Procedures Manual for the Minnesota Assessments 2013–2014 Published December 2013 December 2013 1 2013–2014 Procedures Manual Password Tracker for Statewide Assessment Websites Website Name Website URL Description My User ID My Password Assessment Secure Reports (formerly MDE Secured Reports): Secured section of the MDE website for obtaining student, school, and district test results and accountability reports. Data Submissions Page of the MDE Website http://education.state.mn.us /MDE/SchSup/DataSubLog in/index.html Test WES: MDE website for performing pretest edits and waiver requests, checking student eligibility, performing posttest edits on test-related information and viewing preliminary AYP participation reports. GRR System: MDE website for providing data about students meeting graduation assessment requirements through alternate routes These MDE systems use the same User ID and Password. However, access must be granted for each site separately. American Institutes for Research (AIR) Minnesota Assessments Portal World-Class Instructional Design and Assessment (WIDA) MetriTech http://www.mnstateassess ments.org A portal to all the AIR systems and resources currently used by Minnesota districts and schools. Logins are required for the Test Information Distribution Engine (TIDE), Online Testing System, Online Reporting System and Learning Point Navigator. The same login and password are used for all systems to which users have access. http://www.wida.us As part of the WIDA Consortium, Minnesota districts administer the ACCESS for ELLs and Alternate ACCESS for ELLs English language proficiency assessment to all English learners in grades K–12. Logins and passwords are used to access online test administrator training, test administration and reporting resources. http://www.metritech.com MetriTech is the service provider for the ACCESS for ELLs and Alternate ACCESS for ELLs assessments. Logins and passwords are needed to order test materials. Minnesota Department of Education website (http://education.state.mn.us) December 2013 2 2013–2014 Procedures Manual Minnesota Department of Education Contacts 1500 Highway 36 West, Roseville, MN 55113-4266 FAX: (651) 582-8874, EMAIL: [email protected] Assessment Administration • Area Code 612: Jennifer Burton, (651) 582-8622, [email protected] • Area Codes 651, 763, 952: Tracy Cerda, (651) 582-8692, [email protected] • Area Codes 507, 320: Lisa Grasdalen, (651) 582-8485, [email protected] • Area Code 218: Julie Nielsen-Fuhrmann, (651) 582-8837, [email protected] • Manager: Linda Sams, (651) 582-8431, [email protected] • Test Integrity/Security Specialist: Andrea Hansen, (651) 582-8512, [email protected] • Title I and GRAD Assessments: American Institutes for Research (AIR) • o 1-877-215-8749; press 1 to reach AIR for general questions or press 2 to reach Data Recognition Corporation (DRC) for shipping procedures o [email protected] o FAX: 1-877-218-7663 o WIDA: 1-866-276-7735; [email protected] Title III Assessments: WIDA and MetriTech o MetriTech: 1-800-747-4868; [email protected] Alternate Assessments • MCA-Modified and MTAS: Gail Schmidt (651) 582-8491, [email protected] or Donna Tabat, Division of Statewide Testing; (651) 582-8830, [email protected] • Minnesota Alternate Assessment: Writing: Eric Kloos, Special Education Policy, (651) 582-8268, [email protected] Students with Disabilities • Students with IEPs (Policy): Eric Kloos, Special Education Policy, (651) 582-8268, [email protected] • Students with 504 Plans: Adele Ciriacy, Office of Compliance and Monitoring, (651) 582-8249, [email protected] • Accommodations: See Area Code contacts above under Assessment Administration. English Learner (EL) Education Program • EL Program Policies: Leigh Schleicher, State Title III Director, (651) 582-8326, [email protected] • EL Programs: Michael Bowlus, (651) 582-8254, [email protected] • Accommodations: See Area Code contacts above under Assessment Administration. Accountability System (AYP and MMR) • Stephanie Graff, Division of School Support, (651) 582-8242, [email protected] National Assessment of Educational Progress (NAEP) • Kate Beattie, NAEP Coordinator, (651) 582-8532, [email protected] Minnesota Automated Reporting Student System (MARSS) • Roxann Neu, Student Accounting, (651) 582-8486, [email protected] December 2013 3 2013–2014 Procedures Manual Important Dates for 2013–2014 Important Dates for 2013–2014 Optional Local Purpose Assessment (OLPA) 1 Assessment OLPA Subject Mathematics Download manuals and other resources September 13 Precode files sent nightly 2,3 September 3–February 20 TESTING DATES 4 September 30–February 21 1 Results will be available immediately and only through AIR’s Online Reporting System. No results will be available through MDE’s Data Center, and paper reports will not be provided. 2 Districts may go to Test WES to view the list of the students included in the precode files sent nightly. Precode Student Eligibility in Test WES may be used to verify why a student may not be sent for testing or to change schools when a student is testing at a different location than sent in the precode file. 3 2013–2014 MARSS data must be submitted in order to have students sent in precode files for OLPA. The first day students will appear in TIDE is September 9. 4 For OLPA, up to two testing opportunities are available for each student. A minimum of 14 calendar days is required between testing opportunities. December 2013 4 2013–2014 Procedures Manual Important Dates for 2013–2014 Title I Accountability Assessments 5 Assessment Respon -sible Party Subject DAC Supplemental Information Window in TIDE DAC Pretest Editing in Test WES MCA Reading, Math MCA-Modified MTAS MCA Reading, Math Reading, Math, 6 Science Science Dec 16–Jan 24 Dec 16–Jan 24 (paper and online assessments) Jan 24 (precode data used for initial test materials shipment) Jan 27–May 8 (online assessments only) DAC Indicate Site Readiness in Test WES DAC Download manuals and other resources SUPT DAC DAC Request Alternate Assessment Waiver in Test WES Receive paper test materials Order additional test materials in TIDE 6 9,10 7,8 Jan 27–May 15 Dec 16–Feb 28 Jan 27 Feb 24– Mar 21 N/A Mar 18 or 25 11 Mar 18–May 1 12 N/A Mar 18 or 25 Mar 4– 13 May 8 Mar 18–May 1 Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) data release dates are still to be determined and will be communicated by the MDE Division of Student Support. 6 Science MTAS results will be released with Science MCA results; science is not used for AYP or MMR calculations. 7 Initial test materials quantities of regular and accommodated paper test materials (including accommodated test materials for online assessments) and preprinted answer documents or labels for paper assessments are produced from this precode data. MARSS updates must be submitted by January 23 to be included in the precode. This date may be earlier if a student information service provider is used. Check with your provider for dates. 8 This date is also the deadline to select paper administration mode by school for the grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA. 9 Pretest Editing continues for online assessments until the day before the last day of the testing window so that student enrollment and eligibility information continues to be updated in AIR’s systems. If accommodations are changed or entered during this time, accommodated test materials must be ordered through additional orders. 10 In order to have a student loaded for online testing or data entry, any MARSS updates need to be made two days before the scheduled test date. Once MARSS is submitted, that data is gathered overnight and is visible in Test WES the next day. Any changes made in Precode Student Eligibility will be reflected in AIR’s systems the next day. Manual changes include adding a student, changing testing location or grade, or deleting a manual record. 11 This shipment includes paper accommodated test materials for online assessments. When scheduling test administration, keep in mind that these test materials will arrive after the opening of the online testing windows. 12 Additional test materials can be ordered in TIDE until noon on the day before the end of the paper administration testing window. After this time, additional accommodated test materials for online administrations and return shipping materials can be ordered by calling the AIR Help Desk and pressing 2 for DRC. 5 11 Mar 4 or 11 5 December 2013 9,10 2013–2014 Procedures Manual 12 Important Dates for 2013–2014 Title I Accountability Assessments 5 Assessment Respon -sible Party DAC Subject DAC DAC DAC and Reading, Math Data entry available 14 for LCI data TESTING DATES (including make-ups) DAC MCA Ship scorable test materials, complete online tests, or enter student response and scores by Ship secure nonscorable test materials by Retrieve grade 10 reading early student-level results, including graduation 18 letters, in ORS MCA-Modified MTAS MCA Reading, Math Reading, Math, 6 Science Science Mar 10 N/A Mar 17–May 9 Test administration and data entry: Mar 17–May 9 Mar 17–May 16 All online tests or data entry completed: May 9 Enter grade 10 reading score data by 17 April 25 ------------------Enter all score data by May 9 All online tests or data entry completed: May 16 N/A Online grades 3–8, 10 reading and grades 3–8, 11 mathematics: Mar 10–May 9 ----------------------Paper grades 3–8, 10 reading and grades 3–8, 11 mathematics: Apr 14–May 2 Paper grades 10–11: Initial: Friday of test week, no 15 later than April 29 Make ups: May 2 ----------------------16 Paper grades 3–8: May 7 ----------------------All online tests or data entry completed: May 9 Paper administrations: May 14 Online accommodated test materials: May 23 6 May 23 May 23 Posttest Editing in Test WES NA May 27–Jun 13 13 Additional test materials can be ordered until noon on the day before the end of the testing window so that test materials will arrive in time for test administration. 14 The Data Entry Interface will open one week prior to the MTAS test administration and data entry window to allow for earlier Learner Characteristics Inventory (LCI) data entry. 15 In order to provide early results for high school, completed answer documents should be returned on the Friday after the initial test date(s) but must be returned no later than April 29. Answer documents from makeup days may be sent in a separate shipment but answer documents shipped after April 29 will not be included in early results. 16 Districts are encouraged to return materials as soon as tests are completed to facilitate the timely return of results. Materials from make-up days may be sent in a separate shipment. 17 Even though the MTAS testing and data entry window is open until May 9, the scores for the majority of grade 10 Reading MTAS students should be entered into the Data Entry Interface by Friday, April 25, so that technical work related to scoring and equating can be completed in time for the high school early results release on May 23. The availability of early reports and graduation letters for grade 10 Reading MTAS students is contingent upon sufficient score data being entered by April 25. 18 Grade 11 Mathematics MCA, MCA-Modified, and MTAS are not included in early reporting in 2014 because of standard setting. Student results will be available with final assessment results. December 2013 6 2013–2014 Procedures Manual Important Dates for 2013–2014 Title I Accountability Assessments 5 Assessment Respon -sible Party MARSS MARSS Subject MCA Reading, Math MCA-Modified MTAS MCA Reading, Math Reading, Math, 6 Science Science Last day to update MARSS data for 19 accountability Jun 11 DAC Retrieve embargoed final math (grades 3–8), reading and science DSR and SSR files in Secure 20,21 Reports Jun 25–Jul 29 DAC Retrieve embargoed final math (grades 3–8), reading and science school and district summary results in Secure 22 Reports Jul 15 DAC DAC DAC 6 Last day to request a late score entry Retrieve all embargoed final DSR and SSR files, including grade 11 math, in Secure Reports Retrieve all embargoed final school and district summary results, including grade 11 math, in Secure Reports Jul 25 Aug 8 NA Aug 22 NA 19 This date may be earlier if a student information service provider is used. Check with your provider for dates. 20 Preliminary results are also released in AIR’s Online Reporting System (ORS) on June 27 for MCA (paper administrations and responses entered into the Data Entry Interface for online Reading MCA), MCAModified, and MTAS. Results available through the Online Reporting System are preliminary because they do not reflect changes from Posttest Editing. All other Title I results were available immediately after test administration. 21 The 2013 District and School Student Results (DSR and SSR) files will be unavailable from August 1–7 to deploy grade 11 mathematics DSR and SSR files. 22 Reading and science summary results will be available under Test Results Summary. From July 15– August 22, grades 3–8 mathematics summary results will only be available under the School Improvement Assessment Reports. Once grade 11 mathematics results are available, all mathematics summary results . will be available in Test Results Summary December 2013 7 2013–2014 Procedures Manual Important Dates for 2013–2014 Title I Accountability Assessments 5 Assessment Respon -sible Party DAC MDE MDE DAC DAC DAC Subject MCA Reading, Math Retrieve grade 11 math results, including graduation letters, in ORS MCA-Modified MTAS MCA Reading, Math Reading, Math, 6 Science Science Aug 22 Media receive embargoed final assessment results for school and 23 district Public release of final assessment results in Data Center 6 NA Aug 25 Aug 26 Student reports arrive in district Oct 20 Student report DVD arrives in district Last day to request a rescore Nov 17 Nov 26 23 Media files will also be provided to districts through Assessment Secure Reports (formerly MDE Secured Reports) on the same date. December 2013 8 2013–2014 Procedures Manual Important Dates for 2013–2014 Title III Assessments 24 Assessment Responsible Party ACCESS for ELLs and Alternate ACCESS for ELLs Subject Reading, Writing, Listening, Speaking DAC Order test materials through MetriTech MDE Pull precode data for preprinted 25 labels Dec 17 DAC Receive test materials Jan 15 DAC Order additional test materials through MetriTech Nov 4–Dec 13 Jan 17–Mar 7 TESTING DATES Feb 3–Mar 21 Make-up Dates Any day in the window after scheduled testing DAC Ship test materials by Mar 25 DAC Retrieve early student-level results in Test WES May 27 DAC and MARSS Posttest Editing in Test WES May 27–Jun 13 DAC Retrieve embargoed final DSR and SSR files in Secure Reports Jun 25 DAC Retrieve embargoed final school and district summary results in Secure Reports Jul 15 MDE Public release of final assessment results in Data Center Aug 26 DAC Student reports arrive in district Aug 26 DAC Last day to request a rescore Nov 28 24 Annual Measurable Achievement Objectives (AMAO) data release dates are still to be determined and will be communicated by the MDE Division of Student Support. 25 This date may be earlier if a student information service provider is used. Check with your provider for dates. December 2013 9 2013–2014 Procedures Manual Important Dates for the 2013–2014 Written Composition GRAD Retests Test Administration Responsible Party Subject DAC Download manuals DAC Supplemental Information and accommodated test materials ordering window in TIDE AIR Nov 2013 Apr 2014 Written Composition Retest Written Composition Retest Sep 13 Sept 23–Oct 4 Dec 16–Jan 24 Precode data used for preprinted 26 test materials Oct 2 Jan 24 DAC Receive test materials Oct 23 Mar 18 or 25 DAC Order additional test materials Oct 23–Nov 11 Mar 18–Apr 21 TESTING DATES Nov 6 April 15 MAKE-UP DATES Nov 12 April 22 Initial test date: Nov 8 Make-up date: Nov 14 Initial test date: April 18 Make-up date: April 25 27 DAC Ship scorable test materials by DAC Retrieve DSR and SSR files in Secure Reports and assessment retest results in ORS Dec 12 May 23 DAC Student reports arrive in district Dec 18 May 27 DAC Last day to request a rescore Feb 10 Jul 18 26 Although preprinted test materials are produced from the precode on this date, nightly precode files are provided to AIR by MDE to update student enrollment and eligibility information in the Online Reporting System. MARSS updates must be submitted one day prior to the pull date to be included. 27 Additional test materials can be ordered until noon on the day before the end of the testing window so that test materials will arrive in time for test administration. December 2013 10 2013–2014 Procedures Manual Important Dates for 2013–2014 Reading and Mathematics GRAD Retests 28 Sept 2013 No Retests Oct 2013 Nov 2013 Dec 2013 Jan 2014 Feb 2014 Reading Math Reading Math Reading Math No Retests Reading Math MDE Eligible student names available in TIDE for testing from initial precode 29 file Sep 3 Oct 18 Nov 22 Dec 20 MDE Precode files sent 30 nightly Sep 3– Oct 8 Oct 18– Nov 12 Nov 22– Dec 10 Dec 20– Feb 11 DAC Last date for districts to order accommodated test 31 materials Sep 27 Nov 1 Nov 29 Jan 31 TESTING DATES Opens at 7 a.m. on day 1 Closes at 5 p.m. on last day Oct 1– Oct 9 Nov 5– Nov 13 Dec 3– Dec 11 Feb 4– Feb 12 Additional day for vendor customer service during testing window (7 a.m.–noon) Oct 5 Nov 9 Dec 7 Feb 8 Month Responsible Party 28 Subject DAC Ship accommodated test materials by Oct 11 Nov 15 Dec 13 Feb 14 DAC DSR and SSR files available on MDE website Oct 16 Nov 20 Dec 18 Feb 19 DAC Final date to request rescore Oct 30 Dec 4 Jan 1 Mar 5 DAC Quarterly shipment of student reports to district Dec 2 Dec 2 Mar 3 Mar 3 Students are eligible to retest every month the retests are offered. 29 In order to have a student loaded for online testing, any MARSS updates need to be made two days before the scheduled test date. Once MARSS is submitted, that data is gathered overnight and is visible in Test WES the next day. Any changes made in Precode Student Eligibility will be reflected in AIR’s systems the next day. Manual changes include adding a student, changing testing location or grade, or deleting a manual record. 30 Daily precode files are sent nightly. Districts may go to Test WES to view the list of the students included in the precode file and use Precode Student Eligibility to verify why a student may not be sent for testing. Precode Student Eligibility in Test WES may also be used to add a student when a student is not submitted in MARSS (e.g., “super seniors” who only need to test and are not enrolled) or to change testing location when a student is testing at a different location than sent in the precode file. 31 Accommodated test materials require manual processing and orders must be submitted prior to the beginning of the test window. See order forms in Appendix A of the Procedures Manual for details. December 2013 11 2013–2014 Procedures Manual Important Dates for 2013–2014 Reading and Mathematics GRAD Retests 28 Mar 2014 Apr 2014 May 2014 Jun 2014 Jul 2014 Aug 2014 Reading Math Reading Math Reading Math Reading Math Reading Math Reading Math MDE Eligible student names available in TIDE for testing from initial precode 29 file Feb 21 Mar 21 Apr 18 May 23 June 20 July 18 MDE Daily MARSS pull for 30 precode Feb 21– Mar 11 Mar 21– Apr 8 Apr 18– May 13 May 23– June 10 June 20– July 8 July 18– Aug 12 DAC Last date for districts to order accommodated test 31 materials Feb 28 Mar 28 May 2 May 30 June 27 Aug 1 TESTING DATES Opens at 7 a.m. on day 1 Closes at 5 p.m. on last day Mar 4– Mar 12 Apr 1– Apr 9 May 6– May 14 June 3– June 11 July 1– July 9 Aug 5– Aug 13 Additional day for vendor customer service during testing window (7 a.m.–noon) Mar 8 Apr 5 May 10 June 7 July 5 Aug 9 Month Responsible Party Subject DAC Ship accommodated test materials by Mar 14 Apr 11 May 16 June 13 July 11 Aug 15 DAC DSR and SSR files available on MDE website Mar 19 Apr 16 May 21 June 18 July 16 Aug 20 DAC Final date to request rescore Apr 2 Apr 30 June 4 July 2 July 30 Sept 3 DAC Quarterly shipment of student reports to district June 3 June 3 June 3 Sept 2 Sept 2 Sept 2 December 2013 12 2013–2014 Procedures Manual Table of Contents Password Tracker for Statewide Assessment Websites .................................................................. 2 Minnesota Department of Education Contacts ............................................................................. 3 Important Dates for 2013–2014 ....................................................................................................... 4 Chapter 1 — Introduction .............................................................................................................. 19 Purpose of This Manual ............................................................................................................. 19 Service Providers ...................................................................................................................... 20 Information for New District Assessment Coordinators .............................................................. 21 MDE’s Secure Systems ............................................................................................................. 21 New for 2013–2014 ................................................................................................................... 22 Chapter 2 — Minnesota Assessments .......................................................................................... 29 Overview ................................................................................................................................... 29 Purpose of the Minnesota Assessment System ......................................................................... 29 Title I Accountability Assessments for the Elementary and Secondary Education Act (ESEA) — Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) ....................... 30 Title III Assessments for Elementary and Secondary Education Act (ESEA) — Annual Measurable Achievement Objectives (AMAO) ........................................................................... 36 Graduation Assessment Requirements ..................................................................................... 37 Summary of Minnesota Assessments ........................................................................................ 46 Other Assessments ................................................................................................................... 47 Chapter 3 — Responsible and Ethical Practices within the Assessment Process ......................... 51 Overview ................................................................................................................................... 51 Part I: General Principles of Professionally Responsible Practice .............................................. 52 Part II: Practices in Preparation and Administration of Minnesota Assessments ........................ 53 Part III: Practices in the Use and Interpretation of Minnesota Assessments Results .................. 57 Part IV: Test Security for Minnesota Assessments Materials ..................................................... 58 Part V: Training ......................................................................................................................... 65 Part VI: Monitoring and Audits ................................................................................................... 66 Chapter 4 — Roles and Responsibilities for Testing ..................................................................... 71 Overview ................................................................................................................................... 71 Superintendent/Executive Director’s Roles and Responsibilities for Testing .............................. 71 District Assessment Coordinator’s Roles and Responsibilities for Testing ................................. 72 School Principal’s Roles and Responsibilities for Testing .......................................................... 78 School Assessment Coordinator’s Roles and Responsibilities for Testing ................................. 79 December 2013 13 2013–2014 Procedures Manual Technology Coordinator’s Roles and Responsibilities for Testing .............................................. 83 Test Monitor’s Roles and Responsibilities for Testing ................................................................ 84 MTAS Test Administrator’s Roles and Responsibilities for Testing ............................................ 86 MARSS Coordinator’s Roles and Responsibilities for Testing.................................................... 87 Chapter 5 — Participation of Students with Individualized Education Programs (IEPs) and 504 Plans ............................................................................................................................................. 89 Overview ................................................................................................................................... 89 General Information about Accommodations for Students with IEPs or 504 Plans..................... 90 General Information about Practices That Are NOT Accommodations....................................... 95 Students with IEPs and 504 Plans and Graduation Assessment Requirements ...................... 109 Alternate Assessment Eligibility Information ............................................................................ 112 Chapter 6 — Participation of English Learners ............................................................................ 121 Overview ................................................................................................................................. 121 Identification of English Learners ............................................................................................. 122 English Learners and Graduation Assessment Requirements ................................................. 125 Determining Appropriate Accommodations for English Learners ............................................. 127 Chapter 7 — Students in Special Circumstances and Situations ................................................. 137 Overview ................................................................................................................................. 137 Adult Basic Education (ABE) Students .................................................................................... 137 Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and Private Contract Alternatives ............................................................................................................... 137 Care and Treatment and Private Facilities ............................................................................... 138 Determining a Student’s Grade Level for Purposes of Title I and III ......................................... 138 District-Placed Students (Graduation Assessment Requirements only) ................................... 138 Dual-Enrolled Students or Concurrent Enrolled Students ........................................................ 139 English Learners (EL) .............................................................................................................. 140 Enrolled in Another State (MARSS State Aid Category = 14 or 52) ......................................... 140 Expelled Students.................................................................................................................... 140 504 Plan Students ................................................................................................................... 141 Foreign Exchange Students (MARSS State Aid Category = 2 or 15) ....................................... 141 Full Academic Year ................................................................................................................. 141 GED Students ......................................................................................................................... 142 Homebound/Non-Attendance Students ................................................................................... 142 Homeless Shelters .................................................................................................................. 142 December 2013 14 2013–2014 Procedures Manual Home-Schooled Students ........................................................................................................ 142 Incarcerated Students at Correctional Facilities ....................................................................... 142 Independent Study Students ................................................................................................... 143 Individual Education Program (IEP) Students .......................................................................... 143 Intermediate Districts ............................................................................................................... 143 Medical Excuse ....................................................................................................................... 143 Moving Into or Out of the District during Testing ...................................................................... 144 New-to-Country English Learner.............................................................................................. 145 Open Enrollment/Parent Choice Program Students ................................................................. 146 Out-of-State Testing ................................................................................................................ 146 Parent Refusal......................................................................................................................... 146 Postsecondary Enrollment Options (PSEO) Students .............................................................. 146 Private Schools (Non-Public Schools) ..................................................................................... 147 Retained Students ................................................................................................................... 147 Shared-Time Students (MARSS State Aid Categories = 16, 17 or 18) ..................................... 148 Significant Gap in Enrollment Students.................................................................................... 148 Special Education Sites, Combined Special Education/Vocational Education Programs ......... 148 Suspended Students ............................................................................................................... 149 Temporary Physical Limitations ............................................................................................... 149 Transfer Students from Another State (Graduation Assessment Requirements only) .............. 149 Virtual Schools ........................................................................................................................ 150 Summary ................................................................................................................................. 151 Chapter 8 — Test Administration ................................................................................................ 153 Overview ................................................................................................................................. 153 Important Dates for 2013–2014 ............................................................................................... 153 Which Students Should Test.................................................................................................... 153 What Test Students Will Take.................................................................................................. 154 Where Students Should Test ................................................................................................... 154 Accountability Windows ........................................................................................................... 154 Scheduling and Administering Minnesota Assessments .......................................................... 155 Estimated Test Administration Times....................................................................................... 163 Supplemental Information and Pretest Editing ......................................................................... 168 Test Materials Quantities for Title III Assessments .................................................................. 170 Test Materials Quantities for Title I Assessments and GRAD Retests ..................................... 171 December 2013 15 2013–2014 Procedures Manual Non-Public Schools Ordering Statewide Assessments ............................................................ 174 Site Readiness Confirmation ................................................................................................... 176 Preparing a School Site for Testing ......................................................................................... 176 Selecting Test Monitors and Test Administrators ..................................................................... 179 Item Samplers, Online Student Tutorials, and Online Calculators ............................................ 180 Assigning Secure Test Materials to Students........................................................................... 181 Calculator Use ......................................................................................................................... 182 Verifying and Correcting Student Information for Testing ......................................................... 187 Test Monitor and Student Directions ........................................................................................ 190 Test Administration Considerations for Title III Assessments ................................................... 192 Test Administration Considerations for Title I Assessments and GRAD Retests ...................... 193 Monitoring Test Administration ................................................................................................ 194 What Help Can Test Monitors Give to Students? ..................................................................... 194 Students Who Move to another Segment without Permission on Paper Assessments ............ 195 Misadministration by Test Monitor ........................................................................................... 196 Test Responses....................................................................................................................... 198 Valid Score Rules .................................................................................................................... 199 Leaving During Testing ............................................................................................................ 200 Weather Emergency ................................................................................................................ 202 Defective Material .................................................................................................................... 202 Misplaced Answers .................................................................................................................. 203 Answer Documents from a Previous Test Administration......................................................... 203 What Students May Do after They Complete a Test ................................................................ 203 Make-ups ................................................................................................................................ 203 Test/Accountability Codes ....................................................................................................... 203 Other Demographic Codes ...................................................................................................... 206 Collection and Return of Student Responses and Secure Test Materials ................................ 207 Late Scoring of Answer Documents ......................................................................................... 210 Late Entry of Student Responses or MTAS Scores ................................................................. 210 Rescores ................................................................................................................................. 210 Chapter 9 — Student Demographics and Data Editing................................................................ 213 Overview ................................................................................................................................. 213 Demographic Data Elements and Assessment Precode Data ................................................. 213 Test WES ................................................................................................................................ 216 December 2013 16 2013–2014 Procedures Manual Validation against MARSS and Assessment Records ............................................................. 219 Chapter 10 — Minnesota Assessment Results ........................................................................... 221 Reporting Overview ................................................................................................................. 221 Online Reporting System ......................................................................................................... 221 Secure Reports (formerly MDE Secured Reports) ................................................................... 223 OLPA Reporting ...................................................................................................................... 226 Early Reports, Embargoed Final Assessment Results, and Accountability Results.................. 227 Communicating Assessment Results to the Media and Public ................................................. 229 Public Release of Final Results ............................................................................................... 230 Final Student Reports (Title I Assessments) ............................................................................ 232 Final Reports (Title III Assessments) ....................................................................................... 232 Final Student Reports (GRAD Retests) ................................................................................... 233 Making MCA Comparisons between Schools and Districts or Years........................................ 233 Learning Point Navigator ......................................................................................................... 234 Lexile Scores ........................................................................................................................... 235 Progress Scores ...................................................................................................................... 235 Minnesota Growth Model ......................................................................................................... 236 Public and Parental Access for Review of Statewide Assessments Policy ............................... 237 Use of Confidential Information................................................................................................ 237 Appendix A — Forms .................................................................................................................. 239 Appendix B — Policy and Procedures ......................................................................................... 257 Appendix C — Other Minnesota Assessments ............................................................................ 287 Appendix D — Glossary .............................................................................................................. 291 December 2013 17 2013–2014 Procedures Manual Chapter 1 — Introduction Purpose of This Manual This Procedures Manual has been prepared for District Assessment Coordinators (DACs), administrators, teachers, specialists and others with a role in administering Minnesota’s assessments. It contains information about responsible test administration practices that will help you make informed decisions about properly administering statewide assessments in your school or district. It is important that test administration practices are standardized across the state so that all students, schools and districts are operating on a level playing field. This manual also contains information about test security to maintain the integrity of the assessments and the validity of the results. As a result of the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA), also known as the No Child Left Behind (NCLB) Act, all students enrolled in a public school in grades 3–8, 10 and 11, including those who receive special education services, must be assessed annually with academic content assessments. In addition, English learners in a public school in kindergarten through grade 12 are assessed annually with an English language proficiency test. To receive a diploma from a Minnesota public high school students must meet graduation assessment requirements. Public school students are students who have been entered in the Minnesota Automated Reporting Student System (MARSS) and attend a public school in Minnesota. In recognition that students have varied needs, a portion of this manual is devoted to answering the following question: “How do we appropriately handle special situations so that all students can participate meaningfully in Minnesota’s state testing program?” Please refer to Chapter 7 of this manual for information on assessing students in special circumstances and situations. American Institutes for Research (AIR) will provide a copy of this manual for every public school district and public school in Minnesota. View an electronic copy on the General Resources page of the Minnesota Assessments portal (http://www.mnstateassessments.org/resources/?section=1). There are several ways to use this manual: • Keep an electronic copy on your computer and make frequent use of the Find function (Ctrl-F, Command-F). • Print some of the lists to use as checklists. • Make copies of forms in the appendices that you might need this year. • Use the MDE Contacts page in the front of the manual to find someone who can help you. • Use the Important Dates pages in the front of the manual to schedule testing in your district and make sure you do not miss an important event. We have tried to make this manual as definitive as possible, and procedures in this manual should be followed. However, we realize that with both upcoming ESEA changes and suggestions we receive from those who use this manual, there will always be future versions of this manual. December 2013 19 2013–2014 Procedures Manual Service Providers American Institutes for Research (AIR) is the service provider for Minnesota assessments, including • Mathematics Optional Local Purpose Assessment (OLPA) • Title I assessments: Reading, Mathematics and Science Minnesota Comprehensive Assessments (MCA); Reading and Mathematics Minnesota Comprehensive AssessmentsModified (MCA-Modified); and Reading, Mathematics and Science Minnesota Test of Academic Skills (MTAS) • GRAD retests: Reading, Mathematics and Written Composition Graduation-Required Assessments for Diploma (GRAD) AIR’s responsibilities include providing technical assistance for developing, administering, scoring and reporting the assessments to inform and improve high-quality instruction and support successful outcomes for every student. AIR has subcontracted with Data Recognition Corporation (DRC) to support some components of the Minnesota Assessments. DRC’s main responsibilities include printing, shipping and scoring paper tests. Please contact the Help Desk with questions: • Email: [email protected] • Phone: 1-877-215-8749 o Press 1 for questions on online testing, AIR systems, and login information. o Press 2 for questions for DRC on paper assessments and shipping procedures. • Fax: 1-877-218-7663 • Hours of operation: o September–May: Monday through Friday, 7:00 a.m. to 6:00 p.m. o June–August: Monday through Friday, 7:00 a.m. to 4:30 p.m. o Saturdays during the Reading and Mathematics GRAD retest window, 7:00 a.m. to noon Minnesota is a member of the World-Class Instructional Design and Assessment (WIDA) Consortium. As a member, Minnesota districts administer the ACCESS for ELLs and Alternate ACCESS for ELLs assessments to all English learner (EL) identified students in grades K–12. ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-toState for English Language Learners. WIDA is the service provider for the ACCESS for ELLs and Alternate ACCESS for ELLs. WIDA has subcontracted with MetriTech to support some components of these assessments. MetriTech’s main responsibilities include printing, shipping and scoring paper tests. Please contact the appropriate Help Desk with questions: • Email: o MetriTech: [email protected] o WIDA: [email protected] December 2013 20 2013–2014 Procedures Manual • • Phone: o MetriTech: 1-800-747-4868 (ask for WIDA support) o WIDA: 1-866-276-7735 Hours of operation: o Monday through Friday, 8:00 a.m. to 5:00 p.m. Information for New District Assessment Coordinators In addition to this Procedures Manual, there are many resources available on the MDE website and Minnesota Assessments portal for new District Assessment Coordinators. In particular, new District Assessment Coordinators should review the New District Assessment Coordinator Information on Accessing Systems and Resources. View this document on the Test Administration page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html). This document describes the steps that must be completed in order to be listed as the DAC contact for your district and how to get login information for AIR, WIDA, and MetriTech. It also provides an overview of the process for gaining access to MDE secure systems (see next section for additional information) and provides references to available resources. MDE’s Secure Systems MDE’s secure systems that are related to assessment include Test WES, Assessment Secure Reports (formerly MDE Secured Reports), Graduation Requirements Records (GRR) system, MARSS WES and Student Identity Validation Interface. Access all of these sites via the Data Submissions page of the MDE website (http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html). Below is a description of the general process for requesting access to a secure MDE system; detailed instructions are included on the Data Submissions page of the MDE website. For any questions about access to MDE secure systems, please contact [email protected]. 1. Your superintendent (or charter school director) must authorize your access by completing and faxing the applicable superintendent’s permission/authorization form to MDE. There are separate authorization forms for each system on the applicable Data Submissions pages. 2. If you have not previously created an MDE account, then you will need to create one. You will use this same login information for all MDE systems you will request access for. 3. Once your superintendent has faxed the applicable forms and you have an MDE account, you must request access to each secure system (e.g., Test WES) by logging in to the secure site you want to enter and selecting “Request Access.” o You must actively log in and request access—access is not automatically granted after the superintendent submits the form. o Access must be requested separately for each secure system. 4. If access is granted, you will receive an email confirming that you now have access. Please allow from one to five business days for approval. December 2013 21 2013–2014 Procedures Manual 5. If you have access to one secure system (like Test WES) and need access to another secure system (like the GRR system), choose the site from the Data Submissions page, and follow the instructions starting with Step 3. Note: District Assessment Coordinators who have been granted access to Test WES automatically have access to the Assessment Secure Reports (formerly MDE Secured Reports) and the authorization form does not need to be completed. Each district determines which staff has access to the various MDE systems and what their user roles in the systems will be. Superintendents must annually review who has access for their district. All persons with access need to be re-authorized, and any staff who no longer should have access must be indicated in order to have their access removed. Please email [email protected] for information on staff who currently have access in your district. Please see Chapter 9 for more information about how Test WES, MARSS WES and the Student Identity Validation Interface are used for assessment purposes; the GRR system is described in Chapter 2 and Assessment Secure Reports (formerly MDE Secured Reports) is described in Chapter 10. User guides or other help documents are also available within the systems for additional help. New for 2013–2014 The symbol indicates significant additions or revisions to the 2013–2014 edition of this manual. In the case of new assessments, we simply used the new symbol where the assessment was introduced. The procedures. symbol is used to indicate clarifications of existing policies and A number of changes for this year are listed below. This list highlights the major changes for this year, but districts must read this manual for further details related to all the changes. Assessments • Spring 2014 is the first operational administration of the grade 11 Mathematics MCA-III (online and paper administration mode available), grade 11 Mathematics MCA-Modified (online administration only), and grade 11 Mathematics MTAS aligned to the 2007 Minnesota Academic Standards. • Spring 2014 is the last year of administration of all grades of the Reading and Mathematics MCA-Modified. MCA-Modified will no longer be offered in spring of 2015 or after. • There is no GRAD component embedded in the grade 11 Mathematics MCA. • Based on the revisions to Minnesota Statute 120B.30, the graduation assessment requirements have changed and students are no longer required to pass the GRAD. These changes are incorporated throughout the manual, especially in Chapter 2, but the new symbol is not used for every change. Please see Graduation Assessment Requirements in Chapter 2 for the changes. • Reading and Mathematics GRAD are available to students every month retest windows are available with the elimination of the six week remediation requirement. • Reading and Mathematics GRAD retests are no longer offered in September and January. December 2013 22 2013–2014 Procedures Manual • The grade 9 Written Composition GRAD administration is no longer offered because these students will meet graduation assessment requirements through the career and college assessments which will include a writing component. • For 2013–2014, Written Composition GRAD retests are offered in November and April; a July retest is no longer available. All students eligible for the Written Composition GRAD retest may participate in the April retest administration (the April administration is no longer only for grade 12 students). • The Minnesota Alternate Assessment: Writing can continue to be used as the alternate assessment to meet graduation assessment requirements in writing as determined by the IEP or 504 plan team. However, results from the Minnesota Alternate Assessment: Writing are no longer entered into the Data Entry Interface; instead, results will be kept on file at the district, and the Pass at Individual Rate must be indicated for writing for the student in the Graduation Requirements Records (GRR) system. • For ACCESS for ELLs, the administration format has changed for the Listening test, and WIDA has clarified policy around the administration time allowed for the Reading and Writing tests. • o Beginning in 2013–2014, the listening items for the Listening test are pre-recorded for all tiers in grades 1–12 and provided to schools on CD or available through streaming audio. Rather than listening to the test administrator read the scripted items, the students will listen to a recording. Districts can decide to use the CD or stream the audio as appropriate by student or groups of students. o The Reading test is untimed, but the estimated administration times have been updated. The test is designed to take no more time than indicated in the test administration materials, but Test Administrators may use their judgment to extend more time to a student who will productively use a reasonable amount of additional time to complete the test. o The Writing test is a timed test, and students may not exceed the time allowed. Beginning in 2014, uncontracted Braille versions of the Reading and Writing ACCESS for ELLs tests are available for order for English learners who have some proficiency in reading Braille and who have this accommodation indicated in their IEP. Administration • For OLPA, the Test Monitor and Student Directions are now available in the same format as the directions for the Title I online assessments. A Student Directions presentation is available to project to students prior to test administration in addition to the instructions for Test Monitors in the Test Monitor Directions. • 2013–2014 is the last year districts will be able to choose paper administration mode for the Reading and Mathematics MCA. Beginning in 2014–2015, these assessments will be available in online administration mode only (paper accommodations will still be available). • Beginning this spring, the Data Entry Interface will open one week prior to the MTAS testing window to allow for earlier entry of Learner Characteristics Inventory (LCI) data. However, MTAS tasks cannot be administered and scores cannot be entered until the MTAS testing window opens. December 2013 23 2013–2014 Procedures Manual • There are no longer state-assigned test and make-up dates for paper administrations of the high school Reading and Mathematics MCA. Districts determine their testing schedule within the testing window following the requirement that all schools within the district administer the same segment(s) to a given grade on the same day. • Title pages appear at the beginning of each reading passage in the online Reading MCA, and students should pause on the title pages if they will not have time to complete all items associated with the next passage. • For 2013–2014, fewer reading passages will be used in the paper and online Reading MCA, and each passage will have more items associated with it compared to the 2012– 2013 administration. • The estimated times for administration of the grade 11 mathematics assessments are potentially high estimates because this year will be the first administration of the grade 11 Mathematics MCA and MCA-Modified. • There are no segments in the online grade 11 Mathematics MCA and MCA-Modified. Students may use a calculator on the entire test, and handheld calculators may be used. See the Calculator Use section in Chapter 8 for guidelines related to the use of handheld calculators, especially the policy for calculator memory clearing. • For grade 10 Reading MTAS, the scores for the majority of students should be entered into the Data Entry Interface by Friday, April 25, so that technical work related to scoring and equating can be completed in time for the high school early results release. • In order to provide early results for high school, completed answer documents for paper administrations of the grade 10 Reading MCA and grade 11 Mathematics MCA should be returned on the Friday after the initial test date(s) in your district but must be returned no later than April 29. Answer documents from make-up days may be sent in a separate shipment but answer documents shipped after April 29 will not be included in early results. • For the November and April Written Composition GRAD retest administrations, districts must confirm for each administration if they will participate. If they do not indicate participation during Supplemental Information, no regular test materials or preprinted answer documents will be automatically sent for Written Composition GRAD retests. • For ACCESS for ELLs, a 5 percent overage of student test booklets is automatically included in the test materials shipment. Based on quantities of unused test materials from past years, the amount of automatic overage has been reduced from 10 percent to 5 percent. • For ACCESS for ELLs and Alternate ACCESS for ELLs, Test Administrators need to have access to the one set of test materials (including the Test Administrator’s Script) for the grade level cluster(s) that they are administering to prepare for administration. In addition, for the Listening test, the Test Administrator also must check the speaker and CD player or Internet connection prior to testing to confirm that the listening items are audible. • For grades 1–12 of the ACCESS for ELLs, MDE usually requires annual recertification of Test Administrators for the speaking domain only, but because there are significant changes to the administration and delivery of the Listening test in 2014, recertification for every Test Administrator for the group-administered tests (reading, writing, and listening) is required as well. December 2013 24 2013–2014 Procedures Manual • The Test Security Notification Form has been updated this year to more effectively collect information from districts. Scoring and Reporting • The valid score rules for grade 11 Mathematics MCA and MCA-Modified are now the same as grades 3–8 and reading. Students must respond to 90 percent of the total number of items in the assessment to receive a valid score (VS). Students responding to six or more items but fewer than 90% receive a not complete (NC) score code. Students responding to fewer than six items receive a not attempted (NA) score code. • In addition to Reading and Mathematics GRAD retests and online administrations of the grades 3–8 Mathematics MCA and Mathematics OLPA, the following assessments will have immediate results available in 2013–2014: o Responses entered into the Data Entry Interface for grades 3–8 Mathematics MCA o Online administrations of grades 3–8 and 10 Reading MCA o Online administrations of and responses entered into the Data Entry Interface for grades 5, 8, and high school Science MCA • If a district does not make a correction in MARSS during Posttest Editing, there is no way to remove an invalid (INV) score code after Posttest Editing for cases where students’ EL and/or special education designations in MARSS are incorrect (e.g., student took the ACCESS for ELLs but was not EL-identified in MARSS). The request for rescore process cannot be used to change the code since rescores are used only to verify the correct score and not change a score code. • Because standards need to be set for the grade 11 Mathematics MCA, MCA-Modified and MTAS this year, early student-level results, graduation letters, and rosters for grade 11 mathematics will not be available until final results are released. • Reporting of progress scores for the grades 3–8 Reading MCA-III on the Individual Student Reports (ISRs) will start in 2014, as progress scores are most interpretable when two or more years of results for a student can be reported. • Districts can access percentile growth charts on the Data Dashboard on the WIDA website to determine how ELs’ growth in language acquisition ranks relative to other students. See Chapter 10 for further information and the state login and password. MDE Systems • Superintendents/executive directors must annually review who has access to MDE secure systems for their district. All persons with access need to be re-authorized, and any staff who no longer should have access must be indicated in order to have their access removed. • The Limited English Proficient (LEP) indicator in MARSS has changed to EL (English Learner); references in this manual will also use EL. • The reports currently under MDE Secured Reports (accessed through the Data Reports and Analytics page) will be moving to a new page under the Data Center heading called “Secure Reports.” These reports will also be organized under different report headings. At December 2013 25 2013–2014 Procedures Manual the time of this manual’s publication, the release date and updated links on the website are not available. Further information will be provided in the Assessment Update. The following reports will be available under the Assessment Secure Reports heading: District and School Student Results (DSR and SSR), Graduation Data List, Growth Detail and Summary, Prior Performance Report for MCA-Modified Participation, Student Assessment History Report, and Test Results Summary reports. • The Graduation Requirements Records (GRR) system has been updated to collect the additional tests students can use to meet graduation assessment requirements (ACT, WorkKeys, Compass, ASVAB, and district-determined equivalent assessments). Districts also request reimbursement through the GRR system but the validation of reimbursements will be handled through a separate system. • The Graduation Data List has been updated to include notations when a student’s record in the GRR system indicates that the graduation assessment requirement has been met through one of the alternate routes for GRAD or through the ACT, WorkKeys, Compass, ASVAB, or a district-determined equivalent assessment. • In 2013–2014, districts can determine the test administration mode (paper or online) in Test WES for the grade 11 Mathematics MCA (in addition to the grades 3–8 Mathematics MCA and grades 3–8 and 10 Reading MCA). It will default to the test administration mode indicated in Test WES last year. Note: until this year, districts did not need to choose the test administration mode for mathematics in high schools, so for the majority of high schools the test administration mode for mathematics may be defaulted to online. • A downloadable file is available on the Precode Student Eligibility screen (where the MARSS/SSID number is entered) that shows any manually added or changed records in your district for the current year; this file can be used to help determine which manually added records should be deleted after MARSS is up to date. • For students who change grades and have no new test eligibility, the student’s prior eligibility will be removed from the precode files and removed in AIR’s systems if the student is enrolled in grades 3–12. • The Student Assessment History report allows districts to look up the individual student testing history for any student who has been enrolled in their district during the current school year. The student test history look up is on an individual basis by MARSS number. Now that this report available, the Request for Test Scores for Students No Longer Enrolled form in Appendix A should only be used for students who are not enrolled (e.g., “super seniors” who have completed all coursework but still need to meet graduation assessment requirements). • For 2013–2014, the grades 3–8 embargoed final mathematics summary results will initially be available in the School Improvement Assessment Reports rather than through Test Results Summary. This is because test results cannot be released in Test Results Summary until all grades for the subject are available and grade 11 results are released later due to standard setting. • The Data for Parents and Educators section of the website is being enhanced and replaced by a new page called the Minnesota Report Card. The Minnesota Report Card page currently allows tablet and mobile device users to access the public reports. When the Minnesota Report Card is released on the MDE website, all users will access public results December 2013 26 2013–2014 Procedures Manual through the Minnesota Report Card rather than the current Data for Parents and Educators page. Clarifications and updates between publications of this Procedures Manual will be published in the weekly Assessment Update. DACs indicated in MDE-ORG and superintendents automatically receive the weekly Assessment Update. Other interested district staff may email their name, email address, and district name and number to [email protected] to receive the newsletter. Comments and suggestions for improvements in the Minnesota Assessments testing procedures are valuable to the growth and effectiveness of the testing program. The Minnesota Department of Education and our service providers continually work to improve testing procedures for future administrations. To send a comment to MDE, use the Comment Form in Appendix A or email [email protected]. December 2013 27 2013–2014 Procedures Manual Chapter 2 — Minnesota Assessments Overview This chapter focuses on the assessments available in the Minnesota Assessment system and taken by Minnesota students. First, it discusses the purpose behind the Minnesota Assessment System. Next, it gives an overview of the Minnesota assessments, with emphasis on the Title I and Title III assessments and the graduation assessment requirements. Then the chapter outlines other assessments some Minnesota students may take in 2013–2014, such as ACT’s EXPLORE and PLAN and the National Assessment of Educational Progress (NAEP). The process of building an assessment in the state of Minnesota from test development to standard setting has been moved to Appendix B. Purpose of the Minnesota Assessment System The Minnesota Assessments program has three purposes: 1. To measure achievement towards meeting the Minnesota Academic Standards and to measure progress towards meeting Minnesota’s standards for English language development. Each assessment is designed to measure student performance on the academic or language development standards identified in its test specifications. 2. To provide information for Minnesota graduates related to career and college readiness. Minnesota expects its high school graduates to demonstrate the skills and knowledge necessary for success beyond high school. Based on the revisions to Minnesota Statute 120B.30, the graduation assessment requirements have changed. These requirements will be discussed in detail later in this chapter. 3. To measure the academic progress of students over time. Minnesota has implemented two complementary approaches to measuring academic progress of students across time. Starting in 2007, the year-to-year progress of each student and cohort of students on the Reading and Mathematics MCA-II was reported on a uniform score metric (the Progress Score) that spanned grades 3–8. The deployment of the Mathematics MCA-III in 2011 and Reading MCA-III in 2013 have required creation of new progress scales that are not directly comparable to the original MCA-II Progress Score. The Progress Score is included in the District and School Student Results (DSR and SSR) files and is printed on the Individual Student Report (ISR) in grades 3–8; it only includes data from MCA-III tests. The Reading MCA-III Progress Score will be reported for the first time in 2014 when two years of individual score data are available. Teachers and administrators can use Progress Scores when making instructional decisions. With input from educators, the Minnesota Department of Education has also created a growth model. Minnesota’s Growth Model helps parents and educators compare each student’s year-to-year achievement change against that of students who began the year at equivalent achievement levels. Refer to Chapter 10 for additional information about growth. December 2013 29 2013–2014 Procedures Manual Title I Accountability Assessments for the Elementary and Secondary Education Act (ESEA) — Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) The Title I section of ESEA requires that all public school students be assessed in grades 3–8 and once in high school in reading and mathematics for Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR). In 2013–2014, the Minnesota Comprehensive Assessments (MCA), the Minnesota Comprehensive Assessments-Modified (MCA-Modified) and the Minnesota Test of Academic Skills (MTAS) in reading and mathematics are used to meet this federal requirement. ESEA also requires that students be assessed in grades 5, 8, and once in high school in science but science assessment results are not included in AYP proficiency or MMR calculations. However, student participation in the assessment is calculated. Grade 5 and grade 8 science use a participation calculation that parallels the AYP participation calculations for reading and mathematics. The high school calculation is the same except that only students with a matching assessment are included in the calculation. Minnesota public districts and schools, including charter schools, are required to assess all students in the required grades who are enrolled in the district during the state’s accountability window. Students take one test in each subject as shown in Table 1. Most students take the MCA, but students who receive special education services and meet alternate assessment eligibility criteria may take the MCA-Modified or the MTAS. Table 1. Title I Accountability Assessments in 2013–2014 Subject Reading Mathematics Science Assessments • Minnesota Comprehensive Assessment (MCA) OR • MCA-Modified OR • Minnesota Test of Academic Skills (MTAS) • Minnesota Comprehensive Assessment (MCA) OR • MCA-Modified OR • Minnesota Test of Academic Skills (MTAS) • Minnesota Comprehensive Assessment (MCA) OR • Minnesota Test of Academic Skills (MTAS) The Title I accountability assessments are aligned to the Minnesota Academic Standards. As standards are revised, a new series of assessments is developed to align with those standards. Table 2 shows the current Title I accountability assessments, the academic standards to which they are aligned and the administration mode in which they can be administered. In MDE’s official documents and test data, the series number is always added—at least in the initial reference—to indicate the set of academic content standards that are being measured (e.g., MCA-III to designate the mathematics academic standards adopted in 2007). Beginning in 2013–2014, the grade 11 mathematics assessments align to the 2007 academic standards. December 2013 30 2013–2014 Procedures Manual Table 2. 2013–2014 Title I Accountability Assessments and Corresponding Academic Standards and Administration Mode Mode Test Subject Grades Academic Standards Alignment MCA-III Reading MCA 3–8, 10 2010 Standards MCA-III Mathematics MCA 3–8, 11 2007 Standards 2009 Standards N/A 5, 8, 9–12 32 Paper Online MCA-III Science MCA MOD-III Reading MCA-Modified 5–8, 10 2010 Standards N/A MOD-III Mathematics MCA-Modified 5–8, 11 2007 Standards N/A MTAS-III Reading MTAS 3–8, 10 2010 Standards * * MTAS-III Mathematics MTAS 3–8, 11 2007 Standards * * MTAS-III Science MTAS 5, 8, 9–1232 2009 Standards * * * Paper test materials used for individual administration; online score entry only. Beginning in 2014–2015, there will be changes to the reading and mathematics assessments used to meet ESEA Title I requirements. As a result of U.S. Department of Education regulations that require states to discontinue alternate assessments based on modified achievement standards, MCA-Modified will no longer be offered in spring of 2015 or thereafter. In addition, the revisions to Minnesota Statute 120B.30 require that career and college assessments are implemented (beginning in 2014–2015) and that the grades 3–7 assessments are online, off-grade adaptive assessments (beginning in 2015–2016). • In order to implement the career and college assessments in 2014–2015, students in grades 8, 10, and 11 will be taking the MCA as well as the career and college assessments because the career and college assessments must be federally approved to meet ESEA Title I requirements. Because the career and college assessments cannot be approved to meet ESEA Title I requirements prior to the first administration, students must take a test that is already approved in addition to the new career and college assessments. • In order to implement the grades 3–7 online, off-grade adaptive assessments in 2015– 2016, the Reading and Mathematics MCA will be available only in the online administration mode beginning in 2014–2015. Table 3 provides a high-level overview of these changes. Additional details about the changes to the Minnesota Assessment System will be provided as they are determined. 32 The high school Science MCA or Science MTAS is given to students in the year they complete their instruction in life science, usually in a biology course. December 2013 31 2013–2014 Procedures Manual Table 3. Title I Accountability Assessments and Changes to the Minnesota Assessment System by Year Assessments Title I Accountability Reading and Mathematics Title I Accountability Science 2013–2014 Grades 3–8, 10, 11 MCA OR MCA-Modified 33 OR MTAS Grades 5, 8, and HS MCA OR MTAS 2014–2015 Grades 3–8, 10, 11 MCA 34 OR MTAS 35 AND Students taking MCA in grades 8, 10, and 11 Career and College Assessments 36,37 Grades 5, 8, and HS MCA OR MTAS 2015–2016 Grades 3–7 MCA OR MTAS Grades 8, 10, 11 Career and College Assessments37,38,39 OR MTAS Grades 5, 8, and HS MCA OR MTAS Minnesota Comprehensive Assessments (MCA) The primary purpose of the Minnesota Comprehensive Assessments is to measure achievement on the Minnesota Academic Standards. Districts and schools use the results to inform curriculum decisions. Parents use the results to monitor the academic progress of their children over the years. For 2013–2014, districts decide at a school level which administration mode—online or paper—of the Mathematics MCA and Reading MCA will be administered. Beginning in 2014–2015, these assessments will be available in online administration mode only (paper accommodations will still be available). 33 MCA-Modified is available in grades 5–8, 10, and 11. 34 Beginning in 2014–2015, the Reading and Mathematics MCA will be available in online administration mode only; paper accommodated test materials will still be available. 35 In 2014–2015, if students are eligible for the MTAS in grades 8 (both reading and mathematics), grade 10, or grade 11, they will only take the MTAS one time and will not participate in the career and college assessments. 36 In 2014–2015, students in grades 8, 10, and 11 will take both the MCA and the career and college assessments. 37 The career and college assessments also include a writing component. The career and college assessments administered to meet Title I requirements may also be used to meet graduation assessment requirements. 38 Availability of these assessments assumes federal approval following 2014–2015 administration. 39 Beginning in 2014–2015, it may be necessary to augment the career and college assessments in order to fully assess students on the Minnesota Academic Standards required for accountability. December 2013 32 2013–2014 Procedures Manual The grades 3–8 and 10 Reading MCA-III assessments are aligned to the 2010 Minnesota Academic Standards. Districts choose the administration mode (paper or online) by school. • The online grades 3–8 and 10 Reading MCA assessments contain traditional multiplechoice items along with technology-enhanced items where students use the computer to manipulate reading content, such as demonstrating a sequence of actions or events, making connections between a cause and its effect, and choosing supporting details of a main idea. • Students taking the assessment online are able to pause at different points in the test and return to complete the test at a later time. However, all items associated with a passage are on the same page, and students must complete all items associated with the passage before pausing. • Title pages appear at the beginning of each passage in the online assessment, and students should pause on the title pages if they will not have time to complete all items associated with the next passage. Note: for 2013–2014, fewer reading passages will be used, and each passage will have more items associated with it compared to the 2012– 2013 administration. • If there are two passage titles on the title page, the next set of items is associated with a text set, which means there will be two paired passages (or “selections” as they are referred to in the test). Items for text sets can be listed in any order in relation to the presentation of selection 1 and selection 2. Text sets may also appear in the paper administration. • For 2013–2014 only, schools with limited computer capacity have the option to give the Reading MCA using the paper administration mode. The paper assessment is divided into four segments and contains only multiple-choice items. As with the online assessment, for 2013–2014, fewer reading passages will be used, and each passage will have more items associated with it compared to the 2012–2013 administration. The grades 3–8 and 11 Mathematics MCA-III assessments are aligned to the 2007 Minnesota Academic Standards. Districts choose the administration mode (paper or online) by school. • The online grades 3–8 Mathematics MCA are adaptive assessments. This means that the test adjusts to each student’s skills. Every time a student answers a question, her or his response helps determine the next question the student must answer. This testing method provides a more precise measure of students’ skills and knowledge. Although each student answers different test questions, the adaptive Mathematics MCA assesses only the standards for that grade level. • The online grades 3–8 and 11 assessments contain traditional multiple-choice items along with technology-enhanced items where students use the computer to select one or more points on a graphic, drag and drop a graphic from one location to another or manipulate a graph. • Students taking the assessment online are able to pause at different points and return to complete the test at a later time, have access to an online calculator when allowed, and use easily accessible online formula sheets. December 2013 33 2013–2014 Procedures Manual • Students have one opportunity to take the online Mathematics MCA during the spring testing window, and this score is used for final reports and accountability. Districts have the option of administering the grades 3–8 Optional Local Purpose Assessment (OLPA) earlier in the school year for instructional purposes, prior to the administration of a Title I mathematics assessment in the spring for accountability purposes. Further information about OLPA is included in the Other Tests section later in this chapter. • For 2013–2014 only, schools with limited computer capacity have the option to give the grades 3–8 and 11 Mathematics MCA using the paper administration mode. The paper assessment is divided into four segments. The paper Mathematics MCA contains only multiple-choice items for grades 3 and 4; the grades 5–8 and 11 Mathematics MCA also contains gridded-response items where students must compute the correct answer and enter it. • All mathematics items in both online and paper administration modes are designed to be accessible to English learners. The Science MCA-III is an online assessment aligned to the 2009 Minnesota Academic Standards. The Science MCA is an online assessment administered in grades 5, 8 and once in high school. • Students in grades 9–12 are required to take the Science MCA (or Science MTAS) once in high school. o The high school Science MCA covers the grades 9–12 Minnesota Academic Standards in Life Science (Strand 4) and the Nature of Science and Engineering (Strand 1) in the context of life science. o Students in grades 9–12 who are enrolled in a life science/biology course or have received instruction on all Strand 4 and Strand 1 standards related to life science during the school year are expected to take the high school Science MCA. o Students who transfer to your district and have completed life science coursework in a previous district will not take the high school assessment in your district. However, students who are re-taking their life science/biology course must take the Science MCA again, even if they took it previously. • The Science MCA is available only in the online administration mode (but paper accommodated test materials are available). It contains traditional multiple-choice items along with technology-enhanced items where the student uses the computer to create a graph or data table, click on a hot spot or drag images or words into designated response areas. • Students taking the assessment are able to pause at different points in the test and return to complete the test at a later time. However, items associated with a scenario appear on multiple pages. All of the information a student needs to answer the item(s) appears on the page he or she is viewing but the content is related across pages within the scenario. Even though a student could pause after completing all items on a given page, MDE recommends that a student complete all items associated with the scenario before pausing. Title pages appear at the beginning of the scenario, and students will know when they have completed a scenario when they see the title page for the next scenario. December 2013 34 2013–2014 Procedures Manual Minnesota Comprehensive Assessments-Modified (MCA-Modified) The MCA-Modified is an alternate assessment based on modified achievement standards that is positioned between the MTAS and the MCA. The MCA-Modified is an online assessment available in reading and mathematics in grades 5–8, 10 and 11. It measures achievement on the Minnesota Academic Standards, but achievement standards for this assessment have been set separately from the MCA. Participation in the MCA-Modified is limited to persistently low-performing students receiving special education services whose Individual Education Program (IEP) team determines that they meet the eligibility requirements for the test. Additional information can be found in Chapter 5 — Alternate Assessment Eligibility Information. This is the last year the Reading and Mathematics MCA-Modified will be administered. U.S. Department of Education regulations require states to discontinue alternate assessments based on modified achievement standards at the end of the 2013–2014 school year. All MCA-Modified items are multiple-choice. The MCA-Modified items and passages have been adapted to increase their accessibility for students with disabilities. Here are some examples of the modifications: • Answer options reduced in number from four to three • Reading passages with fewer words, lower readability ranges and test items grouped with the applicable part of the passage • Additional graphics on math items • Formulas frequently included with math items • Key words bolded The grades 5–8 and 10 Reading MCA-Modified are aligned to the 2010 Minnesota Academic Standards and are only available in the online administration mode (but paper accommodated test materials are available). Passages are divided into parts and the parts appear on separate pages in the online test. Items associated with each part of a passage appear on the same page. At the end of a passage, the entire passage may be shown once again with one or more items that relate to the passage as a whole. Even though a student could pause after completing all items on a given page, MDE recommends that a student complete all items associated with the passage before pausing. All of the information a student needs to answer the item(s) appears on the page he or she is viewing but the content is related across pages within the passage. Title pages appear at the beginning of the passage, and students will know when they have completed a passage when they see the title page for the next passage. The grades 5–8 and 11 Mathematics MCA-Modified are aligned to the 2007 Minnesota Academic Standards and are only available in the online administration mode (but paper accommodated test materials are available). Students are able to pause at different points in the test and return to complete it at a later time, have access to an online calculator when allowed, and use an easily accessible online formula sheet. Minnesota Test of Academic Skills (MTAS) The MTAS is a performance-based assessment in reading, mathematics and science for students with the most significant cognitive disabilities and is available in every grade in which the MCA is December 2013 35 2013–2014 Procedures Manual available. It is an alternate assessment based on alternate achievement standards that feature substantial reductions in the complexity of the academic content standards. MTAS administration materials include Task Administration Manuals, Presentation Pages and Response Option Cards that incorporate the use of pictures, symbols or objects. Participation in the MTAS is limited to students whose IEP team determines that the student meets the eligibility requirements for the test. Additional information can be found in Chapter 5, Alternate Assessment Eligibility Information. The same grade-level considerations for the Science MCA apply in the determination of which high school students will take the Science MTAS. The Science MTAS should be administered when the high school student receives instruction in the life science standards. While some students with significant cognitive disabilities may not be enrolled in a course called Life Science or Biology, they should have access to the general education curriculum, which includes instruction in life science. The IEP team determines the most appropriate year for a high school student to take the Science MTAS. MTAS scores for each subject and student must be entered by the district into the online Data Entry Interface. The entry of student MTAS scores into the Data Entry Interface is how student responses are recorded and scored in order to report student results. Before scores for the MTAS can be entered, the Learner Characteristics Inventory (LCI) must be entered and submitted for each student. • The LCI is a research tool developed by the National Alternate Assessment Center (NAAC). The purpose of the LCI is to better understand the learning characteristics of students participating in alternate assessments based on alternate achievement standards. It is an instrument that helps Minnesota answer validity questions and extends our knowledge of the assessment population to ensure that the test is designed appropriately for students with the most significant cognitive disabilities; it also ensures that the intended population is participating in the test. The LCI form is available in Appendix A of this manual. • Beginning this spring, the Data Entry Interface will open one week prior to the MTAS testing window to allow for earlier entry of Learner Characteristics Inventory (LCI) data. However, MTAS tasks cannot be administered and scores cannot be entered until the MTAS testing window opens. Title III Assessments for Elementary and Secondary Education Act (ESEA) — Annual Measurable Achievement Objectives (AMAO) ESEA requires that all English learners be assessed in grades K–12 in English language proficiency to measure Annual Measurable Achievement Objectives (AMAO). The Assessing Comprehension and Communication in English State-to-State for English Language Learners (ACCESS for ELLs) and Alternate ACCESS for ELLs developed by the multi-state World-Class Instructional Design and Assessment (WIDA) Consortium are used to meet this federal requirement and determine state English learner funding for districts. See Table 4 for an overview of the language domains and grade-level clusters. English learner (EL) refers to a student who is identified in MARSS as eligible for participation in English as a Second Language (ESL) or Bilingual Education programs. December 2013 36 The English learner 2013–2014 Procedures Manual indicator in MARSS has been updated to EL (English learner) from LEP (Limited English Proficient). Table 4. 2013–2014Title III Accountability Tests Test Language Domains Grade-Level Clusters ACCESS for ELLs Reading, Writing, Listening and Speaking K 1–2 3–5 6–8 9–12 Alternate ACCESS for ELLs Reading, Writing, Listening and Speaking 1–2 3–5 6–8 9–12 ACCESS for ELLs The ACCESS for ELLs is an English language proficiency assessment based on the Minnesota Standards for English Language Development, developed by the WIDA Consortium. There are four language domains addressed by the ACCESS for ELLs: reading, writing, listening and speaking. The test is available in five grade-level clusters: grades K, 1–2, 3–5, 6–8 and 9–12. Alternate ACCESS for ELLs Alternate ACCESS for ELLs is an individually administered English language proficiency assessment developed specifically for English learners who have significant cognitive disabilities severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. The Alternate ACCESS for ELLs is based on WIDA's Alternate Model Performance Indicators (AMPIs), which have been developed to augment WIDA's existing English Language Development Standards to allow English Learners with significant cognitive disabilities to demonstrate language growth. There are four language domains addressed by the Alternate ACCESS for ELLs: reading, writing, listening and speaking. The test is available in four grade-level clusters: grades 1–2, 3–5, 6–8 and 9–12. Currently, the Alternate ACCESS for ELLs is not available for kindergarten. Graduation Assessment Requirements In order to be eligible for a diploma from a Minnesota public high school, all students must fulfill graduation assessment requirements in writing, reading, and mathematics. Based on the revisions to Minnesota Statute 120B.30, the graduation assessment requirements have changed. Since this entire section has been re-written to address the changes, the “new” symbol will not be used to note all of the changes. There are different routes to meeting graduation assessment requirements depending on what year students were first enrolled in grade 8. Districts will determine what routes will be offered and used to meet the graduation assessment requirements. Table 5 provides an overview of the requirements and they will be discussed in greater detail in this chapter. December 2013 37 2013–2014 Procedures Manual Note: even with all of the legislative changes, for accountability purposes students in grades 10 and 11 must still participate in Title I accountability assessments as described earlier in this chapter, even if they have already met their graduation assessment requirements. Table 5. Routes to Meeting Graduation Assessment Requirements Student first enrolled in grade 8 through 2009–10 Meet or have met graduation assessment requirements through Graduation-Required Assessments for Diploma (GRAD) in writing, reading, and mathematics by: achieving proficiency on high school Title I assessments; passing GRAD retests 40; and/or meeting GRAD alternate routes 41 OR Take or have taken ACT/ WorkKeys/Compass/ Armed Services Vocational Aptitude Battery (ASVAB) to meet requirements in writing, reading, and/or mathematics OR Have or receive score on equivalent assessment (district determined) to meet requirements in writing, reading, and/or mathematics Student first enrolled in grade 8 in 2010–11 or 2011–12 Meet or have met graduation assessment requirements through GRAD in writing, reading, and mathematics by: achieving proficiency on high school Title I assessments; passing GRAD retests40; and/or meeting GRAD alternate routes (except math alternate pathway)41 OR Take or have taken ACT/ WorkKeys/Compass/ ASVAB to meet requirements in writing, reading, and/or mathematics OR Have or receive score on equivalent assessment (district determined) to meet requirements in writing, reading, and/or mathematics Student first enrolled in grade 8 in 2012–13 and later Take Grade 8 Career and College Assessment (when available) AND Take Grade 10 Career and College Assessment POSSIBLY Take College Placement Diagnostic Assessment 42 AND Take Grade 11 College Entrance Assessment OR MTAS (for grades above) and Minnesota Alternate Assessment: Writing 43 Note: Students in grade 10 and below this school year will have the opportunity to participate in the career and college assessments beginning in 2014–2015 and will therefore take the assessment(s) needed to meet their graduation assessment requirements as part of the Minnesota Assessment System. Since students in grades 11 and 12 in 2013–2014 will not participate in the career and college assessments as part of the Minnesota Assessment System, they will need to meet their graduation assessment requirements through the GRAD or one of the other routes. MDE 40 Minnesota Alternate Assessment: Writing can still be administered to students who need an alternate assessment to meet requirements for written composition. 41 GRAD alternate routes refers to mathematics alternate pathway (for students enrolled in grade 8 through 2009–2010), individual passing score, ELL exemption, and pass other state (reciprocity). 42 Students not yet academically ready for a career or college based on their growth in academic achievement between grades 8 and 10 (as determined by performance on the grade 8 and 10 assessments) must take the college placement diagnostic exam before taking the college entrance exam in the spring. 43 To meet the writing graduation assessment requirements, students taking the MTAS will need to have the Minnesota Alternate Assessment: Writing completed for them once in grades 9–12. December 2013 38 2013–2014 Procedures Manual recommends prioritizing these groups of students as your district makes plans for what assessments will be offered. Students Enrolled in Grade 8 through 2011–2012 When choosing which assessment(s) to administer to fulfill graduation assessment requirements, the decision should be made on a student-by-student basis, determined by what is best for each student and their respective post-graduation goals. The intent is for districts to select the appropriate assessment(s) for each student, rather than implement a single, district-wide assessment for all students. If a student transfers into another district having taken some graduation-related assessments in their prior district, the new district will determine what will be used to meet graduation assessment requirements (especially for district-determined assessments) since it will issue the diploma. For example, if district A is using the ACCUPLACER as a district-determined equivalent assessment, and a student transferred in having taken another district-determined equivalent assessment (e.g., SAT), district A could decide to have the student take the ACCUPLACER or determine that the assessment the student took meets the graduation assessment requirements. GRADUATION-REQUIRED ASSESSMENTS FOR DIPLOMA (GRAD) Students enrolled in grade 8 through the 2011–2012 school year can continue to meet the graduation assessment requirements in reading, mathematics, and writing through the high school Title I assessments, GRAD retests, or GRAD alternate routes, which include: • • Earning a proficient score on a high school Title I assessment. If students are proficient (achieve Meets or Exceeds the Standards) on a grade 10 reading Title I assessment (MCA, MCA-Modified, or MTAS) or grade 11 mathematic Title I assessment (MCA, MCA-Modified, or MTAS), they have met their graduation assessment requirement for that subject. o There is no longer a GRAD component embedded in the grade 10 Reading MCA or grade 11 Mathematics MCA. Students who are not proficient can participate in GRAD retests or meet the graduation assessment requirements through one of the other routes outlined above or the GRAD alternate routes below. o See Students with IEPs and 504 Plans and Graduation Assessment Requirements in Chapter 5 for further information about MCA-Modified and MTAS. Earning a passing score on the Written Composition GRAD or Reading and Mathematics GRAD retests or have the Minnesota Alternate Assessment: Writing completed. o For the Written Composition GRAD retests, a student writes to one prompt, and his or her essay is assigned a score between 0 and 6 based on the rater’s overall (holistic) impression of the writing. A score of 3 or higher on the Written Composition GRAD is passing. The holistic scoring rubric used for scoring the Written Composition GRAD is included in the test specifications. o For the Reading and Mathematics GRAD retests, the passing score corresponds to a scale score of 50 (or above) on a scale score range of 15 to 85 for both Reading and Mathematics GRAD retests. o The Minnesota Alternate Assessment: Writing is the alternate assessment for the Written Composition GRAD. Students who have had this assessment completed for December 2013 39 2013–2014 Procedures Manual them have met the graduation assessment requirements for writing. See Students with IEPs and 504 Plans and Graduation Assessment Requirements in Chapter 5 for further information. • Meeting GRAD alternate routes, which includes the following (detailed information is provided under Alternate Routes to GRAD below): o Meet mathematics alternate pathway requirements (for students in grade 8 through 2009–2010 only) o Receive an individual passing score (for students on an IEP or 504 plan) o Receive an English Language Learner (ELL) exemption o Pass an accountability assessment from another state approved by MDE (reciprocity) It is a district decision whether individual students will meet graduation assessment requirements in reading, mathematics, and writing through the GRAD retests. While a district may choose not to include GRAD retests on the testing calendar, an individual student who is eligible for and requests a GRAD retest must be provided the opportunity to retest. Written Composition GRAD Retests The Written Composition GRAD retest is a paper assessment that requires students to write an essay in response to a prompt. For 2013–2014, Written Composition GRAD retests are available in November and April. The grade 9 Written Composition GRAD census administration is no longer offered. Students enrolled in grade 8 in 2012–2013 or later will no longer meet graduation assessment requirements through the GRAD assessments so they do not need to take the grade 9 Written Composition GRAD. Reading and Mathematics GRAD Retests The Reading and Mathematics GRAD retests are administered online and contain only multiplechoice items. Students who are not proficient on the grade 10 or 11 Title I accountability assessment will have opportunities to take the online GRAD retests every month retests are available (or as provided by district schedule) after final test results are available. Students who have obtained a passing score on a GRAD retest may not take it again. GRAD Remediation Although remediation is always recommended prior to retesting, there is no longer a remediation requirement and eligible students will be included in precode each month the retests are offered. However, for the mathematics alternate pathway, students must still participate in districtprescribed remediation; please see Alternate Routes for GRAD below for more information. Alternate Routes for GRAD In addition to the routes described previously in this section, there are additional routes for the GRAD that students can use to meet graduation assessment requirements. • Mathematics alternate pathway: Available only to students first enrolled in grade 8 up to school year 2009–2010; the mathematics alternate pathway is not available for December 2013 40 2013–2014 Procedures Manual students first enrolled in grade 8 in school year 2010–2011 or thereafter. The requirements for the mathematics alternate pathway are as follows: o Complete, with a passing grade, all state and local coursework and credits required for graduation by the school board granting the students their diploma. o Participate in district-prescribed academic remediation in mathematics. o Participate in the initial administration of a Title I mathematics assessment and in at least two Mathematics GRAD retests. Students who do not participate in an initial Title I mathematics administration will need to participate in at least three Mathematics GRAD retests. • Individual passing score set on the MCA, MCA-Modified, MTAS, or GRAD retest: If a student with an IEP or 504 plan does not fulfill the reading or mathematics graduation assessment requirement by being proficient (Meets or Exceeds Standards) on the Title I assessment or by achieving a scale score of 50 on a GRAD retest, the IEP or 504 plan team can establish an individual passing score. See Students with IEPs and 504 Plans and Graduation Assessment Requirements in Chapter 5 for further information. • ELL exemption: Students who are designated as EL in the MARSS system may be eligible for an exemption from the GRAD if they have been enrolled in any Minnesota school for less than four consecutive years. For more information, see English Learners and Graduation Assessment Requirements in Chapter 6. • Reciprocity: Students moving to Minnesota who are proficient on another state’s ESEA accountability assessment that is accepted by MDE may have that assessment count for graduation. Note: MDE will also accept reciprocity requests for students who took the ACT, Compass, WorkKeys, ASVAB, or district-determined equivalent assessment in another state. For more information, see Transfer Students from Another State in Chapter 7. ACT, WORKKEYS, COMPASS, AND ASVAB For students enrolled in grade 8 through the 2011–2012 school year, the revisions to Minnesota Statute 120B.30 also allow students to take the ACT assessment for college admission, the WorkKeys job skills assessment, the Compass college placement test, or the Armed Services Vocational Aptitude Battery (ASVAB) to meet graduation assessment requirements in reading, mathematics, and writing. For WorkKeys and Compass, students are only required to take the applicable subject(s) where they have not met the graduation assessment requirements. For WorkKeys and Compass, the following subject components are eligible for district reimbursement: • WorkKeys: Applied Mathematics, Business Writing, and Reading for Information. • Compass: Reading, Writing Essay, and Mathematics. ASVAB is a composite test, so students taking this test have met the requirements for all subjects. The ACT is also a composite test, but if a student has not met graduation assessment requirements for writing, the student must take the ACT Plus Writing. December 2013 41 2013–2014 Procedures Manual Students who take WorkKeys, Compass, ACT, or the ASVAB should provide proof that they have taken one of these assessments, such as the individual student report. There is not a specific score required for these assessments. In order to meet graduation assessment requirements through these assessments, the student must take the assessment prior to graduation; the intention to take the test in the future would not meet the graduation assessment requirement. However, students may be eligible to receive a diploma if they took these assessments prior to the legislative changes (note that in order to request reimbursement, the test must be administered after the end of the legislative session; see District Reimbursement below for further information). DISTRICT-DETERMINED EQUIVALENT ASSESSMENTS For students enrolled in grade 8 through the 2011–2012 school year, the revisions to Minnesota Statute 120B.30 also allow districts to substitute a score from an alternative, equivalent assessment to satisfy the graduation assessment requirements. The selection of an equivalent assessment is a district decision, but students must meet requirements in writing, reading, and mathematics. Students are only required to take the applicable subject(s) where they have not met graduation assessment requirements. The requirement of a specific score is also a district decision. In order to be equivalent with the Minnesota Assessment System, the district-determined equivalent assessment must be administered in grades 10, 11, or 12. MEETING GRADUATION ASSESSMENT REQUIREMENTS FOR STUDENTS NO LONGER ENROLLED For students who are in grade 8 through 2009–2010 and are under age 21 or turned 21 during the school year, follow the requirements outlined in the first column of Table 5 and the following text. For students age 21 or over as of September 1, 2013, a district may provide services to that student in order for the student to meet the state graduation assessment requirements above. If a student has met the state graduation assessment requirements above and is otherwise eligible to graduate, a district may issue the student a diploma. However, a district is not required to provide services to a student over age 21. • Minnesota Statutes section 120A.20 defines age limitations for students as follows: “(c) A pupil who becomes age 21 after enrollment is eligible for continued free public school enrollment until at least one of the following occurs: (1) the first September 1 after the pupil’s 21st birthday; (2) the pupil’s completion of the graduation requirements; (3) the pupil’s withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end of the school year.” Minnesota Statute section 125A.03 provides that special education instruction and services must be provided “until July 1 after the child with a disability becomes 21 years old.” • Please contact the MDE ABE division at [email protected] for students in Adult Basic Education (ABE) programs or students over age 21 meeting graduation assessment requirements through GRAD mathematics alternate pathway, ELL exemption, individual passing score, or reciprocity. December 2013 42 2013–2014 Procedures Manual DISTRICT REIMBURSEMENT For students in grade 8 through 2011–2012, districts will pay for the applicable assessments for the student (ACT, Compass, or WorkKeys) and request reimbursement from MDE through a reimbursement system that is currently being developed. Reimbursement is expected to occur once per year with the first reimbursement anticipated in fall of 2014. Reimbursement will follow release of final assessment results. Further details on the reimbursement system will be provided as they are available. • Districts will only be reimbursed for students who have not met graduation assessment requirements through proficiency on a reading or mathematics Title I assessment, through a GRAD retest, or GRAD alternate route. • Either ACT (a composite test) or Compass/WorkKeys (component tests where subjects are administered individually) per student will be reimbursed. o ACT or ACT Plus Writing o Compass and/or WorkKeys: students can take any combination of Compass or WorkKeys components to meet requirements and the subject components may be administered at separate times. For Compass, the Reading, Writing Essay, and Mathematics subject components are eligible for reimbursement. For WorkKeys, Applied Mathematics, Business Writing, and Reading for Information are eligible for reimbursement. • To be eligible for reimbursement, the assessment must be administered after the end of the legislative session, May 20, 2013. • The ASVAB is free. If this is the best course of action for a student, the student or district is responsible for scheduling the armed services test administration. • District-determined equivalent assessments are not eligible for reimbursement. • The assessment administered and the administration date will be entered in the GRR system by subject; see Graduation Requirements Records (GRR) System later in this chapter. • Students who will participate in the career and college assessments as part of the Minnesota Assessment System (students in grade 10 and below in 2013–2014) will not have other assessments reimbursed. For students over age 21 who are no longer eligible for a free public education, the district or the student is responsible for covering the costs of the other assessments since they are no longer considered public school students. Students Enrolled in Grade 8 in 2012–2013 and Later These students will meet graduation assessment requirements through the career and college assessments, which will first be administered in school year 2014–2015. While these students are typically grade 9 students this year, the majority of your grade 10 students will also be taking the career and college assessments next year and will meet graduation assessment requirements that way, not through the routes described previously. December 2013 43 2013–2014 Procedures Manual The career and college assessment system will consist of a grade 8 and 10 Career and College Assessment and grade 11 College Entrance Assessment. Students not yet academically ready for a career or college based on their growth in academic achievement between grades 8 and 10 must take the college placement diagnostic exam before taking the college entrance assessment in grade 11. At the time of this manual’s publication, detailed information about the career and college assessments was not available. For example, students who finished grade 8 in 2012–2013 did not have the grade 8 career and college assessment available for them to take. Further guidance on how or if students complete the sequence of the career and college assessments (e.g., students who could not take the assessment in grade 8 when it was not available, students who move in to Minnesota in grade 12) will be determined and provided to districts when available. Similarly, eligible students first enrolled in grade 8 in 2012–2013 will still have the opportunity to take the MTAS and/or Minnesota Alternate Assessment: Writing as alternate assessments in place of the career and college assessments. Detailed information about how those assessments will be administered for graduation assessment purposes will be provided. Student Record Keeping for Graduation Assessment Requirements For students in grade 8 through the 2011–2012 school year, the requirements for record keeping have been removed. Districts are no longer required to indicate pass or not pass on student transcripts for graduation assessment requirements. For students first enrolled in grade 8 in the 2012–2013 school year and later, a school or district must record a student’s progress toward career and college readiness on the high school transcript, and for other students as soon as practicable. The specifics of this process will be determined with input from various stakeholders. For information on documentation districts must maintain for program audits conducted by MDE, see Documentation for State Graduation Assessment Requirements in Chapter 3. Graduation Requirements Records (GRR) System The Graduation Requirements Records (GRR) system is the secure MDE website where districts are required to document that the graduation assessment requirement has been met based on conditions other than being proficient on a Title I high school assessment or having passed the relevant GRAD retest (including individual passing score, ELL exemption, mathematics alternate pathway, and pass other state). Districts are also required to document if the graduation assessment requirement has been met by taking one of the additional assessments students can use to meet graduation assessment requirements (ACT, WorkKeys, Compass, ASVAB, and district-determined equivalent assessments). Once a GRR record is entered into the system, the student will no longer be included in precode files sent for the associated GRAD retest. The codes below are used to record how a student has fulfilled graduation assessment requirements. 1. Pass at Individual Rate (Code: 0001): This code is entered when the IEP or 504 plan team sets an individual passing score on a GRAD, MCA, MCA-Modified, or MTAS test for the subject. The code can be entered as soon as the IEP or 504 plan team makes its decision. December 2013 44 2013–2014 Procedures Manual 2. Pass Other State (Code 0002): This code is used for students who transferred into the district from another state. Districts may request reciprocity for test students have taken in another state to meet the graduation assessment requirements in reading, mathematics, and/or writing. See Transfer Students from Another State in Chapter 7 for more information. This code is entered by MDE. 3. Pass Administrative (Code 003): The code is for MDE use only. 4. ELL Exemption (Code 0004): This code is assigned to English learners who have been in this country for fewer than four consecutive years, have otherwise met the graduation requirements for their high school and are set to graduate after completing grades 9–12. The exemption applies to the graduation assessment requirements for all subjects: reading, mathematics and writing. This code is assigned at the end of the student’s high school career. 5. Mathematics Alternate Pathway (Code 0006): This code is assigned to students enrolled in grade 8 in any school year from the 2005–2006 school year to the 2009–2010 school year who do not pass their initial mathematics graduation assessment and meet all of the requirements as outlined above under Alternate Routes for GRAD. 6. ACT (Code 0007): This code is assigned to a student who has taken the ACT. This code can be used for a student to meet their graduation assessment requirement in reading and/or mathematics. 7. ACT Plus Writing (Code 0008): This code is assigned to a student who has taken the ACT Plus Writing. This code can be used for a student to meet their graduation assessment requirement in reading, mathematics, and/or writing. 8. Compass (Codes 0009, 0010, 0011): This code is assigned to a student who has taken the Compass to meet their graduation assessment requirement. The Compass Math meets the mathematics graduation assessment requirement, the Compass Reading meets the reading graduation assessment requirement, and the Compass Writing Essay meets the writing graduation assessment requirement. 9. WorkKeys (Codes 0012, 0013, 0014): This code is assigned to a student who has taken the WorkKeys to meet their graduation assessment requirement. The WorkKeys Applied Mathematics meets the mathematics graduation assessment requirement, the WorkKeys Reading for Information meets the reading graduation assessment requirement, and the WorkKeys Business Writing meets the writing graduation assessment requirement. 10. ASVAB (Code 0015): This code is assigned to a student who has taken the Armed Services Vocational Aptitude Battery (ASVAB). This code can be used for a student to meet their graduation assessment requirement in reading, mathematics, and/or writing. 11. District Equivalent Assessment (0016): This code is assigned to a student who has taken and has a score on a district determined equivalent assessment. This code can be used for a student to meet their graduation assessment requirement in reading, mathematics, and/or writing. Districts are able to enter information for students who are no longer enrolled as long as the student demographic information passed the SSID validations. December 2013 45 2013–2014 Procedures Manual A district cannot make changes to the GRR records that are entered by another district. If the new district wants to retest the student, the district will need to contact the prior district about changing the GRR record to Not Met in the GRR system. The GRR system is also where the district requests reimbursement for an eligible assessment, but the GRR system does NOT validate whether reimbursement will be approved. The only validations in the GRR system are related to validation of student demographic information and test administration dates and subjects. The reimbursement approval system will be a separate system and has not yet been developed. Please note that changing the student from Met to Not Met will not make any future assessments taken by the student eligible for reimbursement. Summary of Minnesota Assessments Table 6 lists all the assessments available through the Minnesota Assessment System that are provided by MDE in 2013–2014. Table 6a. Minnesota Title I Assessments in 2013–2014 Test and Subject Grade Segments Reading MCA-III (online) 3–8, 10 Reading MCA-III (paper) 3–8, 10 Item Type* MC GR TE Prompt N/A X N/A X N/A 4 X N/A N/A N/A X N/A X N/A Varies in 44 grades 3–8 Mathematics MCA-III (online) 3–8, 11 Mathematics MCA-III (paper) 3–8, 11 4 X X (gr 5–8, 11) N/A N/A 5, 8, 9–12 N/A X N/A X N/A 5–8, 10 N/A X N/A N/A N/A X N/A N/A N/A Science MCA-III (online) Reading MCA-Modified (online) N/A for grade 11 Varies in 44 grades 5–8 Mathematics MCA-Modified (online) 5–8, 11 Reading MTAS 3–8, 10 N/A ** ** ** ** Mathematics MTAS 3–8, 11 N/A ** ** ** ** 5, 8, 9–12 N/A ** ** ** ** Science MTAS N/A for grade 11 * MC = Multiple Choice; GR = Gridded Response; TE = Technology Enhanced ** Performance-based assessment administered and scored by the test administrator using a script and a task-specific scoring rubric While there are segments for calculator availability, scheduling should not be based on these segments because the segments are not equal in length and are not designed to be used as a way to schedule test administration. 44 December 2013 46 2013–2014 Procedures Manual Table 6b. Minnesota Title III Assessments in 2013–2014 Test and Subject Grade Segments Item Type ACCESS for ELLs K 1 test for each language domain within the test booklet The domains of listening, speaking, reading and writing are assessed within the context of two stories. The test is individually administered, and materials include manipulatives and an activity board. The test is scored by the test administrator. ACCESS for ELLs 1–2 3–5 6–8 9–12 1 test for each language domain within the test booklet The Listening and Reading Tests contain multiple-choice items; the Writing Test contains a set of tasks students respond to; the Speaking Test contains performance tasks scored by the test administrator according to specific rubrics. Alternate ACCESS for ELLs 1–2 3–5 6–8 9–12 1 test for each language domain within the test booklet The Listening and Reading Tests contain selected response items and the Writing and Speaking Tests contain constructed responses items. The tests are individually administered and all sections are hand scored by the Test Administrators. Table 6c. Minnesota Assessments in 2013–2014 for Graduation Assessment Requirements Test and Subject Written Composition GRAD (retests only) Segments N/A Item Type* MC GR TE Prompt OC N/A N/A N/A X N/A Minnesota Alternate Assessment: Writing N/A N/A N/A N/A N/A Writing attributes evaluated by student’s teacher Reading GRAD (retests only) N/A X N/A N/A N/A N/A Mathematics GRAD (retests only) N/A X N/A N/A N/A N/A * MC = Multiple Choice; GR = Gridded Response; TE = Technology Enhanced; OC = Observational Checklist Other Assessments Optional Local Purpose Assessment (OLPA) Districts have the option of administering the Optional Local Purpose Assessment (OLPA) in mathematics earlier in the school year for instructional purposes prior to the one administration of a Title I mathematics assessment in the spring for accountability purposes. The OLPA is an optional assessment only available online. • In 2013–2014, the OLPA is only available in grades 3–8 mathematics. • The OLPA allows up to two optional testing opportunities per student and uses Minnesotaspecific items and the same adaptive algorithm as the online grades 3–8 Mathematics MCA administered in the spring. A minimum of 14 calendar days is required between testing opportunities. • Test administration and security policies and procedures for OLPA are the same as for other online assessments and must be followed. See Chapter 8 for additional information. December 2013 47 2013–2014 Procedures Manual • The OLPA provides a risk-free environment for students to familiarize themselves with online testing and provides teachers with information to target instruction before students take a mathematics accountability assessment in the spring. • No alternate assessments or accommodated test materials are available, but accommodated text-to-speech is available for students with an IEP or 504 plan or for English learners. • In addition to students who will take the Mathematics MCA, students who will take the Mathematics MCA-Modified or MTAS for accountability in the spring may take the OLPA. • OLPA results are immediate and are only available through AIR’s Online Reporting System. No OLPA results are available through MDE’s Data Center (e.g., DSR files) and hard copies of Individual Student Reports (ISRs) are not provided. See Chapter 10 for additional information. Any district may participate in the OLPA, even if they plan to administer the Mathematics MCA on paper in the spring. Participation in the OLPA is a district decision, and OLPA test scores cannot be used for accountability. If students participate in the OLPA, they still need to take a Title I mathematics accountability assessment in the spring. Based on low participation rates in the online administration of the Reading MCA across the grade levels in 2012–2013, a Reading OLPA is not available this year. In order to provide a Reading OLPA in 2014–2015, there would need to be sufficient participation (approximately 50% participation with adequate distribution to be psychometrically sound) in this spring’s online administration of the Reading MCA. A grade 11 Mathematics OLPA will also be provided in 2014– 2015 if there is sufficient participation in the online administration this spring. ACT’s EXPLORE and PLAN The State of Minnesota continues to fund the use of ACT’s EXPLORE and PLAN for the fall of 2013. (The funding is limited but expected to meet the requests from public schools.) The optional EXPLORE and PLAN administrations will not be offered in 2014–2015. Starting in 2014–2015, the yet-to-be-determined career and college assessments will be offered through the Minnesota Assessment System. Public schools and districts that choose to give the EXPLORE in grade 8 or PLAN in grade 10 in 2013 may have them paid for by the state (see Table 7). Table 7. ACT EXPLORE and PLAN Tests Grade 8 10 Assessment EXPLORE PLAN If home-schooled students want to participate in the EXPLORE or PLAN, they must test at a public school district, and each district determines whether it will offer testing opportunities for these students. The 2013 costs are $10.50 per student assessed with EXPLORE and $12.95 per student assessed with PLAN. These test materials will need to be ordered separately by the school district so billing information can be entered. Non-public schools may also participate in these assessments, but the costs are not covered by the State of Minnesota. December 2013 48 2013–2014 Procedures Manual Detailed information about the process for participating in EXPLORE and PLAN testing is available on the Additional Tests section of the MDE website. View the Additional Tests section (http://education.state.mn.us/MDE/SchSup/TestAdmin/AddTest/index.html). Information regarding the EXPLORE and PLAN can be found in Appendix C. National Assessment of Educational Progress (NAEP) NAEP assessments, sponsored by the U.S. Department of Education, have been administered to students since 1969. The results of NAEP are commonly referred to as “The Nation’s Report CardTM.” NAEP is the only nationally representative assessment of what American students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography and U.S. history. Not all subjects are tested each year (see testing schedule in Appendix C). Odd-numbered years are Main NAEP years where state data are provided for grades 4 and 8. Over 300 schools in Minnesota participate. Even-numbered years produce only national results, so a smaller number of schools need to participate. Other special assessments or studies can occur throughout the years as well. ESEA legislation requires districts that accept Title I funds to participate if chosen for either the grade 4 or grade 8 reading and mathematics assessments. Testing for NAEP 2014 will take place from January 27 to March 7, 2014. The program will include the following assessments: • Technology and Engineering Literacy (TEL) grade 8 • US History, Civics, Geography grade 8 • Science Pilot grades 4, 8 and 12 Only national results will be available from the operational assessments. The assessments are administered uniformly and serve as a common metric across all states. NAEP results are based on a representative sample of the student population and do not provide individual student results. December 2013 49 2013–2014 Procedures Manual Chapter 3 — Responsible and Ethical Practices within the Assessment Process Overview This chapter discusses the responsible and ethical practices in the administration and interpretation of the Minnesota Assessments. These practices apply to District and School Assessment Coordinators, teachers, school counselors, principals, school psychologists, superintendents, district staff, MDE staff and educational research and policy professionals. Much of the following information is adapted from general principles of test use set forth in the Standards for Educational and Psychological Testing (developed jointly by the American Educational Research Association [AERA], American Psychological Association [APA] and the National Council on Measurement in Education [NCME] [1999]) and in the Code of Professional Responsibilities in Educational Measurement by the National Council on Measurement in Education (1995). A primary goal of the Minnesota Assessment System is to be able to make valid inferences about student achievement. The principles discussed in this chapter provide guidance for determining whether a practice related to the administration of Minnesota Assessments or use of Minnesota Assessment results supports this goal. • Part I provides the general principles of responsible assessment practice. The guidelines are the professional standards to which all those involved in the assessment process should refer when determining what practices are appropriate and what practices are unprofessional, unethical and/or inappropriate. • Part II has concrete examples of ethical and unethical practices in the administration of Minnesota Assessments. • Part III provides examples of appropriate and inappropriate uses and interpretation of Minnesota Assessment results. • Part IV concerns test security for Minnesota Assessments. Although security is addressed throughout this manual, this section concentrates on the importance of test security, the process for security breaches, and security documentation required. • Part V addresses training requirements for staff involved in test administration. • Part VI addresses monitoring and auditing processes used by MDE. In addition to this Procedures Manual, policies and procedures related to responsible and ethical test administration are specified in the Assessment Manuals, MTAS Task Administration Manual, Test Monitor and Student Directions, and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals and Test Administrator’s Scripts. December 2013 51 2013–2014 Procedures Manual Part I: General Principles of Professionally Responsible Practice In monitoring practices related to administering the Minnesota Assessments and interpreting or using assessment results, each district shall use, but not be limited to, the following standards for determining which practices are appropriate and which practices are unprofessional, unethical or inappropriate. Because of the complex nature of the standardized assessment process, any practice not specifically permitted in this manual should be presumed inappropriate until and unless specifically authorized by MDE. Districts should submit questions to [email protected]. Schools and Districts Must: • Maintain security of the assessment materials before, during and after the administration of the assessment. • Thoroughly review this Procedures Manual as well as the other assessment manuals and directions prior to testing and understand the procedures needed to administer the assessments and maintain test security. • Avoid any conditions in the preparation, administration, and return of an assessment that might invalidate the results. • Ensure that all students who are eligible are tested. • Provide and document the use of an accommodation for each eligible student. • Provide reasonable opportunities for students to ask questions about assessment procedures or directions prior to the administration of the assessment. • Protect the rights of all students to privacy and due process. • Avoid actions or conditions that would permit or encourage individuals or groups to receive scores that misrepresent their actual levels of achievement. Those Who Interpret, Use and Communicate Results Must: • Avoid making (and actively discourage others from making) inaccurate reports, unsubstantiated claims, inappropriate interpretations or other false or misleading statements that can lead to false or misleading conclusions about assessment results. • Avoid any practice that provides an interpretation or suggests uses of assessment results without due consideration of the purpose(s) of the assessment, limitations of the assessment, student characteristics, irregularities in administering the assessment or other factors affecting the results. • Communicate assessment results in an understandable manner, including proper interpretations and likely misinterpretations. • Avoid any practice that supports or leads others to interpret or use assessment results in unethical or inappropriate ways. • Avoid any practice that permits employees or volunteers without the necessary knowledge and skills to interpret results of the assessment. December 2013 52 2013–2014 Procedures Manual • Report any apparent misuse of assessment information to those responsible for the assessment process in the school, district and state. • Avoid any practice that places personally identifiable or other private information at risk or violates confidentiality. • Use multiple sources and types of relevant information about persons or programs whenever possible when making educational decisions. Part II: Practices in Preparation and Administration of Minnesota Assessments The examples of ethical and unethical practices below illustrate the standards and principles of professionally responsible practices in the administration of Minnesota Assessments. An unethical assessment practice is anything that would knowingly and deliberately harm a student or not support or enhance student learning, such as teaching the specific content from an assessment. Teaching specific test items does not enhance student learning, whereas developing a curriculum based on the Minnesota Academic Standards is appropriate. The test specifications based on these standards describe the particular skills and knowledge that will be tested. Ethical Behavior and Practice for Minnesota Assessments PREPARATION • Prepare students to take the Minnesota Assessments by aligning curriculum and instruction to the Minnesota Academic Standards and the Minnesota Standards for English Language Development. • Make changes in instruction that enhance student skills, learning and achievement. • Use Minnesota Assessments item samplers to familiarize students with the different item formats so they know how to indicate responses. • Encourage parents and teachers to motivate students to do their best on the assessment. • Familiarize students with test-taking strategies. • Set a testing schedule within the testing window (if not state assigned) that provides sufficient time for students to complete the assessments. • Set a testing schedule within the testing window (if not state assigned) that provides makeup days for students who were absent for any part of the assessment. • Publish the district testing calendar (by grade and subject) on district website. Specific dates for paper administrations must be provided. For online administrations, districts need to provide the window(s) during which they will be administering online tests. December 2013 53 2013–2014 Procedures Manual ADMINISTRATION • • • Everyone involved with administering tests in the district should: o Be trained in test security and test administration policies and procedures. o Promptly report any violations of the prescribed administration conditions, including test security breaches, to the appropriate administrator at the school or to the District Assessment Coordinator. o Follow the district-determined testing calendar provided it does not conflict with staterequired test dates or testing windows. o Follow security policies and procedures for distribution and return of secure test materials as directed, accounting for all secure test materials before, during and after testing. District Assessment Coordinators should: o Provide adequate and appropriate staffing of testing rooms. o Ensure student responses are returned or submitted for every student enrolled in a grade in which accountability tests are given, or documentation for students who are not testing (e.g., test/accountability codes) is recorded. o Account for all secure test materials, and store them in a locked, secure location throughout the testing process when not being used for administration. o Report any missing secure test materials to service provider. o Return all used and unused (including damaged and accommodated) secure test materials to the service provider. This includes test books (the grade 3 Reading and Mathematics MCA is a combined test/answer document), accommodated test materials for paper and online administrations and MTAS Task Administration Manuals and MTAS Presentation Pages as well as any other secure materials as identified in the Assessment Manuals or ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals. Test Monitors should: o Make sure calculators are used only when authorized and calculator memory clearing policies are followed. o Verify that the correct test and/or accommodations are provided to students. o Read or present the scripted instructions in the Test Monitor and Student Directions to students during test administration. o Administer all ACCESS and Alternate ACCESS for ELLs tests as scripted in the Test Administrator’s Scripts. o Provide students the opportunity to demonstrate what they know independently without any support, guidance, or unauthorized interference during test administration. o Remain in the room and attentive during the entire test session. Practice active monitoring by circulating throughout the room during testing. o Follow the requirements outlined in Chapter 8 — Test Administration. December 2013 54 2013–2014 Procedures Manual • • MTAS Test Administrators should: o Administer the MTAS tasks as scripted. o Adapt the materials presented, which may include enlarging materials, incorporating texture or providing Braille versions of text and graphics to meet student need. o Use manipulatives as appropriate for a given student unless otherwise specified in the task script. o Read tasks and reading passages aloud to students if appropriate to meet students’ needs. o Allow the use of assistive technology devices, including calculators, as needed to meet students’ needs. o Refocus and repeat information as needed. Scribes or staff transferring student responses must record student responses exactly into the answer document, Online Testing System or Data Entry Interface. See Chapter 5 for additional information about the scribe accommodation. Unethical Behavior and Practice for Minnesota Assessments UNETHICAL PREPARATION AND ADMINISTRATION • Develop curricula based on specific test items from Minnesota Assessments. • Prepare instructional objectives based on specific Minnesota test items and teach accordingly, rather than developing instructional objectives based on the Minnesota Academic Standards or Minnesota Standards for English Language Development. • Encourage IEP teams to base assessment decisions on anything other than student need, such as assessing a student with MCA-Modified, MTAS or the Alternate ACCESS for ELLs though the student does not meet eligibility requirements or participation guidelines. • Participate in any breaches of test security, which could invalidate student scores and result in other sanctions. The following are some examples of security breaches: o Share a Minnesota assessment or test item in a public forum. o Remove secure test materials from school grounds and share them with students or school staff outside of official test administration. o Copy reading passages, test items, writing prompts or student responses from an actual assessment for use in instructional planning, classroom instruction or assessment. o Make a copy of a test or prepare a student study guide based on the items on a particular test. o Copy the vocabulary words from test items, reading passages or writing prompts and use them as the basis for instruction. o Present an item, either verbatim or by paraphrasing, from the assessment. December 2013 55 2013–2014 Procedures Manual UNETHICAL PREPARATION AND ADMINISTRATION (CONTINUED) • Deviate knowingly from the prescribed administration procedures specified in this Procedures Manual as well as the other assessment manuals and directions in order to assist student performance. • Leave wall charts or other visual aids on classroom walls that relate to the subject being tested. See Materials Not Allowed during Testing in Chapter 8 for more information. • Allow students to use materials that are not allowed during test administration as noted in this manual and/or in the Test Monitor and Student Directions. • Offer an opinion to a student, class or other staff member that a question is “bad” or does not have a correct answer. Any concerns regarding items should be sent to MDE using the process outlined in Chapter 8. • Change student responses in the student’s answer document or online assessment. • Intentionally change student responses when transferring student answers to an answer document, the Online Testing System or the Data Entry Interface. • Transcribe the essence of a student’s response rather than the exact student response, including grammatical errors and incorrect responses, when scribing or entering student responses in the Data Entry Interface from an accommodated test book. • Tell students the correct responses or allow them to discuss answers among themselves. • Review a student’s assessment for correct responses. • Suggest that a student reconsider an answer already given. • Allow students to use calculators on non-calculator segments. • Read the passages, questions and/or answer options of a reading assessment for any student with the exception of students taking the MTAS. • Exclude eligible but lower-performing students from the assessments by: o Encouraging lower-performing students or students with special status to stay home during testing. o Sending on field trips or dismissing lower-performing or special status students during testing. o Encouraging students who are not reading at grade level to stay home during testing. o Encouraging parents to refuse to have their children tested. • Restrict access to or deny allowable accommodations on the assessment that are normally used during instruction or indicated in an IEP or 504 plan. • Give students access to test questions prior to testing. • Make answer keys and provide them to students. • Copy, reproduce or use in any manner inconsistent with test security policies and procedures all or any portion of any secure test materials for any reason. • Assign testing personnel to a room where a relative is being tested. December 2013 56 2013–2014 Procedures Manual UNETHICAL PREPARATION AND ADMINISTRATION (CONTINUED) • Allow students to have cell phones or other electronic devices in the testing area (exceptions include assistive technology devices used as part of an allowable accommodation; see Chapter 5). • Coach students during testing or influence, alter, or interfere with student responses in any way. • Score student responses before returning the tests rather than securing them until they are returned for scoring. • “Look over the shoulder” to read test items when monitoring students taking a test. • View test items for any reason except as allowed in the administration of an accommodation or when required for MTAS, ACCESS for ELLs, or Alternate ACCESS for ELLs. • Participate in, direct, aid, counsel, assist, encourage or fail to report any of the acts prohibited in this section. • Engage in any of the following activities during an MTAS administration: o Change the content of the MTAS tasks. o Start an MTAS task with the script for score 2. o Re-administer a task for a score of 3 after presenting a score 2 script. o Lead a student to the correct answer (voice inflection, placement of response option cards, providing explanations or incentives, etc.). o Provide feedback to a student that a response is correct or incorrect. o Use manipulatives or name answer options when those actions are prohibited in the script. o Accept a response as correct when a student’s intent is in doubt; when the test administrator is uncertain about a student’s intent, the instructions in the script must be followed. Part III: Practices in the Use and Interpretation of Minnesota Assessments Results Examples of ethical and unethical assessment practices are provided to illustrate the standards and principles of professionally responsible practices in the use and interpretation of the results from the Minnesota Assessments. Ethical Behavior and Practice • Use the results of Minnesota Assessments as only one part of a body of evidence when making educational decisions about individuals or programs. • Identify strengths and gaps in the curriculum in order to improve future instruction. • Provide teachers and counselors with the information they need to correctly interpret the results of Minnesota Assessments. December 2013 57 2013–2014 Procedures Manual • Communicate the assessment results to appropriate audiences in an honest, clear and understandable manner, including providing a correct interpretation of results and explanations of common misinterpretations. Unethical Behavior and Practice • Base student retention or promotion decisions solely on the results of Minnesota Assessments. • Knowingly use results of Minnesota Assessments to provide a misleading picture of the district’s/school’s educational programs, instruction or student population. • Fail to report the assessment results for all students or to indicate which students were not tested. • Fail to report apparent misuses of results of Minnesota Assessments to those responsible for the assessment process in the school, district or state. • Deliberately hide information or provide false and misleading interpretations that imply a falsely positive (or negative) and misleading picture of any individual, school or district. • Reveal the test scores of one student to another student or to others not directly involved with the education of that student. • Use results of Minnesota Assessments in a manner or for a purpose for which the assessment was not designed. • Assign students to assessments so as to maximize AYP index points rather than optimize appropriateness of the assessment for the student. Part IV: Test Security for Minnesota Assessments Materials Minnesota Assessments require the highest level of test security and accountability. As a result of national attention on the integrity of test results, the United States Department of Education’s (USDE) emphasis on security and recommendations by Minnesota’s National Technical Advisory Committee (TAC), MDE continues to review and update policies and procedures as needed to maintain a fair and valid assessment system. Developing and maintaining a secure system of statewide test administration serves to: • Preserve the integrity of the assessment instruments. • Protect the significant financial investment necessary to develop a comprehensive system of assessments. • Enhance the opportunity for fairness among all districts. • Maintain the integrity of the assessment results. A breach of security is any action that jeopardizes the integrity of a secure test and/or gives an unfair advantage to a student or group of students. A breach may be committed by various individuals and/or precipitated by a number of events. The unethical behavior and practice section in Part II of this chapter provided some examples of security breaches. In addition, the MDE Internal Test Security Procedures for All Statewide Assessments can be found in Appendix B, December 2013 58 2013–2014 Procedures Manual which describes MDE’s responsibility and the steps followed to investigate and resolve all alleged breaches in test security on a statewide basis. Maintaining Security of Test Materials Security of the test books, online assessments, MTAS test materials, ACCESS for ELLs and Alternate ACCESS for ELLs test materials, answer documents, accommodated test materials or any other materials with secure items or information must be maintained before, during and after the test administration. Please follow the guidelines in this Procedures Manual as well as the other assessment manuals and directions for distributing, administering, collecting and returning these materials to preserve the confidentiality and integrity of the tests and test materials. Testing personnel must have access to locked storage space for safekeeping of test materials upon receipt and until the test materials have been returned to the service provider. While test materials should be inventoried upon arrival and can be organized prior to testing, security of the test materials should be maintained at all times. • • Teachers and other school staff may not have access to secure test materials until the day tests are administered to students. Note these exceptions to this rule: o Under the supervision of the District or School Assessment Coordinator, someone preparing a translation or for a signed interpretation may read an assessment in advance. Details on what can and cannot be translated and the amount of time in advance materials can be accessed are described in the accommodation tables in Chapters 5 and 6. o Under the supervision of the District or School Assessment Coordinator, a Test Monitor administering a Braille test may access the Test Administrator Notes and the corresponding test books up to 48 hours prior to the scheduled administration. o For MTAS, Test Administrators need to have access to the materials upon arrival to prepare for individual student needs (enlarge material, find manipulatives, etc.). This includes the Task Administration Manual, Presentation Pages and Response Option Cards. MTAS materials need to be kept secure by the Test Administrators as they prepare for testing. o For ACCESS for ELLs and Alternate ACCESS for ELLs, Test Administrators need to have access to the one set of test materials (including the Test Administrator’s Script) for the grade-level cluster(s) that they are administering to prepare for administration. In addition, for the Listening test, the Test Administrator also must check the speaker and CD player or Internet connection prior to testing to confirm that the listening items are audible. However, all test materials must be kept secure, and Test Administrators must ensure that students do not have access to the test prior to administration. The actual test cannot be used for student practice. During test administration, Test Monitors are not allowed to read, review, discuss, or copy any reading passages, test questions or answer options, writing prompts or student responses from an actual assessment for use in instructional planning, classroom instruction, assessment, or other purposes. December 2013 59 2013–2014 Procedures Manual • Students are not allowed to disclose or discuss test questions or answer options after administration. If the test administration experience is discussed, district staff should not ask students about specific test questions. If students ask about a specific item following testing, the district staff may provide instruction on the general concept but must not address or solve the specific test item. • No one may reproduce or copy any part of any test or script, whether written or in audio, graphic or electronic format without proper authorization. Reproduction of secure test materials is a breach of security and is also a violation of the Federal Copyright Act. • Test results may be withheld from districts that have not accounted for all secure barcoded test materials (including accommodated test materials). All secure test materials must be returned to the service provider. Educators should be wary of allowing the media to photograph the test books and related test materials because it could put the district in a compromised position if the media wants to view test items. Item samplers are available on the Minnesota Assessments portal, which the media can photograph or televise to show what test items look like. View the item samplers (http://www.mnstateassessments.org/item-samplers/). Ensuring District and School Test Security Test security involves protecting the confidentiality of the contents of all test books, online assessments, MTAS test materials, ACCESS for ELLs and Alternate ACCESS for ELLs test materials, answer documents, accommodated test materials and other secure test materials. It is important that testing personnel are adequately trained in test security, as test security preserves the integrity of the tests and test results and protects the state’s financial investment. Each person with access to test materials shall maintain and preserve the confidential integrity of the tests and test materials. Only authorized persons should have access to secure test materials. The District Assessment Coordinator (in coordination with School Assessment Coordinators, school principals, and other trained staff involved in testing) must ensure that: • District policies and procedures related to secure handling of test materials and access to online assessments are established. • All testing personnel are trained before handling secure test materials and administering assessments. See information later in this chapter about training. • Non-Disclosure Agreements are completed by all appropriate personnel, including all staff who may have access to test materials (e.g., principals, custodians). • There are school personnel directly responsible for supervising any non-school personnel involved with testing. • No person views the contents of the test materials or online assessments before, during or after test administration unless specifically instructed to do so by the procedures outlined in the manuals. • No person alters student responses during or after test administration. December 2013 60 2013–2014 Procedures Manual • All tests are administered in strict accordance with the instructions contained in this Procedures Manual as well as the other assessment manuals and directions. Guidelines for District Test Security Policies Each local school district must have a written district test security policy. Chapter 4 of this manual contains roles and responsibilities to include in such a policy. Appendix B contains a sample Test Security Procedure template. The policy should provide for the security of the test materials and test content before, during, and after test administration; annual test administration and security training for staff; and chain of custody for test materials. Test Security Forms Used in Minnesota Assessments NON-DISCLOSURE AGREEMENT Since Test Monitors, MTAS Test Administrators, School Assessment Coordinators, translators, ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators and other district staff are in a position to handle test materials and see test items or be asked by students about an item, all persons performing those roles and anyone else who may come in contact with or see test items must sign a Non-Disclosure Agreement before testing or handling secure test materials. This includes individuals in leadership roles (principals, superintendents) and custodial and support staff who may have keys, and therefore access, to secure test materials. The Non-Disclosure Agreement is available in two formats, and either version is acceptable for district documentation. Documentation must be kept on record at the district for 12 months after the end of the academic school year in which testing took place. Do not return these agreements to MDE or the service providers. An individual who signed a Non-Disclosure Agreement early in the school year does not need to sign another one when testing begins, but all Test Monitors administering online assessments must complete the Non-Disclosure Agreement in the Test Information Distribution Engine (TIDE) in order to access the Online Testing System and administer an online assessment. • Electronic format: the online Non-Disclosure Agreement must be read and accepted on the Non-Disclosure tab in TIDE before staff will be able to log in to the Online Testing System or enter data in the Data Entry Interface. • District Assessment Coordinators can view a list of staff who have completed the NonDisclosure Agreement on the Manage Users page in TIDE. Staff can also print out the resulting form and send it to the District Assessment Coordinator for documentation (if required by the district). • In order to keep documentation for 12 months of who completed the agreement online, District Assessment Coordinators should print a list from the Manage Users page of TIDE at the end of the school year. • Paper format: the Non-Disclosure Agreement is available in Appendix A. It must be signed and sent to the District Assessment Coordinator before staff can access test materials. Although WIDA and MetriTech have developed an Agreement to Maintain Confidentiality form for all of the states in the consortium, Minnesota district staff will only need to sign the MDE NonDisclosure Agreement for the ACCESS for ELLs and Alternate ACCESS for ELLs. December 2013 61 2013–2014 Procedures Manual TEST ADMINISTRATION REPORT The Test Administration Report located in Appendix A is used for recording the occurrence of a variety of special circumstances, including, but not limited to, test misadministrations and irregularities. Misadministrations or irregularities are any actions that vary from the specific Test Monitor and Student Directions or Assessment Manual for test administration. The following are examples of misadministrations: • A student engages in inappropriate behavior or action that results in a test being invalidated. • A student is administered the incorrect assessment. • A student uses a calculator during a non-calculator segment. • A student moves to the next test segment in a paper administration before instructed to do so. The following are other examples of special circumstances: • The district uses a translator to translate test directions to an English learner. • A scribe transcribes or district staff transfers a student’s responses to an answer document, online test or Data Entry Interface. • A student refuses to take an assessment. The district can develop a similar form or spreadsheet for documentation rather than using the Test Administration Report but special circumstances and misadministrations must be documented. Documentation must be kept at the district for 12 months after the end of the academic school year in which testing took place and be available upon request by MDE. Districts are not required to return the Test Administration Report to MDE or service providers. If completed by the School Assessment Coordinator, a copy of the report should be forwarded to the District Assessment Coordinator. Districts must maintain records necessary for program audits or monitoring conducted by MDE. For more information about invalidations, see Test/Accountability Codes in Chapter 8. For GRAD retests and high school Title I assessments that may be used to meet graduation assessment requirements (Reading and Mathematics MCA, MCA-Modified and MTAS), any misadministration is considered a security breach and must be recorded on a Test Security Notification Form and then submitted to MDE. Documentation of special circumstances on the Test Administration Report is kept at the district for 12 months as noted above. TEST SECURITY NOTIFICATION FORM The Test Security Notification Form located in Appendix A is for reporting security breaches involving a state assessment. Security breaches are any action that jeopardizes the integrity of a secure test and/or gives an unfair advantage to a student or group of students, including, but not limited to, leaving test materials unsecured, discussing secure test items with staff or students, distributing secure test content via email or social media, and reviewing or changing student responses. The Test Security Notification Form has been updated this year to more effectively collect information from districts. December 2013 62 2013–2014 Procedures Manual When a security breach occurs, the School Assessment Coordinator should contact the District Assessment Coordinator. The District Assessment Coordinator should immediately contact (or within 24 hours of the security breach) the MDE Assessment Contact, who will advise whether the form should be completed and any additional information to include. To complete the form, the DAC will: • Document the contact with the MDE Assessment Contact on the form under “Communication with MDE.” • Fill out the contact information for the DAC and school. • Choose the applicable test(s) and subject(s) affected. • Under “Detailed Description of the Incident,” provide as much specific information as possible, including date, detailed description or timeline of the incident, and which staff were involved. Interviews with and signatures from applicable staff involved (e.g., Test Monitor, Principal, School Assessment Coordinator) may also be included with the detailed description. MDE recommends each District Assessment Coordinator check with the appropriate district personnel to find out current investigation protocol. The District Assessment Coordinator needs to be aware of local school district rules that apply during an investigation. • Under “Documentation of Training,” indicate whether staff involved in the incident received district test administration and security training, whether documentation that staff was trained is included, and how future trainings will address the incident to prevent security issues from happening in the future. • Under “Additional Documentation,” provide any additional information collected at the district when investigating the incident, including whether any school district action was implemented in response. • Sign and date the form. • Submit the form and any supporting documentation to MDE via fax at 651-582-8874, email ([email protected]) or mail, attention Test Integrity Specialist. If student data is included on the form or documentation, it must not be emailed. When MDE receives a completed Test Security Notification Form, agency staff reviews the incident and the provided documentation. For the majority of cases, a letter will be sent to the District Assessment Coordinator from the Division of Statewide Testing detailing the reported incident and requesting any additional documentation needed. If MDE determines the incident merits a formal investigation, then MDE staff from Compliance and Monitoring contacts the school district administration and the individual involved with the incident to gather more information about the alleged test security violation. Once all fact-finding has been completed, a formal report is written that outlines violations found, if any, and the corrective action required. See Internal Test Security Procedures for All Statewide Assessments in Appendix B for more information. Note: it is the district’s responsibility to communicate to others in their organization any security findings. If individuals choose to submit test security concerns anonymously to MDE by writing, emailing, calling or submitting an unsigned Test Security Notification Form, MDE will not formally respond in writing but MDE will document the concern and take appropriate action if sufficient information is December 2013 63 2013–2014 Procedures Manual provided to follow up. If individuals have a concern about test security practices and want to remain anonymous, they are encouraged to raise their concerns with their District Assessment Coordinator or the district’s legal counsel before contacting MDE. MDE takes test security practices and policies very seriously and encourages any individual with firsthand knowledge of a test security concern to contact MDE. SECURITY CHECKLISTS To maintain security of test materials, districts are expected to inventory and track all secure, barcoded test materials using security checklists. Please refer to the applicable Assessment Manual for further information about notifying DRC if there are any discrepancies between the security checklists and secure test materials received. If there are missing secure test materials and/or a security breach, these completed checklists may be requested as part of the documentation required by MDE. Note: While answer documents contain security barcode tracking numbers, answer documents do not need to be tracked on a security checklist. Used answer documents should be kept track of for return and scoring, but the security barcode number does not need to be documented and tracked on a security checklist. • District Security Checklists provided in the test materials shipment summarize all secure test materials, including the quantities shipped and the security number ranges assigned, that are part of the district’s overage shipment. The summary page(s) are followed by a list of individual security numbers for each secure test material with a column to note a Test Monitor’s name, date(s) the materials were returned and a reason for item(s) not returned, if applicable. The district will retain a copy of the District Security Checklist in the district files for 12 months after the end of the academic school year in which testing took place. Do not send a copy to AIR or DRC. • School Security Checklists provided in the test materials shipment summarize all secure test materials, including the quantities shipped and the security number ranges assigned, that are part of the school’s shipment. The summary page(s) are followed by a list of individual security numbers for each secure test material with a column to note a Test Monitor’s name, date(s) the materials were returned and a reason for item(s) not returned, if applicable. The school makes a copy for its records and sends the original to its District Assessment Coordinator for the district files. The district will retain a copy of the School Security Checklists in the district files for 12 months after the end of the academic school year in which testing took place. Do not send a copy to AIR or DRC. • Test Monitor Test Materials Security Checklist is used to document the names of students and the security number for the test book they have been assigned. The checklist provided in this manual (Appendix A) may be used, or the district may create its own checklist from an Excel file generated from the TIDE website; see Assigning Secure Test Materials to Students in Chapter 8. A separate checklist is required for each group of students assigned to a Test Monitor. The school makes a copy for its files and sends the original to the District Assessment Coordinator who keeps it in the district files for 12 months after the end of the academic school year in which testing took place. Do not send a copy to AIR or DRC. December 2013 64 2013–2014 Procedures Manual For ACCESS for ELLs and Alternate ACCESS for ELLs secure test materials, districts are provided with a Packing List and a Security Checklist in the test materials shipment. The Packing List summarizes all secure test materials, including the quantities shipped and the range of serial numbers for each test material. The Security Checklist contains every serial number assigned to each test material and can be used to inventory test materials, record the name of the test administrator who received and returned the test materials and to record which student was assigned to each serially-numbered test. Part V: Training This section provides detailed information about training requirements. Specific training requirements are listed below, but districts may also require additional trainings that are above and beyond those required by MDE. The District Assessment Coordinator is responsible for ensuring that all individuals who may be associated with test administration or test materials receive training each year prior to testing. Training is important to ensure the assessments are administered consistently across the state so that conditions are standard and results are valid. Each district will develop and provide training for staff that includes information related to test security and the policies and procedures related to their role in test administration. While the majority of staff may be involved with spring test administration, any staff working with the fall GRAD retests or OLPA test administration must also be trained prior to testing. In addition to district-provided training, the Online Test Monitor Certification Course available on the Minnesota Assessments portal is strongly recommended for any Test Monitors who will administer an online test. This course provides an overview of the roles and responsibilities of Test Monitors administering online assessments and shows how to start, monitor and end test sessions using the Online Testing System. MDE has also developed the Minnesota Assessments Test Security Training for Districts and Schools presentation that districts should use in their required trainings on test security. Video clips accompany the training presentation. View the Test Security training materials on the Minnesota Department of Education training page of the Minnesota Assessment portal (http://www.mnstateassessments.org/resources/?section=10). There are specific training resources required for MTAS, ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators; Test Administrators must complete these trainings as outlined below in addition to district-provided training. • MTAS Test Administrators must participate in the MTAS Training for Test Administrators each year they will administer the assessment because Test Administrators administer and score the assessment. MDE provides training in a web-based format that can be viewed individually or as a group. The training covers MTAS test materials, test administration policies and procedures and scoring practice. View the MTAS Training for Test Administrators on the Minnesota Department of Education training page of the Minnesota Assessments portal (http://www.mnstateassessments.org/resources/?section=10). • All ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators must complete the online ACCESS for ELLs or Alternate ACCESS for ELLs Test Administrator’s Training prior to the first administration of either assessment. District Assessment Coordinators (or December 2013 65 2013–2014 Procedures Manual the designated staff person) must provide Test Administrators with logins and passwords for their training accounts. View the trainings on the WIDA website (http://www.wida.us/index.aspx). Test Administrators then log in and select the box labeled “ACCESS for ELLs Training Course & Quizzes” on the “My Account & Secure Portal” page. o For kindergarten ACCESS for ELLs, MDE requires annual recertification of Test Administrators for all domains (reading, writing, listening, and speaking). o For grades 1–12 of the ACCESS for ELLs, MDE usually requires annual recertification of Test Administrators for the speaking domain only, but because there are significant changes to the administration and delivery of the Listening test in 2014, recertification for every Test Administrator for the group-administered tests (reading, writing, and listening) is required as well. o For the Alternate ACCESS for ELLs, MDE requires annual recertification of Test Administrators for all domains. District Assessment Coordinators can use the Training section of the Minnesota Assessments portal to review MDE trainings related to test administration and AIR system trainings. These resources should be used to create training materials for the district or provided to district staff to read or review. View MDE training materials on the Minnesota Department of Education training page (http://www.mnstateassessments.org/resources/?section=10), and view AIR training materials on the American Institutes for Research training page (http://www.mnstateassessments.org/resources/?section=9). The District Assessment Coordinator must annually document that staff have been trained, and each district will determine how this will be documented (e.g., sign-in sheets, certificates of completion). If there is a security breach, documentation of training will be requested by MDE. Part VI: Monitoring and Audits MDE Monitoring of Schools MDE visits schools to monitor test administration as part of an overall strategy to improve the administration of Minnesota’s assessments and to verify that test security requirements are followed. What MDE learns from these visits is used to clarify policies and procedures and develop training resources that will help districts construct uniform testing conditions across the state. A school may be chosen based upon past concerns, anonymous reporting/calls, district request, or a random visit. An MDE staff person will arrive unannounced at the school office and request to see the School Assessment Coordinator. He or she will stay on site until at least one testing session has been completed; depending on the test administration schedule, he or she may stay on-site for the full day of testing. The MDE staff person is there only to observe, not to participate in the administration of the test. Following the site visit, the District Assessment Coordinator will receive a letter from the Test/Integrity Security Specialist at MDE. This letter will include notification of any concerns raised by the audit. If there were concerns during the audit, the District Assessment Coordinator will need December 2013 66 2013–2014 Procedures Manual to submit appropriate documentation and a plan to help prevent any issues from occurring in the future. The letter may also consist of recommendations from MDE. A sample Minnesota Assessments Monitoring Checklist can be found in Appendix B. Monitoring Student Selection for the MCA-Modified MDE’s monitoring process is designed to ensure that only eligible students are selected for inclusion in the MCA-Modified. MCA-MODIFIED: MONITORING CRITERIA IEP teams must determine that students selected to take the MCA-Modified meet the eligibility requirements outlined in Alternate Assessment Eligibility Information in Chapter 5. One eligibility criterion is that the student demonstrates persistently low performance as defined by performance at the lowest achievement level (Does Not Meet the Standards) on the two most recent administration years of the MCA and/or MTELL. If the MCA-Modified is administered to a student who does not meet this criterion, the student’s test will be invalidated. Refer to Additional Information about Persistently Low Performance in Chapter 5 and Validation against Assessment Records in Chapter 9 for further information. In MDE’s Test WES system during Pretest Editing, District Assessment Coordinators will certify that all eligibility requirements are met for students taking alternate assessments. District Assessment Coordinators may need to consult with Special Education directors, coordinators or teachers in order to verify students have a standards-based IEP. MCA-MODIFIED: RECORD REVIEW PROCESS MDE’s Special Education Monitoring and Assistance division monitors compliance with the requirements of IDEA following a five-year schedule. The record review process that is part of MDE Special Education Compliance Monitoring is made up of two parts: 1. An MDE review that includes a visit to the district by one of the MDE monitors and a district self-review of individual student records. This format is completed for 20 percent of the districts each year, or 2. A self-review that requires that the district complete a review of due process individual student records for compliance with IDEA requirements, which is completed for an additional 20 percent of the districts each year. For both parts of the process, the web-based monitoring system generates a random sample of students. The sample is stratified by additionally pulling a minimum of one of each of the following subgroups represented in the district’s child count data: age, ethnicity, disability eligibility and special education setting. From the stratified random sample, the districts that are scheduled for self-review must select a representative sample of student records for review from within the following parameters: 1. Districts with special education populations of more than 1,000 students must complete a review of the full stratified random sample. December 2013 67 2013–2014 Procedures Manual 2. Districts with special education populations of 200–999 must review 5 percent of their special education population. The files reviewed must be selected from the web-based generated stratified random sample provided. 3. Districts with special education populations of fewer than 199 must review at least 10 records per IDEA Part (B and C), or all students records if the population is fewer than 10. Again, files must be drawn from the web-based generated stratified random sample provided. Following the review of records, districts must submit demonstration of correction for any identified noncompliance. The documents submitted for correction will be screened for compliance with standards-based IEPs. MTAS Field Audits Each year, MDE employs field auditors to observe MTAS administrations in selected schools. Release of the limited student information provided to the auditors during the course of their observations is allowed without consent under the Family Educational Rights and Privacy Act (FERPA). PURPOSE The primary purpose of MTAS field audits is to gather evidence to evaluate the validity and reliability of the assessment. Since the assessment is scored by the Test Administrator at the school site, it is critical that the Test Administrator be properly trained in the assessment and be able to apply that training consistently when assessing each student. Likewise, it is critical to the state that all Test Administrators are applying this training consistently across the state. MTAS field auditors serve as evidence-gatherers. Their job is to obtain evidence that will determine (1) the extent to which the training of the administrator was properly implemented and (2) the consistency of the administration for students across the state. QUALIFICATIONS OF MTAS FIELD AUDITORS MTAS field auditors are current or retired licensed teachers or administrators who have experience with students with disabilities in an educational setting and at least three years of classroom experience. SAMPLING PROCEDURE FOR SITE SELECTION MDE is committed to administering a test that has sufficient technical merit—including the validity and reliability of the assessment. Several methodologies can be used to collect this evidence. Minnesota has chosen an approach that combines statistical procedures for the selection of schools along with a process of standardizing the training of the third-party scoring: the field auditor. Field auditors serve the role of second raters for administration and scoring of the MTAS at the school level. Their role is similar to that of “back readers” on writing assessments or responses to open-ended questions. They verify the training and application of the scoring process for the test administrator and recommend retraining or note potential issues or areas of emphasis that should be addressed for a particular test administrator, school, district or the state as a whole. December 2013 68 2013–2014 Procedures Manual Minnesota selects its school sites for MTAS audit with the goal of 10% of the school sites being observed and audited. Within the 80-mile radius for each of 10 central cities, school sites are selected under the following criteria. RANDOM SELECTION FOR THE CURRENT SCHOOL YEAR The following criteria will be used to complete the selection of the sites to be audited: 1. At least two students at the school took the MTAS in the previous school year. (Goal: MTAS administrations occur in this school.) 2. At least six schools should be selected from each geographic region if available. (Goal: At least 10 percent of MTAS sites in the 10 geographic regions are observed.) 3. Two school types per region are observed: elementary, middle, high school. If individual schools are not available (e.g., a greater Minnesota geographic region has predominantly K–12 schools), then grade bands 3–5, 6–8 and 10–11 should be treated as separate school sites. 4. Schools in the previous year’s audit are omitted unless identified for required selection as described below (i.e., a school will be visited at most every other year). REQUIRED SELECTION FOR THE CURRENT SCHOOL YEAR School sites that meet any of the following criteria will be audited: 1. A previous audit found nonadjacent score discrepancies for one or more Test Administrators. 2. A previous audit found one or more misadministrations of the MTAS. 3. When selected for an audit in the previous school year, the school refused access to the field auditor or did not cooperate with requests for information. 4. When selected for an audit in the previous school year, the school was excused because of a demonstrated hardship. 5. A data audit at MDE after administration found the number of students participating in the MTAS to be more than four standard deviations greater than the number for schools of similar size. 6. Other concerns, as identified by MDE through observation or data audit. PARTICIPATION OF SELECTED SCHOOLS Schools selected for an audit are required to participate. It is the responsibility of the school and district administration to provide full cooperation and access to the various components needed for the auditor’s review. Schools or staff that refuse access to the auditor or do not cooperate with requests for information may jeopardize (1) the results of student scores for the selected school (e.g., scores may be invalidated by MDE) or (2) the district’s ability to engage in actions related to accountability (e.g., appeals during the AYP review may be refused). Any school that refuses access to the auditor or does not cooperate with requests for information will be selected for review the following year and will not be excused from that audit. December 2013 69 2013–2014 Procedures Manual Schools that are selected as eligible for an audit may request to be excused from the audit when the review would place a hardship on the students or staff. This request must be submitted to MDE and demonstrate overwhelming evidence of the hardship. After review by MDE, any school that is excused because of a demonstrated hardship will be automatically selected for review the following year and may not request to be excused in that year. SCHOOL NOTIFICATION PROCESS The Division of Statewide Testing at MDE will send the district superintendent, District Assessment Coordinator and special education director a letter via email indicating the school or schools selected for an MTAS administration observation within the district. The District Assessment Coordinator must provide the schedule of MTAS administrations at the selected schools following the instructions and timeline in the letter. If the District Assessment Coordinator does not provide the schedule of MTAS administrations by the due date, the school will be included in the list of schools identified for required selection the following year. Once auditors receive the schedules for selected schools, they will notify District Assessment Coordinators of the date and time of their visit. Following the observation, MDE will contact the District Assessment Coordinator and Test Administrator if nonadjacent scores were assigned by the Test Administrator and field auditor, and the student’s score on a given task has been changed to the score assigned by the field auditor. District Assessment Coordinators and Test Administrators will be notified if the field auditor observes a misadministration of the assessment. Documentation for State Graduation Assessment Requirements Districts should maintain records for graduation assessment requirements necessary for program audits conducted by MDE. 2013. This information has been updated based on legislative changes in • School districts must make information available to parents and students, which includes information about the graduation assessment requirements. • For students first enrolled in grade 8 in the 2012–2013 school year and later, a school, district, or charter school must record on the high school transcript a student’s progress toward career and college readiness, and for other students as soon as practicable. • An administration plan that includes the testing windows the GRAD (or another assessment that can be used to meet graduation assessment requirements) will be offered to students throughout the school year. • Test security procedures that outline the district’s policies and procedures to maintain the integrity of the GRAD retests. • A plan for testing English learners that includes options for those students who may not qualify for the ELL exemption for the GRAD. • Documentation on a student’s IEP or 504 plan of any accommodations that a student may have used for the GRAD retests and any options for students who will not meet graduation assessment requirements through GRAD. December 2013 70 2013–2014 Procedures Manual Chapter 4 — Roles and Responsibilities for Testing Overview This chapter delineates the responsibilities for appropriate and secure testing for both paper and online test administrations. Depending on the number of staff in your district, you may be assigned more than one of the roles identified below and the corresponding responsibilities. References to additional information in the applicable chapter/appendix will be included in parentheses. In addition to this Procedures Manual, staff will need to ensure that directions, policies and procedures specified in the Assessment Manuals, MTAS Task Administration Manual, Test Monitor and Student Directions, and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals and Test Administrator’s Scripts are followed as applicable for their role. Superintendent/Executive Director’s Roles and Responsibilities for Testing The Superintendent or Executive Director is responsible for providing the resources a district needs to administer assessments. Superintendent’s/Executive Director’s Responsibilities before Testing 1. Designate a District Assessment Coordinator who will complete the responsibilities listed below. 2. Grant permission for staff to access applicable MDE secure systems as needed, including Test WES, Assessment Secure Reports (formerly MDE Secured Reports), Graduation Requirements Records (GRR) and Student Identity Validation Interface by submitting the applicable superintendent permission/authorization forms. View the forms under each system on the Data Submissions page of the MDE website (http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html). 3. Annually review who has access to MDE secure systems for your district. All persons with access need to be re-authorized, and any staff who no longer should have access must be indicated in order to have their access removed. Please email [email protected] for information on staff who currently have access in your district. 4. Read and complete the Non-Disclosure Agreement. 5. Designate staff who will confirm that all eligible students have unique state student identification (SSID) or MARSS numbers so students are included in assessment precode, and make corrections as needed in the Student Identity Validation Interface. 6. Confirm that the MARSS Coordinator has submitted MARSS data on an ongoing basis so that current student information is available for assessment precode files and is updated throughout test administrations, as needed, to ensure accurate student information. 7. Confirm that the District Assessment Coordinator will have time to complete Pretest Editing in Test WES. December 2013 71 2013–2014 Procedures Manual Superintendent’s/Executive Director’s Responsibilities after Testing 1. Confirm that both the District Assessment Coordinator and the MARSS Coordinator will have time to complete Posttest Editing in Test WES. 2. Confirm that the MARSS Coordinator has updated all student records for Posttest Editing; the last date to submit MARSS for Posttest Editing occurs prior to the close of the Posttest Edit window. MARSS student enrollment information at the time of testing will serve as the basis of Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) calculations and used for final assessment reports. 3. Confirm that the District Assessment Coordinator has finalized the district’s assessment information prior to the close of Posttest Editing in Test WES. 4. Confirm that the District Assessment Coordinator, or other designated staff person, has access to the GRR system and has time to enter Graduation Requirement Records and request applicable reimbursement for students who meet graduation assessment requirements based on conditions other than having passed the relevant GRAD test. 5. Discuss the assessment results with the District Assessment Coordinator as well as district and school administrators. 6. Prepare for questions from local media and constituents about test results. District Assessment Coordinator’s Roles and Responsibilities for Testing The District Assessment Coordinator is the district’s main contact with MDE, the service provider and the School Assessment Coordinators. If your district does not have staff assigned as School Assessment Coordinator(s), all responsibilities listed under that role also apply to the District Assessment Coordinator. District Assessment Coordinator’s Responsibilities before Testing 1. Establish test security policies and procedures (Chapter 3). o If a district test security policy does not exist, write such a policy in collaboration with other administrators prior to test administration. Each district must have a written district test security policy on file. (See Appendix B for an example.) o Read and incorporate proper test administration and test security policies detailed in this Procedures Manual as well as the other assessment manuals and directions into the district test security and test administration policy and training. o Read and complete the Non-Disclosure Agreement. o In conjunction with the School Assessment Coordinator, have all staff who may handle test materials, monitor testing or administer tests complete the Non-Disclosure Agreement. This includes individuals in leadership roles (principals, superintendents) and custodial and support staff who may have keys, and therefore access, to secure test materials. December 2013 For paper copies, collect Non-Disclosure Agreements from the School Assessment Coordinator, and keep them for 12 months after the end of the academic school year in which testing took place. 72 2013–2014 Procedures Manual For online copies, track who has completed online Non-Disclosure Agreements in TIDE throughout the year and print a list from the Manage Users page of TIDE by the end of the school year for documentation. 2. Identify appropriate tests for students and prepare to have applicable test materials on hand. o Collaboratively determine with the MARSS Coordinator that all student data are current and submitted to MARSS or correct in the Student Identity Validation Interface as needed for assessments. Every student must have a valid MARSS/SSID number for testing. o In conjunction with the MARSS Coordinator and Special Education and English learner staff, ensure Special Education students and English learners are correctly identified in MARSS. o Identify and manually add any students not included in the precode files (e.g., “super seniors” who have met all other requirements and only need to test, home-schooled students and non-public students) who will be testing using Precode Student Eligibility in Test WES. o Identify students who may change grades between the start of the school year and the start of testing, and ensure that the student’s test matches the grade in MARSS at the time of testing. o Determine which students will take Reading, Mathematics, and Written Composition GRAD retests to meet graduation assessment requirements (Chapter 8). The Graduation Data List available in Assessment Secure Reports (formerly MDE Secured Reports) provides graduation-related testing history for all high school students enrolled in your district as well as records of students who have met graduation assessment requirements through the other assessment options. o Submit reciprocity requests for graduation assessment requirements, as needed (Chapter 7). o Access the Prior Performance Report for MCA-Modified in Assessment Secure Reports (formerly MDE Secured Reports) for information on students who are persistently low performing and may be eligible to take the MCA-Modified. This list may be provided to the Special Education director to help determine eligibility (Chapter 5). o Work with the Special Education staff to determine which students, according to state eligibility requirements (Chapter 5), will take: Reading, Mathematics and/or Science MTAS Reading and/or Mathematics MCA-Modified o In conjunction with the Special Education director, submit an alternate assessment waiver in Test WES, if needed (Chapter 9). o Work with the English learner staff to determine the appropriate ACCESS for ELLs tiers for students. o Work with the Special Education and English learner staff to determine which students, according to state participation guidelines (Chapter 5), will take the Alternate ACCESS for ELLs. December 2013 73 2013–2014 Procedures Manual o Order ACCESS for ELLs and Alternate ACCESS for ELLs test materials from MetriTech for any students that are EL-identified in MARSS. o Collaboratively determine and document—with School Assessment Coordinators and Special Education and English learner staff—students who will need accommodations and the appropriate accommodations for each student for Title I, Title III and GRAD assessments. o Complete Pretest Edit activities in Test WES for Title I assessments to determine regular and accommodated test materials orders and students loaded for online testing (Chapter 8). Complete Test Administration Options (e.g. indicate online or paper administration mode for Reading and Mathematics MCA). Verify or change test assignments. Verify or indicate accommodations. Enter sort order for paper administrations (optional). View or change precode send indicator for high school science (as needed). o Complete Supplemental Information in TIDE for Title I assessments and Written Composition GRAD retests to indicate shipping and test materials preferences (Chapter 8). o Order accommodated test materials for Written Composition GRAD retests in TIDE (as needed). o Order accommodated test materials for Reading and Mathematics GRAD retests by completing the applicable forms (Appendices A and B) and faxing to AIR monthly as needed (Chapter 8). 3. Establish district testing schedule within the testing windows specified in the Important Dates (chapter 8). o Determine which students will take the Reading and Mathematics GRAD retests and set the district testing schedule for when retest opportunities will be offered. The Reading and Mathematics GRAD retests must be completed in one day. o Determine which students will take Written Composition GRAD retests. The Written Composition GRAD writing prompts have state-assigned test dates for administration. o Determine the testing schedule for the grades 3–8 Mathematics OLPA, if the district will be participating. o Determine the district testing schedule for Title I paper assessments. All schools within a district must administer a given segment of the assessment on the same day. December 2013 Determine how many test segments for paper assessments will be administered during a testing session. All schools within a district must administer the same segment(s) to a given grade on the same day for paper administrations. If multiple segments for paper assessments will be administered in a testing session, decide whether students may move on to the next segment without waiting for directions. 74 2013–2014 Procedures Manual o Determine the testing schedule for Title I online assessments. Online assessments have more scheduling flexibility because students are able to pause at different points and return to complete the test at a later time. Refer to Chapter 8 for specific pausing information for each online assessment. o Determine the testing schedule for ACCESS for ELLs and Alternate ACCESS for ELLs. o Post district testing schedules for Title I, Title III and GRAD assessments on the district website. o In collaboration with the School Assessment Coordinator, ensure rooms and computer labs are scheduled and prepared for testing as needed. 4. Prepare testing conditions. o Determine district policies and procedures for test administration, such as breaks for use of the restroom while testing, what to do if a student becomes ill during testing and what individual students will do when finished testing (Chapter 8). o Establish a process for inventorying and distributing test materials to each school building if the district chooses to have test materials shipped to the district (a decision made in Supplemental Information in TIDE for Title I assessments and Written Composition GRAD retests). Materials for ACCESS for ELLs and Alternate ACCESS for ELLs are shipped only to the district. The District Assessment Coordinator may want to establish the process collaboratively with School Assessment Coordinators. o Notify School Assessment Coordinators how test materials will be arriving and the quantities of test materials to expect. o With School Assessment Coordinator, review and prepare for any accommodations and specific test administration procedures as described in this Procedures Manual, including scheduling for small group and individual administrations and preparing for translated directions and scribes (Chapters 5 and 6). o Ensure that the applicable staff are set up as users in TIDE. o Ensure that the applicable staff involved with administering the ACCESS for ELLs and Alternate ACCESS for ELLs are set up with a teacher account for the WIDA website. o Complete the Site Readiness confirmation in Test WES during Pretest Editing in collaboration with the Technology Coordinator (Chapter 8). o Work with technology staff to prepare computer labs for online testing, including ensuring all software requirements are met and equipment is available (e.g., headphones). o For all online assessments, indicate any student test settings (e.g., background color choice, font size) as needed in TIDE in collaboration with the School Assessment Coordinator. o For Reading and Mathematics GRAD retests, indicate any student accommodations as needed in TIDE in collaboration with the School Assessment Coordinator. For Title I, ensure accommodations for online assessments are indicated in Test WES during Pretest Editing and throughout the online testing window, as needed. December 2013 75 2013–2014 Procedures Manual o In collaboration with School Assessment Coordinators, review eligible students loaded to TIDE for online testing, and create lists of students to provide to Test Monitors with student login information (first name as it appears in MARSS and MARSS/SSID number). o Ensure students have had a chance to use item samplers to practice for administration and review online student tutorials (online tests only) prior to test administration. o In conjunction with the School Assessment Coordinator, determine staff who will enter the student responses from paper accommodated test materials for online assessments and scores from MTAS administrations into the Data Entry Interface. o Create rosters if Learning Point Navigator and the Online Reporting System will be utilized by teachers in the district (Chapter 10). 5. Train School Assessment Coordinators, Test Monitors, MTAS Test Administrators and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators (Chapter 3). o Attend MDE trainings or review MDE training materials. o Provide training to School Assessment Coordinators on proper test administration and test security. o Collaboratively develop and implement with each School Assessment Coordinator a plan for training Test Monitors on test security and test administration policies and procedures for Title I, Title III and GRAD assessments. o Verify that staff who will administer the MTAS have completed the MTAS Training for Test Administrators in addition to other required district test administration and security training. o Verify ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators have completed the online ACCESS/Alternate ACCESS for ELLs test administration training and are certified for the tests they will be administering, including re-certification for all domains for spring 2014. These trainings are in addition to the other required district test administration and security training. 6. Maintain security of test materials. o Receive test materials from the service provider, and immediately lock test materials in a previously identified secure area. o Organize and distribute test materials to School Assessment Coordinators. o If schools are receiving test materials directly from the service provider, confirm that each school has received test materials and that they are locked in a secure area. o Confirm test materials have been inventoried using the security checklists, and contact the service provider if there are any discrepancies (Chapter 3). o Keep a record of staff having access to secure areas, inventorying materials and completing the security checklists. o Organize secure test materials remaining at the district, including district overage test materials, ensuring that they are kept secure and not distributed unless needed for test administration. December 2013 76 2013–2014 Procedures Manual o In collaboration with School Assessment Coordinator, define a process for distributing materials to Test Monitors, ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators and MTAS Test Administrators and keeping test materials secure between testing sessions, including online test materials (e.g., student login information for online testing, scratch paper). Non-secure test materials, such as Test Monitor and Student Directions, may be distributed to Test Monitors upon receipt to allow them sufficient time to prepare for test administration. Secure test materials should not be distributed prior to day of testing. Exceptions to this are specified in Chapter 3. The security of test materials containing student information, such as student answer documents and student login information for online assessments, must also be maintained. o Verify that there are sufficient test materials for each school, and distribute from district overage or order additional test materials as needed. o For paper assessments, confirm that all students have the appropriate answer document and that preprinted student information is accurate. Arrange for student information to be filled in (hand bubbled) on blank answer documents as needed (Chapter 8). o For ACCESS for ELLs and Alternate ACCESS for ELLs, confirm that all students have the appropriate test booklet and that preprinted student information on the label is accurate. Arrange for student information to be filled in (hand bubbled) on blank test booklets as needed (refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test Administration Manuals). o Ensure student login information for online assessments has been prepared for Test Monitors. District Assessment Coordinator’s Responsibilities on Testing Day(s) 1. Answer questions from School Assessment Coordinators, as needed. 2. If security breaches occur, contact the MDE Assessment Contact within 24 hours and complete the Test Security Notification Form within 48 hours (Chapter 3). 3. Monitor the progress of testing for both paper and online assessments to ensure all students complete testing as scheduled. 4. For online assessments, enter invalidations in TIDE as needed (Chapter 8). District Assessment Coordinator’s Responsibilities after Testing 1. If necessary for paper assessments, make edits to student test/accountability, demographic and accommodation codes before returning student answer documents. 2. Collaboratively work with School Assessment Coordinators to ensure that designated staff have entered student responses from paper accommodated test materials for online assessments and scores from MTAS in the Data Entry Interface. All information must be entered before the testing windows close in order to have the tests scored and reported. December 2013 77 2013–2014 Procedures Manual 3. Collaboratively work with School Assessment Coordinators to follow procedures for returning scorable and secure test materials as outlined in the Assessment Manuals and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals. 4. With School Assessment Coordinators, arrange for secure disposal of all test materials that are not required to be returned as outlined in the Assessment Manuals and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals. 5. Complete a Test Administration Report for all administered assessments as needed, and keep on file at the district for 12 months following test administration; completed Test Administration Reports must be available if requested by MDE (Chapter 3). 6. Collect security documents (e.g., security checklists) from the School Assessment Coordinators. Keep them on file at the district for 12 months from the end of the academic school year in which testing took place (Chapter 3). 7. Retrieve early reports, and share with parent/guardians and staff, as appropriate (Chapter 10). 8. Review student assessment data in Test WES during Posttest Editing (Chapter 9), and resolve discrepancies as necessary in Test WES. Work with the MARSS coordinator to resolve any issues in MARSS. Verify or indicate test/accountability, accommodation and demographic codes in Test WES. 9. Retrieve final assessment results from Assessment Secure Reports (formerly MDE Secured Reports), and prepare for media/stakeholder questions (Chapter 10). Work with principals and School Assessment Coordinators to ensure the requirements for embargoed final assessment results are followed. 10. For Title I and Title III assessments, distribute paper reports to parents/guardians no later than 30 days after receipt of Individual Student Reports (Chapter 10). 11. For GRAD retests, distribute student results to parents/guardians after test administration and/or when copies of Individual Student Reports are received (Chapter 10). 12. Enter Graduation Requirement Records in the GRR system and request applicable reimbursement for students who meet graduation assessment requirements based on conditions other than having passed the relevant GRAD test (Chapter 2). 13. Complete all documentation for state graduation requirements (Chapter 3). School Principal’s Roles and Responsibilities for Testing The School Principal’s role is to designate the School Assessment Coordinator and other school staff members who will serve as Test Monitors or Test Administrators. School Principal’s Responsibilities before Testing 1. Designate a School Assessment Coordinator for the school. 2. Designate a Technology Coordinator for online assessments. 3. Be knowledgeable about proper test administration and test security as outlined in this Procedures Manual as well as other applicable assessment manuals and directions. 4. Read and complete the Non-Disclosure Agreement. December 2013 78 2013–2014 Procedures Manual 5. Provide adequate secure storage space for all test materials from the time they arrive in the building until they are returned to the service provider. 6. In conjunction with Technology Coordinator, ensure that adequate computers are in place and rooms are set up appropriately for online testing. 7. Verify with the School Assessment Coordinator that all Test Monitors and Test Administrators receive the proper training for administering the tests. 8. Ensure that all non-licensed staff who will be involved in testing are properly trained and supervised by a licensed staff member. School Principal’s Responsibilities on Testing Day(s) 1. Ensure that all directions, test administration procedures and security requirements in this Procedures Manual and other applicable assessment manuals and directions are followed. School Principal’s Responsibilities after Testing 1. In conjunction with School Assessment Coordinator, ensure that all test materials are collected, returned and/or securely disposed of as required (Chapter 8). 2. Discuss the assessment results with the School Assessment Coordinator as well as district administrators and District Assessment Coordinator. In conjunction with the District Assessment Coordinator, ensure the requirements for embargoed final assessment results are followed. 3. Prepare for questions about test results. School Assessment Coordinator’s Roles and Responsibilities for Testing The School Assessment Coordinator is the key link between the District Assessment Coordinator and the Test Monitors. In conjunction with the District Assessment Coordinator, the School Assessment Coordinator is responsible for the implementation of the test administration procedures that maintain the integrity of the state test. School Assessment Coordinator’s Responsibilities before Testing 1. Implement test security policies and procedures (Chapter 3). o Be knowledgeable about test administration and test security policies detailed in this Procedures Manual and other applicable assessment manuals and directions, and review district policies and procedures related to statewide testing. o Read and complete the Non-Disclosure Agreement. o Ensure all staff who may handle test materials, monitor testing or administer tests complete the Non-Disclosure Agreement. This includes individuals in leadership roles (principals, superintendents) and custodial and support staff who may have keys, and therefore access, to secure test materials. Return completed hard-copy Non-Disclosure Agreements to the District Assessment Coordinator. December 2013 For staff administering assessments online, the Non-Disclosure Agreement must be completed electronically in TIDE. 79 2013–2014 Procedures Manual Staff may also complete the paper version of the Non-Disclosure Agreement (Appendix A). 2. Identify appropriate tests for students and prepare to have applicable test materials on hand. o o With the District Assessment Coordinator, determine which students: Indicated as special education will be taking the MTAS or MCA-Modified. Indicated as EL in MARSS will be taking the ACCESS for ELLs and which will be taking the Alternate ACCESS for ELLs. Ensure students are assigned the appropriate grade-level cluster and tier level (ACCESS for ELLs only) test booklet. Need accommodations. Verify the appropriate accommodations that will be ordered and/or indicated for English learners or students with an IEP or 504 plan for Title I assessments and GRAD retests. If directed by the District Assessment Coordinator, complete Pretest Editing in Test WES and order Written Composition GRAD retest accommodated test materials in TIDE. 3. Prepare testing conditions. o Schedule rooms and computer labs for testing as needed. o Arrange for Test Monitor(s) to administer the test(s), and assign students to Test Monitor(s). o Plan seating arrangements for students to ensure independent work. o Verify with District Assessment Coordinator for how test materials will be arriving and the quantities of test materials to expect. o Set up for any accommodations and specific test administration procedures as described in this Procedures Manual, including scheduling for small group and individual test administrations and preparing for translated directions and scribes (Chapters 5 and 6). o For all online assessments, indicate any student test settings (e.g., background color choice, font size) as needed in TIDE in collaboration with the District Assessment Coordinator. o For Mathematics OLPA (accommodated text-to-speech only) and Reading and Mathematics GRAD retests, indicate student accommodations as needed in TIDE in collaboration with the District Assessment Coordinator. For Title I online assessments, accommodations are indicated in Test WES during Pretest Editing and throughout the online testing window, as needed. o In collaboration with the District Assessment Coordinator, review eligible students loaded to TIDE for online testing, and create lists of students to provide to Test Monitors with student login information (first name as it appears in MARSS and MARSS/SSID number). December 2013 80 2013–2014 Procedures Manual o In conjunction with the District Assessment Coordinator, determine staff who will enter student responses from paper accommodated test materials for online assessments and scores from MTAS administrations in the Data Entry Interface. 4. Train staff. o Be knowledgeable about district procedures for test administration. o Review state-provided training materials and any other training materials required by the district. o Provide training to all personnel involved with testing on test security and test administration policies and procedures, per plan developed with the District Assessment Coordinator. o Verify that staff who will administer the MTAS have completed the MTAS Training for Test Administrators in addition to other required district test administration and security training. o Verify ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators have completed the online ACCESS/Alternate ACCESS for ELLs test administration training and are certified for the tests they will be administering, including re-certification for all domains for spring 2014. These trainings are in addition to the other required district test administration and security training. 5. Maintain security of test materials. o When test materials are received from service provider or District Assessment Coordinator, immediately lock test materials in a previously identified secure area. o Inventory test materials using the security checklists, and contact the District Assessment Coordinator if there are any discrepancies (Chapter 3). o Organize secure test materials, ensuring that they are kept secure and not distributed until test administration. The security of test materials containing student information, such as student answer documents and student login information for online assessments, must also be maintained. Distribute non-secure test materials, such as Test Monitor and Student Directions, to Test Monitors upon receipt to allow them sufficient time to prepare for test administration. Distribute MTAS materials to MTAS Test Administrators prior to testing for administration preparation and adaptation of materials to meet individual student needs (Chapter 3). MTAS materials need to be kept secure by the Test Administrators as they prepare for testing; objects and manipulatives gathered by Test Administrators may remain in the classroom for daily use. o Record and assign all secure test materials on the Test Monitor Test Materials Security Checklists or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist. o Contact the District Assessment Coordinator if additional test materials are needed. o Keep a record of staff having access to secure areas, inventorying materials and completing the security checklists. December 2013 81 2013–2014 Procedures Manual o Provide MTAS data collections forms if students’ scores will be centrally entered by the district or school. o Distribute the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrator’s Scripts and Test Administration Manuals to Test Administrators so they can become familiar with the script and prepare for test administration. (Chapter 3). o For paper assessments, confirm that all students have the appropriate answer document and that preprinted student information is accurate. Arrange for student information to be filled in (hand bubbled) on blank answer documents as needed (Chapter 8). o For ACCESS for ELLs and Alternate ACCESS for ELLs, confirm that all students have the appropriate test booklet and that preprinted student information on the label is accurate. Arrange for student information to be filled in (hand bubbled) on blank test booklets as needed (refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test Administration Manuals). o Organize student login information for online assessments for Test Monitors. School Assessment Coordinator’s Responsibilities on Testing Day(s) 1. Distribute materials to Test Monitors on the day of testing and ensure test materials are kept secure between testing sessions, including online materials (e.g., student login information), according to district policy. 2. Distribute ACCESS for ELLs and Alternate ACCESS for ELLs test materials to Test Administrators. 3. Be available to answer questions from Test Monitors and Test Administrators. 4. Report testing irregularities to District Assessment Coordinator using the Test Administration Report. 5. Report security breaches to the District Assessment Coordinator as soon as possible. 6. Ensure that Test Monitor and Student Directions and Test Administrator Scripts are followed. School Assessment Coordinator’s Responsibilities after Testing 1. Ensure that test materials are kept in a locked, secure location after testing. Per district policy, test materials may be collected at the district or school office or kept secure between testing sessions by the Test Monitor or Test Administrator. 2. Use security checklists to verify receipt of all secure test materials from the assigned Test Monitor or Test Administrator after testing is completed. Return copies of the security checklists to the District Assessment Coordinator. 3. Verify that any answer documents without preprinted student information have all student information hand-entered correctly, including MARSS/SSID number. For paper MCA and Written Composition GRAD, a district/school label also needs to be affixed. 4. Ensure that designated staff have entered student responses from paper accommodated test materials for online assessments and scores from MTAS administrations in the Data December 2013 82 2013–2014 Procedures Manual Entry Interface. All information must be entered before the testing windows close in order to have the tests scored and reported. 5. Follow return procedures for scorable and secure test materials outlined in the Assessment Manuals and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manual. 6. Prepare materials for pickup by the carrier designated on the designated date(s). Ensure that all boxes containing the school testing materials are in a secure location known to appropriate school staff or are returned to the district office, if directed by the District Assessment Coordinator. 7. For ACCESS for ELLs and Alternate ACCESS for ELLs, test materials must be returned to the District Assessment Coordinator so that all test materials are shipped on one complete shipment for the district. 8. Arrange for secure disposal of all test materials that are not required to be returned as outlined in the Assessment Manuals and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manual. 9. If directed by the District Assessment Coordinator, complete Posttest Editing in Test WES. 10. In conjunction with the District Assessment Coordinator and principal, ensure the requirements for embargoed final assessment results are followed. Technology Coordinator’s Roles and Responsibilities for Testing The Technology Coordinator is responsible for ensuring that the district is prepared for online test administration and providing technical support to district staff. 1. Read and complete the Non-Disclosure Agreement. 2. Attend district training test administration and test security training. 3. Complete Site Readiness confirmation in collaboration with the District Assessment Coordinator. 4. Acquire a user login and password for AIR systems from the District Assessment Coordinator. 5. Review all technical documentation, including the System Requirements for Online Testing and Technical Specifications Manual, and ensure the correct version of the secure browser is installed. 6. Prepare computer labs for online testing following requirements outlined on the Minnesota Assessments portal. 7. Provide headphones for all online tests with text-to-speech available (mathematics and science only). 8. Provide technical support/troubleshooting during online test administration, and contact the AIR Help Desk as needed. December 2013 83 2013–2014 Procedures Manual Test Monitor’s Roles and Responsibilities for Testing The Test Monitor is responsible for the security of the assigned test materials for paper test administrations (e.g., test books and answer documents) or online test administrations (e.g., student login information and scratch paper) until they are returned to the School Assessment Coordinator. The Test Monitor also ensures that students follow the directions during the test administration. The following information applies to ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators except as noted below. Requirements for selecting Test Monitors are available under Assigning Test Monitors in Chapter 8. Test Monitor’s Responsibilities before Testing 1. Be knowledgeable of proper test administration and test security. 2. Read and complete the Non-Disclosure Agreement before testing begins. For online testing, the Non-Disclosure Agreement must be completed in TIDE. 3. Review state-provided training materials for online testing (Online Test Monitor Certification Course) and any other training materials required by the district (Chapter 3). 4. For ACCESS for ELLs and Alternate ACCESS for ELLs, completed the online test administration training and be certified for the tests administering (Chapter 3). 5. Attend district or school training to learn district/school policies and procedures related to test administration (e.g., students becoming ill during testing) and test security. 6. Review the Test Monitor and Student Directions for the responsibilities and step-by-step instructions for each test administration. For ACCESS for ELLs and Alternate ACCESS for ELLs, review the Test Administrator Script. 7. Know how to contact the School Assessment Coordinator during testing if any test-related issues or questions arise. 8. Know where to pick up test materials on the day of the test. 9. Know the school’s plan for keeping test materials secure between test sessions when students are taking an assessment over multiple days or taking a break on the same day. 10. For paper assessments, know which test segment(s), if applicable, will be administered during each test session. The Written Composition GRAD writing prompts have stateassigned test dates for administration. 11. In conjunction with School Assessment Coordinator, know which students are to be provided with appropriate accommodations and any specific test administration procedures related to the accommodation (Chapters 5 and 6). 12. Remove or cover any educational posters or other visual materials in the classroom that are associated with the subject being tested (Chapter 8). This step can be taken shortly before testing begins. December 2013 84 2013–2014 Procedures Manual Test Monitor’s Responsibilities on Testing Day(s) — Before Students Arrive 1. Sign out secure test materials from the School Assessment Coordinator. 2. Check test materials to verify that all the test materials listed on the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist are in the test materials you receive. 3. Keep test materials secure until the test session. 4. Make sure there are enough test books and answer documents or computers for the number of students taking the test. 5. Ensure all allowable materials for students (e.g., pencils for paper administrations, scratch paper for online administrations) are ready to distribute to students as needed 6. For online testing, make sure you have student login information (first name as it appears in MARSS and MARSS number). 7. Use the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist to assign numbered test books to individual students. 8. Fill in appropriate information (e.g., student name, MARSS/SSID number, date of birth, school and district name) on a new answer document for a student, if directed to do so by the School Assessment Coordinator. Ensure that all hand-bubbled information matches MARSS. 9. Record extra test materials on the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist. 10. Know what to do if an emergency arises (e.g., a student gets sick or is injured, the fire alarm goes off). 11. Know what to do if technology issues are encountered during an online test administration. Test Monitor’s Responsibilities on Testing Day(s) — During the Test 1. Actively monitor students during all test sessions by circulating around the testing room to ensure students are following directions and making progress in the test. 2. Follow the script in the Test Monitor and Student Directions exactly. For ACCESS for ELLs and Alternate ACCESS for ELLs, follow the Test Administrator Script exactly. 3. Do not review, discuss or email test items. Ensure all student have been provided the opportunity to independently demonstrate their knowledge 4. For paper assessments: o Make sure all students know what to do at the end of a segment. o Check to make sure students are recording their answers in the answer document. If a student is putting answers in the test book, ensure the student transfers responses to the answer document. 5. For online assessments: o Make sure students know how much time has been scheduled for testing. o Verify that students have their login information if taking an online test. December 2013 85 2013–2014 Procedures Manual o Verify that students are logged in and taking their assigned online test. 6. Document students who require a scribe or translated directions or any unusual circumstances and provide the information to the School Assessment Coordinator. 7. Notify the School Assessment Coordinator of any security breaches as soon as possible. Test Monitor’s Responsibilities on Testing Day(s) — After the Test 1. Follow the Test Monitor and Student Directions exactly. For ACCESS for ELLs and Alternate ACCESS for ELLs, follow the Test Administrator Script exactly. 2. Use the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist to verify receipt of all test books from the assigned students before they leave the testing room. 3. Keep test materials secure after the test session, and return them to the School Assessment Coordinator or to a secure location, as directed by the School Assessment Coordinator. 4. Immediately notify the School Assessment Coordinator if any test materials are missing. MTAS Test Administrator’s Roles and Responsibilities for Testing MTAS Test Administrator’s Responsibilities before Testing 1. Be knowledgeable of district test administration and test security policies and procedures. 2. Read and complete the Non-Disclosure Agreement. 3. Review the MTAS Task Administration Manual and complete the MTAS Training for Test Administrators. Provide documentation of training completion to the District or School Assessment Coordinator, as needed. 4. Know how to contact the District or School Assessment Coordinator during testing if any test-related issues or questions arise. 5. Know the school’s plan for keeping test materials secure between testing sessions when students are administered the assessment over multiple days. 6. Know where to pick up MTAS materials. 7. Prepare materials for administration, and plan specific adaptations for each student, as needed, to meet individual student need. Reproduction of Presentation Pages and Response Options Cards are allowed only for adapting passages and tasks to students’ individual needs, which includes enlarging materials or incorporating texture. The MTAS Task Administration Manual, Presentation Pages and Response Option Cards may not otherwise be reproduced. MTAS Test Administrator’s Responsibilities on Testing Day(s) — Before Students Arrive 1. Keep materials secure until the test session. Objects and manipulatives gathered by Test Administrators may remain in the classroom for daily use. 2. Make sure that there are enough materials for the student being administered the test. December 2013 86 2013–2014 Procedures Manual 3. Know what to do if an emergency arises (e.g., a student gets sick or is injured, the fire alarm goes off). MTAS Test Administrator’s Responsibilities on Testing Day(s) — During the Test 1. Administer each task to each student for the appropriate subject and grade, and record the score. 2. Document any unusual circumstance, and report it to your District or School Assessment Coordinator. MTAS Test Administrator’s Responsibilities on Testing Day(s) — After the Test 1. Keep materials secure after administering the test. 2. Return all MTAS materials provided, including materials that were adapted (i.e., enlarged materials or those with texture incorporated), to the District or School Assessment Coordinator and report if any materials are missing. If directed by District or School Assessment Coordinator, securely dispose of Response Option Cards. 3. Return objects and manipulatives to the classroom unless directed to return them to the District or School Assessment Coordinator. 4. Enter MTAS scores in the Data Entry Interface or return data collection forms, including Learner Characteristics Inventory (LCI) data, to the District or School Assessment Coordinator if the district enters data centrally. MARSS Coordinator’s Roles and Responsibilities for Testing MARSS Coordinator’s Responsibilities before Testing 1. Confirm that all eligible students have unique state student ID (SSID) or MARSS numbers so that students are included in assessment precode for online and paper assessments, and, if authorized, make corrections as needed in the Student Identity Validation Interface. A unique MARSS/SSID number is required to receive student results. 2. If district is participating in fall OLPA or GRAD retest administrations, work with District Assessment Coordinator to ensure MARSS is submitted in time for testing or precode pulls for test materials. In order to participate in testing, this may require submitting MARSS files prior to the official MARSS deadlines. 3. Submit MARSS data on an ongoing basis so the student information is correct and available for the assessment precode files prior to and throughout test administrations to ensure accurate student demographic and enrollment information. MARSS Coordinator’s Responsibilities after Testing 1. Ensure accurate enrollment of students in schools during the accountability windows (Chapter 8). The enrollment from MARSS for this period will serve as the basis for accountability calculations. 2. Ensure State Aid Categories and other MARSS identifying characteristics are correct, especially for shared-time students, Foreign Exchange students and any other students who are not expected to take an accountability test. December 2013 87 2013–2014 Procedures Manual 3. Ensure EL and Special Education designations are up to date and correct for students who are taking an assessment based on their EL or Special Education status. 4. Work with the District Assessment Coordinator to edit discrepancies during the Posttest Edit window in Test WES, which may include multiple submission to MARSS before the Posttest Edit window in Test WES closes. December 2013 88 2013–2014 Procedures Manual Chapter 5 — Participation of Students with Individualized Education Programs (IEPs) and 504 Plans Overview The sections in this chapter provide descriptions of assessment accommodations available to students with an Individualized Education Program (IEP) or 504 plan for the Title I assessments and GRAD retests, information on meeting graduation assessment requirements, and eligibility requirements for participation in the MCA-Modified, MTAS and Alternate ACCESS for ELLs. Chapter 6 provides an overview of accommodations available for English learners (ELs). Information on ordering accommodations is available in Chapter 8. This chapter does not provide accommodation information for the other assessments that may be used to meet graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). While MDE recommends that any accommodations are documented in the IEP or 504 plan, you will need to reference the assessment materials provided for those assessments for information on available accommodations. All public school students are required to participate in state accountability assessments. There are no exemptions or waivers for students with disabilities, regardless of the nature or severity of the disability. IEP teams or 504 plan teams determine the appropriate manner for students with disabilities to participate in statewide assessments. Students with disabilities may participate in statewide assessments in these ways: • Without accommodations • With accommodations • By taking an alternate assessment for which they are eligible IEP and 504 plan teams determine what accommodations, if any, are appropriate for students with disabilities and document these accommodations in the IEP or 504 plan. See further information later in this chapter about determining and documenting accommodations. The majority of students with disabilities take the statewide assessments without accommodations. Students with an IEP may be eligible to take a reading, mathematics, science, writing or English language proficiency alternate assessment. The IEP team determines whether an alternate assessment is appropriate for the student and documents the decision in the IEP. Only students with IEPs are eligible for alternate assessments such as the MCA-Modified, MTAS and Alternate ACCESS for ELLs. For English learners with significant cognitive disabilities, it is recommended that the IEP team collaborate with EL staff to determine if the Alternate ACCESS for ELLs is the most appropriate English language proficiency assessment. The tables in this chapter list accommodations that may be considered for students with an IEP or 504 plan for the Title I assessments and GRAD retests. Table 8 provides a summary of the accommodations available organized under the headings of presentation, timing/scheduling and response format. Table 9 explains these accommodations in more detail. Tables 8 and 9 provide an extensive—but not exhaustive—list of possible testing accommodations. MDE recognizes that school personnel may consider accommodations for the Title I assessment and GRAD retests that December 2013 89 2013–2014 Procedures Manual are not specifically addressed in this chapter yet are entirely appropriate for a particular student and assessment. If school personnel determine the need to provide an accommodation not specifically addressed in this chapter, please contact MDE by sending an email to [email protected] to verify the accommodation will not invalidate the assessment. Chapter 6 addresses available linguistic supports and accommodations for students identified as English learners in MARSS for Title I assessments and GRAD retests. The summary of accommodations for English learners is organized under headings indicating English language proficiency level and types of linguistic supports. In cases where English learners also have an IEP or 504 plan, decision-makers should refer to both Chapters 5 and 6 when making decisions about appropriate assessment accommodations for Title I assessments and GRAD retests. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for information on available accommodations for both English language proficiency assessments. Please note: MDEallowed accommodations and general test-taking practices may differ from the recommended test accommodations presented in the ACCESS for ELLs Test Administration Manual. As mentioned in that manual, WIDA only provides recommendations; the definitive policy for administering the ACCESS for ELLs with accommodations or general test-taking practices is determined by MDE and outlined in this chapter and Chapter 6. Additional information about selecting, administering and evaluating the use of accommodations can be found in the Minnesota Manual of Accommodations for Students with Disabilities in Instruction and Assessment (2008–2009). This manual is a resource for IEP teams looking at the need for and relationship among accommodations used in instruction and in assessment. The manual and the companion training guide are available under “Related offsite resources” on the Statewide Assessment for Students with Disabilities page of the MDE website. View the Statewide Assessment for Students with Disabilities page (http://education.state.mn.us/MDE/StuSuc/SpecEdProg/StateAssessStuDisab/index.html). The Accommodations Advisory Review Panel conducts annual reviews of proposed additions to the approved accommodations and non-standard test administration practices for this Procedures Manual to ensure that a student does not use a particular accommodation and non-standard practice that could invalidate interpretations and judgments based on the resulting test score. See the Statewide Testing Advisory Groups document on the Test Administration section of the MDE website for more information about this panel (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html). General Information about Accommodations for Students with IEPs or 504 Plans Accommodations are practices and procedures that provide equitable access to grade-level content and assessments measuring academic content for students with disabilities. Students with IEPs or 504 plans can have accommodations in the areas of presentation, timing/scheduling and response. Accommodations are designed to allow students with IEPs or 504 plans to show what they know and can do on the academic content standards and assessments rather than showing the impact of their disability. Many accommodations provided to a student during statewide assessments must also be provided during classroom instruction, classroom assessments and district assessments. In general, a new December 2013 90 2013–2014 Procedures Manual accommodation should not be introduced to a student at the time of statewide assessments because it may negatively affect the student’s performance. There are some accommodations, however, that may not be commonly provided during instruction and classroom assessments, and students’ lack of prior experience with them is unlikely to hinder performance. Some examples include using a scribe or listening to a script or CD. Some instructional accommodations may not be appropriate for use on certain statewide assessments. Educators should consult state policies before determining which accommodations will be provided on statewide assessments. Accommodations must be selected and implemented in ways that maintain the integrity of the assessment so that valid inferences can be made about what students know and can do. General Test-Taking Practices These are small changes in test administration procedures that are available to all students, such as small group or individual administration. These practices do not need to be documented in a student’s IEP or 504 plan although it is recommended. See the General Information about Practices That Are NOT Accommodations section later in this chapter. Who May Receive an Accommodation? Students who have an IEP or 504 plan or are identified as English learners may receive accommodations. The student’s enrollment record in MARSS must be coded for special education, 504 or EL before the student can be given an accommodation during the testing window. Specific information about linguistic supports and accommodations available for English learners for Title I assessments and GRAD retest is provided in Chapter 6. When an eligible student demonstrates the need for an accommodation, it must be provided as long as it does not invalidate the assessment. In some rare cases, a general education student with an injury may be allowed to have an accommodation if supported by medical documentation (e.g., student with a broken arm having the scribe accommodation). Refer to Table 9 or email [email protected] to verify if an accommodation is allowed. The instance must be documented on the Test Administration Report. Purpose of Accommodations Accommodations play a key role in promoting access to the general education curriculum for students with disabilities. The purpose of accommodations is to reduce or eliminate the effects of a student’s disability on an assessment measuring academic content. Accommodations do not lower expectations for student learning. Some students with IEPs or 504 plans may require accommodations on state assessments to accurately measure their achievement on state academic standards. These accommodations must be provided based on individual need as long as they do not invalidate the assessment, and they must be documented in the IEP or 504 plan. December 2013 91 2013–2014 Procedures Manual Description of Accommodation Categories used in Minnesota Assessments for Students with IEPs or 504 Plans Three accommodation categories are used in Minnesota for assessment: • Presentation Accommodations change how an assessment is given to a student. These include alternate modes of access that may be auditory, multi-sensory, tactile or visual. • Response Accommodations allow students to complete assessments in different ways (alternate format or procedure) or to solve or organize problems using some type of assistive device or organizer. • Timing and Scheduling Accommodations increase the allowable length of time to complete an assessment or change the way the time is organized. While extended time or frequent breaks may be specified as accommodations in a student’s IEP or 504 plan, they are considered an accommodation only when testing of a segment is extended over multiple days. Extended testing is not considered an accommodation for online assessments with pausing capability like the grades Reading and Mathematics MCA, Reading and Mathematics MCA-Modified, and Science MCA. For all other Minnesota assessments, extended time in the same day and frequent breaks are general test-taking practices available to all students. Who Is Responsible for Making Decisions Regarding Accommodations and Alternate Assessments? For students with IEPs, the IEP team is responsible for making annual assessment and accommodation decisions, which must be based on individual need in accordance with state and federal guidelines. The alternate assessments currently available to Minnesota students with IEPs are the MCA-Modified, MTAS and Alternate ACCESS for ELLs. Student eligibility criteria for each of these assessments are included later in this chapter. For students who meet the eligibility criteria, the IEP team may determine that the MCA-Modified or the MTAS is the most appropriate measure of academic skills in one or more subject areas. For English learners with significant cognitive disabilities, the IEP team and EL staff may determine that the Alternate ACCESS for ELLs is the appropriate measure of a student’s English language proficiency. Only students served under the Individuals with Disabilities Education Act (IDEA) may be considered for the MCAModified, MTAS or Alternate ACCESS for ELLs. For the Written Composition GRAD, the IEP team may determine that the Minnesota Alternate Assessment: Writing is the most appropriate assessment. For students served under Section 504, the 504 team should determine the appropriateness of accommodations and document these decisions in the 504 plan. Students served with 504 plans are not eligible for the MCA-Modified, MTAS or Alternate ACCESS for ELLs, but they may take the Minnesota Alternate Assessment: Writing. Selecting Appropriate Accommodations for Instruction and Assessment To ensure students with disabilities are engaged in standards-based instruction and have an opportunity to learn skills measured on Minnesota assessments, members of the IEP and 504 teams need to be familiar with the Minnesota Academic Standards and district academic content standards. Making appropriate accommodations decisions for instruction is facilitated by gathering and reviewing information about the student’s characteristics, identified needs and levels of December 2013 92 2013–2014 Procedures Manual performance in relation to the Minnesota Academic Standards. In essence, the process of making decisions about accommodations is one in which the IEP or 504 team attempts to “level the playing field” so students with disabilities can participate equitably in the general education curriculum. The first question asked by those who make accommodation decisions should not be “What accommodations are available?” This practice does not promote sound decision making or advance equal opportunities for students to participate in the general education curriculum. Research in the assignment of accommodations (Higgins, 2012; Fuchs, 2001; Hollenbeck, 1998; Ketterlin-Geller, 2007; Weston, 1999) 45 suggests that educators are challenged to identify appropriate accommodations for individual students, and ineffective or excessive assignment of accommodations is the result. MDE takes the stance that more is not necessarily better when it comes to accommodations and providing students with accommodations that are not truly needed may have a negative impact on student performance. The better approach when making accommodation decisions is to focus on a student’s identified needs within the general education curriculum. The decision-making process for state assessment accommodations should include at least these three factors: 1. Student characteristics (e.g., preferred learning style, disabilities, assistive technologies used, accommodations used in classroom instruction and assessment) 2. Individual test characteristics (i.e., knowledge about what tasks are required on state assessments and allowable ways to remove physical and other barriers to a student’s ability to perform those tasks) 3. State accommodation policies for the assessment or part of an assessment and consequences of decisions The decision on which accommodations will be used must be made prior to test administration. While districts may set timelines within their district for accommodation decisions to be made in order to facilitate timely ordering of test materials, accommodation decisions can be made throughout the year, as long as they are made prior to the administration of the assessment. Documenting the Use of an Accommodation It is the IEP team’s responsibility to determine which accommodations are needed by a student who receives special education services. For a student served under IDEA, all needed accommodations are documented annually in the IEP prior to testing. Likewise, a 504 team should document in the 504 plan its decision to provide an accommodation. MDE recommends listing all 45 Higgins, J., Fedorchak, G., & Katz, M. (2012). Assignment of Accessibility Tools for Digitally Delivered Assessments: Key Findings. Measured Progress Innovation Lab: Student Accessibility Assessment System (SAAS) Brief, in press. Fuchs, L. S., & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions for students with learning disabilities. Learning Disabilities Research & Practice, 16(3), 174–181. Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in highstakes testing. The Journal of Special Education, 32(3), 175–183. Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. Remedial and Special Education, 28(4), 194–206. Weston, T. J. (1999). Investigating the validity of the accommodation of oral presentation in testing. Dissertation Abstracts International, 60, 1083A. December 2013 93 2013–2014 Procedures Manual accommodations on the IEP or 504 plan for all assessments, including those outside the Minnesota statewide assessment system like the other assessments that may be used to meet graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). Although they are not accommodations, the need for eyeglasses and hearing aids may also be noted in the IEP or 504 plan to ensure that students have them during assessments. For paper assessments, accommodation codes can be indicated on the student’s answer document if not already indicated in the preprinted student information. For Title I online assessments, accommodation codes are indicated in Test WES or in TIDE for Mathematics OLPA (accommodated text-to-speech only) and Reading and Mathematics GRAD retests by the District and School Assessment Coordinator. Refer to the applicable Assessment Manual for more information about indicating and changing accommodation codes for online assessments. Districts are able to correct accommodation codes for Title I assessments in Posttest Editing in Test WES. Chapter 9 of this manual provides information about the process. These accommodation codes are used by MDE to help analyze test results. Individual Student Reports and summary reports do not mention accommodations used. Indicating accommodation codes for the MTAS is not required. Accommodation is integral to the MTAS, and adaptations to meet individual student needs are allowed. Test Administrators can review and prepare test administration materials from the time MTAS test materials arrive in the district or school until test administration. For example, a Braille version may be created or signed interpretation is allowed. For signed interpretation, if the Test Administrator determines that a sign or signs will give away the answers to items, he or she must use finger spelling for those words. For information on allowable test administration activities, see the MTAS Task Administration Manual or Chapter 3 of this Procedures Manual. Ordering Accommodated Test Materials In order to receive accommodated test materials, districts will order the accommodated test materials through Pretest Editing (Title I assessments), through TIDE (Written Composition GRAD retests) or through faxed order forms (Reading and Mathematics GRAD retests). See Test Materials Quantities for Title I Assessments and GRAD Retests in Chapter 8 for more information. While Table 9 provides some information on ordering accommodated test materials, it does not provide comprehensive instructions. When Two or More Accommodations Are in Conflict Some accommodations can be used together, but others cannot. Make sure pairs of accommodations are compatible and that you fill in the accommodation codes correctly. Accommodations that cannot be used together are a Braille test book, large print test book and regular print test book. Table 8 lists the abbreviations for these codes. Contact [email protected] if you have questions. Please note: during Pretest Editing, certain combinations of accommodations that may be appropriate for a student cannot both be indicated because only one type of accommodation that generates test materials can be indicated. For example: • Both MC (audio presentation) and MS (script) cannot be indicated. In these unique circumstances, one accommodation should be indicated in Pretest Editing. The other test December 2013 94 2013–2014 Procedures Manual materials can be ordered, as needed, during additional orders or indicated in the Online Testing System at the time of testing. • If the IEP or 504 plan specifies a 12-point regular print test book and a handheld calculator or a script for the online grades 3–8 Mathematics MCA, only one of these codes may be entered as indicating one code ensures the paper test materials are provided. For paper administrations, all codes for accommodations provided to the student should be indicated on the answer document. For both online and paper administrations, all accommodation codes can be indicated during Posttest Editing if they could not be entered during Pretest Editing. General Information about Practices That Are NOT Accommodations General Test-Taking Practices Available to All Students General test-taking practices are available for any student who needs them, including general education students, and are not considered accommodations. The practices listed below are considered general test-taking practices, and documentation of their use is not required. Like accommodations, these general test-taking practices should be part of classroom instruction. New strategies introduced at the time of statewide assessments may have a negative impact on student performance. The only students who may receive accommodations, which represent changes in standardized test administration procedures, are students with IEPs, students with 504 plans and students identified as English learners (see Chapter 6). Accommodations are only available for general education students when an injury prevents customary response (see Tables 8 and 9 for specifics). These practices are not considered accommodations and are allowable for all students. • • Presentation o Test Monitor repeats or writes out test directions. This includes scripted directions in the applicable Test Monitor and Student Directions; additional prompts are not allowed. o Student uses a highlighter, color overlay, place marker or magnifier. o Test Monitor reads the Written Composition GRAD writing prompt aloud to a student or writes the prompt on blackboard or whiteboard where all students can see it. o Student uses larger monitor screen size and different resolution for online assessments. o Student uses the online test settings available in AIR’s Online Testing System; the following are considered general test settings available to all students: background color choice, font size and regular text-to-speech. For more information on these settings, please refer to the Test Monitor User Guide for the Online Testing System available on the User Guides page of the Minnesota Assessments portal. View the User Guides page (http://www.mnstateassessments.org/resources/?section=2). Setting o Assessment is administered in a special setting (e.g., certain lights, acoustics, seating arrangements). Music and noise buffers provided by the district may be used, but only by students who have used them in instructional and other assessment settings. Individuals must be able to control on/off and volume. Noise buffers (white noise) or December 2013 95 2013–2014 Procedures Manual instrumental music are provided at an individual level, not to an entire group on the assumption that all will benefit. Audio players must be school-owned, and the audio must be provided by the school. For further information, please see the noise buffers accommodation in table 9 later in this chapter. o • • Student is tested individually or in a small-group setting. Timing/Scheduling o Testing time in same day is extended. o The time of day an assessment is given is changed. Response Format o Student uses a calculator (except where specifically prohibited). o For paper administration, student writes responses directly in the test book and transfers those responses from the test book onto the regular, scannable answer document. o Student uses an abacus or mathematics manipulatives (like unifix cubes or base-10 blocks) except on non-calculator items. Mathematics manipulatives must be provided in an individual setting and must not be grouped or organized by the Test Monitor. o Student draws lattices, diagrams (like number lines) or charts (like multiplication or hundreds chart) on scratch paper or graph paper (if applicable) or in available space in the test book. Students must create their own drawings; these cannot be displayed in the classroom or handed out during testing. Note: While all of these practices are allowed as general test-taking practices for all students, some (including magnification, low visions aids, and noise buffers) are often documented in the IEP or 504 plan and the accommodation code listed in Table 9 can be indicated. December 2013 96 2013–2014 Procedures Manual Table 8. Summary of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests Code Entered ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Presentation Accommodated audio CD for mathematics (paper assessments) Accommodated text-to-speech for mathematics and science (online assessments) Assistive technology Braille versions of test books/writing prompt folders Handheld calculator for online grades 3–8 Mathematics MCA (requires use of paper test book) Handheld calculator for online grades 5–8 Mathematics MCA-Modified Large print test book/writing prompt folder Magnification, templates or other low-vision aids Noise buffer (e.g., earplugs, headphones, white noise) Recording a reading test Materials Ordered from Service Provider MC MC AT BR X HC X X HC 18 or 24 OA OA MT X Scripts for grades 3–8 and 11 Mathematics MCA (paper and online administrations) MS X Scripts for online grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and Mathematics GRAD retests MS X Signed interpretation of mathematics and science scripts 46 OA Signed interpretation of test directions Signed interpretation of writing prompts 12-point font accommodated test book (GRAD retest only) 12-point regular print paper test book for online grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA Voice feedback devices and whisper phones Timing/Scheduling Extended testing time over multiple days Response Format Assistive technology Audio recording for prewriting for Written Composition GRAD Audio recording for transcription Note: MT was used only for November Written Composition GRAD retests. Braille or other note-taking devices Scratch paper (for paper assessments) Scribes (with transcription into answer document or into online test) Note: MT was used only for November Written Composition GRAD retests. Word processing supports Other Accommodations If an IEP or 504 plan team decides to use an accommodation not on this list, contact MDE at [email protected]. TD TD 12 X 12 X OA OA AT MT SC or MT* AT OA SC or MT* AT OA 46 Signed interpretation is allowed for all subjects of the MTAS and coding of the accommodation is not required. Test Administrators can review and prepare test administration materials from the time materials arrive in the district or school until test administration; during the review, if the Test Administrator determines that a sign or signs will give away the answers to items, he or she must use finger spelling for those words. December 2013 97 2013–2014 Procedures Manual Accommodated audio CD for paper administration grades 3–8 and 11 Mathematics MCA may be provided to students as documented in the IEP or 504 plan. x The audio CD can be accessed through headphones or in an individual setting. If used in a small group setting, the CD will be played aloud and Test Monitor will advance the CD for the group. Audio players must be school owned. Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests MC Accommodated text-to-speech for online grades 3–8 Mathematics OLPA, grades 3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and Mathematics GRAD retest may be provided to students whose IEP or 504 plan specifies it. Accommodated text-to-speech is incorporated into the online assessment. For Mathematics GRAD and Mathematics OLPA, accommodated text-to-speech is indicated in TIDE. For Title I assessments, accommodated text-to-speech is selected during Pretest Editing. If needed, accommodated text-to-speech can be changed at the time of testing in the Online Testing System. The accommodated text-to-speech provides computer-generated audio for charts and graphs in addition to the question and answer options that are provided for regular text-to-speech. With text-to-speech, students select the parts of the item they want to listen to (e.g., question and answer options, graph only, selected text). x x MC x AT The accommodated text-to-speech differs from the regular text-to-speech because it reads not only all the questions and answer options but also all the labels, graphs and charts. The accommodated text-to-speech may be a heavy language load and may be beneficial for only a limited number of students with an IEP or 504 plan. Only a small number of students typically need the accommodated text-to-speech; the default should be the regular text-to-speech. Assistive technology refers to technology that is used to maintain, increase or improve the functional capabilities of students with disabilities. Internet access cannot be available and calculator use must follow the guidelines in Chapter 8. If there are questions on the use of assistive technology for a student or specific devices or software, contact MDE at [email protected]. Audio recording for prewriting is available in an individual setting for the Written Composition GRAD. Students may record their ideas to assist in prewriting organization. The students may replay their dictation as they organize their compositions. The device used for the audio recording must be school owned, and any recordings must be deleted after testing. December 2013 98 x x x x MT 2013–2014 Procedures Manual Audio recording for transcription may be used by the student in an individual setting to record and edit answers for paper test materials if the student is unable to mark their answers. The scribe will enter the student’s responses exactly as recorded. The device used for the audio recording must be school-owned, and any recordings must be deleted after transcription. Audio recording cannot be used with online assessments because the items must be answered in order to move forward in the test. See Entering Student Answers in Answer Document or Online System in this chapter. Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) x x x x SC or MT* x x x x AT The SC accommodation code is used for all reading, mathematics, and science assessments and the April Written Composition GRAD retests. *For the November Written Composition GRAD only, the MT code was used. Braille or other note-taking devices may be used by students competent in their use as determined by the IEP or 504 plan team. School testing personnel must transfer answers to test items or writing prompts to a scannable answer document or enter responses into the Data Entry Interface. Refer to Entering Student Answers in Answer Document or Online System for further information. Use of talking features on a note-taking device is allowable if the IEP or 504 plan specifies it and it is used with headphones or in an individual setting to play back text the student has entered. The Test Monitor is responsible for monitoring the student who is using the talking feature; the student may only enter and play back notes, not any portion of the passage or test items. Any notes must be deleted following test administration. Internet access cannot be available and calculator use must follow the guidelines in Chapter 8. See Word processing supports below for information on using spellcheckers and word prediction for Written Composition GRAD. December 2013 99 2013–2014 Procedures Manual x x Code x Science x Writing Math EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) x x BR x OA Braille versions (contracted and uncontracted) of test books and writing prompts are available to a student who is blind or partially sighted and is competent in the Braille system, as determined by the student’s IEP team. Student responses may be recorded in one of the following ways: • • • • In the test book by the student With a typewriter or word processor by the student Dictated to a scribe by the student With Braille writer, slate and stylus used by the student Test Administrator Notes are provided along with the Braille test books for reference by the Test Monitor during test administration. Under the supervision of the District or School Assessment Coordinator, a Test Monitor administering a Braille test may access the Test Administrator Notes and the corresponding test books up to 48 hours prior to the scheduled administration. All student responses must be entered into a scannable answer document or the Data Entry Interface depending on the administration mode of the school. See Entering Student Answers in Answer Document or Online System in this chapter. Extended testing time over multiple days is considered an accommodation for paper assessments when testing is extended to include additional days and differs from the district schedule. Allowing students additional time to finish a paper assessment on the same day is not considered an accommodation. Extended testing is not considered an accommodation for online assessments with pausing capability like the Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA. Follow the guidelines below related to testing over multiple days: For paper assessments: • • • • Students must complete all questions associated with a given passage for reading in one session. At the end of a testing session, the last math item completed must be the last item on the right-hand page so the next item is not visible. For grades 4–8 and high school, students must seal the pages completed in the test book at the end of the testing session for the day. For grade 3, pages cannot be sealed, so Test Monitors should ensure that students do not review items completed on the previous day. Students may not return to items completed on the previous day. All online Reading and Mathematics GRAD retests must be administered in one day. Students requiring extended testing time over one day (as documented in the IEP or 504 plan) must use paper accommodated test materials and follow the guidelines for paper assessments above. December 2013 100 2013–2014 Procedures Manual Handheld calculator for online grades 3–8 Mathematics MCA is available for students if the IEP or 504 plan requires it in schools administering the Mathematics MCA online. The student must use a paper test book and follow the calculator use policies for the segments where calculators are allowed. If the HC accommodation code is entered during Pretest Editing by the date when precode data is used for the initial test materials shipment (see the Important Dates sheet), a paper test book will automatically be sent. All student responses must be entered by district staff into the Data Entry Interface. Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) x HC x HC Note: See Calculator Use in Chapter 8 for grade 11 Mathematics MCA and MCAModified calculator guidelines. Handheld calculator for grades 5–8 Mathematics MCA-Modified may be provided in an individual setting as documented in the IEP. The student will still take the online test, but the calculator can be used only for items where the online calculator is available. Refer to the Assessment Manual for information on the segments where calculators are allowed. Handheld calculators for the grades 5–8 MCA-Modified can be used on the large print and Braille versions of the assessment, and their use is not considered an accommodation in these situations. Use of a calculator by a student on items or segments where it is not allowed will invalidate the assessment. Note: See Calculator Use in Chapter 8 for grade 11 Mathematics MCA and MCAModified calculator guidelines. Large print test books/writing prompt folders are for students with low vision who need a large print test book to see the test items. Large print test books are available in 18 point and 24 point fonts. Writing prompt folders are available in 24 point font only. For students without low vision, a large print test book may be provided if the IEP or 504 plan specifies it. If the student writes responses directly in the test book, the transfer of answers to the answer document or online system must be documented (including the names of school personnel involved) on the Test Administration Report. Answers must be transferred verbatim. Responses to the Written Composition GRAD prompts must be written in pencil. See applicable Assessment Manual for directions on how schools should return secure test material that will not be scored (e.g., used large print test books). Also, see Entering Student Answers in Answer Document or Online System in this chapter. December 2013 101 x x x x 18 or 24 2013–2014 Procedures Manual EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Reading Math Writing Science Code Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) Magnification, templates or other low-vision aids may be provided as documented in an IEP or 504 plan. Templates to reduce the visual print field may be used by students competent in their use. Examples of low-vision aids are magnifying glasses, electronic magnifiers, cardboard cut-outs and colored overlays. Although these aids are allowed for all students, it is recommended that their use be documented for students with an IEP or 504 plan. x x x x OA Noise buffers reduce noise distractions for the student taking the test. Noise buffers may include individual study carrels, headsets, earplugs, and individual portable buffers set on the student’s desk or an audio player that generates white noise or instrumental music. Audio players must be school-owned, and the audio must be provided by the school. The noise buffer can be accessed through headphones or in an individual setting. Although noise buffers are allowed for all students, it is recommended that their use be documented for students with an IEP or 504 plan. x x x x OA Recording a reading test may be done in an individual setting. Students may record their voice while reading the reading test aloud and replay the recording while taking the test. Recording should be done independently by the student without the Test Monitor providing verbal or nonverbal prompts. The device used for the audio recording must be school-owned, and any recordings must be deleted after testing. x MT Scratch paper for paper assessments is available only for students with an IEP or 504 plan. Blank paper or individual whiteboards (must be blank before and after administration) may be provided. Students taking the online assessments may use scratch paper. Students without an IEP or 504 plan should use the margins and other white space in the test book, but students taking the grade 3 MCA should be very careful not to write over the bubble areas. In addition, grid paper is provided in all paper mathematics test books and formula sheets are provided in grades 5–8 and 11 paper mathematics test books; these may also be used as scratch paper for all students. December 2013 102 x x x OA 2013–2014 Procedures Manual Writing Science x x x x Code Math EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) Scribes may be provided to students in instances when visual or motor difficulties, including injuries, prevent them from writing their own answers. Scribes for paper assessments will indicate the responses provided by the student directly into the answer document. Scribes for online assessments will navigate through the test, access text-to-speech and other tools (as requested by the student), and indicate the responses provided by the student for multiple-choice and technologyenhanced items directly into the online test. The student’s IEP or 504 plan must document the need for a scribe, except in injury situations. The students should be competent in the use of scribes as determined by the student’s IEP or 504 team. Scribes must be impartial and experienced in transcription. Students must be given time, if desired, to review their responses. Scribes cannot read aloud student responses. For Written Composition GRAD, spelling and grammar are dimensions considered in the scoring rubric. • If the student dictates the essay verbally to a scribe, the student does not spell out words or provide punctuation. The scribe will transcribe the essay verbatim, spell words and provide punctuation. The essay must be submitted for scoring. Since the writing test has been modified, the student will pass with an individual passing score. The district submits records of students with individual passing scores in the GRR system. • If the student writes the essay and it must be transferred to the answer document (e.g., illegible handwriting), then the essay must be transferred using punctuation and spelling as written by the student. The person transferring the student’s essay should be familiar with the student’s handwriting and should ask the student for clarification as needed. In this situation, the student wrote the essay and his or her spelling and grammar are being scored so an individual passing score is not required. This is not documented as a scribe accommodation but it must be documented on the Test Administration Report. SC or MT* For the scribe accommodation on the ACCESS for ELLs Writing test, students must spell out all words and provide punctuation. It is not a scribe accommodation when student responses from an accommodated test require the transfer of answers into an answer document or the Data Entry Interface. For example, if students use a large print test book, they indicate their responses directly in the test book. The student responses must be transferred to an answer document (for paper assessments) or the Data Entry Interface (for online assessments) but this is not an accommodation for a scribe. All transcriptions or transfers of student responses must be documented on the Test Administration Report. See Entering Student Answers in Answer Document or Online System in this chapter. The SC accommodation code is used for all reading, mathematics, and science assessments and the April Written Composition GRAD retests. *For the November Written Composition GRAD only, the MT code was used. December 2013 103 2013–2014 Procedures Manual Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) Scripts for grades 3–8 and 11 Mathematics MCA (online and paper administrations) may be provided to students as documented in the IEP or 504 plan. The script can be administered in a small group or individual setting. For paper administrations of the grades 3–8 and 11 Mathematics MCA, there is only one form, and the student responds directly into the answer document. For the online grades 3–8 and 11 Mathematics MCA, the script must be used in conjunction with a regular print test book. The student responds directly into the regular print test book and student responses must be entered by district staff into the Data Entry Interface. x MS The script requires that the Test Monitor reads not only all the questions and answer options but also all the labels, graphs and charts. The script may be a heavy language load and may be beneficial for only a limited number of students with an IEP or 504 plan. Only a small number of students typically need the script; the default should be the regular text-to-speech available in the online form. Scripts for grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and Mathematics GRAD retest may be provided to students whose IEP or 504 plan specifies them. The script can be administered in a small group or individual setting. The script is used in conjunction with the online test or in conjunction with large print and Braille test books. For Mathematics GRAD, script is indicated in TIDE. For Title I assessments, script is indicated during Pretest Editing in Test WES. For Mathematics MCA-Modified or Science MCA, the script accommodation must be indicated in Test WES and appear in TIDE prior to test administration. If the script accommodation is not indicated, the student’s test form will not match the script and the test form cannot be changed once the student starts testing. Refer to Chapter 8 and the Online Irregularities Procedure in Appendix B for additional information. x x MS The script requires that the Test Monitor reads not only all the questions and answer options but also all the labels, graphs and charts. The script may be a heavy language load and may be beneficial for only a limited number of students with an IEP or 504 plan. Only a small number of students typically need the script; the default should be the regular text-to-speech available in the online form. December 2013 104 2013–2014 Procedures Manual x x Signed interpretation (e.g., ASL, signed English) of writing prompts may be provided for deaf or hard-of-hearing students. For writing prompts, the interpretation must strictly adhere to the literal meaning of the text in the prompt. Interpreters may not define words or give examples to help students understand the prompt. The interpreter will have access to the prompt 24 hours before test administration to determine when a sign or signs will cue the student’s response. In these cases, interpreters must use finger spelling for those words. 12-point font accommodated test book (GRAD retest only) may be used by students with IEPs or 504 plans whose disability prevents them from accessing the content of the assessment on a computer. Requests for this accommodation must be based on IEP or 504 team determination rather than student or administrator preference, and the requests must be accompanied by justification on the order form in Appendix A. December 2013 105 x x x x Code Signed interpretation (e.g., ASL, signed English) of test directions may be provided for deaf or hard-of-hearing students. Test directions include the scripted Test Monitor and Student Directions and the parts of the test book or online test that direct a student on how to answer an item or record a response (e.g., arrows that indicate to go on to the next segment, reading passage introduction boxes, directions on using graphs or charts to answer a specific question, online review screens). For paper test materials, translators will have access to test materials 24 hours before testing begins. For online assessments, translators can access the online item samplers any time prior to test administration to review the types of directions included in online tests; any test-specific directions must be translated at the time of testing. x Science Signed interpretation (e.g., ASL, signed English) of the Mathematics or Science MCA, Mathematics MCA-Modified and Mathematics GRAD retest scripts may be provided for deaf or hard-of-hearing students. The script is used in conjunction with the corresponding test book or online form during administration to maintain the validity of the test. The interpretation must strictly adhere to the literal meaning of the text in the script. The interpreter must review the script prior to administration to determine when a sign or signs will give away the answer to items. The interpreter will have access to the script up to 48 hours prior to the scheduled test administration. The script must be used by the interpreter for the signed interpretation. In cases where signs give clues to the answer, interpreters must use finger spelling for those words. Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) x OA x TD TD 12 2013–2014 Procedures Manual 12-point regular print paper test books for online grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA are available for students in schools administering the MCA online with IEPs or 504 plans whose disability prevents them from accessing the content of the assessment on a computer. If the 12 accommodation code is entered during Pretest Editing by the date when precode data is used for the initial test materials shipment (see the Important Dates sheet), a regular print paper test book will automatically be sent. All student responses must be entered by district staff into the Data Entry Interface. A regular print paper test book is not available for the online Reading MCA-Modified, Mathematics MCA-Modified or Science MCA. x x Code x Science x Writing Math EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) 12 In some cases, a general education student with an injury that prevents them from testing online (e.g., concussion restrictions) may be allowed to use a paper test book if supported by medical documentation. The instance must be documented on the Test Administration Report. Voice feedback devices or whisper phones are allowed for students with an IEP or 504 plan. These devices allow students to vocalize as they read and work problems. Students using whisper phones must not be audible to other students. December 2013 106 x x OA 2013–2014 Procedures Manual Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN Math Reading Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I Assessments and GRAD Retests (continued) Word processing supports may be used on the Written Composition GRAD retest if the IEP or 504 plan team determines that a student needs them and the student has demonstrated competency in their use. (In some cases a general education student with an injury may be allowed to use a word processor. These cases must be documented in the Test Administration Report.) In addition to desktop or laptop computers, these technologies may include computer tablets, portable note-taking devices, smart pens and speech interfaces used to control the computer or convert speech to text. Email [email protected] for questions on specific software, hardware or devices. Internet access cannot be available on any device used. For the Written Composition GRAD, spelling and grammar are dimensions considered in the scoring rubric. If support programs such as spellchecker, word prediction, or voice recognition technology are used, the writing test has been modified, and the student will pass with an individual passing score. However, the essay must be submitted for scoring. The district submits records of students with individual passing scores in the GRR system. When submitting an essay from the Written Composition GRAD produced by a word processor or computerized assistive technologies, please follow the steps under Entering Student Answers in Answer Document or Online System in this chapter. x AT Use of talking features on a computer/portable note-taker is allowable if the IEP or 504 plan specifies it and it is used with headphones or in an individual setting to play back text the student has entered. The Test Monitor is responsible for monitoring the student who is using the talking feature; only the student’s original writing may be entered and played back. Any notes must be deleted following test administration. The description of this accommodation focuses on using computerized assistive technologies for Written Composition GRAD. Please refer to Assistive technology and Braille and other note-taking devices above for information on assistive technologies for other subjects. Entering Student Answers in Answer Document or Online System Student responses must be transferred or transcribed exactly as the student responded, without edits, to the regular scannable answer document using a Number 2 pencil for paper assessments or into the Data Entry Interface for online assessments. Some accommodations for online assessments (i.e., Braille, large print test books) may require accommodated paper test books, but student responses must be entered into the Date Entry Interface. This applies to all online assessments, including the MTAS. When submitting student essays produced by word processers or other computerized assistive technologies as described previously, follow this procedure: • Print a copy of the student’s writing response. • Write “Typed Response” on the applicable pages of the answer document using a Number 2 pencil. December 2013 107 2013–2014 Procedures Manual • Write the answer document lithocode number on each page of the student’s writing response. The lithocode is located as a stand-alone eight-digit number on the bottom right corner of the front page of the answer document. The serial number located directly below the barcode should not be used. • Cut out and tape the student’s writing response into a scannable answer document so it fits within the text boxes provided. In order for the essay to be scanned by DRC, the copy must be trimmed to fit completely within the text boxes provided. Only the writing that is inside the box will be scored. Be sure to tape it securely to the answer document applying tape to all four sides of the typed response. • Return the scannable answer document with the other used answer documents to be scored. Transcription (for the scribe accommodation) and transfer of student responses into an answer document or the Data Entry Interface must be documented (including the names of school personnel involved) on the Test Administration Report. More information on the Data Entry Interface can be found in the Data Entry Interface User Guide on the User Guides page of the Minnesota Assessments portal. View the User Guides page (http://www.mnstateassessments.org/resources/?section=2). December 2013 108 2013–2014 Procedures Manual Students with IEPs and 504 Plans and Graduation Assessment Requirements In order to be eligible for a diploma from a Minnesota public high school, students must meet the graduation assessment requirements in reading, mathematics and written composition. Based on legislation enacted in 2013, the graduation assessment requirements have changed. The information below describes other routes for the GRAD for students with IEPs and 504 plans who were first enrolled in grade 8 through the 2011–2012 school year. For additional information on the other assessments that may be used to meet graduation assessment requirements, refer to Chapter 2. While students first enrolled in grade 8 in 2012–2013 will still have the opportunity to take the MTAS and/or Minnesota Alternate Assessment: Writing in place of the career and college assessments, detailed information was not available at the time of publication of this manual. Alternate Assessments to Meet Graduation Assessment Requirements through GRAD MINNESOTA ALTERNATE ASSESSMENT: WRITING The Minnesota Alternate Assessment: Writing can continue to be used as the alternate assessment to meet graduation assessment requirements in writing as determined by the IEP or 504 plan team. The Alternate Assessment: Writing can be completed at any time during the school year. Results from the Minnesota Alternate Assessment: Writing are no longer entered into the Data Entry Interface; instead, results will be kept on file at the district, and the Pass at Individual Rate must be indicated for writing for the student in the GRR system; see Chapter 2 for more information. View the Minnesota Alternate Assessment: Writing form on the MDE website under Statewide Assessment for Students with Disabilities (http://education.state.mn.us/MDE/StuSuc/SpecEdProg/StateAssessStuDisab/index.html). MCA-MODIFIED Like the high school MCA, the high school MCA-Modified can be used to meet both the ESEA Title I accountability requirements and the graduation assessment requirements for students eligible for these assessments. As with the MCA, if a student Meets or Exceeds the Modified Achievement Standards on the MCA-Modified, the student has met the state graduation assessment requirement for that subject. There is no retest of the MCA-Modified. Students who are not proficient on the grade 10 Reading MCA-Modified or grade 11 Mathematics MCA-Modified will have opportunities to take the Reading or Mathematics GRAD retest or meet graduation assessment requirements through one of the additional assessments available. If a student with an IEP does not fulfill the reading or mathematics graduation assessment requirement by being proficient on the MCA-Modified or by achieving a scale score of 50 on a subsequent GRAD retest, the IEP team can establish an individual passing score. The IEP team can set the individual passing score on the initial administration of the MCA-Modified or on a GRAD retest. See Graduation Requirements Records (GRR) System in Chapter 2 for more information on recording an individual passing score. December 2013 109 2013–2014 Procedures Manual MTAS Like the high school MCA and MCA-Modified, the high school MTAS can be used to meet both the ESEA Title I accountability requirements and the graduation assessment requirements for students eligible for these assessments. As with the MCA, if a student Meets or Exceeds the Alternate Achievement Standards on the MTAS, the student has met the state graduation assessment requirement for that subject. Like the MCA-Modified, there is no retest for the MTAS. For students who do not fulfill the reading or mathematics graduation assessment requirement by being proficient on the MTAS, the IEP team can establish an individual passing score on the MTAS administration. See Graduation Requirements Records (GRR) System in Chapter 2 for more information on recording an individual passing score. MTAS Missed Opportunities Students who miss the opportunity to take the Reading or Mathematics MTAS as a graduation assessment requirement when offered in grade 10 or grade 11 may take the assessment during the next spring administration. Common situations resulting in missed opportunities to take MTAS include being absent during the testing window or moving into the state after the graduation assessment is administered. • Reading MTAS is considered a missed opportunity administration only for students in grades 11 or 12. • Mathematics MTAS is considered a missed opportunity administration only for students in grade 12. • Science MTAS is not available as a missed opportunity because the science assessment is not required for graduation assessment requirements and can be administered in any grade in high school. • The Alternate Assessment: Writing can be completed in any high school grade to fulfill the writing graduation assessment requirement. To arrange for a missed opportunities administration of the MTAS, districts must complete the MTAS Missed Opportunities Administration Request form in Appendix A. Districts cannot administer a “missed opportunity” MTAS to students until MDE has authorized them to do so. Districts will not be able to enter scores into the Data Entry Interface for a missed opportunities administration of the MTAS, as the student is out of grade for the assessment. Once the request for missed opportunities is approved, the MTAS scores must be faxed to MDE who will work in conjunction with the service provider to enter the scores. Setting an Individual Passing Score The Graduation Requirements Records (GRR) system is the MDE system for recording data about how students have met the graduation assessment requirements, including individual passing scores (see Chapter 2). It is important to indicate the Pass at an Individual Rate for a student into the GRR system promptly once it is determined by the IEP or 504 plan team so that the student data are reflected accurately on the Graduation Data List and students who have met the graduation assessment requirement are no longer included in the precode files sent for GRAD retesting. December 2013 110 2013–2014 Procedures Manual See Graduation Requirements Records (GRR) System in Chapter 2 for more information on recording an individual passing score. SETTING AN INDIVIDUAL PASSING SCORE FOR MCA If a student with an IEP or 504 plan does not fulfill the reading or mathematics graduation assessment requirement by being proficient (Meets Standards or Exceeds Standards) on the MCA, the IEP or 504 plan team can establish an individual passing score on the MCA. For students who took a MCA with an embedded GRAD component (last administered in reading in 2012 and mathematics in 2013), an individual passing score can also be set on the embedded GRAD component. This pass status is not automatically granted by the state. After receiving the student’s score, the IEP or 504 plan team must determine that the MCA or GRAD score earned will be used as an individual passing score. The IEP or 504 plan team may consider the student’s performance on more than one GRAD retest before establishing an individual passing score. SETTING AN INDIVIDUAL PASSING SCORE FOR GRAD If a student with an IEP or 504 plan does not fulfill the reading or mathematics graduation requirement by achieving a scale score of 50 on the GRAD retest, the IEP or 504 team can establish an individual passing score based on the GRAD administration. Similarly, if a student with an IEP or 504 plan does not fulfill the written composition graduation assessment requirement by achieving a score of 3 on the Written Composition GRAD, the IEP or 504 team can establish an individual passing score based on the Written Composition GRAD administration. This pass status is not automatically granted by the state. After receiving the student’s score, the IEP or 504 team must determine that the GRAD score earned will be used as an individual passing score. The IEP or 504 team may consider the student’s performance on more than one GRAD retest before establishing an individual passing score. SETTING AN INDIVIDUAL PASSING SCORE FOR MCA-MODIFIED If a student with an IEP does not fulfill the reading or mathematics graduation assessment requirement by being proficient (Meets Standards or Exceeds Standards) on the MCA-Modified or by achieving a scale score of 50 on a subsequent GRAD retest, the IEP team can establish an individual passing score on the MCA-Modified or GRAD retest. This pass status is not automatically granted by the state. After receiving the student’s score, the IEP team must decide that the score earned will be the student’s individual passing score. The IEP team can set the individual passing score on the initial administration of the MCA-Modified or on a GRAD retest. There is not an MCA-Modified version of the GRAD retests. The IEP team may consider the student’s performance on more than one GRAD retest before establishing an individual passing score. SETTING AN INDIVIDUAL PASSING SCORE FOR MTAS If a student with an IEP does not fulfill the reading or mathematics graduation assessment requirement by achieving a Meets or Exceeds the Alternate Achievement Standards on the MTAS, the IEP team can establish an individual passing score based on the MTAS administration. This pass status is not automatically granted by the state. After receiving the student’s score, the IEP December 2013 111 2013–2014 Procedures Manual team must determine that the MTAS score earned will be used as an individual passing score. There is no retest for the MTAS; if the IEP team wants the student to retest for graduation purposes, the district must inform MDE that it wants the student to participate in a GRAD retest. MTAS students are not included in precode for GRAD retests because the GRAD retest is most likely not an appropriate assessment for a student who was not proficient on the MTAS. Alternate Assessment Eligibility Information The current reauthorizations of both the Elementary and Secondary Education Act (ESEA) and Individuals with Disabilities Education Act (IDEA) require that students with disabilities participate in statewide assessment systems designed to hold schools accountable for the academic performance of students. The IEP team is responsible for applying the criteria outlined on the following pages when determining how a student with a disability will participate in the statewide Title I mathematics, reading and science assessment program. The IEP team and EL staff should collaborate to determine how an English learner with a significant cognitive disability will participate in English language proficiency testing as required under ESEA. • The eligibility requirements for the Title I mathematics, reading and science alternate assessments are also available in the Alternate Assessment Eligibility Requirements. View the document electronically on the Minnesota Tests page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/index.html). In addition, an Alternate Assessment Eligibility Requirements training is available on the Minnesota Department of Education training page of the Minnesota Assessments portal. View the Minnesota Department of Education training page (http://www.mnstateassessments.org/resources/?section=10). • The participation guidelines for the Alternate ACCESS for ELLs are also available on the MDE website. View the document electronically on the Minnesota Tests page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/index.html). In addition, participation information is available on the WIDA website. • The glossary at the end of this manual includes frequently used terminology from this section. The IEP team must not base its decision on factors such as a school’s likelihood of demonstrating success on its Adequate Yearly Progress (AYP) or Multiple Measurements Rating (MMR) results. Similarly, the IEP team and EL staff should not base their decision on success on Annual Measureable Achievement Objectives (AMAO). There is no limit on the number of students in a school or district who may be eligible to participate in an alternate assessment. Participation decisions must be made annually and documented in the student’s IEP. The participation decision for Title I should be made separately for mathematics, reading and science. Table 10 shows the Title I and Title III assessment options for students served by special education in 2013–2014. December 2013 112 2013–2014 Procedures Manual Table 10. Assessment Options for Students Served by Special Education Assessment Subject Grades Minnesota Comprehensive Assessments (MCA) Reading 3–8 and 10 Minnesota Comprehensive Assessments (MCA) Mathematics 3–8 and 11 Minnesota Comprehensive Assessments (MCA) Minnesota Comprehensive AssessmentsModified (MCA-Modified) Modified) Science 5, 8 and High School Reading 5–8 and 10 Mathematics 5–8 and 11 Minnesota Test of Academic Skills (MTAS) Reading 3–8 and 10 Minnesota Test of Academic Skills (MTAS) Mathematics 3–8 and 11 Minnesota Test of Academic Skills (MTAS) Science English language proficiency English language proficiency 5, 8 and High School ACCESS for ELLs Alternate ACCESS for ELLs K–12 1–12 Reading, Mathematics and Science Alternate Assessments Decisions These are the initial steps in the IEP team decision-making process for Title I reading, mathematics and science assessments: • Consider the MCA: IEP teams must first consider student participation in the MCA, with or without accommodations, before considering student participation in an alternate assessment. • Establish that the MCA is not an appropriate measure: If the IEP team establishes that the MCA is not an appropriate measure of the student’s knowledge and skills on grade-level content standards even when the student is provided allowable and appropriate accommodations, the IEP team may consider the administration of the MCA-Modified or the MTAS. • Ensure access: The IEP team must ensure that the student has access to the general education curriculum, which means that the student has opportunities to actively engage in learning the content and skills of the general education curriculum. o MCA-Modified: For students participating in the MCA-Modified, access means instruction on grade-level content standards. Because students taking the MCAModified demonstrate persistent academic difficulties, they are likely to need specialized services and supports to access grade-level curriculum. o MTAS: For students participating in the MTAS, access means instruction linked to the general education curriculum to the extent appropriate. It is likely that the general education curriculum will be substantially simplified for this group of students. December 2013 113 2013–2014 Procedures Manual MCA-MODIFIED ELIGIBILITY REQUIREMENTS47 The IEP team is responsible for making annual decisions about student participation in the statewide assessment program. The MCA-Modified, an alternate assessment based on modified achievement standards, is one component of that program. The MCA-Modified is designed to appropriately measure progress toward state standards for students who meet all the criteria listed below. Eligibility for the Reading and Mathematics MCA-Modified is determined for each subject separately. The MCA-Modified may be appropriate for a student with disabilities if all of the following requirements have been met: 1. The student demonstrates persistently low performance as defined by performance at the lowest achievement level (Does Not Meet the Standards) on the two most recent administration years of the MCA and/or MTELL; see additional information on persistently low performance in the following section. o For students who met the eligibility requirements and took the MCA-Modified in the previous administration, IEP teams may consider the MCA-Modified as long as other eligibility requirements are met. o Although not a requirement, IEP teams may also consider students who were administered the MTAS in the previous administration if other eligibility requirements are met; generally, students considered for the MCA-Modified achieved Meets or Exceeds the Alternate Achievement Standards in the previous MTAS administration. 2. The student has access to instruction on grade-level content standards. 3. The student has an IEP based on grade-level content standards in the content area(s) being assessed by MCA-Modified. 4. The IEP team determines that the student is highly unlikely to achieve proficiency on the grade-level content standards within the year the test is administered, even with specially designed instruction. o Objective and valid data from multiple measures should be collected over time to confirm that the student is not likely to achieve proficiency on grade-level content standards within the year. Examples of objective and valid measures include state assessments, district-wide assessments, curriculum-based measures and other repeated measures of progress over time. o Appropriate accommodations, such as assistive technology, are provided as needed on evaluations of classroom performance, and the student’s accommodation needs are carefully considered before the IEP team makes a determination that the student is not likely to achieve proficiency on grade-level content standards. 47 This is the last year the Reading and Mathematics MCA-Modified will be administered. U.S. Department of Education regulations require states to discontinue alternate assessments based on modified achievement standards at the end of the 2013–2014 school year. December 2013 114 2013–2014 Procedures Manual Additional Information about Persistently Low Performance For the purposes of eligibility for the MCA-Modified, persistently low performance is defined as performance in the lowest achievement level on the MCA and/or MTELL in one or more content areas for the two most recent administration years. • For students taking the grade 10 reading assessment or the grade 11 mathematics assessment, the most recent previous assessment records are used, usually from grades 7 and 8. • For a student who does not have an MCA or MTELL score in one or two of the past two years (not enrolled, absent, medical excuse, test invalidated, student moved in from out of state), IEP teams must consider all other eligibility requirements and the assessment results available to them before concluding that the MCA-Modified is the appropriate assessment for this student. The district should maintain all documentation supporting decisions to administer the MCA-Modified. • If a student took either alternate assessment in one or both of those administration years, IEP teams may consider the MCA-Modified as long as all other eligibility requirements are met. In other words, a student may take the MCA-Modified for multiple consecutive years without re-establishing persistently low performance. Similarly, a student who has taken the MTAS one year may take the MCA-Modified the following year without demonstrating persistently low performance on an MCA. • If the student has an MCA or MTELL test record for either of the two most recent administration years with an achievement level of Partially Meets Standards, Meets Standards or Exceeds Standards, the student is not considered persistently low performing and cannot take the MCA-Modified. Each district can determine which students had persistently low performance by viewing the Prior Performance Report for MCA-Modified Participation on the MDE website under Assessment Secure Reports (formerly MDE Secured Reports). The list includes the Title I assessment results for the most recent two years for all special education students in grades 5–8, 10 and 11 who are in the district’s current MARSS enrollment data. Students who are identified as persistently low performing in a subject are eligible to take the MCA-Modified test for ESEA accountability purposes only if other eligibility requirements are also met. This list is not an indication of students who must or should take the MCA-Modified but of those who are eligible for IEP teams to consider whether the assessment is appropriate. December 2013 115 2013–2014 Procedures Manual DECISION-MAKING PROCESS FOR MCA-MODIFIED December 2013 116 2013–2014 Procedures Manual MTAS ELIGIBILITY REQUIREMENTS The IEP team is responsible for making annual decisions about student participation in the statewide assessment program. The MTAS, an alternate assessment for students with the most significant cognitive disabilities, is one component of that program. The MTAS is designed to appropriately measure progress toward state standards for students who meet each of the criteria listed below. The MTAS may be appropriate for a student with a significant cognitive disability if all of the following requirements have been met: 1. The IEP team first considered the student’s ability to access the Minnesota Comprehensive Assessment (MCA), with or without accommodations. For reading and mathematics, the IEP team also considered the student’s eligibility for the MCA-Modified. 2. The IEP team reviewed the student’s instructional program to ensure that the student is receiving instruction linked to the general education curriculum to the extent appropriate. If instruction is not linked to the general education curriculum, then the IEP team must review the student’s goals and determine how access to the general curriculum will be provided. 3. The IEP team determined the student’s cognitive functioning to be significantly below age expectations. The team also determined that the student’s disability has a significant impact on his or her ability to function in multiple environments, including home, school and community. 4. The IEP team determined that the student needs explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain and generalize academic and life skills in order to actively participate in school, work, home and community environments. 5. The IEP team documented, in the IEP, reasons the MCA would not be an appropriate measure of the student’s academic progress and how the student would participate in statewide testing. The careful use of the MCA-Modified and MTAS eligibility requirements will help IEP teams ensure that participation decisions are NOT made based on the following factors: • The student’s disability category • Placement • Participation in a separate, specialized curriculum • The expectation that the student will receive a low score on the MCA or MCA-Modified • Language, social, cultural or economic differences • A concern for AYP calculations or MMR results December 2013 117 2013–2014 Procedures Manual DECISION-MAKING PROCESS FOR MTAS December 2013 118 2013–2014 Procedures Manual English Language Proficiency Alternate Assessment Decisions ALTERNATE ACCESS FOR ELLS PARTICIPATION GUIDELINES The Alternate ACCESS for ELLs is an assessment developed to measure the English language proficiency of English learners in grades 1–12 who have significant cognitive disabilities. English learners eligible to take the Alternate ACCESS for ELLs are identified as English learners (EL) in MARSS and receive special education services through an IEP. In Minnesota, the Alternate ACCESS for ELLs would be considered for English learners who have been identified as eligible to take the Title I alternate assessment—the Minnesota Test of Academic Skills (MTAS)—in mathematics, reading or science. The MTAS is not administered before grade 3, however, so decision makers may not have MTAS eligibility as a criterion to consider when selecting the appropriate English language proficiency assessment for a student. IEP team members and EL staff are expected to collaborate to apply the criteria outlined in the Alternate ACCESS for ELLs Test Administration Manual and in this document when determining how an English learner with a disability will participate in statewide English language proficiency testing. Participation decisions must be made annually. These are the initial steps in the decision-making process: • Ensure that the student is identified as an English learner: Students must be identified as EL in MARSS in order to take an English language proficiency assessment. • Determine that the student has a significant cognitive disability: Students who have been identified as eligible to take the MTAS in mathematics, reading or science meet this criterion. For students in grades where an MTAS is not administered, decision makers must answer the following questions affirmatively in order to establish that the student has a significant cognitive disability: • o Does the student have cognitive functioning significantly below age expectations? o Does the student’s disability have a significant impact on his or her ability to function in multiple environments, including home, school and community? o Does the student need explicit and intensive instruction and/or extensive supports in multiple settings to acquire, maintain and generalize academic and life skills in order to actively participate in school, work, home and community environments? Consider whether the ACCESS for ELLs (the assessment taken by the majority of English learners) is appropriate for the student: IEP team members and EL staff must first consider student participation in the ACCESS for ELLs, with or without accommodations, before considering student participation in the Alternate ACCESS for ELLs. If it is determined that the ACCESS for ELLs is not an appropriate measure of the student’s English language proficiency, even when the student is provided allowable and appropriate accommodations, decision makers should document: o The reasons why the ACCESS for ELLs is not an appropriate measure of the student’s English language proficiency o The selection of the Alternate ACCESS for ELLs as the appropriate English language proficiency assessment for the student December 2013 119 2013–2014 Procedures Manual Participation decisions are individualized and are NOT based on the following factors: • Disability category (for example, do not determine that all students with Autism Spectrum Disorder will take the Alternate ACCESS for ELLs) • Participation in a specialized curriculum or separate placement (for example, do not determine that all students receiving instruction in a resource room will take the Alternate ACCESS for ELLs) • Current level of English language proficiency • The expectation that the student will receive a low score on the ACCESS for ELLs • Language, social, cultural or economic differences • A concern for accountability calculations December 2013 120 2013–2014 Procedures Manual Chapter 6 — Participation of English Learners Overview The sections in this chapter include a discussion of English learner identification as it relates to participation in statewide assessments, including English language proficiency assessments, and accommodations for English learners on Title I assessments and GRAD retests. Information on ordering accommodated test materials is available in Chapter 8. The Minnesota Department of Education uses the term English learner (EL) to describe a K–12 student with a home language other than English who has not developed language proficiency in English sufficient to participate fully in classes taught in English. This manual will also refer to English language learners (ELLs) in regards to the ACCESS for ELLs and Alternate ACCESS for ELLs assessments. The English learner indicator in MARSS has been updated to EL (English learner) from LEP (Limited English Proficient). ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. All identified English learners in grades K–12 participate in the Minnesota Assessment System. • ESEA requires that all English learners be assessed in grades K–12 in English language proficiency to measure Annual Measurable Achievement Objectives (AMAO). The ACCESS for ELLs and Alternate ACCESS for ELLs developed by the multi-state World-Class Instructional Design and Assessment (WIDA) Consortium are used to meet this federal requirement and determine state English learner funding for districts. There are four language domains addressed by these tests: reading, writing, listening and speaking • Students identified as EL in MARSS are required to take the Title I assessments (MCA or MCA-Modified or MTAS) in mathematics in grades 3–8 and 11; reading in grades 3–8 and 10; and science in grades 5 and 8 and once in high school to measure Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR). These Title I assessments are taken in addition to the English language proficiency assessments. • English learners also must meet the graduation assessment requirements in writing, reading, and mathematics to receive a diploma from a Minnesota public high school. ACCESS for ELLs is an English language proficiency assessment for English learners in grades K12 designed to measure English learners’ social and academic language proficiency in English. The Alternate ACCESS for ELLs is an assessment developed to measure the English language proficiency of English learners in grades 1–12 who have significant cognitive disabilities. English learners eligible to take the Alternate ACCESS for ELLs are identified as EL in MARSS and receive special education services through an Individualized Education Program (IEP). While some information related to ACCESS for ELLs is included in this chapter and information and participation guidelines for Alternate ACCESS for ELLs are included in chapter 5, refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for detailed information on each of the assessments. December 2013 121 2013–2014 Procedures Manual Identification of English Learners In Minnesota, an English learner: 1. First learned a language other than English, comes from a home where a language other than English is usually spoken or does not use English as a primary language; and 2. Lacks the necessary English skills to fully participate in classes taught in English. Part 1 is measured by a home language questionnaire (HLQ). The HLQ is completed for every student entering the district for the first time, regardless of native language. The HLQ is available on the English Learners section of the MDE website. View the English Learners section (http://education.state.mn.us/MDE/JustParent/EngLearn/index.html). Part 2 is measured by developmentally appropriate assessment practices, which may include observations, teacher judgments, parent recommendations and/or developmentally appropriate assessment instruments. The W-APT (WIDA-ACCESS Placement Test) screener available through the WIDA consortium is one such developmentally appropriate assessment. Students who meet conditions 1 and 2 are designated in MARSS as EL. Students who do not meet both conditions may be bilingual but should not be identified as EL. If a student qualifies for EL services and the services are provided, the MARSS Coordinator sets the EL flag in the student’s MARSS enrollment record to “Y” and enters a valid EL Start Date. • Students designated as EL in MARSS (including new-to-country students) and enrolled in school during the ACCESS for ELLs and Alternate ACCESS for ELLs testing window must take an English language proficiency test. Any student identified as EL in MARSS is expected to have an ACCESS for ELLs assessment record (or if appropriate and the student is identified as EL and Special Education in MARSS, an Alternate ACCESS for ELLs assessment record), and it will be used in calculating AMAO for the district. • The MARSS record does not carry an End Date for EL. Therefore, if a student is identified as EL during the school year before testing begins, the student should take the ACCESS for ELLs or Alternate ACCESS for ELLs. • If a student takes the ACCESS for ELLs or Alternate ACCESS for ELLs and has a MARSS record with the EL flag set to “N,” the test will be invalidated. • If the district is in the process of identifying students as English learners during the ACCESS and Alternate ACCESS for ELLs testing window, the students should be tested in order to count for AMAO participation. If a student is not tested and becomes EL-identified, the student will count against AMAO participation. If the student is not identified as EL and is tested, the ACCESS for ELLs or Alternate ACCESS for ELLs would be invalidated. A student’s ACCESS for ELLs or Alternate ACCESS for ELLs assessment record is used for state and federal funding and accountability purposes. For Minnesota purposes, a student who was enrolled in a Minnesota public school during the prior year testing window must have an ACCESS for ELLs or Alternate ACCESS for ELLs assessment record with a valid score (see Valid Score Rules in Chapter 8) or a test code of Special Education Deferred (for one or more domains) in order to receive EL funding for the student. Students with other test codes, including invalid, do not generate funding. If a prior year’s ACCESS for ELLs or Alternate ACCESS for ELLs assessment December 2013 122 2013–2014 Procedures Manual record with a valid score below the cutoff score is found for a student and the student has generated less than 5.0 Average Daily Membership (ADM) since FY97, that student record will generate EL funding. If a student from another Minnesota district moves in during the ACCESS for ELLs or Alternate ACCESS for ELLs testing window, check to see that the student has tested in the other district. If not, the student should be tested. If the student moves in too close to the end of the testing window to complete all sections, administer as much of the test as possible and return the test for scoring. Refer to Moving Into or Out of the District during Testing in Chapter 7 for additional information. View information regarding English learners and EL identification on the English Learner Program Administration page of the MDE website (http://education.state.mn.us/MDE/SchSup/EngLearnSup/index.html). Participation of English Learners with Disabilities Students identified as English learners who also have an IEP or 504 plan must participate in the Title I accountability assessments and fulfill the graduation assessment requirements in order to receive a diploma from a Minnesota public high school. Refer to English Learner-Responsive Accommodations for Title I Assessments and GRAD Retests below for information related to accommodations for Title I assessment and GRAD retests; refer to Chapter 5 for information on alternate assessments in mathematics, reading and science. Please note that this chapter does not provide accommodation information for the other assessments that may be used to meet graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). You will need to reference the materials for those assessments for information on available accommodations. Students identified as English learners who also have an IEP or 504 plan must also participate in the English language proficiency assessment (ACCESS for ELLs or Alternate ACCESS for ELLs). Alternate ACCESS for ELLs is an individually administered English language proficiency assessment developed specifically for English learners who have significant cognitive disabilities severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. The Alternate ACCESS for ELLs is based on WIDA's Alternate Model Performance Indicators (AMPIs), which have been developed to augment WIDA's existing English Language Development Standards to allow ELs with significant cognitive disabilities to demonstrate language growth. Students with disabilities should participate in as many domains of the ACCESS for ELLs or the Alternate ACCESS for ELLS as possible. For example, if the student is verbal and can respond, even minimally, to basic questions posed to him or her in English, he or she should participate in the speaking portion of the test. For all domains, the test is stopped when the test administrator determines that the student has reached the limits of his or her language proficiency. Note that the academic context of the ACCESS for ELLs and Alternate ACCESS for ELLs is only for the purpose of measuring a student’s proficiency in the academic language of the content area. If it is impossible to administer the test in a given domain due to the student’s disability, fill in the “Special Education Deferred” box for that domain on the answer document. If the Special Education Deferred test code is used for all domains, the student will still receive funding. December 2013 123 2013–2014 Procedures Manual English Learners Who Are Foreign Exchange Students Foreign exchange students come through foreign exchange student agencies which are registered with the U.S. Department of State and are issued a J-1 visa. Districts and charter schools choose to participate in foreign exchange student programs and enter into agreements with exchange student agencies. These students are designated as State Aid Category 2 in MARSS. In contrast, other foreign students who enroll under an F-1 student visa and who do not participate in a program registered with the U.S. Department of State do not generate state aid of any kind. These students are designated as MARSS State Aid Category 15. Participation in the Title I accountability assessments is optional for foreign exchange students; see Chapter 7 for additional information. Typically, foreign exchange students are screened by the sending agency and are required to possess the necessary English skills to be successful in classrooms and thus are unlikely to meet criteria to be EL identified in Minnesota. If a foreign exchange student (State Aid Category 2) lacks the necessary English skills to fully participate in classes in English, they may be identified as EL in MARSS and served in the district’s EL program. Foreign exchange students (State Aid Category 2) who are designated as EL in MARSS and are served in an EL program must participate in ACCESS for ELLs and will generate state EL funding. If foreign exchange students want to earn a diploma from a Minnesota public high school, they must meet the graduation assessment requirements in reading, mathematics and written composition. If the foreign exchange student is also EL-identified, the student would be eligible for the ELL exemption for the GRAD; see English Learners and Graduation Assessment Requirements later in this chapter for further information. For questions on whether a certain visa is eligible to generate state aid and how to report that student in MARSS, contact [email protected]. English Learners Who Are New to U.S. Schools (New to Country) A new-to-country English learner is a student who is identified as EL in MARSS and first enrolled in a U.S. school within 12 months of the first day of the Title I accountability window. New-to-country status will be verified using the student’s enrollment date in MARSS as the beginning date and the first day of the accountability window as the end date to calculate less than 12 months. For example: • A student who entered a U.S. school on April 19, 2013, is considered new to country through April 18, 2014. • A student who entered a U.S. school on April 14, 2013 would be considered new to country until April 13, 2014; this student could not be indicated as “New-to-Country” for the Title I assessments since the accountability window starts on April 14, 2014. Students are eligible to be designated as new-to-country for only one administration during the first 12 months of being enrolled in a Minnesota school. While MDE can only validate enrollment in a Minnesota school, if you know the student has been enrolled in other U.S. schools within 12 months, the New-to-Country code should not be indicated. The Student Identity Validation Interface can be used to determine if the student has had enrollment in a Minnesota school in the past. December 2013 124 2013–2014 Procedures Manual For Title I assessments, new-to-country students can be removed from AYP proficiency and MMR calculations but they are included in participation calculations. For reading, new-to-country students do not need to take a Title I reading assessment if they have met one of the following conditions. • Valid score (VS) or score code for the ACCESS for ELLs or Alternate ACCESS for ELLs Reading test • Invalid (INV) score for the ACCESS for ELLs or Alternate ACCESS for ELLs Reading test • Student did not have the opportunity to take the ACCESS for ELLs or Alternate ACCESS for ELLs Reading test because the student enrolled after the end of the testing window The New-to-Country code must be indicated on the answer document for the Title I paper assessments and sent in with scorable materials (or indicated in Test WES during Posttest Editing for online assessments)–the new-to-county designation is not automatically applied. Students who do not meet one of the three conditions above and do not take a Title I reading assessment will count against the district’s AYP participation calculations for reading. For mathematics and science, new-to-country students must take the Title I assessments. Districts can indicate that these students are new-to-country, and their scores will be removed from the AYP proficiency and MMR calculations for mathematics (there are no proficiency calculations for science). However, these students will be included in the AYP participation calculation for mathematics and science. The New-to-Country code is indicated on the answer document for Title I paper assessments or in Test WES during Posttest Editing for online assessments. The new-to-country designation is not automatically applied; districts must indicate New-to-Country by subject as needed. A district could determine, for example, to indicate New-to-Country for reading and science but not mathematics. The New-to-Country demographic code is applicable only related to participation in the Title I assessments. Students who are new to country still must take a Title III English language proficiency assessment and must meet the graduation assessment requirements in writing, reading, and mathematics to receive a diploma. English learners may be eligible for an ELL Exemption but this exemption is separate from the New-to-County code and applies only to GRAD. For GRAD retests, districts will determine how and if new-to-country students will participate. English learners from Puerto Rico can be considered new to country for Title I accountability purposes. Note that students from Puerto Rico must also be identified as EL in MARSS in order to be considered as new to country for AYP purposes. However, students from Puerto Rico are not counted in the district’s immigrant count for Title III purposes. English Learners and Graduation Assessment Requirements In order to be eligible for a diploma from a Minnesota public high school, students must meet the graduation assessment requirements in reading, mathematics and writing. Based on legislation enacted in 2013, the graduation assessment requirements have changed. The information below describes meeting the graduation assessment requirements through the GRAD for English learners who were first enrolled in grade 8 through the 2011–2012 school year. December 2013 125 2013–2014 Procedures Manual ELL Exemption for GRAD Students who are designated as EL in MARSS are eligible for an exemption from GRAD as an option to fulfilling graduation assessment requirements if they have been enrolled in any Minnesota school for less than four consecutive years. The term “consecutive years” means continued enrollment in any Minnesota public school without a significant gap in enrollment (i.e., greater than 15 days and is unenrolled in MARSS). Once such a student has been consecutively enrolled in a Minnesota school for four or more years at any time from kindergarten through grade 12, the student is no longer eligible for the ELL exemption and must meet graduation assessment requirements through the GRAD or one of the other available assessments (i.e., ASVAB, ACT, WorkKeys, Compass, or a district-determined equivalent assessment). There is not an ELL exemption available for ASVAB, ACT, WorkKeys, Compass, or a district-determined equivalent assessment Districts will determine if the student has been enrolled for four or more consecutive years. For example, if the student enrolled on January 10, 2010, the student would be eligible for the ELL exemption through January 9, 2014. While MDE can only validate enrollment in a Minnesota school, if you know the student has been enrolled in other U.S. schools, this enrollment information should be considered when determining the ELL exemption. The Student Identity Validation Interface can be used to determine if the student has had enrollment in a Minnesota school in the past. • An English learner who attended a Minnesota elementary school for more than four consecutive years and then left the state and returned to Minnesota in high school would not be eligible for the ELL exemption. • An English learner who attended a Minnesota elementary school for three consecutive years and then left the state and returned to Minnesota in high school would be eligible for the ELL exemption, provided the student completes the coursework and any other state and district requirements for graduation within a four-year period. • An English learner who first enrolls in a Minnesota school at grade 9 or above at or after the start of the academic year would be eligible for the ELL exemption, provided the student completes the coursework and any other state and district requirements for graduation within a four-year period. To qualify for the ELL exemption, an eligible student can have the EL designation in MARSS at any time during the four-year exemption window. Districts will maintain records for audit purposes. At the end of the student’s senior year, districts will use the GRR system to indicate that a student is meeting graduation assessment requirements with the ELL exemption. See Graduation Requirements Records (GRR) System in Chapter 2 for more information. The intent is to provide an alternate pathway to graduation for English learners who are unable to pass the GRAD because of English language proficiency but have earned all credits required for graduation. Many English learners, particularly those who enter high school as newcomers or have limited formal schooling will take more than four years to graduate, and therefore, will need to meet graduation assessment requirements through the GRAD or one of the other assessments. These students should not be excluded from testing if they have enough English language proficiency to access the assessment. MDE encourages English learners to take the GRAD (or one of the other December 2013 126 2013–2014 Procedures Manual assessment options to meet graduation assessment requirements) when they are ready, regardless of their time-in-country status. If foreign exchange students are also considered to be English learners, they would be eligible for the ELL exemption for the GRAD; see English Learners Who Are Foreign Exchange Students earlier in this chapter to determine if a foreign exchange student can be considered an English learner. Minnesota Rules 3501.0280 and 3501.1180 were repealed as part of the wholesale repeal of the GRAD rules in the 2013 legislation. However, MDE has made the determination that the legislature did not intend to eliminate the EL exemption for students. To make this determination, MDE has spoken to legislative staff and the author of the original assessment legislation and confirmed that eliminating the exemption was not intentional. Determining Appropriate Accommodations for English Learners Because they are in the process of acquiring English, English learners are eligible to receive accommodations that enable them to demonstrate what they know and can do to meet content area standards in reading, mathematics and science. Accommodations for English learners involve changes to testing procedures, test materials or the testing situation that make it possible for students to meaningfully participate in an assessment. Accommodations allow English learners to demonstrate what they know and can do on the academic content standards in spite of limited English language proficiency. Effective accommodations for English learners address the unique linguistic and socio-cultural needs of the students without altering the measurement properties of the test. Accommodations do not lower expectations for student learning. General test-taking practices are available for any student who needs them, including English learners, and are not considered accommodations. See Chapter 5 for a list of practices related to the presentation, setting, timing/scheduling and response format of the assessments available to all students. Who May Receive an Accommodation? English learners must be indicated as EL in MARSS in order to use an accommodation on the state assessments. English learners with an IEP or 504 plan are also eligible to receive accommodations. Districts must ensure that all accommodations received by students are justified and supported by data teachers collect during instruction. When an eligible English learner demonstrates the need for an accommodation, it must be provided as long as it does not invalidate the assessment. Each district must review a student’s progress and determine which accommodations are needed. Personnel designated to determine appropriate accommodations may include the following: • The student’s bilingual or EL teacher • The EL program coordinator December 2013 127 2013–2014 Procedures Manual • The student’s other classroom teachers • District or School Assessment Coordinators • The student’s parent(s) or guardian(s), when appropriate • The student, when appropriate When making decisions about appropriate accommodations for an English learner, the district should consider the following information: • Current English language proficiency level • Literacy in home language and in English • Opportunity to learn the content areas assessed • The primary language of instruction in the content areas • Experience and length of time in U.S. schools • Degree of familiarity with using the accommodations in instruction and assessment • Grade level • Other school- or district-level related data Selecting Accommodations for English Learners The district determines English learner eligibility for accommodations. Each district must establish a process to determine an appropriate course of action for testing students whose first language is not English. District personnel as well as teachers and parents of English learners must be involved in establishing this process. Districts are encouraged to establish a committee that is representative of their EL populations and to provide translators, if necessary, to facilitate the involvement of the parents of ELs on their committees. A collaborative dialogue between EL teachers, general education teachers and parents and families can help determine what is best for the individual student based on the guidelines listed above and the instruction that student is receiving at the classroom level. Practices that English learners have not used in instructional settings prior to the assessment should not be introduced as accommodations for the first time during a state assessment because they could be distracting or confusing. For example, an English learner should be comfortable using a dual language word-to-word dictionary before using one in a state mathematics assessment. Other accommodations, such as listening to a script or audio CD, are only practical to provide in state assessment situations. EL teachers and test administrators need to consider students’ accommodations needs well ahead of the test administration and familiarize students with their use during instruction, if appropriate. Students may require multiple accommodations, such as translated directions and a dual language word-to-word dictionary. The decision on which accommodations will be used must be made prior to test administration. While districts may set timelines within their district for accommodation decisions to be made in order to facilitate timely ordering of test materials, accommodation decisions can be made throughout the year, as long as they are made prior to the administration of the assessment. December 2013 128 2013–2014 Procedures Manual English Learner Accommodations for Title III Assessments Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for complete information on available accommodations; a few notes about available accommodations are included below. Different accommodations and accommodation codes are available for the Title III English language proficiency assessment (ACCESS for ELLs and Alternate ACCESS for ELLs) than listed below for Title I assessments and GRAD retests. • While the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals state that translated directions are accommodations only available for ELs with an IEP or 504 plan, MDE allows translated directions as an accommodation for all ELs. • The Listening Test of ACCESS for ELLs is now media-based, which means that all Listening items for all tiers and grades 1–12 are recorded. The written transcript of the actual items will not be provided except in rare instances when a student’s IEP or 504 plan requires that the listening items are read by the test administrator rather than a recording. In these cases, a copy of the appropriate Recording Script can be ordered from MetriTech. Refer to Test Administration Considerations for Title III Assessments in Chapter 8 for additional information about the Listening test. • Beginning in 2014, uncontracted Braille versions of the Reading and Writing tests are available for order for English learners who have some proficiency in reading Braille and who have this accommodation indicated in their IEP. Only the Tier B (intermediate) test form is available for grade clusters 1–2, 3–5, 6–8, and 9–12. Braille materials must only be ordered by the District Assessment Coordinators if you are certain they will be used. o In addition to Braille text, the testing materials for Reading and Writing will include tactile graphics and written descriptions of graphics where appropriate as well as test administration instructions. For scoring purposes, student responses on the Braille form must be transferred into a regular ACCESS for ELLs test booklet. o The Listening and Speaking tests are not available in Braille versions because making them accessible to blind students significantly alters the construct of the tests. English Learner-Responsive Accommodations for Title I Assessments and GRAD Retests On Title I assessments and GRAD retests, English learners may be provided any appropriate accommodations from Tables 11 and 12. If an English learner has an IEP or 504 plan, refer to the tables of accommodations in Chapter 5 and the accommodations in Tables 11 and 12, as the accommodations providing linguistic support may be combined with accommodations for students with disabilities. If the district wants to provide an accommodation not listed in these guidelines, contact [email protected]. The Accommodations Advisory Review Panel conducts annual reviews of proposed additions to the approved accommodations and non-standard test administration practices for this manual to ensure that a student does not use a particular accommodation or nonstandard practice that could invalidate interpretations and judgments based on the resulting test December 2013 129 2013–2014 Procedures Manual score. See the Statewide Testing Advisory Groups document on the Test Administration section of the MDE website for more information about this panel (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html). The summary of English learner-responsive accommodations displayed in Table 11 was guided by the work of the Center for Equity and Excellence in Education at George Washington University (GW-CEEE). The team at GW-CEEE identified accommodations that provide direct linguistic support in English, direct linguistic support in the student’s first language and indirect linguistic support. A panel of experts then recommended the use of the identified accommodations at various proficiency levels. Table 11 shows the accommodations allowed on Title I assessments and GRAD retests organized by type of linguistic support and English language proficiency level. The accommodations in Table 11 are described in greater detail in Table 12. December 2013 130 2013–2014 Procedures Manual Table 11. Summary of Accommodations Providing Direct and Indirect Linguistic Support for English Learners on Title I Assessments and GRAD Retests* English Language Proficiency Level Accommodations Beginning Intermediate Advanced/ Transitional Materials Ordered from Code Service Entered Provider Direct Linguistic Support in English Scripted oral English Use accommodated audio CD (paper assessments) or accommodated text-tospeech (online assessments) for mathematics and science Read aloud mathematics and science scripts Optional MC X Optional Optional MS X Optional Recommended TD Optional TD Clarification Simplify test directions Clarify test directions Direct Linguistic Support in First Language Dual-language/first-language reference materials Provide word-to-word dual-language dictionary Optional Recommended Recommended OA Written translation Provide written translation of directions in student’s first language Recommended Provide written translation of Written Composition GRAD prompt in student’s first language Recommended Optional TD Recommended Optional TD Translate directions in student’s first language Recommended Optional TD Clarify/explain test directions in student’s first language Recommended Optional TD Allow students to record ideas as a prewriting strategy Optional Optional Optional MT Allow student to read a reading test out loud recording his or her voice for later playback. Optional Optional Optional MT Allow student to use voice feedback devices or whisper phones. Optional Optional Optional OA Allow extended testing time over multiple days Optional Optional Optional OA TD Scripted oral translation Read aloud written translation of test directions in student’s first language Sight translation Indirect Linguistic Support * Recommended = Recommended for ELs at this English language proficiency level Optional = Optional for ELs at this English language proficiency level based on individual student need December 2013 131 2013–2014 Procedures Manual Accommodated audio CD for paper administration grades 3–8 and 11 Mathematics MCA may be provided to English learners. The audio CD can be accessed through headphones or in an individual setting. If used in a small group setting, the CD will be played aloud and Test Monitor will advance the CD for the group. Audio players must be school owned. x Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS Math Reading Table 12. Explanation of Accommodations for English Learners on Title I Assessments and GRAD Retests MC Accommodated text-to-speech for online grades 3–8 Mathematics OLPA, grades 3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCAModified, Science MCA and Mathematics GRAD retest may be provided to English learners. Accommodated text-to-speech is incorporated into the online assessment. For Mathematics GRAD and Mathematics OLPA, accommodated text-to-speech is indicated in TIDE. For Title I assessments, accommodated text-to-speech is selected during the Pretest Edit window. If needed, accommodated text-to-speech can be changed at the time of testing in the Online Testing System. The accommodated text-to-speech provides computer-generated audio for charts and graphs in addition to the question and answer options that is provided for regular text-to-speech. With text-to-speech, students select the parts of the item they want to listen to (e.g., question and answer options, graph only, selected text). x x MC The accommodated text-to-speech differs from the regular text-to-speech because it reads not only all the questions and answer options but also all the labels, graphs and charts. The accommodated text-to-speech may be a heavy language load and may be beneficial for only a limited number of English learners. Only a small number of students typically need the accommodated text-to-speech; the default should be the regular text-to-speech. Audio recording for prewriting is available in an individual setting for the Written Composition GRAD. Students may record their ideas to assist in prewriting organization. The students may replay their dictation as they organize their compositions. The device used for the audio recording must be school-owned, and any recordings must be deleted after testing. December 2013 132 x MT 2013–2014 Procedures Manual Science Code Writing EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS Math Reading Table 12. Explanation of Accommodations for English Learners on Title I Assessments and GRAD Retests (continued) x OA A commercial word-to-word dual-language dictionary contains mathematical and scientific terms in English and in the first language of a given learner. In a word-to-word dictionary, no definitions are provided—only direct translations of the mathematical and scientific terms. It can be used on the Mathematics GRAD, Mathematics MCA, Mathematics MCA-Modified and Science MCA. The following are online examples of English-Spanish bilingual mathematics dictionaries: • View the English Spanish Math Dictionary (http://www.math2.org/math/spanish/eng-spa.htm) • View the Bilingual Mathematics Dictionary (http://nw.pima.edu/dmeeks/spandict/) x Before simply copying one of these in its entirety, consider two cautions: A tool such as this is appropriate for testing only if it is a part of the student’s daily mathematics or science instruction. A dual-language word-to-word dictionary ought to be appropriate for the grade level, containing only the words a learner at a given grade should be expected to know (for example, a fifth grade dual-language word-to-word dictionary would likely contain mathematical or scientific words children learn in fifth grade as well as words from lower grades). The Minnesota Academic Standards in mathematics and science list the standards and the benchmarks that Minnesota students should learn in each grade. The standards, along with district-level curricular documents and teacher input, provide the basis for determining appropriate mathematical and scientific terms for the grade level. December 2013 133 2013–2014 Procedures Manual Code x Science x Writing Math EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS Reading Table 12. Explanation of Accommodations for English Learners on Title I Assessments and GRAD Retests (continued) x OA Extended testing time over multiple days is considered an accommodation for paper assessments when testing is extended to include additional days and differs from the district schedule. Allowing students additional time to finish a paper assessment on the same day is not considered an accommodation. Extended testing is not considered an accommodation for online assessments with pausing capability like the Reading and Mathematics MCA, Reading and Mathematics MCA-Modified and Science MCA. Follow the guidelines below related to testing over multiple days: For paper assessments: • Students must complete all questions associated with a given passage for reading in one session. • At the end of a testing session, the last math item completed must be the last item on the right-hand page so the next item is not visible. • For grades 4–8 and high school, students must seal the pages completed in the test book at the end of the testing session for the day. For grade 3, pages cannot be sealed, so Test Monitors should ensure that students do not review items completed on the previous day. • Students may not return to items completed on the previous day. All online Reading and Mathematics GRAD retests must be administered in one day. English learners requiring extended testing time over one day must use paper accommodated test materials and follow the guidelines for paper assessments above. Recording a reading test may be done in an individual setting. Students may record their voice while reading the reading test aloud and replay the recording while taking the test. Recording should be done independently by the student without the Test Monitor providing verbal or nonverbal prompts. The device used for the audio recording must be school-owned, and any recordings must be deleted after testing. x MT Scripts for grades 3–8 and 11 Mathematics MCA (online and paper administration) may be provided to ELs. The script can be administered in a small group or individual setting. For paper administrations of the grades 3–8 and 11 Mathematics MCA, there is only one form, and the student responds directly into the answer document. For the online grades 3–8 Mathematics MCA and 11, the script must be used in conjunction with a regular print test book, the student responds directly into the regular print test book and student responses must be entered by district staff into the Data Entry Interface. x MS The script requires that the Test Monitor reads not only all the questions and answer options but also all the labels, graphs and charts. The script may be a heavy language load and may be beneficial for only a limited number of English learners. Only a small number of students typically need the script; the default should be the regular text-to-speech available in the online form. December 2013 134 2013–2014 Procedures Manual Code x MS x x x TD x x x TD Writing x Math EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS Science Reading Table 12. Explanation of Accommodations for English Learners on Title I Assessments and GRAD Retests (continued) Scripts for grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and Mathematics GRAD retest may be provided to English learners. The script can be administered in a small group or individual setting. The script is used in conjunction with the online test or in conjunction with the large print and Braille test books. For Mathematics GRAD, script is indicated in TIDE. For Title I assessments, script is indicated during Pretest Editing in Test WES. For Mathematics MCA-Modified or Science MCA, the script accommodation must be indicated in Test WES and appear in TIDE prior to test administration. If the script accommodation is not indicated, the student’s test form will not match the script and the test form cannot be changed once the student starts testing. Refer to Chapter 8 and the Online Irregularities Procedure in Appendix B for additional information. The script requires that the Test Monitor reads not only all the questions and answer options but also all the labels, graphs and charts. The script may be a heavy language load and may be beneficial for only a limited number of English learners. Only a small number of students typically need the script; the default should be the regular text-to-speech available in the online form. Simplified or clarified directions are not provided by MDE. The Test Monitor can simplify or clarify the directions using vocabulary that the individual student would understand and know what to do, but the Test Monitor cannot change the meaning of the directions or provide information that would lead or cue the student. The use of the simplified or clarified directions accommodation should be documented on the Test Administration Report. Even though the Written Composition GRAD writing prompt is considered directions, it cannot be simplified or clarified. Translated directions (oral or written) in first language are allowed. Only test directions may be translated; no translations of test items or reading passages are allowed. Test directions include the scripted Test Monitor and Student Directions and the parts of the test book or online test that direct a student how to answer an item or record a response (e.g., arrows that indicate to go on to the next segment, reading passage introduction boxes, directions on using graphs or charts to answer a specific question, online review screens). For paper test materials, translators will have access to test materials 24 hours before testing begins. For online assessments, translators can access the online item samplers any time prior to test administration to review the types of directions included in online tests; any test-specific directions must be translated at the time of testing. x Districts arrange for and provide all translations. If a translator is needed to provide allowed translations, districts must use a local process to hire a qualified person. A Database of English Language Learner Interpreters is available on the MDE website under “Related MDE Resources.” View the link to the database on the MDE website (http://education.state.mn.us/MDE/SchSup/SpecEdComp/EngLearnDisabiRes /). All translators must sign a Non-Disclosure Agreement (see Appendix A), and the use of a translator must be document on the Test Administration Report. December 2013 135 2013–2014 Procedures Manual Translated writing prompts (oral or written) are allowed. Only the Written Composition GRAD writing prompt may be translated. Students must write the final copy of their Written Composition GRAD essay in English, and responses not written in English are scored “zero” and indicate the essay was not written in English. The translation must strictly adhere to the literal meaning of the text in prompt. Translators may not define words or give examples to help students understand the prompt. Translators will have access to Written Composition GRAD test materials 24 hours before testing begins for the purpose of preparing translations of writing prompts. Districts arrange for and provide all translations. If a translator is needed to provide allowed translations, districts must use a local process to hire a qualified person. A Database of English Language Learner Interpreters is available on the MDE website under “Related MDE Resources.” View the link to the database on the MDE website (http://education.state.mn.us/MDE/SchSup/SpecEdComp/EngLearnDisabiRes /). All translators must sign a Non-Disclosure Agreement (see Appendix A), and the use of a translator must be document on the Test Administration Report. Voice feedback devices or whisper phones allow students to vocalize as they read and work problems. Students using whisper phones must not be audible to other students. December 2013 136 x x x x Code Science Writing EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS Math Reading Table 12. Explanation of Accommodations for English Learners on Title I Assessments and GRAD Retests (continued) TD x OA 2013–2014 Procedures Manual Chapter 7 — Students in Special Circumstances and Situations Overview This chapter provides definitions and clarifications of the wide variety of circumstances and situations that affect student participation in the statewide assessments. The implications for accountability and graduation assessment requirements are described where applicable. In terms of the graduation assessment requirements, the information in this chapter will apply to students who were first enrolled in grade 8 through the 2011–2012 school year. Detailed information was not available at the time of publication of this manual for students first enrolled in grade 8 in 2012–2013 who will meet graduation assessment requirements through the career and college assessments. Student test/accountability and demographic codes will be validated against MARSS data when applicable. Please see Chapter 8 for information on the accountability windows to determine how students will be counted for AYP, MMR and AMAO. Adult Basic Education (ABE) Students These students may participate in the GRAD administrations (the grade 9 Written Composition GRAD and the Reading, Mathematics and Written Composition GRAD retests) if required by the district/program in which the student is enrolled. All students must have a valid MARSS/SSID number in order to test. If the student is not enrolled in the district MARSS data, use Precode Student Eligibility in Test WES to add the student for testing; use “Only GRAD retest” as the enrollment code. For Written Composition, indicate Adult Basic Education on the answer document. The ABE demographic code is no longer collected for online assessments. Please contact the MDE ABE division at [email protected] for students in ABE programs or students over age 21 meeting requirements through alternate routes (e.g., through the mathematics alternate pathway for GRAD, taking the ACT, WorkKeys, Compass, ASVAB, and district-determined assessments). Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and Private Contract Alternatives School Classifications 41, 42 and 43 provide educational alternatives for certain students. With the exception of facilities located in Cities of the First Class (i.e., population over 100,000), these sites must accept any student who meets the entrance criteria, space permitting. All students at these sites must take the state accountability tests. These sites are AYP entities, and results are reported at the school, district and state level for all students served in these sites. These sites also receive a MMR. Students in these sites are public school students and subject to the graduation assessment requirements. December 2013 137 2013–2014 Procedures Manual Care and Treatment and Private Facilities School Classifications 70, 71, 72, 77 and 79 are care and treatment programs that provide a range of medical and mental health services to students. These students must take the state accountability tests unless they have been medically excused. AYP results for all students served in these sites are reported at the school and district levels, as well as at the state level. As AYP eligible entities, their results will be reported publicly. Schools classified as care, treatment or correctional facilities receive a MMR; however, these organizations are not eligible to receive a MMR designation such as Priority, Focus, Continuous Improvement, Celebration Eligible, or Reward. Students placed in a care and treatment program are public school students and subject to the graduation assessment requirements. Determining a Student’s Grade Level for Purposes of Title I and III There will be situations in which the grade indicated on the preprinted labels, answer documents or student precode record in the online system is incorrect. When this is the case for a paper administration, fill out a new answer document for the appropriate grade level and securely dispose of the incorrect answer document (unless it is a grade 3 MCA test/answer document, which should be returned with secure materials, like test books). Students taking online assessments must have the correct grade indicated in TIDE before testing. Grade changes for students need to be made and submitted in MARSS. Any updates submitted in MARSS will typically be reflected in TIDE in two days. The grade for a student cannot be changed in TIDE. Students must take the Title I and Title III assessments for the grade indicated in MARSS during the testing window. For example, a student enters an alternative high school and is indicated in MARSS as a grade 10 student based on earned credits. At the time of testing, this student has earned enough credits to be promoted to grade 11, and the grade indicated in MARSS is changed to grade 11. In this case, the school should administer a grade 11 mathematics assessment, not a grade 10 reading assessment. For students changing grades during the accountability window, districts will need to ensure that there is a matching assessment for the new grade indicated in MARSS. The District Assessment Coordinator should ask the counselors if there are any students who will be changing grades during testing. The grade change must be made in MARSS to avoid a wrong grade, which would invalidate the test. If possible, it is best to avoid changing grades during the accountability window. In the unusual circumstance when a student is enrolled in one grade in a high school and in another grade in an ALC (or dual-enrolled in different grades across districts), the student will be pulled for precode for only one school for Title I assessments and GRAD retests; the school that has the student indicated at the lowest grade will have the student pulled for its precode. See DualEnrolled Students or Concurrent Enrolled Students below for more detail. For ACCESS for ELLs and Alternate ACCESS for ELLs, all students who are EL-identified in MARSS are sent for precode. District-Placed Students (Graduation Assessment Requirements only) District-placed students and students attending school under a tuition agreement are public school students and subject to the graduation assessment requirements. December 2013 138 2013–2014 Procedures Manual Dual-Enrolled Students or Concurrent Enrolled Students The term dual-enrolled implies that a student is taking classes in two sites and at least one of them is an ALC. The typical dual-enrolled student is enrolled in a traditional middle or high school fulltime and an ALC or ALP for additional courses. A concurrent enrolled student attends two sites part-time. The concurrent sites may be a traditional middle or high school and an ALP or ALC, an ALC and an ALP or two traditional schools. For ACCESS for ELLs and Alternate ACCESS for ELLs, dual-enrolled students are sent for only one school within a district; if a student is dual-enrolled in two districts, both districts will have the student included in their precode and will receive a preprinted label. Both districts will need to collaborate to ensure the student is only tested once. A student will be sent for precode for only one of the schools for Title I and GRAD assessments, which means that only one school will receive a preprinted label or answer document or have the student loaded for online testing. The student’s Title I assessment record will be included in AYP and MMR calculations for both the testing site and the non-testing site. If the student is enrolled in MARSS in two or more schools during the accountability window, the student’s proficiency is counted at all schools where the student is enrolled for the full academic year. The bullets below provide additional information on how to test dual-enrolled students and how they will be counted for accountability. • • For dual-enrolled students who are in the same grade at both sites: students are sent for precode for only one school, and only one site will test the student. The student’s participation will be counted for both sites. o For online tests, testing location can be changed if needed using Precode Student Eligibility in Test WES. o For paper tests, a new answer document can be hand bubbled if the student is testing at a different location than where the preprinted information was sent. A district/school label must also be attached. For dual-enrolled students who are in different grades at each site: the school that has the student indicated at the lowest grade will have the student loaded for online testing or will receive the preprinted student information for paper administrations. If the sites come to agreement on the student’s grade, the grade must be changed in MARSS so they match; see the previous bullet for further information on testing and refer to Determining a Student’s Grade Level for Purposes of Title I and III, addressed above. However, if the grade remains different between the sites, both sites must test the student in the grades in which the student is enrolled in MARSS. o For online tests, one site will test the student in the grade indicated in MARSS. Once testing is completed, the second site will change the student’s grade and testing location in Precode Student Eligibility. Once the updated student information appears in TIDE, the second site will test the student in the grade it has indicated in MARSS. o For paper tests, each site will test the student in the grade in which the student is enrolled in MARSS. The site that did not receive the preprinted answer document or label must hand bubble an answer document for the appropriate grade. A district/school label must also be attached. December 2013 139 2013–2014 Procedures Manual In the case where students take an alternate assessment (MCA-Modified or MTAS) or a Title III assessment (ACCESS for ELLs or Alternate ACCESS for ELLs), the district that reports the student as special education or indicates EL in MARSS should be the same district that administers the test in order for the test to be valid. Dual-enrolled students are public school students and are subject to the graduation assessment requirements. English Learners (EL) English learners are students designated as EL in MARSS. Refer to Chapter 6 for further information. All English learners in grades K–12 must take the ACCESS for ELLs or Alternate ACCESS for ELLs. For accountability purposes, students are considered English learners for the entire year if they are identified as EL in MARSS at any time during the year. If an English learner takes a Title III assessment but is not identified as EL in MARSS, the assessment and enrollment information will not match, and the test will be invalidated. This potential situation illustrates the importance of having up-to-date and accurate student enrollment information in MARSS. Title I assessments must also be taken by English learners in addition to the Title III assessment. See New-to-Country English Learner below for information. Students who are designated as EL in MARSS are required to meet graduation assessment requirements. English learners who were first enrolled in grade 8 through the 2011–2012 school year and who have been enrolled in any Minnesota school for less than four consecutive years may qualify for the ELL exemption for GRAD; see Chapter 6 for further information. Enrolled in Another State (MARSS State Aid Category = 14 or 52) Students who reside in Minnesota but are enrolled in a district in another state, usually in a neighboring state, are not included in AYP or MMR calculations; this status is indicated in MARSS using the State Aid Category of 14 or 52. They are not expected to participate in the Minnesota Assessment System; if they did, their test record would not be included in AYP or MMR calculations. Presumably the state where they are enrolled will include the students in its assessment system. If districts receive preprinted labels or answer documents for these students, districts should securely destroy them (except for grade 3 MCA test/answer documents which are returned with other secure test materials). Expelled Students Expelled students who are still enrolled in the district are required to take the state accountability assessments. If the student is unable to test, districts will send in an unused answer document with the student’s demographic information and the ABS test/accountability code filled in. (For online tests, districts will indicate ABS in Test WES during Posttest Editing.) Results for these students will be included in the AYP or MMR calculations for the school and district. December 2013 140 2013–2014 Procedures Manual 504 Plan Students Refer to Chapter 5 and the MDE website for information on students with 504 plans. View the Students Rights page of the MDE website for further information about 504 plans (http://education.state.mn.us/MDE/StuSuc/StuRight/index.html). Foreign Exchange Students (MARSS State Aid Category = 2 or 15) Although these students are enrolled full-time in a public school, their participation in the Title I accountability assessments is optional. • If foreign exchange students will not participate in Title I testing, the answer document does not need to be returned if the State Aid Category is indicated correctly in MARSS. For online testing, the student’s record may appear in TIDE but if the student will not test, no further action is needed. • If foreign exchange students do test, the Foreign Exchange code should be filled in on the answer document to remove them from AYP and MMR calculations. For online tests, districts will indicate Foreign Exchange in Test WES during Posttest Editing. An Individual Student Report (ISR) will be generated for the student but the student’s results will not be included in school and district summaries. If the Foreign Exchange code is not indicated, these students are included in AYP and MMR calculations and in district and school summaries. If a foreign exchange student (State Aid Category 2) lacks the necessary English skills to fully participate in classes in English, they may be identified as EL in MARSS and served in the district’s EL program. Foreign exchange students (State Aid Category 2) who are designated as EL in MARSS and are served in an EL program must participate in ACCESS for ELLs and will generate state EL funding. Foreign exchange students who are not seeking a diploma from a Minnesota public high school do not need to participate in the GRAD assessments or any other assessments the district is offering to meet graduation assessment requirements. If foreign exchange students do want to receive a diploma from a Minnesota public high school, they must meet the graduation assessment requirements in reading, mathematics and writing. Foreign exchange students who are also identified as English learners would be eligible for the ELL exemption from the GRAD; see Chapter 6 for additional information. Foreign exchange status will be validated against MARSS. State Aid Category 15 has been added to the validations for foreign exchange. Districts will maintain records for audit purposes. See Chapter 6 for additional information about foreign exchange students. Full Academic Year “Full academic year” is defined as follows: a student is enrolled on October 1 and continues to be enrolled during the accountability window. (If October 1 is a Saturday or Sunday, the operative date is October 2 or 3.) All students who have been enrolled a full academic year at the district and/or school are included in the AYP proficiency and MMR calculations. Districts are responsible December 2013 141 2013–2014 Procedures Manual for testing all students enrolled during the accountability window, including those who were not enrolled for a full academic year. GED Students GED students do not need to fulfill the graduation assessment requirements or participate in Title I accountability assessments because they are not considered public school students. Homebound/Non-Attendance Students These students are enrolled in a district even though they may not actually attend. Educational services are provided as appropriate, given the circumstances of the student. Students must take the state accountability tests. The usual security and test administration procedures apply, and district and state test dates must be followed. Homeless Shelters School Classification 73 defines shelters as temporary housing for students in crisis. Educational services are provided as appropriate, given the circumstances of the student. Students must take the state accountability tests. AYP results are reported at the school, district and state level for all students served in these sites. Schools classified as homeless shelters or programs receive a MMR; however, these organizations are not eligible to receive an MMR designation such as Priority, Focus, Continuous Improvement, Celebration Eligible, or Reward. Home-Schooled Students Home-schooled students are not public school students. Therefore, they are not required to participate in the state accountability tests, no matter which courses or classes they are taking in the public school. Districts may include home-schooled students when they test their students, but the results are not included in their AYP or MMR calculations if they are not enrolled in MARSS. Home-schooled students who wish to test are charged a fee (see Chapter 8 for cost information). Home-schooled students must have the test administered by public school staff. If the student has a MARSS enrollment and is not designated as a shared-time student (MARSS State Aid Category = 16, 17 or 18), then the student cannot be considered home schooled and will be included in AYP and MMR calculations. Home-schooled students must be manually added to precode files using Precode Student Eligibility in Test WES; see Chapter 9 for further information. The Home Schooled code should be filled in on the student’s answer document. For online tests, home-schooled students are indicated by the Homeschool Student enrollment code selected when districts manually add a student to precode using Precode Student Eligibility. Home-schooled students do not need to meet the graduation assessment requirements if they are not seeking a diploma from a Minnesota public high school. Incarcerated Students at Correctional Facilities School Classification 70 defines students placed in a correctional program but still enrolled in a district; these students are required to participate in the state accountability assessments. For December 2013 142 2013–2014 Procedures Manual online testing, correctional facilities need to provide the resources necessary for students to test. There is no alternative paper administration mode available to general education students for the grades 5–8 and 11 Mathematics MCA-Modified, grades 5–8 and 10 Reading MCA-Modified or Science MCA. Technology Coordinators in secure facilities may want to consider setting up a special user account that would give students access only to the secure browser. If a student is unable to test, the districts will send in an unused answer document with the student’s demographic information and the ABS (absent) test/accountability code filled in. For online tests, districts will indicate ABS in Test WES. AYP results are reported at the school, district and state level for all students served in these sites. Schools classified as correctional facilities receive a MMR; however, these organizations are not eligible to receive a MMR designation such as Priority, Focus, Continuous Improvement, Celebration Eligible, or Reward. Independent Study Students Students participating in independent study programs are required to participate in the state accountability assessments. These students must take the accountability assessment for the grade indicated in MARSS during the testing window. Individual Education Program (IEP) Students Refer to Chapter 5 and the MDE website for information on students with IEPs. View more information about IEPs on the Statewide Assessment for Students with Disabilities section of the MDE website (http://education.state.mn.us/MDE/StuSuc/SpecEdProg/StateAssessStuDisab/index.html). Intermediate Districts These districts are included in the state accountability system, and their students must test. Results will be calculated for the school and district where the student is served. It is important for regular school districts to work with intermediate districts to make sure that dual-enrolled students are tested; see Dual-Enrolled Students or Concurrent Enrolled Students above. Medical Excuse There may be circumstances beyond a district’s control when a student cannot be assessed at any time during the Title I assessment testing window due to a significant medical emergency (e.g., a student is hospitalized due to an accident). A student unable to take the test because of a medical condition that has been verified by a medical professional and officially documented at the district is coded medical excuse (ME). For any future audit, districts should have the documentation on file that confirms the students coded with a medical excuse could not have appropriately tested. Districts will send in an unused answer document with the student’s demographic information and the ME test/accountability code filled in. (For online tests, districts will indicate ME during Posttest Editing in Test WES.) For ACCESS for ELLs or Alternate ACCESS for ELLs, districts will need to indicate the medical excuse test/accountability code during the Posttest Editing in Test WES. December 2013 143 2013–2014 Procedures Manual A student who does not take a high school Title I assessment or a GRAD retest because of a medical excuse will need to participate in a later GRAD retest opportunity or one of the other assessments to fulfill the graduation assessment requirements. Moving Into or Out of the District during Testing Districts should attempt to test all students who are enrolled during the testing windows. If a student moves into a district during a testing window and has not taken a test, the district should give the test to the student. Please note: since the testing window for online assessments is much longer than the accountability window, students who enroll during the accountability window must be tested, even if other students in the school complete testing prior to or after the accountability window. Refer to Accountability Windows in Chapter 8 for more information. A student who moves from one district to another near the end of the testing window and has not yet taken the test should be tested if at all possible. From the points of view of the parent and teacher, the test will give useful information. From the point of view of the student’s former district, the student will be considered as not participating if the student doesn’t test. For ACCESS and Alternate ACCESS for ELLs, if an English learner moves to another district during the testing window and has not taken the test, the district should administer as much of the test to the student as possible, even if a student moves in near the end of the testing window. The test will still provide useful information for the teacher and the family. Students Moving Prior to Testing If a student left your district or dropped out before the accountability window opened, and the student has a Status End Date in MARSS that precedes the first day of the accountability window, securely dispose of the preprinted answer document (unless it’s a grade 3 MCA test/answer document which is returned with other secure materials). For online testing, the student’s record may appear in TIDE but the student will not test; no further action is needed. If a student’s MARSS enrollment record has a Status End Date within the accountability window, but the student moves out or drops out of the district before testing has started in the district, return the answer document (with other scorable answer documents) with the NE (not enrolled) test/accountability code bubbled in. (For online assessments, indicate NE during Posttest Editing in Test WES). The NE code will be validated against MARSS; see Chapter 9. For students who left prior to the ACCESS and Alternate ACCESS for ELLs testing window, securely dispose of the preprinted labels. If labels have already been attached to the test booklets, return the test booklets with secure materials. Do not send them back with the scorable materials. For students who move out of the district during ACCESS and Alternate ACCESS for ELLs testing window but before the test was administered, bubble in the ABS (absent) test code and return with scorable materials. During Posttest Editing, the test code can be changed to NE (not enrolled). If students started but did not complete the test before moving, return the test booklet for scoring. The ABS (absent) test code can be bubbled for the domains not completed and then the ABS code can be changed to NE (not enrolled) during Posttest Editing. December 2013 144 2013–2014 Procedures Manual Students Completing Part of Assessments If a student takes part of a Title I paper test (e.g., segments 1 and 2) and moves to another school within the district, the new school should obtain the student’s answer document from the previous school and have the student complete the test. The student’s new school must apply a district/school label over the student’s preprinted information or label and bubble the student’s demographic information on the front of the answer document. If a student takes part of a Title I paper test and moves to another district, the district the student moved from returns the test as completed by the student. The district the student moves into does not test the student in the subject already started but tests any subject not taken, if applicable. Since the high school assessment can be used to meet graduation assessment requirements, a district with a student in grade 10 or 11 who moves after completing part of a paper assessment may want to consider contacting the district the student moved into and securely transporting the answer document to the new district for the student to complete testing. If the student’s answer document is transported from the previous district to the new district, the student’s new district and school must apply a district/school label over the student’s preprinted information or label and bubble the student’s demographic information on the front of the answer document. Answer documents with partial segments completed are reported as NC (Not Complete). Grades 10 and 11 students who receive an NC will need to participate in a GRAD retest or take one of the other assessments to meet graduation assessment requirements for that subject. For online tests, if a student takes part of an online test and moves to another school within the district or to another district, the student can resume the test in the new school from the point where he or she left the test. The student must be loaded to AIR’s TIDE system for the new school or district before the student will be able to log in. If the student does not complete the ACCESS or Alternate ACCESS for ELLs, the district the student moved from can return the test as completed by the student; the district the student moves into does not have to test the student. However, if the district the student moves into wants to administer the remaining domains of the ACCESS for ELLs or Alternate ACCESS for ELLs, the following optional process needs to be completed and agreed upon by both districts: • The new district will contact the previous district about its willingness to participate in this process. • If both districts are in agreement, the new district will have the student complete the remaining sections of the test. • Both the previous and new district will complete and attach the WIDA Student Transfer form to the test booklet. View the form on the MetriTech website (https://www.metritech.com/wida/login.aspx). • To complete the form, both districts must agree upon which district will be indicated for reporting. The test booklet must be sent under a School Header Sheet with the name of the district and school the student will be reported in. New-to-Country English Learner A new-to-country English learner is defined as a student who is identified as EL in MARSS and who first enrolled in a U.S. school within 12 months of the first day of the Title I accountability December 2013 145 2013–2014 Procedures Manual window. For Title I assessments, new-to-country students can be removed from AYP proficiency and MMR calculations but they are included in participation calculations. See Chapter 6 for additional information about participation in Title I assessments. New-to-country English learners must take the Title III assessment (ACCESS for ELLs or Alternate ACCESS for ELLs) if enrolled during the Title III testing window. See Chapter 6 for details. Open Enrollment/Parent Choice Program Students Districts that enroll students through the open enrollment process should treat them as if they were residents of the district. These students must participate in the state accountability assessments. The accepting district becomes the de facto resident district for open-enrolled students. These students test at their open-enrolled site, and results are reported at that site. Open-enrolled students are public school students and are subject to the graduation assessment requirements. Out-of-State Testing There may be cases where students who were enrolled in the district have moved out of the state and still need to participate in a GRAD retest or Title I assessment. Typically, this will apply to GRAD retests where the student wants to meet graduation assessment requirements through the GRAD. In rare circumstances, it may also apply to Title I assessments where students are not physically in Minnesota but are enrolled in a Minnesota school. Each district will determine if it will make an out-of-state testing opportunity available to students. The process for out-of-state testing is in Appendix B. This process was established to maintain test security and a standardized administration of GRAD retests and Title I assessments. Parent Refusal Parents may refuse to allow their children to take the Title I and Title III accountability assessments. A parent refusal must be submitted to the district in writing. Districts will send in an unused answer document with the student’s demographic information and the parent refusal (REF) test/accountability code indicated. For online tests, districts will indicate REF in Test WES during Posttest Editing. AYP participation calculations are adversely impacted by a parent refusal. For ACCESS for ELLs and Alternate ACCESS for ELLs, districts will indicate a parent refusal (DEC) test/accountability code. A student who does not fulfill the graduation assessment requirements because a parent refused to allow the student to take a high school Title I assessment, the GRAD retests or one of the other assessments will be ineligible to receive a diploma. Postsecondary Enrollment Options (PSEO) Students Full-time PSEO students are public school students who attend a postsecondary institution full time. These students are identified as PSEO in MARSS. Districts are responsible for testing these students if they are present when testing is scheduled. If they are tested and meet the full academic year requirement, these students will be included in the school’s AYP and MMR results. December 2013 146 2013–2014 Procedures Manual If not testing, the answer document does not need to be returned and should be securely disposed of. For online testing, the student’s record may appear in TIDE but the student will not test; no further action is needed. Full-time PSEO students who do not test will not count against AYP participation calculations if PSEO is indicated correctly in MARSS; PSEO eligibility will be confirmed with MARSS data. In some special cases, districts pay the college directly and therefore flag students as PSEO concurrent in MARSS. When the Posttest Edit window in Test WES is open, these districts will need to indicate PSEO for these students and keep documentation at the district. Part-time PSEO students must participate in the state accountability assessments. Part-time PSEO students who do not test will count against a district’s AYP participation calculations. PSEO students are public school students and subject to the graduation assessment requirements. A PSEO student who does not participate in a high school Title I assessment can take a GRAD retest at a later date or another assessment offered by the district to meet graduation assessment requirements. Districts will maintain records for audit purposes. Private Schools (Non-Public Schools) Private/non-public schools are not required to participate in the Minnesota Assessments but may choose to participate at a cost. The service provider will bill the private/non-public schools. See Chapter 8 for costs and additional information about participating and ordering test materials. In order to test, every non-public student needs to have a unique state student ID (SSID) number, which is obtained through the Student Identity Validation Interface, or a MARSS number from a past enrollment in a Minnesota public school district. Once every student has a unique SSID or MARSS number, non-public schools must manually add each student individually into Precode Student Eligibility in Test WES. Since the student enrollment information is not submitted in MARSS, students must be manually added each year they will participate in testing. Private/non-public schools must administer the tests during the state-designated testing windows and return the test materials by the specified dates. For each test they administer, they must follow all test administration and security policies and procedures outlined in this and related assessment manuals. Private/non-public schools that do not adhere to these policies and procedures may not be allowed to participate in future statewide assessments. Test results for students in private/nonpublic schools will be available through MDE’s Data Center but will not be included in the summary reports for the resident districts where the private/non-public schools are located. Their scores are not part of AYP or MMR calculations. Retained Students Students who have been retained are required to participate in the state accountability assessments for the grade indicated in MARSS, even though they took that assessment the previous year. For example, if a grade 7 student took the Reading and Mathematics MCA in 2012 and is retained in grade 7 for 2013, the student will take the grade 7 Reading and Mathematics MCA again. December 2013 147 2013–2014 Procedures Manual The situation is a little more complex for a high school student who was retained. If a student is considered a tenth grader in MARSS during the testing window, the student must take a grade 10 Title I assessment for accountability purposes. Even if the student was proficient on a Title I grade 10 reading assessment last year or fulfilled the graduation assessment requirement through a GRAD retest or one of the other assessments—for accountability purposes, that student will need to take a grade 10 Title I reading assessment again in its entirety. The same scenario applies for a grade 11 student who is retained. For Title I accountability purposes, that student will need to take a grade 11 mathematics assessment again, even if the student already met graduation assessment requirement for mathematics. Shared-Time Students (MARSS State Aid Categories = 16, 17 or 18) These students are enrolled full-time in a private school or home school and attend public school for one or more classes (e.g., world language, band, a special education class) during the school day. Even if they take a mathematics or reading class at the public school, they are not public school students and—for accountability purposes—are not required to test at the public school. These students must be indicated as shared-time in MARSS. Shared-time students who receive eligible EL instruction through the public school and are ELidentified in MARSS must take the ACCESS for ELLs. The EL instruction is eligible to generate shared time and EL aid. These students must be indicated as shared-time in MARSS. Shared-time students do not need to fulfill the graduation assessment requirements if they are not seeking a diploma from a Minnesota public high school. Shared-time status will be validated against MARSS. Districts will maintain records for audit purposes. Significant Gap in Enrollment Students Any student who has been absent from the district for 15 consecutive school days should be dropped in MARSS. For testing purposes, the district can fill in the Significant Gap in Enrollment code on the answer document to have the student removed from the AYP proficiency and MMR calculations. (For online tests, districts can indicate Significant Gap in Test WES during Posttest Editing.) The Significant Gap will be verified against MARSS; see Chapter 9. Significant Gap is not automatically applied for accountability; districts must indicate the Significant Gap code. The significant gap is confirmed when MARSS indicates that the enrolled student did not attend school for 15 consecutive days, was unenrolled and subsequently reenrolled. Students whose 15 consecutive days fall from the first day of the accountability window through the last day of the accountability window will be considered enrolled for accountability purposes. Special Education Sites, Combined Special Education/Vocational Education Programs School Classifications 50 and 55 are sites that provide central placement options for students whose resident districts do not have the resources to serve them locally. Students at these sites are placed through an IEP process that has determined the site to be the least restrictive environment. Students at these sites typically come from multiple districts. December 2013 148 2013–2014 Procedures Manual To meet IDEA and ESEA requirements, students at these sites must participate in the state accountability tests, with the IEP team determining which assessment to use. These sites are AYP entities, and results are reported at the school, district and state level for all students served in these sites. These sites also receive a MMR. Students in these sites are public school students and subject to the graduation assessment requirements. Suspended Students Suspended students who are still enrolled in the district are required to participate in the state accountability assessments. If the student is unable to test, the district will send in an answer document with the student’s demographic information and the ABS test/accountability code filled. For online tests, districts will indicate ABS in Test WES. Test results for students who are on outof-school suspension during the accountability window—even those students who did not take the test—are included in AYP calculations at the school and district level as well as MMR calculations at the school level. Temporary Physical Limitations Sometimes students encounter circumstances immediately before or during testing (e.g., a broken arm) that make it impossible to take a test as usually administered. If such a special circumstance requires the student to have an accommodation for testing (e.g., a scribe is needed for a student who breaks his or her writing arm), the student may use it. For paper assessments, the appropriate accommodations code should be filled in on the answer document (see Tables 9 and 12). For online tests, districts will indicate the appropriate accommodation in Test WES. Districts should document the instance on the Test Administration Report. Transfer Students from Another State (Graduation Assessment Requirements only) If a high school student moves into a Minnesota school district from another state having demonstrated proficiency on that state’s ESEA accountability assessment, that test may be used to meet graduation assessment requirements through reciprocity. Since the WorkKeys, Compass, ACT, and Armed Services Vocational Aptitude Battery (ASVAB) are nationally recognized assessments, students do not need to take them again in Minnesota to meet graduation assessment requirements and districts can request reciprocity. Reciprocity can also be requested for district-determined assessments. • For reciprocity, the district will need to verify that the test can be substituted by checking the Reciprocity Guidelines for High School Graduation. View the guidelines on the GRAD Resources page of the Minnesota Assessment portal (http://www.mnstateassessments.org/resources/?section=8). Reciprocity is based on the student’s score on another state’s ESEA accountability assessment, and this score must show that the student was proficient on the assessment. December 2013 149 2013–2014 Procedures Manual o If the test is accepted in Minnesota, the District Assessment Coordinator must submit the Request for Reciprocity for High School Graduation form to MDE (Appendix A), along with the student’s test records from the other state. o MDE will review the test records to confirm that the student has met the reciprocity guidelines. • For the ACT, WorkKeys, Compass, and ASVAB, districts may submit the Request for Reciprocity form along with a copy of the student’s report to show students who have already taken one of these assessments in another state. • For district-determined equivalent assessments taken in another state (e.g., SAT), the district must provide a written statement indicating which assessments have been determined by the district to be equivalent in addition to the Request for Reciprocity form and student report. • The Request for Reciprocity form must be completely filled out with the subjects indicated for which reciprocity is being requested. In addition, all student demographic information must be complete and accurate. All students must have a unique MARSS/SSID number for testing and reporting, and MARSS enrollment records must be validated against the Student Identity Validation system. • Score reports from the other state must also show the name of the test taken and the scores for the student. • Under federal guidelines for reporting and privacy (FERPA), when a student transfers to a new school district, the previous school district is authorized to release results from tests the student took in the previous district. That district is expected to comply with the request in a timely manner to avoid any disruption of the student’s learning. If the score reports from the other state indicate that the student meets the reciprocity guidelines, the request will be approved, and MDE will enter this in Graduation Requirements Record (GRR) system. If they do not meet the reciprocity guidelines, the request will be denied. The District Assessment Coordinator will also receive a letter indicating whether the request was approved or denied. Depending on the volume, reciprocity requests may take up to three weeks to process. Virtual Schools Students enrolled in virtual schools (School Classification 46) must participate in the state accountability assessments. It is the virtual school’s responsibility to test these students and return their answer documents or ensure their online assessments are submitted for scoring. Because of the security issues involved, only district-owned computers can be used for online tests; studentowned computers are not permitted. The virtual school may arrange to have resident districts test these students. The virtual school is responsible for the security of all test materials and ensuring the tests that are administered in accordance with all policies and procedures outlined in this and related manuals. If the resident district will be testing the students, a process similar to the one outlined for out-of-state test administrations may be followed (Appendix B). December 2013 150 2013–2014 Procedures Manual Summary During the testing windows, the bottom line is that under current ESEA legislation public schools and districts must account for all students. Most students in the various special circumstances discussed in this chapter must participate in a Title I accountability assessment (MCA, MCAModified or MTAS), and, if EL-identified, a Title III accountability assessment. For students in the few special circumstances that permit them to not take an assessment (see Table 13), it is important that either their coding in MARSS or the test/accountability or demographic code indicates that they are part of a group of students who do not have to take the assessment. Table 13. Do These Students Have to Take Accountability Assessments? Must test? Special Circumstance Comment Yes ALC, ALP or Private Alternate Program School classifications 41, 42 and 43. Dual-enrolled students (e.g., in the high school full-time, at ALC for additional classes) are included in precode for one school only. x School Classifications 70, 71, 72, 77 and 79. x If the expelled student is unable to test, indicate the ABS test/accountability code. x Care and Treatment, etc. Expelled Foreign Exchange Testing is optional for Title I assessments. However, a student who wants to receive a diploma from a Minnesota high school must meet graduation assessments requirements, which can be met for reading and mathematics through the high school Title I assessments. If the student is designated as EL in MARSS, the student must take the Title III assessment. Homebound District staff person administers tests at the student’s home. Online testing must be administered on a district-owned computer and requires Internet connection. Home School Parent of home-schooled student may request testing. District will be charged the standard fee for each test. Student’s scores are not included in AYP or MMR calculations. (See Shared Time below.) Incarcerated School Classification 70. If the student is unable to test, indicate the ABS test/accountability code. PSEO (Full-time) These students do not have to test, but if they are present when testing is scheduled, they take the test. Also, if they want to receive meet graduation assessment requirements through the GRAD, they must participate in a retest. PSEO (Part-time) Part-time PSEO students are required to test. Private School Shared Time Suspended December 2013 No x x x x x x Private school students who test will be charged the standard fee, and their scores will not be included in AYP or MMR calculations. (See Shared-Time below.) x Home-schooled or private school students who attend a public school for any part of their education are not expected to take these tests. If they do, the district will be charged the standard fee. However, if a district receives state EL funding for the student, the student must take the Title III assessment. There is no fee. x If the student is unable to test, indicate the ABS test/ accountability code. 151 x 2013–2014 Procedures Manual Chapter 8 — Test Administration Overview This chapter contains information on the many nuts-and-bolts issues related to planning and administering the Minnesota Assessments in a school district. The topics are organized in the sequence a District Assessment Coordinator would likely encounter them. The first part of the chapter details specific policies and procedures for all of the Minnesota Assessments. Then, the chapter provides information mainly for the Title I assessments and GRAD retests. While some information related to ACCESS for ELLs and the Alternate ACCESS for ELLs is included in this chapter, refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test Administration Manuals for detailed information. This chapter does not provide information on the administration of the other assessments that may be used to meet graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other district-determined equivalent assessments) or the career and college assessments that will begin to be administered next year. The Optional Local Purpose Assessment (OLPA) is an optional online assessment available in mathematics for students in grades 3–8. Test administration and security policies and procedures for OLPA are the same as for other online assessments and must be followed. However, there are some differences for OLPA because it is not an accountability assessment. For example, there are no participation requirements for OLPA and no accommodated test materials are available. Specific information regarding administration of the OLPA will be addressed in this chapter as applicable. Minnesota Assessments are transitioning from paper to online administration mode, and this chapter will give special attention to the differences between online and paper test administrations. In spring 2014, all grades of the MCA will be offered online, but districts will be able to choose which schools will administer the Reading and Mathematics MCA assessments online or on paper. However, beginning in 2014–2015, all schools will administer the Reading and Mathematics MCA online (paper accommodated test materials will continue to be available). Important Dates for 2013–2014 The Important Dates pages in the front of this manual has a chronological list of tasks, by test, that District Assessment Coordinators will want to be aware of and to follow during the 2013–2014 school year. Which Students Should Test The participation requirements of ESEA require districts to have as many students as possible participate in accountability testing. If a student misses a test administration, then make-up sessions should be held before the end of the testing window. If a student moves into the district after testing has been scheduled but before the end of the state’s testing window and has not yet taken the test, the student should be tested, if possible. See Chapter 7 for further information on students in special circumstances and situations. The OLPA is an optional assessment and students are not required to participate. December 2013 153 2013–2014 Procedures Manual What Test Students Will Take Before test administration, districts should determine which assessments and, if applicable, which accommodations will be administered to each student. Specific requirements must be followed when determining which students should be assessed with the MCA-Modified, MTAS or Alternate ACCESS for ELLs. See Alternate Assessment Eligibility Information in Chapter 5. Chapters 5 and 6 include additional information on available accommodations. Students have one testing opportunity for accountability purposes. While students may participate in multiple opportunities of the OLPA, students must still take an accountability test in the spring; an OLPA opportunity cannot count for accountability purposes. The decision on which assessment will be administered must be made before a student takes any assessment for the year. However, if a student moves and the new district determines a different test is appropriate or an accommodation is needed, the new district can test the student. If multiple test records are received for a student, the most accommodated test becomes the test used for accountability purposes (e.g., MCA-Modified used instead of MCA). If multiple records for the same test are received (e.g., two MCA tests with the same score code), MDE selects the one that has a matching enrollment record in MARSS. If both records are from the same district or both districts have the student enrolled in MARSS, then the lower unique identification number (UIN) is used. Where Students Should Test For online testing, districts can test students who are enrolled in their district wherever the district can make the appropriate computer preparations. Students should take paper tests at the school site where they are enrolled. In all cases in which students are taking a GRAD retest at a site where they are unfamiliar to the Test Monitor, the Test Monitors should ask for a picture ID to verify each student’s identity. Districts can change the location where students will test or add students for testing who are not enrolled (e.g., homeschooled students) through Precode Student Eligibility in Test WES. See Chapter 9 for more information. Accountability Windows With longer testing windows available for online assessments, defining the accountability window is important in determining how students are included in accountability calculations. • Reading and Mathematics MCA, MCA-Modified and MTAS: Students enrolled April 14–April 25 will be included in AYP participation calculations. To be included in AYP proficiency calculations and counted in the MMR, students also must be enrolled October 1 (see Full Academic Year in Chapter 7 for more information). • Science MCA and Science MTAS: For grades 5 and 8, students enrolled March 17–May 9 will be included in science AYP participation calculations. For grades 9–12, students enrolled March 17–May 9 and who take a science assessment will be included in science AYP participation calculations. December 2013 154 2013–2014 Procedures Manual • ACCESS for ELLs and Alternate ACCESS for ELLs: Students enrolled February 3–March 21 will be included in AMAO calculations. To be included in proficiency calculations, students also must be enrolled October 1 (see Full Academic Year in Chapter 7 for more information). Students who are enrolled in your district at any point during the accountability windows will be included in the calculations. MDE will expect to find an appropriate assessment (depending on the student’s grade) for each of these students using the MCA, MCA-Modified or MTAS assessments. For English learners, MDE will expect to find an ACCESS for ELLs or Alternate ACCESS for ELLs. MDE uses the Status Begin and End Dates of a student’s MARSS enrollment record to determine if a student was enrolled during the accountability window. Often a student’s Status End Date is later than the actual date the student stopped attending school. See Dual-Enrolled Students or Concurrent Enrolled Students and Moving In and Out of the District during Testing in Chapter 7 for additional information. Scheduling and Administering Minnesota Assessments This section provides information for districts to schedule test administration. All tests must be administered within the testing window and follow any requirements outlined in this section. The testing windows for each assessment are located in the Important Dates at the front of this manual. Although advanced preparation is needed to administer both online and paper assessments, there is additional preparation needed for online administrations. Districts need to provide adequate computer access and supporting infrastructure. District Assessment Coordinators need to schedule access to computers and manage the organization of test sessions and student groupings. Technology Coordinators need to make sure computers and networks meet minimum requirements and software is properly installed and configured. Test Monitors need to be familiar with the procedures for administering online tests. Students need to have basic computer skills and the opportunity to practice the specific online interactions used in the tests so that only students’ knowledge of content is being tested, not students’ computer skills. District Testing Schedules Districts must post all district testing schedules for accountability assessments and GRAD retests on their websites. Specific subject and grade information must be included in the posted testing schedules. Posting testing schedules for OLPA is not required, but districts may include these dates on their schedules as well. The following sections provide more information on scheduling requirements. • For online administrations, districts need to provide the window(s) during which they will be administering online tests. • For paper administrations, the specific testing dates must be indicated. • Because MTAS is individually administered during the testing window, MTAS testing dates are not required to be on the district website. December 2013 155 2013–2014 Procedures Manual Extension of Testing Windows MDE expects districts to conduct all recommended readiness activities to ensure a smooth online testing experience at their sites. If a school or district experiences technical difficulties at the local level, MDE does not grant an extension of the testing window. The same is true for weather conditions: the length or frequency of the online testing windows mitigate the need to extend online testing windows in the case of inclement weather. • Districts scheduled to test the final week of the online testing window must have a contingency plan (such as an alternative site to test students) to complete testing should they experience technical issues in a building. • If the state experiences a systemic failure of an online test due to widespread issues such as service provider delivery failure affecting the entire state, MDE may consider additional time for a testing window at its sole discretion. For paper test administrations, MDE does not grant extensions of the testing window based on district scheduling. MDE expects districts to schedule test administrations early enough in the testing window to ensure students have the opportunity to complete testing. Testing window extension announcements are made in as timely a manner as possible—once all factors have been considered and new timelines are established. Such rare extensions could affect the Important Dates for other events that occur after the testing window, such as Posttest Editing or test results releases. Grades 3–8 Mathematics OLPA Online Administration The online grades 3–8 Mathematics OLPA is an optional assessment that is not required for accountability. It is only available online. Districts can choose to participate in the OLPA even if they are testing on paper for the spring accountability assessments. Districts also decide which schools and which students will participate. OLPA administrations cannot be used in place of the spring accountability tests. • Students have the opportunity to take the Mathematics OLPA up to two times during the testing window, regardless of the accountability test they will take in the spring (MCA, MCAModified or MTAS). Districts will determine how test opportunities will be offered in their districts. For students, 14 calendar days are required between completed OLPA test opportunities. • The scheduling of test sessions is determined by the district. MDE asks that consideration be given to a schedule that is in the best interest of the students. Administering the entire test on one day may work well for scheduling, but it might be overly demanding for some students. • Scheduling may be arranged around computer availability, allowing an entire class of students to pause their test at different points during the test administration and return to complete it at a later time. • Once the student pauses for 20 minutes or stops testing for the day, he or she cannot access any items completed previously. December 2013 156 2013–2014 Procedures Manual • There are segments that separate calculator and non-calculator items. However, scheduling should not be based on these segments because the segments are not equal in length and are not designed to be used as a way to schedule test administration. Online Administration of the Reading and Mathematics MCA, Reading and Mathematics MCA-Modified and Science MCA For the grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA, districts decide for each school and subject which administration mode they will offer—paper or online. The default is the test administration mode indicated in Test WES last year. During Pretest Editing, districts can review and change these test administration modes for Reading and Mathematics MCA, including for grade 11. Note: until this year, districts did not need to choose the test administration mode for mathematics in high schools so for the majority of high schools the test administration mode for mathematics may be defaulted to online. Reading MCA-Modified, Mathematics MCA-Modified and Science MCA are only available online. Districts administer the online Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA assessments during the state-designated testing windows. • The scheduling of test sessions is determined by the district. MDE asks that consideration be given to a schedule that is in the best interest of the students. Administering the entire test on one day may work well for scheduling, but it might be overly demanding for some students. • Students can take one test per subject within the testing window and that score is used for accountability purposes. • The Mathematics MCA and MCA-Modified tests can be stopped and resumed at any point during the test. For Reading MCA and MCA-Modified and Science MCA, the items are associated with a specific passage or scenario and multiple items may appear on each page. Before pausing, students must complete all items on the last page viewed. o For Reading MCA, all items associated with a passage are on the same page. Students must complete all items associated with the passage before pausing. Title pages appear at the beginning of each passage, and students should pause on the title pages if they will not have time to complete another passage. Note: for 2013–2014, fewer reading passages will be used, and each passage will have more items associated with it compared to the 2012–2013 administration. If there are two passage titles on the title page, the next set of items is associated with a text set, which means there will be two passages that must be read in order to answer the items. o For Reading MCA-Modified and Science MCA, items associated with a passage or scenario appear on multiple pages. All of the information a student needs to answer the item(s) appears on the page he or she is viewing but the content is related across pages within a passage or scenario. Even though a student could pause after completing all items on a given page, MDE recommends that a student complete all items associated with a passage or scenario before pausing. Title pages appear at the beginning of each passage and scenario, and students will know when they have completed a passage or scenario when they see the title page for the next passage or scenario. December 2013 157 2013–2014 Procedures Manual o Students cannot click “Next” to see the number of items and then go back to the title page to pause; if they click “Next,” all items on the next page must be completed. While this may only be a few items for Science MCA and Reading MCA-Modified, it will be all items associated with the passage for Reading MCA. • Students must complete all viewed questions in order to pause the test. This means that if a student has advanced to a page, but then goes back to review his or her answers on previous pages, he or she must complete the items on the last page that had been advanced to. Some students may accidentally advance to the next page of items when using the past/marked questions drop-down menu. Once all items on a page are completed, students are able to select the next page in the menu, rather than clicking the "Next" button. • Once students pause for 20 minutes or stop testing for the day, they cannot access any pages completed previously. • Scheduling may be arranged around computer availability, allowing an entire class of students to pause their test at different points during the test administration and return to complete it at a later time. Students who are absent or not enrolled on the day(s) tests are administered can make up their test at any point during the testing window. o The testing schedule can be set separately for each school and grade across the district. o For Science MCA, test administration can also be scheduled based on coursework completion (i.e., high school students who completed their life science course in the fall can test at the beginning of the testing window, while students completing their life science course in the spring can test near the end of the window). o For the online grades 3–8 Mathematics MCA and grades 5–8 Mathematics MCAModified, there are segments that separate calculator and non-calculator items. However, scheduling should not be based on these segments because the segments are not equal in length and are not designed to be used as a way to schedule test administration. There are no segments in the grade 11 Mathematics MCA, grade 11 Mathematics MCA-Modified, Reading MCA, Reading MCA-Modified or Science MCA. • The design of the online assessments allows students to take different subjects or tests in the same physical setting and provides seamless administration for the student and teacher—regardless of which test each student is taking. • The same online testing window is used for students using paper accommodated test materials for online tests (large print and Braille test books, 12-point regular print Reading and Mathematics MCA test books, scripts for Mathematics MCA or scripts for Mathematics MCA-Modified and Science MCA used in conjunction with a large print or Braille test books). o These students have the entire online testing window to test and do not need to test on MCA paper administration days or on the same days across the school or district. o Student responses from paper accommodated test materials for these online assessments (i.e., Braille, large print, script) must be entered by a staff person into December 2013 158 2013–2014 Procedures Manual AIR’s Data Entry Interface during the testing window. See Entering Student Answers in Answer Document or Online System in Chapter 5 for further information. Paper Administration of the Reading and Mathematics MCA Districts must administer the grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA during the appropriate three-week testing window if they opt out of the online assessment. Additional security requirements are required for scheduling paper administrations because of the greater risk for security violations. • For test security purposes, all schools within a district must administer the same segment(s) to a given grade on the same day for paper administrations. For example, all of a district’s schools with fourth-grade students will administer Segment 1 of the grade 4 Reading MCA on the same day. An exception is when the IEP says a student can take more than a day to complete a segment. See Chapter 5 for more information. • There are no longer state-assigned test and make-up dates for paper administrations of the grade 10 Reading MCA and grade 11 Mathematics MCA since the GRAD component is not embedded. Districts determine their testing schedule within the testing window following the requirement that all schools within the district administer the same segment(s) to a given grade on the same day. However, districts are encouraged to test high school students as early as possible in the testing window. • o In order to provide early results for high school, completed answer documents should be returned on the Friday after the initial test date(s) but must be returned no later than April 29. o Answer documents from make-up days may be sent in a separate shipment but answer documents shipped after April 29 will not be included in early results (but will be included in final results). The scheduling of test segments for paper administrations is determined by the district. o While the scheduling of each test segment is left to the discretion of each district, MDE asks that districts consider a schedule that is in the best interest of the students. Administering the entire test on one day may work well for scheduling, but it might be overly demanding on some students. o Districts should avoid times when students may need to leave before completing a segment of the assessment (e.g., lunch breaks, catching a school bus, early release for sports or other events). o Make-up test sessions can be scheduled any day after the initial administration days but must be completed before the end of the testing window. Reading, Mathematics and Science MTAS Administration Test Administrators have the entire testing window to administer the MTAS and enter scores. Districts do not need to set specific testing days for any MTAS administration. If a district wants to set certain days for administering the MTAS, it may do so. The assessment is performance-based: the test administrator uses MTAS materials to administer the test individually to each student and then enters scores online. MTAS student’s scores must be entered online in AIR’s Data Entry Interface before the end of the testing window. December 2013 159 2013–2014 Procedures Manual Prior to entering MTAS scores, Learner Characteristics Inventory (LCI) data must be submitted; refer to the LCI form in Appendix A of this manual. Beginning this spring, the Data Entry Interface will open one week prior to the MTAS testing window to allow for earlier entry of Learner Characteristics Inventory (LCI) data. However, MTAS tasks cannot be administered and MTAS scores cannot be entered until the MTAS testing window opens. For grade 10 Reading MTAS, the scores for the majority of students should be entered into the Data Entry Interface by Friday, April 25, so that technical work related to scoring and equating can be completed in time for the high school early results release. The availability of early reports and graduation letters for grade 10 Reading MTAS students is contingent upon sufficient score data being entered prior to the end of the testing window. Note: this affects grade 10 Reading MTAS only since grade 11 Mathematics MTAS must go through standard setting and will not be included in the early results release. Refer to the Important Dates for more information. ACCESS for ELLs and Alternate ACCESS for ELLs Administration Districts must administer the ACCESS for ELLs and Alternate ACCESS for ELLs during the sevenweek testing window: The scheduling of test administrations for each language domain is determined by the district. • While the scheduling is left to the discretion of each district, MDE asks that districts consider a schedule that is in the best interest of the students. • While WIDA recommends that the Listening/Reading tests, followed by the Writing test, and then the Speaking test is the recommended sequence for the ACCESS for ELLs test administration, the tests may be administered in any order. It is also possible for the tests to be administered on different days, although a single test should NOT be broken into several administrations. • Make-up test sessions can be scheduled any day after the initial administration days but must be completed before the end of the testing window. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for further information on scheduling. Written Composition GRAD Retest Administration In 2013–2014, the Written Composition GRAD retest is offered November and April for students who need to retest. There is no longer a grade 9 census administration or a July retest. In addition, the April retest is no longer limited to grade 12 students; any students who need to retest may participate. Each writing prompt folder has the prompt number and the date of administration on the front. The correct writing prompt folder must be administered on the correct testing date. Minnesota Alternate Assessment: Writing The Minnesota Alternate Assessment: Writing can continue to be used as the alternate assessment to meet graduation assessment requirements in writing as determined by the IEP or 504 plan team. The Alternate Assessment: Writing can be completed at any time during the school December 2013 160 2013–2014 Procedures Manual year. Results from the Minnesota Alternate Assessment: Writing are no longer entered into the Data Entry Interface; instead, results will be kept on file at the district, and the Pass at Individual Rate must be indicated for writing for the student in the GRR system; see Chapter 2 for more information. View the Minnesota Alternate Assessment: Writing form on the MDE website under Statewide Assessment for Students with Disabilities (http://education.state.mn.us/MDE/StuSuc/SpecEdProg/StateAssessStuDisab/index.html). Reading and Mathematics GRAD Retests Administration These online Reading and Mathematics GRAD retests are offered each month (except September and January) on the first Tuesday through Wednesday of the following week. Students needing to test will have the opportunity to take the online GRAD retest every month retest windows are available (or as provided by the district schedule). The online Reading and Mathematics GRAD retests must be administered in one day. If a student needs to pause, he or she may resume testing within the same day but will be unable to review items or passages completed previously if the test has been paused for more than 20 minutes. A GRAD retest expires at the end of the day it is started, and a student will not be able to restart their retest at any other time during the testing window. Districts must plan ahead to allow students time to complete testing in one session or day. If a student leaves and does not return the same day to complete their GRAD retest, the student may not resume testing. LOADING ELIGIBLE STUDENTS FOR GRAD RETESTS Information from current MARSS submissions is used to load eligible students for testing each month. The October GRAD retest is considered the first retest of the school year; at this point, districts must submit MARSS data to have students sent in the precode file to the service provider for the new school year. Districts that use a Regional Information Management Center (RIMC) to submit MARSS data will need to coordinate with it to make sure they have the MARSS submissions in sufficient time for testing. Districts cannot add students in TIDE for GRAD retests. Only students who meet all conditions below are eligible to take a GRAD retest: • Enrolled in the district according to MARSS data submitted to MDE (or added to precode through Precode Student Eligibility in Test WES), • Have not already passed the GRAD or met via proficiency on a high school Title I assessment, and • Have not already met the graduation assessment requirements through another assessment or route as indicated in the GRR system. Students who are not enrolled in MARSS (e.g., home-schooled students and “super seniors” who will are not enrolled and only need to test) must be added to precode using Precode Student Eligibility in Test WES. However, Precode Student Eligibility should not be used in place of a MARSS submission to add students for testing who are or will be enrolled. While Precode Student Eligibility can be used in rare circumstances where a student needs to be added for testing quickly, it typically should only be used when a student will not be enrolled in MARSS or when a student is dual-enrolled and the student is testing at a different location than sent in the precode file. See Precode Student Eligibility in Chapter 9 for more information. All students need to have a unique state student ID (SSID) number in order to be added for testing. December 2013 161 2013–2014 Procedures Manual Next, MDE looks at assessment results to determine which students still need to pass the Reading or Mathematics GRAD. These are some of the common student eligibility situations: • Students who did not meet graduation assessment requirements through the Title I assessments in the spring will be eligible to retest after final results from spring assessments are available. • Students who were eligible to take a Title I assessment in the spring but were unable to take it will be eligible to take a Reading or Mathematics GRAD retest after the students’ grade advances to the next grade to signify eligibility. For these students (first enrolled in grade 8 up to school year 2009–2010), the first Mathematics GRAD retest counts as the initial administration for purposes of meeting the mathematics alternate pathway for the mathematics graduation requirement (see Alternate Routes for GRAD in Chapter 2 for further information on the mathematics alternate pathway). • Students repeating the grade in which a Title I assessment was initially offered will be eligible for GRAD retests if they participated in the initial administration of a Title I assessment. ESEA requires that they also retake the Title I assessment for accountability purposes (and can meet graduation assessment requirements as part of the Title I administration). • Students who have been indicated as meeting the graduation assessment requirement through one of the alternate pathways for GRAD entered in the GRR system will not be sent in precode for the GRAD retests. In addition, students will no longer be included in the precode for GRAD retests if they met the graduation assessment requirements through one of the other available assessments entered in the GRR system. See Graduation Requirements Records (GRR) System in Chapter 2 for more information. Please note: if these students are in grade 10 or 11, they will continue to be sent in precode for Title I assessments, which they must take for accountability purposes. • Students who were administered the MTAS are not included in precode for GRAD retests because the GRAD retest is most likely not an appropriate assessment for a student who is low performing on the MTAS. GRADUATION DATA LIST Districts are able to look up graduation-related testing history for students through the Graduation Data List under Assessment Secure Reports (formerly MDE Secured Reports). After selecting Graduation Data List under the list of reports and logging in, select a grade to get all the graduation-related test results for all students in that grade. Through this list, districts have access to information for students who have been enrolled for the current school year as verified through MARSS. This history includes any GRAD retest scores (and for some students, BST scores) from any district throughout the state in which the students tested. In addition, it includes notations when a student’s record in the GRR system indicates that the graduation assessment requirement has been met through one of the alternate routes for GRAD or through the ACT, WorkKeys, Compass, ASVAB, or a district-determined equivalent assessment. The Graduation Data List is meant to be advisory and used as a resource for districts. If the district has documentation that a student passed an assessment or met graduation assessment requirements through another route but it is not reflected in the Graduation Data List, the district can still issue the diploma if all other requirements have been met. A student data matching issue December 2013 162 2013–2014 Procedures Manual (e.g., incorrect MARSS number hand-bubbled on the answer document) may be preventing the test record from appearing on the Graduation Data List. Estimated Test Administration Times The estimated times in the following tables are for general education students. District Assessment Coordinators can check with Test Monitors to find out the average test times encountered in their district. Students should be allowed to continue working on a test as long as they are making progress. Estimated test administration times are not listed for the MTAS. The MTAS is for students with the most significant cognitive disabilities, and test administration times will vary for each student. Table 14 lists the estimated testing times for the online and paper administrations of the Reading MCA and MCA-Modified. • • For paper administrations: o Segments are created primarily for ease of administration. Administration of the four segments of a test can be done in any number of ways (one segment per day, two segments per day, all four segments at one time, etc.) to fit the needs of the students. o Each of the four segments of the paper test books should be sealed by the student or Test Monitor after it is completed. The only exception is the grade 3 MCA test/answer document, which should never be sealed because the entire test/answer document needs to be scanned. For online administrations: o There are no segments in the Reading MCA or MCA-Modified. o The online assessments have pausing capabilities allowing students to pause their tests at different points during the test administration and return to the test to complete it at a later time. See Scheduling and Administering Minnesota Assessments earlier in this chapter for more information. For Reading MCA, all items associated with a passage are on the same page, and students must complete all items associated with the passage before pausing. Title pages appear at the beginning of each passage, and students should pause on the title pages if they will not have time to complete another passage. Note: for 2013–2014, fewer reading passages will be used, and each passage will have more items associated with it compared to the 2012–2013 administration; the estimated test administration times have taken this change into account. If there are two passage titles on the title page, the next set of items is associated with a text set, which means there will be two passages that must be read in order to answer the items. December 2013 For Reading MCA-Modified, items associated with a passage appear on multiple pages, and MDE recommends that a student complete all items associated with the passage before pausing. 163 2013–2014 Procedures Manual Students cannot click “Next” to see the number of items and then go back to the title page to pause; if they click “Next,” all items on the next page must be completed. While this may only be a few items for Reading MCA-Modified, it will be all items associated with the passage for Reading MCA. Once students pause for 20 minutes or stop testing for the day, they cannot access any pages completed previously. • The estimated times for administration of the reading assessments are based on teacher feedback after the 2013 administration. The revised academic standards are aligned to the Common Core Standards, which are designed to prepare students to graduate high school ready for post-secondary education and the workplace. As a result, the assessments are more rigorous than the MCA-II. • The reading segments for the paper administration of the MCA are not equal in length or reading load. Note: for 2013–2014, fewer reading passages will be used, and each passage will have more items associated with it compared to the 2012–2013 administration; the estimated test administration times have taken this change into account. See Table 15 below for the number of items per segment for each grade and take this information into account when considering estimated times per segment. While these numbers can help with planning for shorter and longer segments, please keep in mind that the passage length will vary. This is reflected in the range of times estimated for student testing. Districts must have a plan in place for students who finish testing earlier and for students who need additional time. • In the table, Total Test Administration takes into account the time needed to review the Test Monitor and Student Directions, distribute test materials (paper administrations), log students in to the test (online administrations) and answer any student questions, along with student work time. The estimated times do not include time for completion of item samplers or the online student tutorial. Table 14. Estimated Test Administration Times for Reading MCA and MCA-Modified Minutes per Segment (student work only) 30–45 minutes Minutes per Segment (total test administration) 45–60 minutes Grade and Test Test Administration Mode 3–8 Reading MCA Paper 3–8 Reading MCA Online N/A N/A 3–4 hours 5–8 Reading MCA-Modified Online N/A N/A 2.5–3.5 hours 10 Reading MCA Paper 40–55 minutes 55–70 minutes 3.5–4.5 hours 10 Reading MCA Online N/A N/A 3.5–4.5 hours 10 Reading MCA-Modified Online N/A N/A 3–4 hours December 2013 164 Total Test Administration 3–4 hours 2013–2014 Procedures Manual Table 15. Number of Paper Reading MCA Items per Segment Grade 3 4 5 6 7 8 10 1 16 17 15 21 17 18 19 2 21 20 20 20 17 20 14 Segment 3 20 16 15 17 18 17 24 4 11 15 18 16 19 18 22 Table 16 lists the estimated testing times for the online grades 3–8 Mathematics OLPA, online and paper grades 3–8 and 11 Mathematics MCA, and online grades 5–8 and 11 Mathematics MCAModified. • • For paper administrations of Mathematics MCA: o Segments are created primarily for ease of administration. Administration of the four segments of a test can be done in any number of ways (one segment per day, two segments per day, all four segments at one time, etc.) to fit the needs of the students. o For grades 3–8, the segments are also used to separate non-calculator items from calculator items (a calculator can be used on the entire grade 11 test). o Each of the four segments of the paper test books should be sealed by the student or Test Monitor after it is completed. The only exception is the grade 3 MCA test/answer document, which should never be sealed because the entire test/answer document needs to be scanned. For online administrations: o The estimated times for administration of the grade 11 mathematics assessments are potentially high estimates because this year will be the first administration of the grade 11 Mathematics MCA and MCA-Modified. o For the online grades 3–8 Mathematics OLPA, grades 3–8 Mathematics MCA and grades 5–8 Mathematics MCA-Modified, there are segments that separate calculator and non-calculator items. However, scheduling should not be based on these segments because the segments are not equal in length and are not designed to be used as a way to schedule test administration. o There are no segments in the online grade 11 Mathematics MCA and MCAModified. Students may use a calculator on the entire test; see the Calculator Use section later in this chapter for guidelines on what types of calculators may be used. o The Mathematics OLPA, MCA and MCA-Modified tests can be stopped and resumed at any point during the test. o Once students pause for 20 minutes or stop testing for the day, they cannot access any pages completed previously. December 2013 165 2013–2014 Procedures Manual • In the table, Total Test Administration takes into account the time needed to review the Test Monitor and Student Directions, distribute test materials (paper administrations), log students in to the test (online administrations) and answer any student questions, along with student work time. The estimated times do not include time for completion of item samplers or the online student tutorial. Table 16. Estimated Test Administration Times for the Mathematics OLPA, MCA and MCA-Modified Test Administration Mode Grade and Test 3–8 Mathematics OLPA 3–8 Math MCA 5–8 Math MCA-Modified 11 Math MCA 11 Math MCA-Modified 3–8 and 11 Math MCA Minutes per Minutes per Segment Segment Total Test (student work (total test Administration only) administration) Online N/A N/A 1.5–2 hours Online Online Paper N/A N/A 35–45 Minutes N/A N/A 50–65 minutes 2.5–3.5 hours 1.75–2.5 hours 3.5–4.5 hours Table 17 lists the estimated times for the Science MCAs • The Science MCA has pausing capabilities allowing students to pause their test at different points during the test administration and return to the test to complete it at a later time. However, items associated with a scenario appear on multiple pages, and MDE recommends that a student complete all items associated with the scenario before pausing. Title pages appear at the beginning of each scenario, and students will know when they have completed a scenario when they see the title page for the next scenario. See Scheduling and Administering Minnesota Assessments earlier in this chapter for more information. • Once students pause for 20 minutes or stop testing for the day, they cannot access any pages completed previously. • In the table, Total Test Administration takes into account the time needed to review the Test Monitor and Student Directions, log students in to the test and answer any student questions, along with student work time. The estimated times do not include time for completion of item samplers or the online student tutorial. Table 17. Estimated Test Administration Times for Science MCA Grade Total Test Administration 5 1.75 hours 8 1.75 hours High School 2 hours Tables 18 and 19 list the testing times for the administrations of the ACCESS for ELLs and Alternate ACCESS for ELLs. The test administration times do not include the time that may be needed to set up the testing space, convene the students for test administration and distribute test materials. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for additional information related to test administration times and scheduling. December 2013 166 2013–2014 Procedures Manual For ACCESS for ELLs, the administration format has changed for the Listening test, and WIDA has clarified policy around the administration time allowed for the Reading and Writing tests. • Beginning in 2013–2014, the listening items for the Listening test are pre-recorded for all tiers in grades 1–12 and provided to schools on CD or available through streaming audio. Districts can decide to use the CD or stream the audio as appropriate by student or groups of students. Testing times for the Listening test will vary based on grade cluster and tier. • The Reading test is untimed, but the estimated administration times have been updated. The test is designed to take no more time than indicated in the test administration materials, but Test Administrators may use their judgment to extend more time to a student who will productively use a reasonable amount of additional time to complete the test. • The Writing test is a timed test, and students may not exceed the time allowed. Note: IEP and 504 plan teams may continue to indicate that individual students need additional time on the ACCESS for ELLs. Table 18. Testing Times for ACCESS for ELLs Test Reading Writing Listening Speaking Minutes per Test (student work only) 35–45 Minutes 60 Minutes 25–40 Minutes 15 Minutes Times for the Alternate ACCESS for ELLs are recommendations, and Test Administrators should adjust the times as necessary based on individual student needs. Table 19. Testing Times for Alternate ACCESS for ELLs Test Reading Writing Listening Speaking Minutes per Test (student work only) 20 Minutes 20 Minutes 20 Minutes 20 Minutes Table 20 provides the estimated times for the GRAD retests. In the table, Total Test Administration takes into account the time needed to distribute test materials, review the Test Monitor and Student Directions and answer any student questions (approximately 30 minutes), along with student work time. The Written Composition GRAD and Reading and Mathematics GRAD retests must be administered within one day. December 2013 167 2013–2014 Procedures Manual Table 20: Estimated Times for GRAD Retests Subject Total Test Administration Written Composition GRAD Reading GRAD Mathematics GRAD 2.5 hours 2 hours 2 hours Supplemental Information and Pretest Editing Supplemental Information Before test materials are shipped, districts indicate Supplemental Information in TIDE for Title I assessments and Written Composition GRAD retests. See the Important Dates sheets in the front of this manual for the Supplemental Information windows for each assessment. What is indicated for Supplemental Information varies by administration but may include the following: • 2013 ISR delivery confirmation: Minnesota is required under ESEA regulations to document that districts have delivered Individual Student Reports (ISRs) to families. You will confirm that your district did this by indicating the date by which all reports had been provided. Reports are to be provided by the district to parents within 30 days of receipt. • Overage amounts: For paper administrations, you will select the amount of overage (0 or 5 percent) of test materials your district will need in case additional students move into your district. The default is 0 percent. • Delivery dates: You will choose from two different dates this spring for the delivery of paper test materials and accommodated test materials for paper and online assessments. The option chosen for Reading, Mathematics and Science MCA applies to the Reading and Mathematics MCA-Modified and April Written Composition GRAD shipments. A separate delivery date is chosen for MTAS. The default delivery date is the first delivery date option listed on the Important Dates. • Delivery location: You will identify whether you want test materials, including accommodated test materials, delivered to a central district site or to each individual school. If materials will be delivered to individual schools, you will need to verify the school shipping addresses on the order pages in TIDE. The default is to have test materials delivered to the district. • Student results labels: You will indicate whether you want individual student results labels to place in cumulative folders. Unless you indicate that you want these labels, they will not be provided for your district. Student results labels are automatically sent for GRAD retest administrations. • Preprinted student information options: For paper administrations, you will indicate whether you want your student information preprinted directly on the answer documents or on labels delivered with test materials that you affix to the answer documents. The default is preprinted answer documents. • For the November and April Written Composition GRAD retest administrations, districts must confirm for each administration if they will participate. If they do not indicate December 2013 168 2013–2014 Procedures Manual participation during Supplemental Information, no regular test materials or preprinted answer documents will be automatically sent. Pretest Editing It is important that districts verify or enter the requested information during Pretest Editing in Test WES so the appropriate test materials will be shipped to the district or schools by the service provider and students are loaded for online testing. Refer to the Important Dates for Pretest Editing, especially the date when precode data is used to determine the initial test materials shipment quantities. The following tasks are completed during Pretest Editing: • Confirm online or paper test administration mode for grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA: The default is the test administration mode selected last year for each school. You have the opportunity to confirm your selection by school and subject. • Confirm alternate assessment eligibility: Test WES will default students who took an alternate assessment (MCA-Modified or MTAS) in 2012–2013 to take the same alternate assessment again this year. IEP teams must verify each year that students meet the eligibility requirements for the alternate assessments, and districts must confirm in Test WES each year that at the time of testing all students selected to take an alternate assessment will meet the requirements. • Review students enrolled: Review the students currently enrolled in MARSS and their test assignment. These are the students expected to test this spring. o For the high school science assessment, there is the Precode Indicator that should also be verified. Grades 9–12 students who have previously taken a high school science assessment will have the Precode Indicator set to “No” in Pretest Editing, which means they will not be loaded for science testing (but they will be included for all other subjects for which they are eligible). If any of these students are taking life science or biology courses again this year, their Precode Indicator will need to be changed to “Yes” to be loaded for testing. Students who have not taken a high school science assessment will be defaulted as “Yes.” • Confirm student test assignment: Each student has been assigned a test in reading, mathematics and science (when applicable) based on their past assessments. Change the test assignment as appropriate. • Indicate student accommodations: Select the accommodations individual students will need during testing. MDE will pre-assign students with vision accommodations (Braille, 18- or 24point large print) if used in the last year’s test administration. This process automatically orders the right accommodated test materials for the student. Scripts, audio CD/accommodated text-to-speech, and 12-point regular print accommodations must be indicated by student (these are not pre-assigned based on last year) for these materials to be sent. o For paper administrations, other appropriate accommodation codes (e.g., TD or OA) can also be entered in Test WES through the date when the precode data is used to determine the initial shipment; if entered in Test WES, accommodation codes do not have to be bubbled on the answer document. December 2013 169 Any changes to accommodation 2013–2014 Procedures Manual codes needed for paper administrations after precode data is used for the initial test materials shipment should be noted for Posttest Editing. • o For online administrations, all accommodation codes must be entered in Test WES prior to testing. Accommodation codes for online administrations can be entered throughout the online testing windows. o Accommodation codes can be reviewed and updated during Posttest Editing as needed. Include sort order preferences: Use the Sort Order feature for paper assessments only to assign students to groups (such as classroom teacher) so preprinted answer documents or precode labels are organized in a particular way when the test materials shipment arrives. These sort orders will make distributing answer documents much more efficient for administration. If Sort Order has been added, the preprinted answer documents or labels will be sorted in the following order: School, Grade, Special Sort (Group), Student Name (alpha). (Students who are not identified as being in a particular group will be considered a group unto themselves.) Sort order is not needed for online administrations. Test Materials Quantities for Title III Assessments ACCESS for ELLs and Alternate ACCESS for ELLs tests are not part of the Supplemental Information in TIDE or the Pretest Editing in Test WES. Regular and accommodated test materials are ordered on the MetriTech website during the ordering window indicated on the Important Dates at the beginning of this manual. • A 5 percent overage of ACCESS for ELLs student test booklets is automatically included in the test materials shipment. Based on quantities of unused test materials from past years, the amount of automatic overage has been reduced from 10 percent to 5 percent. • Preprinted labels with student information are shipped with the test materials for ELidentified students in MARSS by the pull precode date indicated on the Important Dates sheet at the beginning of this manual. • Test materials are shipped to the district. • District Assessment Coordinator can order additional materials during the Additional Orders window on the MetriTech website. Ordering of additional materials should be based on need for newly enrolled and identified students. MDE is charged for quantities of unused test materials that are in excess of 15 percent over the number of test materials scored and this charge may be applied to the districts with large quantities of unused test materials. Refer to the MetriTech website for additional information related to ordering test materials (https://www.metritech.com/wida/login.aspx). Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals on the WIDA website for additional information related to test materials (http://www.wida.us/assessment/ACCESS). December 2013 170 2013–2014 Procedures Manual Test Materials Quantities for Title I Assessments and GRAD Retests For Title I paper administrations, the quantity of regular test books, answer documents, and accommodated test materials are automatically shipped based on the test assignments and accommodations indicated in Test WES during Pretest Editing; however, these indications must be made by the date when precode data is used for the initial test materials shipment (see the Important Dates) in order to be shipped automatically. The information preprinted on answer documents or labels is also based on this data. If needed, districts can order additional test materials during the Additional Orders window in TIDE. For Title I online administrations, paper accommodated test materials are automatically sent based on the accommodations indicated in Test WES during Pretest Editing; however, these indications must be made by the date when precode data is used for the initial test materials shipment (see the Important Dates) in order to be shipped automatically. Students are loaded into TIDE based on the test assignment indicated during Pretest Editing for online administrations. For more information on precode data, including preprinted information and students loaded to TIDE, refer to the Demographic Data Elements and Assessment Precode Data and Pretest Editing sections in Chapter 9 of this manual. For the online Reading and Mathematics GRAD retests, eligible students are automatically loaded into TIDE each month. Districts must order accommodated test materials by filling out the applicable form(s) listed below and faxing them to AIR. The following GRAD order forms are available: • GRAD Accommodated Test Materials Order Form (Appendix A) • GRAD 12 pt. Font Accommodated Test Books Order Form (Appendix A) • GRAD 12 pt. Font Paper Test Book Request Form for General Education Students (Appendix B; see accompanying policy, including cost to administer) GRAD accommodated test materials will be packaged and shipped to the district. The District Assessment Coordinator will be responsible for delivery and return of these secure test materials. Each accommodated test book will have a label—with the student’s demographic information printed on it—attached to the front of the accommodated test book. For November and April Written Composition GRAD retests, districts must indicate if they will be participating in order to receive regular test materials and preprinted answer documents or labels for the number of students who have not yet met the writing graduation assessment requirement. Accommodated test materials are ordered in TIDE during the windows indicated in the Important Dates. Tables 21–23 list the various tests available from AIR. Direct any questions about shipping or packaging to the service provider. December 2013 171 2013–2014 Procedures Manual Table 21. Reading and Mathematics MCA and MCA-Modified Test Materials Available from AIR Paper Reading MCA Paper Math MCA Online Reading MCA Online Reading MCAModified Online Math MCA Online Math MCAModified Online Science MCA 12-pt regular print test books X X X 48 N/A X48 N/A N/A 18-pt large print test book X X X X X X X 24-pt large print test book X X X X X X X Braille test book (contracted, uncontracted) X X X X X X X Mathematics or science script 49 N/A X N/A N/A X X X Mathematics CD 50 N/A X N/A N/A N/A N/A N/A X Data Entry Interface Data Entry Interface Data Entry Interface Data Entry Interface Data Entry Interface Test Materials Answer document 51 X Table 22: MTAS Test Materials Available from AIR Grade and Subject(s) included in Test Materials Grade 3 Reading and Mathematics Grade 4 Reading and Mathematics Grade 5 Reading, Mathematics and Science Grade 6 Reading and Mathematics Grade 7 Reading and Mathematics Grade 8 Reading, Mathematics and Science Grade 10 Reading Grade 11 Mathematics High School Science Test Materials Task Administration Manual, Presentation Pages, Response Option Cards 48 A regular test book is available as an accommodation for students with an IEP or 504 plan. See Chapter 5 for more information. Student responses must be entered into AIR’s Data Entry Interface. 49 For the online grades 3–8 and 11 Mathematics MCA, the script must be used in conjunction with a paper test book. For the online grades 5–8 and 11 Mathematics MCA-Modified and Science MCA, the script can be used in conjunction with the online test or with large print or Braille test books. 50 The online Mathematics MCA, Mathematics MCA-Modified and Science MCA have the accommodated text-to-speech built into the online test and a CD is not available. CDs are available for paper mathematics assessments only. See Chapter 5 for more information. 51 Students taking the MCA in a paper administration school put their answers in an answer document. All students using accommodated test materials for online assessments respond directly into their accommodated test books and must have their responses entered into AIR’s Data Entry Interface. December 2013 172 2013–2014 Procedures Manual Table 23. Written Composition, Reading and Mathematics GRAD Retests Test Materials Available from AIR Written Composition GRAD 52 Reading GRAD 53 Mathematics GRAD53 X N/A N/A N/A X X Large print test book/prompt folder, 24 pt. X X X Braille test book/prompt folder (contracted, uncontracted) X (contracted only) X X N/A N/A X N/A X X X Data Entry Interface Data Entry Interface Test Materials Written Composition prompt folder Large print test book, 18 pt. Mathematics script 12-pt font test book 54 Answer document 55 Test Materials Overages Districts will receive either a 0 percent or 5 percent overage for Title I and Written Composition GRAD assessments. The district enters this choice in Supplemental Information in TIDE. Schools automatically receive a 10 percent overage on all regular test materials. The exceptions are accommodated test materials and MTAS test materials, which will be provided by student based on the information entered in Test WES during the Pretest Edit window with no overage provided. Test Materials Delivery Districts have the option of having all test materials packaged by school delivered to either the district office or to individual school locations. The District Assessment Coordinator must indicate the appropriate delivery location in Supplemental Information in TIDE. If test materials will be shipped to individual schools, the school shipping addresses need to be verified in TIDE. The only exception is for Reading and Mathematics GRAD retest administrations: these test materials will be sent only to the district. Where possible, AIR and DRC will implement options to reduce waste and improve cost efficiency in their packaging process. 52 Translations will not be provided for the writing prompts. However, districts are allowed to translate prompts since they are considered directions; see Chapter 6 for additional information. 53 For the Reading and Mathematics GRAD retests, districts order accommodated test materials for students by filling out the applicable form(s) in Appendix A and faxing them to AIR. 54 See Appendix B for the policy and fee for general education students to use a 12-point font test book. 55 All students using accommodated test materials for Reading and Mathematics GRAD online assessments respond directly into their accommodated test books and must have their responses entered into AIR’s Data Entry Interface; no answer documents are provided. December 2013 173 2013–2014 Procedures Manual Additional Test Materials AIR will send district overage of test materials to District Assessment Coordinators who request them in Supplemental Information in TIDE. If a school needs additional test materials, it should contact the District Assessment Coordinator. If the district overage is not adequate to meet the need, the District Assessment Coordinator can order additional test materials during the Additional Orders window in TIDE. The District Assessment Coordinator can choose to have the additional materials shipped to the district or to the school. If test materials will be shipped to individual schools, the school shipping addresses need to be verified on the order pages in TIDE. For some assessments, like MTAS, additional test materials can be ordered through noon on the day before the last day of the testing window so that test materials arrive in time for test administration. Please note that additional test materials for the Reading, Mathematics, and Science MCA and Reading and Mathematics MCA-Modified administrations can be ordered in TIDE until noon on the day before the end of the paper administration testing window, regardless of test administration mode of the school. After this time, additional accommodated test materials for online administrations and return shipping materials can only be ordered by calling the AIR Help Desk and pressing 2 for DRC. The Important Dates at the beginning of this manual have the Additional Order windows for each assessment. Non-Public Schools Ordering Statewide Assessments The option to participate in the Minnesota Assessments at a cost is open to non-public schools. See Cost to Test below for costs of assessments for non-public students in 2013–2014. In order to test, every non-public student needs to have a unique state student ID (SSID) number, which is obtained through the Student Identity Validation Interface, or a MARSS number from a past enrollment in a Minnesota public school district. The Student Identity Validation Interface is used both to search for past MARSS numbers and create new SSID numbers. Once every student has a unique SSID or MARSS number, non-public schools must manually add each student individually into Precode Student Eligibility in Test WES. Since the student enrollment information is not submitted in MARSS, students must be manually added each year they will participate in testing. Please note: students can only be added during the school year in which they will be testing. For example, if students will be testing in school year 2013–2014, they cannot be added until Test WES rolls over for that school year (typically by September of each year). For non-public school students participating in Reading and Mathematics GRAD retests, students must be added each month they will retest. For Title I assessments, once students are added, schools can change test assignments and/or indicate accommodations, if necessary, during Pretest Editing in order to receive appropriate test materials. The following tasks in Pretest Editing must be completed by the date when precode data is used to determine the initial test materials shipment: • Confirm test administration mode (online or paper) for grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA. After precode data is sent for the initial test materials shipment, the test administration mode cannot be changed to paper. December 2013 174 2013–2014 Procedures Manual • Confirm or change student test assignment and indicate student accommodations for paper and online assessments. The information indicated in Test WES by this date will be used to generate the initial test materials order for regular and accommodated test materials. Refer to the Important Dates at the beginning of this manual and Supplemental Information and Pretest Editing earlier in this chapter for additional information about Pretest Editing. Details for non-public schools on how to participate in assessments, including how to get access to systems and resources, are available in the Non-Public School Participation in Minnesota Assessments document on the Test Administration section of the MDE website. View the Test Administration section (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html). Cost to Test The Minnesota Assessments test materials, the scoring of the tests and the test results are provided at no cost to public school districts testing public school students. For 2013–2014 costs to non-public and home-schooled students, see Table 24. Table 24. 2013–2014 Cost of Tests to Non-Public and Home-Schooled Students Test Per Student Cost MCA (Reading, Mathematics and/or Science) 56 $6.55 per subject for paper mode $6.36 per subject for online mode MCA-Modified (Reading and Mathematics) $6.55 paper mode $6.36 online mode ACCESS for ELLs and Alternate ACCESS for ELLs $23.00 + processing fee 57 MTAS (Reading, Mathematics and/or Science) $56.91 Written Composition GRAD $12.92 GRAD retest (Reading or Mathematics) $6.33 per student, per subject Because the GRAD paper and online administration modes have been demonstrated to be comparable, MDE provides the Reading and Mathematics GRAD retest in only the online administration mode. Still, MDE recognizes that a small group of students may desire to take the GRAD retest in the paper administration mode. The alternate paper version comes in 12-point font. To use the paper version, the student must meet the criteria as listed in the policy and the district will be charged a fee of $45 (2013–2014 fee) for the production, distribution and security requirements involved in a paper administration. Policy and cost are subject to change if demand exceeds MDE expectations. See Appendix B for the policy and form. 56 If a non-public or home-schooled student participates in both the Mathematics OLPA and spring Title I mathematics assessment (MCA, MCA-Modified, MTAS), there is no additional charge for the OLPA administration. However, if the non-public or home-schooled student only participates in the Mathematics OLPA, the cost will be the online mode MCA rate listed above. 57 Cost for ACCESS for ELLs and Alternate ACCESS for ELLs is $23.00 per student booklet processed (includes test materials, scoring and basic report services), plus an additional 2.5 percent processing fee which will be charged per student (minimum $25; maximum $100). Contact MetriTech for more information and for the cost of accommodated test materials. December 2013 175 2013–2014 Procedures Manual Site Readiness Confirmation To ensure that districts are prepared to administer Minnesota’s online tests, districts are required to verify that they have taken the following necessary steps to prepare school computers for online testing. 1. Ensure that computers used for testing meet the system requirements, as stated in the System Requirements. 3. Install the correct version of AIR’s secure browser on each computer that will be used for student testing. 4. Complete all tasks in the Technology Coordinator Checklist in Appendix B of the Technical Specifications Manual for Online Testing. 5. Use AIR’s diagnostic tools to verify software installation, estimate network capacity, and check text-to-speech settings. o To access the diagnostic tools, select the “Run diagnostics” link on the Online Item Samplers login page. You can access the Online Item Samplers login page from the secure browser by clicking the “Go to the Online Item Samplers instead” link. You can also access the Online Item Samplers through the Minnesota Assessments portal using Firefox. o On the diagnostics screen, Technology Coordinators can run network capacity estimates and check that the selected voicepack for text-to-speech works properly before students begin testing. Please note: The text-to-speech check requires using the secure browser. o For additional information, refer to the Online Testing System Diagnostic Tools Information and Instructions document. All software downloads and links to resources can be found on the Technology Coordinators page of the Minnesota Assessments portal. View the Technology Coordinators page (http://www.mnstateassessments.org/technology-coordinators/). After working with Technology Coordinators to complete the above steps, District Assessment Coordinators are required to log in to Test WES to verify site readiness; refer to the Important Dates for the window to verify site readiness in Test WES. Preparing a School Site for Testing Choice of Testing Rooms • Rooms should have adequate lighting, comfortable temperature, and a quiet atmosphere. • If testing in a large room, ensure the room can be set up to maintain test security; see seating arrangements below. • For paper administrations: o The ideal testing room is a typical classroom. o Each student should have a writing surface that accommodates the test book and the answer document. December 2013 176 2013–2014 Procedures Manual • For online administrations: o The best location is typically a computer lab. A regular classroom with laptop computers will also work. o Computer monitors or laptop screens should be adequately spaced. o A computer mouse and headphones (for mathematics and science assessments) must be provided. o Because of the need for security, only school-owned computers can be used for online tests; student-owned computers are not permitted. Freedom from Distractions • Only people involved in taking or administering the test should be in the room. • The location must be a closed room that is being used only for testing, not a public venue. • Take appropriate actions to reduce noise such as limiting the use of alarms (not fire alarms), bells and announcements. • The doors of each testing room are to be closed during the test. Post signs on the doors reading “Testing—Do Not Disturb.” Do not allow visitors to enter the room while testing is in progress. Seating Arrangements • Enough space should be allowed between students to ensure that students work independently. The chances for student cheating can be minimized by setting up the room so students cannot easily see other students’ tests. • For paper administrations, if students are testing at tables and not individual desks, consider using commercial privacy screens (or something similar created at the district) to serve as blinders or ensure that there is enough space between students. • For online administrations: o Separate monitors as much as possible. o Spread students around the computer lab to the extent possible. o Consider using commercial privacy screens (or something similar created at the district) or tape construction paper to the sides of monitors (extending out from the front of the screen) to serve as blinders. Materials Allowed during Testing Provided by Student or School • Pencils or Pens and Erasers—Only answer documents marked with a Number 2 pencil can be scored. (The majority of mechanical pencils do not contain enough hard lead or graphite to form a well-made mark.) Schools should have a supply of Number 2 pencils with erasers on hand for students who do not bring them. • Highlighters—Students may use highlighters in their test books to highlight text in items or reading passages, if appropriate. However, students using the grade 3 test/answer December 2013 177 2013–2014 Procedures Manual document must be careful to avoid highlighting over any response bubbles as their scores could be adversely affected. Schools may provide highlighters, when appropriate. • Calculators—Schools may provide calculators, when allowed, to students who do not have them. See Calculator Use section below for more details on calculators. • Headphones—Schools must provide headphones for the online Mathematics MCA, Mathematics MCA-Modified, Science MCA and Mathematics GRAD retests. Headphones may be supplied by the school, or students may use their own. Headphones must be available to all students, but students are not required to use them. Check the volume on each computer prior to testing to ensure sound is not muted; students will have a chance to adjust volume and pitch sound settings before beginning the test. • Scratch paper—Schools may provide scratch paper for online assessments and ACCESS for ELLs. o o • For online assessments, districts may also make available (or allow) the following material to be used as scratch paper. It must be collected at the end of each testing session and securely disposed of following testing: Blank paper Individual whiteboards (must be blank before and after administration) Graph paper (blank except for grid) Mathematics formula sheets (if hard copies are provided) Student login information sheet (if created by the district) Keyboard commands for the Online Testing System (if students cannot navigate through the test, answer questions or access tools using a mouse). View the commands in Appendix E of the Test Monitor User Guide for the Online Testing System on the User Guide page of the Minnesota Assessments portal (http://www.mnstateassessments.org/resources/?section=2) For ACCESS for ELLs, students must turn in scratch paper to the Test Administrator after each testing session. The Test Administrator should treat the scratch paper as secure test material, and it must be securely disposed of after testing is completed. For ACCESS for ELLs, schools should carefully consider the use of scratch paper for the following reasons: Students hear the listening items only once, and taking notes may interfere with their ability to listen attentively to the entire passage. Note-taking areas are provided in the test booklet for long listening items, but students should use them with care. Essay tasks are preceded by areas in the test booklet where students may write notes and organize their thoughts. Student writing is scored as a first draft, so it is not expected to be a polished sample. Students may not finish if they spend too much time on pre-writing activities. Red seals—Red seals are included in the test materials shipments for paper administrations and paper accommodated test materials for online assessments. Red seals are used for sealing segments in the regular and accommodated test books. Do not seal December 2013 178 2013–2014 Procedures Manual grade 3 test/answer documents in paper administration schools because the test/answer document must be scanned. • Refer to the applicable Test Monitor and Student Directions for complete lists of materials allowed during test administration. Materials Not Allowed during Testing • Dictionaries, thesauruses and other reference materials are not permitted (see word-toword dual-language dictionary in Table 12 for the exception for English learners). Calculator manuals are also not permitted. • Pens and mechanical pencils are not permitted for paper assessments; only a Number 2 pencil produces a scorable mark. The majority of mechanical pencils do not contain enough hard lead or graphite to form a scorable mark. • For paper administrations, students are not allowed to use scratch paper or sticky notes unless their use is specified in an IEP or 504 plan (refer to Chapter 5 for additional information). All writing should be done in the test book. Students in grade 3 should not make any stray marks on a response bubble but may write anywhere else on the test/answer book. • Cell phones and other electronic devices must be turned off and put out of reach before the start of testing and throughout test administration and breaks. • All instructional posters and graphics in the classroom or on a student’s desk that are related to the subject being tested must be covered or removed during test administration. There is not a list of materials that can remain visible to students during testing. If the materials are related in any way to the subjects being tested, they must be covered or removed. If you have any questions or concerns about materials in the classroom, cover or remove them. • Refer to the applicable Test Monitor and Student Directions for complete lists of materials not allowed during test administration. Selecting Test Monitors and Test Administrators All students must be assigned to a Test Monitor or Test Administrator who will administer the test monitor the students, and maintain test security throughout test administration. (See Chapter 4 for Test Monitor roles and responsibilities.) All individuals involved in test administration must receive annual district test administration and security training by the district. Only staff involved in testing are allowed in the room during testing. A student’s parent/guardian cannot be involved in a test administration or be in the same room during testing. Test Monitors and Test Administrators for Title I Assessments and GRAD Retests Test Monitors should be selected from the highest possible ranking from this list. If a school has exhausted the availability of persons in category “1,” it should select staff in category “2” and so on. There should be at least one Test Monitor for every 30 students, if possible. 1. Licensed teachers or administrators who work in the school 2. Licensed teachers or administrators who work in the district December 2013 179 2013–2014 Procedures Manual 3. Paraprofessionals who work in the school 4. School district personnel employed by the school district 5. Licensed substitute teachers who are employed by the district for the purpose of proctoring the test For the MTAS, Test Administrators may be any district employee who has completed the MTAS Training for Test Administrators for that year. However, the Test Administrator should be someone who is familiar with the student’s response mode and with whom the student feels comfortable. Test Administrators for ACCESS and Alternate ACCESS for ELLs For ACCESS and Alternate ACCESS for ELLs, Test Administrators should be selected using the criteria indicated by grade and domain below and must complete the online ACCESS or Alternate ACCESS for ELLs Test Administrator’s Training the first year and in subsequent years as specified below. • For kindergarten ACCESS for ELLs, Test Administrators must be licensed teachers for all domains. For training, MDE requires annual recertification of Test Administrators for all domains (reading, writing, listening, and speaking). • For grades 1–12 of the ACCESS for ELLs: o For the speaking domain, the Test Administrator must be a licensed teacher. o For the reading, writing and listening domains, the Test Administrator may be selected using the ranked criteria provided above for Title I assessments and GRAD retests. o For training, MDE usually requires annual recertification of Test Administrators for the speaking domain only, but because there are significant changes to the administration and delivery of the Listening test in 2014, recertification for every Test Administrator for the group-administered tests (reading, writing, and listening) is required as well. For Alternate ACCESS for ELLs, Test Administrators must be licensed teachers for all domains and must complete the online Alternate ACCESS for ELLs Test Administrator’s Training. For Alternate ACCESS for ELLs, MDE requires annual recertification of Test Administrators for all domains. Item Samplers, Online Student Tutorials, and Online Calculators Several resources are available on the Minnesota Assessments portal to help students prepare for test administration. MDE expects districts to ensure that all students have had a chance to become familiar with the online tests by reviewing the online student tutorial and using the online item samplers before they take the test. In addition, stand-alone versions of the online calculators are also available. Item samplers are provided to help teachers and students become familiar with the format and type of content included in both paper and online assessments. Item samplers are available on the Minnesota Assessments portal. View the item samplers (http://www.mnstateassessments.org/itemsamplers/). Item samplers contain fewer items than an actual full-length test and are aligned to the Minnesota Academic Standards. The online item samplers provide the student’s score once December 2013 180 2013–2014 Procedures Manual completed. However, item samplers are not suitable for predicting how students will perform on the assessments. • For paper assessments, a sample version of the answer document is included so students can become familiar with how to indicate responses. • For online assessments, item samplers also provide an opportunity for students to become familiar with online calculators and other tools, including the text-to-speech for mathematics and science tests. Students must be familiar with the functionality of calculators or other online tools they are using prior to test administration, and Test Monitors cannot provide assistance during test administration. • Accommodated item samplers for all grades of the Reading, Mathematics, and Science MCA, Reading and Mathematics MCA-Modified, and Reading and Mathematics GRAD retests are also available on the Minnesota Assessments portal. o The paper accommodated item samplers include 18- and 24-point large print item samplers and mathematics and science scripts. Braille item samplers are only available upon request from DRC through a form posted to the Item Samplers page. o Samples of accommodated audio that reflect what is recorded on the mathematics audio CDs for the paper administration of the Mathematics MCA are available on the Minnesota Assessments portal on the Item Sampler page under MCA. Online student tutorials are available for all online assessments. They provide students with information on how to use online tools (e.g., highlight, strikethrough, zoom, and calculator), navigate through the online tests, and answer items. Online student tutorials are available on the Student Resources section of the Minnesota Assessments portal. View the Student Resources page (http://www.mnstateassessments.org/resources/?section=3). Stand-alone versions of the online calculators used by students during online testing are available on the Student Resources page of Minnesota Assessments portal to allow students to practice using them outside of the item samplers. View the Student Resources page (http://www.mnstateassessments.org/resources/?section=3). While students may access the stand-alone online calculators on tablets to become familiar with the online calculators, tablets cannot be used during testing. The same version of the calculator is available in the online test. Assigning Secure Test Materials to Students Districts must track secure test materials, including test books and accommodated test materials, using the security checklists that are included in the test materials shipments. Each district determines how it will use the security checklists to track secure test materials. Assessment Coordinators and Test Monitors can use the Test Monitor Test Materials Security Checklist (available in Appendix A) to assign materials to students. Districts also have access to similar electronic versions of their District/School Packing Lists and District/School Security Checklists, which can be helpful in assigning students’ test materials. • The electronic packing lists provide the type of material, quantity and range of serial numbers provided. There is one PDF file per district containing both the district packing list and all school packing lists. December 2013 181 2013–2014 Procedures Manual • The electronic security checklists can be used to electronically track secure test materials provided to the district or school and assigned to students. These files will initially provide the type of material and the security barcode numbers for each school in separate Excel .csv files. Only these two fields will be prepopulated. However, districts may add columns (e.g., student name, MARSS/SSID number, Test Monitor) to the file to better fit their needs. • These electronic packing lists and security checklists are available in TIDE once materials are shipped. • To access the electronic packing lists and security checklists in TIDE for initial and additional orders, go to the Orders tab and then the Track Shipments sub-tab. While answer documents contain security barcode tracking numbers, answer documents do not need to be tracked on a security checklist. Used answer documents should be kept track of for return and scoring, but the security barcode number does not need to be documented and tracked on a security checklist. Districts should have all applicable test materials for either paper or online testing (e.g., test books, answer documents, student login information) organized by Test Monitor for each student at least one day before test administration. Be sure to maintain security by following all test security procedures throughout administration. Calculator Use All mathematics test items can be solved in a variety of ways. Therefore, calculators are not required for the Minnesota Assessments. However, they may be used to answer all items except those in non-calculator segments. The first two sections address the requirements for calculators with paper test materials and with online tests, including if and when handheld calculators are allowed. The last section addresses general calculator usage requirements, including the calculator memory clearing policy. Calculator Use with Paper Test Materials This section addresses using a calculator with paper test materials, including the paper administration of the Mathematics MCA; paper accommodated test materials for the online Mathematics MCA, Mathematics MCA-Modified and Science MCA; and Mathematics and Science MTAS. 58 58 In most instances in this manual, the paper accommodated test materials for the online Mathematics MCA, Mathematics MCA-Modified and Science MCA and Mathematics and Science MTAS are considered “online” assessments because the student responses are entered into the Data Entry Interface. However, for this section, since the student takes the test using paper test materials, the requirements for calculator usage are based on the type of test materials. December 2013 182 2013–2014 Procedures Manual Handheld calculators are allowed on the paper administration of the Mathematics MCA, except for non-calculator segments, as noted, for grades 3–8. See Table 25. The same calculator policy also applies for any students requiring paper accommodated test materials for the online grades 3–8 and 11 Mathematics MCA (12-point regular print, large print or Braille test books). Be very careful to follow Table 25. A student who does not follow directions and uses a calculator during a noncalculator segment will have his or her test invalidated. Table 25. When Calculators Are Permitted on the Paper Mathematics MCA Segment Grade 1 2 3 4 3–8 No Yes Yes Yes 11 Yes Yes Yes Yes Handheld calculators can also be used on the paper accommodated test materials for the online grades 5–8 and 11 Mathematics MCA-Modified and Science MCA (large print and Braille test books). • For grades 5–8 Mathematics MCA-Modified, the Title I Assessment Manual provides information on the segments where calculators are allowed. Calculators are allowed on all segments of the grade 11 Mathematics MCA-Modified. • For Science MCA, some items in the large print and Braille tests require simple mathematical calculations, and a calculator may be used for these items. Since these types of items are not included on the science test each year, the item in the large print or Braille test book will indicate if a calculator is necessary. For Mathematics and Science MTAS, calculators or anything that the student uses as a calculator (e.g., assistive technology devices) can be used on any tasks. Calculator Use with Online Tests This section addresses using a calculator on online assessments, including the grades 3–8 Mathematics OLPA, grades 3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCAModified, Science MCA and Mathematics GRAD retests. These tests have an online calculator tool available; see Table 26 for information on the type of online calculator available. Some of the online calculators may be combined; that is, students may access the scientific, graphing and/or regression calculators within the same calculator window. When multiple calculator types are available, the default calculator will be the scientific calculator (except grade 11 where regression is the default) and a button will appear for the other calculator types that are available. Students will click the button for the type of calculator they want to use. • For the online grades 3–8 Mathematics OLPA, grades 3–8 Mathematics MCA and grades 5–8 Mathematics MCA-Modified, the online calculator tool is available in segments where a calculator can be used. Review screens divide calculator and non-calculator segments, and students should review all items in the segment before proceeding to the next segment. o Students must use the online calculator on the online grades 3–8 Mathematics MCA. Handheld calculators are not allowed on the online grades 3–8 Mathematics MCA. Use of a handheld calculator by a student on the online grades 3–8 Mathematics MCA will December 2013 183 2013–2014 Procedures Manual invalidate the assessment. If a student’s IEP or 504 plan states that a handheld calculator must be used, the student must take the test using a 12-point regular print test book (see Chapter 5 for further information). o Students must also use the online calculator on the online grades 3–8 Mathematics OLPA. Handheld calculators are not allowed on the Mathematics OLPA since the same test administration policies and procedures for the online Mathematics MCA apply to OLPA. However, there is not a paper version of the OLPA available since it is an optional assessment. o The majority of students taking the online grades 5–8 Mathematics MCA-Modified use the online calculator. Handheld calculators for the online grades 5–8 Mathematics MCAModified may be provided only in an individual setting as documented in the IEP and used in segments where a calculator can be used (see Chapter 5 for details and the Title I Assessment Manual for information on the segments where calculators are allowed). • For the online grade 11 Mathematics MCA and Mathematics MCA-Modified, the online calculator will be available throughout the entire test. In addition, handheld calculators may be used since there are no non-calculator segments; see below for requirements related to the use of handheld calculators, especially the policy for calculator memory clearing. • For Science MCA, the online calculator is available if items on the test require simple mathematical computations. • For Mathematics GRAD retests, students are allowed to use a calculator, either online or handheld, throughout the entire test. December 2013 184 2013–2014 Procedures Manual Table 26. Calculator Use for Online Assessments Assessment Online Grade 3–8 Mathematics MCA Online Grades 3–8 Mathematics OLPA Online Grade 11 Mathematics MCA Online Grades 5–8 Mathematics MCAModified Type of Online Calculator • Grades 3–6: Standard • Grade 7: Scientific • Grade 8: Scientific and Graphing • Grades 3–6: Standard • Grade 7: Scientific • Grade 8: Scientific and Graphing Scientific, Graphing and Regression • Grades 5–6: Standard • Grade 7: Scientific • Grade 8: Scientific and Graphing Can Handheld be Used? Notes No The online calculator is available in the segments that allow calculator use. If an IEP or 504 plan states that a handheld calculator must be used, a paper test book must be used. No The online calculator is available in the segments that allow calculator use. Yes; see requirements in following sections The online calculator is available throughout the test. No The online calculator is available in the segments that allow calculator use. Handheld calculators may be provided only in an individual setting as documented in the IEP (see Chapter 5 for details). Yes; see requirements in following sections The online calculator is available throughout the test. Online Grade 11 Mathematics MCAModified Scientific, Graphing and Regression Science MCA Standard No The online calculator is available if items on the test require mathematical computations. Mathematics GRAD Retest Scientific and Graphing Yes The online calculator is available throughout the test. December 2013 185 2013–2014 Procedures Manual Calculator Use General Guidelines The information in this section is intended to be a general description of allowable practices related to using calculators. Refer to the previous section for specific information by test and administration mode (paper or online) for the use of handheld calculators, especially for online assessments. It is not meant to be an exhaustive list of specific calculators, devices, or technologies. As technology changes, these policies will be reviewed and may also change. • Students must be given an opportunity to become familiar with the handheld calculator or online calculator before testing. During testing, Test Monitors will not be able to assist students with the use of the handheld or online calculators. • While students may access the stand-alone online calculators on tablets to become familiar with the online calculators, tablets cannot be used during testing. The same version of the calculator is available in the online test. • Students may use their own calculator or one provided by the school when a handheld calculator is allowed. • Students may not share calculators. • Students may not use instructions for their handheld calculators during the test. • Students with memory-enabled graphing calculators are not allowed to bring stored examples into the testing session, access programs during testing or store the test questions afterwards. See below for additional requirements. • Students may be asked at any time to surrender their calculator for examination by a Test Monitor and may be asked to delete programs. • When a handheld calculator is allowed, the following are acceptable or permitted calculators: • o Standard or four-function calculators o Scientific calculators o Graphing calculators (e.g., the TI-83, TI-84 and TI-Nspire, without computer algebra systems, are acceptable) o Standard, scientific or graphic calculator with a talking feature may also be used in an individual setting if its use is documented in the IEP or 504 plan The following are unacceptable or prohibited handheld calculators: o Calculators with built-in computer algebra systems (CAS) o Handheld, tablet, or laptop computers, including PDAs o Electronic writing pad or pen-input/stylus-driven device o Calculators built into cell phones or any other electronic communication devices o Calculators with a typewriter keypad (e.g., a QWERTY keyboard is a mini-keyboard similar in appearance and function to a word-processing keyboard with function and letter keys) December 2013 186 2013–2014 Procedures Manual o Calculators with an infrared data port (students will be required to completely cover the infrared data port with heavy opaque material such as duct tape.) CALCULATOR MEMORY CLEARING POLICY Students with memory-enabled calculators are not allowed to bring stored examples into the testing session, access programs during testing or store the test questions afterwards. For this reason, a graphing calculator must either: • have its memory cleared both before and after each testing session, or • have a feature that temporarily disables all flash applications and calculator files (e.g., the TI-NSpire has “Press to Test” mode). Test Monitors are required to check memory-enabled calculators before the test and disable any stored programs and applications by either clearing the memory both before and after the testing session or by using the temporary disabling feature. Test Monitors must invoke the temporary disabling feature at the beginning of each test session and can return it to normal functionality at the end of each test session. Note that clearing the calculator memory will delete stored programs or applications. Students should be told prior to test day to save all data and stored programs on a computer or different calculator that is not being used for the test. If a calculator can neither have its memory cleared nor have the applications and files temporarily disabled prior to test administration, students are not permitted to use that calculator during the test. Failure on the part of the Test Monitor to verify that each calculator meets the above requirements will constitute a security breach and the student’s test may be invalidated. Verifying and Correcting Student Information for Testing The information on each preprinted label or answer document or loaded into the online systems for online testing contains the name, grade, MARSS/SSID number and birth date (and accommodations, if any) of the individual student, as well as district and school information. Never provide a student with an answer document that was preprinted for another student or has another student’s label attached to it; never allow a student to take an online test assigned to another student. To do so will result in test scores being attributed to the wrong student. Paper Administrations For Title I and Written Composition GRAD preprinted labels or answer documents, students will verify the accuracy of this information at the time of testing. • All students taking assessments must have a valid MARSS/SSID number and it must appear on the answer document. • Students with other incorrect information on their preprinted label or answer document can continue to use the answer document (unless the label or answer document has another student’s name or MARSS/SSID number or the incorrect grade). However, if a student uses an answer document with incorrect student information preprinted on it or on its label, be sure to correct the information in MARSS. MDE suggests that changes be made in MARSS before the answer document is returned for scoring. December 2013 187 2013–2014 Procedures Manual o • If you want the information on the student’s answer document to be correct, you can place a district/school label over the incorrect preprinted information and bubble in the correct information on the answer document (see list below). Students without a preprinted label or answer document will need to have the following information (as it appears in MARSS) hand bubbled on a blank answer document: o Last Name o First Name o Middle Initial o Date of Birth (month/day/year) o Gender o Grade (if a required field) o MARSS/SSID number o Applicable test, accommodation and demographic codes, if any, to be completed by the Test Monitor or Assessment Coordinator • Answer documents with hand-bubbled information must have a district/school label attached to identify the district and school where the student’s results should be reported. If a district/school label is not applied, processing of the answer document will be delayed and the score will be reported to the district and school to which the answer document was shipped. • For Title I assessments, accommodation codes for paper assessments entered during Pretest Editing will be preprinted on the label or answer document if indicated by the date when precode data is used for the initial test materials shipment. If accommodations are not already indicated in the preprinted student information, accommodations should be bubbled on the answer document. All accommodations for Written Composition GRAD retests should be bubbled on the answer document. MARSS LOC DIST DATA is an optional field on the answer document. Districts may require that this be completed. This field may be populated with a number created by the district for internal student identification purposes. MDE does not assign or track this number. If students will be bubbling in demographic information on their answer document, refer to the specific instructions for Test Monitors in the applicable Assessment Manual. For all hand bubbling, the MARSS/SSID number and other student demographic information must be accurately and clearly bubbled to ensure results are attributed to the correct student. District and School Assessment Coordinators will need to ensure that hand-bubbled student information is correct. • When Posttest Editing in Test WES opens for Title I assessments, District Assessment Coordinators will need to check students who had incorrect preprinted or hand-bubbled information to confirm that a match was made between the MARSS enrollment record and the assessment record. If the assessment record is not correct, use the features in Test WES to match the assessment record with the MARSS enrollment record. If the MARSS enrollment record is incorrect, submit updated MARSS enrollment information to MDE. December 2013 188 2013–2014 Procedures Manual • For GRAD retests, districts can use Postpublish Editing in Test WES following retest administrations to correct any discrepancies between preprinted or hand-bubbled student information on the assessment record and MARSS. For ACCESS for ELLs and Alternate ACCESS for ELLs, only preprinted labels are provided. Test Administrators must verify the information on preprinted labels prior to applying them to the test booklet. If a label is incorrect, discard the label and hand bubble the student information on the test booklet. Both the front and back of the test booklets contain student demographic data fields collected by other states in the WIDA consortium, but only the following student information is required to be bubbled for Minnesota: • Last Name • First Name • Middle Initial • District Name and Number • School Name and Number • State Abbreviation • Birth Date (month/day/year) • Grade Level • Gender • State Student ID Number (MARSS number) • District Student ID Number (MARSS LOC DIST DATA; if used in the district) In addition, a “Date of Testing” box is included on the front of the ACCESS for ELLs test booklets. Districts are not required to fill in the test date. However, this information is useful to MetriTech in cases where students test in more than one district during the testing window and records need to be merged or de-duplicated. If you have a student who has moved in or who you know will be moving out during the testing window, please fill in the test date on their test booklet. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for further information on preprinted labels and hand-bubbling test booklets. Online Administrations For online testing, District Assessment Coordinators should verify that all students are loaded to TIDE. Students cannot be immediately added to AIR’s systems. Students must have a valid MARSS/SSID number to test. Districts will use Precode Student Eligibility in Test WES to manually add students who are not enrolled in MARSS to precode (see Chapter 9 for more information). Any student demographic information, including grade, must be updated in MARSS and cannot be changed in TIDE. Students manually added to precode through Precode Student Eligibility in Test WES will typically be visible in TIDE the next business day; updates to student demographic information submitted in MARSS will typically be reflected in TIDE in two business days. The Test Monitor should verify the accuracy of student information before approving students to test. December 2013 189 2013–2014 Procedures Manual Some online test settings and accommodations can enable students to take the online version of the test rather than requiring paper accommodated test materials. It is important to ensure that the correct test settings and accommodations are indicated for each student prior to test administration. For Title I online assessments, accommodations are indicated by the District Assessment Coordinator in Test WES during Pretest Editing. For the OLPA (accommodated textto-speech only) and Reading and Mathematics GRAD retests, accommodations are indicated by the District Assessment Coordinator in TIDE prior to student testing. Test settings for all online test administrations should be set in TIDE prior to student testing; accommodated text-to-speech can be changed at the time of testing on the Test Monitor Interface of the Online Testing System, if needed. The following are considered general test settings available to all students: background color choice, default font size and regular text-to-speech. • The background color choice is a color overlay applied to a student’s test. The default is a white background, but blue and yellow backgrounds are also available. • The selected print size becomes the default for all items in the student’s test. Regardless of the print size selected, all students have the ability to zoom in and out for each item. • The regular text-to-speech (available for the online Mathematics OLPA, Mathematics MCA, Mathematics MCA-Modified, Science MCA or Mathematics GRAD retest only) is computergenerated audio, and students select what they want read when they select different parts of the item (e.g., question and answer options, selected text, specific answer option). The accommodated text-to-speech provides computer-generated audio for charts and graphs in addition to the question and answer options and is accessed the same way as the regular text-to-speech. Regular and accommodated text-to-speech are student-initiated. If a student’s test settings or accommodated text-to-speech need to be changed after the student begins the test, the student must log out and log back in. The Test Monitor can change the test settings or accommodated text-to-speech in the Test Monitor Interface of the Online Testing System when the student requests approval to begin testing, and the student can resume testing with the updated test settings or accommodated text-to-speech. Test Monitor and Student Directions Test Monitor and Student Directions contain the scripted instructions for students and the specific directions Test Monitors need to know for test administration. Test Monitor and Student Directions must be followed exactly during test administration to maintain a standardized test administration. Depending on the test being administered and the administration mode, different Test Monitor and Student Directions are used and the format of the directions varies. For online assessments where students are using paper accommodated test materials, different directions are used because of the difference in how the paper accommodated tests are administered. Note: some of the documents have been renamed for consistency across all tests (i.e., Instructions for Test Monitors for online assessments have been renamed to Test Monitor Directions, which accompany the Student Directions presentation). The MTAS does not have Test Monitor and Student Directions since all instructions for the Test Administrator and the student are part of the scripted instructions in the Task Administration Manual. ACCESS for ELLs and Alternate ACCESS for ELLs also do not have Test Monitor and December 2013 190 2013–2014 Procedures Manual Student Directions as all instructions for the students are included as part of the Test Administrator’s Script. Paper Administrations (MCA and GRAD Retests) For the grades 3–8 and 10 Reading MCA (paper administration schools), grades 3–8 and 11 Mathematics MCA (paper administration schools), and Written Composition GRAD retests, the same directions are used for both regular and accommodated test materials. Test Monitor and Student Directions are contained in a four-page document that has both instructions for the Test Monitor and the script that is read aloud to students. The directions must be read to students before testing begins. If testing over multiple days for the MCA, the applicable scripted directions must be read before testing each day. Online Test Administrations (OLPA, MCA, and MCA-Modified) For the Mathematics OLPA, Reading MCA (online administration schools), Mathematics MCA (online administration schools), Reading MCA-Modified, Mathematics MCA-Modified, and Science MCA, the directions are available in the following formats: • For students taking the online test, the directions have two components: 1) the Test Monitor Directions, a document that includes information for the Test Monitor on preparing for online test administration as well as starting, monitoring and stopping online test sessions, and 2) the Student Directions presentation, an online presentation that contains directions for students that must be projected before they can begin the online test. Scripted directions that Test Monitors can read aloud during administration are also provided in the Test Monitors Directions. OLPA administration this year. • This format for the directions is new for the The Test Monitor and Student Directions for Paper Accommodations for Online Tests are used for administration of any paper accommodated test material for online assessments. They include instructions for Test Monitors, scripted directions that are read aloud to students, and information on entering student responses into the Data Entry Interface. Test Monitor and Student Directions must be presented or read to students before testing begins. When testing over multiple days for online tests (or when starting the second opportunity for OLPA), districts can determine whether they want to present the Student Directions presentation again. For paper accommodated test materials, the applicable scripted directions must be read on each testing day. Online Test Administrations (GRAD Retests) For the online Reading and Mathematics GRAD retests, districts have the following options for presenting the Test Monitor and Student Directions to students: • Test Monitors may read the script provided aloud to students before they begin to test. • Test Monitors may make copies of the one-page Direction Sheet that is on the last page of the directions and distribute it to students. • Test Monitors may project the Direction Sheet for students. The Test Monitor and Student Directions must be presented or provided to students before testing. December 2013 191 2013–2014 Procedures Manual For students taking the Reading and Mathematics GRAD retests using paper accommodated test materials, districts have the following options for presenting the Test Monitor and Student Directions for Paper Accommodations: • Test Monitors may read the script provided aloud to students before they begin to test. • Test Monitors may make copies of the one-page Direction Sheet that is on the last page of the directions and distribute it to students. • Test Monitors may project the Direction Sheet for students. Test Administration Considerations for Title III Assessments Beginning in 2013–2014, the Listening Test of ACCESS for ELL is media-based. This means that all Listening items for all tiers of grades 1–12 are recorded. Rather than listening to the test administrator read the scripted items, the students will listen to a recording. This allows for students to listen to more authentic language use, such as conversations involving more than one speaker. Items will be administered via audio from a CD or streamed online via a secure passwordprotected site. Districts can decide to use the CD or stream the audio as appropriate by student or groups of students. ACCESS for ELLs test materials will include one CD for every 8 test forms at each grade and tier. • • To administer the Listening test, Test Administrators will need one of the following: o CD player with external, working speakers o Desktop/laptop computer (if playing the CD on the computer or streaming the audio files from the Internet) with external, working speakers Additional administration guidelines include the following: o Please ensure a quiet testing environment for the test session as Listening items cannot be repeated. o Sample items are available on the MetriTech website that can be used for Test Administrator review and to check equipment and sound levels prior to testing. Access the sample items on the MetriTech website (https://www.metritech.com/wida/listening/login.aspx). These samples can also be shared with students to familiarize them with the new format prior to testing. o All equipment (CD player or computer) must be school owned and cannot be a student’s personal device. o Follow the Test Administrator Script exactly. The Listening section will contain scripting for the following: (1) introduction to the Listening Test; (2) script for guiding students through the practice items; (3) transcript of the recorded practice items; and (3) track listings and instructions on playing and pausing tracks. The Test Administrator Script will not contain the transcript of the recorded test items. The written transcript of the items will not be provided except in rare instances when a student’s IEP or 504 plan requires that the listening items are read by the Test Administrator rather than a recording. In these cases, a copy of the appropriate Recording Script can be ordered from MetriTech. December 2013 192 2013–2014 Procedures Manual Test Administration Considerations for Title I Assessments and GRAD Retests • Ensure the policies outlined in Calculator Use section of this manual are followed in terms of allowable calculators, when calculators may be used, and the calculator memory clearing policy. • Refer to Misadministration by Test Monitor later in this manual for guidance of what do if a student is being or has been administered the incorrect test or the test has been otherwise misadministered. • For online administrations, any scratch paper, student login information, or hard-copy mathematics formula sheets provided to students are considered secure materials. They must be turned in to the Test Monitor after each testing session and securely disposed of after testing is completed. • Districts need to decide the process for logging in students for online tests. Some districts may log in students before the students arrive at the computer lab. Others may have students log themselves in. Decisions will likely be based on the age of the students and their experience with computers. Please note: If districts log in students before they arrive to test, the students must start testing within 20 minutes of being logged in. After 20 minutes of inactivity, the students will be logged out and will need to log in again. • The Online Irregularities Procedure in Appendix B outlines some situations or misadministrations that may occur during online testing that require action by the district or MDE or AIR; some of these situations are also addressed in this chapter. In many cases, the District Assessment Coordinator will contact the AIR Help Desk and provide detailed information about the issue that occurred and the student or students who were affected. The AIR Help Desk will follow up with further information about completing testing in these cases following the guidelines outlined in the procedure. While not an exhaustive list, the procedure in Appendix B provides examples of possible test administration situations or misadministrations and the likely outcomes. • For online administrations, Test Monitors should alert students when the time scheduled for a testing session is almost up. Students will need to review any items completed previously or marked for review before pausing or submitting the test. These instructions are part of the Test Monitors Directions. • For online administrations, students will be unable to pause their test if they have unanswered items on the page. This includes reading and science tests where there may be multiple items on the page. While Test Monitors can pause a student’s test at any time via the Test Monitor Interface of the Online Testing System, the students should complete all items on the page to maintain test security and a fair, reliable test. • Once the student pauses an online assessment for 20 minutes or stops testing for the day, he or she cannot access any pages completed previously. To maintain a fair and valid testing system, this policy also applies in the situation where technical difficulties pause the test for more than 20 minutes. December 2013 193 2013–2014 Procedures Manual Monitoring Test Administration A critical component of successful test administration is for Test Monitors to actively monitor students at all times. “Active monitoring” means carefully observing student behavior throughout testing. This may mean different things depending on the type of testing room and the number of students in the testing session. For example, in a small computer lab or classroom with a small group of students, Test Monitors may be able to stay at the front of the room and actively see that all students are working independently and making progress in their tests. However, in a large computer lab or classroom, Test Monitors will likely need to circulate around the room to ensure that test security is maintained. Depending on the setting, more than one Test Monitor may be needed to ensure that students are working independently and not accessing materials that are not allowed. Even once students have been successfully testing for a period of time and do not have any questions, Test Monitors still need to be constantly be observing student behavior and should not participate in any other activities that would interfere with their ability to monitor student testing, like checking email or working on lesson plans. While the Test Monitor may need to check online test status on the computer or stop to answer a student question, the focus is still on the test administration. What Help Can Test Monitors Give to Students? • Write the Written Composition GRAD writing prompt on the board or read it aloud. Written Composition GRAD writing prompts can be read aloud for all students because they are considered directions. Test Monitors may clarify directions about where the essay should be written in the answer document or other test administration processes, but Test Monitors may not define words or give examples to help students understand the writing prompt. • Ensure students are putting their answers in the correct segment of the answer document for paper administrations. Test Monitors should be actively monitoring student testing to ensure that students are working in the correct segment and entering their responses in the answer document. Occasionally a student marks answers in the test book (instead of on the answer document) or enters answers in the wrong place on the answer document. Students should be instructed to correct these situations using scripted instructions (e.g., put their answers in the correct location and erase those in the wrong location). Test Monitors may not transfer answers for general education students, except when injury prevents customary responding, or when an IEP or 504 plan specifies a scribe accommodation. • For online assessments, students must be familiar with how to answer different types of items and Test Monitors cannot provide assistance. • Repeat the Test Monitor and Student Directions as written. Scripted directions that Test Monitors can use during online test administrations are included to the Test Monitor Directions. o Test Monitors may not paraphrase Test Monitor and Student Directions, define or pronounce a word within a test item, discuss a test item or give an opinion regarding a test item. The only directions Test Monitors can give students are those that are scripted in the Test Monitor and Student Directions. December 2013 194 2013–2014 Procedures Manual o For example, if a teacher notices that a student has not attempted the items on the right side of a page, he or she can remind all the students by repeating the relevant scripted directions in the Test Monitor and Student Directions. It’s not permissible to say to a student, “Did you mean to skip those three items?” or “Don’t forget these three items.” This approach may seem harsh, but help of this kind is a short step from saying something that guides the student to the right answer. • Students must be familiar with the functionality of calculators or online tools they are using prior to the start of testing; Test Monitors cannot provide assistance with calculators or online tools. • If a student points out a test item that appears to have an error, the Test Monitor should instruct the student(s) to continue the test and note the grade, subject, form (if applicable), test session ID (online assessment only), student MARSS number (online assessments only), and item number. • o Following the testing session, the Test Monitor should notify the School Assessment Coordinator, who will notify the District Assessment Coordinator. o The District Assessment Coordinator will contact MDE and give the information collected by the Test Monitor. o The content of the item itself should never be referenced, copied or emailed within the school or district or in a communication to MDE. If a student points out an issue that appears to be a display error or a technical issue, the student should pause the test and the Test Monitor should immediately contact the District or School Assessment Coordinator or the AIR Help Desk as directed by the district. Students Who Move to another Segment without Permission on Paper Assessments For paper administrations, if a student has completed one segment of the test and moves to the next segment without receiving specific instructions from the Test Monitor to do so, the test has been misadministered. In order to be fair to the students in this situation, use the following guidelines: • If a Test Monitor discovers that a student has moved on to another segment without proper instructions to do so and has looked at or responded to questions in the next segment, the Test Monitor must immediately stop the student and take the test book from the student. If a student has read a reading passage, allow him or her to complete the questions associated with that passage. The student will be allowed to finish the remaining portion of the partially completed segment at the time when all other students are scheduled to complete that segment, but the student may not change the answers to questions already attempted. There must be enough Test Monitors available to ensure that the student does not go back to previously answered items. • Remind the student that the test is secure and he or she is not to discuss content of the test with other students. Doing so could result in the invalidation of tests of all parties involved. For students in grades 3–8 who moved on to the next segment before being instructed to do so and responded to questions, record the incident on the Test Administration Report. Because the December 2013 195 2013–2014 Procedures Manual grades 10 and 11 tests can be used to meet the graduation assessment requirements, a Test Security Notification Form must be filled out for students who moved on to the next segment before being instructed and responded to questions. Misadministration by Test Monitor If a Test Monitor creates a non-standard situation during test administration, the student’s test will be scored if it still reliably measures what is being assessed. However, if the misadministration compromises the test's validity, the test will be invalidated. Similarly, security breaches will result in invalidations of student tests if the validity of the students’ tests is compromised or each student was not allowed an opportunity to independently demonstrate their knowledge. For students in grades 3–8 affected by the misadministrations below, record the incident on the Test Administration Report. Because the grades 10 and 11 Title I tests and GRAD retests can be used to meet the graduation assessment requirements, a Test Security Notification Form must be completed for all misadministrations. Misadministration of Calculator Segments When a calculator is used on a non-calculator segment for grades 3–8 paper or online assessments, the student’s test must be invalidated because it no longer measures what is being assessed. Record the misadministration and invalidation on the Test Administration Report. Moving on to another Segment Not Scheduled for Administration For paper assessments, if a student goes beyond the segment being administered, follow the policy described earlier in this chapter under Students Who Move to Another Segment without Permission. If a Test Monitor tells students to work on segments beyond what is assigned by the district and they do not complete the segment in that sitting, the students can complete the segment in the next sitting but enough Test Monitors must be present to make sure that the students do not go back to items already answered. If the Test Monitor allows the students to complete the entire assessment and not just the segments scheduled, the answer document should be submitted for scoring and no further action is needed. Remind the students that the test is secure and they are not to discuss the content of the test with other students; doing so could result in the invalidation of the tests for all parties involved. Other arrangements will need to be made for these students while the rest of the students finish testing on subsequent days. The online Reading and Mathematics MCA, Reading and Mathematics MCA-Modified and Science MCA allow districts to schedule test sessions by time and not segment. Students move through the test at their own pace, which eliminates the misadministration of moving into a segment without permission. Misadministration of Script or CD Accommodation on Paper Assessments For paper administrations or paper accommodations for the grades 3–8 Mathematics MCA, if the Test Monitor reads directly from the regular or large print test book instead of from the script or using the audio CD, record the misadministration on the Test Administration Report. For paper administration or paper accommodations for the grade 11 Mathematics MCA, a Test Security December 2013 196 2013–2014 Procedures Manual Notification Form must be filled out and submitted to MDE if the script or CD accommodation is misadministered. Similarly, it is a misadministration if the Test Monitor reads from the regular print (GRAD only) or large print test book instead of the script for paper accommodations for the Mathematics GRAD, Mathematics MCA-Modified, and Science MCA online assessments. Record the misadministration on the Test Security Notification Form for GRAD and on Test Administration Report for MCAModified and Science MCA. Misadministration of Script or Accommodated Text-to-Speech on Online Assessments If accommodated text-to-speech was not indicated before the student began the test and this is discovered before the student completes testing, the student should pause the test. The accommodated text-to-speech (MC) should then be indicated on the Test Monitor Interface of the Online Testing System when the student requests approval for testing when logging back in. The resumed test will then have the accommodated text-to-speech available. For Title I online assessments where the script can be used in conjunction with an online test (Mathematics MCA-Modified or Science MCA), the script (MS) accommodation must be indicated in Test WES and appear in TIDE prior to test administration. This requires the District or School Assessment Coordinator to indicate this accommodation in Test WES at least one business day prior to testing. If the script accommodation is not indicated in Test WES at least one business day before the student tests, the student’s test form will not match the script. In the case of the script not matching the online form, there are two options: • Invalidate the student’s test. • Allow the student to finish the test independently; text-to-speech or accommodated text-tospeech can be used. However, the Test Monitor cannot read the test aloud from the computer screen and cannot read only the matching test items in the script. In the script, Test Monitors will be instructed to verify that the student has the script accommodation indicated in TIDE. If the script accommodation has not been indicated, the student should not log in to the test. The Test Monitor will need to contact the District or School Assessment Coordinator and request that the script accommodation be indicated in Test WES. Once the student starts testing on a form that does not match the script, there is no way to reassign the correct form; allowing the student to start the test over again would result in an invalid measure of the student’s knowledge or skills. Record the misadministration on the Test Administration Report; if the test is invalidated, the invalidation also must be documented. For Mathematics GRAD, if the student’s online test does not match the script provided by AIR, the District Assessment Coordinator should contact the AIR Help Desk as soon as the issue is discovered. Misadministration of Wrong Grade or Wrong Assessment Districts should determine the assessment to be administered to students prior to testing. However, if a student starts or completes the wrong grade of an assessment due to a Test Monitor December 2013 197 2013–2014 Procedures Manual misadministration (e.g., handed out incorrect test book or did not verify grade before student logged into online test), the student must complete the assessment for the correct grade. For paper administrations, the answer document for the incorrect grade is invalidated and returned with scorable test materials. For online administrations, the incorrect test is invalidated in TIDE, the student grade is corrected and submitted in MARSS, and the student can test once correct information appears in TIDE. If the student is administered the incorrect assessment (e.g., MCA instead of MCA-Modified), the same steps are followed as for incorrect grade; instead of changing the grade in MARSS, the test assignment must be updated in Test WES. While the decision on which assessment will be administered must be made before a student takes any assessment for the year, the correct test must be administered if the Test Monitor administers the incorrect test. If the incorrect test is invalidated, the student will receive the score on the correct test and that score will be used for accountability purposes. If the incorrect test is not invalidated, the most accommodated test will be used for accountability and reporting (e.g., MCA-Modified instead of MCA); see What Test Students Will Take at the beginning of this chapter for further information. Test Responses Paper Assessments • Each student must use only one answer document to be scored for each subject. • Only the bubbled responses on the scannable answer document (or the combined test/answer document for grade 3 MCA) are scored. Answers that are circled, highlighted or otherwise marked in a test book are not scored. If a student answers on something other than the scannable answer document (such as in a test book), the student must transfer the answers to the answer document. If the student requires the scribe accommodation, the scribe must transcribe the answers into the answer document; see Chapter 5 for additional information. • Students may underline with a Number 2 pencil or use highlighters in their test books; however, for the grade 3 MCA test/answer documents, students’ scores could be adversely affected if the underlining is too dark or the underlining or highlighting inadvertently crosses response bubbles. During the testing session, students should be instructed to erase any stray marks using the scripted instructions. For questions about highlighting and whether student responses should be transferred to a new answer document, contact DRC. • o If answers must be transferred to a new answer document, the student must transfer the answers unless a scribe accommodation is required. o On the new answer document, the student demographic information will need to be hand bubbled and a district/school label must be attached. If a student begins to enter answers in a wrong answer document and the problem is not discovered immediately, the student should transfer the answers to a new, correct answer document. December 2013 198 2013–2014 Procedures Manual o Enter the correct demographic information on the front of the new answer document and affix a district/school label. o Place the wrong answer document in the plastic bag provided that is marked “Voided Answer Document Do Not Score” and return it with secure materials. Answer documents placed in this bag will not be scored. Note: All grade 3 MCA test/answer documents with student responses that are not to be scored should be returned with the secure test materials and not placed in the “Voided Answer Documents Do Not Score” plastic bag. o For the Written Composition GRAD, the plastic bag should be returned with the answer documents. o Return the correct answer document with the rest of the answer documents to be scored. Online Assessments • Only the student answers entered online are scored. Answers on scratch paper or paper accommodated test materials are not scored. • For each subject, a student must have only one online assessment to be scored. • If a student begins to enter answers in an online assessment under another student’s name, have the student stop immediately and call the AIR Help Desk for instructions on how to correct the situation. Refer to the Online Irregularities Procedure in Appendix B for additional information. • Scores for the MTAS tasks must be entered into AIR’s Data Entry Interface by the test administrator or other district staff by the close of the testing window. • Students using accommodated test materials for online assessments must have their responses entered into the Data Entry Interface by district staff; all student responses must be entered by the close of the testing window. Valid Score Rules The rules for determining how many responses are required to generate a valid score (VS) score code that can be reported for a student vary with the test. Information about not complete (NC) and not attempted (NA) score codes is included below. Generally, a student must attempt all or part of the test to be counted as participating in the assessment for ESEA purposes. For AYP, most valid scores will be included in the proficiency calculations. For AMAO, EL-identified students enrolled will normally be included in the proficiency calculation and students without valid scores are considered not proficient. Contact [email protected] with any questions about accountability results. • MCA and MCA-Modified (including grade 11): For all grades, subjects, and administration modes (online or paper), students must respond to 90 percent of the total number of items in the assessment to receive a VS. Students responding to six or more items but fewer than 90% receive a NC score code. Students responding to fewer than six items receive a NA score code. December 2013 199 2013–2014 Procedures Manual • ACCESS for ELLs and Alternate ACCESS for ELLs: MetriTech scores all returned ACCESS for ELLs Test Booklets and Alternate ACCESS for ELLs Student Response Booklets. All booklets from students who participate in the assessment should be returned for scoring. For state EL funding purposes, the Special Education Deferred test code will count for funding. All domains for which no test code is entered are considered to have valid scores. See below for further information about determining the composite score. Table 27. Determining Composite Scores for ACCESS for ELLs and Alternate ACCESS for ELLs Domain Scores Composite Scores All domains have valid scores. Composite score is valid score. Some, but not all, domains have valid scores. Composite score is assigned not complete (NC) score code. No domain has a valid score. Composite score is assigned not attempted (NA) score code. OR If all domains have the same test code, composite score is assigned that test code. • MTAS: A test administrator score entry for every task is required in order to receive a VS. When scores are submitted for at least 1 but not all tasks, a NC score code is received. If no score responses are submitted, a NA score code is received. • Reading and Mathematics GRAD Retest: The test must be completed within one day, and a student who has selected the “Begin Test Now” button is considered to have started the assessment. Students must respond to at least six items to receive a VS score code; students who respond to one to five items receive a NC. A VS or NC counts toward the number of attempts required for the mathematics alternate pathway. Leaving During Testing Leaving and Returning within Same Day • Do not begin testing for paper administrations if students might not be able to finish the scheduled segment(s) before lunch break or the end of the school day. • Individual students who need to leave during a testing session due to an emergency and return within the same day may resume testing as long as test security has been maintained. • Individual students who need to use the restroom during testing may do so at the discretion of the Test Monitor. Only one student at a time should be allowed to leave the room. If multiple testing rooms are being used, it may be necessary to coordinate and/or supervise the absence of students from different rooms. Test security must be maintained, and any prolonged absences or repeated requests for breaks must be investigated for a breach of security. • If the entire group must leave because of an emergency (e.g., fire alarm), the Test Monitor should close the door and secure the room when leaving, if possible. Test Monitors and December 2013 200 2013–2014 Procedures Manual staff must be available to see that students do not discuss test items and answers during their time away from the testing location. • When leaving during a paper administration, students should put their answer document inside the test book and close the test book. For online assessments, the Test Monitor should pause all tests. • For paper assessments, students can continue working on the segment of the test where they stopped as long as test security has been maintained (i.e., students do not discuss test items and answers during their time away from the testing location). • For online assessments, if students resume within 20 minutes, they can review previously completed pages. Once students pause for 20 minutes, they cannot access any pages completed previously but students will be able to complete their test. Leaving without Returning • For a paper assessment, any student who leaves a testing session and is unable to return because of an illness or other emergency will complete the abandoned test segment during a make-up session, but the student may not change the answers to questions already attempted. There must be enough Test Monitors available to monitor the student to ensure that he or she does not go back to previously answered items. For a paper assessment, when a student leaves and does not return to complete the test, the answer document should be returned as-is for scoring. Do not fill in the ABS (absent) bubble. The ABS test/accountability code is used only for students who were not present to take any segment of the test. • The online Mathematics OLPA, Reading and Mathematics MCA, Reading and Mathematics MCA-Modified and Science MCA can be paused and resumed by a student at any point during the test. Once students pause for 20 minutes, they cannot access any pages completed previously. If the student does not return for the remainder of the testing window, the items the student has completed will be scored. • The online Reading and Mathematics GRAD retests must be administered in one day. If a student leaves and does not return to complete the test in the same day, the student may not resume testing on another day. Test Book or Answer Document Is Damaged by Illness or Injury Any student whose answer document is damaged by vomit, blood or other bodily fluids must have their responses transferred to a new answer document, if possible, by district staff. The incident, including the name of the staff person transferring the responses, must be included on the Test Administration Report. The damaged test book or answer document should be destroyed or disposed of in a secure manner (e.g., shredding, burning) and the security number of the destroyed test book reported to DRC. These test books or answer documents should not be returned to DRC. If the answers cannot be transferred, the student may complete any segments they have not yet taken during a make-up session. If the answers have been transferred, the student may not change the answers to questions already attempted. There must be sufficient Test Monitors available to monitor the student so she or he does not go back to previously answered items during December 2013 201 2013–2014 Procedures Manual the make-up session. The new answer document should have a district/school label applied and returned to DRC with other answer documents to be scored. Secure test materials that contain a defect, are torn, shredded or destroyed should be returned in a plastic bag or envelope with secure test materials to DRC. If the security number is illegible, report the incident to DRC. Weather Emergency Do not begin testing if you think students might not be able to finish the session because of threatening weather. For paper administrations, once a testing session has begun, students must be allowed to finish the segment on which they are working. Students may finish during a make-up session, but the students may not change the answers to questions already attempted. There must be enough Test Monitors available to monitor the student to ensure that he or she does not go back to previously answered items. The online Mathematics OLPA, Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA can be paused and resumed by a student at any point during the test. If students resume within 20 minutes, they can review previously completed pages. Once students pause for 20 minutes, they cannot access any pages completed previously but students will be able to complete their test. The online Reading and Mathematics GRAD retests must be administered in one day. Defective Material If an answer document is defective, obtain another one, make sure it does not also contain the defect, and then give the new answer document to the student. (If the defect is present in so many of the answer documents that there are not enough non-defective answer documents in the school or district for the students, the District Assessment Coordinator should contact DRC immediately.) The Test Monitor should complete the “Student Information” section on the new answer document and attach a district/school label, and the student should transfer any responses to the new answer document. The defective answer document should be returned to DRC with secure materials in the plastic bag provided that is marked “Voided Answer Documents Do Not Score.” Note: All defective/voided grade 3 test/answer documents should be returned to DRC with your secure/nonscorable test materials and not placed in the “Voided Answer Documents Do Not Score” plastic bag. If a test book is defective, obtain another test book that is the same form (if applicable), make sure it does not also contain the defect, and give the new test book to the student. (If the defect is present in so many of the test books that there are not enough non-defective test books in the school or district for the students, the District Assessment Coordinator should contact DRC immediately.) Ask the student to write his or her name on the new test book. The student may continue working with the same answer document. Write the security barcode number of the defective and new test books on the security checklists. Print “Defective Material” on the cover of the defective test book, return it in a plastic bag or envelope with the secure materials to DRC. (Test Monitors should not throw out any test books, answer documents, scripts or other secure test material.) If the security number is illegible, report the incident to DRC. December 2013 202 2013–2014 Procedures Manual If a student suspects that a test item contains an error, see What Help Can Test Monitors Give to Students? earlier in this chapter. Misplaced Answers Students may write in the test books, use a highlighter or work out mathematical problems in the margins of the test book. Occasionally a student marks answers in the test book instead of on the answer document (or does not bubble in the answer in the grade 3 test/answer document) or enters answers in the wrong place on the answer document. Students should be instructed to correct these situations using scripted instructions (e.g., put their answers in the correct location and erase those in the wrong location). Test Monitors may not transfer answers for general education students, except when injury prevents customary responding. See Tables 8 and 9 of Chapter 5 for specifics. Answer Documents from a Previous Test Administration Test materials from previous test administrations, such as answer documents, cannot be used. Each test administration has materials specifically coded for it, and only those materials should be used. Using answer documents from a previous test administration will cause delays in scoring and may result in the student not receiving a score. What Students May Do after They Complete a Test After completing a segment or test, students may either read or sit quietly until the test session is over, or they may leave, if this is permitted by the district. (It is the District Assessment Coordinator’s responsibility to make sure the district has established its policy before testing begins.) As long as districts follow good testing practices (e.g., disruptions kept to a minimum), they may decide what students do after they have completed their tests. Make-ups • Students who are unable to test on the scheduled testing dates should test on district scheduled make-up dates within the testing window. • For paper assessments, students may not be administered any segment of an assessment before its scheduled administration in the district. Specific make-up dates for the Written Composition GRAD retests are assigned by MDE (see the Important Dates at the beginning of this manual). • Testing and make-ups must be completed by the end of the testing window for paper and online assessments, including accommodated test materials. • Answer documents and test materials may be sent to DRC as soon as testing and makeups are finished but must be sent according to the ship by date in the Important Dates in the front of this manual. Test/Accountability Codes For Title I and Title III assessments, test/accountability codes are used to describe a student’s participation in an accountability assessment. Test codes are indicated for GRAD to document how December 2013 203 2013–2014 Procedures Manual a student participated in the assessment, but they are not used for accountability purposes. In many cases, test/accountability codes collected may vary by assessment. Information about the validation of test/accountability codes is included in Chapter 9. Test/accountability codes for paper administrations are located in the School Use Only section on the student answer document and are to be filled in only by District or School Assessment Coordinators. Test/accountability codes for online Title I assessments are entered in Test WES during Posttest Editing with the exception of invalidations, which are entered in TIDE. The only test/accountability code entered for Reading and Mathematics GRAD retests and Mathematics OLPA is invalidation, which is entered in TIDE. Because the ACCESS for ELLs and Alternate ACCESS for ELLs test booklets are designed for all states in the WIDA consortium, some of the Minnesota-specific test/accountability codes can only be indicated during Posttest Editing in Test WES. There are four test codes available for indication on the test booklets: Absent (ABS), Invalid (INV), Declined (DEC) and Deferred Special Education (SPD). The test code Declined (DEC) should be used for both a student refusal and a parent refusal. Please note: Not Enrolled (NE) and Medical Excuse (ME) are not test/accountability codes available on the ACCESS for ELLs or Alternate ACCESS for ELLs test booklet, but they can be indicated in Posttest Editing. More information on test/accountability codes for ACCESS for ELLs and Alternate ACCESS for ELLs is available in the Test Administration Manuals. The close of Posttest Editing is the deadline for entering test/accountability codes for Title I and Title III assessments. If a student starts a test but does not have an opportunity to complete it, do not mark any test/accountability codes such as ABS, INV, ME, or NE. Absent (ABS) Student was absent. Indicates that the student was absent on the official testing date for a subject and was unable to make up the test at any time during the entire testing window. This includes students expelled/suspended from school and unable to be tested in another setting. • Do not use ABS if the student took a part of the test. ABS should be used only for students who were absent and unable to be tested at all. • Students expelled or suspended from the district and unable to take these tests but still enrolled in the district should have their answer documents coded as ABS and returned for processing. • For the Reading and Mathematics GRAD retests, ABS is not collected; students can retest at the next available opportunity. Invalid (INV) Student’s test was invalidated. This decision is made by the district and based on the student engaging in inappropriate activity or behavior during testing. Examples of inappropriate activity or behavior include copying from another student, providing answers to another student, using prohibited aids such as notes, being removed from the testing situation due to disruptive behavior December 2013 204 2013–2014 Procedures Manual or refusing to take any or all of the assessment. In cases like these, the District or School Assessment Coordinator must invalidate the test. In some cases, the district will need to take further action to determine if the test should be invalidated. For example, if a student used a cell phone during the assessment, the district should verify whether or not the validity of the test has been compromised by checking text messages or what the student was accessing. The district will then determine if the test should be invalidated. However, if the student rushed through the test and did not appear to be taking the test seriously or didn’t complete the test, the test should not be invalidated. In those cases, the test should be returned for scoring and a note can be made in the Test Administration Report. • When a test needs to be invalidated, the Test Monitor or Test Administrator must notify the District or School Assessment Coordinator. The student’s answer document must be coded INV and sent in with the other used answer documents submitted for scoring/processing. For online assessments, invalidations are entered in TIDE during the testing window. • For Title I and Title III assessments, document the incident on the Test Administration Report (see Appendix A). Documentation of the invalidation on the Test Administration Report must be kept at the district in case of an audit. • For Title III, a student refusal is indicated as Declined (DEC). • For all misadministrations of the GRAD, including security breaches and invalidations, the Test Security Notification form must be completed and faxed to MDE. For the Mathematics GRAD retest, an INV does not count as an assessment toward meeting the requirements for the mathematics alternate pathway. If a District Assessment Coordinator forgets to invalidate a test by filling in the INV bubble or entering the invalidation in TIDE during the testing window, the district must contact MDE and submit the Test Administration Report documenting the circumstances for the invalidation. close of Posttest Editing is the deadline for entering invalidations for Title I assessments. The Medical Excuse (ME) Student has a medical excuse for not taking the test. A student coded ME is unable to be assessed at any time during the testing window because of a medical condition that has been verified by a medical professional and officially documented at the district. For any future audit, districts should have the documentation on file that confirms that the students coded with a medical excuse could not have appropriately tested. Do not use ME if a student took a part of the test. Use ME only for students who were unable to be tested at all. A student who does not take a high school Title I assessment or a GRAD retest because of a medical excuse will need to participate in a later GRAD retest or one of the other assessments to fulfill the graduation assessment requirements. For Reading, Mathematics and Written Composition GRAD, ME is not collected. Not Enrolled (NE) Student was not enrolled. Districts should attempt to test all students who are enrolled during the testing windows; however, only students who are enrolled in your district at any time during the December 2013 205 2013–2014 Procedures Manual accountability window will be included in accountability calculations. For Reading, Mathematics and Written Composition GRAD, NE is not collected. • Students may be enrolled for one subject and not enrolled for another if they enroll or drop in enrollment during the testing window. If a student who enrolls in your district during the testing window has already taken a test, indicate NE for that subject; he or she does not need to test again. • If a student leaves your district before the accountability window opens and the student has a Status End Date in MARSS that precedes the first day of the accountability window, you do not need to return the preprinted answer document with NE (not enrolled) bubbled. Instead, securely dispose of it (unless it’s a grade 3 MCA test/answer document that must be returned with other secure materials). For online testing, the student’s record may appear in TIDE but the student will not test; no further action is needed. MDE uses the Status End Date of a student’s MARSS enrollment record to determine whether a student was enrolled during the accountability window. Often a student’s Status End date is later than the actual date the student stopped attending school. • If a student’s MARSS enrollment record has a Status End Date within the accountability window, but the student leaves the district before testing has started, return the answer document (with other scorable answer documents) with NE bubbled in or indicate NE in Test WES. The NE code will be validated against MARSS. Refused (REF) Student did not take the test because the student’s parent or guardian requested that the district not administer the test to their child. A parent refusal must be submitted to the district in writing. If a student refuses to take an assessment at the time of testing, indicate the INV test/accountability code, not REF. For Title III, a parent refusal is indicated as Declined (DEC). For the Written Composition GRAD retests), REF indicates a parent/guardian or student refusal. For the Reading and Mathematics GRAD retests, REF is not collected; students can retest at the next available opportunity or participate in one of the other assessments to meet graduation assessment requirements. A student who does not fulfill the graduation assessment requirements because a parent refused to allow the student to take a high school Title I assessment, the GRAD retests, or one of the other assessments that fulfills the graduation assessment requirements will be ineligible to receive a diploma. Other Demographic Codes Demographic codes on the student answer document are to be filled in only by District or School Assessment Coordinators. Demographic codes for online Title I assessments and Title III assessments will be entered in Test WES during Posttest Editing. See Chapter 7 for further information on using these demographic codes and Chapter 9 for information on the validation of demographic codes. • Adult Basic Education: Student is in Adult Basic Education—collected only for the Written Composition GRAD retests. December 2013 206 2013–2014 Procedures Manual • Foreign Exchange: A high school student from another country attending school in Minnesota as part of an exchange program. • Home Schooled: A student who is educated at home and not a public school student. • New-to-Country: An English learner student who first enrolled in a U.S. school within 12 months of when the accountability tests are administered and is EL-identified in MARSS. • Significant Gap in Enrollment: A student who has been absent from the district for 15 consecutive days of school and was unenrolled will be removed from the AYP proficiency calculations if Test WES confirms the Significant Gap in MARSS. (The significant gap is confirmed when MARSS indicates that the enrolled student did not attend school for 15 consecutive days, was unenrolled and reenrolled at a later date.) Collection and Return of Student Responses and Secure Test Materials Following test administration, Test Monitors must verify that they have accounted for all secure test materials for paper assessments and secure accommodated test materials for online assessments and return them to the District or School Assessment Coordinator. Tip: “Lost” answer documents are often located inside test books. Be sure all test books are “empty” before they are returned to the District or School Assessment Coordinator. Specific directions for returning secure test materials and answer documents for scoring are included in the Assessment Manuals. Data Entry Interface AIR’s Data Entry Interface is used to enter student responses for students who have tested using paper accommodated test materials for the online Reading and Mathematics MCA, Reading and Mathematics MCA-Modified, Science MCA, and Reading and Mathematics GRAD retests. Paper accommodated test materials include regular print (Reading and Mathematics MCA and GRAD only), large print, and Braille test books. The Data Entry Interface is also used to enter scores for students who were administered the MTAS. All student responses or MTAS scores must be entered during the testing window. For the MTAS, the Learner Characteristics Inventory (LCI) must be submitted before MTAS scores can be entered (refer to the Important Dates for the date that LCI scores can begin to be entered). Refer to the Data Entry Interface User Guide on the Minnesota Assessments portal for instructions on entering student responses into the Data Entry Interface. View the User Guides page of the Minnesota Assessments portal (http://www.mnstateassessments.org/resources/?section=2). After all responses are entered into the Data Entry Interface, the Test Monitor should return all accommodated test materials and MTAS test materials to the District or School Assessment Coordinator; refer to Return of Answer Documents for Grades 3–8 and Secure Test Materials below. Districts must document who entered student responses and MTAS scores into the Data Entry Interface on the Test Administration Report. If the student’s paper test form does not match the form in the Data Entry Interface (Reading and Mathematics GRAD retests only) or if the information was entered for the wrong student or subject, the District Assessment Coordinator should contact the AIR Help Desk as soon as the issue is December 2013 207 2013–2014 Procedures Manual discovered. The correct form will be assigned or the information will be reset by AIR in the Data Entry Interface so the data can be entered. Return of High School Answer Documents for Paper Administrations For paper administrations of high school assessments (grade 10 Reading MCA and grade 11 Mathematics MCA), answer documents should be returned when the majority of students have been tested. This allows the materials to be processed and reports to be provided to districts as indicated on the Important Dates. • In order to provide early results for high school, completed answer documents should be returned on the Friday after the initial test date(s) in your district but must be returned no later than April 29. Answer documents from make-up days may be sent in a separate shipment but answer documents shipped after April 29 will not be included in early results. • Verify that all four segments of an answer document are completed before returning it for scoring. For example, if a student begins testing on the first district-determined testing day but is absent during the second testing day, do not return the answer document until the student completes the test on a make-up day. Districts will be charged a $125 fee by AIR if they request to have two separate answer documents (e.g., segments 1 and 2 on one answer document and segments 3 and 4 on another answer document) merged to receive a score. • Follow the guidelines in the next section related to returning scorable and secure test materials and securely disposing of materials. Return of Answer Documents for Grades 3–8 and Secure Test Materials Answer documents for grades 3–8 paper administration and secure test materials for paper and online administrations must be returned by the dates indicated on the Important Dates sheets. • Collect student login information, scratch paper, graph paper and formula sheets (if used) from online administrations for secure disposal. • Return all MTAS Task Administration Manuals and Presentation Pages to their District or School Assessment Coordinator, including materials that were adapted (e.g., enlarged or texture incorporated); the Response Option Cards must be securely disposed of following administration. • Verify that appropriate test/accountability codes, demographic codes and accommodation codes are accurately filled in on the answer document (or indicated in TIDE or noted for Posttest Editing in Test WES as applicable for online tests) for each student. The District or School Assessment Coordinator is responsible for collecting, packaging and preparing all test materials for shipping to DRC for processing and scoring. In the directions for returning test materials, three different types of test materials are often described: scorable materials, secure materials and materials that can be securely disposed of at the district. Some reminders about each type of material are below, but this is not an exhaustive list; refer to the Assessment Manuals for more information. • Scorable (scannable) materials include used answer documents (including grade 3 MCA test/answer documents) and answer documents with test/accountability codes or other December 2013 208 2013–2014 Procedures Manual demographic codes. Answer documents with test/accountability codes and demographic codes are considered “used” answer documents and must be returned for scoring. It is recommended that the school make a list of students for whom answer documents are being returned. The Test Monitor Test Materials Security Checklist can be used for this purpose. The number of students on the list should be compared with the actual number of answer documents being returned. • Secure materials include test books, accommodated test materials (Braille test books, large print test books, scripts and CDs, etc.), unused grade 3 MCA test/answer documents and MTAS Task Administration Manuals and Presentation Pages. Secure materials are defined as having a security number and barcode and being listed on the security checklists. Refer to the Important Dates sheet at the front of this manual for when to ship secure test materials to DRC. • Materials that can be securely disposed of at the district (following district procedures) include unused preprinted answer documents, student login information for online assessments, scratch paper, unused writing prompt folders and MTAS Response Option Cards. “Securely dispose” is defined as destroying materials so they are not accessible. This can be done through shredding or incineration. If a student’s answer document should not be scored (e.g., student entered responses in incorrect answer document, answer document was damaged), the answer document must be returned with the secure test materials in the plastic bag provided that is marked “Voided Answer Documents Do Not Score.” Answer documents returned with secure test materials that are not included in this plastic bag may be scored. Note: All grade 3 MCA test/answer documents with student responses that are not to be scored should be returned with the secure test materials and not placed in the “Voided Answer Documents Do Not Score” plastic bag. For the Written Composition GRAD, the plastic bag should be returned with the scorable answer documents. District or School Assessment Coordinators need to separate scorable and secure test materials for return shipping. For most assessments, scorable materials must be returned to be scored before the secure materials are returned; see the previous section for return information specific to high school. Refer to the Important Dates at the beginning of this manual for all assessment return dates. District/School Labels Preprinted answer documents and the preprinted labels contain all the information needed to attribute a student’s paper test to the correct district, school and grade. If the preprinted information is incorrect or the student information is hand-bubbled, a district/school label must be affixed to the answer document; the district/school label includes a barcode identifying the district and school so the student’s test results are reported to the correct district and school. Note: Answer documents associated with a school are linked to the school and should not be shared with other schools. District overage answer documents are linked to the district and should not be shared with other districts. Return of ACCESS for ELLs and Alternate ACCESS for ELLs Secure Test Materials • All used and unused test booklets and accommodated materials must be returned to the District or School Assessment Coordinator for returning to MetriTech. December 2013 209 2013–2014 Procedures Manual • Verify that appropriate codes are indicated in the Do Not Score and Accommodations sections on the front of the test booklet or each student, as needed. • If there is a preprinted label on ACCESS for ELLs test booklet for a student who moved before the testing window begins, send the test booklet with the other secure, non-scorable materials. If the preprinted label for a student who moved was not applied to a test booklet, the label can be securely disposed of. • The District Assessment Coordinator is responsible for collecting, packaging and preparing all test materials for shipping to MetriTech in one complete shipment for processing and scoring. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for further information on collecting and returning test materials. Late Scoring of Answer Documents Answer documents that are shipped in late for scoring may not be processed in time for AYP and MMR accountability calculations and results may not be provided until one month after the last day to request a rescore. A late answer document is defined as an answer document returned after the ship by date indicated on the Important Dates; while a few days for shipping will be taken into account, districts should ensure that all answer documents are shipped by the ship by dates in order to have results available on time. However, if answer documents are found after all answer documents have been processed by the service provider, there may be a charge to score the late answer documents, and results will not be provided until one month after the last day to request a rescore as indicated on the Important Dates. Late Entry of Student Responses or MTAS Scores If student responses in paper accommodated test materials for online tests or MTAS scores are not entered during testing, districts can contact AIR to arrange for a late score entry. There is a $125 fee for late score entry for up to 10 students after the close of the test window; contact AIR for fee associated with entry for more than 10 students. Please refer to the Important Dates sheets at the beginning of this manual for the deadline to submit late score entry requests; all late entries must be completed before all systems are transitioned for the next school year. See the Request for Late Score Entry Form in Appendix A for instructions regarding the return of late score entry materials. Note: Late score entries will not be entered in time in order for district to verify the records during Posttest Editing or for the records to be included in accountability calculations. Rescores A rescore may be requested when a parent/guardian or school district staff disagrees with the final score a student received for a paper or online assessment. A rescore does not include test/accountability or score code changes (INV, NC, etc.) or the late entry of student responses for paper accommodated test materials for online assessments or the MTAS. Any questions regarding a test/accountability code must be addressed during Posttest Editing. The cost to public and non-public schools for rescoring a test is $125 per test. This fee is waived if a student’s score changes. See the Request for Rescore Form in Appendix A for instructions December 2013 210 2013–2014 Procedures Manual regarding a rescore. All requests for rescoring a test should be sent by the District Assessment Coordinator; parents/guardians should work with the school district to initiate a rescore. Please refer to the Important Dates sheets at the beginning of this manual for the deadline to rescore tests. December 2013 211 2013–2014 Procedures Manual Chapter 9 — Student Demographics and Data Editing Overview Minnesota uses student demographic data throughout the testing and reporting processes. Districts and schools have opportunities to edit incorrect student demographic data used for testing or calculating AYP, MMR and AMAO. Correct demographic data are necessary for accurate reporting. The majority of this chapter addresses data files and processes for Title I assessments and GRAD retests with AIR; specific references for ACCESS for ELLs and Alternate ACCESS for ELLs are included as applicable. The student identity validations at MDE require that a particular MARSS or state student ID (SSID) number be held by just one student. MDE’s Student Identity Validation Interface is used by the superintendent-authorized staff (often the MARSS Coordinator) to search for known students, to validate new students and to resolve student identity issues on submitted data. MARSS data are still used as a source of student demographics for all assessments, and validations are run on student identities in MARSS. For testing, students must have a unique, valid MARSS/SSID number to be sent in the precode files. “Precode” refers to the files that are sent to service providers with student enrollment and demographic information and test eligibility. • MARSS Coordinators should maintain current and accurate student enrollment information in MARSS by submitting updated data through MDE’s MARSS Web Edit System (MARSS WES). • MARSS/SSID numbers for new students are created through the Student Identity Validation Interface. If there is a student identity issue in MARSS data, it must be resolved using the Student Identity Validation Interface and then updated and submitted to MARSS. • The Student Identity Validation Interface includes MARSS numbers for currently enrolled students as well as students from the past decade. • More information on MARSS WES and the Student Identity Validation Interface is available on the MDE website by going to the Data Submissions page and then picking the applicable system on the left side of the page. View the Data Submissions page of the MDE website (http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html). Demographic Data Elements and Assessment Precode Data The precode file sent to MetriTech for ACCESS for ELLs and Alternate ACCESS for ELLs includes all EL-identified students in MARSS and is used to create preprinted student labels for the test booklets. This precode file is only sent once each year after the ACCESS and Alternate ACCESS for ELLs ordering window closes. For the precode files sent to AIR on a nightly basis, student records contain two parts: enrollment and eligibility. Changes in either of these components will affect how students are pulled for precode and sent to AIR. December 2013 213 2013–2014 Procedures Manual Enrollment Data The data elements listed below are used to preprint student answer documents or labels and are loaded to TIDE for online assessments; these elements make up the student’s enrollment record for precode. Demographic fields included in precode data: • District Number, District Type • School Number • Grade • Last Name • First Name • Middle Name • Gender • Birth Date • MARSS Number • MARSS Local Use Data (an optional field that may be created by the district for internal student identification purposes. MDE does not assign or track this number.) Demographic fields that affect enrollment record selection for precode: • English Learner • Special Education Status • State Aid Category • Status End Date Other MARSS fields used for reporting: • Economic Indicator Flag • Race/Ethnic Code • Special Education Code • Language Code • Migrant Flag Districts can improve the accuracy of their preprinted answer documents (or labels) and their student records loaded to TIDE by promptly updating student demographic changes in MARSS. Eligibility Data Eligibility data determine the assessments for which a student is eligible. For Title I assessments, eligibility is largely based on the student’s enrolled grade and the Title I assessments available for that grade. Additional information, like special education status, may also affect the assessments December 2013 214 2013–2014 Procedures Manual for which a student is eligible. For GRAD retests, passing status on GRAD assessments and GRR records are also factors in determining for which tests a student is eligible. Precode Files Precode files are sent to AIR nightly for both paper and online assessment eligibility throughout the year. The Important Dates sheets contain information on when precode files are sent and how they are used. • For OLPA, all students in grades 3–8 are automatically sent to AIR once MARSS data is submitted in the fall through the day before the last day of the assessment (since precode files are sent nightly, the last file is sent on the night before the last day of the testing window). • For the Title I test administrations (MCA, MCA-Modified, and MTAS), precode files will be sent throughout the year once MARSS data is submitted in the fall until the systems rollover for the next year in late summer. This ensures students appear in AIR’s systems throughout the year so students can be loaded to rosters for the Online Reporting System and Learning Point Navigator. • o Before Pretest Editing is available, test eligibility is defaulted based on the test administered last year or is defaulted to MCA. o During Pretest Editing, the precode files for these assessments will also include accommodation information and reflect any changes in test assignments. o Quantities of regular and accommodated test materials for these assessments will be sent based on the information indicated in Pretest Editing by the date when precode data is used for the initial test materials shipment (see the Important Dates). MDE sends this file as close as possible to when AIR needs to prepare test materials shipments, but there will still be a lag between the collection of the MARSS data and the testing window so additional orders of test materials and/or hand-bubbling of student answer documents may be required. o After testing windows close, precode will continue to be sent so that the Online Reporting System will include student results after administration. For GRAD retest administrations, there are set windows when precode files are sent as indicated by the Important Dates. After the initial file is sent, precode files will be sent nightly until the end extract date. Once a student’s test eligibility changes, the prior eligibility will be replaced with the student’s new eligibility in AIR’s systems. For students who change grades and have no new test eligibility, the student’s prior eligibility will be removed in AIR’s systems if the student is enrolled in grades 3– 12. For example, students who move from grade 11 to grade 12 may not have any new test eligibility if they have already taken the high school Science MCA and have passed GRAD retests. Generally, in order to have a student sent to AIR for online testing, any MARSS updates need to be submitted at least two days before the scheduled test date. Similarly for paper assessments, any MARSS updates need to be submitted at least one day prior to the date when the precode data is used to determine the initial test materials shipment. Once MARSS is submitted, that data is gathered overnight and is visible in Test WES the next day. This allows the District Assessment December 2013 215 2013–2014 Procedures Manual Coordinator to make any necessary precode changes in Precode Student Eligibility in Test WES on the day before the updated records are sent in the precode files. Generally, any changes made in Precode Student Eligibility will be reflected in AIR’s systems the next day. See the Test WES section in this chapter for more information about Precode Student Eligibility. Please note: Districts that work with a Regional Management Information Center (RMIC) or other service provider to submit their MARSS data might need to provide their MARSS data to the RMIC or other service provider earlier than the precode dates listed under the Important Dates. Additional Shipment of Preprinted Labels (“Late Labels”) Districts with an enrollment of 10,000 or more students will receive a later shipment of preprinted labels to attach to answer documents for paper administrations. This shipment is for students who were enrolled in the district and were submitted to MARSS after the precode file was sent to AIR for the initial test materials shipment. The late labels shipment is sent to the district for distribution to the schools a few weeks prior to testing. Late labels will not be sent for any GRAD retest administrations. The districts that receive the late label shipment may vary from year-to-year as district enrollments fluctuate and these districts will be notified after the first of the year if they will be receiving late labels. Test WES MDE’s Test WES (Web Edit System) is used throughout the year by District Assessment Coordinators and other district staff for the following activities related to data editing and other assessment tasks: • Completing the Site Readiness confirmation (see Chapter 8) • Viewing precode files sent to service providers and using Precode Student Eligibility to verify student eligibility and manually add students for testing • Completing Pretest Editing • Requesting an alternate assessment waiver • Completing Posttest Editing • Completing Postpublish Editing • Submitting an AYP appeal (After preliminary AYP results are posted for districts to review, districts can submit an AYP appeal prior to the final public release.) December 2013 216 2013–2014 Procedures Manual Precode Student Eligibility If students are not included in the precode files, districts may use Precode Student Eligibility in Test WES to investigate why. If the student’s enrollment has been submitted in MARSS, the student’s demographic information and test eligibility information will be displayed after the MARSS number is entered. In addition, a message will indicate the student’s status in terms of whether they have been sent in precode or not. Use this information to help determine why the student was not sent in the precode files. If the student information does not come up when the MARSS number is entered and blank demographic fields appear instead, this means the student’s enrollment has not been submitted to MARSS. You will have to work with your MARSS Coordinator to submit the student’s enrollment record in MARSS before the student will be able to test. In addition, Precode Student Eligibility is used to manually add students for testing who will not be enrolled in MARSS (e.g., “super seniors” who have met all other requirements and only need to test, home-schooled students) or to change testing location when a student is dual enrolled and the student was sent in precode for the other location. Students must have a valid MARSS/SSID number in order to be manually added to Precode Student Eligibility. Please note: Precode Student Eligibility should not be used in place of a MARSS submission to add students for testing. Once a record is manually added or changed, subsequent MARSS updates may not be reflected until the manual record is deleted. A downloadable file is available on the Precode Student Eligibility screen (where the MARSS/SSID number is entered) that shows any manually added or changed records in your district for the current year; this file can be used to help determine which manually added records should be deleted after MARSS is up to date. Additional information about Precode Student Eligibility is available in a user guide under Help in Test WES. Pretest Editing Pretest Editing in Test WES is used to edit precode data for the Title I reading, mathematics and science assessments. Even though precode data is sent for Title I tests prior to Pretest Editing, districts can make changes to the precode files (e.g., changing test assignments and adding accommodations) during Pretest Editing that affect how students will test. When reviewing assessment precode data during Pretest Editing, ask the following questions: • Are any students missing? • Is the information included for each student accurate and complete? • Is the appropriate test assigned for each student? • Is the appropriate accommodation indicated for each student who needs one? • Are students being sent in precode for the correct school and district? The Important Dates include dates for Pretest Editing in Test WES. While Pretest Editing is available to make edits through the end of the online testing windows, the date when precode data is used for the initial test materials shipment is a very important deadline for both paper and online assessments. On this date, the precode information in Test WES is sent to AIR and that December 2013 217 2013–2014 Procedures Manual information is used to produce initial test materials quantities for all regular and accommodated test materials (including accommodated test materials for online tests) and preprinted answer documents or labels for paper assessments. After this date, changes can still be made in Pretest Editing to change test assignments or add accommodations for online assessments, but test materials will no longer be automatically sent based on these changes. Additional information about Pretest Editing is included in Chapter 8 and available in a user guide under Help in Test WES. Alternate Assessment Waiver Prior to administering the MTAS, districts may submit an alternate assessment waiver detailing unusual circumstances that could result in more than 1 percent of their students demonstrating proficiency on the MTAS (sometimes referred to as the “1 percent cap”). Requests for a waiver can be entered by district staff in consultation with the director of special education but must be formally authorized by the superintendent. The dates for requesting an alternate assessment waiver are available in the Important Dates. If an alternate assessment waiver request is approved, the district may exceed the 1 percent cap on MTAS results contributing index points to the calculation of AYP proficiency in the MMR. Under this 1 percent waiver, there is no process for requesting a waiver to the 2 percent cap that applies to the MCA-Modified results contributing index points to the calculation of AYP proficiency in the MMR. Although only 2 percent of proficiency scores included in AYP proficiency calculations in the MMR may be obtained via the MCA-Modified, all students who meet the alternate assessment eligibility criteria may take the MCA-Modified. The IEP team should determine which assessment is most appropriate for each student with an IEP, and these decisions should not be based on concerns about AYP or MMR calculations. More than 2 percent of proficient scores included in AYP or MMR may come from the MCAModified if a district is below the 1 percent cap for the MTAS, and then only by the amount below the 1 percent cap. See section G of the Modified Academic Achievement Standards NonRegulatory Guidance, July 20, 2007, available of the U.S Department of Education website under “More Resources” (http://www2.ed.gov/policy/speced/guid/modachieve-summary.html). It is important to note that after the 2013–2014 school year, there will no longer be an MCAModified assessment; thus, the 2 percent MCA-Modified cap will not be applicable to AYP or MMR results in 2015 and beyond. The last year the 2 percent cap will apply is for spring 2014 results. The 1 percent cap will remain in place. Posttest Editing After testing is completed, District Assessment Coordinators edit student assessment records (as needed) through Posttest Editing in Test WES. Posttest editing in Test WES is available for all Title I and Title III assessments: Reading and Mathematics MCA, MCA-Modified and MTAS, Science MCA and MTAS and ACCESS for ELLs and Alternate ACCESS for ELLs. It is important to verify or correct student information on assessment records during Posttest Editing to ensure that reporting and AYP, MMR and AMAO calculations are based on accurate and complete information. Test scores will not be available during this period, but attempt status (see Valid Score Rules in Chapter 8) will be indicated for all assessment records. December 2013 218 2013–2014 Procedures Manual Student enrollment and demographic information submitted in the most recent MARSS submissions are used as reference values for Posttest Editing. Test WES will identify assessment records without matching enrollment records, enrollment records without matching assessment records and other “discrepancies.” Districts can use the search functions to locate the missing records, when available. A MARSS enrollment record without a matching assessment record will count against a district’s AYP participation. District Assessment Coordinators can also enter or verify the accuracy of accommodation codes, test/accountability codes and demographic codes during Posttest Editing as these codes can play a role in AYP and AMAO calculations. If an answer document or online test was not submitted, a blank test record can be created during Posttest Editing to add applicable test or demographic codes. If changes need to be made to student demographics on the enrollment record, this will be done by the MARSS Coordinator submitting a corrected file via MARSS WES. Non-public schools can participate in Posttest Editing, but in a limited way; test/accountability codes can be added or changed and student demographics on the assessment record can be updated. Additional information about Posttest Editing is available in a user guide under Help in Test WES. Postpublish Editing for GRAD Retests Postpublish Editing in Test WES is available only for Reading, Mathematics, and Written Composition GRAD retests. For GRAD retest administrations, data is reported without a posttest editing process so Postpublish Editing may be used to resolve any discrepant records (e.g., incorrect MARSS number hand-bubbled on a Written Composition GRAD answer document). These discrepancies must be resolved before the student’s test results will be reported in AIR’s Online Reporting System, available in the Graduation Data List in Assessment Secure Reports (formerly MDE Secured Reports) and correctly reflected in the District and School Student Results (DSR and SSR) files. MARSS/SSID discrepancies can be accessed for the last two years. You may first need to work with the staff authorized to access the Student Identity Validation Interface (often the MARSS Coordinator) to resolve problems with student identity errors. Once the error is resolved, you can use the updated information to correct the discrepant test record in Test WES. • Once test record discrepancies are resolved, they are reflected immediately in the DSR and SSR files and the following day in the Graduation Data List for both years of data. • For the Online Reporting System, records from the previous year can be updated until the “Last day to request a rescore” listed on the Important Dates sheet. After this date, changes can still be made to update the Graduation Data List and DSR and SSR files but updates will not be sent to AIR. Validation against MARSS and Assessment Records Validation against MARSS A number of test/accountability and demographic codes will be validated against the student’s MARSS enrollment record. The Significant Gap (SIG) code will be allowed to stand if the drop and December 2013 219 2013–2014 Procedures Manual enroll dates in MARSS indicate that the student was absent for 15 consecutive school days, was unenrolled and subsequently reenrolled. The New-to-Country code will be allowed to stand if the student does not have an enrollment record one year prior to the beginning of the current accountability window and did not have the New-to-Country code indicated last year. The ELL exemption for GRAD is validated by confirming that the student was identified as EL in MARSS within the four-year period. The type of test will also be validated against the student’s MARSS enrollment record. Students taking the MCA-Modified or MTAS must be indicated as special education in MARSS during the testing window, or the reported score code will be set to INV; similarly, students taking the ACCESS for ELLs or Alternate ACCESS for ELLs must be indicated as EL in MARSS. If a district does not make a correction in MARSS during Posttest Editing, there is no way to remove the INV score code after Posttest Editing; the request for rescore process cannot be used to change the code since rescores are used only to verify the correct score and not change a score code. Grade is also validated against the student’s MARSS enrollment record. For example, if a student takes a grade 6 test, but MARSS shows the student enrolled in grade 7, the student’s test record will receive a wrong grade (WG) score code instead of a score. Validation against Assessment Records MDE will also validate whether students were eligible for the MCA-Modified based on persistently low performance; if a student has test records from the previous years that indicate a student would not be eligible (e.g., the student achieved “Partially meets the standards” on MCA last year), the test will be invalidated. If a district believes the previous test data are in error, it must contact MDE during Posttest Editing. Students must take only one assessment per subject (e.g., Mathematics MCA or Mathematics MCA-Modified). The assessment a student is to take must be identified prior to a student testing. If a student has two test records, the most accommodated test becomes the test used for accountability purposes. For example, if a student takes the Mathematics MCA and the Mathematics MCA-Modified, the MCA-Modified will be used for accountability purposes. If multiple records for the same test are received (e.g., two MCA tests with the same score code), MDE selects the one that has a matching enrollment record in MARSS. If both records are from the same district or both districts have the student enrolled in MARSS, then the lower unique identification number (UIN) is used. If a student inadvertently takes the incorrect assessment, the incorrect assessment must be invalidated and a Test Administration Report completed. If the incorrect test is invalidated, the student will receive the score on the correct test and that score will be used for accountability purposes. December 2013 220 2013–2014 Procedures Manual Chapter 10 — Minnesota Assessment Results Reporting Overview Assessment reports are the final component of Minnesota’s assessment system. All stakeholders, including parents, students, teachers and policymakers, can use the summative information in the reports to find out how well students are achieving on the Minnesota Academic Standards or Minnesota Standards for English Language Development. The accuracy of the data reported for individuals, schools, districts or the state is dependent on the accuracy and completeness of the information provided by the districts. Therefore, it is important that every District Assessment Coordinator and MARSS Coordinator make sure that all available data about each student are updated and correct. Assessment reports for individual students, schools, districts and the state are distributed to a variety of audiences through different media. The content and format of the reports vary by test. To the extent possible, differences in report format across tests are minimized to facilitate the interpretation of the results. An Interpretive Guide for the assessments is available on the Testing Resources page of the MDE website. View the Testing Resources page (http://education.state.mn.us/MDE/EdExc/Testing/index.html). The Interpretive Guide helps educators understand the results of the Minnesota Assessments by providing basic information about each assessment, describing each of the MDE reports available and suggesting ways to use the results. Other technical reports, including information on scale scores, alignment reviews, and standard setting reports, are available on the Technical Reports page of the MDE website. View the Technical Reports page (http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/TechRep/index.html). Further information about the locations, formats and content of the reports for individual students, schools, districts and the state follows. Online Reporting System AIR’s Online Reporting System allows users to view dynamic preliminary test results for Title I and GRAD assessments at the student level, roster level, school level and district level, depending on their user role access. Participation data can be viewed to see which students have completed testing and who still needs to complete tests. In addition to Reading and Mathematics GRAD retests and online administrations of the grades 3–8 Mathematics MCA and Mathematics OLPA, the following assessments will have immediate results available in 2013–2014: responses entered into the Data Entry Interface for grades 3–8 Mathematics MCA; online administrations of grades 3–8 and 10 Reading MCA; online administrations of and responses entered into the Data Entry Interface for grades 5, 8, and high school Science MCA. Refer to Table 28 for information on how results will be available in the Online Reporting System by test and administration mode. December 2013 221 2013–2014 Procedures Manual Table 28. Preliminary Results Available in Online Reporting System by Test and Administration Mode Administration Mode Online Responses Entered into Data Entry Interface 59 Paper Grades 3–8 Mathematics OLPA Immediate N/A N/A Grades 3–8 and 10 Reading MCA Immediate After scoring and equating After processing, scoring, and equating Grades 3–8 Mathematics MCA Immediate Immediate After processing and scoring Grade 11 Mathematics MCA After standard setting After standard setting After standard setting Grades 5, 8, and High School Science MCA Immediate Immediate N/A Grades 5–8 and 10 Reading MCA-Modified After scoring and equating After scoring and equating N/A Grades 5–8 Mathematics MCA-Modified After scoring and equating After scoring and equating N/A After standard setting After standard setting N/A Grades 3–8 and 10 Reading MTAS N/A After scoring and equating N/A Grades 3–8 Mathematics MTAS N/A After scoring and equating N/A Grade 11 Mathematics MTAS N/A After standard setting N/A Grades 5, 8, and High School Science MTAS N/A After scoring, and equating N/A Reading and Mathematics GRAD retests Immediate Immediate N/A Written Composition GRAD retests N/A N/A After processing and scoring Test Grade 11 Mathematics MCA-Modified 59 For students requiring paper accommodated test materials for online administrations, student responses must be entered online into the Data Entry Interface. In addition, MTAS scores are also entered in the Data Entry Interface. December 2013 222 2013–2014 Procedures Manual Preliminary online results in the Online Reporting System are available both for students currently enrolled in the district and students who tested in the district in past administrations. However, if a student has moved from one district to another within a test administration, testing progress information and immediate preliminary results for the current year moves to the new district and the former district will not have access to the student’s information. All score information from previous year administrations will be available to both districts. The preliminary results and data in the Online Reporting System are not to be used for official accountability purposes; official accountability data are provided by MDE. Student results provided in the Online Reporting System can be printed and shared with students and families for instructional purposes or to inform about graduation status for Reading and Mathematics GRAD retests rather than waiting for the quarterly shipment of student reports. • Title I assessments go through Posttest Editing in Test WES before final reports are generated, and changes made during this process could affect the preliminary results available in the Online Reporting System. • While Reading and Mathematics GRAD retests do not go through Posttest Editing, the data provided by MDE through Assessment Secure Reports (formerly MDE Secured Reports) and the quarterly shipment of Individual Student Reports are considered final, not the student reports accessed through the Online Reporting System. This is because the district could take action, like invalidating a test, after the immediate results are printed from the Online Reporting System. For the majority of students, however, the results available in the Online Reporting System for Reading and Mathematics GRAD retests are consistent with the final results provided by MDE. In addition to student results, preliminary district- and school-level summary data are also available in the Online Reporting System. Districts and schools can use the summary data for instructional and planning purposes, but it does not provide final accountability information and it should not be shared with the general public or media; final data provided by MDE are used for these purposes. Details on the Online Reporting System can be found in the Online Reporting System User Guide posted to the User Guides page of the Minnesota Assessments portal. View the User Guides page (http://www.mnstateassessments.org/resources/?section=2). Secure Reports (formerly MDE Secured Reports) Secure Reports (formerly MDE Secured Reports) is where districts can view assessment results for students, schools and the district, as well as accountability and school improvement reports. The information at this site will be of interest to superintendents as well as principals, curriculum coordinators, assessment coordinators, AYP coordinators and other staff. (Federal and state laws require that school principals—including state-approved Alternative Program directors—have access to preliminary AYP data for their school in a form that is detailed enough to permit the principal or the parents to appeal a school’s AYP status (Minnesota Statutes Section 120B.36)). Superintendents decide who has access to Secure Reports; for more information on access to MDE systems, refer to Chapter 1. The reports currently under MDE Secured Reports (accessed through the Data Reports and Analytics page) will be moving to a new page under the Data Center called “Secure Reports.” December 2013 223 2013–2014 Procedures Manual These reports will also be organized under different report headings. At the time of this manual’s publication, the release date and updated links on the website are not available. Further information will be provided in the Assessment Update. Please note: reports for multiple divisions at MDE are available under Secure Reports (formerly MDE Secured Reports). The Statewide Testing division is responsible for the following reports which will appear under the Assessment Secure Reports heading: District and School Student Results (DSR and SSR), Graduation Data List, Growth Detail and Summary, Prior Performance Report for MCA-Modified Participation, Student Assessment History Report, and Test Results Summary reports. Other reports that are available are listed below, and additional reports for other divisions may be released later this year. Assessment Secure Reports The following reports are will be available under Assessment Secure Reports on the Secure Reports page once released. • District and School Student Results (DSR and SSR): The DSR and SSR files contain all the student-level data from the assessments, including demographic information, achievement level information and test scores. These reports can be opened directly in Excel or the tab-delimited text files can be imported into a student information system. These files are no longer imported into the Universal File Format. Information about the contents and structure of the DSR and SSR files, including the location and contents of each field in the file, is contained in a separate file which will be available on the Assessment Secure Reports Data Submissions page. • Graduation Data List: The Graduation Data List provides the graduation-related test administration history for students who have been enrolled in the district for the current school year as verified by MARSS. For each student, enrollment information from MARSS is provided along with the test scores MDE can match for the writing, reading and mathematics GRAD tests; for some students, BST information may be included. Also included are records entered in the Graduation Requirement Record (GRR) system for alternate routes for GRAD (individual passing score, ELL exemption, mathematics alternate pathway, etc.) and the other assessments that can be used to meet graduation assessment requirements (ACT, WorkKeys, Compass, ASVAB, and district-determined equivalent assessments). • Growth Detail Download: This report contains individual student records which underlie the Growth Summary report. The growth reports are based on Minnesota’s Growth Model; see additional information later in this chapter. • Growth Summary Report and Download: This report uses the Minnesota Growth Model to summarize the growth students have made during the past year. See additional information on Minnesota’s Growth Model later in this chapter. • Prior Performance Report for MCA-Modified Participation: The Prior Performance Report for MCA-Modified Participation is provided to help IEP teams determine if a student with an IEP is eligible to take the MCA-Modified based on whether the student demonstrates persistently low performance, the first criterion of the alternate assessment eligibility requirements. The report includes the Title I assessment results for the most recent two years for all special education students in grades 5–8, 10 and 11 that are December 2013 224 2013–2014 Procedures Manual enrolled in MARSS. This report is not an indication of students who must take the MCAModified. Students are eligible to take the MCA-Modified test only if all of the other alternate assessment eligibility requirements are also met. See Chapter 5 for additional information. • Student Assessment History Report: This report allows districts to look up the individual student testing history for any student who has been enrolled in their district during the current school year. The student testing history includes Title I assessment results (MCA, MCA-Modified, and MTAS from 2006 on, as applicable), Title III assessment results (ACCESS/Alternate ACCESS for ELLs and/or TEAE/MN SOLOM, as applicable), and graduation assessments (GRAD, BST, and any GRR records) that can be matched to the student. The student test history look up is on an individual basis by MARSS number and results include historical test records validated through the Student Identity System. Now that this report available, the Request for Test Scores for Students No Longer Enrolled form in Appendix A should only be used for students who are not enrolled (e.g., “super seniors” who have completed all coursework but still need to meet graduation assessment requirements); see Use of Confidential Information later in this chapter. • Test Results Summary: Summary reports are available for Title I, Title III, and GRAD census test administrations. “Census” refers to test administrations in which all students in a given grade are expected to participate; the last census administrations for GRAD were in 2012–2013 for mathematics and writing and 2011–2012 for reading. Grade-level summary reports can be generated at the district (by selecting “All Schools”) or school level. The report information generated can be printed in a PDF format or downloaded in Excel or tabdelimited text files. The summaries include all students with valid scores including students who enrolled after October 1 and are not included in accountability results. When embargoed test results files are available for the media (see the Important Dates sheets), district use media files will be available on this page to allow districts to access and compare test results across districts and schools to prepare for media release of final test results. The Superintendent Authorization Form and help documents for these reports will be found on an updated Data Submissions page for Assessment Secure Reports when released. The page will be accessed by going to the Data Submission page and selecting Assessment Secure Reports on the left. View the Data Submissions page (http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html). For general questions and system functionality issues, contact [email protected]. Accountability Secure Reports The following reports are anticipated to be available under Accountability Secure Reports on the Secure Reports page once released. • Accountability Reports: Access AYP, MMR and AMAO information. Contact [email protected] for questions about these reports. • Four-Year, Five-Year and Six-Year Graduation Rate Roster Downloads: Access information on graduation rates. Contact [email protected] for questions about these reports. December 2013 225 2013–2014 Procedures Manual • Multiple Measurement System: This report provides school-level data on performance in each of the domains that the Multiple Measurements Rating comprises: Proficiency, Growth, Achievement Gap Reduction and Graduation, as well as the school’s overall Multiple Measurement Rating (MMR) and Multiple Measurement Designation. The Download tab provides an Excel spreadsheet with detailed information about the calculation of the domain and overall MMR scores for the school. Contact [email protected] for questions about these reports. Other Secure Reports The following reports are anticipated to be available under Other Secure Reports on the Secure Reports page once released. • Minnesota Early Indicator and Response System (MEIRS): Information about the Minnesota Early Indicator and Response System report (MEIRS) is available on the MEIRS page of the MDE website. View the MEIRS page of the MDE website (http://education.state.mn.us/MDE/StuSuc/DropPrev/MEIRS/). • School Improvement Assessment Reports: These interactive reports allow the user to examine trends in proficiency or achievement levels for district students. Trend results can be broken down by a variety of grouping variables, including subject, school, grade level and demographic characteristics. Contact [email protected] for questions about this report. For 2013–2014, some embargoed mathematics summary results will initially be available in this report rather than through Test Results Summary. This is because test results cannot be released in Test Results Summary until all grades for the subject are available. • o From July 15–August 22, grades 3–8 mathematics summary results will only be available under the School Improvement Assessment Reports. Once grade 11 mathematics results are available after standard setting on August 22, all mathematics summary results will be available in Test Results Summary. o Please note: when reviewing summary results in the School Improvement Assessment Reports, the “all grades, all students” options will NOT include grade 11 results. When grade 11 results are included, they will affect the district’s and schools’ overall summary results. School Improvement Enrollment Reports: These interactive reports allow the user to examine trends in the demographic characteristics of students enrolled in the district and its schools. Contact [email protected] for questions about this report. OLPA Reporting OLPA results are available only through AIR’s Online Reporting System. No printed Individual Student Reports (ISRs) will be provided to districts and no test results will be available through MDE’s Data Center (e.g., DSR and SSR files). OLPA results available through the Online Reporting System include classroom rosters, individual student reports that can be printed, data downloads and aggregate results (including mean scores and performance level percentages) that can be broken out by subgroups. Strand and benchmark strength/weakness reports are also December 2013 226 2013–2014 Procedures Manual available in the Online Reporting System. These OLPA results may be used by districts, schools and teachers for making instructional decisions and can be provided to students and families. While MCA achievement level cut scores are used to define OLPA performance levels of Does Not Meet the Standards, Partially Meets the Standards, Meets the Standards, and Exceeds the Standards, OLPA performance levels serve no accountability purpose and should be regarded as advisory in nature. OLPA strand scores are reported on the same 1–9 scale score metric as was used on grades 3–8 Mathematics MCA-III. Scores of 1 to 3 reflect Below Average performance; 4 to 6 are Average performance; and 7 to 9 reflect Above Average performance. Please note: the equivalence of OLPA and MCA-III scores and the validity of OLPA scores for educational decisions remain to be established. Because the OLPA is administered early in the academic year to students who have not been fully exposed to the on-grade curriculum, relationships between achievement level and item-specific performance may differ between the OLPA and MCA-III, thereby affecting the accuracy of score estimation. In addition, predictive relationships between OLPA scores and subsequent MCA performance have yet to be established. Finally, the usual cautions about the imprecision of relatively brief strand scores and their use in establishing strengths or weaknesses at the individual student level bear repeating for OLPA. Because of this imprecision, diagnostic interpretations should be made cautiously, and in the context of the broader array of information the teacher has about the student’s achievement. Early Reports, Embargoed Final Assessment Results, and Accountability Results Early Reports for High School Title I Assessments Early reports (student-level results, graduation letters, and downloadable rosters) will be available in the Online Reporting System for the grade 10 Reading MCA, MCA-Modified, and MTAS. The graduation letter can inform parents/guardians of their child’s status relative to the graduation assessment requirements for that subject. Even though there are additional routes to meeting graduation assessment requirements, students can still meet the requirements for reading and mathematics through the high school Title I assessments. However, edits and validations during Posttest Editing Test WES could affect these results for some students. Because standards need to be set for the grade 11 Mathematics MCA, MCA-Modified and MTAS this year, mathematics student-level results, graduation letters, and rosters for grade 11 mathematics will not be available until final results are released. The purpose of early reports is to allow districts to make decisions on how students will meet graduation assessment requirements and to inform students and parents about graduation decisions. Early reports are not final accountability results, but student-level data can be shared with students and parents. While the graduation status of the student is final (except in very special circumstances), after the early reports are available, actions taken during Posttest Editing (e.g., district making changes to student data, validations against MARSS) could affect final results. MDE reports final results based on the actions taken during Posttest Editing in Test WES. December 2013 227 2013–2014 Procedures Manual Early Reports for Title III Assessments An early report Excel file for ACCESS for ELLs and Alternate ACCESS for ELLs will be provided to allow districts to make decisions about instruction or placement. The ACCESS for ELLs and Alternate ACCESS for ELLs early report Excel file is available in Test WES. Districts should not calculate school or district summaries to be shared with the public using this file. Early reports are not final: while the score of the student is final (except in very special circumstances), after the early reports are available, actions taken during Posttest Editing (e.g., district making changes to student data, validations against MARSS) could affect final results. MDE reports final results based on the actions taken during Posttest Editing. Embargoed Final Assessment Results Final assessment results are based on all students who tested in the district, including students who may not be included in accountability results. Because of this, the final assessment summaries may differ from the final accountability summaries for a district and school. When final assessment results are released through Assessment Secure Reports (formerly MDE Secured Reports) for census administrations, they are embargoed until released publicly. Final assessment results include the DSR and SSR files (student-level data) and Test Results Summary reports described under Secure Reports (formerly MDE Secured Reports) above. For some assessments, school, district and state results are also provided to the media prior to public release. Files prepared for the media include Excel files comparing test results across districts and schools for cells that have more than 9 students and the statewide assessments results overview. Refer to the Important Dates sheets for the dates of embargoed, media and final assessments results releases. For some assessments, the embargo period may only last a few days; for others, it may be a month or more. During the embargo, districts can use the final assessment results to prepare for questions from the media and local stakeholders. This means that districts may share the results with district teachers and staff but final assessment results cannot be shared publicly. Student results can be shared with parents and students for instructional purposes, but no summary information can be provided. In addition, final assessment results should not be discussed in public forums or reflected in public meeting minutes (e.g., school board meetings) until the embargo has ended. In order for MDE to continue to provide final assessment results to districts prior to the media and public releases, it is important that all districts abide by the embargo constraints and timelines. If media outlets contact the district for results, they should be directed to contact the MDE Communications division. Media outlets must enter into an embargo agreement and they will receive results directly from MDE. If you receive press inquiries after results have been released to the media, you may comment on your results before the embargo is lifted, but the media cannot publish that story until the embargo is lifted. The general timeline for release of results is as follows: 1. Embargoed final assessment results are available for district review in Assessment Secure Reports (formerly MDE Secured Reports) prior to release to the media. December 2013 228 2013–2014 Procedures Manual 2. MDE makes embargoed final assessment results available (student-level data omitted) to media outlets after districts have had advanced notice to review their results (if applicable). 3. MDE lifts the embargo on the final assessment results. Final assessment results (studentlevel data omitted) are made available publicly on the Data for Parents and Educators/Minnesota Report Card page of the MDE website, and media outlets may report the results. See Public Release of Final Results below. Accountability Results Accountability results required under Minnesota’s Elementary and Secondary Education Act (ESEA) Flexibility Waiver are released after final assessment results are released. For the Adequate Yearly Progress (AYP) measurement, preliminary accountability results are posted for districts to review, and districts can submit an AYP appeal prior to the final public release of accountability results. Accountability results for a district only include those students enrolled in the district during the accountability window, regardless of where the student tested. Generally, students with valid scores who were enrolled during the accountability window and also enrolled over October 1 are included in the proficiency measurements for accountability. When assessment results are released, they provide true proficiency rates (the proportion of students who Meet or Exceed the Standards). For accountability results (AYP and MMR), a proficiency index is computed where students who Partially Meet the Standards are counted as 0.5 point and those who Meet/Exceed are counted as 1 point. Contact [email protected] with any questions about accountability results. Communicating Assessment Results to the Media and Public Communicating assessment results is often the responsibility of the District Assessment Coordinator. The suggestions below come from experienced District Assessment Coordinators. 1. The District Assessment Coordinator should maintain good working relationships with media contacts, the School Board and the Superintendent whenever possible. Keep these points in mind when communicating your test results: o Specify the test you are reporting on. Explain how the test works and if there have been any changes. Use acronyms sparingly; spell out names as much as possible or at least the first time they are introduced in your reports. o Create tables and graphs that the general public can understand. o Be proactive in your reporting message. Shape the message you give to the media. The initial story will be the first time the public will hear about the results. o Explain how the data will be used in the district and schools. Avoid defensive comments or making excuses for the results. o Highlight new district programs and innovations put in place to improve student achievement. December 2013 229 2013–2014 Procedures Manual 2. Don’t forget to communicate your results to the district internally. If possible, give the message to staff before or at the same time you give it to the media. Questions you may be asked by media and stakeholders: • What is your general reaction to the results? • What are the highlights and lowlights of the data? • What are the district/schools doing to increase achievement? • What about achievement gaps? • Why are the scores different from last year? Note: Minnesota statutes require MDE to treat all data the department receives, collects or creates to determine AYP, set state growth targets, and determine student growth as non-public data until the commissioner publicly releases the data. Hence, MDE cannot share school, district or state AYP data with the public until they are officially released. Districts, on the other hand, are required by statute to provide principals or parents with AYP summary data that is detailed enough to permit them to appeal preliminary AYP results. See Minnesota Statutes (http://www.revisor.mn.gov.statutes/?id=120B.36). Public Release of Final Results This section describes the results that are available publicly. Note that public data available on the MDE website suppress summary data when there are fewer than 10 students in a cell. The purpose of this limitation is to protect student privacy, but it also discourages making inferences from the results of a small group of students. Data for Parents and Educators and Minnesota Report Card The Data for Parents and Educators section of the Data Center on the MDE website is open to the public. It allows users to see how various groups of students across the state and within districts performed on various tests and subjects over the years. Once test results are released publicly, the information is available through this section of the website. View the Data for Parents and Educators page (http://w20.education.state.mn.us/MDEAnalytics/Reports.jsp). The Data for Parents and Educators section of the website is being enhanced and replaced by a new page called the Minnesota Report Card. The Minnesota Report Card page currently allows tablet and mobile device users to access the public reports. View the new Minnesota Report Card page (http://rc.education.state.mn.us). When the Minnesota Report Card is released on the MDE website, all users will access public results through the Minnesota Report Card rather than the current Data for Parents and Educators page. Further information about the release will be provided in the Assessment Update. For general questions and system functionality issues, contact [email protected]. December 2013 230 2013–2014 Procedures Manual Statewide Assessments Results Statewide assessments results presentations provide an overview of reading, mathematics and science statewide assessment results. These presentations are released publicly by MDE once final assessment results are released. Public Assessment, Growth and Accountability Files and Reports A variety of data files and reports are also available publicly in the Accountability and Assessment section of the Data Reports and Analytics page of the MDE website. View the Data Reports and Analytics page (http://w20.education.state.mn.us/MDEAnalytics/Data.jsp). • Adequate Yearly Progress (AYP): Summary reports are available detailing whether AYP targets for Participation and Proficiency have been met at statewide, district and school levels. • Annual Measurable Achievement Objectives (AMAO) Files and Report: Summary reports are available describing success at statewide and district levels in meeting achievement targets in reading, writing, listening and speaking for students who are English learners. • Assessment and Growth Files: Summary data files that report assessment results (average test scores and counts and percentages at each performance level) or growth results at statewide, district, and school levels are available for download. The downloadable data files are available in both Excel and tab-delimited formats. The tabdelimited files provide results broken out by demographic subgroup. • School and District Improvement Plans: Copies of the individual School and District Improvement Plan documents submitted by educational organizations required to create them under NCLB are available in PDF format. • Elementary and Secondary Education Act: Summary report cards that provide information on district and school level performance on meeting AYP targets for mathematics, reading and science participation and proficiency, as well as attendance and graduation rates. The reports are available for download as PDF documents. • Multiple Measurement District Download and Files: Excel spreadsheets summarizing the annual results (both overall and domain-specific results) for each school on the four domains that the Multiple Measurement Rating comprises are available for download. • Subscore Report: This interactive report allows users to examine average student performance on subscales (i.e., strand or substrand scores) at the state, district and school level. Results can be broken down by demographic subgroups. Contact the Statewide Testing Division at [email protected] for questions about the Assessment and Growth and Subscore reports. For questions on the other reports or system functionality issues, contact [email protected]. December 2013 231 2013–2014 Procedures Manual Final Student Reports (Title I Assessments) Reports for Title I assessments are shipped to the district and include the paper copy of the Individual Student Reports (home copy) and optional student results labels (if the district requested them). DVDs containing PDF images of the student reports (electronic district copy) are provided in a separate shipment from the final reports. • Individual Student Report (ISR): This is an individual student report documenting the student’s overall achievement level as well as performance on each strand or sub-strand. Achievement-level descriptors are also included on the ISRs to facilitate interpretation. o Hard copies of the ISRs are sent to the district to be sent home to parents/guardians. For 2013–2014 where reports are delivered later due to standard setting, ISRs should be distributed to parents no later than 30 days after receipt. MDE will post (on its website) the date paper reports have been shipped to districts and parents can ask the local district/school for them at that time. o • The preliminary student reports available in the Online Reporting System, although in a different format, provide information similar to that in the ISRs, but the ISRs reflect any changes made during Posttest Editing. Optional Student Results Labels: An adhesive student results label with test score information for every student tested. These labels can be used on the student’s permanent hard-copy file. Districts must select whether they want to receive the student results labels in Supplemental Information in TIDE. Final Reports (Title III Assessments) Final reports for ACCESS for ELLs and Alternate ACCESS for ELLs are provided by WIDA and MetriTech and are sent directly to the district. These final reports include a Parent/Guardian Report, Teacher Report, Student Roster Report, School Frequency Report, and District Frequency Report. MetriTech includes an additional order form with the test materials shipment for the district to use if it chooses to order additional reports beyond what is provided to all states in the WIDA consortium. Further information about the final reports provided by WIDA and MetriTech is included in the ACCESS for ELLs and Alternate ACCESS for ELLs Interpretive Guides for Score Reports (available on the WIDA website). Districts can access percentile growth charts on the Data Dashboard on the WIDA website to determine how ELs’ growth in language acquisition ranks relative to other students. Percentile growth charts allow districts to determine growth rates for their students relative to the entire consortium or relative to their own state. View the Data Dashboard on the WIDA website (http://www.wida.us/research/dataSystems/). For further information, the June 2013 WIDA Focus on Language Growth describes the use of percentile growth charts. View the WIDA Focus on Language Growth (http://www.wida.us/get.aspx?id=640). December 2013 232 2013–2014 Procedures Manual WIDA has assigned Dashboard login information to each state that the state, in turn, may share with its districts. Because there is only one username and password for the entire state, the password cannot be changed. Also, the WIDA help desk cannot provide this login information to districts. • Minnesota username: WIDA-DB-V\WIDAMNStateMember • Minnesota password: dYrm2XqjFw Please be patient when accessing the Data Dashboard; the webpages tend to load slowly. Final Student Reports (GRAD Retests) Reading and Mathematics GRAD Retests Districts will be able to access individual student reports and student rosters from the Online Reporting System immediately following testing. These student reports can be printed and shared with students and families. While Reading and Mathematics GRAD retests do not go through Posttest Editing, the data provided by MDE through Assessment Secure Reports (formerly MDE Secured Reports) and the Individual Student Reports is considered final, not the student reports accessed through the Online Reporting System. This is because the district could take action, like invalidating a test, after the immediate results are printed from the Online Reporting System. Districts will receive hard-copy ISRs and labels on a quarterly basis. Please refer to the Important Dates at the front of this manual for specific dates. Even though the online and paper student reports are not identical, they both indicate passing status. Written Composition GRAD Retests On the dates listed on the Important Dates at the front of this manual, districts will be able to access individual student reports and student rosters through the Online Reporting System. Electronic copies of student essays are also available through the Online Reporting System. Hard copies of the ISRs and labels will be sent to districts by the dates listed on the Important Dates. Making MCA Comparisons between Schools and Districts or Years Districts or schools may want to know how well they did this year compared with last year or how well they did this year compared to another district or school. Making appropriate comparisons and inferences can be complicated when changes in test content and scoring, test administration context or test participation have occurred. More than one test can be used to assess performance in a subject, and selection of a test is related to demographic group membership. Some examples of this are listed below. Changes in Test Content or Scoring When the Reading, Mathematics, and Science MCA tests transitioned from MCA-II to MCA-III, the new tests were constructed to address different academic content standards and are scored with reference to new achievement standards. Thus, although the reported scores and achievement levels on MCA-II and MCA-III may appear similar, they are not directly comparable. Similarly, the Reading and Mathematics MCA-Modified and Reading, Mathematics and Science MTAS transition December 2013 233 2013–2014 Procedures Manual to new standards on the same schedule as the MCA and the same comparability considerations should be kept in mind. Changes in Test Administration Context Interpreting year-to-year changes in test performance can be problematic when changes in either test administration procedures or testing stakes have occurred. For example, to what extent should gains observed when high school Reading and Mathematics MCA-II took on individual graduation stakes be attributed to content mastery vs. motivation? Similarly, comparing the results of the 2012 Mathematics MCA-III with three online testing opportunities against those of single-opportunity administrations in 2011 and 2013 poses a number of interpretive challenges. Changes in Test Participation When more than one test can be used to assess achievement in a subject (MCA, MCA-Modified, MTAS or MTELL, for example) then changes in participation by subgroups may be reflected in the results. Some examples of this include: • In 2006, ELs could have the TEAE serve as the measure of reading for AYP; they did not have to take the Reading MCA. Therefore, the Reading MCA scores in 2006 included few ELs, whereas the reading scores in 2007 and subsequent years included nearly all of them. • From 2007 through 2010, ELs could take either the Mathematics MCA or the MTELL. Therefore, for many districts the Mathematics MCA scores did not include all ELs, and the proportions of ELs taking MTELL and MCA varied substantially across schools, districts and years. • From 2007 to 2010, nearly all special education students participated in the Reading MCA with the exception of the most severely cognitively disabled students, who took the MTAS instead. Beginning in 2011, schools may offer the Reading MCA-Modified to persistently low performing special education students in place of the MCA. As a result, participation on the Reading MCA by special education students may have declined in some districts and schools. Learning Point Navigator AIR’s Learning Point Navigator system provides districts with educational and instructional resources for classroom use. Once students are assigned to teachers through rosters, teachers can log into Learning Point Navigator and create assignments for students who need extra help in a subject or a specific content standard. Teachers can assign due dates and track their students’ progress. This system is linked to the Online Reporting System so users can access resources for students based on their performance on assessments. For details on how to use Learning Point Navigator, please refer to the Learning Point Navigator User Guide posted to the User Guides page of the Minnesota Assessments portal. View the User Guides page (http://www.mnstateassessments.org/resources/?section=2). Learning Point Navigator is a supplemental resource system for use by teachers and students provided by AIR. Items are not created by Minnesota teachers or MDE. If you have any comments about this product, please send them to AIR at [email protected]. December 2013 234 2013–2014 Procedures Manual Lexile Scores Reading MCA-III reading reports include Lexile scores. View the Lexile Framework for Reading (http://www.Lexile.com.) The Lexile Framework, developed by MetaMetrics® Inc., measures not only a student’s reading ability but the reading level of various texts. Parents and teachers can use Lexiles to determine whether a text with a known Lexile level is too easy, too difficult or just right for a student. Students who read text at the right level are more likely to improve their reading skills. A new linkage between Reading MCA-III and Lexile scores occurred after the 2013 administration. For that reason, previous MCA-II based Lexile score predictions and MCA-III Lexile score estimates should not be considered directly comparable. Progress Scores The progress score is a measure of learning that allows us to track a student’s performance over time. The progress score is a scale score based on a single vertical scale that spans the range from grade 3 to grade 8 within a subject. The original progress scales in Reading and Mathematics were developed based on the MCA-II assessments. The implementation of the Mathematics and Reading MCA-III assessments in 2011 and 2013, respectively, required construction of a new progress metric in each subject, one that is not directly comparable to the MCA-II progress score metric. Progress scores will continue to be reported for the grades 3–8 Mathematics MCA-III. Reporting of progress scores for the grades 3–8 Reading MCA-III will start in 2014, as progress scores are most interpretable when two or more years of results for a student can be reported. Why do we have a progress score? Teachers and parents want to know how much progress students make from one year to the next. A common tendency is to compare raw scores or scale scores from the past year to those in the current year, but because of the way those scores work, these comparisons do not provide an adequate basis for making inferences about student progress. To address this dilemma, Minnesota created a student-level progress score that spans grades 3 through 8. (High school grades in reading and mathematics are not included in the progress score computations.) Sometimes a measure of change from year to year is called a “growth score.” Minnesota has chosen the more general term “progress score” because we are measuring slightly different skills from grade to grade (e.g., grade 3 benchmarks in mathematics are different from grade 4 benchmarks). In other words, we are measuring progress in the general subject. How was the progress score derived? Minnesota reading and mathematics experts selected test questions that are part of a subject’s academic standards for two or three years in a row. For a given grade (say, 5), we placed these questions in the test for that grade and in the tests for adjacent grades (4 and 6) to evaluate how student mastery improved from one grade to the next. These test questions in adjacent grades are not used to measure the achievement of the students in those grades. A single progress scale from grade 3 to grade 8 was constructed by linking student performance on these test items. December 2013 235 2013–2014 Procedures Manual Where can I find the progress score? The progress score is reported only for individual students in grades 3–8 for reading and mathematics. It can be found at the bottom of the inside pages on the Individual Student Report that is sent to districts for distribution to parents and in the District Student Results (DSR) file. Can the progress score be used to measure the school and district? Progress score averages for schools and districts are difficult to interpret, in part because student progress scores vary greatly by grade and prior achievement. Analyzing and interpreting progress scores should be done by individuals with skills in addressing these and other technical issues. MDE recommends that across-grade average progress scores not be used to measure progress for a school or district. Rather, the Growth Model is better suited for these comparisons. Minnesota Growth Model As part of Minnesota’s assessment system, the Minnesota Department of Education measures whether students are meeting the state reading and mathematics academic standards, which are what they should know and be able to do in a particular grade. If a student meets those standards, he or she is considered to be proficient. Although assessment of student proficiency is central to ESEA, it is also important to pay attention to student academic progress that will lead to or is necessary to maintain proficiency. Minnesota’s ESEA Waiver Request, which was approved by the U.S. Department of Education in 2012, relies heavily on the concepts underlying the Minnesota Growth Model while modifying and extending their use in the Multiple Measurements Rating system. The Minnesota Department of Education created the growth model with input from educators. It was designed to help parents and educators track students’ progress toward proficiency from year to year in order to better determine whether students are gaining and maintaining skills necessary to be successful after high school. Growth information was first released in December 2008. Summary reports on growth are currently available to the public on the Data for Parents and Educators page of the MDE website by selecting the “Are students making expected growth” question. View the Data for Parents and Educators page (http://w20.education.state.mn.us/MDEAnalytics/Reports.jsp). On the Minnesota Report Card page, select the “Growth” category. More detailed public data are available on the Data Reports and Analytics page under the Accountability and Assessment heading by selecting the Assessment and Growth Files and Multiple Measurement Files links. View the Data Reports and Analytics page (http://w20.education.state.mn.us/MDEAnalytics/Data.jsp). For districts and schools, the following reports are provided in Assessment Secure Reports (formerly MDE Secured Reports). • Growth Summary Report and Download: This report produces a 2 x 3 table showing the percent of Proficient and Not Proficient students in the district or school who had Low, Medium and High growth. The results can be further broken down to create a set of tables for each grade, each subgroup (e.g., race/ethnicity, EL, special education) and each December 2013 236 2013–2014 Procedures Manual grade/subgroup combination. The user can also download an Excel file with all of the supporting detail for the information shown in the Growth Charts. • Growth Student Detail Report: This is an Excel file that contains detailed student-level data for all students who were included in the Minnesota Growth calculations. Public and Parental Access for Review of Statewide Assessments Policy Parents/guardians who want to see their child’s responses to a statewide test must make the request in writing to the Division of Statewide Testing. Parental review of an actual test is allowed only by setting up a mutually agreeable time to view materials at MDE in Roseville. See Appendix B for the Policy for Public and Parental Review of Statewide Assessments. Parents are not allowed to see the test before it is administered. Use of Confidential Information The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a federal law that protects the privacy of student education records. • View FERPA language on the U.S. Department of Education website (http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html). • View FERPA language on the Electronic Code of Federal Regulations page of the U.S. Government Printing Office website (http://www.ecfr.gov/cgi-bin/ECFR?page=browse). The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. Much of the information in the student test reports and data files, such as test scores and eligibility for free and reduced price lunch, is confidential. The responsibility to keep this information confidential applies to teachers, teacher aides and other education professionals working in the school who have access to the information. Free and reduced price lunch data should be shared only with individuals who are directly involved in administering and enforcing an educational program. However, FERPA says that when a student moves between schools or districts, the school/district where the student tested is authorized to release test information to the receiving school or district. Parents/guardians requesting test scores will need to contact the school district where their child was enrolled to receive test scores. As a matter of practice, when a student moves, the sending school or district should provide the receiving school or district with the student’s test records. However, if the sending school or district does not provide the test results, the receiving school or district may use the Student Assessment History Report to look up the individual student testing history for any student enrolled in their district. Note: Since students enrolled in non-public schools are not submitted in MARSS, non-public schools cannot look up testing history through the Student Assessment History Report. To obtain testing history for students who are not enrolled (e.g., “super seniors” who have completed all coursework but still need to meet graduation assessment requirements), the district should first contact the district where the student was previously enrolled. If the DAC in the previous district cannot locate the requested test scores or does not respond, the DAC in the new December 2013 237 2013–2014 Procedures Manual district should complete this Request for Test Scores for Students No Longer Enrolled form in Appendix A. Note: since the student is not enrolled in the district, the parent/guardian (or student, if over age 18) must sign the form authorizing release of scores to the new district. December 2013 238 2013–2014 Procedures Manual Appendix A — Forms December 2013 239 2013–2014 Procedures Manual NON-DISCLOSURE AGREEMENT Effective September 1–August 31 for school year: __________ The Minnesota Department of Education (MDE) initiates and coordinates various state testing programs required by Minnesota statutes. The design of these programs requires that the test items remain secure and applicable data privacy laws are followed. To protect the security of the tests and their items, only authorized persons are permitted to view or listen to the test items. With the exception of items released by MDE, all test items, draft or final, are regarded as secure. Thus, they may not be printed, reproduced, photocopied, retained in either original or duplicated format, summarized in note format, discussed in any way, released or distributed to unauthorized personnel unless otherwise authorized by MDE pursuant to its Procedures Manual. Authorized persons are required to abide by the appropriate manual(s) regarding the administration of the statewide testing programs and understand their obligations concerning the security and confidential integrity of the test(s) they are administering. These persons agree to safeguard secure test materials and limit access and/or secure login information to authorized persons only who are involved in administering the test(s). All reports or other communications based on the authorized use of secure test materials must be reviewed by MDE prior to distribution or dissemination by the user. Permission for authorized use of secure test materials may be granted by MDE provided the user agrees to abide by the terms of that specific agreement. Applicable federal and state data privacy laws must be followed by anyone who has access to student educational data including through reports provided by MDE or access to electronic systems provided by MDE or its service provider. By accepting the terms of this non-disclosure agreement, you name yourself as an employee of the School District (District) or as an authorized person selected by the District, and affirm that you are authorized by the District during the current academic school year to view secure test materials or student data related to the MDE test administrations and hereby agree to be bound by the terms of this agreement restricting the disclosure of said materials. Violation of the terms of this agreement may result in financial and/or administrative consequences. _____________________________________________________________ Name (printed) _______________________________________________ _____________ Signature Date ___________________________________________ _________________ School Name Work Telephone _____________________________________________________________ District Name Return this form to the District Assessment Coordinator. These forms are to be retained at the District for 12 months following the end of the current academic school year in case the Minnesota Department of Education requests an audit. This form must be signed prior to access to any MDE test item(s) or restricted material(s). December 2013 240 2013–2014 Procedures Manual TEST ADMINISTRATION REPORT (TAR) 2013–2014 District Name/Number School Name/Number Date Signature Test Subject (if applicable): Mathematics Reading Science Writing The Test Administration Report is used for recording situations where something unusual or unexpected happened during testing (see examples below). If an adult was involved (e.g., translator), include the adult’s name, signature and relationship to the student. Attach additional sheets to this form as needed. For all Minnesota Assessments, districts are not required to return a Test Administration Report. However, districts must maintain records necessary for program audits or monitoring conducted by MDE for 12 months after the end of the academic school year in which testing took place. If completed by the School Assessment Coordinator, a copy of the report should be forwarded to the District Assessment Coordinator. Name of Student Gr. MARSS # (13 digits) Explanation and/or Name and Signature Examples of events to be documented in this report: • A student moves to the next test segment in a paper administration before instructed to do so. • A student engages in inappropriate behavior or action that results in the test being invalidated. • A student uses a calculator during a non-calculator segment. • Student is administered the incorrect assessment. • The district uses a translator to translate test directions to an English learner. • A student refuses to take an assessment. • A scribe transcribes or district staff transfers a student’s responses to an answer document, online test or Data Entry Interface. December 2013 241 2013–2014 Procedures Manual TEST SECURITY NOTIFICATION FORM (2013–2014) This form is used for reporting security breaches. Please call MDE within 24 hours and then complete all requested information and fax to the Division of Statewide Testing within 48 hours of the security breach. The District Assessment Coordinator is responsible for completing the form, faxing it to MDE, coordinating the collection of required documentation and retaining a copy for 12 months after the end of the academic school year in which testing took place. Please submit a separate form for each security breach. Communication with MDE Date: _______ Spoke to (name of MDE representative):____________________________________ Identification/Contact Information District Name: District #: District Address: District Assessment Coordinator: Phone: School Information School Name: School #: Principal: School Address: School Assessment Coordinator: Phone: Information about Reported Incident Choose test, subject and grades affected. Test MCA MCA-Modified MTAS GRAD Subject ACCESS for ELLs Alternate ACCESS for ELLs Grade(s) Mathematics Reading Science Writing ____________ Detailed Description of Incident (attach additional pages for documentation) Please include the following details in the description: • Date of incident • Detailed description of the incident, including an outline of events and timelines • Who was involved (include specific staff names involved at the district) • Signatures of applicable staff (e.g., Test Monitor, School Assessment Coordinator, Principal, and District Assessment Coordinator) Documentation of Training As part of the documentation required for security breaches, you are required to submit documentation that staff were trained and how future trainings will address the incident to prevent security issues from happening in the future. Check here if all staff associated with the incident received district training on test security and administration. Check here if documentation of training for all staff is included with this report. Check here if a schedule of future district/school training plans is included with this report. December 2013 242 2013–2014 Procedures Manual Additional Documentation If applicable, please provide any additional information collected at the district when investigating the incident, including whether any school district action was implemented in response. Attach additional pages as needed. Submission Submitted by: ___________________________________________ DAC Signature _______________________________ Date Please submit a completed copy of this notification form to the Division of Statewide Testing by fax to 651-582-8874 or by email to [email protected]. Student data should not be emailed. Completed forms and documentation can also be mailed to Minnesota Department of Education, attn.: Test Integrity Specialist, 1500 Hwy 36 West, Roseville, MN 55113. December 2013 243 2013–2014 Procedures Manual REQUEST FOR RESCORE FORM AIR Help Desk Fax: 877-218-7663 Only one student’s test may be submitted per request. The request must be submitted by the district. There is a $125 fee to rescore a student’s test; however, there will be no charge if the score is changed. A rescore may be requested when a parent/guardian or school district staff disagrees with the final score a student received for a paper or online assessment. A rescore does not include test/accountability or score code changes (INV, NC, etc.) or late score entry student responses for paper accommodated test materials for online assessments or the MTAS. To request a rescore for a paper assessment, submit this completed form and a purchase order made payable to Data Recognition Corporation. To request a rescore for an online assessment, submit this completed form and a purchase order (PO) made payable to American Institutes for Research. All request for rescore forms should be faxed to the AIR Help Desk fax number listed above. Please keep a copy for your records. Contact MetriTech for information on rescores for ACCESS for ELLs and Alternate ACCESS for ELLs. District/School Information District and School Name: ___________________________________________________________________ District #: School #: Phone: ________________________ District Assessment Coordinator: _______________________________ Fax: __________________________ Student Information Name (last, first, MI):________________________________________________________________________ Birth Date (mm/dd/yyyy): _______________________________ Gender: _______ Grade: ________________ MARSS/SSID # (13 digits): ____________________________ Date Tested: __________________________ School Where Tested: ________________________________ PO Number: __________________________ Rescore Information Select the test/subject to be rescored and provide the original score. For writing, include a copy of the student’s essay from the Online Reporting System. Test Subject Original Score MCA Mathematics MCA-Modified Reading GRAD Science Writing Justification for Rescore Please provide the reason for this rescore request. Additional pages may be attached. _____________________________________________________ _______________________________ _____________________________________________________ _______________________________ DAC Signature Print Name December 2013 244 Date Print Title 2013–2014 Procedures Manual REQUEST FOR LATE SCORE ENTRY FORM AIR Help Desk Fax: 877-218-7663 Use this form to request late entry of student responses in paper accommodated materials for online assessments or MTAS scores that were not entered into the Data Entry Interface during the testing window. Only one student’s late score may be submitted per request. There is a $125 fee for late score entry for up to 10 students after the close of the test window; contact AIR for fee associated with entry for more than 10 students. A purchase order (PO) made payable to American Institutes for Research must be included with the completed form. Please keep a copy of this completed form for your records. • For MTAS, fax this completed form, purchase order, reading, mathematics and/or science scores, and Learner Characteristic Inventory (LCI) data to the AIR Help Desk. • For paper accommodated test materials for the online Reading, Mathematics and Science MCA and Reading and Mathematics MCA-Modified: o If the testing materials have already been returned to DRC, fax this completed form and purchase order to the AIR Help Desk using the fax number shown above. o If the testing materials have not yet been returned to DRC, FAX this completed form and purchase order to the AIR Help Desk. SHIP the used test materials to DRC at the following address: Data Recognition Corporation, Attn: Minnesota; 7303 Boone Avenue; Brooklyn Park, MN 55428. Once secure materials are received by DRC, they will be removed from the missing materials list. District/School Information District and School Name: ___________________________________________________________________ District #: School #: Phone: _____________________ PO Number: _________________________ District Assessment Coordinator: _______________________________ Fax: __________________________ Student Information Name (last, first, MI):________________________________________________________________________ Birth Date (mm/dd/yyyy): ______________________ Gender: _______ Grade: __________________ MARSS/SSID # (13 digits): ____________________________ School Where Tested: __________________ Test Book Security Number: ___________________________ Date Tested: __________________________ Late Score Entry Information Test Subject MCA MCA-Modified MTAS Mathematics Reading Science _____________________________________________________ _______________________________ _____________________________________________________ _______________________________ DAC Signature Print Name December 2013 245 Date Print Title 2013–2014 Procedures Manual REQUEST FOR TEST SCORES FOR STUDENTS NO LONGER ENROLLED When a student moves to a new district, the receiving district may use the Student Assessment History Report in Assessment Secure Reports (formerly MDE Secured Reports) to look up the individual student testing history for any student enrolled. For testing history for students who are not enrolled (e.g., “super seniors” who have completed all coursework but still need to meet graduation assessment requirements), the receiving district should first contact the district where the student was previously enrolled. If the District Assessment Coordinator (DAC) in the previous district cannot locate the requested test scores or does not respond, the DAC in the receiving district should complete this form. Note: since the student is not enrolled in the district, the parent/guardian (or student, if over age 18) must also sign the form authorizing release of scores to the new district. The completed form must be faxed to MDE at 651-582-8874, attention Request Coordinator. Please allow a few weeks to receive the scores. Volume of requests will affect the delivery date. Available test scores will be faxed to the fax number provided below. District Requesting Test Information on Student No Longer Enrolled District Name: District Number/Type (0000-00): DAC: Phone: District Address: Secure fax: City/State/Zip: DAC email: Signature of DAC: Date: Student Information: Student Name (last, first, MI): Birth Date (mm/dd/yyyy): MARSS/SSID # (13 digits): Grade(s) tested: 1. Test Requested: MCA MCA-Modified MTAS GRAD 2. Subject (if applicable): ACCESS for ELLs Alternate ACCESS for ELLs Mathematics Reading Science Writing 3. Test Cycle Month Year 20 Authorization to Release Score Information By signing this form, I authorize the MDE Statewide Testing division to release the requested test score(s) to the district indicated above. Name of Person Authorizing Release: Relationship to Student (if not completed by the student): Signature of authorized person: December 2013 Date: 246 2013–2014 Procedures Manual REQUEST FOR RECIPROCITY FOR HIGH SCHOOL GRADUATION If a high school student moves into a Minnesota school district from another state having demonstrated proficiency on that state’s ESEA accountability assessment, that test may be substituted for the GRAD through reciprocity. The district will need to verify that the test can be substituted for the GRAD by checking the Reciprocity Guidelines for High School Graduation. A request for reciprocity may also be submitted for the WorkKeys, Compass, ACT, and Armed Services Vocational Aptitude Battery (ASVAB) assessments. Since these are nationally recognized assessments, students do not need to take them again in Minnesota to meet graduation assessment requirements. For district-determined equivalent assessments taken in another state, the district may also request reciprocity but must provide a written statement indicating which assessments have been determined by the district to be equivalent. To request reciprocity, the District Assessment Coordinator must fax this form, along with the student’s test records from the other state, to MDE at 651-582-8874. MDE will review the test records to confirm that the student has met the reciprocity guidelines. District Requesting Reciprocity for Transferred Student District Name: District Number/Type (0000-00): DAC: Phone: District Address: Secure Fax: City/State/Zip: DAC Email: Transferred Student from Another State: Student Name (last, first, MI): MARSS/SSID # (13 digits): Grade: Birth Date (mm/dd/yyyy): Gender: ____Male ____Female Previous State: Previous District Name: Subject(s)* Previous District Number: Name of Exam(s)** Pass Score(s) Mathematics Reading Written Composition/Writing * Student Report(s) for each subject checked above must be attached to this form. ** If student’s exam is a district-determined equivalent assessment, district must provide documentation of the assessment determined to be equivalent along with student’s report. MDE Use Only MDE has reviewed the request for a non-Minnesota graduation test to be used in place of the GRAD. Accepted Denied (Reason: ____________________________________________________) MDE authorized signature: __________________________________________ Date: ______________ December 2013 247 2013–2014 Procedures Manual GRAD ACCOMMODATED TEST MATERIALS ORDER FORM The district must complete this form for each student requiring accommodated test materials for the Reading and/or Mathematics GRAD. Refer to the Important Dates for the last date to submit an order for the testing window. Please fax to the attention of the AIR Help Desk at 1-877-218-7663. District Requesting Accommodated Test Material District Name: District Number/Type (0000-00): School Name: *Note: All materials are shipped to the district. DAC: Phone: District Address: Secure Fax: City/State/Zip: DAC Email: Student Information Student Name (last, first, MI): MARSS/SSID # (13 digits): __ Birth Date (mm/dd/yyyy): IEP 504 ________ EL Grade: Gender: Male ____ Female ____ Date of Scheduled Testing: Subject(s)*: Reading Mathematics Accommodation: 18-point font large print test book 24-point font large print test book Contracted Braille test book Uncontracted Braille test book Mathematics script FAX to AIR at 1-877-218-7663. All accommodated testing material must be returned to DRC by the Friday after the testing window closes. December 2013 248 2013–2014 Procedures Manual GRAD 12-POINT FONT ACCOMMODATED TEST BOOKS ORDER FORM The district must fill out this form for each student requiring accommodated test materials for the Reading and/or Mathematics GRAD. Because of processing time, 12-point font test books must be ordered one month prior to testing. Refer to the Important Dates for the last date to submit an order for the testing window. Please fax to the attention of the AIR Help Desk at 1-877-218-7663. District Requesting Accommodated Test Material District Name: District Number/Type (0000-00): School Name: *Note: All test material is shipped to the district DAC: Phone: District Address: Secure Fax: City/State/Zip: DAC Email: Student Information Student Name (last, first, MI): MARSS/SSID # (13 digits): Grade: Birth Date (mm/dd/yyyy): Gender: IEP 504 Subject(s): Reading Male Female Date of Scheduled Testing: Mathematics 1. Describe disability: 2. Does the student use a computer during any instruction? If not, explain why: 3. Describe how the student’s disability interferes with ability to demonstrate achievement: 4. Determination of IEP Team meeting was held on (date): 5. *Case Manager signature:___________________________________________________________ *Extension of parent or guardian signature on IEP. Attach additional pages for documentation, as needed. All accommodated testing material must be returned to DRC by the Friday after the testing window closes. MDE Use Only MDE has reviewed the request for a 12 pt. font accommodated test book. Accepted Denied (Reason: ____________________________________________________) MDE authorized signature: __________________________________________ Date: ______________ December 2013 249 2013–2014 Procedures Manual LEARNER CHARACTERISTICS INVENTORY (LCI) FOR ALTERNATE ASSESSMENTS ON ALTERNATE ACHIEVEMENT STANDARDS Kearns, J., Kleinert, H., Kleinert, J., & Towles-Reeves, E. (2006). Learner characteristics inventory. Lexington, KY: University of Kentucky, National Alternate Assessment Center. Use this form to collect student Learner Characteristics Inventory (LCI) and assistive technology information for entry into the Data Entry Interface for each student taking the MTAS. This form must be kept in a secure location following entry of data into the Data Entry Interface. Select any of the assistive technology device(s) that the student will use on the assessment. If the student will not use any assistive technology device(s), select the “No assistive technology devices used” checkbox. Student Name (last, first, MI): ___________________________________________________________________ Grade: MARSS/SSID #: District and School: Birth Date (mm/dd/yyyy): ____________________ Test Administrator: _______________________________ Purpose: This inventory will be used to assist states in describing the population of students who take alternate assessments on alternate achievement standards. These students represent less than 1% of the total student population and come from a variety of disability categories but represent students with the “most significant cognitive disabilities.” 1. Classroom Setting (check the best description) Special school Regular school, self contained classroom for almost all activities Regular school self contained classroom except for homeroom, lunch, and “specials” Self contained (children go to some general education academic classes but return to special education (61% or more of school day in special education classes) Resource room (e.g., children come for services and then go back to their general education classroom (at least 40% of the school day in general education classes) Inclusive/Collaborative – students based in general education classes, special education services delivered in the general education class (at least 80% of the school day in general education classes) 2. Augmentative Communication System (check the best description) Does your student use an augmentative communication system in addition to or in place of oral speech? No Yes; uses only one symbol or sign at a time and is able to use only a few symbols in total to express simple or early intents (e.g., drink, eat, toilet, greeting, preferred activity, refusal). Yes; can combine two symbols together to express broader intents such as social content, answer simple questions, etc. (e.g., expresses greetings, peer names, social exchanges, personal interests). Yes; uses mostly iconic symbols (clear representations) or signs together in sequence to express functional intents, extensive social interactions, academic content, and to respond consistently to answer questions. Yes; uses multiple abstract symbols, signs, or print in sentences or phrases on the augmentative communication system to express a variety of academic, social, and self-initiated interactions. 3. Speech Language as a Related Service (check the best description of the extent to which the student is receiving speech/language as a related service) Direct services for communication/language therapy (pull-out) Direct services integrated into student’s routine/classroom-collaboration Consultation services only Student does not currently receive speech language as a related service This instrument is the property of the National Alternate Assessment Center (NAAC). Do Not Disseminate. December 2013 250 2013–2014 Procedures Manual 4. Expressive Communication (check one answer that best describes your student) Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or languagebased augmentative systems to request, initiate, and respond to questions, describe things or events, and express refusal. Uses intentional communication, but not at a symbolic language level: Student uses understandable communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a variety of intentions. Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear use of objects/textures, regularized gestures, pictures, signs, etc., to communicate. 5. Receptive Language (check the best description) Independently follows 1–2 step directions presented through words (e.g., words may be spoken, signed, printed, or any combination) and does NOT need additional cues. Requires additional cues (e.g., gestures, pictures, objects, or demonstrations/models) to follow 1–2 step directions. Alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical assistance to follow simple directions. Uncertain response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell). 6. Vision (check the best description) Vision within normal limits. Corrected vision within normal limits. Low vision; uses vision for some activities of daily living. No functional use of vision for activities of daily living, or unable to determine functional use of vision. 7. Hearing (check the best description) Hearing within normal limits. Corrected hearing loss within normal limits. Hearing loss aided, but still with a significant loss. Profound loss, even with aids. Unable to determine functional use of hearing. 8. Motor (check the best description) No significant motor dysfunction that requires adaptations. Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard). Uses wheelchair, positioning equipment, and/or assistive devices for most activities. Needs personal assistance for most/all motor activities. 9. Engagement (check the best description) Initiates and sustains social interactions. Responds with social interaction, but does not initiate or sustain social interactions. Alerts to others. Does not alert to others. 10. Health Issues/Attendance (check the best description) Attends at least 90% of school days. Attends approximately 75% of school days; absences primarily due to health issues. Attends approximately 50% or less of school days; absences primarily due to health issues. Receives Homebound Instruction due to health issues. Highly irregular attendance or homebound instruction due to issues other than health. This instrument is the property of the National Alternate Assessment Center (NAAC). Do Not Disseminate. December 2013 251 2013–2014 Procedures Manual 11. Reading (check the best description) Reads fluently with critical understanding in print or Braille (e.g., to differentiate fact/opinion, point of view, emotional response, etc.). Reads fluently with basic (literal) understanding from paragraphs/short passages with narrative/informational texts in print or Braille. Reads basic sight words, simple sentences, directions, bullets, and/or lists in print or Braille. Aware of text/Braille, follows directionality, makes letter distinctions, or tells a story from the pictures that is not linked to the text. No observable awareness of print or Braille. 12. Mathematics (check the best description) Applies computational procedures to solve real-life or routine word problems from a variety of contexts. Does computational procedures with or without a calculator. Counts with 1:1 correspondence to at least 10, and/or makes numbered sets of items. Counts by rote to 5. No observable awareness or use of numbers. Teacher Comments: Please share any additional information you would like for us to know about the learning characteristics of this student. Thank you for your time and honest answers. Please check any assistive technology devices the student will use on the assessment. No assistive technology devices used Alternate computer input/access devices: keyboards including alternate keyboard layout, mouse, joystick, touch screen Portable electronic word processors, with or without voice output Alternate pointing system Augmentative communication devices, including a range of low and high tech, including talking switches and sign language Symbols of all types (e.g., objects, tactile, raised line drawings, photos, black/white & color, line drawings) Partner assisted scanning Calculator, all types Eye gaze board Colored overlays, visual screens or other visual supports Magnification devices/enlarged materials, including computer screen magnification Switches Braille Other This instrument is the property of the National Alternate Assessment Center (NAAC). Do Not Disseminate. December 2013 252 2013–2014 Procedures Manual MINNESOTA TEST OF ACADEMIC SKILLS (MTAS) DATA COLLECTION FORM Use this form to collect student scores during test administration. This Data Collection Form must be kept on file in a secure location for 12 months following test administration. All MTAS Test Administrators must complete the Minnesota Test of Academic Skills (MTAS) Training for Test Administrators each school year. Student Name (last, first, MI): Grade: MARSS/SSID #: Birth Date (mm/dd/yyyy): District and School: Test Administrator: MATHEMATICS SCORES READING SCORES Score (circle one) Task Task 1 3 2 1 0 2 3 2 1 0 3 3 2 1 0 4 3 2 1 0 5 3 2 1 0 6 3 2 1 0 7 3 2 1 0 8 3 2 1 0 9 3 2 1 0 10 3 2 1 0 11 3 2 1 0 12 3 2 1 0 13 3 2 1 0 14 3 2 1 0 15 3 2 1 0 For District/School Assessment Coordinator Use Only □ Not testing this subject with the MTAS □ Test codes: ABS, INV, ME, NE, REF □ Home Schooled □ New-to-Country □ Significant Gap in Enrollment Score (circle one) 1 3 2 1 Reading Passage Access (circle one) 0 2 3 2 1 0 3 3 2 1 0 4 3 2 1 0 5 3 2 1 0 6 3 2 1 0 7 3 2 1 0 8 3 2 1 0 9 3 2 1 0 10 3 2 1 0 11 3 2 1 0 12 3 2 1 0 13 3 2 1 0 14 3 2 1 0 15 3 2 1 0 o Read passage aloud to student o Student read along o Student read independently SCIENCE SCORES Score (circle one) Task 1 3 2 1 0 2 3 2 1 0 3 3 2 1 0 4 3 2 1 0 o Read passage aloud to student o Student read along o Student read independently 5 3 2 1 0 6 3 2 1 0 7 3 2 1 0 8 3 2 1 0 9 3 2 1 0 o Read passage aloud to student o Student read along o Student read independently 10 3 2 1 0 11 3 2 1 0 12 3 2 1 0 13 3 2 1 0 14 3 2 1 0 o Read passage aloud to student o Student read along o Student read independently 15 3 2 1 0 o Read passage aloud to student o Student read along o Student read independently For District/School Assessment Coordinator Use Only □ Not testing this subject with the MTAS □ Test codes: ABS, INV, ME, NE, REF □ Home Schooled □ New-to-Country □ Significant Gap in Enrollment For District/School Assessment Coordinator Use Only □ Not testing this subject with the MTAS □ Test codes: ABS, INV, ME, NE, REF □ Home Schooled □ New-to-Country □ Significant Gap in Enrollment Test administrator’s signature: ________________________________________ Date: _______________________ Data entry completed by: ____________________________________________ Date: _______________________ December 2013 253 2013–2014 Procedures Manual REQUEST FOR MTAS MISSED OPPORTUNITIES ADMINISTRATION This form is used to ask MDE to allow a student who missed the opportunity to take the Reading and/or Mathematics MTAS as a graduation requirement in tenth or eleventh grade to take it at the next spring administration. Missed opportunities include students who were absent, medically excused or not enrolled at the time of the MTAS administration. If the request is approved, MDE will provide further information on the procedures for administration and data collection and submission to MDE. The Division of Statewide Testing of MDE must receive this request no later than Friday, May 2, 2014. Fax the request to 651-582-8874, attn.: MTAS Missed Opportunities. The Reading and Mathematics MTAS testing window closes on May 9, 2014. Location Where Test Will Be Administered School Name: School Number: District Name: District Number/Type (0000-00): DAC Name: DAC Email: Secure Fax #: Phone #: DAC Signature: Date: Student Information Please complete student information for the sections that apply. Student Name (last, first, MI): MARSS/SSID # (13 digits): Grade: Birth Date (mm/dd/yyyy): Gender: Female Male Subject(s) to be administered: Reading Mathematics Provide brief explanation of why student missed opportunity: Note: Districts cannot administer an MTAS as a missed opportunity until MDE has given authorization to the DAC. December 2013 254 2013–2014 Procedures Manual TEST MONITOR TEST MATERIALS SECURITY CHECKLIST Test(s): (FOR TEST MONITOR and ASSESSMENT COORDINATOR USE ONLY—Do Not Return to service provider.) Test Monitor: School Name: Grade: Use this form to assign secure test materials to students. All secure test materials distributed must be collected before students leave the testing room. Return ALL used and unused secure test materials (test books and accommodated test materials) to your District or School Assessment Coordinator as soon as possible after the completion of testing. STUDENT NAME SUBJECT: _________________ TEST DATES: SUBJECT: _________________ TEST DATES: Security Barcode Security Barcode Returned Returned COMMENTS-INFO (Why student not tested, why incomplete test, administration problems, etc.) Report any missing secure testing materials and the circumstances surrounding missing items to the District or School Assessment Coordinator immediately. I certify that I have accounted for all secure materials and have thoroughly documented any missing materials. I understand that if there is any discrepancy, this form may be used as a reference for investigation. Test Monitor (Signature) December 2013 ___________ Date Assessment Coordinator (Signature) 255 Date 2013–2014 Procedures Manual MINNESOTA ASSESSMENTS COMMENT SHEET The Minnesota Department of Education and its service providers continually work to improve testing procedures for future administrations. Comments and suggestions for improving the Minnesota Assessments testing procedures are valuable to the growth and effectiveness of the testing program. To comment, please write in the space below. Fill in the information requested at the bottom of the page. Test: ______________________________________________ Subject (if applicable): Mathematics Reading Date: _______________ Science Writing _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Send or fax this form to the Minnesota Department of Education 1500 Highway 36 West, Roseville, Minnesota 55113 Attention: Division of Statewide Testing Fax number: 651-582-8874 Email: [email protected] Name and Title District Name District Address School Name City, State, Zip Code Phone Number or Email Address December 2013 256 2013–2014 Procedures Manual Appendix B — Policy and Procedures December 2013 257 2013–2014 Procedures Manual Division of Statewide Testing BUILDING A TEST The development of a Minnesota Assessment is a meticulous process; an overview of the assessments in the Minnesota Assessment System is included in Chapter 2. Minnesota contracts with assessment service providers in the process of building tests. ACCESS for ELLs and Alternate ACCESS for ELLs were developed by the WIDA Consortium as a collaborative effort of consortium member states, and they are based on the Minnesota standards for English language development. The development of the ACCESS and Alternate ACCESS for ELLs is not described in this section but further information is available on the WIDA website. View information about the development of the ACCESS for ELLs (http://www.wida.us/assessment/ACCESS/). View information about the development of the Alternate ACCESS for ELLs (http://www.wida.us/assessment/alternateaccess.aspx). Test Development It takes at least two years to create and evaluate a test item before it is ready to be included in an assessment. Each step of the process makes an important contribution to the reliability and validity of the assessment. Minnesota Academic Content Standards play the primary role in the development of statewide assessments. The steps below outline how academic standards are aligned to statewide assessments. 1. Academic content standards are defined. Minnesota teachers and content experts write the Minnesota Academic Standards that delineate the skills and knowledge students at each grade level should possess. 2. Academic content standards to be assessed are defined. Committees of teachers and content experts identify which standards can and should be assessed, either in a classroom or as part of the MDE-developed Minnesota Assessments. 3. Test specifications are developed. Test specifications define the content and format of an assessment. They also describe the types, number and limits of questions that may be asked on the assessments. Since test specifications are intended not to change from year to year, the content of the tests is similar from one year to the next. 4. Test questions are developed and reviewed. The service provider is responsible for the development of, printing, shipping, scoring and reporting for Minnesota’s statewide assessment program. Minnesota subscribes to the principle of universal design in the construction of test items. In this process, test items are linguistically modified to clarify and simplify the text without simplifying or significantly altering the construct that is being tested. While professional item writers initially develop questions to meet Minnesota’s specifications, Minnesota educators (on Item Review panels) and community members (on Bias Review panels) are responsible for advising MDE on whether each question should be approved, edited or rejected. For example, December 2013 258 2013–2014 Procedures Manual the Item Review panel checks the appropriateness of each item’s benchmark alignment. A question does not appear on an operational assessment until it has been field-tested and undergone reviews by a number of assessment advisory panels. Additional information about serving on panels is available on the Register for Advisory Panels page on the MDE website (http://education.state.mn.us/MDE/EdExc/Testing/RegAdvPanel/index.html). 5. The test questions are assembled into a test form. Once test questions have been approved, MDE and the service provider construct a test form or build an adaptive algorithm that matches the test specifications. For example, if the mathematics test specifications for an assessment require that Strand 4 (Data Analysis) make up a particular percentage of a test’s points, the appropriate number of Strand 4 questions will be included on the test. MDE assessment specialists review all aspects of the proposed test items, such as clarity of tables and illustrations and layout. The schedule for revising statewide standards is found in Minnesota Statutes section 120B.023 and outlined in the table below. Introduction of the MCA-IV as required by Minnesota Statutes Section 120B.023 Year Mathematics 2013–2014 Grade 11 MCA-III Operational Science Reading 2014–2015 2015–2016 Revise Standards 2016–2017 Write MCA-IV Test Specifications 2017–2018 Develop MCA-IV Items Revise Standards 2018–2019 MCA-IV Items Field Tested Write MCA-IV Test Specifications Revise Standards The development schedules for the Reading, Mathematics and Science MTAS aligned to new standards follow the schedule for the MCA. Scoring After the assessments have been administered to students and students’ answers—via answer document or online entry—are sent to the service provider, every item is scored by machine or by a person. 1. Responses to multiple-choice and gridded-response items on answer documents (filled-in bubbles) are captured by high-speed scanners and scored electronically. Multiple-choice and technology-enhanced (type-in, drag and drop, hot spot and graphing) items on online tests are captured by the test delivery system and scored electronically. Numerous quality control (QC) steps ensure that the responses are captured accurately. 2. For the Written Composition GRAD, Minnesota requires that trained scorers hold a minimum of a bachelor’s degree in an area related to the subject they are scoring. They are trained on the December 2013 259 2013–2014 Procedures Manual rubrics (descriptions of student responses at each score point) used to score Minnesota test questions and anchor papers (examples of responses for each score point and other scoring criteria approved by Minnesota educators). After training is complete, each potential scorer must pass a scoring proficiency test by scoring actual student responses. While scorers are evaluating actual student responses, their work is continually monitored by scoring supervisors. These supervisors train the scorers using a variety of methods, including the following: o Read Behind: Scoring supervisors “read behind” each scorer’s work multiple times each day to ensure that the scorer is accurately evaluating work according to the rubrics and anchor papers. Scorers who are not accurately evaluating student work are retrained. Those who do not learn to score accurately are dismissed, and the papers are rescored. o Anchor Papers: Scoring supervisors insert previously scored anchor papers into each scorer’s daily load of papers. The scorer evaluates the anchor paper without knowing that it has been previously scored. This process allows scoring supervisors to determine if scorers are scoring as they have been trained and to determine the inter-rater reliability—a measure of the agreement among scorers—of the entire scoring process. Those who do not learn to score accurately are dismissed, and the papers are rescored. 3. Performance tasks from the MTAS are scored by the teacher administering the test, and the scores are entered online. Standard Setting The first year tests are administered operationally, they must go through a process to set the performance level expectations for students; this process is called “standard setting.” Prior to the standard setting committees, a team of MDE content specialists, assessment specialists, and Minnesota educators develop Achievement Level Descriptors (ALDs) based on the Minnesota Academic Standards and the test specifications for a given assessment. The ALDs provide a welldefined set of descriptions of the skills and knowledge associated with each of the four achievement levels for a particular grade and subject. The standard setting committees begin their work once scoring and preliminary data analysis is completed. Minnesota educators (in Standard Setting panels) and community members (in Stakeholder panels) review the ALDs and the content of the assessment and set cut scores to determine levels of student performance that correspond to the four achievement levels. The committees also consider how proposed cut scores could impact students and schools before they recommend standards to the Minnesota Commissioner of Education. The process used to establish the standards is determined by psychometric staff at MDE and the service provider and makes use of rigorous, carefully defined procedures that have been widely used and validated in Minnesota and many other states. Specific methodology used for standard setting is documented in standard setting reports, which are available on the Technical Resources page after the Commissioner has approved the standards. View the Technical Resources page. Since standard setting cannot begin until after scoring is completed, reporting for new assessments are delayed as the standards must be set before assessment results can be reported. December 2013 260 2013–2014 Procedures Manual Division of Statewide Testing and the Division of Compliance and Monitoring INTERNAL TEST SECURITY PROCEDURES FOR ALL STATEWIDE ASSESSMENTS An Internal Review Team consisting of representatives from the Minnesota Department of Education (MDE) Divisions of Statewide Testing and Compliance and Monitoring has been charged with the duty to investigate and resolve all alleged breaches in test security. The authority to investigate and resolve potential breaches in secure testing was previously detailed in Minnesota Rule 3501.0150 (2008). Note: Minnesota Rule 3501.0150 was repealed as part of the wholesale repeal of the GRAD rules in the 2013 legislation. However, MDE has made the determination that the legislature did not intend to eliminate the authority to investigate and resolve potential breaches in secure testing. Test security is vitally important to the integrity of the statewide testing system. Developing and maintaining a secure system of statewide test administration serves to: • Preserve the integrity of the assessment instruments. • Protect the significant financial investment necessary to develop a comprehensive system of assessments. • Enhance the opportunity for fairness among all districts. • Maintain the integrity of the assessment results. Internal investigative procedures are necessary to ensure equitable enforcement of test security measures on a statewide basis. The investigative steps, which vary depending on the type of allegation, are outlined below: I. INITIAL REPORT ALLEGING A SPECIFIC VIOLATION • A report is received by MDE from any individual or agency alleging that a specific breach in test security has occurred in an individual district or testing site. If the District Assessment Coordinator contacts their Statewide Testing Assessment Contact, the contact provides guidance on completing the Test Security Notification Form. • To complete the Test Security Notification Form, the District Assessment Coordinator will need to gather information about the security incident, including a detailed description or timeline of the incident which could include interviews of staff involved in the security breach. MDE recommends each District Assessment Coordinator check with the appropriate district personnel to find out current investigation protocol. The District Assessment Coordinator needs to be aware of local school district rules that apply during an investigation. • The Test Security Notification Form from the district or report from any other source is forwarded to the Test Integrity/Security Specialist to address security issues for the testing event in question. The Test Integrity/Security Specialist is the MDE representative who will December 2013 261 2013–2014 Procedures Manual communicate with the reporter; however, others may provide the reporter with the information necessary to contact the Test Integrity/Security Specialist. • The Test Integrity/Security Specialist documents the report in the Security Log. Documentation will include the name, address and telephone number of the reporter; a description of the allegation and how the reporter became aware of it; and a log of communications between the Test Integrity/Security Specialist and any other party regarding the report and its resolution. • The Test Integrity/Security Specialist may request a written statement from the reporter and any other person who may have information regarding the alleged breach of test security. • The Test Integrity/Security Specialist reviews the initial report and any other relevant information and consults with applicable staff in Statewide Testing and Compliance and Monitoring. • If individuals anonymously submit test security concerns to MDE by writing, calling or submitting an unsigned Test Security Notification Form, MDE will not formally respond in writing but MDE will document the concern and take appropriate action if sufficient information is provided to follow up. If individuals have a concern about test security practices and want to remain anonymous, they are encouraged to raise their concerns with their District Assessment Coordinator or district’s legal counsel before contacting MDE. MDE takes test security practices and policies very seriously and encourages any individual with firsthand knowledge of a test security concern to contact MDE directly by submitting a signed Test Security Notification Form. II. LEVEL ONE RESOLUTION The Test Integrity/Security Specialist reviews all reports brought to a team meeting and determines how best to resolve the allegation by analyzing the severity of the alleged breach of test security and the scope of potential harm the breach may bring to the integrity of assessment results. The Internal Review Team may choose to resolve each allegation in one of the following three ways: 1. Through technical assistance from the Assessment Contact; 2. Through a formal letter of reprimand from the Division of Statewide Testing; or 3. Through a formal investigation by the Test Security Investigator in the Division of Compliance and Monitoring. All reports discussed and determinations made by the Internal Review Team are entered in the Security Log. Log entries must include a copy of the initial report received by the Test Integrity/Security Specialist and a complete description of the Team’s actions. If the allegation can be addressed informally through technical assistance from the Assessment Contact, the Test Integrity/Security Specialist resolves the report and makes note of his or her actions in the Security Log. If the Internal Review Team determines the report can be addressed through a formal reprimand from the Division of Statewide Testing, the Test Integrity/Security Specialist ensures that the letter of reprimand is sent and documents this action in the Security Log. December 2013 262 2013–2014 Procedures Manual If the report merits further investigation, the report is assigned to the Test Security Investigator in the Division of Compliance and Monitoring, and this action is noted in the Security Log. III. FORMAL INVESTIGATION When a reported allegation is assigned to the Test Security Investigator for a formal investigation, the report is documented by the Test Security Investigator and a file opened. A case number is assigned. An issue letter is sent to the district and/or testing site involved in the reported incident. The issue letter will place the district on notice that a potential violation in test security has been reported and that an investigation will be conducted. The district will be instructed to submit relevant documentation in response to the report. The district will be informed that failure to submit the requested documentation may result in an on-site investigation. An investigation is conducted. Investigative procedures will vary but may include telephone or on-site interviews, further requests for written submissions, on-site audits of test security procedures or other procedures deemed necessary. Once the investigation is complete, the Test Security Investigator submits written findings of fact and conclusions to the Internal Review Team. The standard for determining whether a breach occurred is the preponderance of evidence. The team reviews the results of the investigations and recommends action, which may include: 1. Closure of the case after finding that no violation has occurred. 2. In the event that the investigation confirmed a breach in test security, a plan for corrective action will be drafted for the Test Security Investigator to incorporate into the investigative report. The Test Security Investigator issues the final decision and recommendation, which is forwarded to the Assistant Commissioner for the Office of Student and School Success for review. The Assistant Commissioner then approves the final decision and the report is sent on to the district and/or testing site under the Assistant Commissioner’s signature. IV. DEFINITIONS AND FIELDS OF INVESTIGATION Testing Irregularities or Misadministrations are any actions that vary from the specific Test Monitor and Student Directions or Assessment Manual for test administration. The Test Administration Report is used for documenting test irregularities and is found in this Procedures Manual. Local personnel may use this form to document irregularities that occur during test administration. A Breach of Security is any action that jeopardizes the integrity of a secure test and/or gives an unfair advantage to a student or group of students. The Test Security Notification Form is used for reporting security breaches and is found in this Procedures Manual. A breach may be committed by various individuals and/or precipitated by a number of events. For example: 1. Student Breach may include actions such as stealing the test, not returning the test, making a copy of the test, publishing a copy of the test, giving to or taking from other students’ answers to the test, using cell phone or other technology devices during testing, sharing test content with adults and/or students through text messaging, email, or other social media. December 2013 263 2013–2014 Procedures Manual 2. Teacher Breach may include actions such as stealing the test copy, retaining a copy of the test after the date given for return of all testing materials, making copies of test books or providing information about the test answers to others prior to, during or after testing, sharing test content with other staff through any form or media, changing student answers in answer documents or online assessments, encouraging low performers to stay home during testing. 3. Test Monitor Breach may include actions such as giving answers or unauthorized help or cues to students, making any attempt to improve a student's test score or altering a student’s responses, participating in authorized viewing and/or sharing of secure test content, leaving test materials unattended, failing to give proper directions as required by the applicable manuals and directions, allowing instructional posters and graphics in the classroom or on a student's desk that are related to the subject being tested, leaving the room during testing or allowing students to leave the room unattended. 4. Assessment Coordinator Breach (district or school level) may include actions such as leaving the test materials in an unlocked location, not accounting for test materials, not gathering all test materials and returning to scoring company, failing to provide proper training to all individuals who carry out testing procedures, making any attempt to improve a student's test score or altering a student’s responses, participating in authorized viewing and/or sharing of secure test content, or allowing a parent, community person, newspaper or other media to see the contents of the test and/or receive a copy of the test. 5. District Breach (superintendent and board level) may include actions such as making the contents of the test available to anyone other than those taking, failure to provide proper proctoring, failure to secure test materials in locked facilities, making any attempt to improve a student's test score or altering a student’s responses, participating in authorized viewing and/or sharing of secure test content, or allowing a parent, community person, newspaper or other media to see the contents of the test and/or receive a copy of the test. V. POTENTIAL CONSEQUENCES OF A VIOLATION OF TEST SECURITY If a violation is found to justify serious questions about the integrity of the results of the test administration, invalidation of test scores may be required. Additional training for all staff or only those involved in the issue may also be required. Depending on the severity of the security breach, MDE may also recommend that the individual(s) involved are no longer able to monitor or administer tests. Other reasonable sanctions that are necessary to preserve the security and confidentiality of future tests and test administrations. • Withholding of state educational aids. See Minnesota Statutes section 127A.42, subd. 2(2) (2007). • Referral to the Board of Teaching for possible licensure sanctions. See Minnesota Statutes section 122A.20, subd. 1 (2007). • Referral to the Department of Administration for violations of the Minnesota Government Data Practices Act. See Minnesota Statutes section 13.09 (1985). The district may determine any additional consequences for staff involved. Note: it is the district’s responsibility to communicate to others in their organization any security findings. December 2013 264 2013–2014 Procedures Manual VI. REPORT OF MISSING MATERIALS OR TESTING IRREGULARITIES RECEIVED FROM SERVICE PROVIDER Service providers are expected to issue missing testing materials reports and testing irregularities reports to the Division of Statewide Testing. Service providers dispatch two subsequent communications to school districts for immediate response to missing materials report. School districts are requested to return the missing test materials (if found) and provide the following documentation: • A copy of the district and/or school security checklist(s) that shows the number sequence(s) of the missing test materials. • An explanation of the test security procedures the school(s) followed in handling these materials. • The measures the school(s) has taken to date to account for the missing materials. If the Division of Statewide Testing needs to dispatch a third communication, it will include a warning that failure to respond will result in a request for the Test Security Investigator to investigate the missing materials report from that district. After the third communication is dispatched, the Test Integrity/Security Specialist compiles a report of the remaining missing materials for review by the Internal Review Team. The team then determines whether further investigation is warranted. In the event that no further investigation is warranted, a warning notice is issued to the district informing it of the report received and directing the district to heighten security measures. In the event that a formal investigation is warranted, the steps outlined in paragraph III are followed. December 2013 265 2013–2014 Procedures Manual Division of Statewide Testing SAMPLE DISTRICT TEST SECURITY PROCEDURES Instructions This template can help you create a test security policy for your district. All parts are vital to the secure integrity of the Minnesota Assessments. The information in the following template should be used to guide your district policy. The procedures can be modified to fit the procedures your district has established in accordance with the Assessment Manuals produced by MDE. If your procedures are different for each test or need to be expanded to account for multiple schools, your policy should reflect those differences. Email [email protected] to request a Word version of this procedure to create your district’s procedure. December 2013 266 2013–2014 Procedures Manual District Security Procedures for State Test Materials Test Security Procedures For: ____________________ [Insert District Name Here] _________________________ [Enter Current School Year Here] December 2013 267 2013–2014 Procedures Manual MANAGING SECURE TEST MATERIALS RECEIPT OF TEST MATERIALS 1. Materials are shipped to district or school as determined by________. 2. ________will be immediately informed that materials have arrived and will secure all materials. 3. The applicable Assessment Manual and Procedures Manual will be read and any clarifying questions asked of the MDE assessment contact (contacts are listed in the front of the Procedures Manual). 4. Those who have access to the secured area, inventory materials and complete security checklists are________. Those who have access to secure online testing systems and student login information are________. 5. Every person with access will sign a Non-Disclosure Agreement before handling materials or accessing online systems, including individuals in leadership roles, like principals and superintendents, and custodial and support staff who may have keys, and therefore access, to secure test materials. Non-Disclosure Agreements are kept on file at the district for 12 months. A Non-Disclosure Agreement must be signed each school year. 6. ________will inventory materials immediately using the security checklists. Security checklists are kept at the district for 12 months following testing. 7. Test materials will be kept in________, a secure locked location, until the time of distribution. DISTRIBUTION OF MATERIALS TO SCHOOL(S) 1. Assessment Manuals and Test Monitor and Student Directions will be distributed in advance of sending the secured test materials. 2. Non-Disclosure Agreements will be signed by any persons who will be handling test materials. Non-Disclosure Agreements are kept on file at the district for 12 months. A Non-Disclosure Agreement must be signed each school year. 3. The process for distributing materials to the school(s) will be completed by________. 4. ________will deliver the secure test materials. 5. Immediately upon arrival of test materials, ________ will use the security checklists to inventory and prepare materials for distribution to classrooms. Any discrepancies will be reported immediately to________. Security checklists are kept at the district for 12 months following testing. 6. The school(s) will keep the test materials secure in________, a secure locked location, until the time of testing. Any student login information for online testing systems must be kept in a secure location until the time of testing. 7. A record of person(s) having access to the secure area, inventorying materials and completing security checklists will be kept by________. December 2013 268 2013–2014 Procedures Manual DISTRIBUTION OF MATERIALS TO TEST MONITORS OR TEST ADMINISTRATORS AND TEST ADMINISTRATION 1. ________will be responsible for training the Test Monitors and Test Administrators prior to the test administration. Annual training for Test Monitors and Test Administrators must be documented and kept on file at the district. 2. ________makes arrangements for the logistics of test administration, which includes ensuring appropriate student-to-Test Monitor and Test Administrator ratios and scheduling computer labs. 3. All accommodations must be documented in the student’s IEP or 504 plan prior to test administration and communicated to ________ to document on answer documents and/or in online testing systems. 4. All accommodations for English learners must be identified and documented prior to test administration and communicated to ________ to document on answer documents and/or in online testing systems. 5. All accommodations will be communicated to the Test Monitors administering the assessments by ________. Any additional training required to administer accommodations will be provided by ________. 6. All test assignment changes (e.g., MCA to MCA-Modified) must be identified prior to test administration and will be communicated to the Test Monitors administering the assessments by ________. 7. _______will ensure that guidelines referenced in Chapter 8 of this Procedures Manual are followed in terms of what materials are allowed during test administration, calculator use guidelines, what help a Test Monitor can give, covering materials in the classroom and setup of computer labs and testing rooms. 8. ________will oversee distribution of all test materials to the Test Monitors or Test Administrators. The procedure for the distribution of all test materials (including online test materials) to the Test Monitors and Test Administrators will be________. 9. ________will ensure that Non-Disclosure Agreements are signed by all Test Monitors and Test Administrators. Non-Disclosure Agreements are kept on file at the district for 12 months. A NonDisclosure Agreement must be signed each school year. 10. Test Monitors who are in charge of administering an assessment receive Test Monitor and Student Directions in advance of test date(s). Test Monitors are responsible for reviewing and complying with all information in the Test Monitor and Student Directions. 11. Test Monitors will administer the assessment strictly according to the requirements of the Test Monitor and Student Directions. 12. Test Monitors and Test Administrators will inventory their materials immediately upon receiving their tests. Discrepancies in materials will be reported immediately to________. 13. Test Monitors will sign the Test Monitor Test Materials Security Checklist for the test materials they take to their classroom. Any discrepancies will be reported immediately to________. Test Monitor Test Materials Security Checklists are kept at the district for 12 months following testing. December 2013 269 2013–2014 Procedures Manual 14. If students are taking the tests on multiple days, your building’s plan for keeping test materials (including online test materials) secure between test sessions includes________. 15. All test materials are secure and cannot be reproduced in any form. RETURN OF MATERIALS FROM TEST MONITOR AND TEST ADMINISTRATOR 1. The Test Monitor and Test Administrator will return all test materials (including any materials used as scratch paper and student authorizations for online tests) to ________ immediately after testing. 2. Test Monitor Test Materials Security Checklists will be signed by the Test Monitor indicating that all materials have been returned. The Test Monitor Test Materials Security Checklists will be returned to________. 3. Test materials will be inventoried immediately at the time they are returned to ________ to ensure that all materials have been returned. 4. Test materials will be placed in________, a secure locked location, immediately upon their receipt from the Test Monitors and Test Administrators. 5. Test materials will be sent to ________ for final district inventory. 6. Student login information and any other online test materials must be securely destroyed at the end of test administration. 7. ________will prepare the materials for their return to the district (if applicable) or the service provider according to return instructions in the applicable Assessment Manual. RETURN OF MATERIALS TO SERVICE PROVIDER 1. All test materials will be inventoried a final time by________. 2. All student responses for applicable online assessments and all student scores for MTAS will be entered according to procedures in the applicable Assessment Manual by________. 3. ________will follow instructions provided in the applicable Assessment Manual for the return shipping of test materials. 4. Test materials will be kept in________, a secure locked location, until picked up for return to the service provider. GENERAL SECURITY PROCEDURES CHAIN OF CUSTODY FOR TEST MATERIALS 1. ________ensures that test materials (including online test materials) are inventoried upon arrival and kept in________, a secure locked location, until distributed to________. 2. Test materials will be organized for each Test Monitor and Test Administrator, including Test Monitor Test Materials Security Checklists and student logins for online testing systems. 3. Upon receipt of materials, the Test Monitor ensures that all the test materials listed on the Test Monitor Test Materials Security Checklist are accounted for prior to handing out the test materials to the students. December 2013 270 2013–2014 Procedures Manual 4. The Test Monitor is responsible for the test materials during the test administration until their return to________. 5. When the test materials are returned to________, they will again be inventoried and kept in________, a secure locked location, until shipped back to the service provider. Student logins and any other online test materials must be securely destroyed at the end of test administration. STAFF TEST ADMINISTRATION AND SECURITY TRAINING Training should include the following actions: • Completion of Non-Disclosure Agreements. • Review of test security requirements for before, during, and after test administration. • Review of Test Monitor responsibilities, printed Test Monitor and Student Directions and any special instructions for a particular test given including any annual training such as the online Test Monitor Certification Course or MTAS Training for Test Administrators. • Review any accommodations to be given to students in the Test Monitor’s test administration. • Discuss active monitoring of the test session and the district’s expectations for Test Monitors. • Review of policies and procedures for situations that may arise during testing, including situations related to online tests. • Review procedures to follow if a discrepancy in the test material occurs. • Determine process to contact ________ if a problem arises during the testing without leaving students unattended. • Determine process for inventorying test materials upon receipt and return and completing the Test Monitor Test Materials Security Checklist. • Determine process for when and how test materials are returned to ________. BREACHES IN TEST SECURITY If there is a concern that test security may have been breached, the District Assessment Coordinator will notify MDE within 24 hours of the time of the alleged breach and submit the Test Security Notification Form with any documentation within 48 hours. The Test Security Notification Form is available in Appendix A of this Procedures Manual. December 2013 271 2013–2014 Procedures Manual MINNESOTA ASSESSMENTS MONITORING CHECKLIST PLEASE KEEP THIS COMPLETED FORM CONFIDENTIAL. Return completed form to MDE Test Integrity/Security Specialist within 3 business days of visit. School Name: City: District Name: Observer’s Name (please print): Date of Observation: Assessment (names/grades/subjects): No. OK Item Comments that require further attention (Which grade and subject?) Questions 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Test materials kept in locked storage before and after assessment. Test books and answer documents are originals (not copies). No person, other than students to be assessed, allowed to review or take assessment. Non-Disclosure Agreements completed and signed by everyone having access to test materials. All Test Monitors were trained/instructed in duties and responsibilities. State and district testing schedules—dates followed. Test Administration Reports completed by District or School Assessment Coordinator. Selected IEPs correspond to accommodations provided and/or alternate assessments administered. Observations Test Monitors collect materials day of testing from locked storage, or materials are securely handed off to Test Monitors (at no time are materials left unattended). Test books remain closed until students are instructed to begin. District or School Assessment Coordinator available to monitor assessment. District or School Assessment Coordinator does not allow an assessment room to be unsupervised at any time. If a student needs to leave room (restroom, illness, etc.), only one student allowed to leave at a time. Test books and answer documents collected from student and redistributed to student upon return or left closed on desk in view of Test Monitor. * No opportunity to observe December 2013 272 2013–2014 Procedures Manual NO* continued No. OK Item Comments that require further attention (Which grade?) Observations (continued) 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Students allowed to work at own pace; allowed to finish each part of the assessment without being pressured to finish. Student questions about directions are answered before assessment begins. All electronic devices (cell phones, pagers, iPods, MP3s, PDAs, music players, etc.) are turned off and stored out of reach of the student. Only materials authorized for use during assessments are on students’ desks during the assessment. Directions are read clearly, loudly, and exactly as printed in Test Monitor and Student Directions. Test Monitors monitor assessment by moving through classroom. Assessment room is quiet for entire administration. Incidents of prohibited or questionable behavior are reported to School Assessment Coordinator for prompt resolution. Test Security Notifications are reported immediately to District Assessment Coordinator for reporting to Division of Statewide Testing office. Test Monitor observes that students are working and marking in correct segment of answer document (not allowed to return to previously administered segment or begin a new segment until instructed). Test Monitor maintains order so students are not distracting others. Testing room is not overcrowded. Students are seated so they cannot view another student’s answer document or computer screen. At conclusion of assessment for the day, students remain seated until all assessment materials are collected or student hands Test Monitor materials before leaving room. Test Monitor accounts for test materials before returning them to School Assessment Coordinator (at no time are materials left unattended). All materials on walls or desks related to assessment are covered or taken down. *No opportunity to observe Other comments (continue on a separate sheet if necessary): December 2013 273 2013–2014 Procedures Manual NO* POLICY FOR PUBLIC AND PARENTAL REVIEW OF STATEWIDE ASSESSMENTS The Minnesota Department of Education (MDE) provides public and parental access to tests pursuant to 120B.30 as stated below: Subd. 4. Access to tests. Consistent with section 13.34, the commissioner must adopt and publish a policy to provide public and parental access for review of basic skills tests, Minnesota Comprehensive Assessments, or any other such statewide test and assessment which would not compromise the objectivity or fairness of the testing or examination process. Upon receiving a written request, the commissioner must make available to parents or guardians a copy of their student’s actual responses to the test questions for their review. View section 13.34 (https://www.revisor.mn.gov/statutes/?id=13.34). Parental Request for Review Parents/guardians who want to see their child’s responses to a statewide test must make the request in writing to MDE no later than January 1 of the next school year, but not before the delivery of final Individual Student Reports. The parent/guardian must provide a copy of their child’s Individual Student Report with the written request. The child’s parent/guardian must also complete the Request of Parent/Guardian to Review Student Responses form and send it to MDE. MDE will set up a mutually agreeable time for the parent/guardian to view materials at MDE in Roseville. This opportunity is open only to parents/guardians of the student. Because the student’s responses and test book are secure materials, all security procedures will apply. The review of test materials will be done under the supervision of staff not necessarily familiar with the content of the assessment. Review of materials cannot begin until the parent/guardian and the child, if present, have signed the Non-Disclosure Agreement. The parent/guardian is not allowed to make copies or to take notes from the test out of the room. At the end of the review MDE will collect all materials that the parent/guardian and child may have generated (e.g., notes, solutions to problems). Public Request for Review Individuals who want to review a test book following release of results for an administration must make a request in writing to the Division of Statewide Testing. The review of the test book will be conducted at MDE in Roseville. Test books are secure materials and all security procedures will apply, including signing the Non-Disclosure Agreement prior to reviewing materials. The review of materials will be done under supervision and at a time mutually agreeable to the individual and MDE. The individual reviewing the materials is not allowed to make copies or take notes out of the room. December 2013 274 2013–2014 Procedures Manual Division of Statewide Testing REQUEST OF PARENT/GUARDIAN TO REVIEW STUDENT RESPONSES Step 1: Provide all information requested, including signature and date. Request must be made by January 1 of the next school year but not before the delivery of the final Individual Student Report. Only those who have signed this request form will be allowed to review the assessments. Step 2: Submit this form and a copy of the child’s Individual Student Report.* The Individual Student Report must be submitted so that the Minnesota Department of Education (MDE) has the necessary information to retrieve the appropriate documents. You may submit the information by fax or U.S. mail: Fax: 651-582-8874 Statewide Testing Division Attn: Request Coordinator U. S. Mail: Minnesota Department of Education Division of Statewide Testing Attn: Request Coordinator 1500 Highway 36 West Roseville, MN 55113–4286 Step 3: MDE staff will call to arrange a time that is mutually agreeable for the parent/guardian to view materials at MDE. Review of the materials may be supervised by staff not familiar with the content of the assessment. Student Information Name (last, first, MI): __________________________________________________________________________ Birth Date (mm/dd/yyyy): _________________________ Grade When Tested: __________________________ MARSS/SSID # (13 digits): ________________________ Year Tested: ___________ Month Tested: _________ District Name/Number: _______________________________ School Name/Number: _____________________ Parent/Guardian Information Name: _____________________________________________________________________________________ Phone: _______________________________________ Email: ______________________________________ Test Information Test MCA MCA-Modified MTAS GRAD Subject ACCESS for ELLs Alternate ACCESS for ELLs Mathematics Reading Science Writing** Parent/Guardian Signature: __________________________________________ Date: _____________________ * AIR and/or MetriTech send the Individual Student Reports to school districts for distribution to parents. ** Because AIR provides images of all written compositions to the school districts, requests to view them should be directed to the district/school. December 2013 275 2013–2014 Procedures Manual Division of Statewide Testing GRAD 12-PT FONT PAPER TEST BOOKS POLICY FOR GENERAL EDUCATION STUDENTS The Minnesota Department of Education (MDE) developed the reading and mathematics GraduationRequired Assessment for Diploma (GRAD) in accordance with the Standards for Educational and Psychological Testing. In that effort, MDE conducted comparability studies that concluded that the online version of the assessment is comparable to the paper version. The results of these studies were reviewed by Minnesota’s Technical Advisory Committee. View the studies on the Technical Reports page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/TechRep/index.html). Because the test forms have been demonstrated to be comparable, MDE provides the GRAD retest in reading and mathematics only in the online environment. Still, MDE recognizes that a small group of students may desire to attempt a GRAD retest in a paper administration. This policy allows those students to participate in a paper administration mode. Because MDE makes available a comparable retest mode without fee, this alternate and voluntary mode of administration is subject to a fee administration. To participate in the paper administration mode, the district will be charged a fee of $45 (2013–2014 fee) for the production, distribution and security requirements involved. Policy and cost are subject to change if demand exceeds MDE expectations. GRAD PAPER ADMINISTRATION POLICY: The student is eligible for a paper-administered retest of the GRAD in reading or mathematics if the student has attempted to pass the GRAD in the requested subject via an online retest at least three times and the district submits a processing fee of $45. This policy applies only to a student taking a GRAD retest. It does not apply to any other online test. The district must fill out the GRAD 12-Point Font Paper Test Book Request Form for each student requesting paper test materials for the Reading and/or Mathematics GRAD and fax it to AIR. A purchase order (PO) made payable to American Institutes for Research must be included with the completed form. Because of processing time, 12-point font test books must be ordered one month prior to testing. Refer to the testing schedule for the last date to submit an order the month before the intended testing window. December 2013 276 2013–2014 Procedures Manual GRAD 12-POINT FONT PAPER TEST BOOK REQUEST FORM FOR GENERAL EDUCATION STUDENTS District Requesting Accommodated Test Material District Name: District Number/Type (0000-00): DAC: Phone: Secure fax: District Address: City/State/Zip: DAC email: PO Number: Student Information Student Name (last, first, MI): MARSS/SSID (13 digits): Birth Date (mm/dd/yyyy): Grade: Gender: Male Date of Scheduled Testing: Female (order must be placed previous month) Retest History: Subject(s): Reading Mathematics Date of Retest: Score: Date of Retest: Score: Date of Retest: Score: All accommodated testing material must be returned to DRC by the Friday after the testing window closes. MDE Use Only MDE has reviewed the request for a 12-pt. font accommodated test book. Accepted Denied (Reason: ____________________________________________________) MDE authorized signature: __________________________________________ Date: ______________ FAX to AIR at 1-877-218-7663. The district will be billed once the request has been processed and shipped. December 2013 277 2013–2014 Procedures Manual Division of Statewide Testing ONLINE IRREGULARITIES PROCEDURE This procedure outlines some situations or misadministrations that may occur during online testing and require action by the district, MDE or AIR. In most cases, the District Assessment Coordinator (DAC) will contact the AIR Help Desk and provide detailed information about the issue that occurred and the student or students who were affected. The AIR Help Desk will follow up with further information about completing testing in these cases following the guidelines outlined in the procedure. While not an exhaustive list, examples of possible test administration situations or misadministrations and the likely outcomes are included below for reference. Procedure • DAC contacts the AIR Help Desk for online test administration irregularity situations that require action by AIR as outlined in the table below. The Help Desk verifies the situation is being reported by the DAC. If the request has not been submitted by the DAC, the Help Desk instructs the staff person to contact the DAC in order to report the situation and work through the resolution. • AIR may request from the DAC further information about the situation. o If there are technical issues, technology support is immediately provided. o Depending on the situation, the DAC may be requested to fax the following information to AIR: Name of DAC Student MARSS number DAC Email Test DAC Phone Subject District Number Grade School Number Session ID Student First Name Description of situation Student Last Name Student Middle Initial Date and time the situation occurred Student Date of Birth Student Gender Date and time the notification was submitted to AIR • DAC must document the online test administration irregularity on the Test Administration Report (TAR), which is kept on file at the district. If there is a security breach, the district must also complete the Test Security Notification (TSN) form and fax it to MDE. • Help Desk notifies DAC of resolution and provides direction as to how the student will resume testing, if applicable. December 2013 278 2013–2014 Procedures Manual Online Test Administration Irregularities Overview Possible scenarios, likely outcomes and rationales are included below. This table has been provided for informational purposes only. The resolution is dependent on the factors and circumstances of each situation and may not follow the outcomes described below. All tests or data entry must be completed within the testing window. Scenario Likely Outcome Form Completed Rationale Student did not complete GRAD test in one day because of Test Monitor misadministration. Student cannot resume testing. TSN GRAD retests must be completed in one day. Student did not complete GRAD test in one day because of technical difficulties. If testing can be completed within the testing window, the expiration date of the assessment may be extended to allow the student to resume testing. TSN The retest would have been completed if there had not been technical difficulties. Students cannot review previously completed pages since the test has been paused for more than 20 minutes. Student was kicked out of the test because of technical difficulties and cannot go back and review previously completed pages. Student begins where he or she left off without review of previously completed pages. None To maintain a fair and valid testing system, students cannot review previously completed pages after pausing for more than 20 minutes. Student did not complete OLPA test within 30 day window because of Test Monitor misadministration. If testing can be completed within the testing window, the expiration date of the assessment may be extended to allow the student to resume testing. TAR The test would have been completed if there had not been a misadministration. Student did not complete OLPA test in 30 day window because of technical difficulties. If testing can be completed within the testing window, the expiration date of the assessment may be extended to allow the student to resume testing. TAR The test would have been completed if there had not been technical difficulties. Student uses a handheld calculator in conjunction with the online grades 3–8 Math OLPA or MCA. DAC invalidates the test in TIDE. TAR The test must be invalidated because it no longer measures what is being assessed. Student uses a handheld calculator (as an accommodation only) in a non-calculator segment for the Math MCA-Modified. DAC invalidates the test in TIDE. TAR The test must be invalidated because it no longer measures what is being assessed. Student started or completed an assessment for the wrong grade or student started or completed wrong assessment because of Test Monitor misadministration (e.g., MCA instead of MCAModified). DAC invalidates wrong test in TIDE. District changes grade in MARSS or test assignment in Test WES. The new test eligibility is sent to AIR and the student can test once correct information appears in TIDE. TSN (grades 10 and 11 only) December 2013 279 TAR (all other tests) The decision on which assessment will be administered must be made before a student takes any assessment for the year. However, if the Test Monitor administers the incorrect test, the correct test must be administered. 2013–2014 Procedures Manual Scenario (Continued) Student A started Student B’s assessment. Student A resumed student B’s assessment. Likely Outcome (Continued) If no questions were answered, Student B’s test is restarted at Question 1. Student A logs into the correct assessment. If some questions were viewed or answered, AIR must restart Student B’s test at question 1. Since Student A’s test has not been started, DAC must contact AIR to invalidate the test. If Student A resumes but does not answer any questions or change any responses, Student A logs out. Both students resume the correct test. If Student A resumes and answers any questions or changes any responses, the DAC must invalidate both tests in TIDE. Student starts testing on form that doesn’t match script (Math GRAD, Math MCA-Modified and Science MCA only). For GRAD, AIR changes form to match accommodated test material and student starts testing the next day if testing can be completed within the testing window. For Math MCA-Modified and Science MCA, options for the district: • Student finishes without script. Accommodated textto-speech can be used. The Test Monitor cannot read the items from the screen. • Student does not complete test. DAC invalidates test in TIDE. Script is used in conjunction with online form for Mathematics MCA. Options for the district: • Student finishes without script. Accommodated textto-speech can be used. The Test Monitor cannot read the items from the screen. • Student does not complete test. DAC invalidates test in TIDE. December 2013 280 Form Completed (Continued) TSN (GRAD; grades 10 and 11) TAR (all other tests) TSN (GRAD; grades 10 and 11) TAR (all other tests) TSN (GRAD) TAR (all other tests) TAR Rationale (Continued) If no questions were answered, no test items were viewed and test security has been maintained. If some questions were answered, Student B can test because this student has not viewed any test items. Student A’s test must be invalidated because of exposure to test items on the other test. If no questions have been answered or changed, both students can resume testing because security has been maintained. If any questions have been answered or changed, Student B’s test has multiple students’ responses and is no longer a valid measure. Student A cannot resume his/her original test because of exposure to test material on the other test. For GRAD, there are multiple online forms that align with accommodated test materials. For Math MCA-Modified and Science MCA, there is only one form that aligns with the script. Since the student has already started the test, it cannot be restarted as this would no longer be a fair and reliable measure. The district determines the resolution. The script accommodation must be administered with a paper form for the Mathematics MCA. Since the student has already started the test, it cannot be restarted as this would no longer be a fair and reliable measure. The district determines the resolution. 2013–2014 Procedures Manual Scenario (Continued) Likely Outcome (Continued) Form Completed (Continued) Rationale (Continued) District staff entering student responses in Data Entry Interface discovers student took a different form (GRAD only; Title I tests have only one form in the Data Entry Interface). AIR changes form to match accommodated test material. TAR The student took only one test so security has been maintained and the test is a valid and reliable measure. District staff entering student responses in Data Entry Interface enters responses for the wrong student (e.g., enters Student A’s responses under Student B’s test) or wrong subject information was submitted (MTAS only; e.g., Test Administrator entered math instead of science). AIR resets the information in the Data Entry Interface. TAR The student took the correct test so security has been maintained and the test is a valid and reliable measure. District staff entering student responses in Data Entry Interface for LCI/MTAS submits the test before the data entry is completed. AIR resets the information in the Data Entry Interface. TAR The student took the correct test so security has been maintained and the test is a valid and reliable measure. Student takes live test when intent was to administer the item sampler. DAC invalidates the test in TIDE. TSN Student has been exposed to test content and security has not been maintained. District staff uses a student’s live test as an item sampler with other teachers for training or demonstration. Student test opportunity is restarted. TSN Since the student was not present and was not exposed to test content, the student’s test can be restarted. Student did not try or rushed through the test. No action. District must consider test submitted and it is not invalidated in TIDE. None This is not an appropriate reason for invalidating a test. Student refused to test. If the student’s test has not been started, DAC must contact AIR to invalidate the test. If the student has started the test, the DAC invalidates the test in TIDE. TAR Student refusals are indicated as invalidations. Student started test but will not complete within testing window. No action. None Student test will be scored as is. December 2013 281 2013–2014 Procedures Manual Division of Statewide Testing OUT-OF-STATE TEST ADMINISTRATION There may be cases where students who were enrolled in the district have moved out of the state and still need to participate in a GRAD retest or Title I assessment. Typically, this will apply to GRAD retests where the student wants to meet graduation assessment requirements through the GRAD. In rare circumstances, it may also apply to Title I assessments where students are not physically in Minnesota but are enrolled in a Minnesota school. This process was established to maintain test security and a standardized administration of GRAD retests and Title I assessments. Each district will determine if it will make an out-of-state testing opportunity available to students through this process. The district that is coordinating the out-of-state test administration (home district) is responsible for maintaining test security during the entire process of administering a test out-of-state, just as it would be while administering a test within the district. The out-of-state testing environment must be an educational institution and the out-of-state Test Monitor must be employed by the educational institution. The test must be administered using equipment owned by the educational institution (e.g., computer) and in a closed room that is being used only for testing, not a public venue. The District Assessment Coordinator (DAC) must send a Non-Disclosure Agreement to be signed and returned by the out-of-state Test Monitor. The DAC should also forward the out-of-state Test Monitor the links to access the Procedures Manual, Assessment Manual(s) and the applicable Test Monitor and Student Directions for the grade, test and subject of the assessment being administered. In addition to providing resources to access, the District Assessment Coordinator should instruct the out-of-state Test Monitor on the district’s testing policies related to keeping test materials secure and how to administer the assessment using the applicable Test Monitor and Student Directions. All district training and training materials provided to the home district’s Test Monitors must be provided to the out-of-state Test Monitor. The out-of-state testing location will confirm they are agreeing to test the student and have set up a date for the test administration that falls within the appropriate testing window. The site must also confirm that security is being followed as outlined in chapter 3 of the Procedures Manual and following district policies and procedures. Please send any questions to [email protected]. Paper Administration Assessments The home district will coordinate the following activities: • Secure delivery of the test materials to the out-of-state location • Administration of the assessment • Secure delivery of the test materials back to the district • Return of the secure and scorable test materials to the testing service provider within administration timelines December 2013 282 2013–2014 Procedures Manual The home district is responsible for sending the test materials via a trackable method to the address where the assessment will be administered. The same test materials, along with the requested documentation (see below), should also be returned to the district via a trackable method. On the day of testing, the out-of-state testing location will verify the student’s identity by checking the student’s ID. Prior to test administration, the out-of-state Test Monitor must read or provide the Test Monitor and Student Directions to the student. When the home district receives the test book(s), completed answer document(s), and requested documentation from the out-of-state administration, the DAC should return the answer document to the designated testing service provider with the other test materials for scoring. The out-of-state secure test materials should be returned with the home district’s shipment of secure test materials. Test results will be provided to the home district. Online Administration Assessments The home district is responsible for contacting the out-of-state location about administering the online assessments. The out-of-state testing location will need to have the current secure browser downloaded on one of the computers to administer the test. The DAC should provide contact information for AIR to the out-of-state location in case technical assistance is needed when preparing for online test administration. The home district will confirm student is included in precode for testing. On the day of testing, the out-of-state testing location will verify the student’s identity by checking the student’s ID. The out-of-state Test Monitor must read or present the Test Monitor and Student Directions to the student. The home district will need to start the session and provide the out-of-state Test Monitor administering the test the student’s MARSS/SSID number, first name as it appears in MARSS, and the session ID. Since the session ID is created at the time of testing, the home district will need to work with the testing site to coordinate administration on the day of testing. During testing: • The home district Test Monitor who starts the session will need to actively monitor the progress of the student test through the Test Monitor Interface of the Online Testing System and be available to troubleshoot any issues (e.g., connectivity, resuming testing) that would interrupt testing. • The out-of-state Test Monitor will need to be present in the testing room and actively monitoring while the student is testing. The Test Monitor will need to be aware of the policies and procedures related to pausing and resuming testing. When testing is completed, the out-of-state testing location will contact the other district to let them know that testing is completed so that the test session can be stopped. Test results will be provided to the home district. December 2013 283 2013–2014 Procedures Manual Documentation For paper and online administrations, MDE requires the following documentation be returned to the home district. Person administering the test (out-of-state Test Monitor): • Signed Non-Disclosure Agreement • The location of the testing site, and the start and finish time of test administration • Signed documentation of the out-of-state Test Monitor's employment at the educational institution including job title. This document will have their address, phone number and email so they could be contacted, if necessary. • Copy of photo ID Student taking the test: • Copy of photo ID of the person taking the test Test Materials: • Test book, if paper version • Student answer document, if paper version • Applicable Test Monitor and Student Directions • Hard-copy mathematics formula sheet or scratch paper, if applicable and provided • Scratch paper • Login information, if printed out December 2013 284 2013–2014 Procedures Manual Division of Statewide Testing RECOMMENDED DOCUMENT RETENTION POLICY FOR DISTRICTS The table below has recommendations, not requirements, for how long to retain assessment-related documents. If your district policy is different, follow your district policy. Outside the customary test administration period, all test materials are to be located only at MDE or the service provider. There should be no secure testing materials at the district or school after the service provider’s courier picks up the test materials. Test-related Document Retention Policy Non-Disclosure Agreements and Test Administration Reports Retain for 12 months after the end of the academic school year in which testing took place Security Checklists Retain for 12 months after the end of the academic school year in which testing took place Paper Reports Retain for 24 months after the end of the test administration Electronic Reports (District Student Results file, PDFs, Individual Student Reports) Retain for three years beyond the scheduled graduation date December 2013 285 2013–2014 Procedures Manual Division of Statewide Testing DOCUMENT RETENTION POLICY FOR MDE The table below summarizes the Division of Statewide Testing’s state-approved policy for retaining materials after test administrations. Outside the customary test administration period, all test materials are to be located only at MDE or the service provider. There should be no secure materials at the district or school after the service provider’s courier picks up the test materials. Test Material Retention Policy Student answer documents for tests not used to meet Minnesota graduation requirements* Retain for two years beyond September of test administration year Student answer documents for tests used to meet Minnesota graduation requirements* Retain for two years beyond student’s estimated year of graduation Test books and other secure materials, and unused answer documents Retain for 12 months from date of test administration Test administration manuals and Test Monitor and Student Directions Retain two copies of each version/form/grade of each test in archives *A record of an online test is maintained by the service provider for the same length of time as is appropriate for the hard-copy version of a test. December 2013 286 2013–2014 Procedures Manual Appendix C — Other Minnesota Assessments December 2013 287 2013–2014 Procedures Manual ACT’S EXPLORE AND PLAN ASSESSMENTS The 2007 Minnesota Education Bill encourages the use of ACT’s approach to educational and career assessment. Public schools that choose to give the EXPLORE and/or PLAN to their grade 8 and grade 10 students in fall 2013 will have them paid for by the state. This year’s legislative session provided funding for public schools for this year. Starting in 2014–2015, the yet-to-be-determined career and college assessments will be included in the Minnesota Assessment System. • ACT’s College and Career Readiness System was developed in response to the need for all students to be prepared for high school and the transitions they make after graduation. View the College and Career Readiness information on the ACT website (http://www.act.org/readiness/index.html). • The system provides a systematic, longitudinal approach to student educational and career planning, assessment, instructional support and evaluation. • The system helps students identify career and educational options, establish goals, determine courses needed to fulfill plans and evaluate educational and career progress. • The EXPLORE (for students in grade 8) provides students with information for school planning and career exploration. The test battery requires about three hours. View additional information about the EXPLORE test on ACT’s website. (http://www.act.org/products/k-12-act-explore/). • The PLAN (for students in grade 10) measures current academic development, explores career/training options and helps students make plans for their remaining high school and postgraduation years. The test battery requires about three hours. View additional information about the PLAN test on ACT’s website (http://www.act.org/products/k-12-act-plan/). Contact Responsibilities Customer Services All aspects pertaining to the administration of the College and Career Readiness System. 877-789-2925 Fax: 319-337-1578 [email protected] December 2013 288 2013–2014 Procedures Manual NAEP in MINNESOTA 2013–2014 School Year Overview NAEP is known as the “Nation’s Report Card.” It is the only assessment that allows performance comparisons from Minnesota to other states and jurisdictions and the nation. Schools and students are randomly selected to be part of the assessment. Data are reported out at the state level only: there are no results for individual students, schools or districts. NAEP conducts assessments in mathematics, reading, science, writing, the arts, civics, economics, geography and U.S. History. Historically, Minnesota’s average NAEP scale scores in mathematics for grades 4 and 8 are among the highest in the nation, and average reading scale scores for grades 4 and 8 tend to be significantly higher than the national average for public schools. Participation in NAEP is linked to Title I funding by the federal ESEA legislation. Minnesota and its schools selected for NAEP must participate in grade 4 and grade 8 mathematics and reading assessments to receive state and district Title I funding. While participation is required to receive Title I funding, no sanctions or awards are given for performance on the NAEP. However, NAEP results are used by policymakers, media and the state education department as a fair and accurate measure of students’ progress in several subjects. National Assessment of Educational Progress (NAEP) Projected Schedule of Assessments Year 2014 National U.S. History (8) Civics (8) Geography (8) Technology and Engineering Literacy (8) December 2013 State Not applicable. 289 Long-Term Trend Not applicable. 2013–2014 Procedures Manual National Assessment of Educational Progress (NAEP) Projected Schedule of Assessments (continued) Year National State 2015 Reading (4, 8) Mathematics (4, 8) Science (4, 8) Reading (4, 8) Mathematics (4, 8) Science (4, 8) 2016 Arts (8) Not applicable. 2017 Reading (4, 8, 12) Mathematics (4, 8, 12) Writing (4, 8, 12) Reading (4, 8, 12) Mathematics (4, 8, 12) Writing (4, 8, 12) Long-Term Trend Not applicable. Not applicable. NAEP Frameworks The frameworks are not the same as the Academic Standards that are used to build Minnesota assessments. Like Minnesota’s assessments, the NAEP frameworks were developed by educators. All NAEP items are reviewed by community members, parents, educators and curriculum specialists from each state. The NAEP assessments include multiple-choice and constructed-response items. NAEP Resources • See the NAEP website for further information (http://nces.ed.gov/nationsreportcard). • View NAEP results for Minnesota students on the Additional Tests page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/AddTest/index.html). • NAEP Frameworks are blueprints that guide the development of the assessments and determine the subject-specific content and skills to be assessed. View NAEP frameworks (http://nces.ed.gov/nationsreportcard/frameworks.asp). • The NAEP Questions Tool contains released items from NAEP assessments with student responses, item statistics and scoring guides. View Released Items on the NAEP website (http://nces.ed.gov/nationsreportcard/itmrls). December 2013 290 2013–2014 Procedures Manual Appendix D — Glossary December 2013 291 2013–2014 Procedures Manual Adult Basic Education (ABE) that requires schools, districts and states to demonstrate, based on test scores, that students are making academic progress (Adequate Yearly Progress) and progress in the acquisition of English language proficiency (Annual Measurable Achievement Objectives). An educational program for adults ages 16 and over who are not enrolled in school and do not have a high school diploma or high school basic academic skill equivalency. Access Active engagement in learning the content and skills of the general education curriculum. Achievement Level A range of scores on a test. Minnesota has four achievement levels on the Title I assessments: Does Not Meet Standards, Partially Meets Standards, Meets Standards and Exceeds Standards. Also called Performance Level. ACCESS for ELLs ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-to-State for English Language Learners. It is a large-scale assessment of English language proficiency based on the Minnesota Standards for English Language Development, developed by the WIDA Consortium. There are four language domains to the ACCESS for ELLs for students in grades K–12: reading, writing, listening and speaking. These language proficiency assessment results are used for federal Annual Measurable Achievement Objectives (AMAO) and determine state English learner funding for districts. Achievement Level Descriptor (ALD) A description of what a student can typically do when the student’s score on a test falls within one of the four achievement levels: Does Not Meet the Standards, Partially Meets the Standards, Meets the Standards, and Exceeds the Standards. ACT’s College and Career Readiness System Comprises the EXPLORE and PLAN and offered by ACT. A systematic, longitudinal approach to student educational and career planning, assessment, instructional support and evaluation. Accommodations Changes in assessment administration, such as setting, scheduling, timing, presentation format or response mode that do not change the construct intended to be measured by the assessment or the meaning of resulting scores. Used for equity, not advantage. Provided to students based on a set of rules and procedures established by MDE. Available accommodations range from additional (extended) time on paper assessments to the provision of a scribe who marks the student’s responses. Also includes versions of the test that enable some students to take the test, such as Braille, large print or accommodated text-to-speech. Adequate Yearly Progress (AYP) The original NCLB measurement used to identify schools for improvement activities. AYP is based on proficiency, participation, and attendance or graduation rates. Based on the waiver approved by the U.S. Department of Education, Minnesota uses Multiple Measurement Ratings (MMR) results to hold schools accountable but AYP results are still released. Alignment Alignment procedures examine the agreement or match between educational components such as test items and the Accountability A provision of the federal Elementary and Secondary Education Act (ESEA) legislation December 2013 292 2013–2014 Procedures Manual Analytic Scoring Minnesota Academic Standards. To the extent that test items are aligned with these standards, student performance on one can be considered a measure of the other. Unlike holistic scoring, analytic scoring requires readers to attend to (count instances of, rate responses, etc.) particular features or domains of a student’s response to an essay. Alternate ACCESS for ELLs Anchor Sets Alternate ACCESS for ELLs is an individually administered English language proficiency assessment developed specifically for English learners who have significant cognitive disabilities severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. There are four language domains addressed by the Alternate ACCESS for ELLs: reading, writing, listening and speaking. The test is available in four grade-level clusters: grades 1–2, 3–5, 6–8 and 9–12. Only students meeting the participation guidelines are eligible to take this assessment. Responses to essays that best match the criteria on the scoring rubrics. They are selected and assembled during rangefinding. These examples of student work are used to “anchor” the scoring of the essays. The use of anchor sets helps scorers assign scores consistently. Answer Document Document on which a student records answers to test questions for paper administrations. These have space for recording responses to items and are usually scannable. AMAO (Annual Measurable Achievement Objectives) Appropriate Instruction Provision of the federal Elementary and Secondary Education Act legislation that requires schools, districts and states to demonstrate, based on test scores, that ELidentified students are making progress learning English. Instruction that (1) meets the child’s unique needs resulting from the disability and (2) allows the child to participate and make progress in the general education curriculum. Assistive Technology A device or service that is used to increase, maintain or improve the functional capabilities of a student with a disability. American Institutes for Research (AIR) American Institutes for Research (AIR) is the service provider for the Title I and GRAD assessments. AIR’s responsibilities include providing technical assistance for developing, administering, scoring and reporting of assessments to inform and improve highquality instruction and support successful outcomes for every student. AIR has subcontracted with Data Recognition Corporation (DRC) to support some components of the Minnesota Assessments. DRC’s main responsibilities include printing, shipping and scoring paper tests. December 2013 Basic Skills Test (BST) Last administered in 2012. A set of reading, mathematics, and writing tests introduced in 1996 (1998 for reading) that students who entered grade 8 in 2004–2005 or earlier must have passed in order to be eligible to receive a diploma from a Minnesota public high school. Any students under the BST rule who still need to pass a subject must now meet the current graduation assessment requirements to receive a diploma. 293 2013–2014 Procedures Manual Benchmark Specific statement of knowledge or skill within an academic standard. The specific skills that fit under a learning strand or academic standard. curriculum, resulting in an ongoing process of monitoring progress in the curriculum and guiding adjustments in instruction, remediation, accommodations or modifications provided to the student. Bias Review Cut Score Specified point on a score scale that separates achievement levels and is usually established by Minnesota’s Commissioner of Education after receiving a recommendation from a Standard Setting advisory panel. Cut scores of particular importance to Title I are the ones that separate Does Not Meet Standards from Partially Meets Standards (worth 0.5 index points) and separate Partially Meets Standards from Meets Standards (worth 1.0 index point). Advisory panel that reviews the language of passages, storyboards and test items for Minnesota students by considering bias, fairness and sensitivity issues, including the following: stereotyping, gender bias, regional or geographic bias (including language bias issues), ethnic or cultural bias, religious bias, ageism, bias against persons with disabilities and experiential bias. Blueprint Tests are built to specifications, sometimes called a blueprint. The blueprint specifies such things as reporting categories, number of items for each category and the number of operational and field-test items on the test. Also called Test Blueprint or Test Specifications. DAC (District Assessment Coordinator) District’s main contact with MDE and the service provider concerning all statewide assessments. Data Center The Data Center located at the MDE website was designed to provide parents, educators, schools, districts and citizens with easy access to test results, revenue and expenditure data, demographic information and other critical data in a centralized location. Content Area Subject area (for example, reading, writing, language arts, mathematics, social studies or science). Criterion-Referenced Test (CRT) Customized achievement test that describes student performance in terms of a specific standard (for example, “typed 50 words per minute with 3 errors”). Typically, criterionreferenced testing has been associated with classroom testing, where instructional objectives are used. Standardized testing has moved toward customized criterionreferenced testing in order to provide testing instruments that align better with state and local educational objectives. Data Entry Interface AIR’s Data Entry Interface is used to enter responses for students who have completed paper accommodated test materials for the online assessments, which include Reading and Mathematics MCA, Reading and Mathematics MCA-Modified, Science MCA, and Reading and Mathematics GRAD retests. The Data Entry Interface is also used to enter scores for the MTAS. Curriculum-Based Measures Assessments that mirror instructional materials and procedures related to the December 2013 294 2013–2014 Procedures Manual Data Recognition Corporation (DRC) Distracter Analysis AIR has subcontracted with Data Recognition Corporation (DRC) to support some components of the Minnesota Assessments. DRC’s main responsibilities include printing, shipping and scoring paper tests. Quality control step to check answer keys as well as basic test item information used in reviewing items. The distracter analysis report shows the number and percentage of students responding to each answer choice (multiple choice) and/or the number and percentage of students achieving each score point (constructed response). Data Review Advisory panel that reviews the preliminary response data from field tests. Panelists review such performance parameters as difficulty level, performance by different groups of students, and other trends and patterns. Domain Scoring Scoring model requiring the reader to score several categories or “domains” of an essay. A typical domain is Content, typical features of which could be central idea, organization and elaboration. Each domain is evaluated holistically. The domain score indicates the extent to which the features in that domain appear to be under the control of the writer. A handscoring term. Derived Scores Scores expressed on a scale. Also referred to as transformed scores or scaled scores. Dichotomous Items Items that are scored as correct or incorrect. Usually multiple-choice items. DSR/SSR (District or School Student Results) files Differential Item Functioning (DIF) The District Student Results (DSR) file and School Student Results (SSR) file, located on Assessment Secure Reports (formerly MDE Secured Reports), contain demographic and test score information for students tested in the district or school. Procedure for helping detect whether an item is unfair toward a particular group of testtakers. Helps determine whether members of a particular group have difficulty with an item, not because they know less but because they have different cultural experiences or assumptions. Members of the Data Review panel look at items marked by the DIF procedure and discuss whether there was something about the item that was unfair to the group identified. EL (English Learner) Programmatic and research term used to identify students learning English as an additional language. The term “LEP” or Limited-English Proficient may also be used for this same group of leaners. Disability Category Electronic Review Individuals with Disabilities Education Act (IDEA) specifies 13 disability categories: mental retardation, hearing impairment (including deafness), speech or language impairment, visual impairment (including blindness), serious emotional disturbance, orthopedic impairment, autism, traumatic brain injury, other health impairment, specific learning disability, deaf-blindness, multiple disabilities and developmental delay. December 2013 Advisory panel that evaluates the appropriateness of the media developed for online assessments. The panelists review the final stage of the scenarios and items developed prior to field-testing and verify the media’s accessibility, accuracy and universal design characteristics. 295 2013–2014 Procedures Manual Explicit and Intensive Instruction ESEA (Elementary and Secondary Education Act) During explicit instruction, skills are taught sequentially and directly. No assumptions are made about what students might acquire on their own. Intensive instruction is most often achieved in an individual and/or small-group setting. Also referred to as No Child Left Behind. On January 8, 2002, President Bush signed into law a reauthorization of the Elementary and Secondary Education Act, which is called the No Child Left Behind Act of 2001, a landmark in education reform designed to improve student achievement and change the culture of America’s schools. View more information about NCLB at the U.S. Department of Education (http://www.ed.gov/nclb/ landing.jhtml). Extended Standards Content standards that have been reduced in depth, breadth and complexity while maintaining the essence of the standards. Extensive Supports ESL (English as a Second Language) Supports may include an array of services provided by school personnel, such as augmentative and adaptive communication systems and assistive technology devices. Supports may be considered extensive if they require specific instruction and ongoing teacher support. A general term to describe a program that teaches English to ELs or the professionals engaged in teaching English to speakers of other languages. Equating Psychometric process ensuring comparability of scores from one test form to another (for example, from year-to-year or from form-toform). Field Test Test items and writing prompts must be tested in order to be considered valid for use in operational scoring and are tested on field tests, either stand-alone or embedded. Fieldtesting yields a set of item statistics that describe how well the item or prompt functions. Items that pass Data Review are stored in the item bank for future use in constructing operational test forms. Error of Measurement Often Standard Error of Measurement (SEM). Amount of random and systematic error that exists in all measurement, including test scores. Computed using the reliability of the test score and the standard deviation of the test scale or score. Some sources of measurement error are guessing, illness, errors in directions, distraction, cheating, misuse of accommodations and mistakes in marking answer sheets. Random errors can be reduced by using clear and unambiguous items, establishing standard testing conditions and including a sufficient number of items in the assessment. Frequency Distribution Table showing the number, percentage and cumulative percentage for each value in a data set. Data could be test scores (for example, raw scores or scaled scores) or item responses (for example, A, B, C, D, Omits, Double Grids). General Education Curriculum Exemplar The body of knowledge and range of skills that all students in the state are expected to master. Minnesota school districts determine their curriculum, which must align to the Minnesota K–12 Academic Standards. Response to an essay that is an ideal example of a particular score point of a rubric. Also called an anchor response. A handscoring term. December 2013 296 2013–2014 Procedures Manual GRAD (accommodation) for a student taking an ESEA-related test. For eligible students, the IEP may specify an alternate assessment. The Graduation-Required Assessments for Diploma (GRAD) started in 2006–2007, when ninth graders took the Written Composition GRAD. The grade 10 Reading GRAD was first administered in 2007–2008, and the grade 11 Mathematics GRAD was first administered in 2008–2009. In 2013, legislation was passed that allowed students to meet graduation assessment requirements through routes other than passing the GRAD. Inter-Rater Reliability or Inter-Reader Reliability Method of measuring the agreement among readers scoring the same responses. Computer programs compare the scores assigned by one reader to those of another reader for the same student. Reports showing reliability are used to monitor reader performance. A handscoring term. Grade-Level Content Standards Statements of the subject-specific knowledge and skills schools are expected to teach students at each grade level. Item Test question. Examples of formats are multiple choice, technology enhanced. Graduation Requirements Records (GRR) Item Analysis MDE website for providing data about ways students met graduation assessment requirements other than passing the GRAD. Statistical analysis providing measurement and bias information about items. This information is used for Data Review panels, test construction, technical reports and other psychometric documentation. May also refer to a quality control step to verify answer keys. The item or distracter analysis report shows the number and percentage of students responding to each answer choice, as well as p-values, point-biserials, logit difficulties, theta (θ) and DIF statistics for each item. Gridded-Response Items Type of item on the paper Mathematics MCA in grades 5–8 and 11 that requires a student to compute the correct answer and enter it. View gridded response tutorials are available on the Student Resources page of the Minnesota Assessments portal (http://www.mnstateassessments.org/resourc es/?section=3). Item Bank Handscoring (Performance Scoring) Collection of test items in various stages of review, along with associated data (for example, reading passages, distracter rationales) and item statistics. Process by which the responses to essay topics are scored by readers trained to score according to the specific scoring rubrics (criteria). Item Calibration Holistic Scoring Process of evaluating item functioning using an Item Response Theory (IRT) model. Results of item calibration are various item parameters. Scoring model requiring readers to assign scores based on more general criteria found in the rubric. Criteria are stated for each valid score point of the item. A handscoring term. IEP (Individualized Education Program) Official educational document that may specify a special testing condition December 2013 297 2013–2014 Procedures Manual Item Difficulty subject and grade. View the item samplers on the Minnesota Assessments portal (http://www.mnstateassessments.org/itemsamplers/). Proportion of students who correctly answered the item, or p-value. An item with a p-value of 0.72 was answered correctly by 72 percent of the students. Item Specifications Item Discrimination Specify the language and format item writers must follow when constructing items. Ability of an item to discriminate between students who are strong on the content or concept being measured and those who are weak. MDE uses the point-biserial correlation (the correlation between responses to a particular item and scores on the total test). Large-Scale Assessment Statewide, standardized testing for thousands of students. The tests measure student knowledge and skills against predetermined standards set by a large political or policy group. The assessment is summative, measuring what students know at a particular date. Its focus is on judging student performance against a clear set of criteria. Large-scale assessment is different from classroom-based assessment, which judges student performance in a standards-based curriculum as well as the student’s attitude, effort and performance (status and growth) on teacher-determined goals. Item Response Theory (IRT) Set of methods, computations and assumptions about item and test data that provide for a robust analysis of student responses. IRT analysis is used to link tests from year to year or grade to grade, as well as to provide sample independent information on item functioning. Generally, IRT comes in three basic models: the 1 Parameter Logistic (1PL), the 2 Parameter Logistic (2PL) and the 3 Parameter Logistic (3PL). The 1PL model and the Rasch model are equivalent in use but may differ in philosophical and theoretical underpinnings. Variations of these models exist to handle analysis of dichotomous and polytomous items either separately or together. Learning Point Navigator AIR’s Learning Point Navigator system provides districts with educational and instructional resources for classroom use. Once students are assigned to teachers through rosters, teachers can log into Learning Point Navigator and create assignments for students who need extra help in a subject or a specific content standard. Teachers can assign due dates and track their students’ progress. This system is linked to the Online Reporting System so users can access resources for students based on their performance on assessments. Item Review After receiving training on item development, members of the Item Review panel help choose appropriate items for future tests. Item Samplers Use the same formats as the actual tests. Intended to familiarize stakeholders with the types of questions asked and the testing format. Contain fewer items than an actual test and are aligned to the Minnesota Academic Standards. Not suitable for predicting how students will perform on the corresponding assessment. Categorized by December 2013 MARSS WES (Minnesota Automated Reporting Student Systems Web Edit System) MDE website where districts submit student enrollment information. Student data from MARSS are used to populate preprinted 298 2013–2014 Procedures Manual answer documents, provide key student information to assessment records and verify enrollment for accountability. directories, including district and school addresses, contacts, and historical data. Mathematics Test for English Language Learners (MTELL) Arithmetic average of a set of scores. The Minnesota Department of Education created the growth model with input from educators. It was designed to help parents and educators track students’ progress toward proficiency from year to year in order to better determine whether students are gaining and maintaining skills necessary to be successful after high school. Median Minnesota Test of Academic Skills (MTAS) Minnesota Growth Model Last administered in 2009. A mathematics assessment English learners could take in place of the Mathematics MCA. Mean Middle score in an ordered distribution of scores. Alternate assessment based on alternate achievement standards aligned to extensions of the Minnesota Academic Standards, representing a reduction of the breadth and depth of the standards. Only students meeting the eligibility requirements are eligible to take this assessment. Secure Reports (formerly MDE Secured Reports) Secure Reports is where districts can view assessment results for students, schools and the district as well as accountability and school improvement reports. Once released, the Secure Reports can be accessed through the Data Center. Mode Score with the greatest frequency. Multiple-Choice Item Minnesota Comprehensive Assessments (MCA) Item with answer options provided. Multiple Environments Mathematics, reading, and science tests Minnesota uses to comply with the Title I requirement of ESEA. Indicates more than one of the environments in which the student spends a typical day (e.g., home, school and community). MCA-Modified Multiple Measurement Rating (MMR) An alternate Title I assessment based on modified achievement standards in reading and mathematics for a small group of students whose disability has precluded them from achieving grade-level proficiency. Only students who meet eligibility requirements are eligible. Minnesota’s new measurement of school performance. The MMR measures proficiency, student growth, achievement gap reduction, and graduation rates. Schools earn points in each category. The percentage of possible points that a school earns is the school’s MMR. MDE-ORG (Minnesota Department of Education-Organization Reference Glossary) A searchable database on the MDE website that includes a variety of Minnesota school, district and education-related organization December 2013 299 2013–2014 Procedures Manual National Assessment of Educational Progress (NAEP) state, district, school, college or university levels. Sometimes called the Nation’s Report Card, these tests are given to some students in a sample of districts to measure the performance of Minnesota students on national academic standards. Omits Field on an answer document where a response would be expected but is not present. For example: (1) a demographic field, such as a name grid, where letters in the middle of the name are not filled in; (2) multiple-choice items on an answer document without a student response (blank). Omits are also counted for constructed-response items. Typically, these are coded as “blank” for constructed-response items. NCLB (No Child Left Behind Act of 2001) On January 8, 2002, President Bush signed into law a reauthorization of the Elementary and Secondary Education Act, which is called the No Child Left Behind Act of 2001, a landmark in education reform designed to improve student achievement and change the culture of America’s schools. Find more information about NCLB at the U.S. Department of Education (http://www.ed.gov/nclb/landing.jhtml). Online Reporting System AIR’s Online Reporting System allows users to view dynamic preliminary test results for Title I and GRAD assessments at the student level, roster level, school level and district level, depending on user role access. New Item Review Advisory panel that reviews test items that may be used on future assessments to verify that content, readability and grade appropriateness are within an acceptable level for the given grade, as well as offering suggestions for revisions to the items. All applicable item formats are reviewed during the course of this panel. Online Test Assessment delivered by a computer. The Reading and Mathematics MCA, Reading and Mathematics MCA-Modified, Science MCA, and Reading and Mathematics GRAD retests are online tests. Online Testing System The online assessments are administered using AIR’s Online Testing System. The Online Testing System has both a student interface, accessible only through the secure browser, and a Test Monitor interface. Norm-Referenced Test (NRT) Achievement tests that describe a student’s performance in terms of the student’s relative position in a group (for example, the 80th percentile means that the student scored better than 80 percent of his or her classmates). NRTs are usually standardized tests offered by commercial test publishers such as CTB (TerraNova), Riverside Publishing (Iowa Test of Basic Skills, Iowa Test of Educational Development), ACT (ACT Assessment) and ETS (SAT I, SAT II, GRE). The above tests have been nationally normed so that an individual student can be compared with students nationwide. In many cases, local norms are developed for the December 2013 Operational Test Test administered annually to all eligible students. All passages and items on the test have been developed, field-tested and reviewed by Minnesota teachers. This is sometimes called the “live administration” as opposed to a field or pilot test. 300 2013–2014 Procedures Manual Optional Local Purpose Assessment (OLPA) involving a large number of participants. Results have no official ramifications for individual students, and no Individual Student Reports are created. The OLPA is an optional assessment only available online for grades 3–8 in mathematics. Districts have the option of administering the OLPA earlier in the school year for instructional purposes prior to the one administration of a Title I mathematics assessment in the spring for accountability purposes. Placement Where a student with a disability will receive special education services; decided by an IEP team. Practice Sets Examples of essays assembled during rangefinding and used during scoring. Illustrate the most crucial scoring decisions— also called “line decisions”—for the scoring of essays. Use of practice sets helps scorers assign scores consistently and reliably. Passage Review Advisory panel that reviews fiction, nonfiction and poetry for the reading test. Panelists approve or reject passages based on subject, content, student interest and universal appeal. Panelists consider the passage length, grade-level appropriateness and gender representation, as well as the portrayal of cross-cultural and crossgenerational elements, within the texts. Precode The files that are sent to the testing service providers with student enrollment and demographic information and test eligibility. Performance Assessment Preprinted Test Documents Assessment requiring students to produce rather than select a response. Responses typically must be handscored. Test answer documents or labels precoded with individual student information from the precode files printed on them. Typical data fields are name, date of birth and MARSS number. Preprinting test documents avoids student bubbling errors. Performance Levels Sections of a scale score continuum created by cut scores. See Achievement Level. Proficiency Persistently Low Performance (PLP) Level of knowledge or skills that demonstrates a mastery level of achievement. For Title I ESEA accountability purposes, a student who earns an achievement level of meets or exceeds the standards is considered proficient on the Minnesota Academic Standards. For the purposes of eligibility for the MCAModified, persistently low performance is defined as performance in the lowest achievement level on the MCA and/or MTELL in one or more content areas for the two most recent administration years. Pilot Test Progress Score Typically, a test that is administered on a small scale to a representative group of testtakers. Pilot tests are usually used to verify the clarity and accuracy of the test materials, including items, response documents, test forms, manuals, etc. In some cases, a pilot test may refer to a test administration December 2013 A representation of a student’s progress in academic achievement from grade to grade. MDE uses an across-grade, or “vertical,” scale that allows comparison of student scores across grades 3–8. The progress score represents yearly student performance 301 2013–2014 Procedures Manual on that across-grade scale, providing a means to track student achievement over time. ability (logit ability). Used for scaling and equating test forms, as well as producing item analysis. Prompt Raw Scores Stimulus or instruction used to elicit a written response from a student. Typically, this is a writing prompt, but prompts may be used in other content areas as well. Scores obtained directly from student responses. The raw score is the sum of points assigned to a student’s constructedresponses, technology-enhanced responses and the sum of correct answers to multiplechoice questions or a total of both types of responses. Usually transformed to another scale for reporting purposes. Prompt Review Advisory panel that helps choose appropriate written composition prompts for future assessments, as well as offering suggestions for possible revisions to prompts. Raw-to-Scale Score Conversion When a Minnesota assessment is administered many times a year or to students in the same grade across years, a constant scale is necessary to maintain comparability of scores. To ensure equivalency of scores across years for these assessments, raw scores are converted to scale scores through a linear transformation of estimated latent traits (construct). Through this process, called test score equating, equivalency of test forms is maintained and fair comparisons are ensured. Psychometrics Branch of psychology that deals with the design, administration and interpretation of quantitative tests measuring psychological variables such as intelligence, aptitude and personality traits. Also the process where a student’s achievement is measured and a score is assigned. Qualifying Sets Sets used to certify scorers being trained to score constructed responses. After scorers have been trained on the anchor sets and practice sets, they must score satisfactorily on the qualifying sets in order to qualify to score constructed-response items. Reliability Advisory panel in which teachers help determine the scores for student essays. This panel also selects examples of student work that illustrate each of the score points. The scoring staff then uses the score points and examples to score the essays from the test administered that year. A handscoring term. The extent to which test scores are reproducible. If a class of students theoretically took the same test twice in one day and each student’s score was the same on the second administration of the test as on the first, the test would be perfectly reliable (1.00). Of course, perfection is not possible, and reliabilities in the .90s are considered good. In handscoring, reliability refers to agreement between readers when assigning scores. Handscoring quality control reports help monitor reader reliability. Rasch Model Reliability Coefficient Rangefinding Psychometric model from the IRT family of models that permits objective comparisons of individuals, items, etc. Provides estimates of item difficulty (logit difficulty) and person December 2013 Measure of the relationship between two sets of numbers (see Reliability). In handscoring situations, the correlation between the ratings 302 2013–2014 Procedures Manual Secure Test Materials of two individuals or between an individual’s score and the official scores on a special set. State tests should be seen only by the students who take them and the professional team that develops them. Test items and test content are not to be viewed by teachers and Test Monitors who administer them or by parents or the public in general, including the media. Test Monitors administering certain accommodated forms and MTAS Test Administrators are an exception. Rubric Criteria used to rate student responses to constructed-response items or writing prompts. Rubrics vary according to the item. Scale Score A scale score is a conversion of a student’s score that equalizes possible differences in test form difficulty. Segment In paper tests, segment refers to the division of test books into parts for ease of administration and to divide calculator from non-calculator items. In online tests, segments divide calculator from noncalculator items but scheduling of test administration is not based on the segments. Scenario A concept used in the Science MCA to assess both science content and skills. Items within a scenario are related by common context to give students the opportunity to consider science content at a higher cognitive level and in a more efficient manner than would be possible with stand-alone items. Scenarios may include graphics, audio and/or video media. Some scenarios may include a simulative portion that requires students to manipulate variables and then view the results of a simulated situation. In the situation, students may complete an investigation, collect, record, and analyze data or influence the outcome of an event or phenomenon. Significantly Below Age Expectations Significantly below the average cognitive functioning of typically developing peers; determined by: • School Assessment Coordinator • Coordinates the receipt of test materials, test administration and return of all test materials at a test site. Score Means for measuring a response. For example, an open-ended response can be scored 0, 1, 2, 3 or 4. A score for a multiplechoice item is usually 1 (right) or 0 (wrong). In addition, a score may refer to the total number of items answered correctly or to a scale score for a test. At least “two standard deviations below the mean, plus or minus one standard error of measurement” (Minn. R. 3525.1333) on a standardized normreferenced measure of cognitive functioning; OR When formal cognitive assessments are inappropriate or invalid, other data-based measures may be used to document functioning significantly below age expectations consistent with IDEA Sec 614(d)(1)(A)(i)(VI)(bb). Specialized Curriculum A curriculum differing from that for nondisabled students (e.g., a life skills curriculum). Standards Content Standards: statements of the subject-specific knowledge and skills schools are expected to teach students. December 2013 303 2013–2014 Procedures Manual Language Arts scores than Trenton Middle School). Performance Standards: a general level of performance operationally defined by cut scores, labeled by descriptive terms (for example, proficient) and often accompanied by examples of typical work. Standards-Based IEP A process and a document that is framed by the state standards and that contains goals aligned with, and chosen to facilitate, the student’s achievement of grade-level academic achievement standards. Standard Deviation Measure of variability, expressed in the same metric as the score. Indicates the dispersion of test scores around the mean. The mean and standard deviation of a distribution can be used to determine what proportion of scores falls within one standard deviation of the mean. Storyboard Initial draft form of scenarios in the Science MCA assessment. Includes descriptions of the context and media or graphics to be used, as well as ideas or draft forms of rooted and summary items. Standard Score Type of transformed score that reports performance in terms of the number of standard deviation units the raw score is from the mean. Most scaled scores or score scales reported in large-scale assessment are standard scores. Storyboard Review Advisory panel that evaluates the appropriateness of the scenarios for the Science MCA assessment. Panelists review storyboards prior to item and graphics development for the appropriateness of the content, grade level, length, gender representation and geographic and ethnic inclusiveness. Standard Setting Advisory panel that is trained to assign the standards or Minnesota achievement levels in statewide assessments. Panel members learn the process Minnesota uses for establishing standards and consider how various choices could affect students and schools. Strands The major concepts assessed by Minnesota tests. Student Response Standardized Testing Student’s answer to a test question. Unlike tests made by the teacher and administered in a classroom setting, standardized testing provides a uniform and systematic way of designing, developing, implementing, administering, scoring and reporting test results. This systematic approach allows decision-makers, teachers, parents and students to make comparisons across subjects (for example, Sally is better at mathematics than reading), across grades (for example, Joey has improved his mathematical ability from last year) and between schools and districts (for example, JFK Middle School reported higher English December 2013 Sub-Score One type or level of score reported for most large-scale assessments. Typically, a total or overall score is reported for the subject (for example, mathematics) as well as one or more sub-scores or strand/domain scores (for example, number sense, comprehension). Technical Manual Includes the history of how the test was constructed and scored, including all the psychometric information. Updated annually after each test administration. 304 2013–2014 Procedures Manual Technology-Enhanced Item while positive values indicate harder items. These and other parameters are obtained from the 1PL, 2PL and 3PL IRT models. Item used in some online assessments. Students may select one or more points on a graphic, drag and drop a graphic from one location to another or manipulate a graph. TIDE (Test Information Distribution Engine) Test Development Process of constructing a test. Includes writing the items or test questions and selecting and organizing them into test forms. AIR’s system that integrates the maintenance of user information and student information, the ordering of materials for those students, and the tracking of materials in transit. Test Specifications Universal Design Approach to designing a test so it can be used by the widest range of users without adaptation or modification. The specific rules and characteristics guiding the development of a test. Adherence to test specifications ensures that equal test forms are developed annually. Test specifications refer to the overall characteristics of the test content and format that must be followed when constructing tests. Universal File Format (UFF) The UFF was used prior to 2012 to import District Student Results (DSR) and School Student Results (SSR) data files into Excel format. The UFF Excel file still contains the information about the contents and structure of the DSR and SSR files. Test WES MDE’s Test WES system is the web edit system used throughout the year by District Assessment Coordinators and other district staff for these activities related to data editing and other assessment tasks. Validity The appropriateness or correctness of inferences, decisions or descriptions made about individuals, groups or institutions from test results. There is no such thing as a generically valid test. Validity must be considered in terms of the correctness of a particular inference. Text-to-Speech For online tests (Mathematics OLPA, Mathematics MCA, Mathematics MCAModified, Science MCA and Mathematics GRAD), the audio component for regular and accommodated audio is text-to-speech. Textto-speech provides computer-generated audio, and students select the parts of the item they want to listen to (e.g., question and answer option, selected text). World-Class Instructional Design and Assessment Consortium (WIDA) Minnesota is part of the WIDA Consortium. As a member of the WIDA consortium, Minnesota districts administer the ACCESS for ELLs or Alternate ACCESS for ELLs assessment to all English learners in grades K–12. MetriTech is the service provider for these assessments. Theta/b Similar to the logit difficulty and logit ability from the Rasch model, Theta/b ranges from -3 to 3. Negative values indicate easier items, December 2013 305 2013–2014 Procedures Manual
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