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End-of-Course Exam EOC TAM

Paper Test Administration Manual for Mathematics and Biology

School Test Coordinator Contact Information

Name: _________________________________________

Phone: _________________________________________

Cell: _________________________________________

E-mail: _________________________________________

Available at: http://wa.portal.airast.org

http://wa.portal.airast.org

Table of ConTenTs

Part 1: Introduction ................................................................................................................................5

Ensuring Test Security .....................................................................................................................................5

Establishing Appropriate Testing Conditions ............................................................................................5

Part 2: General Test administration Information ..............................................................................9

Student Participation .......................................................................................................................................9

Preparation for the Assessment ...................................................................................................................9

General Rules for the Paper-Pencil Assessment ................................................................................... 10

Tools and Manipulatives ............................................................................................................................... 10

Allowed Calculators ........................................................................................................................................12

Testing Times ....................................................................................................................................................13

Verifying Student Information ......................................................................................................................13

Pre-ID Labels and Blank Student Labels for Tests Booklets ................................................................14

Incomplete or Defective Test Materials .....................................................................................................14

Reporting a Perceived Error on a Test .......................................................................................................15

Expected Actions .............................................................................................................................................15

Generally Recognized Standards and Code of Conduct ..............................................................15

Prohibited Behaviors ..............................................................................................................................16

Allowed Behaviors ..................................................................................................................................17

Test Administrators and Persons Assisting with Tools, Supports, and Accommodations ....17

Before Testing ..........................................................................................................................................17

During Testing ..........................................................................................................................................17

After Testing ..............................................................................................................................................18

Directions for Administration ........................................................................................................................19

eoC Mathematics: Directions for administering Three session exams ..................................... 20

Mathematics Session One .......................................................................................................................... 20

Mathematics Session Two ........................................................................................................................... 26

Mathematics Session Three ....................................................................................................................... 29

eoC Mathematics: Directions for administering single session exams .................................... 32

eoC biology: Directions for administering Three session exams .............................................. 39

Biology Session One ......................................................................................................................................41

Biology Session Two .....................................................................................................................................48

Biology Session Three ................................................................................................................................. 52

eoC biology: Directions for administering single session exams ............................................. 56

EOC Paper-Pencil Test Administration Manual

EOC 2016 Test Administration Manual

Resources ............................................................................................................................................ 66

Part 4: after Testing ........................................................................................................................... 67

Assemble Materials For Return ...................................................................................................................67

Checklist for the Test Administrator ..........................................................................................................67

Part 5: appendices ............................................................................................................................. 68

Appendix A: Universal Tools, Designated Supports, and Accommodations ................................. 68

Appendix B: Item Types ............................................................................................................................... 69

Appendix C: Frequently Used Terms .........................................................................................................71

Appendix D: Multiplication Table ................................................................................................................73

Appendix E: Instructions For Administering Braille and Large Print .................................................74

Revision Log .....................................................................................................................................................76



PaRT 1: InTRoDUCTIon

This manual provides an overview of the end-of-course (EOC) exam paper test administration. Use this document to familiarize yourself with what your students will experience in participating in the assessment, how to prepare for the assessment, and general rules for testing. Test Administrators (TAs) should become familiar with this document well in advance of the test administration date so materials for distribution to students are prepared and made available prior to the administration of the test and for familiarity regarding the directions to the student.In addition to this manual, guidance regarding accessibility resources—universal tools, designated supports, and accommodations—is provided in the Guidelines on Tools, Supports, & Accommodations available on the http://wa.portal.airast.org/. These guidelines define considerations for test administration in terms of universal tools, designated supports, and accommodations available during test administration..

ensURInG TesT seCURITyThe security of the assessment materials and the confidentiality of student information are vital to maintaining the validity, reliability, and fairness of the results. All test items and test materials are secure and must be appropriately handled. Secure handling protects the integrity, validity, and confidentiality of assessment items, prompts, and student information. Any deviation in test administration must be reported as a test incident irregularity to ensure the validity of the assessment results.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.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.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. Refer to the Expected Actions section of this manual for detailed information on generally recognized standards and codes of conduct.

esTablIshInG aPPRoPRIaTe TesTInG ConDITIonsSchool Test Coordinators (SCs) and Test Administrators (TAs) will need to work together to determine the most appropriate testing option(s) and testing environment based on the number of students in each testing course and the estimated time needed to complete each test. Testing students in classroom-sized groups is preferable. Establishing classroom-sized groups reduces test fear and anxiety for the students and facilitates monitoring and control for the TA.The test administration should be conducted in a secure environment. Follow your school’s Test Security and Building Plan procedures to maintain a quiet testing environment throughout the test session, recognizing that some students will finish more quickly than others. If students are allowed to leave the testing room when they finish, explain the procedures for leaving without disrupting others and where they are expected to report once they leave. Prior to releasing students, TAs must collect and account for all testing materials provided to students. If students


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are expected to remain in the testing room until the end of the session, instruct them on what activities they may engage in after they finish the test. Follow your school’s Test Security and Building Plan for students who need additional time to complete the test, if moving to a new location. Table 1 on the following page describes security requirements for the test environment during various stages of testing. The test environment refers to all aspects of the testing situation while students are testing and includes what a student can see, hear, or access (including access via technology).

Requirement Description

BEFORE TESTING

Instructionalmaterials removedor covered

Instructional materials must be removed or covered,including, but not limited to, information that might assist students in answering questions that is displayed on bulletinboards, chalkboards, or dry-erase boards, or on charts(e.g., wall charts that contain literary definitions, maps,mathematical formulas, etc.).

Students must be seated so there is enough space betweenthem to minimize opportunites to turn to each other’s work,or they should be provided with table-top partitions.

Place a “TESTING—DO NOT DISTURB” sign on the door or post signs in halls and entrances rerouting hallwaytra�c in order to promote optimum testing conditions.

Student seating

Signage

Table 1: Requirements of the Test Environment




DURING TESTING

Provide a quiet environment void of talking or other distractions that might interfere with a student’s ability toconcentrate or might compromise the testing situation.

Students are actively supervised and are prohibited fromaccess to unauthorized electronic devices that allow availabilty to outside infomation, communication among students, or photographing or copying test content. This includes any device with cellular, messaging, or wireless capabilities, but is not limited to cell phones, personal digital assistants (PDAs), iPods, cameras, and electronic translation devices.

Students must only have access to and use of thoseallowable resources identified in the Guidelines on Tools,Supports, & Accommodations that are permitted for a specific test (or portion of a test).

Only students who are testing can view items. Students whoare not being tested or unauthorized sta� or other adultsmust not be in the room where a test is being administered.Trained Test Administrators (TAs) may have limited exposureto items in the course of properly administering the assessments; however, TAs and other trained sta� may notactively review or analyze any items.

Quiet environment

Student supervision

Access to allowableresources only

Access toassessments

No answer keydevelopment

No form or type of answer key may be developedfor test items.




DURING AND AFTER TESTING

District Test Coordinators (DCs), School Test Coordinators (SCs), TAs, and other sta� are not permitted to review student responses.

No copies of the test items or scenarios may be made or otherwise retained.

No digital, electronic, or manual device may be used to record or retain test items. Similarly, these materials mustnot be discussed with or released to anyone via any media, including fax, email, social media websites, etc.

Descriptions of test items or scenarios must not be retained, discussed, or released to anyone.

DCs, SCs, TAs, and other sta� may not review, discuss, or analyze test items or scenarios at any time, including before, during, or after testing.

Test booklets, graph paper, scratch paper, and documents with student information must be kept in a securely locked area that can be opened only with a key or keycard by sta� responsible for test administration as identified in your school's Test Security and Building Plan

Test items and scenarios must not be used for instruction.

Scratch paper and graph paper must be collected at the end of each test session and then securely destroyed to maintain test security. Follow your school's Test Security and Building Plan.

No access to responses

No copies of testmaterials

No access to digital,electronic, ormanual devices

No retaining,discussing, orreleasing testmaterials.

No reviewing,discussing, or analyzing testmaterials

All test materialsmust remain secureat all times

AFTER TESTING

No test materialsused for instruction

Destroy testmaterials securely



PaRT 2: GeneRal TesT aDMInIsTRaTIon InfoRMaTIon

This section provides an overview of the paper-pencil testing environment and guidelines for test administration. Use this section to become familiar with what students will experience in taking the assessments, how to prepare for the assessments, and to review general rules for paper-pencil testing. Test Administrators (TAs) should become familiar with this section well in advance of the start of testing.

sTUDenT PaRTICIPaTIonConsistent with the Washington Comprehensive Assessment Program plan, all students, including students with disabilities, English Language Learners (ELLs), and ELLs with disabilities, must have equal opportunity to participate in an EOC exam. Assessment accommodations are available for all students in special education, students with a 504 plan, and students eligible for English language services.

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 EOC with or without accommodations.• Take the EOC-Basic with or without accommodations. This option allows a student to

“pass” the grade level assessment with Level 2 or “Basic” proficiency.

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 EOC-Basic.

PRePaRaTIon foR The assessMenTIt 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.

Before administering the assessment, make sure that you have the following materials available for students:

• A test booklet for each student• At least two sharpened No. 2 pencils for each student• Calculator (see calculator guidelines in the Tools and Manipulatives section)• Glossaries of Non-Mathematics or Non-Science Terms• Tools (ruler, straightedge)• For Mathematics EOCs only: Blank or lined scratch paper and graph paper for each student



EOC exams are required for students who:

• Are in grades 10-12 who have not yet met the mathematics assessment graduation require-ment.

• Are in classes of 2017 and beyond who have completed a biology course and have not yet met standard.

Students not required to participate in an EOC exam include:

• Students who have previously passed an EOC exam or met the mathematics or science graduation requirement using a CAA Option.

• For mathematics, students in the graduating class of 2019 or beyond.• For biology, students in the graduating class of 2016 or earlier.• Students with the most significant cognitive disabilities who meet the criteria for the state

WA-AIM assessment (approximately one percent or fewer of the student population).

ELLs who enrolled within the last 12 months prior to the beginning of testing in a U.S. school must participate in the mathematics and biology assessments.

GeneRal RUles foR The PaPeR-PenCIl assessMenTThis section provides a brief overview of the general test administration rules for different portions of the assessment.

Test items are presented in separate sessions. Students may use calculators on all sessions. If taking an EOC over multiple days, students may only look at the test session being completed that day. Students may not return to a test session once it has been completed.

The student test booklets are secure. Maintaining the security of all test materials is crucial to obtaining valid and reliable results. Therefore, test materials must be kept in a secure locked area, except during actual test administration. It is the responsibility of all individuals who administer the test to follow security procedures according to the approved Test Security and Building Plan and state policy.

Tools anD ManIPUlaTIvesUse 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. For mathematics, students are also expected to understand the meaning of symbolic notation, develop fluency, and apply concepts and procedures in problem solving situations. Many performance expectations require students to demonstrate understanding at the symbolic notation, fluency, and application levels.

The Office of Superintendent of Public Instruction (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. Unless otherwise directed, tools and manipulatives should not be distributed to students.

Tables 2 and 3 describe the allowed tools for the EOC exams. Any tools or manipulatives not



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included in these tables should be considered not allowed.

Ruler/Straightedge may use a physical ruler or straightedge may not use a physical protractor or angle ruler

Calculator allowed for all sessions maximum graphing calculator with similar functionalities to a TI-84 Braille and talking calculators only as an accommodation

Abacus only as an accommodation usable any time scratch paper is allowed

Highlighter may not use a physical highlighter

Multiplication Table only as an accommodation

Scratch Paper plain, yellow and lined, and/or graph paper allowed

Glossary state issued glossaries allowed for all sessions

Formula Sheet may not use on any sessions

Pencil only number 2

Table 2: Paper-Pencil Mathematics end-of-course (EOC) exit exams:

Ruler/Straightedge may use a physical ruler or straightedge may not use a physical protractor or angle ruler

Calculator allowed for all sessions only a four-function calculator is necessary but any approved calculator is allowed Braille and talking calculators only as an accommodation

Highlighter may not use a physical highlighter

Glossary state issued glossaries allowed for all sessions

Pencil only number 2

Table 3: Paper-Pencil Biology end-of-course (EOC) exit exams:

The state issued Glossaries of Non-Mathematics and Non-Science Terms are available for students who may not be familiar with the non-mathematics or non-science vocabulary in the test questions. Glossaries will be provided with your shipment of EOC biology and mathematics materials. Directions will instruct students not to use Glossaries as scratch paper. Glossaries in individual student, and large print sizes are available on the WCAP-portal: http://wa.portal.airast.org/, under the TA User Card.



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alloweD CalCUlaToRsStudents are allowed to use calculators on all sessions of the EOC exams. Calculators that are used during the EOC should be the regular calculators that have been used in the classroom. This should not be the first time the students use these calculators.

Calculator Use and Restrictions Policy

Prior to testing, TAs must become familiar with the allowed and prohibited calculator devices and features, see the Calculator Policy at http://wa.portal.airast.org/.

• Students should be told prior to the test day to store all data and software they wish to save on a computer or a calculator not being used for a test. Students should be thoroughly familiar with the operation of the calculator they plan to use on the assessment. This includes calculators provided by the classroom or school.

• TAs are responsible for ensuring and verifying that calculators that have the ability to store functions and equations, e.g., a graphing or a scientific calculator, have the memory cleared before and after each assessment.

• Calculators cannot have Internet connectivity, or be able to connect to anyone inside or outside the classroom during testing.

• Students must not use calculator memories to take secure test content out of the room. Students who attempt to remove secure test content from the room by any method will have their test scores invalidated.

• Calculators must operate in silent mode.Unapproved use of a calculator may create undue advantage for a student. Students who use unapproved calculators or use a calculator on an assessment for which a calculator is not al-lowed must have a Testing Irregularity Report completed and submitted by the DC to the State Test Coordinator.

Students may only share calculators during the testing session when the following restrictions are applied:

1. Students are required to check out a calculator from a TA.2. When each student has finished with the calculator, he/she will check it back in to the TA.

The TA will immediately clear the calculator memory so it may be used by another student. Students may not share calculators while they are checked out from the TA.

Note: A four-function calculator may be used but is not recommended and may not be sufficient for all assessment items.

Calculator Memory Clearing Policy Students with memory-enabled calculators are not allowed to bring stored examples into the exam, access programs during testing, or take out the exam questions afterwards. For this reason, a memory-enabled calculator must either:

• have its memory cleared both before and after each testing session OR • be used in Press-to-Test mode. Test Administrators must invoke Press-to-Test mode at the

beginning of each test session and exit Press-to-Test mode at the end of each test session. Test Administrators are required to check calculators before the exam and disable any stored programs and applications on all calculators by either clearing the memory both before and after the exam or by invoking Press-to-Test mode. Please be advised that clearing the calculator memory will delete stored programs or applications; students should be told prior to the test



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day to store all data and software they wish to save on a computer or a calculator not being used for the test.

If a calculator can neither have its memory cleared nor be enabled in Press-to-Test mode prior to test administration, students are not permitted to use that calculator during the assessment.

TesTInG TIMesTable 4 contains the estimated times it will take most students to complete the paper-pencil test. This information is for scheduling purposes only, as the assessments are not timed.

Course Three Sessions Single Session Breaks

Session 1: 20 minutes* 120 minutes* Algebra 1/Integrated Session 2: 50 minutes*Mathematics I Session 3: 50 minutes*Geometry/IntegratedMathematics II

Session 1: 20 minutes* 120 minutes* Session 2: 50 minutes*Biology Session 3: 50 minutes*

Table 4: Estimated Testing Times

Not necessary for three sessions. One 10-minute break scheduled during single session.

Not necessary for three sessions. One 10-minute break scheduled during single session.

* Times reference student working time only and do not include time for distributing materials and reading directions. Additional time may be given in 10- to 20-minute intervals.

During breaks, students will 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 student’s needs and TA judgment. Students should not miss their scheduled lunch. Students may continue to work on assessments following a supervised lunch break.

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 TA and SC. It is 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/she must be monitored by a trained TA.

Students who have documented additional days for a testing session may have multiple days to complete one EOC content-area. However, a student must finish one content-area test or session before beginning the next content-area test or session.

veRIfyInG sTUDenT InfoRMaTIonTAs should verify student information both prior to and upon completion of an EOC exam. However, it is important for anyone with access to this information to remember that students’



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personal information is confidential. If materials containing student names are distributed to students, these materials must be collected and accounted for before the students leave the testing room and must be either securely stored to be used in a subsequent test session, or securely shredded. Personal information includes any information that could potentially identify a student, including student name, state student identification number (SSID), birthdate, etc.

PRe-ID labels anD blank sTUDenT labels foR TesT bookleTsIncluded in the material shipment, you will receive a combination of Pre-ID student labels and blank adhesive labels to use with TIDE. Pre-ID student labels should be affixed to the student test booklet prior to the time of testing. Blank print-on-demand adhesive labels can be used in conjunction with TIDE to print individual student Pre-ID labels that were not provided in the original shipment. For information on how to print out an individual student Pre-ID label using TIDE, please refer to the TIDE User Guide which is posted on the WCAP-Portal.

Important steps to follow:

1. Before testing, TAs ensure that students’ Pre-ID labels are affixed to the cover of the sub-ject and course-level-appropriate test booklet in the box labeled “Place Student Barcode Label Here.”

2. If a Pre-ID label is not available, TIDE should be used to create a student’s Pre-ID label using the Pre-ID print-on-demand feature. This Pre-ID adhesive label should then be affixed to the cover of the subject and course-level-appropriate test booklet for each student in the box labeled “Place Student Barcode Label Here.”

3. Pre-ID labels must be used for each student’s test booklet.4. Do not let a student use any test booklet that has another student’s Pre-ID label on it.

Pre-ID label example

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InCoMPleTe oR DefeCTIve TesT MaTeRIalsIt is possible that a student might receive an incomplete or a defective test booklet.

If a student discovers an incomplete or a defective test booklet while taking the test, he or she should be given a second test booklet that has been checked to verify that it is not defective. The student should continue with the new copy. All student responses must be transferred from the defective test booklet into the one to be scored. Follow your school’s Test Security and Building



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Plan and the Guidelines for Tools, Supports, & Accommodations for transcription protocols.

The word “Defective” should be written across the cover of the defective test booklet. Return the defective test booklet with other nonscorable materials, under the red non-scorable label.

A new Student Pre-ID Label should be printed using TIDE and applied to the scorable test booklet.

RePoRTInG a PeRCeIveD eRRoR on a TesTIf 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. (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.

3. Complete a Test Question Ambiguity Form: http://wa.portal.airast.org/. Deliver the com-pleted form to your SC and/or DC, with your secure test materials.

4. The DC must 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., email, cell phones, pagers, iPods, tablets, other web-enabled devices, photo-technology).

exPeCTeD aCTIonsThis section describes best practices and responsibilities for all staff administering or assisting with the administration of the state assessment.

Generally Recognized standards and Code of ConductWAC 181-87-060 (http://apps.leg.wa.gov/wac/default.aspx?cite=181-87-060)—Provides penalties for the unauthorized use or disclosure of test content and flagrant disregard of generally recog-nized professional standards in test preparation and administration.

RCW 28A.635.040 (apps.leg.wa.gov/rcw/ default.aspx?cite=28A.635.040) – All persons having access, directly or indirectly, to secure test material, must ensure the confidentiality of the test content under their control.

RCW 42.56.250 (apps.leg.wa.gov/rcw/default. aspx?cite=42.56.250) – 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., email, cell phones, pagers, iPods, tablets, other web-enabled devices, photo technology), or placement in any information storage and retrieval system.

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 at: www.k12.wa.us/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



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http://apps.leg.wa.gov/wac/default.aspx?cite=181-87-060

apps.leg.wa.gov/rcw/%20default.aspx%3Fcite%3D28A.635.040

apps.leg.wa.gov/rcw/default.%20aspx%3Fcite%3D42.56.250

http://www.k12.wa.us/ProfPractices/CodeConduct.aspx

http://www.k12.wa.us/ProfPractices/CodeConduct.aspx

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 the OPP at: (360) 725-6130.

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 DCs 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 behaviorsSpecific examples of behaviors which are prohibited include, but are not limited to: • Not testing all eligible students or encouraging students to be absent from tests used for ac-

countability or assessing language proficiency. • Reclassifying a student solely for the purpose of changing their demographic grouping, as-

signed 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. • Failing to follow security procedures, as directed by OSPI, for all secure test materials.• Disclosing secure assessment material to TAs 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. • 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. • Explaining or paraphrasing assessment directions or test questions (e.g., visual, tactile, or

audible clues). • 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. • 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.



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allowed behaviorsSpecific 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: http://wa.portal.airast.org/.

Test administrators and Persons assisting with Tools, supports, and accommodationsThe 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.• Obtain your TIDE user name and password from your SC. • Become proficient with your school’s Test Security and Building Plan to ensure that test ma-

terials will not be compromised before, during, or after the test administration.• Obtain the approved testing schedule and seating arrangement from the SC. 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, reading of test content or scribing (e.g., questions, scenarios, and individual student results).

• Become familiar with materials available for student access. Refer to the Materials Available for Student Access table at http://wa.portal.airast.org

• Become familiar with accommodations and their restrictions.• Inspect the testing location and remove or cover any aids or prompts that might potentially

assist students with answering questions on a state assessment.• Ensure that all students will have a comfortable and adequate workspace.• Verify workspaces have been arranged according to the seating plan.• Post a Testing—Do Not Disturb sign.• Verify that you have all the necessary assessment materials. If additional materials are nec-

essary, immediately notify your SC.

During Testing• Ensure at least one trained TA is in the testing room at all times.• Ensure the accuracy of student information on test booklets prior to distributing pre-identi-

fied booklets to the appropriate students.• Confirm 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. See the Calculator Policy at http://wa.portal.airast.org/

• Provide all required tools, supports, and accommodations.



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• Administer state assessments, reading word-for-word, the specific Directions to the Student 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.

• Actively monitor students, once testing has begun, 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. Additional breaks may

be provided based on students’ needs and TA judgment.• Document and report immediately any testing incidences, irregularities, or breaches in test

security to your SC/DC.• Report a perceived error on a test to your SC.• Document and provide to your School Test Coordinator student invalidations, absences,

and accommodations used.

after Testing

• Collect and account for student test materials (e.g., test booklets, accommodated forms, and ancillary material) prior to releasing students from the testing location.

• Immediately report any missing materials according to the school’s Test Security and Build-ing Plan. Notation of missing materials must be included on the Test Security Assurance Form.

• Return all used and unused test booklets, accommodated forms and ancillary materials to the SC immediately after each testing session is completed. Ancillary materials provided dur-ing the testing session are considered secure.

• Return all Rosters to the SC.• Complete a Test Security Assurance Form. The completed form must include an explanation

of boxes checked “no” and notation of any missing materials. Sign and submit the report, along with your secure testing materials, to your SC, as required by OSPI. Retain a copy for your records.



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DIRECTIONS FOR ADMINISTRATION

To assist students, use the following information and the TA student directions (SAY boxes).

The Test Administrator (TA) verifies the security of the testing environment prior to beginning a test session. (See page 5, Ensuring Test Security) TAs must ensure that students do not have access to digital, electronic, or manual devices during testing. To ensure that all students are tested under the same conditions, the TA adheres strictly to the TA script (SAY boxes) for administering the test. The TA student directions can be found in the boxes in bold on the following pages. When asked, the TA should answer questions raised by students but should never help the class or individual students with specific test items. No test items can be read to any student for any content area, unless specified in the Guidelines on Tools, Supports, & Accommodations.

If a student asks for help on a question try:

• I can’t help you with your test

• Always try your best.

• Read the question again

• Think about what the question is asking you to do

• Use your pencil to underline key words in your test question

Please remember that the script must be followed exactly and used each time a test is administered. All directions that a TA needs to read to students are indicated by the word “SAY” and are in boxes so they stand out from the regular text. They should be read exactly as they are written, using a natural tone and manner. If the TA makes a mistake in reading a direction, the TA should stop and say, “I made a mistake. Listen again.” Then the direction should be reread.

The TA should try to maintain a natural classroom atmosphere during the test administration. Before each test begins, he or she should encourage students to do their best.

The material to be read aloud to the students is printed in boldface and is preceded by the word “SAY.” All other information is for the Test Administrator and should not be read to the students.EOC Mathematics: Directions for Administering Three Session Exams

Directions for Administration


Directions for Preparing and Administering—Session One

For the Mathematics Assessment, please read aloud the directions in the boxes preceded by the [SAY] for students

SAY Today you will be taking Session One of the End-of-Course Exit Exam. At this time, electronics such as cell phones, iPods, and MP3 players must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.

Please make sure your desk is cleared of all items. Move all bags, purses, and electronics away from your testing location.

Pause. Direct students to move all electronics and bags to the appropriate location. Verify desks have been cleared and all calculator memories have been cleared.

SAY I am now going to pass out your test materials. Do not open your test booklet until I tell you to.

Pause. Distribute to each student their pre-ID test booklet, one piece of scratch paper and graph paper, and two sharpened No. 2 pencils with erasers.

Be sure that each student has his or her own pre-ID test booklet. Additional approved tools should be placed in an easy-to-access location. See page 11 for a list of approved tools for EOCs.

SAY Print your name at the tops of the scratch paper and graph paper.

Pause. Allow students time to write their names on top of paper.

SAY On this assessment, the only additional tools you are permitted to use are calculators, rulers, straightedges, and the Glossary of Non-Mathematics Terms.

If you would like to use any of the approved tools, please raise your hand and I will help you.

If you use the Glossary of Non-Mathematics Terms, you will need to print your name in the upper right-hand corner of the paper. I will collect all papers at the end of the testing session.

EOC Mathematics Three Session Administration—Session One


SAY Look at your test booklet and make sure that your name is printed on the front cover. Please raise your hand if your name is not printed on your test booklet and I will come help you.

Also check that you have two No. 2 pencils. If you need No. 2 pencils, raise your hand and I will bring them to you.

Pause. Write today’s date on the board.

SAY Look at the signature and date box. When you sign your name, you are saying, “I understand that this test is private and that I cannot copy or discuss any part of this test with anyone.” Do you have any questions?

Pause. Answer any questions.

SAY Now sign or print your first and last name and write today’s date on the front cover of your test booklet in the box labeled signature and date.

Pause. Allow students time to write their names and today’s date.

SAY Now, open your test booklet to page 1.

Pause.

SAY We will begin by doing some sample questions. This test booklet contains several different types of problems as shown below. Each sample shows what a certain type of problem looks like. Respond to each problem in this test booklet. Let’s practice!

For Sample A, fill in the one bubble that goes with the answer you choose. Be sure to fill in the bubble completely and make your mark heavy and dark. If you want to change an answer, completely erase the mark you made before making a new mark.

Pause. Give students time to answer Sample A. Do not read the sample aloud.

Students should respond to the sample items in their test booklet. The correct answers to the sample items are shown in the test booklet on page 3. However, wait until students answer all sample items before directing them to check their answers against the correct answers.

The correct answer to Sample A is choice B.

Reread any or all of the directions as needed.



SAY Are there any questions?

Pause to answer any questions, then continue.

SAY Now go to Sample B. For some questions in the test, there will be more than one correct response. Sample B is an example of this type of test question. For Sample B, fill in all the bubbles that go with the answers you choose.

Be sure to fill in the bubbles completely and make your mark heavy and dark. If you want to change an answer, completely erase the mark you made before making a new mark.

Pause. Give students time to answer Sample B. Do not read the sample aloud.

The correct answers to Sample B are choices A and B.



SAY Now go to Sample C. For some questions in the test, there will be more than one part. Sample C is an example of a question which contains three parts. For Sample C, you will need to complete parts a, b, and c. Fill in the bubbles that go with the answers you choose.


Pause. Give students time to answer Sample C. Do not read the sample aloud. The correct answers to Sample C are

a. B

b. D

c. E





SAY Now go to Sample D. For some questions in the test, you will need to write your own response. Some questions on the test may contain answer boxes in which you write your answer. For Sample D, draw a point on the number line to show your answer.

Pause. Give students time to answer Sample D.

The correct answer to Sample D is a point placed at the line representing the number 1 ⅔.



SAY Now go to Sample E. For this type of question in the test, you will complete a grid. Read the question and work the problem to find an answer. Write your answer in the answer boxes at the top of the grid.

Write your answer with the first digit in the answer box all the way to the left, OR with the last digit in the answer box all the way to the right. Print only one digit, negative sign, decimal point, or fraction bar in each answer box. Do NOT leave a blank answer box in the middle of an answer.

Fill in a bubble under each answer box that you used to write your answer. Fill in one and ONLY one bubble for each answer box. Fill in the bubbles completely and make your mark heavy and dark. You MUST fill in the bubbles to receive credit for your answer.

Pause. Give students time to answer Sample E.

The correct answer to Sample E is ¾ or 0.75.



SAY Now turn to page 2 in your test booklet. At the top of this page, you’ll find the directions for completing the grids. Feel free to refer back to this page as you work through Session One.

SAY At the top of page 3, you’ll see completed answers for the sample questions we just discussed. Check to be sure you correctly bubbled in your answers to the sample questions in your test booklet.

Pause. Give students time to check their answers





SAY Read each problem carefully and follow the directions. You may do your work in this test booklet; however, your work should not interfere with any answer bubbles or grids. You may also use the scratch and/or graph paper provided to work the problems.

Pause to show students where tools, including scratch and graph paper and the glossary (if available), are located.

SAY You will take Session One today. After working 20 minutes, I will check to see if you need more time. When you come to the [STOP] symbol at the bottom of the page, you have finished this session. When you have finished, you should check your work and make sure there are no unanswered questions on any pages in Session One. Do not look at any other sessions. When you are checking your work, you should make sure none of the pages are stuck together. I cannot help you check your work. When you have completed the test, please raise your hand and I will collect your test materials.

Are there any questions?

Pause to answer any questions the students might have. When you are sure that the students understand the directions, continue.

SAY Turn to page 7 in your test booklet. You may begin.

Make sure that the students are on the correct page. The words “Session 1” appear at the top of each page in black.

During sessions 1, 2, and 3 observe students to ensure they are following directions and engaged with the test. Actively monitor that students are working independently. Do not answer specific questions about the test, and do not review test questions or student responses to test questions.

If students who have completed the assessment are excused from the testing environment, Test Administrators must collect and account for the students’ test materials prior to release.

After students have been working for a total of 20 minutes, check to see whether they need more time. If most students need more time, provide additional work time as needed in 20-minute intervals.

When most students have finished,



SAY Please put your pencil down. Place all papers provided during this test inside the front cover and close your test booklet. Make sure the tops of your papers are showing.

Raise your hand if you need more time to complete Session One, or if you need to check your work: you will be allowed to finish. You must finish Session One by the end of this school day.

I will now collect your test booklet. I will also clear your calculator memory if you have completed testing.

Final Processing Steps for Test Administrators1. For security reasons, only a trained Test Administrator may handle secure test materials.

2. Collect and account for all student test booklets, scratch/graph paper, and calculators.

3. Collect and account for all individual Glossaries of Non-Mathematics Terms provided during the assessment. Glossaries, scratch/graph paper, and calculators for students requiring ad-ditional time should remain with the students’ test booklets.

4. Calculator memories for students requiring additional time should not be cleared until students complete the testing session. For students who have completed testing, clear all calculator memories before students exit the testing location.

5. Separate test booklets, additional papers, and calculators for students needing more time. Verify Glossaries and scratch/graph paper have been placed inside the front cover of the booklet.

6. Students who need more time may remain in the same testing room or move to another location to finish the assessment.

• For students remaining in the same room, redistribute testing materials and instruct students to continue with the assessment.

• For students moving to a new location, go to the new location and then redistribute test materials and instruct students to continue with the assessment.

7. Only a trained Test Administrator may monitor students.

8. When testing is completed, promptly return all materials (test booklets, Glossaries of Non-Mathematics Terms, and scratch/graph paper) to your School Test Coordinator according to your school’s Test Security and Building Plan.



Directions for Preparing and Administering—Session Two

SAY Today you will be taking Session Two of the End-of-Course Exit Exam. At this time, electronics such as cell phones, iPods, and MP3 players must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.










SAY Look at your test booklet and make sure that your name is printed on the front cover. Please raise your hand if your name is not printed on your test booklet and I will come help you. Also check that you have two No. 2 pencils. If you need No. 2 pencils, raise your hand and I will bring them to you.

Pause to make sure the students have their own test booklet.

EOC Mathematics Three Session Administration—Session Two



Pause to show students where tools, including scratch and graph paper and the Glossary (if available), are located.

SAY You will take Session Two today. After working 50 minutes, I will check to see if you need more time. When you come to the [STOP] symbol at the bottom of the page, you have finished this session. When you have finished, you should check your work and make sure there are no unanswered questions on any pages in Session Two. Do not look at any other sessions. When you are checking your work, you should make sure none of the pages are stuck together. I cannot help you check your work. When you have completed the test, please raise your hand and I will collect your test materials.




Make sure that the students are on the correct page. The words “Session 2” appear at the top of each page in white with a black background.





Raise your hand if you need more time to complete Session Two, or if you need to check your work: you will be allowed to finish. You must finish Session Two by the end of this school day.




DIrections for Preparing and Administering—Session Three

SAY Today you will be taking Session Three of the End-of-Course Exit Exam. At this time, electronics such as cell phones, iPods, and MP3 players must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.





Be sure that each student has his or her own test booklet. Additional approved tools should be placed in an easy-to-access location. See page 11 for a list of approved tools for EOCs.


SAY On this assessment, the only additional tools you are permitted to use are calculators, rulers, straightedges, and the Glossary of Non-Mathematics Terms




Pause to make sure the students have their own test booklet.

EOC Mathematics Three Session Administration—Session Three




SAY You will take Session Three today. After working 50 minutes, I will check to see if you need more time. When you come to the [STOP] symbol at the bottom of the page, you have finished this session. When you have finished, you should check your work and make sure there are no unanswered questions on any pages in Session Three. Do not look at any other sessions. When you are checking your work, you should make sure none of the pages are stuck together. I cannot help you check your work. When you have completed the test, please raise your hand and I will collect your test materials.




Make sure that the students are on the correct page. The words “Session 3” appear at the top of each page in gray with a white background.





Raise your hand if you need more time to complete Session Three, or if you need to check your work: you will be allowed to finish. You must finish Session Three by the end of this school day.




EOC MAThEMATICS: DIRECTIONS FOR ADMINISTERING SINGLE SESSION ExAMS

Directions for Preparing and Administering—Single Session

For the Mathematics Assessment, please read aloud the directions in the boxes preceded by the [SAY] for students

SAY Today you will be taking the End-of-Course Exit Exam. At this time, electronics such as cell phones, iPods, and MP3 players must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.











EOC Mathematics Single Session Administration



SAY Look at the signature and date box. When you sign your name, you are saying, “I understand that this test is private and that I cannot copy or discuss any part of this test with anyone.” Do you have any questions?


SAY Now sign or print your first and last name and write today’s date on the front cover of your test booklet in the box labeled signature and date.

Pause. Allow students time to write their names and today’s date.

SAY Now open your test booklet to page 1.

Pause.

SAY We will begin by doing some sample questions. This test booklet contains several different types of problems as shown below. Each sample shows what a certain type of problem looks like. Respond to each problem in this test booklet. Let’s practice!

For Sample A, fill in the one bubble that goes with the answer you choose. Be sure to fill in the bubble completely and make your mark heavy and dark. If you want to change an answer, completely erase the mark you made before making a new mark.

Pause. Give students time to answer Sample A. Do not read the sample aloud.

Students should respond to the sample items in their test booklet. The correct answers to the sample items are shown in the test booklet on page 3. However, wait until students answer all sample items before directing them to check their answers against the correct answers.

The correct answer to Sample A is choice B.

Reread any or all of the directions as needed.





SAY Now go to Sample B. For some questions in the test, there will be more than one correct response. Sample B is an example of this type of test question. For Sample B, fill in all the bubbles that go with the answers you choose.


Pause. Give students time to answer Sample B. Do not read the sample aloud.

The correct answers to Sample B are choices A and B.



SAY Now go to Sample C. For some questions in the test, there will be more than one part. Sample C is an example of a question which contains three parts. For Sample C, you will need to complete parts a, b, and c. Fill in the bubbles that go with the answers you choose.


Give students time to answer Sample C. Do not read the sample aloud. The correct answers to Sample C are

a. B

b. D

c. E



SAY Now go to Sample D. For some questions in the test, you will need to write your own response. Some questions on the test may contain answer boxes in which you write your answer. For Sample D, draw a point on the number line to show your answer.

Pause. Give students time to answer Sample D.

The correct answer to Sample D is a point placed at the line representing the number 1 ⅔.





SAY Now go to Sample E. For this type of question in the test, you will complete a grid. Read the question and work the problem to find an answer. Write your answer in the answer boxes at the top of the grid.

Write your answer with the first digit in the answer box all the way to the left, OR with the last digit in the answer box all the way to the right. Print only one digit, negative sign, decimal point, or fraction bar in each answer box. Do NOT leave a blank answer box in the middle of an answer.

Fill in a bubble under each answer box that you used to write your answer. Fill in one and ONLY one bubble for each answer box. Fill in the bubbles completely and make your mark heavy and dark. You MUST fill in the bubbles to receive credit for your answer.

Pause. Give students time to answer Sample E.

The correct answer to Sample E is ¾ or 0.75.



SAY Now turn to page 2 in your test booklet. At the top of this page, you’ll find the directions for completing the grids. Feel free to refer back to this page as you work through Session One.

SAY At the top of page 3, you’ll see completed answers for the sample questions we just discussed. Check to be sure you correctly bubbled in your answers to the sample questions in your test booklet.

Pause. Give students time to check their answers.







SAY You will take all sessions of this test today. You will come to [STOP] signs in your test booklet that show you have reached the end of a session. Ignore the [STOP] signs and continue until you reach the end of your test booklet. In approximately 60 minutes you will have a short break. After working for 120 minutes, I will check to see if you need more time. When you have finished, you should check your work and make sure there are no unanswered questions on any page. When you are checking your work, you should make sure none of the pages are stuck together. I cannot help you check your work. When you have completed the test, please raise your hand and I will collect your test materials.




Make sure that the students are on the correct page. Add 60 minutes to the starting time and write this on the board as “Break Time: ______.” Observe students to ensure they are following directions and engaged with the test. Actively monitor that students are working independently. Do not answer specific questions about the test and do not review test questions or student responses to test questions.

After 60 minutes,

SAY We are now going to take a break. Put your pencil down and close your test booklet. You may stand, stretch, and walk around. Remember: This test is private and you cannot discuss any part of this test or your work with anyone.

During the supervised break, Test Administrators must monitor students to ensure they do not talk about the test. Make sure test booklets remain closed on desks. After about ten minutes, have students return to their seats.



SAY Please sit down again and work until you finish the test. Do not stop when you reach the [STOP] sign at end of a session. You must ignore the [STOP] sign and continue until you reach the end of your test booklet. In approximately 60 more minutes, I will check to see how you are doing. You will have time to answer every question, even if you need additional time. When you finish, you should check your work and make sure there are no unanswered questions on any page. When you are checking your work, you should make sure none of the pages are stuck together. I cannot help you check your work.

Reminder: If you finish early, raise your hand and I will collect your test material.

Observe students to ensure they are following directions and engaged with the test. Actively monitor that students are working independently. Do not answer specific questions about the test, and do not review test questions or student responses to test questions.


After students have been working for a total of 120 minutes, check to see whether they need more time. If most students need more time, provide additional work time as needed in 20-minute intervals. Additional breaks may be provided based on student needs and Test Administrator judgment.



Raise your hand if you need more time to complete the test, or if you need to check your work: you will be allowed to finish. You must finish by the end of this school day.




EOC BIOLOGY ThREE SESSION ADMINISTRATION— SESSION ONE

Directions for Preparing and Administering—Session One

Prior to Testing ☐ Please read this information carefully be-

fore administering the assessment.

☐ The EOC biology assessment consists of three sessions. Each session must be com-pleted during the day in which it was begun.

☐ Ensure that a Testing—Do Not Disturb sign is posted.

☐ This manual provides an estimated time for completion of the assessment; however, students may take as much time as they need to complete the assessment. Read and understand your school’s Test Security and Building Plan to accommodate stu-dents who need additional time.

☐ These directions do not provide for a break. Breaks may be provided based on student needs and Test Administrator judgment. Students who have not completed the assessment must be monitored during breaks and lunches.

☐ Before testing, establish a secure location for students to move all bags, purses, and electronics.

☐ For students who choose to use a calcula-tor, Test Administrators must ensure that the calculator memory (if applicable) is cleared both before and after testing.

During Testing ☐ When reading directions to students:

☐ Do not paraphrase the directions.

☐ Read the directions to students 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. Read all material printed in boxes next to the word SAY. The text outside of the SAY boxes and the italicized text within the SAY boxes is information for you and should not be read to students.

☐ You may repeat any part of these direc-tions as many times as needed.

☐ Do not provide suggestions to students on how to respond to the task or evaluate student work.

☐ All non-approved electronics must be turned off and kept out-of-view and reach during testing.

☐ Provide all required access supports and accommodations.

☐ See the Materials Available for Student Ac-cess table available on the WCAP-Portal.

☐ Thesauruses, dictionaries, graph paper, and scratch paper are not permitted on the biology assessment.

☐ Students may make notes in their test booklet as long as it does not interfere with any answer space.

After Testing ☐ Follow the instructions provided in Final

Processing Steps for Test Administrators. These steps can be found at the end of the directions to the student and must be reviewed by the Test Administrator prior to administering state assessments.


EOC Biology Three Session Administration

RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060

Examination questions — Disclosing — Penalty.

Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.


EOC Biology Three Session Administration

Biology Three Session Administration—Session One

All pages for Session One have a gray bar across the top, which will help you identify that students are working in the correct session.

Prior to distributing any test material,

SAY Today you will take the Session One biology End-of-Course assessment. At this time electronics, such as cell phones, iPods, and MP3 players, must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.


Pause. Direct students to move all electronics and bags to the appropriate location.

Verify desks have been cleared and all calculator memories have been cleared.

SAY For the biology End-of-Course assessment you will read scenarios and answer questions connected to the scenario.

A few questions are not connected to a scenario and will be clearly marked.

I am now going to pass out your test materials. Do not open your test booklet until I tell you to.

Pause. Distribute test booklets and two number 2 pencils with erasers to students. Students must do all writing with number 2 pencils.

Make sure each student receives the test booklet with his or her name pre-identified.



SAY Look at the signature and date box. When you sign your name, you are saying, “I understand that this test is private and that I cannot copy or discuss any part of this test with anyone.”

Do you have any questions?



EOC Biology Three Session Administration—Session One

SAY Now sign or print your first and last name and write today’s date on the front cover of your test booklet in the signature and date box.

Pause. Allow students time to write their names and write today’s date.

SAY Now open your test booklet to page 3 and follow along while I read.

Pause. Check to see that everyone has found the correct page.

SAY Look at the box for a list of approved materials you are permitted to use on this assessment.

Do not read

This is the example from the student booklet.

SAY On this assessment the only tools you are permitted to use are calculators, rulers, straightedges, and the Glossary of Non-Science Terms. If you would like to use any of the approved tools, please raise your hand and I will help you.

Pause. Allow students time to verify they have the correct test material.

You will need to show students where to get approved tools if they choose to use them.

SAY Look below the approved materials box and follow along while I read.

Reminder: Use only a number 2 pencil. Other writing tools, including pens, markers, colored pencils, highlighters, or mechanical pencils, are not permitted. If you use another writing tool, your test may not be scored.



Pause.

SAY If you use the Glossary of Non-Science Terms, you will need to print your name in the upper, right-hand corner of the paper. I will collect all papers at the end of the testing session.

Pause. Allow students time to write their names on the paper.

SAY Now look at page 4.

Biology Sample Questions have been included to show you the different types of questions you will find on this assessment and how to mark or write your answers.

SAY Look at Sample Question 1.

Pause.

SAY This is a multiple-choice sample question. After reading the question, select the best answer by completely filling in the answer circle.

The correct answer was C, “Distance lamps were above the plants and the type of plants”; therefore, the answer circle next to C was filled in. This is an example of how an answer circle should be filled in so the mark can be scored.

Do not use the following marks because they cannot be scored. Reading from left to right, the first example shows, “More than one choice.” Notice how A and B are filled in. The second example shows, “Answer choice partly shaded.” Notice how B is partly shaded. The third example shows, “Wrong choices crossed out.” Notice how A, C, and D are crossed out and B is filled in. The fourth example shows, “Answer choice circled.” Notice how B is circled but not filled in. Remember: These marks cannot be scored. Carefully erase any marks that you want to change on multiple-choice questions.



Do not read


Pause.

SAY Now look at page 5, Sample Question 2.

Pause.

SAY This is a completion sample question. After reading the question, write a word or short phrase in the answer box or on the answer line.

Question 2: What was the responding (dependent) variable in this experiment? Write your answer in the box.

The student wrote the answer “height of the plants” in the blank answer box.

Do not read


Pause.




Pause.

SAY This is a short-answer sample question. After reading the question, write a short answer consisting of phrases or sentences in the answer box.

SAY Write a conclusion for this experiment.

In your conclusion, be sure to:

• Answer the experimental question.

• Include supporting data from the Amount of Light vs. height of Plants table.

• Explain how these data support your conclusion.

Question: how does the amount of light affect the height of plants?

The student wrote the following paragraph in the blank answer box “The plants that received the greatest amount of light grew the tallest. The students tested plants with four different amounts of light for three weeks. The average plant height at the beginning of the three weeks was 1 centimeter. At the end of the three weeks, the plants given the most light, 16 hours each day, grew to 25 centimeters. The plants given the least light, only 2 hours each day, grew to 4 centimeters. Doubling the amount of light just about doubled the plant growth.”

Some questions may ask you to write a conclusion for an experiment, like this sample, or to describe a solution to a problem or plan a procedure. You may use words and numbers in your answer.

Do not read




Pause.

SAY Show your work for short-answer questions in the space provided. If you extend beyond the space provided, that part of your answer may not be seen by those who score your work. You can make notes in your booklet as long as it does not interfere with any answer space.

Pause.

SAY Would you like me to reread any of the directions you have heard? If so, please raise your hand.

Reread any part or all directions needed.

SAY You will take Session One today. All of the pages for Session One have a gray bar across the top.

After working 20 minutes, I will check to see if you need more time.

Make sure you do your own work. Do not share your work with anyone.

You will come to a [STOP] sign in your test booklet that shows you have reached the end of Session One.

When you finish, you should check your work and make sure there are no unanswered questions on any pages in Session One. When you are checking your work, make sure none of the pages are stuck together.

Do not look at any other sessions.

I cannot help you check your work.

When you have completed Session One, please raise your hand and I will collect your test materials.

Now look at page 8 and begin.

During sessions 1, 2, and 3 observe students to ensure they are following directions and engaged with the test. Actively monitor that students are working independently. Do not answer specific questions about the test, and do not review test questions or student responses to test questions.



Breaks may be provided based on student needs and Test Administrator judgment.




SAY Please put your pencil down. Place the Glossary of Non-Science Terms inside the front cover and close your test booklet. Make sure the top of your paper is showing.

Raise your hand if you need more time to complete Session One or if you need time to check your work and make sure there are no unanswered questions on any pages in Session One; you will be allowed to finish. You must finish Session One by the end of this school day.

I will now collect your test booklet. I will also clear your calculator memory, if you have completed testing.


2. Collect and account for all student test booklets and calculators.

3. Collect and account for all individual Glossaries of Non-Science Terms provided during the assessment. Glossaries and calculators for students requiring additional time should remain with the students’ test booklets.


5. Separate test booklets, additional papers, and calculators for students needing more time. Verify Glossaries have been placed inside the front cover of the booklet.





8. When testing is completed, promptly return all materials (test booklets and Glossaries of Non-Science Terms) to your School Test Coordinator according to your school’s Test Security and Building Plan.



Directions for Preparing and Administering—Session Two

Before beginning Session Two, make sure you have each student’s test booklet with his or her name on it.

All pages for Session Two have a black bar across the top, which will help you identify that students are working in the correct session.


SAY Today you will take the Session Two biology End-of-Course assessment. At this time electronics, such as cell phones, iPods, and MP3 players, must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.







SAY Look at your test booklet and make sure that your name is printed on the front cover. Please raise your hand if you do not have the booklet you worked in for Session One and I will come help you. Also check that you have two number 2 pencils. If you need number 2 pencils, raise your hand and I will bring them to you.

Pause. Allow students time to check their names.




EOC Biology Three Session Administration—Session Two


Do not read







Pause.







SAY You will take Session Two today. All of the pages for Session Two have a black bar across the top.

After working for 50 minutes, I will check to see if you need more time.


You will come to a [STOP] sign in your test booklet that shows you have reached the end of Session Two.

When you finish, you should check your work and make sure there are no unanswered questions on any pages in Session Two. When you are checking your work, make sure none of the pages are stuck together.

Do not look at any other session.


When you have completed Session Two, please raise your hand and I will collect your test materials.









Raise your hand if you need more time to complete Session Two or if you need time to check your work and make sure there are no unanswered questions on any pages in Session Two; you will be allowed to finish. You must finish Session Two by the end of this school day.









• For students moving to a new location, go to the new location and then redistribute testing materials and instruct students to continue with the assessment.





Directions for Preparing and Administering—Session Three

Before beginning Session Three, make sure you have each student’s test booklet with his or her name on it.

All pages for Session Three have a white bar across the top, which will help you identify that students are working in the correct session.


SAY Today you will take the Session Three biology End-of-Course assessment. At this time electronics, such as cell phones, iPods, and MP3 players, must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.







SAY Look at your test booklet and make sure that your name is printed on the front cover. Please raise your hand if you do not have the booklet you worked in for Sessions One and Two and I will come help you. Also check that you have two number 2 pencils. If you need number 2 pencils, raise your hand and I will bring them to you.

Pause. Allow students time to check their names.




EOC Biology Three Session Administration—Session Three


Do not read







Pause.







SAY You will take Session Three today. All of the pages for Session Three have a white bar across the top.

After working for 50 minutes, I will check to see if you need more time.


You will come to a [STOP] sign in your test booklet that shows you have reached the end of Session Three.

When you finish, you should check your work and make sure there are no unanswered questions on any pages in Session Three. When you are checking your work, make sure none of the pages are stuck together.

Do not look at any other sessions.


When you have completed Session Three, please raise your hand and I will collect your test materials.







Raise your hand if you need more time to complete Session Three or if you need time to check your work and make sure there are no unanswered questions on any pages in Session Three; you will be allowed to finish. You must finish Session Three by the end of this school day.




EOC BIOLOGY: DIRECTIONS FOR ADMINISTERING SINGLE SESSION ExAMS

Directions for Preparing and Administering—Single Session Exam

Prior to Testing ☐ Please read this information carefully be-

fore administering the assessment.

☐ The EOC biology assessment may be given as a single session exam. Each assessment must be completed during the day in which it was begun.

☐ Ensure that a Testing—Do Not Disturb sign is posted.

☐ This manual provides an estimated time for completion of the assessment; however, students may take as much time as they need to complete the assessment during the day in which the test was begun. Read and understand your school’s Test Security and Building Plan to accommodate stu-dents who need additional time.

☐ These directions provide for one break. Ad-ditional breaks may be provided based on student needs and Test Administrator judg-ment. Students who have not completed the assessment must be monitored during breaks and lunches. Refer to the Testing Times section, page 13, of this manual for specific guidelines on breaks.

☐ Before testing, establish a secure location for students to move all bags, purses, and electronics.

☐ For students who choose to use a calcula-tor, Test Administrators must ensure that the calculator memory (if applicable) is cleared both before and after testing.

During Testing ☐ When reading directions to students:

☐ Do not paraphrase the directions.

☐ Read the directions to students 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. Read all material printed in boxes next to the word SAY. The text outside of the SAY boxes and the italicized text within the SAY boxes is information for you and should not be read to students.

☐ You may repeat any part of these direc-tions as many times as needed.

☐ Do not provide suggestions to students on how to respond to the task or evalu-ate student work.

☐ All non-approved electronics must be turned off and kept out-of-view and reach during testing.

☐ Provide all required access supports and accommodations.

☐ See the Materials Available for Student Ac-cess table available on the WCAP-Portal.

☐ Thesauruses, dictionaries, graph paper, and scratch paper are not permitted on the biology assessment.

☐ Students may make notes in their test booklet as long as it does not interfere with any answer space.

After Testing ☐ Follow the instructions provided in Final

Processing Steps for Test Administrators. These steps can be found at the end of the directions to the student and must be reviewed by the Test Administrator prior to administering state assessments.


EOC Biology Single Session Administration

RCW 28A.635.040, RCW 42.56.250, and WAC 181-87-060

Examination questions — Disclosing — Penalty.

Any person having access to any question or questions prepared for the examination of teachers or common school pupils, who shall directly or indirectly disclose the same before the time appointed for the use of the questions in the examination of such teachers or pupils, or who shall directly or indirectly assist any person to answer any question submitted, shall be guilty of a misdemeanor, the penalty for which shall be a fine in any sum not less than one hundred nor more than five hundred dollars.





SAY Today you will take the biology End-of-Course assessment. At this time electronics, such as cell phones, iPods, and MP3 players, must be turned off and kept out-of-view and reach. Reminder: If you use non-approved electronics, your test may not be scored.




SAY For the biology End-of-Course assessment you will read scenarios and answer questions connected to the scenario.

A few questions are not connected to a scenario and will be clearly marked.

I am now going to pass out your test materials. Do not open your test booklet until I tell you to.





SAY Look at the signature and date box. When you sign your name, you are saying, “I understand that this test is private and that I cannot copy or discuss any part of this test with anyone.”

Do you have any questions?


SAY Now sign or print your first and last name and write today’s date on the front cover of your test booklet in the signature and date box.



Pause. Allow students time to write their names and write today’s date.




Do not read







Pause.





SAY Now look at page 4.

Biology Sample Questions have been included to show you the different types of questions you will find on this assessment and how to mark or write your answers.

Look at Sample Question 1.

Pause.

SAY This is a multiple-choice sample question. After reading the question, select the best answer by completely filling in the answer circle.

The correct answer was C, “Distance lamps were above the plants and the type of plants”; therefore, the answer circle next to C was filled in. This is an example of how an answer circle should be filled in so the mark can be scored.

Do not use the following marks because they cannot be scored. Reading from left to right, the first example shows, “More than one choice.” Notice how A and B are filled in. The second example shows, “Answer choice partly shaded.” Notice how B is partly shaded. The third example shows, “Wrong choices crossed out.” Notice how A, C, and D are crossed out and B is filled in. The fourth example shows, “Answer choice circled.” Notice how B is circled but not filled in. Remember: These marks cannot be scored. Carefully erase any marks that you want to change on multiple-choice questions.



Do not read


Pause.


Pause.

SAY This is a completion sample question. After reading the question, write a word or short phrase in the answer box or on the answer line.

Question 2: What was the responding (dependent) variable in this experiment? Write your answer in the box.

The student wrote the answer “height of the plants” in the blank answer box.

Do not read


Pause.




Pause.

SAY This is a short-answer sample question. After reading the question, write a short answer consisting of phrases or sentences in the answer box.

SAY Write a conclusion for this experiment.

In your conclusion, be sure to:

• Answer the experimental question.

• Include supporting data from the Amount of Light vs. height of Plants table.

• Explain how these data support your conclusion.

Question: how does the amount of light affect the height of plants?

The student wrote the following paragraph in the blank answer box “The plants that received the greatest amount of light grew the tallest. The students tested plants with four different amounts of light for three weeks. The average plant height at the beginning of the three weeks was 1 centimeter. At the end of the three weeks, the plants given the most light, 16 hours each day, grew to 25 centimeters. The plants given the least light, only 2 hours each day, grew to 4 centimeters. Doubling the amount of light just about doubled the plant growth.”

Some questions may ask you to write a conclusion for an experiment, like this sample, or to describe a solution to a problem or plan a procedure. You may use words and numbers in your answer.

Do not read




Pause.

SAY Show your work for short-answer questions in the space provided. If you extend beyond the space provided, that part of your answer may not be seen by those who score your work. You can make notes in your booklet as long as it does not interfere with any answer space.

Pause.



SAY You will take all sessions of this assessment today. In approximately 60 minutes you will have a short break. After working for 120 minutes, I will check to see if you need more time.

You will come to [STOP] signs in your test booklet that show you have reached the end of a session. Ignore the [STOP] signs and continue until you reach the end of your test booklet.


When you finish, you should check your work and make sure there are no unanswered questions on any page. When you are checking your work, make sure none of the pages are stuck together.


When you have completed the test, please raise your hand and I will collect your test materials.


Do not assist students in checking their work.

Add 60 minutes to the starting time and write this on the board as “Break Time: ______.” Observe students to ensure they are following directions and engaged in the assessment. Actively monitor that students are working independently. Do not answer specific questions about the assessment and do not review test questions or student responses to test questions.

After 60 minutes,

SAY We are now going to take a break. Put your pencil down and close your test booklet. You may stand, stretch, and walk around.

Remember: This test is private and you cannot discuss any part of this test or your work with anyone.



During the supervised break, Test Administrators must monitor students to ensure they do not talk about the assessment. Make sure test booklets remain closed on desks.

After about ten minutes, have students return to their seats.

SAY Please sit down again and work until you finish the assessment. Do not stop when you reach the [STOP] sign at the end of a session. You must ignore the [STOP] sign and continue until you reach the end of your test booklet. In approximately 60 more minutes, I will check to see how you are doing. You will have time to answer every question, even if you need additional time.

When you finish, you should check your work and make sure there are no unanswered questions on any page. When you are checking your work, make sure none of the pages are stuck together.


Reminder: If you finish early, raise your hand and I will collect your test material.



Additional breaks may be provided based on student needs and Test Administrator judgment.



Raise your hand if you need more time to complete the test, or if you need time to check your work and make sure there are no unanswered questions on any pages; you will be allowed to finish. You must finish by the end of this school day.




RESOURCES

WCAP Portal Resources

Administration Manuals: http://wa.portal.airast.org/

Classroom and Test Administrator Resources: http://wa.portal.airast.org/

☐ Sample Test Questions

☐ Testing—Do Not Disturb sign

Test Security Forms and Reports: http://wa.portal.airast.org/

☐ Test Security Assurance Form


Resources

PART 4: AfTeR TesTing

Assemble mATeRiAls foR ReTuRnAll materials must follow a secure process for checking materials out and checking them back in.

Check Out: Applies from district to school, school to TA, TA to student.

Check In: Applies from student to TA, TA to SC, and SC to DC.

TAs: All test materials must be checked in prior to releasing students from the testing location. This includes secure test booklets, answer booklets, and any materials distributed to students during the testing session.

Prepare materials to be returned to the School Test Coordinator, according to your school’s approved Test Material and Building Plan.

Timely return of materials is essential for scoring and reporting of results. Securityreports will be generated after the time materials are due back to MI. Security reportsprovide a breakdown of secure materials by district, school, and material type. Themissing material roster will be provided to the state for review and action.

CHeCKlisT foR THe TesT AdminisTRAToR (TA)

• Verify each student test booklet has a Pre-ID student label.

• Bundle all used (scorable) test booklets together.

• Bundle together all of the scratch and graph paper.

• Bundle all unused test booklets together.

• Return the stacks of used (scorable) test booklets, unused (non-scorable) test booklets, and scratch and graph paper to the SC, according to the school’s Test Security and Building Plan.



PART 5: APPendiCes

APPendix A: uniVeRsAl Tools, designATed suPPoRTs, And ACCommodATionsThe Guidelines on Tools, Supports, & Accommodations are intended for school-level personnel and decision-making teams, including Individualized Education Program (IEP) and Section 504 teams, as they prepare for and implement the state assessments. The Guidelines provide information for classroom teachers, English language development educators, special education teachers, and instructional assistants to use in selecting and administering universal tools, designated supports, and accommodations for those students who need them. The Guidelines are also intended for assessment staff and administrators who oversee the decisions that are made in instruction and assessment. The Guidelines apply to all students taking state assessments. For detailed information on what is available for students, refer to the Guidelines on Tools Supports, & Accommodations at: http://wa.portal.airast.org.



https://www.k12.wa.us/assessment/StateTesting/default.aspx

APPendix b: iTem TYPesitem and Response TypesAs students engage with the end-of-course (EOC) exit exams, they are asked test questions that require them to respond in several ways, some of which may be new to students.

Resources are available that teachers and students can use to get ready for the test, including paper-pencil supports and sample items. The paper-pencil supports for mathematics are available online at http://www.k12.wa.us/Mathematics/EndofCourse.aspx and should be completed prior to students taking an EOC exit exam. Science assessment resources are available online at http://www.k12.wa.us/Science/EducatorResources.aspx. Sample items are administered by TAs as part of the directions for Session 1 of each test; these sample items provide students an opportunity to view and practice select item types. The sample items should not be the first time students see or practice responding to EOC exit exam items.

summary of item Types and How to Provide ResponsesTable 9 lists the different EOC item types and briefly describes each one.

Not all assessments will necessarily include all item types.

Table 9: item and scoring Types

Type of item brief description of item Type

Multiple-Choice (Math and Science)

This item type provides a list of answer options for students to choose. Students select one option.

Multiple-Select Response (Math only)

This item type provides a list of answer options for students to choose. Students select one or more options.

Gridded Response (Math only)

This item type provides a grid that students enter numeric answers including negative values, decimals, and frac-tions. Students must fill in the bubbles to receive credit for their answer. Students may use the directions printed on page 2 of their EOC booklet to help them complete this item type.

note: Students should not enter mixed numbers for a grid-ded response item as this would result in a blank space in the grid.



http://www.k12.wa.us/Mathematics/EndofCourse

http://www.k12.wa.us/Science/EducatorResources.aspx

Type of item brief description of item Type

Matching Response (Math only)

This item type provides statements, figures, or other stimuli for students to match with categories like “True,” “False, “Yes,” or “No.” Students fill in bubbles to select a category with each statement, figure, or other stimulus.

Fill-in Table (Math only)

This item type provides a table with some empty cells. Students fill in the empty cells with numbers and/or words to complete the table.

Short Response (Math Only)

This item type provides one or more answer boxes, grids, number lines, etc. for students to respond to the item. These items ask students to plot points on a number line, write an answer in an answer box, draw a figure, create a graph, provide a written response, or answer a question in another way.

These items may contain elements of any item type described above, i.e., a Short Response item may ask students to complete a multiple-choice question and then fill in a table.

Completion (Science only)

This item type provides one small answer box. These items ask students to write a short response (one to two words or a number) to a clear and specific question.

Short Answer (Science only)

This item type provides a large, lined answer box. Short-answer items ask students to provide a written response. When appropriate, prompts like “In your procedure, be sure to include:” or “In your description, be sure to:” will provide extra details to assist students in writing a complete response.



APPendix C: fReQuenTlY used TeRmsTable 10 defines terms that are specific to the state assessments.

Table 10: frequently used Terms

Term definition

Accommodation

Changes in procedures or materials that increase equitable access during state assessments. Assessment accommodations generate valid assessment results for students who need them; they allow these students to show what they know and can do. Accommodations are available for students with documented Individualized Education Programs (IEPs) or 504 Plans. Approved accommodations do not compromise the construct, grade-level standards, or intended outcome of the assessments. See the Guidelines on Tools, Supports, & Accommodations.

BreakA student may be provided breaks within a session as needed.

Students may move about the classroom or take a short break outside to refocus.

Designated Supports

Accessibility resources of the assessments available for use by any student for whom the need has been indicated by an educator (or team of educators working with the parent/guardian and student).

See the Guidelines for Tools, Supports, & Accommodations for complete information.

District Test Coordinator (DC)

District-level staff member who is responsible for the overall administration of state assessments in a district. DCs ensure that the School Test Coordinators (SCs) and Test Administrators (TAs) in their districts are appropriately trained and aware of policies and procedures.

ItemA test question or stimulus presented to a student to elicit a response.

School Test Coordinator (SC)

School staff member responsible for monitoring the test schedule, process, and TAs. SCs are also responsible for ensuring that TAs have been appropriately trained and that testing is conducted in accordance with the test security and other policies and procedures established by the state.

Session A timeframe in which students actively test in a single sitting.

State Student ID Number (SSID)

A statewide, unique 10-digit student identifier.



Term definition

Stimulus/Stimuli

Material or materials used in the test context which form the basis for assessing the knowledge and skills of students. Many items/tasks for the assessments include a stimulus along with a set of questions to which the student responds. Stimulus materials are used in mathematics assessments to provide context for assessing the knowledge and skills of students and are diverse. They can be traditional reading passages/texts for students to use for research or scenarios to react to.

Test Administrator (TA)

Personnel responsible for administering the state assessments in a secure manner in compliance with the policies and procedures. Trained school/district staff, including non-certificated staff, may administer the assessments under the general supervision of a certificated district employee.

Test Security IncidentFor additional information about security protocols, refer to the Test Coordinators Manual (TCM).

Testing Breach

An event that poses a threat to the validity of the test. Examples may include such situations as a release of secure materials or a security/system risk. These circumstances have external implications and may result in a decision to remove the test item(s) from the available secure bank. A breach incident must be reported to the DC, SC, and State Test Coordinator immediately. For specific details on how to proceed when an incident has occurred, please refer to the TCM.

Testing Impropriety

An unusual circumstance that has a low impact on the individual or group of students who are testing and has a low risk of potentially affecting student performance on the test, test security, or test validity. For specific details on how to proceed when an incident has occurred, please refer to the TCM.

Testing Irregularity

An unusual circumstance that impacts an individual or group of students who are testing and may potentially affect student performance on the test, test security, or test validity. These circumstances can be corrected and contained at the local level and submitted in the online Appeals system for resolution. For specific details on how to proceed when an incident has occurred, please refer to the TCM.

Universal ToolsTools available to all students based on student preference and selection. See the Guidelines on Tools, Supports, & Accommodations for complete information.



APPendix d: mulTiPliCATion TAbleA single-digit (1–9) multiplication table is a non-embedded accommodation for grades 4 and above mathematics items. The multiplication table is to be used only for students with a documented and persistent calculation disability (i.e., dyscalculia). This table can be printed for students requiring this accommodation.

mulTiPliCATion TAble

x 1 2 3 4 5 6 7 8 9

1 1 2 3 4 5 6 7 8 9

2 2 4 6 8 10 12 14 16 18

3 3 6 9 12 15 18 21 24 27

4 4 8 12 16 20 24 28 32 36

5 5 10 15 20 25 30 35 40 45

6 6 12 18 24 30 36 42 48 54

7 7 14 21 28 35 42 49 56 63

8 8 16 24 32 40 48 56 64 72

9 9 18 27 36 45 54 63 72 81



APPendix e: insTRuCTions foR AdminisTeRing bRAille And lARge PRinTgeneRAl

Test Administrators (TAs) must provide users of both the braille and large print versions of the test with sufficient time to complete the test. The School Test Coordinator (SC) should provide TAs with braille and large print test kits as appropriate. The following materials are included in the braille and large print test kits:

braille test kits

• a cover sheet;

• a copy of these instructions;

• a grade-appropriate version of the following: a regular test booklet, a plastic-bound braille test booklet, and a packet of ancillary materials (transcriber’s notes) on the inside back cover of the braille booklets.

large Print test kits

• a cover sheet;

• a copy of these instructions;

• a grade-appropriate version of the following: a large print test booklet (if applica-ble) and a regular test booklet.

sTudenT idenTifiCATionPrint the student’s name; county, district, and school code; and school name on the cover of the braille or Large Print test booklet. Responses in these test booklets will not be scored. All responses must be transcribed following protocols in the school’s Test Security and Building Plan and the Guidelines on Tools, Supports, & Accommodations. if responses are not transcribed into a regular test booklet they cannot be scored. Regular test booklets are enclosed in the braille or large print kit. Affix the Pre-ID label to the front of the regular test booklet and the large print test booklet (if applicable). note that when large print test booklets are used responses must still be transcribed into a regular test booklet in order to be scored.

insTRuCTions

The administration directions that appear in the Paper-Pencil Test Administration Manual should be the basis for administering the braille and large print versions of the test. However, some modifications to these instructions are required. The TA, with the assistance of the Test Coordinator, should review these directions before administering a braille or large print test, and modify the instructions as needed considering specifications in the student’s IEP.The TA should use the regular test booklet to answer questions about the directions that are included in the test. However, the TA must not read or interpret any test questions for the student. The regular test booklet is not to be copied or used for any purpose other than to administer the test.

The school security checklist must be used to record the distribution and collection of the braille, large print, and regular test booklets.



Timing

The TA must provide users of both the braille and large print versions of the test with sufficient time to complete the test.

ReCoRding AnsWeRs

Students with disabilities have the option to use accommodations for providing responses on this assessment. These accommodations allow students with disabilities to provide oral responses, taped responses, or written responses on paper beside the answer sheet provided with the assessment. These responses are then transcribed into the regular test booklet so that they can be scored. if responses are not transcribed into a regular test booklet they cannot be scored. The following guidelines must be followed to ensure accurate and fair transcription of student responses:

• All test materials and student responses are to be considered secure and confidential.

• Only persons who know braille should transcribe braille responses.

• Transcribers should be impartial and have no vested interest in student scores.

• Transcriptions of student responses must be identical to what the student pro-vides, including grammar, punctuation, and spelling. If a student provides an incomplete response, the transcription must match that incomplete response exactly.

• Transcriptions should be proofread by a second impartial party to confirm accu-racy. For cases where students have provided a graphic in a response, two tran-scribers should collaborate to transfer the response.

• When transcription is complete, student (oral, taped, or written) responses must be securely destroyed according to the school’s Test Security and Building Plan. Do not destroy the large print or braille booklets as those are secure and must be returned to the scoring contractor for receipt inventory.

• Do not dispose of student responses by placing them in the trash.

The TA must provide written affirmation to the Test Coordinator that student responses have been completed on the student test booklet with fidelity. Under no circumstances should a student’s answer be altered or edited—to do so is a direct violation of test security.

ReTuRning TesT mATeRiAls

Keep the test booklet with transcription with the other scorable student test booklets. Return with scorable materials.

Return all unused, not to be scored, braille, and large print test booklets with non-scorable materials.



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Appendix F

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