LEAP iLEAP - Louisiana Department of Education

Transcription

i L E A P iLEAP i LiEL AE APP
iLEAP
iLEAP
i L Ei A
L E AP
P
iLEAP
i L E A P iLEAP
English Language Arts
Mathematics
Science
Social Studies
iLEAP
Cecil J. Picard
iLEAP
iLEAP
iLEAP
LEAP
iLEAP
iLEAP
iLEAP
iLEAP
iLEAP
LEAP
iLEAP
i L E A Pi L EiAL PE A P
TEST ADMINISTRATION MANUAL
State Superintendent of Education
grades
33333 5555
8
66666 777
7
99999
Spring 2006
Louisiana State Board of Elementary and Secondary Education
Ms. Glenny Lee Buquet
President
3rd District
Mr. Walter Lee
Vice President
4th District
Ms. Linda Johnson
Secretary-Treasurer
8th District
Ms. Penny Dastugue
1st District
Mr. Dale Bayard
7th District
Ms. Louella Givens
2nd District
Mr. Edgar Chase
Member-at-Large
Dr. James Stafford
5th District
Ms. Leslie Jacobs
Member-at-Large
Ms. Polly Broussard
6th District
Ms. Mary Washington
Member-at-Large
Ms. Weegie Peabody
Executive Director
State Board of Elementary and Secondary Education Test Security Policy1
The Louisiana State Board of Elementary and Secondary Education approved a Test Security Policy on December 10, 1998.
The Board of Elementary and Secondary Education holds the test security policy to be of utmost importance and deems any
violation of test security to be serious.
Any individual who knowingly engages in any activity during testing that results in invalidation of scores derived from the
[test] shall forfeit the test results but will be allowed to retake the test at the next test administration.
The State Superintendent of Education may disallow test results that may have been achieved in a manner that is in violation of
test security.
In cases in which test results are not accepted because of a breach of test security or action by the Louisiana Department of
Education, any programmatic, evaluative, or graduation criteria dependent upon the data shall be deemed not to have been met,
but individuals will be allowed to retake the test at the next test administration.
Any teachers or other school personnel who breach test security or allow breaches in test security shall be disciplined in
accordance with the provisions of R.S. 17:416 et seq., R.S. 17:441 et seq., R.S. 17.81.6 et seq., policy and regulations adopted by
the State Board of Elementary and Secondary Education, and any and all laws that may be enacted by the Louisiana Legislature.
1
Excerpts from Bulletin 118, chapter 3, February 2005.
The Louisiana Department of Education (LDE) does not discriminate on the basis of sex in any of the education programs or
activities that it operates, including employment and admission related to such programs and activities. The LDE is required by
Title IX of the Education Amendments of 1972 (Title IX) and its implementing regulations not to engage in such discrimination.
LDE’s Title IX Coord. is Patrick D. Weaver, Deputy Undersecretary, LDE, Exec. Office of the Supt.; PO Box 94064, Baton
Rouge, LA 70804-9064; 877-453-2721 or [email protected]. All inquiries pertaining to LDE’s policy prohibiting
discrimination based on sex or to the requirements of Title IX and its implementing regulations can be directed to Patrick D.
Weaver or to the USDE, Asst. Sec. for Civil Rights.
This public document was published at a cost of $20,809. Twenty-six thousand (26,000) copies of this document were printed
in this first printing at a cost of $20,809. The total cost for the printing of this document, including reprints, was $20,809. This
document was published for the Louisiana Department of Education, Office of Student and School Performance, Division of
Student Standards and Assessments, PO Box 94064, Baton Rouge, Louisiana 70804-9064, by Data Recognition Corporation,
13490 Bass Lake Road, Maple Grove, Minnesota 55311. This material was printed in accordance with the standards for
printing by State Agencies established pursuant to R.S. 43:31.
For further information or to anonymously report testing irregularities, call 1-877-453-2721.
© 2006, Louisiana Department of Education
Spring 2006 Alerts
x
x
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x
iLEAP Test Administration.
All regular education students in grades 3, 5, 6, 7, and 9 are to be tested.
All special education students in grades 3, 5, 6, 7, and 9 are to be tested except for those whose IEPs indicate
they will participate in LEAP Alternate Assessment, Level 1 or Level 2 (LAA 1 or LAA 2).
Grade 8 students in Option 2 (8.5, 8T, or 8R) must take the grade 9 iLEAP test in the high-stakes component,
mathematics or English language arts, they previously passed for LEAP. They also must retake the high-stakes
component of LEAP they previously failed. In other words, if a student previously passed the grade 8 LEAP
Mathematics test, that student would take the grade 9 iLEAP Math test and the grade 8 LEAP English
Language Arts test. There are no grade 9 iLEAP tests for Science or Social Studies.
Timed and Untimed Tests. Test administrators must pay close attention; iLEAP has both timed and untimed
tests. Only students with the accommodation Extended Time may be given additional time to complete the timed
parts of iLEAP. All students should be given time, in accordance with administrative guidelines, to complete
the untimed parts.
Bar-Code Labels. Any answer document on which a student attempts a test must have a bar-code label affixed in
the designated box on page 1 of the answer document, except those for approved home study program students. The
District Test Coordinator will affix labels to used answer documents, after testing, for approved home study
program students who do not receive preidentified labels. Do not apply single-document labels from the school.
Schools will use two types of bar-code labels: preidentified and single-document labels. Any answer document
returned to the scoring contractor without a label will be processed as an unused answer document and will not be
scored. (See page 68 for definitions of used and unused answer documents.)
Preidentified Labels. Do not correct any errors in the student information on the bar-code labels. Instead, the
test administrator should report all errors in preidentified student information to the School Test Coordinator,
who must report errors to the district’s Student Information System (SIS) Coordinator for corrections in the SIS
database. The preidentified labels provided must be used as is, regardless of whether any information is
incorrect. Preidentified labels for students who are no longer enrolled or who are not tested for another valid
reason must be returned affixed to answer documents.
Single-Document Labels. A single-document label must be used on answer documents for iLEAP students
who do not receive a preidentified label. Answer documents with single-document labels must be hand-coded
according to directions on pages 24–26.
Answer Documents. Do not destroy or discard any answer documents. They are secure materials and must be returned
to the School Test Coordinator even if they are soiled or torn.
Do not tamper with students’ marks or erasures on answer documents in any way whatsoever, i.e., no further erasing, no
darkening, no writing or tracing over, no translating, etc. Students must use only no. 2 pencils to mark and write in the
answer documents. Answers written in ink or written in a test booklet cannot be scored. It is recommended that each
student be provided at least two sharpened no. 2 pencils with good erasers at the beginning of each day’s testing session.
The pencils can be collected at the end of the day’s testing. The test administrator should also have a sufficient supply of
replacement pencils.
Constructed-Response Items. Prior to testing, students should be cautioned to answer all constructed-response (shortanswer and extended-response) items on the answer document. Only responses written in the answer document will be
scored.
iL EA P Test Administration Manual, Spring 2006
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x
Security Numbers. Test booklet and answer document security numbers do not match each other. Test booklet security
numbers are located in the upper right corner on the back cover; answer document security numbers are located on the
back cover, alongside the bar code. The answer document security number has eight digits and is identified by the text
“Security Bar-Code Number.”
TEST BOOKLET
SECURITY NUMBER
ANSWER DOCUMENT
SECURITY NUMBER
USE THIS SECURITY NUMBER,
EIGHT DIGITS
LITHOCODE NUMBER,
DO NOT USE
x
TA Numbers. The School Test Coordinator will assign each test administrator and proctor a three-digit TA
number. Students must code this number on their answer documents as instructed by the test administrator during
testing. If a TA number is not coded on a used answer document, the answer document will not be processed
until the correct TA number is supplied.
x
Mathematics Reference Sheets and Writer’s Checklists. Test administrators should make sure students are not
copying information from the test onto the Mathematics Reference Sheets, rulers, protractors, or Writer’s Checklists. If a
student has written on the handouts, the test administrator must treat them as secure documents and return them to the
School Test Coordinator.
x
Large Print and Braille Test Materials. Schools will receive large print and braille test materials through additional
materials request.
x
Accommodations. The School Test Coordinator should give each test administrator whose testing group includes
students approved for accommodations a list of those students in the group, specifying the accommodations each is to
receive. For accommodations that allow responses on material other than an answer document, the responses must be
transferred to a scorable answer document, using a no. 2 pencil, for the student to receive a score. Only accommodations
actually used in testing are to be coded—after testing is completed. Students who receive the accommodations Tests Read
Aloud or Communication Assistance may have all tests except Language and Reading (grades 3–7) or Reading
Comprehension (grade 9) read aloud, signed, or cued. The directions only to those tests may be read aloud, signed, or
cued.
x
Limited English Proficient (LEP) Students. All LEP students must be tested. LEP students qualify for
accommodations provided they are used in the students’ regular instructional and assessment program. Answer
documents for LEP students who have been enrolled in a primarily English-speaking school for less than a year may be
coded for accountability. The test administrator may not translate passages, questions or answer options on the test from
English, but directions to the test may be translated. Students must respond in English; student responses may not be
translated.
Makeup Testing. Sort and stack answer documents for students who need to take makeup tests and keep them separate
from those of students who have completed the tests until makeup testing is completed.
Instructions for Administering English Language Arts, Writing. Test administrators should read aloud the Writing
topic for grades 3–7 from the secure copy distributed on the day of that test. However, the topic may not be
discussed with the students. Each test administrator must return the secure copies of the Writing topic along with the
test booklets and answer documents to the School Test Coordinator.
x
x
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Oath of Security. A form (page v) must be completed by each test administrator and proctor on the final day of
testing (make copies if needed) and then signed by the School Test Coordinator and the principal.
x
Cellphones and Other Devices. If district and school policy allows for students and personnel to carry cellphones
or other similar technological devices with imaging or text-messaging capability, test administrators must make
certain that the devices are in the off position while test booklets and answer documents are in the vicinity.
x
Monitoring Students. Test administrators should monitor to ensure that students are not copying information from
the test onto the Mathematics Reference Sheets, rulers, protractors, or Writer’s Checklists. Test administrators will
be instructed in the session directions to collect and inspect the materials before returning them to students. If a
student has written on the handouts, the materials should be treated as secure documents and returned to the School
Test Coordinator.
Students should also be monitored closely to make certain they are not looking ahead or at previously completed
sections in their test booklets and answer documents. There are day indicator bars on the outside edge of each page
in the test booklet allowing for test administrators to easily determine whether students are in the appropriate test
section.
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TEST ADMINISTRATOR AND PROCTOR
OATH OF SECURITY AND CONFIDENTIALITY STATEMENT
I, _______________________________________________________________ , do hereby affirm the following:
Name of Test Administrator or Proctor (Print)
I was provided this Test Administration Manual on ______/______/______.
I participated in professional development on test security and administration provided for this test administration

on ______/______/______.
I read and followed all testing procedures in accordance with those outlined in the Spring 2006 Test Administration
Manual and all other guidelines and instructions provided by my School or District Test Coordinator.
I followed security regulations for distribution and return of secure test booklets, answer documents, and
supplementary secure materials.
I did not give anyone access to test questions prior to testing.
I did not examine any test item at any time (except when providing test accommodations for eligible students).
I did not at any time copy, reproduce, discuss, or use in a manner inconsistent with test regulations all or part of any
secure test booklet, answer document, or supplementary secure materials.
I did not coach students in any manner during administration of the test.
I did not provide answers to students in any manner during administration of the test, including provision of cues,
clues, hints, and/or actual answers in any form.
I did not administer any test items from parallel, previously administered, or current forms of statewide assessments
as practice tests or study guides.
I reported any testing irregularities to the School Test Coordinator.
Executed this
day of
2006
Name of School
Name of District
Signature of Test Administrator
Signature of Proctor (if applicable)
Signature of School Test Coordinator
Signature of Principal
Detach and return to your School Test Coordinator.
This form will be maintained for a period of three years in the School Test Coordinator’s file.
Separate forms must be submitted for each test administrator and proctor.
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Table of Contents
Spring 2006 Alerts ........................................................................................................................................................... i
Oath of Security and Confidentiality Statement ......................................................................................................... v
Overview ......................................................................................................................................................................... 1
Test Security ................................................................................................................................................................... 1
Key Definitions ...................................................................................................................................................... 1
Erasure Analysis ..................................................................................................................................................... 2
Violations of Test Security ..................................................................................................................................... 2
Test Administration Checklists ..................................................................................................................................... 3
Test Administrators’ Frequently Asked Questions .................................................................................................... 6
Test Materials ................................................................................................................................................................. 8
TA Number .............................................................................................................................................................9
Receipt of Test Materials ..................................................................................................................................... 10
Testing Guidelines ........................................................................................................................................................ 10
Testing Eligibility .................................................................................................................................................
Test Schedule .......................................................................................................................................................
Extended Time for Testing ..................................................................................................................................
Testing Times for iLEAP Grade 3 ......................................................................................................................
Testing Times for iLEAP Grade 5 ......................................................................................................................
Testing Times for iLEAP Grade 6........................................................................................................................
Makeup Testing ....................................................................................................................................................
Testing Conditions ...............................................................................................................................................
Testing in Class-Sized Groups .............................................................................................................................
10
10
10
12
13
14
15
16
17
17
17
Special Populations ...................................................................................................................................................... 17
Special Education Students ..................................................................................................................................
Test Accommodations ..........................................................................................................................................
Students with One or More Disabilities According to Section 504 .....................................................................
Deaf and Hard of Hearing Students ......................................................................................................................
Limited English Proficient (LEP) Students ..........................................................................................................
17
18
20
21
21
Bar-Code Labels ........................................................................................................................................................... 22
Preidentified Student Bar-Code Labels ................................................................................................................
Single-Document Labels ......................................................................................................................................
Answer Documents without Bar-Code Labels—Unused Only ...........................................................................
Students Absent from Testing ..............................................................................................................................
22
23
23
23
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Answer Document Coding, Grades 3, 5, 6, and 7 ...................................................................................................... 24
Coding Answer Documents with Preidentified Labels Grades 3, 5, 6, and 7 ........................................................ 24
Coding Answer Documents with Single-Document Labels Grades 3, 5, 6, and 7................................................. 24
Coding the Demographic Section for Grades 3, 5, 6, and 7 ................................................................................... 25
Sample Grade 3 Answer Document ........................................................................................................................... 27
Answer Document Coding, Grade 9 ........................................................................................................................... 29
Coding Grade 9 Answer Documents with Preidentified Labels ........................................................................... 29
Coding Grade 9 Answer Documents with Single-Document Labels ................................................................... 29
Coding the Demographic Section for Grade 9 ....................................................................................................... 30
Sample Grade 9 Answer Document ........................................................................................................................... 32
Directions for Administering the Tests: General Information for All Tests .......................................................... 34
Directions for Administering the iLEAP: Grade 3, 5, 6, and 7 Table of Contents .............................................. 35
Directions for Administering the iLEAP: Grade 9 Table of Contents .................................................................. 55
Post-Test Procedures ................................................................................................................................................... 68
Oath of Security and Confidentiality Statement ...................................................................................................
Test Booklets ........................................................................................................................................................
Answer Documents (Used and Unused) ...............................................................................................................
Transferring Answers ...........................................................................................................................................
Voiding Student Tests ..........................................................................................................................................
Arranging Test Materials for Return to the School Test Coordinator ..................................................................
68
68
68
69
69
70
Index .............................................................................................................................................................................. 72
- viii -
Overview
In response to the No Child Left Behind Act (NCLB),
the State Board of Elementary and Secondary Education (SBESE) in January 2003 approved the use of
augmented norm-referenced tests (NRTs) for grades
3, 5, 6, 7, and 9. These tests effectively replace The
Iowa Tests, NRTs that were used to evaluate student
performance for these grades from 1998 through
2005. In accordance with NCLB timelines, the integrated Louisiana Educational Assessment Program
(iLEAP) is being implemented in spring 2006.
The term integrated refers to the integration of
criterion-referenced tests (CRTs) and normreferenced tests (NRTs) into one program: iLEAP.
CRTs are aligned to state content standards, while
NRTs provide comparative Louisiana students’ performance with performance of students nationwide.
NCLB requires that state assessments be aligned to
state content standards. In addition, NCLB requires
that states express student results in terms of the
state’s performance standards, that is, Louisiana’s
achievement levels. The iLEAP assessments have
been developed to align to the Louisiana content
standards, benchmarks, and Grade-Level Expectations (GLEs).
The iLEAP also includes Science and Social Studies
tests at grades 3, 5, 6, and 7. The iLEAP Science
and Social Studies tests are entirely criterionreferenced, aligned with state content standards and
GLEs. Beginning in spring 2007, NCLB will require
tests in Science: once in grades 3 through 5, once in
grades 6 through 9, and once in grades 10 through
12. The Louisiana Department of Education (LDE)
elected to use CRTs for Science and Social Studies at
all grades except grade 9 to best measure what
students are learning in classrooms in these content
areas.
Test Security
The LDE requires that all school personnel
involved in any aspect of iLEAP tests strictly
adhere to all security procedures described in this
manual and in Bulletin 118.
Test booklets, answer documents, and other secure
materials must never be left in open areas or unattended. Test administrators must not be given access
to secure test materials (test booklets, answer documents, writing topics, other secure materials) before
the test administration day. However, test administrators must be given the Test Administration
Manual before testing to allow them ample time to
study the directions for correct test administration.
Test administrators should also have a period before
testing, supervised by the School Test Coordinator,
to affix labels and to hand-code student information
on the answer documents. Test administrators must
not review test items while they are coding and
labeling answer documents. The School Test
Coordinator will assign each test administrator a
TA number at this time. (Students will code this
three-digit number on their answer document as
instructed by the test administrator during testing.)
Test booklets have security numbers in the upper
right corner on the back covers; answer documents
have security numbers on the back cover, alongside
the bar code. The security numbers are used to inventory and identify individual documents. Security
numbers on test booklets and answer documents do
not match each other.
If test booklets or answer documents are discovered
missing at any point before materials are returned to
the contractor, the District Test Coordinator will
contact LDE.
Materials also are inventoried when they are returned
for scoring, and a missing materials report is produced. School Test Coordinators are responsible for
locating missing test booklets and answer documents.
Unresolved instances are reported to the LDE, and
state superintendents are notified to take further
action.
Principals and proctors, in addition to School Test
Coordinators and test administrators, are required to
sign the Oath of Security and Confidentiality Statement after testing is completed, assuring that security
and test administration procedures were followed.
(See page v.)
KEY DEFINITIONS
Testing Irregularities
x A testing irregularity is any incident in test
handling or administration that leads to a question
regarding the security of the test or the accuracy of
the test data.
x All testing irregularities must be reported to the
District Test Coordinator with written
documentation.
1
Secure Test Materials
x Secure test materials include:
student test booklets,
student answer documents,
the test administrator’s copy of the writing
topic for grades 3, 5, 6, and 7, and
any other materials that contain test items or
student responses.
x All secure test materials must be returned to the
School Test Coordinator each day when testing is
completed, as well as before extended breaks.
x All secure materials must be kept in a designated
secure storage area at both the district and school
facilities.
x Secure materials must never be left in open areas
or unattended.
Access
x Access to secure test materials by school personnel
means physically handling the materials, but that
does not include reading, reviewing, or analyzing
test items before or after testing. The only exception to reading is when a test administrator must
provide the accommodations Tests Read Aloud
and Communication Assistance.
x Test administrators must receive Test Administration Manuals before the test to allow them time to
become familiar with directions for correctly administering the test. They are encouraged to mark
in the manuals.
x No one is to have the opportunity to examine
any test item at any time except the student
during the test. This sanction includes discussion
of test items after testing. Test administrators must
not be given access to the test booklets and answer
documents before tests are administered, except
for a supervised period to affix labels and to code
the student identification information on the
answer documents.
x The School Test Coordinator should disseminate
the appropriate test booklets and answer documents to test administrators each morning of test
administration.
x The School Test Coordinator must also collect test
booklets, answer documents, and other secure
materials immediately after testing is completed
2
each day and return them to the designated secure
storage area.
ERASURE ANALYSIS
Student answer documents will be scanned for
excessive wrong-to-right erasures. School districts
will be notified regarding individual tests with
excessive erasures, which will be voided prior to
their release.
VIOLATIONS OF TEST SECURITY
According to SBESE-approved policy, the LDE considers it a violation of test security for any person to
do any of the following:
1. administer tests in a manner that is inconsistent
with the administrative instructions provided by
the LDE that would give examinees an unfair
advantage or disadvantage;
2. give examinees access to test questions prior to
testing;
3. examine any test item at any time (except for students during the test or test administrators while
providing the accommodations Tests Read Aloud
or Communication Assistance for students determined to be eligible for those accommodations);
4. at any time copy, reproduce, discuss, or use in a
manner inconsistent with test regulations all or
part of any secure test booklet, answer document,
or supplementary secure materials (e.g., the
writing prompt);
5. coach examinees in any manner during testing or
alter or interfere with examinees’ responses in
any manner;
6. provide answers to students in any manner during
the test, including provision of cues, clues, hints,
and/or actual answers in any form—written,
printed, verbal, or nonverbal;
7. administer published parallel, previously administered, or current forms of any statewide
assessment . . . as a practice test or study guide;
8. fail to follow security regulations for distribution
and return of secure test booklets, answer documents, supplementary secure materials (e.g.,
writing prompts), as well as overages as directed;
or fail to account for and secure test materials
before, during, or after testing;
9. conduct testing in environments that differ from
the usual classroom environment without prior
written permission from the Louisiana DepartiLEAP Test Administration Manual, Spring 2006
ment of Education, Division of Student Standards
and Assessments;
10. fail to report any testing irregularities to the District Test Coordinator (a testing irregularity is
any incident in test handling or administration
that leads to a question regarding the security of
the test or the accuracy of the test data), who
must report such incidents to the Division of
Student Standards and Assessments;
11. participate in, direct, aid, counsel, assist in,
encourage, or fail to report any of the acts
prohibited in this section.
(Bulletin 118, ch. 3, sec. 305)
Preidentified labels: All preidentified labels
must be affixed, even those for students who
you know will not be testing.
Single-document labels: For students who
did not receive preidentified labels.
8.
Test Administration Checklists
The following checklists were designed to assist test
administrators with the administration of the iLEAP
tests. They do not replace the detailed procedures
found in this manual.
BEFORE TESTING
1. Read the Test Administration Manual in its
entirety. Feel free to mark the manual. If you
have questions, ask the School Test
Coordinator (STC).
2. Attend the required training session on test
security and administration.
3.
4.
5.
6.
7.
Ask the STC what you should do if students
need more than the suggested time for testing
or if all students finish a test before the suggested time.
Discuss with the STC arrangements that need
to be made for students with approved accommodations.
When the STC distributes answer documents
for labeling and coding, verify that you have
adequate numbers for students in your testing
group and notify the STCif you need additional testing materials.
Make sure the STC has assigned you a threedigit TA number. You must write this number
on the board as instructed during test administration. Students must code this number in
section H (section I for grade 9) of their answer document.
Affix bar-code labels to the appropriate answer documents.
9.
10.
11.
12.
13.
14.
15.
16.
17.
NOTE: Do not affix single-document labels
to answer documents for students enrolled in
approved home study programs who will
test in your group. The District Test Coordinator will affix special labels to these answer
documents after testing is completed.
Hand-code each student’s answer documents
according to the type of bar-code label
affixed. See hand-coding instructions for
grades 3, 5, 6, and 7 on pages 24–26; see
hand-coding instructions for grade 9 on pages
29–31.
Sort the answer documents into two stacks:
hand-coded and preidentified. Return the
stacks to the STC, who will submit the handcoded answer documents to the principal for
coding section L (section M for grade 9),
School Lunch Status, prior to testing.
Before administering the timed tests, obtain a
stopwatch or make sure you have a watch or
clock with a second hand.
Before administering the Math test, locate a
sufficient number of calculators for use during
testing.
Before administering the English Language
Arts tests, locate a sufficient number of
dictionaries and thesauruses for use during
testing.
Locate reading materials unrelated to test content for students who may finish early.
Make sure you have enough no. 2 pencils with
good erasers to supply each student with at
least two.
Plan seating arrangements that will ensure
independent work during testing.
Remove or cover all materials in the room
that are related to the content of the test. This
includes maps, charts, diagrams, or any other
educational aids.
Make sure the testing environment has adequate lighting and ventilation and minimal
distractions.
3
DURING TESTING
1. Pick up testing materials from the STC, following established secure procedures, and
verify that you have the correct materials and
number of materials for your testing group.
2. Make sure your no. 2 pencils are sharpened
and have good erasers. Student responses
must be written with a no. 2 pencil to be
scored.
3. Have English/native language word-to-word
dictionaries (no definitions) available to Limited English Proficient (LEP) students for all
components of the iLEAP tests but only if
this accommodation has been routinely
used by students in their ongoing classroom
instruction and assessment.
4. Write your name, your TA number, the school
name, and the district name on the chalkboard.
14.
5.
Place a “Testing in Progress—Do Not
Disturb” sign on your door.
6. Distribute reading materials (unrelated to test
content) to students who wish to read when
they complete testing.
7. Distribute test booklets and answer documents
as directed.
8. Allow students adequate time to complete
answer document coding.
9. Ensure that special education, LEP, and
Section 504 students receive their approved
accommodations.
10. Administer all tests in strict accordance with
the procedures detailed in the manuals and
with Bulletin 118.
15.
11. Read test administration directions word for
word. The boldface text inside boxes, as well
as the entire text of the Writer’s Checklist, is
to be read aloud. For grades 3 through 7, the
writing topic also will be read aloud.
12. Students may write in their test booklets, but
only answers written in no. 2 pencil in the
answer documents will be scored.
16.
13. On the Math Test:
For grades 3, 5, 6, and 7, calculators may not
be used during part 1. For grade 9, calculators
may be used for all parts. If calculators are
used, distribute and collect the calculators as
instructed in the manual.
4
17.
Special education students whose IEPs specify calculator use and eligible Section 504
students, as stipulated in their Individualized
Accommodation Plans (IAPs) and Data Validation forms, may use calculators on all items
in the Math test.
On the multiple-choice items, students are
encouraged to work the problems in the test
booklets, but they must transfer their answers
to the answer document to be scored.
On the constructed-response items, students
must complete all work on the answer document to ensure they earn the maximum number of points.
On the English Language Arts Writing
Test:
On day 2 of testing, test administrators will
receive a copy of the English Language Arts
writing topic to read aloud to the students.
This topic is secure and must be returned to
the School Test Coordinator with the test
materials after testing is completed for the
day.
Allow students to use dictionaries and thesauruses only during the Writing test.
No additional pages may be attached to the
final draft in the answer document. Only what
the student has written in the answer document will be scored.
Make sure students are working only on the
test or part of the test being administered. Day
indicator tabs located on the outside edge on
pages of the test booklet will show whether
the student has moved to other content areas,
but make certain students do not move to
parts previously administered that day or to
parts that have not yet been administered in
either the test booklet or the answer document. Document any testing irregularities,
such as a student marking answers in a wrong
place on the answer document or suspected
incidents of cheating.
Maintain a calm testing environment. Disruptive students may be removed from the room;
they may continue testing during makeup
testing.
Allow stretch breaks as instructed in the manual. Students should be encouraged to sharpen
pencils and use the restroom during breaks to
iLEAP Test Administration Manual, Spring 2006
minimize interruptions during testing. Maintain test security during breaks.
18. Maintain strict testing times for the designated
timed tests. However, students with the accommodation Extended Time should be given
additional time to complete even the timed
tests. All students must be given adequate
time to complete the untimed tests.
19. For students who require more than the scheduled time to complete the CRT test, the
School Test Coordinator will have determined
a location for extended testing. If students will
complete testing in another location, testing
materials should be collected and reissued in
the new location and security maintained
during the move. If students are not moved,
they should continue testing after those who
have completed the test are dismissed. Students in the extended-testing group should
turn in their testing materials as they complete
the test, then quietly leave the testing area.
Only students with the accommodation Extended Time may continue testing beyond the
scheduled test day.
20. Collect all testing materials as directed and
verify counts before students are dismissed.
Check to be sure answer documents are not
inside test booklets.
AFTER TESTING (DAILY)
1. Separate used test booklets and answer documents from unused test booklets and answer
documents. (For definitions, see page 68.)
2. Verify that all used answer documents have a
preidentified or single-document label affixed.
3.
4.
5.
Code any accommodations students received
in testing that day on the answer document.
Using a no. 2 pencil, transfer to a scorable
answer document any large-print, braille, or
other responses not on the scorable answer
document due to test accommodations. Then
write “Transferred” on the top front cover of
the test booklet from which the answers were
transferred, not on the scorable answer document. (See page 69.) Responses that are not
transferred to the answer document will not be
scored.
Complete documentation and written accounts
of any testing irregularities, such as students
who marked answers in a wrong section and
6.
7.
had to erase and transfer their answers to the
correct section (see pages 6–7) or suspected
incidents of cheating (see pages 6 and 69).
Return all testing materials to the School Test
Coordinator each day after testing is completed. Keep the test materials for students
who need to take a makeup test separate from
those who have completed testing for the day
and inform the School Test Coordinator.
Submit written reports and documentation for
any testing irregularities or suspected incidents of cheating to the School Test Coordinator.
AFTER TESTING (LAST DAY)
Follow the steps for After Testing (Daily). In
addition:
1. Separate answer documents for students who
are no longer enrolled, who are not expected
to test, who marked one or more answers on
an answer document but are not expected to
complete testing, or who otherwise meet accountability rules. Paper-band these answer
documents and write “Accountability” on the
paper band. The School Test Coordinator will
forward these answer documents to the principal, who will complete section T (section U
for grade 9), Accountability Data.
2. Separate used answer documents for approved
home study program students who were
tested. Paper-band these answer documents
and write “Home Study Program” on the
paper band. The District Test Coordinator will
apply special bar-code labels to these answer
documents.
NOTE: Any other student answer documents
returned to the School Test Coordinator
without labels will not be scored.
3. On each used answer document, verify that
the student accurately coded your three-digit
number in section H (section I for grade 9),
TA Number.
4. Complete the Oath of Security and
Confidentiality Statement (page v).
5. Complete the Test Administrator Comment
Sheet.
6. Identify, band, and arrange all test materials
as shown on page 71 before returning them to
the School Test Coordinator.
5
Test Administrators’
Frequently Asked Questions
May I review the test materials before
testing begins?
No one is to have the opportunity to examine any test
item at any time except students during testing. The
student test booklets, answer documents, and
anything containing test items or responses are
secure materials. Test administrators should review
the Test Administration Manual before the first test
to properly prepare for the administration.
How does the Department of Education
define a testing irregularity?
A testing irregularity is any incident in test handling
or administration that leads to a question regarding
the security of the test or the accuracy of the test
data. Testing irregularities must be documented and
reported to the School Test Coordinator, who must
report them to the District Test Coordinator.
How should I handle students who finish
early?
Students should review their answers or return to
items they did not answer on the part of the test being
administered, but they may not return to previously
completed parts or move ahead. Students should then
sit quietly or read silently. Test administrators should
have a supply of library books or other reading
materials unrelated to test content available for
students who finish early. Such reading materials
must be disseminated before the test. They must
not be on the students’ desks while students are
marking answers to test questions. If all students in
a testing group fully complete a test substantially
earlier than the suggested time, the test administrator
may, if allowed to do so by the School Test
Coordinator, begin administering the next test before
the scheduled time. However, no test may be
administered before the scheduled day.
Administering tests on the wrong day may void
them. Conversely, if only one or two students remain
testing substantially longer than the rest of the testing
group, the test administrator should follow the
procedures determined by the School Test
Coordinator.
6
What should I do if I see any cheating
during testing?
It is important to document suspected incidents of
cheating—whether by students or by anyone else. In
the case of student cheating, the test administrator
must write a clear account of the events for the
School Test Coordinator. Decisions about voiding
tests because of student cheating are to be made at
the school level by a test security committee
consisting at a minimum of the principal, the School
Test Coordinator, and the test administrator. The
original, not a copy, of the test administrator’s
description of the incident and the committee’s
decision about whether to void the test must be sent
to the District Test Coordinator. Other suspected
instances of cheating should be reported directly to
the District Test Coordinator for further
investigation.
What should I do if I notice a student
working on a wrong line or section of the
answer document?
Before starting the test, the test administrator must
ensure that all students understand where their
answers should be marked. Warn students ahead of
time to be careful about placing answers in the
correct place and about cleanly erasing any changed
answers. If students accidentally mark answers in a
wrong place, they should tell you after the testing
session has ended. The test administrator must
document and inform the School Test Coordinator of
any instances in which students marked answers on
an incorrect section of the answer document. (See the
following question.) When monitoring, the test
administrator should individually caution any student
who is working on a wrong line or section, to be
careful about marking answers in the correct place.
What should I do if a student tells me
that he or she marked answers in a
wrong place?
If a student marked answers in a wrong row or section, the test administrator should allow the student
to mark them in the proper place after the testing session is concluded and other students are dismissed.
The School Test Coordinator must be present when
the student transfers answers to the correct section. If
the student’s answers are marked in the section for
the next test to be administered, the student should
take the next test in a makeup session after transferring the answers to the correct section of the answer
document. If a student marked answers in a wrong
place, document the incident with the student’s
name, grade, affected sections of the test, test administrator’s name, and school and send the
documentation to the School Test Coordinator.
This documentation must be sent to the LDE Division of Student Standards and Assessments by the
deadline for submitting voids.
Are there guidelines for how to answer
students’ questions during the test?
The following guidelines for acceptable and unacceptable ways to respond to students’ questions during testing are useful:
Acceptable:
x reading directions aloud
x repeating directions
x explaining directions more clearly
Unacceptable (violations of test security):
x paraphrasing or explaining a test question
x providing hints to help a student answer a
question
x defining a term
Should I allow a student to go to the
restroom during a test?
Students should visit the restroom before testing
begins or during a break. However, if a student asks
to go to the restroom during testing, collect the student’s test booklet and answer document and make a
note of the time the student left and returned.
How should I handle a student who gets ill
during the test?
If a student becomes ill during testing, the test booklet and answer document should be collected. The
severity of the illness and whether or not the test
should be scored will determine how the situation
should be handled. Use the following guidelines:
x If the student is able to complete the test and test
security has been maintained, the student should
continue to use the same test materials.
x In cases where a substantial amount of testing
time was lost due to illness, document the last
item attempted and how much time the student
missed during the testing session. The test should
be completed during the makeup testing session.
However, the student cannot return to previously attempted items on the test. Careful
monitoring is essential.
x If the student has begun but is unable to complete
the test during the testing session or during
makeup testing because of illness, the student’s
answer document will be scored. Document the
last item attempted and how much time the
student missed during the testing session.
x If the student becomes ill and is not able to
attempt one or more of the tests, the student
should obtain a doctor’s letter. A zero will not be
given for the School Performance Score for an
unattempted test if the student submits a letter
from his or her doctor
on the doctor’s office letterhead;
with the doctor’s original signature;
with the student’s dates of absence noted as
being inclusive of all testing and makeup
dates.
Additionally, the principal must code section T
(section U for grade 9), Accountability Data, on the
answer document for unattempted or uncompleted
tests.

What if an answer document is torn or
soiled? Or what if a student took a test on an
answer document with a preidentified label for
another student attached?
If a test booklet or an answer document is torn or
soiled due to a student’s illness or if a student took a
test on an answer document with a preidentified label
for another student, the test administrator must contact the School Test Coordinator immediately. The
document must not be thrown away or destroyed.
The School Test Coordinator should then notify the
District Test Coordinator, who will provide instructions. Complete documentation regarding the incident must be kept on file at the district office for a
period of one year. Any responses entered on a torn
or soiled answer document or entered on an answer
document for another student must be transferred to a
clean answer document to be scored.
What can I say to a student who gets
frustrated and refuses to complete the test?
You may whisper to the student, “Please try to finish
the test because it is very important” or “Do your
best.” Before testing, you might want to tell students
about simple relaxation techniques, such as deep
breathing.
7
How often should I circulate among the
students during testing?
Although you should periodically walk among your
students during testing, you don’t want to make students nervous or distract them by constantly moving
about. However, you do want to be alert for students
who may need another pencil, for students who may
be marking on a wrong section of the answer document, or for any testing irregularities, such as cheating. When you are seated, be sure that you can see all
the students.
Why can’t teachers look at the tests?
Teachers reading test items can lead to their
“teaching the test.” The Assessment Guides provide
detailed specifications and sample test items so
teachers may align their classroom assessment practices with state assessment strategies. Though a vast
majority of teachers are honest, instances of testing
irregularities have occurred. By not looking at the
test, a teacher cannot provide cues to students—even
inadvertently—or risk breaching test security in other
ways.
Some of our special education and Section
504 students use a calculator as an accommodation in classroom instruction and testing.
These students have the accommodation Assistive
Technology (or calculator use) in their IEPs or
Individual Accommodation Plans (IAPs) and Data
Validation forms. May we allow these students to
use a calculator on the entire Math test, even on
parts that specify no calculators?
Yes, these students are allowed to use a calculator as
an accommodation on the noncalculator part, part 1,
of the Math test for grades 3 through 7. The test
administrator will need to mark Assistive Technology
in section O (section P for grade 9) on the answer
document for special education students or in section
S (section T for grade 9) for Section 504 students.
Test Materials
The test administrator must provide students with the
following:
x two sharpened no. 2 pencils with good erasers
(extras should be available)
x calculators—if they are allowed by the district (for
grades 3 through 7 Math, calculators may not be
used on part 1)
8
Recommended Calculators
K–4
4-function
5–8
scientific
9–12
scientific with graphing capability
x dictionaries and thesauruses (English Language
Arts, Writing, only)
Following is a checklist of materials you are to
receive from the School Test Coordinator, along
with procedures to follow.
___ 1. iLEAP Test Administration Manual. This
manual contains the procedures to be
followed during the administration of all
iLEAP content-area tests. Reading all
general directions and directions for the tests
you are going to administer—prior to
testing—is crucial.
___ 2. Secure Test Booklets. The School Test Coordinator will give you one test booklet for each
student in your testing group. The booklets
contain all content-area tests; grade 9 contains
only Math and English Language Arts. Sealed
sections must remain sealed until instructions
are given to break the seals. Test booklets are
secure materials and must be stored in a designated secure storage area each day after
testing is completed.
Count and check the security numbers of the
test booklets you receive. Verify that these
numbers match the numbers assigned to you
by the School Test Coordinator. Test booklet
security numbers are located on the back
cover in the top right corner. Immediately
report any discrepancies to the School Test
Coordinator. Do not discard any test booklets for any reason.
___ 3. Secure Answer Documents. The School Test
Coordinator will give you an answer document, which is the same color as the test
booklet, for each student in your testing
group. The answer document contains all
content-area tests for each grade.
Students will answer both multiple-choice and
constructed-response questions in the answer
documents. Because constructed-response
questions appear in the answer documents,
you must make certain students do not look
ahead. Answer documents will be scanned
and partially scored by machine, so they must
be kept in good physical condition. They
should not be bent, folded, or clipped.
All answer documents are secure materials
and must be stored in a designated secure
storage area each day after testing is completed. Do not discard any answer documents for any reason.
Count and check the security numbers of the
answer documents you receive. Answer
document security numbers are located on the
back cover, alongside the bar code. Verify
that these numbers match the numbers
assigned to you by the School Test Coordinator on the Security Checklist. Immediately
report any discrepancies to the School Test
Coordinator. The security numbers on the
answer documents will not match those on the
test booklets.
___ 4. Labels. The School Test Coordinator will
supervise the application of all labels to the
appropriate answer documents before testing.
Preidentified Labels. The School Test Coordinator will provide the test administrator
with a preidentified label for each student for
their answer document.
If preidentified labels have any incorrect
information, notify the School Test Coordinator. Do not mark on or discard any preidentified labels. All preidentified labels must be
affixed to the answer document. Answer
documents with preidentified labels that are
not used must be coded for accountability.
Single-Document Label. A single-document
label must be used for students who do not
receive an answer document with a preidentified label.
___ 5. Writer’s Checklists. Make sure you have one
Writer’s Checklist for yourself (to read aloud
to students during testing) and one for each
student taking the English Language Arts test
(grade 3, yellow; grades 5, 6, 7, and 9, pale
green). If students have not written on the
checklists, they may keep them after completing the testing day. The checklists, however, must first be collected and checked for
markings, and students may not bring them
into the testing environment for subsequent
tests. Marked copies must be submitted to the
School Test Coordinator along with secure
testing materials.
___ 6. Math Reference Sheets. Make sure you have
one Math Reference Sheet for each student
taking the Math test (grade 3, light blue;
grade 5, tan; grade 6, light gray; grade 7,
pink; grade 9, ivory). If students have not
written on the reference sheets, they may keep
them after completing all parts of the Math
test. The reference sheets, however, must be
collected at the end of each testing day and
checked for markings. Marked copies must be
submitted to the School Test Coordinator
along with secure testing materials.
___ 7. Rulers. Make sure you have one 12" ruler
(grades 3 and 5) or one 6" ruler (grades 6, 7,
and 9) for each student taking the Math test.
Students may keep the rulers after testing is
completed if they have not written on them.
Rulers must be handled in the same manner as
the Math Reference Sheets.
___ 8. Protractors—Grade 5 Only. Make sure you
have one protractor for each grade 5 student
taking the Math test. Students may keep the
protractors after testing is completed if they
have not written on them. Protractors must be
handled in the same manner as the Math
Reference Sheets.
___9. Writing Topic. On day 2 of testing, test
administrators for grades 3, 5, 6, and 7 will
receive a secure copy of the writing topic to
read aloud to students. They must be returned
to the School Test Coordinator at the end of
the testing day.
___10. Paper Bands. Use paper bands for packaging
scorable materials for return to the School
Test Coordinator.
___ 11. Braille and Large-Print Materials. If
requested, these materials will be distributed
by the School Test Coordinator.
You must resolve all testing material shortages
with the School Test Coordinator before test
administration.
TA NUMBER
The School Test Coordinator will assign each test
administrator and a proctor a three-digit TA number.
Students will code the TA number on the answer
document during testing. You must ensure the stu9
dents have coded the number correctly. Use the
same TA number for any test you administer,
including makeup tests.
RECEIPT OF TEST MATERIALS
Test administrators are responsible for the security of
all test booklets, answer documents, and other secure
materials assigned to them. On completion of testing, each test administrator will be required to
account for the secure materials. Because of the
security number system, test administrators should
not provide other test administrators with extra test
materials they may have received. Materials must be
stored in a designated secure storage area immediately after testing each day.
Testing Guidelines
TESTING ELIGIBILITY
Regular Education Students
All regular education students are to be tested. A
regular education student is one who is not receiving
special education services.
Options (PreGED/Skills) Program Students
All Options (PreGED/Skills) Program students will
take the iLEAP test.
Special Education Students
All special education students are to be tested, except
for students whose IEPs indicate they participate in
LEAP Alternate Assessment, Level 1 or Level 2
(LAA 1 or LAA 2), or in the Options (PreGED/Skills) Program.
Grade 8 Option 2 Students
Grade 8 students in Option 2 (8.5, 8T, or 8R) must
take the grade 9 iLEAP test in the high-stakes component, mathematics or English language arts, they
previously passed for LEAP. They also must retake
the high-stakes component of LEAP they previously
failed. In other words, if a student previously passed
the grade 8 LEAP Mathematics test, that student
would take the grade 9 iLEAP Math test and the
grade 8 LEAP English Language Arts test. There are
no grade 9 iLEAP tests for Science or Social
Studies.
10
TEST SCHEDULE
Parts of the i LEAP Math and English
Language Arts tests are TIMED. Test administrators must make certain that time
limits are strictly observed for all students
except those who have the accommodation
Extended Time.
For UNTIMED parts of the tests, students
should be allowed as much time as they
need, in accordance with the administration guidelines, to complete the tests.
The dates for test administration are scheduled by
LDE and the State Board of Elementary and Secondary Education. Not following the established schedule may result in voiding of tests. The daily times for
testing are scheduled by the District Test Coordinator. All tests must be administered and completed
on the day they are scheduled except for students
who have Extended Time as an accommodation
according to their IEPs, IAPs, or LEP plans.
After each day’s scheduled testing, the School Test
Coordinator will collect the test booklets, answer
documents, and other secure materials and store them
in the designated secure storage area.
Parts 1 and 2 of the Math test for grades 3, 5, 6,
and 7, and part 1 of Math for grade 9 are timed.
The second day of ELA testing (day 3) is timed. It
is essential to strictly adhere to the time limitations.
The suggested times on pages 12–16 for the untimed
parts of iLEAP are estimates for scheduling the tests
and assisting students in managing their time.
See page 17 for information regarding mandatory
makeup testing.
EXTENDED TIME FOR TESTING
Students who need more than the suggested time to
complete a test but do not qualify for the accommodation Extended Time may receive additional
time to complete the untimed parts of iLEAP, but
they must complete the test on the same day that part
is administered. Students may not return to parts
administered on previous days, and they should
complete them before interacting with other students.
Precautions should be taken to ensure the security of
the test booklets and answer documents and to minimize opportunities for students to discuss test items.
For students whose IEPs, IAPs, or LEP plans designate the accommodation Extended Time, such as
students who may have short attention spans or who
may be unable to concentrate for long periods of time
on a given task, the test administration time may
have to be altered considerably to allow for intermittent short breaks during the testing period. Or it
may be determined appropriate to administer the test
in a number of short sessions. The time of day the
test is administered may be adjusted to a time more
beneficial to these students. These sessions, however, must be completed within the allotted test
dates, including makeups. The test administrator
must put a nonpermanent place marker, such as a
sticky note, on the answer document where the student stopped testing and monitor the testing that
follows to ensure that the student does not return to
previously attempted items.
NOTE: Tests must be administered on the dates and
in the order noted in the following tables. Stretch
breaks are not included in suggested testing times.
11
Testing Times for iLEAP
GRADE 3
DAY 1
MONDAY, MARCH 20:
Math
1.
Distributing answer documents and giving
directions ......................................................... 10 minutes
2. Coding answer documents ............................. 15 minutes
3. Distributing test booklets and giving
4. Administering TIMED parts
Part 1 ........................................................... 3 minutes
Part 2 ......................................................... 22 minutes
5. Administering UNTIMED parts
Part 3 ......................................................... 60 minutes
Part 4 ......................................................... 20 minutes
6. Collecting, verifying, and returning
test materials to the locked, secure area ........ 10 minutes
TOTAL TIME ......................................................... 150 minutes
(2 hours, 30 minutes)
DAY 2
TUESDAY, MARCH 21:
1.
Distributing test booklets and answer
documents and giving directions ..................... 10 minutes
Writing ........................................................ 45 minutes
Using Information Resources .................... 40 minutes
(1 hour, 45 minutes)
12
DAY 3
WEDNESDAY, MARCH 22:
1.
documents and giving directions .................... 10 minutes
Reading, Part 1 (Vocabulary) ...................... 5 minutes
Reading, Part 2 (Comprehension) ............. 25 minutes
Language .................................................. 30 minutes
test materials to the locked, secure area ....... 10 minutes
TOTAL TIME .......................................................... 80 minutes
DAY 4
THURSDAY, MARCH 23:
Science
1.
2. Administering UNTIMED test .......................... 60 minutes
1.
DAY 5
FRIDAY, MARCH 24:
Social Studies
(1 hour, 5 minutes)
GRADE 5
DAY 1
MONDAY, MARCH 20:
Math
DAY 3
1.
directions ........................................................ 10 minutes
Part 1 ........................................................... 3 minutes
Part 2 ......................................................... 22 minutes
Part 3 ......................................................... 60 minutes
Part 4 ......................................................... 30 minutes
TOTAL TIME ........................................................ 160 minutes
1.
Language ................................................... 30 minutes
TOTAL TIME ........................................................... 80 minutes
DAY 4
THURSDAY, MARCH 23:
Science
1.
DAY 2
TUESDAY, MARCH 21:
1.
documents and giving directions .................. 10 minutes
Writing ....................................................... 60 minutes
(2 hours)
2. Administering UNTIMED test ......................... 60 minutes
DAY 5
FRIDAY, MARCH 24:
Social Studies
1.
13
GRADE 6
DAY 1
MONDAY, MARCH 20:
Math
1.
Part 1 ........................................................... 3 minutes
Part 2 ......................................................... 22 minutes
Part 3 ......................................................... 75 minutes
Part 4 ......................................................... 30 minutes
DAY 2
TUESDAY, MARCH 21:
1.
Writing ........................................................ 60 minutes
(2 hours)
14
DAY 3
1.
3. Collecting, verifying, and returning test
materials to the locked, secure area ............... 10 minutes
1.
DAY 4
THURSDAY, MARCH 23:
Science
2. Administering UNTIMED test ......................... 60 minutes
DAY 5
FRIDAY, MARCH 24:
Social Studies
1.
GRADE 7
DAY 1
MONDAY, MARCH 20:
Math
1.
Part 1 ........................................................... 3 minutes
Part 2 ......................................................... 22 minutes
Part 3 .......................................................... 75 minutes
Part 4 .......................................................... 30 minutes
DAY 3
1.
DAY 4
THURSDAY, MARCH 23:
Science
1.
DAY 2
TUESDAY, MARCH 21:
1.
Writing ....................................................... 60 minutes
3. Collecting, verifying, and returning test
materials to the locked, secure area ............... 10 minutes
(2 hours)
DAY 5
FRIDAY, MARCH 24:
Social Studies
1.
15
GRADE 9
DAY 1
MONDAY, MARCH 20:
Math
1.
4. Administering TIMED part
Part 1................................................. 40 minutes
Part 2 ......................................................... 60 minutes
Part 3 ......................................................... 30 minutes
DAY 2
TUESDAY, MARCH 21:
1.
Writing ....................................................... 90 minutes
DAY 3
1.
Vocabulary ................................................ 15 minutes
Reading Comprehension ........................... 40 minutes
NOTE: There are no grade 9 Science and Social Studies tests.
16
MAKEUP TESTING
Makeup testing is required for all eligible students.
The same security and administration procedures
described for the regular administrations should be
followed for makeup testing. According to the
Louisiana School and District Accountability System, students who miss makeup opportunities will
receive a zero for the School Performance Score.
x The School Test Coordinator and principal will
schedule makeup sessions and should inform the
test administrators and the District Test Coordinator of the arrangements made.
x Test administrators should keep a record of students who need makeup testing. The record should
include each student’s name, answer document
security number, test booklet security number, and
which test or tests the student needs to complete.
This information should be shared with the School
Test Coordinator.
x Test administrators must keep test booklets and
answer documents for students who need to take a
makeup test separate from completed test booklets
and answer documents when returning them to the
School Test Coordinator so that these materials are
not returned for scoring before makeup testing is
completed.
x Before the makeup testing, the test administrator
must write his or her three-digit TA number on the
board for the students to code in section H (section
I for grade 9) as instructed during testing.
x Test administrators have the final responsibility
for actually administering makeup tests.
x Students who are absent for English Language
Arts, Writing, should make up this part of the
test on the day they return. However, the
English Language Arts test should still be administered over a two-day period.
Makeup testing must be completed by the date specified by the School Test Coordinator.
A student who is absent due to illness during both
testing and makeups will not receive a score of zero
for the School Performance Score if the student
submits a letter from his or her doctor:
x on the doctor’s office letterhead,
x with the doctor’s original signature, and
x with the student’s dates of absence noted as being
inclusive of all testing and makeup dates.
Additionally, the principal must code section T
(section U for grade 9), Accountability Data, on the
answer document for tests missed. The District Test
Coordinator must maintain the original doctors’
letters on file for a minimum of one year. All accountability codes for extenuating circumstances
must be coded by the principal.
TESTING CONDITIONS
Tests must be administered in class-sized groups in
the students’ usual classroom environment.
Testing should occur at a time when students will be
alert. Tests should not be administered immediately
after strenuous physical or mental activity.
Students should be informed that the tests are important. However, an overly tense atmosphere should
be avoided.
TESTING IN CLASS-SIZED GROUPS
Testing shall be conducted in class-sized groups in
the students’ usual classroom environment. Bulletin
741 (931) states that maximum class size in grade 3
may not exceed 26 students and in grades 4 through
12 may not exceed 33 students, “except in certain
activity types of classes.”
The District Test Coordinator must obtain permission
for testing in environments that differ from the usual
classroom environment from the LDE Division of
Student Standards and Assessments, at least 30 days
prior to testing unless the environment is provided
as an approved accommodation.
The local education agency must provide at least one
proctor for every 30 students.
Special Populations
SPECIAL EDUCATION STUDENTS
All special education students in grades 3, 5, 6, 7,
and 9 are to be tested except those whose IEPs indicate they participate in LEAP Alternate Assessment,
Level 1 or Level 2 (LAA 1 or LAA 2), or in the
Options (Pre-GED/Skills) Program. Code Special
Education Student, section M (grades 3, 5, 6, and 7)
or section N (grade 9) on the answer document. Also
ensure that sections N and O (grades 3, 5, 6, and 7)
or sections O and P (grade 9) are properly coded.
17
Refer to Coding the Demographic Section on pages
24–26 for grades 3, 5, 6, and 7 or pages 29–31 for
grade 9 for special education coding.
Students identified as gifted or talented are to be
coded Special Education Student. Their test results,
however, will be aggregated with the test results of
regular education students in roster, remediation, and
summary reports.
Gifted or talented students may have Section 504
accommodations. (See page 20.)
Test Administration Procedures for
Special Education Students
Exceptions to standard test administration procedures
may be made for special education students if the
accommodations are addressed in the students’ IEPs
and used in classroom instruction and assessment.
The choice of a test administrator for special education students should be made at the school level and
must be someone trained in test security and administration procedures.
TEST ACCOMMODATIONS
Test accommodations are provided to minimize the
effects of a disability to ensure that a student can
demonstrate the degree of achievement he or she actually possesses. Test accommodations should not
be different from or in addition to the accommodations documented on the students’ IEPs or IAPs
and Data Validation forms and provided in regular classroom instruction and assessment. Individual or small group administration must be used if the
accommodations will interfere with the testing of
other students (e.g., Tests Read Aloud). The goal in
using accommodations is to give students with disabilities an equal opportunity in assessment, not to
give students with disabilities an unfair advantage
over other students or to subvert or invalidate the
purpose of the tests. (See Bulletin 118, chapter 33,
for full policy regarding accommodations in state
assessments for special populations.)
The School Test Coordinator should give each test
administrator whose testing group includes students
approved for accommodations a list of those students
in the group, specifying the accommodations each is
to receive.
The following test accommodations may be used for
special education students and for students with disabilities according to Section 504. If an accommodation—even an approved accommodation—is not
18
provided in classroom instruction and assessment, it
is inappropriate to provide that accommodation during testing. For example, if a student does not dictate
answers to a tape recorder during classroom instruction and assessment, then using a tape recorder—
Assistive Technology—would not be appropriate as a
test accommodation. All accommodations must be
documented on the IEP or IAP and Data Validation
form for the student to receive them.
Approved accommodations that are used in testing
must be marked after testing is completed in section
O (section P for grade 9) on the students’ answer
documents for special education students or section S
(section T for grade 9) for Section 504 students.
Mark accommodations for gifted or talented students
with a qualified disability under Section 504 in
section S (section T for grade 9).
x Braille: Generally, all test items in the regularprint edition of the answer document are included
in the braille test booklet. If an item is omitted,
students are given credit for the item. The test administrator must transfer all braille answers to a
scorable answer document. (See page 69.) The test
administrator should write “Transferred” on the
top front cover of the braille test booklet, not on
the answer document. Student responses not transferred to a scorable answer document will not be
scored. The scorable answer document should be
returned to the School Test Coordinator with other
used answer documents. Braille-written responses
must be returned with the scorable answer document to which responses were transferred. Braille
test booklets must be returned with other test
booklets. Both Braille and Transferred Answers
must be coded as accommodations on the answer
document.
x Large Print: The large-print edition is essentially
an enlarged version of the regular-print edition of
the test. All test items in the regular-print edition
of the answer document are included in the largeprint test booklet, though the page layout may vary
slightly. Students who use the large-print edition
mark their answers on the large-print test booklet.
The test administrator must transfer all scorable
information to a scorable answer document, including the answers to constructed-response
items. (See page 69.) The test administrator
should write “Transferred” on the top front cover
of the large-print test booklet, not on the answer
document. Student responses not transferred to a
scorable answer document will not be scored. The
large-print test booklets must be returned with
other test booklets. Both Large Print and Transferred Answers must be coded as accommodations
on the answer document. Do not photocopy the
large-print test booklet.
x Answers Recorded: If a student is unable to write
due to his or her disability, provisions must be
made for the test administrator to record the student’s answers on the scorable answer document.
Scribes and others supporting a student’s test taking must be neutral in responding to the student
during test administration. Assistance in test administration must not give away the answers. The
student’s responses must accurately represent the
student’s own choices. If a scribe is used, the
scribe must write exactly what the student dictates.
On the English Language Arts test, “Writing,” the
scribe must write exactly what the student dictates
on the rough draft. The student must then edit
what the scribe wrote. The scribe then must copy
the edited response to the final draft pages in the
answer document. Student responses not transferred to a scorable answer document will not be
scored. If both a student’s and a test administrator’s handwriting appear on the answer document,
only the student’s writing will be scored.
x Assistive Technology: Assistive technology may
include but is not limited to a computer, tape recorder, calculator, abacus, grip for a pencil, visual
magnification device, communication device,
mask or marker to maintain place, speech synthesizer, or an electronic reader or spellchecker
and/or dictionary. An electronic spellchecker
and/or dictionary may be used only during the
English Language Arts Writing test. An electronic
reader may not be used during the Reading, part 2
(grades 3–7), or the Reading Comprehension
(grade 9) tests. If the student records responses
on a computer or anything other than the
scorable answer document, the responses must
be transferred to a scorable answer document.
Student responses not transferred to a scorable answer document will not be scored. The answer
document must be coded for the accommodation
Transferred Answers. All documents, computer
disks, or other materials containing test items or
student responses must be returned to the School
Test Coordinator. The School Test Coordinator
also must verify that test items and student responses are removed from computer hard drives.
x Extended Time: Time on both the untimed and
the timed parts of iLEAP may be adjusted for
certain students, such as those who have short
attention spans or who may be unable to
concentrate for long periods of time on a given
task. The test administration time may have to be
altered considerably to allow for intermittent short
breaks during the testing period. Or it may be
determined appropriate to administer the test in a
number of short sessions. The time of day the test
is administered may be adjusted to a time more
beneficial to the student. These sessions,
however, must be completed within the allotted
test dates, including makeups. If testing is to be
continued on another day, the test administrator
sticky note, on the answer document where the
student stopped testing and monitor the testing that
follows to ensure that the student does not return
to previously attempted items.
x Communication Assistance: A test administrator
who is fluent in the signing or cuing modality routinely used by the student should be available to
repeat or clarify directions and sign portions of
the test if warranted by the student’s reading
level as documented on the IEP or Section 504
IAP and Data Validation form. The test should be
signed directly as written. The passages, questions, and answer options on the Reading, part
2 (grades 3–7), or the Reading Comprehension
(grade 9) tests cannot be signed or cued. However, the directions, which appear in this manual,
may be signed or cued. The test administrator
must exercise caution to avoid providing answers.
It is a breach of test security to provide signs or
cues that convey answers or to sign the Reading,
part 2, or the Reading Comprehension tests, which
results in an invalid score.
x Transferred Answers: If a student recorded answers in the test booklet or used braille, largeprint, or other technological assistive devices
documented on the student’s IEP or IAP and Data
Validation form, the test administrator must transfer the student’s responses onto a scorable answer
document exactly as the student wrote them and
write “Transferred” on the top front cover of the
document from which the answers were transferred, not on the answer document. Student responses not transferred to a scorable answer
document will not be scored. (See page 69.) If
19
both a student’s and a test administrator’s handwriting appear on the answer document, only the
student’s writing will be scored.
x Individual/Small Group Administration: Tests
may be administered to an individual or to a small
group of students (maximum, eight) who require
more attention than can be provided in a larger
classroom. If other selected accommodations affect the standard administration of the test (e.g.,
Tests Read Aloud), individual or small group administration must be used. Students being tested
in small groups must be seated an adequate distance apart to prevent copying.
x Tests Read Aloud: Students receiving this accommodation must have been provided this accommodation in classroom assessment. These students
may have portions of the tests read aloud with the
exception of the Reading, part 2 (grades 3–7),
or the Reading Comprehension (grade 9) tests,
which cannot be read aloud. Do not read aloud
the passages, questions, or answer options on this
test; however, the directions, which appear in this
manual, should be read aloud. When reading, the
test administrator must exercise caution to avoid
providing answers. It is a breach of test security to
provide signs or cues that convey answers or to
read aloud the Reading Comprehension test, which
results in an invalid score. (See Bulletin 118,
chapter 3.)
x Other: Any necessary accommodations may be
used but must be determined by the IEP Team or
Section 504 Committee and documented on the
student’s IEP or IAP and Data Validation form
and must not breach test security or invalidate the
meaning of the test score or the purpose of the test.
Examples of other accommodations include highlighting the task or verbs in the directions on the
test or assisting the student in tracking the test
items.
NOTE: All students may have directions repeated.
Repeated Directions is not an accommodation; do
not code it under Other.
20
STUDENTS WITH ONE OR MORE
DISABILITIES ACCORDING
TO SECTION 504
All students with one or more disabilities according
to Section 504 are to be tested. This designation must
be coded on each eligible student’s answer document. Students in this category will receive individual student reports, and their scores will be aggregated with those of regular education students. Test
accommodations are permitted for these students if
they are routinely provided in the students’ regular instructional and assessment program and if
the other conditions specified in the administrative guidelines for Students with Disabilities according to Section 504 of the Rehabilitation Act of
1973 are met. The School Test Coordinator must
submit the Data Validation form and IAP to the
District Section 504 Coordinator by the deadline
designated by the district. Test accommodations may
not be used if the IAP and Data Validation form
have not been submitted.
The Data Validation form must have been completed
for the student and signed by the teacher, the principal, the chairperson of the Section 504 Committee,
the District Section 504 Coordinator, and the School
Test Coordinator. The Data Validation forms may be
obtained by contacting the District Section 504 Coordinator or online at www.louisianaschools.net.
For testing, the Louisiana Department of Education
has adopted the definition of disability derived from
the regulations for Section 504 of the Rehabilitation
Act of 1973. For the definition and eligibility requirements, see Bulletin 118.
Test accommodations that are used must be coded on
students’ answer documents. Test accommodations
for students who qualify under Section 504 are the
same as those used by special education students.
They are explained on pages 18–20. Code Yes in
section R (section S for grade 9) on these students’
answer documents and code section S (section T for
grade 9) for test accommodations.
Gifted or talented students who also qualify under
Section 504 should be coded both as Special Education and as Section 504. An IAP and Data Validation
form must have been completed and submitted by the
district deadline for a gifted or talented student with
one or more disabilities according to Section 504 to
receive test accommodations. (See page 25 for coding directions.) Accommodations for these students
should be coded under Section 504.
DEAF AND HARD OF HEARING STUDENTS
The following considerations should be given when
administering the iLEAP to students who are deaf or
hard of hearing. Read these suggestions before administering the test.
The intent of the accommodations is to present the
instructions to students in a manner that will allow
them to demonstrate skills that have been acquired.
The signing modality routinely used in the students’
regular classrooms should be considered when administering these tests.
Physical Setting
x Students’ auditory listening devices should be in
good repair and used during the testing period.
x Students who depend primarily on lip reading
should be seated no more than ten feet from the
test administrator.
x The test is to be administered in a student’s usual
mode of communication.
x Be sure the room is well lighted, with the source
of light directed toward the test administrator; that
is, the test administrator should avoid standing in
front of windows or other sources of bright light.
x Be sure students are watching the test administrator during the delivery of all instructions.
x If portions of the test are signed, as warranted by a
student’s reading level and documented on the IEP
or IAP and Data Validation form, then the School
Test Coordinator may request transparencies of the
test from the District Test Coordinator, who requests these from the LDE Division of Student
Standards and Assessments. Transparencies of the
Reading, part 2, and the Reading Comprehension
tests are not allowed. All transparencies must be
returned to the District Test Coordinator with the
test booklets and answer documents. Transparencies are secure documents and must be returned to
the Division of Student Standards and Assessments.
be fingerspelled. Care should also be taken in the
use of nonmanual markers (facial expression, body
language, objects) that might reveal the answer to
the question.
x Test items should be signed exactly as written.
x A test administrator who is fluent in the signing
modality routinely used by a student should be
available to repeat or clarify directions and sign
portions of the test, with the exception of the
passages, questions, and answer options on the
Reading, part 2 (grades 3–7), or the Reading
Comprehension tests, which cannot be signed
or cued. A score obtained by signing these tests
would offer no information about a student’s
reading ability and thus be invalid.
LIMITED ENGLISH PROFICIENT (LEP)
STUDENTS
Refer to Bulletin 118, chapter 1, for the definition of
a Limited English Proficient student.
Test Administration Procedures for
Limited English Proficient (LEP) Students
All LEP students are to be tested. LEP students
qualify, however, for accommodations provided
they are used in the students’ regular instructional and assessment program. Code Yes in section P (section Q for grade 9) of these students’ answer documents and code test accommodations in
section Q (section R for grade 9).
A student may be classified as both LEP and special
education. In that case, code sections M and P (N and
Q for grade 9) for the classifications and code the
approved accommodations provided in testing in the
appropriate sections.
ALERT: Directions to the test, which appear in
this manual, may be translated from English by the
test administrator. The passages, questions, and
answer options, however, may not be translated.
Student responses also must be written in English;
they may not be translated into English. If the test
has been translated in any language, student scores
are not valid and may be voided.
Use of Signs and Fingerspelling
x Fingerspelling must not be used to administer
items that require students to demonstrate the skill
of spelling.
Use of the following accommodations will be
determined by the School Test Coordinator, the test
administrator, and the ESL teacher or other
individual providing language services:
x Signs must not be used when the sign would reveal the answer to the question. These words are to
21
Extended Time: Time on both the untimed and the
timed parts of iLEAP may be adjusted for certain
students who must process from one language to another. Language processing is extremely tiring; therefore, the test administration time may have to be altered considerably to allow for intermittent short
breaks during the testing period. Or it may be determined appropriate to administer the test in a number
of short sessions. Testing may also be stopped and
continued at a later time. The elapsed time must be
documented, and the test administrator must closely
monitor that test security is maintained. These sessions, however, must be completed within the allotted test dates, including makeups. If testing is to
be continued on another day, the test administrator
sticky note, on the answer document where the student stopped testing and monitor the testing that follows to ensure that the student does not return to previously attempted items.
Individual/Small Group Administration: Tests
may be administered to an individual or to a small
group (maximum, eight students) who require more
attention than can be provided in a larger classroom.
If other selected accommodations affect the standard
administration of the test (e.g., Tests Read Aloud),
individual or small group administration must be
used.
Provision of English/Native Language Word-toWord Dictionary (No Definitions): LEP students
may use either a standard or electronic English/native
language word-to-word dictionary (no definitions) on
all parts of the tests.
For the English Language Arts Writing test, students
may use an English/native language word-to-word
dictionary with definitions. Because all students
may use a dictionary on this test, this is not considered an accommodation. However, the English/native
language word-to-word dictionary with definitions
can be used only for the Writing test.
Test Administered by ESL Teacher or by
Individual Providing Language Services: Familiarity with the speech patterns of the ESL teacher or
the individual providing language services may help
the student understand the test directions or the portions of the test that are read aloud if the student receives the accommodation Tests Read Aloud.
Tests Read Aloud: Students receiving this accommodation must have been provided this accommodation in classroom assessment. These students may
have portions of the tests read aloud to them in
22
English with the exception of the Reading, part 2
(grades 3–7), and the Reading Comprehension
tests, which cannot be read aloud. Do not read
aloud the passages, questions, or answer options on
these tests; however, the directions, which appear in
this manual, should be read aloud. When reading, the
test administrator must exercise caution to avoid providing answers. It is a breach of test security to provide signs or cues that convey answers or to read
aloud the Reading, part 2, or the Comprehension test,
which results in an invalid score. (See Bulletin 118,
chapter 3.)
If these accommodations are used in testing, the appropriate section of the student’s answer documents
must be coded.
NOTE: All students may have directions repeated.
Repeated Directions is not an accommodation.
Bar-Code Labels
During a supervised session with the School Test
Coordinator before testing begins, the test administrator must affix all preidentified bar-code labels to
answer documents.
For students who do not receive preidentified labels,
single-document labels must be affixed to the answer
documents. An answer document without a barcode label is considered unused and will not be
scored.
EXCEPTION: Test administrators must not affix
single-document labels to answer documents for students enrolled in approved home study programs
who do not receive preidentified labels. These students’ answer documents, however, should be handcoded by the test administrator according to directions for answer documents with single-document
labels.
PREIDENTIFIED STUDENT
BAR-CODE LABELS
For iLEAP, the School Test Coordinator receives
sheets of preidentified labels for each identified
student in a grade, alphabetized according to the
student roster. All preidentified labels must be
affixed to answer documents.
During a supervised session with the School Test
Coordinator, the test administrator must
x affix labels to answer documents for all students
who will be testing, aligning the arrows at the top
of the label with the arrows on the answer document.
x check all labels for accuracy and report any incorrect information to the School Test Coordinator,
who can report this to the District Test Coordinator for corrections to the SIS database.
x also affix preidentified labels to answer documents
for students who have moved or are no longer in
the class and return these to the School Test Coordinator, who will forward them to the principal for
proper coding.
Do not mark on or discard any preidentified
labels for any reason.
Answer documents with preidentified labels must be
coded according to the instructions on page 24.
PREIDENTIFIED STUDENT BAR-CODE LABEL
^
ALIGN TOP OF LABEL
^
STUDENTLASTNAME, STUDENTFIRSTNAME
GRADE: 3
GENDER: X
DOB: 99/99/9999
__________________________________ BAR CODE __________________________________
SINGLE-DOCUMENT LABEL
S
^
ALIGN TOP OF LABEL
^
S
__________________________________ BAR CODE __________________________________
L510597100000105
999 BAYOU HIGH SCHOOL
999 PELICAN PARISH
i L E A P SINGLE-DOCUMENT LABEL
ANSWER DOCUMENTS WITHOUT
BAR-CODE LABELS—UNUSED ONLY
An answer document returned to the School Test
Coordinator without a bar-code label will be processed as an unused answer document. To be scored,
all answer documents must be returned with appropriate bar-code labels—except those for students
enrolled in approved home study programs. Answer
documents with hand-coded student identification
information but without bar-code labels cannot be
scored.
P510597300000107
STUDENTS ABSENT FROM TESTING
999 BAYOU SCHOOL
999 PELICAN PARISH
STATE ID: 999999999
iLEAP
SINGLE-DOCUMENT LABELS
For each student who does not receive a preidentified label, the test administrator must affix a singledocument label to the answer document. The test
administrator must hand-code the answer document
according to directions on page 24.
Preidentified or single-document labels must be affixed to the answer documents of students who were
enrolled but absent for both regularly scheduled and
makeup testing.
An Individual Student Report showing the student
did not take the test(s) will be produced. If the principal does not correctly code section T (section U for
grade 9), Accountability Data, a score of zero for the
test or tests that the student missed will be aggregated for the School Performance Score for the State
Accountability System.
23
Coding Answer Documents
with Preidentified Labels
Grades 3, 5, 6, and 7
Coding Answer Documents
with Single-Document Labels
Grades 3, 5, 6, and 7
As noted in the test administration directions students
are responsible for completing the following sections:
The test administrator must code the following sections
before testing:
B
Student’s Signature
A
Student’s Name
C
Test Administrator’s Name
F
Date of Birth
D
School Name
G
Social Security Number/State ID Number
E
District Name
I
Gender
H
TA Number
K
Calculator Use
As noted in the test administration directions, students
The test administrator should write the information for
sections C–E and H on the board for students to copy.
B
C
The test administrator must complete all applicable
following sections after testing:
D
School Name
E
District Name
M
Education Classification
H
TA Number
N
Special Education Exceptionality
J
Race/Ethnicity
O
Special Education Student Test Accommodation(s)
K
Calculator Use
P
Limited English Proficient Student
Q
Limited English Proficient Student Test
Accommodation(s)
R
Student with Disabilities According to Section 504
S
Test Accommodation(s) for Student with Disabilities
According to Section 504
M
U
Optional: Local Use
N
O
P
Q
Accommodation(s)
R
S
U
Optional: Local Use
The principal is responsible for completing, if applicable,
the following sections:
T
Accountability Data
sections C–E and H on the board for students to copy.
The test administrator must also complete the following
sections after testing:
The principal is responsible for completing the following
sections
24
L
School Lunch Status
T
Accountability Data
CODING THE DEMOGRAPHIC SECTION
FOR GRADES 3, 5, 6, and 7
Section A (Student’s Name). If a single-document
label is affixed to an answer document, the test administrator should print the student’s name in the
row of boxes above the grid, last name first, and
darken each corresponding circle. For each box left
blank, the corresponding blank circle should be darkened.
Section B (Student’s Signature). Students should
sign their names.
Section C (Test Administrator’s Name). Students
should complete sections C, D, and E. The test administrator should write this information, along with
his or her TA number, on the board for students to
copy.
Section D (School Name). Students should copy the
information.
Section E (District Name). Students should copy the
information.
Section F (Date of Birth). If a single-document label
is affixed to an answer document, the test administrator should fill in the boxes and corresponding circles before testing. Dates before 10 should be entered
as a two-digit number, e.g., 08.
Section G (Social Security Number/State ID
Number). If a single-document label is affixed to an
answer document, the test administrator should print
the student’s social security number in the boxes and
darken the appropriate circles before testing. If a
student does not have a social security number, the
nine-digit state identification number that begins
with “9” should be entered and the appropriate
circles darkened.
Section H (TA Number). Students will be instructed
to code this number. After testing, the test administrator must verify that the number on each answer
document is correct and coded accurately.
Section I (Gender). If a single-document label is
affixed to an answer document, the test administrator
should darken the appropriate circle on the answer
document before testing.
Section J (Race/Ethnicity). If a single-document
label is affixed to an answer document, the student
document.
Section K (Calculator Use). For the Math test only,
students should darken the appropriate circle as directed during testing.
Section L (School Lunch Status). Before testing
begins, the principal should code this section on answer documents with single-document labels only.
All personnel involved in testing should be aware
that this is confidential information.
Section M (Education Classification). The test administrator should darken the appropriate circle on
the answer document.
Section N (Special Education Exceptionality). The
test administrator should darken one circle only. If
there is more than one exceptionality, the circle for
the primary disabling condition should be darkened.
Only the exceptionality listed on the Program/
Services page of the student’s Individualized
Education Program (IEP) is acceptable.
Section O (Special Education Student Test
Accommodation[s]). This section is to be coded
after testing is completed. The test administrator
should indicate any accommodations that were used
in testing. More than one circle may be darkened.
Accommodations may be used as needed by any special education student, regardless of the special education exceptionality. Test accommodations should
not be different from or in addition to the accommodations provided in classroom instruction and assessment as indicated on the IEP.
Section P (Limited English Proficient Student).
The test administrator should complete section P for
all students. If section P is coded Yes, the test administrator must also code section Q.
Section Q (Limited English Proficient Student
Test Accommodation[s]). This section is to be completed after testing is completed. The test administrator should indicate any accommodations that were
used in testing. More than one circle may be darkened. Test accommodations should not be different
from or in addition to the accommodations provided
in classroom instruction and assessment.
Section R (Student with Disabilities According to
Section 504). The test administrator should complete
section R for all students. If section R is coded Yes,
the test administrator must also code section S.
Section S (Test Accommodation[s] for Student
with Disabilities According to Section 504). This
section is to be coded after testing is completed. The
test administrator should indicate any accommodations that were used in testing. More than one circle
25
may be darkened. Accommodations are not permitted
unless they are provided in classroom instruction and
assessment, they are documented in the student’s
Section 504 IAP, and a Data Validation form has
been submitted to the District Section 504 Coordinator by the date designated by the district. Test accommodations are the same as those listed for special
education students.
NOTE: A gifted or talented student may have Section 504 accommodations. In that case, sections M,
N, O, Q, and R would be coded. Section O would be
coded No Accommodations.
26
Section T (Accountability Data). This section must
be coded by the principal.
Section U (Optional: Local Use). This ten-digit
field is provided for district use. If used, coding directions will be provided by the District Test Coordinator.
Sample Grade 3 Answer Document
27
28
Coding Grade 9
Answer Documents
with Preidentified Labels
Coding Grade 9
Answer Documents
with Single-Document Labels
The test administrator must code the following sections
before testing:
As noted in the test administration directions students
B
A
Student’s Name
C
F
Date of Birth
D
School Name
G
Social Security Number/State ID Number
E
District Name
J
Gender
I
TA Number
L
Calculator Use
As noted in the test administration directions, students
sections C–E and I on the board for students to copy.
B
C
The test administrator must complete all applicable
following sections after testing:
D
School Name
E
District Name
I
TA Number
K
Race/Ethnicity
L
Calculator Use
N
O
P
Q
R
Accommodation(s)
S
T
V
Optional: Local Use
The principal is responsible for completing, if applicable,
the following sections:
H
Enrolled Grade
U
Accountability Data
sections C–E and I on the board for students to copy.
The test administrator must also complete the following
sections after testing:
N
O
P
Q
R
Accommodation(s)
S
T
V
Optional: Local Use
The principal is responsible for completing the following
sections
H
Enrolled Grade
M
School Lunch Status
U
Accountability Data
29
CODING THE DEMOGRAPHIC SECTION
FOR GRADE 9
Section A (Student’s Name). If a single-document
label is affixed to an answer document, the test administrator should print the student’s name in the
row of boxes above the grid, last name first, and
darken each corresponding circle. For each box left
blank, the corresponding blank circle should be darkened.
Section B (Student’s Signature). Students should
sign their names.
Section C (Test Administrator’s Name). Students
should complete sections C, D, and E. The test administrator should write this information, along with
his or her TA number, on the board for students to
copy.
Section D (School Name). Students should copy the
information.
Section E (District Name). Students should copy the
information.
Section F (Date of Birth). If a single-document label
is affixed to an answer document, the test administrator should fill in the boxes and corresponding circles before testing. Dates before 10 should be entered
as a two-digit number, e.g., 08.
Section G (Social Security Number/State ID
Number). If a single-document label is affixed to an
answer document, the test administrator should print
the student’s social security number in the boxes and
darken the appropriate circles before testing. If a
student does not have a social security number, the
nine-digit state identification number that begins
with “9” should be entered and the appropriate
circles darkened.
Section H (Enrolled Grade). This section must be
coded by the principal.
Section I (TA Number). Students will be instructed
to code this number. After testing, the test administrator must verify that the number on each answer
document is correct and coded accurately.
Section J (Gender). If a single-document label is
affixed to an answer document, the test administrator
document before testing.
Section K (Race/Ethnicity). If a single-document
label is affixed to an answer document, the student
document.
30
Section L (Calculator Use). For the Math test only,
students should darken the appropriate circle as directed during testing.
Section M (School Lunch Status). Before testing
begins, the principal should code this section on answer documents with single-document labels only.
All personnel involved in testing should be aware
that this is confidential information.
Section N (Education Classification). The test administrator should darken the appropriate circle on
the answer document.
Section O (Special Education Exceptionality). The
test administrator should darken one circle only. If
there is more than one exceptionality, the circle for
the primary disabling condition should be darkened.
Only the exceptionality listed on the Program/
Services page of the student’s Individualized
Education Program (IEP) is acceptable.
Section P (Special Education Student Test
Accommodation[s]). This section is to be coded
after testing is completed. The test administrator
should indicate any accommodations that were used
in testing. More than one circle may be darkened.
Accommodations may be used as needed by any special education student, regardless of the special education exceptionality. Test accommodations should
not be different from or in addition to the accommodations provided in classroom instruction and assessment as indicated on the IEP.
Section Q (Limited English Proficient Student).
The test administrator should complete section Q for
all students. If section Q is coded Yes, the test administrator must also code section R.
Section R (Limited English Proficient Student
Test Accommodation[s]). This section is to be completed after testing is completed. The test administrator should indicate any accommodations that were
used in testing. More than one circle may be darkened. Test accommodations should not be different
from or in addition to the accommodations provided
in classroom instruction and assessment.
Section S (Student with Disabilities According to
Section 504). The test administrator should complete
section S for all students. If section S is coded Yes,
the test administrator must also code section T.
Section T (Test Accommodation[s] for Student
with Disabilities According to Section 504). This
section is to be coded after testing is completed. The
test administrator should indicate any accommodations that were used in testing. More than one circle
may be darkened. Accommodations are not permitted
unless they are provided in classroom instruction and
assessment, they are documented in the student’s
Section 504 IAP, and a Data Validation form has
been submitted to the District Section 504 Coordinator by the date designated by the district. Test accommodations are the same as those listed for special
education students.
NOTE: A gifted or talented student may have Section 504 accommodations. In that case, sections O, P,
Q, S, and T would be coded. Section R would be
coded No Accommodations.
Section U (Accountability Data). This section must
be coded by the principal.
Section V (Optional: Local Use). This ten-digit
field is provided for district use. If used, coding directions will be provided by the District Test Coordinator.
31
Sample Grade 9 Answer Document
32
33
DIRECTIONS FOR ADMINISTERING THE TESTS
General Information for ALL Tests
Student Marking/Erasing on Answer Document
These general rules for coding and marking answer
documents must be followed for accurate scoring and
reporting:
1. Students must use no. 2 pencils. Answers marked
or written with anything but a no. 2 pencil cannot
be scored. Test administrators should have an
adequate supply of sharpened no. 2 pencils with
good erasers for the students testing (two for
each student are suggested), plus plenty of extras.
2. Students must make heavy, dark marks that completely fill in the circles they mark.
ACCEPTABLE
UNACCEPTABLE
3. Students must make complete, clean erasures if
they change answers.
34
4. Students may write in their test booklets for all
parts of the iLEAP text except Math, part 1,
Estimation for grades 3 through 7. Grade 9 does
not have Estimation.
5. Test administrators should periodically check
during testing to ensure that students do not
become careless in their marking. If necessary,
caution the students individually, “Be careful
about marking your answers in the correct
part of the answer document.”
Reading Directions to Students
Directions for test administrators to read to students
are printed in boldface. This text must be read aloud
word for word. Directions that are not boldface are
for the test administrator and should not be read
aloud. Test administrators must also read aloud the
Writer’s Checklist.
Special Instructions
An arrow symbol () indicates when test administrators are supposed to do something, such as distribute calculators.
Directions for Administering iLEAP: Grades 3, 5, 6, and 7
Table of Contents
Monday: Math ............................................................................................................................................. 36
Math: Parts 1 and 2 .......................................................................................................................................... 36
Math Answer Documents—Distributing and Coding ......................................................................... 36
Math Test Booklets—Distributing and Directions for Testing ........................................................... 37
Math: Parts 3 and 4 .......................................................................................................................................... 39
Tuesday: English Language Arts ............................................................................................................... 43
English Language Arts: Writing and Using Information Resources ............................................................... 43
English Language Arts Test Booklets and Answer Documents—
Distributing and Directions for Testing ............................................................................................... 43
Wednesday: English Language Arts ......................................................................................................... 47
English Language Arts: Reading Parts 1 and 2 and Language ........................................................................ 47
Distributing and Directions for Testing ................................................................................................. 47
Reading, Part 1 ...................................................................................................................................... 47
Reading, Part 2 ...................................................................................................................................... 48
Language ............................................................................................................................................... 49
Thursday: Science ........................................................................................................................................ 51
Friday: Social Studies .................................................................................................................................. 53
35
iLEAP: Grades 3, 5, 6, and 7
Monday: Math
MATH: PARTS 1 AND 2
Math Answer Documents—
Distributing and Coding
The first two parts of the Math test are timed. The
prescribed times must be strictly observed.
Before beginning the first part of the iLEAP Math
test, you (test administrator) should have:
x affixed a label to each student’s answer document.
x coded student information on each answer
document according to the appropriate directions
for coding.
x verified that the test booklets and the answer
documents are for the appropriate grade.
Write your name (test administrator’s name), the
school name, and the district name (sections C–E on
page 1 of the answer document) on the board. To the
right of your name, write “TA Number,” followed by
the three-digit TA number assigned to you by the
School Test Coordinator.
Distribute the answer document and two no. 2
pencils with good erasers to each student.
Begin by saying:
During the next five days, you will take the
iLEAP test. Today you will code your
answer document and take all four parts of
the Math test. Tomorrow and Wednesday,
you will take the English Language Arts test.
On Thursday, you will take the Science test
and on Friday, the Social Studies test.
I have given you an answer document. Mark
all your answers on the answer document
with the pencils you have been given. Do not
open the answer document or write anything
on it until I tell you.
Then say:
Now look at page 1 of your answer document.
On the top left side, there should be a barcode label. Most of you should see your name
printed on it. Read the label and raise your
hand if you find any mistakes. Do not make
any marks on the label.
PAUSE. Make note of any errors reported for the
School Test Coordinator. If a student received the
wrong answer document and the other student is not
in the testing group, contact the School Test
Coordinator immediately. Do not allow the student to
test at this time.
Then say:
If the label does not have your name on it,
check section A to be sure your name has
been hand-coded correctly. (PAUSE.)
Now look at the Student’s Signature line,
section B. Sign your name on this line. Write
your first name and then your last name.
PAUSE. Students may print or write in cursive.
Then say:
Now look at sections C, D, and E. Print my
name on line C, which reads Test
Administrator’s Name. On line D, print the
school name, and on line E, print the district
name. All of these names are written on the
board for you to copy.
Point to this information on the board. When students
have finished copying the information, say:
Now look at section H, TA Number. In the
boxes at the top, print my TA number. (State
your three-digit number TA number, then
PAUSE.) Then darken the correct circle
below each number in each column.
Demonstrate on the board how to properly darken the
circles if you feel it is necessary. Assist students who
raise their hands.
36
Students with preidentified labels on their answer
documents should not code sections A, F, G, I, and J;
this information is in the bar code.
However, students with single-document labels on
their answer documents must code section J, Race/
Ethnicity.
If any students in your testing group have singledocument labels, say:
If your answer document has been handcoded in section A, find section J, Race/
Ethnicity, and darken the correct circle.
When the first page of the answer document has been
properly coded, say:
Keep your answer documents closed, lay
down your pencils, and sit quietly while I
pass out the test booklets. Do not open your
test booklet or answer document until I tell
you.
Math Test Booklets—Distributing
and Directions for Testing
Distribute a test booklet to each student.
NOTE: Do not distribute calculators to students for
part 1 (except for special education students whose
IEP and Section 504 students whose IAPs and Data
Validation forms specify calculator use).
Then say:
I have given you an iLEAP test booklet. On
the front cover, in the box at the top of the
page, print your last name, your first name,
and your middle initial.
PAUSE. Circulate to ensure all students have written
their names on their test booklets. Then say:
x break a seal on my test before I am
x
x
x
x
x
x
x
instructed to do so;
give or receive help during the test;
look ahead or return to previous test
sessions;
use notes, books, or other aids, including
cellphones and other electronic devices;
do not follow the instructions given;
cause a disturbance of any kind;
remove test materials or notes from the
room; or
discuss the test questions at any time with
anyone.”
When students have completed signing the
agreement, say:
Listen carefully to all directions.
There are four parts of the Math test, three
with multiple-choice questions and one with
constructed-response questions.
If calculators will be used in testing, say:
You may not use a calculator for part 1, but
you may use a calculator for parts 2, 3, and 4.
Then say:
Before you begin each test part, I will read the
directions to you. Now you will take the first
part of the Math test.
Open your test booklet to page 1 (PAUSE.)
This page contains the directions for Math,
part 1. Read the directions on this page to
yourself while I read them aloud. They say:
Open your test booklet to the first page.
(PAUSE.)
“This is a test of your skill in estimating
answers to math problems.
On this page, you will see a student
agreement form. Read it silently while I read
it aloud and then sign your name on the line
and lay your pencil down.
“Four possible answers are given for each
problem. Estimate the answer to each problem
in your head. No scratch work is allowed.
“I understand that I may receive a zero on
this test if I:
“Choose the answer that is the best estimate of
the exact answer. Do not spend too much time
on any one problem, or you will not finish all
the problems.
37
“Remember, estimate. Do not try to compute
exact answers. On your answer document,
find the row of answer spaces numbered the
same as the question. Fill in the answer space
for the best estimate.
“The samples on this page show you what the
problems are like and how to mark your
answers.”
Then say:
Now look at the first sample problem, S1.
(PAUSE.) When estimating the sum of 13
plus 49, think, “13 + 49 is about the same as
10 + 50, which is 60.” Since the closest
estimate of 13 + 49 is 60, the second answer
space, B, has been filled in for problem S1.
Look at S2, the second sample problem.
(PAUSE.) Estimate the cost of 4 batteries at
$1.84 each. Think, “$1.84 is about the same
as $2, and 2 × 4 is 8.” Since the answer is
about $8, answer space B, the second answer
space, has been filled in for problem S2.
Look at the third sample problem, S3.
(PAUSE.) Estimate the product of 11 times
21. Think, “11 × 21 is a little more than
10 × 20, which is 200.” Since the answer is
between 200 and 300, the third answer space,
C, has been filled in for problem S3.
Remember, you are to estimate the answers
to each problem, not work them in your test
booklet. It is very important that you do not
waste time. You will have exactly 3 minutes
to work on this part of the test. Unless you
estimate the answers to the problems, you
will not be able to finish before time is called.
Work as rapidly as you can, but don’t worry
if you do not finish. If you do finish early, you
may check your work on part 1, but do not
look at other parts of the booklet. Remember,
do not make any marks on the test booklet.
Are there any questions about the directions?
Then say:
Open your answer document to page 3 and find
the section for Math, part 1.
Now open your test booklet to page 2. (PAUSE.)
You may begin.
Start your stopwatch or note the time on your
wristwatch or clock and write it in the table.
Start time
:
Add 3 minutes
:03
Stop time
:
At the end of exactly 3 minutes, say:
May I have your attention? Lay down your
pencils. Do not continue working. Close your
answer document and test booklet and place
your test booklet on top of your answer
document.
Allow students a minute or two to relax before
beginning the next part.
If your students will be using calculators,
distribute them at this time.
When the students are ready to begin, say:
Now we are ready to take part 2 of the Math
test. Open your answer document to page 3
and find the section for Math, part 2.
(PAUSE.)
Open your test booklet to page 3. This page
contains the directions for part 2 of the Math
test. (PAUSE) Read the directions on this page
to yourself while I read them aloud. They say:
“This is a test of your math knowledge and of
your ability to solve math problems using
information from stories, graphs, and tables.
“Four answers are given for each problem.
Choose the answer you think is better than the
others.
Answer any questions about the directions.
38
“Then, on your answer document, find the
row of answer spaces numbered the same as
the question. Fill in the answer space for the
best answer.
problems are like and how to mark your
answers.”
Then say:
Now look at the graph so you can use it to
answer the first two sample questions.
(PAUSE.)
Now read the first sample problem, S1.
(PAUSE.) What is the right answer for this
problem? (PAUSE for reply.) Yes, the second
answer, “5,” is the correct answer because
there are 5 books in the row marked
“Children.” Notice that answer space B has
been filled in for problem S1 to show that the
second answer is the correct one.
Now read S2, the second sample problem.
problem? (PAUSE for reply.) Yes, the third
answer, “4,” is the correct answer. Notice
that the third answer space, C, has been filled
in for problem S2 to show that the third
answer is the correct one.
Now read the third sample problem, S3.
problem? (PAUSE for reply.) Yes, the third
answer, “How long the path was,” is the
correct answer. Notice that the third answer
space, C, has been filled in for problem S3 to
show that the third answer is the correct one.
Now read the fourth sample problem, S4.
(PAUSE.) Which number is less than 7?
(PAUSE for reply.) Yes, the first number, 6, is
less than 7. So space A has been filled in for
problem S4.
You will have 22 minutes for part 2. If you
finish early, do not go on to part 3. You may
check your work on part 2, but do not look at
the other tests in the booklet. If you have any
questions, raise your hand and I will help you
after the others have begun.
You may use your calculator or work the
problems in your test booklet.
Then say:
Now turn to page 4. You may begin.
Start time
:
Add 22 minutes
:22
Stop time
:
Circulate among the students, checking to make sure
that they are marking their answer documents
properly. Take note that the day indicator bars on the
outside edge of the pages in the answer document
and the test booklet say Day 1.
document.
MATH: PARTS 3 AND 4
Parts 3 and 4 of the Math test are untimed. Students
should be allowed adequate time, in accordance with
administrative guidelines, to complete these parts of
the test.
Say:
Sit quietly while I pass out the Math
Reference Sheets (for grade 5 only:
protractors) and rulers. Do not open your
you.
Distribute a Math Reference Sheet and one of the
provided rulers (and for grade 5 only, a protractor) to
each student.
39
Then say:
Open your answer document to page 3 and
find the section for Math, part 3. (PAUSE.)
Though this is not a timed test, you probably
will need about
Now open your test booklet to page 11.
(PAUSE.) Read the directions on this page to
(grades 3 and 5)
(grades 6 and 7)
“This is a test of your math knowledge and
your ability to solve math problems.
“Four answers are given for each question.
Choose the answer you think is better than
the others.
the question. Fill in the space of the answer
you think is better than the others.
“You may write in your test booklet, but you
must mark your answers on your answer
document.
“You may review your answers in this part of
the test but do not work on any other part.”
Be careful about placing your answers in the
correct place on the answer document and
about cleanly erasing any changed answers.
If you accidentally mark answers in a wrong
place, tell me after the testing session has
ended.
As you need to, use your ruler (for grade 5
only: and your protractor) and refer to the
information on your Math Reference Sheet.
You may write in your test booklet, but do
not write on the rulers or Math Reference
Sheets.
If calculator use is allowed, say:
You may use a calculator for this part.
one hour
one hour, fifteen minutes
to work on this part.
You may begin.
Allow students to work at their own pace. Move
about the room to be sure students are marking
answers in the correct place on the answer document.
Check the day indicators on the test booklets to
ensure students are in the right section.
After approximately one hour for grades 3 and 5 or
one hour and fifteen minutes for grades 6 and 7, walk
quietly through the testing area to determine whether
nearly all students have completed the test.
When nearly all have finished, say:
test booklet and place it on top of your
answer document.
Most of you have completed part 3 of the
Math test. If you have not finished, you will
be given more time later.
You will not need your test booklets for part 4
of the Math test.
Open your answer document to page 4.
“Write your answers to questions
(grades 3 and 5)
(grades 6 and 7)
51 and 52
61 and 62
in the spaces provided.
40
“These questions have more than one part.
Show all of the work you do to find your
answers. Even if you cannot answer all parts,
answer as many as you can. You may still get
points for answering part of a question. Be
sure to write clearly.
(If calculator use is allowed, say:)
“You may use a calculator.”
As you need to, use your ruler (for grade 5
only: and your protractor) and refer to the
information on your Math Reference Sheet.
You may write in your test booklet, but do
not write on the rulers (for grade 5 only: or
protractors) or Math Reference Sheets.
Then say:
will need about
(grade 3)
20 minutes
(grades 5, 6, and 7) 30 minutes
You may begin.
answers in the correct place on the answer document.
After approximately 20 minutes for grade 3 or 30
minutes for grades 5, 6, or 7, walk quietly through
the testing area to determine whether nearly all
students have completed the test.
answer document and test booklet.
On page 1 of your answer document, find
section K, Calculator Use. (PAUSE.) If you
used a calculator on the Math test, darken
the circle next to Yes. If you did not use a
calculator, darken the circle next to No. Then
place your test booklet on top of your answer
document.
When students have finished coding section K, say:
If you have not finished part 3 or 4 of the
Math test or if you accidentally marked
answers in a wrong place, raise your hand.
(PAUSE.) Everyone remain seated until I
dismiss you.
If students tell you they marked answers in a wrong
place on the answer document, refer to page 6 of this
manual.
Collect test booklets, answer documents, Math
Reference Sheets, and rulers (and protractors for
grade 5) from students who completed all four parts
of the Math test.
Collect calculators if they were used.
Count the test booklets and answer documents
before dismissing students. The count must
correspond to the number of students in the testing
group.
Check all rulers (protractors for grade 5) and
Math Reference Sheets for any writing or marks. If
any have been marked on, separate and give them to
the School Test Coordinator to be destroyed. The
others may be returned to the students.
For students who did not complete parts 3 or 4 of the
Math test, the School Test Coordinator will have
determined the location for extended testing. To
ensure test security, students who have not
completed these tests should complete them before
interacting with other students.
If students are moved to another location, gather all
materials before moving and reissue them in the new
location. Test security must be maintained during
movement of the students and test materials. If
students are not moved, they should continue testing
after those who have completed the test are
41
dismissed. Students in the extended-testing group
should be monitored to ensure they do not return to
timed parts, a previously completed part, or look
ahead. Students should turn in testing materials when
they are finished and follow the procedure for
dismissal that has been established by the School
Test Coordinator.
On each used answer document, verify that
section H, TA Number, was coded accurately by the
student.
42
If students were absent the day of the Math test,
record those students’ names, answer document
security numbers, and test booklet security numbers
and give this information to the School Test
Coordinator. Place the test booklets and answer
documents for students who were absent and need to
make up testing on top of all used answer
documents. (See page 69.)
All secure materials must be returned to the School
Test Coordinator immediately after testing.
Tuesday: English Language Arts
ENGLISH LANGUAGE ARTS: WRITING
AND USING INFORMATION RESOURCES
x look ahead or return to previous test
Before beginning the first part of the English
Language Arts test, you (test administrator) should
have received a Writer’s Checklist and the test
administrator’s copy of the appropriate writing topic.
These tests are untimed. Students should be allowed
adequate time, in accordance with administrative
guidelines, to complete them.
x
English Language Arts Test Booklets
and Answer Documents—Distributing
Distribute dictionaries and thesauruses to students
who wish to use them.
Distribute to each student his or her own test
booklet and answer document and two no. 2 pencils
with good erasers. Make sure each student receives
the test booklet and answer document with his or her
name on it.
For students who were absent for the first day of
testing, supervise the coding of all necessary
information on their answer documents (see page 36)
and pay extra attention to ensure they begin at the
proper place in the test booklet and answer
document.
Begin by saying:
Today you will take the iLEAP English
Language Arts Writing and Using
Information Resources tests. Make sure your
name is on the front cover of the test booklet
and the answer document. (PAUSE.)
Then say:
Remember that you may receive a zero on
this test if you:
x break a seal on your test before you are
x
x
x
x
x
sessions;
room; or
anyone.
Then say:
Sit quietly as I pass out a Writer’s Checklist
to each of you. Do not write on the checklists.
Distribute a Writer’s Checklist to each student.
The Writer’s Checklist is yellow for grade 3 and pale
green for grades 5, 6, 7, and 9.
Then say:
Read along silently as I read the checklist to
you.
Using your copy of the Writer’s Checklist, read
aloud the entire text on both sides.
Then say:
Now turn to page 25 in your test booklet.
yourself while I read them aloud.
“This is a test of how well you can write a
composition.
“Before you begin the test, [I] will read the
instructions to you.
“This test consists of a prompt for which you
will write a composition.
“You may review your work in this test but
do not work on any other part.”
43
Then say:
There is a paper seal on the outside edge of
the page. Place your pencil under the seal
and carefully pull the pencil outward to tear
open the seal. Do not turn the page until I tell
you to.
When all students have successfully broken the seal,
say:
Now turn to page 26. Read along silently as I
read the page aloud.
Using your copy of the writing topic, read the
entire page aloud.
Then say:
PAUSE. Answer any questions about the directions.
ALERT: The test administrator may not discuss the
writing topic with students.
Then say:
Open your answer document to page 8 (all
grades). (PAUSE.)
This is where you will write the final draft of
your composition. You may either print or
write in cursive. Your writing must be
readable, and you must write with the pencils
you have been given. You may use
dictionaries and thesauruses on this part of
the test only. You may check over your work
in this part but do not work on any other
part. When you are finished, close your test
booklet and answer document and sit quietly
or read silently.
will need about
(grade 3)
(grades 5, 6, and 7)
45 minutes
60 minutes
You may begin.
Allow students to work at their own pace. Check the
day indicators on the test booklet to ensure students
are in the right section.
44
After approximately 45 minutes for grade 3 or an
hour for grades 5, 6, and 7, walk quietly through the
testing area to determine whether nearly all students
have completed the test.
document.
Most of you have completed the Writing test.
If you have not finished, you will be given
more time later.
We will now take a short stretch break.
At this point, you should allow a stretch break of no
more than five minutes. Be sure students leave the
test materials (pencils, Writer’s Checklists, test
booklets, and answer documents) on their desks and
do not discuss or show each other their work.
Students should be encouraged to sharpen pencils
and use the restroom as necessary during breaks.
At the end of the break, have the students return to
their seats.
Collect all dictionaries and thesauruses before
beginning the Using Information Resources test.
Collect all Writer’s Checklists. If they have not
been written on, return them to students at the end of
the testing day. If they have been written on, return
them to the School Test Coordinator.
Begin the Using Information Resources test by
saying:
grades).
PAUSE. Then say:
Open your test booklet to page 31. (PAUSE.)
Read the directions on this page to yourself
while I read them aloud.
“This is a test of your ability to use
information resources. All questions are
multiple choice.
“This test has several resources followed by
questions.
the others.
document.
“You may review your answers in this test
but do not work on any other part.”
Then say:
Turn to page 32 in the test booklet. (PAUSE.)
Read the introduction at the top of page
silently as I read it aloud.
“In this test, you are asked to look at some
reference materials and then use the
materials to answer the questions on pages
(grade 3)
(grade 5)
(grade 6)
(grade 7)
40 and 41
42 through 44
41 and 42
42 through 44”
The research topic, information sources, and
the page numbers where you can find the
sources are printed on this page. Read over
the topic and list of sources. Look up when
you are finished reading.”
When all students have looked up, say:
Now read silently as I read aloud the
directions at the bottom of the page.
“Skim pages
(grade 3)
(grade 5)
(grade 6)
(grade 7)
33 through 38
33 through 40
33 through 39
33 through 40
to become familiar with the information
contained in the sources. Remember that
these are reference sources, so you should not
read every word in each source. Once you
have skimmed the sources, answer the
questions on pages
(grade 3)
(grade 5)
(grade 6)
(grade 7)
40 and 41
42 through 44
41 and 42
42 through 44
Use the information sources to answer the
questions. As you work through the
questions, go back and read the parts that
will give you the information you need. Mark
your answers on page 10 (all grades) of your
answer document.”
When you are finished, close your test
booklet, place it on top of your answer
document, and sit quietly or read silently.
Then say:
will need about 40 minutes (all grades) to
work on this part.
You may begin.
answers in the correct section on the answer
document.
After about 40 minutes, walk quietly through the
document.
If you have not finished today’s tests or if you
accidentally marked answers in a wrong place,
raise your hand. (PAUSE.) Everyone remain
seated until I dismiss you.
manual.
45
For students who completed these tests, collect test
booklets and answer documents from each student
individually.
group.
For students who did not complete the day’s tests,
the School Test Coordinator will have determined the
location for extended testing. To ensure test security,
students who have not completed these tests should
46
dismissed. Students should turn in testing materials
when they are finished and then follow the procedure
for dismissal that has been established by the School
Test Coordinator.
If students were absent for the English Language
Arts Writing and Using Information Resources tests,
All secure materials, including your copy of the
writing topic, must be returned to the School Test
Coordinator after testing.
Wednesday: English Language Arts
ENGLISH LANGUAGE ARTS: READING,
PARTS 1 AND 2, AND LANGUAGE
x remove test materials or notes from the
The Reading, parts 1 and 2, and Language tests are
timed. The prescribed times must be strictly
observed.
Students who were absent the first day of the English
Language Arts test administration should take the
Writing and Using Information Resources tests on
the day they return. The English Language Arts test
must be administered over a two-day period, and all
parts must be administered in sequential order.
x
English Language Arts Test Booklets and Answer
Documents—Distributing and Directions for
Testing
name on it.
Reading, Part 1
Begin by saying:
Today you will complete the iLEAP English
Language Arts test. Make sure your name is
on the front cover of your test booklet and
answer document. (PAUSE.)
Do not open your test booklet or answer
document until I tell you.
this test if you:
x
x
x
x
x
sessions;
room; or
anyone.
Then say:
You may write in your test booklet but be sure
to mark all your answers in the answer
document with the pencils you have been
given. Be careful about placing your answers
in the correct place on the answer document
and about cleanly erasing any changed
answers. If you accidentally mark answers in a
wrong place, tell me after the testing session
has ended.
grades) and find the section for Reading, part
1. (PAUSE.)
When students have located the correct section in the
answer document, say:
Now open your test booklet to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
43
47
45
47
yourself while I read them aloud. The
directions say:
“This is a test about words and their
meanings.
“For each question, you are to decide which
one of the four answers has most nearly the
same meaning as the underlined word above
it.
the question. Fill in the answer space that has
the same letter as the answer you picked.
47
“The sample on this page shows you what the
questions are like and how to mark your
answers.”
Now read the sample question. What is the
right answer to the sample question? (PAUSE
for reply.) Yes, answer D, “look,” is correct
because “peek” means “look.” Notice that the
fourth answer space, D, has been filled in for
question S to show that D is the correct
answer. (PAUSE.) Does everyone
understand? (PAUSE.)
You will have 5 minutes for this part of the
test. If you finish early, you may go back over
your work, but do not look at any other tests
in the booklet. If you have any questions,
raise your hand and I will help you after the
others have begun.
and carefully pull the pencil outward.
say:
Now turn to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
44
48
46
48
document.
beginning the next part of the test.
Reading, Part 2
NOTE: Both parts of the Reading test must be given
for students to obtain a Reading score.
ALERT: For special education, Section 504, and
LEP students whose accommodation is Tests Read
Aloud or Communication Assistance, do not read
aloud, sign, or translate part 2 of the Reading test
except for the directions, which appear in this
manual.
When all students are ready to begin, say:
Now we are going to take the second part of
the Reading test.
grades) and find the section for Reading, part
2. (PAUSE.)
(PAUSE.) Does everyone have the right
place? (PAUSE.) You may begin.
Start time
:
Add 5 minutes
:05
Stop time
:
properly.
(grade 3)
(grade 5)
(grade 6)
(grade 7)
45
49
47
49
“This is a test of how well you understand
what you read.
“This test consists of reading passages followed
by questions.
“Read each passage and then answer the
questions.
You are to choose the answer that you think is
better than the others.
48
“Then, on your answer document, find the row
of answer spaces numbered the same as the
question. Fill in the answer space for the best
answer.
beginning another test.
Language
When all students are ready to begin, say:
“The sample on this page shows you what the
answers.”
Now we are ready to begin the Language test.
grades) (PAUSE.)
Now read the sample reading selection and
the question. (PAUSE.) What is the right
answer to the sample question? (PAUSE for
reply.) Yes, answer C, “To look for Julie,” is
correct, so the third answer space, C, has
been filled in for question S.
You will have 25 minutes for this test. If you
finish early, you may go back over your work
in part 2, but do not look at any of the other
tests in the booklet. If you have any
questions, raise your hand and I will help you
after the others have begun.
Now turn to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
(grade 3)
(grade 5)
(grade 6)
(grade 7)
53
57
55
57
in your test booklet. (PAUSE.) Read the
directions on this page to yourself while I
read them aloud. They say:
“This is a test of how well you can find
mistakes in writing. The directions at the top
of each page tell what type of mistake to look
for.
“On the pages with mistakes in spelling,
capitalization, and punctuation, choose the
answer with the same letter as the line
containing the mistake.
46
50
48
50
in your test booklet. (PAUSE.) Does everyone
have the right place? (PAUSE.) You may
begin.
Start time
:
Add 25 minutes
:25
Stop time
:
properly.
document.
“On the pages with mistakes in usage and
expression, choose the answer with the same
letter as the line containing the mistake, or
choose the word, phrase, or sentence that is
better than the others.
“When there is no mistake or no change
needed, choose the last answer.
answers.”
Now look at the first sample question, S1, and
see if you can find a mistake in spelling.
(PAUSE.) What mistake did you find?
(PAUSE for reply.) Yes, the word “larger” is
misspelled, so answer space A has been filled
in for question S1.
Now look at the second sample question, S2.
Look for a mistake in capitalization.
49
(PAUSE.) What mistake did you find?
(PAUSE for reply.) Yes, the word “mr.” in
line B should be capitalized. Answer space B,
the second answer space for question S2, has
been filled in to show that the mistake is in
the second line.
Some questions do not contain any mistakes.
Look at S3, the third sample question, and
look for mistakes in punctuation. (PAUSE.)
Are there any mistakes in it? (PAUSE for
reply.) No, there are no mistakes in this
question. So answer space D, the last answer
space, has been filled in for question S3 to
show that there are no mistakes.
Now look at sample S4. Look for mistakes in
usage and expression. (PAUSE.) What
mistake did you find? (PAUSE for reply.) Yes,
in line A, instead of saying “The boys was late
again,” it should say “The boys were late
again.” The first answer space has been filled
in for question S4 to show that the mistake is
in line A.
You may begin.
Start time
:
Add 30 minutes
:30
Stop time
:
properly.
document.
If you accidentally marked answers in a
wrong place, raise your hand. (PAUSE.)
Everyone remain seated until I dismiss you.
Now read the short story in the box above the
sample S5. (PAUSE.) Which sentence would
be best to add to the end of this story?
(PAUSE for reply.) Yes, the third sentence,
“We love to hike,” is the one that goes best
with the rest of the story. Answer space C has
been filled in for sample S5 to show that the
third sentence is the best answer.
Be sure that you mark only one answer space
for each question.
You will have 30 minutes for this test. If you
finish early, you may go back over your
work, but do not look at any of the other tests
in the booklet. If you have any questions,
raise your hand and I will help you after the
others have begun.
Now turn to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
manual.
Collect and count the test booklets and answer
documents before dismissing students. The count
must correspond to the number of students in the
testing group.
If students were absent for the Reading or
Language tests, record those students’ names, answer
document security numbers, and test booklet security
numbers and give this information to the School Test
Test Coordinator after testing.
54
58
56
58
Does everyone have the right place? (PAUSE
to do a visual check.)
50
Thursday: Science
SCIENCE
The Science test is untimed. Students should be
allowed adequate time, in accordance with
administrative guidelines, to complete it.
name on it.
To begin, say:
Today you will take the iLEAP Science test.
Make sure your name is on the front cover of
your test booklet and answer document.
(PAUSE.)
Remember, you may receive a zero on this
test if you:
x
x
x
x
x
x
x
sessions;
room; or
anyone.
You may write in your test booklet but be
sure to mark all your answers in the answer
answers. If you accidentally mark answers in
a wrong place, tell me after the testing session
has ended.
Then say:
grades). (PAUSE.)
(grade 3)
(grade 5)
(grade 6)
(grade 7)
63
67
65
67
“The Science test has one part. All questions
are multiple choice.
the others.
document.
will need about one hour (all grades) to work
on this part.
Answer any questions students may have.
Then say:
51
say:
Now turn to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
64
68
66
68
(PAUSE.) You may begin.
answers in the correct space on the answer document.
Check the day indicators on the test booklet to ensure
students are in the right section.
After approximately an hour, walk quietly through
document.
If you have not finished the Science test or if
you accidentally marked answers in a wrong
place, raise your hand. (PAUSE.) Everyone
remain seated until I dismiss you.
manual.
52
For students who completed the Science test, collect
test booklets and answer documents from each
student individually.
Collect and count the test booklets and answer
testing group.
For students who did not complete the Science test,
students who have not the test should complete it
before interacting with other students.
Test Coordinator.
If students were absent for the Science test, record
ҏthose students’ names, answer document security
numbers, and test booklet security numbers and give
this information to the School Test Coordinator.
Place the test booklets and answer documents for
students who were absent and need to make up
testing on top of all used answer documents. (See
page 69.)
All secure test materials must be returned to the
School Test Coordinator immediately after testing.
Friday: Social Studies
SOCIAL STUDIES
The Social Studies test is untimed. Students should
be allowed adequate time, in accordance with
administrative guidelines, to complete it.
name on it.
To begin, say:
Today you will take the iLEAP Social
Studies test. Make sure your name is on the
front cover of the test booklet and answer
document.
Do not open the test booklet or answer
Remember, you may receive a zero on this
test if you:
x give or receive help during the test;
sessions;
x use notes, books, or other aids, including
x do not follow the instructions given;
x cause a disturbance of any kind;
room; or
x discuss the test questions at any time with
Then say:
grades). (PAUSE.)
(grade 3)
(grade 5)
(grade 6)
(grade 7)
77
85
85
85
“The Social Studies test has one part. All
questions are multiple choice.
the others.
document.
will need about
(grade 3)
(grades 5, 6, and 7)
45 minutes
60 minutes
anyone.
to work on this test.
Answer any questions students may have.
53
Then say:
say:
Now turn to page
(grade 3)
(grade 5)
(grade 6)
(grade 7)
78
86
86
86
You may begin.
After approximately 45 minutes for grade 3 or 60
minutes for grades 5, 6, and 7, walk quietly through
test booklet and place it on top of your
answer document.
If you have not finished the Social Studies
test or if you accidentally marked answers in
a wrong place, raise your hand. (PAUSE.)
Everyone remain seated until I dismiss you.
For students who completed the test, collect test
booklets and answer documents from each
individually.
Count the individual test booklets and answer
testing group.
For students who did not complete the Social Studies
test, the School Test Coordinator will have
completed the test should complete it before
Test Coordinator.
If students were absent for the Social Studies test,
All secure test materials must be returned to the
School Test Coordinator immediately after testing.
manual.
54
Directions for Administering iLEAP: Grade 9
Table of Contents
Monday: Math .............................................................................................................................................. 56
Math: Parts 1, 2, and 3 ..................................................................................................................................... 56
Math Answer Documents—Distributing and Coding ......................................................................... 56
Calculators .......................................................................................................................................... 56
Math Test Booklets—Directions for Testing ...................................................................................... 57
Tuesday: English Language Arts ............................................................................................................... 61
English Language Arts: Writing and Using Information Resources ............................................................... 61
Distributing and Directions for Testing ............................................................................................ 61
Wednesday: English Language Arts .......................................................................................................... 64
English Language Arts: Vocabulary, Reading Comprehension, and
Language: Revising Written Materials ........................................................................................................ 64
Distributing and Directions for Testing ............................................................................................ 64
55
iLEAP: Grade 9
Monday: Math
MATH: PARTS 1, 2, AND 3
Part 1 of the Math test is timed. The prescribed times
must be strictly observed. Parts 2 and 3 are untimed.
Students should be allowed adequate time, in
accordance with administrative guidelines, to
complete them.
Before beginning the Math test, you should have:
x affixed a label to each student’s answer
document.
coded student information on each answer
document according to the appropriate directions
for coding.
verified that the test booklets and the answer
documents are for the appropriate grade.
x
x
Write your name (test administrator’s name), the
school name, and the district name (sections C–E on
page 1 of the answer document) on the board. To the
right of your name, write “TA Number,” followed by
your assigned three-digit TA number.
Math Answer Documents—
Distributing and Coding
Distribute the answer document and two no. 2
pencils with good erasers to each student.
Calculators
Students are allowed to use calculators on all parts of
the grade 9 Math test. The calculators should be ones
students are familiar with and that are used in their
classroom instruction.
If your students will be using calculators,
distribute them at this time.
Begin by saying:
During the next three days, you will take the
iLEAP test. Today you will code your
answer document and take all three parts of
the Math test. Tomorrow you will take the
first two parts of the English Language Arts
test. On Wednesday, you will finish the
English Language Arts test.
56
I have given you an answer document. Mark
all your answers on the answer document
with the pencils you have been given. Do not
open the answer document or write anything
on it until I tell you.
Then say:
Now look at page 1 of your answer document.
On the top left side, there should be a barcode label. Most of you should see your name
printed on it. Read the label and raise your
hand if you find any mistakes. Do not make
any marks on the label.
PAUSE. Make note of any errors reported for the
School Test Coordinator. If a student received the
wrong answer document and the other student is not
in the testing group, contact the School Test
Coordinator immediately. Do not allow the student to
test at this time.
Then say:
If the label does not have your name on it,
check section A to be sure your name has
been hand-coded correctly. (PAUSE.)
Now look at the Student’s Signature line,
section B, on page 1. Sign your name on this
line. Write your first name and then your last
name.
PAUSE. Students may print or write in cursive.
Then say:
Now look at sections C, D, and E. Print my
name on line C, Test Administrator’s Name.
On line D, print the school name, and on line
E, print the district name. All of these names
are written on the board for you to copy.
Point to this information on the board. When students
have finished copying this information, say:
Now look at section I, TA Number. Write the
number in the boxes and fill in the circles
with the numbers below. If you need
assistance, raise your hand.
Point to this information on the board. Assist
students who raise their hands.
Students with preidentified labels on their answer
documents should not code sections A, F, G, and J;
this information is in the bar code.
However, students with single-document labels on
their answer documents must code section K; this
information is not in the bar code.
If any students in your testing group have singledocument labels, say:
If your answer document has been handcoded in sections A, F, G, and J, find section
K, Race/Ethnicity, and darken the correct
circle.
Demonstrate on the board how to properly darken the
circles if you believe it is necessary.
When the first page of the answer document has been
properly coded, say:
Keep your answer documents closed, lay
down your pencils, and sit quietly while I
pass out the test booklets. Do not open your
you.
Math Test Booklets—Directions for Testing
Distribute a test booklet to each student.
Then say:
I have given you an iLEAP test booklet. On
the front cover, in the box at the top of the
page, print your last name, your first name,
and your middle initial.
PAUSE. Circulate to ensure all students have written
their names on their test booklets. Then say:
Open your test booklet to the first page.
(PAUSE.)
On this page, you will see a student
agreement form. Read it silently while I read
it aloud and then sign your name on the line
and lay your pencil down.
“I understand that I may receive a zero on
this test if I:
x break a seal on my test before I am
x
x
x
x
x
x
x
sessions;
room; or
anyone.”
When students have completed signing the
agreement, say:
Listen carefully to all directions.
There are three parts of the Math test, two
with multiple-choice questions and one with
constructed-response questions.
If calculators will be used, say:
You may use a calculator on all three parts
Then say:
Before you begin each test part, I will read
the directions to you.
find the section for Math, part 1.
57
“This is a test to find out how well you are
developing your skills in applying
mathematical concepts and solving
mathematical problems. Read each question
carefully and decide which of the five
alternatives best answers the question. Then
mark your choice on your answer document.
“There are relatively easy problems scattered
throughout the test. Thus, do not waste time
on problems that are too difficult; go on, and
return to them if you have time.
“A sample question is shown below.” Please
read and answer the sample question.
PAUSE while students read the sample question. Do
not read it aloud. After the students have finished
reading, say:
Are there any questions concerning the
sample?
PAUSE. Answer any questions about the sample.
Then say:
Do not turn the page until I tell you to do so.
You may write in your test booklet but mark
all your answers in your answer document.
You may review your answers in this part of
the test, but you may not work on any other
part.
You will have 40 minutes for this test. I will
tell you when the period is half over and you
have 20 minutes remaining to complete the
test.
You may turn the page now and begin.
58
Start time
:
Add 20 minutes
:20
Notice time
:
Add 20 minutes
:20
Stop time
:
The period is now half over. You have 20
minutes to complete this test.
document.
more than five minutes. Be sure students leave their
test materials (pencils, test booklets, and answer
documents) on their desks and do not discuss or
show each other their work. Students should be
encouraged to sharpen pencils and use the restroom
as necessary during breaks.
At the end of the break, have the students take their
seats.
Distribute a Math Reference Sheet and one of the
provided rulers to each student. Parts 2 and 3 are
untimed; the times stated are suggested. Students
must be given adequate time, in accordance with
administrative guidelines, to complete these parts.
find the section for Math, part 2. (PAUSE.)
“This is a test of your math knowledge and
your ability to solve math problems. Five
answers are given for each question. Choose
the answer you think is better than the
others.
document.
“You may review your answers in this part of
the test but do not work on any other part.”
“You may use a calculator.”
Then say:
Then say:
will need about an hour to work on this part.
Turn to page 12. You may begin.
After approximately one hour, walk quietly through
document.
NOTE: Questions for part 3 of the Math test are
found entirely in the answer document. Students,
except those working in braille or large-print test
booklets, will not use test booklets for this part.
Then say:
will need about 30 minutes to complete this
part.
You may begin.
After approximately half an hour, walk quietly
through the testing area to determine whether nearly
all students have completed the test.
answer document.
On page 1 of your answer document, find
section L, Calculator Use. (PAUSE.) If you
used a calculator on the Math test, darken
the circle next to Yes. If you did not use a
calculator, darken the circle next to No. Then
place your test booklet on top of your answer
document.
When students have finished coding section L, say:
You will not need the test booklet for part 3
of the Math test. All questions will be in your
answer document. Place your test booklet
under your answer document and open your
answer document to page 4. (PAUSE.) Read
the directions on this page to yourself while I
read them aloud.
“Write your answers to questions 61 and 62
in the spaces provided. These questions have
more than one part. Show all of the work you
do to find your answers. Even if you cannot
answer all parts, answer as many as you can.
You may still get points for answering part of
a question. Be sure to write clearly.
If you have not finished part 2 or 3 of the
Math test or if you accidentally marked
answers in a wrong place, raise your hand.
(PAUSE.) Everyone remain seated until I
dismiss you.
manual.
Collect the test booklets, answer documents, Math
Reference Sheets, and rulers from students who
completed both parts.
Collect calculators if they were used.
59
group.
Check all rulers and Math Reference Sheets for
any writing or marks. If any have been marked on,
separate and give them to the School Test
Coordinator to be destroyed. The others may be
returned to the students.
For students who did not complete parts 2 or 3 of the
Math test, the School Test Coordinator will have
completed the parts should complete them before
60
Test Coordinator.
On each used answer document, verify that
section I, TA Number, is coded accurately by the
student.
If students were absent the day of the Math test,
Test Coordinator immediately after testing.
iLEAP: Grade 9
Tuesday: English Language Arts
ENGLISH LANGUAGE ARTS: WRITING
AND USING INFORMATION RESOURCES
These tests are untimed. Students should be allowed
adequate time, in accordance with administrative
guidelines, to complete them.
English Language Arts Test Booklets and Answer
Documents —Distributing and Directions for
Testing
name on it.
For students who were absent for the first day of
testing, supervise the coding of all necessary
information on their answer documents (see page 56)
and pay extra attention to ensure they begin at the
proper place in the test booklet and answer
document.
Begin by saying:
Today you will take English Language Arts
Writing and Using Information Resources
tests. Make sure your name is on the front
cover of the test booklet and the answer
document. (PAUSE.)
Distribute dictionaries and thesauruses to students
who wish to use them.
Then say:
Now you will take the Writing test. Listen
carefully to all directions. Do not open your
test booklet and do not break any seal on the
edge of the pages until you are instructed to
do so.
this test if you:
x
x
x
x
x
x
sessions;
room; or
anyone.
Then say:
Sit quietly as I pass out a Writer’s Checklist
to each of you. Do not write on the checklists.
Distribute a Writer’s Checklist (green) to each
student.
Then say:
Read along silently as I read the checklist to
you.
Using your copy of the Writer’s Checklist, read
aloud the entire text on both sides.
Then say:
“This is a test of how well you can write a
composition.
“Before you begin the test, [I] will read the
instructions to you.
“This test consists of a prompt for which you
will write a composition.
“You may review your work in this test but
Then say:
61
and carefully pull the pencil outward to tear
open the seal. Do not turn the page until I tell
you to.
say:
Open your answer document to page 8. This
is where you will write your final draft. You
may either print or write in cursive.
test materials (pencils, Writer’s Checklists, test
booklets, and answer documents) on their desks and
do not discuss or show each other their work.
Students should be encouraged to sharpen pencils
and use the restroom as necessary during breaks.
At the end of the break, have the students return to
their seats.
Collect all dictionaries and thesauruses before
beginning the Using Information Resources test.
Read the directions at the top of the page to
Collect all Writer’s Checklists. If they have not
been written on, return them to students at the end of
the testing day. If they have been written on, return
them to the School Test Coordinator.
Begin the Using Information Resources test by
saying:
“Read the topic in the box below and write a
well-organized multiparagraph composition
of about 250 to 300 words. Be sure to follow
the suggestions listed under the box.”
Open your answer document to page 10.
(PAUSE.) Now open your test booklet to page
31. (PAUSE.) Read the directions on the page
to yourself while I read them aloud.
Now read the rest of page 26 silently. When
you are finished reading, look up.
“This is a test of your ability to use
information resources. All questions are
multiple choice.
When all the students have finished reading the page,
say:
When you are finished with your
composition, close your test booklet and
answer document and sit quietly or read
silently. Though this is not a timed test, you
probably will need about 90 minutes to work
on this part.
You may begin.
Allow students to work at their own pace. After
approximately 90 minutes, walk quietly through the
document.
62
“This test has several resources followed by
questions.
Choose the answer you think is better than the
others.
“Then, on your answer document, find the row
of answer spaces numbered the same as the
question. Fill in the space of the answer you
think is better than the others.
document.
“You may review your answers in this test but
Turn to page 32. Read the introduction at the
top of the page silently as I read it aloud.
“In this test, you are asked to look at some
reference materials and then use the materials
to answer the questions on pages 42 through
44.”
The research topic, information sources, and
the page numbers where you can find the
sources are listed on this page. Read over the
topic and the list of sources silently and look
up when you are finished reading.
When all students have looked up, say:
Now read silently as I read aloud the
directions at the bottom of the page.
“Skim pages 33 through 39 to become
familiar with the information contained in
the sources. Remember that these are
reference sources, so you should not read
every word in each source. Once you have
skimmed the sources, answer the questions
on pages 42 through 44. Use the
information sources to answer the
questions. As you work through the
questions, go back and read the parts that
will give you the information you need.
Mark your answers on page 10 of your
answer document.”
Are there any questions about the
directions?
Then say:
will need about 40 minutes to work on this
part.
You may begin.
about the room to be sure students are marking answers in the correct section on the answer document.
After about 40 minutes, walk quietly through the
have completed the session.
If you have not finished today’s tests or if you
accidentally marked answers in a wrong
place, raise your hand. (PAUSE.) Everyone
remain seated until I dismiss you.
manual.
For students who completed these tests, collect test
booklets, answer documents, and Writer’s Checklists
from each student individually.
before dismissing students. The count must correspond to the number of students in the testing group.
If the Writer’s Checklists have no marks or writing, return them to the students. If any have been
marked on, separate and give them to the School Test
Coordinator to be destroyed.
students who have not completed the tests should
movement of the students and test materials. If students are not moved, they should continue testing
after those who have completed the tests are dismissed. Students should turn in testing materials
Test Coordinator.
If students were absent for the day’s tests, record
those students’ names, answer document security
page 69.)
Test Coordinator after testing.
document.
63
iLEAP: Grade 9
Wednesday: English Language Arts
ENGLISH LANGUAGE ARTS:
VOCABULARY, READING
COMPREHENSION, AND LANGUAGE:
REVISING WRITTEN MATERIALS
These three tests are timed. The prescribed times
must be strictly observed.
Students who were absent the first day of the English
Language Arts test administration should take the
Writing and Information Resources tests on the day
they return. The English Language Arts test must be
administered over a two-day period, and all tests
must be administered in sequential order.
English Language Arts Test Booklets
and Answer Documents —Distributing
name on it.
Begin by saying:
x
room; or
anyone.
Then say:
You may write in your test booklet but be
sure to mark all your answers in the answer
answers. If you accidentally mark answers in
a wrong place, tell me after the testing session
has ended.
find the section for Vocabulary. (PAUSE.)
Now open your test booklet to page 47. Read
read them aloud.
Today you will complete the English
Language Arts test. Make sure your name is
on the front cover of your test booklet and
answer document. (PAUSE.)
“This is a vocabulary test. For each question,
decide which of the five choices has most
nearly the same meaning as the underlined
word or phrase. Then mark your choice on
your answer document.
“Two sample questions are shown below.”
this test if you:
x
x
x
x
x
64
sessions;
Read and answer the sample questions.
PAUSE while students read silently. Do not read the
sample questions aloud.
After the students have finished reading and
answering the sample questions, say:
samples?
Answer any questions about the samples, then say:
You will have 15 minutes for this test. Do not
turn the page until I tell you to do so. You
may review your work in this test but do not
work on any other part.
There is a paper seal outside edge of the page.
Place your pencil under the seal and carefully
pull the pencil outward.
PAUSE. When all students have successfully broken
the seal, say:
Now turn the page. (PAUSE.) You may begin.
Start time
:
Add 15 minutes
:15
Stop time
:
Move about the room to be sure students are marking
answers in the correct section on the answer
document.
document.
ALERT: For special education, Section 504, and
LEP students whose accommodation is Tests Read
Aloud or Communication Assistance, do not read
aloud, sign, or translate part 2 of the Reading test
except for the directions, which appear in this
manual.
seats. Then say:
Now you are going to take a reading test.
find the section for Reading Comprehension.
(PAUSE.)
“This is a test of some of the skills involved in
understanding what you read. The passages
in this test come from a variety of published
works, both literary and informational. Each
passage is followed by a number of questions.
“The passages begin with a boldface
introduction presenting information that
may be helpful as you read the selection.
After you have read a passage, go on to the
questions that follow. For each question,
choose the best answer and mark your
choice on the answer document. You may
refer to a passage as often as necessary.
“A sample passage and question are shown
below.”
Read the sample passage to yourself and
answer the question. Look up when you are
finished.
When students have finished, say:
sample?
Answer any questions about the sample.
Then say:
turn the page until I tell you to do so. Work
until you come to the stop marker on page 61.
You may review your work in this test but do
not work on any other part.
I will tell you when the period is half over
and you have 20 minutes remaining to finish
the test. When you finish, close your test
until the end of the test is announced.
Then say:
65
Start time
:
Add 20 minutes
:20
Notice time
:
Add 20 minutes
:20
Stop time
:
through the boxed text to get an idea of its
purpose and style. Then go on to the spreadout format.
“For each underlined part there are
alternatives listed in the right-hand column.
Choose the alternative that makes the
statement grammatically correct
x expresses the idea in the clearest or most
appropriate way
x is worded most consistently with the style
and purpose of the writing
document.
seats. Then say:
The test you are going to take now is a test of
skills used in revising written materials.
Turn your answer document to the back cover,
page 12.
Now open your test booklet to page 62. Read
read them aloud.
“This is a test of some of the skills involved in
revising written materials. There are four
selections similar to the reports, letters, and
articles high-school students often need to
write.
“Each selection is presented twice, first in a
box in a conventional format and then in a
spread-out format with certain parts
underlined and numbered. Read quickly
66
x organizes the ideas in the most effective
way.
“In some cases, there may be more than one
problem to correct or improve.
“When you have decided which alternative is
best, mark your choice on your answer
document. If you think the original underlined
version is best, choose ‘No change.’ In
questions about organization, you will
probably find it helpful to look at the boxed
text.
“In the questions about spelling, you are to
indicate which of three underlined words is
misspelled, if any. If there are no errors in any
of the words, mark ‘None.’
“The sample questions on the following page
have been marked correctly.”
Then say:
Let’s look at the samples together. The text in
this box reads, “My friend is a terrible
forgetful person. He managed to forget his
algebra assignment three times last week.” The
same text is in a spread-out format in the lefthand column beneath the box. The underlined
parts are the two sample test exercises. Look at
the first underlined part, S1. The words a
terrible are not used correctly here.
Now look at the four choices to the right.
(PAUSE.) The words a very would be the best
revision of the underlined part, so answer C
has been marked in the S1 row.
Now look at sample S2. Three words have been
underlined and numbered S2. The question to
the right lists these three words and asks
which of them, if any, is misspelled. In this
example, all three words are spelled correctly,
so the proper choice for S2 is “None.”
Therefore, the A circle has been darkened in
the S2 row.
Then say:
samples?
Answer any questions.
Then say:
turn the page until I tell you to do so. You
may review your work in this test but do not
work on any other part.
I will tell you when the period is half over
and you have 20 minutes remaining to finish
the test. When you finish, close your test
until the end of the test is announced.
Then say:
Start time
:
Add 20 minutes
:20
Notice time
:
Add 20 minutes
:20
Stop time
:
document.
manual.
group.
students who have not completed the tests should
movement of the students and test materials. If students are not moved, they should continue testing
after those who have completed the tests are dismissed. Students should turn in testing materials
Test Coordinator.
If students were absent for the day’s tests, record
those students’ names, answer document security
page 69.)
All secure materials, including your copy of the
writing topic, must be returned to the School Test
Coordinator after testing.
67

Post-Test Procedures
OATH OF SECURITY AND
CONFIDENTIALITY STATEMENT
The Oath of Security and Confidentiality Statement
is on page v of this manual. On your final day of
testing, detach it from the manual and complete the
information. By signing this form, you are stating
that you maintained the security and confidentiality
of all secure materials and participated in
professional development on test security and
administration. If both test administrators and
proctors participated in test administration, then each
should complete a form. (Make copies before the
form is signed.) Return this form to the School Test
Coordinator, who will maintain the forms on file for
three years at the school.
the student otherwise meets accountability
rules.
a hand-coded answer document on which a
student who is enrolled in an approved home
study program has marked answers but no barcode label has been affixed.
Unused answer document:
an answer document on which no preidentified
label or single-document label has been affixed
to page 1, no student information was handcoded, no test items were attempted, and no
accountability code has been (or will be) marked
in section T (grades 3, 5, 6, and 7) or U (grade 9).
Use the following procedures and checks:
Verify that all hand-coded student identification
information is correct.
TEST BOOKLETS

All test booklets must be accounted for after each test
is administered. Make certain no answer documents
are left inside test booklets. Refer to the instructions
and diagrams on pages 70–71 for arranging test
materials for return to the School Test Coordinator.
Verify that section H (grades 3, 5, 6, and 7) or I
(grade 9), TA Number, is completed on each
used answer document. The three-digit code
must match the TA number assigned to you by

Separate all used answer documents from
unused answer documents and verify that all
used answer documents have a bar-code label
affixed on page 1, except those for students
enrolled in approved home study programs who
did not receive preidentified labels.

Separate answer documents for students who
were absent and need to take the test during
makeup testing. Keep answer documents for
these students separate until makeup testing is
completed.

Code all test accommodations used during test
administration.

Transfer any large-print or braille scorable
information to a scorable answer document. See
Transferring Answers on page 69. Code Large
Print or Braille in section O (grades 3, 5, 6, and
7) or P (grade 9) and Transferred Answers in
section S (grades 3, 5, 6, and 7) or T (grade 9)
of the answer document. Return braille-written
responses with the scorable answer document to

Transfer any other accommodated format
responses (for example, typed) to a scorable
answer document. Code Transferred Answers in
ANSWER DOCUMENTS
(USED AND UNUSED)
All answer documents must be accounted for after
each test is administered.
Used answer document:
an answer document on which a bar-code label
(preidentified or single-document) has been
affixed to page 1 and on which a student has
marked answers to one or more items on the test
an answer document on which a bar-code label
(preidentified or single-document) has been
affixed to page 1 and, for one of the following
reasons, must be given to the principal to be coded
for Accountability Data.
the student is no longer enrolled,
the student is not expected to test,
the student marked one or more items on an
answer document but is not expected to
complete testing, or
68
section O or S (grades 3, 5, 6, and 7) or section
P or T (grade 9) of the answer document.
Return all materials containing test items or
student responses to the School Test
Coordinator.

Separate all used answer documents for students
enrolled in approved home study programs.

Stack answer documents and arrange them
for return to the School Test Coordinator as
follows. Stack the answer documents the same
way top and bottom and the same side up. (See
page 71.) If requested by the School Test
Coordinator, arrange the answer documents
within each paper-banded stack according to the
eight-digit security number on the back cover.
Makeup Testing Stack: Paper-band all
answer documents and test booklets (used
and unused) for students who need to take a
makeup test. Write “Makeup” on the paper
band.
Accountability Stack: Paper-band all
answer documents for students who are no
longer enrolled, who are not expected to test,
who marked one or more items on an answer
document but are not expected to complete
testing, or who meet accountability rules.
Write “Accountability” on the paper band.
The School Test Coordinator must give these
documents to the principal, who will code the
Accountability Data section.
Home Study Program Stack: Paper-band
all used answer documents for students who
are enrolled in approved home study
programs. Write “Home Study Program” on
the band. Do not affix single-document
labels to these answer documents of students
who did not receive preidentified labels.
Arrange the stacks according to the diagram on page
71.
On the final day of testing, paper-band, label, and
place unused answer documents on top of all used
and unused test booklets and return them to the
School Test Coordinator. See page 71.
TRANSFERRING ANSWERS
In the presence of the School Test Coordinator, use a
no. 2 pencil to transfer any large-print, braille, or
other accommodation format answers to the
appropriate scorable answer documents. (Extra
answer documents are provided in the school and
district overage.) Before transferring answers, apply
a label (preidentified or single-document) to the
answer document and code the answer document
according to the instructions on page 24 (grades 3, 5,
6, and 7) or page 29 (grade 9). After transferring the
answers, write “Transferred” on the top front cover
of the test booklet, not on the answer document. A
supervisor or the School Test Coordinator should
check to ensure the transfer was exact. If answers
are not transferred, answers will not be scored.
NOTE: Any copies, carbon paper, or computer
disks or printouts created in transferring answers
are secure test materials and must be returned to the
School Test Coordinator, who will return them to
the District Test Coordinator.
Content-specific directions for transferring answers
follow.
Math
Transfer multiple-choice items first. For the
constructed-response part, make a photocopy, and—
using a piece of carbon paper beneath the
photocopy—trace the drawings or figures onto the
correct space in the scorable answer document. Turn
in any photocopies to the School Test Coordinator
along with the answer documents and any other
secure materials.
Multiple-choice items should be transferred first.
Next, transfer the student’s writing exactly—letter
for letter, punctuation mark for punctuation mark,
word for word—taking care to replicate misspelled
words, all uppercase/lowercase letters, and all
spacing and paragraphing in the student’s original
responses.
Science and Social Studies
These are all multiple-choice items.
VOIDING STUDENT TESTS
Student tests should be voided if there is an instance
of cheating—whether by a student or by an
administrator. If you believe a student’s test needs to
be voided, follow these procedures:
Give the School Test Coordinator a written account
of any cheating incident, with additional
documentation if available.
69
Do not write or mark on the answer document.
Do not erase the TA number coded in section H
(grades 3, 5, 6, and 7) or section I (grade 9) of the
answer document.
Place voided answer documents with other used
answer documents for return to the District Test
Coordinator.
ARRANGING TEST MATERIALS
FOR RETURN TO THE SCHOOL TEST
COORDINATOR
Arrange scorable and nonscorable materials as
shown in the following charts. Use this procedure for
all answer documents.
Return all materials at the end of testing each day.
The School Test Coordinator may ask the test
administrator to arrange answer documents within
each paper-banded stack according to security
number.
70
x When sorting test materials, make certain
x
x
answer documents are enclosed in test
booklets.
Return all scorable and nonscorable materials to
the School Test Coordinator after testing is
completed each day.
Test administrators must return all student
Math Reference Sheets, rulers, protractors, and
Writer’s Checklists that have been written on to
the School Test Coordinator after testing is
completed for the day.
If requested by the School Test Coordinator, arrange
all test booklets, used and unused, according to
security number.
On your final day of testing, complete and return the
Oath of Security and Confidentiality Statement to the
School Test Coordinator, who will maintain these on
file for three years at the school.
Also on your final day of testing, return your Test
Administration Manual to the School Test
Coordinator.
SCORABLE MATERIALS
(ANSWER DOCUMENTS)
NONSCORABLE MATERIALS
(TEST BOOKLETS)
Unused
Makeup
All Unused
Answer Documents †
Answer Documents
and Test Booklets for
Students Who Still Need
to Take a Makeup Test
Accountability
Answer Documents for
Principal to Code for
Accountability
(must have label)
Large-Print
Test Booklets §
Braille Test Booklets §
Home Study Program
Answer
Documents for
Approved Home
Study Program
Students *
All Test Booklets
Used
All Remaining Used
Answer Documents **
* The District Test Coordinator will affix special bar-code
labels to answer documents for any students enrolled in
approved home study programs or for LEAP nonpublic
students. Do not apply single-document labels from the
school.
† An unused answer document is one on which no
preidentified, linking, or single-document label has been
affixed to page 1, no student information was hand-coded,
no test items were attempted, and no Accountability Code
has been (or will be) marked.
§ After transferring answers to a scorable answer
document, write “TRANSFERRED” on the top of these
test booklets.
** Include in this stack all used answer documents that
have a bar-code label (preidentified or single-document)
and on which the student has marked answers to one or
more items on the test and which does not qualify for
accountability coding.
71
INDEX
A
Accommodations, Test .............................. 18–22
Accountability Data ................. 5, 7, 17, 23, 68, 69
B
Bar-code labels ........................... i, 3, 5, 22–24, 71
Preidentified labels ......... i, 3, 9, 22–24, 71
Single-document labels .. i, 3, 9, 22–24, 71
Braille tests ............................................. 9, 18, 71
C
Calculators ........................................... 3–4, 8, 34
Cheating .............................................. 4–6, 8, 69
Class-sized groups, Testing in .......................... 17
Coding responsibilities,
Test administrator ...................... 24–26, 29–31
D
Deaf and hard of hearing students .................... 21
Dictionaries and thesauruses ..................... 3, 4, 8
E
Erasure analysis ................................................. 2
Establish testing environment ................... 3–4, 9
Extended time for testing ........... 5, 10–11, 19, 22
H
Home study program students ............ 3, 6, 70–71
I
Illness, of student ......................................... 7, 17
L
Large-print tests ................ 5, 9, 18–19, 59, 68–61
Limited English Proficient students ... ii, 4, 21–22
Louisiana Alternate Assessment (LAA) .... 10, 17
72
M
Makeup testing ............. ii, 4, 7, 10, 17, 23, 68–69
Marking answer documents ................... i, 4, 6, 34
Math Reference Sheets .... iii, 9, 39–41, 59–60, 70
O
Oath of Security and Confidentiality
Statement ..............................iii, v, 1, 5, 68, 70
P
Package test materials for return to STC ........ 68
Paper bands ........................................................ 9
Preidentified labels ..................... i, 3, 9, 22–24, 71
Q
Questions, Frequently asked ........................... 6–8
R
Receive materials from STC ............................. 4
Return test materials to STC ............... 2–5, 68–70
Rulers .......................................................... 9, 70
S
Security numbers ................................... ii, 1, 8–9
Student coding responsibilities .................. 24, 29
Students with one or more disabilities (Section 504)
..................................................................... 20–22
T
Test Administration Checklists ........................ 3–5
Test materials receipt ......................................... 4
Test materials return (to STC) .............. 2–5, 68–70
Testing atmosphere ................................... 3–4, 9
Testing outside the usual classroom environment
....................................................................... 2, 17
Testing times .................................... 5, 11, 12–16
Test Security ........................ 1–3, 5–8, 18–20, 22
Torn or soiled answer document ...................... 7
Transferring answers .......................... 68–69, 71
U
Unused answer documents ................. 23, 68–69
Used answer documents (defined) ..................... 68
V
Violations of test security ........................... 2, 7
Voiding tests due to cheating ..............................6
W
Writer’s Checklists ............................. 4, 9, 34, 70
Writing topic, test administrator’s secure copy of
............................................................... ii, 1, 2, 4, 9
73
3475-ELA597-TAM