Measurements of Student Progress (MSP)

Transcripción

1 Spring 2014 Directions for Administration (Spanish/Español Version) Overview Policies and Test Security Assessment Options Measurements of Student Progress (MSP) Reading, Writing, Mathematics, and Science Print Date: February 23, 2014 Grades 3 8 School Assessment Coordinator Contact Information Name: Phone: Cell: Available at NOT A SECURE DOCUMENT Testing Schedules Test Materials Resources

2 Copyright 2014 by State of Washington, Superintendent of Public Instruction. All rights reserved. Page ii Spring 2014 MSP Grades 3 8 DFA

3 Table of Contents Test Administration Alerts 1 Important Information 1 Testing Irregularities Frequently Reported 2 Glossary 3 Overview 5 Purpose of This Manual 5 Washington Comprehensive Assessment Program 5 State Assessments 5 Access Supports and Accommodations 5 Preparing Students for State Assessments 6 Question Formats for State Assessments 6 Resources and Tools 7 Policies and Test Security 9 Who Administers State Assessments 9 State Laws Governing Test Security 9 Duties and Responsibilities 11 Assessments Options 15 Testing and Special Education 15 Basic (MSP) 15 Testing Schedules 17 Modified Testing Schedules 17 Absenteeism 17 Breaks 17 Extended Testing Time 17 More than One Day Per Testing Session 18 Middle School (MSP/MSP-Basic) 18 Elementary School (MSP/MSP-Basic) 18 Student Working/Break Schedule as per DFA 19 Spring 2014 MSP Grades 3 8 DFA

4 Test Materials 21 Tools and Manipulatives 21 Response Tools 21 Use of Prohibited Materials 22 Writing Tools 22 Mathematics Tools 22 Science Tools 23 Calculator and Electronic Device Policy 23 Test Materials (Before Testing) 25 Securing Test Materials 25 Receiving and Inventorying Test Materials 25 Test Material Description 26 Preparing Classrooms for State Testing 26 Test Materials (During Testing) 27 Distribution and Collection of Test Materials 27 Handling Defective Booklets 27 Test Materials (After Testing) 28 Preparing Test Materials for Return 28 Test Materials: Online Overview 31 General Information 31 Welcome Screen 31 Dual Monitors 31 Tutorials 31 Online Tools Trainings 32 Pause Function 33 Inactivity 33 Loss of Internet Connectivity 33 Test Tickets and Test Rosters 33 (Reading MSP: Grades 3 5) 35 Paper-Pencil Directions 35 (Writing MSP: Grade 4 Day One) 45 Paper-Pencil Directions 45 Spring 2014 MSP Grades 3 8 DFA

5 (Writing MSP: Grade 4 Day Two) 55 Paper-Pencil Directions 55 (Mathematics MSP: Grades 3 5) 65 Paper-Pencil Directions 65 (Science MSP: Grade 5) 77 Paper-Pencil Directions 77 (Reading MSP: Grades 6 8) 87 Paper-Pencil Directions 87 (Writing MSP: Grade 7 Day One) 97 Paper-Pencil Directions 97 (Writing MSP: Grade 7 Day Two) 107 Paper-Pencil Directions 107 (Mathematics MSP: Grades 6 8) 117 Paper-Pencil Directions 117 (Science MSP: Grade 8) 129 Paper-Pencil Directions 129 (Reading MSP: Grades 3 5) 139 Online Directions 139 (Mathematics MSP: Grades 3 5) 157 Online Directions 157 (Science MSP: Grade 5) 173 Online Directions 173 (Reading MSP: Grades 6 8) 189 Online Directions 189 (Mathematics MSP: Grades 6 8) 207 Online Directions 207 (Science MSP: Grade 8) 225 Online Directions 225 Resources R-1 OSPI Web Resources R-1 Spring 2014 MSP Grades 3 8 DFA

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7 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. If your testing location uses remote desktop monitoring software to monitor the computers that will be used for testing, it is important to disable the monitoring software on these computers during test times to guarantee adequate security. Students testing online must be provided opportunities to view the Tutorial videos. Students must view the appropriate Tutorials first and then practice by using the Online Tools Trainings (OTTs): The purpose of the Online Tools Trainings (OTTs) is to give students an opportunity to try out all the features and tools of the testing software prior to the actual online test administration. It is not intended to provide proper or complete coverage of the tested content. Sample questions in the OTT have been chosen to demonstrate features and uses found in the testing environment: Online Tools Training Lesson Plans were designed to help assist in providing students practice with the Tutorial videos and Online Tools Trainings (OTTs): The test proctor assurance form requires two signatures: One signature will be collected at time of training and the final signature at conclusion of testing. Since school plans can include information such as test scheduling, student pre-identification, ordering of test materials, and chain of custody for security of materials, the naming convention for Secure Test Material Handling Plan has been changed to Test Security and Building Plan. Test proctors and other staff supporting the administration of state assessments must become proficient with these Directions for Administration and important information within the school s Test Security and Building Plan. The writing Day One assessment must be scheduled to be administered before the writing Day Two assessment, unless a student is being assessed on a make-up schedule due to an absence on writing Day One. Refer to the Absenteeism section; page 17 for specific details. The Access Supports and Accommodations Guidelines for state assessments are located: The Calculator and Electronic Device Policy includes a list of approved electronic devices and examples of non-approved devices: 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 2014 MSP Grades 3 8 DFA Page 1

8 Testing Irregularities Frequently Reported Incorrect completion of student information on the back cover of student test booklets may result in students not receiving scores or only receiving partial score results. This could have an impact on AMO and participation calculations. Students using non-approved devices with cellular, messaging, or wireless capabilities during testing or break times. Test proctors or students deviating from prescribed student directions in the Directions for Administration. Students gaining access to tools or materials not allowed on the assessment. Return of materials off prescribed schedule could impact schools and districts by the results not being included in the state, district, or school summaries. Individual Score Reports would 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 results, which could result in the invalidation of student scores. Test forms returned without proper transcription (e.g.; 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. 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 2 Spring 2014 MSP Grades 3 8 DFA

9 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 or 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: Alternate assessments are tools used to evaluate the performance of students with an IEP who are unable to participate in regular state assessments even with accommodations. Alternate assessments provide a mechanism for students with the most significant cognitive disabilities and for other students who may need alternate assessments formats to be included in the accountability system. Essential Academic Learning Requirements (EALRs): EALRs are the set of state standards developed in the content areas of reading, writing, mathematics, science, communication, social studies, arts, and health and fitness. The EALRs articulate the state s expectations and learning standards at three benchmark levels: elementary, middle, and high school. Elementary and Secondary Education Act (ESEA): First enacted in 1965, this is the principal federal law affecting education from kindergarten through grade 12. The No Child Left Behind Act is the most recent reauthorization of the ESEA. English Language Learner (ELL): (Title III definition) The acronym ELL is synonymous with the term limited English proficient. Grade-Level Expectations (GLEs): GLEs provide specific learning standards for students in grades K 10. The GLEs clarify the skills and strategies for all students to demonstrate proficiency in each content area at each grade level. Online Tools Trainings (OTTs): The OTTs are short practice tests designed to provide an introductory experience in preparation for taking the online assessment. The purpose of the OTTs is to give students an opportunity to try out all the features and tools of the testing software prior to the actual online test administration. 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. Washington Alternate Assessment System (WAAS): A component of Washington Comprehensive Assessment Program focused on providing access for students with an Individualized Education Program (IEP) to the state testing system. Spring 2014 MSP Grades 3 8 DFA Page 3

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11 Overview Purpose of This Manual The Directions for Administration (DFA) 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 proctors and persons assisting with access 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 standardsbased set of assessments. The program s assessments were developed specifically to measure student progress toward meeting the Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), and Performance Expectations (PEs). State Assessments The state assessments are designed to assess the broad learnings as expressed in the EALRs, GLEs, and PEs. 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. In order to provide reliable and valid results, all students in grades 3 8 are required to participate in all content areas tested at their enrolled grade level. Assessments will be administered on the following schedule: Content Area Reading Writing Math Science Test Admin & Grade MSP: Grades 3 8 MSP: Grades 4 and 7 MSP: Grades 3 8 MSP: Grades 5 and 8 Test Schedule Paper-Pencil Testing (Reading, Writing, Math, Science): April 23 May 15, 2014 Online Testing (Reading, Math, Science): April 23 June 6, 2014 Comments Required. Access Supports and Accommodations All students must have the opportunity to participate in state assessments to the greatest extent possible. Access supports are available for all students. Accommodations are available for students with Individualized Education Programs, 504 plans, and for students who are identified English language learners in the state Transitional Bilingual Instructional Program (TBIP). Access supports and accommodations should be used in everyday instruction as well as classroom-based assessments before they are used on the state assessments. Refer to the Access Supports and Accommodations Guidelines for state assessments: StateTesting. Overview Spring 2014 MSP Grades 3 8 DFA Page 5

12 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 test 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 require students to demonstrate understanding at the symbolic notation, fluency, and application levels. Students need practice with multiple-choice, short-answer, completion, and essay formats 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. Students who will be testing online must be provided opportunities to view the Tutorial videos and practice the Online Tools Trainings (OTTs). Students must view the appropriate Tutorials first and then practice by using the OTT. There are no restrictions on accessing the Tutorial video or OTT, and they may be used outside of school for review by parents and the local community. An Online Tools Training Lesson Plan is available to assist in providing students practice with the Tutorials and OTTs for grades 3 5. Teacher Tips for Online Testing is provided to assist teachers for grades 6 8. The Lesson Plans and Teacher Tips for Online Testing are available at: TestProctorResources.aspx. The Tutorials and the OTTs can be accessed at: Question Formats for State Assessments The state assessments contain questions in several formats: Multiple-choice questions have either three (grades 3, 4, and 5) or four (grades 6, 7, and 8) response options. For these questions, students choose the best answer. 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 two points. Completion questions ask students to supply the answer, which may be in the form of a word, phrase, short sentence, and/or numeric answers, on the answer line or in the box provided. Each question is worth one point. Essay items in writing at grades 4 and 7 require students to respond to two prompts by writing a story (grade 4 only), an essay, or a letter. Each prompt is worth six 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 6 Spring 2014 MSP Grades 3 8 DFA

13 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: Reading State Reading Assessment Resources with sample passages, questions, scoring guides, practice materials, and test and item specifications: Assessment. Writing State Writing Anchor Set Annotations documents for grades 4 and 7: Annotations.aspx. Sample student test booklets and writing assessment resources for educators: Mathematics Mathematics assessment resources for educators and Test and Item Specifications: aspx. 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 Online Testing Tutorials Videos and Online Tools Training The Online Tools Training Lesson Plans The Demos of the Read Aloud Reading and Translated Math and Science CDs A detailed Calculator and Electronic Device Policy: Trainings/. 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: Sample Individual Score Reports, including an overview of each section: ScoreReportMSP.aspx. Overview Spring 2014 MSP Grades 3 8 DFA Page 7

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15 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. 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. 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). 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. For online testing include: subject, grade, test ticket form, test question number, and page number. b. For paper-pencil testing include: subject, grade, test booklet form, test question number, and page number. 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. 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 2014 MSP Grades 3 8 DFA Page 9

16 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: 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 assessment coordinators through Assessment Webinars, the Assessment Coordinators Manual, training PowerPoints, 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 that student. Failing to follow directions specified in all Washington state administration manuals, PowerPoints, and supplemental documentation. Failing to follow security procedures, as directed by OSPI, for all secure test materials. Disclosing secure assessment material to test proctors or students prior to the day of administration. 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. Explaining or paraphrasing assessment directions or test questions (visual, tactile, or audible clues). Leaving students unattended during the administration of state assessments. Using access supports or accommodations that the student has not had the opportunity to use prior to the testing occasion. Making answers or answer keys available to students. Changing or providing feedback causing students to reconsider or recheck their responses on state assessments. Providing instruction between assessment sessions that is focused on the specific skills and content measured by state assessments. Copying or reading student responses unless directed to do so by the OSPI state test coordinator. Page 10 Spring 2014 MSP Grades 3 8 DFA

17 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. Allowed Behaviors Specific examples include, but are not limited to: Providing an accommodation as stipulated. For implementation and restrictions, refer to the Access Supports and Accommodations Guidelines for state assessments: 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. 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. Policies and Test Security For additional information, refer to the Preparing Classrooms for State Testing section; page 26. Spring 2014 MSP Grades 3 8 DFA Page 11

18 Policies and Test Security 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 are available: TestAdministration/FormsReports/. 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 Essential Academic Learning Requirements (EALRs), Grade-Level Expectations (GLEs), and Performance Expectations (PEs). 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 6, for a list of resources. Secure assessment materials may not be used under any circumstances for instruction of students. 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 Read-Aloud CD an opportunity to review the Read-Aloud Demo and supplemental documentation. Providing students who will be testing using the Translated CDs an opportunity to review the demos and supplemental documents. Online: Providing students who will be testing online opportunities to review the Tutorial and OTT for each of the subjects tested. See the Resources and Tools section; page 7. 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, accommodations are needed for state assessments. Teachers shall use test results in appropriate ways, including maintaining the confidentiality of individual students results. Test Proctors 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. Before Testing Attend all required training sessions and read all assigned training materials and instructions for each assessment proctored. Review the MSP online Tutorial videos and OTTs to familiarize students, if your school has registered to participate in online testing. Obtain your online usernames and passwords from your school assessment coordinator. Become proficient with your school s Test Security and Building Plan to ensure that test materials will not be compromised before, during, or after the test administration. Page 12 Spring 2014 MSP Grades 3 8 DFA

19 Obtain the approved testing schedule from the school assessment 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 approved and nonapproved tools. Refer to pages 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 26. 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 Access Supports and Accommodations Guidelines for state assessments located: Inventory assessment materials. If additional materials are necessary, immediately notify the school assessment coordinator. During Testing When remote desktop monitoring software is available, staff must refrain from using the software while administering state assessments. At least one trained test proctor must be in the testing location at all times. Ensure accuracy of the student demographic information on test booklets prior to distributing test booklets or test tickets to appropriate students. Certify calculators and electronic devices are appropriate (or allowed) and disallow the use of any calculator or electronic device that is not approved or that has prohibited features; page 23. Provide all required accommodations. Administer state assessments by reading wordfor-word the specific and supplemental materials provided by the Office of Superintendent of Public Instruction 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. Once testing has begun, actively monitor students to ensure they 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 section. Additional breaks may be provided based on students needs and test proctor judgment. Document and report immediately any testing irregularities and breach in test security to the school/district assessment coordinator. Refer to the State Test Security and Reporting Guidelines: TestAdministration/laws. Report a perceived error on a test to the school assessment coordinator. See the Policies and Test Security section; page 9 for detailed procedures. Document and provide to the school assessment coordinator student invalidations, absences, and accommodations used. Policies and Test Security Spring 2014 MSP Grades 3 8 DFA Page 13

20 Policies and Test Security 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, and test tickets/ Test Rosters to the school assessment coordinator immediately after each testing session is completed. Return all Pre-ID Rosters to the school assessment coordinator, when applicable. Return all additional papers added to the student test booklets to the school assessment 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 assessment coordinator. Retain a copy of the form for your records. Page 14 Spring 2014 MSP Grades 3 8 DFA

21 Assessments 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 in the Essential Academic Learning Requirements (EALRs), Grade Level Expectations (GLEs), and Performance Expectations (PEs). 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. Testing accommodations not specified in the Access Supports and Accommodations Guidelines for state assessments will need to be submitted to OSPI. All requests must be submitted through your district assessment coordinator. Requests should be submitted two weeks prior to the assessment to allow for the OSPI review panel to meet and respond to 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 MSP-Basic. Basic (MSP) The MSP-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 at a 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 (Level 2). This option is available to all students on an IEP in grades 3 through 8. The MSP-Basic determinations usually align with the areas in which a student is receiving special education services, but the ultimate determination is to be made by the IEP team. The MSP-Basic cannot be used for state and federal accountability (AMO) purposes. There is no pre-registration in WAMS for the MSP-Basic. To identify that the MSP-Basic level is appropriate, fill in the MSP-Basic bubble on the back cover of the student booklet prior to returning to the scoring contractor. Assessment Options Spring 2014 MSP Grades 3 8 DFA Page 15

22 Assessment Options Page 16 Spring 2014 MSP Grades 3 8 DFA

23 Testing Schedules The uniform administration of the state assessments ensures that no one student has an unfair advantage over any other student. The standardized schedule helps ensure the security of the test content and contributes to the validity and accuracy of individual student scores. The Measurements of Student Progress (MSP) are untimed assessments. The student working time and break schedule is outlined on page 19. These approximate times are for student work time only. Therefore, allow an additional minutes per test to pass out materials (e.g., test booklets, test tickets, scratch paper, etc.), read directions, collect materials, and perform other activities. Because the assessments are not timed, appropriate time must be scheduled in order for students to have as much time as they need to complete the tasks. Students who remain productively engaged in the assessment should be allowed to finish their work. Administration of all assessments are scheduled to begin at 8:00 a.m. or as soon as reasonable after the start of the school day unless documented for students on an IEP, 504 plan, or for English language learner students. For students being assessed, all late starts and early dismissals must be canceled on testing days and any planning interruptions in testing must be avoided. This includes interruptions in testing for specialists or teacher planning. Important scheduling information: Each school plan should include arrangements for students who may need more time than the estimation on page 19. Only one assessment may be taken by a student each day. Day one of the writing assessment must be administered prior to day two, unless a student is being assessed on a make-up schedule due to an absence on writing day one. Refer to the following Absenteeism section for specific details. Modified Testing Schedules District assessment coordinators must approve all school testing schedules. If a school experiences conflicts with a schedule, submit a request to modify a schedule through the school assessment coordinator. Absenteeism When a student misses the day one writing assessment the student should be assessed on day two according to the school s approved testing schedule. When administering day two it is important that the directions from day one are read to the student. The student should have the opportunity to attempt day one writing assessment during the school s approved make-up schedule. Document all students who are unable to be assessed by noting reason not tested. Breaks Break schedules are to be followed as outlined on page 19. Students shall be cautioned not to discuss any test questions on the assessment. Generally, students should remain in the room during the break. However, they may be permitted to leave the room if supervised. During each testing session, students may need to take additional rest breaks. Additional breaks should be based on individual students needs and test proctor judgment. Students should not miss their scheduled lunch. Students may continue to work on assessments following a supervised lunch break. Extended Testing Time If a student is actively engaged in test taking and requires additional time, a school should make arrangements for that student to complete the exam on the same day of testing. Allowing a student additional time is based on the judgment of the test proctor and school administrator. It is Testing Schedules Spring 2014 MSP Grades 3 8 DFA Page 17

24 Testing Schedules up to the district and/or school to plan for students who need extended testing time. Extended testing time is available to all students who require it. When a student requires extended time testing he or she must be monitored by a trained proctor. More than One Day Per Testing Session Students who have documented additional days for a testing session may have multiple days to complete one MSP content-area or session. However, a student must finish one content-area test or session before beginning the next contentarea test or session. For implementation and restrictions surrounding this accommodation, refer to the Access Supports and Accommodations Guidelines for state assessments: Middle School (MSP/MSP-Basic) Districts are encouraged to adopt district-wide testing schedules in the middle schools for the MSP test administration to maximize assessment security. District assessment coordinators, working with administrators, principals, and technology coordinators, develop assessment schedules for grades 6 8 that best meet the needs of the students in the school. Administration days may be consecutive or spaced. All students within a grade level at a district must take the same paper-pencil assessment on the same day. For online testing, resource constraints may prevent all students within a grade level from taking the same assessment on the same day. In this situation, schools should follow their approved online testing schedules. District assessment coordinators must approve school testing schedules. Elementary School (MSP/MSP-Basic) Districts are encouraged to adopt school-wide testing schedules in their elementary schools for the MSP test administration to maximize assessment security. District assessment coordinators, working with administrators, principals, and technology coordinators, develop test schedules for grades 3 5 that best meet the needs of the students in the school. Administration days may be consecutive or spaced. All students within a grade level at a school must take the same paper-pencil assessment on the same day. For online testing, resource constraints may prevent all students within a grade level from taking the same assessment on the same day. In this situation, schools should follow their approved online testing schedules. District assessment coordinators must approve school testing schedules. Page 18 Spring 2014 MSP Grades 3 8 DFA

25 Student Working/Break Schedule as per DFA The following table displays an estimation of student working and break times for administering state assessments. Each school plan should include arrangements for students who may need more time than the estimation displayed below. Administration & Grade Subject Estimated Student Working Time* Work Time (Set 1) Break (First) Student Working/Break Schedule Work Time (Set 2) Break (Second) Work Time (Set 3) Additional Time MSP Grades 6 8 MSP Grades 3 5 Writing Day 1 & Day 2 Reading Mathematics Science Writing Day 1 & Day 2 Reading Mathematics Science minutes** minutes minutes minutes minutes** minutes minutes minutes 60-minutes 10-minutes 30-minutes *** Not applicable 45-minutes 10-minutes 45-minutes 10-minutes 20-minutes 45-minutes 10-minutes 45-minutes 10-minutes 20-minutes 45-minutes 10-minutes 45-minutes 10-minutes 20-minutes 60-minutes 10-minutes 30-minutes *** *Allow an additional minutes for test proctor activities. **Estimated student working times are per session for the writing assessment. ***For the writing assessments only one break is scheduled in the DFA. NOTE: Additional breaks should be based on individual student needs and test proctor judgement. Not applicable 35-minutes 10-minutes 35-minutes 10-minutes 20-minutes 35-minutes 10-minutes 35-minutes 10-minutes 20-minutes 35-minutes 10-minutes 35-minutes 10-minutes 20-minutes 30-minute intervals 20-minute intervals 20-minute intervals 20-minute intervals 30-minute intervals 20-minute intervals 20-minute intervals 20-minute intervals Testing Schedules Spring 2014 MSP Grades 3 8 DFA Page 19

26 Testing Schedules Page 20 Spring 2014 MSP Grades 3 8 DFA

27 Test Materials Tools and Manipulatives Tools and manipulatives are used during classroom instruction and can help build an understanding of concepts, content, and procedures. Some manipulatives are appropriate for use on state assessments, while others are not appropriate because they may guide or clue students to a particular solution, influence a student s work process, or compromise the scanning and scoring of an individual student s test booklet. OSPI does not endorse any specific products, tools, or manipulatives. Tools and manipulatives that are used during state assessments should be: Regular tools or manipulatives that have been used in the classroom with the students. This should not be the first time the students see these materials. Available where all students can access them if they elect to use them. In order to ensure consistent reliable administration of assessments across the state, OSPI has compiled a Mathematics Manipulatives and Tools chart and a Materials Available for Student Access chart, available at: TestProctorResources.aspx. Failure on the part of the test proctor to verify that tools and manipulatives meet the requirements will constitute a test irregularity and may invalidate the student s test score. Response Tools For all assessments, only number 2 pencils may be used. Students may mark in their test booklet. However, students should be instructed to avoid making any marks near the circle on multiplechoice questions or penetrating the paper. Circle markings must be erased completely when changing responses. The test scanning equipment that captures student work for scoring copies all space within one-half inch of the outer edges of the test booklet. Test booklets are scanned to speed up the scoring process and to allow multiple scorers access to a single booklet. A scorer is directed to use all visible student work when scoring. The response areas are designed to be large enough for a wellcrafted response. Writing tools or devices other than number 2 pencils, including pens, crayons, markers, colored pencils, highlighters, mechanical pencils, number 2.5 and 3.0 pencils are not permitted. Sticky notes or other markers are also prohibited. This limitation on writing tools is based on both scoring and testing protocols. Scanning test booklets can be compromised by using certain writing instruments. Further, the use of a particular writing instrument may guide or clue a student toward a particular type of activity, in turn influencing the student s response. Use of other tools may result in the scanner not being able to read the responses which could impact the score results. Neither the test proctor nor the environment should influence the approach students use to respond to an assessment question. If a student uses a writing instrument other than a number 2 pencil, contact the school assessment coordinator for instruction on how to handle the test booklets. Do not include secure test content in your communication. Scratch and Graph Paper When scratch or graph paper is an allowed resource, it will be noted in the Materials Available for Student Access table on page 29. Test proctors must account for all scratch and graph paper provided during the assessment by following your school s Test Security and Building Plan and OSPI guidance. It is suggested that districts provide students with yellow, lined scratch paper. Test Materials Spring 2014 MSP Grades 3 8 DFA Page 21