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LEA IMC AND BUILDING LEVEL COORDINATOR
Career and Technical
Education
Statewide Assessment
Administration Manual
2013-2014
Public Schools of North Carolina
State Board of Education  Department of Public Instruction
Career and Technical Education Division
v2 10/25/2013
CONTENTS
I. INTRODUCTION ............................................................................................................................... 1
Purpose of this Manual ........................................................................................................................ 1
Statewide Instructional Materials …………………………………………………………… ....................... 1
Statewide Secure/Community Item Banks…………………………………………………… .................... 1
Statewide Pre-Assessments……………………..................................................................................... 1
Statewide Field Tests (Mid-Term/Final)……………………………. ....................................................... 2
Statewide Post-Assessments………………………………………………… ............................................ 2
What Is Meant By Proficiency ……………………………………………………………… ........................ 2
Use of Statewide Assessments Results ……………………………………………… .............................. 3
Reliability and Validity of Statewide Assessments ………………………………………… ...................... 3
NC Virtual Public School………………………………………… .............................................................. 3
Summer School .................................................................................................................................... 3
Other Programs (i.e. Odyssey and Nova Net)....................................................................................... 3
Third-Party Assessments ...................................................................................................................... 3
WorkKeys.............................................................................................................................................. 3
Credentials ............................................................................................................................................ 4
II. OVERVIEW OF PROCESS .............................................................................................................. 5
LEA Instructional Management Coordinator’s Responsibilities ............................................................. 5
Building Level Coordinator’s Responsibilities........................................................................................ 5
Classroom Administrator’s Responsibilities .......................................................................................... 6
Use of Proctors ……………………………………………………………………….... ................................ 6
Testing Code of Ethics……………………………………………………………….. .................................. 7
Limitations to Providing Instruction to Students on the Day of Testing ................................................. 7
Suspended Students ............................................................................................................................. 8
Assessment Security-Paper and Pencil Method……………………………………………………… ........ 9
Assessment Security-Online Method .................................................................................................. 10
III. PREPARING FOR ASSESSMENTS ............................................................................................. 11
General Information ............................................................................................................................ 11
Assessment Schedule ........................................................................................................................ 11
Notifying Students About Accommodations ........................................................................................ 11
What to Tell Students .......................................................................................................................... 12
Assessment Environment ................................................................................................................... 12
Use of Formula Sheets and Other Reference Materials ..................................................................... 12
PDF Files of the Secure Assessments ................................................................................................ 12
Printing Sent to Third Party Printers (i.e. Kinkos) ................................................................................ 13
Recording Audio Files of the State Secure Assessment ..................................................................... 13
Medical Waivers .................................................................................................................................. 13
Before Assessment Pre/Mid/Post ....................................................................................................... 13
Before Online Assessments: ............................................................................................................... 13
Credit Recovery ………………………………………………………………… ........................................ 14
Credit by Demonstrated Mastery ………………………………………………………………… .............. 14
Middle School Student’s Taking High School CTE Courses ............................................................... 14
MSL’s/CTE Pre/Post-Assessments .................................................................................................... 15
IV. ADMINISTERING ASSESSMENTS .............................................................................................. 16
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Materials for the Classroom Paper and Pencil Assessment Administrator ......................................... 16
Administration Procedures (Paper-Pencil) .......................................................................................... 16
Proctors’ Responsibilities .................................................................................................................... 16
Timing Assessments ........................................................................................................................... 16
Timing of Project Based Assessments ................................................................................................ 17
After the Assessment (Paper-Pencil) .................................................................................................. 17
Reporting Errors on an Assessment .............................................................................................17&19
Online Assessment Method………………………………………………………………. ......................... 18
Materials for the Classroom Online Assessment Administrator .......................................................... 18
Administration Procedures (Online) .................................................................................................... 18
After the Assessment Administration (Online)..................................................................................... 19
Scoring and Reporting ........................................................................................................................ 19
Assessment Forms ............................................................................................................................. 19
Assessment Irregularities .................................................................................................................... 20
V. SCANNING, SCORING, AND REPORTING RESULTS ................................................................ 21
Scanning ............................................................................................................................................. 21
Reporting Results ............................................................................................................................... 21
Appropriate Use of Results ................................................................................................................. 21
Handling Student Information.............................................................................................................. 21
What is Proficient ................................................................................................................................ 21
Who Counts in Technical Attainment .................................................................................................. 21
VI. ACCOMMODATIONS FOR SPECIAL POPULATIONS ............................................................... 22
Accommodations ................................................................................................................................ 22
Review of Accommodations Used During Testing .............................................................................. 22
Accommodated Assessment Formats ................................................................................................ 22
Standard Accommodations ................................................................................................................. 22
Other Accommodations ...................................................................................................................... 23
Alternate Assessment of Limited English Proficient Students ............................................................. 23
Alternate Assessments ....................................................................................................................... 24
VII. FREQUENTLY ASKED QUESTIONS .......................................................................................... 25
Student identification Numbers and Coding ........................................................................................ 25
Administration ..................................................................................................................................... 25
Accountability ………………………………………………………… ........................................ …………25
Other CTE Courses ............................................................................................................................ 26
Where can I get more information? ..................................................................................................... 27
APPENDICES
APPENDIX A-State of Accountability/Building Instructional Mgt. Coordinator .................................... 29
APPENDIX B-State of Accountability .................................................................................................. 31
Classroom Assessment Administration Form ................................................................................ 32
Class Roster Summary Form ........................................................................................................ 33
NC CTE Secure Assessment Irregularity Form ............................................................................. 34
APPENDIX C-Statement of Accountability/CTE Teacher Accountability Form ................................... 36
APPENDIX D-Medical Waiver............................................................................................................. 38
APPENDIX E-Assessing Outside the CTE Assessment Window ....................................................... 42
School Request/Process ............................................................................................................... 43
Parent/Guardian Request Assessing Outside the CTE Assessment Window Form ...................... 44
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APPENDIX F-Review of Accommodations Used During Testing ........................................................ 45
Review of Accommodations Used During Testing Form Procedures ............................................ 46
Review of Accommodations Used During Testing Form ............................................................... 47
APPENDIX G-Testing Code of Ethics ................................................................................................. 48
APPENDIX H-Instructions to Students (Paper-Pencil) ........................................................................ 52
APPENDIX I-Instructions to Students (Online).................................................................................... 56
APPENDIX J-Contingency CTE Assessments.................................................................................... 59
APPENDIX K-LEP/Alternative Assessment Verification Form ............................................................ 61
APPENDIX L- Statewide Assessment Printing via Third Party Accountability Agreement .................. 63
In compliance with federal law, including the provisions of Title IX of the Education Amendments of 1972, the Department
of Public Instruction does not discriminate on the basis of race, sex, religion, color, national or ethnic origin, age, disability,
or military service in its policies, programs, activities, admissions or employment.
Inquiries or complaints should be directed to:
Career and Technical Education-Instructional Management
6359 Mail Service Center
Raleigh NC 27699-6307
919/807-3892 or 919/807-3656 (fax)
ACKNOWLEDGMENTS
Thanks to the many LEA Instructional Management Coordinators, LEA Directors, Regional Coordinators, Department of
Public Instruction staff members, and others who helped with the updating and review of the CTE Assessment
Administration Manual. For more information about the CTE assessment process, contact [email protected]
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I. INTRODUCTION
Purpose of This
Manual
To maintain the integrity of NC CTE’s statewide assessment program, it is essential that all
individuals understand the importance of uniform policies, procedures, and protocols for
maintaining assessment security. This publication has been prepared to assist principals,
teachers, Instructional Management Coordinators, CTE Administrators, and other school
personnel with the information required to implement a secure, uniform administration of CTE
assessments.
Statewide implementation of CTE assessments has occurred for many years. To ensure
uniform assessment administration statewide, it is critical that all persons involved review this
manual to be sure correct procedures are being followed.
Statewide
Instructional
Materials
Course instructional guides and blueprints are available on LearnNC’s Moodle site. Teachers
are ultimately responsible for checking and verifying that they have the correct materials, such
as current blueprints and current instructional guides, and are using community banks through
Thinkgate (Elements). Teachers are strongly encouraged to give formative assessments
through the instructional management system, Thinkgate (Elements). Use of all three items
supports necessary curriculum alignment. Curriculum may be found at
www.moodle.learnnc.org.
Statewide
Secure/Community
Item Banks
A course blueprint that lists course objectives and additional information about course content
is provided for most courses in the N.C. Career and Technical Education (CTE) Essential
Standards. Assessment items are divided into a community bank and a state bank. The
community bank, formerly known as a classroom assessment bank, is available for use by
LEAs for district benchmarks and formative and classroom assessments. Secure items are
reserved in a secure statewide bank for CTE assessments for most of these courses.
Assessment items are developed by teams of teachers and content specialists. Both the
community bank and secure state bank are aligned to the course blueprint. Items go through a
strenuous validation process before being included in either bank. In addition, items are
included on field tests and reliability data are collected before the item is included in a
community bank or on a CTE statewide assessment.
Statewide Instructional Materials Clarifying Statement
Items from community banks may not be posted on the web by teachers without LEA IMC
permission and when approved, items must be password protected. Please see your LEA IMC
for more information. The North Carolina Classroom Banks Acceptable Use Agreement, is
located on the Directors Moodle, and should be submitted annually by the LEA Director.
Statewide
Pre-Assessments
State assessments are used for the purposes of determining teacher effectiveness (EVAAS).
For selected courses that have insufficient data available in Thinkgate (enrollment of 1,000 or
more) and/or there is no predictive data to determine growth, required the administration of
pre-assessments along with post-assessments to determine student growth. For more
information please visit NCDPI’s Teacher Effectiveness website.
These pre-assessments are NOT optional, and must be completed before significant
instruction takes place. Pre-Assessments are to be completed within the first five days
(semester) or the first ten days (year-long) of the course.
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I. INTRODUCTION
Statewide
Field Tests
(Mid-Term/Final)
The field test year is defined as the entire first academic year after publication and includes
implementation of a curriculum. During this year, data is collected on the curriculum and
assessment items as part of the validation process. Secure field tests for high school courses
will be provided by DPI for local administration.
Field Test (RBT):
For RBT courses, mid-term field tests assess approximately the first half of the
blueprint only. Final field tests assess approximately the second half of the blueprint
only.
Field Test (Non-RBT):
For these courses, the field test is comprehensive at the end of instruction.
These will be available through the Thinkgate™ software.
Use of field test scores is a local decision. If an LEA selects to use the assessment scores as
part of the student’s grade, DPI recommends that results for mid-term and final field tests be
scaled locally as follows: The highest individual class/section score achieved by a student on
each field test will be scaled to 100 and all other scores will be adjusted by adding the same
number of points by each classroom teacher (i.e., highest score 85, add 15 points for a total
score of 100. Add15 points to each score). DPI applies a calculated scale that would provide
a 77 as proficient after the field test year. Field test scores are not used by DPI to report
proficiency for federal accountability.
Most students will complete a field test in a given 90-120 minute class period. Since a field test
is not used for accountability purposes, you may give the test over two days if needed.
EXAMPLE: If you are on traditional schedule, have less than 90 minutes class periods, and no
extended mid-term period, then you may divide the test approximately in half and give
questions 1-50 on Day 1 and 51-100 on Day 2. (Exact numbers will depend on how many
questions print on a page). These SHALL be printed and packaged separately.
Be sure students use the same bubble sheet on both days for scanning and scoring purposes.
Testing ethics and procedures for security must be followed. For online tests, the test must be
suspended at the end of the testing period and continued the next day.
Articulation and Field Tests
For more information regarding the process to award articulated credit during a field test year,
please visit the North Carolina High School to Community College Articulation Agreement
website.
Statewide
Post-Assessments
Secure statewide assessments are provided for most CTE courses. These generally consist of
100 multiple-choice items. Items are selected by course objective, and the number of items
from each objective is determined by the weight that objective is assigned on the course
blueprint.
A list of all course assessments appears in current edition of the CTE Status of Curriculum and
Assessment found on the CTE IMC Moodle site. Local option courses also require a valid and
reliable assessment, which may be an assessment developed by a third party.
Special provisions for assessing students with disabilities appear in this document in Section
VI: Modifications for Special Populations. As a general rule, the CTE Post-Assessment process
follows the procedures outlined in Testing Students with Disabilities, a publication from the
Division of Accountability Services/North Carolina Testing Program.
CTE educators shall have access to blueprints and the community banks for courses they
teach. Teachers may use the community banks for instruction, formative assessments,
benchmark assessments, and review. Community banks must be accessed through
Thinkgate™ software and must always be password protected.
Post-Assessments are to be completed within the last five days (semester) or the last
ten days (year-long) of the course.
What Is Meant By
Proficiency
See page 21—“What Is Proficient.”
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I. INTRODUCTION
Use of Statewide
Assessment
Results
Data are analyzed at the local, regional, and state levels by school, program area, and other
demographic data in Thinkgate to determine current proficiency levels. State, regional, and
individual LEA results of CTE assessments can be accessed online at
http://ctelps.dpi.state.nc.us/. Visitors to this site can log on as follows:
User Name:
Guest
Password:
Guest
Reliability and
Validity of
Statewide
Assessments
Validity of the secured assessment items is established through review by teams of teachers,
business people, and staff consultants who are subject-matter experts. Each item is rated by
several individuals, who must agree that it accurately measures student mastery of the course
objective from which it is selected. Items that do not meet this criterion are not included in item
banks.
Formal studies of reliability were conducted by professional psychometricians in 1993 and
2000-2008. These studies found high reliability scores for most statewide assessments.
Reliability studies are conducted for all new assessment items.
NC Virtual Public
School Courses
NCVPS students should be enrolled in CTE courses at the beginning of the semester and
follow all rules just as if it was a face-to-face class. All NCVPS students enrolled in CTE
courses must be given the same assessment as other non-NCVPS students enrolled. It is the
responsibility of the home school/LEA to administer the appropriate assessment and report the
scores to NCDPI. Students enrolled in NCVPS courses are included in calculation of the
school/LEA performance on Technical Attainment.
Currently, NCVPS is exempted from pre-assessment requirements.
Summer School
Students enrolled in CTE courses during summer school session are expected to follow the
same assessment process as traditional academic year students with the following provisions:
NCVPS
 Not required to pre-assess
 Not required to take field tests (NCVPS will provide teacher-made assessment and
provide the results to the home school’s Distance Learning Advisor).
 Required post-assessment
Local
 May require pre-assessment (refer to Status of Curriculum and Assessment)
 Not required to take field tests (mid-term or final)
 Required post-assessment
Other Online
Course Providers
Online courses may be used for CTE content only when they align with state board approved
standards. There are many vendors for online content such as Nova Net, Odysseyware, etc…
The Department of Public Instruction has not completed curriculum reviews/crosswalks for this
content. The LEA is required to evaluate, document, and keep on file the content from third
party vendors to ensure alignment with state standards. If a CTE number is used for
registration, students will be required to participate in the post-assessment for the course. It is
critical that content aligns.
Third-Party
Assessments
The majority of third party assessments are available through Thinkgate. However, for those
few courses for which there is no state CTE assessment, LEAs are to use appropriate thirdparty assessments. For a complete list of courses in which students are to receive a third-party
assessment, refer to the current CTE Status of Curriculum and Assessment provided by your
LEA IMC.
All third-party assessments administered via Thinkgate™ are reported for accountability as Yes
(student met or exceeded cut score) or No (student did not meet cut score).
Third-party assessments can be used for Local Course Options (LCO) if they were included in
the LCO approval process.
WorkKeys
North Carolina administers the ACT WorkKeys assessment to all CTE concentrators who
complete a four-course CTE sequence prior to graduation. The ACT WorkKeys assessment
provides a gauge of career readiness and is widely recognized as an industry credential. The
data reported indicates the numbers of students meeting the standard of a Silver or higher
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I. INTRODUCTION
(Gold or Platinum) certificate. For more information visit your local LEA Accountability
department, the CTE Career Development Coordinator (CDC) Moodle, or visit the
http://www.ncpublicschools.org/accountability/act online site.
WorkKey’s Clarification Statement
It is a collaborative effort between the local Accountability Office, CTE, and Student Services.
As such, irregularities and medical waivers MUST be communicated through Accountability.
For more information on WorkKeys visit http://www.act.org/stateservices/northcarolina/. For
information addressing the process to complete medical exemptions for WorkKeys goto
http://www.dpi.state.nc.us/accountability/. For further information contact your local
Accountability Office.
Credentials
A complete list of credentials that may be used in lieu of statewide assessments may be found
in the current edition of the Status of Curriculum and Assessment document (located on the
IMC Moodle). However, it is the responsibility of the LEA Instructional Management
Coordinator to determine if state assessments must be given regardless, as to not violate their
own local policy.
Nevertheless, if a credential is going to be used as an assessment in lieu of a statewide
assessment, it is the responsibility of the student to provide an artifact (certificate from the
authoritative source) to the classroom teacher two weeks prior to the statewide postassessment. In some cases, the teacher may download a computer generated list, from the
authoritative source, to serve as the artifact for the entire class. All artifacts must be attached
to the Class Roster Summary. It is the responsibility of the Building Level Coordinator to
verify, with the LEA Instructional Management Coordinator, that their local LEA policy
accepts credentials in lieu of a state assessment. Please refer to state document
“Credentials by Course,” as some credentials, like BM10 or IC00, require multiple credentials
to satisfy the technical attainment requirement for a course in lieu of a post-assessment.
Where possible, student performance on credential examinations (including performance
assessment) will be collected through Thinkgate™. Please refer to the “Credentials by
Course” to see a full list of courses which are collected automatically and which are collected
manually in Thinkgate. LEAs are to submit complete and accurate (refer to Article 21 on
forgery) results for all students who attempt (pass or fail) to earn the credentials. LEAs will
receive additional information about how to submit results on third-party assessments and
credentials.
Credentials Clarifying Statement
If a student took both the credential and the post-assessment, which will count toward technical
attainment? State and Federal accountability will look at the credential first. If passed, the
system will not use the post-assessment score in calculation of technical attainment. However,
if the student did not earn the credential, the system will then look at the post-assessment.
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II. OVERVIEW OF PROCESS
LEA Instructional
Management
Coordinator's
Responsibilities
The following is an overview of the LEA Instructional Management Coordinator’s
responsibilities as they relate to statewide CTE assessments.
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Building Level
Coordinator's
Responsibilities
Attend appropriate state, regional, and local staff development activities for Instructional
Management Coordinators including but not limited to the Career and Technical
Education Summer Conference, the Instructional Management Technical Institute, and
regionally based Instructional Management User Groups.
When using paper assessments, maintain an inventory of assessment materials prior to
and after the administration, and establish and follow appropriate check-in/check-out
procedures. Assessments must be counted during check-in and check-out. All
assessments must be accounted for at ALL times.
When using paper assessments, print assessments from the state secure sftp at
http://tinyurl.com/ncctesftp. Have the appropriate number of copies of each
assessment printed and numbered using procedures established at your LEA.
When using paper assessments, pre-code student answer sheets for HALO forms or
plain-paper bubble sheets using the appropriate Thinkgate™ software.
CAUTION: The roster form of plain paper is NOT recommended for state assessing.
Prepare training materials and supplies for Building Level Coordinator training. Train
Building Level Coordinators on the contents of this administration manual and the NC
Testing Code of Ethics.
Have Building Level Coordinator sign the Statement of Accountability (Appendix A).
Be available to answer questions from Building Level Coordinators during assessment
administration.
Check materials back in after assessing. Assessments MUST be counted back in after
assessing. Work with Building Level Coordinators regarding make-up assessing.
Set LEA and School Assessment Windows using Thinkgate™ Assessment
Scheduler.
If using online assessments in Thinkgate™, open the assessment window at the
schools for the class exam for that day only.
 Thinkgate dashboard icons MUST not be active, when not in use.
 Appropriate versions of the assessments MUST be inactivated
 Versions of assessments not assigned to LEA (XA, XB, etc.)
 NCCER Transitional pre and post-assessments
Scan assessments, if using paper and pencil assessments.
Produce local accountability reports.
Follow up on any reports of irregularities or violations of assessment procedures
(cheating, misadministration, etc.).
The following is an overview of Building Level Coordinator's responsibilities as they relate to
statewide CTE assessment.
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Attend training session provided by LEA Instructional Management Coordinator.
 Collect CTE Teacher Accountability Form, see Appendix C.
Package student answer sheets with an appropriate number of assessments, a
Statement of Accountability, a Class Roster Summary, NC CTE Secure Assessment
Irregularity Form, and a copy of this Assessment Administration Manual. Distribute to
Classroom Administrators on the day of the assessment. Have Assessment
Administrators sign the Statement of Accountability acknowledging receipt.
Establish and follow appropriate check-in/check-out procedures for assessment
materials for assessment administrators, when using paper and pencil assessments.
Maintain appropriate assessment security throughout the assessment.
Conduct training session for Classroom Administrators and proctors to review all
information and procedures as outlined in this manual, including the NC Testing Code of
Ethics.
5
II. OVERVIEW OF PROCESS

Work with the Classroom Administrators to ensure that a proper assessment
environment is provided. Coordinate with Special Populations Coordinator and
Exceptional Children’s Coordinator the administration of CTE assessments to students
with disabilities or English as a second language (ESL) students (see Section VI).
Check materials being returned by Assessment Administrators. Have Assessment
Administrators sign the Statement of Accountability acknowledging that appropriate
procedures have been followed.
Return all assessment materials to LEA Instructional Management Coordinator as soon
as assessments are complete. All assessments MUST be counted back in when
returning assessments.
 Develop a check system to ensure the Classroom Administrator administering
online assessments clears each computer’s cache after assessment is complete.
Establish appropriate make-up procedures and administer make-up assessments as
necessary.
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Building Level IMC Responsibilities Clarifying Statement
Assessments are to be secure at all times. Therefore, students who must use the bathroom,
on an emergency bases, must be provided an escort to and from the assessment site. The
proctor may not leave the room for any reason when the Classroom Administrator is the
teacher of record. It is recommended that the Building Level IMC develop a local
communication and emergency plan.
Classroom
Administrator’s
Responsibilities
Certified employees of the school system who have been trained in the CTE assessment
administration process and the NC Testing Code of Ethics shall serve as Classroom
Administrators.
The following is an overview of the Classroom Administrator's responsibilities as they relate to
statewide CTE assessments.
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Attend CTE Assessment Training
Complete Teacher Accountability Form after Building Level Coordinator training
(Appendix C)
Maintain an inventory and count of assessment materials prior to and after the
assessment.
Conduct an unbiased administration of the assessments following the administration
procedures outlined in this manual.
Complete the Class Roster Summary for each administration of the assessment, which
accurately indicates the type of assessment taken by the student.
Report assessment irregularities to Building Level Coordinator.
If administering an online assessment, the Classroom Administrator MUST clear the
cache of all computers at the end of the assessment session. See special note below.
Note: Some LEAs have classroom computers set up to clear cache when the
computer is powered down. If this is the case, all computers must be shut down at the
end of the assessment session. It is the responsibility of the Classroom Administrator
to verify how the cache is cleared before the start of the assessment.
For more information on Classroom Administrator responsibilities, see Section IV,
Administering Assessments.
Use of Proctors
The principal shall select responsible adults as proctors from community volunteers, school
staff, or school system staff. Duties of proctors are outlined in The Proctors Guide, a
publication of the Division of Accountability Services/North Carolina Testing Program.
While the use of proctors is not required in every situation of CTE statewide assessment, it is
recognized that proctors in each assessment site would be most ethically correct. The LEA
shall select from one of the following options to ensure proper assessment procedures.

Option 1: Proctors – In each classroom assessment site, there shall be one
administrator and one proctor. The administrator CAN be the teacher regularly
assigned to this classroom. The proctors MUST also attend the assessment training
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II. OVERVIEW OF PROCESS
Testing Code of
Ethics
sessions in order to be familiar with standard procedures.
 This option must be used if the teacher of record is administering
assessments for their own class, or an assessment in their own
department/licensure.
 Option 2: Arena Assessing – Several groups of students are combined in a large
arena-type setting (i.e., media center or cafeteria) with one teacher serving as lead
assessment administrator and other teachers serving as proctors.
 Option 3: Department trade-off – Teachers do not administer assessments within their
own departments/licensure area, but trade with other CTE teachers in different program
areas to administer the assessments. Proctors are not required for this option.
Use of proper assessment procedures is essential to provide accurate data for making
decisions about individuals and courses or programs. Classroom teachers, Instructional
Management Coordinators and others involved in the statewide CTE assessment process are
expected to follow appropriate professional practices as explained in the NC Testing Code of
Ethics. Adherence to the NC Testing Code of Ethics is one way to increase the accuracy of
local and statewide data. Review the NC Testing Code of Ethics for consequences of
noncompliance (Appendix G).
LEA Instructional Management Coordinators and Building Level Coordinators should
facilitate and maintain records of attendance for training on this administration manual
and the NC Testing Code of Ethics. Attendees are to complete a CTE Teacher
Accountability Form after training, see Appendix C.
NC Testing Code of Ethics Clarifying Statement
Teachers may conduct the read-aloud accommodation for state assessments outside of their
department/licensure area.
Teachers and students shall not discuss state secure assessment content following an
assessment event, as this would be deemed unethical behavior by trying to access secure
material for “personal gain.” Refer to the NC Testing Code of Ethics.
Limitations to
Providing
Instruction to
Students on the
Day of Testing
During the school year, teachers shall provide instruction that meets or exceeds the North
Carolina CTE Essential Standards to give students an opportunity to master the standards
measured by CTE assessments. School systems shall prohibit local staff from conducting any
type of instructional activity related to the content being tested on the morning of the test
administration or during the test administration. LEAs may elect to have review sessions for
assessments given on a different day (You may not review for same day testing). In these
instances, teachers must not jeopardize the security of the assessment forms. For example,
students might approach a teacher and ask questions about assessment items. Teachers must
not discuss assessment items with the students and should inform students that they are not to
share assessment items with others (e.g., students, teachers). Teachers should not use
assessment items or information from students as the basis for additional instruction or review.
Excerpts from the tests may not be used at any time during classroom instruction or in
resource materials such as study guides.
In addition, teachers are not permitted to (1) discuss specific items from the assessment with
students or colleagues before, during, or after the assessment administration or (2) ask
students for feedback on assessment items. For example, which test questions were difficult?
Before the designated assessment administration date and according to State Board of
Education policy GCS-A-010 (16 NCAC 6D .0306), teachers may help students improve testtaking skills by:
1. helping students become familiar with the assessment format using curricular
content;
2. teaching students assessment-taking strategies;
3. helping students learn ways of preparing to take assessment; and
4. using online sample assessment items when they are made available through the
NCDPI Accountability Services Division/North Carolina Testing Program and
classroom item banks from Thinkgate.
Classroom assessment administrators should explain to students that the assessment
administrator and proctor will move quietly throughout the room to scan the students’ work
7
II. OVERVIEW OF PROCESS
areas to ensure students are following the assessment directions. While monitoring,
assessment administrators and proctors are not to read assessment questions from students’
assessment booklets or from computer monitors used for online assessments. Assessment
administrators and proctors must be made aware of what they can and cannot do to assist
students. All assessment administrations must be conducted in an unbiased and uniform
manner. For all assessments, it is essential that the score represents the best estimate of the
students’ knowledge and mastery of the concepts. Before and during the assessment
administration, the assessment administrator must promote an informative, positive, and
supportive environment in order to minimize student tension regarding the assessment. Before
the first day of the assessment administration, the school should inform the students and
parents (preferably in writing) about the purpose of the state assessment and that students:
1. Are scheduled to take assessment(s) surveying their knowledge and mastery of
skills as specified in the North Carolina CTE Essential Standard
2. Should attempt each question/prompt on the assessment;
3. Should bring two sharpened No. 2 pencils (for paper-pencil assessments);
4. Should use school issued/approved graph paper, if applicable;
5. Will be provided information regarding the use of calculators during the
administration of NC CTE assessment;
6. Should not bring extra blank paper, dictionaries, reference books, textbooks, cell
phones, mp3 players, cameras, smartpens, music, thesauruses, or computers to
the assessment site; and
7. Will be informed of any local and state policies regarding the use of assessment
results.
For paper-and-pencil, multiple-choice tests, students should be taught to check for
misalignment during instructional assessment preparation sessions conducted on days before
the actual assessment administration. Students should be taught to check every tenth number
to see if the question to which they are responding in the assessment book corresponds with
the number of the bubble on the scannable answer sheet.
Suspended
Students
According to North Carolina General Statutes G.S. §115C–391(b), “the principal of a school, or
his/her delegate, shall have authority to suspend for a period of 10 days or less” (i.e., shortterm suspension) “any student who willfully violates policies of conduct established by the local
board of education.” When a student is suspended for a period of 10 days or less, the student
shall be provided “the opportunity to take any quarterly, semester, or grading period
examinations missed during the suspension period.”
Students with short-term suspensions are thus required to take the appropriate state-mandated
test(s). The school must make arrangements to test these suspended students in a location
(e.g., central office, home) that is mutually agreeable to parents/guardians. The school test
coordinator must ensure test security is maintained and all procedures located in the CTE
Assessment Administrator’s Manual are followed throughout the test administration(s).
“The principal of a school, with prior approval of the superintendent, shall have the authority to
suspend for periods of times in excess of 10 school days, but not exceeding the time remaining
in the school year” (i.e., long-term suspension), “any pupil who willfully violates the policies of
conduct established by the local board of education” [G.S. §115C–391(c)]. The LEA decides if
it will provide students with long-term suspensions the opportunity to take the appropriate
state-mandated test(s). If the opportunity is provided, the school must make arrangements to
test these suspended students in a location (e.g., central office, home) that is mutually
agreeable to parents/guardians, and the Building Level Coordinator must ensure test security
is maintained and all procedures contained in the CTE Assessment Administrator’s Manual are
followed throughout the test administration(s).
8
II. OVERVIEW OF PROCESS
Assessment
Security – Paper
and Pencil Method
Prior to Administration
Review the Thinkgate® Technology Platform Tutorials State Assessment Scheduler –
Cmanager, Find and Print a State Assessment and Administer a State Assessment and
Print Bubble Sheets found in the Reference Center.
Each local school system will download from the secure sftp site (refer to LEA IMC
Responsibilities) a copy of each assessment that will be assessed using the paper and pencil
method. Access to the assessments shall be limited to authorized school personnel involved in
printing or duplicating and to persons reformatting assessments to meet requirements of
individual student IEPs or Section 504 plans. If using an outside vendor for reproduction of
assessments (see Printing Sent to Third Party Printers), have them sign a Statement of
Accountability form and keep on file locally (Appendix L).
State Board of Education policy specifies that secure tests, including all test materials and test
questions, are not to be used in instruction or for resource materials such as study guides.
Access to tests shall be limited to school personnel who have a legitimate need. No person
may copy, reproduce, or paraphrase in any manner or for any reason the test materials without
the prior written consent of the test publisher (i.e., NCDPI Career and Technical Education).
CTE Administrators and/or Instructional Management Coordinators should review the
assessment to be sure all pages are included and that any graphic images are printed
correctly. They are not to review assessment item content.
On Assessment Day
Assessment booklets shall be distributed to the Classroom Administrator and returned to the
Building Level Coordinator or principal for secure storage. Classroom Assessment
Administrators are responsible for the materials they receive. They shall check to be sure they
have the correct document and that all pages are included. An inventory shall be included for
Classroom Administrators to sign for the number of assessments they receive and the number
returned at the end of the assessment day.
No one is to review assessments. Teachers should not attempt to answer student questions
about specific items.
During long breaks and lunch periods, assessments should be returned to the Building
Level Coordinator or principal for secure storage. When not checked out to Classroom
Assessment Administrators, all assessment materials shall be securely stored in a locked
location until they are returned to the LEA Instructional Management Coordinator.
After Administration
Test copies may be saved for future use by the LEA IMC only. Each test copy must be
scrutinized to be sure it does not contain any marks, by the LEA IMC or the Building Level
Coordinator. If the LEA allows for marking in test booklets, they must provide one copy for
each student and test booklets may NOT be reused. Assessments must be stored in a locked
area. The LEA Instructional Management Coordinator will be notified by DPI when the
assessment cycle for a particular form is complete. At that time, all copies shall be securely
destroyed.
LEA Instructional Management Coordinators shall NOT retain copies of the assessments in
their archives. The assessments will be archived at the Department of Public Instruction.
9
II. OVERVIEW OF PROCESS
Assessment
Security – Online
Method
Prior to Administration
Review the Thinkgate® Technology Platform Tutorials State Assessment Scheduler –
Cmanager, Find and Print a State Assessment and Administer a State Assessment
Online found in the Reference Center.
Each local school system will use Thinkgate™ Assessment Scheduler to set the LEA and
School Assessment Window. This will prevent the State Assessments from being used before
the assigned assessment day. Access to the assessments shall be available only on the
authorized assessment day.
NC State Board of Education policy specifies that secure tests, including all test materials and
test questions, are not to be used in instruction or for resource materials, such as study guides.
Access to tests shall be limited to school personnel who have a legitimate need. No person
may copy, reproduce, or paraphrase in any manner or for any reason the test materials without
the prior written consent of the test publisher (i.e., NCDPI Career and Technical Education).
Assessment Security Online Clarifying Statement
Classroom Administrators with students having difficulty logging into state online assessments
should refer to Appendix J
10
III. PREPARING FOR ASSESSMENTS
General
Information
The purpose of this manual is to ensure that Classroom Administrators in different courses,
different schools, and different LEAs are consistent in the way they administer the CTE
assessments. If the administration procedures change even slightly from one location to
another, the maximum performance of the different students may be compromised.
It is the classroom teacher's responsibility to use the correct blueprint for instruction and to
ensure that all core standards and objectives/indicators are covered in the course.
Assessment
Schedule
Although schedules vary from region to region, LEA to LEA, and even schools within LEAs,
state law makers have set policy to protect instructional time for CTE and non CTE content
areas.
Assessment Schedule Clarifying Statement
Pre, Mid-Term, and Post-Assessments:



Pre-Assessments must be administered within the first five days of the semester or first
ten days of a yearlong course.
RBT courses with mid-terms are considered an extension of the post-assessment, as
the mid-term is averaged with the final. Therefore, these assessments must be
administered at the mid-point of the course.
Post-Assessments must be administered within the last five days of the semester or
last ten days of a yearlong course.
For more information, please refer to G.S. 115C-174.12(a)
Early Assessment Administrations
A student may assess early under special circumstances. See Process for Requesting to
Assess Outside the CTE Assessment Window (Appendix E). Once a student has taken the
CTE Post-Assessment, he/she is NOT allowed to return to the classroom, since CTE PostAssessments are secure state assessments. This would be a breach of assessment security
and deemed an assessment misadministration. Also by taking the exam, their coursework is
completed.
Makeups:
Makeup assessments are to be completed within the assessment window. There are at least
three circumstances that allows LEAs to go past the window: 1) IEP/504 “multiple-test
sessions”, 2) national assessments, or 3) family emergency/family relocation.
Certified employees of the school system, who have been trained, shall serve as assessment
administrators.
CTE State Assessment Cutoffs
Summer:
State window ends the second Friday in August
Fall:
State window ends the second Friday in February
Spring:
State window ends the third Friday in June
Please plan accordingly.
Notifying Students
About
Accommodations
Notifying students about the accommodations they are to use prior to the actual assessment
administration date allows the student to know what to expect in advance of the assessment.
Knowing details beforehand assists the student in preparing for the assessment administration,
and gives school personnel the opportunity to address any student concerns prior to the actual
assessment administration date. For example, when a student is notified about the
accommodation before their assessment date, the student may state that he/she will not use
the accommodation documented on their IEP. This prior knowledge allows the school time to
work with the student, parents, and the IEP Team to resolve the issue beforehand.
Appropriate officials in LEAs should provide “Review of Accommodations” used during
assessments. Refer to Appendix F as an example. If needed, the LEA may use the sample
form.
11
III. PREPARING FOR ASSESSMENTS
What to Tell
Students
The classroom teacher shall promote an informative, positive and supportive environment to
minimize student anxiety regarding the assessment. Prior to assessing, students should be
given the following information:




They will be assessed on one of the following (choose which applies):
 Pre-Assessment—measure current knowledge and mastery of the concepts of the
course.
Pre-Assessment Clarifying Statement
Students shall answer questions they know on the assessment. They are not
required to answer every question.
 Mid-Term—measure knowledge and mastery of the concepts learned in the first
half of this course.
 Post-Assessment—measure knowledge and mastery of the concepts learned in
this course.
The assessment will provide information about students’ individual level of achievement.
Another purpose is to assist the North Carolina Department of Public Instruction and
U.S. Department of Education in ensuring that students throughout the state have
access to similar educational opportunities.
The assessment scores will be used in determining course grades according to local
policy.
The day before the assessment is to be administered, teachers should tell the students to be
sure to bring two sharpened No. 2 pencils. (The school system may provide assessment
pencils.) Tell students they are not to bring textbooks, dictionaries, bookmarks, thesauruses, or
microcomputers unless allowed by personalized education plans. Student cell phones are not
permitted in the assessment site. Note: Principals will develop a local plan to handle cell
phones brought to the assessment site.
Students are permitted to bring their own calculators or borrow one for the assessment.
Calculators are permitted for all assessments. Cell phone calculators may NOT be used.
Students who use personal calculators that have information previously stored in the
memory must be required to clear the memory before and after taking the assessment.
Assessment
Environment
The area selected for assessment administration must provide an environment that minimizes
distractions and interruptions for students. Rooms used for administration of the assessment
shall be quiet, comfortable, and have adequate lighting.
Seating shall be arranged to prevent students from sharing answers (this includes computer
labs that will be used for online assessments). If assessments are to take place in a facility
other than a classroom (for example, the cafeteria or the media center), special effort may be
required to establish and maintain a proper environment.
Instructional displays of classroom materials and other equipment that may provide students
with assistance in answering items must be removed or covered with opaque paper or plastic
material such as plastic trash bags. Failure to cover or remove such displays during the test
administration is considered a violation of the NC Testing Code of Ethics.
No food or drink is permitted unless it is required for health reasons.
Use of Formula
Sheets and Other
Reference
Materials
DPI provides formulas and conversion tables for certain courses. These formulas are included
in the specific assessment item where they are needed. Use of formula sheets other than
those provided by DPI is not permitted.
The National Electric Code Book is allowed as a reference for the Electrical Trades
assessment. No specific edition is required.
Students enrolled in Metals Manufacturing Technology I and II should be allowed to use the
Machinery's Handbook or a student version of the book.
PDF Files of the
Secure
Assessments
Secure pdf files will no longer be uploaded into Thinkgate, but instead be placed on the state’s
secure ftp site. The IMC, Primary Point of Contact, shall only print from the secure ftp site. No
pdf state secure assessment shall be saved outside of the state secure ftp site, as this is
considered a breach of assessment security.
12
III. PREPARING FOR ASSESSMENTS
Printing Sent
toThird Party
Printers (Kinkos)
Pdf files maybe provided on electronic media such as CDs or flash drives for delivery to third
party (offsite) printers. These devices must be secured as all other secured state assessments
(labeled, numbered, and inventoried going-out and coming-in). Electronic files must remain on
the device that was provided by LEA IMC. Third party printer must sign a confidentiality
agreement, which includes keeping assessment materials secure and clearing data from their
printers when print job is finished, see Appendix L.
LEA IMCs must secure electronic device between assessment cycles. At the end of school
year, all electronic devices must be securely destroyed or files erased. If, under any
circumstance, a breach occurs in this process, the LEA will be held responsible for damages.
Recording Audio
Files of the State
Secure
Assessment
Although read-aloud capability will be available in the new platform of Thinkgate, there may be
rare circumstances where the LEA IMC may need to create an audio file of a state secure
assessment. Audio files maybe provided on electronic media such as CDs or flash drives.
These devices must be secured as all other secured state assessments (labeled, numbered,
and inventoried). Electronic files must remain on the device that was provided by LEA IMC.
LEA IMCs must secure electronic device between assessment cycles. At the end of school
year, all electronic devices must be securely destroyed or files erased.
File Sharing between LEAs
LEAs may share audio file through the sftp state site only.
Process:
 Upload file to the Upload Folder on the sftp at http://tinyurl.com/ncctesftp
 Email your Instructional Management Consultant
 Instructional Management Consultant will move files to statewide folder for other LEA
access.
Please remember to always clear your computer’s cache when after working with state secure
documents/files.
Medical Waivers
Before
Assessment
Pre/Mid/Post:
Please refer to Appendix D.
Teachers are to enter students’ anticipated grades into the Thinkgate™ software prior to the
test period (online and paper-pencil assessment). Use the following scale: A or B or C or D or
F. Review the Thinkgate® Technology Platform Tutorials Enter Anticipated Grades in the
reference center.
Pre-Assessments
Teachers are required to enter an “A” for pre-assessment anticipated grades. The anticipated
grades are not used for any statistical analysis, but rather it allows the student to access the
online assessment or the scoring of paper-pencil assessments.
Mid-Term and Post-Assessment
Use the following scale: A or B or C or D or F. This need not be a mathematical calculation,
but simply the teacher’s “best estimate” of what the student would receive at that point without
regard to their performance on the assessment or their attendance.
IMPORTANT: Anticipated grades are VITAL for reliability purposes.
Special Populations information will be extracted from an authoritative source. Teachers are
not responsible for entering any Special Populations information.
Before Online
Assessing:
 Classroom Assessment Administrators should have experience in the use of Thinkgate™
online assessments.
 Review the Thinkgate® Technology Platform Tutorials Administer a State Assessment Online
in the Reference Center.
 Check to ensure that all equipment is in proper working order.
 Check to ensure computers are Internet accessible.
 Check to ensure that a Web browser capable to displaying a CTE online assessment is
installed on each computer workstation intended for the administration and ensure that it
starts, a secure connection is verified, and all components work.
 LEA IMCs should check with their local Technology Department to ensure scheduled
13
III. PREPARING FOR ASSESSMENTS
Credit Recovery
programs such as virus checks, weather programs etc. will not pop-up during the
assessment window or it will lock students out.
Students who are in credit recovery or repeating a course must be coded appropriately in
PowerSchool (State Board of Education Policy GCS-M-001).
Credit Recovery (Earn PASS/FAIL Only)
Schools must code a student as credit recovery. Students will not be in same section as
regular students. Students in credit recovery are exempt from taking statewide CTE
assessments—if they met proficiency (77 or greater) on the post-assessment when they
originally took the course. Those who did not take or did not make proficiency are expected to
be assessed/re-assessed. Keep in mind, a student may not get articulated credit for credit
recovery.
Thinkgate (If re-assessing is needed):
 If there is an old score, LEA IMC must reset before assessing the student
Repeating Course (Earn PASS/FAIL or Grade) *Can be used to improve GPA
School must code student as regular section. Students repeating the course are exempt from
taking statewide CTE assessments—if they met proficiency (77 or greater) on the postassessment when they originally took the course. Those who did not take or did not make
proficiency are expected to be assessed/re-assessed. Keep in mind, a student may only be
granted articulated credit if they receive mastery (93 or higher).
Thinkgate (If re-assessing is needed):
 If there is an old score, reset before assessing the student
Credit by
Demonstrated
Mastery
Credit by Demonstrated Mastery is the process by which LEAs shall, based upon a body-ofevidence, award a student credit in a particular course without requiring the student to
complete classroom instruction for a certain amount of seat time. “Mastery” is defined as a
student’s command of course material at a level that demonstrates a deep understanding of
the content standards and application of knowledge. Beginning with the 2013-14 school year,
Credit by Demonstrated Mastery shall be available for all NC students in grades 6-12 (GCS-M001).
Credit by Demonstration Route
Students shall demonstrate mastery through a multi-phase assessment, consisting of:
1) a standard examination, AND
2) an artifact which requires the student to apply knowledge and skills relevant to the
content standards.
Credit by Demonstration Clarifying Example:
1) CTE Assessment of 93 or higher plus MSITA certifications
2) CTE Assessment of 93 or higher plus project (P/F).
Students are NOT to be enrolled in the course in which they are seeking credit by
demonstrated mastery. The following courses are excluded from Credit by Demonstrated
Mastery: Career and Technical Education (CTE) work-based learning courses (co-op,
internship, apprenticeship), CTE courses that have a clinical setting as a requirement of the
course, such as ProStart, Early Childhood Education I/II and Nursing Fundamentals, and CTE
Advanced Studies courses.
Future guidance concerning how to enter student score information to transcript to be posted
on the IMC Moodle.
Middle School
Student’s Taking
High School CTE
Courses?
In exceptionally rare circumstances, a middle school student may be eligible to take a CTE
course offered at the high school level. This must be approved through the CTE Director and
Regional Coordinator for prior approval. LEA IMC will follow directions via Thinkgate®
Technology Platform Tutorials to add classes, teachers, and students.
14
III. PREPARING FOR ASSESSMENTS
MSLs/CTE
Pre/PostAssessments
Please refer to the August 8, 2013 Memo “Middle School CTE Measures of Student
Learning” sent out by the NCDPI’s CTE Director, JoAnne Honeycutt. A copy of this memo is
located in the Middle School MSL folder on the sftp site.
For additional information on the MSL process, please refer to resources available on the DPI
website at http://www.ncpublicschools.org/effectiveness-model/measures/.
If you have addition questions, please contact Jennifer Preston ([email protected])
or Jo Anne Honeycutt ([email protected]).
15
IV. ADMINISTERING ASSESSMENTS
Materials for the
Classroom Paper
and Pencil
Assessment
Administrator
Administration
Procedures
(Paper-Pencil)
The Classroom Administrator shall receive:


An assessment booklet for each student in the class.
A pre-coded answer sheet for each student in the class and a few blank answer sheets
to accommodate students for whom there is no pre-coded sheet.
 Statement of Accountability: Classroom Administrator Form
 A Class Roster Summary for each class.
 A NC CTE Secure Assessment Irregularity Form for each class. (see Appendix A)
 A copy of this CTE Statewide Classroom Assessment Administration Manual.
Classroom Administrators shall observe and monitor students during assessments.
Administrators shall not read, work on the computer or other devices, talk, or leave the room
during the test administration.
The Classroom Administrator shall do the following:








Sign the Statement of Accountability: Classroom Administrator Form to acknowledge
receipt of assessment materials listed above (see Appendix A).
Review the CTE Classroom Assessment Administration Manual and the NC Testing
Code of Ethics (Appendix G).
Distribute answer sheets to students. Have students verify their student identification
number and test ID. If there are errors in pre-coding, instruct students not to try to
erase them; make a note on the roster of the needed correction.
Distribute an assessment booklet to each student.
Read aloud (script) the Instructions to Students from Appendix H.
Provide blank paper if needed.
Monitor the classroom during assessments. Do not leave the room. Schools are
responsible for developing student escort plans.
Students should never be left unsupervised with assessment materials.
At the end of the assessment period:
 Collect the completed answer sheets from students.
 Collect all assessment booklets from the students.
 Collect blank and used paper from students.
Proctors’
Responsibilities
Proctors serve as additional monitors to help the Classroom Administrator ensure that
assessing occurs fairly and uniformly. Proctors may not assist students in choosing responses
to assessment questions or at any time modify, change, alter, erase, or tamper with student
responses to assessment questions. At no time shall proctors be responsible for reading
directions or otherwise providing information for the assessment administration to students.
Proctors shall:
 Maintain assessment security at all times.
 Help ensure that physical conditions in the room are appropriate.
 Make sure that materials are appropriately distributed.
 Ensure that appropriate assessment administration procedures are followed.
 Assist students with emergencies and restroom breaks during assessments. Schools
are responsible for developing student escort plans.
 Monitor students.
 Ensure that appropriate procedures for providing accommodations are followed.
 Report all assessment irregularities to the Building Level Coordinator.
 Maintain student confidentiality.
 Sign Statement of Accountability: Classroom Administrator Form (Appendix A)
Timing of
Assessments
(non-project
based)
Proctor’s guide is available at http://tinyurl.com/og9kkrk for you convenience.
High school students are to be given a minimum of 120 minutes and a maximum of 4 hours.
Timing of Assessments (non-project based) Clarification Statement
It is recommended NOT to hold an entire class over 120 minutes for students. Students with an
extended time modification may be moved to a pre-determined site in the building.
16
IV. ADMINISTERING ASSESSMENTS
Timing of Project
Based
Assessments
After The
Assessment
(Paper-Pencil)
High school students taking Project Management courses are to be given five “regular” periods
or no more than four hours to complete the CTE Project Management Assessment Project
Following assessment administration, the Classroom Administrator shall do the following:








Inventory assessment booklets and prepare for return to the Building Level Coordinator.
Package Class Roster Summary and answer sheets by class and return to the Building
Level Coordinator.
Destroy scratch paper students used for figuring during assessments or return to Building
Level Coordinator if requested.
Be very careful in handling the student answer sheets. Do not bend or fold. Do not use
staples, paper clips, “Post-It” notes, or rubber bands.
Sign the Statement of Accountability: Classroom Administrator
Turn in all materials to the Building Level Coordinator.
If necessary, complete a Testing Irregularity Form and submit to the Building Level
Coordinator. NC CTE Secure Assessment Irregularities Form MUST be reported within the
day of occurrence.
Only the Building Level Coordinators may review for marks-in-books or other stray marks
after administration.
Reporting Errors on an Assessment
When a student has a question or a concern with an item(s) on an assessment, the only
direction the classroom administrator or proctor may provide to the student is “I’m sorry; I
cannot answer questions about specific items. Please read the question and do the best
you can.” The administrator or proctor may document, on the NC CTE Secure Assessment
Irregularity Form, a particular question may have an error — no content details shall be written
down. No one shall copy down a state secure assessment item(s). The Classroom
Administrator or proctor shall inform the Building Level IMC. The Building Level IMC shall notify
the LEA IMC the day of the occurrence, and the LEA IMC shall review the irregularity.
ONLY the LEA IMCs may request state review of state secure items by completing the Google
Doc form at http://tinyurl.com/n2lfkj4
17
IV. ADMINISTERING ASSESSMENTS
Assessment
Method
(Online)
Security of Assessment Materials and Online Content
Online CTE assessments contain secure and copyrighted content. Therefore, classroom
administrators, proctors, information technology staff, and students must follow rules and
procedures that ensure online content is not made available to anyone for any other purpose
than to conduct these assessments. All administrators and staff involved in delivery and
administration of online CTE assessments must be trained on the appropriate use of
assessment materials, assessment security, online security, the NC Testing Code of Ethics, and
ensure that appropriate assessment security procedures are followed. For example, secure
online assessment items must not be visible on a computer monitor unless the Classroom
Administrator, proctor and student are present during the actual administration of the
assessment.
Materials for the
Classroom
Online
Assessment
Administrator
Administration
Procedures
(Online)
The Classroom Administrator shall receive:
 Statement of Accountability: Classroom Administrator
 A Class Roster Summary for each class.
 A NC CTE Secure Assessment Irregularity Form for each class.
 A copy of this Statewide Classroom Assessment Administration Manual
The Classroom Administrators shall observe and monitor students during assessments.
Administrators shall not read, work on the computer or other electronic devices, talk, or
leave the room during administration.
The Classroom Administrator shall do the following:
 Obtain secure Test ID from the Thinkgate dashboard for that state secure assessment.
 Display the Thinkgate™ assessment site URL so students can read it https://elements.schools.nc.gov/client/test
(Your LEA will replace “client” in the above URL—buncombe, wake, charter, etc.)
o LEAs may choose to create short cuts to test page URL.
 Display Test ID so students can read it.
 Review the Assessment Security – Online Assessment Method section in this manual.
After Students Enter the Room:
 Instruct students to sit down, but NOT to use the computer until directed to do so by the
classroom assessment administrator.
 When all students are seated the classroom assessment administrator will have the
students’ log in to the Thinkgate™ online site.



After ALL students have the login screen visible, the classroom assessment
administrator will have the students to enter the Test ID and their Student ID, and then
click Sign in.
The classroom assessment administrator MUST confirm that each student’s computer
is set to the Start Test page and that the student’s name is identified on his/her
computer. (Confirm student in seat is student at computer.)
When ready, the classroom assessment administrator may begin reading the script to
start the assessment session.
18
IV. ADMINISTERING ASSESSMENTS
During Testing
The classroom administrator MUST verify on the state assessment dashboard that each student
has a start time. If not, student answers will not submit.
 Read aloud (script) the Instructions to Students from Appendix I.
 Provide blank scratch paper if needed.
 Students are not to be left unsupervised with assessment materials.
 Monitor the classroom during assessment.
 Do not leave the room.
After the
Assessment
Administration
(Online)
The Classroom Assessment Administrator will ensure that any information from the
assessment saved or cached on any network or computer is purged or deleted
immediately following the completion of the assessment administration session.
Assessment security SHALL be maintained at all times.
Reporting Errors on an Assessment
When a student has a question or a concern with an item(s) on an assessment, the only
direction the classroom assessment administrator or proctor may provide to the student is “I’m
sorry; I cannot answer questions about specific items. Please read the question and do
the best you can.” The administrator or proctor may document, on the NC CTE Secure
Assessment Irregularity Form, a particular question may have an error—no content details shall
be written down. No one shall copy down a state secure assessment item(s). The classroom
administrator or proctor shall inform the Building Level IMC. The Building Level IMC shall notify
the LEA IMC the day of the occurrence, and the LEA IMC shall review the irregularity.
Scoring and
Reporting
North Carolina CTE assessments are scored electronically on a centrally hosted server. A
program that defines technical item parameters scores the responses. Once scores for each
item have been assigned by the program, teachers, assessment administrators, principals and
CTE directors will then be able to generate reports from Thinkgate™ Reports (formerly Data
Utilization).
Assessment
Forms
NCDPI (within Thinkgate™ software) will designate the number of assessment form(s) for the
administration of North Carolina CTE Assessment(s).
ONLY the LEA IMCs may request state review of state secure items by completing the Google
Doc form at http://tinyurl.com/n2lfkj4
19
IV. ADMINISTERING ASSESSMENTS
Assessment
Irregularities/Misadministrations
It is the responsibility of the Classroom Administrator and any others involved in the assessment
process to file a NC CTE Secure Assessment Irregularity Form if they believe there has been a
possible mis-administration. Mis-administrations include, but are not limited to, the following:











Interpreting, explaining, or paraphrasing the assessment directions.
Not assessing eligible students.
Administering the incorrect assessment.
Not returning all assessment booklets to the Building Level Coordinator (Assessment
booklets must be counted back in when returning.)
Leaving state secure assessments unlocked when not in use.
Leaving secure unsupervised with access to assessment materials.
Allowing students to review secure assessment materials prior to administration.
Cheating.
Not providing accommodations for students as required by their IEPs.
Providing accommodations for students who are not eligible to receive them.
Changing or modifying student responses on the answer sheets or allowing students to
change responses after they have turned in their answer sheets.
All unusual situations should be recorded on the NC CTE Secure Assessment Irregularity Form.
Proctors can report irregularities independently. Side 1 of the report of NC CTE Secure
Assessment Irregularities Form should be completed.
LEA IMC (Primary Point Of Contact) shall report Building Level Coordinator irregularities, via
Google doc, at http://tinyurl.com/m8wbg3c on the day of occurrence.
If the School Superintendent declares a misadministration, the school system must complete
Part 1 & 2 of the NC CTE Secure Assessment Irregularity Form and send them certified mail,
within five business days, to:
Stephen Kelley
Instructional Management Consultant
NCDPI-CTE
6359 Mail Service Center
Raleigh, NC 27699-6359
If a misadministration is not declared, the form should be kept on file locally but need not be
submitted to NCDPI.
A declared misadministration must have its results reset for accountability purposes, as outlined
in the accountability documents. Only the IMC PPOC and/or the Local CTE Director (two
employees with a legitimate need) may reset student scores, as these are the only
persons permitted cmanager access. Failure to reset results is considered falsification of
state and federal data. It is recommended that LEAs print results prior to resetting for local LEA
audit purposes.
20
V. SCANNING, SCORING, AND REPORTING RESULTS
Scanning
Scanning MUST take place by central office staff at a central location or the Building Level
Coordinator at individual schools. Teachers may run their own class reports and grades after
2:00 p.m. The person responsible for scanning must maintain security of assessments and
data files at all times. It is recommended that LEA IMC print the “Report Card by Test” for their
files, as it is not uncommon for student to “disappear” if they are withdrawn or graduate early.
Instructions for scanning may be found in Thinkgate® Technology Platform Tutorials
CAUTION: Be sure you use the correct scanning software, HALO or plain-paper.
CAUTION: The roster form of plain paper is NOT recommended for state assessing.
Reporting
Results
Teachers may receive any reports they believe would be useful in evaluating student
performance and planning for future classroom instruction, provided the reports do not show the
correct item answers or the percent of students who answered individual items correctly.
Teachers may run their individual reports after 2:00 p.m. of the test administration day.
CTE Directors and Principals may also run their own reports after 2:00 p.m. of the test
administration day.
Generating reports may increase unnecessary internet traffic during heavy online assessment
times. In order to ensure students with the best possible online assessment experience, please
adhere to the established procedure of running reports after 2:00 p.m. of the test administration
day.
Appropriate Use
of Results
Educators should remember that assessment scores are only one measure of student
performance and should be combined with other measures when possible to truly evaluate
student achievement. Use the guidelines in the NC Testing Code of Ethics to determine
appropriate use of results of assessments, including Thinkgate™ reports and results posted in
the Local Planning System.
Care must be taken to provide interpretive information as needed when assessment scores or
performance analyses are released.
It is imperative the confidentiality of individual students be protected at all times.
Scores will be stored in Thinkgate™ in Historical Data.
Handling Student
Information
What Is Proficient
Electronic communication which includes a student’s full name and/ID is prohibited in email or
text.
Who Counts In
Technical
Attainment?
All students enrolled at the time of assessing should be assessed with the CTE statewide
assessment, approved third-party assessment, approved credential, or other assessment
strategy required by the student’s IEP. The Status of Curriculum and Assessment indicates
what assessment strategy is required. Unless otherwise indicated, credentials must be reported
in Thinkgate.
Proficiency is based on a scale score of 77 for state and third-party assessments. Based on
assessment scores, students are determined to be Proficient or Not Yet Proficient based on
these cut scores. A score of 93, or mastery required for articulation purposes according to the
statewide articulation agreement. However, pilot and field tests are determined by the
individual LEA. Pilot and field tests are not reported for federal accountability purposes.
Records for students who meet membership requirements (length of time enrolled in the course)
automatically are counted in state and federal reporting of proficiency. The current DPI
membership requirement states that students must be enrolled at least 70 days in a semester
course or 140 days in a yearlong course to be included. You do not need to do anything to
these student records. Students who do not meet membership requirements are excluded
automatically in state and federal reporting of Technical Attainment and in EVAAS reporting.
21
VI.
ACCOMMODATIONS FOR SPECIAL
POPULATIONS
Accommodations
CTE assessments are designed to measure students’ mastery of course objectives.
Accommodations shall be made for any disabilities—temporary or permanent—that interferes
with the measurement of what students know.
Approved accommodations for students with disabilities must be consistent with
instructional practices routinely used during instruction and must be documented on the
student’s Individualized Education Program or Written Accommodation Plan. Students
with disabilities are identified under the Individuals with Disabilities Education Act or Section 504
of the Rehabilitation Act of 1973.
Information on determining the appropriate student accommodations is provided in Testing
Students with Disabilities, a publication from Division of Accountability Services/North Carolina
Testing Program.
Documentation of approved accommodations is necessary in cases of temporary disabilities
(broken arm, broken finger, etc.) for CTE assessments (follow emergency 504 directions). Limited
English Proficient students can be assessed in a separate setting. Students who are not primarily
English speakers cannot receive accommodations unless they have documented
accommodations.
Review of
Accommodations
Used During
Testing
Accommodated
Assessment
Formats
Please refer to Appendix F. Building Level IMC may be able to obtain the Review of
Accommodation Used During Testing form from the authoritative source (CECAS). Check with
your EC Department or Program Specialist, etc. Building Level IMC needs to verify
accommodations form is complete for all students with accommodations. Before testing, left
side of form needs to be complete. The right side of the form needs to be competed after
testing. A copy of the Review of Accommodations Used During Testing should be kept at the
LEA IMC office for audit purposes.
It is imperative that classroom assessment administrators of modified assessment
formats recognize that the procedures in this section take precedence over the standard
assessment procedures in this document when administering assessments with
modifications.
Students with disabilities may need (1) accommodated assessment formats, (2) special
assessment arrangements, and/or (3) different assessment environments to demonstrate
achievement. It is vital that all students with disabilities receive accommodations on state
assessments that allow them to demonstrate their true abilities; however, students shall not
receive unnecessary or inappropriate accommodations.
Accommodated Assessment Formats Clarifying Statement
Students with accommodations must have been receiving accommodations all semester, or a
minimum of 30 days prior to the assessment.
Standard
Accommodations
When Braille assessments are required by a student's IEP, the Instructional Management
Coordinator or CTE Administrator shall contact the Instructional Management Office (919-8073880) at least EIGHT WEEKS before the Braille assessment is needed. The LEA is responsible
for producing other modified assessment formats.
22
VI.
ACCOMMODATIONS FOR SPECIAL
POPULATIONS
Other
Accommodations
Accommodation may include the following:
Modified Assessment Format options
 Braille edition
 Large print edition
 One item per page
Special Arrangements and Assistive Devices
 Assistive technology devices
 Braille Writer/Slate and Stylus
 Dictation to a scribe
Interpreter/transliterator signs/cues assessment
 Cranmer Abacus
 Keyboarding devices
 Magnification devices
 Student marks in assessment book
 Student reads assessment aloud to self
 Assessment administrator reads assessment aloud
You may use software or recording devices to provide read-alouds. If the assessment must be
edited or prepared for use with the software, this must be done by the Instructional Management
Coordinator. All media and electronic files MUST be treated in the same manner as a printed
assessment to maintain security and integrity. See section “Recording Audio files of the state
secure assessment.” Note: Teachers may conduct read-aloud accommodation for state
assessments outside their department/licensure area.
NOTE: The procedure used for administration of the assessment must be the procedure
regularly used in the classroom.
Assessment Environment
 Hospital/home assessing
 Multiple assessment sessions
 Scheduled extended time
 Assessing in a separate room
Testing Students with Disabilities provides extensive additional information about how these
accommodations are to be used. Accommodations not included on the above list may NOT be
provided to students.
Alternate
Assessment of
Limited English
Proficient
Students
Limited English Proficient (LEP) students who qualify for an alternate assessment based on their
performance on an English proficiency exam and the amount of time they have been in the United
States can be given an alternate assessment in CTE courses if it is determined that this
assessment is in the best interest of the student. If these students do not receive an alternate
assessment, they are to receive the standard CTE assessment.
LEP/Alternative Assessment Criteria:
An LEP student qualifies for an alternate assessment if he/she meets both of these criteria:
 Is enrolled in a U.S. school for two years or less, and
 Scores below Level 4.0 on the most recent reading subtest of the W-APT (WIDA- ACESS
Placement Test) or the ACCESS for ELLs® English language proficiency assessment.
The school ESL teacher, LEP Coordinator, or Testing Coordinator can verify if an LEP student
meets the alternate assessment criteria.
LEP students who receive accommodations in the regular testing program are to receive the
same accommodations for CTE assessments.
The Building Level IMC will print and have the LEP Coordinator complete the LEP/Alternative
Assessment Verification Form and send to the LEA IMC. The LEA IMC will make and keep a
copy for audit purposes locally. The original shall be sent, by certified mail, to Stephen Kelley,
Instructional Management Consultant. See Appendix K.
23
VI.
ACCOMMODATIONS FOR SPECIAL
POPULATIONS
Alternate
Assessments
All students are to be assessed. The IEP team determines appropriate assessment for students
who cannot access the standardized assessment instrument from NCDPI. It is recommended
that the IEP team follow recommendations from the NC Testing Program Assessment Options
as closely as possible in determining the appropriate setting for each student.
Please note that at this time NCDPI does not provide standardized alternate assessments for
students with disabilities or LEP students enrolled in Career and Technical Education courses. If
called for by the student’s IEP or accommodation plan, these assessments should be developed
by the student’s teacher so that they can reflect the specific objectives that the student is to
cover.
Alternative Assessment Clarifying Statement
Alternative assessments shall be created by the classroom teacher and will be comprised of
only standards and agreed format determined by the school IEP team.
Alternate
Assessments
Enter in
Thinkgate
Starting in 2013, teachers will record OCS student results in Thinkgate—much like entering a
credential. The teacher of record will report either a T “True/Proficient” or a F “False/Not Yet
Proficient” in Thinkgate for accountability purposes for the alternative assessment. LEAs are
responsible for verifying and collecting alternative assessments, just like any other state
assessment.
Another, equally important, reason for using the academic level of 0 is not for accountability, but
to ensure that the student's individual record accurately reflects his or her course work
24
VII.
FREQUENTLY ASKED QUESTIONS
Student Identification Numbers and Coding
How important is it for the number on the student answer sheet to match the student's ID number?
It is CRUCIAL that the number be exactly the PowerSchool number for that student. If these numbers do not match, the
student will be rejected during import in Thinkgate.
How should I code students in the Occupational Course of Study?
Use an academic level of 0 (fifth digit in course number) in the course number for students who have an accommodated
curriculum, no matter in which course of study they are enrolled. Students who are in the Occupational Course of Study
will receive a technical credit for the course.
Please note: Students who are in the Occupational Course of Study are not automatically enrolled in courses with an
academic level of 0, nor are these students automatically assessed using alternate teacher-made assessments. The IEP
guides the education for that particular student.
In PowerSchool, the data manager must create a local course tied to the state course code with an academic level of 0.
The standard version of the course is tied to the state course code with an academic level of 2.
You will get two separate rosters for each course that uses this academic level. Students enrolled in the version with the
academic level of 0 are assessed using an alternate assessment for that course if it is stated in the student's IEP.
However, the student MUST be assessed. The IEP should specify what kind of assessment is appropriate  a teachermade assessment, some other standardized assessment, a portfolio, or other means.
Why aren’t my transitional courses coming up in Thinkgate?
NCCER courses must have the appropriate local course name competed in PowerSchool.
Example of local course name: “Masonry II (T)”
FAQ: Administration
Shall students who have enrolled in a class after the beginning of the semester take the assessment?
According to the CTE Statewide Assessment Administration Manual, all students enrolled in the class shall be assessed.
Do we need to use proctors?
Please refer to the “Use of Proctors” section of the manual.
My state assessment is locked. I can’t preslug or give the assessment to my/our students.
Check the following: 1) has the LEA IMC locked down the assessment using the assessment scheduler, 2) are
anticipated grades entered, and 3) is the assessment enabled by the classroom administrator.
FAQ: Accountability
Which courses will we need to report?
Data will be collected for ALL high school CTE courses indicated in the current Status of Curriculum. The exact list of
courses included may change from year-to-year as the curriculum is revised and new assessments are developed and
validated. Field test data are collected to use in the study of reliability of assessment items but are not included in state
results.
What happens if a misadministration is declared and the student needs articulation credit?
The student will need to be re-assessed. However, the score will need to reset so they do not become part of
accountability data.
How long do we need to keep assessments and assessment results?
The LEA Instructional Management Coordinators shall NOT retain copies of the assessments in their archives. The
assessments are archived at the Department of Public Instruction. All assessments should be appropriately destroyed
after the 10-day make-up window has ended for the current year. All student data and records, including scan sheets,
shall be held for seven years.
25
VII.
FREQUENTLY ASKED QUESTIONS
Other CTE Courses
CTE Advanced Studies
LEAs shall develop a local plan to collect data which verifies a student is “Proficient” or “Not Yet Proficient” by collecting
the state required (Research Paper, Product, Portfolio, and Presentation).
CTE Apprenticeships and Internships
Proficiency is not reported for accountability purposes. However, LEAs shall develop and administer local teacher-made
assessments.
Personal FAQ’s and Notes
26
Where can I get more information?
Guidelines for Testing Students Identified as Limited English Proficient (September 2010). Raleigh, NC: NCDPI. This
guide can be downloaded at no charge from
http://www.ncpublicschools.org/docs/accountability/policyoperations/lep/lepguide1011.pdf
Measures of Student Learning: NC’s Common Exams (March 2013). Raleigh, NC NCDPI. This publication can be
downloaded at no chart from http://www.ncpublicschools.org/docs/effectiveness-model/measures/implementationguide.pdf
NC Testing Students with Disabilities (August 2012). Raleigh, NC: NCDPI. This guide can be downloaded at no charge
from http://www.ncpublicschools.org/docs/accountability/policyoperations/tswd1213.pdf
North Carolina Testing Program Assessment Options (July 2012). Raleigh, NC: NCDPI. This publication can be
downloaded at no charge from http://www.ncpublicschools.org/docs/accountability/1213nctphsassess.pdf
North Carolina State Test Coordinator Handbook (July 2011) Raleigh, NC NCDPI. This guide can be downloaded free
of charge from http://www.dpi.state.nc.us/docs/accountability/policyoperations/stchandbook1112.pdf
Testing Security: Protocol and Procedures for School Personnel (March 2004). Raleigh, NC: NCDPI. This guide can
be downloaded at no charge from http://www.ncpublicschools.org/docs/accountability/testing/TestingSecurity.pdf
The Proctors Guide (August 2010) Raleigh, NC: NCDPI. This publication can be downloaded at no charge from
http://www.ncpublicschools.org/docs/accountability/policyoperations/proctorsguide_05.pdf
27
APPENDICES
Note: All Appendices will be available (independently) on the IMC Moodle.
28
APPENDIX A
STATEMENT OF ACCOUNTABILITY
Building Instructional Management Coordinator
29
STATEMENT OF ACCOUNTABILITY
Building Instructional Management Coordinator
Distribution to Building Level Coordinator
I have read the guidelines for administration of CTE assessments in the Administration Manual and have familiarized myself
with the NC Testing Code of Ethics. I understand that security of assessment materials (digital or paper) is my responsibility
while the materials (online or paper-pencil) are in my supervision and/or possession.
___________________________________________________________________________________________
Building Level Coordinator’s Signature
Date
Return to LEA Instructional Management Coordinator
Paper-Pencil:
All materials have been checked and returned.
Online:
Teacher dashboards have been disabled after assessment and cache has been cleared on computers
(check Classroom Administrator Form).
_________________________________________________________________________________________
Building Level Coordinator’s Signature
Date
_________________________________________________________________________________________
LEA Instructional Management Coordinator’s Signature
Date
This form should be accompanied by the Building Assessment Inventory.
30
APPENDIX B
STATE ACCOUNTABILITY FORMS
Classroom Administrator Form
Class Roster Summary Form
NC CTE Secure Assessment Irregularity Form
31
STATEMENT OF ACCOUNTABILITY
Classroom Administrator Form
Course Name ____________________________________________________________ Course Number _____________
Teacher of Record ________________________________ School ____________________________________________
Number of Books ___________ Sequence of Books ______________________________ Date ______________________
Class Period:
012345678
Pre: ☐ Mid-Term: ☐ Post: ☐
Check
all that
apply
☐
☐
☐
☐
☐
☐
☐
☐
Administrator ______________________________________________________
Proctor ___________________________________________________________
Assessment Description
Assessment Example(s)
1
Teacher-made OCS/ESL (Must Qualify)
ASE/NCCER/Word & PowerPoint (Multi)
State Standard
State Standard
Project Management—Rubric
Project Lead the Way
Advanced Studies
Alternative Assessment (Appendix K must be on file)
Credential Assessment (in lieu of state post-assessment)
Online
Paper Pencil
1
Performance Assessment
Third Party Online Assessment
Portfolio (Paper/Project/Presentation)
Other (define):
2
2
If credential is selected; it is the responsibility of the Building Level Coordinator to verify, with the LEA Instructional
Management Coordinator, that local LEA policy accepts credentials in lieu of a CTE State Assessments. Please refer to
state document “Credentials by Course.” Some credentials are multi-credential—meaning several credentials must be
earned in order to satisfy the “in lieu of” requirement for technical attainment. Additionally, artifact(s) must be attached
(copies of certificates or authentic computer printout listing students) as evidence of completion. 1Approved alternative
assessments and rubric-based assessments must be attached to this form.
Before Assessment:
I have read the guidelines for administration in the CTE Statewide Assessment Administration Manual and have familiarized
myself with the NC Testing Code of Ethics. I understand that security of state assessment materials is my responsibility to
keep secure (paper-pencil or online).
Online:
Verified and enabled correct assessment and test id
Verified that the correct name of the student is showing on the Start test page
__________________________________________________________________________________________________
Classroom Assessment Administrator’s Signature
Date
After Assessment:
Assessment procedures for the above-named assessment have been followed appropriately.
Paper-Pencil: All materials have been checked and returned.
Online:
All student machines have had their cache cleared
Teacher dashboards have been disabled after assessment
________________________________________________________________________________________________
Classroom Assessment Administrator’s Signature
Date
________________________________________________________________________________________________
Building Level Coordinator’s Signature
Date
32
STATEMENT OF ACCOUNTABILITY
Class Roster Summary Form
Course Name ____________________________________________________________ Course Number _____________
Teacher of Record ________________________________ School ____________________________________________
Number of Books ___________ Sequence of Books ______________________________ Date ______________________
012345678
Pre: ☐ Mid-Term: ☐ Post: ☐
Administrator ______________________________________________________
Proctor ___________________________________________________________
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NOT MADE- UP
PORTFOLIO BASED
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MAKE-UP DATE
xx/xx/xx
PERFORMANCE
xxxx
PAPER-PENCIL
xxxxxxxxxx
BOOK NUMBER
(if paper-pencil)
FIRST
xxxxxxxxxx
ESL ALTERNATIVE
ONLINE
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STUDENT ID
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FORMAT ASSESSED
OCS ALTERNATIVE
Class Period:
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Make-ups are to be completed within the 5 day (semester) or 10 day (yearlong) assessment window. Exceptions: 1) students who have documentation in
their IEPs or 504 plans stating they need multiple testing sessions over multiple days, 2) administration of final exams for courses with national curricula
required to be held at designated times, and 3) rare cases in which special circumstances (e.g., family emergency or family relocation) may exist that
preclude an individual student from being tested during a state testing window, including make-up dates. In the third exception, a Request to Test a Student
outside the Testing Window would need to be completed.
33
NC CTE Secure Assessment Irregularity Form
Part 1: Report of Possible Irregularity
Date ________________________________ School _______________________________________________________
Teacher’s Name _____________________________________________________________________________________
Course # ____________ Course Name___________________________________________________________________
Specify student name(s)
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
I feel that I have witnessed an assessment irregularity during an assessment administration. This incident is described in
detail in the section below. (Attach any pertinent documentation, if necessary.)
Note: No one is to copy state secure assessment items.
__________________________________________________
Signature
Date
Classroom Administrator/Proctor
_____________________________________________
Signature
Date
Principal
Recommended process: Part 1 of the “NC Secure Assessment Irregularity Form” shall be filed with the LEA Instructional
Management Coordinator the day of occurrence. The LEA Instructional Management Coordinator shall inform the State
Instructional Management Consultant via Google Doc http://tinyurl.com/m8wbg3c of a possible misadministration.
The LEA Instructional Management Coordinator, CTE Administrator, and Superintendent are to conduct an investigation to
determine if the assessment irregularity should be declared a misadministration. The Instructional Management Coordinator
completes part 2 of this form, which is signed by the LEA Instructional Management Coordinator, CTE Administrator, and
Superintendent. If it is determined that a misadministration has not occurred, the LEA Instructional Management Coordinator
keeps both parts of this form on file for six months following the assessment date. If it is determined that a misadministration
has occurred, the LEA Instructional Management Coordinator submits both parts of the form within ten business days, via
certified mail, to Stephen Kelley, Instructional Management Consultant, NCDPI-CTE, 6359 Mail Service Center, Raleigh,
NC 27699-6359.
34
Instructional Management NC CTE Secure Assessment Irregularity Form
Part 2: Follow-Up for Reported NC State Secure Assessment Irregularity
As the LEA Instructional Management Coordinator, CTE Administrator and Superintendent for
_________________________________________ School System, we have reviewed the attached NC CTE Secure
Assessment Irregularity Form (Part 1) with the appropriate school personnel, conducted an investigation, and the following has
been determined:
Documentation (Parts 1 and 2 of the NC CTE Secure Assessment Irregularity Form) must be retained by the LEA for six months
following the assessment date.
_____
The reported assessment irregularity is NOT a misadministration and no further action is needed.
Explain: __________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____
The reported assessment irregularity is NOT a misadministration, but further action is needed.
Explain: __________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_____
The reported assessment irregularity is a misadministration.
_____
Our school systems plans to reassess or has reassessed the student(s) involved on _____________________________.
(Date)
OR
_____
Our school system will not reassess the student(s) because the student(s) has an IEP or Limited English proficiency plan
in accordance with state guidelines that documents the student was not to be assessed.
Explain: __________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
In addition, the LEA must do ALL of the following when a misadministration is declared:
______
(date)
The assessment results must be declared non-valid.
______
Score(s) of the student(s) involved in the misadministration must be deleted (reset) from the accountability data file
(date) before accountability reports are generated.
______
The assessment administrator, principal, local school board, parent(s) or legal guardian(s), and student(s) must be
(date) notified that the student(s) will have no assessment score(s).
______
The NC CTE Secure Assessment Irregularity Form must be filed with the Instructional Management Consultant at
NCDPI. (date)
The school system must document the date of reassessment.
______
When appropriate, a confidential description of the personnel action taken must be attached to the copy of the
(date) Testing Irregularity Form filed with NCDPI.
________________________________________________________________________________________________________
LEA Instructional Management Coordinator Signature
Date
________________________________________________________________________________________________________
CTE Administrator/Director Signature
Date
________________________________________________________________________________________________________
Superintendent Signature
Date
35
APPENDIX C
STATEMENT OF ACCOUNTABILITY
CTE Teacher Accountability Form
36
CTE TEACHER ACCOUNTABILITY FORM
(Completed after Assessment Training)
CTE state secure assessments include: pre, mid-term (field), post, and 3rd party.
I have read the guidelines for administration of CTE assessments in the CTE Statewide Assessment
Administration Manual and have familiarized myself with the NC Testing Code of Ethics.
I understand that I either must have a proctor in my room, OR that I may switch classes with another
teacher in another CTE area, OR that I may be involved in Arena Assessing.
I understand that if I serve as a Proctor, I am not to leave the room for any reason.
I understand that if I enter Credential(s) into the Thinkgate System, I must do so with accuracy.
I understand that I must enter “True” anticipated grades into Thinkgate in order to have a fair calculation
for reliability. (For pre-assessments please indicate an A)
I understand that I must use the local grading scale (determined by LEA) when students take pilot, field,
or assessments with no state scale.
Student’s scaled exam scores must be accurately reported on the student’s report card. Exam score
must match what will be posted to transcript.
I understand that I must follow all school system protocols, and if I do not; I am subject to administrative
action.
________________________________________________________________________________________
Classroom Teacher Signature
Date
________________________________________________________________________________________
Building Level Coordinator’s Signature
Date
________________________________________________________________________________________
LEA Instructional Management Coordinator’s Signature
Date
37
APPENDIX D
MEDICAL WAIVER
Medical Waiver Process
Medical Waiver Form
38
Process for Requesting CTE Assessment Exceptions Based on Significant Medical
Emergencies and/or Conditions
There may be some rare circumstance in which a student cannot take a state assessment during the entire assessment
window, including makeup dates, due to a significant medical emergency and/or condition. Examples include, but are not
limited to, circumstances involving students who are:
(1) in the final stages of terminal or degenerative illnesses,
(2) comatose, or
(3) receiving extensive short-term medical treatment due to a medical emergency.
Under these circumstances, a school may request from the Division of CTE Support Services an assessment exception
for the student. If a medical exception is granted, the student remains enrolled in the school during this period; however,
the student does not take the assessment(s), and the school does not include the student when calculating participation
rates.
Failure of a school to provide approved services is not grounds for medical exemptions.
Principals may exempt children for grading purposes (HB 115C-228); however, for CTE
State and Federal reporting purposes, they may not necessarily be exempted (HB
115C-174.1).
Failure to adhere to this process or include all requested information may result in the need to resubmit the request or
may cause a delay in the response. Requests for consideration are to be submitted (receipted mail method) by the LEA
superintendent or charter school director to Stephen Kelley, Instructional Management Consultant, CTE Support Services,
301 North Wilmington Street, Raleigh, NC 27601-2825. Thank you for your continued cooperation in adhering to these
policies and procedures concerning requests for assessment exceptions based on significant medical emergencies and/or
conditions. We appreciate your services and contributions to the education of children in North Carolina.
Review the Career and Technical Education Medical Waiver Form. The form must be complete, accurate, and
include all required signatures. The parent should be notified that such a request is being submitted and must give
consent. Failure to adhere to this process may cause the request to be delayed, returned, or denied. Once a decision is
made, NCDPI will reply (granted or denied) by mail. If granted, DPI will remove the child from the (2S1): Technical Skill
Attainment of the Local Planning System.
Medical Waiver Clarification Statement
In the past, LEAs could list CTE courses along with academic courses in the medical waiver request to NCDPI's
Accountability Department. Starting in 2012-2013, CTE began handling its own medical waiver requests. As such, all
CTE medical waivers need to be sent in advance when possible to:
Stephen Kelley
Instructional Management Consultant
Career and Technical Education
6359 Mail Service Center
Raleigh, NC 27699-6359
In order for medical waivers to be considered they must be submitted within the CTE State Assessment Cutoffs window
for each assessment cycle:
Summer:
Fall:
Spring:
waiver to be received by the second Friday in August
waiver to be received by the second Friday in February
waiver to be received by the third Friday in June
Although WorkKeys is a collaborative effort between the local Accountability Office, CTE, and Student Services, please understand that WorkKeys
currently falls under the authority of Accountability. Therefore, rules (http://www.act.org/stateservices/northcarolina/) and medical exemptions
(http://www.dpi.state.nc.us/accountability/) must follow the procedures laid out from the NCDPI Department of Accountability. For more information
contact your local Accountability Office.
39
Career and Technical Education
Statewide Assessment
Medical Waiver Form
First Name
Click here to enter text.
Last Name
Click here to enter text.
Pupil ID
Click here to enter text.
Grade
Choose an item.
LEA Name
School Name
Click here to enter text.
Click here to enter text.
LEA Code
School Code
Click here to enter text.
Click here to enter text.
A
Course Number and Assessment Name for which the exemption is being requested:
B
C
D
Course Number
Assessment Type
Course Name
Schedule
(text box)
(drop down menu)
(text box)
(drop down menu)
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Click here to enter text.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Choose an item.
Assessment
Began:
Assessment
Ended:
Click here to enter a date.
Make-up Begin Date:
Click here to enter a date.
Click here to enter a date.
Make-up End Date:
Click here to enter a date.
IEP
Yes ☐
No ☐
If yes, attach a complete copy of the current DEC 4 IEP
form (including present levels of performance, IEP goals,
special education services, etc.) to this request. If the
student has a behavioral concern, attach a copy of the
Behavioral Intervention Plan (BIP) as well as the
Functional Behavioral Assessment.
504
Yes ☐
No ☐
Transitory Impairment Plan
Yes ☐
No ☐
If yes, attach a copy of the current documentation.
Note: Schools may not request for exemption status if they fail to provide appropriate student services. Principal may
exempt exam from local grading, however, for state and federal accountability purposes, the count may not be
removed.
Click here to enter a
date.
Projected Recovery Date
Click here to enter a
date.
E
Onset of Emergency Date
F
Days of instruction missed due to the medical emergency and/or condition
Attach attendance record if applicable.
Click here to enter text.
Is the student approved and receiving homebound instruction?
Yes ☐
No ☐
Electronic version of this document may be downloaded on the CTE IMC PLC Moodle site.
40
Course Instruction:
Explanation of how the significant medical emergency and/or condition affects the student on a daily basis,
including time spent on instruction, the type of instruction taking place, and how the student’s condition
impacts it. If applicable, include how this impairment affects the student cognitively.
G
This explanation should provide sufficient detail and documented data so the review committee can thoroughly
understand the implications of the emergency and/or condition on the student’s learning. Supporting information and/or
letters may be included but are not required. Notes from doctors and medical professionals should address and/or
explain the impact of the condition on the student but should not provide assessment recommendation.
State Assessment(s):
Explanation of why the student’s medical emergency and/or condition prevent participation in the respective
assessment administration during the assessment window and the subsequent makeup period. If applicable,
state conditions that prevent(s) the child from thinking cognitively and rationally.
H
Information should be provided that explicitly states why the assessment cannot be administered. It is the LEA
responsibility to accommodate for student medical emergencies (including state assessments). A request for medical
exemption should not be made because the assessment creates a burden or LEA/charter, or they believe that the
student cannot pass the assessment.
REQUIRED SIGNATURES
Building Level Coordinator
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Signature
Date
Principal
LEA EC/Section 504 Coordinator
(signature only required if section D is applicable)
LEA CTE Director
LEA Instructional Management Coordinator
LEA Superintendent
If information is missing in the application, it may be delayed, returned, or denied.
In order for medical waivers to be considered for review
they must be submitted within the appropriate
assessment window.
Semester
Summer:
Fall:
Spring:
Cut Off Dates
Second Friday in August
Second Friday in February
Third Friday in June
Send by certified mail to:
Stephen Kelley
Instructional Management Consultant
Career and Technical Education
6359 Mail Service Center
Raleigh, NC 27699-6359
41
APPENDIX E
ASSESSING OUTSIDE THE CTE ASSESSMENT WINDOW
Assessing Outside the CTE Assessment Window Process
Assessing Outside the CTE Assessment Form
42
Career and Technical
School Request
Process for Requesting to Assess Outside the CTE Assessment Window
Under the following circumstances, exceptions may be permitted to test a student outside the state-designated assessment
window, including make-up dates:
1. Per (G.S. §115C-174.12(a), exceptions shall be permitted to accommodate a student’s Individualized
Education Program (IEP) or Section 504 (29 U.S.C §794) Plan. Note: There is no waiver for the testing
window for tests required by the state unless this is documented on the student’s IEP or Section 504 Plan or
the test is nationally created/administered and not a state required exam.
2. Exceptions may be permitted in rare cases in which special circumstances (e.g., family emergency, family
relocation) may exist that preclude an individual student from being tested during a state testing window,
including makeup dates (i.e., before or after the testing window).
Under these circumstances, school principals may request to administer the assessment to the student outside the testing
window. The Building Level Coordinator will work with the principal to request to administer the assessment to the student
outside the testing window. The principal must complete and send the LEA CTE Director the Assessing Outside the CTE
Assessment Window and Security Form for review. The LEA CTE Director will review the request and provide an e-mailed
approval or denial response to the School Principal, Building Level Coordinator, and LEA IMC.
A Request to Test a Student Outside the Testing Window should not be used in place of a request for a medical exception.
A medical exception should be requested when a student unable to test during the testing window, including makeup dates
due to a significant medical emergency and /or condition (e.g., final stages of terminal or degenerative illness, comatose,
receiving extensive short-term medical treatment). However, a request to test outside the testing window is appropriate in a
situation where a student with a medical condition is expected to be able to take the assessment prior to or just after the
designated testing window (e.g., surgery scheduled during the testing window).
43
Career and Technical
Parent/Guardian Request
Assessing Outside the CTE Assessment Window and Security Form
My signature below indicates I have read and understand the following:
 I am requesting an administration of one or more CTE assessments outside of the regular CTE Assessment window.
I understand the school principal will submit this form request to the local Career and Technical Education CTE
Director to be processed and under special circumstances with the Career and Technical Education Division, North
Carolina Department of Public Instruction (NCDPI). I understand that state assessments may be administered
outside of the assessment window only if approved by the LEA CTE Director and under special circumstances NCDPI
and that submission of this request does not guarantee approval. I understand I will be notified when a decision has
been made. All documentation should be filed in the Instructional Management Coordinators office with other CTE
assessment documentation.
 In order for NC CTE assessments to be valid, all assessment items must remain secure. Therefore, I agree that I will
not discuss or diverge in any way to anyone assessment items or information on the CTE assessment(s) that will be
administered outside of the assessment window if approved by the LEA CTE Director and under special
circumstances the division of Career and Technical Education at NCDPI. Furthermore, I understand that discussing
or diverging secure assessment information could be considered a misadministration of the assessment(s) resulting
in: 1) NCDPI declaring score non-valid and 2) punitive actions by the LEA.
School Name:
Student Name:
School Code:
Student ID:
Assessment Name(s):
1.
4.
2.
5.
3.
6.
Dates of school testing
window:
Date student is scheduled to
return to school (if
applicable)?
Intended date(s) of special
administration:
Check Reason for Request:
☐Family Emergency
☐Accommodate IEP
☐Family Relocation
☐Accommodate Section 504 Plan
If Accommodation IEP or Section 504 Plan where checked, explain how this need is documented on the IEP/Section 504
Plan. (i.e. multiple testing session over multiple days).
Principal Signature:
Principal email address:
CTE Building Level
Coordinator Signature:
CTE Building Level email
address:
Student Signature:
Student email address:
Parent/Guardian Signature:
Parent/Guardian email
address:
44
APPENDIX F
REVIEW OF ACCOMMODATIONS USED DURING TESTING
Review of Accommodations Used During Testing Procedures
Review of Accommodations Form
45
Review of Accommodations Used During Testing Form Procedures
For whom does the Review of Accommodations Used During Testing form need to be completed?
 The form is to be completed for all students who require testing accommodations based on needs documented in
their: • Current Individualized Education Program (IEP),
 Current Section 504 Plan,
 Current Limited English Proficient (LEP) Documentation, or
 Current Transitory Impairment (TI) Documentation.
For which tests does the Review of Accommodations Used During Testing form need to be completed?
 One Review of Accommodations Used During Testing form must be completed for each state test for students
who are required to receive testing accommodations.
 State tests requiring a Review of Accommodations Used During Testing form include the Beginning-of-Grade 3
English Language Arts/Reading test, End-of-Grade tests, End-of-Course tests, NCEXTEND2 End-of-Grade tests,
NCEXTEND2 End-of-Course tests, CTE assessments, and the ACCESS for ELLs test.
 The Review of Accommodations Used During NCEXTEND1 Testing form must be completed for all NCEXTEND1
tests.
 In addition, the Review of Accommodations Used During Testing form must be completed for any state field test
or item tryout.
What is the process for the completion of the Review of Accommodations Used During Testing form?
 The top of the form and the left-hand column of the form (i.e., student-identifying information, required testing
accommodations, signature line) is to be completed at the student’s IEP/Section 504/LEP/TI team meeting where
testing accommodations decisions are discussed and documented. All appropriate individuals must be present at
this meeting.

The original form is kept with the student’s accommodations documentation.

A copy of the form is provided to the designated school employee to ensure the data is correctly entered into the
electronic accommodations management system being used by the school (CECAS, PowerSchool, third-party
system).

A copy of the form is provided to the test administrator on testing day to be completed during the testing session.
The test administrator records the following information:
o Whether or not testing accommodations are provided to the student,
o Whether or not the student used the provided testing accommodations, as well as notes on how the
accommodations were used, and
o Any other relevant comments or recommendations for the team/committee to discuss the following year
while making accommodations decisions.
What happens with the Review of Accommodations Used During Testing form after testing?
 The completed form is filed with the student’s accommodations documentation.

The form is reviewed by the team/committee during the next meeting where accommodations decisions are made
46
Review of Accommodations Used During Testing
Student Name
Student ID
Case Manager
Complete one form per test. Before testing, complete column 1. During/after
testing, complete the remainder of the form. Complete forms should be kept in
the student’s IEP folder and/or Section 504/LEP/transitory impairment
documentation to be accessible for future reference.
NOTE: While the list below includes all state-approved accommodations, some
do not apply to students identified solely as LEP.
Testing accommodations should be consistent with the accommodation used
routinely during classroom instruction and on similar classroom assessments.
Choose of the
following plans
(according to order of
accommodations
documentation)
Date of Plan
Test
☐ 504
☐ IEP
☐ LEP
☐Regular Administration
☐ Transitory Impairment
Start Date:
End Date:
☐EOC
☐NCEXTEND2
School:
Grade:
Test Date:
Test Administer:
☐EOG
☐CTE
☐ACCESS for ELL
Subject/Subtest
To Be Completed Before Testing
Required Accommodations Documented on Student’s IEP/Section
504 Plan/Transitory Impairment Documentation
☐Other Administration
To Be Completed During/After Testing
Was this
accommodation
provided to the student
during testing?
Describe the specific details of how this accommodation was provided to the
student. Did the student use the accommodation? If yes, how did he/she
use it?
Example:
Test Administrator Reads Test Aloud (In English)
☐
Specify
☐Read by Student Request
☐Read Everything
☐Other
Braille Edition
☐
Large Print Edition
☐
One Test Item Per Page
☐
Assistive Technology Devices
☐
Specify:
Braille writer/Slate and Stylus (and Braille Paper0
☐
Cranmer Abacus
☐
Dictation to a Scribe
☐
Interpreter/Transliterator Signs/Cues Test
☐
Magnification Device
☐
Word-to-Word Bilingual (English/Native Language)
☐
Dictionary/Electronic Translator (LEP Only)
Student marks Answer in Test Book
☐
Student reads Test Aloud to Self
☐
Test Administrator Reads Test Aloud (In English)
Specify:
☐Read by Student Request
☐
☐Read Everything
☐Other
Computer Reads Test Aloud – Student Controlled
☐
Multiple Testing Sessions
☐
Specify:
Scheduled Extended Time
☐
Amount:
Testing in a Separate Room
☐
Specify:
Special NCDPI-Approved Accommodation(s)
☐
Specify:
Printed name of person completing this portion of form:
Printed name of person completing this portion of form:
Signature of person completing this portion of form:
Signature of person completing this portion of form:
Yes
Test administrator read the entire test aloud. Student followed along while
the test administrator read aloud.
Comments/considerations for next IEP/504/LEP/TI team meeting:
This form is available in electronic format at http://ncpublicschools.org/accountability/policies/accom.
47
APPENDIX G
NC TESTING CODE OF ETHICS
NC Testing Code of Ethics Introduction
NC Testing Code of Ethics Rules
48
NC Testing Code of Ethics
Introduction
In North Carolina, standardized testing is an integral part of the educational experience of all students. When properly
administered and interpreted, test results provide an independent, uniform source of reliable and valid information, which
enables:





students to know the extent to which they have mastered expected knowledge and skills and how they compare to
others;
parents to know if their children are acquiring the knowledge and skills needed to succeed in a highly competitive job
market;
teachers to know if their students have mastered grade-level knowledge and skills in the curriculum and, if not, what
weaknesses need to be addressed;
community leaders and lawmakers to know if students in North Carolina schools are improving their performance
over time and how the students compare with students from other states or the nation; and
citizens to assess the performance of the public schools.
Testing should be conducted in a fair and ethical manner, which includes:
Security
 assuring adequate security of the testing materials before, during, and after testing and during scoring
 assuring student confidentiality
Preparation
 teaching the tested curriculum and test-preparation skills
 training staff in appropriate testing practices and procedures
 providing an appropriate atmosphere
Administration
 developing a local policy for the implementation of fair and ethical testing practices and for resolving questions
concerning those practices
 assuring that all students who should be tested are tested
 utilizing tests which are developmentally appropriate
 utilizing tests only for the purposes for which they were designed
Scoring, Analysis, and Reporting
 interpreting test results to the appropriate audience
 providing adequate data analyses to guide curriculum implementation and improvement
Because standardized tests provide only one valuable piece of information, such information should be used in conjunction
with all other available information known about a student to assist in improving student learning. The administration of tests
required by applicable statutes and the use of student data for personnel/program decisions shall comply with the NC
Testing Code of Ethics (16 NCAC 6D .0306), which is printed on the next three pages.
49
16 NCAC 6D .0306
.0306 TESTING CODE OF ETHICS
(a) This Rule shall apply to all public school employees who are involved in the state testing program.
(b) The superintendent or superintendent’s designee shall develop local policies and procedures to ensure maximum
test security in coordination with the policies and procedures developed by the test publisher. The principal shall
ensure test security within the school building.
(1) The principal shall store test materials in a secure, locked area. The principal shall allow test materials to be
distributed immediately prior to the test administration. Before each test administration, the building level test
coordinator shall accurately count and distribute test materials. Immediately after each test administration, the
building level test coordinator shall collect, count, and return all test materials to the secure, locked storage
area.
(2) “Access” to test materials by school personnel means handling the materials but does not include reviewing
tests or analyzing test items. The superintendent or superintendent’s designee shall designate the personnel
who are authorized to have access to test materials
(3) Persons who have access to secure test materials shall not use those materials for personal gain.
(4) No person may copy, reproduce, or paraphrase in any manner or for any reason the test materials without the
express written consent of the test publisher.
(5) The superintendent or superintendent’s designee shall instruct personnel who are responsible for the testing
program in testing administration procedures. This instruction shall include test administrations that require
procedural modifications and shall emphasize the need to follow the directions outlined by the test publisher.
(6) Any person who learns of any breach of security, loss of materials, failure to account for materials, or any other
deviation from required security procedures shall immediately report that information to the principal, building
level test coordinator, school system test coordinator, and state level test coordinator.
(c) Preparation for testing.
(1) The superintendent shall ensure that school system test coordinators:
(A) secure necessary materials
(B) plan and implement training for building level test coordinators, test administrators, and proctors;
(C) ensure that each building level test coordinator and test administrator is trained in the implementation of
procedural modifications used during test administrations; and
(D) in conjunction with program administrators, ensure that the need for test modifications is documented and
that modifications are limited to the specific need.
(2) The principal shall ensure that the building level test coordinators:
(A) maintain test security and accountability of test materials;
(B) identify and train personnel, proctors, and backup personnel for test administrations; and
(C) encourage a positive atmosphere for testing.
(3) Test administrators shall be school personnel who have professional training in education and the state testing
program.
(4) Teachers shall provide instruction that meets or exceeds the standard course of study to meet the needs of the
specific students in the class. Teachers may help students improve test-taking skills by:
(A) helping students become familiar with test formats using curricular content;
(B) teaching students test-taking strategies and providing practice sessions
(C) helping students learn ways of preparing to take tests; and
(D) using resource materials such as test questions from test item banks, testlets, and linking documents in
instruction and test preparation.
(d) Test administration.
(1) The superintendent or superintendent’s designee shall:
(A) assure that each school establishes procedures to ensure that all test administrators comply with test
publisher guidelines;
(B) inform the local board of education of any breach of this code of ethics; and
(C) inform building level administrators of their responsibilities.
(2) The principal shall:
(A) assure that school personnel know the content of state and local testing policies;
(B) implement the school system’s testing policies and procedures and establish any needed school policies
and procedures to assure that all eligible students are tested fairly;
(C) assign trained proctors to test administrations; and
(D) report all testing irregularities to the school system test coordinator.
(3) Test administrators shall:
(A) administer tests according to the directions in the administration manual and any subsequent updates
developed by the test publisher;
(B) administer tests to all eligible students;
50
(e)
(f)
(g)
(C) report all testing irregularities to the school system test coordinator; and
(D) provide a positive test-taking climate.
(4) Proctors shall serve as additional monitors to help the test administrator assure that testing occurs fairly.
Scoring. The school system test coordinator shall:
(1) ensure that each test is scored according to the procedures and guidelines defined for the test by the test
publisher;
(2) maintain quality control during the entire scoring process, which consists of handling and editing documents,
scanning answer documents, and producing electronic files and reports. Quality control shall address at a
minimum accuracy and scoring consistency.
(3) Maintain security of tests and data files at all times, including:
(A) protecting the confidentiality of students at all times when publicizing test results; and
(B) maintaining test security of answer keys and item-specific scoring rubrics.
Analysis and reporting. Educators shall use test scores appropriately. This means that the educator recognizes that
a test score is only one piece of information and must be interpreted together with other scores and indicators. Test
data help educators understand educational patterns and practices. The superintendent shall ensure that school
personnel analyze and report test data ethically and within the limitations described in this paragraph.
(1) Educators shall release test scores to students, parents, legal guardians, teachers, and the media with
interpretive materials as needed.
(2) Staff development relating to testing must enable personnel to respond knowledgeably to questions related to
testing, including the tests, scores, scoring procedures, and other interpretive materials.
(3) Items and associated materials on a secure test shall not be in the public domain. Only items that are within the
public domain may be used for item analysis.
(4) Educators shall maintain the confidentiality of individual students. Publicizing test scores that contain the
names of individual students is unethical.
(5) Data analysis of test scores for decision-making purposes shall be based upon:
(A) dissagregation of data based upon student demographics and other collected variables;
(B) examination of grading practices in relation to test scores; and
(C) examination of growth trends and goal summary reports for state-mandated tests.
Unethical testing practices include, but are not limited to, the following practices:
(1) encouraging students to be absent the day of testing;
(2) encouraging students not to do their best because of the purposes of the test;
(3) using secure test items or modified secure test items for instruction;
(4) changing student responses at any time
(5) interpreting, explaining, or paraphrasing the test directions or the test items;
(6) reclassifying students solely for the purpose of avoiding state testing
(7) not testing all eligible students
(8) failing to provide needed modifications during testing, if available;
(9) modifying scoring programs including answer keys, equating files, and lookup tables;
(10) modifying student records solely for the purpose of raising test scores;
(11) using a single test score to make individual decisions; and
(12) misleading the public concerning the results and interpretations of test data.
(h) In the event of a violation of this Rule, the SBE may, in accordance with the contested
case provisions of Chapter 150B of the General Statutes, impose any one or more of the
following sanctions:
(1) withhold ABCs incentive awards from individuals or from all eligible staff in a school;
(2) file a civil action against the person or persons responsible for the violation for
copyright infringement or for any other available cause of action;
(3) seek criminal prosecution of the person or persons responsible for the violation; and
(4) in accordance with the provisions of 16 NCAC 6C.0312, suspend or revoke the
professional license of the person or persons responsible for the violation.
History Note: Authority G.S. 115C-12(9)c.; 115C-81(b)(4);
Eff. November 1, 1997;
Amended Eff. August 1, 2000.
51
APPENDIX H
Instructions to Students
Paper and Pencil Assessments
52
Instructions to Students- Paper and Pencil Assessment
Read the information in BOLD to the students. Follow the instructions in italics. Do not paraphrase; read instructions
exactly as written.
Say: (Before assessing period begins) Turn off all cell phones.
Distribute clean scratch paper to all students.
Say:
You will need two sharpened No. 2 pencils. If you need pencils, raise your hand.
Distribute pencils to students who need them.
Say:
You are receiving an answer sheet for the assessment. Do not write on the answer sheet until I
tell you to do so.
Distribute pre-coded answer sheets.
Say:
If you have not received an answer sheet already printed with your name and Test ID number,
please raise your hand.
Give students who did not get a pre-coded answer sheet a blank answer sheet. Instruct them to write their names in the
blank space near the margin of the answer sheet so as not to hold the rest of the class up. After assessing is completed, go
back and bubble in the information.
Say:
You are receiving an assessment booklet. Do not open the assessment booklet until I tell you to
do so.
Say:
Enter the Form ID on the bubble sheet.
Distribute the assessment booklets. When students have the materials they will need, begin the remaining instructions.
PreAssessment
Say:
PostAssessment
Mid-Term
Assessment
Say:
Say:
Say:
Today you are going to take
the North Carolina CTE PreAssessment for
Today you are going to take
the North Carolina CTE MidTerm Assessment for
Today you are going to take
the North Carolina CTE
Post-Assessment for
______________________
(name of course).
___________________ (name
of course).
______________________
(name of course).
This North Carolina CTE Assessment has machine-scorable questions to:
PreAssessment
PostAssessment
Mid-Term
Assessment
Say:
Say:
Say:
measure what you currently
know about this course.
measure your mastery of the
concepts you learned thus
far in this course.
measure your mastery of the
concepts you learned in this
course.
53
Instructions to Students- Paper-Pencil Assessment- continued
There are several important things to remember when taking this assessment:
Say:
1) Read the question and all answer choices for each question.
2) Fill in the circle with the letter of the correct answer.
3) Be sure that the number on the answer sheet matches the assessment question number.
4) Choose only one answer for each question.
5) You should attempt:
Pre-Assessment: ONLY the questions you know on the assessment.
-----OR----Mid-Term/Post-Assessment: ALL questions on the assessment.
6) If you change your mind, erase your answer completely. Make no stray marks on the
answer sheet.
(DO NOT READ IF YOUR LEA ALLOWS MARKING IN ASSESSMENT BOOKLETS): Do not write in the
Say:
assessment booklet.
Say:
(READ IF YOUR LEA DOES ALLOW MARKING IN ASSESSMENT BOOKLETS): Write your name on the
assessment book and you may write in your assessment book or use scratch paper to make
notes or work problems.
Say:
Remember to mark your answers on the scan form using a No. 2 pencil only.
Use scratch paper to make notes or work problems. If you need more paper, raise your hand.
Read each item carefully and select the best answer.
If you finish before time is called, you may wish to review some questions.
Pause:
Say:
You may begin.
Circulate around the room as you monitor the assessment process. Respond as shown if someone asks you a question
about an assessment item.
Say:
I'm sorry; I cannot answer questions about specific items. Please read the question and do the
best you can.
Continue to circulate around the room as you monitor the assessment process. Call time when the examination period
concludes.
Say:
Please stop your work. Close your assessment booklet. Check over your answer sheet to be
sure bubbles are darkened and erasures complete.
Collect the answer sheets, assessment booklets, and scratch paper.
Say:
You have completed the Career and Technical Education assessment. Thank you for your
cooperation.
54
APPENDIX I
Instructions to Students
Online
55
Instructions to Students- Online Assessment
Read the information in BOLD to the students. Follow the instructions in italics. Do not paraphrase; read instructions
exactly as written.
Note: Before beginning the assessment session, the assessment administrator must have ensured that each student
computer will display the assessment site. Each student should be seated at his or her assigned computer and instructed
NOT to START until I tell you to do so.
Say: (Before assessment period begins) After you are seated, check to make sure that your computer is turned
on. If not, turn it on. Do not use the computer until instructed.
Say: (Before assessment period begins) Turn off all cell phones.
Distribute clean scratch paper and pencils (1 per student) to all students. Check that all computers are on.
Say:
Open the Thinkgate™ Assessment Site URL as displayed.
Check that all computers to ensure they are at the correct site.
Say:
Enter the Test ID as displayed and your Student ID. Click the Sign In button. Do not start the
assessment until I tell you to do so.
Check that all computers to ensure that the correct name of the student is showing on the Start test page.
When all the students are on the Start Test page, begin the remaining instructions.
PreAssessment
PostAssessment
Mid-Term
Assessment
Say:
Say:
Say:
Today you are going to take
the North Carolina CTE PreAssessment Online
Assessment for
Today you are going to take
the North Carolina CTE MidTerm Assessment Online
Assessment for
Today you are going to take
the North Carolina CTE
Post-Assessment Online
Assessment for
______________________
(name of course).
___________________ (name
of course).
______________________
(name of course).
Say:
Please do not use the computer until I tell you to do so.
Say:
This North Carolina CTE Assessment has computer generated questions to:
PreAssessment
PostAssessment
Mid-Term
Assessment
Say:
Say:
Say:
measure what you currently
know about this course.
measure your mastery of the
concepts you learned thus
far in this course.
measure your mastery of the
concepts you learned in this
course.
56
Instructions to Students- Online Assessment- continued
There are several important things to remember when taking this assessment:
SAY:
1) Read the question and all answer choices for each question.
2) Choose only one answer for each question.
3) You should attempt:
Pre-Assessment: ONLY the questions you know on the assessment.
-----OR----Mid-Term/Post-Assessment: ALL questions on the assessment.
4) If there is a computer or an electrical problem, stop and raise your hand.
5) After you have completed all the questions, you must click the Finish button to have your
assessment graded. Once the Finished button is clicked, you will not be able to return to this
assessment.
SAY:
Before you begin, you must clear your work area of any materials except for a pencil and clean
scratch paper. If you do not have a pencil or scratch paper, raise your hand and I will provide
one for you.
The assessment administrator pauses for students to clear their desks and to distribute pencils or paper to students who
raise their hands. When ready, the assessment administrator continues reading.
SAY:
If you need more blank paper during the assessment, raise your hand and I will give you more
paper.
SAY:
This is a multiple-choice assessment in which all of the assessment questions will appear on
the computer screen.
SAY:
There are several important things to remember while answering questions:
1.
This is a one-question-per-screen assessment.
2.
You may have to scroll down to see all of the answer choices.
3.
Choose the best answer from the answer choices provided.
4.
You should attempt:
Pre-Assessment: ONLY the questions you know on the assessment.
-----OR----Mid-Term/Post-Assessment: ALL questions on the assessment.
5.
If you change your mind, you can change your answer by pressing the PREVIOUS button to
go back to prior questions.
6.
If you skip a question during the assessment, click the Show Unanswered button. This will
display the unanswered questions.
7.
You can receive assistance if you need help with the operation of the computer.
8.
You CANNOT use other software installed on your computer.
9.
You CANNOT use other Web sites or other Internet resources during this assessment.
10. If you move the mouse pointer outside of the assessment question window, your
assessment session will be suspended.
SAY:
Are there any questions?
57
Instructions to Students- Online Assessment- continued
The assessment administrator must pause to respond to questions
SAY:
You may begin by clicking the START button.
Circulate around the room as you monitor the assessment process. Respond as shown if a student asks you a question
about an assessment item.
SAY:
I’m sorry; I cannot answer questions about specific items. Please read the question and do the
best you can.
PROCEDURE AT END OF ASSESSMENT SESSION:
SAY:
This is the end of the assessment session. Stop working and click the FINISH button and
SUBMIT your final answer choices. I will now collect your assessment materials.
Collect scratch paper and pencils. Check to see that all students have clicked the FINISH button. The students’ scores
will be on the test dashboard.
Choose One
SAY: You have completed the Career and Technical Education (Pre) | (Mid-Term) | (Post) assessment.
Thank you for your cooperation.
To maintain a secure assessment environment, the Classroom Administrator is required to clear the cache from
all computers. For information on how to clear your browser, visit http://preview.tinyurl.com/56xpm2
58
APPENDIX J
Contingency Plan for CTE Assessments
Online
59
CONTINGENCY PLAN FOR CTE ONLINE ASSESSMENTS
Before Assessment Day
Inform students that they will be taking the assessment online as planned, but they will also be recording their answers on
a paper answer sheet (Plain Paper – Student Form or Halo) in case their assessment will not submit for scoring.
Check your answer sheets. Make sure the student name in on the top.
On Assessment Day
Plan A - Online Assessment working
1. Distribute answer sheets. They should leave the Form ID blank. The teacher will fill that in after they have
finished the assessment, if needed.
2. Have students log in to the assessment site.
3. Read the online instructions as usual, adding that students should also record their answers on the answer sheet
as they work through the assessment.
4. Monitor the assessment on your dashboard. Refresh dashboard and make sure that all students have a start
time and a form number.
a. If students get locked out, unlock and continue the assessment.
b. If students complete the assessment and has trouble submitting for scoring. Select their name on the
dashboard by checking the block beside their name and suspend their assessment. Make sure the
student’s browser is closed. The select their name again on the dashboard and continue their
assessment. You may have to refresh the dashboard both times to see the change.
c. Have the student log back into the assessment site and FINISH their assessment again.
d. If this does not work, have the student check the answers on their answer sheet and turn it in.
5. Print a copy of your dashboard indicating the form of the assessment for each student. This will ensure that the
assessments are scored using the proper key.
6. Record the Form ID number in the correct boxes on the answer sheet after the assessment.
7. Prepare a NC CTE Secure Assessment Irregularity Form describing any problems you had with Thinkgate during
your assessment session.
8. Submit assessment answer sheets and the printed copy of your dashboard to your building level assessment
coordinator whether or not they need to be scanned and scored.
Plan B - Online Assessment Not-Working
Have students enter the classroom and log in to the state assessment site.
If state site is Not Working - Wait 20 minutes and Retry.
If retry is not working - Wait 20 minutes and Retry again.
If after the third try and students can’t log in to the state assessment site. A new assessment session must be
scheduled.
60
APPENDIX K
LEP/Alternative Assessment Verification Form
61
Career and Technical Education
Statewide Assessment
LEP/Alternative Assessment Verification Form
A
Student Full Name
Student ID:
LEA Name:
Course Name:
LEA Number:
Course Number:
School Name:
Period:
School Number:
Teacher of Record Name:
An LEP student qualifies for an alternate assessment if he/she meets both of these criteria:
B
C
Check Yes or No
LEP/Alternative Assessment Criteria:
☐ Yes
☐ No
1. Is enrolled in a U.S. school for two years or less, and
☐ Yes
☐ No
2. Scores below Level 4.0 on the most recent reading subtest of the W-APT
(WIDA- ACESS Placement Test) or the ACCESS for ELLs® English
language proficiency assessment.
The above named student (Section A) is an LEP student who qualifies for an alternate assessment based on
his/her performance on an English proficiency exam and the amount of time he/she has been in US schools.
He/she can be given an alternate assessment in a CTE course if it is determined that this assessment is in his/her
best interest of the student. Furthermore, I understand that if this student does not receive an alternate assessment,
he/she is to receive the standardized assessment.
LEP students who receive accommodations in the regular testing program are to receive the same
D accommodations for CTE assessments.
My signature serves as verification that above named student, in Section A, is eligible for an alternative CTE assessment.
_______________________________________________________________________________________
LEP School Contact (Coordinator)
Date
_______________________________________________________________________________________
Building Level Coordinator’s Signature
Date
_______________________________________________________________________________________
LEA Instructional Management Coordinator’s Signature
Date
The Building Level IMC will print and have the LEP Contact (Coordinator) complete the LEP Alternative Assessment
Verification Form and send to the LEA IMC. The LEA IMC will make and keep a copy for audit purposes locally. The
original shall be sent by certified mail to:
Stephen Kelley
Instructional Management Consultant
Career and Technical Education
6359 Mail Service Center
Raleigh, NC 27699-6359
62
APPENDIX L
Statewide Assessment Printing via Third Party
Accountability Agreement
63
Career and Technical Education
Statewide Assessment Printing via Third Party
Accountability Agreement
Academic Year:
LEA Name:
LEA IMC:
LEA CTE Director:
Vendor Name:
Vendor Contact Number:
Vendor agrees to the following statements:
1. Security of statewide assessment materials is our
responsibility while the materials are on our premises.
2. Staff/employees are not to review assessment items nor
discuss them with anyone.
3. Accepts responsibility for the process of printing the CTE
Assessments for our LEA and maintaining the secure integrity
of the assessments.
Signature and Title of Vendor Employee
Date
LEA IMC Signature
Date
64
65