/W: 

• Students with a medically documented absence (Students must provide to 
the school a written statement from a licensed medical professional specifying 
the verifiable medical condition preventing them from taking the test and the 
date(s) of absence(s) due to this condition. However, students with a medically 
documented absence should take make-up tests.) 

• Students who require unavailable accommodations, such as Braille tests or an 
electronic text reader, unless other appropriate accommodations (i.e., reading 
the test aloud) would allow them to participate 

• Students who have an IEP indicating that their primary disability is “deaf or 
hard of hearing” 

• Students with significant disabilities who would participate in an alternate 
assessment because their IEP or 504 team has determined that they are unable to 
take the standard MEPA-R/W test

MELA-O

Students in the following categories are not required to participate in MELA-O:

• Students with a medically documented absence (Students who are absent for an 
extended period of time during the MELA-O testing window must provide to 
the school a written statement from a licensed medical professional specifying 
the verifiable medical condition preventing them from taking the test and the 
date(s) of absence(s) due to this condition.) 

• Students who have an IEP indicating that their primary disability is “deaf or 
hard of hearing” 

An answer booklet must be submitted for each LEP student enrolled at your school, 
even if the student was not required to participate for one of the reasons listed above. 
The only exceptions are for students who did not participate in any MEPA testing 
(MEPA-R/W or MELA-O) because they were absent without medical documentation or 
because they transferred into or out of your school. Refer to Appendix D for instructions 
about completing student information on answer booklets.


B. Assigning LEP Students in Grades K–2 to MEPA-R/W Test Levels 

The new grade span K–2 MEPA-R/W test is administered at two levels: Level A and 
Level B. Each level test consists of one Reading session and one Writing session. Each 
student should take only Level A or Level B for both Reading and Writing. 

In January 2009, school principals completed the online enrollment verification form to 
indicate how many students in each grade (K, 1, and 2) will need the Level A test, and 
how many will need the Level B test. To assist principals in assigning students to the 
correct test level, a locator survey was posted on the Department’s website at:
www.doe.mass.edu/mcas/mepa/?section=admin.

Please refer to the locator survey for the recommended participation guidelines and 
test administration procedures for the grade span K–2 MEPA-R/W test.


C. Assigning LEP Students in Grades 3–12 to MEPA-R/W Test Sessions 

The Reading and Writing portions of each grade span MEPA-R/W test consist of 
three test sessions. Each participating LEP student will take only two adjacent sessions 
of Reading and only two adjacent sessions of Writing, as shown in the following table. 
A student may only take the test for the grade span in which he or she is enrolled.

Each student will take:

Reading			AND		Writing

Sessions 1 & 2				Sessions 1 & 2
OR					OR 
Sessions 2 & 3				Sessions 2 & 3

Note: A portion of Reading Sessions 1 and 2 and Writing Sessions 1 
and 2 contains test items that must be read aloud to students.

Separate decisions should be made for Reading and Writing. Criteria to consider 
in determining which two Reading and which two Writing sessions a student will 
take are provided below. Consideration should be given to the English Language 
Proficiency Level Descriptors presented in Chapter III of English Language Proficiency 
Benchmarks and Outcomes for English Language Learners (posted on the Department’s 
website at www.doe.mass.edu/ell/benchmark.pdf).

For the MEPA Reading test:

School should administer:			If a student’s reading skills are considered:

Sessions 1 and 2				beginning to early intermediate

Sessions 2 and 3				intermediate to transitioning


For the MEPA Writing test:

School should administer:			If a student’s writing skills are considered:

Sessions 1 and 2				beginning to early intermediate

Sessions 2 and 3				intermediate to transitioning

Additional sources of information for making these decisions are listed below:

• the student’s performance scores on previous MEPA tests

• the student’s scores on English proficiency assessments used by the district

• observations by staff working closely with the student, based on the Proficiency 
Level Descriptors in Benchmarks and Outcomes 

[New for 2009]

Also, locator tests are now available to assist schools in determining which two 
sessions are most appropriate for a student to take. A Locator Test for each grade span 
(with instructions for administration, scoring, and interpretation) is available on the 
Department’s website at www.doe.mass.edu/mcas/mepa. 

Each locator test contains a Reading session with 14 multiple-choice questions and a 
Writing session with 12 multiple-choice questions. The Reading session of the test will 
take approximately 30 minutes to administer, and the Writing session of the test will
take approximately 15 minutes to administer. 



Part III

MEPA Test Administration Policies 
and Procedures


A. Coordinating Test Administration

It is the principal’s responsibility to coordinate the school’s MEPA test administration.
This coordination responsibility includes the following:

• understanding and enforcing test security requirements (see Part I)

• ensuring that all LEP students 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 A)

• completing and ensuring the accuracy of information provided on the PCPA

• monitoring the Department’s website (www.doe.mass.edu/mcas/mepa) 
throughout the school year for important MEPA updates


B. Ordering and Returning Test Materials

It is the principal’s responsibility to order a sufficient quantity of test materials for each 
LEP student enrolled in the school. Materials must have been ordered by using the 
online form posted at www.mcasservicecenter.com in January 2009.

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 March 5. The Department will not allow 
materials to be shipped to schools that order additional materials after March 5.

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 MEPA test administrations are untimed.

While individual test sessions are designed to be completed within 45 minutes, some 
students may need more time. 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. Those students who require additional time beyond two hours may take it.

No test session may extend beyond the end of the regular school day. The Department 
assumes that principals will schedule MEPA tests on regular school days, as opposed 
to “early release” days. To ensure equivalent testing conditions in schools across the 
state and to ensure that all students, including students with disabilities, are afforded 
an equal opportunity to benefit from untimed tests, it is particularly important for all 
testing to occur during regular school days. If testing must occur on an “early release” 
day, arrangements must be made for staff to stay with students who have not finished 
their work until the time at which school would end on a regular school day.

In addition, any individual test session must be completed on the same day in which it 
begins. 

2. Test Session Limitations

For grade spans 3–12, it is recommended that students take no more than two sessions 
on a single day. For grade span K–2, it is recommended that students take no more 
than one session on a single day.

3. Administration Sequence 

Within each grade span, the sequence for administering MEPA-R/W must be the 
Reading session(s) followed by the Writing session(s). 

4. Make-Up Testing

Students who are absent on the date scheduled for testing of their grade 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. 

5. Test Administration Interruptions

Circumstances over which you have no control (including fire drills or power failures) 
may interrupt testing. The Test Administrator’s Manuals include 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 re-opens. In 
this case, the school must obtain prior 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 website (www.doe.mass.edu/mcas/mepa) 
for instructions, or call the Student Assessment Services unit at 781-338-3625. 

7. Practice Tests

Practice tests are only available online at www.doe.mass.edu/mcas/mepa. From this 
web page, principals may print copies of the practice tests for use in their school.

While the administration of practice tests is optional, the Department recommends 
their use for students who need to be familiarized with

• how to fill in multiple-choice answer circles completely.

• where and how to respond to short-answer, sentence-writing, open-response, 
and writing-prompt questions.

For each grade span, practice tests for Reading and Writing are presented in one 
combined booklet. Administration of practice tests should take place at a convenient 
time shortly before the actual test administrations. Each requires approximately 
25 minutes to administer.

Practice test sessions are the ONLY sessions in which test administrators may assist 
students while they are answering test items. 


D. Designating Qualified Test Administrators

It is the responsibility of the principal to designate test administrators. Test 
administrators are required to read specified test items aloud to students during the 
Reading and Writing tests. Consequently, test administrators must be fluent in English 
and able to pronounce words clearly in English. 

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 your school or district, may be designated to serve as test 
administrators. 

Individuals prohibited from being test administrators include anyone not employed 
by the district and anyone who is not an education professional.

The MELA-O must be administered by a Qualified MELA-O Administrator (QMA) 
or a Qualified MELA-O Trainer (QMT). Principals are strongly encouraged to ensure 
that the MELA-O is administered by a QMA or QMT who is not the student’s regular 
classroom teacher. A list of QMAs and QMTs can be found on the Department’s 
website at www.doe.mass.edu/mcas/mepa/melao_lep.html.


E. Designating Appropriate Testing Spaces

It is the responsibility of the principal to designate testing spaces that are free 
from noise and distractions and are adequately lit, ventilated, and furnished so 
that students can work comfortably and without disruptions. The Department 
recommends that large, open areas (e.g., cafeterias) not be used. Principals must 
ensure that each student assigned to the testing space will have adequate work space 
and be sufficiently separated from other students to support a secure test environment. 

Principals must identify appropriate testing spaces for students with disabilities using 
accommodations requiring changes in the test setting, presentation, and/or mode of 
response that prevent them from taking the test in a classroom with a large group of 
students. 

Prior to testing, principals must verify that test administrators have obscured or 
removed from the testing spaces all materials containing content in the subject area(s) 
being tested, including posters, maps, charts, and any other materials that might help 
students answer test questions.


F. Meeting with Test Administrators

Before test administration, meet with your designated test administrators to explain the 
testing procedures that will be followed at your school. Following is a list of essential 
topics that must be covered at these meetings (this is not an exhaustive list of topics): 

Test Security 

• MEPA test security requirements, including your school’s procedures for 
distribution and tracking of secure test materials (including all test booklets 
and Test Administrator’s Manuals) before, during, between, and following test 
sessions, using internal tracking forms

• 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 
Internet, and photographing test questions

• supervision of test sessions and breaks 

Administration Schedule and Logistics 

• the requirement that test administrators read the scripts in the Test 
Administrator’s Manuals verbatim to students, including students taking make-
up sessions

• your school’s MEPA testing schedules, including the administration of practice 
tests (if your school will administer practice tests)

• assignment of a specific testing space and a specific group of students to each 
test administrator

• standard and nonstandard MEPA test accommodations for students with 
disabilities

• identification of students in grades K–2 who will take Level A or Level B for 
Reading and Writing

• identification of students in grades 3–12 who will take Sessions 1 and 2 or 
Sessions 2 and 3 for Reading and Writing

• establishment of test administration rooms for students in the same grade span 
taking Sessions 1 and 2 and students taking Sessions 2 and 3 for Reading and 
Writing

• review of instructions for test administrators to read aloud specified items in 
Reading Sessions 1 and 2 and Writing Sessions 1 and 2 to students in grades 
3–12, and in Level A and Level B in grades K–2

• 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 collection and return of books that students may bring to test 
administrations to read if they finish their tests before the end of a test session 

• the collection of spring MELA-O scores on answer booklets (refer to MELA-O 
participation requirements on pages 12–13)

• the provision of a list of all LEP students and their State-Assigned Student 
Identifiers (SASIDs) and dates of birth to test administrators

• the requirement that, after the administration of each test, test administrators 
return to you lists of all students assigned to them who were not tested so that 
they can be scheduled to take make-up test sessions

MEPA Test Materials 

• approved and unapproved test administration materials 

• Student ID Labels to be applied to answer booklets by test administrators prior 
to testing

• the design of the test & answer booklets in grade spans K–2 and 3–4 (students 
in grades K–4 record their answers in test & answer booklets)

Approved Resource Materials 

• Writing instruments other than #2 pencils may be used only in test booklets for 
students in grades 5–12. Emphasize that students may use ONLY #2 pencils in 
answer booklets and test & answer booklets in grade spans K–2 and 3–4. 

Unapproved Materials 

• The use of cell phones during testing for any purpose is prohibited and must be 
reported to the Department.

Also, review the MEPA Test Administrator’s Manual(s) for the grade span(s) that will 
be tested in your school. It is important for both you and the test administrators to 
understand the details of the test administration that are covered in the MEPA Test 
Administrator’s Manuals. In order to maintain their security (manuals contain test items), 
these manuals should be reviewed by test administrators during the meeting and 
collected immediately following the meeting.


G. Meeting with Students

Feedback from principals and teachers indicates that a serious, yet supportive, testing 
environment has a positive impact on student performance. You and/or your test 
administrators should meet with your LEP students before administration to give them 
information about the MEPA test procedures at your school.

During the meeting, provide students with the following information:

• They should try their best on these tests to answer all of the test questions.

• The questions on the MEPA test range in difficulty from easy to difficult.

• They will be participating in tests that they may find difficult because they are 
beginning to learn English.

• Any form of cheating is strictly forbidden.

• Cell phones are strictly prohibited.

• Additional time will be allowed if they need it in order to finish any test session 
(see “Policy on Testing Time” on page 18 of this manual).

• They will need to use #2 pencils to mark their responses in their answer 
booklets (or test & answer booklets at grade spans K–2 and 3–4). Responses 
written with any other writing instrument cannot be scored.

• They may bring a book to each test administration session to read in the event 
they finish a session early.

• Pens and highlighters are not allowed in test & answer booklets at grade spans 
K–2 and 3–4; however, pens and highlighters are allowed in test booklets only in 
grades 5–12.


H. Providing Accurate Student Information

It is the responsibility of the principal or designee to ensure that accurate student 
information is provided on test booklets and answer booklets. In particular, it is 
imperative that each student’s 10-digit State-Assigned Student Identifier (SASID) be 
provided accurately on his or her answer booklet. SASIDs must be provided correctly 
so that the Department can match students to the June/end-of-year SIMS submission 
and can report students’ progress in learning English by linking results from the fall 
MEPA administration to the spring MEPA administration. 

1. Student ID Labels

If your district properly completed the October 2008 SIMS submission, your shipment 
of test materials includes Student ID Labels for each LEP student enrolled in your 
school.

Student ID Labels link to information in SIMS that is critical for reporting MEPA test 
results for individual students, schools, and districts. The labels are applied to the 
front covers of answer booklets (or test & answer booklets for students in grades K–4). 
To ensure the proper application of labels and to protect the security of test materials, 
the labels must be applied by test administrators prior to the first test session. 

It is the responsibility of the principal or designee to review the labels before they are 
applied to ensure that the SASIDs on the labels are correct. If you have questions about 
SASIDs for your students, contact your district’s SIMS Contact (go to http://profiles.doe.
mass.edu/search/search.aspx?leftNavID=11239, select SIMS Contact from the Function 
menu, and click Get Results). Labels with incorrect SASIDs must not be applied to 
answer booklets. 

Student ID Labels may not be shared with other schools. See below for information 
regarding the completion of answer booklets for students with and without Student ID 
Labels. 

2. Completing Answer Booklet Front Covers for Students WITH Student ID Labels

If a student has a Student ID Label, the test administrator should apply the label to 
the box on the front cover of the answer booklet and then use a #2 pencil to complete 
ONLY the information listed below. (See Appendix E for a sample answer booklet 
front cover with a Student ID Label.)

• School name

• District name

• Student’s last name, first name, and middle initial (corresponding circles do not 
need to be filled in)

• Student’s grade

• Sessions administered to the student

• Test form number (grades 5–12 only)

3. Completing Answer Booklet Front Covers for Students WITHOUT Student ID 
Labels

If a student does not have a Student ID Label, the test administrator should use a 
#2 pencil to complete ALL the information requested on the front cover of the answer 
booklet and fill in the corresponding circles. (See Appendix E for a sample answer 
booklet front cover without a Student ID Label.) 

4. Completing Front Covers of Test Booklets

For students in grades 5–12, the test administrator should use a #2 pencil to complete 
the student name, school name, and district name on the front covers of test booklets.


I. 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 pages 31 and 34, and a sample form is 
provided in Appendix E. 

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 E. 

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 were 
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, 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 
discrepancy on the PCPA. 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 
and report packing discrepancies no later than 12:00 p.m., March 5. 

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 quantities of secure materials 
returned no later than March 23. The school and district will be held responsible for 
any secure materials that were received at the school but are not returned. 

[New for 2009]

5. Contaminated Test Materials

If a test booklet, answer booklet, or other test material becomes contaminated with 
bodily fluids, the principal or designee must contact the MCAS Service Center 
immediately for instructions. Handling of these materials should follow district and 
school guidelines based on appropriate protocol for universal precautions issued by the 
Centers for Disease Control and Prevention (CDC) and the U.S. Department of Labor, 
Occupational Safety and Health Administration (OSHA).



Part IV

MEPA Spring 2009 Test Administration


A. Spring 2009 Test Administration Schedule 

Grades		MEPA Test			Administration Dates^1	No. of Sessions^2

K–12		MELA-O			February 23–March 20	n/a

K–2		MEPA-R/W Reading Test 	March 9–20		1

K–2		MEPA-R/W Writing Test		March 9–20		1

3–12		MEPA-R/W Reading Sessions	March 9–20		2

3–12		MEPA-R/W Writing Sessions	March 9–20		2


^1 Make-up tests may be administered at any time after the scheduled testing date and before the end of the test 
administration window. See page 19 for more information.

^2 Each LEP student in grades K–2 will take either Level A or Level B for reading and writing; each LEP student in 
grades 3–12 will take only two adjacent sessions of reading and two adjacent sessions of writing. 


B. Principal’s Checklist of Responsibilities

Use the following checklist to help you keep track of your responsibilities during 
MEPA 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.	3

• Verify receipt of test materials. 					31

• Inventory test materials immediately and completely upon receipt.	31

• Complete “Qty Received” column of the Materials Summary for 	31
   each grade span.

• Go online to www.mcasservicecenter.com to complete the 		31
   “Materials Received” section of the PCPA no later than March 5.

• Report packing discrepancies and/or defective test materials by 	31
   March 5.

• Only if necessary, order additional materials by March 5.		31–32

• Using your school’s document tracking system, organize test 	32
   materials for distribution.

•  Store materials in a secure, locked storage space.			32

• Keep the original carton(s) for returning materials after testing. 	32


								Reference
								Page(s)

Before Test Administration

• Review MEPA Test Security Requirements.			2–10

• Identify LEP students enrolled at your school.			12–15

• Assign each LEP student in grades K–2 to take either Level A or 	13–14
   Level B for Reading and Writing. 

• Assign each LEP student in grades 3–12 to two adjacent sessions for 	14
   both Reading and Writing.

• Identify any required accommodations to be used by LEP		Appendix A 
   students with disabilities.

• Schedule test administration sessions and locations.			18–21

• Designate test administrators and appropriate testing spaces. 		20–21

• Assign students and testing locations to test administrators.		20

• Train test administrators in test security requirements and 		21–22
   test administration procedures, including the use of your school’s 
   document tracking system. 

• Meet with LEP students.						22–23

•  Meet with test administrators and distribute Test Administrator’s 	21–22
   Manuals. Remind administrators that these manuals are secure. 
   Collect them at the end of the meeting.

• Ensure that test administrators have applied Student ID Labels	23–24
   to and correctly completed the student information requested on 
   the front covers of answer booklets.

• Optional: Print practice tests (available at www.doe.mass.edu/	19–20
   mcas/mepa/?section=admin).


During Each Day of Test Administration

• Enforce test security requirements.				2–10

• Make #2 pencils available for students who do not bring them. 	10

• Using your document tracking system, distribute test materials	32
   to test administrators. 
								Reference
								Page(s)

• Ensure that your school’s document tracking system is used 		9, 32
   each time test materials are moved. 

• Collect lists of not-tested students and schedule them for make-up 	22
   testing. 

• Securely store test materials (including Test Administrator’s 		9, 32
   Manuals) between sessions and at the end of each day of testing.


After the Final Test Administration

• Verify that all test materials (including Test Administrator’s 		32
   Manuals) have been returned to you. 

• Verify that you have a standard answer booklet for LEP students 	14–15, 23–24,
   enrolled in the tested grade span(s) at your school, according to 	32–33
   the guidelines on pages 23–24. 

• Verify completion of transcriptions, if necessary.			33

• Complete confidential student information, including MELA-O 	33, Appendix D
   scores and accommodations used by students with disabilities, 
   on the inside and outside back covers of answer booklets.

• Count the number of used standard answer booklets you are 		33
   returning.

• Count the number of void answer booklets you are returning.		33

• Group remaining materials for return.				34

• Complete the “Qty Returned” column of the Materials Summary 	34, Appendix E 
   for each grade span.

• Go online to complete sections 3 and 4 of the Principal’s 		34
   Certification of Proper Test Administration (PCPA) for each grade 
   span. Print and retain the confirmation page.

• Pack materials for return to Measured Progress.			34–37

• Recycle or discard specified materials.				37

• Schedule UPS pickup of test materials no later than March 23. 	37

• Verify that materials are picked up by March 24.			38


C. Tasks to Complete BEFORE Test Administration

1. Verify receipt of test materials immediately upon their delivery to your school. 

 Materials will arrive by March 2. Each grade span’s materials are shipped separately. 
Call the MCAS Service Center if you do not receive materials by March 2. 

2. Using your Materials Summary, inventory test materials immediately and 
completely upon receipt. 

 Complete the “Qty Received” column of the Materials Summary according to the 
“Before Testing” instructions on the form for each grade span. 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 spines of the booklets in each shrink-wrapped package.

 Your Materials Summary lists only the materials shipped to your school. A complete list 
of available materials is posted at www. doe.mass.edu/mcas/mepa/?section=admin. 

 A sample Materials Summary is provided in Appendix E.

3. No later than March 5, go online to www.mcasservicecenter.com to complete the 
“Materials Received” section of the PCPA for each grade span tested at your 
school, according to the following instructions: 

a. Go online to www.mcasservicecenter.com.

b. Select MEPA from the menu.

c. Select Principal Certification from the list of options.

d. At the login screen, select your district and school names from the dropdown 
menus.

e. Enter your school’s 2009 secure password. 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 all the materials listed on the Materials Summary were included in your 
school’s shipment, 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.

4. Report packing discrepancies by March 5.

 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 on 
the PCPA.

5. Only if necessary, order additional materials by 12:00 p.m. on March 5. 

 Locate your MP Ship Code on the Materials Summary, and then 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 
receipt of the order.

6. Optional: Print practice tests if they will be administered at the school.

7. Using your school’s document tracking system, organize test materials for 
distribution. 

 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. 

 Like test booklets, Test Administrator’s Manuals contain secure material, and their 
location must be tracked at all times.

8. Store materials in a secure, locked storage space. 

Retain all original shipping cartons for return of test materials following testing. 


D. Tasks to Complete DURING Test Administration

1. Using your document tracking system, distribute test materials to test 
administrators. 

 Immediately before test administration, distribute the necessary test materials for 
that day to each test administrator. See Test Administrator’s Manuals 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 at the end of each day 
of testing. 

 Use your document tracking system to verify that all test materials are secure 
between sessions and are returned to you at the end of each day of testing. 


E. Tasks to Complete AFTER the Final Test Administration

1. 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 that were shipped to you.

2. Make sure that you have a standard answer booklet for the following LEP students: 

• Students who participated in one or more test sessions, including MELA-O

• Students who were absent with medical documentation (documentation on file 
at the school) for one or more test sessions

• Students who did not take a standard test because they require an alternate 
assessment on MEPA-R/W or an unavailable accommodation 

3. Do NOT submit an answer booklet for the following LEP students:

• Students who were absent without medical documentation for all MEPA 
testing (MEPA-R/W and MELA-O)

• Students who transferred into or out of your school during the testing window 
and who did not participate in any MEPA testing (MEPA-R/W or MELA-O)

4. Verify that answer booklets have been transcribed correctly for:

• students who had void (damaged or defective) answer booklets (see Appendix B)

• students who used large-print answer booklets (accommodation 11; see 
Appendix A)

• students in grades 5–12 who recorded their answers directly in their test 
booklets (accommodation 24; see Appendix A)

5. Verify that typed responses for students using accommodation 23 (typed 
response) have been inserted as paper copies in the answer booklet.

 See Appendix C for instructions.

6. Complete confidential student information, including MELA-O scores and 
accommodations used by students with disabilities, on the inside and outside 
back covers of answer booklets. 

 See Appendix D for instructions.

7. For each grade span, count the number of used standard answer booklets (test & 
answer booklets for grade spans K–2 and 3–4) you are returning. For grade span 
K–2, count Level A and Level B test & answer booklets separately. 

 In your count, make sure to include the following: 

• standard answer booklets containing typed responses (see Appendix C)

• standard answer booklets that are transcriptions (see step 4 above)

 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. 

8. Count the number of void answer booklets you are returning. 

 Count the void answer booklets separately for each grade span. You will enter the 
number of void answer booklets on the PCPA. 

9. Group remaining materials for return. Sort materials into the following groups, 
keeping each grade span’s materials separate: 

a. Unused test booklets, including large-print test & answer booklets (grade spans 
K–2 and 3–4) or 
Used, unused, and void test booklets, including large-print test booklets (grade 
span 5–6, 7–8, or 9–12)

b. Unused answer booklets (grade span 5–6, 7–8, or 9–12 only)

c. Unused Student ID Labels (all grade spans)

d. Used test & answer booklets with typed responses inserted (grade span 3–4) or 
Used answer booklets with typed responses inserted (grade span 5–6, 7–8, or 9–12)

e. Large-print test & answer booklets with corresponding transcribed standard 
test & answer booklets (grade spans K–2 and 3–4) or 
Large-print answer booklets with corresponding transcribed standard answer 
booklets (grade span 5–6, 7–8, or 9–12)

f. Test Administrator’s Manuals (all grade spans)

10. Complete the “Qty Returned” column of the Materials Summary for each grade 
span.

For each grade span tested at your school, complete the Materials Summary 
according to the “After Testing” directions on the form. All test booklets and Test 
Administrator’s Manuals are secure and must be returned. A sample Materials 
Summary appears in Appendix E. Make a copy of the completed form for your records. 

 You will need to use the information from your completed Materials Summary 
when you go online to complete the PCPA.

11. No later than March 23, go online to complete sections 3 and 4 of the PCPA for 
each grade span tested at your school, according to the following instructions:

a. Follow steps a–e on page 31 to access the online PCPA.

b. For each grade span tested at your school, you will provide information 
regarding the materials being returned, including the following:

• the number of used standard answer booklets being returned

• the number of void answer booklets being returned

• the number of unused standard 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.

12. Pack the return shipment.

Materials must be returned in a separate shipment for each grade span tested. Use 
the original shipping cartons to pack your shipment. During packing, as each 
carton is filled, proceed to a new carton.

a. For each grade span, place the following materials into the grade span-specific 
Special Handling Envelope:

• Large-print answer booklets (test & answer booklets for grade spans K–2 
and 3–4), folded in half, with corresponding transcribed standard booklets

• Standard answer booklets (test & answer booklets for grade spans K–2 and 
3–4) containing typed responses

b. For each grade span, place void answer booklets (test & answer booklets for 
grade spans K–2 and 3–4) into the Void Envelope. Make sure that the void 
bubble is filled in on the outside back cover of every void answer booklet.

c. Place all remaining used standard answer booklets (test & answer booklets for 
grade spans K–2 and 3–4) into the grade span-specific Return Envelopes. For 
grade span K–2, use the Level A and Level B Return Envelopes. 

d. For each grade span, pack your return shipment in order from bottom to top 
according to the bulleted list that follows. Use the diagram on page 36 as a guide.

• Accommodation materials (if any) (on the bottom of the first carton for that grade span)

• Unused Student ID Labels 

• Unused answer booklets (grade span 5–6, 7–8, or 9–12) or unused test & 
answer booklets (grade spans K–2 and 3–4)

• Used, unused, and void test booklets (grade span 5–6, 7–8, or 9–12 only)

• Void Envelope

• Special Handling Envelope containing materials listed on the previous page

• Test Administrator’s Manuals

• Return Envelope(s) containing either

– Used standard test & answer booklets (grade spans K–2 and 3–4) or

– Used standard answer booklets (grade span 5–6, 7–8, or 9–12)

• Unused UPS Ground labels (Note: Be sure to save a label for each carton 
you are returning.)

• Completed Materials Summary (on top of last carton for that grade span)

e. When you finish packing one type of material, pack another directly on top. 
Do not group materials in paper bands.

f. Fill any empty spaces at the top of the cartons with bubble wrap or crumpled paper to
keep items from shifting during shipping. Do not use plastic peanuts or shredded paper.

g. Seal each packed carton using heavy-duty packing tape.

h. Place a UPS Ground label on the top of each return materials carton.

13. Repeat step 12 for each grade span tested at your school. Materials for each grade 
span should be packed separately.

Packing Diagrams for Return Shipment

 Diagram for Grade 		Diagram for Grade

 Span 5–6, 7–8, or 9–12 		Spans K–2 and 3–4

[Packing Diagrams for Return Shipment ]

14. Retain the following materials in your school files for one year:

Keep copies in your school files of the following completed documents for each 
grade span tested at your school:

• packing slips from your school’s shipment

• photocopy of Materials Summary (one for each grade span tested)

• printout of PCPA confirmation

• Test Materials Internal Tracking Form(s)

• documentation for students not tested because of medically excused absences

• documentation for students not tested because alternate assessment for 
MEPA-R/W or required accommodations were unavailable

• printout or confirmation number of UPS pickup request

• UPS tracking numbers, used

15. Recycle or discard the following materials:

• practice tests

• Principal’s Administration Manual

• unused Return, Special Handling, and Void Envelopes

• unused return cartons 

16. Schedule pickup of test materials no later than 3:00 p.m., Monday, March 23.

 If your materials are ready for return earlier than the deadline, you are encouraged 
to schedule a 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 a UPS tracking number from one of the RS labels 
you are using, and have that number available when you schedule your pickup time 
through one of the methods listed below. Do not schedule a separate pickup for 
each box.

 Please note the following when scheduling your pickup: 

• You should schedule a minimum of a six-hour window for your school’s pickup.

• You will need to provide the total number of boxes in your return shipment.

• Do not schedule your pickup for more than two days in advance of the day you 
need UPS to pick up your return shipment.

• Pickups for the following business day must be placed before 3:00 p.m.

• Requests for same-day pickup cannot be honored.

• You may give your boxes to your daily UPS driver, if you have regularly 
scheduled service. Call the MCAS Service Center at 800-737-5103 or email 
mcas@measuredprogress.org to note that the pickup has been made.

 Web 	Go online to www.mcasservicecenter.com. Select MEPA 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. Do not call UPS directly.

 Note: You must complete your PCPA before scheduling your school’s UPS pickup.

 Do not leave secure MEPA materials unattended while waiting for UPS pickup. The 
principal is responsible for ensuring that materials are kept in locked storage until 
they are given directly to the UPS driver.

17. Confirm that your shipment is picked up by UPS no later than 5:00 p.m. on 
Tuesday, March 24.

 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 by tracking via 
UPS (online at www.ups.com or by calling 800-PICK-UPS [742-5877]).



Appendix A

Procedures for LEP Students 
with Disabilities


A. Participation of LEP Students with Disabilities in MEPA

1. Definition of a Student with a Disability

For the purposes of MEPA, 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 Part B below for exceptions.) All 
students with disabilities must be engaged in an instructional program guided by the 
standards in the Massachusetts Curriculum Frameworks. 

2. MEPA Participation Requirements for Students with Disabilities

LEP students with disabilities must participate in the grade-level tests that correspond 
with the grade in which they are enrolled as reported to the Department’s Student 
Information Management System (SIMS).

3. Determining How Students with Disabilities Will Participate in MEPA

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, which is available at www.doe.mass.edu/mcas. 

4. Determining Resource and Other Testing Needs

Prior to MEPA testing, the IEP Team and 504 team chairpersons should provide 
information to the principal or MEPA coordinator regarding each student who requires 
test accommodations, along with the specific accommodation(s), resources, and/or 
space that each student needs. Large-print tests must be ordered by the principal or 
coordinator on the MEPA Enrollment Verification form prior to testing. MEPA tests are 
not available in Braille or electronic test reader format.


B. MEPA Test Accommodations

1. Eligibility of a Student with a Disability for Test Accommodations

Students with Disabilities Served by an IEP or 504 Plan

The right of students with disabilities to receive accommodations on statewide tests 
is protected by both federal and state laws. A student’s IEP or 504 plan must specify 
precisely the accommodations he or she will receive. Decisions regarding which 
accommodations will be provided should be: 

• based on the needs of the individual student;

• generally consistent with the accommodations that are routinely used by the 
student during classroom instruction;

• consistent with accommodations policies and criteria outlined in this manual.

For guidance specifically related to the use of nonstandard accommodations, see 
section 4 of this appendix.

All students with disabilities must be served either by an IEP or 504 plan in order to 
receive MEPA accommodations. In rare cases, a student with a disability who does not 
have an IEP or 504 plan may be given accommodations on MEPA tests, provided the 
principal has a written record of the student’s disability on file at the school, notifies 
the Department of Elementary and Secondary Education by fax at 781-338-3630 and 
receives written approval from the Department to use the accommodations. 

A student either with a recently occurring disability, a recent change in his or 
her disability status, or a temporary disability should have a 504 plan developed 
immediately if accommodations are needed.

Students without Documented Disabilities

A student who does not have a documented disability is not eligible to receive 
accommodations on MEPA tests, regardless of whether the student already receives 
instructional support or accommodations through an Individual Student Success Plan 
(ISSP), a District Curriculum Accommodation Plan (DCAP), or similar plan.

2. General 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: 

a) The student has a documented disability (non-disabled students may not be 
provided MEPA test accommodations).

 AND

b) The accommodation is documented in the student’s approved IEP or 504 plan prior 
to testing. 

 AND

c) The student uses the accommodation routinely during classroom instruction and 
assessment in the subject, both before and after the test is administered (with rare 
exceptions). 

 AND

d) The student requires the accommodation in order to participate in statewide 
testing.

 AND

e) 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

f) If a nonstandard accommodation will be given, the student meets all the eligibility 
criteria for the accommodation. 

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.

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 MEPA 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 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 MEPA, the team must amend the plan accordingly. The amended 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.

3. List of Standard Accommodations 

Following is a list of standard test accommodations for students with disabilities. 

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).

 Note: If students are being provided the accommodation of having the test read 
aloud or signed, the group may be no more than 5 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 (music may not be played on headphones worn during MEPA 
testing).

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 items or reading selections (including introductions to reading 
selections) may be read or signed.

11. Large-Print: The student uses a large-print edition of the test. 

• All answers must be either scribed or transcribed verbatim from the large-print 
answer booklet to the student’s standard answer booklet.

12. Braille: No Braille edition of the test is available for MEPA-R/W.

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 (MEPA Writing test only): The test 
administrator reads the MEPA Writing test passages and 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 MEPA Reading test aloud to a student is nonstandard 
accommodation 26.

17. Test Administrator Signs Test: Signing the test is not an available accommodation 
for MEPA-R/W.

18. Electronic Text Reader (except ELA Reading Comprehension test): No electronic 
text reader is available for MEPA-R/W. 

Changes in How the Student Responds to Test Questions 

19. Scribe Test (MEPA Reading test only): For open-response test items (and multiple-
choice, sentence writing, and short-answer items, if needed), the student dictates 
responses to a scribe or uses a speech-to-text conversion device to record responses. 

a) A student who has a broken bone or fracture in his or her writing hand or arm 
at the time of testing may be provided a scribe; however, a 504 plan should 
be developed immediately if the student needs testing and/or classroom 
accommodations.

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 C.

e) The test must be administered individually in a separate setting.

Note: Scribing the MEPA Writing test is nonstandard accommodation 29. 

20. Organizer or Checklist: The student uses a graphic organizer or checklist for the 
MEPA Writing test.

a) Graphic organizers/checklists previously approved by the Department in 2007 
or 2008 do not need to be resubmitted for approval this year.

b) A student may use a graphic organizer or checklist to generate a response to a 
writing-prompt or open-response question or to check the steps in the writing 
process. The student may use no more than two different graphic organizers. 

Generic graphic organizers (e.g., webs, Venn diagrams that contain no text) do 
not need to be submitted to the Department for approval. Graphic organizers 
that include any text must be pre-approved by the Department. Graphic 
organizers may not include the following:

• definitions

• specific examples

• sentence starters

c) All customized graphic organizers with text and checklists must be submitted 
to the Department for approval (if not approved in 2007 or 2008), either by 
email (in MS Word or PDF format only) to mcas@doe.mass.edu or by fax to 
781-338-3630 at least two weeks prior to testing. 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 grade for which the 
checklist or organizer will be used, as well as the school name and contact 
information.

d) At the end of testing, all graphic organizers and checklists used during testing 
must be returned to the testing contractor. 

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, 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 video.

a) The test must be administered individually in a separate setting.

b) All video and audiotapes must be returned with other accommodation 
materials. 

22. Monitor Placement of Responses: The test administrator monitors placement of 
student responses in the student’s answer booklet. 

23. Typed Response: The student uses a word processing program, Alpha-Smart, or 
similar electronic keyboard to type responses to open-response, sentence-writing, 
and/or short-answer questions on any MEPA test.

 See Appendix C for complete instructions 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.

 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 General Requirements for Use 
of Test Accommodations (page 41 and 42).

 At least 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, 
email mcas@doe.mass.edu, or fax 781-338-3630. 

4. List of Nonstandard Accommodations

IEP and 504 teams may allow the use of one or more of the following nonstandard test 
accommodations only when all of the required conditions are met, as described beneath 
each nonstandard accommodation listed below. 

The Department will be overseeing the number of students with disabilities in each 
district who receive nonstandard accommodations on MEPA tests. IEP and 504 teams 
are encouraged to make consistent, defensible, and appropriate decisions for each 
student, and to amend the IEPs of students who do not meet the criteria listed for the 
accommodation.

#	Accommodation				Criteria Required for Use

26.	Test Administrator Reads Aloud 		1. The student has a specific disability 
	MEPA Reading Test:			that severely limits or prevents him 
	The test administrator reads the 		or her from decoding text, or from 
	MEPA Reading test to a student.		comprehending decoded text, even 
						after varied and repeated attempts to 
	Note:					teach the student to do so. The student 
	Reading aloud the MEPA Writing 		must be a virtual non-reader, not 
	test is standard accommodation 		simply reading below grade level. 
	16. The decision to use 
	nonstandard accommodation 26 		2. The student has access to printed 
	must be made separately from 		materials only through a reader, 
	the decision to use standard 		and/or is provided with spoken text 
	accommodation 16.			on audiotape, CD, video, or other 
						electronic format during routine 
						instruction, except while the student is 
						actually being taught to decode.

						3. The accommodation is documented 
						in the student’s IEP or 504 plan, 
						after the team has considered the 
						conditions listed above and in part 4 
						in determining whether the student is 
						eligible for this accommodation.

	Special Instructions:

	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, without emphasis on 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, or sentences as 
	directed by the student. The student points to the word, phrase, or 
	sentence that he or she needs read aloud.

	b) If the test is read aloud, it must be administered in a separate setting, either 
	individually or to a small group (2–5 students). When reading aloud to a 
	small group of students, follow the procedures outlined in the appendix. 

#	Accommodation				Criteria Required for Use

27.	Test Administrator Signs Test for a Student Who Is Deaf or Hard of Hearing: 
	Signing the test is not an available accommodation for MEPA-R/W.

#	Accommodation				Criteria Required for Use

28.	Electronic Text Reader: 
	Electronic text reader is not available for MEPA-R/W.

#	Accommodation				Criteria Required for Use

29.	Scribe MEPA Writing Test: 		1. The student has a significant disability 
	The student dictates responses 		which requires the dictation of all 
	to a scribe or uses a speech-to-		written compositions to a scribe or 
	text conversion device to record 		use of an electronic speech-to-text 
	responses.				conversion device for all compositions.

						OR

						2. The student with a disability is unable 
						to use his or her writing hand or 
						arm at the time of testing due to a 
						broken bone or fracture. (See Section 
						B for additional information on using 
						a scribe for a student who is not 
						presently on an IEP or 504 plan.)

	Special Instructions:

	a) 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 Manual.

	b) The test must be administered individually in a separate setting.

	c) Clarification on the role of a scribe for the MEPA Writing test:

	• The scribe must write exactly what the student dictates into the 
	student’s answer booklet. The scribe may not edit or alter the student’s 
	dictation in any way. When scribing a response, 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 response, 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 response

	– Review the response 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. 

#	Accommodation				Criteria Required for Use 

30.	Calculation Devices: 
	Calculation devices are not used for MEPA-R/W.

#	Accommodation				Criteria Required for Use 

31.	Spell- or Grammar-Checking 		1. The student has a specific documented 
	Function on Word Processor, 		disability that severely limits or 
	Spell-Checking Device, or Word 		prevents him or her from spelling 
	Prediction Software for the 		correctly, even after varied and repeated 
	MEPA Writing Test: 			attempts to teach the student to do so. 
						The student must be virtually unable to 
	The student uses a spell- or 		spell simple words.
	grammar-checking function, 
	spelling device (including hand-		OR
	held electronic spellers), or word 
	prediction software (IEP/504 must 		2. The student can produce 
	specify which function or device) 		understandable written work only 
	for the MEPA Writing test.		through the use of a spell- or grammar-
						checking device or word prediction 
						software that is already used during 
						routine instruction.

	Special Instructions:

	When word prediction software is used, the “predict-ahead” and “predict 
	online” software functions must be turned off.

32.	Other Nonstandard 			At least two weeks prior to test 
	Accommodation: 				administration, the principal or designee 
	Other nonstandard 			must notify in writing (and may consult 
	accommodation that is identified 		with) the Department when a nonstandard 
	by the student’s IEP or 504 team, 		accommodation not on the above list is 
	is documented in the student’s 		being considered by the student’s IEP or 
	plan, but is not on this list. The 		504 team. Accommodations must meet 
	accommodation must meet the 		the criteria set forth in this appendix, and 
	General Requirements for Use 		written approval must be given by the 
	of Test Accommodations in this 		Department. The student’s IEP or 504 Plan 
	appendix.				team must reconvene in order to document 
						any changes to accommodations listed in 
						the plan, and the plan must be signed by 
						the parent before the accommodation may 
						be used. Please call 781-338-3625, email 
						mcas@doe.mass.edu, or fax requests to 
						781-338-3630.

Procedures for Using Test Accommodations 16 and 26:
Reading MEPA 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.



Appendix B

Procedures for Submitting Void
Answer Booklets

A void answer booklet (or test & answer booklet in grade spans K–2 and 3–4) is a 
booklet that was assigned to a student but should not be scored, including a booklet 
that is discovered to be damaged or defective.

1. Transcribing Student Work from Void Answer Booklets

If a student completed any work in an answer booklet (or test & answer booklet 
in grade spans K–2 and 3–4) that was marked void, the student’s work must be 
transcribed verbatim into the student’s replacement answer booklet. It is the 
principal’s responsibility to ensure that the student’s answers are transcribed 
accurately and that all student information is provided correctly on the front cover 
and inside and outside back covers of the replacement answer booklet. 

Note: Students will not receive credit for any work in void answer booklets that
was not transcribed into replacement answer booklets.

2. Returning Void Answer Booklets

To return a void booklet, make sure that the void circle on the outside back cover 
of the booklet is filled in, and that “void” is written in large letters across the front 
cover.

Void answer booklets (and test & answer booklets in grade spans K–2 and 3–4) are 
returned in the Void Envelope. See pages 34– 36 for detailed return instructions.


Appendix C

Procedures for Submitting 
Typed Responses

Typed Responses

Follow the instructions in this appendix to submit responses for a student with a 
disability whose IEP Team or 504 team determines that the student will participate in 
MEPA testing using standard accommodation 23.

 Accommodation 23. Typed Response: Student uses a word processing program, 
Alpha-Smart, or similar electronic keyboard to type responses to sentence-
writing, short-answer, open-response, and/or writing-prompt questions.

Security Information

Test administrators are responsible for maintaining the security of all computers used 
by students who receive accommodation 23. Test administrators must ensure that any 
spell- or grammar-checking device is disabled (unless a student receives nonstandard 
accommodation 31) and that students are not allowed to access the Internet or any files 
on the computer’s hard drive or network during testing.

At the end of test administration, after all student responses have been printed 
for submission with an answer booklet, test administrators are responsible for 
permanently deleting all student responses that were temporarily saved on any local 
computer or computer disk.

Test Administration Instructions

These instructions should be followed for submitting the responses. 

a) The student may not answer part of a question on the typed response page and 
part of the question in the answer booklet. For each response, the student must 
include all text EITHER on the typed response page OR in the answer booklet. Test 
administrators may scribe (or later transcribe) students’ work as appropriate to 
satisfy this requirement.

b) The following information must be provided on each page. The information may be 
handwritten, typed, or affixed on a label.

• student’s name

• student’s SASID

• student’s answer booklet serial number (found on the lower right side of the 
front cover)

• subject tested

• session number

• form number

• question number

• for writing-prompt questions only, page x of y, where x = 1 (page 1) and y = the 
last page number

c) A separate page must be submitted for each response. A maximum of one page may 
be submitted for each open-response, short-answer, or sentence-writing item, and a 
maximum of four pages may be submitted for each writing-prompt question. 

Instructions for Submitting Typed Responses

a) Plain white paper (8½” x 11”) must be used.

b) The font size must be a minimum of 8-point and a maximum of 12-point when the 
typed responses are submitted. 

c) The typed response pages must be placed inside the student’s standard answer 
booklet (without clips, tape, or staples) and submitted in the Special Handling 
Envelope in the return shipment.

Note: All information requested on the front cover, inside back cover, and outside 
back cover of a student’s standard answer booklet must be properly completed by 
the principal or designee, including the accommodation 23 bubble on the inside 
back cover. 

A student’s responses to multiple-choice questions must be marked by the student 
or transcribed in the student’s standard answer booklet. Otherwise, the student 
will NOT receive credit for his or her work. 

Sample MEPA Typed Response

Student Name: Jonathan Ward

Student SASID: 1012345678

Answer Booklet Serial Number: 1234567890

Subject: MEPA Reading

Session: 3

Form: 5

Question Number: 12


In this area, this student will type the response to the test item.

A maximum of one page may be submitted for each sentence-writing, short-answer, 
or open-response question, and a maximum of four pages may be submitted for each 
writing-prompt question.



Appendix D

Procedures for Providing 

Student Information


It is the responsibility of the principal to provide accurate information for every LEP 
student enrolled. The information below provides instructions for completing student 
information on the inside and outside back covers of students’ answer booklets (test 
booklets for grade spans K–2 and 3–4). Sample covers are provided in Appendix E. 

A. Inside Back Cover

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES section

1. Reading

 Fill in the circle(s) corresponding to the accommodation number(s) for a student 
who is tested with accommodations on the Reading test, including a student with an 
IEP or 504 plan. 

 New for 2009, a student with a documented disability must have an IEP or 504 plan, 
or a 504 plan must be under development for the student, in order to be provided 
with accommodation(s).

 Do not fill in any circles for a student with a disability who was not tested with 
accommodations.

2. Writing

 Fill in the circle(s) corresponding to the accommodation number(s) for a student 
who is tested with accommodations on the Writing test, including a student with an 
IEP or 504 plan. 

 New for 2009, a student with a documented disability must have an IEP or 504 plan, 
or a 504 plan must be under development for the student, in order to be provided 
with accommodation(s).

 Do not fill in any circles for a student with a disability who was not tested with 
accommodations.

3. Section 504 accommodations

 Fill in this circle for a student who is tested with accommodations because he or she 
has a section 504 plan.

 Do not fill in this circle for a student with an IEP (information regarding students 
with IEPs is collected through SIMS). 

ABSENCE: MEPA-R/W section

Fill in the circle corresponding to the reason a student was absent for the Reading 
and/or Writing tests:

1. Absent with medical documentation

 Grades K–2: For each subject, fill in this circle for a student who was absent with 
medical documentation for the test session.

Grades 3–12: For each subject, fill in this circle for a student who was absent with 
medical documentation for one or both test sessions. 

 Do not fill in this circle for a student who was absent but completes testing during 
make-up sessions. 

2. Absent without medical documentation

 Grades K–2: If the student was absent without medical documentation for either the 
Reading or the Writing session, but not both, fill in the circle for the subject that the 
student was absent for.

 Note: If no answer booklet is submitted for an LEP student, or if it is completely 
blank, he or she will automatically be marked as absent so it is not necessary to use 
the bubble.

 Grades 3–12: It is only necessary to use the absent without medical documentation 
bubble for a student who completes some but not all sessions of the test because 
they were absent without medical documentation. 

 Note: If no answer booklet is submitted for an LEP student, or if it is completely 
blank, he or she will automatically be marked as absent so it is not necessary to use 
the bubble.

NOT TESTED STATUS: MEPA-R/W section

Fill in the circle corresponding to the reason a student was not tested on the Reading 
and/or Writing tests:

1. Required test accommodations not available

 Fill in this circle for a student with a disability who requires a test accommodation 
(i.e., Braille edition, electronic text reader) that is not available for the Reading or 
Writing test. 

2. Deaf/hard of hearing 

 Fill in this circle only if both of the following conditions apply: 

a. student is deaf or hard of hearing 

 and

b. student has an IEP that indicates his or her primary disability is “deaf or hard of 
hearing”

3. Alternate assessment required but not available

 Fill in this circle for a student who did not participate because he or she requires an 
alternate assessment, which is not available for MEPA-R/W. 

B. Outside Back Cover

MELA-O STUDENT SCORES section

1. Listening

 Fill in the circle that indicates the student’s score on the Listening (Comprehension) 
portion of the spring 2009 MELA-O. 

2. Speaking

 Fill in the circle for the student’s spring 2009 Speaking (Production) score in each of 
the four areas: Fluency, Vocabulary, Pronunciation, and Grammar. 

 Note: In order for a student to be assigned a performance level, complete MELA-O 
scores in Listening and Speaking MUST be recorded on his or her answer booklet. 
A student whose booklet is returned with only responses to MEPA-R/W will be 
reported as absent without a medical excuse. 

NOT TESTED STATUS: MELA-O section

1. Absent with Medical Documentation

 Fill in this circle for a student who is absent with medical documentation for an 
extended period of time during the MELA-O testing window. 

2. Deaf/hard of hearing

 Fill in this circle for a student who did not participate in the MELA-O because he or 
she is deaf or hard of hearing (student’s IEP must indicate that his or her primary 
disability is “deaf or hard of hearing”). 

CHANGE OF ENROLLMENT STATUS section

Fill in the circle corresponding to the reason that a student was removed from or 
added to your school’s enrollment during the testing window and participated in at 
least one but not all MEPA test sessions. 

Note: Do not fill in a circle or submit a booklet for a student who transferred out of the 
school during the MEPA testing window and did not participate in any MEPA testing 
(MEPA-R/W or MELA-O). 

VOID ANSWER BOOKLET section 

Fill in this circle for a booklet that was assigned to a student and should not be scored, 
including booklets containing a student’s name, SASID, and/or Student ID Label. 

Refer to Appendix B for procedures on submitting void booklets. 



Appendix E

Sample Administration Forms

and Test Materials 


[Spring 2009 MEPA Administration Test Materials Internal Tracking Form ]


[Materials Summary Spring 2009 MEPA ]


Sample Completed Answer Booklet Front Cover
WITH Student ID Label 

[Sample Completed Answer Booklet Front Cover
WITH Student ID Label]


Sample Completed Answer Booklet Front Cover
WITHOUT Student ID Label 

[Sample Completed Answer Booklet Front Cover
WITHOUT Student ID Label]


Sample Answer Booklet Inside Back Cover

[Sample Answer Booklet Inside Back Cover]


Sample Answer Booklet Outside Back Cover

[Sample Answer Booklet Outside Back Cover]


Sample Return Service Label 

[Sample Return Service Label]



Index

504 status 
Designating in answer booklets, 58, 66 
General information, 7, 8, 13, Appendix A

Absences 
Medically documented, 13, 33, 58, 60, 66, 67 
Non-medical absence, 33, 59, 60, 66, 67

Accommodations 
Alternate Assessment, (see Alternate 
Assessment) 
Braille materials, 13, 43, 59 
Deaf/hard of hearing, (see Participation 
requirements) 
Designating in answer booklets, 58, 60, 66, 67 
Early distribution of materials, 
Electronic text reader, 13, 44, 47, 59 
General information, Appendix A 
Large-print materials, (see Large-print materials) 
List, Appendix A 
Packing/return of accommodation materials, 33–36 
Review with test administrators, 21 
Special procedures (accomm. 16, 26), Appendix A 
Typed responses, (see Typed responses) 
Unavailable accommodations, 13, 33, 37, 59, 66

Additional test materials, ordering, (see Test 
materials/Ordering additional materials)

Additional testing time, (see Policy on testing time)

Administration forms 
Materials Summary, 25, 28, 30, 31, 34, 35, 36, 63 
Principal’s Certification of Proper 
Test Administration, Important Contact 
Information, MEPA Calendar of Events, 25, 
28, 30, 31, 33–34, 36, 63 
Test Materials Internal Tracking Form, 9, 25, 36, 62

Administration schedule, (see Scheduling/ 
Test administration) 
Administration sequence, 19 
Test completion sessions, (see Policy on testing 
time/Additional time)

Alternate Assessment, 13, 33, 37, 59, 66

Answer booklets 
Applying Student ID Labels, 22, 23–24, 29, 64, 65 
Back cover inside sample, 66 
Back cover outside sample, 67 
Completing confidential student information, 
Appendix D


 Damaged/defective, 4, 33, Appendix B 
Design of grade spans K–2 and 3–4 test & 
answer booklets, 22 
Front cover sample, 64, 65 
Recording MELA-O scores, (see MELA-O 
scores) 
Void, 4, 30, 33, 35, Appendix B, 60, 67

Approved resource materials, 10, 22

Bilingual dictionaries, (see Dictionaries prohibited)

Braille materials, (see Accommodations)

Broken bone, 44, 48

Cell phones, 7, 8, 10, 21, 22, 23

Confidential student information, completion of, 
Appendix D

Damaged/defective booklets, (see Answer booklets)

Deadline to return materials, MEPA Calendar of 
Events, 4, 8, 37, 63

Demographic information, (see Answer booklets/ 
Completing confidential student information)

Dictionaries prohibited 
Bilingual, 10 
English-language, 10

Duplication of test materials, (see Test materials/ 
Duplicating)

English-language dictionaries, (see Dictionaries 
prohibited)

English Language Proficiency Benchmarks and 
Outcomes, 14–15

Enrollment reporting requirement, (see 
Administration forms/Principal’s Certification 
of Proper Test Administration)

Fracture, 44, 48

Irregularities, reporting of, 9

Large-print materials, 33, 34, 35, 40, 43, 63 
Accommodation procedure, 33, 34, Appendix A 
Returning materials, 34, 35, 43 
Transcribing answer booklets, 33, 43

Make-up tests, 13, 19, 22, 28, 30, 59

Materials Summary, (see Administration forms)

Medically documented absences, (see Absences)

Meetings 
Student, 22 
Test administrators, 21

MELA-O scores, 22, 30, 33, 60

Ordering additional materials, (see Test materials)

Packing diagrams, 36

Participation requirements 
Absences, (see Absences) 
Alternate Assessment, (see Alternate 
Assessment) 
Deaf/hard of hearing, 13, 45, 47, 59, 60 
Formerly LEP (FLEP) students, 12 
General information, 12 
MELA-O, 12 
Students with disabilities, (see Students with 
disabilities)

PCPA, Important Contact Information, MEPA 
Calendar of Events, 25, 28, 30, 31, 33–34, 36, 63

Policy on testing time, 18 
Additional time, 18, 22, 23 
Same-day session completion, 19

Practice tests, 19, 20, 21, 29, 32, 37

Principal’s Certification of Proper Test 
Administration, (see Administration forms)

Principal’s checklist of responsibilities, 28–30

Reading test session 1 aloud, (see Test materials)

Receiving test materials, (see Test materials/ 
Inventorying)

Resource materials 
Approved, 10, 22 
Unapproved, 10, 22

Returning test materials, (see Test materials/ 
Return of materials; also see Deadline to return 
materials)

Sample forms, Appendix E

Scheduling 
Test administration, MEPA Calendar of Events, 
18–20, 42 
UPS pickup, Important Contact Information, 
MEPA Calendar of Events, 30, 37

School files, materials to retain in, 36

Secure storage, (see Test materials)

Security 
Access to test materials, 3–6, 32 
Cheating by students, 5, 23 
Coaching, 6 
Duplicating materials, 4
 Monitoring and enforcement by ESE, 9, 46 
Penalties, 2, 9 
Previewing test materials, 4, 8, 50 
Prohibitions, 3–6, 10, 20 
Reading test session 1 aloud, (see Test materials) 
Removal of materials from school premises, 3 
Reporting irregularities, 9 
Requirements and restrictions, 2–10 
Review of Test Administrator’s Manuals prior to 
test, 2, 22 
Storage of materials, (see Test materials/Secure 
storage) 
Supervision of students during breaks, 3, 7, 21 
Testing space preparations, 20, 29 
Tracking test materials, (see Test materials) 
Sample tracking form, 62 
Visitors, 3

Sign language administration, (see Participation 
requirements/Deaf/hard of hearing)

Special Handling Envelope, 35, 36, 37, 55, 63

State-Assigned Student Identifier (SASID), 22, 23, 
54, 60

Student ID Labels, 22, 23–24, 29, 34, 35, 36, 60, 63, 64, 65 
Applying to answer booklets, 22, 23–24, 29, 64

Student information, (see Answer booklets/ 
Completing confidential student information)

Student Information Management System (SIMS), 
12, 23, 40, 58, 66

Student meeting, 22

Student participation requirements, (see 
Participation requirements)

Students with disabilities, 2, 4, 6, 10, 13, 18, 20, 21, 
29, 30, 33, Appendix A, 54, 58, 59, 60, 66, 67, (also 
see Accommodations)

Test administration schedule, (see Scheduling)

Test administrators, 2–8, 20–21 
Assigning to testing spaces, 20 
Designating, 20 
Meeting topics, 21 
Reading test session 1 aloud, (see Test materials)

Test & answer booklet design, grade spans K–2 
and 3–4, 22

Test completion sessions, (see Policy on testing 
time/Additional time)

Test materials 
Allowed in testing spaces, (see List below) 
Contaminated, 5, 26 
Damaged/defective, (see Answer booklets/ 
Damaged/defective) 
Distribution to test administrators, 21–22, 32 
Duplicating, prohibited, 4 
Grade spans K–2 and 3–4 test & answer booklet 
design, 22 
Inventorying 
By package, 31 
Discrepancies, MEPA Calendar of Events, 
24–25, 28, 31, 63 
List, 31, 63 
Opening shrink-wrapped packages, 31 
Ordering additional materials, Important 
Contact Information, MEPA Calendar of 
Events, 18, 25, 28, 31–32 
Original packing cartons, 28, 32, 34 
Prohibited resource materials, 10 
Reading test session 1 aloud, 4, 13, 14, 20, 21, 42, 
43–44, 45, 46–47, 50 
Recycled, 37 
Retained in school files, 36 
Return of materials, MEPA Calendar of Events, 
30, 33, 34–38, 52, 55, 63 
Secure storage, 3, 4, 9, 24–26, 28, 30, 32 
Test Materials Internal Tracking Form, 62 
Tracking, 9, 21, 24–26, 28, 29, 30, 32, 36, 43, 62

Test Materials Internal Tracking Form, 9, 25, 36, 62

Test security, (see Security)

Testing spaces, assignment, 20

Timing policy, (see Policy on testing time)

Transcriptions, 4, 8, 18, 30, 33, 34, 35, 43, 45, 48, 
52, 55

Typed responses, 33, 34, 35, 44, 45, 48, Appendix C

Unapproved resource materials, 10, 22

UPS pickup, (see Scheduling)

Void answer booklets, (see Answer booklets)

Void Envelope, 35, 36, 52


Page 52 of 52