[Massachusetts Comprehensive Assessment System (MCAS) Logo]
Massachusetts English 
Proficiency Assessment (MEPA) 

Principal’s
Administration 
Manual

Spring 2008

Massachusetts Department of Education

[Massachusetts Department of Education Star Logo]
This document was prepared by the 
Massachusetts Department of Education
Jeffrey Nellhaus
Acting Commissioner of Education

The Massachusetts Department of Education, an affirmative action employer, is committed to ensuring that all of its 
programs and facilities are accessible to all members of the public. We do not discriminate on the basis of 
age, color, disability, national origin, race, religion, sex or sexual orientation. 
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the 
Human Resources Director, 350 Main St., Malden, MA 02148 781-338-6105.

© 2008 Massachusetts Department of Education
Permission is hereby granted to copy for non-commercial educational purposes any or all parts of this document. 
Please credit the "Massachusetts Department of Education."

Massachusetts Department of Education
350 Main Street, Malden, MA 02148-5023
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu

[Massachusetts State Seal]

Important Contact Information
MEPA Test Administration Information:
MCAS Service Center
Telephone: 800-737-5103
Hours of Operation
Monday-Friday: 7:00 a.m.-5:00 p.m.

MEPA Policy Information:
Massachusetts Department of Education
Student Assessment Services Unit
Web: www.doe.mass.edu/mcas/mepa
E-mail: mcas@doe.mass.edu
Telephone: 781-338-3625

LEP Student Identification Information:
Massachusetts Department of Education 
Language Acquisition and Academic Achievement Unit 
E-mail: ell@doe.mass.edu
Telephone: 781-338-3518

To Access Services Available on the 
MCAS Service Center Web Site:
1. Go to www.mcasservicecenter.com. 
2. Click on "MEPA" and then follow the instructions below (password 
provided in the Commissioner’s January 2, 2008, memorandum is 
required to access services). 
* To order additional materials, click on "Order Additional Materials."
* To complete the PCPA, click on "Principal Certification."
* To arrange UPS pickup of test materials, click on "UPS Pickup 
Request."


* To use the Typed Response Upload System, click on "Upload Typed 
Responses."
MEPA Calendar of Events
Spring 2008

Date					Event

February 25-March 19		Administration period for MELA-O (grades K-12)
March 3				Deadline for schools to receive MEPA-R/W test 						materials

March 6				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 10-19				Administration period for MEPA-R/W (grades 3-12)

March 20				Deadline to complete sections 3 and 4 of the PCPA 					and to schedule UPS pickup of MEPA-R/W test 						materials

March 21				Deadline for UPS pickup of MEPA-R/W test 							materials

Table of Contents

MEPA Calendar of Events, Spring 2008

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. . . . . . . . . . . . . . . . . .  . . 6
G. Investigations into Testing Irregularities. . . . . . . . . . . . . .  . . 8
H. Establishing and Following a Document Tracking System. . . . . . . . . . . 9
I. Approved and Unapproved Administration Materials. . . . . . . . . . . . . 9

Part II Student Participation. . . . . . . . . . . . . . . . . . . . . . . . 11
A. Participation Requirements for MEPA-R/W and MELA-O . . . . . . . . . .. . 12
B. Assigning LEP Students 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
1. Policy on Testing Time. . . . . . . . . . . . . . . . . . . . . . . . . .18
2. Test Session Limitations. . . . . . . . . . . . . . . . . . . . . . . . .18
3. Administration Sequence. . . . . . . . . . . . . . . . . . . . . . . . 19
4. Make-Up Testing. . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
5. Test Administration Interruptions. . . . . . . . . . . . . . . . . . . 19
6. Severe Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
7. Practice Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . .  . 19
D. Designating Qualified Test Administrators. . . . . . . . . . . . . . . . 20
E. Meeting with Test Administrators. . . . . . . . . . . . . . . . . . . . . 20
F. Meeting with Students. . . . . . . . . . . . . . . . . . . . . . .  . . . 22
G. Providing Accurate Student Information. . . . . . . . . . . . . . . . . 22
H. Accounting for Secure Materials. . . . . . . . . . . . . . . . . .  . . . 23

Part IV MEPA Spring 2008 Test Administration. . . . . . . . . . . . . . .  . 27
A. Spring 2008 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. . . . . . . . 33

Appendix A Procedures for LEP Students with Disabilities. . . . . . . . .  . 39
A. Participation of LEP Students with Disabilities in MEPA. . . . . . 40
B. MEPA Test Accommodations. . . . . . . . . . . . . . . . . . . . . .40
C. Submitting Answer Booklets for LEP Students 
with Disabilities. . . . . . . . . . . . . . . . . . . . . . . .  . . 51

Appendix B Procedures for Submitting Void Answer Booklets. . . . . . .  . . .53

Appendix C Procedures for Submitting Typed Responses. . . . . . . . .  . . . 55

Appendix D Procedures for Providing Student Information. . . . . . . .  . . 59

Appendix E Sample Administration Forms and Test Materials. . . . . . .  . . 63
1. Test Materials Internal Tracking Form. . . . . . . . . . . . . . . . .64
2. Materials Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
3. Answer Booklet Front Cover
 a. With Student ID Label. . . . . . . . . . . . . . . . . . . . . . . 66
 b. Without Student ID Label. . . . . . . . . . . . . . . . . . . . 67
4. Answer Booklet Inside Back Cover . . . . . . . . . . . . . . . . . . 68
5. Answer Booklet Outside Back Cover. . . . . . . . . . . . . . . . . 69
6. UPS Return Service (RS) Label . . . . . . . . . . . . . . . . . . . . .70

Index.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71



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 Education.

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.

4. Principals are responsible for designating the school personnel, including test administrators, who are authorized to have access to secure test materials. Access to test materials refers to handling those materials, but does not include reviewing tests or individual questions.

5. Principals are responsible for developing local policies and procedures to ensure maximum test security at all times in accordance with the requirements of this manual and the Test Administrator’s Manuals.

6. Principals are responsible for ensuring that tests are scheduled to avoid conflicts with lunch; however, if a lunch break is required during testing, lunch shall be brought to the students in the testing area. If this is not feasible, test materials must be secured and students must be escorted to the lunchroom, told not to discuss the test, sufficiently monitored to prevent discussion of test questions during the entire lunch period, and escorted back to the testing environment.

7. Principals are responsible for ensuring that 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. Principals are responsible for storing all MEPA test materials in a locked storage area at all times when these materials are not in use. Principals must restrict access to this storage area.

2. Principals are responsible for keeping written records of all secure test materials to reflect distribution from and return to the locked storage area. Records should be kept on file for one year.

3. Principals are responsible for ensuring that test administrators count, reconcile, and return to the locked storage area all secure test materials, including test 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 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.

7. If a test booklet or answer booklet becomes contaminated, the principal or other school personnel must contact the Department of Education immediately. The 
Department will provide a list of information that the school must record (including the student’s name, grade level and content area, and the booklet’s serial number) before the booklet can be properly destroyed at the school site. 

8. No test administrator or other school personnel may review student responses 
during or after a test administration. 

9. No test administrator or other school personnel shall disclose any portion of secure test materials or discuss the contents of secure questions with students (except during testing when necessary for specified accommodations), parents, teachers, other educators, or community members before, during, or after testing.


D. Responsibilities of Test Administrators When Supervising Test 
Sessions

1. Test administrators are responsible for administering all tests according to the directions in the Test Administrator’s 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 the Principal’s Administration 
Manual and in Requirements for the Participation of Students with Disabilities in MCAS.

2. Test administrators who provide accommodations to students may not alter, explain, simplify, paraphrase, or eliminate any test question, reading passage, or multiple-choice answer option.

3. Test administrators who provide accommodations to students may not provide 
verbal or other clues or suggestions that hint at or give away the correct response to the students.

4. Test administrators are prohibited from providing students with accommodations that were not approved by the student’s IEP or 504 team or that are not listed as approved in Appendix B. Test administrators must provide required accommodations as listed in IEPs and 504 plans.
F. Examples of Testing Irregularities

Testing irregularities are incidents that represent a deviation from prescribed testing procedures. Testing irregularities may include student impropriety, test violations, educator misconduct, or the mishandling of secure test materials.

The following lists are not exhaustive, but provide examples of irregularities, and are offered as guidance to help school personnel ensure that appropriate testing procedures are followed.

1. Student Impropriety
* A student communicates or collaborates in any manner with another student. 
This includes written, electronic, verbal, or gestured forms of communication.
* A student copies another student’s answers, or requests or accepts any help 
from another person.
* A student uses any material or equipment (such as notes, a textbook, or other 
reference material) that is not expressly permitted by the Test Administrator’s 
Manual. 
* A student answers a test question for another student, or provides assistance to another student before or while that student is taking the test.
* A student returns to a previously administered session of a test after that test session was completed.
* A student uses an unauthorized 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. For example:
- 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 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 into 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.*
*No writing instruments other than #2 pencils may be used in answer booklets and grade span 3-4 test 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). 



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: 

· Massachusetts English Language Assessment-Oral (MELA-O) assesses LEP 
students’ proficiency in listening (comprehension) and speaking (production) at 
grades K-12.

· Massachusetts English Proficiency Assessment-R/W (MEPA-R/W) assesses 
LEP students’ proficiency in reading and writing at grade spans 3-4, 5-6, 7-8, 
and 9-12.

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 e-mail at ell@doe.mass.edu. 

All enrolled LEP students must participate in the spring 2008 MEPA administration. The table below shows the participation requirements for administering the spring 2008 MEPA assessments. 

Spring 2008 MEPA Student Participation Requirements

Test							Spring 2008 Administration
MELA-O:						* All LEP students enrolled 
Listening 						in grades K-12
(Comprehension) and				* All formerly LEP (FLEP)
Speaking (Production) 				students in grades K-12
							who were reported as LEP 
							in the October 2007 SIMS 
							submission

MEPA-R/W:
Reading and Writing 				* All LEP students enrolled 

							in grades 3-12 
							* All FLEP students in 
							grades 3-12 who were 
							reported as LEP in the 
							October 2007 SIMS 
							submission

A very small number of LEP students are not required to participate in the spring 2008 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 whenever possible.) 
* 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" and require the administration of Sessions 1 and 2 of the 
Reading and/or Writing tests
* 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 tested. 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 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 Session 1 and Writing Session 1 
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 Web site 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 described 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 



Part III
MEPA Test Administration Policies 
and Procedures

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)
* monitoring the Department’s Web site (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 2008.

Upon receipt of test materials, it is the responsibility of the principal to do an immediate and complete inventory of the materials received. Additional materials should be ordered only if necessary. 

In order to maintain a standard test administration schedule across all schools, additional materials must be ordered by March 6. The Department will not allow materials to be shipped to schools that order additional materials after March 6.

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; however, no session may extend beyond the end of the regular school day, and any individual test session must be completed the same day on which it begins. 

2. Test Session Limitations
It is recommended that students take no more than two sessions on a single day.

3. Administration Sequence 
Within each grade span, the sequence for administering MEPA-R/W must be the 
Reading sessions followed by the Writing sessions. 

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 Web site (www.doe.mass.edu/mcas/mepa) for instructions, or call the Student Assessment Services unit at 781-338-3625. 

7. Practice Tests
While the administration of practice tests is optional, the Department of Education 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 test items aloud to students during Session 1 of 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 Web site at www.doe.mass.edu/mcas/mepa/melao_lep.html.


E. 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 
* 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 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 Reading Session 1 
and Writing Session 1 to students
* 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 page 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 grade span 3-4 test booklet (students in grades 3 and 4 record their answers in grade span 3-4 test 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 grade span 3-4 test booklets. 

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 for Session 1 of the Reading and Writing tests), these manuals should be reviewed by test administrators during the meeting and collected immediately following the meeting.


F. 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 need to read all questions carefully, answer all parts of open-response 
and writing-prompt questions, and label each part of their answers to these 
questions.
* They will need to use #2 pencils to mark their responses in their answer 
booklets (or test booklets at grade span 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 grade span 3-4 test booklets; however, pens and highlighters are allowed in test booklets only in grades 5-12.


G. 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
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 booklets for students in grades 3 and 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-Level Directory Administrator (listed at www.doe.mass.edu/infoservices/data/diradmin/list.asp). Labels with incorrect SASIDs must not be applied to answer booklets. 

If your district properly completed the October 2007 SIMS submission, your 
shipment of test materials includes Student ID Labels for each LEP student 
enrolled in your school.

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

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.


H. Accounting for Secure Materials
It is the responsibility of the principal to account for secure test materials by inventorying materials immediately upon receipt, tracking the location of materials throughout test administration, and ensuring that all materials are returned. The principal must use the forms listed below to maintain the security of test materials. 

1. Materials Summary 
The Materials Summary arrives with the shipment of test materials and is used to inventory materials immediately upon receipt and to reconcile secure materials returned at the end of testing. The information recorded on the Materials Summary will help principals when they complete the online PCPA. More information regarding 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 if necessary, must go online to complete the "Materials Received" section of the PCPA. If there is a discrepancy between the materials listed as shipped on the Materials Summary and the materials received by the school, the principal must indicate this 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 6. 

Principals who order additional materials must report discrepancies in additional materials orders within two business days of receipt. 

After Testing: Accounting for Materials Returned
After testing, the principal must go online to record the amount of secure materials returned no later than March 20. The school and district will be held responsible for any secure materials that were received at the school but are not returned. 


Part IV
MEPA Spring 2008 Test Administration


A. Spring 2008 Test Administration Schedule 
Grades	MEPA Test			Administration Date(s)^1	No. of 
											Sessions^2
K-12		MELA-O			February 25-March 19		n/a
3-12		MEPA-R/W Reading 
		Sessions			March 10-19				2
		MEPA-R/W Writing 
		Sessions			March 10-19				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 will take only two adjacent sessions of reading and only 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 
each grade span.										31
Go online to www.mcasservicecenter.com to complete the 
"Materials Received" section of the PCPA no later than March 6.		31
Report packing discrepancies and/or defective test materials by 
March 6.											31
Only if necessary, order additional materials by March 6.			32
Using your school’s document tracking system, organize test 
materials for distribution.								32
Store materials in a secure, locked storage space.				32
Keep the original carton(s) for returning materials after testing.	32

Before Test Administration
Review MEPA Test Security Requirements.						2-10

Identify LEP students enrolled at your school.					12-15
Assign each LEP student to two adjacent sessions for both Reading 
and Writing.										15
Identify any required accommodations to be used by LEP
students with disabilities.							Appendix 												A
Schedule test administration sessions and locations.				18-20
Designate test administrators. 							20
Assign students and testing locations to test administrators.		20
Train test administrators in test security requirements and 
test administration, including the use of your school’s document 
tracking system. 										20-21
Meet with LEP students.									22
Meet with test administrators and distribute Test Administrator’s 
Manuals. Remind administrators that these manuals are secure. 
Collect them at the end of the meeting.						20-21

Distribute test materials early to test administrators with
students using accommodations 17 and/or 27.					32

Ensure that test administrators have applied Student ID Labels
to and correctly completed the student information requested on 
the front covers of answer booklets.						22-23

During Each Day of Test Administration
Enforce test security requirements.							2-10
Make #2 pencils available for students who do not bring them. 		9
Using your document tracking system, distribute test materials
to test administrators. 								32
Ensure that your school’s document tracking system is used 
each time test materials are moved. 						9, 32
Collect lists of not-tested students and schedule them for make-
up testing. 										21
Securely store test materials (including Test Administrator’s 
Manuals) between sessions and at the end of each day of testing.		9, 32

After the Final Test Administration
Verify that all test materials (including Test Administrator’s 
Manuals) have been returned to you. 						33
Verify that you have a standard answer booklet for every LEP 
student enrolled in the tested grade span(s) at your school, 
according to the guidelines on pages 22-23. 					14, 22-												23, 32
Verify completion of transcriptions, if necessary.				33

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.			33, 												Appendix 												D

Count the number of used standard answer booklets you are 
returning.											33-34

Count the number of void answer booklets you are returning.			34
Group remaining materials for return.						34
Complete the "Qty Returned" column of the Materials Summary 
for each grade span.									34, 												Appendix 												E 
Go online to complete sections 3 and 4 of the Principal’s 
Certification of Proper Test Administration (PCPA) for each grade 
span. Print and retain the confirmation page.					34-35
Pack materials for return to Measured Progress.					34-36
Recycle or discard specified materials.						37
Schedule UPS pickup of test materials no later than March 20. 		37
Verify that materials are picked up by March 21.				37


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 3. Each grade span’s materials are shipped separately. 
Call the MCAS Service Center if you do not receive materials by March 3. 

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 6, 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 secure password (provided in the Commissioner’s January 2 memo). 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 and/or defective test materials by March 6.
It is imperative that you report any discrepancy between the totals listed as shipped on the Materials Summary and your inventory of the materials and/or any test materials that appear to be defective by indicating this on the PCPA.

5. Only if necessary, order additional materials by 12:00 p.m. on March 6. 
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. 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.
Optional: Include practice tests with Session 1 materials only if they will be 
administered at the beginning of the first test session.

7. Store materials in a secure, locked storage space. 
Retain all original shipping cartons for return of test materials following testing. 

8. If necessary, distribute test materials early to test administrators with students using accommodations 17 and/or 27. 

The early review must occur under the supervision of the principal or designee. 
See Appendix A for more information.


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 

New 
for 
2008
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 (word 
processor) have either been submitted online OR been inserted as paper copies in 
the answer booklet.

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. Count the number of used standard answer booklets (test booklets for grade 
span 3-4) you are returning. 

Count the used answer booklets separately for each grade span. In your count, make sure to include the following: 
* standard answer booklets containing hard copy pages of typed responses (see 
Appendix C)
* standard answer booklets that are transcriptions from void answer 
booklets, large-print answer booklets, or test booklets (for students using 
accommodation 24)

As you count, arrange the answer booklets so that the student name grids on the 
front covers are facing up (the booklets do not need to be alphabetized). Ensure that used answer booklets are free of extra materials, including rubber bands, paper clips, binder clips, staples, and extraneous paper. 

You will enter the number of used standard answer booklets on the PCPA. 

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 booklets (grade span 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 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 booklets with corresponding transcribed standard test booklets 
(grade span 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 20, 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
* 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 booklets for grade span 3-4), folded in 
half, with corresponding transcribed standard booklets 
* Standard answer booklets (test booklets for grade span 3-4) containing 
hard copy pages of typed responses
b. For each grade span, place void answer booklets (test booklets for grade 
span 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 booklets for grade 
span 3-4) into the grade span-specific Return Envelopes. Be sure to include 
answer booklets for students for whom typed responses were submitted online.
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 UPS Ground labels
* Unused answer booklets (grade span 5-6, 7-8, or 9-12) or unused test 
booklets (grade span 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 booklets (grade span 3-4) or
- Used standard answer booklets (grade span 5-6, 7-8, or 9-12)
* 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 Shipments
[Diagram for Grade Span 5-6, 7-8, or 9-12
Materials Summary
Return Envelope(s)
Test Administrator's Manuals
Special Handling Envelope(s)
Void Envelope(s)
Used, unused, and void test booklets
Unused answer booklets
Unused Student ID Labels
Accommodation Materials

Diagram for Grade Span 3-4 
Materials Summary
Return Envelope(s)
Test Administrator's Manuals
Special Handling Envelope(s)
Void Envelope(s)
Unused test booklets
Unused Student ID Labels
Accommodation Materials]

14. Retain specified materials in your school files.
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 of UPS pickup request confirmation
* UPS tracking numbers, used

15. Recycle or discard specified materials.
After testing is completed, recycle or discard the following items:
* 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 March 20.
All test materials must be picked up by UPS no later than 5:00 p.m. on Friday, 
March 21. If your materials are ready for return earlier than the deadline, you 
are encouraged to schedule a UPS pickup as soon as the materials are ready for 
shipment.

Do not take your test materials to UPS yourself or otherwise remove materials from your school.

To schedule your pickup, locate the Return Service (RS) tracking number from one of your labels and have that information available when you contact UPS through one of the methods listed below. Do not schedule a separate pickup for each box. 
See Appendix E for a sample RS label.

Web Go to www.mcasservicecenter.com. Click on "MEPA," and then select 
"UPS Pickup Request" from the menu on the left side of your screen. 
Follow the on-screen instructions to complete your request.

Telephone Call the MCAS Service Center at 800-737-5103 and staff will place your pickup request for you.



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, Spring 2008 Update, which is available at www.doe.mass.edu/mcas. 

4. Communicating Resource and Other Testing Needs to the Principal
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. 


B. MEPA Test Accommodations
1. Eligibility for Test Accommodations
Students with Disabilities Served by an IEP or 504 Plan
The right to receive accommodations on statewide tests is guaranteed by law to a student with a disability who is served by an IEP or 504 plan. The student’s IEP or 504 plan must specifically state the accommodations he or she will 
receive. 

Students with Documented Disabilities Not Served by an IEP or 504 Plan

In rare cases, a student with a disability who is not served by an IEP or 504 plan may be provided with accommodations on MEPA tests. Section 504 of the Rehabilitation Act allows the temporary use of an accommodation in situations such as the following: 
* A student with a recently occurring disability, or a recent change in his or her disability status, when there has been insufficient time to develop and approve a plan
* A student with a disability that is temporary in nature, such as a fractured arm

New
For
2008
The accommodation must be documented in writing by the principal, placed in the 
student’s file, and recorded on the student’s answer booklet. In addition, an attempt must be made to notify the student’s parents that an accommodation is being given. 
Following testing, a 504 plan or IEP must be developed, as appropriate. 
Note: It is not necessary to obtain permission from the Department to provide a 
scribe to a student with a broken arm, as long as the principal has authorized the accommodation and followed the procedure described above.

Students without Documented Disabilities
A student who does not have a documented disability is not eligible to receive 
accommodations on MEPA tests, regardless of whether the student receives 
instructional support or accommodations in the classroom, has an Individual Student 
Success Plan (ISSP), or has a District Curriculum Accommodation Plan (DCAP). 

2. 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 student uses the accommodation routinely during classroom instruction and 
assessment in the subject, both before and after the test is administered. 

 AND
c) The student requires the accommodation in order to participate in statewide testing.
 AND
d) The accommodation is documented in the student’s approved IEP or 504 plan prior to 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 has refused the accommodation. If an accommodation is listed in an IEP or 504 plan and the team believes it would be inappropriate to provide this accommodation for MEPA, the team must reconvene to amend the plan accordingly. The plan must be approved in writing by the parent in order for an accommodation to be provided. 
It is acceptable for teams to list an accommodation in the plan with the notation "as requested by the student," signifying that the student may require the accommodation only periodically during the test; for example, a student who tires easily may need a scribe only during the latter part of a test session. Refer to specific conditions and criteria for each accommodation.

3. List of Standard Accommodations 
Following is a list of standard test accommodations commonly used by students with disabilities on MCAS tests. 

Please use this list as a general guide and call Student Assessment Services at 
781-338-3625 with any questions. The principal or designee must request any large-print tests using the MEPA Enrollment Verification form prior to testing. If additional copies are needed, follow the instructions for ordering additional materials in this manual. MEPA tests are not available in Braille or electronic text reader formats.

Changes in Timing or Scheduling of the Test
1. Frequent Breaks: The test is administered in short periods with frequent breaks.

2. Time of Day: The test is administered at a time of day that takes into 
account the student’s medical or learning needs (IEP or 504 plan must specify time of day).

Changes in Test Setting
3. Small Group: The test is administered in a small group setting (no more than 10 students).

4. Separate Setting: The test is administered in a room other than the one used by the rest of the class.

5. Individual: The test is administered to the student individually.

6. Specified Area: The test is administered with the student seated at the front or other specified area of the room, in a study carrel, or in another enclosed area (IEP or 504 plan must specify where).

Changes in Test Presentation
7. Familiar Test Administrator: The test is administered by a test administrator 
familiar to the student.

8. Noise Buffers: The student wears noise buffers, after test administration instructions have been read (headphones with music playing are not allowed).

9. Magnification or Overlays: The student uses magnifying equipment, enlargement 
devices, colored visual overlays, or specially tinted lenses (IEP or 504 plan must specify which).

10. Test Directions: The test administrator clarifies general administration instructions. No portion of the test itself (e.g., the introduction to a reading selection; the reading selection; test items) may be read or signed.

11. Large-Print: The student uses a large-print edition of the test. 
* All answers must be transcribed verbatim from the large-print answer booklet 
to the student’s standard answer booklet.

12. Braille: 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 items to the student.

a) All 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 (MEPA Writing test only): The test administrator signs the MEPA writing test items to a student who is deaf or hard of hearing.

a) All test items must be signed exactly as written, except in cases when doing so would reveal an answer to a test question. If a sign visually defines the concept being tested, it must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items. 

b) The test may be administered either individually or to a small group (2-5 
students). For signing the test to a small group, follow the procedures outlined 
at the end of this appendix. 

Notes: 
* Under secure conditions supervised by the principal, sign interpreters may 
review test materials up to four days prior to test administration. Test materials 
may not be removed from the school and must be returned to the testing 
contractor by the principal following test administration.
* Sign interpreting the MEPA Reading test is nonstandard accommodation 27.

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 scribe may be used for students who have this accommodation documented 
in their IEPs or 504 plans and for students who have a broken bone or fracture 
in their writing hand or arm at the time of testing (see pages 40-41).

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

a) Graphic organizers/checklists approved in 2006 or 2007 do not need to be 
resubmitted to the Department for approval this year.

b) A student may use a graphic organizer or checklist to generate a 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) do not need to be 
submitted to the Department for approval. Personalized graphic organizers 
must be pre-approved by the Department. Graphic organizers may not include 
the following:

* definitions
* specific examples
* sentence starters

c) Please submit all customized graphic organizers with text and checklists for 
approval by the Department (if not approved in 2006 or 2007), either by e-mail 
(in MS Word or PDF format only) to mcas@doe.mass.edu or by fax to 781-338-
3630 at least two weeks prior to test administration. 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.

d) All graphic organizers and checklists must be returned at the end of testing 
with all other accommodation materials. 

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 tape.

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. Word Processor (Typed Response): The student uses a word processor, Alpha-
Smart, or similar electronic keyboard to respond to open-response, sentence-writing, 
and/or short-answer questions on any MEPA test.

 See Appendix C for complete instruction for submitting typed responses. 

24. Answers Recorded in Test Booklet: The student records answers directly in the test 
booklet or uses special paper for drafts.

 Note: The test administrator must transcribe answers verbatim into the student’s standard answer booklet. If the student transcribes his or her own responses, the transcription must be done during the test session and completed on the day in which the test session begins. 

25. Other Standard Accommodation: Other standard accommodation that is identified by the IEP Team or 504 team, documented in the student’s plan, and not on this list. 
The accommodation must meet the conditions of the Requirements for Use of Test 
Accommodations (page 41). 

 No more than two weeks prior to test administration, the principal or designee 
must notify (and may consult with) the Department in writing when a standard 
accommodation not on the above list is being considered for a student. Please call 781-338-3625, e-mail mcas@doe.mass.edu, or fax 781-338-3630. 

4. List of Nonstandard Accommodations

IEP and 504 teams may allow the use of one or more of the following nonstandard 
MEPA test accommodations only when certain conditions and criteria are already in place for the student during instruction in the subject being tested. The student’s IEP or 504 team must determine that the student has met all criteria listed below, and that the nonstandard accommodation is absolutely necessary in order for the student to participate in MEPA testing. 

In addition to meeting the conditions detailed beneath each nonstandard 
accommodation listed below, all of the following conditions must be met:

* The student is virtually unable to decode, calculate, spell, or write without the use of the accommodation (i.e., not simply performing the skill below grade-
level expectations).
AND
* The student has an IEP or 504 plan in which the accommodation is listed for use on the MEPA test in the subject being tested.
AND
* The accommodation is already in use for routine instruction in the subject being tested.
AND 
* The accommodation does not compromise the security of the test, alter the test 
in any way, or suggest answers to the student. 

The Department will be vigilant in overseeing the numbers of students in each district who receive nonstandard accommodations on MEPA tests. IEP Teams are encouraged to make consistent, defensible, and appropriate decisions for each student. 

26. Test Administrator Reads Aloud MEPA Reading Test: The test administrator reads the MEPA Reading test to a student.

a) The use of nonstandard accommodation 26 may be considered when all of the 
following conditions apply:

* The student has a specific disability that severely limits or prevents him or her from decoding text, or from comprehending decoded text, even after varied 
and repeated attempts to teach the student to do so. The student must 
be a virtual non-reader, not simply reading below grade level. 
AND
* The student has access to printed materials only through a reader, or is 
provided with spoken text on audiotape, CD, video, or other electronic 
format during routine instruction, except while the student is actually 
being taught to decode. 
AND
* The accommodation is documented in the student’s IEP or 504 plan, after 
the team has considered the conditions listed above and in part 4 of this 
section in determining whether the student is eligible for this 
accommodation.

b) All passages and test items must be read word-for-word, exactly as written. 
The test administrator may not provide assistance to the student regarding the 
meanings of words, intent of any test item, or responses to test items. The test 
administrator must read in a neutral tone, with no verbal emphasis given to any 
terms, passages, or response options. The test can be read aloud in one of the 
following ways, which must be specified in the IEP or 504 plan:
* Test administrator reads entire test session (passages and test items) word-
for-word exactly as written.
OR
* Test administrator reads selected words, phrases, or sentences as directed 
by the student. The student points to the word, phrase, or sentence that he 
or she needs read aloud.

c) The test must be administered in a separate setting, either individually or to a small group (2-5 students). When reading aloud to a small group, follow the 
procedures outlined at the end of this appendix. 

Notes: 
* The Department is closely monitoring the frequency of the use of 
accommodation 26. 
* Reading aloud the MEPA Writing test is standard accommodation 16.
* The decision to use nonstandard accommodation 26 must be made separately 
from the decision to use standard accommodation 16. 

27. Test Administrator Signs MEPA Reading Test for a Student Who Is Deaf or Hard 
of Hearing

a) The use of nonstandard accommodation 27 may be considered when all of the 
following conditions apply:
* The student has a specific documented disability that severely limits or prevents him or her from decoding text, or from comprehending decoded text, even after varied and repeated attempts to teach the student to do so. The student must be a virtual non-reader, not simply reading below grade level.
AND
* The student has access to printed materials only through a sign language 
interpreter or is provided with signed text on video or other electronic 
format during routine instruction (except while the student is actually 
being taught to decode).
AND
* The accommodation is documented in the student’s IEP or 504 plan, 
after the team has considered the conditions listed above in determining 
whether the student is eligible for this accommodation.

b) All passages and test items must be signed exactly as written, except in cases when doing so would reveal an answer to a test question. If a sign visually defines the concept being tested, it must be finger-spelled. Interpreters may not provide assistance to the student regarding the meanings of words, intent of any test question, or responses to test items. 

c) The test must be administered in a separate setting, either individually or to a small group (2-5 students). When signing a test to a small group, follow the procedures outlined at the end of this appendix. 

Notes: 
* Under secure conditions supervised by the principal, sign interpreters may 
review test materials up to four days prior to test administration. Test materials may not be removed from the school and must be returned to the testing 
contractor by the principal following test administration. 
* Signing the MEPA Writing test is standard accommodation 17.
* The decision to use nonstandard accommodation 27 must be made separately 
from the decision to use standard accommodation 17.

28. Electronic Text Reader for the ELA Reading Comprehension Test: Electronic text reader is not available for MEPA-R/W.

29. Scribe MEPA Writing test: The student dictates responses to a scribe or uses a speech-to-text conversion device to record responses. 

a) Accommodation 29 must be documented in the student’s IEP or 504 plan prior 
to testing, or may be used on a temporary basis for a student with a broken 
arm at the time of testing. The use of nonstandard accommodation 29 may be 
considered when any of the following conditions apply:
* The student has a disability which requires the routine dictation of all 
written compositions to a scribe.
OR
* The student with a disability routinely uses an electronic speech-to-text 
conversion device for all compositions.
OR
* The student with a disability does not have sufficient manual dexterity at 
the time of testing to produce legible written work.
OR
* The student has a temporary disability and is unable to use his or her 
writing hand or arm at the time of testing due to a broken bone or fracture. 
See pages 40-41 for additional information on using a scribe for a student 
not on an IEP or 504 plan.

b) When a student uses an electronic speech-to-text conversion device, the test 
administrator must follow the instructions for submitting typed responses 
described in this manual and the Test Administrator’s Manuals.

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

d) Clarification on the role of a scribe for the MEPA Writing test.
* The scribe must write exactly what the student dictates into the student’s 
answer booklet (test booklet for grade span 3-4). 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. 

 Note: The Department strongly urges IEP Teams to consider alternatives to the use of a scribe for students who are deaf and taking the MEPA Writing test. One such alternative is accommodation 21, which permits a deaf student to sign his or her draft responses onto video and then transcribe the signed responses into written English while viewing the video. IEP Teams should select accommodations that promote the independence of students with disabilities to write in English. 

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

31. Spell- or Grammar-Checking Function on Word Processor, Spell-Checking 
Device, or Word Prediction Software for the MEPA Writing test: The student 
uses a spell- or grammar-checking function, spelling device (including hand-held 
electronic spellers), or word prediction software (IEP or 504 must specify which 
device) for the MEPA Writing test.

a) The use of nonstandard accommodation 31 may be considered when one of the 
following conditions applies:

* The student has a specific documented disability that severely limits or 
prevents her or his ability to spell, even after varied and repeated attempts 
to teach the student to do so.
OR
* The student can produce understandable written work only through the 
use of a spell- or grammar-checking device or word prediction software 
that is routinely used by the student.

b) When word prediction software is used, the "predict-ahead" and "predict 
online" software functions must be turned off. 

32. Other Nonstandard Accommodation: Other nonstandard accommodation that is 
identified by the IEP Team or 504 team, documented on the student’s IEP, and not on this list. The accommodation must meet the conditions of the Requirements for Use of Test Accommodations on page 41.

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

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.

Procedures for Using Test Accommodations 17 and 27:
Signing a MEPA Test to a Small Group of Students (2-5)

The test administrator may sign test items to a small group of students, provided that each student has an IEP or 504 plan that includes either standard accommodation 17 or nonstandard accommodation 27. The following procedures must be followed: 
* No more than five students may be grouped together, since students typically 
proceed through the test at different rates.
* Student test booklets may not be opened or reviewed by students prior to 
testing.
* Under secure conditions supervised by the principal, sign interpreters may 
review test materials up to four days prior to test administration. Test materials must be reviewed in a secure location supervised by the principal and may not be removed from the school. All test booklets must be returned to the testing contractor by the principal following testing.


C. Submitting Answer Booklets for LEP Students with Disabilities
For each student with a disability participating in MEPA, the principal or designee must fill in the 504 circle or the documented disability circle on the answer booklet. 

See Appendix D for further information.



Appendix B 
Procedures for Submitting Void
Answer Booklets
A void answer booklet (or grade span 3-4 test booklet) 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 grade span 3-4 test booklet) 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 grade span 3-4 test booklets are returned in the Void 
Envelope. See pages 34- 36 for detailed return instructions.



Appendix C 
Procedures for Submitting 
Typed Responses

Typed Responses
The instructions below are to be followed 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. Word Processor: Student uses a word processor, Alpha-
Smart, or similar electronic keyboard to type responses to sentence-writing, 
short-answer, open-response, and/or writing-prompt questions.

Typed responses may be submitted online. The Department strongly recommends 
that schools use the online option. Instructions for submitting typed responses online appear below and on the following page. A sample typed response appears on page 58.

Security Information
Test administrators are responsible for maintaining the security of all computers used by students who receive accommodation 23 (word processor). 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 submitted online or 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 regardless of the option (online or paper) you choose 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. If you are submitting paper copies, 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
* 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 ONLINE (Recommended)
a) Access the online typed response system by following the instructions below.
* Go online to www.mcasservicecenter.com.
* Select MEPA from the menu.
* Select Upload Typed Responses from the list of options.
* At the login screen, select your district and school from the drop-down menus.
* Enter your school’s secure password.
b) Follow the on-screen instructions to submit the typed responses. Detailed 
instructions on how to prepare, upload, and submit students’ responses are 
provided in a User’s Guide, which is posted at www.mcasservicecenter.com and at 
www.doe.mass.edu/mcas/2008/admin. 
c) Contact the MCAS Service Center at 800-737-5103 if you have any questions or need assistance in submitting typed responses using the online system.
d) The student’s standard answer booklet must be submitted in the Return Envelope in the return shipment.

Instructions for Submitting Typed Responses on PAPER

If your school encounters technical difficulties using the online system, follow the instructions below to submit students’ responses on paper.
a) Plain white paper (8[one-half]" 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
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 span 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, 504 plan, or documented disability. 

 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, 504 plan, or documented disability. 

 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) or for a student provided with an 
accommodation because of a documented disability (e.g., broken wrist or fracture). 

4. Documented disability
 Fill in this circle for a student who is tested with accommodations because he or she has a documented disability (e.g., broken wrist or fracture).

 Do not fill in this circle for a student with an IEP or 504 plan. 

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 (for one or both test sessions)
 For each subject, fill in this circle for a student who is absent with medical 
documentation for one or both test sessions. 

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

2. Absent without medical documentation (for one but not both test sessions)
 For each subject, fill in this circle for a student who is absent without medical 
documentation for one but not both test sessions. 

 Note: If a student is absent without medical documentation for both sessions of a subject, do not fill in the circle. Leave the section blank. 
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 all three of the following conditions apply: 
a. student is deaf or hard of hearing 
 and
b. student requires Sessions 1 and 2 
 and
c. 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 2008 MELA-O. 

2. Speaking
 Fill in the circle for the student’s spring 2008 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 

Sample
[Massachusetts Comprehensive Assessment System (MCAS) Logo]
Spring 2008 MEPA Administration 
Test Materials Internal Tracking Form
Principals must account for all MEPA test materials at all times. 
Use this form to track the distribution and return of all MEPA materials. 

Test Administrator’s Name:____________________________________________Room Number: _________
Grade Span: ______

Materials Moved from Locked Storage Area to Room # _____________ 
Date:______________ Time: ______________
Principal’s or Designee’s Signature: __________________________________
Test Administrator’s Signature: ______________________________________
# of Standard 
Test Booklets 
(including grade span 
3-4 test booklets)





# of Standard 
Answer Booklets
# of Test 
Administrator 
Manuals
# and Type of Special Materials: 
_______________________________


Materials Moved from Room # _____________ to Locked Storage Area 
Date:______________ Time: ______________
Test Administrator’s Signature: ______________________________________
Principal’s or Designee’s Signature: __________________________________
# of Standard 
Test Booklets 
(including grade span 
3-4 test booklets)
# of Standard 
Answer Booklets
# of Test 
Administrator 
Manuals
# and Type of Special Materials: 
_______________________________
Retain this document in your school files. 
[Massachusetts Comprehensive Assessment System (MCAS) Logo]

MATERIALS SUMMARY 
Spring 2008 MEPA 
The principal must use this form to accurately account 
for all materials received and being returned. 

Before Testing: 
* Record the total counts of materials received in the "Qty Received" column. For example, if you receive 5 packages of 15 test booklets, write "75" in the "Qty Received" column. You will need to use some of this information when you go 
online to complete the Principal’s Certification of Proper Test Administration (PCPA). 
* Compare the "Qty Shipped" column to the "Qty Received" column. 
* Any discrepancies between the total counts in the "Qty Shipped" column and those actually received must be reported in the "Comments About Materials Received" box (section 2) of the online PCPA. Refer to the Principal’s 
Administration Manual (PAM) for the deadline for reporting discrepancies. 
* This form shows only those materials included in your school’s shipment. A complete list of test materials is available for your reference at www.doe.mass.edu/mcas/mepa. If you discover while inventorying your school’s shipment of test materials that you need more materials, log on to www.mcasservicecenter.com to order additional materials no later than the 
deadline date specified in the PAM. 

After Testing: 
* Record the total quantity of materials packed for return in the corresponding "Qty Returned" column. The list of products posted at www.doe.mass.edu/mcas/mepa, shows the individual components of each test materials packet. You will need to use some of this information when you go online to complete sections 3 and 4 of the PCPA. 
* Print and sign your name, and date the form. 
* Retain a copy of this form for your records. Pack the original inside the last box you packed for your return shipment. 

Ship To: 
MP Ship Code: 			000000000007935 			Date Packed: 
										Month/Day/Year 
Contract: 				Contract Name:			Administration: 
113001 				Spring 2008 MEPA 			2007-2008 
District Code: 			District Name: 			
1234 					DISTRICT NAME 
School Code:			School Name: 		Grade Span:	Enrollment: 
1234 					SCHOOL NAME 		5-6 		14 
						Total Boxes Shipped: 1 


Box Number 000000123456789 
Contents: 							Qty 		Qty 		Qty 
								Shipped 	Received 	Returned 
Answer Booklet, Grade Spans 5-12 			15 
Large-Print Test Materials Packet, 
Grade Span 5-6 						1 
Materials Summary 					1 
Practice Test, Grade Span 5-6 			15 
Principal’s Administration Manual: MEPA, 
Spring 2008 						1 
Return Envelope, Grade Spans 5-12 			2 
Return Shipping Instructions with Pre-Printed 
UPS Label 							1 
Special Handling Envelope, Grade Spans 5-12 	1 
Student ID Labels 					1 
Test Administrator’s Manual: MEPA, Spring 2008, 
Grade Span 5-6 						2 
Test Booklet, Grade Span 5-6 				15 
Void Envelope, Grade Spans 5-12 			1 

Principal’s Name_________________________Principal’s Signature________________________________Date____________ 
MP Ship Code: 000000000007935 Page: 1 of 1 

Sample Completed Answer Booklet Front Cover
WITH Student ID Label 

[Massachusetts English Proficiency Assessment (MEPA) Reading and Writing Answer Booklet]

Sample Completed Answer Booklet Front Cover
WITHOUT Student ID Label
[Massachusetts English Proficiency Assessment (MEPA) Reading and Writing Answer Booklet]

Sample Answer Booklet 
Inside Back Cover

[To be completed by Principal or Designee]

Sample Answer Booklet 
Outside Back Cover
[To be completed by Principal or Designee]

Sample Return
Service Label
[Return Service Label]



Index
504 status 
Designating in answer booklets, 60, 68 
General information, 6, 8, 13, Appendix A

Absences 
Medically documented, 13, 33, 60, 62, 68, 69 
Non-medical absence, 33, 61, 62, 68, 69

Accommodations 
Alternate Assessment, (see Alternate Assessment) 
Braille materials, 13, 43, 61 
Deaf/hard of hearing, (see Participation 
requirements) 
Designating in answer booklets, 60, 61, 68, 69 
Early distribution of materials, 32, 44, 48 
Electronic text reader, 13, 42, 44, 49, 61 
General information, Appendix A 
Large-print materials, (see Large-print materials) 
List, Appendix A 


Packing/return of accommodation materials, 
34-36 
Review with test administrators, 20 
Special procedures (accomm. 16, 17, 26, 27), 
Appendix A 
Typed responses, (see Typed responses) 
Unavailable accommodations, 33, 37, 61, 68

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

Additional testing time, (see Policy on testing time)

Administration forms 
Materials Summary, 24, 28, 30, 31, 34, 35, 36, 
37, 65 
Principal’s Certification of Proper 
Test Administration, Important Contact 
Information, MEPA Calendar of Events, 24, 
28, 30, 31, 34-35, 37, 65 
Test Materials Internal Tracking Form, 9, 24, 37, 64

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

Alternate Assessment, 13-14, 33, 37, 61, 68

Answer booklets 
Applying Student ID Labels, 21, 22-23, 29, 66, 67 
Back cover inside sample, 68 
Back cover outside sample, 69 
Completing confidential student information, 
Appendix D 
Damaged/defective, 4, 33, Appendix B 
Design of grade span 3-4 test booklet, 21 
Front cover sample, 66, 67 
Recording MELA-O scores, (see MELA-O scores) 
Void, 4, 33, 34, 35, Appendix B

Approved resource materials, 9, 21

Bilingual dictionaries, (see Dictionaries prohibited)

Braille materials, (see Accommodations)

Broken bone, 41, 44, 49, 60

Cell phones, 7, 10

Confidential student information, completion of, 
Appendix D

Damaged/defective booklets, (see Answer 
booklets)

Deadline to return materials, MEPA Calendar of 
Events, 3, 8, 65

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, 41, 44, 49, 60

Irregularities, reporting of, 8

Large-print materials, 33, 34, 35, 43, 68 
Accommodation procedure, 33, 34, Appendix A 
Returning materials, 34, 35, 43 
Transcribing answer booklets, 33, 43

Make-up tests, 13, 19, 21, 28, 30, 61

Materials Summary, (see Administration forms)

Medically documented absences, (see Absences)

Meetings 
Student, 22 
Test administrators, 20

MELA-O scores, 21, 30, 61

Ordering additional materials, (see Test 
materials)

Packing diagrams, 36

Participation requirements 
Absences, (see Absences) 
Alternate Assessment, (see Alternate 
Assessment) 
Deaf/hard of hearing, 14, 48-49 
Formerly LEP (FLEP) students, 13 
General information, 12 
MELA-O, 12 
Students with disabilities, (see Students with 
disabilities)

PCPA, Important Contact Information, MEPA 
Calendar of Events, 24, 28, 30, 31, 34-35, 37, 65

Policy on testing time, 18 
Additional time, 21, 22 
Same-day session completion, 18

Practice tests, 19, 20, 32, 37, 65

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, 9, 21 
Unapproved, 9, 21

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, 
18-19, 42 
UPS pickup, Important Contact Information, 
MEPA Calendar of Events, 30, 37

School files, materials to retain in, 37

Secure storage, (see Test materials)

Security 
Access to test materials, 3-6, 32 
Cheating by students, 5, 22 
Coaching, 5 
Duplicating materials, 4

 Monitoring and enforcement by MDOE, 8-9, 47 
Penalties, 2, 9 
Previewing test materials, 4, 8, 32, 44, 48, 51 
Prohibitions, 3-6, 10, 20 
Reading test session 1 aloud, (see Test materials) 
Removal of materials from school premises, 3 
Reporting irregularities, 8 
Requirements and restrictions, 2-10 
Review of Test Administrator’s Manuals prior to 
test, 2, 21 
Storage of materials, (see Test materials/Secure 
storage) 
Supervision of students during breaks, 3, 7, 20 
Testing space preparations, 2, 20 
Tracking test materials, (see Test materials) 
Sample tracking form, 64 
Visitors, 3

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

Special Handling Envelope, 35, 36, 37, 57, 65

State-Assigned Student Identifier (SASID), 21, 22, 
56, 62

Student ID Labels, 21, 22, 23, 29, 34, 35, 36, 62, 
65, 66, 67 
Applying to answer booklets, 21, 22, 23, 29, 66

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

Student Information Management System (SIMS), 
13, 22, 40, 60, 68

Student meeting, 21

Student participation requirements, (see 
Participation requirements)

Students with disabilities, 2, 4, 6, 10, 13, 20, 29, 30, 
33, Appendix A, 56, 60, 61, 62, 68, 69, (also see 
Accommodations)

Test administration schedule, (see Scheduling)

Test administrators, 2-8, 20-21 
Assigning to testing spaces, 20 
Designating, 20 

Meeting topics, 20 
Reading test session 1 aloud, (see Test materials)

Test booklet design, grade span 3-4, 21

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

Test materials 
Allowed in testing spaces, (see List below) 
Damaged/defective, (see Answer booklets/ 
Damaged/defective) 
Distribution to test administrators, 20-21, 32 
Duplicating, prohibited, 4 
Grade span 3-4 test booklet design, 21 
Inventorying 
By package, 31 
Discrepancies, MEPA Calendar of Events, 
23-24, 28, 31, 65 
List, 31, 65 
Opening shrink-wrapped packages, 31 
Ordering additional materials, Important 
Contact Information, MEPA Calendar of 
Events, 18, 24, 28, 32 
Original packing cartons, 28, 32, 35 
Prohibited resource materials, 10 
Reading test session 1 aloud, 4, 13, 14, 20, 21, 
43-44, 45, 47-48, 51 
Recycled, 37 
Retained in school files, 37 
Return of materials, MEPA Calendar of Events, 
30, 33, 34-37, 54, 57, 65 
Secure storage, 3, 4, 9, 23-25, 28, 30 
Test Materials Internal Tracking Form, 64 
Tracking, 9, 20, 23-25, 28, 29, 30, 32, 37, 43, 64

Test Materials Internal Tracking Form, 9, 24, 37, 64

Test security, (see Security)

Testing spaces, assignment, 20

Timing policy, (see Policy on testing time)

Transcriptions, 4, 8, 33, 34, 35, 43, 46, 50, 54, 57

Typed Response Upload System, Important 
Contact Information, 57

Typed responses, 33, 35, 45, 46, 49, Appendix C

Unapproved resource materials, 9, 21

UPS pickup, (see Scheduling)

Void answer booklets, (see Answer booklets)

Void Envelope, 35, 36, 54



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