Test Administration Manual Measurements of Student Progress (MSP)

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1 Test Administration Manual Measurements of Student Progress (MSP) Paper-Pencil Test Administrations Overview Policies and Test Security Translated Student Directions SPANISH Assessment Options Testing Schedules School Test Coordinator Contact Information Name: Phone: Cell: Test Materials Directions to the Student Available at: Resources

2 Copyright 2015 by State of Washington, Superintendent of Public Instruction. All rights reserved.

3 Table of Contents Test Administration Alerts v Important Information v Testing Irregularities Frequently Reported vi Glossary vii Overview 1 Purpose of This Manual 1 Washington Comprehensive Assessment Program 1 State Assessments 1 Tools, Supports, and Accommodations 1 Preparing Students for State Assessments 2 Question Formats for State Assessments 2 Resources and Tools 3 Policies and Test Security 5 Who Administers State Assessments 5 State Laws Governing Test Security 5 Duties and Responsibilities 7 Assessment Options 11 Testing and Special Education 11 Testing Schedules 13 Guidelines for Scheduling the State Assessments 13 Middle School (MSP/MSP-Basic) 14 Elementary School (MSP/MSP-Basic) 14 Student Working/Break Schedule as per TAM 15 Test Materials 17 Tools and Manipulatives 17 Use of Prohibited Materials 18 Science Tools 18 Calculator and Electronic Device Policy 18

4 Test Materials (Before Testing) 21 Securing Test Materials 21 Receiving and Inventorying Test Materials 21 Preparing Classrooms for State Testing 22 Test Materials (During Testing) 23 Distribution and Collection of Test Materials 23 Handling Defective Booklets 23 Test Materials (After Testing) 24 Preparing Test Materials for Return 24 Directions to the Student (Science MSP: Grade 5) 25 Paper-Pencil Directions 25 Directions to the Student (Science MSP: Grade 8) 35 Paper-Pencil Directions 35 Resources 45 OSPI Web Resources 45 Revision Log 46 Revision Log 46

5 Test Administration Alerts Important Information This section briefly highlights important information. It is essential that each section within this manual be read for complete detail. Persons overseeing state testing must become proficient with areas of this manual that align to responsibilities. Schools administering the Smarter Balanced assessments must also administer the MSP grades 5 and/ or 8 science assessments. When planning for the administration of the Smarter Balanced assessments and MSP science assessments, special services staff should become familiar with the Guidelines on Tools, Supports, and Accommodations The Calculator and Electronic Device Policy includes a list of approved electronic devices and examples of non-approved devices: https://www.k12.wa.us/mathematics/assessment.aspx. Test Administrator assurance form requires two signatures: One signature will be collected at time of training and the final signature at conclusion of testing. Test Administrator and other staff supporting the administration of state assessments must become proficient with this Test Administration Manual and important information within the school s Test Security and Building Plan. The Guidelines on Tools, Supports, and Accommodations for state assessments apply to the Smarter Balanced, MSP, HSPE, EOC, DAPE Off Grade, and WELPA: StateTesting. Hyperlinks have been embedded throughout this document. This allows electronic users to quickly access the related section of the document or external Web sites. Hyperlinks are underlined. Spring 2015 MSP Science Grades 5 and 8 TAM Page v

6 Testing Irregularities Frequently Reported Student using non-approved devices with cellular, messaging, wireless, or photo capabilities during testing or break times. Test Administrators or students deviating from prescribed student directions in the Test Administration Manual. Students gaining access to tools or materials not permitted on state assessments. Refer to the Materials Available for Student Access table: Test material returned off prescribed schedule could impact schools and districts by the results not being included in the state, district, or school summaries. Individual Score Reports may not be available for schools or parents. In addition, the late return of materials brings into question the security of test content and authenticity of student score results, which could result in the invalidation of student records. Materials must be returned within one week of completion of testing for each school. Test material returned without proper transcription (i.e., braille, large print, computer-generated student responses) into a standard form test booklet may result in the student not receiving a score or only receiving a partial score. The school and district may receive a zero for all reporting purposes. Use of writing tools other than number 2 pencils may result in the scanner not being able to read the student responses. The student results may not be included in the state, district, or school summaries. Individual Score Reports may not be available for schools or parents. Page vi Spring 2015 MSP Science Grades 5 and 8 TAM

7 Glossary Access Supports: Access supports continue to be defined as tools for testing available to all students. Accommodations: Assessment accommodations are changes in administration that enable a student with an IEP, 504 plan, or an English language learner to demonstrate his or her knowledge and skills through a subject area assessment, leading to reliable scores without compromising the validity of the test. Alternate Assessment: Washington s alternate assessment is the WA-Access to Instruction & Measurement (WA-AIM). The WA-AIM is an alternate assessment aligned to the Common Cores State Standards for students with significant cognitive challenges. The WA-AIM is built off of Access Point Frameworks that expands upon the mathematics and English language arts Common Core State Standards and the Washington State science standards to provide students with significant cognitive challenges a continuum of entry points to the standards. The WA-AIM measures student knowledge and skills through the use of twice annual administered performance tasks. The WA-AIM is used for federal and state accountability in grades 3-8 and 11 and can be used to meet a student s CIA requirements. English Language Learner (ELL): (Title III definition) The acronym ELL is synonymous with the term limited English proficient. Section 504: Section 504 of the Rehabilitation Act of 1973 is a Federal law that protects the rights of individuals with disabilities in programs and activities that receive Federal financial assistance. TIDE: TIDE is the system that allows administrators to manage student information, monitor student progress. TIDE is available at: Washington Alternate Assessment System (WAAS): Beginning in the academic year, the Washington Alternate Assessment System (WAAS) has partitioned into two separate categories to assist with clarity between the state graduation requirement and the federal and state accountability requirements. The Basic (L2), DAPE (now Off-Grade Level assessment for ELA, mathematics and science) and LDA Options have been integrated with the Graduation Alternatives page. The WAAS- Portfolio will no longer serve as Washington s Alternate Assessment for students with significant cognitive challenges as of Jan The replacement 1% assessment is the WA-Access to Instruction & Measurement (WA-AIM). Spring 2015 MSP Science Grades 5 and 8 TAM Page vii

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9 Overview Purpose of This Manual The Test Administration Manual (TAM) are intended to provide specific instructions for the administration of the Measurements of Student Progress (MSP). This manual provides information on the security, coding, logistical, and paper-handling requirements at the school level, and directions for administering the assessment. Test Administrators and persons assisting with tools, supports, and accommodations must read and understand this complete manual. All persons processing or assisting with processing test materials must read and understand the security and test materials sections of this manual. Washington Comprehensive Assessment Program The Washington Comprehensive Assessment Program (WCAP) encompasses the entire state testing program and is comprised of a standards based set of assessments. The program s assessments were developed specifically to measure student progress toward meeting the State s learning standards. State Assessments The Measurements of Student Progress (MSP) assessments are mandatory statewide tests developed specifically to measure student progress toward meeting the State s learning standards. The extent to which these learnings are expected to be achieved by all children constitutes the state standard for each subject area and grade level tested. The content of the state assessments and the guidelines for their administration have been designed to ensure they are accessible to all students. Every effort is made to ensure that the assessments show respect for cultural diversity and are not biased in a way that would affect the performance of particular groups of students. Assessments will be administered on the following schedule: Content Area Science Test Admin & Grade MSP: Grades 5 and 8 Test Schedule Paper-Pencil Testing (Science): April 20 May 19, 2015 Comments Required. Tools, Supports, and Accommodations Universal tools are available to all students, including those receiving designated supports and those receiving accommodations. Designated supports are available only to students for whom an adult or team has indicated the need for these accommodations (as well as those students for whom the need is documented). Accommodations are available as contained in IEP or 504 plans for students with disabilities and for students who are identified English language learners in the state Transitional Bilingual Instructional Program (TBIP). Tools, supports, and accommodations should be used in everyday instruction as well as classroombased assessments before they are used on the state assessments. Refer to the Guidelines on Tools, Supports, & Accommodations: www. k12.wa.us/assessment/statetesting. Testing accommodations not specified in the Guidelines will need to be submitted to the District Coordinator two weeks prior to the assessment to allow for the review panel to meet and respond to special requests. Overview Spring 2015 MSP Science Grades 5 and 8 TAM Page 1

10 Overview Preparing Students for State Assessments The educational community is sometimes uncertain as to what practices legitimately contribute to the opportunity to learn as opposed to the narrower concept of teaching to the test. The former is a positive endeavor meant to help students learn desired skills and competencies, whereas the latter activity is a negative approach that provides students instruction only on questions that mirror or clone questions on the assessment. It is desirable for students to be given a certain amount of practice so they will be familiar with the format of questions on state assessments. If the student cannot handle or does not understand the assessment format or other materials associated with the administration, it is likely that the results will not reflect the student s true level of proficiency. Use of a variety of tools and manipulatives by teachers during instruction can be beneficial for students to build a concrete understanding of mathematical content and procedures. However, some tools and manipulatives are not appropriate for use on state assessments because many performance expectations and standards require students to demonstrate understanding at the symbolic notation, fluency, and application levels. Students need practice with a variety of item types in regular instructional activities. Such test preparation activities should be viewed as a continual process, not something that is only done immediately prior to testing. This year MSP Science is available either online or paper-pencil format. Question Formats for State Assessments The state assessments contain questions in several formats, including, but not limited to: Multiple-choice questions have either three (grades 5) or four (grades 8). For some of these questions, students choose the one best answer. For others, students select all the correct options. Each question is worth one point. Short-answer questions ask students to supply their answers in the answer space or on the answer line or lines provided. Depending on the content area, answers may be in the form of words, phrases, sentences, numbers, and/or diagrams. Each question is worth one, two, or more points. Completion questions ask students to supply the answer, which may be in the form of a word, phrase, short sentence, number and/or algebraic answers, on the answer line or in the box provided. Each question is worth one or more points. Stand-alone questions on the reading assessments are not connected with a passage. Stand-alone questions on the science assessments are not connected with a scenario. Stand-alone questions ask students to choose the best answer for multiple-choice questions or write a word or phrase for completion questions. Each question is worth one point. Page 2 Spring 2015 MSP Science Grades 5 and 8 TAM

11 Resources and Tools The following materials are available to provide administrators, teachers, students, parents, and community members with an understanding of the format and content of the state assessments: Overview Science State Science Assessment Resources and Lessons Learned from Scoring, with sample scenarios, items, and scoring guides: aspx. Test and item specifications for science: Classroom A detailed list of materials available for students: TestProctorResources.aspx. The Demos of the Translated Science CDs A detailed Calculator and Electronic Device Policy: https://www.k12.wa.us/mathematics/ Assessment.aspx. The Released Item Documents (RIDs), writing prompts with annotations, practice and sample tests, and additional resources: TestQuestions/Testquestions.aspx. Performance-Level Descriptors (PLDs): PLD. The Web-Based Teacher Resource Tool: Spring 2015 MSP Science Grades 5 and 8 TAM Page 3

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13 Policies and Test Security Who Administers State Assessments The state assessments must be administered by trained staff members of a school district (e.g., teachers, ESAs, EAs, substitute teachers) under the general supervision of a certificated employee. Student teachers and interns have a contractual relationship with the school district even though they are not paid employees and may assist in the administration of the assessments, including proctoring. Volunteers may not administer or assist in the administration of any state assessments. Volunteers are not permitted to assist with handling secure test material. Volunteers may assist in the supervision of students who need a break or have completed testing. 3. Complete a Test Question Ambiguity form: FormsReports/. Deliver the completed form to your school and/or district assessment coordinator with your secure test materials. The district assessment coordinator will alert OSPI. Do not copy the problem, share with colleagues, or transmit this information through any device with cellular, messaging, or wireless capabilities (e.g., , cell phones, pagers, ipods, tablets, other web-enabled devices, photo technology). RCW 28A (apps.leg.wa.gov/rcw/ default.aspx?cite=28a ) All persons having access, directly or indirectly, to secure test material, must ensure the confidentiality of the test content under their control. Policies and Test Security State Laws Governing Test Security All test content including, but not limited to, test booklets and accommodated forms are confidential and must not be reviewed except to the extent necessary for administration of state assessments. Reporting a Perceived Error on a Test If there appears to be an error on a state assessment, follow the steps listed below to ensure the security of the test content: 1. During the assessment, make note of the perceived error. a. Include: subject, grade, test booklet form, test question number, and page number. 2. Instruct students to do their best and complete that section of the assessment. Do not attempt to provide a remedy. If needed, the Office of Superintendent of Public Instruction (OSPI) will provide a remedy for all students in the state. RCW (apps.leg.wa.gov/rcw/default. aspx?cite= ) Provides provisions on the exemption of the following from public inspection and copying: test questions, scoring keys, and other examination data used to administer state assessments. No actions in any form or by any means may be taken that reproduce, record, reveal, or transmit secure test content. This includes electronic or mechanical, including photocopying, recording, wireless transmission (e.g., , cell phones, pagers, ipods, tablets, other web-enabled devices, photo technology), or placement in any information storage and retrieval system. Spring 2015 MSP Science Grades 5 and 8 TAM Page 5

14 Policies and Test Security Generally Recognized Standards and Code of Conduct WAC (apps.leg.wa.gov/wac/default. aspx?cite= ) Provides penalties for the unauthorized use or disclosure of test content and flagrant disregard of generally recognized professional standards in test preparation and administration. Professional Code of Conduct is codified by the Washington State Legislature in WACs and RCWs. A list of complete rules and regulations can be found online: ProfPractices/CodeConduct.aspx. The Office of Professional Practices (OPP), a division under the auspices of the Superintendent of Public Instruction, is charged with enforcement, including discipline of educational practitioners for violation of the Professional Code of Conduct. The office receives, investigates, and makes legal findings regarding complaints. Unprofessional conduct must be reported to OPP, at (360) Although specific rules may vary slightly across state assessments, commonly accepted professional standards apply to all assessments. Public school employees are expected to know and comply with procedures, established by the Office of Superintendent of Public Instruction (OSPI), related to state assessments. These rules are disseminated annually by OSPI to District Coordinators through Assessment Webinars, the Test Coordinators Manual, training PowerPoints, modules, and supplemental documentation. Under very limited circumstances, appropriate testing practices may require reading or reviewing secure test content. The following are examples of prohibited and allowable behavior. These situations are limited and must align to OSPI policy. Prohibited Behaviors Specific examples include, but are not limited to: Not testing all eligible students or encouraging students to be absent from tests used for accountability or assessing language proficiency. Reclassifying a student solely for the purpose of changing their demographic grouping, assigned or tested grade level, or the type of assessment that is required for a student. Failing to follow directions specified in all Washington state administration manuals, PowerPoints, and supplemental documentation. Disclosing secure assessment material to Test Administrators or students prior to the test session. Reviewing, copying, transmitting, replicating, reading, or revealing any portion of secure test content, unless directed to do so by the OSPI state test coordinator. Using for instruction any secure test content or modified test content that mirror secure test questions on state assessments. Making answers or answer keys available to students. Explaining or paraphrasing assessment directions or test questions (visual, tactile, or audible clues). Providing instruction between assessment sessions that is focused on the specific skills and content measured by state assessments. Leaving students unattended during the administration of state assessments. Using tools, supports, or accommodations that the student has not had the opportunity to use prior to the testing occasion. Changing or providing feedback causing students to reconsider or recheck their responses on state assessments. Copying or reading student responses unless directed to do so by the OSPI State Test Coordinator. Deliberately causing achievement results to be inaccurately reported or modifying student records for the purposes of raising test scores. Misleading the public concerning the results and interpretations of score data. Page 6 Spring 2015 MSP Science Grades 5 and 8 TAM

15 Allowed Behaviors Specific examples include, but are not limited to: Providing an accommodation as stipulated. For implementation and restrictions, refer to the Guidelines on Tools, Supports, & Accommodations for state assessments: www. k12.wa.us/assessment/statetesting. Media There is usually media interest in state assessments. Reporters, or any third-party observers, are not allowed to be in the testing environment before, during, or immediately after testing. Students should not have the added pressure of media attention on campus. Having media on campus also compromises the security of the assessment. Photographs or video taken of actual test booklets violate state law (RCW and RCW 28A ). Schools have the right to limit visitors access on campus, and that includes the media. OSPI strongly urges you to make every effort to minimize any distractions that could interfere with student performance. Educators can respond to media requests that do not distract students and test administrators. Districts may refer media to OSPI Communications at (360) Posting Testing Locations Each testing location must be posted with a Testing Do Not Disturb sign. Care should be taken when posting the sign to not obscure security windows on doors. The ability to view testing sessions without entering the room will help facilitate administrative monitoring of testing sessions. For additional information, refer to the Preparing Classrooms for State Testing section; page 22. Electronic Devices Many students and staff members carry electronic devices with them to class. Because cellular, messaging, or wireless devices have the capability of recording, reproducing, or transmitting secure test content, cell phones, pagers, ipods, tablets, and other non-approved web-enabled communication devices must be turned off and kept out-of-view and reach until the testing session has completed and all secure materials have been collected, accounted for, and returned to the limited-access secure location. While these devices are not restricted from the classroom, care should be taken with the availability while the assessment is being given. It is important that school administrators and staff establish and communicate this policy to students as use of these devices during testing will result in a testing irregularity and possible invalidation. Staff should refer to district policy and avoid personal cell phone use during testing. Refer to the Calculator and Electronic Device Policy; pages Bags and Purses Many students carry backpacks, bags, and purses. These must be placed a distance from the student so items may not be retrieved without the student leaving his or her seat. Duties and Responsibilities Implementation of the Washington Comprehensive Assessment Program (WCAP) involves the participation of many individuals, each of whom is both responsible and accountable for various facets of the program. The integrity of the assessment program depends upon proper district and school staff training, test security, and a uniform administration of state assessments. Parents, students, and educators have a mutual interest in an assessment program that is fair and that has integrity. The Office of Superintendent of Public Instruction (OSPI) has surveyed the testing codes of conduct in several states and has found common elements among them. While it is not possible to describe in detail every responsibility for a secure and quality assessment program, the following descriptions are intended to indicate major areas of responsibilities for key personnel. Staff Duties and Responsibilities checklists available: Policies and Test Security Spring 2015 MSP Science Grades 5 and 8 TAM Page 7

16 Policies and Test Security Teachers Teachers are expected to provide students with an opportunity to acquire the knowledge and skills that will be assessed. Teachers shall accomplish this primarily by providing students with a rich instructional program. The best preparation for state assessments is effective teaching based on the full range of expectations of the standards. Teachers may also help students to develop effective and appropriate test-taking skills by: Teaching students test-taking strategies. Familiarizing students with various question formats. Refer to the Preparing Students for State Assessments section; page 2, for a list of resources. Secure assessment materials may not be used under any circumstances for instruction purposes. Encouraging students to try questions and tasks even if they are uncertain about them. Familiarizing students with how to accurately fill in an answer circle for multiple-choice response questions. Providing students who will be testing using the Translated CDs an opportunity to review the demos and supplemental documents. Helping students relax and become confident. Avoiding excessive test rehearsal and coaching. Note: Teachers supporting students receiving services should work with the special services coordinator to document what, if any, designated supports and accommodations are needed for state assessments. Teachers shall use test results in appropriate ways, including maintaining the confidentiality of individual students results. Before Testing Attend all required training sessions and read all assigned training materials and instructions for each assessment proctored. Ensure dual monitors are properly disabled. Review the Training Tests to familiarize students. Obtain your TIDE usernames and passwords from your School Test Coordinator. Become proficient with your school s Test Security and Building Plan to ensure that test materials (test booklets, test tickets, accommodated forms) will not be compromised before, during, or after the test administration. Obtain the approved testing schedule and seating arrangement from the School Test Coordinator. This should include a plan for students who need additional time (tests must be completed the same day in which they began, unless more than one day of testing is documented in a student s IEP or 504 plan). Provide a positive test taking environment. Maintain confidentiality concerning secure assessment content at all times. This is especially important if you assist with an accommodation that requires the review of questions, passages, scenarios, performance tasks, or individual student results. Become familiar with Materials Available for Student Access; page 17. Inspect the testing location and remove or cover any aids or prompts that might potentially assist students with answering questions on a state assessment. Refer to Preparing Classrooms for State Testing section; page 22. Test administrators and Persons Assisting with Access Supports and Accommodations The following are codes of best practices and responsibilities that shall be followed by all staff administering or assisting with the administration of state assessments. Page 8 Spring 2015 MSP Science Grades 5 and 8 TAM

17 Place a Testing Do Not Disturb sign outside the testing location. Ensure that all students will have a comfortable and adequate workspace. Verify workspaces have been arranged according to the seating plan. Become familiar with accommodations and their restrictions by reviewing the Guidelines on Tools, Supports, & Accommodations for state assessments located: Assessment/StateTesting. Inventory assessment materials. If additional materials are necessary, immediately notify your School Test Coordinator. During Testing When virtual or remote desktop monitoring software is available, staff must refrain from using the software while administering state assessments. At least one trained Test Administrator is in the testing location at all times. Ensure accuracy of the student information on test booklets or tickets prior to distributing to appropriate students. Certify calculators and electronic devices are allowed and disallow the use of any calculator or electronic device that is not permitted or that has prohibited features; page 18. Provide all required tools, supports, and accommodations. Administer state assessments, reading word-for word, the specific Directions to the Student and supplemental materials provided by the OSPI through your district. Directions must be read exactly as they are written, using a natural tone and manner. If you make a mistake in reading a direction, stop and say, Listen again. Then read the direction again. Never deviate from the directions as written. Deviating from the printed directions is a testing violation. Ensure the Directions to the Student are read when proctoring a make-up assessment. Once testing has begun, actively monitor students to ensure students are engaged with the assessment, working independently, and maintaining security of test content. Account for ancillary materials distributed during the testing session. Provide breaks as permitted in the Directions to the Student section of the TAM. Additional breaks may be provided based on students needs and Test Administrator judgment. Document and report immediately any testing irregularities and breach in test security to your School/District Coordinator. Refer to the Test Security and Building Plan. Document and provide to your School Test Coordinators student invalidations, absences, and accommodations used during state testing. After Testing Collect and account for student test materials (e.g., test booklets, accommodated forms, ancillary papers) prior to releasing students from the testing location. Immediately report any missing materials according to the school s Test Security and Building Plan. Notation of missing materials must be included on the Test Security Assurance form. Return all used and unused test booklets, accommodated forms, test tickets, and Rosters to the School Test Coordinator immediately after each testing session is completed. Return all additional papers added to the student test booklets to the School Test Coordinator. Ancillary materials provided during the testing session are considered secure. Complete a Test Security Assurance form. The completed form must include an explanation of boxes checked no and notation of any missing materials. As required by OSPI, sign and submit the form, along with the secure testing materials, to the School Test Coordinator. Retain a copy of the form for your records. Policies and Test Security Spring 2015 MSP Science Grades 5 and 8 TAM Page 9

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19 Assessment Options In 1993, Washington state lawmakers and citizens through House Bill 1209 s Education Reform Law (1.usa.gov/TYcFyf) called for changes in our public schools to help ensure all students master key skills that are essential for their success in school and after graduation. To help monitor individual student, school, and state progress toward this goal, OSPI administers a state assessment system. This system includes assessments designed to measure student achievement and progress toward meeting the state standards. Testing and Special Education It is important for the state and schools to know how all Washington public school students are succeeding with their learning. Consistent with the Individualized Education Program (IEP), a student receiving special education services may participate in the state assessment system in the following ways: Take the MSP with or without accommodations. Take the MSP-Basic, with or without accommodations. This option allows a student to pass the grade-level assessment with Level 2 or Basic proficiency. Take the WA-Access to Instruction & Measurement (WA-AIM). The WA-AIM is designed for students with significant cognitive challenges; it measures student knowledge and skills through the use of twice annual administered performance tasks given in the classroom setting. WA-AIM is the best method of assessing a student who cannot participate in the state assessment even with accommodations. IEP team decision making guidance can be found on the web at: GraduationAlternatives/default.aspx. Testing accommodations not addressed in the Guidelines on Tools, Supports, & Accommodations for state assessments (www.k12. wa.us/assessment/statetesting) will need to be submitted to OSPI. The District Coordinator will submit a Non- Standard Accommodation Request form by faxing the form found at TestAdministration/FormsReports/default.aspx to OSPI according to the directions on the request form. Submit requests two or more weeks prior to the assessment to allow for the review panel to meet and respond to special requests. Students with a Section 504 Plan Section 504 refers to a component of the Rehabilitation Act of 1973, which prohibits discrimination on the basis of a disability for persons who are otherwise able to participate in federally funded programs or activities. Students with a 504 plan are disabled but do not meet the eligibility criteria to receive special education and related services because their disability can be reasonably accommodated without the need for specially designed instruction. Students with a 504 plan are not eligible to access the Basic. Basic (MSP) The Basic is an assessment option for any student receiving special education services. The Basic option allows the student to meet standard on the state assessments at a Level 2 score (Basic) instead of the Level 3 score (Proficient). The student s IEP team must determine that the student should take the assessment, with or without accommodations, with a proficient score set at the Basic Level 2. This option is available to students in grades 5 and 8 when documented by the IEP. The MSP-Basic cannot be used for state and federal accountability (AYP) purposes. Assessment Options Spring 2015 MSP Science Grades 5 and 8 TAM Page 11

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