Procedures Manual for the Minnesota Assessments 2013–2014

Transcription

Procedures Manual
for the
Minnesota Assessments
2013–2014
Published December 2013
December 2013
1
2013–2014 Procedures Manual
Password Tracker for Statewide Assessment Websites
Website
Name
Website URL
Description
My User ID
My
Password
Assessment Secure Reports (formerly
MDE Secured Reports): Secured section
of the MDE website for obtaining student,
school, and district test results and
accountability reports.
Data
Submissions
Page of the
MDE Website
http://education.state.mn.us
/MDE/SchSup/DataSubLog
in/index.html
Test WES: MDE website for performing
pretest edits and waiver requests,
checking student eligibility, performing
posttest edits on test-related information
and viewing preliminary AYP participation
reports.
GRR System: MDE website for providing
data about students meeting graduation
assessment requirements through
alternate routes
These MDE systems use the same User
ID and Password. However, access must
be granted for each site separately.
American
Institutes for
Research
(AIR)
Minnesota
Assessments
Portal
World-Class
Instructional
Design and
Assessment
(WIDA)
MetriTech
http://www.mnstateassess
ments.org
A portal to all the AIR systems and
resources currently used by Minnesota
districts and schools. Logins are required
for the Test Information Distribution
Engine (TIDE), Online Testing System,
Online Reporting System and Learning
Point Navigator. The same login and
password are used for all systems to
which users have access.
http://www.wida.us
As part of the WIDA Consortium,
Minnesota districts administer the
ACCESS for ELLs and Alternate
ACCESS for ELLs English language
proficiency assessment to all English
learners in grades K–12. Logins and
passwords are used to access online test
administrator training, test administration
and reporting resources.
http://www.metritech.com
MetriTech is the service provider for the
ACCESS for ELLs and Alternate
ACCESS for ELLs assessments. Logins
and passwords are needed to order test
materials.
Minnesota Department of Education website (http://education.state.mn.us)
December 2013
2
Minnesota Department of Education Contacts
1500 Highway 36 West, Roseville, MN 55113-4266
FAX: (651) 582-8874, EMAIL: [email protected]
Assessment Administration
• Area Code 612: Jennifer Burton, (651) 582-8622, [email protected]
•
Area Codes 651, 763, 952: Tracy Cerda, (651) 582-8692, [email protected]
•
Area Codes 507, 320: Lisa Grasdalen, (651) 582-8485, [email protected]
•
Area Code 218: Julie Nielsen-Fuhrmann, (651) 582-8837, [email protected]
•
Manager: Linda Sams, (651) 582-8431, [email protected]
•
Test Integrity/Security Specialist: Andrea Hansen, (651) 582-8512,
[email protected]
•
Title I and GRAD Assessments: American Institutes for Research (AIR)
•
o
1-877-215-8749; press 1 to reach AIR for general questions or press 2 to reach Data
Recognition Corporation (DRC) for shipping procedures
o
[email protected]
o
FAX: 1-877-218-7663
o
WIDA: 1-866-276-7735; [email protected]
Title III Assessments: WIDA and MetriTech
o
MetriTech: 1-800-747-4868; [email protected]
Alternate Assessments
• MCA-Modified and MTAS: Gail Schmidt (651) 582-8491, [email protected] or
Donna Tabat, Division of Statewide Testing; (651) 582-8830, [email protected]
•
Minnesota Alternate Assessment: Writing: Eric Kloos, Special Education Policy,
(651) 582-8268, [email protected]
Students with Disabilities
• Students with IEPs (Policy): Eric Kloos, Special Education Policy,
•
Students with 504 Plans: Adele Ciriacy, Office of Compliance and Monitoring,
•
Accommodations: See Area Code contacts above under Assessment Administration.
English Learner (EL) Education Program
• EL Program Policies: Leigh Schleicher, State Title III Director,
•
EL Programs: Michael Bowlus, (651) 582-8254, [email protected]
•
Accommodations: See Area Code contacts above under Assessment Administration.
Accountability System (AYP and MMR)
•
Stephanie Graff, Division of School Support, (651) 582-8242, [email protected]
National Assessment of Educational Progress (NAEP)
• Kate Beattie, NAEP Coordinator, (651) 582-8532, [email protected]
Minnesota Automated Reporting Student System (MARSS)
• Roxann Neu, Student Accounting, (651) 582-8486, [email protected]
December 2013
3
Important Dates for 2013–2014
Important Dates for 2013–2014 Optional Local Purpose Assessment (OLPA) 1
Assessment
OLPA
Subject
Mathematics
Download manuals and other resources
September 13
Precode files sent nightly 2,3
September 3–February 20
TESTING DATES 4
September 30–February 21
1
Results will be available immediately and only through AIR’s Online Reporting System. No results will be
available through MDE’s Data Center, and paper reports will not be provided.
2
Districts may go to Test WES to view the list of the students included in the precode files sent nightly.
Precode Student Eligibility in Test WES may be used to verify why a student may not be sent for testing or to
change schools when a student is testing at a different location than sent in the precode file.
3
2013–2014 MARSS data must be submitted in order to have students sent in precode files for OLPA. The
first day students will appear in TIDE is September 9.
4
For OLPA, up to two testing opportunities are available for each student. A minimum of 14 calendar days is
required between testing opportunities.
December 2013
4
Important Dates for 2013–2014 Title I Accountability Assessments 5
Assessment
Respon
-sible
Party
Subject
DAC
Supplemental
Information Window
in TIDE
DAC
Pretest Editing in
Test WES
MCA
Reading, Math
MCA-Modified
MTAS
MCA
Reading, Math
Reading,
Math,
6
Science
Science
Dec 16–Jan 24
Dec 16–Jan 24 (paper and online assessments)
Jan 24 (precode data used for initial test materials shipment)
Jan 27–May 8 (online assessments only)
DAC
Indicate Site
Readiness in Test
WES
DAC
Download manuals
and other resources
SUPT
DAC
DAC
Request Alternate
Assessment Waiver
in Test WES
Receive paper test
materials
Order additional test
materials in TIDE
6
9,10
7,8
Jan 27–May 15
Dec 16–Feb 28
Jan 27
Feb 24–
Mar 21
N/A
Mar 18 or 25
11
Mar 18–May 1
12
N/A
Mar 18 or 25
Mar 4–
13
May 8
Mar 18–May 1
Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) data release dates are still to
be determined and will be communicated by the MDE Division of Student Support.
6
Science MTAS results will be released with Science MCA results; science is not used for AYP or MMR
calculations.
7
Initial test materials quantities of regular and accommodated paper test materials (including accommodated
test materials for online assessments) and preprinted answer documents or labels for paper assessments
are produced from this precode data. MARSS updates must be submitted by January 23 to be included in
the precode. This date may be earlier if a student information service provider is used. Check with your
provider for dates.
8
This date is also the deadline to select paper administration mode by school for the grades 3–8 and 10
Reading MCA and grades 3–8 and 11 Mathematics MCA.
9
Pretest Editing continues for online assessments until the day before the last day of the testing window so
that student enrollment and eligibility information continues to be updated in AIR’s systems. If
accommodations are changed or entered during this time, accommodated test materials must be ordered
through additional orders.
10
In order to have a student loaded for online testing or data entry, any MARSS updates need to be made
two days before the scheduled test date. Once MARSS is submitted, that data is gathered overnight and is
visible in Test WES the next day. Any changes made in Precode Student Eligibility will be reflected in AIR’s
systems the next day. Manual changes include adding a student, changing testing location or grade, or
deleting a manual record.
11
This shipment includes paper accommodated test materials for online assessments. When scheduling test
administration, keep in mind that these test materials will arrive after the opening of the online testing
windows.
12
Additional test materials can be ordered in TIDE until noon on the day before the end of the paper
administration testing window. After this time, additional accommodated test materials for online
administrations and return shipping materials can be ordered by calling the AIR Help Desk and pressing 2 for
DRC.
5
11
Mar 4 or 11
5
December 2013
9,10
12
Assessment
Respon
-sible
Party
DAC
Subject
DAC
DAC
DAC
and
Reading, Math
Data entry available
14
for LCI data
TESTING DATES
(including make-ups)
DAC
MCA
Ship scorable test
materials, complete
online tests, or enter
student response
and scores by
Ship secure
nonscorable test
materials by
Retrieve grade 10
reading early
student-level results,
including graduation
18
letters, in ORS
MCA-Modified
MTAS
MCA
Reading, Math
Reading,
Math,
6
Science
Science
Mar 10
N/A
Mar 17–May 9
Test
administration
and data
entry:
Mar 17–May 9
Mar 17–May 16
All online tests or
data entry
completed: May 9
Enter grade
10 reading
score data by
17
April 25
------------------Enter all score
data by May 9
All online tests or
data entry
completed:
May 16
N/A
Online grades 3–8, 10
reading and
grades 3–8, 11 mathematics:
Mar 10–May 9
----------------------Paper grades 3–8, 10
reading and
grades 3–8, 11 mathematics:
Apr 14–May 2
Paper grades 10–11:
Initial: Friday of test week, no
15
later than April 29
Make ups: May 2
----------------------16
Paper grades 3–8: May 7
----------------------All online tests or data entry
completed: May 9
Paper administrations: May 14
Online accommodated test materials: May 23
6
May 23
May 23
Posttest Editing in
Test WES
NA
May 27–Jun 13
13
Additional test materials can be ordered until noon on the day before the end of the testing window so that
test materials will arrive in time for test administration.
14
The Data Entry Interface will open one week prior to the MTAS test administration and data entry window
to allow for earlier Learner Characteristics Inventory (LCI) data entry.
15
In order to provide early results for high school, completed answer documents should be returned on the
Friday after the initial test date(s) but must be returned no later than April 29. Answer documents from makeup days may be sent in a separate shipment but answer documents shipped after April 29 will not be
included in early results.
16
Districts are encouraged to return materials as soon as tests are completed to facilitate the timely return of
results. Materials from make-up days may be sent in a separate shipment.
17
Even though the MTAS testing and data entry window is open until May 9, the scores for the majority of
grade 10 Reading MTAS students should be entered into the Data Entry Interface by Friday, April 25, so that
technical work related to scoring and equating can be completed in time for the high school early results
release on May 23. The availability of early reports and graduation letters for grade 10 Reading MTAS
students is contingent upon sufficient score data being entered by April 25.
18
Grade 11 Mathematics MCA, MCA-Modified, and MTAS are not included in early reporting in 2014
because of standard setting. Student results will be available with final assessment results.
December 2013
6
Assessment
Respon
-sible
Party
MARSS
MARSS
Subject
MCA
Reading, Math
MCA-Modified
MTAS
MCA
Reading, Math
Reading,
Math,
6
Science
Science
Last day to update
MARSS data for
19
accountability
Jun 11
DAC
Retrieve embargoed
final math (grades
3–8), reading and
science DSR and
SSR files in Secure
20,21
Reports
Jun 25–Jul 29
DAC
Retrieve embargoed
final math (grades
3–8), reading and
science school and
district summary
results in Secure
22
Reports
Jul 15
DAC
DAC
DAC
6
Last day to request
a late score entry
Retrieve all
embargoed final
DSR and SSR files,
including grade 11
math, in Secure
Reports
Retrieve all
embargoed final
school and district
summary results,
including grade 11
math, in Secure
Reports
Jul 25
Aug 8
NA
Aug 22
NA
19
This date may be earlier if a student information service provider is used. Check with your provider for
dates.
20
Preliminary results are also released in AIR’s Online Reporting System (ORS) on June 27 for MCA (paper
administrations and responses entered into the Data Entry Interface for online Reading MCA), MCAModified, and MTAS. Results available through the Online Reporting System are preliminary because they
do not reflect changes from Posttest Editing. All other Title I results were available immediately after test
administration.
21
The 2013 District and School Student Results (DSR and SSR) files will be unavailable from August 1–7 to
deploy grade 11 mathematics DSR and SSR files.
22
Reading and science summary results will be available under Test Results Summary. From July 15–
August 22, grades 3–8 mathematics summary results will only be available under the School Improvement
Assessment Reports. Once grade 11 mathematics results are available, all mathematics summary results
.
will be available in Test Results Summary
December 2013
7
Assessment
Respon
-sible
Party
DAC
MDE
MDE
DAC
DAC
DAC
Subject
MCA
Reading, Math
Retrieve grade 11
math results,
including graduation
letters, in ORS
MCA-Modified
MTAS
MCA
Reading, Math
Reading,
Math,
6
Science
Science
Aug 22
Media receive
embargoed final
assessment results
for school and
23
district
Public release of
final assessment
results in Data
Center
6
NA
Aug 25
Aug 26
Student reports
arrive in district
Oct 20
Student report DVD
arrives in district
Last day to request
a rescore
Nov 17
Nov 26
23
Media files will also be provided to districts through Assessment Secure Reports (formerly MDE Secured
Reports) on the same date.
December 2013
8
Important Dates for 2013–2014 Title III Assessments 24
Assessment
Responsible
Party
ACCESS for ELLs and Alternate ACCESS for ELLs
Subject
Reading, Writing, Listening, Speaking
DAC
Order test materials through
MetriTech
MDE
Pull precode data for preprinted
25
labels
Dec 17
DAC
Receive test materials
Jan 15
DAC
Order additional test materials through
MetriTech
Nov 4–Dec 13
Jan 17–Mar 7
TESTING DATES
Feb 3–Mar 21
Make-up Dates
Any day in the window after scheduled testing
DAC
Ship test materials by
Mar 25
DAC
Retrieve early student-level results in
Test WES
May 27
DAC and
MARSS
Posttest Editing in Test WES
May 27–Jun 13
DAC
Retrieve embargoed final DSR and
SSR files in Secure Reports
Jun 25
DAC
Retrieve embargoed final school and
district summary results in Secure
Reports
Jul 15
MDE
Public release of final assessment
results in Data Center
Aug 26
DAC
Student reports arrive in district
Aug 26
DAC
Last day to request a rescore
Nov 28
24
Annual Measurable Achievement Objectives (AMAO) data release dates are still to be determined and will
be communicated by the MDE Division of Student Support.
25
This date may be earlier if a student information service provider is used. Check with your provider for
dates.
December 2013
9
Important Dates for the 2013–2014 Written Composition GRAD Retests
Test Administration
Responsible
Party
Subject
DAC
Download manuals
DAC
Supplemental Information and
accommodated test materials
ordering window in TIDE
AIR
Nov 2013
Apr 2014
Written Composition
Retest
Written Composition
Retest
Sep 13
Sept 23–Oct 4
Dec 16–Jan 24
Precode data used for preprinted
26
test materials
Oct 2
Jan 24
DAC
Receive test materials
Oct 23
Mar 18 or 25
DAC
Order additional test materials
Oct 23–Nov 11
Mar 18–Apr 21
TESTING DATES
Nov 6
April 15
MAKE-UP DATES
Nov 12
April 22
Initial test date: Nov 8
Make-up date: Nov 14
Initial test date: April 18
Make-up date: April 25
27
DAC
Ship scorable test materials by
DAC
Retrieve DSR and SSR files in
Secure Reports and assessment
retest results in ORS
Dec 12
May 23
DAC
Student reports arrive in district
Dec 18
May 27
DAC
Last day to
request a rescore
Feb 10
Jul 18
26
Although preprinted test materials are produced from the precode on this date, nightly precode files are
provided to AIR by MDE to update student enrollment and eligibility information in the Online Reporting
System. MARSS updates must be submitted one day prior to the pull date to be included.
27
Additional test materials can be ordered until noon on the day before the end of the testing window so that
test materials will arrive in time for test administration.
December 2013
10
Important Dates for 2013–2014 Reading and Mathematics GRAD Retests
28
Sept
2013
No
Retests
Oct 2013
Nov 2013
Dec 2013
Jan 2014
Feb 2014
Reading
Math
Reading
Math
Reading
Math
No
Retests
Reading
Math
MDE
Eligible student names
available in TIDE for
testing from initial precode
29
file
Sep 3
Oct 18
Nov 22
Dec 20
MDE
Precode files sent
30
nightly
Sep 3–
Oct 8
Oct 18–
Nov 12
Nov 22–
Dec 10
Dec 20–
Feb 11
DAC
Last date for districts to
order accommodated test
31
materials
Sep 27
Nov 1
Nov 29
Jan 31
TESTING DATES
Opens at 7 a.m. on day 1
Closes at 5 p.m. on last day
Oct 1–
Oct 9
Nov 5–
Nov 13
Dec 3–
Dec 11
Feb 4–
Feb 12
Additional day for vendor customer service
during testing window (7 a.m.–noon)
Oct 5
Nov 9
Dec 7
Feb 8
Month
Responsible
Party
28
Subject
DAC
Ship accommodated test
materials by
Oct 11
Nov 15
Dec 13
Feb 14
DAC
DSR and SSR files
available on MDE website
Oct 16
Nov 20
Dec 18
Feb 19
DAC
Final date to request
rescore
Oct 30
Dec 4
Jan 1
Mar 5
DAC
Quarterly shipment of
student reports to district
Dec 2
Dec 2
Mar 3
Mar 3
Students are eligible to retest every month the retests are offered.
29
In order to have a student loaded for online testing, any MARSS updates need to be made two days before
the scheduled test date. Once MARSS is submitted, that data is gathered overnight and is visible in Test
WES the next day. Any changes made in Precode Student Eligibility will be reflected in AIR’s systems the
next day. Manual changes include adding a student, changing testing location or grade, or deleting a manual
record.
30
Daily precode files are sent nightly. Districts may go to Test WES to view the list of the students included
in the precode file and use Precode Student Eligibility to verify why a student may not be sent for testing.
Precode Student Eligibility in Test WES may also be used to add a student when a student is not submitted
in MARSS (e.g., “super seniors” who only need to test and are not enrolled) or to change testing location
when a student is testing at a different location than sent in the precode file.
31
Accommodated test materials require manual processing and orders must be submitted prior to the
beginning of the test window. See order forms in Appendix A of the Procedures Manual for details.
December 2013
11
Important Dates for 2013–2014 Reading and Mathematics GRAD Retests
28
Mar 2014
Apr 2014
May 2014
Jun 2014
Jul 2014
Aug 2014
Reading
Math
Reading
Math
Reading
Math
Reading
Math
Reading
Math
Reading
Math
MDE
Eligible student names
available in TIDE for
testing from initial precode
29
file
Feb 21
Mar 21
Apr 18
May 23
June 20
July 18
MDE
Daily MARSS pull for
30
precode
Feb 21–
Mar 11
Mar 21–
Apr 8
Apr 18–
May 13
May 23–
June 10
June 20–
July 8
July 18–
Aug 12
DAC
Last date for districts to
order accommodated test
31
materials
Feb 28
Mar 28
May 2
May 30
June 27
Aug 1
TESTING DATES
Opens at 7 a.m. on day 1
Closes at 5 p.m. on last day
Mar 4–
Mar 12
Apr 1–
Apr 9
May 6–
May 14
June 3–
June 11
July 1–
July 9
Aug 5–
Aug 13
Additional day for vendor customer service
during testing window (7 a.m.–noon)
Mar 8
Apr 5
May 10
June 7
July 5
Aug 9
Month
Responsible
Party
Subject
DAC
Ship accommodated test
materials by
Mar 14
Apr 11
May 16
June 13
July 11
Aug 15
DAC
DSR and SSR files
available on MDE website
Mar 19
Apr 16
May 21
June 18
July 16
Aug 20
DAC
Final date to request
rescore
Apr 2
Apr 30
June 4
July 2
July 30
Sept 3
DAC
Quarterly shipment of
student reports to district
June 3
June 3
June 3
Sept 2
Sept 2
Sept 2
December 2013
12
Table of Contents
Password Tracker for Statewide Assessment Websites .................................................................. 2
Minnesota Department of Education Contacts ............................................................................. 3
Important Dates for 2013–2014 ....................................................................................................... 4
Chapter 1 — Introduction .............................................................................................................. 19
Purpose of This Manual ............................................................................................................. 19
Service Providers ...................................................................................................................... 20
Information for New District Assessment Coordinators .............................................................. 21
MDE’s Secure Systems ............................................................................................................. 21
New for 2013–2014 ................................................................................................................... 22
Chapter 2 — Minnesota Assessments .......................................................................................... 29
Overview ................................................................................................................................... 29
Purpose of the Minnesota Assessment System ......................................................................... 29
Title I Accountability Assessments for the Elementary and Secondary Education Act (ESEA)
— Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR) ....................... 30
Title III Assessments for Elementary and Secondary Education Act (ESEA) — Annual
Measurable Achievement Objectives (AMAO) ........................................................................... 36
Graduation Assessment Requirements ..................................................................................... 37
Summary of Minnesota Assessments ........................................................................................ 46
Other Assessments ................................................................................................................... 47
Chapter 3 — Responsible and Ethical Practices within the Assessment Process ......................... 51
Overview ................................................................................................................................... 51
Part I: General Principles of Professionally Responsible Practice .............................................. 52
Part II: Practices in Preparation and Administration of Minnesota Assessments ........................ 53
Part III: Practices in the Use and Interpretation of Minnesota Assessments Results .................. 57
Part IV: Test Security for Minnesota Assessments Materials ..................................................... 58
Part V: Training ......................................................................................................................... 65
Part VI: Monitoring and Audits ................................................................................................... 66
Chapter 4 — Roles and Responsibilities for Testing ..................................................................... 71
Overview ................................................................................................................................... 71
Superintendent/Executive Director’s Roles and Responsibilities for Testing .............................. 71
District Assessment Coordinator’s Roles and Responsibilities for Testing ................................. 72
School Principal’s Roles and Responsibilities for Testing .......................................................... 78
School Assessment Coordinator’s Roles and Responsibilities for Testing ................................. 79
December 2013
13
Technology Coordinator’s Roles and Responsibilities for Testing .............................................. 83
Test Monitor’s Roles and Responsibilities for Testing ................................................................ 84
MTAS Test Administrator’s Roles and Responsibilities for Testing ............................................ 86
MARSS Coordinator’s Roles and Responsibilities for Testing.................................................... 87
Chapter 5 — Participation of Students with Individualized Education Programs (IEPs) and 504
Plans ............................................................................................................................................. 89
Overview ................................................................................................................................... 89
General Information about Accommodations for Students with IEPs or 504 Plans..................... 90
General Information about Practices That Are NOT Accommodations....................................... 95
Students with IEPs and 504 Plans and Graduation Assessment Requirements ...................... 109
Alternate Assessment Eligibility Information ............................................................................ 112
Chapter 6 — Participation of English Learners ............................................................................ 121
Overview ................................................................................................................................. 121
Identification of English Learners ............................................................................................. 122
English Learners and Graduation Assessment Requirements ................................................. 125
Determining Appropriate Accommodations for English Learners ............................................. 127
Chapter 7 — Students in Special Circumstances and Situations ................................................. 137
Overview ................................................................................................................................. 137
Adult Basic Education (ABE) Students .................................................................................... 137
Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and Private
Contract Alternatives ............................................................................................................... 137
Care and Treatment and Private Facilities ............................................................................... 138
Determining a Student’s Grade Level for Purposes of Title I and III ......................................... 138
District-Placed Students (Graduation Assessment Requirements only) ................................... 138
Dual-Enrolled Students or Concurrent Enrolled Students ........................................................ 139
English Learners (EL) .............................................................................................................. 140
Enrolled in Another State (MARSS State Aid Category = 14 or 52) ......................................... 140
Expelled Students.................................................................................................................... 140
504 Plan Students ................................................................................................................... 141
Foreign Exchange Students (MARSS State Aid Category = 2 or 15) ....................................... 141
Full Academic Year ................................................................................................................. 141
GED Students ......................................................................................................................... 142
Homebound/Non-Attendance Students ................................................................................... 142
Homeless Shelters .................................................................................................................. 142
December 2013
14
Home-Schooled Students ........................................................................................................ 142
Incarcerated Students at Correctional Facilities ....................................................................... 142
Independent Study Students ................................................................................................... 143
Individual Education Program (IEP) Students .......................................................................... 143
Intermediate Districts ............................................................................................................... 143
Medical Excuse ....................................................................................................................... 143
Moving Into or Out of the District during Testing ...................................................................... 144
New-to-Country English Learner.............................................................................................. 145
Open Enrollment/Parent Choice Program Students ................................................................. 146
Out-of-State Testing ................................................................................................................ 146
Parent Refusal......................................................................................................................... 146
Postsecondary Enrollment Options (PSEO) Students .............................................................. 146
Private Schools (Non-Public Schools) ..................................................................................... 147
Retained Students ................................................................................................................... 147
Shared-Time Students (MARSS State Aid Categories = 16, 17 or 18) ..................................... 148
Significant Gap in Enrollment Students.................................................................................... 148
Special Education Sites, Combined Special Education/Vocational Education Programs ......... 148
Suspended Students ............................................................................................................... 149
Temporary Physical Limitations ............................................................................................... 149
Transfer Students from Another State (Graduation Assessment Requirements only) .............. 149
Virtual Schools ........................................................................................................................ 150
Summary ................................................................................................................................. 151
Chapter 8 — Test Administration ................................................................................................ 153
Overview ................................................................................................................................. 153
Important Dates for 2013–2014 ............................................................................................... 153
Which Students Should Test.................................................................................................... 153
What Test Students Will Take.................................................................................................. 154
Where Students Should Test ................................................................................................... 154
Accountability Windows ........................................................................................................... 154
Scheduling and Administering Minnesota Assessments .......................................................... 155
Estimated Test Administration Times....................................................................................... 163
Supplemental Information and Pretest Editing ......................................................................... 168
Test Materials Quantities for Title III Assessments .................................................................. 170
Test Materials Quantities for Title I Assessments and GRAD Retests ..................................... 171
December 2013
15
Non-Public Schools Ordering Statewide Assessments ............................................................ 174
Site Readiness Confirmation ................................................................................................... 176
Preparing a School Site for Testing ......................................................................................... 176
Selecting Test Monitors and Test Administrators ..................................................................... 179
Item Samplers, Online Student Tutorials, and Online Calculators ............................................ 180
Assigning Secure Test Materials to Students........................................................................... 181
Calculator Use ......................................................................................................................... 182
Verifying and Correcting Student Information for Testing ......................................................... 187
Test Monitor and Student Directions ........................................................................................ 190
Test Administration Considerations for Title III Assessments ................................................... 192
Test Administration Considerations for Title I Assessments and GRAD Retests ...................... 193
Monitoring Test Administration ................................................................................................ 194
What Help Can Test Monitors Give to Students? ..................................................................... 194
Students Who Move to another Segment without Permission on Paper Assessments ............ 195
Misadministration by Test Monitor ........................................................................................... 196
Test Responses....................................................................................................................... 198
Valid Score Rules .................................................................................................................... 199
Leaving During Testing ............................................................................................................ 200
Weather Emergency ................................................................................................................ 202
Defective Material .................................................................................................................... 202
Misplaced Answers .................................................................................................................. 203
Answer Documents from a Previous Test Administration......................................................... 203
What Students May Do after They Complete a Test ................................................................ 203
Make-ups ................................................................................................................................ 203
Test/Accountability Codes ....................................................................................................... 203
Other Demographic Codes ...................................................................................................... 206
Collection and Return of Student Responses and Secure Test Materials ................................ 207
Late Scoring of Answer Documents ......................................................................................... 210
Late Entry of Student Responses or MTAS Scores ................................................................. 210
Rescores ................................................................................................................................. 210
Chapter 9 — Student Demographics and Data Editing................................................................ 213
Overview ................................................................................................................................. 213
Demographic Data Elements and Assessment Precode Data ................................................. 213
Test WES ................................................................................................................................ 216
December 2013
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Validation against MARSS and Assessment Records ............................................................. 219
Chapter 10 — Minnesota Assessment Results ........................................................................... 221
Reporting Overview ................................................................................................................. 221
Online Reporting System ......................................................................................................... 221
Secure Reports (formerly MDE Secured Reports) ................................................................... 223
OLPA Reporting ...................................................................................................................... 226
Early Reports, Embargoed Final Assessment Results, and Accountability Results.................. 227
Communicating Assessment Results to the Media and Public ................................................. 229
Public Release of Final Results ............................................................................................... 230
Final Student Reports (Title I Assessments) ............................................................................ 232
Final Reports (Title III Assessments) ....................................................................................... 232
Final Student Reports (GRAD Retests) ................................................................................... 233
Making MCA Comparisons between Schools and Districts or Years........................................ 233
Learning Point Navigator ......................................................................................................... 234
Lexile Scores ........................................................................................................................... 235
Progress Scores ...................................................................................................................... 235
Minnesota Growth Model ......................................................................................................... 236
Public and Parental Access for Review of Statewide Assessments Policy ............................... 237
Use of Confidential Information................................................................................................ 237
Appendix A — Forms .................................................................................................................. 239
Appendix B — Policy and Procedures ......................................................................................... 257
Appendix C — Other Minnesota Assessments ............................................................................ 287
Appendix D — Glossary .............................................................................................................. 291
December 2013
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Chapter 1 — Introduction
Purpose of This Manual
This Procedures Manual has been prepared for District Assessment Coordinators (DACs),
administrators, teachers, specialists and others with a role in administering Minnesota’s
assessments. It contains information about responsible test administration practices that will help
you make informed decisions about properly administering statewide assessments in your school
or district. It is important that test administration practices are standardized across the state so that
all students, schools and districts are operating on a level playing field. This manual also contains
information about test security to maintain the integrity of the assessments and the validity of the
results.
As a result of the 2002 reauthorization of the Elementary and Secondary Education Act (ESEA),
also known as the No Child Left Behind (NCLB) Act, all students enrolled in a public school in
grades 3–8, 10 and 11, including those who receive special education services, must be assessed
annually with academic content assessments. In addition, English learners in a public school in
kindergarten through grade 12 are assessed annually with an English language proficiency test. To
receive a diploma from a Minnesota public high school students must meet graduation assessment
requirements.
Public school students are students who have been entered in the Minnesota Automated Reporting
Student System (MARSS) and attend a public school in Minnesota. In recognition that students
have varied needs, a portion of this manual is devoted to answering the following question: “How
do we appropriately handle special situations so that all students can participate meaningfully in
Minnesota’s state testing program?” Please refer to Chapter 7 of this manual for information on
assessing students in special circumstances and situations.
American Institutes for Research (AIR) will provide a copy of this manual for every public school
district and public school in Minnesota. View an electronic copy on the General Resources page of
the Minnesota Assessments portal (http://www.mnstateassessments.org/resources/?section=1).
There are several ways to use this manual:
•
Keep an electronic copy on your computer and make frequent use of the Find function
(Ctrl-F, Command-F).
•
Print some of the lists to use as checklists.
•
Make copies of forms in the appendices that you might need this year.
•
Use the MDE Contacts page in the front of the manual to find someone who can help you.
•
Use the Important Dates pages in the front of the manual to schedule testing in your district
and make sure you do not miss an important event.
We have tried to make this manual as definitive as possible, and procedures in this manual should
be followed. However, we realize that with both upcoming ESEA changes and suggestions we
receive from those who use this manual, there will always be future versions of this manual.
December 2013
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Service Providers
American Institutes for Research (AIR) is the service provider for Minnesota assessments,
including
•
Mathematics Optional Local Purpose Assessment (OLPA)
•
Title I assessments: Reading, Mathematics and Science Minnesota Comprehensive
Assessments (MCA); Reading and Mathematics Minnesota Comprehensive AssessmentsModified (MCA-Modified); and Reading, Mathematics and Science Minnesota Test of
Academic Skills (MTAS)
•
GRAD retests: Reading, Mathematics and Written Composition Graduation-Required
Assessments for Diploma (GRAD)
AIR’s responsibilities include providing technical assistance for developing, administering, scoring
and reporting the assessments to inform and improve high-quality instruction and support
successful outcomes for every student. AIR has subcontracted with Data Recognition Corporation
(DRC) to support some components of the Minnesota Assessments. DRC’s main responsibilities
include printing, shipping and scoring paper tests. Please contact the Help Desk with questions:
•
Email: [email protected]
•
Phone: 1-877-215-8749
o
Press 1 for questions on online testing, AIR systems, and login information.
o
Press 2 for questions for DRC on paper assessments and shipping procedures.
•
Fax: 1-877-218-7663
•
Hours of operation:
o
September–May: Monday through Friday, 7:00 a.m. to 6:00 p.m.
o
June–August: Monday through Friday, 7:00 a.m. to 4:30 p.m.
o
Saturdays during the Reading and Mathematics GRAD retest window, 7:00 a.m. to
noon
Minnesota is a member of the World-Class Instructional Design and Assessment (WIDA)
Consortium. As a member, Minnesota districts administer the ACCESS for ELLs and Alternate
ACCESS for ELLs assessments to all English learner (EL) identified students in grades K–12.
ACCESS for ELLs stands for Assessing Comprehension and Communication in English State-toState for English Language Learners. WIDA is the service provider for the ACCESS for ELLs and
Alternate ACCESS for ELLs. WIDA has subcontracted with MetriTech to support some
components of these assessments. MetriTech’s main responsibilities include printing, shipping and
scoring paper tests. Please contact the appropriate Help Desk with questions:
•
Email:
o
MetriTech: [email protected]
o
WIDA: [email protected]
December 2013
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•
•
Phone:
o
MetriTech: 1-800-747-4868 (ask for WIDA support)
o
WIDA: 1-866-276-7735
Hours of operation:
o
Monday through Friday, 8:00 a.m. to 5:00 p.m.
Information for New District Assessment Coordinators
In addition to this Procedures Manual, there are many resources available on the MDE website
and Minnesota Assessments portal for new District Assessment Coordinators. In particular, new
District Assessment Coordinators should review the New District Assessment Coordinator
Information on Accessing Systems and Resources. View this document on the Test Administration
page of the MDE website (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html). This
document describes the steps that must be completed in order to be listed as the DAC contact for
your district and how to get login information for AIR, WIDA, and MetriTech. It also provides an
overview of the process for gaining access to MDE secure systems (see next section for additional
information) and provides references to available resources.
MDE’s Secure Systems
MDE’s secure systems that are related to assessment include Test WES, Assessment Secure
Reports (formerly MDE Secured Reports), Graduation Requirements Records (GRR) system,
MARSS WES and Student Identity Validation Interface. Access all of these sites via the Data
Submissions page of the MDE website
(http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html).
Below is a description of the general process for requesting access to a secure MDE system;
detailed instructions are included on the Data Submissions page of the MDE website. For any
questions about access to MDE secure systems, please contact [email protected].
1. Your superintendent (or charter school director) must authorize your access by completing
and faxing the applicable superintendent’s permission/authorization form to MDE. There are
separate authorization forms for each system on the applicable Data Submissions pages.
2. If you have not previously created an MDE account, then you will need to create one. You
will use this same login information for all MDE systems you will request access for.
3. Once your superintendent has faxed the applicable forms and you have an MDE account,
you must request access to each secure system (e.g., Test WES) by logging in to the
secure site you want to enter and selecting “Request Access.”
o
You must actively log in and request access—access is not automatically granted after
the superintendent submits the form.
o
Access must be requested separately for each secure system.
4. If access is granted, you will receive an email confirming that you now have access. Please
allow from one to five business days for approval.
December 2013
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5. If you have access to one secure system (like Test WES) and need access to another
secure system (like the GRR system), choose the site from the Data Submissions page,
and follow the instructions starting with Step 3. Note: District Assessment Coordinators who
have been granted access to Test WES automatically have access to the Assessment
Secure Reports (formerly MDE Secured Reports) and the authorization form does not need
to be completed.
Each district determines which staff has access to the various MDE systems and what their user
roles in the systems will be. Superintendents must annually review who has access for their district.
All persons with access need to be re-authorized, and any staff who no longer should have access
must be indicated in order to have their access removed. Please email [email protected]
for information on staff who currently have access in your district.
Please see Chapter 9 for more information about how Test WES, MARSS WES and the Student
Identity Validation Interface are used for assessment purposes; the GRR system is described in
Chapter 2 and Assessment Secure Reports (formerly MDE Secured Reports) is described in
Chapter 10. User guides or other help documents are also available within the systems for
additional help.
New for 2013–2014
The
symbol indicates significant additions or revisions to the 2013–2014 edition of this
manual. In the case of new assessments, we simply used the new symbol where the assessment
was introduced. The
procedures.
symbol is used to indicate clarifications of existing policies and
A number of changes for this year are listed below. This list highlights the major changes for this
year, but districts must read this manual for further details related to all the changes.
Assessments
•
Spring 2014 is the first operational administration of the grade 11 Mathematics MCA-III
(online and paper administration mode available), grade 11 Mathematics MCA-Modified
(online administration only), and grade 11 Mathematics MTAS aligned to the 2007
Minnesota Academic Standards.
•
Spring 2014 is the last year of administration of all grades of the Reading and Mathematics
MCA-Modified. MCA-Modified will no longer be offered in spring of 2015 or after.
•
There is no GRAD component embedded in the grade 11 Mathematics MCA.
•
Based on the revisions to Minnesota Statute 120B.30, the graduation assessment
requirements have changed and students are no longer required to pass the GRAD. These
changes are incorporated throughout the manual, especially in Chapter 2, but the new
symbol is not used for every change. Please see Graduation Assessment Requirements in
Chapter 2 for the changes.
•
Reading and Mathematics GRAD are available to students every month retest windows are
available with the elimination of the six week remediation requirement.
•
Reading and Mathematics GRAD retests are no longer offered in September and January.
December 2013
22
•
The grade 9 Written Composition GRAD administration is no longer offered because these
students will meet graduation assessment requirements through the career and college
assessments which will include a writing component.
•
For 2013–2014, Written Composition GRAD retests are offered in November and April; a
July retest is no longer available. All students eligible for the Written Composition GRAD
retest may participate in the April retest administration (the April administration is no longer
only for grade 12 students).
•
The Minnesota Alternate Assessment: Writing can continue to be used as the alternate
assessment to meet graduation assessment requirements in writing as determined by the
IEP or 504 plan team. However, results from the Minnesota Alternate Assessment: Writing
are no longer entered into the Data Entry Interface; instead, results will be kept on file at the
district, and the Pass at Individual Rate must be indicated for writing for the student in the
Graduation Requirements Records (GRR) system.
•
For ACCESS for ELLs, the administration format has changed for the Listening test, and
WIDA has clarified policy around the administration time allowed for the Reading and
Writing tests.
•
o
Beginning in 2013–2014, the listening items for the Listening test are pre-recorded for
all tiers in grades 1–12 and provided to schools on CD or available through streaming
audio. Rather than listening to the test administrator read the scripted items, the
students will listen to a recording. Districts can decide to use the CD or stream the
audio as appropriate by student or groups of students.
o
The Reading test is untimed, but the estimated administration times have been
updated. The test is designed to take no more time than indicated in the test
administration materials, but Test Administrators may use their judgment to extend
more time to a student who will productively use a reasonable amount of additional time
to complete the test.
o
The Writing test is a timed test, and students may not exceed the time allowed.
Beginning in 2014, uncontracted Braille versions of the Reading and Writing ACCESS for
ELLs tests are available for order for English learners who have some proficiency in reading
Braille and who have this accommodation indicated in their IEP.
Administration
•
For OLPA, the Test Monitor and Student Directions are now available in the same format as
the directions for the Title I online assessments. A Student Directions presentation is
available to project to students prior to test administration in addition to the instructions for
Test Monitors in the Test Monitor Directions.
•
2013–2014 is the last year districts will be able to choose paper administration mode for the
Reading and Mathematics MCA. Beginning in 2014–2015, these assessments will be
available in online administration mode only (paper accommodations will still be available).
•
Beginning this spring, the Data Entry Interface will open one week prior to the MTAS testing
window to allow for earlier entry of Learner Characteristics Inventory (LCI) data. However,
MTAS tasks cannot be administered and scores cannot be entered until the MTAS testing
window opens.
December 2013
23
•
There are no longer state-assigned test and make-up dates for paper administrations of the
high school Reading and Mathematics MCA. Districts determine their testing schedule
within the testing window following the requirement that all schools within the district
administer the same segment(s) to a given grade on the same day.
•
Title pages appear at the beginning of each reading passage in the online Reading MCA,
and students should pause on the title pages if they will not have time to complete all items
associated with the next passage.
•
For 2013–2014, fewer reading passages will be used in the paper and online Reading
MCA, and each passage will have more items associated with it compared to the 2012–
2013 administration.
•
The estimated times for administration of the grade 11 mathematics assessments are
potentially high estimates because this year will be the first administration of the grade 11
Mathematics MCA and MCA-Modified.
•
There are no segments in the online grade 11 Mathematics MCA and MCA-Modified.
Students may use a calculator on the entire test, and handheld calculators may be used.
See the Calculator Use section in Chapter 8 for guidelines related to the use of handheld
calculators, especially the policy for calculator memory clearing.
•
For grade 10 Reading MTAS, the scores for the majority of students should be entered into
the Data Entry Interface by Friday, April 25, so that technical work related to scoring and
equating can be completed in time for the high school early results release.
•
In order to provide early results for high school, completed answer documents for paper
administrations of the grade 10 Reading MCA and grade 11 Mathematics MCA should be
returned on the Friday after the initial test date(s) in your district but must be returned no
later than April 29. Answer documents from make-up days may be sent in a separate
shipment but answer documents shipped after April 29 will not be included in early results.
•
For the November and April Written Composition GRAD retest administrations, districts
must confirm for each administration if they will participate. If they do not indicate
participation during Supplemental Information, no regular test materials or preprinted
answer documents will be automatically sent for Written Composition GRAD retests.
•
For ACCESS for ELLs, a 5 percent overage of student test booklets is automatically
included in the test materials shipment. Based on quantities of unused test materials from
past years, the amount of automatic overage has been reduced from 10 percent to 5
percent.
•
For ACCESS for ELLs and Alternate ACCESS for ELLs, Test Administrators need to have
access to the one set of test materials (including the Test Administrator’s Script) for the
grade level cluster(s) that they are administering to prepare for administration. In addition,
for the Listening test, the Test Administrator also must check the speaker and CD player or
Internet connection prior to testing to confirm that the listening items are audible.
•
For grades 1–12 of the ACCESS for ELLs, MDE usually requires annual recertification of
Test Administrators for the speaking domain only, but because there are significant
changes to the administration and delivery of the Listening test in 2014, recertification for
every Test Administrator for the group-administered tests (reading, writing, and listening) is
required as well.
December 2013
24
•
The Test Security Notification Form has been updated this year to more effectively collect
information from districts.
Scoring and Reporting
•
The valid score rules for grade 11 Mathematics MCA and MCA-Modified are now the same
as grades 3–8 and reading. Students must respond to 90 percent of the total number of
items in the assessment to receive a valid score (VS). Students responding to six or more
items but fewer than 90% receive a not complete (NC) score code. Students responding to
fewer than six items receive a not attempted (NA) score code.
•
In addition to Reading and Mathematics GRAD retests and online administrations of the
grades 3–8 Mathematics MCA and Mathematics OLPA, the following assessments will
have immediate results available in 2013–2014:
o
Responses entered into the Data Entry Interface for grades 3–8 Mathematics MCA
o
Online administrations of grades 3–8 and 10 Reading MCA
o
Online administrations of and responses entered into the Data Entry Interface for
grades 5, 8, and high school Science MCA
•
If a district does not make a correction in MARSS during Posttest Editing, there is no way to
remove an invalid (INV) score code after Posttest Editing for cases where students’ EL
and/or special education designations in MARSS are incorrect (e.g., student took the
ACCESS for ELLs but was not EL-identified in MARSS). The request for rescore process
cannot be used to change the code since rescores are used only to verify the correct score
and not change a score code.
•
Because standards need to be set for the grade 11 Mathematics MCA, MCA-Modified and
MTAS this year, early student-level results, graduation letters, and rosters for grade 11
mathematics will not be available until final results are released.
•
Reporting of progress scores for the grades 3–8 Reading MCA-III on the Individual Student
Reports (ISRs) will start in 2014, as progress scores are most interpretable when two or
more years of results for a student can be reported.
•
Districts can access percentile growth charts on the Data Dashboard on the WIDA website
to determine how ELs’ growth in language acquisition ranks relative to other students. See
Chapter 10 for further information and the state login and password.
MDE Systems
•
Superintendents/executive directors must annually review who has access to MDE secure
systems for their district. All persons with access need to be re-authorized, and any staff
who no longer should have access must be indicated in order to have their access
removed.
•
The Limited English Proficient (LEP) indicator in MARSS has changed to EL (English
Learner); references in this manual will also use EL.
•
The reports currently under MDE Secured Reports (accessed through the Data Reports
and Analytics page) will be moving to a new page under the Data Center heading called
“Secure Reports.” These reports will also be organized under different report headings. At
December 2013
25
the time of this manual’s publication, the release date and updated links on the website are
not available. Further information will be provided in the Assessment Update. The following
reports will be available under the Assessment Secure Reports heading: District and School
Student Results (DSR and SSR), Graduation Data List, Growth Detail and Summary, Prior
Performance Report for MCA-Modified Participation, Student Assessment History Report,
and Test Results Summary reports.
•
The Graduation Requirements Records (GRR) system has been updated to collect the
additional tests students can use to meet graduation assessment requirements (ACT,
WorkKeys, Compass, ASVAB, and district-determined equivalent assessments). Districts
also request reimbursement through the GRR system but the validation of reimbursements
will be handled through a separate system.
•
The Graduation Data List has been updated to include notations when a student’s record in
the GRR system indicates that the graduation assessment requirement has been met
through one of the alternate routes for GRAD or through the ACT, WorkKeys, Compass,
ASVAB, or a district-determined equivalent assessment.
•
In 2013–2014, districts can determine the test administration mode (paper or online) in Test
WES for the grade 11 Mathematics MCA (in addition to the grades 3–8 Mathematics MCA
and grades 3–8 and 10 Reading MCA). It will default to the test administration mode
indicated in Test WES last year. Note: until this year, districts did not need to choose the
test administration mode for mathematics in high schools, so for the majority of high
schools the test administration mode for mathematics may be defaulted to online.
•
A downloadable file is available on the Precode Student Eligibility screen (where the
MARSS/SSID number is entered) that shows any manually added or changed records in
your district for the current year; this file can be used to help determine which manually
added records should be deleted after MARSS is up to date.
•
For students who change grades and have no new test eligibility, the student’s prior
eligibility will be removed from the precode files and removed in AIR’s systems if the
student is enrolled in grades 3–12.
•
The Student Assessment History report allows districts to look up the individual student
testing history for any student who has been enrolled in their district during the current
school year. The student test history look up is on an individual basis by MARSS number.
Now that this report available, the Request for Test Scores for Students No Longer Enrolled
form in Appendix A should only be used for students who are not enrolled (e.g., “super
seniors” who have completed all coursework but still need to meet graduation assessment
requirements).
•
For 2013–2014, the grades 3–8 embargoed final mathematics summary results will initially
be available in the School Improvement Assessment Reports rather than through Test
Results Summary. This is because test results cannot be released in Test Results
Summary until all grades for the subject are available and grade 11 results are released
later due to standard setting.
•
The Data for Parents and Educators section of the website is being enhanced and replaced
by a new page called the Minnesota Report Card. The Minnesota Report Card page
currently allows tablet and mobile device users to access the public reports. When the
Minnesota Report Card is released on the MDE website, all users will access public results
December 2013
26
through the Minnesota Report Card rather than the current Data for Parents and Educators
page.
Clarifications and updates between publications of this Procedures Manual will be published in the
weekly Assessment Update. DACs indicated in MDE-ORG and superintendents automatically
receive the weekly Assessment Update. Other interested district staff may email their name, email
address, and district name and number to [email protected] to receive the newsletter.
Comments and suggestions for improvements in the Minnesota Assessments testing procedures
are valuable to the growth and effectiveness of the testing program. The Minnesota Department of
Education and our service providers continually work to improve testing procedures for future
administrations. To send a comment to MDE, use the Comment Form in Appendix A or email
[email protected].
December 2013
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Chapter 2 — Minnesota Assessments
Overview
This chapter focuses on the assessments available in the Minnesota Assessment system and
taken by Minnesota students. First, it discusses the purpose behind the Minnesota Assessment
System. Next, it gives an overview of the Minnesota assessments, with emphasis on the Title I and
Title III assessments and the graduation assessment requirements. Then the chapter outlines
other assessments some Minnesota students may take in 2013–2014, such as ACT’s EXPLORE
and PLAN and the National Assessment of Educational Progress (NAEP). The process of building
an assessment in the state of Minnesota from test development to standard setting has been
moved to Appendix B.
Purpose of the Minnesota Assessment System
The Minnesota Assessments program has three purposes:
1. To measure achievement towards meeting the Minnesota Academic Standards and
to measure progress towards meeting Minnesota’s standards for English language
development. Each assessment is designed to measure student performance on the
academic or language development standards identified in its test specifications.
2. To provide information for Minnesota graduates related to career and college
readiness. Minnesota expects its high school graduates to demonstrate the skills and
knowledge necessary for success beyond high school. Based on the revisions to Minnesota
Statute 120B.30, the graduation assessment requirements have changed. These
requirements will be discussed in detail later in this chapter.
3. To measure the academic progress of students over time. Minnesota has implemented
two complementary approaches to measuring academic progress of students across time.
Starting in 2007, the year-to-year progress of each student and cohort of students on the
Reading and Mathematics MCA-II was reported on a uniform score metric (the Progress
Score) that spanned grades 3–8. The deployment of the Mathematics MCA-III in 2011 and
Reading MCA-III in 2013 have required creation of new progress scales that are not directly
comparable to the original MCA-II Progress Score. The Progress Score is included in the
District and School Student Results (DSR and SSR) files and is printed on the Individual
Student Report (ISR) in grades 3–8; it only includes data from MCA-III tests. The Reading
MCA-III Progress Score will be reported for the first time in 2014 when two years of
individual score data are available. Teachers and administrators can use Progress Scores
when making instructional decisions.
With input from educators, the Minnesota Department of Education has also created a
growth model. Minnesota’s Growth Model helps parents and educators compare each
student’s year-to-year achievement change against that of students who began the year at
equivalent achievement levels. Refer to Chapter 10 for additional information about growth.
December 2013
29
Title I Accountability Assessments for the Elementary and Secondary
Education Act (ESEA) — Adequate Yearly Progress (AYP) and Multiple
Measurement Ratings (MMR)
The Title I section of ESEA requires that all public school students be assessed in grades 3–8 and
once in high school in reading and mathematics for Adequate Yearly Progress (AYP) and Multiple
Measurement Ratings (MMR). In 2013–2014, the Minnesota Comprehensive Assessments (MCA),
the Minnesota Comprehensive Assessments-Modified (MCA-Modified) and the Minnesota Test of
Academic Skills (MTAS) in reading and mathematics are used to meet this federal requirement.
ESEA also requires that students be assessed in grades 5, 8, and once in high school in science
but science assessment results are not included in AYP proficiency or MMR calculations. However,
student participation in the assessment is calculated. Grade 5 and grade 8 science use a
participation calculation that parallels the AYP participation calculations for reading and
mathematics. The high school calculation is the same except that only students with a matching
assessment are included in the calculation.
Minnesota public districts and schools, including charter schools, are required to assess all
students in the required grades who are enrolled in the district during the state’s accountability
window. Students take one test in each subject as shown in Table 1. Most students take the MCA,
but students who receive special education services and meet alternate assessment eligibility
criteria may take the MCA-Modified or the MTAS.
Table 1. Title I Accountability Assessments in 2013–2014
Subject
Reading
Mathematics
Science
Assessments
•
Minnesota Comprehensive Assessment (MCA) OR
•
MCA-Modified OR
•
Minnesota Test of Academic Skills (MTAS)
•
•
MCA-Modified OR
•
•
•
The Title I accountability assessments are aligned to the Minnesota Academic Standards. As
standards are revised, a new series of assessments is developed to align with those standards.
Table 2 shows the current Title I accountability assessments, the academic standards to which
they are aligned and the administration mode in which they can be administered. In MDE’s official
documents and test data, the series number is always added—at least in the initial reference—to
indicate the set of academic content standards that are being measured (e.g., MCA-III to designate
the mathematics academic standards adopted in 2007).
Beginning in 2013–2014, the grade
11 mathematics assessments align to the 2007 academic standards.
December 2013
30
Table 2. 2013–2014 Title I Accountability Assessments and Corresponding Academic
Standards and Administration Mode
Mode
Test
Subject
Grades
Academic
Standards
Alignment
MCA-III
Reading MCA
3–8, 10
2010 Standards


MCA-III
Mathematics MCA
3–8, 11
2007 Standards


2009 Standards
N/A

5, 8, 9–12
32
Paper
Online
MCA-III
Science MCA
MOD-III
Reading MCA-Modified
5–8, 10
2010 Standards
N/A

MOD-III
Mathematics MCA-Modified
5–8, 11
2007 Standards
N/A

MTAS-III
Reading MTAS
3–8, 10
2010 Standards
*
*
MTAS-III
Mathematics MTAS
3–8, 11
2007 Standards
*
*
MTAS-III
Science MTAS
5, 8, 9–1232
2009 Standards
*
*
* Paper test materials used for individual administration; online score entry only.
Beginning in 2014–2015, there will be changes to the reading and mathematics assessments
used to meet ESEA Title I requirements. As a result of U.S. Department of Education regulations
that require states to discontinue alternate assessments based on modified achievement
standards, MCA-Modified will no longer be offered in spring of 2015 or thereafter. In addition, the
revisions to Minnesota Statute 120B.30 require that career and college assessments are
implemented (beginning in 2014–2015) and that the grades 3–7 assessments are online, off-grade
adaptive assessments (beginning in 2015–2016).
•
In order to implement the career and college assessments in 2014–2015, students in
grades 8, 10, and 11 will be taking the MCA as well as the career and college assessments
because the career and college assessments must be federally approved to meet ESEA
Title I requirements. Because the career and college assessments cannot be approved to
meet ESEA Title I requirements prior to the first administration, students must take a test
that is already approved in addition to the new career and college assessments.
•
In order to implement the grades 3–7 online, off-grade adaptive assessments in 2015–
2016, the Reading and Mathematics MCA will be available only in the online administration
mode beginning in 2014–2015.
Table 3 provides a high-level overview of these changes. Additional details about the changes to
the Minnesota Assessment System will be provided as they are determined.
32
The high school Science MCA or Science MTAS is given to students in the year they complete their instruction in life
science, usually in a biology course.
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31
Table 3. Title I Accountability Assessments and Changes to the Minnesota Assessment
System by Year
Assessments
Title I
Accountability
Reading and
Mathematics
Title I
Accountability
Science
2013–2014
Grades 3–8, 10, 11
MCA
OR
MCA-Modified 33
OR
MTAS
Grades 5, 8, and HS
MCA
OR
MTAS
2014–2015
Grades 3–8, 10, 11
MCA 34
OR
MTAS 35
AND
Students taking MCA
in grades 8, 10, and 11
Career and College
Assessments 36,37
Grades 5, 8, and HS
MCA
OR
MTAS
2015–2016
Grades 3–7
MCA
OR
MTAS
Grades 8, 10, 11
Career and College
Assessments37,38,39
OR
MTAS
Grades 5, 8, and HS
MCA
OR
MTAS
Minnesota Comprehensive Assessments (MCA)
The primary purpose of the Minnesota Comprehensive Assessments is to measure achievement
on the Minnesota Academic Standards. Districts and schools use the results to inform curriculum
decisions. Parents use the results to monitor the academic progress of their children over the
years.
For 2013–2014, districts decide at a school level which administration mode—online or paper—of
the Mathematics MCA and Reading MCA will be administered.
Beginning in 2014–2015,
these assessments will be available in online administration mode only (paper accommodations
will still be available).
33
MCA-Modified is available in grades 5–8, 10, and 11.
34
Beginning in 2014–2015, the Reading and Mathematics MCA will be available in online administration mode only;
paper accommodated test materials will still be available.
35
In 2014–2015, if students are eligible for the MTAS in grades 8 (both reading and mathematics), grade 10, or grade
11, they will only take the MTAS one time and will not participate in the career and college assessments.
36
In 2014–2015, students in grades 8, 10, and 11 will take both the MCA and the career and college assessments.
37
The career and college assessments also include a writing component. The career and college assessments
administered to meet Title I requirements may also be used to meet graduation assessment requirements.
38
Availability of these assessments assumes federal approval following 2014–2015 administration.
39
Beginning in 2014–2015, it may be necessary to augment the career and college assessments in order to fully assess
students on the Minnesota Academic Standards required for accountability.
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32
The grades 3–8 and 10 Reading MCA-III assessments are aligned to the 2010 Minnesota
Academic Standards. Districts choose the administration mode (paper or online) by school.
•
The online grades 3–8 and 10 Reading MCA assessments contain traditional multiplechoice items along with technology-enhanced items where students use the computer to
manipulate reading content, such as demonstrating a sequence of actions or events,
making connections between a cause and its effect, and choosing supporting details of a
main idea.
•
Students taking the assessment online are able to pause at different points in the test and
return to complete the test at a later time. However, all items associated with a passage are
on the same page, and students must complete all items associated with the passage
before pausing.
•
Title pages appear at the beginning of each passage in the online assessment, and
students should pause on the title pages if they will not have time to complete all items
associated with the next passage. Note: for 2013–2014, fewer reading passages will be
used, and each passage will have more items associated with it compared to the 2012–
2013 administration.
•
If there are two passage titles on the title page, the next set of items is associated with a
text set, which means there will be two paired passages (or “selections” as they are referred
to in the test). Items for text sets can be listed in any order in relation to the presentation of
selection 1 and selection 2. Text sets may also appear in the paper administration.
•
For 2013–2014 only, schools with limited computer capacity have the option to give the
Reading MCA using the paper administration mode. The paper assessment is divided into
four segments and contains only multiple-choice items.
As with the online assessment,
for 2013–2014, fewer reading passages will be used, and each passage will have more
items associated with it compared to the 2012–2013 administration.
The grades 3–8 and 11 Mathematics MCA-III assessments are aligned to the 2007 Minnesota
Academic Standards. Districts choose the administration mode (paper or online) by school.
•
The online grades 3–8 Mathematics MCA are adaptive assessments. This means that the
test adjusts to each student’s skills. Every time a student answers a question, her or his
response helps determine the next question the student must answer. This testing method
provides a more precise measure of students’ skills and knowledge. Although each student
answers different test questions, the adaptive Mathematics MCA assesses only the
standards for that grade level.
•
The online grades 3–8 and 11 assessments contain traditional multiple-choice items along
with technology-enhanced items where students use the computer to select one or more
points on a graphic, drag and drop a graphic from one location to another or manipulate a
graph.
•
Students taking the assessment online are able to pause at different points and return to
complete the test at a later time, have access to an online calculator when allowed, and use
easily accessible online formula sheets.
December 2013
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•
Students have one opportunity to take the online Mathematics MCA during the spring
testing window, and this score is used for final reports and accountability. Districts have the
option of administering the grades 3–8 Optional Local Purpose Assessment (OLPA) earlier
in the school year for instructional purposes, prior to the administration of a Title I
mathematics assessment in the spring for accountability purposes. Further information
about OLPA is included in the Other Tests section later in this chapter.
•
For 2013–2014 only, schools with limited computer capacity have the option to give the
grades 3–8 and 11 Mathematics MCA using the paper administration mode. The paper
assessment is divided into four segments. The paper Mathematics MCA contains only
multiple-choice items for grades 3 and 4; the grades 5–8 and 11 Mathematics MCA also
contains gridded-response items where students must compute the correct answer and
enter it.
•
All mathematics items in both online and paper administration modes are designed to be
accessible to English learners.
The Science MCA-III is an online assessment aligned to the 2009 Minnesota Academic
Standards. The Science MCA is an online assessment administered in grades 5, 8 and once in
high school.
•
Students in grades 9–12 are required to take the Science MCA (or Science MTAS) once in
high school.
o
The high school Science MCA covers the grades 9–12 Minnesota Academic Standards
in Life Science (Strand 4) and the Nature of Science and Engineering (Strand 1) in the
context of life science.
o
Students in grades 9–12 who are enrolled in a life science/biology course or have
received instruction on all Strand 4 and Strand 1 standards related to life science during
the school year are expected to take the high school Science MCA.
o
Students who transfer to your district and have completed life science coursework in a
previous district will not take the high school assessment in your district. However,
students who are re-taking their life science/biology course must take the Science MCA
again, even if they took it previously.
•
The Science MCA is available only in the online administration mode (but paper
accommodated test materials are available). It contains traditional multiple-choice items
along with technology-enhanced items where the student uses the computer to create a
graph or data table, click on a hot spot or drag images or words into designated response
areas.
•
Students taking the assessment are able to pause at different points in the test and return
to complete the test at a later time. However, items associated with a scenario appear on
multiple pages. All of the information a student needs to answer the item(s) appears on the
page he or she is viewing but the content is related across pages within the scenario. Even
though a student could pause after completing all items on a given page, MDE
recommends that a student complete all items associated with the scenario before pausing.
Title pages appear at the beginning of the scenario, and students will know when they have
completed a scenario when they see the title page for the next scenario.
December 2013
34
Minnesota Comprehensive Assessments-Modified (MCA-Modified)
The MCA-Modified is an alternate assessment based on modified achievement standards that is
positioned between the MTAS and the MCA. The MCA-Modified is an online assessment available
in reading and mathematics in grades 5–8, 10 and 11. It measures achievement on the Minnesota
Academic Standards, but achievement standards for this assessment have been set separately
from the MCA. Participation in the MCA-Modified is limited to persistently low-performing students
receiving special education services whose Individual Education Program (IEP) team determines
that they meet the eligibility requirements for the test. Additional information can be found in
Chapter 5 — Alternate Assessment Eligibility Information.
This is the last year the Reading and Mathematics MCA-Modified will be administered. U.S.
Department of Education regulations require states to discontinue alternate assessments based on
modified achievement standards at the end of the 2013–2014 school year.
All MCA-Modified items are multiple-choice. The MCA-Modified items and passages have been
adapted to increase their accessibility for students with disabilities. Here are some examples of the
modifications:
•
Answer options reduced in number from four to three
•
Reading passages with fewer words, lower readability ranges and test items grouped with
the applicable part of the passage
•
Additional graphics on math items
•
Formulas frequently included with math items
•
Key words bolded
The grades 5–8 and 10 Reading MCA-Modified are aligned to the 2010 Minnesota Academic
Standards and are only available in the online administration mode (but paper accommodated test
materials are available). Passages are divided into parts and the parts appear on separate pages
in the online test. Items associated with each part of a passage appear on the same page. At the
end of a passage, the entire passage may be shown once again with one or more items that relate
to the passage as a whole. Even though a student could pause after completing all items on a
given page, MDE recommends that a student complete all items associated with the passage
before pausing. All of the information a student needs to answer the item(s) appears on the page
he or she is viewing but the content is related across pages within the passage. Title pages appear
at the beginning of the passage, and students will know when they have completed a passage
when they see the title page for the next passage.
The grades 5–8 and 11 Mathematics MCA-Modified are aligned to the 2007 Minnesota Academic
Standards and are only available in the online administration mode (but paper accommodated test
materials are available). Students are able to pause at different points in the test and return to
complete it at a later time, have access to an online calculator when allowed, and use an easily
accessible online formula sheet.
The MTAS is a performance-based assessment in reading, mathematics and science for students
with the most significant cognitive disabilities and is available in every grade in which the MCA is
December 2013
35
available. It is an alternate assessment based on alternate achievement standards that feature
substantial reductions in the complexity of the academic content standards. MTAS administration
materials include Task Administration Manuals, Presentation Pages and Response Option Cards
that incorporate the use of pictures, symbols or objects. Participation in the MTAS is limited to
students whose IEP team determines that the student meets the eligibility requirements for the
test. Additional information can be found in Chapter 5, Alternate Assessment Eligibility Information.
The same grade-level considerations for the Science MCA apply in the determination of which high
school students will take the Science MTAS. The Science MTAS should be administered when the
high school student receives instruction in the life science standards. While some students with
significant cognitive disabilities may not be enrolled in a course called Life Science or Biology, they
should have access to the general education curriculum, which includes instruction in life science.
The IEP team determines the most appropriate year for a high school student to take the Science
MTAS.
MTAS scores for each subject and student must be entered by the district into the online Data
Entry Interface. The entry of student MTAS scores into the Data Entry Interface is how student
responses are recorded and scored in order to report student results. Before scores for the MTAS
can be entered, the Learner Characteristics Inventory (LCI) must be entered and submitted for
each student.
•
The LCI is a research tool developed by the National Alternate Assessment Center (NAAC).
The purpose of the LCI is to better understand the learning characteristics of students
participating in alternate assessments based on alternate achievement standards. It is an
instrument that helps Minnesota answer validity questions and extends our knowledge of
the assessment population to ensure that the test is designed appropriately for students
with the most significant cognitive disabilities; it also ensures that the intended population is
participating in the test. The LCI form is available in Appendix A of this manual.
•
Beginning this spring, the Data Entry Interface will open one week prior to the MTAS
testing window to allow for earlier entry of Learner Characteristics Inventory (LCI) data.
However, MTAS tasks cannot be administered and scores cannot be entered until the
MTAS testing window opens.
Title III Assessments for Elementary and Secondary Education Act (ESEA) —
Annual Measurable Achievement Objectives (AMAO)
ESEA requires that all English learners be assessed in grades K–12 in English language
proficiency to measure Annual Measurable Achievement Objectives (AMAO). The Assessing
Comprehension and Communication in English State-to-State for English Language Learners
(ACCESS for ELLs) and Alternate ACCESS for ELLs developed by the multi-state World-Class
Instructional Design and Assessment (WIDA) Consortium are used to meet this federal
requirement and determine state English learner funding for districts. See Table 4 for an overview
of the language domains and grade-level clusters.
English learner (EL) refers to a student who is identified in MARSS as eligible for participation in
English as a Second Language (ESL) or Bilingual Education programs.
December 2013
36
The English learner
indicator in MARSS has been updated to EL (English learner) from LEP (Limited English
Proficient).
Table 4. 2013–2014Title III Accountability Tests
Test
Language Domains
Grade-Level Clusters
ACCESS for ELLs
Reading, Writing,
Listening and Speaking
K
1–2
3–5
6–8
9–12
Alternate ACCESS for ELLs
Reading, Writing,
Listening and Speaking
1–2
3–5
6–8
9–12
ACCESS for ELLs
The ACCESS for ELLs is an English language proficiency assessment based on the Minnesota
Standards for English Language Development, developed by the WIDA Consortium. There are four
language domains addressed by the ACCESS for ELLs: reading, writing, listening and speaking.
The test is available in five grade-level clusters: grades K, 1–2, 3–5, 6–8 and 9–12.
Alternate ACCESS for ELLs is an individually administered English language proficiency
assessment developed specifically for English learners who have significant cognitive disabilities
severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. The
Alternate ACCESS for ELLs is based on WIDA's Alternate Model Performance Indicators (AMPIs),
which have been developed to augment WIDA's existing English Language Development
Standards to allow English Learners with significant cognitive disabilities to demonstrate language
growth.
There are four language domains addressed by the Alternate ACCESS for ELLs: reading, writing,
listening and speaking. The test is available in four grade-level clusters: grades 1–2, 3–5, 6–8 and
9–12. Currently, the Alternate ACCESS for ELLs is not available for kindergarten.
Graduation Assessment Requirements
In order to be eligible for a diploma from a Minnesota public high school, all students must
fulfill graduation assessment requirements in writing, reading, and mathematics. Based on the
revisions to Minnesota Statute 120B.30, the graduation assessment requirements have changed.
Since this entire section has been re-written to address the changes, the “new” symbol will not be
used to note all of the changes.
There are different routes to meeting graduation assessment requirements depending on what
year students were first enrolled in grade 8. Districts will determine what routes will be offered and
used to meet the graduation assessment requirements. Table 5 provides an overview of the
requirements and they will be discussed in greater detail in this chapter.
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Note: even with all of the legislative changes, for accountability purposes students in grades 10
and 11 must still participate in Title I accountability assessments as described earlier in this
chapter, even if they have already met their graduation assessment requirements.
Table 5. Routes to Meeting Graduation Assessment Requirements
Student first enrolled in
grade 8 through 2009–10
Meet or have met graduation
assessment requirements
through Graduation-Required
Assessments for Diploma
(GRAD) in writing, reading, and
mathematics by: achieving
proficiency on high school Title
I assessments; passing GRAD
retests 40; and/or meeting
GRAD alternate routes 41
OR
Take or have taken ACT/
WorkKeys/Compass/
Armed Services Vocational
Aptitude Battery (ASVAB) to
meet requirements in writing,
reading, and/or mathematics
OR
Have or receive score on
equivalent assessment
(district determined) to meet
requirements in writing,
reading, and/or mathematics
Student first enrolled in grade
8 in 2010–11 or 2011–12
Meet or have met graduation
assessment requirements
through GRAD in writing,
reading, and mathematics by:
achieving proficiency on high
school Title I assessments;
passing GRAD retests40; and/or
meeting GRAD alternate routes
(except math alternate
pathway)41
OR
Take or have taken ACT/
WorkKeys/Compass/
ASVAB to meet requirements in
writing, reading, and/or
mathematics
OR
Have or receive score on
equivalent assessment
(district determined) to meet
requirements in writing, reading,
and/or mathematics
Student first enrolled in
grade 8 in 2012–13 and
later
Take Grade 8 Career and
College Assessment (when
available)
AND
Take Grade 10 Career and
College Assessment
POSSIBLY
Take College Placement
Diagnostic Assessment 42
AND
Take Grade 11 College
Entrance Assessment
OR
MTAS (for grades above)
and Minnesota Alternate
Assessment: Writing 43
Note: Students in grade 10 and below this school year will have the opportunity to participate in the
career and college assessments beginning in 2014–2015 and will therefore take the assessment(s)
needed to meet their graduation assessment requirements as part of the Minnesota Assessment
System. Since students in grades 11 and 12 in 2013–2014 will not participate in the career and
college assessments as part of the Minnesota Assessment System, they will need to meet their
graduation assessment requirements through the GRAD or one of the other routes. MDE
40
Minnesota Alternate Assessment: Writing can still be administered to students who need an alternate assessment to
meet requirements for written composition.
41
GRAD alternate routes refers to mathematics alternate pathway (for students enrolled in grade 8 through 2009–2010),
individual passing score, ELL exemption, and pass other state (reciprocity).
42
Students not yet academically ready for a career or college based on their growth in academic achievement between
grades 8 and 10 (as determined by performance on the grade 8 and 10 assessments) must take the college placement
diagnostic exam before taking the college entrance exam in the spring.
43
To meet the writing graduation assessment requirements, students taking the MTAS will need to have the Minnesota
Alternate Assessment: Writing completed for them once in grades 9–12.
December 2013
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recommends prioritizing these groups of students as your district makes plans for what
assessments will be offered.
Students Enrolled in Grade 8 through 2011–2012
When choosing which assessment(s) to administer to fulfill graduation assessment requirements,
the decision should be made on a student-by-student basis, determined by what is best for each
student and their respective post-graduation goals. The intent is for districts to select the
appropriate assessment(s) for each student, rather than implement a single, district-wide
assessment for all students.
If a student transfers into another district having taken some graduation-related assessments in
their prior district, the new district will determine what will be used to meet graduation assessment
requirements (especially for district-determined assessments) since it will issue the diploma. For
example, if district A is using the ACCUPLACER as a district-determined equivalent assessment,
and a student transferred in having taken another district-determined equivalent assessment (e.g.,
SAT), district A could decide to have the student take the ACCUPLACER or determine that the
assessment the student took meets the graduation assessment requirements.
GRADUATION-REQUIRED ASSESSMENTS FOR DIPLOMA (GRAD)
Students enrolled in grade 8 through the 2011–2012 school year can continue to meet the
graduation assessment requirements in reading, mathematics, and writing through the high school
Title I assessments, GRAD retests, or GRAD alternate routes, which include:
•
•
Earning a proficient score on a high school Title I assessment. If students are proficient
(achieve Meets or Exceeds the Standards) on a grade 10 reading Title I assessment (MCA,
MCA-Modified, or MTAS) or grade 11 mathematic Title I assessment (MCA, MCA-Modified,
or MTAS), they have met their graduation assessment requirement for that subject.
o
There is no longer a GRAD component embedded in the grade 10 Reading MCA or
grade 11 Mathematics MCA. Students who are not proficient can participate in GRAD
retests or meet the graduation assessment requirements through one of the other
routes outlined above or the GRAD alternate routes below.
o
See Students with IEPs and 504 Plans and Graduation Assessment Requirements in
Chapter 5 for further information about MCA-Modified and MTAS.
Earning a passing score on the Written Composition GRAD or Reading and Mathematics
GRAD retests or have the Minnesota Alternate Assessment: Writing completed.
o
For the Written Composition GRAD retests, a student writes to one prompt, and his or
her essay is assigned a score between 0 and 6 based on the rater’s overall (holistic)
impression of the writing. A score of 3 or higher on the Written Composition GRAD is
passing. The holistic scoring rubric used for scoring the Written Composition GRAD is
included in the test specifications.
o
For the Reading and Mathematics GRAD retests, the passing score corresponds to a
scale score of 50 (or above) on a scale score range of 15 to 85 for both Reading and
Mathematics GRAD retests.
o
The Minnesota Alternate Assessment: Writing is the alternate assessment for the
Written Composition GRAD. Students who have had this assessment completed for
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them have met the graduation assessment requirements for writing. See Students with
IEPs and 504 Plans and Graduation Assessment Requirements in Chapter 5 for further
information.
•
Meeting GRAD alternate routes, which includes the following (detailed information is
provided under Alternate Routes to GRAD below):
o
Meet mathematics alternate pathway requirements (for students in grade 8 through
2009–2010 only)
o
Receive an individual passing score (for students on an IEP or 504 plan)
o
Receive an English Language Learner (ELL) exemption
o
Pass an accountability assessment from another state approved by MDE (reciprocity)
It is a district decision whether individual students will meet graduation assessment requirements in
reading, mathematics, and writing through the GRAD retests. While a district may choose not to
include GRAD retests on the testing calendar, an individual student who is eligible for and requests
a GRAD retest must be provided the opportunity to retest.
Written Composition GRAD Retests
The Written Composition GRAD retest is a paper assessment that requires students to write an
essay in response to a prompt. For 2013–2014, Written Composition GRAD retests are available in
November and April.
The grade 9 Written Composition GRAD census administration is no longer offered. Students
enrolled in grade 8 in 2012–2013 or later will no longer meet graduation assessment requirements
through the GRAD assessments so they do not need to take the grade 9 Written Composition
GRAD.
Reading and Mathematics GRAD Retests
The Reading and Mathematics GRAD retests are administered online and contain only multiplechoice items. Students who are not proficient on the grade 10 or 11 Title I accountability
assessment will have opportunities to take the online GRAD retests every month retests are
available (or as provided by district schedule) after final test results are available. Students who
have obtained a passing score on a GRAD retest may not take it again.
GRAD Remediation
Although remediation is always recommended prior to retesting, there is no longer a remediation
requirement and eligible students will be included in precode each month the retests are offered.
However, for the mathematics alternate pathway, students must still participate in districtprescribed remediation; please see Alternate Routes for GRAD below for more information.
Alternate Routes for GRAD
In addition to the routes described previously in this section, there are additional routes for the
GRAD that students can use to meet graduation assessment requirements.
•
Mathematics alternate pathway: Available only to students first enrolled in grade 8 up
to school year 2009–2010; the mathematics alternate pathway is not available for
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students first enrolled in grade 8 in school year 2010–2011 or thereafter. The requirements
for the mathematics alternate pathway are as follows:
o
Complete, with a passing grade, all state and local coursework and credits required for
graduation by the school board granting the students their diploma.
o
Participate in district-prescribed academic remediation in mathematics.
o
Participate in the initial administration of a Title I mathematics assessment and in at
least two Mathematics GRAD retests. Students who do not participate in an initial Title I
mathematics administration will need to participate in at least three Mathematics GRAD
retests.
•
Individual passing score set on the MCA, MCA-Modified, MTAS, or GRAD retest: If a
student with an IEP or 504 plan does not fulfill the reading or mathematics graduation
assessment requirement by being proficient (Meets or Exceeds Standards) on the Title I
assessment or by achieving a scale score of 50 on a GRAD retest, the IEP or 504 plan
team can establish an individual passing score. See Students with IEPs and 504 Plans and
Graduation Assessment Requirements in Chapter 5 for further information.
•
ELL exemption: Students who are designated as EL in the MARSS system may be eligible
for an exemption from the GRAD if they have been enrolled in any Minnesota school for
less than four consecutive years. For more information, see English Learners and
Graduation Assessment Requirements in Chapter 6.
•
Reciprocity: Students moving to Minnesota who are proficient on another state’s ESEA
accountability assessment that is accepted by MDE may have that assessment count for
graduation. Note: MDE will also accept reciprocity requests for students who took the ACT,
Compass, WorkKeys, ASVAB, or district-determined equivalent assessment in another
state. For more information, see Transfer Students from Another State in Chapter 7.
ACT, WORKKEYS, COMPASS, AND ASVAB
For students enrolled in grade 8 through the 2011–2012 school year, the revisions to Minnesota
Statute 120B.30 also allow students to take the ACT assessment for college admission, the
WorkKeys job skills assessment, the Compass college placement test, or the Armed Services
Vocational Aptitude Battery (ASVAB) to meet graduation assessment requirements in reading,
mathematics, and writing.
For WorkKeys and Compass, students are only required to take the applicable subject(s) where
they have not met the graduation assessment requirements. For WorkKeys and Compass, the
following subject components are eligible for district reimbursement:
•
WorkKeys: Applied Mathematics, Business Writing, and Reading for Information.
•
Compass: Reading, Writing Essay, and Mathematics.
ASVAB is a composite test, so students taking this test have met the requirements for all subjects.
The ACT is also a composite test, but if a student has not met graduation assessment
requirements for writing, the student must take the ACT Plus Writing.
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Students who take WorkKeys, Compass, ACT, or the ASVAB should provide proof that they have
taken one of these assessments, such as the individual student report. There is not a specific
score required for these assessments.
In order to meet graduation assessment requirements through these assessments, the student
must take the assessment prior to graduation; the intention to take the test in the future would not
meet the graduation assessment requirement. However, students may be eligible to receive a
diploma if they took these assessments prior to the legislative changes (note that in order to
request reimbursement, the test must be administered after the end of the legislative session; see
District Reimbursement below for further information).
DISTRICT-DETERMINED EQUIVALENT ASSESSMENTS
For students enrolled in grade 8 through the 2011–2012 school year, the revisions to Minnesota
Statute 120B.30 also allow districts to substitute a score from an alternative, equivalent
assessment to satisfy the graduation assessment requirements.
The selection of an equivalent assessment is a district decision, but students must meet
requirements in writing, reading, and mathematics. Students are only required to take the
applicable subject(s) where they have not met graduation assessment requirements. The
requirement of a specific score is also a district decision.
In order to be equivalent with the Minnesota Assessment System, the district-determined
equivalent assessment must be administered in grades 10, 11, or 12.
MEETING GRADUATION ASSESSMENT REQUIREMENTS FOR STUDENTS NO LONGER
ENROLLED
For students who are in grade 8 through 2009–2010 and are under age 21 or turned 21 during
the school year, follow the requirements outlined in the first column of Table 5 and the following
text.
For students age 21 or over as of September 1, 2013, a district may provide services to that
student in order for the student to meet the state graduation assessment requirements above. If a
student has met the state graduation assessment requirements above and is otherwise eligible to
graduate, a district may issue the student a diploma. However, a district is not required to provide
services to a student over age 21.
•
Minnesota Statutes section 120A.20 defines age limitations for students as follows: “(c) A
pupil who becomes age 21 after enrollment is eligible for continued free public school
enrollment until at least one of the following occurs: (1) the first September 1 after the
pupil’s 21st birthday; (2) the pupil’s completion of the graduation requirements; (3) the
pupil’s withdrawal with no subsequent enrollment within 21 calendar days; or (4) the end of
the school year.” Minnesota Statute section 125A.03 provides that special education
instruction and services must be provided “until July 1 after the child with a disability
becomes 21 years old.”
•
Please contact the MDE ABE division at [email protected] for students in Adult Basic
Education (ABE) programs or students over age 21 meeting graduation assessment
requirements through GRAD mathematics alternate pathway, ELL exemption, individual
passing score, or reciprocity.
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DISTRICT REIMBURSEMENT
For students in grade 8 through 2011–2012, districts will pay for the applicable assessments for
the student (ACT, Compass, or WorkKeys) and request reimbursement from MDE through a
reimbursement system that is currently being developed. Reimbursement is expected to occur
once per year with the first reimbursement anticipated in fall of 2014. Reimbursement will follow
release of final assessment results. Further details on the reimbursement system will be provided
as they are available.
•
Districts will only be reimbursed for students who have not met graduation assessment
requirements through proficiency on a reading or mathematics Title I assessment, through
a GRAD retest, or GRAD alternate route.
•
Either ACT (a composite test) or Compass/WorkKeys (component tests where subjects are
administered individually) per student will be reimbursed.
o
ACT or ACT Plus Writing
o
Compass and/or WorkKeys: students can take any combination of Compass or
WorkKeys components to meet requirements and the subject components may be
administered at separate times. For Compass, the Reading, Writing Essay, and
Mathematics subject components are eligible for reimbursement. For WorkKeys,
Applied Mathematics, Business Writing, and Reading for Information are eligible for
reimbursement.
•
To be eligible for reimbursement, the assessment must be administered after the end of the
legislative session, May 20, 2013.
•
The ASVAB is free. If this is the best course of action for a student, the student or district is
responsible for scheduling the armed services test administration.
•
District-determined equivalent assessments are not eligible for reimbursement.
•
The assessment administered and the administration date will be entered in the GRR
system by subject; see Graduation Requirements Records (GRR) System later in this
chapter.
•
Students who will participate in the career and college assessments as part of the
Minnesota Assessment System (students in grade 10 and below in 2013–2014) will not
have other assessments reimbursed.
For students over age 21 who are no longer eligible for a free public education, the district or the
student is responsible for covering the costs of the other assessments since they are no longer
considered public school students.
Students Enrolled in Grade 8 in 2012–2013 and Later
These students will meet graduation assessment requirements through the career and college
assessments, which will first be administered in school year 2014–2015. While these students are
typically grade 9 students this year, the majority of your grade 10 students will also be taking the
career and college assessments next year and will meet graduation assessment requirements that
way, not through the routes described previously.
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43
The career and college assessment system will consist of a grade 8 and 10 Career and College
Assessment and grade 11 College Entrance Assessment. Students not yet academically ready for
a career or college based on their growth in academic achievement between grades 8 and 10 must
take the college placement diagnostic exam before taking the college entrance assessment in
grade 11.
At the time of this manual’s publication, detailed information about the career and college
assessments was not available. For example, students who finished grade 8 in 2012–2013 did not
have the grade 8 career and college assessment available for them to take. Further guidance on
how or if students complete the sequence of the career and college assessments (e.g., students
who could not take the assessment in grade 8 when it was not available, students who move in to
Minnesota in grade 12) will be determined and provided to districts when available.
Similarly, eligible students first enrolled in grade 8 in 2012–2013 will still have the opportunity to
take the MTAS and/or Minnesota Alternate Assessment: Writing as alternate assessments in place
of the career and college assessments. Detailed information about how those assessments will be
administered for graduation assessment purposes will be provided.
Student Record Keeping for Graduation Assessment Requirements
For students in grade 8 through the 2011–2012 school year, the requirements for record keeping
have been removed. Districts are no longer required to indicate pass or not pass on student
transcripts for graduation assessment requirements.
For students first enrolled in grade 8 in the 2012–2013 school year and later, a school or district
must record a student’s progress toward career and college readiness on the high school
transcript, and for other students as soon as practicable. The specifics of this process will be
determined with input from various stakeholders.
For information on documentation districts must maintain for program audits conducted by MDE,
see Documentation for State Graduation Assessment Requirements in Chapter 3.
Graduation Requirements Records (GRR) System
The Graduation Requirements Records (GRR) system is the secure MDE website where districts
are required to document that the graduation assessment requirement has been met based on
conditions other than being proficient on a Title I high school assessment or having passed the
relevant GRAD retest (including individual passing score, ELL exemption, mathematics alternate
pathway, and pass other state).
Districts are also required to document if the graduation
assessment requirement has been met by taking one of the additional assessments students can
use to meet graduation assessment requirements (ACT, WorkKeys, Compass, ASVAB, and
district-determined equivalent assessments). Once a GRR record is entered into the system, the
student will no longer be included in precode files sent for the associated GRAD retest.
The codes below are used to record how a student has fulfilled graduation assessment
requirements.
1. Pass at Individual Rate (Code: 0001): This code is entered when the IEP or 504 plan team
sets an individual passing score on a GRAD, MCA, MCA-Modified, or MTAS test for the
subject. The code can be entered as soon as the IEP or 504 plan team makes its decision.
December 2013
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2. Pass Other State (Code 0002): This code is used for students who transferred into the
district from another state. Districts may request reciprocity for test students have taken in
another state to meet the graduation assessment requirements in reading, mathematics,
and/or writing. See Transfer Students from Another State in Chapter 7 for more information.
This code is entered by MDE.
3. Pass Administrative (Code 003): The code is for MDE use only.
4. ELL Exemption (Code 0004): This code is assigned to English learners who have been in
this country for fewer than four consecutive years, have otherwise met the graduation
requirements for their high school and are set to graduate after completing grades 9–12.
The exemption applies to the graduation assessment requirements for all subjects: reading,
mathematics and writing. This code is assigned at the end of the student’s high school
career.
5. Mathematics Alternate Pathway (Code 0006): This code is assigned to students enrolled
in grade 8 in any school year from the 2005–2006 school year to the 2009–2010 school
year who do not pass their initial mathematics graduation assessment and meet all of the
requirements as outlined above under Alternate Routes for GRAD.
6. ACT (Code 0007): This code is assigned to a student who has taken the ACT. This code
can be used for a student to meet their graduation assessment requirement in reading
and/or mathematics.
7. ACT Plus Writing (Code 0008): This code is assigned to a student who has taken the ACT
Plus Writing. This code can be used for a student to meet their graduation assessment
requirement in reading, mathematics, and/or writing.
8. Compass (Codes 0009, 0010, 0011): This code is assigned to a student who has taken the
Compass to meet their graduation assessment requirement. The Compass Math meets the
mathematics graduation assessment requirement, the Compass Reading meets the
reading graduation assessment requirement, and the Compass Writing Essay meets the
writing graduation assessment requirement.
9. WorkKeys (Codes 0012, 0013, 0014): This code is assigned to a student who has taken
the WorkKeys to meet their graduation assessment requirement. The WorkKeys Applied
Mathematics meets the mathematics graduation assessment requirement, the WorkKeys
Reading for Information meets the reading graduation assessment requirement, and the
WorkKeys Business Writing meets the writing graduation assessment requirement.
10. ASVAB (Code 0015): This code is assigned to a student who has taken the Armed
Services Vocational Aptitude Battery (ASVAB). This code can be used for a student to meet
their graduation assessment requirement in reading, mathematics, and/or writing.
11. District Equivalent Assessment (0016): This code is assigned to a student who has taken
and has a score on a district determined equivalent assessment. This code can be used for
a student to meet their graduation assessment requirement in reading, mathematics, and/or
writing.
Districts are able to enter information for students who are no longer enrolled as long as the
student demographic information passed the SSID validations.
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A district cannot make changes to the GRR records that are entered by another district. If the new
district wants to retest the student, the district will need to contact the prior district about changing
the GRR record to Not Met in the GRR system.
The GRR system is also where the district requests reimbursement for an eligible assessment, but
the GRR system does NOT validate whether reimbursement will be approved. The only validations
in the GRR system are related to validation of student demographic information and test
administration dates and subjects. The reimbursement approval system will be a separate system
and has not yet been developed. Please note that changing the student from Met to Not Met will
not make any future assessments taken by the student eligible for reimbursement.
Summary of Minnesota Assessments
Table 6 lists all the assessments available through the Minnesota Assessment System that are
provided by MDE in 2013–2014.
Table 6a. Minnesota Title I Assessments in 2013–2014
Test and Subject
Grade
Segments
Reading MCA-III (online)
3–8, 10
Reading MCA-III (paper)
3–8, 10
Item Type*
MC
GR
TE
Prompt
N/A
X
N/A
X
N/A
4
X
N/A
N/A
N/A
X
N/A
X
N/A
Varies in
44
grades 3–8
Mathematics MCA-III (online)
3–8, 11
Mathematics MCA-III (paper)
3–8, 11
4
X
X
(gr 5–8,
11)
N/A
N/A
5, 8, 9–12
N/A
X
N/A
X
N/A
5–8, 10
N/A
X
N/A
N/A
N/A
X
N/A
N/A
N/A
Science MCA-III (online)
Reading MCA-Modified (online)
N/A for grade
11
Varies in
44
grades 5–8
Mathematics MCA-Modified (online)
5–8, 11
Reading MTAS
3–8, 10
N/A
**
**
**
**
Mathematics MTAS
3–8, 11
N/A
**
**
**
**
5, 8, 9–12
N/A
**
**
**
**
Science MTAS
N/A for grade
11
* MC = Multiple Choice; GR = Gridded Response; TE = Technology Enhanced
** Performance-based assessment administered and scored by the test administrator using a script and a task-specific
scoring rubric
While there are segments for calculator availability, scheduling should not be based on these segments because the
segments are not equal in length and are not designed to be used as a way to schedule test administration.
44
December 2013
46
Table 6b. Minnesota Title III Assessments in 2013–2014
Test and Subject
Grade
Segments
Item Type
ACCESS for ELLs
K
1 test for each
language
domain within
the test booklet
The domains of listening, speaking, reading and writing are
assessed within the context of two stories. The test is
individually administered, and materials include manipulatives
and an activity board. The test is scored by the test
administrator.
ACCESS for ELLs
1–2
3–5
6–8
9–12
1 test for each
language
domain within
the test booklet
The Listening and Reading Tests contain multiple-choice items;
the Writing Test contains a set of tasks students respond to; the
Speaking Test contains performance tasks scored by the test
administrator according to specific rubrics.
Alternate ACCESS for
ELLs
1–2
3–5
6–8
9–12
1 test for each
language
domain within
the test booklet
The Listening and Reading Tests contain selected response
items and the Writing and Speaking Tests contain constructed
responses items. The tests are individually administered and all
sections are hand scored by the Test Administrators.
Table 6c. Minnesota Assessments in 2013–2014 for Graduation Assessment Requirements
Test and Subject
Written Composition GRAD
(retests only)
Segments
N/A
Item Type*
MC
GR
TE
Prompt
OC
N/A
N/A
N/A
X
N/A
Minnesota Alternate
Assessment: Writing
N/A
N/A
N/A
N/A
N/A
Writing
attributes
evaluated
by student’s
teacher
Reading GRAD (retests only)
N/A
X
N/A
N/A
N/A
N/A
Mathematics GRAD
(retests only)
N/A
X
N/A
N/A
N/A
N/A
* MC = Multiple Choice; GR = Gridded Response; TE = Technology Enhanced; OC = Observational Checklist
Other Assessments
Optional Local Purpose Assessment (OLPA)
Districts have the option of administering the Optional Local Purpose Assessment (OLPA) in
mathematics earlier in the school year for instructional purposes prior to the one administration of a
Title I mathematics assessment in the spring for accountability purposes. The OLPA is an optional
assessment only available online.
•
In 2013–2014, the OLPA is only available in grades 3–8 mathematics.
•
The OLPA allows up to two optional testing opportunities per student and uses Minnesotaspecific items and the same adaptive algorithm as the online grades 3–8 Mathematics MCA
administered in the spring. A minimum of 14 calendar days is required between testing
opportunities.
•
Test administration and security policies and procedures for OLPA are the same as for
other online assessments and must be followed. See Chapter 8 for additional information.
December 2013
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•
The OLPA provides a risk-free environment for students to familiarize themselves with
online testing and provides teachers with information to target instruction before students
take a mathematics accountability assessment in the spring.
•
No alternate assessments or accommodated test materials are available, but
accommodated text-to-speech is available for students with an IEP or 504 plan or for
English learners.
•
In addition to students who will take the Mathematics MCA, students who will take the
Mathematics MCA-Modified or MTAS for accountability in the spring may take the OLPA.
•
OLPA results are immediate and are only available through AIR’s Online Reporting System.
No OLPA results are available through MDE’s Data Center (e.g., DSR files) and hard
copies of Individual Student Reports (ISRs) are not provided. See Chapter 10 for additional
information.
Any district may participate in the OLPA, even if they plan to administer the Mathematics MCA on
paper in the spring. Participation in the OLPA is a district decision, and OLPA test scores cannot
be used for accountability. If students participate in the OLPA, they still need to take a Title I
mathematics accountability assessment in the spring.
Based on low participation rates in the online administration of the Reading MCA across the
grade levels in 2012–2013, a Reading OLPA is not available this year. In order to provide a
Reading OLPA in 2014–2015, there would need to be sufficient participation (approximately 50%
participation with adequate distribution to be psychometrically sound) in this spring’s online
administration of the Reading MCA. A grade 11 Mathematics OLPA will also be provided in 2014–
2015 if there is sufficient participation in the online administration this spring.
ACT’s EXPLORE and PLAN
The State of Minnesota continues to fund the use of ACT’s EXPLORE and PLAN for the fall of
2013. (The funding is limited but expected to meet the requests from public schools.) The optional
EXPLORE and PLAN administrations will not be offered in 2014–2015. Starting in 2014–2015, the
yet-to-be-determined career and college assessments will be offered through the Minnesota
Assessment System.
Public schools and districts that choose to give the EXPLORE in grade 8 or PLAN in grade 10 in
2013 may have them paid for by the state (see Table 7).
Table 7. ACT EXPLORE and PLAN Tests
Grade
8
10
Assessment
EXPLORE
PLAN
If home-schooled students want to participate in the EXPLORE or PLAN, they must test at a public
school district, and each district determines whether it will offer testing opportunities for these
students. The 2013 costs are $10.50 per student assessed with EXPLORE and $12.95 per student
assessed with PLAN. These test materials will need to be ordered separately by the school district
so billing information can be entered. Non-public schools may also participate in these
assessments, but the costs are not covered by the State of Minnesota.
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Detailed information about the process for participating in EXPLORE and PLAN testing is available
on the Additional Tests section of the MDE website. View the Additional Tests section
(http://education.state.mn.us/MDE/SchSup/TestAdmin/AddTest/index.html). Information regarding
the EXPLORE and PLAN can be found in Appendix C.
National Assessment of Educational Progress (NAEP)
NAEP assessments, sponsored by the U.S. Department of Education, have been administered to
students since 1969. The results of NAEP are commonly referred to as “The Nation’s Report
CardTM.” NAEP is the only nationally representative assessment of what American students know
and can do in various subject areas. Assessments are conducted periodically in mathematics,
reading, science, writing, the arts, civics, economics, geography and U.S. history.
Not all subjects are tested each year (see testing schedule in Appendix C). Odd-numbered years
are Main NAEP years where state data are provided for grades 4 and 8. Over 300 schools in
Minnesota participate. Even-numbered years produce only national results, so a smaller number of
schools need to participate. Other special assessments or studies can occur throughout the years
as well.
ESEA legislation requires districts that accept Title I funds to participate if chosen for either the
grade 4 or grade 8 reading and mathematics assessments.
Testing for NAEP 2014 will take place from January 27 to March 7, 2014. The program will include
the following assessments:
•
Technology and Engineering Literacy (TEL) grade 8
•
US History, Civics, Geography grade 8
•
Science Pilot grades 4, 8 and 12
Only national results will be available from the operational assessments.
The assessments are administered uniformly and serve as a common metric across all states.
NAEP results are based on a representative sample of the student population and do not provide
individual student results.
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Chapter 3 — Responsible and Ethical Practices within the
Assessment Process
Overview
This chapter discusses the responsible and ethical practices in the administration and
interpretation of the Minnesota Assessments. These practices apply to District and School
Assessment Coordinators, teachers, school counselors, principals, school psychologists,
superintendents, district staff, MDE staff and educational research and policy professionals. Much
of the following information is adapted from general principles of test use set forth in the Standards
for Educational and Psychological Testing (developed jointly by the American Educational
Research Association [AERA], American Psychological Association [APA] and the National Council
on Measurement in Education [NCME] [1999]) and in the Code of Professional Responsibilities in
Educational Measurement by the National Council on Measurement in Education (1995).
A primary goal of the Minnesota Assessment System is to be able to make valid inferences about
student achievement. The principles discussed in this chapter provide guidance for determining
whether a practice related to the administration of Minnesota Assessments or use of Minnesota
Assessment results supports this goal.
•
Part I provides the general principles of responsible assessment practice. The guidelines
are the professional standards to which all those involved in the assessment process
should refer when determining what practices are appropriate and what practices are
unprofessional, unethical and/or inappropriate.
•
Part II has concrete examples of ethical and unethical practices in the administration of
Minnesota Assessments.
•
Part III provides examples of appropriate and inappropriate uses and interpretation of
Minnesota Assessment results.
•
Part IV concerns test security for Minnesota Assessments. Although security is addressed
throughout this manual, this section concentrates on the importance of test security, the
process for security breaches, and security documentation required.
•
Part V addresses training requirements for staff involved in test administration.
•
Part VI addresses monitoring and auditing processes used by MDE.
In addition to this Procedures Manual, policies and procedures related to responsible and ethical
test administration are specified in the Assessment Manuals, MTAS Task Administration Manual,
Test Monitor and Student Directions, and ACCESS for ELLs and Alternate ACCESS for ELLs Test
Administration Manuals and Test Administrator’s Scripts.
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Part I: General Principles of Professionally Responsible Practice
In monitoring practices related to administering the Minnesota Assessments and interpreting or
using assessment results, each district shall use, but not be limited to, the following standards for
determining which practices are appropriate and which practices are unprofessional, unethical or
inappropriate.
Because of the complex nature of the standardized assessment process, any practice not
specifically permitted in this manual should be presumed inappropriate until and unless specifically
authorized by MDE. Districts should submit questions to [email protected].
Schools and Districts Must:
•
Maintain security of the assessment materials before, during and after the administration of
the assessment.
•
Thoroughly review this Procedures Manual as well as the other assessment manuals and
directions prior to testing and understand the procedures needed to administer the
assessments and maintain test security.
•
Avoid any conditions in the preparation, administration, and return of an assessment that
might invalidate the results.
•
Ensure that all students who are eligible are tested.
•
Provide and document the use of an accommodation for each eligible student.
•
Provide reasonable opportunities for students to ask questions about assessment
procedures or directions prior to the administration of the assessment.
•
Protect the rights of all students to privacy and due process.
•
Avoid actions or conditions that would permit or encourage individuals or groups to receive
scores that misrepresent their actual levels of achievement.
Those Who Interpret, Use and Communicate Results Must:
•
Avoid making (and actively discourage others from making) inaccurate reports,
unsubstantiated claims, inappropriate interpretations or other false or misleading
statements that can lead to false or misleading conclusions about assessment results.
•
Avoid any practice that provides an interpretation or suggests uses of assessment results
without due consideration of the purpose(s) of the assessment, limitations of the
assessment, student characteristics, irregularities in administering the assessment or other
factors affecting the results.
•
Communicate assessment results in an understandable manner, including proper
interpretations and likely misinterpretations.
•
Avoid any practice that supports or leads others to interpret or use assessment results in
unethical or inappropriate ways.
•
Avoid any practice that permits employees or volunteers without the necessary knowledge
and skills to interpret results of the assessment.
December 2013
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•
Report any apparent misuse of assessment information to those responsible for the
assessment process in the school, district and state.
•
Avoid any practice that places personally identifiable or other private information at risk or
violates confidentiality.
•
Use multiple sources and types of relevant information about persons or programs
whenever possible when making educational decisions.
Part II: Practices in Preparation and Administration of Minnesota
Assessments
The examples of ethical and unethical practices below illustrate the standards and principles of
professionally responsible practices in the administration of Minnesota Assessments. An unethical
assessment practice is anything that would knowingly and deliberately harm a student or not
support or enhance student learning, such as teaching the specific content from an assessment.
Teaching specific test items does not enhance student learning, whereas developing a curriculum
based on the Minnesota Academic Standards is appropriate. The test specifications based on
these standards describe the particular skills and knowledge that will be tested.
Ethical Behavior and Practice for Minnesota Assessments
PREPARATION
•
Prepare students to take the Minnesota Assessments by aligning curriculum and instruction
to the Minnesota Academic Standards and the Minnesota Standards for English Language
Development.
•
Make changes in instruction that enhance student skills, learning and achievement.
•
Use Minnesota Assessments item samplers to familiarize students with the different item
formats so they know how to indicate responses.
•
Encourage parents and teachers to motivate students to do their best on the assessment.
•
Familiarize students with test-taking strategies.
•
Set a testing schedule within the testing window (if not state assigned) that provides
sufficient time for students to complete the assessments.
•
Set a testing schedule within the testing window (if not state assigned) that provides makeup days for students who were absent for any part of the assessment.
•
Publish the district testing calendar (by grade and subject) on district website. Specific
dates for paper administrations must be provided. For online administrations, districts need
to provide the window(s) during which they will be administering online tests.
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ADMINISTRATION
•
•
•
Everyone involved with administering tests in the district should:
o
Be trained in test security and test administration policies and procedures.
o
Promptly report any violations of the prescribed administration conditions, including test
security breaches, to the appropriate administrator at the school or to the District
Assessment Coordinator.
o
Follow the district-determined testing calendar provided it does not conflict with staterequired test dates or testing windows.
o
Follow security policies and procedures for distribution and return of secure test
materials as directed, accounting for all secure test materials before, during and after
testing.
District Assessment Coordinators should:
o
Provide adequate and appropriate staffing of testing rooms.
o
Ensure student responses are returned or submitted for every student enrolled in a
grade in which accountability tests are given, or documentation for students who are not
testing (e.g., test/accountability codes) is recorded.
o
Account for all secure test materials, and store them in a locked, secure location
throughout the testing process when not being used for administration.
o
Report any missing secure test materials to service provider.
o
Return all used and unused (including damaged and accommodated) secure test
materials to the service provider. This includes test books (the grade 3 Reading and
Mathematics MCA is a combined test/answer document), accommodated test materials
for paper and online administrations and MTAS Task Administration Manuals and
MTAS Presentation Pages as well as any other secure materials as identified in the
Assessment Manuals or ACCESS for ELLs and Alternate ACCESS for ELLs Test
Administration Manuals.
Test Monitors should:
o
Make sure calculators are used only when authorized and calculator memory clearing
policies are followed.
o
Verify that the correct test and/or accommodations are provided to students.
o
Read or present the scripted instructions in the Test Monitor and Student Directions to
students during test administration.
o
Administer all ACCESS and Alternate ACCESS for ELLs tests as scripted in the Test
Administrator’s Scripts.
o
Provide students the opportunity to demonstrate what they know independently without
any support, guidance, or unauthorized interference during test administration.
o
Remain in the room and attentive during the entire test session. Practice active
monitoring by circulating throughout the room during testing.
o
Follow the requirements outlined in Chapter 8 — Test Administration.
December 2013
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•
•
MTAS Test Administrators should:
o
Administer the MTAS tasks as scripted.
o
Adapt the materials presented, which may include enlarging materials, incorporating
texture or providing Braille versions of text and graphics to meet student need.
o
Use manipulatives as appropriate for a given student unless otherwise specified in the
task script.
o
Read tasks and reading passages aloud to students if appropriate to meet students’
needs.
o
Allow the use of assistive technology devices, including calculators, as needed to meet
students’ needs.
o
Refocus and repeat information as needed.
Scribes or staff transferring student responses must record student responses exactly into
the answer document, Online Testing System or Data Entry Interface. See Chapter 5 for
additional information about the scribe accommodation.
Unethical Behavior and Practice for Minnesota Assessments
UNETHICAL PREPARATION AND ADMINISTRATION
•
Develop curricula based on specific test items from Minnesota Assessments.
•
Prepare instructional objectives based on specific Minnesota test items and teach
accordingly, rather than developing instructional objectives based on the Minnesota
Academic Standards or Minnesota Standards for English Language Development.
•
Encourage IEP teams to base assessment decisions on anything other than student need,
such as assessing a student with MCA-Modified, MTAS or the Alternate ACCESS for ELLs
though the student does not meet eligibility requirements or participation guidelines.
•
Participate in any breaches of test security, which could invalidate student scores and result
in other sanctions. The following are some examples of security breaches:
o
Share a Minnesota assessment or test item in a public forum.
o
Remove secure test materials from school grounds and share them with students or
school staff outside of official test administration.
o
Copy reading passages, test items, writing prompts or student responses from an actual
assessment for use in instructional planning, classroom instruction or assessment.
o
Make a copy of a test or prepare a student study guide based on the items on a
particular test.
o
Copy the vocabulary words from test items, reading passages or writing prompts and
use them as the basis for instruction.
o
Present an item, either verbatim or by paraphrasing, from the assessment.
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UNETHICAL PREPARATION AND ADMINISTRATION (CONTINUED)
•
Deviate knowingly from the prescribed administration procedures specified in this
Procedures Manual as well as the other assessment manuals and directions in order to
assist student performance.
•
Leave wall charts or other visual aids on classroom walls that relate to the subject being
tested. See Materials Not Allowed during Testing in Chapter 8 for more information.
•
Allow students to use materials that are not allowed during test administration as noted in
this manual and/or in the Test Monitor and Student Directions.
•
Offer an opinion to a student, class or other staff member that a question is “bad” or does
not have a correct answer. Any concerns regarding items should be sent to MDE using the
process outlined in Chapter 8.
•
Change student responses in the student’s answer document or online assessment.
•
Intentionally change student responses when transferring student answers to an answer
document, the Online Testing System or the Data Entry Interface.
•
Transcribe the essence of a student’s response rather than the exact student response,
including grammatical errors and incorrect responses, when scribing or entering student
responses in the Data Entry Interface from an accommodated test book.
•
Tell students the correct responses or allow them to discuss answers among themselves.
•
Review a student’s assessment for correct responses.
•
Suggest that a student reconsider an answer already given.
•
Allow students to use calculators on non-calculator segments.
•
Read the passages, questions and/or answer options of a reading assessment for any
student with the exception of students taking the MTAS.
•
Exclude eligible but lower-performing students from the assessments by:
o
Encouraging lower-performing students or students with special status to stay home
during testing.
o
Sending on field trips or dismissing lower-performing or special status students during
testing.
o
Encouraging students who are not reading at grade level to stay home during testing.
o
Encouraging parents to refuse to have their children tested.
•
Restrict access to or deny allowable accommodations on the assessment that are normally
used during instruction or indicated in an IEP or 504 plan.
•
Give students access to test questions prior to testing.
•
Make answer keys and provide them to students.
•
Copy, reproduce or use in any manner inconsistent with test security policies and
procedures all or any portion of any secure test materials for any reason.
•
Assign testing personnel to a room where a relative is being tested.
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UNETHICAL PREPARATION AND ADMINISTRATION (CONTINUED)
•
Allow students to have cell phones or other electronic devices in the testing area
(exceptions include assistive technology devices used as part of an allowable
accommodation; see Chapter 5).
•
Coach students during testing or influence, alter, or interfere with student responses in any
way.
•
Score student responses before returning the tests rather than securing them until they are
returned for scoring.
•
“Look over the shoulder” to read test items when monitoring students taking a test.
•
View test items for any reason except as allowed in the administration of an
accommodation or when required for MTAS, ACCESS for ELLs, or Alternate ACCESS for
ELLs.
•
Participate in, direct, aid, counsel, assist, encourage or fail to report any of the acts
prohibited in this section.
•
Engage in any of the following activities during an MTAS administration:
o
Change the content of the MTAS tasks.
o
Start an MTAS task with the script for score 2.
o
Re-administer a task for a score of 3 after presenting a score 2 script.
o
Lead a student to the correct answer (voice inflection, placement of response option
cards, providing explanations or incentives, etc.).
o
Provide feedback to a student that a response is correct or incorrect.
o
Use manipulatives or name answer options when those actions are prohibited in the
script.
o
Accept a response as correct when a student’s intent is in doubt; when the test
administrator is uncertain about a student’s intent, the instructions in the script must be
followed.
Part III: Practices in the Use and Interpretation of Minnesota Assessments
Results
Examples of ethical and unethical assessment practices are provided to illustrate the standards
and principles of professionally responsible practices in the use and interpretation of the results
from the Minnesota Assessments.
Ethical Behavior and Practice
•
Use the results of Minnesota Assessments as only one part of a body of evidence when
making educational decisions about individuals or programs.
•
Identify strengths and gaps in the curriculum in order to improve future instruction.
•
Provide teachers and counselors with the information they need to correctly interpret the
results of Minnesota Assessments.
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•
Communicate the assessment results to appropriate audiences in an honest, clear and
understandable manner, including providing a correct interpretation of results and
explanations of common misinterpretations.
Unethical Behavior and Practice
•
Base student retention or promotion decisions solely on the results of Minnesota
Assessments.
•
Knowingly use results of Minnesota Assessments to provide a misleading picture of the
district’s/school’s educational programs, instruction or student population.
•
Fail to report the assessment results for all students or to indicate which students were not
tested.
•
Fail to report apparent misuses of results of Minnesota Assessments to those responsible
for the assessment process in the school, district or state.
•
Deliberately hide information or provide false and misleading interpretations that imply a
falsely positive (or negative) and misleading picture of any individual, school or district.
•
Reveal the test scores of one student to another student or to others not directly involved
with the education of that student.
•
Use results of Minnesota Assessments in a manner or for a purpose for which the
assessment was not designed.
•
Assign students to assessments so as to maximize AYP index points rather than optimize
appropriateness of the assessment for the student.
Part IV: Test Security for Minnesota Assessments Materials
Minnesota Assessments require the highest level of test security and accountability. As a result of
national attention on the integrity of test results, the United States Department of Education’s
(USDE) emphasis on security and recommendations by Minnesota’s National Technical Advisory
Committee (TAC), MDE continues to review and update policies and procedures as needed to
maintain a fair and valid assessment system.
Developing and maintaining a secure system of statewide test administration serves to:
•
Preserve the integrity of the assessment instruments.
•
Protect the significant financial investment necessary to develop a comprehensive system
of assessments.
•
Enhance the opportunity for fairness among all districts.
•
Maintain the integrity of the assessment results.
A breach of security is any action that jeopardizes the integrity of a secure test and/or gives an
unfair advantage to a student or group of students. A breach may be committed by various
individuals and/or precipitated by a number of events. The unethical behavior and practice section
in Part II of this chapter provided some examples of security breaches. In addition, the MDE
Internal Test Security Procedures for All Statewide Assessments can be found in Appendix B,
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which describes MDE’s responsibility and the steps followed to investigate and resolve all alleged
breaches in test security on a statewide basis.
Maintaining Security of Test Materials
Security of the test books, online assessments, MTAS test materials, ACCESS for ELLs and
Alternate ACCESS for ELLs test materials, answer documents, accommodated test materials or
any other materials with secure items or information must be maintained before, during and after
the test administration. Please follow the guidelines in this Procedures Manual as well as the other
assessment manuals and directions for distributing, administering, collecting and returning these
materials to preserve the confidentiality and integrity of the tests and test materials.
Testing personnel must have access to locked storage space for safekeeping of test materials
upon receipt and until the test materials have been returned to the service provider. While test
materials should be inventoried upon arrival and can be organized prior to testing, security of the
test materials should be maintained at all times.
•
•
Teachers and other school staff may not have access to secure test materials until the day
tests are administered to students. Note these exceptions to this rule:
o
Under the supervision of the District or School Assessment Coordinator, someone
preparing a translation or for a signed interpretation may read an assessment in
advance. Details on what can and cannot be translated and the amount of time in
advance materials can be accessed are described in the accommodation tables in
Chapters 5 and 6.
o
Under the supervision of the District or School Assessment Coordinator, a Test Monitor
administering a Braille test may access the Test Administrator Notes and the
corresponding test books up to 48 hours prior to the scheduled administration.
o
For MTAS, Test Administrators need to have access to the materials upon arrival to
prepare for individual student needs (enlarge material, find manipulatives, etc.). This
includes the Task Administration Manual, Presentation Pages and Response Option
Cards. MTAS materials need to be kept secure by the Test Administrators as they
prepare for testing.
o
For ACCESS for ELLs and Alternate ACCESS for ELLs, Test Administrators need
to have access to the one set of test materials (including the Test Administrator’s Script)
for the grade-level cluster(s) that they are administering to prepare for administration. In
addition, for the Listening test, the Test Administrator also must check the speaker and
CD player or Internet connection prior to testing to confirm that the listening items are
audible. However, all test materials must be kept secure, and Test Administrators must
ensure that students do not have access to the test prior to administration. The actual
test cannot be used for student practice.
During test administration, Test Monitors are not allowed to read, review, discuss, or copy
any reading passages, test questions or answer options, writing prompts or student
responses from an actual assessment for use in instructional planning, classroom
instruction, assessment, or other purposes.
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•
Students are not allowed to disclose or discuss test questions or answer options after
administration. If the test administration experience is discussed, district staff should not
ask students about specific test questions. If students ask about a specific item following
testing, the district staff may provide instruction on the general concept but must not
address or solve the specific test item.
•
No one may reproduce or copy any part of any test or script, whether written or in audio,
graphic or electronic format without proper authorization. Reproduction of secure test
materials is a breach of security and is also a violation of the Federal Copyright Act.
•
Test results may be withheld from districts that have not accounted for all secure barcoded
test materials (including accommodated test materials).
All secure test materials must be returned to the service provider.
Educators should be wary of allowing the media to photograph the test books and related test
materials because it could put the district in a compromised position if the media wants to view test
items. Item samplers are available on the Minnesota Assessments portal, which the media can
photograph or televise to show what test items look like. View the item samplers
(http://www.mnstateassessments.org/item-samplers/).
Ensuring District and School Test Security
Test security involves protecting the confidentiality of the contents of all test books, online
assessments, MTAS test materials, ACCESS for ELLs and Alternate ACCESS for ELLs test
materials, answer documents, accommodated test materials and other secure test materials. It is
important that testing personnel are adequately trained in test security, as test security preserves
the integrity of the tests and test results and protects the state’s financial investment. Each person
with access to test materials shall maintain and preserve the confidential integrity of the tests and
test materials. Only authorized persons should have access to secure test materials.
The District Assessment Coordinator (in coordination with School Assessment Coordinators,
school principals, and other trained staff involved in testing) must ensure that:
•
District policies and procedures related to secure handling of test materials and access to
online assessments are established.
•
All testing personnel are trained before handling secure test materials and administering
assessments. See information later in this chapter about training.
•
Non-Disclosure Agreements are completed by all appropriate personnel, including all staff
who may have access to test materials (e.g., principals, custodians).
•
There are school personnel directly responsible for supervising any non-school personnel
involved with testing.
•
No person views the contents of the test materials or online assessments before, during or
after test administration unless specifically instructed to do so by the procedures outlined in
the manuals.
•
No person alters student responses during or after test administration.
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•
All tests are administered in strict accordance with the instructions contained in this
Procedures Manual as well as the other assessment manuals and directions.
Guidelines for District Test Security Policies
Each local school district must have a written district test security policy. Chapter 4 of this manual
contains roles and responsibilities to include in such a policy. Appendix B contains a sample Test
Security Procedure template. The policy should provide for the security of the test materials and
test content before, during, and after test administration; annual test administration and security
training for staff; and chain of custody for test materials.
Test Security Forms Used in Minnesota Assessments
NON-DISCLOSURE AGREEMENT
Since Test Monitors, MTAS Test Administrators, School Assessment Coordinators, translators,
ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators and other district staff are
in a position to handle test materials and see test items or be asked by students about an item, all
persons performing those roles and anyone else who may come in contact with or see test items
must sign a Non-Disclosure Agreement before testing or handling secure test materials.
This
includes individuals in leadership roles (principals, superintendents) and custodial and support staff
who may have keys, and therefore access, to secure test materials.
The Non-Disclosure Agreement is available in two formats, and either version is acceptable for
district documentation. Documentation must be kept on record at the district for 12 months after the
end of the academic school year in which testing took place. Do not return these agreements to
MDE or the service providers. An individual who signed a Non-Disclosure Agreement early in the
school year does not need to sign another one when testing begins, but all Test Monitors
administering online assessments must complete the Non-Disclosure Agreement in the Test
Information Distribution Engine (TIDE) in order to access the Online Testing System and
administer an online assessment.
•
Electronic format: the online Non-Disclosure Agreement must be read and accepted on the
Non-Disclosure tab in TIDE before staff will be able to log in to the Online Testing System
or enter data in the Data Entry Interface.
•
District Assessment Coordinators can view a list of staff who have completed the NonDisclosure Agreement on the Manage Users page in TIDE. Staff can also print out the
resulting form and send it to the District Assessment Coordinator for documentation (if
required by the district).
•
In order to keep documentation for 12 months of who completed the agreement online,
District Assessment Coordinators should print a list from the Manage Users page of TIDE at
the end of the school year.
•
Paper format: the Non-Disclosure Agreement is available in Appendix A. It must be signed
and sent to the District Assessment Coordinator before staff can access test materials.
Although WIDA and MetriTech have developed an Agreement to Maintain Confidentiality form for
all of the states in the consortium, Minnesota district staff will only need to sign the MDE NonDisclosure Agreement for the ACCESS for ELLs and Alternate ACCESS for ELLs.
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TEST ADMINISTRATION REPORT
The Test Administration Report located in Appendix A is used for recording the occurrence of a
variety of special circumstances, including, but not limited to, test misadministrations and
irregularities. Misadministrations or irregularities are any actions that vary from the specific Test
Monitor and Student Directions or Assessment Manual for test administration.
The following are examples of misadministrations:
•
A student engages in inappropriate behavior or action that results in a test being
invalidated.
•
A student is administered the incorrect assessment.
•
A student uses a calculator during a non-calculator segment.
•
A student moves to the next test segment in a paper administration before instructed to do
so.
The following are other examples of special circumstances:
•
The district uses a translator to translate test directions to an English learner.
•
A scribe transcribes or district staff transfers a student’s responses to an answer document,
online test or Data Entry Interface.
•
A student refuses to take an assessment.
The district can develop a similar form or spreadsheet for documentation rather than using the Test
Administration Report but special circumstances and misadministrations must be documented.
Documentation must be kept at the district for 12 months after the end of the academic school year
in which testing took place and be available upon request by MDE. Districts are not required to
return the Test Administration Report to MDE or service providers. If completed by the School
Assessment Coordinator, a copy of the report should be forwarded to the District Assessment
Coordinator. Districts must maintain records necessary for program audits or monitoring conducted
by MDE. For more information about invalidations, see Test/Accountability Codes in Chapter 8.
For GRAD retests and high school Title I assessments that may be used to meet graduation
assessment requirements (Reading and Mathematics MCA, MCA-Modified and MTAS), any
misadministration is considered a security breach and must be recorded on a Test Security
Notification Form and then submitted to MDE. Documentation of special circumstances on the Test
Administration Report is kept at the district for 12 months as noted above.
TEST SECURITY NOTIFICATION FORM
The Test Security Notification Form located in Appendix A is for reporting security breaches
involving a state assessment. Security breaches are any action that jeopardizes the integrity of a
secure test and/or gives an unfair advantage to a student or group of students, including, but not
limited to, leaving test materials unsecured, discussing secure test items with staff or students,
distributing secure test content via email or social media, and reviewing or changing student
responses.
The Test Security Notification Form has been updated this year to more effectively
collect information from districts.
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When a security breach occurs, the School Assessment Coordinator should contact the District
Assessment Coordinator. The District Assessment Coordinator should immediately contact (or
within 24 hours of the security breach) the MDE Assessment Contact, who will advise whether the
form should be completed and any additional information to include. To complete the form, the
DAC will:
•
Document the contact with the MDE Assessment Contact on the form under
“Communication with MDE.”
•
Fill out the contact information for the DAC and school.
•
Choose the applicable test(s) and subject(s) affected.
•
Under “Detailed Description of the Incident,” provide as much specific information as
possible, including date, detailed description or timeline of the incident, and which staff
were involved. Interviews with and signatures from applicable staff involved (e.g., Test
Monitor, Principal, School Assessment Coordinator) may also be included with the detailed
description.
MDE recommends each District Assessment Coordinator check with the
appropriate district personnel to find out current investigation protocol. The District
Assessment Coordinator needs to be aware of local school district rules that apply during
an investigation.
•
Under “Documentation of Training,” indicate whether staff involved in the incident received
district test administration and security training, whether documentation that staff was
trained is included, and how future trainings will address the incident to prevent security
issues from happening in the future.
•
Under “Additional Documentation,” provide any additional information collected at the
district when investigating the incident, including whether any school district action was
implemented in response.
•
Sign and date the form.
•
Submit the form and any supporting documentation to MDE via fax at 651-582-8874, email
([email protected]) or mail, attention Test Integrity Specialist. If student data is
included on the form or documentation, it must not be emailed.
When MDE receives a completed Test Security Notification Form, agency staff reviews the incident
and the provided documentation. For the majority of cases, a letter will be sent to the District
Assessment Coordinator from the Division of Statewide Testing detailing the reported incident and
requesting any additional documentation needed. If MDE determines the incident merits a formal
investigation, then MDE staff from Compliance and Monitoring contacts the school district
administration and the individual involved with the incident to gather more information about the
alleged test security violation. Once all fact-finding has been completed, a formal report is written
that outlines violations found, if any, and the corrective action required. See Internal Test Security
Procedures for All Statewide Assessments in Appendix B for more information.
Note: it is the
district’s responsibility to communicate to others in their organization any security findings.
If individuals choose to submit test security concerns anonymously to MDE by writing, emailing,
calling or submitting an unsigned Test Security Notification Form, MDE will not formally respond in
writing but MDE will document the concern and take appropriate action if sufficient information is
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provided to follow up. If individuals have a concern about test security practices and want to remain
anonymous, they are encouraged to raise their concerns with their District Assessment Coordinator
or the district’s legal counsel before contacting MDE. MDE takes test security practices and
policies very seriously and encourages any individual with firsthand knowledge of a test security
concern to contact MDE.
SECURITY CHECKLISTS
To maintain security of test materials, districts are expected to inventory and track all secure,
barcoded test materials using security checklists. Please refer to the applicable Assessment
Manual for further information about notifying DRC if there are any discrepancies between the
security checklists and secure test materials received. If there are missing secure test materials
and/or a security breach, these completed checklists may be requested as part of the
documentation required by MDE.
Note: While answer documents contain security barcode tracking numbers, answer documents do
not need to be tracked on a security checklist. Used answer documents should be kept track of for
return and scoring, but the security barcode number does not need to be documented and tracked
on a security checklist.
•
District Security Checklists provided in the test materials shipment summarize all secure
test materials, including the quantities shipped and the security number ranges assigned,
that are part of the district’s overage shipment. The summary page(s) are followed by a list
of individual security numbers for each secure test material with a column to note a Test
Monitor’s name, date(s) the materials were returned and a reason for item(s) not returned, if
applicable. The district will retain a copy of the District Security Checklist in the district files
for 12 months after the end of the academic school year in which testing took place. Do not
send a copy to AIR or DRC.
•
School Security Checklists provided in the test materials shipment summarize all secure
test materials, including the quantities shipped and the security number ranges assigned,
that are part of the school’s shipment. The summary page(s) are followed by a list of
individual security numbers for each secure test material with a column to note a Test
Monitor’s name, date(s) the materials were returned and a reason for item(s) not returned, if
applicable. The school makes a copy for its records and sends the original to its District
Assessment Coordinator for the district files. The district will retain a copy of the School
Security Checklists in the district files for 12 months after the end of the academic school
year in which testing took place. Do not send a copy to AIR or DRC.
•
Test Monitor Test Materials Security Checklist is used to document the names of
students and the security number for the test book they have been assigned. The checklist
provided in this manual (Appendix A) may be used, or the district may create its own
checklist from an Excel file generated from the TIDE website; see Assigning Secure Test
Materials to Students in Chapter 8. A separate checklist is required for each group of
students assigned to a Test Monitor. The school makes a copy for its files and sends the
original to the District Assessment Coordinator who keeps it in the district files for 12
months after the end of the academic school year in which testing took place. Do not send
a copy to AIR or DRC.
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For ACCESS for ELLs and Alternate ACCESS for ELLs secure test materials, districts are provided
with a Packing List and a Security Checklist in the test materials shipment. The Packing List
summarizes all secure test materials, including the quantities shipped and the range of serial
numbers for each test material. The Security Checklist contains every serial number assigned to
each test material and can be used to inventory test materials, record the name of the test
administrator who received and returned the test materials and to record which student was
assigned to each serially-numbered test.
Part V: Training
This section provides detailed information about training requirements.
Specific training
requirements are listed below, but districts may also require additional trainings that are above and
beyond those required by MDE.
The District Assessment Coordinator is responsible for ensuring that all individuals who may be
associated with test administration or test materials receive training each year prior to testing.
Training is important to ensure the assessments are administered consistently across the state so
that conditions are standard and results are valid.
Each district will develop and provide training for staff that includes information related to test
security and the policies and procedures related to their role in test administration. While the
majority of staff may be involved with spring test administration, any staff working with the fall
GRAD retests or OLPA test administration must also be trained prior to testing.
In addition to district-provided training, the Online Test Monitor Certification Course available on
the Minnesota Assessments portal is strongly recommended for any Test Monitors who will
administer an online test. This course provides an overview of the roles and responsibilities of Test
Monitors administering online assessments and shows how to start, monitor and end test sessions
using the Online Testing System. MDE has also developed the Minnesota Assessments Test
Security Training for Districts and Schools presentation that districts should use in their required
trainings on test security. Video clips accompany the training presentation. View the Test Security
training materials on the Minnesota Department of Education training page of the Minnesota
Assessment portal (http://www.mnstateassessments.org/resources/?section=10).
There are specific training resources required for MTAS, ACCESS for ELLs and Alternate
ACCESS for ELLs Test Administrators; Test Administrators must complete these trainings as
outlined below in addition to district-provided training.
•
MTAS Test Administrators must participate in the MTAS Training for Test Administrators
each year they will administer the assessment because Test Administrators administer and
score the assessment. MDE provides training in a web-based format that can be viewed
individually or as a group. The training covers MTAS test materials, test administration
policies and procedures and scoring practice. View the MTAS Training for Test
Administrators on the Minnesota Department of Education training page of the Minnesota
Assessments portal (http://www.mnstateassessments.org/resources/?section=10).
•
All ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators must complete
the online ACCESS for ELLs or Alternate ACCESS for ELLs Test Administrator’s Training
prior to the first administration of either assessment. District Assessment Coordinators (or
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the designated staff person) must provide Test Administrators with logins and passwords
for their training accounts. View the trainings on the WIDA website
(http://www.wida.us/index.aspx). Test Administrators then log in and select the box labeled
“ACCESS for ELLs Training Course & Quizzes” on the “My Account & Secure Portal” page.
o
For kindergarten ACCESS for ELLs, MDE requires annual recertification of Test
Administrators for all domains (reading, writing, listening, and speaking).
o
For grades 1–12 of the ACCESS for ELLs, MDE usually requires annual
recertification of Test Administrators for the speaking domain only, but because there
are significant changes to the administration and delivery of the Listening test in 2014,
recertification for every Test Administrator for the group-administered tests (reading,
writing, and listening) is required as well.
o
For the Alternate ACCESS for ELLs, MDE requires annual recertification of Test
Administrators for all domains.
District Assessment Coordinators can use the Training section of the Minnesota Assessments
portal to review MDE trainings related to test administration and AIR system trainings. These
resources should be used to create training materials for the district or provided to district staff to
read or review. View MDE training materials on the Minnesota Department of Education training
page (http://www.mnstateassessments.org/resources/?section=10), and view AIR training materials
on the American Institutes for Research training page
(http://www.mnstateassessments.org/resources/?section=9).
The District Assessment Coordinator must annually document that staff have been trained, and
each district will determine how this will be documented (e.g., sign-in sheets, certificates of
completion). If there is a security breach, documentation of training will be requested by MDE.
Part VI: Monitoring and Audits
MDE Monitoring of Schools
MDE visits schools to monitor test administration as part of an overall strategy to improve the
administration of Minnesota’s assessments and to verify that test security requirements are
followed. What MDE learns from these visits is used to clarify policies and procedures and develop
training resources that will help districts construct uniform testing conditions across the state. A
school may be chosen based upon past concerns, anonymous reporting/calls, district request, or a
random visit.
An MDE staff person will arrive unannounced at the school office and request to see the School
Assessment Coordinator. He or she will stay on site until at least one testing session has been
completed; depending on the test administration schedule, he or she may stay on-site for the full
day of testing. The MDE staff person is there only to observe, not to participate in the
administration of the test.
Following the site visit, the District Assessment Coordinator will receive a letter from the
Test/Integrity Security Specialist at MDE. This letter will include notification of any concerns raised
by the audit. If there were concerns during the audit, the District Assessment Coordinator will need
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to submit appropriate documentation and a plan to help prevent any issues from occurring in the
future. The letter may also consist of recommendations from MDE.
A sample Minnesota Assessments Monitoring Checklist can be found in Appendix B.
Monitoring Student Selection for the MCA-Modified
MDE’s monitoring process is designed to ensure that only eligible students are selected for
inclusion in the MCA-Modified.
MCA-MODIFIED: MONITORING CRITERIA
IEP teams must determine that students selected to take the MCA-Modified meet the eligibility
requirements outlined in Alternate Assessment Eligibility Information in Chapter 5. One eligibility
criterion is that the student demonstrates persistently low performance as defined by performance
at the lowest achievement level (Does Not Meet the Standards) on the two most recent
administration years of the MCA and/or MTELL. If the MCA-Modified is administered to a student
who does not meet this criterion, the student’s test will be invalidated. Refer to Additional
Information about Persistently Low Performance in Chapter 5 and Validation against Assessment
Records in Chapter 9 for further information.
In MDE’s Test WES system during Pretest Editing, District Assessment Coordinators will certify
that all eligibility requirements are met for students taking alternate assessments. District
Assessment Coordinators may need to consult with Special Education directors, coordinators or
teachers in order to verify students have a standards-based IEP.
MCA-MODIFIED: RECORD REVIEW PROCESS
MDE’s Special Education Monitoring and Assistance division monitors compliance with the
requirements of IDEA following a five-year schedule. The record review process that is part of MDE
Special Education Compliance Monitoring is made up of two parts:
1. An MDE review that includes a visit to the district by one of the MDE monitors and a district
self-review of individual student records. This format is completed for 20 percent of the
districts each year, or
2. A self-review that requires that the district complete a review of due process individual
student records for compliance with IDEA requirements, which is completed for an
additional 20 percent of the districts each year.
For both parts of the process, the web-based monitoring system generates a random sample of
students. The sample is stratified by additionally pulling a minimum of one of each of the following
subgroups represented in the district’s child count data: age, ethnicity, disability eligibility and
special education setting.
From the stratified random sample, the districts that are scheduled for self-review must select a
representative sample of student records for review from within the following parameters:
1. Districts with special education populations of more than 1,000 students must complete a
review of the full stratified random sample.
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2. Districts with special education populations of 200–999 must review 5 percent of their
special education population. The files reviewed must be selected from the web-based
generated stratified random sample provided.
3. Districts with special education populations of fewer than 199 must review at least 10
records per IDEA Part (B and C), or all students records if the population is fewer than 10.
Again, files must be drawn from the web-based generated stratified random sample
provided.
Following the review of records, districts must submit demonstration of correction for any identified
noncompliance. The documents submitted for correction will be screened for compliance with
standards-based IEPs.
MTAS Field Audits
Each year, MDE employs field auditors to observe MTAS administrations in selected schools.
Release of the limited student information provided to the auditors during the course of their
observations is allowed without consent under the Family Educational Rights and Privacy Act
(FERPA).
PURPOSE
The primary purpose of MTAS field audits is to gather evidence to evaluate the validity and
reliability of the assessment. Since the assessment is scored by the Test Administrator at the
school site, it is critical that the Test Administrator be properly trained in the assessment and be
able to apply that training consistently when assessing each student. Likewise, it is critical to the
state that all Test Administrators are applying this training consistently across the state. MTAS field
auditors serve as evidence-gatherers. Their job is to obtain evidence that will determine (1) the
extent to which the training of the administrator was properly implemented and (2) the consistency
of the administration for students across the state.
QUALIFICATIONS OF MTAS FIELD AUDITORS
MTAS field auditors are current or retired licensed teachers or administrators who have experience
with students with disabilities in an educational setting and at least three years of classroom
experience.
SAMPLING PROCEDURE FOR SITE SELECTION
MDE is committed to administering a test that has sufficient technical merit—including the validity
and reliability of the assessment. Several methodologies can be used to collect this evidence.
Minnesota has chosen an approach that combines statistical procedures for the selection of
schools along with a process of standardizing the training of the third-party scoring: the field
auditor.
Field auditors serve the role of second raters for administration and scoring of the MTAS at the
school level. Their role is similar to that of “back readers” on writing assessments or responses to
open-ended questions. They verify the training and application of the scoring process for the test
administrator and recommend retraining or note potential issues or areas of emphasis that should
be addressed for a particular test administrator, school, district or the state as a whole.
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Minnesota selects its school sites for MTAS audit with the goal of 10% of the school sites being
observed and audited. Within the 80-mile radius for each of 10 central cities, school sites are
selected under the following criteria.
RANDOM SELECTION FOR THE CURRENT SCHOOL YEAR
The following criteria will be used to complete the selection of the sites to be audited:
1. At least two students at the school took the MTAS in the previous school year. (Goal: MTAS
administrations occur in this school.)
2. At least six schools should be selected from each geographic region if available. (Goal: At
least 10 percent of MTAS sites in the 10 geographic regions are observed.)
3. Two school types per region are observed: elementary, middle, high school. If individual
schools are not available (e.g., a greater Minnesota geographic region has predominantly
K–12 schools), then grade bands 3–5, 6–8 and 10–11 should be treated as separate school
sites.
4. Schools in the previous year’s audit are omitted unless identified for required selection as
described below (i.e., a school will be visited at most every other year).
REQUIRED SELECTION FOR THE CURRENT SCHOOL YEAR
School sites that meet any of the following criteria will be audited:
1. A previous audit found nonadjacent score discrepancies for one or more Test
Administrators.
2. A previous audit found one or more misadministrations of the MTAS.
3. When selected for an audit in the previous school year, the school refused access to the
field auditor or did not cooperate with requests for information.
4. When selected for an audit in the previous school year, the school was excused because of
a demonstrated hardship.
5. A data audit at MDE after administration found the number of students participating in the
MTAS to be more than four standard deviations greater than the number for schools of
similar size.
6. Other concerns, as identified by MDE through observation or data audit.
PARTICIPATION OF SELECTED SCHOOLS
Schools selected for an audit are required to participate. It is the responsibility of the school and
district administration to provide full cooperation and access to the various components needed for
the auditor’s review. Schools or staff that refuse access to the auditor or do not cooperate with
requests for information may jeopardize (1) the results of student scores for the selected school
(e.g., scores may be invalidated by MDE) or (2) the district’s ability to engage in actions related to
accountability (e.g., appeals during the AYP review may be refused). Any school that refuses
access to the auditor or does not cooperate with requests for information will be selected for review
the following year and will not be excused from that audit.
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Schools that are selected as eligible for an audit may request to be excused from the audit when
the review would place a hardship on the students or staff. This request must be submitted to MDE
and demonstrate overwhelming evidence of the hardship. After review by MDE, any school that is
excused because of a demonstrated hardship will be automatically selected for review the following
year and may not request to be excused in that year.
SCHOOL NOTIFICATION PROCESS
The Division of Statewide Testing at MDE will send the district superintendent, District Assessment
Coordinator and special education director a letter via email indicating the school or schools
selected for an MTAS administration observation within the district. The District Assessment
Coordinator must provide the schedule of MTAS administrations at the selected schools following
the instructions and timeline in the letter. If the District Assessment Coordinator does not provide
the schedule of MTAS administrations by the due date, the school will be included in the list of
schools identified for required selection the following year. Once auditors receive the schedules for
selected schools, they will notify District Assessment Coordinators of the date and time of their visit.
Following the observation, MDE will contact the District Assessment Coordinator and Test
Administrator if nonadjacent scores were assigned by the Test Administrator and field auditor, and
the student’s score on a given task has been changed to the score assigned by the field auditor.
District Assessment Coordinators and Test Administrators will be notified if the field auditor
observes a misadministration of the assessment.
Documentation for State Graduation Assessment Requirements
Districts should maintain records for graduation assessment requirements necessary for program
audits conducted by MDE.
2013.
This information has been updated based on legislative changes in
•
School districts must make information available to parents and students, which includes
information about the graduation assessment requirements.
•
For students first enrolled in grade 8 in the 2012–2013 school year and later, a school,
district, or charter school must record on the high school transcript a student’s progress
toward career and college readiness, and for other students as soon as practicable.
•
An administration plan that includes the testing windows the GRAD (or another assessment
that can be used to meet graduation assessment requirements) will be offered to students
throughout the school year.
•
Test security procedures that outline the district’s policies and procedures to maintain the
integrity of the GRAD retests.
•
A plan for testing English learners that includes options for those students who may not
qualify for the ELL exemption for the GRAD.
•
Documentation on a student’s IEP or 504 plan of any accommodations that a student may
have used for the GRAD retests and any options for students who will not meet graduation
assessment requirements through GRAD.
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Chapter 4 — Roles and Responsibilities for Testing
Overview
This chapter delineates the responsibilities for appropriate and secure testing for both paper and
online test administrations. Depending on the number of staff in your district, you may be assigned
more than one of the roles identified below and the corresponding responsibilities. References to
additional information in the applicable chapter/appendix will be included in parentheses.
In addition to this Procedures Manual, staff will need to ensure that directions, policies and
procedures specified in the Assessment Manuals, MTAS Task Administration Manual, Test Monitor
and Student Directions, and ACCESS for ELLs and Alternate ACCESS for ELLs Test
Administration Manuals and Test Administrator’s Scripts are followed as applicable for their role.
Superintendent/Executive Director’s Roles and Responsibilities for Testing
The Superintendent or Executive Director is responsible for providing the resources a district
needs to administer assessments.
Superintendent’s/Executive Director’s Responsibilities before Testing
1. Designate a District Assessment Coordinator who will complete the responsibilities listed
below.
2. Grant permission for staff to access applicable MDE secure systems as needed, including
Test WES, Assessment Secure Reports (formerly MDE Secured Reports), Graduation
Requirements Records (GRR) and Student Identity Validation Interface by submitting the
applicable superintendent permission/authorization forms. View the forms under each
system on the Data Submissions page of the MDE website
(http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html).
3.
Annually review who has access to MDE secure systems for your district. All persons
with access need to be re-authorized, and any staff who no longer should have access
must be indicated in order to have their access removed. Please email
[email protected] for information on staff who currently have access in your
district.
4. Read and complete the Non-Disclosure Agreement.
5. Designate staff who will confirm that all eligible students have unique state student
identification (SSID) or MARSS numbers so students are included in assessment precode,
and make corrections as needed in the Student Identity Validation Interface.
6. Confirm that the MARSS Coordinator has submitted MARSS data on an ongoing basis so
that current student information is available for assessment precode files and is updated
throughout test administrations, as needed, to ensure accurate student information.
7. Confirm that the District Assessment Coordinator will have time to complete Pretest Editing
in Test WES.
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Superintendent’s/Executive Director’s Responsibilities after Testing
1. Confirm that both the District Assessment Coordinator and the MARSS Coordinator will
have time to complete Posttest Editing in Test WES.
2. Confirm that the MARSS Coordinator has updated all student records for Posttest Editing;
the last date to submit MARSS for Posttest Editing occurs prior to the close of the Posttest
Edit window. MARSS student enrollment information at the time of testing will serve as the
basis of Adequate Yearly Progress (AYP) and Multiple Measurement Ratings (MMR)
calculations and used for final assessment reports.
3. Confirm that the District Assessment Coordinator has finalized the district’s assessment
information prior to the close of Posttest Editing in Test WES.
4. Confirm that the District Assessment Coordinator, or other designated staff person, has
access to the GRR system and has time to enter Graduation Requirement Records and
request applicable reimbursement for students who meet graduation assessment
requirements based on conditions other than having passed the relevant GRAD test.
5. Discuss the assessment results with the District Assessment Coordinator as well as district
and school administrators.
6. Prepare for questions from local media and constituents about test results.
District Assessment Coordinator’s Roles and Responsibilities for Testing
The District Assessment Coordinator is the district’s main contact with MDE, the service provider
and the School Assessment Coordinators. If your district does not have staff assigned as School
Assessment Coordinator(s), all responsibilities listed under that role also apply to the District
District Assessment Coordinator’s Responsibilities before Testing
1. Establish test security policies and procedures (Chapter 3).
o
If a district test security policy does not exist, write such a policy in collaboration with
other administrators prior to test administration. Each district must have a written district
test security policy on file. (See Appendix B for an example.)
o
Read and incorporate proper test administration and test security policies detailed in
this Procedures Manual as well as the other assessment manuals and directions into
the district test security and test administration policy and training.
o
Read and complete the Non-Disclosure Agreement.
o
In conjunction with the School Assessment Coordinator, have all staff who may handle
test materials, monitor testing or administer tests complete the Non-Disclosure
Agreement. This includes individuals in leadership roles (principals, superintendents)
and custodial and support staff who may have keys, and therefore access, to secure
test materials.

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For paper copies, collect Non-Disclosure Agreements from the School
Assessment Coordinator, and keep them for 12 months after the end of the
academic school year in which testing took place.
72

For online copies, track who has completed online Non-Disclosure Agreements
in TIDE throughout the year and print a list from the Manage Users page of
TIDE by the end of the school year for documentation.
2. Identify appropriate tests for students and prepare to have applicable test materials on
hand.
o
Collaboratively determine with the MARSS Coordinator that all student data are current
and submitted to MARSS or correct in the Student Identity Validation Interface as
needed for assessments. Every student must have a valid MARSS/SSID number for
testing.
o
In conjunction with the MARSS Coordinator and Special Education and English learner
staff, ensure Special Education students and English learners are correctly identified in
MARSS.
o
Identify and manually add any students not included in the precode files (e.g., “super
seniors” who have met all other requirements and only need to test, home-schooled
students and non-public students) who will be testing using Precode Student Eligibility
in Test WES.
o
Identify students who may change grades between the start of the school year and the
start of testing, and ensure that the student’s test matches the grade in MARSS at the
time of testing.
o
Determine which students will take Reading, Mathematics, and Written Composition
GRAD retests to meet graduation assessment requirements (Chapter 8). The
Graduation Data List available in Assessment Secure Reports (formerly MDE Secured
Reports) provides graduation-related testing history for all high school students enrolled
in your district as well as records of students who have met graduation assessment
requirements through the other assessment options.
o
Submit reciprocity requests for graduation assessment requirements, as needed
(Chapter 7).
o
Access the Prior Performance Report for MCA-Modified in Assessment Secure Reports
(formerly MDE Secured Reports) for information on students who are persistently low
performing and may be eligible to take the MCA-Modified. This list may be provided to
the Special Education director to help determine eligibility (Chapter 5).
o
Work with the Special Education staff to determine which students, according to state
eligibility requirements (Chapter 5), will take:

Reading, Mathematics and/or Science MTAS

Reading and/or Mathematics MCA-Modified
o
In conjunction with the Special Education director, submit an alternate assessment
waiver in Test WES, if needed (Chapter 9).
o
Work with the English learner staff to determine the appropriate ACCESS for ELLs tiers
for students.
o
Work with the Special Education and English learner staff to determine which students,
according to state participation guidelines (Chapter 5), will take the Alternate ACCESS
for ELLs.
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o
Order ACCESS for ELLs and Alternate ACCESS for ELLs test materials from MetriTech
for any students that are EL-identified in MARSS.
o
Collaboratively determine and document—with School Assessment Coordinators and
Special Education and English learner staff—students who will need accommodations
and the appropriate accommodations for each student for Title I, Title III and GRAD
assessments.
o
Complete Pretest Edit activities in Test WES for Title I assessments to determine
regular and accommodated test materials orders and students loaded for online testing
(Chapter 8).

Complete Test Administration Options (e.g. indicate online or paper
administration mode for Reading and Mathematics MCA).

Verify or change test assignments.

Verify or indicate accommodations.

Enter sort order for paper administrations (optional).

View or change precode send indicator for high school science (as needed).
o
Complete Supplemental Information in TIDE for Title I assessments and Written
Composition GRAD retests to indicate shipping and test materials preferences (Chapter
8).
o
Order accommodated test materials for Written Composition GRAD retests in TIDE (as
needed).
o
Order accommodated test materials for Reading and Mathematics GRAD retests by
completing the applicable forms (Appendices A and B) and faxing to AIR monthly as
needed (Chapter 8).
3. Establish district testing schedule within the testing windows specified in the Important
Dates (chapter 8).
o
Determine which students will take the Reading and Mathematics GRAD retests and set
the district testing schedule for when retest opportunities will be offered. The Reading
and Mathematics GRAD retests must be completed in one day.
o
Determine which students will take Written Composition GRAD retests. The Written
Composition GRAD writing prompts have state-assigned test dates for administration.
o
Determine the testing schedule for the grades 3–8 Mathematics OLPA, if the district will
be participating.
o
Determine the district testing schedule for Title I paper assessments. All schools within
a district must administer a given segment of the assessment on the same day.
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
Determine how many test segments for paper assessments will be administered
during a testing session. All schools within a district must administer the same
segment(s) to a given grade on the same day for paper administrations.

If multiple segments for paper assessments will be administered in a testing
session, decide whether students may move on to the next segment without
waiting for directions.
74
o
Determine the testing schedule for Title I online assessments. Online assessments
have more scheduling flexibility because students are able to pause at different points
and return to complete the test at a later time. Refer to Chapter 8 for specific pausing
information for each online assessment.
o
Determine the testing schedule for ACCESS for ELLs and Alternate ACCESS for ELLs.
o
Post district testing schedules for Title I, Title III and GRAD assessments on the district
website.
o
In collaboration with the School Assessment Coordinator, ensure rooms and computer
labs are scheduled and prepared for testing as needed.
4. Prepare testing conditions.
o
Determine district policies and procedures for test administration, such as breaks for
use of the restroom while testing, what to do if a student becomes ill during testing and
what individual students will do when finished testing (Chapter 8).
o
Establish a process for inventorying and distributing test materials to each school
building if the district chooses to have test materials shipped to the district (a decision
made in Supplemental Information in TIDE for Title I assessments and Written
Composition GRAD retests). Materials for ACCESS for ELLs and Alternate ACCESS for
ELLs are shipped only to the district. The District Assessment Coordinator may want to
establish the process collaboratively with School Assessment Coordinators.
o
Notify School Assessment Coordinators how test materials will be arriving and the
quantities of test materials to expect.
o
With School Assessment Coordinator, review and prepare for any accommodations and
specific test administration procedures as described in this Procedures Manual,
including scheduling for small group and individual administrations and preparing for
translated directions and scribes (Chapters 5 and 6).
o
Ensure that the applicable staff are set up as users in TIDE.
o
Ensure that the applicable staff involved with administering the ACCESS for ELLs and
Alternate ACCESS for ELLs are set up with a teacher account for the WIDA website.
o
Complete the Site Readiness confirmation in Test WES during Pretest Editing in
collaboration with the Technology Coordinator (Chapter 8).
o
Work with technology staff to prepare computer labs for online testing, including
ensuring all software requirements are met and equipment is available (e.g.,
headphones).
o
For all online assessments, indicate any student test settings (e.g., background color
choice, font size) as needed in TIDE in collaboration with the School Assessment
Coordinator.
o
For Reading and Mathematics GRAD retests, indicate any student accommodations as
needed in TIDE in collaboration with the School Assessment Coordinator. For Title I,
ensure accommodations for online assessments are indicated in Test WES during
Pretest Editing and throughout the online testing window, as needed.
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o
In collaboration with School Assessment Coordinators, review eligible students loaded
to TIDE for online testing, and create lists of students to provide to Test Monitors with
student login information (first name as it appears in MARSS and MARSS/SSID
number).
o
Ensure students have had a chance to use item samplers to practice for administration
and review online student tutorials (online tests only) prior to test administration.
o
In conjunction with the School Assessment Coordinator, determine staff who will enter
the student responses from paper accommodated test materials for online assessments
and scores from MTAS administrations into the Data Entry Interface.
o
Create rosters if Learning Point Navigator and the Online Reporting System will be
utilized by teachers in the district (Chapter 10).
5. Train School Assessment Coordinators, Test Monitors, MTAS Test Administrators and
ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators (Chapter 3).
o
Attend MDE trainings or review MDE training materials.
o
Provide training to School Assessment Coordinators on proper test administration and
test security.
o
Collaboratively develop and implement with each School Assessment Coordinator a
plan for training Test Monitors on test security and test administration policies and
procedures for Title I, Title III and GRAD assessments.
o
Verify that staff who will administer the MTAS have completed the MTAS Training for
Test Administrators in addition to other required district test administration and security
training.
o
Verify ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators have
completed the online ACCESS/Alternate ACCESS for ELLs test administration training
and are certified for the tests they will be administering, including re-certification for all
domains for spring 2014. These trainings are in addition to the other required district
test administration and security training.
6. Maintain security of test materials.
o
Receive test materials from the service provider, and immediately lock test materials in
a previously identified secure area.
o
Organize and distribute test materials to School Assessment Coordinators.
o
If schools are receiving test materials directly from the service provider, confirm that
each school has received test materials and that they are locked in a secure area.
o
Confirm test materials have been inventoried using the security checklists, and contact
the service provider if there are any discrepancies (Chapter 3).
o
Keep a record of staff having access to secure areas, inventorying materials and
completing the security checklists.
o
Organize secure test materials remaining at the district, including district overage test
materials, ensuring that they are kept secure and not distributed unless needed for test
administration.
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o
In collaboration with School Assessment Coordinator, define a process for distributing
materials to Test Monitors, ACCESS for ELLs and Alternate ACCESS for ELLs Test
Administrators and MTAS Test Administrators and keeping test materials secure
between testing sessions, including online test materials (e.g., student login information
for online testing, scratch paper).

Non-secure test materials, such as Test Monitor and Student Directions, may be
distributed to Test Monitors upon receipt to allow them sufficient time to prepare
for test administration.

Secure test materials should not be distributed prior to day of testing. Exceptions
to this are specified in Chapter 3.

The security of test materials containing student information, such as student
answer documents and student login information for online assessments, must
also be maintained.
o
Verify that there are sufficient test materials for each school, and distribute from district
overage or order additional test materials as needed.
o
For paper assessments, confirm that all students have the appropriate answer
document and that preprinted student information is accurate. Arrange for student
information to be filled in (hand bubbled) on blank answer documents as needed
(Chapter 8).
o
For ACCESS for ELLs and Alternate ACCESS for ELLs, confirm that all students have
the appropriate test booklet and that preprinted student information on the label is
accurate. Arrange for student information to be filled in (hand bubbled) on blank test
booklets as needed (refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test
Administration Manuals).
o
Ensure student login information for online assessments has been prepared for Test
Monitors.
District Assessment Coordinator’s Responsibilities on Testing Day(s)
1. Answer questions from School Assessment Coordinators, as needed.
2. If security breaches occur, contact the MDE Assessment Contact within 24 hours and
complete the Test Security Notification Form within 48 hours (Chapter 3).
3. Monitor the progress of testing for both paper and online assessments to ensure all
students complete testing as scheduled.
4. For online assessments, enter invalidations in TIDE as needed (Chapter 8).
District Assessment Coordinator’s Responsibilities after Testing
1. If necessary for paper assessments, make edits to student test/accountability, demographic
and accommodation codes before returning student answer documents.
2. Collaboratively work with School Assessment Coordinators to ensure that designated staff
have entered student responses from paper accommodated test materials for online
assessments and scores from MTAS in the Data Entry Interface. All information must be
entered before the testing windows close in order to have the tests scored and reported.
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3. Collaboratively work with School Assessment Coordinators to follow procedures for
returning scorable and secure test materials as outlined in the Assessment Manuals and
ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals.
4. With School Assessment Coordinators, arrange for secure disposal of all test materials that
are not required to be returned as outlined in the Assessment Manuals and ACCESS for
ELLs and Alternate ACCESS for ELLs Test Administration Manuals.
5. Complete a Test Administration Report for all administered assessments as needed, and
keep on file at the district for 12 months following test administration; completed Test
Administration Reports must be available if requested by MDE (Chapter 3).
6. Collect security documents (e.g., security checklists) from the School Assessment
Coordinators. Keep them on file at the district for 12 months from the end of the academic
school year in which testing took place (Chapter 3).
7. Retrieve early reports, and share with parent/guardians and staff, as appropriate
(Chapter 10).
8. Review student assessment data in Test WES during Posttest Editing (Chapter 9), and
resolve discrepancies as necessary in Test WES. Work with the MARSS coordinator to
resolve any issues in MARSS. Verify or indicate test/accountability, accommodation and
demographic codes in Test WES.
9. Retrieve final assessment results from Assessment Secure Reports (formerly MDE
Secured Reports), and prepare for media/stakeholder questions (Chapter 10). Work with
principals and School Assessment Coordinators to ensure the requirements for embargoed
final assessment results are followed.
10. For Title I and Title III assessments, distribute paper reports to parents/guardians no later
than 30 days after receipt of Individual Student Reports (Chapter 10).
11. For GRAD retests, distribute student results to parents/guardians after test administration
and/or when copies of Individual Student Reports are received (Chapter 10).
12. Enter Graduation Requirement Records in the GRR system and request applicable
reimbursement for students who meet graduation assessment requirements based on
conditions other than having passed the relevant GRAD test (Chapter 2).
13. Complete all documentation for state graduation requirements (Chapter 3).
School Principal’s Roles and Responsibilities for Testing
The School Principal’s role is to designate the School Assessment Coordinator and other school
staff members who will serve as Test Monitors or Test Administrators.
School Principal’s Responsibilities before Testing
1. Designate a School Assessment Coordinator for the school.
2. Designate a Technology Coordinator for online assessments.
3. Be knowledgeable about proper test administration and test security as outlined in this
Procedures Manual as well as other applicable assessment manuals and directions.
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5. Provide adequate secure storage space for all test materials from the time they arrive in the
building until they are returned to the service provider.
6. In conjunction with Technology Coordinator, ensure that adequate computers are in place
and rooms are set up appropriately for online testing.
7. Verify with the School Assessment Coordinator that all Test Monitors and Test
Administrators receive the proper training for administering the tests.
8. Ensure that all non-licensed staff who will be involved in testing are properly trained and
supervised by a licensed staff member.
School Principal’s Responsibilities on Testing Day(s)
1. Ensure that all directions, test administration procedures and security requirements in this
Procedures Manual and other applicable assessment manuals and directions are followed.
School Principal’s Responsibilities after Testing
1. In conjunction with School Assessment Coordinator, ensure that all test materials are
collected, returned and/or securely disposed of as required (Chapter 8).
2. Discuss the assessment results with the School Assessment Coordinator as well as district
administrators and District Assessment Coordinator. In conjunction with the District
Assessment Coordinator, ensure the requirements for embargoed final assessment results
are followed.
3. Prepare for questions about test results.
School Assessment Coordinator’s Roles and Responsibilities for Testing
The School Assessment Coordinator is the key link between the District Assessment Coordinator
and the Test Monitors. In conjunction with the District Assessment Coordinator, the School
Assessment Coordinator is responsible for the implementation of the test administration
procedures that maintain the integrity of the state test.
School Assessment Coordinator’s Responsibilities before Testing
1. Implement test security policies and procedures (Chapter 3).
o
Be knowledgeable about test administration and test security policies detailed in this
Procedures Manual and other applicable assessment manuals and directions, and
review district policies and procedures related to statewide testing.
o
Read and complete the Non-Disclosure Agreement.
o
Ensure all staff who may handle test materials, monitor testing or administer tests
complete the Non-Disclosure Agreement. This includes individuals in leadership roles
(principals, superintendents) and custodial and support staff who may have keys, and
therefore access, to secure test materials. Return completed hard-copy Non-Disclosure
Agreements to the District Assessment Coordinator.

December 2013
For staff administering assessments online, the Non-Disclosure Agreement must
be completed electronically in TIDE.
79

Staff may also complete the paper version of the Non-Disclosure Agreement
(Appendix A).
2. Identify appropriate tests for students and prepare to have applicable test materials on
hand.
o
o
With the District Assessment Coordinator, determine which students:

Indicated as special education will be taking the MTAS or MCA-Modified.

Indicated as EL in MARSS will be taking the ACCESS for ELLs and which will
be taking the Alternate ACCESS for ELLs. Ensure students are assigned the
appropriate grade-level cluster and tier level (ACCESS for ELLs only) test
booklet.

Need accommodations. Verify the appropriate accommodations that will be
ordered and/or indicated for English learners or students with an IEP or 504 plan
for Title I assessments and GRAD retests.
If directed by the District Assessment Coordinator, complete Pretest Editing in Test
WES and order Written Composition GRAD retest accommodated test materials in
TIDE.
3. Prepare testing conditions.
o
Schedule rooms and computer labs for testing as needed.
o
Arrange for Test Monitor(s) to administer the test(s), and assign students to Test
Monitor(s).
o
Plan seating arrangements for students to ensure independent work.
o
Verify with District Assessment Coordinator for how test materials will be arriving and
the quantities of test materials to expect.
o
Set up for any accommodations and specific test administration procedures as
described in this Procedures Manual, including scheduling for small group and
individual test administrations and preparing for translated directions and scribes
(Chapters 5 and 6).
o
For all online assessments, indicate any student test settings (e.g., background color
choice, font size) as needed in TIDE in collaboration with the District Assessment
Coordinator.
o
For Mathematics OLPA (accommodated text-to-speech only) and Reading and
Mathematics GRAD retests, indicate student accommodations as needed in TIDE in
collaboration with the District Assessment Coordinator. For Title I online assessments,
accommodations are indicated in Test WES during Pretest Editing and throughout the
online testing window, as needed.
o
In collaboration with the District Assessment Coordinator, review eligible students
loaded to TIDE for online testing, and create lists of students to provide to Test Monitors
with student login information (first name as it appears in MARSS and MARSS/SSID
number).
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o
In conjunction with the District Assessment Coordinator, determine staff who will enter
student responses from paper accommodated test materials for online assessments
and scores from MTAS administrations in the Data Entry Interface.
4. Train staff.
o
Be knowledgeable about district procedures for test administration.
o
Review state-provided training materials and any other training materials required by
the district.
o
Provide training to all personnel involved with testing on test security and test
administration policies and procedures, per plan developed with the District Assessment
Coordinator.
o
Verify that staff who will administer the MTAS have completed the MTAS Training for
Test Administrators in addition to other required district test administration and security
training.
o
Verify ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrators have
completed the online ACCESS/Alternate ACCESS for ELLs test administration training
and are certified for the tests they will be administering, including re-certification for all
domains for spring 2014. These trainings are in addition to the other required district
test administration and security training.
5. Maintain security of test materials.
o
When test materials are received from service provider or District Assessment
Coordinator, immediately lock test materials in a previously identified secure area.
o
Inventory test materials using the security checklists, and contact the District
Assessment Coordinator if there are any discrepancies (Chapter 3).
o
Organize secure test materials, ensuring that they are kept secure and not distributed
until test administration. The security of test materials containing student information,
such as student answer documents and student login information for online
assessments, must also be maintained.

Distribute non-secure test materials, such as Test Monitor and Student
Directions, to Test Monitors upon receipt to allow them sufficient time to prepare
for test administration.

Distribute MTAS materials to MTAS Test Administrators prior to testing for
administration preparation and adaptation of materials to meet individual student
needs (Chapter 3). MTAS materials need to be kept secure by the Test
Administrators as they prepare for testing; objects and manipulatives gathered
by Test Administrators may remain in the classroom for daily use.
o
Record and assign all secure test materials on the Test Monitor Test Materials Security
Checklists or ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist.
o
Contact the District Assessment Coordinator if additional test materials are needed.
o
Keep a record of staff having access to secure areas, inventorying materials and
completing the security checklists.
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o
Provide MTAS data collections forms if students’ scores will be centrally entered by the
district or school.
o
Distribute the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administrator’s
Scripts and Test Administration Manuals to Test Administrators so they can become
familiar with the script and prepare for test administration. (Chapter 3).
o
For paper assessments, confirm that all students have the appropriate answer
document and that preprinted student information is accurate. Arrange for student
information to be filled in (hand bubbled) on blank answer documents as needed
(Chapter 8).
o
For ACCESS for ELLs and Alternate ACCESS for ELLs, confirm that all students have
the appropriate test booklet and that preprinted student information on the label is
accurate. Arrange for student information to be filled in (hand bubbled) on blank test
booklets as needed (refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test
Administration Manuals).
o
Organize student login information for online assessments for Test Monitors.
School Assessment Coordinator’s Responsibilities on Testing Day(s)
1. Distribute materials to Test Monitors on the day of testing and ensure test materials are
kept secure between testing sessions, including online materials (e.g., student login
information), according to district policy.
2. Distribute ACCESS for ELLs and Alternate ACCESS for ELLs test materials to Test
Administrators.
3. Be available to answer questions from Test Monitors and Test Administrators.
4. Report testing irregularities to District Assessment Coordinator using the Test
Administration Report.
5. Report security breaches to the District Assessment Coordinator as soon as possible.
6. Ensure that Test Monitor and Student Directions and Test Administrator Scripts are
followed.
School Assessment Coordinator’s Responsibilities after Testing
1. Ensure that test materials are kept in a locked, secure location after testing. Per district
policy, test materials may be collected at the district or school office or kept secure between
testing sessions by the Test Monitor or Test Administrator.
2. Use security checklists to verify receipt of all secure test materials from the assigned Test
Monitor or Test Administrator after testing is completed. Return copies of the security
checklists to the District Assessment Coordinator.
3. Verify that any answer documents without preprinted student information have all student
information hand-entered correctly, including MARSS/SSID number. For paper MCA and
Written Composition GRAD, a district/school label also needs to be affixed.
4. Ensure that designated staff have entered student responses from paper accommodated
test materials for online assessments and scores from MTAS administrations in the Data
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Entry Interface. All information must be entered before the testing windows close in order to
have the tests scored and reported.
5. Follow return procedures for scorable and secure test materials outlined in the Assessment
Manuals and ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration
Manual.
6. Prepare materials for pickup by the carrier designated on the designated date(s). Ensure
that all boxes containing the school testing materials are in a secure location known to
appropriate school staff or are returned to the district office, if directed by the District
7. For ACCESS for ELLs and Alternate ACCESS for ELLs, test materials must be returned to
the District Assessment Coordinator so that all test materials are shipped on one complete
shipment for the district.
8. Arrange for secure disposal of all test materials that are not required to be returned as
outlined in the Assessment Manuals and ACCESS for ELLs and Alternate ACCESS for
ELLs Test Administration Manual.
9. If directed by the District Assessment Coordinator, complete Posttest Editing in Test WES.
10. In conjunction with the District Assessment Coordinator and principal, ensure the
requirements for embargoed final assessment results are followed.
Technology Coordinator’s Roles and Responsibilities for Testing
The Technology Coordinator is responsible for ensuring that the district is prepared for online test
administration and providing technical support to district staff.
2. Attend district training test administration and test security training.
3. Complete Site Readiness confirmation in collaboration with the District Assessment
Coordinator.
4. Acquire a user login and password for AIR systems from the District Assessment
Coordinator.
5. Review all technical documentation, including the System Requirements for Online Testing
and Technical Specifications Manual, and ensure the correct version of the secure browser
is installed.
6. Prepare computer labs for online testing following requirements outlined on the Minnesota
Assessments portal.
7. Provide headphones for all online tests with text-to-speech available (mathematics and
science only).
8. Provide technical support/troubleshooting during online test administration, and contact the
AIR Help Desk as needed.
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Test Monitor’s Roles and Responsibilities for Testing
The Test Monitor is responsible for the security of the assigned test materials for paper test
administrations (e.g., test books and answer documents) or online test administrations (e.g.,
student login information and scratch paper) until they are returned to the School Assessment
Coordinator. The Test Monitor also ensures that students follow the directions during the test
administration. The following information applies to ACCESS for ELLs and Alternate ACCESS for
ELLs Test Administrators except as noted below. Requirements for selecting Test Monitors are
available under Assigning Test Monitors in Chapter 8.
Test Monitor’s Responsibilities before Testing
1. Be knowledgeable of proper test administration and test security.
2. Read and complete the Non-Disclosure Agreement before testing begins. For online
testing, the Non-Disclosure Agreement must be completed in TIDE.
3. Review state-provided training materials for online testing (Online Test Monitor Certification
Course) and any other training materials required by the district (Chapter 3).
4. For ACCESS for ELLs and Alternate ACCESS for ELLs, completed the online test
administration training and be certified for the tests administering (Chapter 3).
5. Attend district or school training to learn district/school policies and procedures related to
test administration (e.g., students becoming ill during testing) and test security.
6. Review the Test Monitor and Student Directions for the responsibilities and step-by-step
instructions for each test administration. For ACCESS for ELLs and Alternate ACCESS for
ELLs, review the Test Administrator Script.
7. Know how to contact the School Assessment Coordinator during testing if any test-related
issues or questions arise.
8. Know where to pick up test materials on the day of the test.
9. Know the school’s plan for keeping test materials secure between test sessions when
students are taking an assessment over multiple days or taking a break on the same day.
10. For paper assessments, know which test segment(s), if applicable, will be administered
during each test session. The Written Composition GRAD writing prompts have stateassigned test dates for administration.
11. In conjunction with School Assessment Coordinator, know which students are to be
provided with appropriate accommodations and any specific test administration procedures
related to the accommodation (Chapters 5 and 6).
12. Remove or cover any educational posters or other visual materials in the classroom that are
associated with the subject being tested (Chapter 8). This step can be taken shortly before
testing begins.
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Test Monitor’s Responsibilities on Testing Day(s) — Before Students Arrive
1. Sign out secure test materials from the School Assessment Coordinator.
2. Check test materials to verify that all the test materials listed on the Test Monitor Test
Materials Security Checklist or ACCESS for ELLs and Alternate ACCESS for ELLs Security
Checklist are in the test materials you receive.
3. Keep test materials secure until the test session.
4. Make sure there are enough test books and answer documents or computers for the
number of students taking the test.
5. Ensure all allowable materials for students (e.g., pencils for paper administrations, scratch
paper for online administrations) are ready to distribute to students as needed
6. For online testing, make sure you have student login information (first name as it appears in
MARSS and MARSS number).
7. Use the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate
ACCESS for ELLs Security Checklist to assign numbered test books to individual students.
8. Fill in appropriate information (e.g., student name, MARSS/SSID number, date of birth,
school and district name) on a new answer document for a student, if directed to do so by
the School Assessment Coordinator. Ensure that all hand-bubbled information matches
MARSS.
9. Record extra test materials on the Test Monitor Test Materials Security Checklist or
ACCESS for ELLs and Alternate ACCESS for ELLs Security Checklist.
10. Know what to do if an emergency arises (e.g., a student gets sick or is injured, the fire
alarm goes off).
11. Know what to do if technology issues are encountered during an online test administration.
Test Monitor’s Responsibilities on Testing Day(s) — During the Test
1. Actively monitor students during all test sessions by circulating around the testing room to
ensure students are following directions and making progress in the test.
2. Follow the script in the Test Monitor and Student Directions exactly. For ACCESS for ELLs
and Alternate ACCESS for ELLs, follow the Test Administrator Script exactly.
3. Do not review, discuss or email test items. Ensure all student have been provided the
opportunity to independently demonstrate their knowledge
4. For paper assessments:
o
Make sure all students know what to do at the end of a segment.
o
Check to make sure students are recording their answers in the answer document. If a
student is putting answers in the test book, ensure the student transfers responses to
the answer document.
5. For online assessments:
o
Make sure students know how much time has been scheduled for testing.
o
Verify that students have their login information if taking an online test.
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o
Verify that students are logged in and taking their assigned online test.
6. Document students who require a scribe or translated directions or any unusual
circumstances and provide the information to the School Assessment Coordinator.
7. Notify the School Assessment Coordinator of any security breaches as soon as possible.
Test Monitor’s Responsibilities on Testing Day(s) — After the Test
1. Follow the Test Monitor and Student Directions exactly. For ACCESS for ELLs and
Alternate ACCESS for ELLs, follow the Test Administrator Script exactly.
2. Use the Test Monitor Test Materials Security Checklist or ACCESS for ELLs and Alternate
ACCESS for ELLs Security Checklist to verify receipt of all test books from the assigned
students before they leave the testing room.
3. Keep test materials secure after the test session, and return them to the School
Assessment Coordinator or to a secure location, as directed by the School Assessment
Coordinator.
4. Immediately notify the School Assessment Coordinator if any test materials are missing.
MTAS Test Administrator’s Roles and Responsibilities for Testing
MTAS Test Administrator’s Responsibilities before Testing
1. Be knowledgeable of district test administration and test security policies and procedures.
3. Review the MTAS Task Administration Manual and complete the MTAS Training for Test
Administrators. Provide documentation of training completion to the District or School
Assessment Coordinator, as needed.
4. Know how to contact the District or School Assessment Coordinator during testing if any
test-related issues or questions arise.
5. Know the school’s plan for keeping test materials secure between testing sessions when
students are administered the assessment over multiple days.
6. Know where to pick up MTAS materials.
7. Prepare materials for administration, and plan specific adaptations for each student, as
needed, to meet individual student need. Reproduction of Presentation Pages and
Response Options Cards are allowed only for adapting passages and tasks to students’
individual needs, which includes enlarging materials or incorporating texture. The MTAS
Task Administration Manual, Presentation Pages and Response Option Cards may not
otherwise be reproduced.
MTAS Test Administrator’s Responsibilities on Testing Day(s) — Before Students
Arrive
1. Keep materials secure until the test session. Objects and manipulatives gathered by Test
Administrators may remain in the classroom for daily use.
2. Make sure that there are enough materials for the student being administered the test.
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3. Know what to do if an emergency arises (e.g., a student gets sick or is injured, the fire
alarm goes off).
MTAS Test Administrator’s Responsibilities on Testing Day(s) — During the Test
1. Administer each task to each student for the appropriate subject and grade, and record the
score.
2. Document any unusual circumstance, and report it to your District or School Assessment
Coordinator.
MTAS Test Administrator’s Responsibilities on Testing Day(s) — After the Test
1. Keep materials secure after administering the test.
2. Return all MTAS materials provided, including materials that were adapted (i.e., enlarged
materials or those with texture incorporated), to the District or School Assessment
Coordinator and report if any materials are missing. If directed by District or School
Assessment Coordinator, securely dispose of Response Option Cards.
3. Return objects and manipulatives to the classroom unless directed to return them to the
District or School Assessment Coordinator.
4. Enter MTAS scores in the Data Entry Interface or return data collection forms, including
Learner Characteristics Inventory (LCI) data, to the District or School Assessment
Coordinator if the district enters data centrally.
MARSS Coordinator’s Roles and Responsibilities for Testing
MARSS Coordinator’s Responsibilities before Testing
1. Confirm that all eligible students have unique state student ID (SSID) or MARSS numbers
so that students are included in assessment precode for online and paper assessments,
and, if authorized, make corrections as needed in the Student Identity Validation Interface.
A unique MARSS/SSID number is required to receive student results.
2. If district is participating in fall OLPA or GRAD retest administrations, work with District
Assessment Coordinator to ensure MARSS is submitted in time for testing or precode pulls
for test materials. In order to participate in testing, this may require submitting MARSS files
prior to the official MARSS deadlines.
3. Submit MARSS data on an ongoing basis so the student information is correct and
available for the assessment precode files prior to and throughout test administrations to
ensure accurate student demographic and enrollment information.
MARSS Coordinator’s Responsibilities after Testing
1. Ensure accurate enrollment of students in schools during the accountability windows
(Chapter 8). The enrollment from MARSS for this period will serve as the basis for
accountability calculations.
2. Ensure State Aid Categories and other MARSS identifying characteristics are correct,
especially for shared-time students, Foreign Exchange students and any other students
who are not expected to take an accountability test.
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3. Ensure EL and Special Education designations are up to date and correct for students who
are taking an assessment based on their EL or Special Education status.
4. Work with the District Assessment Coordinator to edit discrepancies during the Posttest
Edit window in Test WES, which may include multiple submission to MARSS before the
Posttest Edit window in Test WES closes.
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Chapter 5 — Participation of Students with
Individualized Education Programs (IEPs) and 504 Plans
Overview
The sections in this chapter provide descriptions of assessment accommodations available to
students with an Individualized Education Program (IEP) or 504 plan for the Title I assessments
and GRAD retests, information on meeting graduation assessment requirements, and eligibility
requirements for participation in the MCA-Modified, MTAS and Alternate ACCESS for ELLs.
Chapter 6 provides an overview of accommodations available for English learners (ELs).
Information on ordering accommodations is available in Chapter 8.
This chapter does not
provide accommodation information for the other assessments that may be used to meet
graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). While MDE recommends that any accommodations are
documented in the IEP or 504 plan, you will need to reference the assessment materials provided
for those assessments for information on available accommodations.
All public school students are required to participate in state accountability assessments. There are
no exemptions or waivers for students with disabilities, regardless of the nature or severity of the
disability. IEP teams or 504 plan teams determine the appropriate manner for students with
disabilities to participate in statewide assessments. Students with disabilities may participate in
statewide assessments in these ways:
•
Without accommodations
•
With accommodations
•
By taking an alternate assessment for which they are eligible
IEP and 504 plan teams determine what accommodations, if any, are appropriate for students with
disabilities and document these accommodations in the IEP or 504 plan. See further information
later in this chapter about determining and documenting accommodations. The majority of students
with disabilities take the statewide assessments without accommodations.
Students with an IEP may be eligible to take a reading, mathematics, science, writing or English
language proficiency alternate assessment. The IEP team determines whether an alternate
assessment is appropriate for the student and documents the decision in the IEP. Only students
with IEPs are eligible for alternate assessments such as the MCA-Modified, MTAS and Alternate
ACCESS for ELLs. For English learners with significant cognitive disabilities, it is recommended
that the IEP team collaborate with EL staff to determine if the Alternate ACCESS for ELLs is the
most appropriate English language proficiency assessment.
The tables in this chapter list accommodations that may be considered for students with an IEP or
504 plan for the Title I assessments and GRAD retests. Table 8 provides a summary of the
accommodations available organized under the headings of presentation, timing/scheduling and
response format. Table 9 explains these accommodations in more detail. Tables 8 and 9 provide
an extensive—but not exhaustive—list of possible testing accommodations. MDE recognizes that
school personnel may consider accommodations for the Title I assessment and GRAD retests that
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are not specifically addressed in this chapter yet are entirely appropriate for a particular student
and assessment. If school personnel determine the need to provide an accommodation not
specifically addressed in this chapter, please contact MDE by sending an email to
[email protected] to verify the accommodation will not invalidate the assessment.
Chapter 6 addresses available linguistic supports and accommodations for students identified as
English learners in MARSS for Title I assessments and GRAD retests. The summary of
accommodations for English learners is organized under headings indicating English language
proficiency level and types of linguistic supports. In cases where English learners also have an IEP
or 504 plan, decision-makers should refer to both Chapters 5 and 6 when making decisions about
appropriate assessment accommodations for Title I assessments and GRAD retests. Refer to the
ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for information on
available accommodations for both English language proficiency assessments. Please note: MDEallowed accommodations and general test-taking practices may differ from the recommended test
accommodations presented in the ACCESS for ELLs Test Administration Manual. As mentioned in
that manual, WIDA only provides recommendations; the definitive policy for administering the
ACCESS for ELLs with accommodations or general test-taking practices is determined by MDE
and outlined in this chapter and Chapter 6.
Additional information about selecting, administering and evaluating the use of accommodations
can be found in the Minnesota Manual of Accommodations for Students with Disabilities in
Instruction and Assessment (2008–2009). This manual is a resource for IEP teams looking at the
need for and relationship among accommodations used in instruction and in assessment. The
manual and the companion training guide are available under “Related offsite resources” on the
Statewide Assessment for Students with Disabilities page of the MDE website. View the Statewide
Assessment for Students with Disabilities page
(http://education.state.mn.us/MDE/StuSuc/SpecEdProg/StateAssessStuDisab/index.html).
The Accommodations Advisory Review Panel conducts annual reviews of proposed additions to
the approved accommodations and non-standard test administration practices for this Procedures
Manual to ensure that a student does not use a particular accommodation and non-standard
practice that could invalidate interpretations and judgments based on the resulting test score. See
the Statewide Testing Advisory Groups document on the Test Administration section of the MDE
website for more information about this panel
(http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html).
General Information about Accommodations for Students with IEPs or
504 Plans
Accommodations are practices and procedures that provide equitable access to grade-level
content and assessments measuring academic content for students with disabilities. Students with
IEPs or 504 plans can have accommodations in the areas of presentation, timing/scheduling and
response. Accommodations are designed to allow students with IEPs or 504 plans to show what
they know and can do on the academic content standards and assessments rather than showing
the impact of their disability.
Many accommodations provided to a student during statewide assessments must also be provided
during classroom instruction, classroom assessments and district assessments. In general, a new
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accommodation should not be introduced to a student at the time of statewide assessments
because it may negatively affect the student’s performance. There are some accommodations,
however, that may not be commonly provided during instruction and classroom assessments, and
students’ lack of prior experience with them is unlikely to hinder performance. Some examples
include using a scribe or listening to a script or CD.
Some instructional accommodations may not be appropriate for use on certain statewide
assessments. Educators should consult state policies before determining which accommodations
will be provided on statewide assessments. Accommodations must be selected and implemented
in ways that maintain the integrity of the assessment so that valid inferences can be made about
what students know and can do.
General Test-Taking Practices
These are small changes in test administration procedures that are available to all students, such
as small group or individual administration. These practices do not need to be documented in a
student’s IEP or 504 plan although it is recommended. See the General Information about
Practices That Are NOT Accommodations section later in this chapter.
Who May Receive an Accommodation?
Students who have an IEP or 504 plan or are identified as English learners may receive
accommodations. The student’s enrollment record in MARSS must be coded for special education,
504 or EL before the student can be given an accommodation during the testing window. Specific
information about linguistic supports and accommodations available for English learners for Title I
assessments and GRAD retest is provided in Chapter 6.
When an eligible student demonstrates the need for an accommodation, it must be provided as
long as it does not invalidate the assessment.
In some rare cases, a general education student with an injury may be allowed to have an
accommodation if supported by medical documentation (e.g., student with a broken arm having the
scribe accommodation). Refer to Table 9 or email [email protected] to verify if an
accommodation is allowed. The instance must be documented on the Test Administration Report.
Purpose of Accommodations
Accommodations play a key role in promoting access to the general education curriculum for
students with disabilities. The purpose of accommodations is to reduce or eliminate the effects of a
student’s disability on an assessment measuring academic content. Accommodations do not lower
expectations for student learning.
Some students with IEPs or 504 plans may require accommodations on state assessments to
accurately measure their achievement on state academic standards. These accommodations must
be provided based on individual need as long as they do not invalidate the assessment, and they
must be documented in the IEP or 504 plan.
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Description of Accommodation Categories used in Minnesota Assessments for
Students with IEPs or 504 Plans
Three accommodation categories are used in Minnesota for assessment:
•
Presentation Accommodations change how an assessment is given to a student. These
include alternate modes of access that may be auditory, multi-sensory, tactile or visual.
•
Response Accommodations allow students to complete assessments in different ways
(alternate format or procedure) or to solve or organize problems using some type of
assistive device or organizer.
•
Timing and Scheduling Accommodations increase the allowable length of time to
complete an assessment or change the way the time is organized. While extended time or
frequent breaks may be specified as accommodations in a student’s IEP or 504 plan, they
are considered an accommodation only when testing of a segment is extended over
multiple days. Extended testing is not considered an accommodation for online
assessments with pausing capability like the grades Reading and Mathematics MCA,
Reading and Mathematics MCA-Modified, and Science MCA. For all other Minnesota
assessments, extended time in the same day and frequent breaks are general test-taking
practices available to all students.
Who Is Responsible for Making Decisions Regarding Accommodations and
Alternate Assessments?
For students with IEPs, the IEP team is responsible for making annual assessment and
accommodation decisions, which must be based on individual need in accordance with state and
federal guidelines. The alternate assessments currently available to Minnesota students with IEPs
are the MCA-Modified, MTAS and Alternate ACCESS for ELLs. Student eligibility criteria for each
of these assessments are included later in this chapter. For students who meet the eligibility
criteria, the IEP team may determine that the MCA-Modified or the MTAS is the most appropriate
measure of academic skills in one or more subject areas. For English learners with significant
cognitive disabilities, the IEP team and EL staff may determine that the Alternate ACCESS for
ELLs is the appropriate measure of a student’s English language proficiency. Only students served
under the Individuals with Disabilities Education Act (IDEA) may be considered for the MCAModified, MTAS or Alternate ACCESS for ELLs. For the Written Composition GRAD, the IEP team
may determine that the Minnesota Alternate Assessment: Writing is the most appropriate
assessment.
For students served under Section 504, the 504 team should determine the appropriateness of
accommodations and document these decisions in the 504 plan. Students served with 504 plans
are not eligible for the MCA-Modified, MTAS or Alternate ACCESS for ELLs, but they may take the
Minnesota Alternate Assessment: Writing.
Selecting Appropriate Accommodations for Instruction and Assessment
To ensure students with disabilities are engaged in standards-based instruction and have an
opportunity to learn skills measured on Minnesota assessments, members of the IEP and 504
teams need to be familiar with the Minnesota Academic Standards and district academic content
standards. Making appropriate accommodations decisions for instruction is facilitated by gathering
and reviewing information about the student’s characteristics, identified needs and levels of
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performance in relation to the Minnesota Academic Standards. In essence, the process of making
decisions about accommodations is one in which the IEP or 504 team attempts to “level the playing
field” so students with disabilities can participate equitably in the general education curriculum.
The first question asked by those who make accommodation decisions should not be “What
accommodations are available?” This practice does not promote sound decision making or
advance equal opportunities for students to participate in the general education curriculum.
Research in the assignment of accommodations (Higgins, 2012; Fuchs, 2001; Hollenbeck, 1998;
Ketterlin-Geller, 2007; Weston, 1999) 45 suggests that educators are challenged to identify
appropriate accommodations for individual students, and ineffective or excessive assignment of
accommodations is the result. MDE takes the stance that more is not necessarily better when it
comes to accommodations and providing students with accommodations that are not truly needed
may have a negative impact on student performance.
The better approach when making accommodation decisions is to focus on a student’s identified
needs within the general education curriculum. The decision-making process for state assessment
accommodations should include at least these three factors:
1. Student characteristics (e.g., preferred learning style, disabilities, assistive technologies
used, accommodations used in classroom instruction and assessment)
2. Individual test characteristics (i.e., knowledge about what tasks are required on state
assessments and allowable ways to remove physical and other barriers to a student’s
ability to perform those tasks)
3. State accommodation policies for the assessment or part of an assessment and
consequences of decisions
The decision on which accommodations will be used must be made prior to test administration.
While districts may set timelines within their district for accommodation decisions to be made in
order to facilitate timely ordering of test materials, accommodation decisions can be made
throughout the year, as long as they are made prior to the administration of the assessment.
Documenting the Use of an Accommodation
It is the IEP team’s responsibility to determine which accommodations are needed by a student
who receives special education services. For a student served under IDEA, all needed
accommodations are documented annually in the IEP prior to testing. Likewise, a 504 team should
document in the 504 plan its decision to provide an accommodation. MDE recommends listing all
45
Higgins, J., Fedorchak, G., & Katz, M. (2012). Assignment of Accessibility Tools for Digitally Delivered Assessments:
Key Findings. Measured Progress Innovation Lab: Student Accessibility Assessment System (SAAS) Brief, in press.
Fuchs, L. S., & Fuchs, D. (2001). Helping teachers formulate sound test accommodation decisions for students with
learning disabilities. Learning Disabilities Research & Practice, 16(3), 174–181.
Hollenbeck, K., Tindal, G., & Almond, P. (1998). Teachers’ knowledge of accommodations as a validity issue in highstakes testing. The Journal of Special Education, 32(3), 175–183.
Ketterlin-Geller, L. R., Alonzo, J., Braun-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations:
Implications of (in)consistency. Remedial and Special Education, 28(4), 194–206.
Weston, T. J. (1999). Investigating the validity of the accommodation of oral presentation in testing. Dissertation
Abstracts International, 60, 1083A.
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accommodations on the IEP or 504 plan for all assessments, including those outside the
Minnesota statewide assessment system like the other assessments that may be used to meet
graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). Although they are not accommodations, the need for
eyeglasses and hearing aids may also be noted in the IEP or 504 plan to ensure that students
have them during assessments.
For paper assessments, accommodation codes can be indicated on the student’s answer
document if not already indicated in the preprinted student information. For Title I online
assessments, accommodation codes are indicated in Test WES or in TIDE for Mathematics OLPA
(accommodated text-to-speech only) and Reading and Mathematics GRAD retests by the District
and School Assessment Coordinator. Refer to the applicable Assessment Manual for more
information about indicating and changing accommodation codes for online assessments. Districts
are able to correct accommodation codes for Title I assessments in Posttest Editing in Test WES.
Chapter 9 of this manual provides information about the process. These accommodation codes are
used by MDE to help analyze test results. Individual Student Reports and summary reports do not
mention accommodations used.
Indicating accommodation codes for the MTAS is not required. Accommodation is integral to the
MTAS, and adaptations to meet individual student needs are allowed. Test Administrators can
review and prepare test administration materials from the time MTAS test materials arrive in the
district or school until test administration. For example, a Braille version may be created or signed
interpretation is allowed. For signed interpretation, if the Test Administrator determines that a sign
or signs will give away the answers to items, he or she must use finger spelling for those words.
For information on allowable test administration activities, see the MTAS Task Administration
Manual or Chapter 3 of this Procedures Manual.
Ordering Accommodated Test Materials
In order to receive accommodated test materials, districts will order the accommodated test
materials through Pretest Editing (Title I assessments), through TIDE (Written Composition GRAD
retests) or through faxed order forms (Reading and Mathematics GRAD retests). See Test
Materials Quantities for Title I Assessments and GRAD Retests in Chapter 8 for more information.
While Table 9 provides some information on ordering accommodated test materials, it does not
provide comprehensive instructions.
When Two or More Accommodations Are in Conflict
Some accommodations can be used together, but others cannot. Make sure pairs of
accommodations are compatible and that you fill in the accommodation codes correctly.
Accommodations that cannot be used together are a Braille test book, large print test book and
regular print test book. Table 8 lists the abbreviations for these codes. Contact
[email protected] if you have questions.
Please note: during Pretest Editing, certain combinations of accommodations that may be
appropriate for a student cannot both be indicated because only one type of accommodation that
generates test materials can be indicated. For example:
•
Both MC (audio presentation) and MS (script) cannot be indicated. In these unique
circumstances, one accommodation should be indicated in Pretest Editing. The other test
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materials can be ordered, as needed, during additional orders or indicated in the Online
Testing System at the time of testing.
•
If the IEP or 504 plan specifies a 12-point regular print test book and a handheld calculator
or a script for the online grades 3–8 Mathematics MCA, only one of these codes may be
entered as indicating one code ensures the paper test materials are provided.
For paper administrations, all codes for accommodations provided to the student should be
indicated on the answer document. For both online and paper administrations, all accommodation
codes can be indicated during Posttest Editing if they could not be entered during Pretest Editing.
General Information about Practices That Are NOT Accommodations
General Test-Taking Practices Available to All Students
General test-taking practices are available for any student who needs them, including general
education students, and are not considered accommodations. The practices listed below are
considered general test-taking practices, and documentation of their use is not required. Like
accommodations, these general test-taking practices should be part of classroom instruction. New
strategies introduced at the time of statewide assessments may have a negative impact on student
performance. The only students who may receive accommodations, which represent changes in
standardized test administration procedures, are students with IEPs, students with 504 plans and
students identified as English learners (see Chapter 6). Accommodations are only available for
general education students when an injury prevents customary response (see Tables 8 and 9 for
specifics).
These practices are not considered accommodations and are allowable for all students.
•
•
Presentation
o
Test Monitor repeats or writes out test directions. This includes scripted directions in the
applicable Test Monitor and Student Directions; additional prompts are not allowed.
o
Student uses a highlighter, color overlay, place marker or magnifier.
o
Test Monitor reads the Written Composition GRAD writing prompt aloud to a student or
writes the prompt on blackboard or whiteboard where all students can see it.
o
Student uses larger monitor screen size and different resolution for online assessments.
o
Student uses the online test settings available in AIR’s Online Testing System; the
following are considered general test settings available to all students: background color
choice, font size and regular text-to-speech. For more information on these settings,
please refer to the Test Monitor User Guide for the Online Testing System available on
the User Guides page of the Minnesota Assessments portal. View the User Guides
page (http://www.mnstateassessments.org/resources/?section=2).
Setting
o
Assessment is administered in a special setting (e.g., certain lights, acoustics, seating
arrangements). Music and noise buffers provided by the district may be used, but only
by students who have used them in instructional and other assessment settings.
Individuals must be able to control on/off and volume. Noise buffers (white noise) or
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instrumental music are provided at an individual level, not to an entire group on the
assumption that all will benefit. Audio players must be school-owned, and the audio
must be provided by the school. For further information, please see the noise buffers
accommodation in table 9 later in this chapter.
o
•
•
Student is tested individually or in a small-group setting.
Timing/Scheduling
o
Testing time in same day is extended.
o
The time of day an assessment is given is changed.
Response Format
o
Student uses a calculator (except where specifically prohibited).
o
For paper administration, student writes responses directly in the test book and
transfers those responses from the test book onto the regular, scannable answer
document.
o
Student uses an abacus or mathematics manipulatives (like unifix cubes or base-10
blocks) except on non-calculator items. Mathematics manipulatives must be provided in
an individual setting and must not be grouped or organized by the Test Monitor.
o
Student draws lattices, diagrams (like number lines) or charts (like multiplication or
hundreds chart) on scratch paper or graph paper (if applicable) or in available space in
the test book. Students must create their own drawings; these cannot be displayed in
the classroom or handed out during testing.
Note: While all of these practices are allowed as general test-taking practices for all students, some
(including magnification, low visions aids, and noise buffers) are often documented in the IEP or
504 plan and the accommodation code listed in Table 9 can be indicated.
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Table 8. Summary of Accommodations for Students with an IEP or 504 Plan for Title I
Assessments and GRAD Retests
Code
Entered
ACCOMMODATIONS FOR STUDENTS WITH IEP OR 504 PLAN
Presentation
Accommodated audio CD for mathematics (paper assessments)
Accommodated text-to-speech for mathematics and science (online assessments)
Assistive technology
Braille versions of test books/writing prompt folders
Handheld calculator for online grades 3–8 Mathematics MCA (requires use of paper test
book)
Handheld calculator for online grades 5–8 Mathematics MCA-Modified
Large print test book/writing prompt folder
Magnification, templates or other low-vision aids
Noise buffer (e.g., earplugs, headphones, white noise)
Recording a reading test
Materials
Ordered
from Service
Provider
MC
MC
AT
BR
X
HC
X
X
HC
18 or 24
OA
OA
MT
X
Scripts for grades 3–8 and 11 Mathematics MCA (paper and online administrations)
MS
X
Scripts for online grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and
Mathematics GRAD retests
MS
X
Signed interpretation of mathematics and science scripts
46
OA
Signed interpretation of test directions
Signed interpretation of writing prompts
12-point font accommodated test book (GRAD retest only)
12-point regular print paper test book for online grades 3–8 and 10 Reading MCA and
grades 3–8 and 11 Mathematics MCA
Voice feedback devices and whisper phones
Timing/Scheduling
Extended testing time over multiple days
Response Format
Assistive technology
Audio recording for prewriting for Written Composition GRAD
Audio recording for transcription
Note: MT was used only for November Written Composition GRAD retests.
Braille or other note-taking devices
Scratch paper (for paper assessments)
Scribes (with transcription into answer document or into online test)
Note: MT was used only for November Written Composition GRAD retests.
Word processing supports
Other Accommodations
If an IEP or 504 plan team decides to use an accommodation not on this list, contact
MDE at [email protected].
TD
TD
12
X
12
X
OA
OA
AT
MT
SC or
MT*
AT
OA
SC or
MT*
AT
OA
46
Signed interpretation is allowed for all subjects of the MTAS and coding of the accommodation is not required. Test
Administrators can review and prepare test administration materials from the time materials arrive in the district or school
until test administration; during the review, if the Test Administrator determines that a sign or signs will give away the
answers to items, he or she must use finger spelling for those words.
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Accommodated audio CD for paper administration grades 3–8 and 11
Mathematics MCA may be provided to students as documented in the IEP or 504
plan.
x
The audio CD can be accessed through headphones or in an individual setting. If
used in a small group setting, the CD will be played aloud and Test Monitor will
advance the CD for the group. Audio players must be school owned.
Code
Science
Writing
EXPLANATION OF ACCOMMODATIONS FOR STUDENTS
WITH IEP OR 504 PLAN
Math
Reading
Table 9. Explanation of Accommodations for Students with an IEP or 504 Plan for Title I
Assessments and GRAD Retests
MC
Accommodated text-to-speech for online grades 3–8 Mathematics OLPA, grades
3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCA-Modified,
Science MCA and Mathematics GRAD retest may be provided to students whose
IEP or 504 plan specifies it. Accommodated text-to-speech is incorporated into the
online assessment. For Mathematics GRAD and Mathematics OLPA,
accommodated text-to-speech is indicated in TIDE. For Title I assessments,
accommodated text-to-speech is selected during Pretest Editing. If needed,
accommodated text-to-speech can be changed at the time of testing in the Online
Testing System.
The accommodated text-to-speech provides computer-generated audio for charts
and graphs in addition to the question and answer options that are provided for
regular text-to-speech. With text-to-speech, students select the parts of the item
they want to listen to (e.g., question and answer options, graph only, selected text).
x
x
MC
x
AT
The accommodated text-to-speech differs from the regular text-to-speech because
it reads not only all the questions and answer options but also all the labels, graphs
and charts. The accommodated text-to-speech may be a heavy language load and
may be beneficial for only a limited number of students with an IEP or 504 plan.
Only a small number of students typically need the accommodated text-to-speech;
the default should be the regular text-to-speech.
Assistive technology refers to technology that is used to maintain, increase or
improve the functional capabilities of students with disabilities. Internet access
cannot be available and calculator use must follow the guidelines in Chapter 8. If
there are questions on the use of assistive technology for a student or specific
devices or software, contact MDE at [email protected].
Audio recording for prewriting is available in an individual setting for the Written
Composition GRAD. Students may record their ideas to assist in prewriting
organization. The students may replay their dictation as they organize their
compositions. The device used for the audio recording must be school owned, and
any recordings must be deleted after testing.
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x
x
x
x
MT
Audio recording for transcription may be used by the student in an individual
setting to record and edit answers for paper test materials if the student is unable to
mark their answers. The scribe will enter the student’s responses exactly as
recorded. The device used for the audio recording must be school-owned, and any
recordings must be deleted after transcription. Audio recording cannot be used with
online assessments because the items must be answered in order to move forward
in the test. See Entering Student Answers in Answer Document or Online System in
this chapter.
Code
Science
Writing
Math
Reading
Assessments and GRAD Retests (continued)
x
x
x
x
SC
or
MT*
x
x
x
x
AT
The SC accommodation code is used for all reading, mathematics, and science
assessments and the April Written Composition GRAD retests. *For the November
Written Composition GRAD only, the MT code was used.
Braille or other note-taking devices may be used by students competent in their
use as determined by the IEP or 504 plan team. School testing personnel must
transfer answers to test items or writing prompts to a scannable answer document
or enter responses into the Data Entry Interface. Refer to Entering Student Answers
in Answer Document or Online System for further information.
Use of talking features on a note-taking device is allowable if the IEP or 504 plan
specifies it and it is used with headphones or in an individual setting to play back
text the student has entered. The Test Monitor is responsible for monitoring the
student who is using the talking feature; the student may only enter and play back
notes, not any portion of the passage or test items. Any notes must be deleted
following test administration.
Internet access cannot be available and calculator use must follow the guidelines in
Chapter 8.
See Word processing supports below for information on using spellcheckers and
word prediction for Written Composition GRAD.
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x
x
Code
x
Science
x
Writing
Math
Reading
x
x
BR
x
OA
Braille versions (contracted and uncontracted) of test books and writing
prompts are available to a student who is blind or partially sighted and is
competent in the Braille system, as determined by the student’s IEP team. Student
responses may be recorded in one of the following ways:
•
•
•
•
In the test book by the student
With a typewriter or word processor by the student
Dictated to a scribe by the student
With Braille writer, slate and stylus used by the student
Test Administrator Notes are provided along with the Braille test books for
reference by the Test Monitor during test administration. Under the supervision of
the District or School Assessment Coordinator, a Test Monitor administering a
Braille test may access the Test Administrator Notes and the corresponding test
books up to 48 hours prior to the scheduled administration. All student responses
must be entered into a scannable answer document or the Data Entry Interface
depending on the administration mode of the school. See Entering Student
Answers in Answer Document or Online System in this chapter.
Extended testing time over multiple days is considered an accommodation for
paper assessments when testing is extended to include additional days and differs
from the district schedule. Allowing students additional time to finish a paper
assessment on the same day is not considered an accommodation. Extended
testing is not considered an accommodation for online assessments with pausing
capability like the Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA. Follow the guidelines below related to testing over
multiple days:
For paper assessments:
•
•
•
•
Students must complete all questions associated with a given passage for
reading in one session.
At the end of a testing session, the last math item completed must be the
last item on the right-hand page so the next item is not visible.
For grades 4–8 and high school, students must seal the pages completed
in the test book at the end of the testing session for the day. For grade 3,
pages cannot be sealed, so Test Monitors should ensure that students do
not review items completed on the previous day.
Students may not return to items completed on the previous day.
All online Reading and Mathematics GRAD retests must be administered in one
day. Students requiring extended testing time over one day (as documented in the
IEP or 504 plan) must use paper accommodated test materials and follow the
guidelines for paper assessments above.
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Handheld calculator for online grades 3–8 Mathematics MCA is available for
students if the IEP or 504 plan requires it in schools administering the Mathematics
MCA online. The student must use a paper test book and follow the calculator use
policies for the segments where calculators are allowed. If the HC accommodation
code is entered during Pretest Editing by the date when precode data is used for
the initial test materials shipment (see the Important Dates sheet), a paper test
book will automatically be sent. All student responses must be entered by district
staff into the Data Entry Interface.
Code
Science
Writing
Math
Reading
x
HC
x
HC
Note: See Calculator Use in Chapter 8 for grade 11 Mathematics MCA and MCAModified calculator guidelines.
Handheld calculator for grades 5–8 Mathematics MCA-Modified may be
provided in an individual setting as documented in the IEP. The student will still
take the online test, but the calculator can be used only for items where the online
calculator is available. Refer to the Assessment Manual for information on the
segments where calculators are allowed. Handheld calculators for the grades 5–8
MCA-Modified can be used on the large print and Braille versions of the
assessment, and their use is not considered an accommodation in these situations.
Use of a calculator by a student on items or segments where it is not allowed will
invalidate the assessment.
Note: See Calculator Use in Chapter 8 for grade 11 Mathematics MCA and MCAModified calculator guidelines.
Large print test books/writing prompt folders are for students with low vision
who need a large print test book to see the test items. Large print test books are
available in 18 point and 24 point fonts. Writing prompt folders are available in 24
point font only. For students without low vision, a large print test book may be
provided if the IEP or 504 plan specifies it. If the student writes responses directly in
the test book, the transfer of answers to the answer document or online system
must be documented (including the names of school personnel involved) on the
Test Administration Report. Answers must be transferred verbatim. Responses to
the Written Composition GRAD prompts must be written in pencil. See applicable
Assessment Manual for directions on how schools should return secure test
material that will not be scored (e.g., used large print test books). Also, see
Entering Student Answers in Answer Document or Online System in this chapter.
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x
x
x
x
18
or
24
Reading
Math
Writing
Science
Code
Magnification, templates or other low-vision aids may be provided as
documented in an IEP or 504 plan. Templates to reduce the visual print field may
be used by students competent in their use. Examples of low-vision aids are
magnifying glasses, electronic magnifiers, cardboard cut-outs and colored overlays.
Although these aids are allowed for all students, it is recommended that their use
be documented for students with an IEP or 504 plan.
x
x
x
x
OA
Noise buffers reduce noise distractions for the student taking the test. Noise
buffers may include individual study carrels, headsets, earplugs, and individual
portable buffers set on the student’s desk or an audio player that generates white
noise or instrumental music. Audio players must be school-owned, and the audio
must be provided by the school. The noise buffer can be accessed through
headphones or in an individual setting. Although noise buffers are allowed for all
students, it is recommended that their use be documented for students with an IEP
or 504 plan.
x
x
x
x
OA
Recording a reading test may be done in an individual setting. Students may
record their voice while reading the reading test aloud and replay the recording
while taking the test. Recording should be done independently by the student
without the Test Monitor providing verbal or nonverbal prompts. The device used
for the audio recording must be school-owned, and any recordings must be deleted
after testing.
x
MT
Scratch paper for paper assessments is available only for students with an IEP or
504 plan. Blank paper or individual whiteboards (must be blank before and after
administration) may be provided. Students taking the online assessments may use
scratch paper.
Students without an IEP or 504 plan should use the margins and other white space
in the test book, but students taking the grade 3 MCA should be very careful not to
write over the bubble areas. In addition, grid paper is provided in all paper
mathematics test books and formula sheets are provided in grades 5–8 and 11
paper mathematics test books; these may also be used as scratch paper for all
students.
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x
x
x
OA
Writing
Science
x
x
x
x
Code
Math
Reading
Scribes may be provided to students in instances when visual or motor difficulties,
including injuries, prevent them from writing their own answers. Scribes for paper
assessments will indicate the responses provided by the student directly into the
answer document. Scribes for online assessments will navigate through the test,
access text-to-speech and other tools (as requested by the student), and indicate
the responses provided by the student for multiple-choice and technologyenhanced items directly into the online test.
The student’s IEP or 504 plan must document the need for a scribe, except in injury
situations. The students should be competent in the use of scribes as determined
by the student’s IEP or 504 team. Scribes must be impartial and experienced in
transcription. Students must be given time, if desired, to review their responses.
Scribes cannot read aloud student responses.
For Written Composition GRAD, spelling and grammar are dimensions considered
in the scoring rubric.
• If the student dictates the essay verbally to a scribe, the student does not spell
out words or provide punctuation. The scribe will transcribe the essay
verbatim, spell words and provide punctuation. The essay must be submitted
for scoring. Since the writing test has been modified, the student will pass with
an individual passing score. The district submits records of students with
individual passing scores in the GRR system.
• If the student writes the essay and it must be transferred to the answer
document (e.g., illegible handwriting), then the essay must be transferred
using punctuation and spelling as written by the student. The person
transferring the student’s essay should be familiar with the student’s
handwriting and should ask the student for clarification as needed. In this
situation, the student wrote the essay and his or her spelling and grammar are
being scored so an individual passing score is not required. This is not
documented as a scribe accommodation but it must be documented on the
Test Administration Report.
SC
or
MT*
For the scribe accommodation on the ACCESS for ELLs Writing test, students must
spell out all words and provide punctuation.
It is not a scribe accommodation when student responses from an accommodated
test require the transfer of answers into an answer document or the Data Entry
Interface. For example, if students use a large print test book, they indicate their
responses directly in the test book. The student responses must be transferred to
an answer document (for paper assessments) or the Data Entry Interface (for
online assessments) but this is not an accommodation for a scribe. All
transcriptions or transfers of student responses must be documented on the Test
Administration Report. See Entering Student Answers in Answer Document or
Online System in this chapter.
The SC accommodation code is used for all reading, mathematics, and science
assessments and the April Written Composition GRAD retests. *For the November
Written Composition GRAD only, the MT code was used.
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Code
Science
Writing
Math
Reading
Scripts for grades 3–8 and 11 Mathematics MCA (online and paper
administrations) may be provided to students as documented in the IEP or 504
plan. The script can be administered in a small group or individual setting.
For paper administrations of the grades 3–8 and 11 Mathematics MCA, there is
only one form, and the student responds directly into the answer document.
For the online grades 3–8 and 11 Mathematics MCA, the script must be used in
conjunction with a regular print test book. The student responds directly into the
regular print test book and student responses must be entered by district staff into
the Data Entry Interface.
x
MS
The script requires that the Test Monitor reads not only all the questions and
answer options but also all the labels, graphs and charts. The script may be a
heavy language load and may be beneficial for only a limited number of students
with an IEP or 504 plan. Only a small number of students typically need the script;
the default should be the regular text-to-speech available in the online form.
Scripts for grades 5–8 and 11 Mathematics MCA-Modified, Science MCA and
Mathematics GRAD retest may be provided to students whose IEP or 504 plan
specifies them. The script can be administered in a small group or individual
setting. The script is used in conjunction with the online test or in conjunction with
large print and Braille test books. For Mathematics GRAD, script is indicated in
TIDE. For Title I assessments, script is indicated during Pretest Editing in Test
WES.
For Mathematics MCA-Modified or Science MCA, the script accommodation must
be indicated in Test WES and appear in TIDE prior to test administration. If the
script accommodation is not indicated, the student’s test form will not match
the script and the test form cannot be changed once the student starts
testing. Refer to Chapter 8 and the Online Irregularities Procedure in Appendix B
for additional information.
x
x
MS
heavy language load and may be beneficial for only a limited number of students
with an IEP or 504 plan. Only a small number of students typically need the script;
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x
x
Signed interpretation (e.g., ASL, signed English) of writing prompts may be
provided for deaf or hard-of-hearing students. For writing prompts, the interpretation
must strictly adhere to the literal meaning of the text in the prompt. Interpreters may
not define words or give examples to help students understand the prompt. The
interpreter will have access to the prompt 24 hours before test administration to
determine when a sign or signs will cue the student’s response. In these cases,
interpreters must use finger spelling for those words.
12-point font accommodated test book (GRAD retest only) may be used by
students with IEPs or 504 plans whose disability prevents them from accessing the
content of the assessment on a computer. Requests for this accommodation must
be based on IEP or 504 team determination rather than student or administrator
preference, and the requests must be accompanied by justification on the order
form in Appendix A.
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x
x
x
x
Code
Signed interpretation (e.g., ASL, signed English) of test directions may be
provided for deaf or hard-of-hearing students. Test directions include the scripted
Test Monitor and Student Directions and the parts of the test book or online test
that direct a student on how to answer an item or record a response (e.g., arrows
that indicate to go on to the next segment, reading passage introduction boxes,
directions on using graphs or charts to answer a specific question, online review
screens). For paper test materials, translators will have access to test materials 24
hours before testing begins. For online assessments, translators can access the
online item samplers any time prior to test administration to review the types of
directions included in online tests; any test-specific directions must be translated at
the time of testing.
x
Science
Signed interpretation (e.g., ASL, signed English) of the Mathematics or
Science MCA, Mathematics MCA-Modified and Mathematics GRAD retest
scripts may be provided for deaf or hard-of-hearing students. The script is used in
conjunction with the corresponding test book or online form during administration to
maintain the validity of the test. The interpretation must strictly adhere to the literal
meaning of the text in the script. The interpreter must review the script prior to
administration to determine when a sign or signs will give away the answer to
items. The interpreter will have access to the script up to 48 hours prior to the
scheduled test administration. The script must be used by the interpreter for the
signed interpretation. In cases where signs give clues to the answer, interpreters
must use finger spelling for those words.
Writing
Math
Reading
x
OA
x
TD
TD
12
12-point regular print paper test books for online grades 3–8 and 10 Reading
MCA and grades 3–8 and 11 Mathematics MCA are available for students in
schools administering the MCA online with IEPs or 504 plans whose disability
prevents them from accessing the content of the assessment on a computer. If the
12 accommodation code is entered during Pretest Editing by the date when
precode data is used for the initial test materials shipment (see the Important Dates
sheet), a regular print paper test book will automatically be sent. All student
responses must be entered by district staff into the Data Entry Interface. A regular
print paper test book is not available for the online Reading MCA-Modified,
Mathematics MCA-Modified or Science MCA.
x
x
Code
x
Science
x
Writing
Math
Reading
12
In some cases, a general education student with an injury that prevents them from
testing online (e.g., concussion restrictions) may be allowed to use a paper test
book if supported by medical documentation. The instance must be documented on
the Test Administration Report.
Voice feedback devices or whisper phones are allowed for students with an IEP
or 504 plan. These devices allow students to vocalize as they read and work
problems. Students using whisper phones must not be audible to other students.
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x
x
OA
Code
Science
Writing
Math
Reading
Word processing supports may be used on the Written Composition GRAD retest
if the IEP or 504 plan team determines that a student needs them and the student
has demonstrated competency in their use. (In some cases a general education
student with an injury may be allowed to use a word processor. These cases must
be documented in the Test Administration Report.) In addition to desktop or laptop
computers, these technologies may include computer tablets, portable note-taking
devices, smart pens and speech interfaces used to control the computer or convert
speech to text. Email [email protected] for questions on specific software,
hardware or devices. Internet access cannot be available on any device used.
For the Written Composition GRAD, spelling and grammar are dimensions
considered in the scoring rubric. If support programs such as spellchecker, word
prediction, or voice recognition technology are used, the writing test has been
modified, and the student will pass with an individual passing score. However, the
essay must be submitted for scoring. The district submits records of students with
individual passing scores in the GRR system. When submitting an essay from the
Written Composition GRAD produced by a word processor or computerized
assistive technologies, please follow the steps under Entering Student Answers in
Answer Document or Online System in this chapter.
x
AT
Use of talking features on a computer/portable note-taker is allowable if the IEP or
504 plan specifies it and it is used with headphones or in an individual setting to
play back text the student has entered. The Test Monitor is responsible for
monitoring the student who is using the talking feature; only the student’s original
writing may be entered and played back. Any notes must be deleted following test
administration.
The description of this accommodation focuses on using computerized assistive
technologies for Written Composition GRAD. Please refer to Assistive technology
and Braille and other note-taking devices above for information on assistive
technologies for other subjects.
Entering Student Answers in Answer Document or Online System
Student responses must be transferred or transcribed exactly as the student responded, without
edits, to the regular scannable answer document using a Number 2 pencil for paper assessments
or into the Data Entry Interface for online assessments. Some accommodations for online
assessments (i.e., Braille, large print test books) may require accommodated paper test books, but
student responses must be entered into the Date Entry Interface. This applies to all online
assessments, including the MTAS.
When submitting student essays produced by word processers or other computerized assistive
technologies as described previously, follow this procedure:
•
Print a copy of the student’s writing response.
•
Write “Typed Response” on the applicable pages of the answer document using a Number
2 pencil.
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•
Write the answer document lithocode number on each page of the student’s writing
response. The lithocode is located as a stand-alone eight-digit number on the bottom right
corner of the front page of the answer document. The serial number located directly below
the barcode should not be used.
•
Cut out and tape the student’s writing response into a scannable answer document so it fits
within the text boxes provided. In order for the essay to be scanned by DRC, the copy must
be trimmed to fit completely within the text boxes provided. Only the writing that is inside
the box will be scored. Be sure to tape it securely to the answer document applying tape to
all four sides of the typed response.
•
Return the scannable answer document with the other used answer documents to be
scored.
Transcription (for the scribe accommodation) and transfer of student responses into an answer
document or the Data Entry Interface must be documented (including the names of school personnel
involved) on the Test Administration Report. More information on the Data Entry Interface can be
found in the Data Entry Interface User Guide on the User Guides page of the Minnesota
Assessments portal. View the User Guides page
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Students with IEPs and 504 Plans and Graduation Assessment Requirements
In order to be eligible for a diploma from a Minnesota public high school, students must meet
the graduation assessment requirements in reading, mathematics and written composition. Based
on legislation enacted in 2013, the graduation assessment requirements have changed. The
information below describes other routes for the GRAD for students with IEPs and 504 plans who
were first enrolled in grade 8 through the 2011–2012 school year.
For additional information on the other assessments that may be used to meet graduation
assessment requirements, refer to Chapter 2. While students first enrolled in grade 8 in 2012–2013
will still have the opportunity to take the MTAS and/or Minnesota Alternate Assessment: Writing in
place of the career and college assessments, detailed information was not available at the time of
publication of this manual.
Alternate Assessments to Meet Graduation Assessment Requirements through
GRAD
MINNESOTA ALTERNATE ASSESSMENT: WRITING
assessment to meet graduation assessment requirements in writing as determined by the IEP or
504 plan team. The Alternate Assessment: Writing can be completed at any time during the school
year.
Results from the Minnesota Alternate Assessment: Writing are no longer entered into
the Data Entry Interface; instead, results will be kept on file at the district, and the Pass at
Individual Rate must be indicated for writing for the student in the GRR system; see Chapter 2 for
more information. View the Minnesota Alternate Assessment: Writing form on the MDE website
under Statewide Assessment for Students with Disabilities
MCA-MODIFIED
Like the high school MCA, the high school MCA-Modified can be used to meet both the ESEA Title
I accountability requirements and the graduation assessment requirements for students eligible for
these assessments. As with the MCA, if a student Meets or Exceeds the Modified Achievement
Standards on the MCA-Modified, the student has met the state graduation assessment
requirement for that subject.
There is no retest of the MCA-Modified. Students who are not proficient on the grade 10 Reading
MCA-Modified or grade 11 Mathematics MCA-Modified will have opportunities to take the Reading
or Mathematics GRAD retest or meet graduation assessment requirements through one of the
additional assessments available.
If a student with an IEP does not fulfill the reading or mathematics graduation assessment
requirement by being proficient on the MCA-Modified or by achieving a scale score of 50 on a
subsequent GRAD retest, the IEP team can establish an individual passing score. The IEP team
can set the individual passing score on the initial administration of the MCA-Modified or on a
GRAD retest. See Graduation Requirements Records (GRR) System in Chapter 2 for more
information on recording an individual passing score.
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MTAS
Like the high school MCA and MCA-Modified, the high school MTAS can be used to meet both the
ESEA Title I accountability requirements and the graduation assessment requirements for students
eligible for these assessments. As with the MCA, if a student Meets or Exceeds the Alternate
Achievement Standards on the MTAS, the student has met the state graduation assessment
requirement for that subject.
Like the MCA-Modified, there is no retest for the MTAS. For students who do not fulfill the reading
or mathematics graduation assessment requirement by being proficient on the MTAS, the IEP
team can establish an individual passing score on the MTAS administration. See Graduation
Requirements Records (GRR) System in Chapter 2 for more information on recording an individual
passing score.
MTAS Missed Opportunities
Students who miss the opportunity to take the Reading or Mathematics MTAS as a graduation
assessment requirement when offered in grade 10 or grade 11 may take the assessment during
the next spring administration. Common situations resulting in missed opportunities to take MTAS
include being absent during the testing window or moving into the state after the graduation
assessment is administered.
•
Reading MTAS is considered a missed opportunity administration only for students in
grades 11 or 12.
•
Mathematics MTAS is considered a missed opportunity administration only for students in
grade 12.
•
Science MTAS is not available as a missed opportunity because the science assessment is
not required for graduation assessment requirements and can be administered in any grade
in high school.
•
The Alternate Assessment: Writing can be completed in any high school grade to fulfill the
writing graduation assessment requirement.
To arrange for a missed opportunities administration of the MTAS, districts must complete the
MTAS Missed Opportunities Administration Request form in Appendix A. Districts cannot
administer a “missed opportunity” MTAS to students until MDE has authorized them to do so.
Districts will not be able to enter scores into the Data Entry Interface for a missed opportunities
administration of the MTAS, as the student is out of grade for the assessment. Once the request
for missed opportunities is approved, the MTAS scores must be faxed to MDE who will work in
conjunction with the service provider to enter the scores.
Setting an Individual Passing Score
The Graduation Requirements Records (GRR) system is the MDE system for recording data about
how students have met the graduation assessment requirements, including individual passing
scores (see Chapter 2). It is important to indicate the Pass at an Individual Rate for a student into
the GRR system promptly once it is determined by the IEP or 504 plan team so that the student
data are reflected accurately on the Graduation Data List and students who have met the
graduation assessment requirement are no longer included in the precode files sent for GRAD
retesting.
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See Graduation Requirements Records (GRR) System in Chapter 2 for more information on
recording an individual passing score.
SETTING AN INDIVIDUAL PASSING SCORE FOR MCA
If a student with an IEP or 504 plan does not fulfill the reading or mathematics graduation
assessment requirement by being proficient (Meets Standards or Exceeds Standards) on the MCA,
the IEP or 504 plan team can establish an individual passing score on the MCA.
For students who took a MCA with an embedded GRAD component (last administered in reading
in 2012 and mathematics in 2013), an individual passing score can also be set on the embedded
GRAD component.
This pass status is not automatically granted by the state. After receiving the student’s score, the
IEP or 504 plan team must determine that the MCA or GRAD score earned will be used as an
individual passing score. The IEP or 504 plan team may consider the student’s performance on
more than one GRAD retest before establishing an individual passing score.
SETTING AN INDIVIDUAL PASSING SCORE FOR GRAD
If a student with an IEP or 504 plan does not fulfill the reading or mathematics graduation
requirement by achieving a scale score of 50 on the GRAD retest, the IEP or 504 team can
establish an individual passing score based on the GRAD administration. Similarly, if a student with
an IEP or 504 plan does not fulfill the written composition graduation assessment requirement by
achieving a score of 3 on the Written Composition GRAD, the IEP or 504 team can establish an
individual passing score based on the Written Composition GRAD administration.
This pass status is not automatically granted by the state. After receiving the student’s score, the
IEP or 504 team must determine that the GRAD score earned will be used as an individual passing
score. The IEP or 504 team may consider the student’s performance on more than one GRAD
retest before establishing an individual passing score.
SETTING AN INDIVIDUAL PASSING SCORE FOR MCA-MODIFIED
requirement by being proficient (Meets Standards or Exceeds Standards) on the MCA-Modified or
by achieving a scale score of 50 on a subsequent GRAD retest, the IEP team can establish an
individual passing score on the MCA-Modified or GRAD retest. This pass status is not
automatically granted by the state. After receiving the student’s score, the IEP team must decide
that the score earned will be the student’s individual passing score. The IEP team can set the
individual passing score on the initial administration of the MCA-Modified or on a GRAD retest.
There is not an MCA-Modified version of the GRAD retests. The IEP team may consider the
student’s performance on more than one GRAD retest before establishing an individual passing
score.
SETTING AN INDIVIDUAL PASSING SCORE FOR MTAS
requirement by achieving a Meets or Exceeds the Alternate Achievement Standards on the MTAS,
the IEP team can establish an individual passing score based on the MTAS administration. This
pass status is not automatically granted by the state. After receiving the student’s score, the IEP
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team must determine that the MTAS score earned will be used as an individual passing score.
There is no retest for the MTAS; if the IEP team wants the student to retest for graduation
purposes, the district must inform MDE that it wants the student to participate in a GRAD retest.
MTAS students are not included in precode for GRAD retests because the GRAD retest is most
likely not an appropriate assessment for a student who was not proficient on the MTAS.
Alternate Assessment Eligibility Information
The current reauthorizations of both the Elementary and Secondary Education Act (ESEA) and
Individuals with Disabilities Education Act (IDEA) require that students with disabilities participate in
statewide assessment systems designed to hold schools accountable for the academic
performance of students.
The IEP team is responsible for applying the criteria outlined on the following pages when
determining how a student with a disability will participate in the statewide Title I mathematics,
reading and science assessment program. The IEP team and EL staff should collaborate to
determine how an English learner with a significant cognitive disability will participate in English
language proficiency testing as required under ESEA.
•
The eligibility requirements for the Title I mathematics, reading and science alternate
assessments are also available in the Alternate Assessment Eligibility Requirements. View
the document electronically on the Minnesota Tests page of the MDE website
(http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/index.html). In addition, an
Alternate Assessment Eligibility Requirements training is available on the Minnesota
Department of Education training page of the Minnesota Assessments portal. View the
Minnesota Department of Education training page
•
The participation guidelines for the Alternate ACCESS for ELLs are also available on the
MDE website. View the document electronically on the Minnesota Tests page of the MDE
website (http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/index.html). In
addition, participation information is available on the WIDA website.
•
The glossary at the end of this manual includes frequently used terminology from this
section.
The IEP team must not base its decision on factors such as a school’s likelihood of demonstrating
success on its Adequate Yearly Progress (AYP) or Multiple Measurements Rating (MMR) results.
Similarly, the IEP team and EL staff should not base their decision on success on Annual
Measureable Achievement Objectives (AMAO). There is no limit on the number of students in a
school or district who may be eligible to participate in an alternate assessment. Participation
decisions must be made annually and documented in the student’s IEP. The participation decision
for Title I should be made separately for mathematics, reading and science.
Table 10 shows the Title I and Title III assessment options for students served by special
education in 2013–2014.
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Table 10. Assessment Options for Students Served by Special Education
Assessment
Subject
Grades
Reading
3–8 and 10
Mathematics
3–8 and 11
Minnesota Comprehensive AssessmentsModified (MCA-Modified)
Modified)
Science
5, 8 and High School
Reading
5–8 and 10
Mathematics
5–8 and 11
Reading
3–8 and 10
Mathematics
3–8 and 11
Science
English language
proficiency
English language
proficiency
5, 8 and High School
ACCESS for ELLs
K–12
1–12
Reading, Mathematics and Science Alternate Assessments Decisions
These are the initial steps in the IEP team decision-making process for Title I reading, mathematics
and science assessments:
•
Consider the MCA: IEP teams must first consider student participation in the MCA, with or
without accommodations, before considering student participation in an alternate
assessment.
•
Establish that the MCA is not an appropriate measure: If the IEP team establishes that
the MCA is not an appropriate measure of the student’s knowledge and skills on grade-level
content standards even when the student is provided allowable and appropriate
accommodations, the IEP team may consider the administration of the MCA-Modified or the
MTAS.
•
Ensure access: The IEP team must ensure that the student has access to the general
education curriculum, which means that the student has opportunities to actively engage in
learning the content and skills of the general education curriculum.
o
MCA-Modified: For students participating in the MCA-Modified, access means
instruction on grade-level content standards. Because students taking the MCAModified demonstrate persistent academic difficulties, they are likely to need
specialized services and supports to access grade-level curriculum.
o
MTAS: For students participating in the MTAS, access means instruction linked to the
general education curriculum to the extent appropriate. It is likely that the general
education curriculum will be substantially simplified for this group of students.
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MCA-MODIFIED ELIGIBILITY REQUIREMENTS47
The IEP team is responsible for making annual decisions about student participation in the
statewide assessment program. The MCA-Modified, an alternate assessment based on modified
achievement standards, is one component of that program. The MCA-Modified is designed to
appropriately measure progress toward state standards for students who meet all the criteria listed
below.
Eligibility for the Reading and Mathematics MCA-Modified is determined for each subject
separately. The MCA-Modified may be appropriate for a student with disabilities if all of the
following requirements have been met:
1. The student demonstrates persistently low performance as defined by performance at the
lowest achievement level (Does Not Meet the Standards) on the two most recent
administration years of the MCA and/or MTELL; see additional information on persistently
low performance in the following section.
o
For students who met the eligibility requirements and took the MCA-Modified in the
previous administration, IEP teams may consider the MCA-Modified as long as other
eligibility requirements are met.
o
Although not a requirement, IEP teams may also consider students who were
administered the MTAS in the previous administration if other eligibility requirements
are met; generally, students considered for the MCA-Modified achieved Meets or
Exceeds the Alternate Achievement Standards in the previous MTAS administration.
2. The student has access to instruction on grade-level content standards.
3. The student has an IEP based on grade-level content standards in the content area(s)
being assessed by MCA-Modified.
4. The IEP team determines that the student is highly unlikely to achieve proficiency on the
grade-level content standards within the year the test is administered, even with specially
designed instruction.
o
Objective and valid data from multiple measures should be collected over time to
confirm that the student is not likely to achieve proficiency on grade-level content
standards within the year. Examples of objective and valid measures include state
assessments, district-wide assessments, curriculum-based measures and other
repeated measures of progress over time.
o
Appropriate accommodations, such as assistive technology, are provided as needed on
evaluations of classroom performance, and the student’s accommodation needs are
carefully considered before the IEP team makes a determination that the student is not
likely to achieve proficiency on grade-level content standards.
47
This is the last year the Reading and Mathematics MCA-Modified will be administered. U.S. Department of Education
regulations require states to discontinue alternate assessments based on modified achievement standards at the end of
the 2013–2014 school year.
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Additional Information about Persistently Low Performance
For the purposes of eligibility for the MCA-Modified, persistently low performance is defined as
performance in the lowest achievement level on the MCA and/or MTELL in one or more content
areas for the two most recent administration years.
•
For students taking the grade 10 reading assessment or the grade 11 mathematics
assessment, the most recent previous assessment records are used, usually from grades 7
and 8.
•
For a student who does not have an MCA or MTELL score in one or two of the past two
years (not enrolled, absent, medical excuse, test invalidated, student moved in from out of
state), IEP teams must consider all other eligibility requirements and the assessment
results available to them before concluding that the MCA-Modified is the appropriate
assessment for this student. The district should maintain all documentation supporting
decisions to administer the MCA-Modified.
•
If a student took either alternate assessment in one or both of those administration years,
IEP teams may consider the MCA-Modified as long as all other eligibility requirements are
met. In other words, a student may take the MCA-Modified for multiple consecutive years
without re-establishing persistently low performance. Similarly, a student who has taken the
MTAS one year may take the MCA-Modified the following year without demonstrating
persistently low performance on an MCA.
•
If the student has an MCA or MTELL test record for either of the two most recent
administration years with an achievement level of Partially Meets Standards, Meets
Standards or Exceeds Standards, the student is not considered persistently low performing
and cannot take the MCA-Modified.
Each district can determine which students had persistently low performance by viewing the Prior
Performance Report for MCA-Modified Participation on the MDE website under Assessment
Secure Reports (formerly MDE Secured Reports). The list includes the Title I assessment results
for the most recent two years for all special education students in grades 5–8, 10 and 11 who are
in the district’s current MARSS enrollment data. Students who are identified as persistently low
performing in a subject are eligible to take the MCA-Modified test for ESEA accountability purposes
only if other eligibility requirements are also met. This list is not an indication of students who must
or should take the MCA-Modified but of those who are eligible for IEP teams to consider whether
the assessment is appropriate.
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DECISION-MAKING PROCESS FOR MCA-MODIFIED
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MTAS ELIGIBILITY REQUIREMENTS
The IEP team is responsible for making annual decisions about student participation in the
statewide assessment program. The MTAS, an alternate assessment for students with the most
significant cognitive disabilities, is one component of that program. The MTAS is designed to
appropriately measure progress toward state standards for students who meet each of the criteria
listed below.
The MTAS may be appropriate for a student with a significant cognitive disability if all of the
following requirements have been met:
1. The IEP team first considered the student’s ability to access the Minnesota Comprehensive
Assessment (MCA), with or without accommodations. For reading and mathematics, the
IEP team also considered the student’s eligibility for the MCA-Modified.
2. The IEP team reviewed the student’s instructional program to ensure that the student is
receiving instruction linked to the general education curriculum to the extent appropriate. If
instruction is not linked to the general education curriculum, then the IEP team must review
the student’s goals and determine how access to the general curriculum will be provided.
3. The IEP team determined the student’s cognitive functioning to be significantly below age
expectations. The team also determined that the student’s disability has a significant impact
on his or her ability to function in multiple environments, including home, school and
community.
4. The IEP team determined that the student needs explicit and intensive instruction and/or
extensive supports in multiple settings to acquire, maintain and generalize academic and
life skills in order to actively participate in school, work, home and community environments.
5. The IEP team documented, in the IEP, reasons the MCA would not be an appropriate
measure of the student’s academic progress and how the student would participate in
statewide testing.
The careful use of the MCA-Modified and MTAS eligibility requirements will help IEP teams ensure
that participation decisions are NOT made based on the following factors:
•
The student’s disability category
•
Placement
•
Participation in a separate, specialized curriculum
•
The expectation that the student will receive a low score on the MCA or MCA-Modified
•
Language, social, cultural or economic differences
•
A concern for AYP calculations or MMR results
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DECISION-MAKING PROCESS FOR MTAS
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English Language Proficiency Alternate Assessment Decisions
ALTERNATE ACCESS FOR ELLS PARTICIPATION GUIDELINES
The Alternate ACCESS for ELLs is an assessment developed to measure the English language
proficiency of English learners in grades 1–12 who have significant cognitive disabilities. English
learners eligible to take the Alternate ACCESS for ELLs are identified as English learners (EL) in
MARSS and receive special education services through an IEP.
In Minnesota, the Alternate ACCESS for ELLs would be considered for English learners who have
been identified as eligible to take the Title I alternate assessment—the Minnesota Test of
Academic Skills (MTAS)—in mathematics, reading or science. The MTAS is not administered
before grade 3, however, so decision makers may not have MTAS eligibility as a criterion to
consider when selecting the appropriate English language proficiency assessment for a student.
IEP team members and EL staff are expected to collaborate to apply the criteria outlined in the
Alternate ACCESS for ELLs Test Administration Manual and in this document when determining
how an English learner with a disability will participate in statewide English language proficiency
testing. Participation decisions must be made annually.
These are the initial steps in the decision-making process:
•
Ensure that the student is identified as an English learner: Students must be identified
as EL in MARSS in order to take an English language proficiency assessment.
•
Determine that the student has a significant cognitive disability: Students who have
been identified as eligible to take the MTAS in mathematics, reading or science meet this
criterion. For students in grades where an MTAS is not administered, decision makers must
answer the following questions affirmatively in order to establish that the student has a
significant cognitive disability:
•
o
Does the student have cognitive functioning significantly below age expectations?
o
Does the student’s disability have a significant impact on his or her ability to function in
multiple environments, including home, school and community?
o
Does the student need explicit and intensive instruction and/or extensive supports in
multiple settings to acquire, maintain and generalize academic and life skills in order to
actively participate in school, work, home and community environments?
Consider whether the ACCESS for ELLs (the assessment taken by the majority of
English learners) is appropriate for the student: IEP team members and EL staff must
first consider student participation in the ACCESS for ELLs, with or without
accommodations, before considering student participation in the Alternate ACCESS for
ELLs. If it is determined that the ACCESS for ELLs is not an appropriate measure of the
student’s English language proficiency, even when the student is provided allowable and
appropriate accommodations, decision makers should document:
o
The reasons why the ACCESS for ELLs is not an appropriate measure of the student’s
English language proficiency
o
The selection of the Alternate ACCESS for ELLs as the appropriate English language
proficiency assessment for the student
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Participation decisions are individualized and are NOT based on the following factors:
•
Disability category (for example, do not determine that all students with Autism Spectrum
Disorder will take the Alternate ACCESS for ELLs)
•
Participation in a specialized curriculum or separate placement (for example, do not
determine that all students receiving instruction in a resource room will take the Alternate
ACCESS for ELLs)
•
Current level of English language proficiency
•
The expectation that the student will receive a low score on the ACCESS for ELLs
•
Language, social, cultural or economic differences
•
A concern for accountability calculations
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Chapter 6 — Participation of English Learners
Overview
The sections in this chapter include a discussion of English learner identification as it relates to
participation in statewide assessments, including English language proficiency assessments, and
accommodations for English learners on Title I assessments and GRAD retests. Information on
ordering accommodated test materials is available in Chapter 8.
The Minnesota Department of Education uses the term English learner (EL) to describe a K–12
student with a home language other than English who has not developed language proficiency in
English sufficient to participate fully in classes taught in English. This manual will also refer to
English language learners (ELLs) in regards to the ACCESS for ELLs and Alternate ACCESS for
ELLs assessments.
The English learner indicator in MARSS has been updated to EL (English
learner) from LEP (Limited English Proficient). ACCESS for ELLs stands for Assessing
Comprehension and Communication in English State-to-State for English Language Learners.
All identified English learners in grades K–12 participate in the Minnesota Assessment System.
•
ESEA requires that all English learners be assessed in grades K–12 in English language
proficiency to measure Annual Measurable Achievement Objectives (AMAO). The ACCESS
for ELLs and Alternate ACCESS for ELLs developed by the multi-state World-Class
Instructional Design and Assessment (WIDA) Consortium are used to meet this federal
requirement and determine state English learner funding for districts. There are four
language domains addressed by these tests: reading, writing, listening and speaking
•
Students identified as EL in MARSS are required to take the Title I assessments (MCA or
MCA-Modified or MTAS) in mathematics in grades 3–8 and 11; reading in grades 3–8 and
10; and science in grades 5 and 8 and once in high school to measure Adequate Yearly
Progress (AYP) and Multiple Measurement Ratings (MMR). These Title I assessments are
taken in addition to the English language proficiency assessments.
•
English learners also must meet the graduation assessment requirements in writing,
reading, and mathematics to receive a diploma from a Minnesota public high school.
ACCESS for ELLs is an English language proficiency assessment for English learners in grades K12 designed to measure English learners’ social and academic language proficiency in English.
The Alternate ACCESS for ELLs is an assessment developed to measure the English language
proficiency of English learners in grades 1–12 who have significant cognitive disabilities. English
learners eligible to take the Alternate ACCESS for ELLs are identified as EL in MARSS and receive
special education services through an Individualized Education Program (IEP). While some
information related to ACCESS for ELLs is included in this chapter and information and
participation guidelines for Alternate ACCESS for ELLs are included in chapter 5, refer to the
ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for detailed
information on each of the assessments.
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Identification of English Learners
In Minnesota, an English learner:
1. First learned a language other than English, comes from a home where a language other
than English is usually spoken or does not use English as a primary language; and
2. Lacks the necessary English skills to fully participate in classes taught in English.
Part 1 is measured by a home language questionnaire (HLQ). The HLQ is completed for every
student entering the district for the first time, regardless of native language. The HLQ is available
on the English Learners section of the MDE website. View the English Learners section
(http://education.state.mn.us/MDE/JustParent/EngLearn/index.html). Part 2 is measured by
developmentally appropriate assessment practices, which may include observations, teacher
judgments, parent recommendations and/or developmentally appropriate assessment instruments.
The W-APT (WIDA-ACCESS Placement Test) screener available through the WIDA consortium is
one such developmentally appropriate assessment.
Students who meet conditions 1 and 2 are designated in MARSS as EL. Students who do
not meet both conditions may be bilingual but should not be identified as EL.
If a student qualifies for EL services and the services are provided, the MARSS Coordinator sets
the EL flag in the student’s MARSS enrollment record to “Y” and enters a valid EL Start Date.
•
Students designated as EL in MARSS (including new-to-country students) and enrolled in
school during the ACCESS for ELLs and Alternate ACCESS for ELLs testing window must
take an English language proficiency test. Any student identified as EL in MARSS is
expected to have an ACCESS for ELLs assessment record (or if appropriate and the
student is identified as EL and Special Education in MARSS, an Alternate ACCESS for
ELLs assessment record), and it will be used in calculating AMAO for the district.
•
The MARSS record does not carry an End Date for EL. Therefore, if a student is identified
as EL during the school year before testing begins, the student should take the ACCESS
for ELLs or Alternate ACCESS for ELLs.
•
If a student takes the ACCESS for ELLs or Alternate ACCESS for ELLs and has a MARSS
record with the EL flag set to “N,” the test will be invalidated.
•
If the district is in the process of identifying students as English learners during the
ACCESS and Alternate ACCESS for ELLs testing window, the students should be tested in
order to count for AMAO participation. If a student is not tested and becomes EL-identified,
the student will count against AMAO participation. If the student is not identified as EL and
is tested, the ACCESS for ELLs or Alternate ACCESS for ELLs would be invalidated.
A student’s ACCESS for ELLs or Alternate ACCESS for ELLs assessment record is used for state
and federal funding and accountability purposes. For Minnesota purposes, a student who was
enrolled in a Minnesota public school during the prior year testing window must have an ACCESS
for ELLs or Alternate ACCESS for ELLs assessment record with a valid score (see Valid Score
Rules in Chapter 8) or a test code of Special Education Deferred (for one or more domains) in
order to receive EL funding for the student. Students with other test codes, including invalid, do not
generate funding. If a prior year’s ACCESS for ELLs or Alternate ACCESS for ELLs assessment
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record with a valid score below the cutoff score is found for a student and the student has
generated less than 5.0 Average Daily Membership (ADM) since FY97, that student record will
generate EL funding.
If a student from another Minnesota district moves in during the ACCESS for ELLs or Alternate
ACCESS for ELLs testing window, check to see that the student has tested in the other district. If
not, the student should be tested. If the student moves in too close to the end of the testing window
to complete all sections, administer as much of the test as possible and return the test for scoring.
Refer to Moving Into or Out of the District during Testing in Chapter 7 for additional information.
View information regarding English learners and EL identification on the English Learner Program
Administration page of the MDE website
(http://education.state.mn.us/MDE/SchSup/EngLearnSup/index.html).
Participation of English Learners with Disabilities
Students identified as English learners who also have an IEP or 504 plan must participate in the
Title I accountability assessments and fulfill the graduation assessment requirements in order to
receive a diploma from a Minnesota public high school. Refer to English Learner-Responsive
Accommodations for Title I Assessments and GRAD Retests below for information related to
accommodations for Title I assessment and GRAD retests; refer to Chapter 5 for information on
alternate assessments in mathematics, reading and science.
Please note that this chapter does
not provide accommodation information for the other assessments that may be used to meet
graduation assessment requirements (WorkKeys, Compass, ACT, ASVAB, and any other districtdetermined equivalent assessments). You will need to reference the materials for those
assessments for information on available accommodations.
Students identified as English learners who also have an IEP or 504 plan must also participate in
the English language proficiency assessment (ACCESS for ELLs or Alternate ACCESS for ELLs).
Alternate ACCESS for ELLs is an individually administered English language proficiency
assessment developed specifically for English learners who have significant cognitive disabilities
severe enough to prevent meaningful participation in the ACCESS for ELLs assessment. The
Alternate ACCESS for ELLs is based on WIDA's Alternate Model Performance Indicators (AMPIs),
which have been developed to augment WIDA's existing English Language Development
Standards to allow ELs with significant cognitive disabilities to demonstrate language growth.
Students with disabilities should participate in as many domains of the ACCESS for ELLs or the
Alternate ACCESS for ELLS as possible. For example, if the student is verbal and can respond,
even minimally, to basic questions posed to him or her in English, he or she should participate in
the speaking portion of the test. For all domains, the test is stopped when the test administrator
determines that the student has reached the limits of his or her language proficiency. Note that the
academic context of the ACCESS for ELLs and Alternate ACCESS for ELLs is only for the purpose
of measuring a student’s proficiency in the academic language of the content area. If it is
impossible to administer the test in a given domain due to the student’s disability, fill in the “Special
Education Deferred” box for that domain on the answer document. If the Special Education
Deferred test code is used for all domains, the student will still receive funding.
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English Learners Who Are Foreign Exchange Students
Foreign exchange students come through foreign exchange student agencies which are registered
with the U.S. Department of State and are issued a J-1 visa. Districts and charter schools choose
to participate in foreign exchange student programs and enter into agreements with exchange
student agencies. These students are designated as State Aid Category 2 in MARSS. In contrast,
other foreign students who enroll under an F-1 student visa and who do not participate in a
program registered with the U.S. Department of State do not generate state aid of any kind. These
students are designated as MARSS State Aid Category 15.
Participation in the Title I accountability assessments is optional for foreign exchange students; see
Chapter 7 for additional information. Typically, foreign exchange students are screened by the
sending agency and are required to possess the necessary English skills to be successful in
classrooms and thus are unlikely to meet criteria to be EL identified in Minnesota. If a foreign
exchange student (State Aid Category 2) lacks the necessary English skills to fully participate in
classes in English, they may be identified as EL in MARSS and served in the district’s EL program.
Foreign exchange students (State Aid Category 2) who are designated as EL in MARSS and are
served in an EL program must participate in ACCESS for ELLs and will generate state EL funding.
If foreign exchange students want to earn a diploma from a Minnesota public high school, they
must meet the graduation assessment requirements in reading, mathematics and written
composition. If the foreign exchange student is also EL-identified, the student would be eligible for
the ELL exemption for the GRAD; see English Learners and Graduation Assessment
Requirements later in this chapter for further information.
For questions on whether a certain visa is eligible to generate state aid and how to report that
student in MARSS, contact [email protected].
English Learners Who Are New to U.S. Schools (New to Country)
A new-to-country English learner is a student who is identified as EL in MARSS and first enrolled in
a U.S. school within 12 months of the first day of the Title I accountability window. New-to-country
status will be verified using the student’s enrollment date in MARSS as the beginning date and the
first day of the accountability window as the end date to calculate less than 12 months. For
example:
•
A student who entered a U.S. school on April 19, 2013, is considered new to country
through April 18, 2014.
•
A student who entered a U.S. school on April 14, 2013 would be considered new to country
until April 13, 2014; this student could not be indicated as “New-to-Country” for the Title I
assessments since the accountability window starts on April 14, 2014.
Students are eligible to be designated as new-to-country for only one administration during the
first 12 months of being enrolled in a Minnesota school. While MDE can only validate enrollment in
a Minnesota school, if you know the student has been enrolled in other U.S. schools within 12
months, the New-to-Country code should not be indicated. The Student Identity Validation
Interface can be used to determine if the student has had enrollment in a Minnesota school in the
past.
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For Title I assessments, new-to-country students can be removed from AYP proficiency and MMR
calculations but they are included in participation calculations.
For reading, new-to-country students do not need to take a Title I reading assessment if they have
met one of the following conditions.
•
Valid score (VS) or score code for the ACCESS for ELLs or Alternate ACCESS for ELLs
Reading test
•
Invalid (INV) score for the ACCESS for ELLs or Alternate ACCESS for ELLs Reading test
•
Student did not have the opportunity to take the ACCESS for ELLs or Alternate ACCESS
for ELLs Reading test because the student enrolled after the end of the testing window
The New-to-Country code must be indicated on the answer document for the Title I paper
assessments and sent in with scorable materials (or indicated in Test WES during Posttest Editing
for online assessments)–the new-to-county designation is not automatically applied. Students who
do not meet one of the three conditions above and do not take a Title I reading assessment will
count against the district’s AYP participation calculations for reading.
For mathematics and science, new-to-country students must take the Title I assessments. Districts
can indicate that these students are new-to-country, and their scores will be removed from the AYP
proficiency and MMR calculations for mathematics (there are no proficiency calculations for
science). However, these students will be included in the AYP participation calculation for
mathematics and science. The New-to-Country code is indicated on the answer document for Title
I paper assessments or in Test WES during Posttest Editing for online assessments.
The new-to-country designation is not automatically applied; districts must indicate New-to-Country
by subject as needed. A district could determine, for example, to indicate New-to-Country for
reading and science but not mathematics.
The New-to-Country demographic code is applicable only related to participation in the Title I
assessments. Students who are new to country still must take a Title III English language
proficiency assessment and must meet the graduation assessment requirements in writing,
reading, and mathematics to receive a diploma. English learners may be eligible for an ELL
Exemption but this exemption is separate from the New-to-County code and applies only to GRAD.
For GRAD retests, districts will determine how and if new-to-country students will participate.
English learners from Puerto Rico can be considered new to country for Title I accountability
purposes. Note that students from Puerto Rico must also be identified as EL in MARSS in order to
be considered as new to country for AYP purposes. However, students from Puerto Rico are not
counted in the district’s immigrant count for Title III purposes.
English Learners and Graduation Assessment Requirements
In order to be eligible for a diploma from a Minnesota public high school, students must meet
the graduation assessment requirements in reading, mathematics and writing. Based on legislation
enacted in 2013, the graduation assessment requirements have changed. The information below
describes meeting the graduation assessment requirements through the GRAD for English
learners who were first enrolled in grade 8 through the 2011–2012 school year.
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ELL Exemption for GRAD
Students who are designated as EL in MARSS are eligible for an exemption from GRAD as an
option to fulfilling graduation assessment requirements if they have been enrolled in any Minnesota
school for less than four consecutive years. The term “consecutive years” means continued
enrollment in any Minnesota public school without a significant gap in enrollment (i.e., greater than
15 days and is unenrolled in MARSS). Once such a student has been consecutively enrolled in a
Minnesota school for four or more years at any time from kindergarten through grade 12, the
student is no longer eligible for the ELL exemption and must meet graduation assessment
requirements through the GRAD or one of the other available assessments (i.e., ASVAB, ACT,
WorkKeys, Compass, or a district-determined equivalent assessment).
There is not an ELL
exemption available for ASVAB, ACT, WorkKeys, Compass, or a district-determined equivalent
assessment
Districts will determine if the student has been enrolled for four or more consecutive years. For
example, if the student enrolled on January 10, 2010, the student would be eligible for the ELL
exemption through January 9, 2014. While MDE can only validate enrollment in a Minnesota
school, if you know the student has been enrolled in other U.S. schools, this enrollment information
should be considered when determining the ELL exemption. The Student Identity Validation
Interface can be used to determine if the student has had enrollment in a Minnesota school in the
past.
•
An English learner who attended a Minnesota elementary school for more than four
consecutive years and then left the state and returned to Minnesota in high school would
not be eligible for the ELL exemption.
•
An English learner who attended a Minnesota elementary school for three consecutive
years and then left the state and returned to Minnesota in high school would be eligible for
the ELL exemption, provided the student completes the coursework and any other state
and district requirements for graduation within a four-year period.
•
An English learner who first enrolls in a Minnesota school at grade 9 or above at or after
the start of the academic year would be eligible for the ELL exemption, provided the student
completes the coursework and any other state and district requirements for graduation
within a four-year period.
To qualify for the ELL exemption, an eligible student can have the EL designation in MARSS at any
time during the four-year exemption window. Districts will maintain records for audit purposes. At
the end of the student’s senior year, districts will use the GRR system to indicate that a student
is meeting graduation assessment requirements with the ELL exemption. See Graduation
Requirements Records (GRR) System in Chapter 2 for more information.
The intent is to provide an alternate pathway to graduation for English learners who are unable to
pass the GRAD because of English language proficiency but have earned all credits required for
graduation. Many English learners, particularly those who enter high school as newcomers or have
limited formal schooling will take more than four years to graduate, and therefore, will need to meet
graduation assessment requirements through the GRAD or one of the other assessments. These
students should not be excluded from testing if they have enough English language proficiency to
access the assessment. MDE encourages English learners to take the GRAD (or one of the other
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assessment options to meet graduation assessment requirements) when they are ready,
regardless of their time-in-country status.
If foreign exchange students are also considered to be English learners, they would be eligible for
the ELL exemption for the GRAD; see English Learners Who Are Foreign Exchange Students
earlier in this chapter to determine if a foreign exchange student can be considered an English
learner.
Minnesota Rules 3501.0280 and 3501.1180 were repealed as part of the wholesale repeal of
the GRAD rules in the 2013 legislation. However, MDE has made the determination that the
legislature did not intend to eliminate the EL exemption for students. To make this determination,
MDE has spoken to legislative staff and the author of the original assessment legislation and
confirmed that eliminating the exemption was not intentional.
Determining Appropriate Accommodations for English Learners
Because they are in the process of acquiring English, English learners are eligible to receive
accommodations that enable them to demonstrate what they know and can do to meet content
area standards in reading, mathematics and science.
Accommodations for English learners involve changes to testing procedures, test materials or the
testing situation that make it possible for students to meaningfully participate in an assessment.
Accommodations allow English learners to demonstrate what they know and can do on the
academic content standards in spite of limited English language proficiency. Effective
accommodations for English learners address the unique linguistic and socio-cultural needs of the
students without altering the measurement properties of the test. Accommodations do not lower
expectations for student learning.
General test-taking practices are available for any student who needs them, including English
learners, and are not considered accommodations. See Chapter 5 for a list of practices related to
the presentation, setting, timing/scheduling and response format of the assessments available to
all students.
Who May Receive an Accommodation?
English learners must be indicated as EL in MARSS in order to use an accommodation on the
state assessments. English learners with an IEP or 504 plan are also eligible to receive
accommodations. Districts must ensure that all accommodations received by students are justified
and supported by data teachers collect during instruction.
When an eligible English learner demonstrates the need for an accommodation, it must be
provided as long as it does not invalidate the assessment.
Each district must review a student’s progress and determine which accommodations are needed.
Personnel designated to determine appropriate accommodations may include the following:
•
The student’s bilingual or EL teacher
•
The EL program coordinator
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•
The student’s other classroom teachers
•
District or School Assessment Coordinators
•
The student’s parent(s) or guardian(s), when appropriate
•
The student, when appropriate
When making decisions about appropriate accommodations for an English learner, the district
should consider the following information:
•
Current English language proficiency level
•
Literacy in home language and in English
•
Opportunity to learn the content areas assessed
•
The primary language of instruction in the content areas
•
Experience and length of time in U.S. schools
•
Degree of familiarity with using the accommodations in instruction and assessment
•
Grade level
•
Other school- or district-level related data
Selecting Accommodations for English Learners
The district determines English learner eligibility for accommodations. Each district must establish
a process to determine an appropriate course of action for testing students whose first language is
not English. District personnel as well as teachers and parents of English learners must be
involved in establishing this process. Districts are encouraged to establish a committee that is
representative of their EL populations and to provide translators, if necessary, to facilitate the
involvement of the parents of ELs on their committees. A collaborative dialogue between EL
teachers, general education teachers and parents and families can help determine what is best for
the individual student based on the guidelines listed above and the instruction that student is
receiving at the classroom level.
Practices that English learners have not used in instructional settings prior to the assessment
should not be introduced as accommodations for the first time during a state assessment because
they could be distracting or confusing. For example, an English learner should be comfortable
using a dual language word-to-word dictionary before using one in a state mathematics
assessment. Other accommodations, such as listening to a script or audio CD, are only practical to
provide in state assessment situations. EL teachers and test administrators need to consider
students’ accommodations needs well ahead of the test administration and familiarize students
with their use during instruction, if appropriate. Students may require multiple accommodations,
such as translated directions and a dual language word-to-word dictionary.
The decision on which accommodations will be used must be made prior to test administration.
While districts may set timelines within their district for accommodation decisions to be made in
order to facilitate timely ordering of test materials, accommodation decisions can be made
throughout the year, as long as they are made prior to the administration of the assessment.
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English Learner Accommodations for Title III Assessments
Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals for
complete information on available accommodations; a few notes about available accommodations
are included below. Different accommodations and accommodation codes are available for the
Title III English language proficiency assessment (ACCESS for ELLs and Alternate ACCESS for
ELLs) than listed below for Title I assessments and GRAD retests.
•
While the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration Manuals
state that translated directions are accommodations only available for ELs with an IEP or
504 plan, MDE allows translated directions as an accommodation for all ELs.
•
The Listening Test of ACCESS for ELLs is now media-based, which means that all
Listening items for all tiers and grades 1–12 are recorded. The written transcript of the
actual items will not be provided except in rare instances when a student’s IEP or 504 plan
requires that the listening items are read by the test administrator rather than a recording. In
these cases, a copy of the appropriate Recording Script can be ordered from MetriTech.
Refer to Test Administration Considerations for Title III Assessments in Chapter 8 for
additional information about the Listening test.
•
Beginning in 2014, uncontracted Braille versions of the Reading and Writing tests are
available for order for English learners who have some proficiency in reading Braille and
who have this accommodation indicated in their IEP. Only the Tier B (intermediate) test
form is available for grade clusters 1–2, 3–5, 6–8, and 9–12. Braille materials must only be
ordered by the District Assessment Coordinators if you are certain they will be used.
o
In addition to Braille text, the testing materials for Reading and Writing will include
tactile graphics and written descriptions of graphics where appropriate as well as test
administration instructions. For scoring purposes, student responses on the Braille form
must be transferred into a regular ACCESS for ELLs test booklet.
o
The Listening and Speaking tests are not available in Braille versions because making
them accessible to blind students significantly alters the construct of the tests.
English Learner-Responsive Accommodations for Title I Assessments and GRAD
Retests
On Title I assessments and GRAD retests, English learners may be provided any appropriate
accommodations from Tables 11 and 12. If an English learner has an IEP or 504 plan, refer to the
tables of accommodations in Chapter 5 and the accommodations in Tables 11 and 12, as the
accommodations providing linguistic support may be combined with accommodations for students
with disabilities.
If the district wants to provide an accommodation not listed in these guidelines, contact
[email protected]. The Accommodations Advisory Review Panel conducts annual reviews
of proposed additions to the approved accommodations and non-standard test administration
practices for this manual to ensure that a student does not use a particular accommodation or nonstandard practice that could invalidate interpretations and judgments based on the resulting test
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score. See the Statewide Testing Advisory Groups document on the Test Administration section of
the MDE website for more information about this panel
(http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html).
The summary of English learner-responsive accommodations displayed in Table 11 was guided by
the work of the Center for Equity and Excellence in Education at George Washington University
(GW-CEEE). The team at GW-CEEE identified accommodations that provide direct linguistic
support in English, direct linguistic support in the student’s first language and indirect linguistic
support. A panel of experts then recommended the use of the identified accommodations at
various proficiency levels. Table 11 shows the accommodations allowed on Title I assessments
and GRAD retests organized by type of linguistic support and English language proficiency level.
The accommodations in Table 11 are described in greater detail in Table 12.
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Table 11. Summary of Accommodations Providing Direct and Indirect Linguistic Support for
English Learners on Title I Assessments and GRAD Retests*
English Language Proficiency Level
Accommodations
Beginning
Intermediate
Advanced/
Transitional
Materials
Ordered
from
Code
Service
Entered Provider
Direct Linguistic Support in English
Scripted oral English
Use accommodated audio CD (paper
assessments) or accommodated text-tospeech (online assessments) for mathematics
and science
Read aloud mathematics and science scripts
Optional
MC
X
Optional
Optional
MS
X
Optional
Recommended
TD
Optional
TD
Clarification
Simplify test directions
Clarify test directions
Direct Linguistic Support in First Language
Dual-language/first-language reference
materials
Provide word-to-word dual-language
dictionary
Optional
Recommended Recommended
OA
Written translation
Provide written translation of directions in
student’s first language
Recommended
Provide written translation of Written
Composition GRAD prompt in student’s first
language
Recommended
Optional
TD
Recommended
Optional
TD
Translate directions in student’s first language Recommended
Optional
TD
Clarify/explain test directions in student’s first
language
Recommended
Optional
TD
Allow students to record ideas as a prewriting
strategy
Optional
Optional
Optional
MT
Allow student to read a reading test out loud
recording his or her voice for later playback.
Optional
Optional
Optional
MT
Allow student to use voice feedback devices
or whisper phones.
Optional
Optional
Optional
OA
Allow extended testing time over multiple days
Optional
Optional
Optional
OA
TD
Scripted oral translation
Read aloud written translation of test
directions in student’s first language
Sight translation
Indirect Linguistic Support
* Recommended = Recommended for ELs at this English language proficiency level
Optional = Optional for ELs at this English language proficiency level based on individual student need
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Accommodated audio CD for paper administration grades 3–8 and 11
Mathematics MCA may be provided to English learners.
The audio CD can be accessed through headphones or in an individual
setting. If used in a small group setting, the CD will be played aloud and Test
Monitor will advance the CD for the group. Audio players must be school
owned.
x
Code
Science
Writing
EXPLANATION OF ACCOMMODATIONS FOR ENGLISH LEARNERS
Math
Reading
Table 12. Explanation of Accommodations for English Learners on Title I Assessments and
GRAD Retests
MC
Accommodated text-to-speech for online grades 3–8 Mathematics OLPA,
grades 3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCAModified, Science MCA and Mathematics GRAD retest may be provided to
English learners. Accommodated text-to-speech is incorporated into the
online assessment. For Mathematics GRAD and Mathematics OLPA,
accommodated text-to-speech is indicated in TIDE. For Title I assessments,
accommodated text-to-speech is selected during the Pretest Edit window. If
needed, accommodated text-to-speech can be changed at the time of testing
in the Online Testing System.
The accommodated text-to-speech provides computer-generated audio for
charts and graphs in addition to the question and answer options that is
provided for regular text-to-speech. With text-to-speech, students select the
parts of the item they want to listen to (e.g., question and answer options,
graph only, selected text).
x
x
MC
The accommodated text-to-speech differs from the regular text-to-speech
because it reads not only all the questions and answer options but also all the
labels, graphs and charts. The accommodated text-to-speech may be a heavy
language load and may be beneficial for only a limited number of English
learners. Only a small number of students typically need the accommodated
text-to-speech; the default should be the regular text-to-speech.
Audio recording for prewriting is available in an individual setting for the
Written Composition GRAD. Students may record their ideas to assist in
prewriting organization. The students may replay their dictation as they
organize their compositions. The device used for the audio recording must be
school-owned, and any recordings must be deleted after testing.
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x
MT
Science
Code
Writing
Math
Reading
GRAD Retests (continued)
x
OA
A commercial word-to-word dual-language dictionary contains
mathematical and scientific terms in English and in the first language of a
given learner. In a word-to-word dictionary, no definitions are provided—only
direct translations of the mathematical and scientific terms. It can be used on
the Mathematics GRAD, Mathematics MCA, Mathematics MCA-Modified and
Science MCA.
The following are online examples of English-Spanish bilingual mathematics
dictionaries:
•
View the English Spanish Math Dictionary
(http://www.math2.org/math/spanish/eng-spa.htm)
•
View the Bilingual Mathematics Dictionary
(http://nw.pima.edu/dmeeks/spandict/)
x
Before simply copying one of these in its entirety, consider two cautions:
A tool such as this is appropriate for testing only if it is a part of the student’s
daily mathematics or science instruction.
A dual-language word-to-word dictionary ought to be appropriate for the grade
level, containing only the words a learner at a given grade should be expected
to know (for example, a fifth grade dual-language word-to-word dictionary
would likely contain mathematical or scientific words children learn in fifth
grade as well as words from lower grades). The Minnesota Academic
Standards in mathematics and science list the standards and the benchmarks
that Minnesota students should learn in each grade. The standards, along
with district-level curricular documents and teacher input, provide the basis for
determining appropriate mathematical and scientific terms for the grade level.
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Code
x
Science
x
Writing
Math
Reading
x
OA
Extended testing time over multiple days is considered an accommodation
for paper assessments when testing is extended to include additional days and
differs from the district schedule. Allowing students additional time to finish a
paper assessment on the same day is not considered an accommodation.
Extended testing is not considered an accommodation for online assessments
with pausing capability like the Reading and Mathematics MCA, Reading and
Mathematics MCA-Modified and Science MCA. Follow the guidelines below
related to testing over multiple days:
For paper assessments:
•
Students must complete all questions associated with a given
passage for reading in one session.
•
At the end of a testing session, the last math item completed must be
the last item on the right-hand page so the next item is not visible.
•
For grades 4–8 and high school, students must seal the pages
completed in the test book at the end of the testing session for the
day. For grade 3, pages cannot be sealed, so Test Monitors should
ensure that students do not review items completed on the previous
day.
•
Students may not return to items completed on the previous day.
All online Reading and Mathematics GRAD retests must be administered
in one day. English learners requiring extended testing time over one day
must use paper accommodated test materials and follow the guidelines for
paper assessments above.
Recording a reading test may be done in an individual setting. Students may
record their voice while reading the reading test aloud and replay the
recording while taking the test. Recording should be done independently by
the student without the Test Monitor providing verbal or nonverbal prompts.
The device used for the audio recording must be school-owned, and any
recordings must be deleted after testing.
x
MT
Scripts for grades 3–8 and 11 Mathematics MCA (online and paper
administration) may be provided to ELs. The script can be administered in a
small group or individual setting.
For paper administrations of the grades 3–8 and 11 Mathematics MCA, there
is only one form, and the student responds directly into the answer document.
For the online grades 3–8 Mathematics MCA and 11, the script must be used
in conjunction with a regular print test book, the student responds directly into
the regular print test book and student responses must be entered by district
staff into the Data Entry Interface.
x
MS
heavy language load and may be beneficial for only a limited number of
English learners. Only a small number of students typically need the script;
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Code
x
MS
x
x
x
TD
x
x
x
TD
Writing
x
Math
Science
Reading
Scripts for grades 5–8 and 11 Mathematics MCA-Modified, Science MCA
and Mathematics GRAD retest may be provided to English learners. The
script can be administered in a small group or individual setting. The script is
used in conjunction with the online test or in conjunction with the large print
and Braille test books. For Mathematics GRAD, script is indicated in TIDE.
For Title I assessments, script is indicated during Pretest Editing in Test WES.
For Mathematics MCA-Modified or Science MCA, the script accommodation
must be indicated in Test WES and appear in TIDE prior to test
administration. If the script accommodation is not indicated, the student’s
test form will not match the script and the test form cannot be changed
once the student starts testing. Refer to Chapter 8 and the Online
Irregularities Procedure in Appendix B for additional information.
heavy language load and may be beneficial for only a limited number of
English learners. Only a small number of students typically need the script;
Simplified or clarified directions are not provided by MDE. The Test
Monitor can simplify or clarify the directions using vocabulary that the
individual student would understand and know what to do, but the Test
Monitor cannot change the meaning of the directions or provide information
that would lead or cue the student. The use of the simplified or clarified
directions accommodation should be documented on the Test Administration
Report. Even though the Written Composition GRAD writing prompt is
considered directions, it cannot be simplified or clarified.
Translated directions (oral or written) in first language are allowed. Only
test directions may be translated; no translations of test items or reading
passages are allowed. Test directions include the scripted Test Monitor and
Student Directions and the parts of the test book or online test that direct a
student how to answer an item or record a response (e.g., arrows that indicate
to go on to the next segment, reading passage introduction boxes, directions
on using graphs or charts to answer a specific question, online review
screens). For paper test materials, translators will have access to test
materials 24 hours before testing begins. For online assessments, translators
can access the online item samplers any time prior to test administration to
review the types of directions included in online tests; any test-specific
directions must be translated at the time of testing.
x
Districts arrange for and provide all translations. If a translator is needed to
provide allowed translations, districts must use a local process to hire a
qualified person. A Database of English Language Learner Interpreters is
available on the MDE website under “Related MDE Resources.” View the link
to the database on the MDE website
(http://education.state.mn.us/MDE/SchSup/SpecEdComp/EngLearnDisabiRes
/). All translators must sign a Non-Disclosure Agreement (see Appendix A),
and the use of a translator must be document on the Test Administration
Report.
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Translated writing prompts (oral or written) are allowed. Only the Written
Composition GRAD writing prompt may be translated. Students must write the
final copy of their Written Composition GRAD essay in English, and
responses not written in English are scored “zero” and indicate the essay was
not written in English. The translation must strictly adhere to the literal
meaning of the text in prompt. Translators may not define words or give
examples to help students understand the prompt. Translators will have
access to Written Composition GRAD test materials 24 hours before testing
begins for the purpose of preparing translations of writing prompts.
Districts arrange for and provide all translations. If a translator is needed to
provide allowed translations, districts must use a local process to hire a
qualified person. A Database of English Language Learner Interpreters is
available on the MDE website under “Related MDE Resources.” View the link
to the database on the MDE website
(http://education.state.mn.us/MDE/SchSup/SpecEdComp/EngLearnDisabiRes
/). All translators must sign a Non-Disclosure Agreement (see Appendix A),
and the use of a translator must be document on the Test Administration
Report.
Voice feedback devices or whisper phones allow students to vocalize as
they read and work problems. Students using whisper phones must not be
audible to other students.
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x
x
x
x
Code
Science
Writing
Math
Reading
TD
x
OA
Chapter 7 — Students in Special Circumstances and Situations
Overview
This chapter provides definitions and clarifications of the wide variety of circumstances and
situations that affect student participation in the statewide assessments. The implications for
accountability and graduation assessment requirements are described where applicable.
In
terms of the graduation assessment requirements, the information in this chapter will apply to
students who were first enrolled in grade 8 through the 2011–2012 school year. Detailed
information was not available at the time of publication of this manual for students first enrolled in
grade 8 in 2012–2013 who will meet graduation assessment requirements through the career and
college assessments.
Student test/accountability and demographic codes will be validated against MARSS data when
applicable. Please see Chapter 8 for information on the accountability windows to determine how
students will be counted for AYP, MMR and AMAO.
Adult Basic Education (ABE) Students
These students may participate in the GRAD administrations (the grade 9 Written Composition
GRAD and the Reading, Mathematics and Written Composition GRAD retests) if required by the
district/program in which the student is enrolled. All students must have a valid MARSS/SSID
number in order to test. If the student is not enrolled in the district MARSS data, use Precode
Student Eligibility in Test WES to add the student for testing; use “Only GRAD retest” as the
enrollment code. For Written Composition, indicate Adult Basic Education on the answer
document. The ABE demographic code is no longer collected for online assessments.
Please contact the MDE ABE division at [email protected] for students in ABE programs
or students over age 21 meeting requirements through alternate routes (e.g., through the
mathematics alternate pathway for GRAD, taking the ACT, WorkKeys, Compass, ASVAB, and
district-determined assessments).
Alternative Learning Centers (ALC), Alternative Learning Programs (ALP) and
Private Contract Alternatives
School Classifications 41, 42 and 43 provide educational alternatives for certain students. With the
exception of facilities located in Cities of the First Class (i.e., population over 100,000), these sites
must accept any student who meets the entrance criteria, space permitting. All students at these
sites must take the state accountability tests. These sites are AYP entities, and results are reported
at the school, district and state level for all students served in these sites. These sites also receive
a MMR.
Students in these sites are public school students and subject to the graduation assessment
requirements.
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Care and Treatment and Private Facilities
School Classifications 70, 71, 72, 77 and 79 are care and treatment programs that provide a range
of medical and mental health services to students. These students must take the state
accountability tests unless they have been medically excused. AYP results for all students served
in these sites are reported at the school and district levels, as well as at the state level. As AYP
eligible entities, their results will be reported publicly. Schools classified as care, treatment or
correctional facilities receive a MMR; however, these organizations are not eligible to receive a
MMR designation such as Priority, Focus, Continuous Improvement, Celebration Eligible, or
Reward.
Students placed in a care and treatment program are public school students and subject to the
graduation assessment requirements.
Determining a Student’s Grade Level for Purposes of Title I and III
There will be situations in which the grade indicated on the preprinted labels, answer documents or
student precode record in the online system is incorrect. When this is the case for a paper
administration, fill out a new answer document for the appropriate grade level and securely dispose
of the incorrect answer document (unless it is a grade 3 MCA test/answer document, which should
be returned with secure materials, like test books). Students taking online assessments must have
the correct grade indicated in TIDE before testing. Grade changes for students need to be made
and submitted in MARSS. Any updates submitted in MARSS will typically be reflected in TIDE in
two days. The grade for a student cannot be changed in TIDE.
Students must take the Title I and Title III assessments for the grade indicated in MARSS during
the testing window. For example, a student enters an alternative high school and is indicated in
MARSS as a grade 10 student based on earned credits. At the time of testing, this student has
earned enough credits to be promoted to grade 11, and the grade indicated in MARSS is changed
to grade 11. In this case, the school should administer a grade 11 mathematics assessment, not a
grade 10 reading assessment. For students changing grades during the accountability window,
districts will need to ensure that there is a matching assessment for the new grade indicated in
MARSS. The District Assessment Coordinator should ask the counselors if there are any students
who will be changing grades during testing. The grade change must be made in MARSS to avoid a
wrong grade, which would invalidate the test. If possible, it is best to avoid changing grades during
the accountability window.
In the unusual circumstance when a student is enrolled in one grade in a high school and in
another grade in an ALC (or dual-enrolled in different grades across districts), the student will be
pulled for precode for only one school for Title I assessments and GRAD retests; the school that
has the student indicated at the lowest grade will have the student pulled for its precode. See DualEnrolled Students or Concurrent Enrolled Students below for more detail. For ACCESS for ELLs
and Alternate ACCESS for ELLs, all students who are EL-identified in MARSS are sent for
precode.
District-Placed Students (Graduation Assessment Requirements only)
District-placed students and students attending school under a tuition agreement are public school
students and subject to the graduation assessment requirements.
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Dual-Enrolled Students or Concurrent Enrolled Students
The term dual-enrolled implies that a student is taking classes in two sites and at least one of them
is an ALC. The typical dual-enrolled student is enrolled in a traditional middle or high school fulltime and an ALC or ALP for additional courses.
A concurrent enrolled student attends two sites part-time. The concurrent sites may be a traditional
middle or high school and an ALP or ALC, an ALC and an ALP or two traditional schools.
For ACCESS for ELLs and Alternate ACCESS for ELLs, dual-enrolled students are sent for only
one school within a district; if a student is dual-enrolled in two districts, both districts will have the
student included in their precode and will receive a preprinted label. Both districts will need to
collaborate to ensure the student is only tested once.
A student will be sent for precode for only one of the schools for Title I and GRAD assessments,
which means that only one school will receive a preprinted label or answer document or have the
student loaded for online testing. The student’s Title I assessment record will be included in AYP
and MMR calculations for both the testing site and the non-testing site. If the student is enrolled in
MARSS in two or more schools during the accountability window, the student’s proficiency is
counted at all schools where the student is enrolled for the full academic year. The bullets below
provide additional information on how to test dual-enrolled students and how they will be counted
for accountability.
•
•
For dual-enrolled students who are in the same grade at both sites: students are sent
for precode for only one school, and only one site will test the student. The student’s
participation will be counted for both sites.
o
For online tests, testing location can be changed if needed using Precode Student
Eligibility in Test WES.
o
For paper tests, a new answer document can be hand bubbled if the student is testing
at a different location than where the preprinted information was sent. A district/school
label must also be attached.
For dual-enrolled students who are in different grades at each site: the school that has
the student indicated at the lowest grade will have the student loaded for online testing or
will receive the preprinted student information for paper administrations. If the sites come to
agreement on the student’s grade, the grade must be changed in MARSS so they match;
see the previous bullet for further information on testing and refer to Determining a
Student’s Grade Level for Purposes of Title I and III, addressed above. However, if the
grade remains different between the sites, both sites must test the student in the grades in
which the student is enrolled in MARSS.
o
For online tests, one site will test the student in the grade indicated in MARSS. Once
testing is completed, the second site will change the student’s grade and testing
location in Precode Student Eligibility. Once the updated student information appears in
TIDE, the second site will test the student in the grade it has indicated in MARSS.
o
For paper tests, each site will test the student in the grade in which the student is
enrolled in MARSS. The site that did not receive the preprinted answer document or
label must hand bubble an answer document for the appropriate grade. A district/school
label must also be attached.
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In the case where students take an alternate assessment (MCA-Modified or MTAS) or a Title III
assessment (ACCESS for ELLs or Alternate ACCESS for ELLs), the district that reports the
student as special education or indicates EL in MARSS should be the same district that
administers the test in order for the test to be valid.
Dual-enrolled students are public school students and are subject to the graduation assessment
requirements.
English Learners (EL)
English learners are students designated as EL in MARSS. Refer to Chapter 6 for further
information.
All English learners in grades K–12 must take the ACCESS for ELLs or Alternate ACCESS for
ELLs. For accountability purposes, students are considered English learners for the entire year if
they are identified as EL in MARSS at any time during the year. If an English learner takes a Title
III assessment but is not identified as EL in MARSS, the assessment and enrollment information
will not match, and the test will be invalidated. This potential situation illustrates the importance of
having up-to-date and accurate student enrollment information in MARSS.
Title I assessments must also be taken by English learners in addition to the Title III assessment.
See New-to-Country English Learner below for information.
Students who are designated as EL in MARSS are required to meet graduation assessment
requirements. English learners who were first enrolled in grade 8 through the 2011–2012 school
year and who have been enrolled in any Minnesota school for less than four consecutive years
may qualify for the ELL exemption for GRAD; see Chapter 6 for further information.
Enrolled in Another State (MARSS State Aid Category = 14 or 52)
Students who reside in Minnesota but are enrolled in a district in another state, usually in a
neighboring state, are not included in AYP or MMR calculations; this status is indicated in MARSS
using the State Aid Category of 14 or 52. They are not expected to participate in the Minnesota
Assessment System; if they did, their test record would not be included in AYP or MMR
calculations. Presumably the state where they are enrolled will include the students in its
assessment system. If districts receive preprinted labels or answer documents for these students,
districts should securely destroy them (except for grade 3 MCA test/answer documents which are
returned with other secure test materials).
Expelled Students
Expelled students who are still enrolled in the district are required to take the state accountability
assessments. If the student is unable to test, districts will send in an unused answer document with
the student’s demographic information and the ABS test/accountability code filled in. (For online
tests, districts will indicate ABS in Test WES during Posttest Editing.) Results for these students
will be included in the AYP or MMR calculations for the school and district.
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504 Plan Students
Refer to Chapter 5 and the MDE website for information on students with 504 plans. View the
Students Rights page of the MDE website for further information about 504 plans
(http://education.state.mn.us/MDE/StuSuc/StuRight/index.html).
Foreign Exchange Students (MARSS State Aid Category = 2 or 15)
Although these students are enrolled full-time in a public school, their participation in the Title I
accountability assessments is optional.
•
If foreign exchange students will not participate in Title I testing, the answer document does
not need to be returned if the State Aid Category is indicated correctly in MARSS. For
online testing, the student’s record may appear in TIDE but if the student will not test, no
further action is needed.
•
If foreign exchange students do test, the Foreign Exchange code should be filled in on the
answer document to remove them from AYP and MMR calculations. For online tests,
districts will indicate Foreign Exchange in Test WES during Posttest Editing. An Individual
Student Report (ISR) will be generated for the student but the student’s results will not be
included in school and district summaries. If the Foreign Exchange code is not indicated,
these students are included in AYP and MMR calculations and in district and school
summaries.
If a foreign exchange student (State Aid Category 2) lacks the necessary English skills to fully
participate in classes in English, they may be identified as EL in MARSS and served in the district’s
EL program. Foreign exchange students (State Aid Category 2) who are designated as EL in
MARSS and are served in an EL program must participate in ACCESS for ELLs and will generate
state EL funding.
Foreign exchange students who are not seeking a diploma from a Minnesota public high school do
not need to participate in the GRAD assessments or any other assessments the district is offering
to meet graduation assessment requirements. If foreign exchange students do want to receive a
diploma from a Minnesota public high school, they must meet the graduation assessment
requirements in reading, mathematics and writing. Foreign exchange students who are also
identified as English learners would be eligible for the ELL exemption from the GRAD; see Chapter
6 for additional information.
Foreign exchange status will be validated against MARSS.
State Aid Category 15 has been
added to the validations for foreign exchange. Districts will maintain records for audit purposes.
See Chapter 6 for additional information about foreign exchange students.
Full Academic Year
“Full academic year” is defined as follows: a student is enrolled on October 1 and continues to be
enrolled during the accountability window. (If October 1 is a Saturday or Sunday, the operative
date is October 2 or 3.) All students who have been enrolled a full academic year at the district
and/or school are included in the AYP proficiency and MMR calculations. Districts are responsible
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for testing all students enrolled during the accountability window, including those who were not
enrolled for a full academic year.
GED Students
GED students do not need to fulfill the graduation assessment requirements or participate in Title I
accountability assessments because they are not considered public school students.
Homebound/Non-Attendance Students
These students are enrolled in a district even though they may not actually attend. Educational
services are provided as appropriate, given the circumstances of the student. Students must take
the state accountability tests. The usual security and test administration procedures apply, and
district and state test dates must be followed.
Homeless Shelters
School Classification 73 defines shelters as temporary housing for students in crisis. Educational
services are provided as appropriate, given the circumstances of the student. Students must take
the state accountability tests. AYP results are reported at the school, district and state level for all
students served in these sites. Schools classified as homeless shelters or programs receive a
MMR; however, these organizations are not eligible to receive an MMR designation such as
Priority, Focus, Continuous Improvement, Celebration Eligible, or Reward.
Home-Schooled Students
Home-schooled students are not public school students. Therefore, they are not required to
participate in the state accountability tests, no matter which courses or classes they are taking in
the public school. Districts may include home-schooled students when they test their students, but
the results are not included in their AYP or MMR calculations if they are not enrolled in MARSS.
Home-schooled students who wish to test are charged a fee (see Chapter 8 for cost information).
Home-schooled students must have the test administered by public school staff. If the student has
a MARSS enrollment and is not designated as a shared-time student (MARSS State Aid Category
= 16, 17 or 18), then the student cannot be considered home schooled and will be included in AYP
and MMR calculations.
Home-schooled students must be manually added to precode files using Precode Student
Eligibility in Test WES; see Chapter 9 for further information. The Home Schooled code should be
filled in on the student’s answer document. For online tests, home-schooled students are indicated
by the Homeschool Student enrollment code selected when districts manually add a student to
precode using Precode Student Eligibility.
Home-schooled students do not need to meet the graduation assessment requirements if they are
not seeking a diploma from a Minnesota public high school.
Incarcerated Students at Correctional Facilities
School Classification 70 defines students placed in a correctional program but still enrolled in a
district; these students are required to participate in the state accountability assessments. For
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online testing, correctional facilities need to provide the resources necessary for students to test.
There is no alternative paper administration mode available to general education students for the
grades 5–8 and 11 Mathematics MCA-Modified, grades 5–8 and 10 Reading MCA-Modified or
Science MCA. Technology Coordinators in secure facilities may want to consider setting up a
special user account that would give students access only to the secure browser.
If a student is unable to test, the districts will send in an unused answer document with the
student’s demographic information and the ABS (absent) test/accountability code filled in. For
online tests, districts will indicate ABS in Test WES. AYP results are reported at the school, district
and state level for all students served in these sites. Schools classified as correctional facilities
receive a MMR; however, these organizations are not eligible to receive a MMR designation such
as Priority, Focus, Continuous Improvement, Celebration Eligible, or Reward.
Independent Study Students
Students participating in independent study programs are required to participate in the state
accountability assessments. These students must take the accountability assessment for the grade
indicated in MARSS during the testing window.
Individual Education Program (IEP) Students
Refer to Chapter 5 and the MDE website for information on students with IEPs. View more
information about IEPs on the Statewide Assessment for Students with Disabilities section of the
MDE website
Intermediate Districts
These districts are included in the state accountability system, and their students must test. Results
will be calculated for the school and district where the student is served. It is important for regular
school districts to work with intermediate districts to make sure that dual-enrolled students are
tested; see Dual-Enrolled Students or Concurrent Enrolled Students above.
Medical Excuse
There may be circumstances beyond a district’s control when a student cannot be assessed at any
time during the Title I assessment testing window due to a significant medical emergency (e.g., a
student is hospitalized due to an accident). A student unable to take the test because of a medical
condition that has been verified by a medical professional and officially documented at the district
is coded medical excuse (ME). For any future audit, districts should have the documentation on file
that confirms the students coded with a medical excuse could not have appropriately tested.
Districts will send in an unused answer document with the student’s demographic information and
the ME test/accountability code filled in. (For online tests, districts will indicate ME during Posttest
Editing in Test WES.)
For ACCESS for ELLs or Alternate ACCESS for ELLs, districts will need to indicate the medical
excuse test/accountability code during the Posttest Editing in Test WES.
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A student who does not take a high school Title I assessment or a GRAD retest because of a
medical excuse will need to participate in a later GRAD retest opportunity or one of the other
assessments to fulfill the graduation assessment requirements.
Moving Into or Out of the District during Testing
Districts should attempt to test all students who are enrolled during the testing windows. If a
student moves into a district during a testing window and has not taken a test, the district should
give the test to the student. Please note: since the testing window for online assessments is much
longer than the accountability window, students who enroll during the accountability window must
be tested, even if other students in the school complete testing prior to or after the accountability
window. Refer to Accountability Windows in Chapter 8 for more information.
A student who moves from one district to another near the end of the testing window and has not
yet taken the test should be tested if at all possible. From the points of view of the parent and
teacher, the test will give useful information. From the point of view of the student’s former district,
the student will be considered as not participating if the student doesn’t test.
For ACCESS and Alternate ACCESS for ELLs, if an English learner moves to another district
during the testing window and has not taken the test, the district should administer as much of the
test to the student as possible, even if a student moves in near the end of the testing window. The
test will still provide useful information for the teacher and the family.
Students Moving Prior to Testing
If a student left your district or dropped out before the accountability window opened, and the
student has a Status End Date in MARSS that precedes the first day of the accountability window,
securely dispose of the preprinted answer document (unless it’s a grade 3 MCA test/answer
document which is returned with other secure materials). For online testing, the student’s record
may appear in TIDE but the student will not test; no further action is needed.
If a student’s MARSS enrollment record has a Status End Date within the accountability window,
but the student moves out or drops out of the district before testing has started in the district, return
the answer document (with other scorable answer documents) with the NE (not enrolled)
test/accountability code bubbled in. (For online assessments, indicate NE during Posttest Editing in
Test WES). The NE code will be validated against MARSS; see Chapter 9.
For students who left prior to the ACCESS and Alternate ACCESS for ELLs testing window,
securely dispose of the preprinted labels. If labels have already been attached to the test booklets,
return the test booklets with secure materials. Do not send them back with the scorable materials.
For students who move out of the district during ACCESS and Alternate ACCESS for ELLs testing
window but before the test was administered, bubble in the ABS (absent) test code and return with
scorable materials. During Posttest Editing, the test code can be changed to NE (not enrolled). If
students started but did not complete the test before moving, return the test booklet for scoring.
The ABS (absent) test code can be bubbled for the domains not completed and then the ABS code
can be changed to NE (not enrolled) during Posttest Editing.
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Students Completing Part of Assessments
If a student takes part of a Title I paper test (e.g., segments 1 and 2) and moves to another school
within the district, the new school should obtain the student’s answer document from the previous
school and have the student complete the test. The student’s new school must apply a
district/school label over the student’s preprinted information or label and bubble the student’s
demographic information on the front of the answer document. If a student takes part of a Title I
paper test and moves to another district, the district the student moved from returns the test as
completed by the student. The district the student moves into does not test the student in the
subject already started but tests any subject not taken, if applicable.
Since the high school assessment can be used to meet graduation assessment requirements, a
district with a student in grade 10 or 11 who moves after completing part of a paper assessment
may want to consider contacting the district the student moved into and securely transporting the
answer document to the new district for the student to complete testing. If the student’s answer
document is transported from the previous district to the new district, the student’s new district and
school must apply a district/school label over the student’s preprinted information or label and
bubble the student’s demographic information on the front of the answer document. Answer
documents with partial segments completed are reported as NC (Not Complete). Grades 10 and
11 students who receive an NC will need to participate in a GRAD retest or take one of the other
assessments to meet graduation assessment requirements for that subject.
For online tests, if a student takes part of an online test and moves to another school within the
district or to another district, the student can resume the test in the new school from the point
where he or she left the test. The student must be loaded to AIR’s TIDE system for the new school
or district before the student will be able to log in.
If the student does not complete the ACCESS or Alternate ACCESS for ELLs, the district the
student moved from can return the test as completed by the student; the district the student moves
into does not have to test the student. However, if the district the student moves into wants to
administer the remaining domains of the ACCESS for ELLs or Alternate ACCESS for ELLs, the
following optional process needs to be completed and agreed upon by both districts:
•
The new district will contact the previous district about its willingness to participate in this
process.
•
If both districts are in agreement, the new district will have the student complete the
remaining sections of the test.
•
Both the previous and new district will complete and attach the WIDA Student Transfer form
to the test booklet. View the form on the MetriTech website
(https://www.metritech.com/wida/login.aspx).
•
To complete the form, both districts must agree upon which district will be indicated for
reporting. The test booklet must be sent under a School Header Sheet with the name of the
district and school the student will be reported in.
New-to-Country English Learner
A new-to-country English learner is defined as a student who is identified as EL in MARSS and
who first enrolled in a U.S. school within 12 months of the first day of the Title I accountability
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window. For Title I assessments, new-to-country students can be removed from AYP proficiency
and MMR calculations but they are included in participation calculations. See Chapter 6 for
additional information about participation in Title I assessments.
New-to-country English learners must take the Title III assessment (ACCESS for ELLs or Alternate
ACCESS for ELLs) if enrolled during the Title III testing window. See Chapter 6 for details.
Open Enrollment/Parent Choice Program Students
Districts that enroll students through the open enrollment process should treat them as if they were
residents of the district. These students must participate in the state accountability assessments.
The accepting district becomes the de facto resident district for open-enrolled students. These
students test at their open-enrolled site, and results are reported at that site.
Open-enrolled students are public school students and are subject to the graduation assessment
requirements.
Out-of-State Testing
There may be cases where students who were enrolled in the district have moved out of the state
and still need to participate in a GRAD retest or Title I assessment. Typically, this will apply to
GRAD retests where the student wants to meet graduation assessment requirements through the
GRAD. In rare circumstances, it may also apply to Title I assessments where students are not
physically in Minnesota but are enrolled in a Minnesota school. Each district will determine if it will
make an out-of-state testing opportunity available to students. The process for out-of-state testing
is in Appendix B. This process was established to maintain test security and a standardized
administration of GRAD retests and Title I assessments.
Parent Refusal
Parents may refuse to allow their children to take the Title I and Title III accountability
assessments. A parent refusal must be submitted to the district in writing. Districts will send in an
unused answer document with the student’s demographic information and the parent refusal (REF)
test/accountability code indicated. For online tests, districts will indicate REF in Test WES during
Posttest Editing. AYP participation calculations are adversely impacted by a parent refusal.
For ACCESS for ELLs and Alternate ACCESS for ELLs, districts will indicate a parent refusal
(DEC) test/accountability code.
A student who does not fulfill the graduation assessment requirements because a parent refused
to allow the student to take a high school Title I assessment, the GRAD retests or one of the other
assessments will be ineligible to receive a diploma.
Postsecondary Enrollment Options (PSEO) Students
Full-time PSEO students are public school students who attend a postsecondary institution full
time. These students are identified as PSEO in MARSS. Districts are responsible for testing these
students if they are present when testing is scheduled. If they are tested and meet the full
academic year requirement, these students will be included in the school’s AYP and MMR results.
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If not testing, the answer document does not need to be returned and should be securely disposed
of. For online testing, the student’s record may appear in TIDE but the student will not test; no
further action is needed. Full-time PSEO students who do not test will not count against AYP
participation calculations if PSEO is indicated correctly in MARSS; PSEO eligibility will be
confirmed with MARSS data.
In some special cases, districts pay the college directly and therefore flag students as PSEO
concurrent in MARSS. When the Posttest Edit window in Test WES is open, these districts will
need to indicate PSEO for these students and keep documentation at the district.
Part-time PSEO students must participate in the state accountability assessments. Part-time PSEO
students who do not test will count against a district’s AYP participation calculations.
PSEO students are public school students and subject to the graduation assessment
requirements. A PSEO student who does not participate in a high school Title I assessment can
take a GRAD retest at a later date or another assessment offered by the district to meet graduation
assessment requirements. Districts will maintain records for audit purposes.
Private Schools (Non-Public Schools)
Private/non-public schools are not required to participate in the Minnesota Assessments but may
choose to participate at a cost. The service provider will bill the private/non-public schools. See
Chapter 8 for costs and additional information about participating and ordering test materials.
In order to test, every non-public student needs to have a unique state student ID (SSID) number,
which is obtained through the Student Identity Validation Interface, or a MARSS number from a
past enrollment in a Minnesota public school district. Once every student has a unique SSID or
MARSS number, non-public schools must manually add each student individually into Precode
Student Eligibility in Test WES. Since the student enrollment information is not submitted in
MARSS, students must be manually added each year they will participate in testing.
Private/non-public schools must administer the tests during the state-designated testing windows
and return the test materials by the specified dates. For each test they administer, they must follow
all test administration and security policies and procedures outlined in this and related assessment
manuals. Private/non-public schools that do not adhere to these policies and procedures may not
be allowed to participate in future statewide assessments. Test results for students in private/nonpublic schools will be available through MDE’s Data Center but will not be included in the summary
reports for the resident districts where the private/non-public schools are located. Their scores are
not part of AYP or MMR calculations.
Retained Students
Students who have been retained are required to participate in the state accountability
assessments for the grade indicated in MARSS, even though they took that assessment the
previous year.
For example, if a grade 7 student took the Reading and Mathematics MCA in 2012 and is retained
in grade 7 for 2013, the student will take the grade 7 Reading and Mathematics MCA again.
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The situation is a little more complex for a high school student who was retained. If a student is
considered a tenth grader in MARSS during the testing window, the student must take a grade 10
Title I assessment for accountability purposes. Even if the student was proficient on a Title I grade
10 reading assessment last year or fulfilled the graduation assessment requirement through a
GRAD retest or one of the other assessments—for accountability purposes, that student will need
to take a grade 10 Title I reading assessment again in its entirety. The same scenario applies for a
grade 11 student who is retained. For Title I accountability purposes, that student will need to take
a grade 11 mathematics assessment again, even if the student already met graduation
assessment requirement for mathematics.
Shared-Time Students (MARSS State Aid Categories = 16, 17 or 18)
These students are enrolled full-time in a private school or home school and attend public school
for one or more classes (e.g., world language, band, a special education class) during the school
day. Even if they take a mathematics or reading class at the public school, they are not public
school students and—for accountability purposes—are not required to test at the public school.
These students must be indicated as shared-time in MARSS.
Shared-time students who receive eligible EL instruction through the public school and are ELidentified in MARSS must take the ACCESS for ELLs. The EL instruction is eligible to generate
shared time and EL aid. These students must be indicated as shared-time in MARSS.
Shared-time students do not need to fulfill the graduation assessment requirements if they are not
seeking a diploma from a Minnesota public high school. Shared-time status will be validated
against MARSS. Districts will maintain records for audit purposes.
Significant Gap in Enrollment Students
Any student who has been absent from the district for 15 consecutive school days should be
dropped in MARSS. For testing purposes, the district can fill in the Significant Gap in Enrollment
code on the answer document to have the student removed from the AYP proficiency and MMR
calculations. (For online tests, districts can indicate Significant Gap in Test WES during Posttest
Editing.) The Significant Gap will be verified against MARSS; see Chapter 9. Significant Gap is not
automatically applied for accountability; districts must indicate the Significant Gap code.
The significant gap is confirmed when MARSS indicates that the enrolled student did not attend
school for 15 consecutive days, was unenrolled and subsequently reenrolled. Students whose 15
consecutive days fall from the first day of the accountability window through the last day of the
accountability window will be considered enrolled for accountability purposes.
Special Education Sites, Combined Special Education/Vocational Education
Programs
School Classifications 50 and 55 are sites that provide central placement options for students
whose resident districts do not have the resources to serve them locally. Students at these sites
are placed through an IEP process that has determined the site to be the least restrictive
environment. Students at these sites typically come from multiple districts.
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To meet IDEA and ESEA requirements, students at these sites must participate in the state
accountability tests, with the IEP team determining which assessment to use. These sites are AYP
entities, and results are reported at the school, district and state level for all students served in
these sites. These sites also receive a MMR.
Students in these sites are public school students and subject to the graduation assessment
requirements.
Suspended Students
Suspended students who are still enrolled in the district are required to participate in the state
accountability assessments. If the student is unable to test, the district will send in an answer
document with the student’s demographic information and the ABS test/accountability code filled.
For online tests, districts will indicate ABS in Test WES. Test results for students who are on outof-school suspension during the accountability window—even those students who did not take the
test—are included in AYP calculations at the school and district level as well as MMR calculations
at the school level.
Temporary Physical Limitations
Sometimes students encounter circumstances immediately before or during testing (e.g., a broken
arm) that make it impossible to take a test as usually administered. If such a special circumstance
requires the student to have an accommodation for testing (e.g., a scribe is needed for a student
who breaks his or her writing arm), the student may use it. For paper assessments, the appropriate
accommodations code should be filled in on the answer document (see Tables 9 and 12). For
online tests, districts will indicate the appropriate accommodation in Test WES. Districts should
document the instance on the Test Administration Report.
Transfer Students from Another State (Graduation Assessment Requirements
only)
If a high school student moves into a Minnesota school district from another state having
demonstrated proficiency on that state’s ESEA accountability assessment, that test may be used to
meet graduation assessment requirements through reciprocity.
Since the WorkKeys,
Compass, ACT, and Armed Services Vocational Aptitude Battery (ASVAB) are nationally
recognized assessments, students do not need to take them again in Minnesota to meet
graduation assessment requirements and districts can request reciprocity. Reciprocity can also be
requested for district-determined assessments.
•
For reciprocity, the district will need to verify that the test can be substituted by checking the
Reciprocity Guidelines for High School Graduation. View the guidelines on the GRAD
Resources page of the Minnesota Assessment portal
(http://www.mnstateassessments.org/resources/?section=8). Reciprocity is based on the
student’s score on another state’s ESEA accountability assessment, and this score must
show that the student was proficient on the assessment.
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o
If the test is accepted in Minnesota, the District Assessment Coordinator must submit
the Request for Reciprocity for High School Graduation form to MDE (Appendix A),
along with the student’s test records from the other state.
o
MDE will review the test records to confirm that the student has met the reciprocity
guidelines.
•
For the ACT, WorkKeys, Compass, and ASVAB, districts may submit the Request for
Reciprocity form along with a copy of the student’s report to show students who have
already taken one of these assessments in another state.
•
For district-determined equivalent assessments taken in another state (e.g., SAT), the
district must provide a written statement indicating which assessments have been
determined by the district to be equivalent in addition to the Request for Reciprocity form
and student report.
•
The Request for Reciprocity form must be completely filled out with the subjects indicated
for which reciprocity is being requested. In addition, all student demographic information
must be complete and accurate. All students must have a unique MARSS/SSID number for
testing and reporting, and MARSS enrollment records must be validated against the
Student Identity Validation system.
•
Score reports from the other state must also show the name of the test taken and the
scores for the student.
•
Under federal guidelines for reporting and privacy (FERPA), when a student transfers to a
new school district, the previous school district is authorized to release results from tests
the student took in the previous district. That district is expected to comply with the request
in a timely manner to avoid any disruption of the student’s learning.
If the score reports from the other state indicate that the student meets the reciprocity guidelines,
the request will be approved, and MDE will enter this in Graduation Requirements Record (GRR)
system. If they do not meet the reciprocity guidelines, the request will be denied. The District
Assessment Coordinator will also receive a letter indicating whether the request was approved or
denied. Depending on the volume, reciprocity requests may take up to three weeks to process.
Virtual Schools
Students enrolled in virtual schools (School Classification 46) must participate in the state
accountability assessments. It is the virtual school’s responsibility to test these students and return
their answer documents or ensure their online assessments are submitted for scoring. Because of
the security issues involved, only district-owned computers can be used for online tests; studentowned computers are not permitted.
The virtual school may arrange to have resident districts test these students. The virtual school is
responsible for the security of all test materials and ensuring the tests that are administered in
accordance with all policies and procedures outlined in this and related manuals. If the resident
district will be testing the students, a process similar to the one outlined for out-of-state test
administrations may be followed (Appendix B).
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Summary
During the testing windows, the bottom line is that under current ESEA legislation public schools
and districts must account for all students. Most students in the various special circumstances
discussed in this chapter must participate in a Title I accountability assessment (MCA, MCAModified or MTAS), and, if EL-identified, a Title III accountability assessment. For students in the
few special circumstances that permit them to not take an assessment (see Table 13), it is
important that either their coding in MARSS or the test/accountability or demographic code
indicates that they are part of a group of students who do not have to take the assessment.
Table 13. Do These Students Have to Take Accountability Assessments?
Must test?
Special
Circumstance
Comment
Yes
ALC, ALP or
Private Alternate
Program
School classifications 41, 42 and 43. Dual-enrolled students (e.g., in the
high school full-time, at ALC for additional classes) are included in
precode for one school only.
x
School Classifications 70, 71, 72, 77 and 79.
x
If the expelled student is unable to test, indicate the ABS
test/accountability code.
x
Care and
Treatment, etc.
Expelled
Foreign
Exchange
Testing is optional for Title I assessments. However, a student who
wants to receive a diploma from a Minnesota high school must meet
graduation assessments requirements, which can be met for reading
and mathematics through the high school Title I assessments. If the
student is designated as EL in MARSS, the student must take the Title
III assessment.
Homebound
District staff person administers tests at the student’s home. Online
testing must be administered on a district-owned computer and requires
Internet connection.
Home School
Parent of home-schooled student may request testing. District will be
charged the standard fee for each test. Student’s scores are not
included in AYP or MMR calculations. (See Shared Time below.)
Incarcerated
School Classification 70. If the student is unable to test, indicate the ABS
test/accountability code.
PSEO (Full-time)
These students do not have to test, but if they are present when testing
is scheduled, they take the test. Also, if they want to receive meet
graduation assessment requirements through the GRAD, they must
participate in a retest.
PSEO (Part-time)
Part-time PSEO students are required to test.
Private School
Shared Time
Suspended
December 2013
No
x
x
x
x
x
x
Private school students who test will be charged the standard fee, and
their scores will not be included in AYP or MMR calculations. (See
Shared-Time below.)
x
Home-schooled or private school students who attend a public school for
any part of their education are not expected to take these tests. If they
do, the district will be charged the standard fee. However, if a district
receives state EL funding for the student, the student must take the Title
III assessment. There is no fee.
x
If the student is unable to test, indicate the ABS test/ accountability
code.
151
x
Chapter 8 — Test Administration
Overview
This chapter contains information on the many nuts-and-bolts issues related to planning and
administering the Minnesota Assessments in a school district. The topics are organized in the
sequence a District Assessment Coordinator would likely encounter them.
The first part of the chapter details specific policies and procedures for all of the Minnesota
Assessments. Then, the chapter provides information mainly for the Title I assessments and GRAD
retests. While some information related to ACCESS for ELLs and the Alternate ACCESS for ELLs
is included in this chapter, refer to the ACCESS for ELLs or Alternate ACCESS for ELLs Test
Administration Manuals for detailed information.
This chapter does not provide information on
the administration of the other assessments that may be used to meet graduation assessment
requirements (WorkKeys, Compass, ACT, ASVAB, and any other district-determined equivalent
assessments) or the career and college assessments that will begin to be administered next year.
The Optional Local Purpose Assessment (OLPA) is an optional online assessment available in
mathematics for students in grades 3–8. Test administration and security policies and procedures
for OLPA are the same as for other online assessments and must be followed. However, there are
some differences for OLPA because it is not an accountability assessment. For example, there are
no participation requirements for OLPA and no accommodated test materials are available.
Specific information regarding administration of the OLPA will be addressed in this chapter as
applicable.
Minnesota Assessments are transitioning from paper to online administration mode, and this
chapter will give special attention to the differences between online and paper test administrations.
In spring 2014, all grades of the MCA will be offered online, but districts will be able to choose
which schools will administer the Reading and Mathematics MCA assessments online or on paper.
However, beginning in 2014–2015, all schools will administer the Reading and Mathematics
MCA online (paper accommodated test materials will continue to be available).
Important Dates for 2013–2014
The Important Dates pages in the front of this manual has a chronological list of tasks, by test, that
District Assessment Coordinators will want to be aware of and to follow during the 2013–2014
school year.
Which Students Should Test
The participation requirements of ESEA require districts to have as many students as possible
participate in accountability testing. If a student misses a test administration, then make-up
sessions should be held before the end of the testing window. If a student moves into the district
after testing has been scheduled but before the end of the state’s testing window and has not yet
taken the test, the student should be tested, if possible. See Chapter 7 for further information on
students in special circumstances and situations. The OLPA is an optional assessment and
students are not required to participate.
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What Test Students Will Take
Before test administration, districts should determine which assessments and, if applicable, which
accommodations will be administered to each student. Specific requirements must be followed
when determining which students should be assessed with the MCA-Modified, MTAS or Alternate
ACCESS for ELLs. See Alternate Assessment Eligibility Information in Chapter 5. Chapters 5 and
6 include additional information on available accommodations.
Students have one testing opportunity for accountability purposes. While students may participate
in multiple opportunities of the OLPA, students must still take an accountability test in the spring;
an OLPA opportunity cannot count for accountability purposes.
The decision on which assessment will be administered must be made before a student takes any
assessment for the year. However, if a student moves and the new district determines a different
test is appropriate or an accommodation is needed, the new district can test the student. If multiple
test records are received for a student, the most accommodated test becomes the test used for
accountability purposes (e.g., MCA-Modified used instead of MCA).
If multiple records for the
same test are received (e.g., two MCA tests with the same score code), MDE selects the one that
has a matching enrollment record in MARSS. If both records are from the same district or both
districts have the student enrolled in MARSS, then the lower unique identification number (UIN) is
used.
Where Students Should Test
For online testing, districts can test students who are enrolled in their district wherever the district
can make the appropriate computer preparations. Students should take paper tests at the school
site where they are enrolled.
In all cases in which students are taking a GRAD retest at a site where they are unfamiliar to the
Test Monitor, the Test Monitors should ask for a picture ID to verify each student’s identity.
Districts can change the location where students will test or add students for testing who are not
enrolled (e.g., homeschooled students) through Precode Student Eligibility in Test WES. See
Chapter 9 for more information.
Accountability Windows
With longer testing windows available for online assessments, defining the accountability window is
important in determining how students are included in accountability calculations.
•
Reading and Mathematics MCA, MCA-Modified and MTAS: Students enrolled April 14–April
25 will be included in AYP participation calculations. To be included in AYP proficiency
calculations and counted in the MMR, students also must be enrolled October 1 (see Full
Academic Year in Chapter 7 for more information).
•
Science MCA and Science MTAS: For grades 5 and 8, students enrolled March 17–May 9
will be included in science AYP participation calculations. For grades 9–12, students
enrolled March 17–May 9 and who take a science assessment will be included in science
AYP participation calculations.
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•
ACCESS for ELLs and Alternate ACCESS for ELLs: Students enrolled February 3–March
21 will be included in AMAO calculations. To be included in proficiency calculations,
students also must be enrolled October 1 (see Full Academic Year in Chapter 7 for more
information).
Students who are enrolled in your district at any point during the accountability windows will be
included in the calculations. MDE will expect to find an appropriate assessment (depending on the
student’s grade) for each of these students using the MCA, MCA-Modified or MTAS assessments.
For English learners, MDE will expect to find an ACCESS for ELLs or Alternate ACCESS for ELLs.
MDE uses the Status Begin and End Dates of a student’s MARSS enrollment record to determine
if a student was enrolled during the accountability window. Often a student’s Status End Date is
later than the actual date the student stopped attending school.
See Dual-Enrolled Students or Concurrent Enrolled Students and Moving In and Out of the District
during Testing in Chapter 7 for additional information.
Scheduling and Administering Minnesota Assessments
This section provides information for districts to schedule test administration. All tests must be
administered within the testing window and follow any requirements outlined in this section. The
testing windows for each assessment are located in the Important Dates at the front of this manual.
Although advanced preparation is needed to administer both online and paper assessments, there
is additional preparation needed for online administrations. Districts need to provide adequate
computer access and supporting infrastructure. District Assessment Coordinators need to schedule
access to computers and manage the organization of test sessions and student groupings.
Technology Coordinators need to make sure computers and networks meet minimum requirements
and software is properly installed and configured. Test Monitors need to be familiar with the
procedures for administering online tests. Students need to have basic computer skills and the
opportunity to practice the specific online interactions used in the tests so that only students’
knowledge of content is being tested, not students’ computer skills.
District Testing Schedules
Districts must post all district testing schedules for accountability assessments and GRAD retests
on their websites.
Specific subject and grade information must be included in the posted testing
schedules. Posting testing schedules for OLPA is not required, but districts may include these
dates on their schedules as well. The following sections provide more information on scheduling
requirements.
•
For online administrations, districts need to provide the window(s) during which they will be
administering online tests.
•
For paper administrations, the specific testing dates must be indicated.
•
Because MTAS is individually administered during the testing window, MTAS testing dates
are not required to be on the district website.
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Extension of Testing Windows
MDE expects districts to conduct all recommended readiness activities to ensure a smooth online
testing experience at their sites. If a school or district experiences technical difficulties at the local
level, MDE does not grant an extension of the testing window. The same is true for weather
conditions: the length or frequency of the online testing windows mitigate the need to extend online
testing windows in the case of inclement weather.
•
Districts scheduled to test the final week of the online testing window must have a
contingency plan (such as an alternative site to test students) to complete testing should
they experience technical issues in a building.
•
If the state experiences a systemic failure of an online test due to widespread issues such
as service provider delivery failure affecting the entire state, MDE may consider additional
time for a testing window at its sole discretion.
For paper test administrations, MDE does not grant extensions of the testing window based on
district scheduling. MDE expects districts to schedule test administrations early enough in the
testing window to ensure students have the opportunity to complete testing.
Testing window extension announcements are made in as timely a manner as possible—once all
factors have been considered and new timelines are established. Such rare extensions could affect
the Important Dates for other events that occur after the testing window, such as Posttest Editing
or test results releases.
Grades 3–8 Mathematics OLPA Online Administration
The online grades 3–8 Mathematics OLPA is an optional assessment that is not required for
accountability. It is only available online. Districts can choose to participate in the OLPA even if
they are testing on paper for the spring accountability assessments. Districts also decide which
schools and which students will participate. OLPA administrations cannot be used in place of the
spring accountability tests.
•
Students have the opportunity to take the Mathematics OLPA up to two times during the
testing window, regardless of the accountability test they will take in the spring (MCA, MCAModified or MTAS). Districts will determine how test opportunities will be offered in their
districts. For students, 14 calendar days are required between completed OLPA test
opportunities.
•
The scheduling of test sessions is determined by the district. MDE asks that consideration
be given to a schedule that is in the best interest of the students. Administering the entire
test on one day may work well for scheduling, but it might be overly demanding for some
students.
•
Scheduling may be arranged around computer availability, allowing an entire class of
students to pause their test at different points during the test administration and return to
complete it at a later time.
•
Once the student pauses for 20 minutes or stops testing for the day, he or she cannot
access any items completed previously.
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•
There are segments that separate calculator and non-calculator items. However,
scheduling should not be based on these segments because the segments are not equal in
length and are not designed to be used as a way to schedule test administration.
Online Administration of the Reading and Mathematics MCA, Reading and
Mathematics MCA-Modified and Science MCA
For the grades 3–8 and 10 Reading MCA and grades 3–8 and 11 Mathematics MCA, districts
decide for each school and subject which administration mode they will offer—paper or online.
The default is the test administration mode indicated in Test WES last year.
During Pretest
Editing, districts can review and change these test administration modes for Reading and
Mathematics MCA, including for grade 11. Note: until this year, districts did not need to choose the
test administration mode for mathematics in high schools so for the majority of high schools the
test administration mode for mathematics may be defaulted to online. Reading MCA-Modified,
Mathematics MCA-Modified and Science MCA are only available online.
Districts administer the online Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA assessments during the state-designated testing windows.
•
The scheduling of test sessions is determined by the district. MDE asks that consideration
be given to a schedule that is in the best interest of the students. Administering the entire
test on one day may work well for scheduling, but it might be overly demanding for some
students.
•
Students can take one test per subject within the testing window and that score is used for
accountability purposes.
•
The Mathematics MCA and MCA-Modified tests can be stopped and resumed at any point
during the test. For Reading MCA and MCA-Modified and Science MCA, the items are
associated with a specific passage or scenario and multiple items may appear on each
page. Before pausing, students must complete all items on the last page viewed.
o
For Reading MCA, all items associated with a passage are on the same page. Students
must complete all items associated with the passage before pausing.
Title pages
appear at the beginning of each passage, and students should pause on the title pages
if they will not have time to complete another passage. Note: for 2013–2014, fewer
reading passages will be used, and each passage will have more items associated with
it compared to the 2012–2013 administration. If there are two passage titles on the title
page, the next set of items is associated with a text set, which means there will be two
passages that must be read in order to answer the items.
o
For Reading MCA-Modified and Science MCA, items associated with a passage or
scenario appear on multiple pages. All of the information a student needs to answer the
item(s) appears on the page he or she is viewing but the content is related across
pages within a passage or scenario. Even though a student could pause after
completing all items on a given page, MDE recommends that a student complete all
items associated with a passage or scenario before pausing. Title pages appear at the
beginning of each passage and scenario, and students will know when they have
completed a passage or scenario when they see the title page for the next passage or
scenario.
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o
Students cannot click “Next” to see the number of items and then go back to the title
page to pause; if they click “Next,” all items on the next page must be completed. While
this may only be a few items for Science MCA and Reading MCA-Modified, it will be all
items associated with the passage for Reading MCA.
•
Students must complete all viewed questions in order to pause the test. This means
that if a student has advanced to a page, but then goes back to review his or her answers
on previous pages, he or she must complete the items on the last page that had been
advanced to. Some students may accidentally advance to the next page of items when
using the past/marked questions drop-down menu. Once all items on a page are
completed, students are able to select the next page in the menu, rather than clicking the
"Next" button.
•
Once students pause for 20 minutes or stop testing for the day, they cannot access any
pages completed previously.
•
Scheduling may be arranged around computer availability, allowing an entire class of
students to pause their test at different points during the test administration and return to
complete it at a later time. Students who are absent or not enrolled on the day(s) tests are
administered can make up their test at any point during the testing window.
o
The testing schedule can be set separately for each school and grade across the
district.
o
For Science MCA, test administration can also be scheduled based on coursework
completion (i.e., high school students who completed their life science course in the fall
can test at the beginning of the testing window, while students completing their life
science course in the spring can test near the end of the window).
o
For the online grades 3–8 Mathematics MCA and grades 5–8 Mathematics MCAModified, there are segments that separate calculator and non-calculator items.
However, scheduling should not be based on these segments because the segments
are not equal in length and are not designed to be used as a way to schedule test
administration. There are no segments in the grade 11 Mathematics MCA, grade 11
Mathematics MCA-Modified, Reading MCA, Reading MCA-Modified or Science MCA.
•
The design of the online assessments allows students to take different subjects or tests in
the same physical setting and provides seamless administration for the student and
teacher—regardless of which test each student is taking.
•
The same online testing window is used for students using paper accommodated test
materials for online tests (large print and Braille test books, 12-point regular print Reading
and Mathematics MCA test books, scripts for Mathematics MCA or scripts for Mathematics
MCA-Modified and Science MCA used in conjunction with a large print or Braille test
books).
o
These students have the entire online testing window to test and do not need to test on
MCA paper administration days or on the same days across the school or district.
o
Student responses from paper accommodated test materials for these online
assessments (i.e., Braille, large print, script) must be entered by a staff person into
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AIR’s Data Entry Interface during the testing window. See Entering Student Answers in
Answer Document or Online System in Chapter 5 for further information.
Paper Administration of the Reading and Mathematics MCA
Districts must administer the grades 3–8 and 10 Reading MCA and grades 3–8 and 11
Mathematics MCA during the appropriate three-week testing window if they opt out of the online
assessment. Additional security requirements are required for scheduling paper administrations
because of the greater risk for security violations.
•
For test security purposes, all schools within a district must administer the same
segment(s) to a given grade on the same day for paper administrations. For example, all of
a district’s schools with fourth-grade students will administer Segment 1 of the grade 4
Reading MCA on the same day. An exception is when the IEP says a student can take
more than a day to complete a segment. See Chapter 5 for more information.
•
There are no longer state-assigned test and make-up dates for paper administrations
of the grade 10 Reading MCA and grade 11 Mathematics MCA since the GRAD component
is not embedded. Districts determine their testing schedule within the testing window
following the requirement that all schools within the district administer the same segment(s)
to a given grade on the same day. However, districts are encouraged to test high school
students as early as possible in the testing window.
•
o
In order to provide early results for high school, completed answer documents should
be returned on the Friday after the initial test date(s) but must be returned no later than
April 29.
o
Answer documents from make-up days may be sent in a separate shipment but answer
documents shipped after April 29 will not be included in early results (but will be
included in final results).
The scheduling of test segments for paper administrations is determined by the district.
o
While the scheduling of each test segment is left to the discretion of each district, MDE
asks that districts consider a schedule that is in the best interest of the students.
Administering the entire test on one day may work well for scheduling, but it might be
overly demanding on some students.
o
Districts should avoid times when students may need to leave before completing a
segment of the assessment (e.g., lunch breaks, catching a school bus, early release for
sports or other events).
o
Make-up test sessions can be scheduled any day after the initial administration days but
must be completed before the end of the testing window.
Reading, Mathematics and Science MTAS Administration
Test Administrators have the entire testing window to administer the MTAS and enter scores.
Districts do not need to set specific testing days for any MTAS administration. If a district wants to
set certain days for administering the MTAS, it may do so. The assessment is performance-based:
the test administrator uses MTAS materials to administer the test individually to each student and
then enters scores online. MTAS student’s scores must be entered online in AIR’s Data Entry
Interface before the end of the testing window.
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Prior to entering MTAS scores, Learner Characteristics Inventory (LCI) data must be submitted;
refer to the LCI form in Appendix A of this manual.
Beginning this spring, the Data Entry
Interface will open one week prior to the MTAS testing window to allow for earlier entry of Learner
Characteristics Inventory (LCI) data. However, MTAS tasks cannot be administered and MTAS
scores cannot be entered until the MTAS testing window opens.
For grade 10 Reading MTAS, the scores for the majority of students should be entered into
the Data Entry Interface by Friday, April 25, so that technical work related to scoring and equating
can be completed in time for the high school early results release. The availability of early reports
and graduation letters for grade 10 Reading MTAS students is contingent upon sufficient score
data being entered prior to the end of the testing window. Note: this affects grade 10 Reading
MTAS only since grade 11 Mathematics MTAS must go through standard setting and will not be
included in the early results release. Refer to the Important Dates for more information.
ACCESS for ELLs and Alternate ACCESS for ELLs Administration
Districts must administer the ACCESS for ELLs and Alternate ACCESS for ELLs during the sevenweek testing window:
The scheduling of test administrations for each language domain is determined by the district.
•
While the scheduling is left to the discretion of each district, MDE asks that districts
consider a schedule that is in the best interest of the students.
•
While WIDA recommends that the Listening/Reading tests, followed by the Writing test, and
then the Speaking test is the recommended sequence for the ACCESS for ELLs test
administration, the tests may be administered in any order. It is also possible for the tests to
be administered on different days, although a single test should NOT be broken into several
administrations.
•
Make-up test sessions can be scheduled any day after the initial administration days but
must be completed before the end of the testing window.
further information on scheduling.
Written Composition GRAD Retest Administration
In 2013–2014, the Written Composition GRAD retest is offered November and April for
students who need to retest. There is no longer a grade 9 census administration or a July retest. In
addition, the April retest is no longer limited to grade 12 students; any students who need to retest
may participate. Each writing prompt folder has the prompt number and the date of administration
on the front. The correct writing prompt folder must be administered on the correct testing date.
Minnesota Alternate Assessment: Writing
assessment to meet graduation assessment requirements in writing as determined by the IEP or
504 plan team. The Alternate Assessment: Writing can be completed at any time during the school
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year.
Results from the Minnesota Alternate Assessment: Writing are no longer entered into
the Data Entry Interface; instead, results will be kept on file at the district, and the Pass at
Individual Rate must be indicated for writing for the student in the GRR system; see Chapter 2 for
more information. View the Minnesota Alternate Assessment: Writing form on the MDE website
under Statewide Assessment for Students with Disabilities
Reading and Mathematics GRAD Retests Administration
These online Reading and Mathematics GRAD retests are offered each month (except September
and January) on the first Tuesday through Wednesday of the following week.
Students
needing to test will have the opportunity to take the online GRAD retest every month retest
windows are available (or as provided by the district schedule). The online Reading and
Mathematics GRAD retests must be administered in one day. If a student needs to pause, he or
she may resume testing within the same day but will be unable to review items or passages
completed previously if the test has been paused for more than 20 minutes. A GRAD retest expires
at the end of the day it is started, and a student will not be able to restart their retest at any other
time during the testing window. Districts must plan ahead to allow students time to complete testing
in one session or day. If a student leaves and does not return the same day to complete their
GRAD retest, the student may not resume testing.
LOADING ELIGIBLE STUDENTS FOR GRAD RETESTS
Information from current MARSS submissions is used to load eligible students for testing each
month. The October GRAD retest is considered the first retest of the school year; at this point,
districts must submit MARSS data to have students sent in the precode file to the service provider
for the new school year. Districts that use a Regional Information Management Center (RIMC) to
submit MARSS data will need to coordinate with it to make sure they have the MARSS
submissions in sufficient time for testing. Districts cannot add students in TIDE for GRAD retests.
Only students who meet all conditions below are eligible to take a GRAD retest:
•
Enrolled in the district according to MARSS data submitted to MDE (or added to precode
through Precode Student Eligibility in Test WES),
•
Have not already passed the GRAD or met via proficiency on a high school Title I
assessment, and
•
Have not already met the graduation assessment requirements through another
assessment or route as indicated in the GRR system.
Students who are not enrolled in MARSS (e.g., home-schooled students and “super seniors” who
will are not enrolled and only need to test) must be added to precode using Precode Student
Eligibility in Test WES. However, Precode Student Eligibility should not be used in place of a
MARSS submission to add students for testing who are or will be enrolled. While Precode Student
Eligibility can be used in rare circumstances where a student needs to be added for testing quickly,
it typically should only be used when a student will not be enrolled in MARSS or when a student is
dual-enrolled and the student is testing at a different location than sent in the precode file. See
Precode Student Eligibility in Chapter 9 for more information. All students need to have a unique
state student ID (SSID) number in order to be added for testing.
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Next, MDE looks at assessment results to determine which students still need to pass the Reading
or Mathematics GRAD. These are some of the common student eligibility situations:
•
Students who did not meet graduation assessment requirements through the Title I
assessments in the spring will be eligible to retest after final results from spring
assessments are available.
•
Students who were eligible to take a Title I assessment in the spring but were unable to
take it will be eligible to take a Reading or Mathematics GRAD retest after the students’
grade advances to the next grade to signify eligibility. For these students (first enrolled in
grade 8 up to school year 2009–2010), the first Mathematics GRAD retest counts as the
initial administration for purposes of meeting the mathematics alternate pathway for the
mathematics graduation requirement (see Alternate Routes for GRAD in Chapter 2 for
further information on the mathematics alternate pathway).
•
Students repeating the grade in which a Title I assessment was initially offered will be
eligible for GRAD retests if they participated in the initial administration of a Title I
assessment. ESEA requires that they also retake the Title I assessment for accountability
purposes (and can meet graduation assessment requirements as part of the Title I
administration).
•
Students who have been indicated as meeting the graduation assessment requirement
through one of the alternate pathways for GRAD entered in the GRR system will not be
sent in precode for the GRAD retests. In addition, students will no longer be included in the
precode for GRAD retests if they met the graduation assessment requirements through one
of the other available assessments entered in the GRR system. See Graduation
Requirements Records (GRR) System in Chapter 2 for more information. Please note: if
these students are in grade 10 or 11, they will continue to be sent in precode for Title I
assessments, which they must take for accountability purposes.
•
Students who were administered the MTAS are not included in precode for GRAD retests
because the GRAD retest is most likely not an appropriate assessment for a student who is
low performing on the MTAS.
GRADUATION DATA LIST
Districts are able to look up graduation-related testing history for students through the Graduation
Data List under Assessment Secure Reports (formerly MDE Secured Reports). After selecting
Graduation Data List under the list of reports and logging in, select a grade to get all the
graduation-related test results for all students in that grade. Through this list, districts have access
to information for students who have been enrolled for the current school year as verified through
MARSS. This history includes any GRAD retest scores (and for some students, BST scores) from
any district throughout the state in which the students tested.
In addition, it includes notations
when a student’s record in the GRR system indicates that the graduation assessment requirement
has been met through one of the alternate routes for GRAD or through the ACT, WorkKeys,
Compass, ASVAB, or a district-determined equivalent assessment.
The Graduation Data List is meant to be advisory and used as a resource for districts. If the district
has documentation that a student passed an assessment or met graduation assessment
requirements through another route but it is not reflected in the Graduation Data List, the district
can still issue the diploma if all other requirements have been met. A student data matching issue
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(e.g., incorrect MARSS number hand-bubbled on the answer document) may be preventing the
test record from appearing on the Graduation Data List.
Estimated Test Administration Times
The estimated times in the following tables are for general education students. District Assessment
Coordinators can check with Test Monitors to find out the average test times encountered in their
district. Students should be allowed to continue working on a test as long as they are making
progress.
Estimated test administration times are not listed for the MTAS. The MTAS is for students with the
most significant cognitive disabilities, and test administration times will vary for each student.
Table 14 lists the estimated testing times for the online and paper administrations of the Reading
MCA and MCA-Modified.
•
•
For paper administrations:
o
Segments are created primarily for ease of administration. Administration of the four
segments of a test can be done in any number of ways (one segment per day, two
segments per day, all four segments at one time, etc.) to fit the needs of the students.
o
Each of the four segments of the paper test books should be sealed by the student or
Test Monitor after it is completed. The only exception is the grade 3 MCA test/answer
document, which should never be sealed because the entire test/answer document
needs to be scanned.
For online administrations:
o
There are no segments in the Reading MCA or MCA-Modified.
o
The online assessments have pausing capabilities allowing students to pause their tests
at different points during the test administration and return to the test to complete it at a
later time. See Scheduling and Administering Minnesota Assessments earlier in this
chapter for more information.

For Reading MCA, all items associated with a passage are on the same page,
and students must complete all items associated with the passage before
pausing.
Title pages appear at the beginning of each passage, and
students should pause on the title pages if they will not have time to complete
another passage. Note: for 2013–2014, fewer reading passages will be used,
and each passage will have more items associated with it compared to the
2012–2013 administration; the estimated test administration times have taken
this change into account. If there are two passage titles on the title page, the
next set of items is associated with a text set, which means there will be two
passages that must be read in order to answer the items.

December 2013
For Reading MCA-Modified, items associated with a passage appear on multiple
pages, and MDE recommends that a student complete all items associated with
the passage before pausing.
163

Students cannot click “Next” to see the number of items and then go back to
the title page to pause; if they click “Next,” all items on the next page must be
completed. While this may only be a few items for Reading MCA-Modified, it will
be all items associated with the passage for Reading MCA.

Once students pause for 20 minutes or stop testing for the day, they cannot
access any pages completed previously.
•
The estimated times for administration of the reading assessments are based on teacher
feedback after the 2013 administration. The revised academic standards are aligned to the
Common Core Standards, which are designed to prepare students to graduate high school
ready for post-secondary education and the workplace. As a result, the assessments are
more rigorous than the MCA-II.
•
The reading segments for the paper administration of the MCA are not equal in length or
reading load.
Note: for 2013–2014, fewer reading passages will be used, and each
passage will have more items associated with it compared to the 2012–2013 administration;
the estimated test administration times have taken this change into account. See Table 15
below for the number of items per segment for each grade and take this information into
account when considering estimated times per segment. While these numbers can help
with planning for shorter and longer segments, please keep in mind that the passage length
will vary. This is reflected in the range of times estimated for student testing. Districts must
have a plan in place for students who finish testing earlier and for students who need
additional time.
•
In the table, Total Test Administration takes into account the time needed to review the Test
Monitor and Student Directions, distribute test materials (paper administrations), log
students in to the test (online administrations) and answer any student questions, along
with student work time. The estimated times do not include time for completion of item
samplers or the online student tutorial.
Table 14. Estimated Test Administration Times for Reading MCA and MCA-Modified
Minutes per
Segment
(student work
only)
30–45
minutes
Minutes per
Segment
(total test
administration)
45–60
minutes
Grade and Test
Test
Administration
Mode
3–8 Reading MCA
Paper
3–8 Reading MCA
Online
N/A
N/A
3–4 hours
5–8 Reading
MCA-Modified
Online
N/A
N/A
2.5–3.5 hours
10 Reading MCA
Paper
40–55
minutes
55–70
minutes
3.5–4.5 hours
10 Reading MCA
Online
N/A
N/A
3.5–4.5 hours
10 Reading
MCA-Modified
Online
N/A
N/A
3–4 hours
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Total Test
Administration
3–4 hours
Table 15. Number of Paper Reading MCA Items per Segment
Grade
3
4
5
6
7
8
10
1
16
17
15
21
17
18
19
2
21
20
20
20
17
20
14
Segment
3
20
16
15
17
18
17
24
4
11
15
18
16
19
18
22
Table 16 lists the estimated testing times for the online grades 3–8 Mathematics OLPA, online and
paper grades 3–8 and 11 Mathematics MCA, and online grades 5–8 and 11 Mathematics MCAModified.
•
•
For paper administrations of Mathematics MCA:
o
Segments are created primarily for ease of administration. Administration of the four
segments of a test can be done in any number of ways (one segment per day, two
segments per day, all four segments at one time, etc.) to fit the needs of the students.
o
For grades 3–8, the segments are also used to separate non-calculator items from
calculator items (a calculator can be used on the entire grade 11 test).
o
Each of the four segments of the paper test books should be sealed by the student or
Test Monitor after it is completed. The only exception is the grade 3 MCA test/answer
document, which should never be sealed because the entire test/answer document
needs to be scanned.
o
The estimated times for administration of the grade 11 mathematics assessments
are potentially high estimates because this year will be the first administration of the
grade 11 Mathematics MCA and MCA-Modified.
o
For the online grades 3–8 Mathematics OLPA, grades 3–8 Mathematics MCA and
grades 5–8 Mathematics MCA-Modified, there are segments that separate calculator
and non-calculator items. However, scheduling should not be based on these segments
because the segments are not equal in length and are not designed to be used as a
way to schedule test administration.
o
There are no segments in the online grade 11 Mathematics MCA and MCAModified. Students may use a calculator on the entire test; see the Calculator Use
section later in this chapter for guidelines on what types of calculators may be used.
o
The Mathematics OLPA, MCA and MCA-Modified tests can be stopped and resumed at
any point during the test.
o
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•
Monitor and Student Directions, distribute test materials (paper administrations), log
students in to the test (online administrations) and answer any student questions, along
with student work time. The estimated times do not include time for completion of item
samplers or the online student tutorial.
Table 16. Estimated Test Administration Times for the Mathematics OLPA, MCA and
MCA-Modified
Test
Administration
Mode
Grade and Test
3–8 Mathematics OLPA
3–8 Math MCA
5–8 Math MCA-Modified
11 Math MCA
11 Math MCA-Modified
3–8 and 11 Math MCA
Minutes per
Minutes per
Segment
Segment
Total Test
(student work
(total test
Administration
only)
administration)
Online
N/A
N/A
1.5–2 hours
Online
Online
Paper
N/A
N/A
35–45 Minutes
N/A
N/A
50–65 minutes
2.5–3.5 hours
1.75–2.5 hours
3.5–4.5 hours
Table 17 lists the estimated times for the Science MCAs
•
The Science MCA has pausing capabilities allowing students to pause their test at different
points during the test administration and return to the test to complete it at a later time.
However, items associated with a scenario appear on multiple pages, and MDE
recommends that a student complete all items associated with the scenario before pausing.
Title pages appear at the beginning of each scenario, and students will know when they
have completed a scenario when they see the title page for the next scenario. See
Scheduling and Administering Minnesota Assessments earlier in this chapter for more
information.
•
•
Monitor and Student Directions, log students in to the test and answer any student
questions, along with student work time. The estimated times do not include time for
completion of item samplers or the online student tutorial.
Table 17. Estimated Test Administration Times for Science MCA
Grade
Total Test Administration
5
1.75 hours
8
1.75 hours
High School
2 hours
Tables 18 and 19 list the testing times for the administrations of the ACCESS for ELLs and
Alternate ACCESS for ELLs. The test administration times do not include the time that may be
needed to set up the testing space, convene the students for test administration and distribute test
materials. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration
Manuals for additional information related to test administration times and scheduling.
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For ACCESS for ELLs, the administration format has changed for the Listening test, and
WIDA has clarified policy around the administration time allowed for the Reading and Writing tests.
•
Beginning in 2013–2014, the listening items for the Listening test are pre-recorded for all
tiers in grades 1–12 and provided to schools on CD or available through streaming audio.
Districts can decide to use the CD or stream the audio as appropriate by student or groups
of students. Testing times for the Listening test will vary based on grade cluster and tier.
•
The Reading test is untimed, but the estimated administration times have been updated.
The test is designed to take no more time than indicated in the test administration materials,
but Test Administrators may use their judgment to extend more time to a student who will
productively use a reasonable amount of additional time to complete the test.
•
The Writing test is a timed test, and students may not exceed the time allowed.
Note: IEP and 504 plan teams may continue to indicate that individual students need additional
time on the ACCESS for ELLs.
Table 18. Testing Times for ACCESS for ELLs
Test
Reading
Writing
Listening
Speaking
Minutes per Test
(student work only)
35–45 Minutes
60 Minutes
25–40 Minutes
15 Minutes
Times for the Alternate ACCESS for ELLs are recommendations, and Test Administrators should
adjust the times as necessary based on individual student needs.
Table 19. Testing Times for Alternate ACCESS for ELLs
Test
Reading
Writing
Listening
Speaking
Minutes per Test
(student work only)
20 Minutes
20 Minutes
20 Minutes
20 Minutes
Table 20 provides the estimated times for the GRAD retests. In the table, Total Test Administration
takes into account the time needed to distribute test materials, review the Test Monitor and Student
Directions and answer any student questions (approximately 30 minutes), along with student work
time. The Written Composition GRAD and Reading and Mathematics GRAD retests must be
administered within one day.
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Table 20: Estimated Times for GRAD Retests
Subject
Total Test Administration
Reading GRAD
Mathematics GRAD
2.5 hours
2 hours
2 hours
Supplemental Information and Pretest Editing
Supplemental Information
Before test materials are shipped, districts indicate Supplemental Information in TIDE for Title I
assessments and Written Composition GRAD retests. See the Important Dates sheets in the front
of this manual for the Supplemental Information windows for each assessment. What is indicated
for Supplemental Information varies by administration but may include the following:
•
2013 ISR delivery confirmation: Minnesota is required under ESEA regulations to document
that districts have delivered Individual Student Reports (ISRs) to families. You will confirm
that your district did this by indicating the date by which all reports had been provided.
Reports are to be provided by the district to parents within 30 days of receipt.
•
Overage amounts: For paper administrations, you will select the amount of overage (0 or
5 percent) of test materials your district will need in case additional students move into your
district. The default is 0 percent.
•
Delivery dates: You will choose from two different dates this spring for the delivery of paper
test materials and accommodated test materials for paper and online assessments. The
option chosen for Reading, Mathematics and Science MCA applies to the Reading and
Mathematics MCA-Modified and April Written Composition GRAD shipments. A separate
delivery date is chosen for MTAS. The default delivery date is the first delivery date option
listed on the Important Dates.
•
Delivery location: You will identify whether you want test materials, including
accommodated test materials, delivered to a central district site or to each individual school.
If materials will be delivered to individual schools, you will need to verify the school shipping
addresses on the order pages in TIDE. The default is to have test materials delivered to the
district.
•
Student results labels: You will indicate whether you want individual student results labels
to place in cumulative folders. Unless you indicate that you want these labels, they will not
be provided for your district. Student results labels are automatically sent for GRAD retest
administrations.
•
Preprinted student information options: For paper administrations, you will indicate whether
you want your student information preprinted directly on the answer documents or on labels
delivered with test materials that you affix to the answer documents. The default is
preprinted answer documents.
•
For the November and April Written Composition GRAD retest administrations,
districts must confirm for each administration if they will participate. If they do not indicate
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participation during Supplemental Information, no regular test materials or preprinted
answer documents will be automatically sent.
Pretest Editing
It is important that districts verify or enter the requested information during Pretest Editing in Test
WES so the appropriate test materials will be shipped to the district or schools by the service
provider and students are loaded for online testing. Refer to the Important Dates for Pretest
Editing, especially the date when precode data is used to determine the initial test materials
shipment quantities. The following tasks are completed during Pretest Editing:
•
Confirm online or paper test administration mode for grades 3–8 and 10 Reading MCA and
grades 3–8 and 11 Mathematics MCA: The default is the test administration mode selected
last year for each school. You have the opportunity to confirm your selection by school and
subject.
•
Confirm alternate assessment eligibility: Test WES will default students who took an
alternate assessment (MCA-Modified or MTAS) in 2012–2013 to take the same alternate
assessment again this year. IEP teams must verify each year that students meet the
eligibility requirements for the alternate assessments, and districts must confirm in Test
WES each year that at the time of testing all students selected to take an alternate
assessment will meet the requirements.
•
Review students enrolled: Review the students currently enrolled in MARSS and their test
assignment. These are the students expected to test this spring.
o
For the high school science assessment, there is the Precode Indicator that should also
be verified. Grades 9–12 students who have previously taken a high school science
assessment will have the Precode Indicator set to “No” in Pretest Editing, which means
they will not be loaded for science testing (but they will be included for all other subjects
for which they are eligible). If any of these students are taking life science or biology
courses again this year, their Precode Indicator will need to be changed to “Yes” to be
loaded for testing. Students who have not taken a high school science assessment will
be defaulted as “Yes.”
•
Confirm student test assignment: Each student has been assigned a test in reading,
mathematics and science (when applicable) based on their past assessments. Change the
test assignment as appropriate.
•
Indicate student accommodations: Select the accommodations individual students will need
during testing. MDE will pre-assign students with vision accommodations (Braille, 18- or 24point large print) if used in the last year’s test administration. This process automatically
orders the right accommodated test materials for the student. Scripts, audio
CD/accommodated text-to-speech, and 12-point regular print accommodations must be
indicated by student (these are not pre-assigned based on last year) for these materials to
be sent.
o
For paper administrations, other appropriate accommodation codes (e.g., TD or OA)
can also be entered in Test WES through the date when the precode data is used to
determine the initial shipment; if entered in Test WES, accommodation codes do not
have to be bubbled on the answer document.
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Any changes to accommodation
codes needed for paper administrations after precode data is used for the initial test
materials shipment should be noted for Posttest Editing.
•
o
For online administrations, all accommodation codes must be entered in Test WES prior
to testing. Accommodation codes for online administrations can be entered throughout
the online testing windows.
o
Accommodation codes can be reviewed and updated during Posttest Editing as
needed.
Include sort order preferences: Use the Sort Order feature for paper assessments only to
assign students to groups (such as classroom teacher) so preprinted answer documents or
precode labels are organized in a particular way when the test materials shipment arrives.
These sort orders will make distributing answer documents much more efficient for
administration. If Sort Order has been added, the preprinted answer documents or labels
will be sorted in the following order: School, Grade, Special Sort (Group), Student Name
(alpha). (Students who are not identified as being in a particular group will be considered a
group unto themselves.) Sort order is not needed for online administrations.
Test Materials Quantities for Title III Assessments
ACCESS for ELLs and Alternate ACCESS for ELLs tests are not part of the Supplemental
Information in TIDE or the Pretest Editing in Test WES. Regular and accommodated test materials
are ordered on the MetriTech website during the ordering window indicated on the Important Dates
at the beginning of this manual.
•
A 5 percent overage of ACCESS for ELLs student test booklets is automatically
included in the test materials shipment. Based on quantities of unused test materials from
past years, the amount of automatic overage has been reduced from 10 percent to 5
percent.
•
Preprinted labels with student information are shipped with the test materials for ELidentified students in MARSS by the pull precode date indicated on the Important Dates
sheet at the beginning of this manual.
•
Test materials are shipped to the district.
•
District Assessment Coordinator can order additional materials during the Additional Orders
window on the MetriTech website.
Ordering of additional materials should be based on
need for newly enrolled and identified students. MDE is charged for quantities of unused
test materials that are in excess of 15 percent over the number of test materials scored and
this charge may be applied to the districts with large quantities of unused test materials.
Refer to the MetriTech website for additional information related to ordering test materials
(https://www.metritech.com/wida/login.aspx). Refer to the ACCESS for ELLs and Alternate
ACCESS for ELLs Test Administration Manuals on the WIDA website for additional information
related to test materials (http://www.wida.us/assessment/ACCESS).
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Test Materials Quantities for Title I Assessments and GRAD Retests
For Title I paper administrations, the quantity of regular test books, answer documents, and
accommodated test materials are automatically shipped based on the test assignments and
accommodations indicated in Test WES during Pretest Editing; however, these indications must be
made by the date when precode data is used for the initial test materials shipment (see the
Important Dates) in order to be shipped automatically. The information preprinted on answer
documents or labels is also based on this data. If needed, districts can order additional test
materials during the Additional Orders window in TIDE.
For Title I online administrations, paper accommodated test materials are automatically sent
based on the accommodations indicated in Test WES during Pretest Editing; however, these
indications must be made by the date when precode data is used for the initial test materials
shipment (see the Important Dates) in order to be shipped automatically. Students are loaded into
TIDE based on the test assignment indicated during Pretest Editing for online administrations. For
more information on precode data, including preprinted information and students loaded to TIDE,
refer to the Demographic Data Elements and Assessment Precode Data and Pretest Editing
sections in Chapter 9 of this manual.
For the online Reading and Mathematics GRAD retests, eligible students are automatically
loaded into TIDE each month. Districts must order accommodated test materials by filling out the
applicable form(s) listed below and faxing them to AIR. The following GRAD order forms are
available:
•
GRAD Accommodated Test Materials Order Form (Appendix A)
•
GRAD 12 pt. Font Accommodated Test Books Order Form (Appendix A)
•
GRAD 12 pt. Font Paper Test Book Request Form for General Education Students
(Appendix B; see accompanying policy, including cost to administer)
GRAD accommodated test materials will be packaged and shipped to the district. The District
Assessment Coordinator will be responsible for delivery and return of these secure test materials.
Each accommodated test book will have a label—with the student’s demographic information
printed on it—attached to the front of the accommodated test book.
For November and April Written Composition GRAD retests, districts must indicate if they
will be participating in order to receive regular test materials and preprinted answer documents or
labels for the number of students who have not yet met the writing graduation assessment
requirement. Accommodated test materials are ordered in TIDE during the windows indicated in
the Important Dates.
Tables 21–23 list the various tests available from AIR. Direct any questions about shipping or
packaging to the service provider.
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Table 21. Reading and Mathematics MCA and MCA-Modified Test Materials Available from AIR
Paper
Reading
MCA
Paper
Math
MCA
Online
Reading
MCA
Online
Reading
MCAModified
Online
Math
MCA
Online
Math
MCAModified
Online
Science
MCA
12-pt regular
print test books
X
X
X 48
N/A
X48
N/A
N/A
18-pt large print
test book
X
X
X
X
X
X
X
24-pt large print
test book
X
X
X
X
X
X
X
Braille test book
(contracted,
uncontracted)
X
X
X
X
X
X
X
Mathematics or
science script 49
N/A
X
N/A
N/A
X
X
X
Mathematics
CD 50
N/A
X
N/A
N/A
N/A
N/A
N/A
X
Data
Entry
Interface
Data
Entry
Interface
Data
Entry
Interface
Data
Entry
Interface
Data
Entry
Interface
Test Materials
Answer
document 51
X
Table 22: MTAS Test Materials Available from AIR
Grade and Subject(s) included in Test Materials
Grade 3 Reading and Mathematics
Grade 5 Reading, Mathematics and Science
Grade 8 Reading, Mathematics and Science
Grade 10 Reading
Grade 11 Mathematics
High School Science
Test Materials
Task Administration Manual,
Presentation Pages, Response Option
Cards
48
A regular test book is available as an accommodation for students with an IEP or 504 plan. See Chapter 5 for more
information. Student responses must be entered into AIR’s Data Entry Interface.
49
For the online grades 3–8 and 11 Mathematics MCA, the script must be used in conjunction with a paper test book.
For the online grades 5–8 and 11 Mathematics MCA-Modified and Science MCA, the script can be used in conjunction
with the online test or with large print or Braille test books.
50
The online Mathematics MCA, Mathematics MCA-Modified and Science MCA have the accommodated text-to-speech
built into the online test and a CD is not available. CDs are available for paper mathematics assessments only. See
Chapter 5 for more information.
51
Students taking the MCA in a paper administration school put their answers in an answer document. All students using
accommodated test materials for online assessments respond directly into their accommodated test books and must
have their responses entered into AIR’s Data Entry Interface.
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Table 23. Written Composition, Reading and Mathematics GRAD Retests Test Materials
Available from AIR
Written
Composition
GRAD 52
Reading
GRAD 53
Mathematics
GRAD53
X
N/A
N/A
N/A
X
X
Large print test book/prompt folder, 24 pt.
X
X
X
Braille test book/prompt folder (contracted,
uncontracted)
X
(contracted
only)
X
X
N/A
N/A
X
N/A
X
X
X
Data Entry
Interface
Data Entry
Interface
Test Materials
Written Composition prompt folder
Large print test book, 18 pt.
Mathematics script
12-pt font test book
54
Answer document 55
Test Materials Overages
Districts will receive either a 0 percent or 5 percent overage for Title I and Written Composition
GRAD assessments. The district enters this choice in Supplemental Information in TIDE. Schools
automatically receive a 10 percent overage on all regular test materials. The exceptions are
accommodated test materials and MTAS test materials, which will be provided by student based on
the information entered in Test WES during the Pretest Edit window with no overage provided.
Test Materials Delivery
Districts have the option of having all test materials packaged by school delivered to either the
district office or to individual school locations. The District Assessment Coordinator must indicate
the appropriate delivery location in Supplemental Information in TIDE. If test materials will be
shipped to individual schools, the school shipping addresses need to be verified in TIDE. The only
exception is for Reading and Mathematics GRAD retest administrations: these test materials will be
sent only to the district.
Where possible, AIR and DRC will implement options to reduce waste and improve cost efficiency
in their packaging process.
52
Translations will not be provided for the writing prompts. However, districts are allowed to translate prompts since they
are considered directions; see Chapter 6 for additional information.
53
For the Reading and Mathematics GRAD retests, districts order accommodated test materials for students by filling out
the applicable form(s) in Appendix A and faxing them to AIR.
54
See Appendix B for the policy and fee for general education students to use a 12-point font test book.
55
All students using accommodated test materials for Reading and Mathematics GRAD online assessments respond
directly into their accommodated test books and must have their responses entered into AIR’s Data Entry Interface; no
answer documents are provided.
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Additional Test Materials
AIR will send district overage of test materials to District Assessment Coordinators who request
them in Supplemental Information in TIDE. If a school needs additional test materials, it should
contact the District Assessment Coordinator. If the district overage is not adequate to meet the
need, the District Assessment Coordinator can order additional test materials during the Additional
Orders window in TIDE. The District Assessment Coordinator can choose to have the additional
materials shipped to the district or to the school. If test materials will be shipped to individual
schools, the school shipping addresses need to be verified on the order pages in TIDE.
For some assessments, like MTAS, additional test materials can be ordered through noon on the
day before the last day of the testing window so that test materials arrive in time for test
administration. Please note that additional test materials for the Reading, Mathematics, and
Science MCA and Reading and Mathematics MCA-Modified administrations can be ordered in
TIDE until noon on the day before the end of the paper administration testing window, regardless
of test administration mode of the school. After this time, additional accommodated test materials
for online administrations and return shipping materials can only be ordered by calling the AIR Help
Desk and pressing 2 for DRC. The Important Dates at the beginning of this manual have the
Additional Order windows for each assessment.
Non-Public Schools Ordering Statewide Assessments
The option to participate in the Minnesota Assessments at a cost is open to non-public schools.
See Cost to Test below for costs of assessments for non-public students in 2013–2014. In order to
test, every non-public student needs to have a unique state student ID (SSID) number, which is
obtained through the Student Identity Validation Interface, or a MARSS number from a past
enrollment in a Minnesota public school district. The Student Identity Validation Interface is used
both to search for past MARSS numbers and create new SSID numbers.
Once every student has a unique SSID or MARSS number, non-public schools must manually add
each student individually into Precode Student Eligibility in Test WES. Since the student enrollment
information is not submitted in MARSS, students must be manually added each year they will
participate in testing. Please note: students can only be added during the school year in which they
will be testing. For example, if students will be testing in school year 2013–2014, they cannot be
added until Test WES rolls over for that school year (typically by September of each year). For
non-public school students participating in Reading and Mathematics GRAD retests, students must
be added each month they will retest.
For Title I assessments, once students are added, schools can change test assignments and/or
indicate accommodations, if necessary, during Pretest Editing in order to receive appropriate test
materials. The following tasks in Pretest Editing must be completed by the date when precode data
is used to determine the initial test materials shipment:
•
Confirm test administration mode (online or paper) for grades 3–8 and 10 Reading MCA
and grades 3–8 and 11 Mathematics MCA. After precode data is sent for the initial test
materials shipment, the test administration mode cannot be changed to paper.
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•
Confirm or change student test assignment and indicate student accommodations for paper
and online assessments. The information indicated in Test WES by this date will be used to
generate the initial test materials order for regular and accommodated test materials.
Refer to the Important Dates at the beginning of this manual and Supplemental Information and
Pretest Editing earlier in this chapter for additional information about Pretest Editing.
Details for non-public schools on how to participate in assessments, including how to get access to
systems and resources, are available in the Non-Public School Participation in Minnesota
Assessments document on the Test Administration section of the MDE website. View the Test
Administration section (http://education.state.mn.us/MDE/SchSup/TestAdmin/index.html).
Cost to Test
The Minnesota Assessments test materials, the scoring of the tests and the test results are
provided at no cost to public school districts testing public school students. For 2013–2014 costs to
non-public and home-schooled students, see Table 24.
Table 24. 2013–2014 Cost of Tests to Non-Public and Home-Schooled Students
Test
Per Student Cost
MCA (Reading, Mathematics and/or Science) 56
$6.55 per subject for paper mode
$6.36 per subject for online mode
MCA-Modified (Reading and Mathematics)
$6.55 paper mode
$6.36 online mode
ACCESS for ELLs and Alternate ACCESS for ELLs
$23.00 + processing fee 57
MTAS (Reading, Mathematics and/or Science)
$56.91
$12.92
GRAD retest (Reading or Mathematics)
$6.33 per student, per subject
Because the GRAD paper and online administration modes have been demonstrated to be
comparable, MDE provides the Reading and Mathematics GRAD retest in only the online
administration mode. Still, MDE recognizes that a small group of students may desire to take the
GRAD retest in the paper administration mode. The alternate paper version comes in 12-point font.
To use the paper version, the student must meet the criteria as listed in the policy and the
district will be charged a fee of $45 (2013–2014 fee) for the production, distribution and security
requirements involved in a paper administration. Policy and cost are subject to change if demand
exceeds MDE expectations. See Appendix B for the policy and form.
56
If a non-public or home-schooled student participates in both the Mathematics OLPA and spring Title I mathematics
assessment (MCA, MCA-Modified, MTAS), there is no additional charge for the OLPA administration. However, if the
non-public or home-schooled student only participates in the Mathematics OLPA, the cost will be the online mode MCA
rate listed above.
57
Cost for ACCESS for ELLs and Alternate ACCESS for ELLs is $23.00 per student booklet processed (includes test
materials, scoring and basic report services), plus an additional 2.5 percent processing fee which will be charged per
student (minimum $25; maximum $100). Contact MetriTech for more information and for the cost of accommodated test
materials.
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Site Readiness Confirmation
To ensure that districts are prepared to administer Minnesota’s online tests, districts are required to
verify that they have taken the following necessary steps to prepare school computers for online
testing.
1. Ensure that computers used for testing meet the system requirements, as stated in the
System Requirements.
3. Install the correct version of AIR’s secure browser on each computer that will be used for
student testing.
4. Complete all tasks in the Technology Coordinator Checklist in Appendix B of the Technical
Specifications Manual for Online Testing.
5. Use AIR’s diagnostic tools to verify software installation, estimate network capacity, and
check text-to-speech settings.
o
To access the diagnostic tools, select the “Run diagnostics” link on the Online Item
Samplers login page. You can access the Online Item Samplers login page from the
secure browser by clicking the “Go to the Online Item Samplers instead” link. You can
also access the Online Item Samplers through the Minnesota Assessments portal using
Firefox.
o
On the diagnostics screen, Technology Coordinators can run network capacity
estimates and check that the selected voicepack for text-to-speech works properly
before students begin testing. Please note: The text-to-speech check requires using the
secure browser.
o
For additional information, refer to the Online Testing System Diagnostic Tools
Information and Instructions document.
All software downloads and links to resources can be found on the Technology Coordinators page
of the Minnesota Assessments portal. View the Technology Coordinators page
(http://www.mnstateassessments.org/technology-coordinators/).
After working with Technology Coordinators to complete the above steps, District Assessment
Coordinators are required to log in to Test WES to verify site readiness; refer to the Important
Dates for the window to verify site readiness in Test WES.
Preparing a School Site for Testing
Choice of Testing Rooms
•
Rooms should have adequate lighting, comfortable temperature, and a quiet atmosphere.
•
If testing in a large room, ensure the room can be set up to maintain test security; see
seating arrangements below.
•
For paper administrations:
o
The ideal testing room is a typical classroom.
o
Each student should have a writing surface that accommodates the test book and the
answer document.
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•
o
The best location is typically a computer lab. A regular classroom with laptop computers
will also work.
o
Computer monitors or laptop screens should be adequately spaced.
o
A computer mouse and headphones (for mathematics and science assessments) must
be provided.
o
Because of the need for security, only school-owned computers can be used for online
tests; student-owned computers are not permitted.
Freedom from Distractions
•
Only people involved in taking or administering the test should be in the room.
•
The location must be a closed room that is being used only for testing, not a public venue.
•
Take appropriate actions to reduce noise such as limiting the use of alarms (not fire
alarms), bells and announcements.
•
The doors of each testing room are to be closed during the test. Post signs on the doors
reading “Testing—Do Not Disturb.” Do not allow visitors to enter the room while testing is in
progress.
Seating Arrangements
•
Enough space should be allowed between students to ensure that students work
independently. The chances for student cheating can be minimized by setting up the room
so students cannot easily see other students’ tests.
•
For paper administrations, if students are testing at tables and not individual desks,
consider using commercial privacy screens (or something similar created at the district) to
serve as blinders or ensure that there is enough space between students.
•
o
Separate monitors as much as possible.
o
Spread students around the computer lab to the extent possible.
o
Consider using commercial privacy screens (or something similar created at the district)
or tape construction paper to the sides of monitors (extending out from the front of the
screen) to serve as blinders.
Materials Allowed during Testing Provided by Student or School
•
Pencils or Pens and Erasers—Only answer documents marked with a Number 2 pencil
can be scored. (The majority of mechanical pencils do not contain enough hard lead or
graphite to form a well-made mark.) Schools should have a supply of Number 2 pencils with
erasers on hand for students who do not bring them.
•
Highlighters—Students may use highlighters in their test books to highlight text in items
or reading passages, if appropriate. However, students using the grade 3 test/answer
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document must be careful to avoid highlighting over any response bubbles as their scores
could be adversely affected. Schools may provide highlighters, when appropriate.
•
Calculators—Schools may provide calculators, when allowed, to students who do not have
them. See Calculator Use section below for more details on calculators.
•
Headphones—Schools must provide headphones for the online Mathematics MCA,
Mathematics MCA-Modified, Science MCA and Mathematics GRAD retests. Headphones
may be supplied by the school, or students may use their own. Headphones must be
available to all students, but students are not required to use them. Check the volume on
each computer prior to testing to ensure sound is not muted; students will have a chance to
adjust volume and pitch sound settings before beginning the test.
•
Scratch paper—Schools may provide scratch paper for online assessments and ACCESS
for ELLs.
o
o
•
For online assessments, districts may also make available (or allow) the following
material to be used as scratch paper. It must be collected at the end of each testing
session and securely disposed of following testing:

Blank paper

Individual whiteboards (must be blank before and after administration)

Graph paper (blank except for grid)

Mathematics formula sheets (if hard copies are provided)

Student login information sheet (if created by the district)

Keyboard commands for the Online Testing System (if students cannot navigate
through the test, answer questions or access tools using a mouse). View the
commands in Appendix E of the Test Monitor User Guide for the Online Testing
System on the User Guide page of the Minnesota Assessments portal
(http://www.mnstateassessments.org/resources/?section=2)
For ACCESS for ELLs, students must turn in scratch paper to the Test Administrator
after each testing session. The Test Administrator should treat the scratch paper as
secure test material, and it must be securely disposed of after testing is completed. For
ACCESS for ELLs, schools should carefully consider the use of scratch paper for the
following reasons:

Students hear the listening items only once, and taking notes may interfere with
their ability to listen attentively to the entire passage. Note-taking areas are
provided in the test booklet for long listening items, but students should use
them with care.

Essay tasks are preceded by areas in the test booklet where students may write
notes and organize their thoughts. Student writing is scored as a first draft, so it
is not expected to be a polished sample. Students may not finish if they spend
too much time on pre-writing activities.
Red seals—Red seals are included in the test materials shipments for paper
administrations and paper accommodated test materials for online assessments. Red seals
are used for sealing segments in the regular and accommodated test books. Do not seal
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grade 3 test/answer documents in paper administration schools because the test/answer
document must be scanned.
•
Refer to the applicable Test Monitor and Student Directions for complete lists of materials
allowed during test administration.
Materials Not Allowed during Testing
•
Dictionaries, thesauruses and other reference materials are not permitted (see word-toword dual-language dictionary in Table 12 for the exception for English learners). Calculator
manuals are also not permitted.
•
Pens and mechanical pencils are not permitted for paper assessments; only a Number 2
pencil produces a scorable mark. The majority of mechanical pencils do not contain enough
hard lead or graphite to form a scorable mark.
•
For paper administrations, students are not allowed to use scratch paper or sticky notes
unless their use is specified in an IEP or 504 plan (refer to Chapter 5 for additional
information). All writing should be done in the test book. Students in grade 3 should not
make any stray marks on a response bubble but may write anywhere else on the
test/answer book.
•
Cell phones and other electronic devices must be turned off and put out of reach before the
start of testing and throughout test administration and breaks.
•
All instructional posters and graphics in the classroom or on a student’s desk that are
related to the subject being tested must be covered or removed during test administration.
There is not a list of materials that can remain visible to students during testing. If the
materials are related in any way to the subjects being tested, they must be covered or
removed. If you have any questions or concerns about materials in the classroom,
cover or remove them.
•
Refer to the applicable Test Monitor and Student Directions for complete lists of materials
not allowed during test administration.
Selecting Test Monitors and Test Administrators
All students must be assigned to a Test Monitor or Test Administrator who will administer the test
monitor the students, and maintain test security throughout test administration. (See Chapter 4 for
Test Monitor roles and responsibilities.) All individuals involved in test administration must receive
annual district test administration and security training by the district. Only staff involved in testing
are allowed in the room during testing. A student’s parent/guardian cannot be involved in a test
administration or be in the same room during testing.
Test Monitors and Test Administrators for Title I Assessments and GRAD Retests
Test Monitors should be selected from the highest possible ranking from this list. If a school has
exhausted the availability of persons in category “1,” it should select staff in category “2” and so on.
There should be at least one Test Monitor for every 30 students, if possible.
1. Licensed teachers or administrators who work in the school
2. Licensed teachers or administrators who work in the district
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3. Paraprofessionals who work in the school
4. School district personnel employed by the school district
5. Licensed substitute teachers who are employed by the district for the purpose of proctoring
the test
For the MTAS, Test Administrators may be any district employee who has completed the MTAS
Training for Test Administrators for that year. However, the Test Administrator should be someone
who is familiar with the student’s response mode and with whom the student feels comfortable.
Test Administrators for ACCESS and Alternate ACCESS for ELLs
For ACCESS and Alternate ACCESS for ELLs, Test Administrators should be selected using the
criteria indicated by grade and domain below and must complete the online ACCESS or Alternate
ACCESS for ELLs Test Administrator’s Training the first year and in subsequent years as specified
below.
•
For kindergarten ACCESS for ELLs, Test Administrators must be licensed teachers for all
domains. For training, MDE requires annual recertification of Test Administrators for all
domains (reading, writing, listening, and speaking).
•
For grades 1–12 of the ACCESS for ELLs:
o
For the speaking domain, the Test Administrator must be a licensed teacher.
o
For the reading, writing and listening domains, the Test Administrator may be selected
using the ranked criteria provided above for Title I assessments and GRAD retests.
o
For training, MDE usually requires annual recertification of Test Administrators for
the speaking domain only, but because there are significant changes to the
administration and delivery of the Listening test in 2014, recertification for every Test
Administrator for the group-administered tests (reading, writing, and listening) is
required as well.
For Alternate ACCESS for ELLs, Test Administrators must be licensed teachers for all domains
and must complete the online Alternate ACCESS for ELLs Test Administrator’s Training. For
Alternate ACCESS for ELLs, MDE requires annual recertification of Test Administrators for all
domains.
Item Samplers, Online Student Tutorials, and Online Calculators
Several resources are available on the Minnesota Assessments portal to help students prepare for
test administration. MDE expects districts to ensure that all students have had a chance to become
familiar with the online tests by reviewing the online student tutorial and using the online item
samplers before they take the test. In addition, stand-alone versions of the online calculators are
also available.
Item samplers are provided to help teachers and students become familiar with the format and type
of content included in both paper and online assessments. Item samplers are available on the
Minnesota Assessments portal. View the item samplers (http://www.mnstateassessments.org/itemsamplers/). Item samplers contain fewer items than an actual full-length test and are aligned to the
Minnesota Academic Standards. The online item samplers provide the student’s score once
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completed. However, item samplers are not suitable for predicting how students will perform on the
assessments.
•
For paper assessments, a sample version of the answer document is included so students
can become familiar with how to indicate responses.
•
For online assessments, item samplers also provide an opportunity for students to become
familiar with online calculators and other tools, including the text-to-speech for mathematics
and science tests. Students must be familiar with the functionality of calculators or other
online tools they are using prior to test administration, and Test Monitors cannot provide
assistance during test administration.
•
Accommodated item samplers for all grades of the Reading, Mathematics, and Science
MCA, Reading and Mathematics MCA-Modified, and Reading and Mathematics GRAD
retests are also available on the Minnesota Assessments portal.
o
The paper accommodated item samplers include 18- and 24-point large print item
samplers and mathematics and science scripts. Braille item samplers are only available
upon request from DRC through a form posted to the Item Samplers page.
o
Samples of accommodated audio that reflect what is recorded on the mathematics
audio CDs for the paper administration of the Mathematics MCA are available on the
Minnesota Assessments portal on the Item Sampler page under MCA.
Online student tutorials are available for all online assessments. They provide students with
information on how to use online tools (e.g., highlight, strikethrough, zoom, and calculator),
navigate through the online tests, and answer items. Online student tutorials are available on the
Student Resources section of the Minnesota Assessments portal. View the Student Resources
page (http://www.mnstateassessments.org/resources/?section=3).
Stand-alone versions of the online calculators used by students during online testing are
available on the Student Resources page of Minnesota Assessments portal to allow students to
practice using them outside of the item samplers. View the Student Resources page
(http://www.mnstateassessments.org/resources/?section=3). While students may access the
stand-alone online calculators on tablets to become familiar with the online calculators, tablets
cannot be used during testing. The same version of the calculator is available in the online test.
Assigning Secure Test Materials to Students
Districts must track secure test materials, including test books and accommodated test materials,
using the security checklists that are included in the test materials shipments. Each district
determines how it will use the security checklists to track secure test materials. Assessment
Coordinators and Test Monitors can use the Test Monitor Test Materials Security Checklist
(available in Appendix A) to assign materials to students. Districts also have access to similar
electronic versions of their District/School Packing Lists and District/School Security Checklists,
which can be helpful in assigning students’ test materials.
•
The electronic packing lists provide the type of material, quantity and range of serial
numbers provided. There is one PDF file per district containing both the district packing list
and all school packing lists.
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•
The electronic security checklists can be used to electronically track secure test materials
provided to the district or school and assigned to students. These files will initially provide
the type of material and the security barcode numbers for each school in separate Excel
.csv files. Only these two fields will be prepopulated. However, districts may add columns
(e.g., student name, MARSS/SSID number, Test Monitor) to the file to better fit their needs.
•
These electronic packing lists and security checklists are available in TIDE once materials
are shipped.
•
To access the electronic packing lists and security checklists in TIDE for initial and
additional orders, go to the Orders tab and then the Track Shipments sub-tab.
While answer documents contain security barcode tracking numbers, answer documents do not
need to be tracked on a security checklist. Used answer documents should be kept track of for
return and scoring, but the security barcode number does not need to be documented and tracked
on a security checklist.
Districts should have all applicable test materials for either paper or online testing (e.g., test books,
answer documents, student login information) organized by Test Monitor for each student at least
one day before test administration. Be sure to maintain security by following all test security
procedures throughout administration.
Calculator Use
All mathematics test items can be solved in a variety of ways. Therefore, calculators are not
required for the Minnesota Assessments. However, they may be used to answer all items except
those in non-calculator segments. The first two sections address the requirements for calculators
with paper test materials and with online tests, including if and when handheld calculators are
allowed. The last section addresses general calculator usage requirements, including the
calculator memory clearing policy.
Calculator Use with Paper Test Materials
This section addresses using a calculator with paper test materials, including the paper
administration of the Mathematics MCA; paper accommodated test materials for the online
Mathematics MCA, Mathematics MCA-Modified and Science MCA; and Mathematics and Science
MTAS. 58
58
In most instances in this manual, the paper accommodated test materials for the online Mathematics MCA,
Mathematics MCA-Modified and Science MCA and Mathematics and Science MTAS are considered “online”
assessments because the student responses are entered into the Data Entry Interface. However, for this section, since
the student takes the test using paper test materials, the requirements for calculator usage are based on the type of test
materials.
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Handheld calculators are allowed on the paper administration of the Mathematics MCA, except for
non-calculator segments, as noted, for grades 3–8. See Table 25. The same calculator policy also
applies for any students requiring paper accommodated test materials for the online grades 3–8
and 11 Mathematics MCA (12-point regular print, large print or Braille test books). Be very careful
to follow Table 25. A student who does not follow directions and uses a calculator during a noncalculator segment will have his or her test invalidated.
Table 25. When Calculators Are Permitted on the Paper Mathematics MCA
Segment
Grade
1
2
3
4
3–8
No
Yes
Yes
Yes
11
Yes
Yes
Yes
Yes
Handheld calculators can also be used on the paper accommodated test materials for the online
grades 5–8 and 11 Mathematics MCA-Modified and Science MCA (large print and Braille test
books).
•
For grades 5–8 Mathematics MCA-Modified, the Title I Assessment Manual provides
information on the segments where calculators are allowed. Calculators are allowed on all
segments of the grade 11 Mathematics MCA-Modified.
•
For Science MCA, some items in the large print and Braille tests require simple
mathematical calculations, and a calculator may be used for these items. Since these types
of items are not included on the science test each year, the item in the large print or Braille
test book will indicate if a calculator is necessary.
For Mathematics and Science MTAS, calculators or anything that the student uses as a calculator
(e.g., assistive technology devices) can be used on any tasks.
Calculator Use with Online Tests
This section addresses using a calculator on online assessments, including the grades 3–8
Mathematics OLPA, grades 3–8 and 11 Mathematics MCA, grades 5–8 and 11 Mathematics MCAModified, Science MCA and Mathematics GRAD retests. These tests have an online calculator tool
available; see Table 26 for information on the type of online calculator available.
Some of the
online calculators may be combined; that is, students may access the scientific, graphing and/or
regression calculators within the same calculator window. When multiple calculator types are
available, the default calculator will be the scientific calculator (except grade 11 where regression
is the default) and a button will appear for the other calculator types that are available. Students
will click the button for the type of calculator they want to use.
•
For the online grades 3–8 Mathematics OLPA, grades 3–8 Mathematics MCA and grades
5–8 Mathematics MCA-Modified, the online calculator tool is available in segments where a
calculator can be used. Review screens divide calculator and non-calculator segments, and
students should review all items in the segment before proceeding to the next segment.
o
Students must use the online calculator on the online grades 3–8 Mathematics MCA.
Handheld calculators are not allowed on the online grades 3–8 Mathematics MCA. Use
of a handheld calculator by a student on the online grades 3–8 Mathematics MCA will
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invalidate the assessment. If a student’s IEP or 504 plan states that a handheld
calculator must be used, the student must take the test using a 12-point regular print
test book (see Chapter 5 for further information).
o
Students must also use the online calculator on the online grades 3–8 Mathematics
OLPA. Handheld calculators are not allowed on the Mathematics OLPA since the same
test administration policies and procedures for the online Mathematics MCA apply to
OLPA. However, there is not a paper version of the OLPA available since it is an
optional assessment.
o
The majority of students taking the online grades 5–8 Mathematics MCA-Modified use
the online calculator. Handheld calculators for the online grades 5–8 Mathematics MCAModified may be provided only in an individual setting as documented in the IEP and
used in segments where a calculator can be used (see Chapter 5 for details and the
Title I Assessment Manual for information on the segments where calculators are
allowed).
•
For the online grade 11 Mathematics MCA and Mathematics MCA-Modified, the online
calculator will be available throughout the entire test. In addition, handheld calculators may
be used since there are no non-calculator segments; see below for requirements related to
the use of handheld calculators, especially the policy for calculator memory clearing.
•
For Science MCA, the online calculator is available if items on the test require simple
mathematical computations.
•
For Mathematics GRAD retests, students are allowed to use a calculator, either online or
handheld, throughout the entire test.
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Table 26. Calculator Use for Online Assessments
Assessment
Online Grade 3–8
Mathematics MCA
Online Grades 3–8
Mathematics OLPA
Online Grade 11
Mathematics MCA
Online Grades 5–8
Mathematics MCAModified
Type of Online
Calculator
•
Grades 3–6:
Standard
•
Grade 7:
Scientific
•
Grade 8:
Scientific and
Graphing
•
Grades 3–6:
Standard
•
Grade 7:
Scientific
•
Grade 8:
Scientific and
Graphing
Scientific, Graphing
and Regression
•
Grades 5–6:
Standard
•
Grade 7:
Scientific
•
Grade 8:
Scientific and
Graphing
Can
Handheld be
Used?
Notes
No
The online calculator is
available in the segments
that allow calculator use. If
an IEP or 504 plan states
that a handheld calculator
must be used, a paper test
book must be used.
No
that allow calculator use.
Yes; see
requirements
in following
sections
available throughout the test.
No
that allow calculator use.
Handheld calculators may be
provided only in an individual
setting as documented in the
IEP (see Chapter 5 for
details).
Yes; see
requirements
in following
sections
Online Grade 11
Mathematics MCAModified
Scientific, Graphing
and Regression
Science MCA
Standard
No
available if items on the test
require mathematical
computations.
Mathematics GRAD
Retest
Scientific and
Graphing
Yes
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Calculator Use General Guidelines
The information in this section is intended to be a general description of allowable practices related
to using calculators. Refer to the previous section for specific information by test and administration
mode (paper or online) for the use of handheld calculators, especially for online assessments. It is
not meant to be an exhaustive list of specific calculators, devices, or technologies. As technology
changes, these policies will be reviewed and may also change.
•
Students must be given an opportunity to become familiar with the handheld calculator or
online calculator before testing. During testing, Test Monitors will not be able to assist
students with the use of the handheld or online calculators.
•
While students may access the stand-alone online calculators on tablets to become familiar
with the online calculators, tablets cannot be used during testing. The same version of the
calculator is available in the online test.
•
Students may use their own calculator or one provided by the school when a handheld
calculator is allowed.
•
Students may not share calculators.
•
Students may not use instructions for their handheld calculators during the test.
•
Students with memory-enabled graphing calculators are not allowed to bring stored
examples into the testing session, access programs during testing or store the test
questions afterwards. See below for additional requirements.
•
Students may be asked at any time to surrender their calculator for examination by a Test
Monitor and may be asked to delete programs.
•
When a handheld calculator is allowed, the following are acceptable or permitted
calculators:
•
o
Standard or four-function calculators
o
Scientific calculators
o
Graphing calculators (e.g., the TI-83, TI-84 and TI-Nspire, without computer algebra
systems, are acceptable)
o
Standard, scientific or graphic calculator with a talking feature may also be used in an
individual setting if its use is documented in the IEP or 504 plan
The following are unacceptable or prohibited handheld calculators:
o
Calculators with built-in computer algebra systems (CAS)
o
Handheld, tablet, or laptop computers, including PDAs
o
Electronic writing pad or pen-input/stylus-driven device
o
Calculators built into cell phones or any other electronic communication devices
o
Calculators with a typewriter keypad (e.g., a QWERTY keyboard is a mini-keyboard
similar in appearance and function to a word-processing keyboard with function and
letter keys)
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o
Calculators with an infrared data port (students will be required to completely cover the
infrared data port with heavy opaque material such as duct tape.)
CALCULATOR MEMORY CLEARING POLICY
Students with memory-enabled calculators are not allowed to bring stored examples into the
testing session, access programs during testing or store the test questions afterwards. For this
reason, a graphing calculator must either:
•
have its memory cleared both before and after each testing session, or
•
have a feature that temporarily disables all flash applications and calculator files (e.g., the
TI-NSpire has “Press to Test” mode).
Test Monitors are required to check memory-enabled calculators before the test and disable any
stored programs and applications by either clearing the memory both before and after the testing
session or by using the temporary disabling feature. Test Monitors must invoke the temporary
disabling feature at the beginning of each test session and can return it to normal functionality at
the end of each test session. Note that clearing the calculator memory will delete stored programs
or applications. Students should be told prior to test day to save all data and stored programs on a
computer or different calculator that is not being used for the test.
If a calculator can neither have its memory cleared nor have the applications and files temporarily
disabled prior to test administration, students are not permitted to use that calculator during the
test. Failure on the part of the Test Monitor to verify that each calculator meets the above
requirements will constitute a security breach and the student’s test may be invalidated.
Verifying and Correcting Student Information for Testing
The information on each preprinted label or answer document or loaded into the online systems for
online testing contains the name, grade, MARSS/SSID number and birth date (and
accommodations, if any) of the individual student, as well as district and school information. Never
provide a student with an answer document that was preprinted for another student or has
another student’s label attached to it; never allow a student to take an online test assigned
to another student. To do so will result in test scores being attributed to the wrong student.
Paper Administrations
For Title I and Written Composition GRAD preprinted labels or answer documents, students will
verify the accuracy of this information at the time of testing.
•
All students taking assessments must have a valid MARSS/SSID number and it must
appear on the answer document.
•
Students with other incorrect information on their preprinted label or answer document can
continue to use the answer document (unless the label or answer document has another
student’s name or MARSS/SSID number or the incorrect grade). However, if a student uses
an answer document with incorrect student information preprinted on it or on its label, be
sure to correct the information in MARSS. MDE suggests that changes be made in MARSS
before the answer document is returned for scoring.
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o
•
If you want the information on the student’s answer document to be correct, you can
place a district/school label over the incorrect preprinted information and bubble in the
correct information on the answer document (see list below).
Students without a preprinted label or answer document will need to have the following
information (as it appears in MARSS) hand bubbled on a blank answer document:
o
Last Name
o
First Name
o
Middle Initial
o
Date of Birth (month/day/year)
o
Gender
o
Grade (if a required field)
o
MARSS/SSID number
o
Applicable test, accommodation and demographic codes, if any, to be completed by the
Test Monitor or Assessment Coordinator
•
Answer documents with hand-bubbled information must have a district/school label
attached to identify the district and school where the student’s results should be reported. If
a district/school label is not applied, processing of the answer document will be delayed and
the score will be reported to the district and school to which the answer document was
shipped.
•
For Title I assessments, accommodation codes for paper assessments entered during
Pretest Editing will be preprinted on the label or answer document if indicated by the date
when precode data is used for the initial test materials shipment. If accommodations are not
already indicated in the preprinted student information, accommodations should be bubbled
on the answer document. All accommodations for Written Composition GRAD retests
should be bubbled on the answer document.
MARSS LOC DIST DATA is an optional field on the answer document. Districts may require that
this be completed. This field may be populated with a number created by the district for internal
student identification purposes. MDE does not assign or track this number.
If students will be bubbling in demographic information on their answer document, refer to the
specific instructions for Test Monitors in the applicable Assessment Manual. For all hand
bubbling, the MARSS/SSID number and other student demographic information must be
accurately and clearly bubbled to ensure results are attributed to the correct student. District
and School Assessment Coordinators will need to ensure that hand-bubbled student information is
correct.
•
When Posttest Editing in Test WES opens for Title I assessments, District Assessment
Coordinators will need to check students who had incorrect preprinted or hand-bubbled
information to confirm that a match was made between the MARSS enrollment record and
the assessment record. If the assessment record is not correct, use the features in Test
WES to match the assessment record with the MARSS enrollment record. If the MARSS
enrollment record is incorrect, submit updated MARSS enrollment information to MDE.
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•
For GRAD retests, districts can use Postpublish Editing in Test WES following retest
administrations to correct any discrepancies between preprinted or hand-bubbled student
information on the assessment record and MARSS.
For ACCESS for ELLs and Alternate ACCESS for ELLs, only preprinted labels are provided. Test
Administrators must verify the information on preprinted labels prior to applying them to the test
booklet. If a label is incorrect, discard the label and hand bubble the student information on the test
booklet. Both the front and back of the test booklets contain student demographic data fields
collected by other states in the WIDA consortium, but only the following student information is
required to be bubbled for Minnesota:
•
Last Name
•
First Name
•
Middle Initial
•
District Name and Number
•
School Name and Number
•
State Abbreviation
•
Birth Date (month/day/year)
•
Grade Level
•
Gender
•
State Student ID Number (MARSS number)
•
District Student ID Number (MARSS LOC DIST DATA; if used in the district)
In addition, a “Date of Testing” box is included on the front of the ACCESS for ELLs test
booklets. Districts are not required to fill in the test date. However, this information is useful to
MetriTech in cases where students test in more than one district during the testing window and
records need to be merged or de-duplicated. If you have a student who has moved in or who you
know will be moving out during the testing window, please fill in the test date on their test
booklet. Refer to the ACCESS for ELLs and Alternate ACCESS for ELLs Test Administration
Manuals for further information on preprinted labels and hand-bubbling test booklets.
Online Administrations
For online testing, District Assessment Coordinators should verify that all students are loaded to
TIDE. Students cannot be immediately added to AIR’s systems. Students must have a valid
MARSS/SSID number to test. Districts will use Precode Student Eligibility in Test WES to manually
add students who are not enrolled in MARSS to precode (see Chapter 9 for more information). Any
student demographic information, including grade, must be updated in MARSS and cannot be
changed in TIDE. Students manually added to precode through Precode Student Eligibility in Test
WES will typically be visible in TIDE the next business day; updates to student demographic
information submitted in MARSS will typically be reflected in TIDE in two business days. The Test
Monitor should verify the accuracy of student information before approving students to test.
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Some online test settings and accommodations can enable students to take the online version of
the test rather than requiring paper accommodated test materials. It is important to ensure that the
correct test settings and accommodations are indicated for each student prior to test
administration. For Title I online assessments, accommodations are indicated by the District
Assessment Coordinator in Test WES during Pretest Editing. For the OLPA (accommodated textto-speech only) and Reading and Mathematics GRAD retests, accommodations are indicated by
the District Assessment Coordinator in TIDE prior to student testing. Test settings for all online test
administrations should be set in TIDE prior to student testing; accommodated text-to-speech can
be changed at the time of testing on the Test Monitor Interface of the Online Testing System, if
needed. The following are considered general test settings available to all students: background
color choice, default font size and regular text-to-speech.
•
The background color choice is a color overlay applied to a student’s test. The default is a
white background, but blue and yellow backgrounds are also available.
•
The selected print size becomes the default for all items in the student’s test. Regardless of
the print size selected, all students have the ability to zoom in and out for each item.
•
The regular text-to-speech (available for the online Mathematics OLPA, Mathematics MCA,
Mathematics MCA-Modified, Science MCA or Mathematics GRAD retest only) is computergenerated audio, and students select what they want read when they select different parts
of the item (e.g., question and answer options, selected text, specific answer option). The
accommodated text-to-speech provides computer-generated audio for charts and graphs in
addition to the question and answer options and is accessed the same way as the regular
text-to-speech. Regular and accommodated text-to-speech are student-initiated.
If a student’s test settings or accommodated text-to-speech need to be changed after the student
begins the test, the student must log out and log back in. The Test Monitor can change the test
settings or accommodated text-to-speech in the Test Monitor Interface of the Online Testing
System when the student requests approval to begin testing, and the student can resume testing
with the updated test settings or accommodated text-to-speech.
Test Monitor and Student Directions
Test Monitor and Student Directions contain the scripted instructions for students and the specific
directions Test Monitors need to know for test administration. Test Monitor and Student Directions
must be followed exactly during test administration to maintain a standardized test administration.
Depending on the test being administered and the administration mode, different Test Monitor and
Student Directions are used and the format of the directions varies. For online assessments where
students are using paper accommodated test materials, different directions are used because of
the difference in how the paper accommodated tests are administered.
Note: some of the
documents have been renamed for consistency across all tests (i.e., Instructions for Test Monitors
for online assessments have been renamed to Test Monitor Directions, which accompany the
Student Directions presentation).
The MTAS does not have Test Monitor and Student Directions since all instructions for the Test
Administrator and the student are part of the scripted instructions in the Task Administration
Manual. ACCESS for ELLs and Alternate ACCESS for ELLs also do not have Test Monitor and
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Student Directions as all instructions for the students are included as part of the Test
Administrator’s Script.
Paper Administrations (MCA and GRAD Retests)
For the grades 3–8 and 10 Reading MCA (paper administration schools), grades 3–8 and 11
Mathematics MCA (paper administration schools), and Written Composition GRAD retests, the
same directions are used for both regular and accommodated test materials. Test Monitor and
Student Directions are contained in a four-page document that has both instructions for the Test
Monitor and the script that is read aloud to students. The directions must be read to students
before testing begins. If testing over multiple days for the MCA, the applicable scripted directions
must be read before testing each day.
Online Test Administrations (OLPA, MCA, and MCA-Modified)
For the Mathematics OLPA, Reading MCA (online administration schools), Mathematics MCA
(online administration schools), Reading MCA-Modified, Mathematics MCA-Modified, and Science
MCA, the directions are available in the following formats:
•
For students taking the online test, the directions have two components:
1) the Test Monitor Directions, a document that includes information for the Test Monitor on
preparing for online test administration as well as starting, monitoring and stopping online
test sessions, and 2) the Student Directions presentation, an online presentation that
contains directions for students that must be projected before they can begin the online
test. Scripted directions that Test Monitors can read aloud during administration are also
provided in the Test Monitors Directions.
OLPA administration this year.
•
This format for the directions is new for the
The Test Monitor and Student Directions for Paper Accommodations for Online Tests are
used for administration of any paper accommodated test material for online assessments.
They include instructions for Test Monitors, scripted directions that are read aloud to
students, and information on entering student responses into the Data Entry Interface.
Test Monitor and Student Directions must be presented or read to students before testing begins.
When testing over multiple days for online tests (or when starting the second opportunity for
OLPA), districts can determine whether they want to present the Student Directions presentation
again. For paper accommodated test materials, the applicable scripted directions must be read on
each testing day.
Online Test Administrations (GRAD Retests)
For the online Reading and Mathematics GRAD retests, districts have the following options for
presenting the Test Monitor and Student Directions to students:
•
Test Monitors may read the script provided aloud to students before they begin to test.
•
Test Monitors may make copies of the one-page Direction Sheet that is on the last page of
the directions and distribute it to students.
•
Test Monitors may project the Direction Sheet for students.
The Test Monitor and Student Directions must be presented or provided to students before testing.
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For students taking the Reading and Mathematics GRAD retests using paper accommodated test
materials, districts have the following options for presenting the Test Monitor and Student
Directions for Paper Accommodations:
•
Test Monitors may read the script provided aloud to students before they begin to test.
•
Test Monitors may make copies of the one-page Direction Sheet that is on the last page of
the directions and distribute it to students.
•
Test Monitors may project the Direction Sheet for students.
Test Administration Considerations for Title III Assessments
Beginning in 2013–2014, the Listening Test of ACCESS for ELL is media-based. This means
that all Listening items for all tiers of grades 1–12 are recorded. Rather than listening to the test
administrator read the scripted items, the students will listen to a recording. This allows for students
to listen to more authentic language use, such as conversations involving more than one speaker.
Items will be administered via audio from a CD or streamed online via a secure passwordprotected site. Districts can decide to use the CD or stream the audio as appropriate by student or
groups of students. ACCESS for ELLs test materials will include one CD for every 8 test forms at
each grade and tier.
•
•
To administer the Listening test, Test Administrators will need one of the following:
o
CD player with external, working speakers
o
Desktop/laptop computer (if playing the CD on the computer or streaming the audio files
from the Internet) with external, working speakers
Additional administration guidelines include the following:
o
Please ensure a quiet testing environment for the test session as Listening items cannot
be repeated.
o
Sample items are available on the MetriTech website that can be used for Test
Administrator review and to check equipment and sound levels prior to testing. Access
the sample items on the MetriTech website
(https://www.metritech.com/wida/listening/login.aspx). These samples can also be
shared with students to familiarize them with the new format prior to testing.
o
All equipment (CD player or computer) must be school owned and cannot be a
student’s personal device.
o
Follow the Test Administrator Script exactly. The Listening section will contain scripting
for the following: (1) introduction to the Listening Test; (2) script for guiding students
through the practice items; (3) transcript of the recorded practice items; and (3) track
listings and instructions on playing and pausing tracks. The Test Administrator Script
will not contain the transcript of the recorded test items.
The written transcript of the items will not be provided except in rare instances when a student’s
IEP or 504 plan requires that the listening items are read by the Test Administrator rather than a
recording. In these cases, a copy of the appropriate Recording Script can be ordered from
MetriTech.
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Test Administration Considerations for Title I Assessments and GRAD
Retests
•
Ensure the policies outlined in Calculator Use section of this manual are followed in terms
of allowable calculators, when calculators may be used, and the calculator memory clearing
policy.
•
Refer to Misadministration by Test Monitor later in this manual for guidance of what do if a
student is being or has been administered the incorrect test or the test has been otherwise
misadministered.
•
For online administrations, any scratch paper, student login information, or hard-copy
mathematics formula sheets provided to students are considered secure materials. They
must be turned in to the Test Monitor after each testing session and securely disposed of
after testing is completed.
•
Districts need to decide the process for logging in students for online tests. Some districts
may log in students before the students arrive at the computer lab. Others may have
students log themselves in. Decisions will likely be based on the age of the students and
their experience with computers. Please note: If districts log in students before they arrive
to test, the students must start testing within 20 minutes of being logged in. After 20
minutes of inactivity, the students will be logged out and will need to log in again.
•
The Online Irregularities Procedure in Appendix B outlines some situations or
misadministrations that may occur during online testing that require action by the district or
MDE or AIR; some of these situations are also addressed in this chapter. In many cases,
the District Assessment Coordinator will contact the AIR Help Desk and provide detailed
information about the issue that occurred and the student or students who were affected.
The AIR Help Desk will follow up with further information about completing testing in these
cases following the guidelines outlined in the procedure. While not an exhaustive list, the
procedure in Appendix B provides examples of possible test administration situations or
misadministrations and the likely outcomes.
•
For online administrations, Test Monitors should alert students when the time scheduled for
a testing session is almost up. Students will need to review any items completed previously
or marked for review before pausing or submitting the test. These instructions are part of
the Test Monitors Directions.
•
For online administrations, students will be unable to pause their test if they have
unanswered items on the page. This includes reading and science tests where there may
be multiple items on the page. While Test Monitors can pause a student’s test at any time
via the Test Monitor Interface of the Online Testing System, the students should complete
all items on the page to maintain test security and a fair, reliable test.
•
Once the student pauses an online assessment for 20 minutes or stops testing for the day,
he or she cannot access any pages completed previously. To maintain a fair and valid
testing system, this policy also applies in the situation where technical difficulties pause the
test for more than 20 minutes.
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Monitoring Test Administration
A critical component of successful test administration is for Test Monitors to actively monitor
students at all times. “Active monitoring” means carefully observing student behavior throughout
testing. This may mean different things depending on the type of testing room and the number of
students in the testing session. For example, in a small computer lab or classroom with a small
group of students, Test Monitors may be able to stay at the front of the room and actively see that
all students are working independently and making progress in their tests. However, in a large
computer lab or classroom, Test Monitors will likely need to circulate around the room to ensure
that test security is maintained. Depending on the setting, more than one Test Monitor may be
needed to ensure that students are working independently and not accessing materials that are not
allowed.
Even once students have been successfully testing for a period of time and do not have any
questions, Test Monitors still need to be constantly be observing student behavior and should not
participate in any other activities that would interfere with their ability to monitor student testing, like
checking email or working on lesson plans. While the Test Monitor may need to check online test
status on the computer or stop to answer a student question, the focus is still on the test
administration.
What Help Can Test Monitors Give to Students?
•
Write the Written Composition GRAD writing prompt on the board or read it aloud. Written
Composition GRAD writing prompts can be read aloud for all students because they are
considered directions. Test Monitors may clarify directions about where the essay should
be written in the answer document or other test administration processes, but Test Monitors
may not define words or give examples to help students understand the writing prompt.
•
Ensure students are putting their answers in the correct segment of the answer document
for paper administrations. Test Monitors should be actively monitoring student testing to
ensure that students are working in the correct segment and entering their responses in the
answer document.
Occasionally a student marks answers in the test book (instead of on
the answer document) or enters answers in the wrong place on the answer document.
Students should be instructed to correct these situations using scripted instructions (e.g.,
put their answers in the correct location and erase those in the wrong location). Test
Monitors may not transfer answers for general education students, except when
injury prevents customary responding, or when an IEP or 504 plan specifies a scribe
accommodation.
•
For online assessments, students must be familiar with how to answer different types of
items and Test Monitors cannot provide assistance.
•
Repeat the Test Monitor and Student Directions as written. Scripted directions that Test
Monitors can use during online test administrations are included to the Test Monitor
Directions.
o
Test Monitors may not paraphrase Test Monitor and Student Directions, define or
pronounce a word within a test item, discuss a test item or give an opinion regarding a
test item. The only directions Test Monitors can give students are those that are
scripted in the Test Monitor and Student Directions.
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o
For example, if a teacher notices that a student has not attempted the items on the right
side of a page, he or she can remind all the students by repeating the relevant scripted
directions in the Test Monitor and Student Directions. It’s not permissible to say to a
student, “Did you mean to skip those three items?” or “Don’t forget these three items.”
This approach may seem harsh, but help of this kind is a short step from saying
something that guides the student to the right answer.
•
Students must be familiar with the functionality of calculators or online tools they are using
prior to the start of testing; Test Monitors cannot provide assistance with calculators or
online tools.
•
If a student points out a test item that appears to have an error, the Test Monitor should
instruct the student(s) to continue the test and note the grade, subject, form (if applicable),
test session ID (online assessment only), student MARSS number (online assessments
only), and item number.
•
o
Following the testing session, the Test Monitor should notify the School Assessment
Coordinator, who will notify the District Assessment Coordinator.
o
The District Assessment Coordinator will contact MDE and give the information
collected by the Test Monitor.
o
The content of the item itself should never be referenced, copied or emailed within the
school or district or in a communication to MDE.
If a student points out an issue that appears to be a display error or a technical issue,
the student should pause the test and the Test Monitor should immediately contact the
District or School Assessment Coordinator or the AIR Help Desk as directed by the district.
Students Who Move to another Segment without Permission on Paper
Assessments
For paper administrations, if a student has completed one segment of the test and moves to the
next segment without receiving specific instructions from the Test Monitor to do so, the test has
been misadministered. In order to be fair to the students in this situation, use the following
guidelines:
•
If a Test Monitor discovers that a student has moved on to another segment without proper
instructions to do so and has looked at or responded to questions in the next segment, the
Test Monitor must immediately stop the student and take the test book from the student. If a
student has read a reading passage, allow him or her to complete the questions associated
with that passage. The student will be allowed to finish the remaining portion of the partially
completed segment at the time when all other students are scheduled to complete that
segment, but the student may not change the answers to questions already attempted.
There must be enough Test Monitors available to ensure that the student does not go back
to previously answered items.
•
Remind the student that the test is secure and he or she is not to discuss content of the test
with other students. Doing so could result in the invalidation of tests of all parties involved.
For students in grades 3–8 who moved on to the next segment before being instructed to do so
and responded to questions, record the incident on the Test Administration Report. Because the
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grades 10 and 11 tests can be used to meet the graduation assessment requirements, a Test
Security Notification Form must be filled out for students who moved on to the next segment before
being instructed and responded to questions.
Misadministration by Test Monitor
If a Test Monitor creates a non-standard situation during test administration, the student’s test will
be scored if it still reliably measures what is being assessed. However, if the misadministration
compromises the test's validity, the test will be invalidated. Similarly, security breaches will result in
invalidations of student tests if the validity of the students’ tests is compromised or each student
was not allowed an opportunity to independently demonstrate their knowledge.
For students in grades 3–8 affected by the misadministrations below, record the incident on the
Test Administration Report. Because the grades 10 and 11 Title I tests and GRAD retests can be
used to meet the graduation assessment requirements, a Test Security Notification Form must be
completed for all misadministrations.
Misadministration of Calculator Segments
When a calculator is used on a non-calculator segment for grades 3–8 paper or online
assessments, the student’s test must be invalidated because it no longer measures what is being
assessed. Record the misadministration and invalidation on the Test Administration Report.
Moving on to another Segment Not Scheduled for Administration
For paper assessments, if a student goes beyond the segment being administered, follow the
policy described earlier in this chapter under Students Who Move to Another Segment without
Permission. If a Test Monitor tells students to work on segments beyond what is assigned by the
district and they do not complete the segment in that sitting, the students can complete the
segment in the next sitting but enough Test Monitors must be present to make sure that the
students do not go back to items already answered.
If the Test Monitor allows the students to complete the entire assessment and not just the
segments scheduled, the answer document should be submitted for scoring and no further action
is needed. Remind the students that the test is secure and they are not to discuss the content of
the test with other students; doing so could result in the invalidation of the tests for all parties
involved. Other arrangements will need to be made for these students while the rest of the
students finish testing on subsequent days.
The online Reading and Mathematics MCA, Reading and Mathematics MCA-Modified and Science
MCA allow districts to schedule test sessions by time and not segment. Students move through the
test at their own pace, which eliminates the misadministration of moving into a segment without
permission.
Misadministration of Script or CD Accommodation on Paper Assessments
For paper administrations or paper accommodations for the grades 3–8 Mathematics MCA, if the
Test Monitor reads directly from the regular or large print test book instead of from the script or
using the audio CD, record the misadministration on the Test Administration Report. For paper
administration or paper accommodations for the grade 11 Mathematics MCA, a Test Security
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Notification Form must be filled out and submitted to MDE if the script or CD accommodation is
misadministered.
Similarly, it is a misadministration if the Test Monitor reads from the regular print (GRAD only)
or large print test book instead of the script for paper accommodations for the Mathematics GRAD,
Mathematics MCA-Modified, and Science MCA online assessments. Record the misadministration
on the Test Security Notification Form for GRAD and on Test Administration Report for MCAModified and Science MCA.
Misadministration of Script or Accommodated Text-to-Speech on Online
Assessments
If accommodated text-to-speech was not indicated before the student began the test and this is
discovered before the student completes testing, the student should pause the test. The
accommodated text-to-speech (MC) should then be indicated on the Test Monitor Interface of the
Online Testing System when the student requests approval for testing when logging back in. The
resumed test will then have the accommodated text-to-speech available.
For Title I online assessments where the script can be used in conjunction with an online test
(Mathematics MCA-Modified or Science MCA), the script (MS) accommodation must be indicated
in Test WES and appear in TIDE prior to test administration. This requires the District or School
Assessment Coordinator to indicate this accommodation in Test WES at least one business day
prior to testing. If the script accommodation is not indicated in Test WES at least one
business day before the student tests, the student’s test form will not match the script. In
the case of the script not matching the online form, there are two options:
•
Invalidate the student’s test.
•
Allow the student to finish the test independently; text-to-speech or accommodated text-tospeech can be used. However, the Test Monitor cannot read the test aloud from the
computer screen and cannot read only the matching test items in the script.
In the script, Test Monitors will be instructed to verify that the student has the script
accommodation indicated in TIDE. If the script accommodation has not been indicated, the student
should not log in to the test. The Test Monitor will need to contact the District or School
Assessment Coordinator and request that the script accommodation be indicated in Test WES.
Once the student starts testing on a form that does not match the script, there is no way to
reassign the correct form; allowing the student to start the test over again would result in an invalid
measure of the student’s knowledge or skills. Record the misadministration on the Test
Administration Report; if the test is invalidated, the invalidation also must be documented.
For Mathematics GRAD, if the student’s online test does not match the script provided by AIR, the
District Assessment Coordinator should contact the AIR Help Desk as soon as the issue is
discovered.
Misadministration of Wrong Grade or Wrong Assessment
Districts should determine the assessment to be administered to students prior to testing.
However, if a student starts or completes the wrong grade of an assessment due to a Test Monitor
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misadministration (e.g., handed out incorrect test book or did not verify grade before student
logged into online test), the student must complete the assessment for the correct grade. For paper
administrations, the answer document for the incorrect grade is invalidated and returned with
scorable test materials. For online administrations, the incorrect test is invalidated in TIDE, the
student grade is corrected and submitted in MARSS, and the student can test once correct
information appears in TIDE.
If the student is administered the incorrect assessment (e.g., MCA instead of MCA-Modified), the
same steps are followed as for incorrect grade; instead of changing the grade in MARSS, the test
assignment must be updated in Test WES.
While the decision on which assessment will be administered must be made before a student takes
any assessment for the year, the correct test must be administered if the Test Monitor administers
the incorrect test. If the incorrect test is invalidated, the student will receive the score on the correct
test and that score will be used for accountability purposes. If the incorrect test is not invalidated,
the most accommodated test will be used for accountability and reporting (e.g., MCA-Modified
instead of MCA); see What Test Students Will Take at the beginning of this chapter for further
information.
Test Responses
Paper Assessments
•
Each student must use only one answer document to be scored for each subject.
•
Only the bubbled responses on the scannable answer document (or the combined
test/answer document for grade 3 MCA) are scored. Answers that are circled, highlighted or
otherwise marked in a test book are not scored. If a student answers on something other
than the scannable answer document (such as in a test book), the student must transfer the
answers to the answer document. If the student requires the scribe accommodation, the
scribe must transcribe the answers into the answer document; see Chapter 5 for additional
information.
•
Students may underline with a Number 2 pencil or use highlighters in their test books;
however, for the grade 3 MCA test/answer documents, students’ scores could be adversely
affected if the underlining is too dark or the underlining or highlighting inadvertently crosses
response bubbles.
During the testing session, students should be instructed to erase
any stray marks using the scripted instructions. For questions about highlighting and
whether student responses should be transferred to a new answer document, contact DRC.
•
o
If answers must be transferred to a new answer document, the student must transfer
the answers unless a scribe accommodation is required.
o
On the new answer document, the student demographic information will need to be
hand bubbled and a district/school label must be attached.
If a student begins to enter answers in a wrong answer document and the problem is not
discovered immediately, the student should transfer the answers to a new, correct answer
document.
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o
Enter the correct demographic information on the front of the new answer document
and affix a district/school label.
o
Place the wrong answer document in the plastic bag provided that is marked “Voided
Answer Document Do Not Score” and return it with secure materials. Answer
documents placed in this bag will not be scored.
Note: All grade 3 MCA test/answer
documents with student responses that are not to be scored should be returned with the
secure test materials and not placed in the “Voided Answer Documents Do Not Score”
plastic bag.
o
For the Written Composition GRAD, the plastic bag should be returned with the answer
documents.
o
Return the correct answer document with the rest of the answer documents to be
scored.
Online Assessments
•
Only the student answers entered online are scored. Answers on scratch paper or paper
accommodated test materials are not scored.
•
For each subject, a student must have only one online assessment to be scored.
•
If a student begins to enter answers in an online assessment under another student’s
name, have the student stop immediately and call the AIR Help Desk for instructions on
how to correct the situation. Refer to the Online Irregularities Procedure in Appendix B for
additional information.
•
Scores for the MTAS tasks must be entered into AIR’s Data Entry Interface by the test
administrator or other district staff by the close of the testing window.
•
Students using accommodated test materials for online assessments must have their
responses entered into the Data Entry Interface by district staff; all student responses must
be entered by the close of the testing window.
Valid Score Rules
The rules for determining how many responses are required to generate a valid score (VS) score
code that can be reported for a student vary with the test. Information about not complete (NC) and
not attempted (NA) score codes is included below. Generally, a student must attempt all or part of
the test to be counted as participating in the assessment for ESEA purposes. For AYP, most valid
scores will be included in the proficiency calculations. For AMAO, EL-identified students enrolled
will normally be included in the proficiency calculation and students without valid scores are
considered not proficient. Contact [email protected] with any questions about
accountability results.
•
MCA and MCA-Modified (including grade 11): For all grades, subjects, and
administration modes (online or paper), students must respond to 90 percent of the total
number of items in the assessment to receive a VS. Students responding to six or more
items but fewer than 90% receive a NC score code. Students responding to fewer than six
items receive a NA score code.
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•
ACCESS for ELLs and Alternate ACCESS for ELLs: MetriTech scores all returned
ACCESS for ELLs Test Booklets and Alternate ACCESS for ELLs Student Response
Booklets. All booklets from students who participate in the assessment should be returned
for scoring. For state EL funding purposes, the Special Education Deferred test code will
count for funding. All domains for which no test code is entered are considered to have
valid scores. See below for further information about determining the composite score.
Table 27. Determining Composite Scores for ACCESS for ELLs and Alternate
ACCESS for ELLs
Domain Scores
Composite Scores
All domains have valid scores.
Composite score is valid score.
Some, but not all, domains have
valid scores.
Composite score is assigned not complete
(NC) score code.
No domain has a valid score.
Composite score is assigned not attempted
(NA) score code.
OR
If all domains have the same test code,
composite score is assigned that test code.
•
MTAS: A test administrator score entry for every task is required in order to receive a VS.
When scores are submitted for at least 1 but not all tasks, a NC score code is received. If
no score responses are submitted, a NA score code is received.
•
Reading and Mathematics GRAD Retest: The test must be completed within one day,
and a student who has selected the “Begin Test Now” button is considered to have started
the assessment. Students must respond to at least six items to receive a VS score code;
students who respond to one to five items receive a NC. A VS or NC counts toward the
number of attempts required for the mathematics alternate pathway.
Leaving During Testing
Leaving and Returning within Same Day
•
Do not begin testing for paper administrations if students might not be able to finish the
scheduled segment(s) before lunch break or the end of the school day.
•
Individual students who need to leave during a testing session due to an emergency and
return within the same day may resume testing as long as test security has been
maintained.
•
Individual students who need to use the restroom during testing may do so at the discretion
of the Test Monitor. Only one student at a time should be allowed to leave the room. If
multiple testing rooms are being used, it may be necessary to coordinate and/or supervise
the absence of students from different rooms. Test security must be maintained, and any
prolonged absences or repeated requests for breaks must be investigated for a breach of
security.
•
If the entire group must leave because of an emergency (e.g., fire alarm), the Test Monitor
should close the door and secure the room when leaving, if possible. Test Monitors and
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staff must be available to see that students do not discuss test items and answers during
their time away from the testing location.
•
When leaving during a paper administration, students should put their answer document
inside the test book and close the test book. For online assessments, the Test Monitor
should pause all tests.
•
For paper assessments, students can continue working on the segment of the test where
they stopped as long as test security has been maintained (i.e., students do not discuss test
items and answers during their time away from the testing location).
•
For online assessments, if students resume within 20 minutes, they can review previously
completed pages. Once students pause for 20 minutes, they cannot access any pages
completed previously but students will be able to complete their test.
Leaving without Returning
•
For a paper assessment, any student who leaves a testing session and is unable to return
because of an illness or other emergency will complete the abandoned test segment during
a make-up session, but the student may not change the answers to questions already
attempted. There must be enough Test Monitors available to monitor the student to ensure
that he or she does not go back to previously answered items. For a paper assessment,
when a student leaves and does not return to complete the test, the answer document
should be returned as-is for scoring. Do not fill in the ABS (absent) bubble. The ABS
test/accountability code is used only for students who were not present to take any segment
of the test.
•
The online Mathematics OLPA, Reading and Mathematics MCA, Reading and Mathematics
MCA-Modified and Science MCA can be paused and resumed by a student at any point
during the test. Once students pause for 20 minutes, they cannot access any pages
completed previously. If the student does not return for the remainder of the testing window,
the items the student has completed will be scored.
•
The online Reading and Mathematics GRAD retests must be administered in one day. If a
student leaves and does not return to complete the test in the same day, the student may
not resume testing on another day.
Test Book or Answer Document Is Damaged by Illness or Injury
Any student whose answer document is damaged by vomit, blood or other bodily fluids must have
their responses transferred to a new answer document, if possible, by district staff. The incident,
including the name of the staff person transferring the responses, must be included on the Test
Administration Report. The damaged test book or answer document should be destroyed or
disposed of in a secure manner (e.g., shredding, burning) and the security number of the
destroyed test book reported to DRC. These test books or answer documents should not be
returned to DRC.
If the answers cannot be transferred, the student may complete any segments they have not yet
taken during a make-up session. If the answers have been transferred, the student may not
change the answers to questions already attempted. There must be sufficient Test Monitors
available to monitor the student so she or he does not go back to previously answered items during
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the make-up session. The new answer document should have a district/school label applied and
returned to DRC with other answer documents to be scored.
Secure test materials that contain a defect, are torn, shredded or destroyed should be returned in a
plastic bag or envelope with secure test materials to DRC. If the security number is illegible, report
the incident to DRC.
Weather Emergency
Do not begin testing if you think students might not be able to finish the session because of
threatening weather. For paper administrations, once a testing session has begun, students must
be allowed to finish the segment on which they are working. Students may finish during a make-up
session, but the students may not change the answers to questions already attempted. There must
be enough Test Monitors available to monitor the student to ensure that he or she does not go
back to previously answered items.
The online Mathematics OLPA, Reading and Mathematics MCA, Reading and Mathematics MCAModified and Science MCA can be paused and resumed by a student at any point during the test.
If students resume within 20 minutes, they can review previously completed pages. Once students
pause for 20 minutes, they cannot access any pages completed previously but students will be
able to complete their test. The online Reading and Mathematics GRAD retests must be
administered in one day.
Defective Material
If an answer document is defective, obtain another one, make sure it does not also contain the
defect, and then give the new answer document to the student. (If the defect is present in so many
of the answer documents that there are not enough non-defective answer documents in the school
or district for the students, the District Assessment Coordinator should contact DRC immediately.)
The Test Monitor should complete the “Student Information” section on the new answer document
and attach a district/school label, and the student should transfer any responses to the new answer
document. The defective answer document should be returned to DRC with secure materials in the
plastic bag provided that is marked “Voided Answer Documents Do Not Score.”
Note: All
defective/voided grade 3 test/answer documents should be returned to DRC with your
secure/nonscorable test materials and not placed in the “Voided Answer Documents Do Not
Score” plastic bag.
If a test book is defective, obtain another test book that is the same form (if applicable), make sure
it does not also contain the defect, and give the new test book to the student. (If the defect is
present in so many of the test books that there are not enough non-defective test books in the
school or district for the students, the District Assessment Coordinator should contact DRC
immediately.) Ask the student to write his or her name on the new test book. The student may
continue working with the same answer document. Write the security barcode number of the
defective and new test books on the security checklists. Print “Defective Material” on the cover of
the defective test book, return it in a plastic bag or envelope with the secure materials to DRC.
(Test Monitors should not throw out any test books, answer documents, scripts or other secure test
material.) If the security number is illegible, report the incident to DRC.
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If a student suspects that a test item contains an error, see What Help Can Test Monitors Give to
Students? earlier in this chapter.
Misplaced Answers
Students may write in the test books, use a highlighter or work out mathematical problems in the
margins of the test book. Occasionally a student marks answers in the test book instead of on the
answer document (or does not bubble in the answer in the grade 3 test/answer document) or
enters answers in the wrong place on the answer document. Students should be instructed to
correct these situations using scripted instructions (e.g., put their answers in the correct location
and erase those in the wrong location). Test Monitors may not transfer answers for general
education students, except when injury prevents customary responding. See Tables 8 and 9 of
Chapter 5 for specifics.
Answer Documents from a Previous Test Administration
Test materials from previous test administrations, such as answer documents, cannot be used.
Each test administration has materials specifically coded for it, and only those materials should be
used. Using answer documents from a previous test administration will cause delays in scoring and
may result in the student not receiving a score.
What Students May Do after They Complete a Test
After completing a segment or test, students may either read or sit quietly until the test session is
over, or they may leave, if this is permitted by the district. (It is the District Assessment
Coordinator’s responsibility to make sure the district has established its policy before testing
begins.) As long as districts follow good testing practices (e.g., disruptions kept to a minimum),
they may decide what students do after they have completed their tests.
Make-ups
•
Students who are unable to test on the scheduled testing dates should test on district
scheduled make-up dates within the testing window.
•
For paper assessments, students may not be administered any segment of an assessment
before its scheduled administration in the district. Specific make-up dates for the Written
Composition GRAD retests are assigned by MDE (see the Important Dates at the beginning
of this manual).
•
Testing and make-ups must be completed by the end of the testing window for paper and
online assessments, including accommodated test materials.
•
Answer documents and test materials may be sent to DRC as soon as testing and makeups are finished but must be sent according to the ship by date in the Important Dates in
the front of this manual.
Test/Accountability Codes
For Title I and Title III assessments, test/accountability codes are used to describe a student’s
participation in an accountability assessment. Test codes are indicated for GRAD to document how
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a student participated in the assessment, but they are not used for accountability purposes. In
many cases, test/accountability codes collected may vary by assessment. Information about the
validation of test/accountability codes is included in Chapter 9.
Test/accountability codes for paper administrations are located in the School Use Only section on
the student answer document and are to be filled in only by District or School Assessment
Coordinators. Test/accountability codes for online Title I assessments are entered in Test WES
during Posttest Editing with the exception of invalidations, which are entered in TIDE. The only
test/accountability code entered for Reading and Mathematics GRAD retests and Mathematics
OLPA is invalidation, which is entered in TIDE.
Because the ACCESS for ELLs and Alternate ACCESS for ELLs test booklets are designed for all
states in the WIDA consortium, some of the Minnesota-specific test/accountability codes can only
be indicated during Posttest Editing in Test WES. There are four test codes available for indication
on the test booklets: Absent (ABS), Invalid (INV), Declined (DEC) and Deferred Special Education
(SPD). The test code Declined (DEC) should be used for both a student refusal and a parent
refusal. Please note: Not Enrolled (NE) and Medical Excuse (ME) are not test/accountability codes
available on the ACCESS for ELLs or Alternate ACCESS for ELLs test booklet, but they can be
indicated in Posttest Editing. More information on test/accountability codes for ACCESS for ELLs
and Alternate ACCESS for ELLs is available in the Test Administration Manuals.
The close of Posttest Editing is the deadline for entering test/accountability codes for Title I and
Title III assessments.
If a student starts a test but does not have an opportunity to complete it, do not mark any
test/accountability codes such as ABS, INV, ME, or NE.
Absent (ABS)
Student was absent. Indicates that the student was absent on the official testing date for a subject
and was unable to make up the test at any time during the entire testing window. This includes
students expelled/suspended from school and unable to be tested in another setting.
•
Do not use ABS if the student took a part of the test. ABS should be used only for students
who were absent and unable to be tested at all.
•
Students expelled or suspended from the district and unable to take these tests but still
enrolled in the district should have their answer documents coded as ABS and returned for
processing.
•
For the Reading and Mathematics GRAD retests, ABS is not collected; students can retest
at the next available opportunity.
Invalid (INV)
Student’s test was invalidated. This decision is made by the district and based on the student
engaging in inappropriate activity or behavior during testing. Examples of inappropriate activity or
behavior include copying from another student, providing answers to another student, using
prohibited aids such as notes, being removed from the testing situation due to disruptive behavior
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or refusing to take any or all of the assessment. In cases like these, the District or School
Assessment Coordinator must invalidate the test.
In some cases, the district will need to take further action to determine if the test should be
invalidated. For example, if a student used a cell phone during the assessment, the district should
verify whether or not the validity of the test has been compromised by checking text messages or
what the student was accessing. The district will then determine if the test should be invalidated.
However, if the student rushed through the test and did not appear to be taking the test seriously or
didn’t complete the test, the test should not be invalidated. In those cases, the test should be
returned for scoring and a note can be made in the Test Administration Report.
•
When a test needs to be invalidated, the Test Monitor or Test Administrator must notify the
District or School Assessment Coordinator. The student’s answer document must be coded
INV and sent in with the other used answer documents submitted for scoring/processing.
For online assessments, invalidations are entered in TIDE during the testing window.
•
For Title I and Title III assessments, document the incident on the Test Administration
Report (see Appendix A). Documentation of the invalidation on the Test Administration
Report must be kept at the district in case of an audit.
•
For Title III, a student refusal is indicated as Declined (DEC).
•
For all misadministrations of the GRAD, including security breaches and invalidations, the
Test Security Notification form must be completed and faxed to MDE. For the Mathematics
GRAD retest, an INV does not count as an assessment toward meeting the requirements
for the mathematics alternate pathway.
If a District Assessment Coordinator forgets to invalidate a test by filling in the INV bubble or
entering the invalidation in TIDE during the testing window, the district must contact MDE and
submit the Test Administration Report documenting the circumstances for the invalidation.
close of Posttest Editing is the deadline for entering invalidations for Title I assessments.
The
Medical Excuse (ME)
Student has a medical excuse for not taking the test. A student coded ME is unable to be assessed
at any time during the testing window because of a medical condition that has been verified by a
medical professional and officially documented at the district. For any future audit, districts should
have the documentation on file that confirms that the students coded with a medical excuse could
not have appropriately tested. Do not use ME if a student took a part of the test. Use ME only for
students who were unable to be tested at all. A student who does not take a high school Title I
assessment or a GRAD retest because of a medical excuse will need to participate in a later
GRAD retest or one of the other assessments to fulfill the graduation assessment requirements.
For Reading, Mathematics and Written Composition GRAD, ME is not collected.
Not Enrolled (NE)
Student was not enrolled. Districts should attempt to test all students who are enrolled during the
testing windows; however, only students who are enrolled in your district at any time during the
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accountability window will be included in accountability calculations. For Reading, Mathematics
and Written Composition GRAD, NE is not collected.
•
Students may be enrolled for one subject and not enrolled for another if they enroll or drop
in enrollment during the testing window. If a student who enrolls in your district during the
testing window has already taken a test, indicate NE for that subject; he or she does not
need to test again.
•
If a student leaves your district before the accountability window opens and the
student has a Status End Date in MARSS that precedes the first day of the accountability
window, you do not need to return the preprinted answer document with NE (not enrolled)
bubbled. Instead, securely dispose of it (unless it’s a grade 3 MCA test/answer document
that must be returned with other secure materials). For online testing, the student’s record
may appear in TIDE but the student will not test; no further action is needed. MDE uses the
Status End Date of a student’s MARSS enrollment record to determine whether a student
was enrolled during the accountability window. Often a student’s Status End date is later
than the actual date the student stopped attending school.
•
If a student’s MARSS enrollment record has a Status End Date within the
accountability window, but the student leaves the district before testing has started, return
the answer document (with other scorable answer documents) with NE bubbled in or
indicate NE in Test WES. The NE code will be validated against MARSS.
Refused (REF)
Student did not take the test because the student’s parent or guardian requested that the district
not administer the test to their child. A parent refusal must be submitted to the district in writing.
If a student refuses to take an assessment at the time of testing, indicate the INV
test/accountability code, not REF. For Title III, a parent refusal is indicated as Declined (DEC). For
the Written Composition GRAD retests), REF indicates a parent/guardian or student refusal. For
the Reading and Mathematics GRAD retests, REF is not collected; students can retest at the next
available opportunity or participate in one of the other assessments to meet graduation
assessment requirements.
A student who does not fulfill the graduation assessment requirements because a parent refused
to allow the student to take a high school Title I assessment, the GRAD retests, or one of the other
assessments that fulfills the graduation assessment requirements will be ineligible to receive a
diploma.
Other Demographic Codes
Demographic codes on the student answer document are to be filled in only by District or School
Assessment Coordinators. Demographic codes for online Title I assessments and Title III
assessments will be entered in Test WES during Posttest Editing. See Chapter 7 for further
information on using these demographic codes and Chapter 9 for information on the validation of
demographic codes.
•
Adult Basic Education: Student is in Adult Basic Education—collected only for the Written
Composition GRAD retests.
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•
Foreign Exchange: A high school student from another country attending school in
Minnesota as part of an exchange program.
•
Home Schooled: A student who is educated at home and not a public school student.
•
New-to-Country: An English learner student who first enrolled in a U.S. school within 12
months of when the accountability tests are administered and is EL-identified in MARSS.
•
Significant Gap in Enrollment: A student who has been absent from the district for 15
consecutive days of school and was unenrolled will be removed from the AYP proficiency
calculations if Test WES confirms the Significant Gap in MARSS. (The significant gap is
confirmed when MARSS indicates that the enrolled student did not attend school for 15
consecutive days, was unenrolled and reenrolled at a later date.)
Collection and Return of Student Responses and Secure Test Materials
Following test administration, Test Monitors must verify that they have accounted for all secure test
materials for paper assessments and secure accommodated test materials for online assessments
and return them to the District or School Assessment Coordinator. Tip: “Lost” answer
documents are often located inside test books. Be sure all test books are “empty” before they
are returned to the District or School Assessment Coordinator.
Specific directions for returning secure test materials and answer documents for scoring are
included in the Assessment Manuals.
Data Entry Interface
AIR’s Data Entry Interface is used to enter student responses for students who have tested using
paper accommodated test materials for the online Reading and Mathematics MCA, Reading and
Mathematics MCA-Modified, Science MCA, and Reading and Mathematics GRAD retests. Paper
accommodated test materials include regular print (Reading and Mathematics MCA and GRAD
only), large print, and Braille test books. The Data Entry Interface is also used to enter scores for
students who were administered the MTAS.
All student responses or MTAS scores must be entered during the testing window. For the MTAS,
the Learner Characteristics Inventory (LCI) must be submitted before MTAS scores can be entered
(refer to the Important Dates for the date that LCI scores can begin to be entered). Refer to the
Data Entry Interface User Guide on the Minnesota Assessments portal for instructions on entering
student responses into the Data Entry Interface. View the User Guides page of the Minnesota
Assessments portal (http://www.mnstateassessments.org/resources/?section=2).
After all responses are entered into the Data Entry Interface, the Test Monitor should return all
accommodated test materials and MTAS test materials to the District or School Assessment
Coordinator; refer to Return of Answer Documents for Grades 3–8 and Secure Test Materials
below. Districts must document who entered student responses and MTAS scores into the Data
Entry Interface on the Test Administration Report.
If the student’s paper test form does not match the form in the Data Entry Interface (Reading and
Mathematics GRAD retests only) or if the information was entered for the wrong student or subject,
the District Assessment Coordinator should contact the AIR Help Desk as soon as the issue is
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discovered. The correct form will be assigned or the information will be reset by AIR in the Data
Entry Interface so the data can be entered.
Return of High School Answer Documents for Paper Administrations
For paper administrations of high school assessments (grade 10 Reading MCA and grade 11
Mathematics MCA), answer documents should be returned when the majority of students have
been tested. This allows the materials to be processed and reports to be provided to districts as
indicated on the Important Dates.
•
In order to provide early results for high school, completed answer documents should
be returned on the Friday after the initial test date(s) in your district but must be returned no
later than April 29. Answer documents from make-up days may be sent in a separate
shipment but answer documents shipped after April 29 will not be included in early results.
•
Verify that all four segments of an answer document are completed before returning it for
scoring. For example, if a student begins testing on the first district-determined testing day
but is absent during the second testing day, do not return the answer document until the
student completes the test on a make-up day. Districts will be charged a $125 fee by AIR if
they request to have two separate answer documents (e.g., segments 1 and 2 on one
answer document and segments 3 and 4 on another answer document) merged to receive
a score.
•
Follow the guidelines in the next section related to returning scorable and secure test
materials and securely disposing of materials.
Return of Answer Documents for Grades 3–8 and Secure Test Materials
Answer documents for grades 3–8 paper administration and secure test materials for paper and
online administrations must be returned by the dates indicated on the Important Dates sheets.
•
Collect student login information, scratch paper, graph paper and formula sheets (if used)
from online administrations for secure disposal.
•
Return all MTAS Task Administration Manuals and Presentation Pages to their District or
School Assessment Coordinator, including materials that were adapted (e.g., enlarged or
texture incorporated); the Response Option Cards must be securely disposed of following
administration.
•
Verify that appropriate test/accountability codes, demographic codes and accommodation
codes are accurately filled in on the answer document (or indicated in TIDE or noted for
Posttest Editing in Test WES as applicable for online tests) for each student.
The District or School Assessment Coordinator is responsible for collecting, packaging and
preparing all test materials for shipping to DRC for processing and scoring. In the directions for
returning test materials, three different types of test materials are often described: scorable
materials, secure materials and materials that can be securely disposed of at the district. Some
reminders about each type of material are below, but this is not an exhaustive list; refer to the
Assessment Manuals for more information.
•
Scorable (scannable) materials include used answer documents (including grade 3 MCA
test/answer documents) and answer documents with test/accountability codes or other
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demographic codes. Answer documents with test/accountability codes and demographic
codes are considered “used” answer documents and must be returned for scoring. It is
recommended that the school make a list of students for whom answer documents are
being returned. The Test Monitor Test Materials Security Checklist can be used for this
purpose. The number of students on the list should be compared with the actual number of
answer documents being returned.
•
Secure materials include test books, accommodated test materials (Braille test books, large
print test books, scripts and CDs, etc.), unused grade 3 MCA test/answer documents and
MTAS Task Administration Manuals and Presentation Pages. Secure materials are defined
as having a security number and barcode and being listed on the security checklists. Refer
to the Important Dates sheet at the front of this manual for when to ship secure test
materials to DRC.
•
Materials that can be securely disposed of at the district (following district procedures)
include unused preprinted answer documents, student login information for online
assessments, scratch paper, unused writing prompt folders and MTAS Response Option
Cards. “Securely dispose” is defined as destroying materials so they are not accessible.
This can be done through shredding or incineration.
If a student’s answer document should not be scored (e.g., student entered responses in incorrect
answer document, answer document was damaged), the answer document must be returned with
the secure test materials in the plastic bag provided that is marked “Voided Answer Documents Do
Not Score.” Answer documents returned with secure test materials that are not included in this
plastic bag may be scored.
Note: All grade 3 MCA test/answer documents with student
responses that are not to be scored should be returned with the secure test materials and not
placed in the “Voided Answer Documents Do Not Score” plastic bag. For the Written Composition
GRAD, the plastic bag should be returned with the scorable answer documents.
District or School Assessment Coordinators need to separate scorable and secure test materials
for return shipping. For most assessments, scorable materials must be returned to be scored
before the secure materials are returned; see the previous section for return information specific to
high school. Refer to the Important Dates at the beginning of this manual for all assessment return
dates.
District/School Labels
Preprinted answer documents and the preprinted labels contain all the information needed to
attribute a student’s paper test to the correct district, school and grade. If the preprinted information
is incorrect or the student information is hand-bubbled, a district/school label must be affixed to the
answer document; the district/school label includes a barcode identifying the district and school so
the student’s test results are reported to the correct district and school.
Note: Answer documents associated with a school are linked to the school and should not be
shared with other schools. District overage answer documents are linked to the district and should
not be shared with other districts.
Return of ACCESS for ELLs and Alternate ACCESS for ELLs Secure Test Materials
•
All used and unused test booklets and accommodated materials must be returned to the
District or School Assessment Coordinator for returning to MetriTech.
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•
Verify that appropriate codes are indicated in the Do Not Score and Accommodations
sections on the front of the test booklet or each student, as needed.
•
If there is a preprinted label on ACCESS for ELLs test booklet for a student who moved
before the testing window begins, send the test booklet with the other secure, non-scorable
materials. If the preprinted label for a student who moved was not applied to a test booklet,
the label can be securely disposed of.
•
The District Assessment Coordinator is responsible for collecting, packaging and preparing
all test materials for shipping to MetriTech in one complete shipment for processing and
scoring.
further information on collecting and returning test materials.
Late Scoring of Answer Documents
Answer documents that are shipped in late for scoring may not be processed in time for AYP
and MMR accountability calculations and results may not be provided until one month after the last
day to request a rescore. A late answer document is defined as an answer document returned after
the ship by date indicated on the Important Dates; while a few days for shipping will be taken into
account, districts should ensure that all answer documents are shipped by the ship by dates in
order to have results available on time. However, if answer documents are found after all answer
documents have been processed by the service provider, there may be a charge to score the late
answer documents, and results will not be provided until one month after the last day to request a
rescore as indicated on the Important Dates.
Late Entry of Student Responses or MTAS Scores
If student responses in paper accommodated test materials for online tests or MTAS scores are not
entered during testing, districts can contact AIR to arrange for a late score entry. There is a $125
fee for late score entry for up to 10 students after the close of the test window; contact AIR for fee
associated with entry for more than 10 students. Please refer to the Important Dates sheets at the
beginning of this manual for the deadline to submit late score entry requests; all late entries must
be completed before all systems are transitioned for the next school year. See the Request for
Late Score Entry Form in Appendix A for instructions regarding the return of late score entry
materials.
Note: Late score entries will not be entered in time in order for district to verify the
records during Posttest Editing or for the records to be included in accountability calculations.
Rescores
A rescore may be requested when a parent/guardian or school district staff disagrees with the final
score a student received for a paper or online assessment. A rescore does not include
test/accountability or score code changes (INV, NC, etc.) or the late entry of student responses for
paper accommodated test materials for online assessments or the MTAS. Any questions regarding
a test/accountability code must be addressed during Posttest Editing.
The cost to public and non-public schools for rescoring a test is $125 per test. This fee is waived if
a student’s score changes. See the Request for Rescore Form in Appendix A for instructions
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regarding a rescore. All requests for rescoring a test should be sent by the District Assessment
Coordinator; parents/guardians should work with the school district to initiate a rescore. Please
refer to the Important Dates sheets at the beginning of this manual for the deadline to rescore
tests.
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Chapter 9 — Student Demographics and Data Editing
Overview
Minnesota uses student demographic data throughout the testing and reporting processes.
Districts and schools have opportunities to edit incorrect student demographic data used for testing
or calculating AYP, MMR and AMAO. Correct demographic data are necessary for accurate
reporting. The majority of this chapter addresses data files and processes for Title I assessments
and GRAD retests with AIR; specific references for ACCESS for ELLs and Alternate ACCESS for
ELLs are included as applicable.
The student identity validations at MDE require that a particular MARSS or state student ID (SSID)
number be held by just one student. MDE’s Student Identity Validation Interface is used by the
superintendent-authorized staff (often the MARSS Coordinator) to search for known students, to
validate new students and to resolve student identity issues on submitted data. MARSS data are
still used as a source of student demographics for all assessments, and validations are run on
student identities in MARSS. For testing, students must have a unique, valid MARSS/SSID number
to be sent in the precode files. “Precode” refers to the files that are sent to service providers with
student enrollment and demographic information and test eligibility.
•
MARSS Coordinators should maintain current and accurate student enrollment information
in MARSS by submitting updated data through MDE’s MARSS Web Edit System (MARSS
WES).
•
MARSS/SSID numbers for new students are created through the Student Identity Validation
Interface. If there is a student identity issue in MARSS data, it must be resolved using the
Student Identity Validation Interface and then updated and submitted to MARSS.
•
The Student Identity Validation Interface includes MARSS numbers for currently enrolled
students as well as students from the past decade.
•
More information on MARSS WES and the Student Identity Validation Interface is available
on the MDE website by going to the Data Submissions page and then picking the
applicable system on the left side of the page. View the Data Submissions page of the MDE
website (http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html).
Demographic Data Elements and Assessment Precode Data
The precode file sent to MetriTech for ACCESS for ELLs and Alternate ACCESS for ELLs includes
all EL-identified students in MARSS and is used to create preprinted student labels for the test
booklets. This precode file is only sent once each year after the ACCESS and Alternate ACCESS
for ELLs ordering window closes.
For the precode files sent to AIR on a nightly basis, student records contain two parts: enrollment
and eligibility. Changes in either of these components will affect how students are pulled for
precode and sent to AIR.
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Enrollment Data
The data elements listed below are used to preprint student answer documents or labels and are
loaded to TIDE for online assessments; these elements make up the student’s enrollment record
for precode.
Demographic fields included in precode data:
•
District Number, District Type
•
School Number
•
Grade
•
Last Name
•
First Name
•
Middle Name
•
Gender
•
Birth Date
•
MARSS Number
•
MARSS Local Use Data (an optional field that may be created by the district for internal
student identification purposes. MDE does not assign or track this number.)
Demographic fields that affect enrollment record selection for precode:
•
English Learner
•
Special Education Status
•
State Aid Category
•
Status End Date
Other MARSS fields used for reporting:
•
Economic Indicator Flag
•
Race/Ethnic Code
•
Special Education Code
•
Language Code
•
Migrant Flag
Districts can improve the accuracy of their preprinted answer documents (or labels) and their
student records loaded to TIDE by promptly updating student demographic changes in MARSS.
Eligibility Data
Eligibility data determine the assessments for which a student is eligible. For Title I assessments,
eligibility is largely based on the student’s enrolled grade and the Title I assessments available for
that grade. Additional information, like special education status, may also affect the assessments
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for which a student is eligible. For GRAD retests, passing status on GRAD assessments and GRR
records are also factors in determining for which tests a student is eligible.
Precode Files
Precode files are sent to AIR nightly for both paper and online assessment eligibility throughout the
year. The Important Dates sheets contain information on when precode files are sent and how they
are used.
•
For OLPA, all students in grades 3–8 are automatically sent to AIR once MARSS data is
submitted in the fall through the day before the last day of the assessment (since precode
files are sent nightly, the last file is sent on the night before the last day of the testing
window).
•
For the Title I test administrations (MCA, MCA-Modified, and MTAS), precode files will be
sent throughout the year once MARSS data is submitted in the fall until the systems rollover for the next year in late summer. This ensures students appear in AIR’s systems
throughout the year so students can be loaded to rosters for the Online Reporting System
and Learning Point Navigator.
•
o
Before Pretest Editing is available, test eligibility is defaulted based on the test
administered last year or is defaulted to MCA.
o
During Pretest Editing, the precode files for these assessments will also include
accommodation information and reflect any changes in test assignments.
o
Quantities of regular and accommodated test materials for these assessments will be
sent based on the information indicated in Pretest Editing by the date when precode
data is used for the initial test materials shipment (see the Important Dates). MDE
sends this file as close as possible to when AIR needs to prepare test materials
shipments, but there will still be a lag between the collection of the MARSS data and the
testing window so additional orders of test materials and/or hand-bubbling of student
answer documents may be required.
o
After testing windows close, precode will continue to be sent so that the Online
Reporting System will include student results after administration.
For GRAD retest administrations, there are set windows when precode files are sent as
indicated by the Important Dates. After the initial file is sent, precode files will be sent
nightly until the end extract date.
Once a student’s test eligibility changes, the prior eligibility will be replaced with the student’s new
eligibility in AIR’s systems.
For students who change grades and have no new test eligibility,
the student’s prior eligibility will be removed in AIR’s systems if the student is enrolled in grades 3–
12. For example, students who move from grade 11 to grade 12 may not have any new test
eligibility if they have already taken the high school Science MCA and have passed GRAD retests.
Generally, in order to have a student sent to AIR for online testing, any MARSS updates need to
be submitted at least two days before the scheduled test date. Similarly for paper assessments,
any MARSS updates need to be submitted at least one day prior to the date when the precode
data is used to determine the initial test materials shipment. Once MARSS is submitted, that data is
gathered overnight and is visible in Test WES the next day. This allows the District Assessment
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Coordinator to make any necessary precode changes in Precode Student Eligibility in Test WES
on the day before the updated records are sent in the precode files. Generally, any changes made
in Precode Student Eligibility will be reflected in AIR’s systems the next day. See the Test WES
section in this chapter for more information about Precode Student Eligibility.
Please note: Districts that work with a Regional Management Information Center (RMIC) or other
service provider to submit their MARSS data might need to provide their MARSS data to the RMIC
or other service provider earlier than the precode dates listed under the Important Dates.
Additional Shipment of Preprinted Labels (“Late Labels”)
Districts with an enrollment of 10,000 or more students will receive a later shipment of preprinted
labels to attach to answer documents for paper administrations. This shipment is for students who
were enrolled in the district and were submitted to MARSS after the precode file was sent to AIR
for the initial test materials shipment. The late labels shipment is sent to the district for distribution
to the schools a few weeks prior to testing. Late labels will not be sent for any GRAD retest
administrations. The districts that receive the late label shipment may vary from year-to-year as
district enrollments fluctuate and these districts will be notified after the first of the year if they will
be receiving late labels.
Test WES
MDE’s Test WES (Web Edit System) is used throughout the year by District Assessment
Coordinators and other district staff for the following activities related to data editing and other
assessment tasks:
•
Completing the Site Readiness confirmation (see Chapter 8)
•
Viewing precode files sent to service providers and using Precode Student Eligibility to
verify student eligibility and manually add students for testing
•
Completing Pretest Editing
•
Requesting an alternate assessment waiver
•
Completing Posttest Editing
•
Completing Postpublish Editing
•
Submitting an AYP appeal (After preliminary AYP results are posted for districts to review,
districts can submit an AYP appeal prior to the final public release.)
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Precode Student Eligibility
If students are not included in the precode files, districts may use Precode Student Eligibility in
Test WES to investigate why. If the student’s enrollment has been submitted in MARSS, the
student’s demographic information and test eligibility information will be displayed after the MARSS
number is entered. In addition, a message will indicate the student’s status in terms of whether
they have been sent in precode or not. Use this information to help determine why the student was
not sent in the precode files. If the student information does not come up when the MARSS
number is entered and blank demographic fields appear instead, this means the student’s
enrollment has not been submitted to MARSS. You will have to work with your MARSS Coordinator
to submit the student’s enrollment record in MARSS before the student will be able to test.
In addition, Precode Student Eligibility is used to manually add students for testing who will not be
enrolled in MARSS (e.g., “super seniors” who have met all other requirements and only need to
test, home-schooled students) or to change testing location when a student is dual enrolled and
the student was sent in precode for the other location. Students must have a valid MARSS/SSID
number in order to be manually added to Precode Student Eligibility.
Please note: Precode Student Eligibility should not be used in place of a MARSS submission to
add students for testing. Once a record is manually added or changed, subsequent MARSS
updates may not be reflected until the manual record is deleted.
A downloadable file is
available on the Precode Student Eligibility screen (where the MARSS/SSID number is entered)
that shows any manually added or changed records in your district for the current year; this file can
be used to help determine which manually added records should be deleted after MARSS is up to
date.
Additional information about Precode Student Eligibility is available in a user guide under Help in
Test WES.
Pretest Editing
Pretest Editing in Test WES is used to edit precode data for the Title I reading, mathematics and
science assessments. Even though precode data is sent for Title I tests prior to Pretest Editing,
districts can make changes to the precode files (e.g., changing test assignments and adding
accommodations) during Pretest Editing that affect how students will test.
When reviewing assessment precode data during Pretest Editing, ask the following questions:
•
Are any students missing?
•
Is the information included for each student accurate and complete?
•
Is the appropriate test assigned for each student?
•
Is the appropriate accommodation indicated for each student who needs one?
•
Are students being sent in precode for the correct school and district?
The Important Dates include dates for Pretest Editing in Test WES. While Pretest Editing is
available to make edits through the end of the online testing windows, the date when precode data
is used for the initial test materials shipment is a very important deadline for both paper and online
assessments. On this date, the precode information in Test WES is sent to AIR and that
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information is used to produce initial test materials quantities for all regular and accommodated test
materials (including accommodated test materials for online tests) and preprinted answer
documents or labels for paper assessments. After this date, changes can still be made in Pretest
Editing to change test assignments or add accommodations for online assessments, but test
materials will no longer be automatically sent based on these changes.
Additional information about Pretest Editing is included in Chapter 8 and available in a user guide
under Help in Test WES.
Alternate Assessment Waiver
Prior to administering the MTAS, districts may submit an alternate assessment waiver detailing
unusual circumstances that could result in more than 1 percent of their students demonstrating
proficiency on the MTAS (sometimes referred to as the “1 percent cap”). Requests for a waiver can
be entered by district staff in consultation with the director of special education but must be
formally authorized by the superintendent. The dates for requesting an alternate assessment
waiver are available in the Important Dates.
If an alternate assessment waiver request is approved, the district may exceed the 1 percent cap
on MTAS results contributing index points to the calculation of AYP proficiency in the MMR. Under
this 1 percent waiver, there is no process for requesting a waiver to the 2 percent cap that
applies to the MCA-Modified results contributing index points to the calculation of AYP proficiency
in the MMR. Although only 2 percent of proficiency scores included in AYP proficiency calculations
in the MMR may be obtained via the MCA-Modified, all students who meet the alternate
assessment eligibility criteria may take the MCA-Modified. The IEP team should determine which
assessment is most appropriate for each student with an IEP, and these decisions should not be
based on concerns about AYP or MMR calculations.
More than 2 percent of proficient scores included in AYP or MMR may come from the MCAModified if a district is below the 1 percent cap for the MTAS, and then only by the amount below
the 1 percent cap. See section G of the Modified Academic Achievement Standards NonRegulatory Guidance, July 20, 2007, available of the U.S Department of Education website under
“More Resources” (http://www2.ed.gov/policy/speced/guid/modachieve-summary.html).
It is important to note that after the 2013–2014 school year, there will no longer be an MCAModified assessment; thus, the 2 percent MCA-Modified cap will not be applicable to AYP or MMR
results in 2015 and beyond. The last year the 2 percent cap will apply is for spring 2014 results.
The 1 percent cap will remain in place.
Posttest Editing
After testing is completed, District Assessment Coordinators edit student assessment records (as
needed) through Posttest Editing in Test WES. Posttest editing in Test WES is available for all Title
I and Title III assessments: Reading and Mathematics MCA, MCA-Modified and MTAS, Science
MCA and MTAS and ACCESS for ELLs and Alternate ACCESS for ELLs. It is important to verify or
correct student information on assessment records during Posttest Editing to ensure that reporting
and AYP, MMR and AMAO calculations are based on accurate and complete information. Test
scores will not be available during this period, but attempt status (see Valid Score Rules in Chapter
8) will be indicated for all assessment records.
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Student enrollment and demographic information submitted in the most recent MARSS
submissions are used as reference values for Posttest Editing. Test WES will identify assessment
records without matching enrollment records, enrollment records without matching assessment
records and other “discrepancies.” Districts can use the search functions to locate the missing
records, when available. A MARSS enrollment record without a matching assessment record will
count against a district’s AYP participation.
District Assessment Coordinators can also enter or verify the accuracy of accommodation codes,
test/accountability codes and demographic codes during Posttest Editing as these codes can play
a role in AYP and AMAO calculations. If an answer document or online test was not submitted, a
blank test record can be created during Posttest Editing to add applicable test or demographic
codes. If changes need to be made to student demographics on the enrollment record, this will be
done by the MARSS Coordinator submitting a corrected file via MARSS WES.
Non-public schools can participate in Posttest Editing, but in a limited way; test/accountability
codes can be added or changed and student demographics on the assessment record can be
updated.
Additional information about Posttest Editing is available in a user guide under Help in Test WES.
Postpublish Editing for GRAD Retests
Postpublish Editing in Test WES is available only for Reading, Mathematics, and Written
Composition GRAD retests. For GRAD retest administrations, data is reported without a posttest
editing process so Postpublish Editing may be used to resolve any discrepant records (e.g.,
incorrect MARSS number hand-bubbled on a Written Composition GRAD answer document).
These discrepancies must be resolved before the student’s test results will be reported in AIR’s
Online Reporting System, available in the Graduation Data List in Assessment Secure Reports
(formerly MDE Secured Reports) and correctly reflected in the District and School Student Results
(DSR and SSR) files.
MARSS/SSID discrepancies can be accessed for the last two years. You may first need to work
with the staff authorized to access the Student Identity Validation Interface (often the MARSS
Coordinator) to resolve problems with student identity errors. Once the error is resolved, you can
use the updated information to correct the discrepant test record in Test WES.
•
Once test record discrepancies are resolved, they are reflected immediately in the DSR and
SSR files and the following day in the Graduation Data List for both years of data.
•
For the Online Reporting System, records from the previous year can be updated until the
“Last day to request a rescore” listed on the Important Dates sheet. After this date, changes
can still be made to update the Graduation Data List and DSR and SSR files but updates
will not be sent to AIR.
Validation against MARSS and Assessment Records
Validation against MARSS
A number of test/accountability and demographic codes will be validated against the student’s
MARSS enrollment record. The Significant Gap (SIG) code will be allowed to stand if the drop and
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enroll dates in MARSS indicate that the student was absent for 15 consecutive school days, was
unenrolled and subsequently reenrolled.
The New-to-Country code will be allowed to stand if
the student does not have an enrollment record one year prior to the beginning of the current
accountability window and did not have the New-to-Country code indicated last year. The ELL
exemption for GRAD is validated by confirming that the student was identified as EL in MARSS
within the four-year period.
The type of test will also be validated against the student’s MARSS enrollment record. Students
taking the MCA-Modified or MTAS must be indicated as special education in MARSS during the
testing window, or the reported score code will be set to INV; similarly, students taking the
ACCESS for ELLs or Alternate ACCESS for ELLs must be indicated as EL in MARSS.
If a
district does not make a correction in MARSS during Posttest Editing, there is no way to remove
the INV score code after Posttest Editing; the request for rescore process cannot be used to
change the code since rescores are used only to verify the correct score and not change a score
code.
Grade is also validated against the student’s MARSS enrollment record. For example, if a student
takes a grade 6 test, but MARSS shows the student enrolled in grade 7, the student’s test record
will receive a wrong grade (WG) score code instead of a score.
Validation against Assessment Records
MDE will also validate whether students were eligible for the MCA-Modified based on persistently
low performance; if a student has test records from the previous years that indicate a student
would not be eligible (e.g., the student achieved “Partially meets the standards” on MCA last year),
the test will be invalidated. If a district believes the previous test data are in error, it must contact
MDE during Posttest Editing.
Students must take only one assessment per subject (e.g., Mathematics MCA or Mathematics
MCA-Modified). The assessment a student is to take must be identified prior to a student testing. If
a student has two test records, the most accommodated test becomes the test used for
accountability purposes. For example, if a student takes the Mathematics MCA and the
Mathematics MCA-Modified, the MCA-Modified will be used for accountability purposes.
If
multiple records for the same test are received (e.g., two MCA tests with the same score code),
MDE selects the one that has a matching enrollment record in MARSS. If both records are from the
same district or both districts have the student enrolled in MARSS, then the lower unique
identification number (UIN) is used.
If a student inadvertently takes the incorrect assessment, the incorrect assessment must be
invalidated and a Test Administration Report completed. If the incorrect test is invalidated, the
student will receive the score on the correct test and that score will be used for accountability
purposes.
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Chapter 10 — Minnesota Assessment Results
Reporting Overview
Assessment reports are the final component of Minnesota’s assessment system. All stakeholders,
including parents, students, teachers and policymakers, can use the summative information in the
reports to find out how well students are achieving on the Minnesota Academic Standards or
Minnesota Standards for English Language Development. The accuracy of the data reported for
individuals, schools, districts or the state is dependent on the accuracy and completeness of the
information provided by the districts. Therefore, it is important that every District Assessment
Coordinator and MARSS Coordinator make sure that all available data about each student are
updated and correct.
Assessment reports for individual students, schools, districts and the state are distributed to a
variety of audiences through different media. The content and format of the reports vary by test. To
the extent possible, differences in report format across tests are minimized to facilitate the
interpretation of the results.
An Interpretive Guide for the assessments is available on the Testing Resources page of the MDE
website. View the Testing Resources page
(http://education.state.mn.us/MDE/EdExc/Testing/index.html). The Interpretive Guide helps
educators understand the results of the Minnesota Assessments by providing basic information
about each assessment, describing each of the MDE reports available and suggesting ways to use
the results. Other technical reports, including information on scale scores, alignment reviews, and
standard setting reports, are available on the Technical Reports page of the MDE website. View
the Technical Reports page
(http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/TechRep/index.html).
Further information about the locations, formats and content of the reports for individual students,
schools, districts and the state follows.
Online Reporting System
AIR’s Online Reporting System allows users to view dynamic preliminary test results for Title I and
GRAD assessments at the student level, roster level, school level and district level, depending on
their user role access. Participation data can be viewed to see which students have completed
testing and who still needs to complete tests.
In addition to Reading and Mathematics GRAD retests and online administrations of the
grades 3–8 Mathematics MCA and Mathematics OLPA, the following assessments will have
immediate results available in 2013–2014: responses entered into the Data Entry Interface for
grades 3–8 Mathematics MCA; online administrations of grades 3–8 and 10 Reading MCA; online
administrations of and responses entered into the Data Entry Interface for grades 5, 8, and high
school Science MCA. Refer to Table 28 for information on how results will be available in the
Online Reporting System by test and administration mode.
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Table 28. Preliminary Results Available in Online Reporting System by Test and
Administration Mode
Administration Mode
Online
Responses Entered
into Data Entry
Interface 59
Paper
Grades 3–8 Mathematics
OLPA
Immediate
N/A
N/A
Grades 3–8 and 10
Reading MCA
Immediate
After scoring and
equating
After processing,
scoring, and
equating
MCA
Immediate
Immediate
After processing and
scoring
MCA
After standard
setting
After standard
setting
After standard
setting
Grades 5, 8, and High
School Science MCA
Immediate
Immediate
N/A
Grades 5–8 and 10
Reading MCA-Modified
After scoring and
equating
After scoring and
equating
N/A
MCA-Modified
After scoring and
equating
After scoring and
equating
N/A
After standard
setting
After standard
setting
N/A
Grades 3–8 and 10
Reading MTAS
N/A
After scoring and
equating
N/A
MTAS
N/A
After scoring and
equating
N/A
MTAS
N/A
After standard
setting
N/A
Grades 5, 8, and High
School Science MTAS
N/A
After scoring, and
equating
N/A
Reading and
Mathematics GRAD
retests
Immediate
Immediate
N/A
Written Composition
GRAD retests
N/A
N/A
After processing and
scoring
Test
MCA-Modified
59
For students requiring paper accommodated test materials for online administrations, student responses must be
entered online into the Data Entry Interface. In addition, MTAS scores are also entered in the Data Entry Interface.
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Preliminary online results in the Online Reporting System are available both for students currently
enrolled in the district and students who tested in the district in past administrations. However, if a
student has moved from one district to another within a test administration, testing progress
information and immediate preliminary results for the current year moves to the new district and the
former district will not have access to the student’s information. All score information from previous
year administrations will be available to both districts.
The preliminary results and data in the Online Reporting System are not to be used for
official accountability purposes; official accountability data are provided by MDE. Student
results provided in the Online Reporting System can be printed and shared with students and
families for instructional purposes or to inform about graduation status for Reading and
Mathematics GRAD retests rather than waiting for the quarterly shipment of student reports.
•
Title I assessments go through Posttest Editing in Test WES before final reports are
generated, and changes made during this process could affect the preliminary results
available in the Online Reporting System.
•
While Reading and Mathematics GRAD retests do not go through Posttest Editing, the data
provided by MDE through Assessment Secure Reports (formerly MDE Secured Reports)
and the quarterly shipment of Individual Student Reports are considered final, not the
student reports accessed through the Online Reporting System. This is because the district
could take action, like invalidating a test, after the immediate results are printed from the
Online Reporting System. For the majority of students, however, the results available in the
Online Reporting System for Reading and Mathematics GRAD retests are consistent with
the final results provided by MDE.
In addition to student results, preliminary district- and school-level summary data are also available
in the Online Reporting System. Districts and schools can use the summary data for instructional
and planning purposes, but it does not provide final accountability information and it should not be
shared with the general public or media; final data provided by MDE are used for these purposes.
Details on the Online Reporting System can be found in the Online Reporting System User Guide
posted to the User Guides page of the Minnesota Assessments portal. View the User Guides page
Secure Reports (formerly MDE Secured Reports)
Secure Reports (formerly MDE Secured Reports) is where districts can view assessment results
for students, schools and the district, as well as accountability and school improvement reports.
The information at this site will be of interest to superintendents as well as principals, curriculum
coordinators, assessment coordinators, AYP coordinators and other staff. (Federal and state laws
require that school principals—including state-approved Alternative Program directors—have
access to preliminary AYP data for their school in a form that is detailed enough to permit the
principal or the parents to appeal a school’s AYP status (Minnesota Statutes Section 120B.36)).
Superintendents decide who has access to Secure Reports; for more information on access to
MDE systems, refer to Chapter 1.
The reports currently under MDE Secured Reports (accessed through the Data Reports and
Analytics page) will be moving to a new page under the Data Center called “Secure Reports.”
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These reports will also be organized under different report headings. At the time of this manual’s
publication, the release date and updated links on the website are not available. Further
information will be provided in the Assessment Update.
Please note: reports for multiple divisions at MDE are available under Secure Reports (formerly
MDE Secured Reports). The Statewide Testing division is responsible for the following reports
which will appear under the Assessment Secure Reports heading: District and School Student
Results (DSR and SSR), Graduation Data List, Growth Detail and Summary, Prior Performance
Report for MCA-Modified Participation, Student Assessment History Report, and Test Results
Summary reports. Other reports that are available are listed below, and additional reports for other
divisions may be released later this year.
Assessment Secure Reports
The following reports are will be available under Assessment Secure Reports on the Secure
Reports page once released.
•
District and School Student Results (DSR and SSR): The DSR and SSR files contain all
the student-level data from the assessments, including demographic information,
achievement level information and test scores. These reports can be opened directly in
Excel or the tab-delimited text files can be imported into a student information system.
These files are no longer imported into the Universal File Format. Information about the
contents and structure of the DSR and SSR files, including the location and contents of
each field in the file, is contained in a separate file which will be available on the
Assessment Secure Reports Data Submissions page.
•
Graduation Data List: The Graduation Data List provides the graduation-related test
administration history for students who have been enrolled in the district for the current
school year as verified by MARSS. For each student, enrollment information from MARSS
is provided along with the test scores MDE can match for the writing, reading and
mathematics GRAD tests; for some students, BST information may be included. Also
included are records entered in the Graduation Requirement Record (GRR) system for
alternate routes for GRAD (individual passing score, ELL exemption, mathematics alternate
pathway, etc.) and the other assessments that can be used to meet graduation assessment
requirements (ACT, WorkKeys, Compass, ASVAB, and district-determined equivalent
assessments).
•
Growth Detail Download: This report contains individual student records which underlie
the Growth Summary report. The growth reports are based on Minnesota’s Growth Model;
see additional information later in this chapter.
•
Growth Summary Report and Download: This report uses the Minnesota Growth Model
to summarize the growth students have made during the past year. See additional
information on Minnesota’s Growth Model later in this chapter.
•
Prior Performance Report for MCA-Modified Participation: The Prior Performance
Report for MCA-Modified Participation is provided to help IEP teams determine if a student
with an IEP is eligible to take the MCA-Modified based on whether the student
demonstrates persistently low performance, the first criterion of the alternate assessment
eligibility requirements. The report includes the Title I assessment results for the most
recent two years for all special education students in grades 5–8, 10 and 11 that are
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enrolled in MARSS. This report is not an indication of students who must take the MCAModified. Students are eligible to take the MCA-Modified test only if all of the other alternate
assessment eligibility requirements are also met. See Chapter 5 for additional information.
•
Student Assessment History Report: This report allows districts to look up the
individual student testing history for any student who has been enrolled in their district
during the current school year. The student testing history includes Title I assessment
results (MCA, MCA-Modified, and MTAS from 2006 on, as applicable), Title III assessment
results (ACCESS/Alternate ACCESS for ELLs and/or TEAE/MN SOLOM, as applicable),
and graduation assessments (GRAD, BST, and any GRR records) that can be matched to
the student. The student test history look up is on an individual basis by MARSS number
and results include historical test records validated through the Student Identity System.
Now that this report available, the Request for Test Scores for Students No Longer Enrolled
form in Appendix A should only be used for students who are not enrolled (e.g., “super
seniors” who have completed all coursework but still need to meet graduation assessment
requirements); see Use of Confidential Information later in this chapter.
•
Test Results Summary: Summary reports are available for Title I, Title III, and GRAD
census test administrations. “Census” refers to test administrations in which all students in
a given grade are expected to participate; the last census administrations for GRAD were in
2012–2013 for mathematics and writing and 2011–2012 for reading. Grade-level summary
reports can be generated at the district (by selecting “All Schools”) or school level. The
report information generated can be printed in a PDF format or downloaded in Excel or tabdelimited text files. The summaries include all students with valid scores including students
who enrolled after October 1 and are not included in accountability results.
When
embargoed test results files are available for the media (see the Important Dates sheets),
district use media files will be available on this page to allow districts to access and
compare test results across districts and schools to prepare for media release of final test
results.
The Superintendent Authorization Form and help documents for these reports will be found on an
updated Data Submissions page for Assessment Secure Reports when released. The page will be
accessed by going to the Data Submission page and selecting Assessment Secure Reports on the
left. View the Data Submissions page
(http://education.state.mn.us/MDE/SchSup/DataSubLogin/index.html). For general questions and
system functionality issues, contact [email protected].
Accountability Secure Reports
The following reports are anticipated to be available under Accountability Secure Reports on the
Secure Reports page once released.
•
Accountability Reports: Access AYP, MMR and AMAO information. Contact
[email protected] for questions about these reports.
•
Four-Year, Five-Year and Six-Year Graduation Rate Roster Downloads: Access
information on graduation rates. Contact [email protected] for questions about
these reports.
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•
Multiple Measurement System: This report provides school-level data on performance in
each of the domains that the Multiple Measurements Rating comprises: Proficiency,
Growth, Achievement Gap Reduction and Graduation, as well as the school’s overall
Multiple Measurement Rating (MMR) and Multiple Measurement Designation. The
Download tab provides an Excel spreadsheet with detailed information about the calculation
of the domain and overall MMR scores for the school. Contact
[email protected] for questions about these reports.
Other Secure Reports
The following reports are anticipated to be available under Other Secure Reports on the Secure
Reports page once released.
•
Minnesota Early Indicator and Response System (MEIRS): Information about the
Minnesota Early Indicator and Response System report (MEIRS) is available on the MEIRS
page of the MDE website. View the MEIRS page of the MDE website
(http://education.state.mn.us/MDE/StuSuc/DropPrev/MEIRS/).
•
School Improvement Assessment Reports: These interactive reports allow the user to
examine trends in proficiency or achievement levels for district students. Trend results can
be broken down by a variety of grouping variables, including subject, school, grade level
and demographic characteristics. Contact [email protected] for questions about
this report.
For 2013–2014, some embargoed mathematics summary results will
initially be available in this report rather than through Test Results Summary. This is
because test results cannot be released in Test Results Summary until all grades for the
subject are available.
•
o
From July 15–August 22, grades 3–8 mathematics summary results will only be
available under the School Improvement Assessment Reports. Once grade 11
mathematics results are available after standard setting on August 22, all mathematics
summary results will be available in Test Results Summary.
o
Please note: when reviewing summary results in the School Improvement Assessment
Reports, the “all grades, all students” options will NOT include grade 11 results. When
grade 11 results are included, they will affect the district’s and schools’ overall summary
results.
School Improvement Enrollment Reports: These interactive reports allow the user to
examine trends in the demographic characteristics of students enrolled in the district and its
schools. Contact [email protected] for questions about this report.
OLPA Reporting
OLPA results are available only through AIR’s Online Reporting System. No printed Individual
Student Reports (ISRs) will be provided to districts and no test results will be available through
MDE’s Data Center (e.g., DSR and SSR files). OLPA results available through the Online
Reporting System include classroom rosters, individual student reports that can be printed, data
downloads and aggregate results (including mean scores and performance level percentages) that
can be broken out by subgroups. Strand and benchmark strength/weakness reports are also
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available in the Online Reporting System. These OLPA results may be used by districts, schools
and teachers for making instructional decisions and can be provided to students and families.
While MCA achievement level cut scores are used to define OLPA performance levels of Does Not
Meet the Standards, Partially Meets the Standards, Meets the Standards, and Exceeds the
Standards, OLPA performance levels serve no accountability purpose and should be regarded as
advisory in nature. OLPA strand scores are reported on the same 1–9 scale score metric as was
used on grades 3–8 Mathematics MCA-III. Scores of 1 to 3 reflect Below Average performance; 4
to 6 are Average performance; and 7 to 9 reflect Above Average performance.
Please note: the equivalence of OLPA and MCA-III scores and the validity of OLPA scores for
educational decisions remain to be established. Because the OLPA is administered early in the
academic year to students who have not been fully exposed to the on-grade curriculum,
relationships between achievement level and item-specific performance may differ between the
OLPA and MCA-III, thereby affecting the accuracy of score estimation. In addition, predictive
relationships between OLPA scores and subsequent MCA performance have yet to be established.
Finally, the usual cautions about the imprecision of relatively brief strand scores and their use in
establishing strengths or weaknesses at the individual student level bear repeating for OLPA.
Because of this imprecision, diagnostic interpretations should be made cautiously, and in the
context of the broader array of information the teacher has about the student’s achievement.
Early Reports, Embargoed Final Assessment Results, and Accountability
Results
Early Reports for High School Title I Assessments
Early reports (student-level results, graduation letters, and downloadable rosters) will be available
in the Online Reporting System for the grade 10 Reading MCA, MCA-Modified, and MTAS. The
graduation letter can inform parents/guardians of their child’s status relative to the graduation
assessment requirements for that subject. Even though there are additional routes to meeting
graduation assessment requirements, students can still meet the requirements for reading and
mathematics through the high school Title I assessments. However, edits and validations during
Posttest Editing Test WES could affect these results for some students.
Because standards
need to be set for the grade 11 Mathematics MCA, MCA-Modified and MTAS this year,
mathematics student-level results, graduation letters, and rosters for grade 11 mathematics will not
be available until final results are released.
The purpose of early reports is to allow districts to make decisions on how students will meet
graduation assessment requirements and to inform students and parents about graduation
decisions. Early reports are not final accountability results, but student-level data can be shared
with students and parents. While the graduation status of the student is final (except in very special
circumstances), after the early reports are available, actions taken during Posttest Editing (e.g.,
district making changes to student data, validations against MARSS) could affect final results. MDE
reports final results based on the actions taken during Posttest Editing in Test WES.
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Early Reports for Title III Assessments
An early report Excel file for ACCESS for ELLs and Alternate ACCESS for ELLs will be provided to
allow districts to make decisions about instruction or placement. The ACCESS for ELLs and
Alternate ACCESS for ELLs early report Excel file is available in Test WES. Districts should not
calculate school or district summaries to be shared with the public using this file. Early reports are
not final: while the score of the student is final (except in very special circumstances), after the
early reports are available, actions taken during Posttest Editing (e.g., district making changes to
student data, validations against MARSS) could affect final results. MDE reports final results based
on the actions taken during Posttest Editing.
Embargoed Final Assessment Results
Final assessment results are based on all students who tested in the district, including students
who may not be included in accountability results. Because of this, the final assessment
summaries may differ from the final accountability summaries for a district and school.
When final assessment results are released through Assessment Secure Reports (formerly MDE
Secured Reports) for census administrations, they are embargoed until released publicly. Final
assessment results include the DSR and SSR files (student-level data) and Test Results Summary
reports described under Secure Reports (formerly MDE Secured Reports) above. For some
assessments, school, district and state results are also provided to the media prior to public
release. Files prepared for the media include Excel files comparing test results across districts and
schools for cells that have more than 9 students and the statewide assessments results overview.
Refer to the Important Dates sheets for the dates of embargoed, media and final assessments
results releases.
For some assessments, the embargo period may only last a few days; for others, it may be a
month or more. During the embargo, districts can use the final assessment results to prepare for
questions from the media and local stakeholders. This means that districts may share the results
with district teachers and staff but final assessment results cannot be shared publicly. Student
results can be shared with parents and students for instructional purposes, but no summary
information can be provided. In addition, final assessment results should not be discussed in public
forums or reflected in public meeting minutes (e.g., school board meetings) until the embargo has
ended. In order for MDE to continue to provide final assessment results to districts prior to the
media and public releases, it is important that all districts abide by the embargo constraints and
timelines.
If media outlets contact the district for results, they should be directed to contact the MDE
Communications division. Media outlets must enter into an embargo agreement and they will
receive results directly from MDE. If you receive press inquiries after results have been released to
the media, you may comment on your results before the embargo is lifted, but the media cannot
publish that story until the embargo is lifted.
The general timeline for release of results is as follows:
1. Embargoed final assessment results are available for district review in Assessment Secure
Reports (formerly MDE Secured Reports) prior to release to the media.
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2. MDE makes embargoed final assessment results available (student-level data omitted) to
media outlets after districts have had advanced notice to review their results (if applicable).
3. MDE lifts the embargo on the final assessment results. Final assessment results (studentlevel data omitted) are made available publicly on the Data for Parents and
Educators/Minnesota Report Card page of the MDE website, and media outlets may report
the results. See Public Release of Final Results below.
Accountability Results
Accountability results required under Minnesota’s Elementary and Secondary Education Act
(ESEA) Flexibility Waiver are released after final assessment results are released. For the
Adequate Yearly Progress (AYP) measurement, preliminary accountability results are posted for
districts to review, and districts can submit an AYP appeal prior to the final public release of
accountability results.
Accountability results for a district only include those students enrolled in the district during the
accountability window, regardless of where the student tested. Generally, students with valid
scores who were enrolled during the accountability window and also enrolled over October 1 are
included in the proficiency measurements for accountability.
When assessment results are released, they provide true proficiency rates (the proportion of
students who Meet or Exceed the Standards). For accountability results (AYP and MMR), a
proficiency index is computed where students who Partially Meet the Standards are counted as 0.5
point and those who Meet/Exceed are counted as 1 point.
Contact [email protected] with any questions about accountability results.
Communicating Assessment Results to the Media and Public
Communicating assessment results is often the responsibility of the District Assessment
Coordinator. The suggestions below come from experienced District Assessment Coordinators.
1. The District Assessment Coordinator should maintain good working relationships with
media contacts, the School Board and the Superintendent whenever possible. Keep these
points in mind when communicating your test results:
o
Specify the test you are reporting on.

Explain how the test works and if there have been any changes.

Use acronyms sparingly; spell out names as much as possible or at least the
first time they are introduced in your reports.
o
Create tables and graphs that the general public can understand.
o
Be proactive in your reporting message. Shape the message you give to the media. The
initial story will be the first time the public will hear about the results.
o
Explain how the data will be used in the district and schools. Avoid defensive comments
or making excuses for the results.
o
Highlight new district programs and innovations put in place to improve student
achievement.
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2. Don’t forget to communicate your results to the district internally. If possible, give the
message to staff before or at the same time you give it to the media.
Questions you may be asked by media and stakeholders:
•
What is your general reaction to the results?
•
What are the highlights and lowlights of the data?
•
What are the district/schools doing to increase achievement?
•
What about achievement gaps?
•
Why are the scores different from last year?
Note: Minnesota statutes require MDE to treat all data the department receives, collects or creates
to determine AYP, set state growth targets, and determine student growth as non-public data until
the commissioner publicly releases the data. Hence, MDE cannot share school, district or state
AYP data with the public until they are officially released. Districts, on the other hand, are required
by statute to provide principals or parents with AYP summary data that is detailed enough to permit
them to appeal preliminary AYP results. See Minnesota Statutes
(http://www.revisor.mn.gov.statutes/?id=120B.36).
Public Release of Final Results
This section describes the results that are available publicly. Note that public data available on the
MDE website suppress summary data when there are fewer than 10 students in a cell. The
purpose of this limitation is to protect student privacy, but it also discourages making inferences
from the results of a small group of students.
Data for Parents and Educators and Minnesota Report Card
The Data for Parents and Educators section of the Data Center on the MDE website is open to the
public. It allows users to see how various groups of students across the state and within districts
performed on various tests and subjects over the years. Once test results are released publicly, the
information is available through this section of the website. View the Data for Parents and
Educators page (http://w20.education.state.mn.us/MDEAnalytics/Reports.jsp).
The Data for Parents and Educators section of the website is being enhanced and replaced
by a new page called the Minnesota Report Card. The Minnesota Report Card page currently
allows tablet and mobile device users to access the public reports. View the new Minnesota Report
Card page (http://rc.education.state.mn.us). When the Minnesota Report Card is released on the
MDE website, all users will access public results through the Minnesota Report Card rather than
the current Data for Parents and Educators page. Further information about the release will be
provided in the Assessment Update.
For general questions and system functionality issues, contact [email protected].
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Statewide Assessments Results
Statewide assessments results presentations provide an overview of reading, mathematics and
science statewide assessment results. These presentations are released publicly by MDE once
final assessment results are released.
Public Assessment, Growth and Accountability Files and Reports
A variety of data files and reports are also available publicly in the Accountability and Assessment
section of the Data Reports and Analytics page of the MDE website. View the Data Reports and
Analytics page (http://w20.education.state.mn.us/MDEAnalytics/Data.jsp).
•
Adequate Yearly Progress (AYP): Summary reports are available detailing whether AYP
targets for Participation and Proficiency have been met at statewide, district and school
levels.
•
Annual Measurable Achievement Objectives (AMAO) Files and Report: Summary
reports are available describing success at statewide and district levels in meeting
achievement targets in reading, writing, listening and speaking for students who are English
learners.
•
Assessment and Growth Files: Summary data files that report assessment results
(average test scores and counts and percentages at each performance level) or growth
results at statewide, district, and school levels are available for download. The
downloadable data files are available in both Excel and tab-delimited formats. The tabdelimited files provide results broken out by demographic subgroup.
•
School and District Improvement Plans: Copies of the individual School and District
Improvement Plan documents submitted by educational organizations required to create
them under NCLB are available in PDF format.
•
Elementary and Secondary Education Act: Summary report cards that provide
information on district and school level performance on meeting AYP targets for
mathematics, reading and science participation and proficiency, as well as attendance and
graduation rates. The reports are available for download as PDF documents.
•
Multiple Measurement District Download and Files: Excel spreadsheets summarizing
the annual results (both overall and domain-specific results) for each school on the four
domains that the Multiple Measurement Rating comprises are available for download.
•
Subscore Report: This interactive report allows users to examine average student
performance on subscales (i.e., strand or substrand scores) at the state, district and school
level. Results can be broken down by demographic subgroups.
Contact the Statewide Testing Division at [email protected] for questions about the
Assessment and Growth and Subscore reports. For questions on the other reports or system
functionality issues, contact [email protected].
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Final Student Reports (Title I Assessments)
Reports for Title I assessments are shipped to the district and include the paper copy of the
Individual Student Reports (home copy) and optional student results labels (if the district requested
them). DVDs containing PDF images of the student reports (electronic district copy) are provided in
a separate shipment from the final reports.
•
Individual Student Report (ISR): This is an individual student report documenting the
student’s overall achievement level as well as performance on each strand or sub-strand.
Achievement-level descriptors are also included on the ISRs to facilitate interpretation.
o
Hard copies of the ISRs are sent to the district to be sent home to parents/guardians.
For 2013–2014 where reports are delivered later due to standard setting, ISRs
should be distributed to parents no later than 30 days after receipt. MDE will post (on its
website) the date paper reports have been shipped to districts and parents can ask the
local district/school for them at that time.
o
•
The preliminary student reports available in the Online Reporting System, although in a
different format, provide information similar to that in the ISRs, but the ISRs reflect any
changes made during Posttest Editing.
Optional Student Results Labels: An adhesive student results label with test score
information for every student tested. These labels can be used on the student’s permanent
hard-copy file. Districts must select whether they want to receive the student results labels
in Supplemental Information in TIDE.
Final Reports (Title III Assessments)
Final reports for ACCESS for ELLs and Alternate ACCESS for ELLs are provided by WIDA and
MetriTech and are sent directly to the district. These final reports include a Parent/Guardian
Report, Teacher Report, Student Roster Report, School Frequency Report, and District Frequency
Report. MetriTech includes an additional order form with the test materials shipment for the district
to use if it chooses to order additional reports beyond what is provided to all states in the WIDA
consortium. Further information about the final reports provided by WIDA and MetriTech is included
in the ACCESS for ELLs and Alternate ACCESS for ELLs Interpretive Guides for Score Reports
(available on the WIDA website).
Districts can access percentile growth charts on the Data Dashboard on the WIDA website to
determine how ELs’ growth in language acquisition ranks relative to other students. Percentile
growth charts allow districts to determine growth rates for their students relative to the entire
consortium or relative to their own state. View the Data Dashboard on the WIDA website
(http://www.wida.us/research/dataSystems/). For further information, the June 2013 WIDA Focus
on Language Growth describes the use of percentile growth charts. View the WIDA Focus on
Language Growth (http://www.wida.us/get.aspx?id=640).
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WIDA has assigned Dashboard login information to each state that the state, in turn, may share
with its districts. Because there is only one username and password for the entire state, the
password cannot be changed. Also, the WIDA help desk cannot provide this login information to
districts.
•
Minnesota username: WIDA-DB-V\WIDAMNStateMember
•
Minnesota password: dYrm2XqjFw
Please be patient when accessing the Data Dashboard; the webpages tend to load slowly.
Final Student Reports (GRAD Retests)
Reading and Mathematics GRAD Retests
Districts will be able to access individual student reports and student rosters from the Online
Reporting System immediately following testing. These student reports can be printed and shared
with students and families. While Reading and Mathematics GRAD retests do not go through
Posttest Editing, the data provided by MDE through Assessment Secure Reports (formerly MDE
Secured Reports) and the Individual Student Reports is considered final, not the student reports
accessed through the Online Reporting System. This is because the district could take action, like
invalidating a test, after the immediate results are printed from the Online Reporting System.
Districts will receive hard-copy ISRs and labels on a quarterly basis. Please refer to the Important
Dates at the front of this manual for specific dates. Even though the online and paper student
reports are not identical, they both indicate passing status.
Written Composition GRAD Retests
On the dates listed on the Important Dates at the front of this manual, districts will be able to
access individual student reports and student rosters through the Online Reporting System.
Electronic copies of student essays are also available through the Online Reporting System. Hard
copies of the ISRs and labels will be sent to districts by the dates listed on the Important Dates.
Making MCA Comparisons between Schools and Districts or Years
Districts or schools may want to know how well they did this year compared with last year or how
well they did this year compared to another district or school. Making appropriate comparisons and
inferences can be complicated when changes in test content and scoring, test administration
context or test participation have occurred. More than one test can be used to assess performance
in a subject, and selection of a test is related to demographic group membership. Some examples
of this are listed below.
Changes in Test Content or Scoring
When the Reading, Mathematics, and Science MCA tests transitioned from MCA-II to MCA-III, the
new tests were constructed to address different academic content standards and are scored with
reference to new achievement standards. Thus, although the reported scores and achievement
levels on MCA-II and MCA-III may appear similar, they are not directly comparable. Similarly, the
Reading and Mathematics MCA-Modified and Reading, Mathematics and Science MTAS transition
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to new standards on the same schedule as the MCA and the same comparability considerations
should be kept in mind.
Changes in Test Administration Context
Interpreting year-to-year changes in test performance can be problematic when changes in either
test administration procedures or testing stakes have occurred. For example, to what extent should
gains observed when high school Reading and Mathematics MCA-II took on individual graduation
stakes be attributed to content mastery vs. motivation? Similarly, comparing the results of the 2012
Mathematics MCA-III with three online testing opportunities against those of single-opportunity
administrations in 2011 and 2013 poses a number of interpretive challenges.
Changes in Test Participation
When more than one test can be used to assess achievement in a subject (MCA, MCA-Modified,
MTAS or MTELL, for example) then changes in participation by subgroups may be reflected in the
results. Some examples of this include:
•
In 2006, ELs could have the TEAE serve as the measure of reading for AYP; they did not
have to take the Reading MCA. Therefore, the Reading MCA scores in 2006 included few
ELs, whereas the reading scores in 2007 and subsequent years included nearly all of them.
•
From 2007 through 2010, ELs could take either the Mathematics MCA or the MTELL.
Therefore, for many districts the Mathematics MCA scores did not include all ELs, and the
proportions of ELs taking MTELL and MCA varied substantially across schools, districts and
years.
•
From 2007 to 2010, nearly all special education students participated in the Reading MCA
with the exception of the most severely cognitively disabled students, who took the MTAS
instead. Beginning in 2011, schools may offer the Reading MCA-Modified to persistently
low performing special education students in place of the MCA. As a result, participation on
the Reading MCA by special education students may have declined in some districts and
schools.
Learning Point Navigator
AIR’s Learning Point Navigator system provides districts with educational and instructional
resources for classroom use. Once students are assigned to teachers through rosters, teachers
can log into Learning Point Navigator and create assignments for students who need extra help in
a subject or a specific content standard. Teachers can assign due dates and track their students’
progress. This system is linked to the Online Reporting System so users can access resources for
students based on their performance on assessments. For details on how to use Learning Point
Navigator, please refer to the Learning Point Navigator User Guide posted to the User Guides
page of the Minnesota Assessments portal. View the User Guides page
Learning Point Navigator is a supplemental resource system for use by teachers and students
provided by AIR. Items are not created by Minnesota teachers or MDE. If you have any comments
about this product, please send them to AIR at [email protected].
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Lexile Scores
Reading MCA-III reading reports include Lexile scores. View the Lexile Framework for Reading
(http://www.Lexile.com.) The Lexile Framework, developed by MetaMetrics® Inc., measures not
only a student’s reading ability but the reading level of various texts. Parents and teachers can use
Lexiles to determine whether a text with a known Lexile level is too easy, too difficult or just right for
a student. Students who read text at the right level are more likely to improve their reading skills.
A new linkage between Reading MCA-III and Lexile scores occurred after the 2013
administration. For that reason, previous MCA-II based Lexile score predictions and MCA-III Lexile
score estimates should not be considered directly comparable.
Progress Scores
The progress score is a measure of learning that allows us to track a student’s performance over
time. The progress score is a scale score based on a single vertical scale that spans the range
from grade 3 to grade 8 within a subject. The original progress scales in Reading and Mathematics
were developed based on the MCA-II assessments. The implementation of the Mathematics and
Reading MCA-III assessments in 2011 and 2013, respectively, required construction of a new
progress metric in each subject, one that is not directly comparable to the MCA-II progress score
metric. Progress scores will continue to be reported for the grades 3–8 Mathematics MCA-III.
Reporting of progress scores for the grades 3–8 Reading MCA-III will start in 2014, as
progress scores are most interpretable when two or more years of results for a student can be
reported.
Why do we have a progress score?
Teachers and parents want to know how much progress students make from one year to the next.
A common tendency is to compare raw scores or scale scores from the past year to those in the
current year, but because of the way those scores work, these comparisons do not provide an
adequate basis for making inferences about student progress.
To address this dilemma, Minnesota created a student-level progress score that spans grades 3
through 8. (High school grades in reading and mathematics are not included in the progress score
computations.) Sometimes a measure of change from year to year is called a “growth score.”
Minnesota has chosen the more general term “progress score” because we are measuring slightly
different skills from grade to grade (e.g., grade 3 benchmarks in mathematics are different from
grade 4 benchmarks). In other words, we are measuring progress in the general subject.
How was the progress score derived?
Minnesota reading and mathematics experts selected test questions that are part of a subject’s
academic standards for two or three years in a row. For a given grade (say, 5), we placed these
questions in the test for that grade and in the tests for adjacent grades (4 and 6) to evaluate how
student mastery improved from one grade to the next. These test questions in adjacent grades are
not used to measure the achievement of the students in those grades. A single progress scale
from grade 3 to grade 8 was constructed by linking student performance on these test items.
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Where can I find the progress score?
The progress score is reported only for individual students in grades 3–8 for reading and
mathematics. It can be found at the bottom of the inside pages on the Individual Student Report
that is sent to districts for distribution to parents and in the District Student Results (DSR) file.
Can the progress score be used to measure the school and district?
Progress score averages for schools and districts are difficult to interpret, in part because student
progress scores vary greatly by grade and prior achievement. Analyzing and interpreting progress
scores should be done by individuals with skills in addressing these and other technical issues.
MDE recommends that across-grade average progress scores not be used to measure progress
for a school or district. Rather, the Growth Model is better suited for these comparisons.
Minnesota Growth Model
As part of Minnesota’s assessment system, the Minnesota Department of Education measures
whether students are meeting the state reading and mathematics academic standards, which are
what they should know and be able to do in a particular grade. If a student meets those standards,
he or she is considered to be proficient.
Although assessment of student proficiency is central to ESEA, it is also important to pay attention
to student academic progress that will lead to or is necessary to maintain proficiency. Minnesota’s
ESEA Waiver Request, which was approved by the U.S. Department of Education in 2012, relies
heavily on the concepts underlying the Minnesota Growth Model while modifying and extending
their use in the Multiple Measurements Rating system.
The Minnesota Department of Education created the growth model with input from educators. It
was designed to help parents and educators track students’ progress toward proficiency from year
to year in order to better determine whether students are gaining and maintaining skills necessary
to be successful after high school. Growth information was first released in December 2008.
Summary reports on growth are currently available to the public on the Data for Parents and
Educators page of the MDE website by selecting the “Are students making expected growth”
question. View the Data for Parents and Educators page
(http://w20.education.state.mn.us/MDEAnalytics/Reports.jsp). On the Minnesota Report Card page,
select the “Growth” category. More detailed public data are available on the Data Reports and
Analytics page under the Accountability and Assessment heading by selecting the Assessment
and Growth Files and Multiple Measurement Files links. View the Data Reports and Analytics page
(http://w20.education.state.mn.us/MDEAnalytics/Data.jsp).
For districts and schools, the following reports are provided in Assessment Secure Reports
(formerly MDE Secured Reports).
•
Growth Summary Report and Download: This report produces a 2 x 3 table showing the
percent of Proficient and Not Proficient students in the district or school who had Low,
Medium and High growth. The results can be further broken down to create a set of tables
for each grade, each subgroup (e.g., race/ethnicity, EL, special education) and each
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grade/subgroup combination. The user can also download an Excel file with all of the
supporting detail for the information shown in the Growth Charts.
•
Growth Student Detail Report: This is an Excel file that contains detailed student-level
data for all students who were included in the Minnesota Growth calculations.
Public and Parental Access for Review of Statewide Assessments Policy
Parents/guardians who want to see their child’s responses to a statewide test must make the
request in writing to the Division of Statewide Testing. Parental review of an actual test is allowed
only by setting up a mutually agreeable time to view materials at MDE in Roseville. See Appendix
B for the Policy for Public and Parental Review of Statewide Assessments. Parents are not allowed
to see the test before it is administered.
Use of Confidential Information
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a
federal law that protects the privacy of student education records.
•
View FERPA language on the U.S. Department of Education website
(http://www.ed.gov/policy/gen/guid/fpco/ferpa/index.html).
•
View FERPA language on the Electronic Code of Federal Regulations page of the U.S.
Government Printing Office website (http://www.ecfr.gov/cgi-bin/ECFR?page=browse).
The law applies to all schools that receive funds under an applicable program of the U.S.
Department of Education. Much of the information in the student test reports and data files, such as
test scores and eligibility for free and reduced price lunch, is confidential. The responsibility to keep
this information confidential applies to teachers, teacher aides and other education professionals
working in the school who have access to the information. Free and reduced price lunch data
should be shared only with individuals who are directly involved in administering and enforcing an
educational program.
However, FERPA says that when a student moves between schools or districts, the school/district
where the student tested is authorized to release test information to the receiving school or district.
Parents/guardians requesting test scores will need to contact the school district where their child
was enrolled to receive test scores.
As a matter of practice, when a student moves, the sending school or district should provide the
receiving school or district with the student’s test records.
However, if the sending school or
district does not provide the test results, the receiving school or district may use the Student
Assessment History Report to look up the individual student testing history for any student enrolled
in their district. Note: Since students enrolled in non-public schools are not submitted in MARSS,
non-public schools cannot look up testing history through the Student Assessment History Report.
To obtain testing history for students who are not enrolled (e.g., “super seniors” who have
completed all coursework but still need to meet graduation assessment requirements), the district
should first contact the district where the student was previously enrolled. If the DAC in the
previous district cannot locate the requested test scores or does not respond, the DAC in the new
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district should complete this Request for Test Scores for Students No Longer Enrolled form in
Appendix A. Note: since the student is not enrolled in the district, the parent/guardian (or student, if
over age 18) must sign the form authorizing release of scores to the new district.
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Appendix A — Forms
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NON-DISCLOSURE AGREEMENT
Effective September 1–August 31 for school year: __________
The Minnesota Department of Education (MDE) initiates and coordinates various state testing programs
required by Minnesota statutes. The design of these programs requires that the test items remain secure and
applicable data privacy laws are followed.
To protect the security of the tests and their items, only authorized persons are permitted to view or listen to
the test items. With the exception of items released by MDE, all test items, draft or final, are regarded as
secure. Thus, they may not be printed, reproduced, photocopied, retained in either original or duplicated
format, summarized in note format, discussed in any way, released or distributed to unauthorized personnel
unless otherwise authorized by MDE pursuant to its Procedures Manual.
Authorized persons are required to abide by the appropriate manual(s) regarding the administration of the
statewide testing programs and understand their obligations concerning the security and confidential integrity
of the test(s) they are administering. These persons agree to safeguard secure test materials and limit
access and/or secure login information to authorized persons only who are involved in administering the
test(s).
All reports or other communications based on the authorized use of secure test materials must be reviewed
by MDE prior to distribution or dissemination by the user. Permission for authorized use of secure test
materials may be granted by MDE provided the user agrees to abide by the terms of that specific agreement.
Applicable federal and state data privacy laws must be followed by anyone who has access to student
educational data including through reports provided by MDE or access to electronic systems provided by
MDE or its service provider.
By accepting the terms of this non-disclosure agreement, you name yourself as an employee of the School
District (District) or as an authorized person selected by the District, and affirm that you are authorized by the
District during the current academic school year to view secure test materials or student data related to the
MDE test administrations and hereby agree to be bound by the terms of this agreement restricting the
disclosure of said materials.
Violation of the terms of this agreement may result in financial and/or administrative consequences.
_____________________________________________________________
Name (printed)
_______________________________________________ _____________
Signature
Date
___________________________________________ _________________
School Name
Work Telephone
_____________________________________________________________
District Name
Return this form to the District Assessment Coordinator. These forms are to be retained at the District for
12 months following the end of the current academic school year in case the Minnesota Department of
Education requests an audit. This form must be signed prior to access to any MDE test item(s) or restricted
material(s).
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TEST ADMINISTRATION REPORT (TAR)
2013–2014
District Name/Number
School Name/Number
Date
Signature
Test
Subject (if applicable):
Mathematics
Reading
Science
Writing
The Test Administration Report is used for recording situations where something unusual or unexpected
happened during testing (see examples below). If an adult was involved (e.g., translator), include the adult’s
name, signature and relationship to the student. Attach additional sheets to this form as needed.
For all Minnesota Assessments, districts are not required to return a Test Administration Report.
However, districts must maintain records necessary for program audits or monitoring conducted by MDE for
12 months after the end of the academic school year in which testing took place. If completed by the School
Assessment Coordinator, a copy of the report should be forwarded to the District Assessment Coordinator.
Name of Student
Gr.
MARSS # (13 digits)
Explanation and/or Name and Signature
Examples of events to be documented in this report:
•
A student moves to the next test segment in a paper administration before instructed to do so.
•
A student engages in inappropriate behavior or action that results in the test being invalidated.
•
A student uses a calculator during a non-calculator segment.
•
Student is administered the incorrect assessment.
•
The district uses a translator to translate test directions to an English learner.
•
A student refuses to take an assessment.
•
A scribe transcribes or district staff transfers a student’s responses to an answer document, online
test or Data Entry Interface.
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TEST SECURITY NOTIFICATION FORM (2013–2014)
This form is used for reporting security breaches. Please call MDE within 24 hours and then complete all
requested information and fax to the Division of Statewide Testing within 48 hours of the security breach. The
District Assessment Coordinator is responsible for completing the form, faxing it to MDE, coordinating the
collection of required documentation and retaining a copy for 12 months after the end of the academic school
year in which testing took place. Please submit a separate form for each security breach.
Communication with MDE
Date: _______ Spoke to (name of MDE representative):____________________________________
Identification/Contact Information
District Name:
District #:
District Address:
District Assessment Coordinator:
Phone:
School Information
School Name:
School #:
Principal:
School Address:
School Assessment Coordinator:
Phone:
Information about Reported Incident
Choose test, subject and grades affected.
Test
MCA
MCA-Modified
MTAS
GRAD
Subject
ACCESS for ELLs
Alternate
ACCESS for ELLs
Grade(s)
Mathematics
Reading
Science
Writing
____________
Detailed Description of Incident (attach additional pages for documentation)
Please include the following details in the description:
•
Date of incident
•
Detailed description of the incident, including an outline of events and timelines
•
Who was involved (include specific staff names involved at the district)
•
Signatures of applicable staff (e.g., Test Monitor, School Assessment Coordinator, Principal, and District
Assessment Coordinator)
Documentation of Training
As part of the documentation required for security breaches, you are required to submit documentation that staff
were trained and how future trainings will address the incident to prevent security issues from happening in the
future.
Check here if all staff associated with the incident received district training on test security and administration.
Check here if documentation of training for all staff is included with this report.
Check here if a schedule of future district/school training plans is included with this report.
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Additional Documentation
If applicable, please provide any additional information collected at the district when investigating the incident,
including whether any school district action was implemented in response. Attach additional pages as needed.
Submission
Submitted by: ___________________________________________
DAC Signature
_______________________________
Date
Please submit a completed copy of this notification form to the Division of Statewide Testing by fax to
651-582-8874 or by email to [email protected]. Student data should not be emailed.
Completed forms and documentation can also be mailed to Minnesota Department of Education, attn.:
Test Integrity Specialist, 1500 Hwy 36 West, Roseville, MN 55113.
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REQUEST FOR RESCORE FORM
AIR Help Desk Fax: 877-218-7663
Only one student’s test may be submitted per request. The request must be submitted by the district. There is a $125
fee to rescore a student’s test; however, there will be no charge if the score is changed. A rescore may be requested
when a parent/guardian or school district staff disagrees with the final score a student received for a paper or online
assessment. A rescore does not include test/accountability or score code changes (INV, NC, etc.) or late score entry
student responses for paper accommodated test materials for online assessments or the MTAS.
To request a rescore for a paper assessment, submit this completed form and a purchase order made payable to
Data Recognition Corporation. To request a rescore for an online assessment, submit this completed form and a
purchase order (PO) made payable to American Institutes for Research. All request for rescore forms should be
faxed to the AIR Help Desk fax number listed above. Please keep a copy for your records.
Contact MetriTech for information on rescores for ACCESS for ELLs and Alternate ACCESS for ELLs.
District/School Information
District and School Name: ___________________________________________________________________
District #:
School #:
Phone: ________________________
District Assessment Coordinator: _______________________________ Fax: __________________________
Student Information
Name (last, first, MI):________________________________________________________________________
Birth Date (mm/dd/yyyy): _______________________________ Gender: _______ Grade: ________________
MARSS/SSID # (13 digits): ____________________________
Date Tested: __________________________
School Where Tested: ________________________________ PO Number: __________________________
Rescore Information
Select the test/subject to be rescored and provide the original score. For writing, include a copy of the student’s
essay from the Online Reporting System.
Test
Subject
Original Score
MCA
Mathematics
MCA-Modified
Reading
GRAD
Science
Writing
Justification for Rescore
Please provide the reason for this rescore request. Additional pages may be attached.
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
DAC Signature
Print Name
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Date
Print Title
REQUEST FOR LATE SCORE ENTRY FORM
AIR Help Desk Fax: 877-218-7663
Use this form to request late entry of student responses in paper accommodated materials for online assessments or
MTAS scores that were not entered into the Data Entry Interface during the testing window. Only one student’s late
score may be submitted per request. There is a $125 fee for late score entry for up to 10 students after the close of
the test window; contact AIR for fee associated with entry for more than 10 students. A purchase order (PO) made
payable to American Institutes for Research must be included with the completed form. Please keep a copy of this
completed form for your records.
•
For MTAS, fax this completed form, purchase order, reading, mathematics and/or science scores, and
Learner Characteristic Inventory (LCI) data to the AIR Help Desk.
•
For paper accommodated test materials for the online Reading, Mathematics and Science MCA and Reading
and Mathematics MCA-Modified:
o
If the testing materials have already been returned to DRC, fax this completed form and purchase
order to the AIR Help Desk using the fax number shown above.
o
If the testing materials have not yet been returned to DRC, FAX this completed form and purchase
order to the AIR Help Desk. SHIP the used test materials to DRC at the following address: Data
Recognition Corporation, Attn: Minnesota; 7303 Boone Avenue; Brooklyn Park, MN 55428. Once
secure materials are received by DRC, they will be removed from the missing materials list.
District/School Information
District and School Name: ___________________________________________________________________
District #:
School #:
Phone: _____________________ PO Number: _________________________
District Assessment Coordinator: _______________________________ Fax: __________________________
Student Information
Name (last, first, MI):________________________________________________________________________
Birth Date (mm/dd/yyyy): ______________________
Gender: _______
Grade: __________________
MARSS/SSID # (13 digits): ____________________________
School Where Tested: __________________
Test Book Security Number: ___________________________
Date Tested: __________________________
Late Score Entry Information
Test
Subject
MCA
MCA-Modified
MTAS
Mathematics
Reading
Science
_____________________________________________________
_______________________________
_____________________________________________________
_______________________________
DAC Signature
Print Name
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Date
Print Title
REQUEST FOR TEST SCORES FOR STUDENTS NO LONGER ENROLLED
When a student moves to a new district, the receiving district may use the Student Assessment History Report in
Assessment Secure Reports (formerly MDE Secured Reports) to look up the individual student testing history for any
student enrolled.
For testing history for students who are not enrolled (e.g., “super seniors” who have completed all coursework but still
need to meet graduation assessment requirements), the receiving district should first contact the district where the
student was previously enrolled. If the District Assessment Coordinator (DAC) in the previous district cannot locate
the requested test scores or does not respond, the DAC in the receiving district should complete this form. Note:
since the student is not enrolled in the district, the parent/guardian (or student, if over age 18) must also sign the form
authorizing release of scores to the new district.
The completed form must be faxed to MDE at 651-582-8874, attention Request Coordinator. Please allow a few
weeks to receive the scores. Volume of requests will affect the delivery date. Available test scores will be faxed to the
fax number provided below.
District Requesting Test Information on Student No Longer Enrolled
District Name:
District Number/Type (0000-00):
DAC:
Phone:
District Address:
Secure fax:
City/State/Zip:
DAC email:
Signature of DAC:
Date:
Student Information:
Student Name (last, first, MI):
Birth Date (mm/dd/yyyy):
MARSS/SSID # (13 digits):
Grade(s) tested:
1. Test Requested:
MCA
MCA-Modified
MTAS
GRAD
2. Subject (if applicable):
ACCESS for ELLs
Alternate ACCESS
for ELLs
Mathematics
Reading
Science
Writing
3. Test Cycle
Month
Year 20
Authorization to Release Score Information
By signing this form, I authorize the MDE Statewide Testing division to release the requested test score(s) to the
district indicated above.
Name of Person Authorizing Release:
Relationship to Student (if not completed by the student):
Signature of authorized person:
December 2013
Date:
246
REQUEST FOR RECIPROCITY FOR HIGH SCHOOL GRADUATION
If a high school student moves into a Minnesota school district from another state having demonstrated proficiency
on that state’s ESEA accountability assessment, that test may be substituted for the GRAD through reciprocity. The
district will need to verify that the test can be substituted for the GRAD by checking the Reciprocity Guidelines for
High School Graduation. A request for reciprocity may also be submitted for the WorkKeys, Compass, ACT, and
Armed Services Vocational Aptitude Battery (ASVAB) assessments. Since these are nationally recognized
assessments, students do not need to take them again in Minnesota to meet graduation assessment requirements.
For district-determined equivalent assessments taken in another state, the district may also request reciprocity but
must provide a written statement indicating which assessments have been determined by the district to be
equivalent.
To request reciprocity, the District Assessment Coordinator must fax this form, along with the student’s test records
from the other state, to MDE at 651-582-8874. MDE will review the test records to confirm that the student has met
the reciprocity guidelines.
District Requesting Reciprocity for Transferred Student
District Name:
DAC:
Phone:
District Address:
Secure Fax:
City/State/Zip:
DAC Email:
Transferred Student from Another State:
Grade:
Gender: ____Male ____Female
Previous State:
Previous District Name:
Subject(s)*
Previous District Number:
Name of Exam(s)**
Pass Score(s)
Mathematics
Reading
Written Composition/Writing
* Student Report(s) for each subject checked above must be attached to this form.
** If student’s exam is a district-determined equivalent assessment, district must provide documentation of the
assessment determined to be equivalent along with student’s report.
MDE Use Only
MDE has reviewed the request for a non-Minnesota graduation test to be used in place of the GRAD.
Accepted
Denied (Reason: ____________________________________________________)
MDE authorized signature: __________________________________________ Date: ______________
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GRAD ACCOMMODATED TEST MATERIALS ORDER FORM
The district must complete this form for each student requiring accommodated test materials for the
Reading and/or Mathematics GRAD. Refer to the Important Dates for the last date to submit an order for
the testing window. Please fax to the attention of the AIR Help Desk at 1-877-218-7663.
District Requesting Accommodated Test Material
District Name:
School Name:
*Note: All materials are shipped to the district.
DAC:
Phone:
District Address:
Secure Fax:
City/State/Zip:
DAC Email:
Student Information
__
IEP
504
________
EL
Grade:
Gender: Male ____ Female ____
Date of Scheduled Testing:
Subject(s)*:
Reading
Mathematics
Accommodation:
18-point font large print test book
24-point font large print test book
Contracted Braille test book
Uncontracted Braille test book
Mathematics script
FAX to AIR at 1-877-218-7663.
All accommodated testing material must be returned to DRC by the Friday
after the testing window closes.
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GRAD 12-POINT FONT ACCOMMODATED TEST BOOKS ORDER FORM
The district must fill out this form for each student requiring accommodated test materials for the Reading and/or
Mathematics GRAD. Because of processing time, 12-point font test books must be ordered one month prior to
testing. Refer to the Important Dates for the last date to submit an order for the testing window. Please fax to the
attention of the AIR Help Desk at 1-877-218-7663.
District Name:
School Name:
*Note: All test material is shipped to the district
DAC:
Phone:
District Address:
Secure Fax:
City/State/Zip:
DAC Email:
Student Information
Grade:
Gender:
IEP
504
Subject(s):
Reading
Male
Female
Mathematics
1. Describe disability:
2. Does the student use a computer during any instruction? If not, explain why:
3. Describe how the student’s disability interferes with ability to demonstrate achievement:
4. Determination of IEP Team meeting was held on (date):
5. *Case Manager signature:___________________________________________________________
*Extension of parent or guardian signature on IEP.
Attach additional pages for documentation, as needed.
All accommodated testing material must be returned to DRC by the Friday after the testing window closes.
MDE Use Only
MDE has reviewed the request for a 12 pt. font accommodated test book.
Accepted
Denied (Reason: ____________________________________________________)
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LEARNER CHARACTERISTICS INVENTORY (LCI) FOR
ALTERNATE ASSESSMENTS ON ALTERNATE ACHIEVEMENT STANDARDS
Kearns, J., Kleinert, H., Kleinert, J., & Towles-Reeves, E. (2006). Learner characteristics inventory. Lexington, KY: University of
Kentucky, National Alternate Assessment Center.
Use this form to collect student Learner Characteristics Inventory (LCI) and assistive technology information for entry
into the Data Entry Interface for each student taking the MTAS. This form must be kept in a secure location following
entry of data into the Data Entry Interface.
Select any of the assistive technology device(s) that the student will use on the assessment. If the student will not use
any assistive technology device(s), select the “No assistive technology devices used” checkbox.
Student Name (last, first, MI): ___________________________________________________________________
Grade:
MARSS/SSID #:
District and School:
Birth Date (mm/dd/yyyy): ____________________
Test Administrator: _______________________________
Purpose: This inventory will be used to assist states in describing the population of students who take alternate assessments on
alternate achievement standards. These students represent less than 1% of the total student population and come from a variety
of disability categories but represent students with the “most significant cognitive disabilities.”
1. Classroom Setting (check the best description)
Special school
Regular school, self contained classroom for almost all activities
Regular school self contained classroom except for homeroom, lunch, and “specials”
Self contained (children go to some general education academic classes but return to special education (61%
or more of school day in special education classes)
Resource room (e.g., children come for services and then go back to their general education classroom (at
least 40% of the school day in general education classes)
Inclusive/Collaborative – students based in general education classes, special education services delivered in
the general education class (at least 80% of the school day in general education classes)
2. Augmentative Communication System (check the best description)
Does your student use an augmentative communication system in addition to or in place of oral speech?
No
Yes; uses only one symbol or sign at a time and is able to use only a few symbols in total to express simple or
early intents (e.g., drink, eat, toilet, greeting, preferred activity, refusal).
Yes; can combine two symbols together to express broader intents such as social content, answer simple
questions, etc. (e.g., expresses greetings, peer names, social exchanges, personal interests).
Yes; uses mostly iconic symbols (clear representations) or signs together in sequence to express functional
intents, extensive social interactions, academic content, and to respond consistently to answer questions.
Yes; uses multiple abstract symbols, signs, or print in sentences or phrases on the augmentative
communication system to express a variety of academic, social, and self-initiated interactions.
3. Speech Language as a Related Service (check the best description of the extent to which the student is
receiving speech/language as a related service)
Direct services for communication/language therapy (pull-out)
Direct services integrated into student’s routine/classroom-collaboration
Consultation services only
Student does not currently receive speech language as a related service
This instrument is the property of the National Alternate Assessment Center (NAAC).
Do Not Disseminate.
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4. Expressive Communication (check one answer that best describes your student)
Uses symbolic language to communicate: Student uses verbal or written words, signs, Braille, or languagebased augmentative systems to request, initiate, and respond to questions, describe things or events, and
express refusal.
Uses intentional communication, but not at a symbolic language level: Student uses understandable
communication through such modes as gestures, pictures, objects/textures, points, etc., to clearly express a
variety of intentions.
Student communicates primarily through cries, facial expressions, change in muscle tone, etc., but no clear
use of objects/textures, regularized gestures, pictures, signs, etc., to communicate.
5. Receptive Language (check the best description)
Independently follows 1–2 step directions presented through words (e.g., words may be spoken, signed,
printed, or any combination) and does NOT need additional cues.
Requires additional cues (e.g., gestures, pictures, objects, or demonstrations/models) to follow
1–2 step directions.
Alerts to sensory input from another person (auditory, visual, touch, movement) BUT requires actual physical
assistance to follow simple directions.
Uncertain response to sensory stimuli (e.g., sound/voice; sight/gesture; touch; movement; smell).
6. Vision (check the best description)
Vision within normal limits.
Corrected vision within normal limits.
Low vision; uses vision for some activities of daily living.
No functional use of vision for activities of daily living, or unable to determine functional use of vision.
7. Hearing (check the best description)
Hearing within normal limits.
Corrected hearing loss within normal limits.
Hearing loss aided, but still with a significant loss.
Profound loss, even with aids.
Unable to determine functional use of hearing.
8. Motor (check the best description)
No significant motor dysfunction that requires adaptations.
Requires adaptations to support motor functioning (e.g., walker, adapted utensils, and/or keyboard).
Uses wheelchair, positioning equipment, and/or assistive devices for most activities.
Needs personal assistance for most/all motor activities.
9. Engagement (check the best description)
Initiates and sustains social interactions.
Responds with social interaction, but does not initiate or sustain social interactions.
Alerts to others.
Does not alert to others.
10. Health Issues/Attendance (check the best description)
Attends at least 90% of school days.
Attends approximately 75% of school days; absences primarily due to health issues.
Attends approximately 50% or less of school days; absences primarily due to health issues.
Receives Homebound Instruction due to health issues.
Highly irregular attendance or homebound instruction due to issues other than health.
Do Not Disseminate.
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251
11. Reading (check the best description)
Reads fluently with critical understanding in print or Braille (e.g., to differentiate fact/opinion, point of view,
emotional response, etc.).
Reads fluently with basic (literal) understanding from paragraphs/short passages with narrative/informational
texts in print or Braille.
Reads basic sight words, simple sentences, directions, bullets, and/or lists in print or Braille.
Aware of text/Braille, follows directionality, makes letter distinctions, or tells a story from the pictures that is not
linked to the text.
No observable awareness of print or Braille.
12. Mathematics (check the best description)
Applies computational procedures to solve real-life or routine word problems from a variety of contexts.
Does computational procedures with or without a calculator.
Counts with 1:1 correspondence to at least 10, and/or makes numbered sets of items.
Counts by rote to 5.
No observable awareness or use of numbers.
Teacher Comments: Please share any additional information you would like for us to know about the
learning characteristics of this student. Thank you for your time and honest answers.
Please check any assistive technology devices the student will use on the assessment.
No assistive technology devices used
Alternate computer input/access devices: keyboards including alternate keyboard layout, mouse, joystick,
touch screen
Portable electronic word processors, with or without voice output
Alternate pointing system
Augmentative communication devices, including a range of low and high tech, including talking switches and
sign language
Symbols of all types (e.g., objects, tactile, raised line drawings, photos, black/white & color, line drawings)
Partner assisted scanning
Calculator, all types
Eye gaze board
Colored overlays, visual screens or other visual supports
Magnification devices/enlarged materials, including computer screen magnification
Switches
Braille
Other
Do Not Disseminate.
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MINNESOTA TEST OF ACADEMIC SKILLS (MTAS) DATA COLLECTION FORM
Use this form to collect student scores during test administration. This Data Collection Form must be kept on
file in a secure location for 12 months following test administration. All MTAS Test Administrators must complete the
Minnesota Test of Academic Skills (MTAS) Training for Test Administrators each school year.
Grade:
MARSS/SSID #:
District and School:
Test Administrator:
MATHEMATICS SCORES
READING SCORES
Score
(circle one)
Task
Task
1
3
2
1
0
2
3
2
1
0
3
3
2
1
0
4
3
2
1
0
5
3
2
1
0
6
3
2
1
0
7
3
2
1
0
8
3
2
1
0
9
3
2
1
0
10
3
2
1
0
11
3
2
1
0
12
3
2
1
0
13
3
2
1
0
14
3
2
1
0
15
3
2
1
0
For District/School Assessment
Coordinator Use Only
□ Not testing this subject with the MTAS
□ Test codes: ABS, INV, ME, NE, REF
□ Home Schooled
□ New-to-Country
□ Significant Gap in Enrollment
Score
(circle one)
1
3
2
1
Reading Passage
Access (circle one)
0
2
3
2
1
0
3
3
2
1
0
4
3
2
1
0
5
3
2
1
0
6
3
2
1
0
7
3
2
1
0
8
3
2
1
0
9
3
2
1
0
10
3
2
1
0
11
3
2
1
0
12
3
2
1
0
13
3
2
1
0
14
3
2
1
0
15
3
2
1
0
o Read passage
aloud to
student
o Student read
along
o Student read
independently
SCIENCE SCORES
Score
(circle one)
Task
1
3
2
1
0
2
3
2
1
0
3
3
2
1
0
4
3
2
1
0
o Read passage
aloud to
student
o Student read
along
o Student read
independently
5
3
2
1
0
6
3
2
1
0
7
3
2
1
0
8
3
2
1
0
9
3
2
1
0
o Read passage
aloud to
student
o Student read
along
o Student read
independently
10
3
2
1
0
11
3
2
1
0
12
3
2
1
0
13
3
2
1
0
14
3
2
1
0
o Read passage
aloud to
student
o Student read
along
o Student read
independently
15
3
2
1
0
o Read passage
aloud to
student
o Student read
along
o Student read
independently
□ Home Schooled
□ New-to-Country
□ Home Schooled
□ New-to-Country
Test administrator’s signature: ________________________________________ Date: _______________________
Data entry completed by: ____________________________________________ Date: _______________________
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REQUEST FOR MTAS MISSED OPPORTUNITIES ADMINISTRATION
This form is used to ask MDE to allow a student who missed the opportunity to take the Reading and/or
Mathematics MTAS as a graduation requirement in tenth or eleventh grade to take it at the next spring
administration. Missed opportunities include students who were absent, medically excused or not enrolled
at the time of the MTAS administration. If the request is approved, MDE will provide further information on
the procedures for administration and data collection and submission to MDE.
The Division of Statewide Testing of MDE must receive this request no later than Friday, May 2, 2014.
Fax the request to 651-582-8874, attn.: MTAS Missed Opportunities. The Reading and Mathematics
MTAS testing window closes on May 9, 2014.
Location Where Test Will Be Administered
School Name:
School Number:
District Name:
DAC Name:
DAC Email:
Secure Fax #:
Phone #:
DAC Signature:
Date:
Student Information
Please complete student information for the sections that apply.
Grade:
Gender:
Female
Male
Subject(s) to be administered:
Reading
Mathematics
Provide brief explanation of why student missed opportunity:
Note: Districts cannot administer an MTAS as a missed opportunity until MDE has given
authorization to the DAC.
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TEST MONITOR TEST MATERIALS SECURITY CHECKLIST
Test(s):
(FOR TEST MONITOR and ASSESSMENT COORDINATOR USE ONLY—Do Not Return to service provider.)
Test Monitor:
School Name:
Grade:
Use this form to assign secure test materials to students. All secure test materials distributed must be collected
before students leave the testing room. Return ALL used and unused secure test materials (test books and
accommodated test materials) to your District or School Assessment Coordinator as soon as possible after the
completion of testing.
STUDENT NAME
SUBJECT:
_________________
TEST DATES:
SUBJECT:
_________________
TEST DATES:
Security
Barcode
Security
Barcode
Returned
Returned
COMMENTS-INFO
(Why student not tested, why
incomplete test, administration
problems, etc.)
Report any missing secure testing materials and the circumstances surrounding missing items to the District or
School Assessment Coordinator immediately.
I certify that I have accounted for all secure materials and have thoroughly documented any missing materials. I
understand that if there is any discrepancy, this form may be used as a reference for investigation.
Test Monitor (Signature)
December 2013
___________
Date
Assessment Coordinator (Signature)
255
Date
MINNESOTA ASSESSMENTS COMMENT SHEET
The Minnesota Department of Education and its service providers continually work to improve testing
procedures for future administrations. Comments and suggestions for improving the Minnesota
Assessments testing procedures are valuable to the growth and effectiveness of the testing program.
To comment, please write in the space below. Fill in the information requested at the bottom of the
page.
Test: ______________________________________________
Subject (if applicable):
Mathematics
Reading
Date: _______________
Science
Writing
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Send or fax this form to the Minnesota Department of Education
1500 Highway 36 West, Roseville, Minnesota 55113
Attention: Division of Statewide Testing
Fax number: 651-582-8874
Email: [email protected]
Name and Title
District Name
District Address
School Name
City, State, Zip Code
Phone Number or Email Address
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Appendix B — Policy and Procedures
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Division of Statewide Testing
BUILDING A TEST
The development of a Minnesota Assessment is a meticulous process; an overview of the assessments
in the Minnesota Assessment System is included in Chapter 2. Minnesota contracts with assessment
service providers in the process of building tests.
ACCESS for ELLs and Alternate ACCESS for ELLs were developed by the WIDA Consortium as a
collaborative effort of consortium member states, and they are based on the Minnesota standards for
English language development. The development of the ACCESS and Alternate ACCESS for ELLs is
not described in this section but further information is available on the WIDA website. View information
about the development of the ACCESS for ELLs (http://www.wida.us/assessment/ACCESS/). View
information about the development of the Alternate ACCESS for ELLs
(http://www.wida.us/assessment/alternateaccess.aspx).
Test Development
It takes at least two years to create and evaluate a test item before it is ready to be included in an
assessment. Each step of the process makes an important contribution to the reliability and validity of
the assessment. Minnesota Academic Content Standards play the primary role in the development of
statewide assessments. The steps below outline how academic standards are aligned to statewide
assessments.
1. Academic content standards are defined. Minnesota teachers and content experts write the
Minnesota Academic Standards that delineate the skills and knowledge students at each grade
level should possess.
2. Academic content standards to be assessed are defined. Committees of teachers and
content experts identify which standards can and should be assessed, either in a classroom or
as part of the MDE-developed Minnesota Assessments.
3. Test specifications are developed. Test specifications define the content and format of an
assessment. They also describe the types, number and limits of questions that may be asked
on the assessments. Since test specifications are intended not to change from year to year, the
content of the tests is similar from one year to the next.
4. Test questions are developed and reviewed. The service provider is responsible for the
development of, printing, shipping, scoring and reporting for Minnesota’s statewide assessment
program. Minnesota subscribes to the principle of universal design in the construction of test
items. In this process, test items are linguistically modified to clarify and simplify the text without
simplifying or significantly altering the construct that is being tested. While professional item
writers initially develop questions to meet Minnesota’s specifications, Minnesota educators (on
Item Review panels) and community members (on Bias Review panels) are responsible for
advising MDE on whether each question should be approved, edited or rejected. For example,
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the Item Review panel checks the appropriateness of each item’s benchmark alignment. A
question does not appear on an operational assessment until it has been field-tested and
undergone reviews by a number of assessment advisory panels. Additional information about
serving on panels is available on the Register for Advisory Panels page on the MDE website
(http://education.state.mn.us/MDE/EdExc/Testing/RegAdvPanel/index.html).
5. The test questions are assembled into a test form. Once test questions have been
approved, MDE and the service provider construct a test form or build an adaptive algorithm
that matches the test specifications. For example, if the mathematics test specifications for an
assessment require that Strand 4 (Data Analysis) make up a particular percentage of a test’s
points, the appropriate number of Strand 4 questions will be included on the test. MDE
assessment specialists review all aspects of the proposed test items, such as clarity of tables
and illustrations and layout.
The schedule for revising statewide standards is found in Minnesota Statutes section 120B.023 and
outlined in the table below.
Introduction of the MCA-IV as required by Minnesota Statutes Section 120B.023
Year
Mathematics
2013–2014
Grade 11
MCA-III Operational
Science
Reading
2014–2015
2015–2016
Revise Standards
2016–2017
Write MCA-IV Test
Specifications
2017–2018
Develop MCA-IV Items
Revise Standards
2018–2019
MCA-IV Items
Field Tested
Write MCA-IV Test
Specifications
Revise Standards
The development schedules for the Reading, Mathematics and Science MTAS aligned to new standards follow the schedule
for the MCA.
Scoring
After the assessments have been administered to students and students’ answers—via answer
document or online entry—are sent to the service provider, every item is scored by machine or by a
person.
1. Responses to multiple-choice and gridded-response items on answer documents (filled-in
bubbles) are captured by high-speed scanners and scored electronically. Multiple-choice and
technology-enhanced (type-in, drag and drop, hot spot and graphing) items on online tests are
captured by the test delivery system and scored electronically. Numerous quality control (QC)
steps ensure that the responses are captured accurately.
2. For the Written Composition GRAD, Minnesota requires that trained scorers hold a minimum of
a bachelor’s degree in an area related to the subject they are scoring. They are trained on the
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rubrics (descriptions of student responses at each score point) used to score Minnesota test
questions and anchor papers (examples of responses for each score point and other scoring
criteria approved by Minnesota educators). After training is complete, each potential scorer must
pass a scoring proficiency test by scoring actual student responses. While scorers are
evaluating actual student responses, their work is continually monitored by scoring supervisors.
These supervisors train the scorers using a variety of methods, including the following:
o
Read Behind: Scoring supervisors “read behind” each scorer’s work multiple times each day
to ensure that the scorer is accurately evaluating work according to the rubrics and anchor
papers. Scorers who are not accurately evaluating student work are retrained. Those who
do not learn to score accurately are dismissed, and the papers are rescored.
o
Anchor Papers: Scoring supervisors insert previously scored anchor papers into each
scorer’s daily load of papers. The scorer evaluates the anchor paper without knowing that it
has been previously scored. This process allows scoring supervisors to determine if scorers
are scoring as they have been trained and to determine the inter-rater reliability—a measure
of the agreement among scorers—of the entire scoring process. Those who do not learn to
score accurately are dismissed, and the papers are rescored.
3. Performance tasks from the MTAS are scored by the teacher administering the test, and the
scores are entered online.
Standard Setting
The first year tests are administered operationally, they must go through a process to set the
performance level expectations for students; this process is called “standard setting.”
Prior to the standard setting committees, a team of MDE content specialists, assessment specialists,
and Minnesota educators develop Achievement Level Descriptors (ALDs) based on the Minnesota
Academic Standards and the test specifications for a given assessment. The ALDs provide a welldefined set of descriptions of the skills and knowledge associated with each of the four achievement
levels for a particular grade and subject.
The standard setting committees begin their work once scoring and preliminary data analysis is
completed. Minnesota educators (in Standard Setting panels) and community members (in Stakeholder
panels) review the ALDs and the content of the assessment and set cut scores to determine levels of
student performance that correspond to the four achievement levels. The committees also consider
how proposed cut scores could impact students and schools before they recommend standards to the
Minnesota Commissioner of Education.
The process used to establish the standards is determined by psychometric staff at MDE and the
service provider and makes use of rigorous, carefully defined procedures that have been widely used
and validated in Minnesota and many other states. Specific methodology used for standard setting is
documented in standard setting reports, which are available on the Technical Resources page after the
Commissioner has approved the standards. View the Technical Resources page. Since standard
setting cannot begin until after scoring is completed, reporting for new assessments are delayed as the
standards must be set before assessment results can be reported.
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Division of Statewide Testing and the
Division of Compliance and Monitoring
INTERNAL TEST SECURITY PROCEDURES FOR ALL STATEWIDE ASSESSMENTS
An Internal Review Team consisting of representatives from the Minnesota Department of Education
(MDE) Divisions of Statewide Testing and Compliance and Monitoring has been charged with the duty
to investigate and resolve all alleged breaches in test security. The authority to investigate and resolve
potential breaches in secure testing was previously detailed in Minnesota Rule 3501.0150 (2008).
Note: Minnesota Rule 3501.0150 was repealed as part of the wholesale repeal of the GRAD rules in
the 2013 legislation. However, MDE has made the determination that the legislature did not intend to
eliminate the authority to investigate and resolve potential breaches in secure testing.
Test security is vitally important to the integrity of the statewide testing system. Developing and
maintaining a secure system of statewide test administration serves to:
•
Preserve the integrity of the assessment instruments.
•
Protect the significant financial investment necessary to develop a comprehensive system of
assessments.
•
Enhance the opportunity for fairness among all districts.
•
Maintain the integrity of the assessment results.
Internal investigative procedures are necessary to ensure equitable enforcement of test security
measures on a statewide basis. The investigative steps, which vary depending on the type of
allegation, are outlined below:
I. INITIAL REPORT ALLEGING A SPECIFIC VIOLATION
•
A report is received by MDE from any individual or agency alleging that a specific breach in test
security has occurred in an individual district or testing site. If the District Assessment
Coordinator contacts their Statewide Testing Assessment Contact, the contact provides
guidance on completing the Test Security Notification Form.
•
To complete the Test Security Notification Form, the District Assessment Coordinator will need
to gather information about the security incident, including a detailed description or timeline of
the incident which could include interviews of staff involved in the security breach. MDE
recommends each District Assessment Coordinator check with the appropriate district
personnel to find out current investigation protocol. The District Assessment Coordinator needs
to be aware of local school district rules that apply during an investigation.
•
The Test Security Notification Form from the district or report from any other source is
forwarded to the Test Integrity/Security Specialist to address security issues for the testing
event in question. The Test Integrity/Security Specialist is the MDE representative who will
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communicate with the reporter; however, others may provide the reporter with the information
necessary to contact the Test Integrity/Security Specialist.
•
The Test Integrity/Security Specialist documents the report in the Security Log. Documentation
will include the name, address and telephone number of the reporter; a description of the
allegation and how the reporter became aware of it; and a log of communications between the
Test Integrity/Security Specialist and any other party regarding the report and its resolution.
•
The Test Integrity/Security Specialist may request a written statement from the reporter and any
other person who may have information regarding the alleged breach of test security.
•
The Test Integrity/Security Specialist reviews the initial report and any other relevant information
and consults with applicable staff in Statewide Testing and Compliance and Monitoring.
•
If individuals anonymously submit test security concerns to MDE by writing, calling or submitting
an unsigned Test Security Notification Form, MDE will not formally respond in writing but MDE
will document the concern and take appropriate action if sufficient information is provided to
follow up. If individuals have a concern about test security practices and want to remain
anonymous, they are encouraged to raise their concerns with their District Assessment
Coordinator or district’s legal counsel before contacting MDE. MDE takes test security practices
and policies very seriously and encourages any individual with firsthand knowledge of a test
security concern to contact MDE directly by submitting a signed Test Security Notification Form.
II. LEVEL ONE RESOLUTION
The Test Integrity/Security Specialist reviews all reports brought to a team meeting and determines how
best to resolve the allegation by analyzing the severity of the alleged breach of test security and the
scope of potential harm the breach may bring to the integrity of assessment results.
The Internal Review Team may choose to resolve each allegation in one of the following three ways:
1. Through technical assistance from the Assessment Contact;
2. Through a formal letter of reprimand from the Division of Statewide Testing; or
3. Through a formal investigation by the Test Security Investigator in the Division of Compliance
and Monitoring.
All reports discussed and determinations made by the Internal Review Team are entered in the Security
Log. Log entries must include a copy of the initial report received by the Test Integrity/Security
Specialist and a complete description of the Team’s actions.
If the allegation can be addressed informally through technical assistance from the Assessment
Contact, the Test Integrity/Security Specialist resolves the report and makes note of his or her actions
in the Security Log.
If the Internal Review Team determines the report can be addressed through a formal reprimand from
the Division of Statewide Testing, the Test Integrity/Security Specialist ensures that the letter of
reprimand is sent and documents this action in the Security Log.
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If the report merits further investigation, the report is assigned to the Test Security Investigator in the
Division of Compliance and Monitoring, and this action is noted in the Security Log.
III. FORMAL INVESTIGATION
When a reported allegation is assigned to the Test Security Investigator for a formal investigation, the
report is documented by the Test Security Investigator and a file opened. A case number is assigned.
An issue letter is sent to the district and/or testing site involved in the reported incident. The issue letter
will place the district on notice that a potential violation in test security has been reported and that an
investigation will be conducted. The district will be instructed to submit relevant documentation in
response to the report. The district will be informed that failure to submit the requested documentation
may result in an on-site investigation.
An investigation is conducted. Investigative procedures will vary but may include telephone or on-site
interviews, further requests for written submissions, on-site audits of test security procedures or other
procedures deemed necessary.
Once the investigation is complete, the Test Security Investigator submits written findings of fact and
conclusions to the Internal Review Team. The standard for determining whether a breach occurred is
the preponderance of evidence. The team reviews the results of the investigations and recommends
action, which may include:
1. Closure of the case after finding that no violation has occurred.
2. In the event that the investigation confirmed a breach in test security, a plan for corrective action
will be drafted for the Test Security Investigator to incorporate into the investigative report.
The Test Security Investigator issues the final decision and recommendation, which is forwarded to the
Assistant Commissioner for the Office of Student and School Success for review. The Assistant
Commissioner then approves the final decision and the report is sent on to the district and/or testing
site under the Assistant Commissioner’s signature.
IV. DEFINITIONS AND FIELDS OF INVESTIGATION
Testing Irregularities or Misadministrations are any actions that vary from the specific Test Monitor and
Student Directions or Assessment Manual for test administration. The Test Administration Report is
used for documenting test irregularities and is found in this Procedures Manual. Local personnel may
use this form to document irregularities that occur during test administration.
A Breach of Security is any action that jeopardizes the integrity of a secure test and/or gives an unfair
advantage to a student or group of students. The Test Security Notification Form is used for reporting
security breaches and is found in this Procedures Manual. A breach may be committed by various
individuals and/or precipitated by a number of events. For example:
1. Student Breach may include actions such as stealing the test, not returning the test, making a
copy of the test, publishing a copy of the test, giving to or taking from other students’ answers to
the test, using cell phone or other technology devices during testing, sharing test content with
adults and/or students through text messaging, email, or other social media.
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2. Teacher Breach may include actions such as stealing the test copy, retaining a copy of the test
after the date given for return of all testing materials, making copies of test books or providing
information about the test answers to others prior to, during or after testing, sharing test content
with other staff through any form or media, changing student answers in answer documents or
online assessments, encouraging low performers to stay home during testing.
3. Test Monitor Breach may include actions such as giving answers or unauthorized help or cues
to students, making any attempt to improve a student's test score or altering a student’s
responses, participating in authorized viewing and/or sharing of secure test content, leaving test
materials unattended, failing to give proper directions as required by the applicable manuals and
directions, allowing instructional posters and graphics in the classroom or on a student's desk
that are related to the subject being tested, leaving the room during testing or allowing students
to leave the room unattended.
4. Assessment Coordinator Breach (district or school level) may include actions such as leaving
the test materials in an unlocked location, not accounting for test materials, not gathering all test
materials and returning to scoring company, failing to provide proper training to all individuals
who carry out testing procedures, making any attempt to improve a student's test score or
altering a student’s responses, participating in authorized viewing and/or sharing of secure test
content, or allowing a parent, community person, newspaper or other media to see the contents
of the test and/or receive a copy of the test.
5. District Breach (superintendent and board level) may include actions such as making the
contents of the test available to anyone other than those taking, failure to provide proper
proctoring, failure to secure test materials in locked facilities, making any attempt to improve a
student's test score or altering a student’s responses, participating in authorized viewing and/or
sharing of secure test content, or allowing a parent, community person, newspaper or other
media to see the contents of the test and/or receive a copy of the test.
V. POTENTIAL CONSEQUENCES OF A VIOLATION OF TEST SECURITY
If a violation is found to justify serious questions about the integrity of the results of the test
administration, invalidation of test scores may be required. Additional training for all staff or only those
involved in the issue may also be required. Depending on the severity of the security breach, MDE may
also recommend that the individual(s) involved are no longer able to monitor or administer tests.
Other reasonable sanctions that are necessary to preserve the security and confidentiality of future
tests and test administrations.
•
Withholding of state educational aids. See Minnesota Statutes section 127A.42, subd. 2(2)
(2007).
•
Referral to the Board of Teaching for possible licensure sanctions. See Minnesota Statutes
section 122A.20, subd. 1 (2007).
•
Referral to the Department of Administration for violations of the Minnesota Government Data
Practices Act. See Minnesota Statutes section 13.09 (1985).
The district may determine any additional consequences for staff involved. Note: it is the district’s
responsibility to communicate to others in their organization any security findings.
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VI. REPORT OF MISSING MATERIALS OR TESTING IRREGULARITIES RECEIVED FROM
SERVICE PROVIDER
Service providers are expected to issue missing testing materials reports and testing irregularities
reports to the Division of Statewide Testing.
Service providers dispatch two subsequent communications to school districts for immediate response
to missing materials report. School districts are requested to return the missing test materials (if found)
and provide the following documentation:
•
A copy of the district and/or school security checklist(s) that shows the number sequence(s) of
the missing test materials.
•
An explanation of the test security procedures the school(s) followed in handling these
materials.
•
The measures the school(s) has taken to date to account for the missing materials.
If the Division of Statewide Testing needs to dispatch a third communication, it will include a warning
that failure to respond will result in a request for the Test Security Investigator to investigate the missing
materials report from that district.
After the third communication is dispatched, the Test Integrity/Security Specialist compiles a report of
the remaining missing materials for review by the Internal Review Team. The team then determines
whether further investigation is warranted.
In the event that no further investigation is warranted, a warning notice is issued to the district informing
it of the report received and directing the district to heighten security measures.
In the event that a formal investigation is warranted, the steps outlined in paragraph III are followed.
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SAMPLE DISTRICT TEST SECURITY PROCEDURES
Instructions
This template can help you create a test security policy for your district. All parts are vital to the secure
integrity of the Minnesota Assessments.
The information in the following template should be used to guide your district policy. The procedures
can be modified to fit the procedures your district has established in accordance with the Assessment
Manuals produced by MDE. If your procedures are different for each test or need to be expanded to
account for multiple schools, your policy should reflect those differences. Email
[email protected] to request a Word version of this procedure to create your district’s
procedure.
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District Security Procedures for State Test Materials
Test Security Procedures
For:
____________________
[Insert District Name Here]
_________________________
[Enter Current School Year Here]
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MANAGING SECURE TEST MATERIALS
RECEIPT OF TEST MATERIALS
1. Materials are shipped to district or school as determined by________.
2. ________will be immediately informed that materials have arrived and will secure all materials.
3. The applicable Assessment Manual and Procedures Manual will be read and any clarifying
questions asked of the MDE assessment contact (contacts are listed in the front of the
Procedures Manual).
4. Those who have access to the secured area, inventory materials and complete security
checklists are________. Those who have access to secure online testing systems and student
login information are________.
5. Every person with access will sign a Non-Disclosure Agreement before handling materials or
accessing online systems, including individuals in leadership roles, like principals and
superintendents, and custodial and support staff who may have keys, and therefore access, to
secure test materials. Non-Disclosure Agreements are kept on file at the district for 12 months.
A Non-Disclosure Agreement must be signed each school year.
6. ________will inventory materials immediately using the security checklists. Security checklists
are kept at the district for 12 months following testing.
7. Test materials will be kept in________, a secure locked location, until the time of distribution.
DISTRIBUTION OF MATERIALS TO SCHOOL(S)
1. Assessment Manuals and Test Monitor and Student Directions will be distributed in advance of
sending the secured test materials.
2. Non-Disclosure Agreements will be signed by any persons who will be handling test materials.
Non-Disclosure Agreements are kept on file at the district for 12 months. A Non-Disclosure
Agreement must be signed each school year.
3. The process for distributing materials to the school(s) will be completed by________.
4. ________will deliver the secure test materials.
5. Immediately upon arrival of test materials, ________ will use the security checklists to inventory
and prepare materials for distribution to classrooms. Any discrepancies will be reported
immediately to________. Security checklists are kept at the district for 12 months following
testing.
6. The school(s) will keep the test materials secure in________, a secure locked location, until the
time of testing. Any student login information for online testing systems must be kept in a secure
location until the time of testing.
7. A record of person(s) having access to the secure area, inventorying materials and completing
security checklists will be kept by________.
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DISTRIBUTION OF MATERIALS TO TEST MONITORS OR TEST ADMINISTRATORS AND TEST
ADMINISTRATION
1. ________will be responsible for training the Test Monitors and Test Administrators prior to the
test administration. Annual training for Test Monitors and Test Administrators must be
documented and kept on file at the district.
2. ________makes arrangements for the logistics of test administration, which includes ensuring
appropriate student-to-Test Monitor and Test Administrator ratios and scheduling computer
labs.
3. All accommodations must be documented in the student’s IEP or 504 plan prior to test
administration and communicated to ________ to document on answer documents and/or in
online testing systems.
4. All accommodations for English learners must be identified and documented prior to test
administration and communicated to ________ to document on answer documents and/or in
online testing systems.
5. All accommodations will be communicated to the Test Monitors administering the assessments
by ________. Any additional training required to administer accommodations will be provided by
________.
6. All test assignment changes (e.g., MCA to MCA-Modified) must be identified prior to test
administration and will be communicated to the Test Monitors administering the assessments by
________.
7. _______will ensure that guidelines referenced in Chapter 8 of this Procedures Manual are
followed in terms of what materials are allowed during test administration, calculator use
guidelines, what help a Test Monitor can give, covering materials in the classroom and setup of
computer labs and testing rooms.
8. ________will oversee distribution of all test materials to the Test Monitors or Test
Administrators. The procedure for the distribution of all test materials (including online test
materials) to the Test Monitors and Test Administrators will be________.
9. ________will ensure that Non-Disclosure Agreements are signed by all Test Monitors and Test
Administrators. Non-Disclosure Agreements are kept on file at the district for 12 months. A NonDisclosure Agreement must be signed each school year.
10. Test Monitors who are in charge of administering an assessment receive Test Monitor and
Student Directions in advance of test date(s). Test Monitors are responsible for reviewing and
complying with all information in the Test Monitor and Student Directions.
11. Test Monitors will administer the assessment strictly according to the requirements of the Test
Monitor and Student Directions.
12. Test Monitors and Test Administrators will inventory their materials immediately upon receiving
their tests. Discrepancies in materials will be reported immediately to________.
13. Test Monitors will sign the Test Monitor Test Materials Security Checklist for the test materials
they take to their classroom. Any discrepancies will be reported immediately to________. Test
Monitor Test Materials Security Checklists are kept at the district for 12 months following testing.
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14. If students are taking the tests on multiple days, your building’s plan for keeping test materials
(including online test materials) secure between test sessions includes________.
15. All test materials are secure and cannot be reproduced in any form.
RETURN OF MATERIALS FROM TEST MONITOR AND TEST ADMINISTRATOR
1. The Test Monitor and Test Administrator will return all test materials (including any materials
used as scratch paper and student authorizations for online tests) to ________ immediately
after testing.
2. Test Monitor Test Materials Security Checklists will be signed by the Test Monitor indicating that
all materials have been returned. The Test Monitor Test Materials Security Checklists will be
returned to________.
3. Test materials will be inventoried immediately at the time they are returned to ________ to
ensure that all materials have been returned.
4. Test materials will be placed in________, a secure locked location, immediately upon their
receipt from the Test Monitors and Test Administrators.
5. Test materials will be sent to ________ for final district inventory.
6. Student login information and any other online test materials must be securely destroyed at the
end of test administration.
7. ________will prepare the materials for their return to the district (if applicable) or the service
provider according to return instructions in the applicable Assessment Manual.
RETURN OF MATERIALS TO SERVICE PROVIDER
1. All test materials will be inventoried a final time by________.
2. All student responses for applicable online assessments and all student scores for MTAS will be
entered according to procedures in the applicable Assessment Manual by________.
3. ________will follow instructions provided in the applicable Assessment Manual for the return
shipping of test materials.
4. Test materials will be kept in________, a secure locked location, until picked up for return to the
service provider.
GENERAL SECURITY PROCEDURES
CHAIN OF CUSTODY FOR TEST MATERIALS
1. ________ensures that test materials (including online test materials) are inventoried upon
arrival and kept in________, a secure locked location, until distributed to________.
2. Test materials will be organized for each Test Monitor and Test Administrator, including Test
Monitor Test Materials Security Checklists and student logins for online testing systems.
3. Upon receipt of materials, the Test Monitor ensures that all the test materials listed on the Test
Monitor Test Materials Security Checklist are accounted for prior to handing out the test
materials to the students.
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4. The Test Monitor is responsible for the test materials during the test administration until their
return to________.
5. When the test materials are returned to________, they will again be inventoried and kept
in________, a secure locked location, until shipped back to the service provider. Student logins
and any other online test materials must be securely destroyed at the end of test administration.
STAFF TEST ADMINISTRATION AND SECURITY TRAINING
Training should include the following actions:
•
Completion of Non-Disclosure Agreements.
•
Review of test security requirements for before, during, and after test administration.
•
Review of Test Monitor responsibilities, printed Test Monitor and Student Directions and any
special instructions for a particular test given including any annual training such as the online
Test Monitor Certification Course or MTAS Training for Test Administrators.
•
Review any accommodations to be given to students in the Test Monitor’s test administration.
•
Discuss active monitoring of the test session and the district’s expectations for Test Monitors.
•
Review of policies and procedures for situations that may arise during testing, including
situations related to online tests.
•
Review procedures to follow if a discrepancy in the test material occurs.
•
Determine process to contact ________ if a problem arises during the testing without leaving
students unattended.
•
Determine process for inventorying test materials upon receipt and return and completing the
Test Monitor Test Materials Security Checklist.
•
Determine process for when and how test materials are returned to ________.
BREACHES IN TEST SECURITY
If there is a concern that test security may have been breached, the District Assessment Coordinator
will notify MDE within 24 hours of the time of the alleged breach and submit the Test Security
Notification Form with any documentation within 48 hours. The Test Security Notification Form is
available in Appendix A of this Procedures Manual.
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MINNESOTA ASSESSMENTS MONITORING CHECKLIST
PLEASE KEEP THIS COMPLETED FORM CONFIDENTIAL.
Return completed form to MDE Test Integrity/Security Specialist within 3 business days of visit.
School Name:
City:
District Name:
Observer’s Name (please print):
Date of Observation:
Assessment (names/grades/subjects):
No.

OK
Item
Comments that require further
attention (Which grade and
subject?)
Questions
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Test materials kept in locked storage before and after
assessment.
Test books and answer documents are originals (not
copies).
No person, other than students to be assessed, allowed to
review or take assessment.
Non-Disclosure Agreements completed and signed by
everyone having access to test materials.
All Test Monitors were trained/instructed in duties and
responsibilities.
State and district testing schedules—dates followed.
Test Administration Reports completed by District or
School Assessment Coordinator.
Selected IEPs correspond to accommodations provided
and/or alternate assessments administered.
Observations
Test Monitors collect materials day of testing from locked
storage, or materials are securely handed off to Test
Monitors (at no time are materials left unattended).
Test books remain closed until students are instructed to
begin.
District or School Assessment Coordinator available to
monitor assessment.
District or School Assessment Coordinator does not allow
an assessment room to be unsupervised at any time.
If a student needs to leave room (restroom, illness, etc.),
only one student allowed to leave at a time.
Test books and answer documents collected from student
and redistributed to student upon return or left closed on
desk in view of Test Monitor.
* No opportunity to observe
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
NO*
continued
No.

OK
Item
Comments that require further
attention (Which grade?)
Observations (continued)
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Students allowed to work at own pace; allowed to finish
each part of the assessment without being pressured to
finish.
Student questions about directions are answered before
assessment begins.
All electronic devices (cell phones, pagers, iPods, MP3s,
PDAs, music players, etc.) are turned off and stored out
of reach of the student.
Only materials authorized for use during assessments
are on students’ desks during the assessment.
Directions are read clearly, loudly, and exactly as printed
in Test Monitor and Student Directions.
Test Monitors monitor assessment by moving through
classroom.
Assessment room is quiet for entire administration.
Incidents of prohibited or questionable behavior are
reported to School Assessment Coordinator for prompt
resolution.
Test Security Notifications are reported immediately to
District Assessment Coordinator for reporting to Division
of Statewide Testing office.
Test Monitor observes that students are working and
marking in correct segment of answer document (not
allowed to return to previously administered segment or
begin a new segment until instructed).
Test Monitor maintains order so students are not
distracting others.
Testing room is not overcrowded.
Students are seated so they cannot view another
student’s answer document or computer screen.
At conclusion of assessment for the day, students remain
seated until all assessment materials are collected or
student hands Test Monitor materials before leaving
room.
Test Monitor accounts for test materials before returning
them to School Assessment Coordinator (at no time are
materials left unattended).
All materials on walls or desks related to assessment are
covered or taken down.
*No opportunity to observe
Other comments (continue on a separate sheet if necessary):
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
NO*
POLICY FOR PUBLIC AND PARENTAL REVIEW OF STATEWIDE ASSESSMENTS
The Minnesota Department of Education (MDE) provides public and parental access to tests pursuant
to 120B.30 as stated below:
Subd. 4. Access to tests.
Consistent with section 13.34, the commissioner must adopt and publish a policy to provide
public and parental access for review of basic skills tests, Minnesota Comprehensive
Assessments, or any other such statewide test and assessment which would not compromise
the objectivity or fairness of the testing or examination process. Upon receiving a written
request, the commissioner must make available to parents or guardians a copy of their student’s
actual responses to the test questions for their review. View section 13.34
(https://www.revisor.mn.gov/statutes/?id=13.34).
Parental Request for Review
Parents/guardians who want to see their child’s responses to a statewide test must make the request in
writing to MDE no later than January 1 of the next school year, but not before the delivery of final
Individual Student Reports. The parent/guardian must provide a copy of their child’s Individual Student
Report with the written request.
The child’s parent/guardian must also complete the Request of Parent/Guardian to Review Student
Responses form and send it to MDE. MDE will set up a mutually agreeable time for the parent/guardian
to view materials at MDE in Roseville. This opportunity is open only to parents/guardians of the student.
Because the student’s responses and test book are secure materials, all security procedures will apply.
The review of test materials will be done under the supervision of staff not necessarily familiar with the
content of the assessment.
Review of materials cannot begin until the parent/guardian and the child, if present, have signed the
Non-Disclosure Agreement. The parent/guardian is not allowed to make copies or to take notes from
the test out of the room. At the end of the review MDE will collect all materials that the parent/guardian
and child may have generated (e.g., notes, solutions to problems).
Public Request for Review
Individuals who want to review a test book following release of results for an administration must make
a request in writing to the Division of Statewide Testing. The review of the test book will be conducted
at MDE in Roseville. Test books are secure materials and all security procedures will apply, including
signing the Non-Disclosure Agreement prior to reviewing materials.
The review of materials will be done under supervision and at a time mutually agreeable to the
individual and MDE. The individual reviewing the materials is not allowed to make copies or take notes
out of the room.
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REQUEST OF PARENT/GUARDIAN TO REVIEW STUDENT RESPONSES
Step 1: Provide all information requested, including signature and date. Request must be made by January 1 of
the next school year but not before the delivery of the final Individual Student Report. Only those who have signed
this request form will be allowed to review the assessments.
Step 2: Submit this form and a copy of the child’s Individual Student Report.* The Individual Student Report must
be submitted so that the Minnesota Department of Education (MDE) has the necessary information to retrieve the
appropriate documents. You may submit the information by fax or U.S. mail:
Fax:
651-582-8874
Statewide Testing Division
Attn: Request Coordinator
U. S. Mail:
Minnesota Department of Education
Attn: Request Coordinator
1500 Highway 36 West
Roseville, MN 55113–4286
Step 3: MDE staff will call to arrange a time that is mutually agreeable for the parent/guardian to view materials at
MDE. Review of the materials may be supervised by staff not familiar with the content of the assessment.
Student Information
Name (last, first, MI): __________________________________________________________________________
Birth Date (mm/dd/yyyy): _________________________ Grade When Tested: __________________________
MARSS/SSID # (13 digits): ________________________ Year Tested: ___________ Month Tested: _________
District Name/Number: _______________________________ School Name/Number: _____________________
Parent/Guardian Information
Name: _____________________________________________________________________________________
Phone: _______________________________________ Email: ______________________________________
Test Information
Test
MCA
MCA-Modified
MTAS
GRAD
Subject
ACCESS for
ELLs
Alternate
ACCESS for ELLs
Mathematics
Reading
Science
Writing**
Parent/Guardian Signature: __________________________________________ Date: _____________________
* AIR and/or MetriTech send the Individual Student Reports to school districts for distribution to parents.
** Because AIR provides images of all written compositions to the school districts, requests to view them should be directed to
the district/school.
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GRAD 12-PT FONT PAPER TEST BOOKS POLICY
FOR GENERAL EDUCATION STUDENTS
The Minnesota Department of Education (MDE) developed the reading and mathematics GraduationRequired Assessment for Diploma (GRAD) in accordance with the Standards for Educational and
Psychological Testing. In that effort, MDE conducted comparability studies that concluded that the online
version of the assessment is comparable to the paper version. The results of these studies were
reviewed by Minnesota’s Technical Advisory Committee. View the studies on the Technical Reports page
of the MDE website
(http://education.state.mn.us/MDE/SchSup/TestAdmin/MNTests/TechRep/index.html). Because the test
forms have been demonstrated to be comparable, MDE provides the GRAD retest in reading and
mathematics only in the online environment. Still, MDE recognizes that a small group of students may
desire to attempt a GRAD retest in a paper administration. This policy allows those students to
participate in a paper administration mode.
Because MDE makes available a comparable retest mode without fee, this alternate and voluntary mode
of administration is subject to a fee administration. To participate in the paper administration mode, the
district will be charged a fee of $45 (2013–2014 fee) for the production, distribution and security
requirements involved. Policy and cost are subject to change if demand exceeds MDE expectations.
GRAD PAPER ADMINISTRATION POLICY:
The student is eligible for a paper-administered retest of the GRAD in reading or mathematics if
the student has attempted to pass the GRAD in the requested subject via an online retest at least
three times and the district submits a processing fee of $45.
This policy applies only to a student taking a GRAD retest. It does not apply to any other online
test.
The district must fill out the GRAD 12-Point Font Paper Test Book Request Form for each student
requesting paper test materials for the Reading and/or Mathematics GRAD and fax it to AIR. A purchase
order (PO) made payable to American Institutes for Research must be included with the completed form.
Because of processing time, 12-point font test books must be ordered one month prior to testing. Refer
to the testing schedule for the last date to submit an order the month before the intended testing window.
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GRAD 12-POINT FONT PAPER TEST BOOK REQUEST FORM
FOR GENERAL EDUCATION STUDENTS
District Name:
DAC:
Phone:
Secure fax:
District Address:
City/State/Zip:
DAC email:
PO Number:
Student Information
MARSS/SSID (13 digits):
Grade:
Gender:
Male
Female
(order must be placed previous month)
Retest History:
Subject(s):
Reading
Mathematics
Date of Retest:
Score:
Date of Retest:
Score:
Date of Retest:
Score:
All accommodated testing material must be returned to DRC by the Friday after the testing
window closes.
MDE Use Only
MDE has reviewed the request for a 12-pt. font accommodated test book.
Accepted
Denied (Reason: ____________________________________________________)
FAX to AIR at 1-877-218-7663.
The district will be billed once the request has been processed and shipped.
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ONLINE IRREGULARITIES PROCEDURE
This procedure outlines some situations or misadministrations that may occur during online testing and
require action by the district, MDE or AIR. In most cases, the District Assessment Coordinator (DAC) will
contact the AIR Help Desk and provide detailed information about the issue that occurred and the
student or students who were affected. The AIR Help Desk will follow up with further information about
completing testing in these cases following the guidelines outlined in the procedure. While not an
exhaustive list, examples of possible test administration situations or misadministrations and the likely
outcomes are included below for reference.
Procedure
•
DAC contacts the AIR Help Desk for online test administration irregularity situations that require
action by AIR as outlined in the table below. The Help Desk verifies the situation is being reported
by the DAC. If the request has not been submitted by the DAC, the Help Desk instructs the staff
person to contact the DAC in order to report the situation and work through the resolution.
•
AIR may request from the DAC further information about the situation.
o
If there are technical issues, technology support is immediately provided.
o
Depending on the situation, the DAC may be requested to fax the following information to
AIR:

Name of DAC

Student MARSS number

DAC Email

Test

DAC Phone

Subject

District Number

Grade

School Number

Session ID

Student First Name

Description of situation

Student Last Name


Student Middle Initial
Date and time the situation
occurred

Student Date of Birth


Student Gender
Date and time the notification
was submitted to AIR
•
DAC must document the online test administration irregularity on the Test Administration Report
(TAR), which is kept on file at the district. If there is a security breach, the district must also
complete the Test Security Notification (TSN) form and fax it to MDE.
•
Help Desk notifies DAC of resolution and provides direction as to how the student will resume
testing, if applicable.
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Online Test Administration Irregularities Overview
Possible scenarios, likely outcomes and rationales are included below. This table has been provided for
informational purposes only. The resolution is dependent on the factors and circumstances of each
situation and may not follow the outcomes described below. All tests or data entry must be completed
within the testing window.
Scenario
Likely Outcome
Form
Completed
Rationale
Student did not complete
GRAD test in one day
because of Test Monitor
misadministration.
Student cannot resume testing.
TSN
GRAD retests must be
completed in one day.
GRAD test in one day
because of technical
difficulties.
If testing can be completed within
the testing window, the expiration
date of the assessment may be
extended to allow the student to
resume testing.
TSN
The retest would have been
completed if there had not
been technical difficulties.
Students cannot review
previously completed pages
since the test has been paused
for more than 20 minutes.
Student was kicked out of
the test because of
technical difficulties and
cannot go back and review
previously completed
pages.
Student begins where he or she
left off without review of
previously completed pages.
None
To maintain a fair and valid
testing system, students
cannot review previously
completed pages after pausing
for more than 20 minutes.
OLPA test within 30 day
window because of Test
Monitor misadministration.
resume testing.
TAR
The test would have been
been a misadministration.
OLPA test in 30 day
window because of
technical difficulties.
resume testing.
TAR
The test would have been
been technical difficulties.
Student uses a handheld
calculator in conjunction
with the online grades 3–8
Math OLPA or MCA.
DAC invalidates the test in TIDE.
TAR
The test must be invalidated
because it no longer measures
what is being assessed.
Student uses a handheld
calculator (as an
accommodation only) in a
non-calculator segment for
the Math MCA-Modified.
TAR
The test must be invalidated
because it no longer measures
what is being assessed.
Student started or
completed an assessment
for the wrong grade or
student started or
completed wrong
assessment because of
Test Monitor
misadministration (e.g.,
MCA instead of MCAModified).
DAC invalidates wrong test in
TIDE. District changes grade in
MARSS or test assignment in
Test WES. The new test eligibility
is sent to AIR and the student
can test once correct information
appears in TIDE.
TSN
(grades 10
and 11 only)
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TAR
(all other
tests)
The decision on which
assessment will be
administered must be made
before a student takes any
assessment for the year.
However, if the Test Monitor
administers the incorrect test,
the correct test must be
administered.
Scenario (Continued)
Student A started Student
B’s assessment.
Student A resumed
student B’s assessment.
Likely Outcome (Continued)
If no questions were answered,
Student B’s test is restarted at
Question 1. Student A logs into
the correct assessment.
If some questions were viewed
or answered, AIR must restart
Student B’s test at question 1.
Since Student A’s test has not
been started, DAC must contact
AIR to invalidate the test.
If Student A resumes but does
not answer any questions or
change any responses, Student
A logs out. Both students resume
the correct test.
If Student A resumes and
answers any questions or
changes any responses, the
DAC must invalidate both tests in
TIDE.
Student starts testing on
form that doesn’t match
script (Math GRAD, Math
MCA-Modified and
Science MCA only).
For GRAD, AIR changes form to
match accommodated test
material and student starts
testing the next day if testing can
be completed within the testing
window.
For Math MCA-Modified and
Science MCA, options for the
district:
• Student finishes without
script. Accommodated textto-speech can be used. The
Test Monitor cannot read
the items from the screen.
• Student does not complete
test. DAC invalidates test in
TIDE.
Script is used in
conjunction with online
form for Mathematics
MCA.
Options for the district:
• Student finishes without
script. Accommodated textto-speech can be used. The
Test Monitor cannot read
the items from the screen.
• Student does not complete
test. DAC invalidates test in
TIDE.
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Form
Completed
(Continued)
TSN (GRAD;
grades 10
and 11)
TAR (all other
tests)
TSN (GRAD;
grades 10
and 11)
TAR (all other
tests)
TSN (GRAD)
TAR (all other
tests)
TAR
Rationale (Continued)
If no questions were answered,
no test items were viewed and
test security has been
maintained.
If some questions were
answered, Student B can test
because this student has not
viewed any test items. Student
A’s test must be invalidated
because of exposure to test
items on the other test.
If no questions have been
answered or changed, both
students can resume testing
because security has been
maintained.
If any questions have been
answered or changed, Student
B’s test has multiple students’
responses and is no longer a
valid measure. Student A
cannot resume his/her original
test because of exposure to
test material on the other test.
For GRAD, there are multiple
online forms that align with
accommodated test materials.
For Math MCA-Modified and
Science MCA, there is only
one form that aligns with the
script. Since the student has
already started the test, it
cannot be restarted as this
would no longer be a fair and
reliable measure. The district
determines the resolution.
The script accommodation
must be administered with a
paper form for the
Mathematics MCA. Since the
student has already started the
test, it cannot be restarted as
this would no longer be a fair
and reliable measure. The
district determines the
resolution.
Scenario (Continued)
Likely Outcome (Continued)
Form
Completed
(Continued)
Rationale (Continued)
District staff entering
student responses in Data
Entry Interface discovers
student took a different
form (GRAD only; Title I
tests have only one form in
the Data Entry Interface).
AIR changes form to match
accommodated test material.
TAR
The student took only one test
so security has been
maintained and the test is a
valid and reliable measure.
Entry Interface enters
responses for the wrong
student (e.g., enters
Student A’s responses
under Student B’s test) or
wrong subject information
was submitted (MTAS
only; e.g., Test
Administrator entered
math instead of science).
AIR resets the information in the
Data Entry Interface.
TAR
The student took the correct
test so security has been
Entry Interface for
LCI/MTAS submits the test
before the data entry is
completed.
AIR resets the information in the
Data Entry Interface.
TAR
The student took the correct
test so security has been
Student takes live test
when intent was to
administer the item
sampler.
TSN
Student has been exposed to
test content and security has
not been maintained.
District staff uses a
student’s live test as an
item sampler with other
teachers for training or
demonstration.
Student test opportunity is
restarted.
TSN
Since the student was not
present and was not exposed
to test content, the student’s
test can be restarted.
Student did not try or
rushed through the test.
No action. District must consider
test submitted and it is not
invalidated in TIDE.
None
This is not an appropriate
reason for invalidating a test.
Student refused to test.
If the student’s test has not been
started, DAC must contact AIR to
invalidate the test. If the student
has started the test, the DAC
invalidates the test in TIDE.
TAR
Student refusals are indicated
as invalidations.
Student started test but will
not complete within testing
window.
No action.
None
Student test will be scored as
is.
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OUT-OF-STATE TEST ADMINISTRATION
There may be cases where students who were enrolled in the district have moved out of the state and
still need to participate in a GRAD retest or Title I assessment. Typically, this will apply to GRAD retests
where the student wants to meet graduation assessment requirements through the GRAD. In rare
circumstances, it may also apply to Title I assessments where students are not physically in Minnesota
but are enrolled in a Minnesota school. This process was established to maintain test security and a
standardized administration of GRAD retests and Title I assessments. Each district will determine if it will
make an out-of-state testing opportunity available to students through this process.
The district that is coordinating the out-of-state test administration (home district) is responsible for
maintaining test security during the entire process of administering a test out-of-state, just as it would be
while administering a test within the district. The out-of-state testing environment must be an educational
institution and the out-of-state Test Monitor must be employed by the educational institution. The test
must be administered using equipment owned by the educational institution (e.g., computer) and in a
closed room that is being used only for testing, not a public venue.
The District Assessment Coordinator (DAC) must send a Non-Disclosure Agreement to be signed and
returned by the out-of-state Test Monitor. The DAC should also forward the out-of-state Test Monitor the
links to access the Procedures Manual, Assessment Manual(s) and the applicable Test Monitor and
Student Directions for the grade, test and subject of the assessment being administered. In addition to
providing resources to access, the District Assessment Coordinator should instruct the out-of-state Test
Monitor on the district’s testing policies related to keeping test materials secure and how to administer
the assessment using the applicable Test Monitor and Student Directions. All district training and training
materials provided to the home district’s Test Monitors must be provided to the out-of-state Test Monitor.
The out-of-state testing location will confirm they are agreeing to test the student and have set up a date
for the test administration that falls within the appropriate testing window. The site must also confirm that
security is being followed as outlined in chapter 3 of the Procedures Manual and following district policies
and procedures.
Please send any questions to [email protected].
Paper Administration Assessments
The home district will coordinate the following activities:
•
Secure delivery of the test materials to the out-of-state location
•
Administration of the assessment
•
Secure delivery of the test materials back to the district
•
Return of the secure and scorable test materials to the testing service provider within
administration timelines
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The home district is responsible for sending the test materials via a trackable method to the address
where the assessment will be administered. The same test materials, along with the requested
documentation (see below), should also be returned to the district via a trackable method.
On the day of testing, the out-of-state testing location will verify the student’s identity by checking the
student’s ID. Prior to test administration, the out-of-state Test Monitor must read or provide the Test
Monitor and Student Directions to the student.
When the home district receives the test book(s), completed answer document(s), and requested
documentation from the out-of-state administration, the DAC should return the answer document to the
designated testing service provider with the other test materials for scoring. The out-of-state secure test
materials should be returned with the home district’s shipment of secure test materials.
Test results will be provided to the home district.
Online Administration Assessments
The home district is responsible for contacting the out-of-state location about administering the online
assessments. The out-of-state testing location will need to have the current secure browser downloaded
on one of the computers to administer the test. The DAC should provide contact information for AIR to
the out-of-state location in case technical assistance is needed when preparing for online test
administration. The home district will confirm student is included in precode for testing.
On the day of testing, the out-of-state testing location will verify the student’s identity by checking the
student’s ID. The out-of-state Test Monitor must read or present the Test Monitor and Student Directions
to the student. The home district will need to start the session and provide the out-of-state Test Monitor
administering the test the student’s MARSS/SSID number, first name as it appears in MARSS, and the
session ID. Since the session ID is created at the time of testing, the home district will need to work with
the testing site to coordinate administration on the day of testing. During testing:
•
The home district Test Monitor who starts the session will need to actively monitor the progress of
the student test through the Test Monitor Interface of the Online Testing System and be available
to troubleshoot any issues (e.g., connectivity, resuming testing) that would interrupt testing.
•
The out-of-state Test Monitor will need to be present in the testing room and actively monitoring
while the student is testing. The Test Monitor will need to be aware of the policies and procedures
related to pausing and resuming testing.
When testing is completed, the out-of-state testing location will contact the other district to let them know
that testing is completed so that the test session can be stopped.
Test results will be provided to the home district.
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Documentation
For paper and online administrations, MDE requires the following documentation be returned to the
home district.
Person administering the test (out-of-state Test Monitor):
•
Signed Non-Disclosure Agreement
•
The location of the testing site, and the start and finish time of test administration
•
Signed documentation of the out-of-state Test Monitor's employment at the educational institution
including job title. This document will have their address, phone number and email so they could
be contacted, if necessary.
•
Copy of photo ID
Student taking the test:
•
Copy of photo ID of the person taking the test
Test Materials:
•
Test book, if paper version
•
Student answer document, if paper version
•
Applicable Test Monitor and Student Directions
•
Hard-copy mathematics formula sheet or scratch paper, if applicable and provided
•
Scratch paper
•
Login information, if printed out
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RECOMMENDED DOCUMENT RETENTION POLICY FOR DISTRICTS
The table below has recommendations, not requirements, for how long to retain assessment-related
documents. If your district policy is different, follow your district policy. Outside the customary test
administration period, all test materials are to be located only at MDE or the service provider. There
should be no secure testing materials at the district or school after the service provider’s courier picks up
the test materials.
Test-related Document
Retention Policy
Non-Disclosure Agreements and Test
Administration Reports
Retain for 12 months after the end of
the academic school year in which
testing took place
Security Checklists
the academic school year in which
testing took place
Paper Reports
the test administration
Electronic Reports (District Student
Results file, PDFs, Individual Student
Reports)
Retain for three years beyond the
scheduled graduation date
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DOCUMENT RETENTION POLICY FOR MDE
The table below summarizes the Division of Statewide Testing’s state-approved policy for retaining
materials after test administrations. Outside the customary test administration period, all test materials
are to be located only at MDE or the service provider. There should be no secure materials at the district
or school after the service provider’s courier picks up the test materials.
Test Material
Retention Policy
Student answer documents for tests
not used to meet Minnesota
graduation requirements*
Retain for two years beyond
September of test administration
year
Student answer documents for tests
used to meet Minnesota graduation
requirements*
Retain for two years beyond
student’s estimated year of
graduation
Test books and other secure
materials, and unused answer
documents
Retain for 12 months from date of
test administration
Test administration manuals and Test
Monitor and Student Directions
Retain two copies of each
version/form/grade of each test in
archives
*A record of an online test is maintained by the service provider for the same length of time as is
appropriate for the hard-copy version of a test.
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Appendix C — Other Minnesota Assessments
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ACT’S EXPLORE AND PLAN ASSESSMENTS
The 2007 Minnesota Education Bill encourages the use of ACT’s approach to educational and career
assessment. Public schools that choose to give the EXPLORE and/or PLAN to their grade 8 and grade
10 students in fall 2013 will have them paid for by the state. This year’s legislative session provided
funding for public schools for this year. Starting in 2014–2015, the yet-to-be-determined career and
college assessments will be included in the Minnesota Assessment System.
•
ACT’s College and Career Readiness System was developed in response to the need for all
students to be prepared for high school and the transitions they make after graduation. View the
College and Career Readiness information on the ACT website
(http://www.act.org/readiness/index.html).
•
The system provides a systematic, longitudinal approach to student educational and career
planning, assessment, instructional support and evaluation.
•
The system helps students identify career and educational options, establish goals, determine
courses needed to fulfill plans and evaluate educational and career progress.
•
The EXPLORE (for students in grade 8) provides students with information for school planning
and career exploration. The test battery requires about three hours. View additional information
about the EXPLORE test on ACT’s website. (http://www.act.org/products/k-12-act-explore/).
•
The PLAN (for students in grade 10) measures current academic development, explores
career/training options and helps students make plans for their remaining high school and postgraduation years. The test battery requires about three hours. View additional information about
the PLAN test on ACT’s website (http://www.act.org/products/k-12-act-plan/).
Contact
Responsibilities
Customer Services
All aspects pertaining to the administration
of the College and Career Readiness
System.
877-789-2925
Fax: 319-337-1578
[email protected]
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NAEP in MINNESOTA
2013–2014 School Year
Overview
NAEP is known as the “Nation’s Report Card.” It is the only assessment that allows performance
comparisons from Minnesota to other states and jurisdictions and the nation. Schools and students are
randomly selected to be part of the assessment. Data are reported out at the state level only: there are
no results for individual students, schools or districts. NAEP conducts assessments in mathematics,
reading, science, writing, the arts, civics, economics, geography and U.S. History.
Historically, Minnesota’s average NAEP scale scores in mathematics for grades 4 and 8 are among the
highest in the nation, and average reading scale scores for grades 4 and 8 tend to be significantly higher
than the national average for public schools.
Participation in NAEP is linked to Title I funding by the federal ESEA legislation. Minnesota and its
schools selected for NAEP must participate in grade 4 and grade 8 mathematics and reading
assessments to receive state and district Title I funding. While participation is required to receive Title I
funding, no sanctions or awards are given for performance on the NAEP. However, NAEP results are
used by policymakers, media and the state education department as a fair and accurate measure of
students’ progress in several subjects.
National Assessment of Educational Progress (NAEP) Projected Schedule of Assessments
Year
2014
National
U.S. History (8)
Civics (8)
Geography (8)
Technology and Engineering
Literacy (8)
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State
Not applicable.
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Long-Term Trend
Not applicable.
National Assessment of Educational Progress (NAEP) Projected Schedule of Assessments
(continued)
Year
National
State
2015
Reading (4, 8)
Mathematics (4, 8)
Science (4, 8)
Reading (4, 8)
Mathematics (4, 8)
Science (4, 8)
2016
Arts (8)
Not applicable.
2017
Reading (4, 8, 12)
Mathematics (4, 8, 12)
Writing (4, 8, 12)
Reading (4, 8, 12)
Mathematics (4, 8, 12)
Writing (4, 8, 12)
Long-Term Trend
Not applicable.
Not applicable.
NAEP Frameworks
The frameworks are not the same as the Academic Standards that are used to build Minnesota
assessments. Like Minnesota’s assessments, the NAEP frameworks were developed by educators. All
NAEP items are reviewed by community members, parents, educators and curriculum specialists from
each state. The NAEP assessments include multiple-choice and constructed-response items.
NAEP Resources
•
See the NAEP website for further information (http://nces.ed.gov/nationsreportcard).
•
View NAEP results for Minnesota students on the Additional Tests page of the MDE website
(http://education.state.mn.us/MDE/SchSup/TestAdmin/AddTest/index.html).
•
NAEP Frameworks are blueprints that guide the development of the assessments and determine
the subject-specific content and skills to be assessed. View NAEP frameworks
(http://nces.ed.gov/nationsreportcard/frameworks.asp).
•
The NAEP Questions Tool contains released items from NAEP assessments with student
responses, item statistics and scoring guides. View Released Items on the NAEP website
(http://nces.ed.gov/nationsreportcard/itmrls).
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Appendix D — Glossary
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Adult Basic Education (ABE)
that requires schools, districts and states to
demonstrate, based on test scores, that
students are making academic progress
(Adequate Yearly Progress) and progress in
the acquisition of English language
proficiency (Annual Measurable Achievement
Objectives).
An educational program for adults ages 16
and over who are not enrolled in school and
do not have a high school diploma or high
school basic academic skill equivalency.
Access
Active engagement in learning the content
and skills of the general education curriculum.
Achievement Level
A range of scores on a test. Minnesota has
four achievement levels on the Title I
assessments: Does Not Meet Standards,
Partially Meets Standards, Meets Standards
and Exceeds Standards. Also called
Performance Level.
ACCESS for ELLs
ACCESS for ELLs stands for Assessing
Comprehension and Communication in
English State-to-State for English Language
Learners. It is a large-scale assessment of
English language proficiency based on the
Minnesota Standards for English Language
Development, developed by the WIDA
Consortium. There are four language domains
to the ACCESS for ELLs for students in
grades K–12: reading, writing, listening and
speaking. These language proficiency
assessment results are used for federal
Annual Measurable Achievement Objectives
(AMAO) and determine state English learner
funding for districts.
Achievement Level Descriptor (ALD)
A description of what a student can typically
do when the student’s score on a test falls
within one of the four achievement levels:
Does Not Meet the Standards, Partially Meets
the Standards, Meets the Standards, and
Exceeds the Standards.
ACT’s College and Career Readiness
System
Comprises the EXPLORE and PLAN and
offered by ACT. A systematic, longitudinal
approach to student educational and career
planning, assessment, instructional support
and evaluation.
Accommodations
Changes in assessment administration, such
as setting, scheduling, timing, presentation
format or response mode that do not change
the construct intended to be measured by the
assessment or the meaning of resulting
scores. Used for equity, not advantage.
Provided to students based on a set of rules
and procedures established by MDE.
Available accommodations range from
additional (extended) time on paper
assessments to the provision of a scribe who
marks the student’s responses. Also includes
versions of the test that enable some
students to take the test, such as Braille,
large print or accommodated text-to-speech.
Adequate Yearly Progress (AYP)
The original NCLB measurement used to
identify schools for improvement activities.
AYP is based on proficiency, participation,
and attendance or graduation rates. Based
on the waiver approved by the U.S.
Department of Education, Minnesota uses
Multiple Measurement Ratings (MMR) results
to hold schools accountable but AYP results
are still released.
Alignment
Alignment procedures examine the
agreement or match between educational
components such as test items and the
Accountability
A provision of the federal Elementary and
Secondary Education Act (ESEA) legislation
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Analytic Scoring
Minnesota Academic Standards. To the
extent that test items are aligned with these
standards, student performance on one can
be considered a measure of the other.
Unlike holistic scoring, analytic scoring
requires readers to attend to (count instances
of, rate responses, etc.) particular features or
domains of a student’s response to an essay.
Anchor Sets
Alternate ACCESS for ELLs is an individually
administered English language proficiency
assessment developed specifically for
English learners who have significant
cognitive disabilities severe enough to
prevent meaningful participation in the
ACCESS for ELLs assessment. There are
four language domains addressed by the
Alternate ACCESS for ELLs: reading, writing,
listening and speaking. The test is available
in four grade-level clusters: grades 1–2, 3–5,
6–8 and 9–12. Only students meeting the
participation guidelines are eligible to take
this assessment.
Responses to essays that best match the
criteria on the scoring rubrics. They are
selected and assembled during rangefinding.
These examples of student work are used to
“anchor” the scoring of the essays. The use
of anchor sets helps scorers assign scores
consistently.
Answer Document
Document on which a student records
answers to test questions for paper
administrations. These have space for
recording responses to items and are usually
scannable.
AMAO (Annual Measurable Achievement
Objectives)
Appropriate Instruction
Provision of the federal Elementary and
Secondary Education Act legislation that
requires schools, districts and states to
demonstrate, based on test scores, that ELidentified students are making progress
learning English.
Instruction that (1) meets the child’s unique
needs resulting from the disability and (2)
allows the child to participate and make
progress in the general education curriculum.
Assistive Technology
A device or service that is used to increase,
maintain or improve the functional capabilities
of a student with a disability.
American Institutes for Research (AIR)
American Institutes for Research (AIR) is the
service provider for the Title I and GRAD
assessments. AIR’s responsibilities include
providing technical assistance for developing,
administering, scoring and reporting of
assessments to inform and improve highquality instruction and support successful
outcomes for every student. AIR has
subcontracted with Data Recognition
Corporation (DRC) to support some
components of the Minnesota Assessments.
DRC’s main responsibilities include printing,
shipping and scoring paper tests.
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Basic Skills Test (BST)
Last administered in 2012. A set of reading,
mathematics, and writing tests introduced in
1996 (1998 for reading) that students who
entered grade 8 in 2004–2005 or earlier must
have passed in order to be eligible to receive
a diploma from a Minnesota public high
school. Any students under the BST rule who
still need to pass a subject must now meet
the current graduation assessment
requirements to receive a diploma.
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Benchmark
Specific statement of knowledge or skill within
an academic standard. The specific skills that
fit under a learning strand or academic
standard.
curriculum, resulting in an ongoing process of
monitoring progress in the curriculum and
guiding adjustments in instruction,
remediation, accommodations or
modifications provided to the student.
Bias Review
Cut Score
Specified point on a score scale that
separates achievement levels and is usually
established by Minnesota’s Commissioner of
Education after receiving a recommendation
from a Standard Setting advisory panel. Cut
scores of particular importance to Title I are
the ones that separate Does Not Meet
Standards from Partially Meets Standards
(worth 0.5 index points) and separate
Partially Meets Standards from Meets
Standards (worth 1.0 index point).
Advisory panel that reviews the language of
passages, storyboards and test items for
Minnesota students by considering bias,
fairness and sensitivity issues, including the
following: stereotyping, gender bias, regional
or geographic bias (including language bias
issues), ethnic or cultural bias, religious bias,
ageism, bias against persons with disabilities
and experiential bias.
Blueprint
Tests are built to specifications, sometimes
called a blueprint. The blueprint specifies
such things as reporting categories, number
of items for each category and the number of
operational and field-test items on the test.
Also called Test Blueprint or Test
Specifications.
DAC (District Assessment Coordinator)
District’s main contact with MDE and the
service provider concerning all statewide
assessments.
Data Center
The Data Center located at the MDE website
was designed to provide parents, educators,
schools, districts and citizens with easy
access to test results, revenue and
expenditure data, demographic information
and other critical data in a centralized
location.
Content Area
Subject area (for example, reading, writing,
language arts, mathematics, social studies or
science).
Criterion-Referenced Test (CRT)
Customized achievement test that describes
student performance in terms of a specific
standard (for example, “typed 50 words per
minute with 3 errors”). Typically, criterionreferenced testing has been associated with
classroom testing, where instructional
objectives are used. Standardized testing has
moved toward customized criterionreferenced testing in order to provide testing
instruments that align better with state and
local educational objectives.
Data Entry Interface
AIR’s Data Entry Interface is used to enter
responses for students who have completed
paper accommodated test materials for the
online assessments, which include Reading
and Mathematics MCA, Reading and
Mathematics MCA-Modified, Science MCA,
and Reading and Mathematics GRAD retests.
The Data Entry Interface is also used to enter
scores for the MTAS.
Curriculum-Based Measures
Assessments that mirror instructional
materials and procedures related to the
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Data Recognition Corporation (DRC)
Distracter Analysis
AIR has subcontracted with Data Recognition
Corporation (DRC) to support some
components of the Minnesota Assessments.
DRC’s main responsibilities include printing,
shipping and scoring paper tests.
Quality control step to check answer keys as
well as basic test item information used in
reviewing items. The distracter analysis
report shows the number and percentage of
students responding to each answer choice
(multiple choice) and/or the number and
percentage of students achieving each score
point (constructed response).
Data Review
Advisory panel that reviews the preliminary
response data from field tests. Panelists
review such performance parameters as
difficulty level, performance by different
groups of students, and other trends and
patterns.
Domain Scoring
Scoring model requiring the reader to score
several categories or “domains” of an essay.
A typical domain is Content, typical features
of which could be central idea, organization
and elaboration. Each domain is evaluated
holistically. The domain score indicates the
extent to which the features in that domain
appear to be under the control of the writer. A
handscoring term.
Derived Scores
Scores expressed on a scale. Also referred to
as transformed scores or scaled scores.
Dichotomous Items
Items that are scored as correct or incorrect.
Usually multiple-choice items.
DSR/SSR (District or School Student
Results) files
Differential Item Functioning (DIF)
The District Student Results (DSR) file and
School Student Results (SSR) file, located on
Assessment Secure Reports (formerly MDE
Secured Reports), contain demographic and
test score information for students tested in
the district or school.
Procedure for helping detect whether an item
is unfair toward a particular group of testtakers. Helps determine whether members of
a particular group have difficulty with an item,
not because they know less but because they
have different cultural experiences or
assumptions. Members of the Data Review
panel look at items marked by the DIF
procedure and discuss whether there was
something about the item that was unfair to
the group identified.
EL (English Learner)
Programmatic and research term used to
identify students learning English as an
additional language. The term “LEP” or
Limited-English Proficient may also be used
for this same group of leaners.
Disability Category
Electronic Review
Individuals with Disabilities Education Act
(IDEA) specifies 13 disability categories:
mental retardation, hearing impairment
(including deafness), speech or language
impairment, visual impairment (including
blindness), serious emotional disturbance,
orthopedic impairment, autism, traumatic
brain injury, other health impairment, specific
learning disability, deaf-blindness, multiple
disabilities and developmental delay.
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Advisory panel that evaluates the
appropriateness of the media developed for
online assessments. The panelists review the
final stage of the scenarios and items
developed prior to field-testing and verify the
media’s accessibility, accuracy and universal
design characteristics.
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Explicit and Intensive Instruction
ESEA (Elementary and Secondary
Education Act)
During explicit instruction, skills are taught
sequentially and directly. No assumptions are
made about what students might acquire on
their own. Intensive instruction is most often
achieved in an individual and/or small-group
setting.
Also referred to as No Child Left Behind. On
January 8, 2002, President Bush signed into
law a reauthorization of the Elementary and
Secondary Education Act, which is called the
No Child Left Behind Act of 2001, a landmark
in education reform designed to improve
student achievement and change the culture
of America’s schools. View more information
about NCLB at the U.S. Department of
Education (http://www.ed.gov/nclb/
landing.jhtml).
Extended Standards
Content standards that have been reduced in
depth, breadth and complexity while
maintaining the essence of the standards.
Extensive Supports
ESL (English as a Second Language)
Supports may include an array of services
provided by school personnel, such as
augmentative and adaptive communication
systems and assistive technology devices.
Supports may be considered extensive if they
require specific instruction and ongoing
teacher support.
A general term to describe a program that
teaches English to ELs or the professionals
engaged in teaching English to speakers of
other languages.
Equating
Psychometric process ensuring comparability
of scores from one test form to another (for
example, from year-to-year or from form-toform).
Field Test
Test items and writing prompts must be
tested in order to be considered valid for use
in operational scoring and are tested on field
tests, either stand-alone or embedded. Fieldtesting yields a set of item statistics that
describe how well the item or prompt
functions. Items that pass Data Review are
stored in the item bank for future use in
constructing operational test forms.
Error of Measurement
Often Standard Error of Measurement (SEM).
Amount of random and systematic error that
exists in all measurement, including test
scores. Computed using the reliability of the
test score and the standard deviation of the
test scale or score. Some sources of
measurement error are guessing, illness,
errors in directions, distraction, cheating,
misuse of accommodations and mistakes in
marking answer sheets. Random errors can
be reduced by using clear and unambiguous
items, establishing standard testing
conditions and including a sufficient number
of items in the assessment.
Frequency Distribution
Table showing the number, percentage and
cumulative percentage for each value in a
data set. Data could be test scores (for
example, raw scores or scaled scores) or
item responses (for example, A, B, C, D,
Omits, Double Grids).
General Education Curriculum
Exemplar
The body of knowledge and range of skills
that all students in the state are expected to
master. Minnesota school districts determine
their curriculum, which must align to the
Minnesota K–12 Academic Standards.
Response to an essay that is an ideal
example of a particular score point of a rubric.
Also called an anchor response. A
handscoring term.
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GRAD
(accommodation) for a student taking an
ESEA-related test. For eligible students, the
IEP may specify an alternate assessment.
The Graduation-Required Assessments for
Diploma (GRAD) started in 2006–2007, when
ninth graders took the Written Composition
GRAD. The grade 10 Reading GRAD was
first administered in 2007–2008, and the
grade 11 Mathematics GRAD was first
administered in 2008–2009. In 2013,
legislation was passed that allowed students
to meet graduation assessment requirements
through routes other than passing the GRAD.
Inter-Rater Reliability or Inter-Reader
Reliability
Method of measuring the agreement among
readers scoring the same responses.
Computer programs compare the scores
assigned by one reader to those of another
reader for the same student. Reports showing
reliability are used to monitor reader
performance. A handscoring term.
Grade-Level Content Standards
Statements of the subject-specific knowledge
and skills schools are expected to teach
students at each grade level.
Item
Test question. Examples of formats are
multiple choice, technology enhanced.
Graduation Requirements Records (GRR)
Item Analysis
MDE website for providing data about ways
students met graduation assessment
requirements other than passing the GRAD.
Statistical analysis providing measurement
and bias information about items. This
information is used for Data Review panels,
test construction, technical reports and other
psychometric documentation. May also refer
to a quality control step to verify answer keys.
The item or distracter analysis report shows
the number and percentage of students
responding to each answer choice, as well as
p-values, point-biserials, logit difficulties,
theta (θ) and DIF statistics for each item.
Gridded-Response Items
Type of item on the paper Mathematics MCA
in grades 5–8 and 11 that requires a student
to compute the correct answer and enter it.
View gridded response tutorials are available
on the Student Resources page of the
Minnesota Assessments portal
(http://www.mnstateassessments.org/resourc
es/?section=3).
Item Bank
Handscoring (Performance Scoring)
Collection of test items in various stages of
review, along with associated data (for
example, reading passages, distracter
rationales) and item statistics.
Process by which the responses to essay
topics are scored by readers trained to score
according to the specific scoring rubrics
(criteria).
Item Calibration
Holistic Scoring
Process of evaluating item functioning using
an Item Response Theory (IRT) model.
Results of item calibration are various item
parameters.
Scoring model requiring readers to assign
scores based on more general criteria found
in the rubric. Criteria are stated for each valid
score point of the item. A handscoring term.
IEP (Individualized Education Program)
Official educational document that may
specify a special testing condition
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Item Difficulty
subject and grade. View the item samplers on
the Minnesota Assessments portal
(http://www.mnstateassessments.org/itemsamplers/).
Proportion of students who correctly
answered the item, or p-value. An item with a
p-value of 0.72 was answered correctly by
72 percent of the students.
Item Specifications
Item Discrimination
Specify the language and format item writers
must follow when constructing items.
Ability of an item to discriminate between
students who are strong on the content or
concept being measured and those who are
weak. MDE uses the point-biserial correlation
(the correlation between responses to a
particular item and scores on the total test).
Large-Scale Assessment
Statewide, standardized testing for thousands
of students. The tests measure student
knowledge and skills against predetermined
standards set by a large political or policy
group. The assessment is summative,
measuring what students know at a particular
date. Its focus is on judging student
performance against a clear set of criteria.
Large-scale assessment is different from
classroom-based assessment, which judges
student performance in a standards-based
curriculum as well as the student’s attitude,
effort and performance (status and growth)
on teacher-determined goals.
Item Response Theory (IRT)
Set of methods, computations and
assumptions about item and test data that
provide for a robust analysis of student
responses. IRT analysis is used to link tests
from year to year or grade to grade, as well
as to provide sample independent information
on item functioning. Generally, IRT comes in
three basic models: the 1 Parameter Logistic
(1PL), the 2 Parameter Logistic (2PL) and the
3 Parameter Logistic (3PL). The 1PL model
and the Rasch model are equivalent in use
but may differ in philosophical and theoretical
underpinnings. Variations of these models
exist to handle analysis of dichotomous and
polytomous items either separately or
together.
Learning Point Navigator
AIR’s Learning Point Navigator system
provides districts with educational and
instructional resources for classroom use.
Once students are assigned to teachers
through rosters, teachers can log into
Learning Point Navigator and create
assignments for students who need extra
help in a subject or a specific content
standard. Teachers can assign due dates
and track their students’ progress. This
system is linked to the Online Reporting
System so users can access resources for
students based on their performance on
assessments.
Item Review
After receiving training on item development,
members of the Item Review panel help
choose appropriate items for future tests.
Item Samplers
Use the same formats as the actual tests.
Intended to familiarize stakeholders with the
types of questions asked and the testing
format. Contain fewer items than an actual
test and are aligned to the Minnesota
Academic Standards. Not suitable for
predicting how students will perform on the
corresponding assessment. Categorized by
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MARSS WES (Minnesota Automated
Reporting Student Systems Web Edit
System)
MDE website where districts submit student
enrollment information. Student data from
MARSS are used to populate preprinted
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answer documents, provide key student
information to assessment records and verify
enrollment for accountability.
directories, including district and school
addresses, contacts, and historical data.
Mathematics Test for English Language
Learners (MTELL)
Arithmetic average of a set of scores.
The Minnesota Department of Education
created the growth model with input from
educators. It was designed to help parents
and educators track students’ progress
toward proficiency from year to year in order
to better determine whether students are
gaining and maintaining skills necessary to
be successful after high school.
Median
Minnesota Growth Model
Last administered in 2009. A mathematics
assessment English learners could take in
place of the Mathematics MCA.
Mean
Middle score in an ordered distribution of
scores.
Alternate assessment based on alternate
achievement standards aligned to extensions
of the Minnesota Academic Standards,
representing a reduction of the breadth and
depth of the standards. Only students
meeting the eligibility requirements are
eligible to take this assessment.
Secure Reports (formerly MDE Secured
Reports)
Secure Reports is where districts can view
assessment results for students, schools and
the district as well as accountability and
school improvement reports. Once released,
the Secure Reports can be accessed through
the Data Center.
Mode
Score with the greatest frequency.
Multiple-Choice Item
Minnesota Comprehensive Assessments
(MCA)
Item with answer options provided.
Multiple Environments
Mathematics, reading, and science tests
Minnesota uses to comply with the Title I
requirement of ESEA.
Indicates more than one of the environments
in which the student spends a typical day
(e.g., home, school and community).
MCA-Modified
Multiple Measurement Rating (MMR)
An alternate Title I assessment based on
modified achievement standards in reading
and mathematics for a small group of
students whose disability has precluded them
from achieving grade-level proficiency. Only
students who meet eligibility requirements are
eligible.
Minnesota’s new measurement of school
performance. The MMR measures
proficiency, student growth, achievement gap
reduction, and graduation rates. Schools earn
points in each category. The percentage of
possible points that a school earns is the
school’s MMR.
MDE-ORG (Minnesota Department of
Education-Organization Reference
Glossary)
A searchable database on the MDE website
that includes a variety of Minnesota school,
district and education-related organization
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299
National Assessment of Educational
Progress (NAEP)
state, district, school, college or university
levels.
Sometimes called the Nation’s Report Card,
these tests are given to some students in a
sample of districts to measure the
performance of Minnesota students on
national academic standards.
Omits
Field on an answer document where a
response would be expected but is not
present. For example: (1) a demographic
field, such as a name grid, where letters in
the middle of the name are not filled in; (2)
multiple-choice items on an answer document
without a student response (blank). Omits are
also counted for constructed-response items.
Typically, these are coded as “blank” for
constructed-response items.
NCLB (No Child Left Behind Act of 2001)
On January 8, 2002, President Bush signed
into law a reauthorization of the Elementary
and Secondary Education Act, which is called
the No Child Left Behind Act of 2001, a
landmark in education reform designed to
improve student achievement and change the
culture of America’s schools. Find more
information about NCLB at the U.S.
Department of Education
(http://www.ed.gov/nclb/landing.jhtml).
Online Reporting System
AIR’s Online Reporting System allows users
to view dynamic preliminary test results for
Title I and GRAD assessments at the student
level, roster level, school level and district
level, depending on user role access.
New Item Review
Advisory panel that reviews test items that
may be used on future assessments to verify
that content, readability and grade
appropriateness are within an acceptable
level for the given grade, as well as offering
suggestions for revisions to the items. All
applicable item formats are reviewed during
the course of this panel.
Online Test
Assessment delivered by a computer. The
Reading and Mathematics MCA, Reading
and Mathematics MCA-Modified, Science
MCA, and Reading and Mathematics GRAD
retests are online tests.
Online Testing System
The online assessments are administered
using AIR’s Online Testing System. The
Online Testing System has both a student
interface, accessible only through the secure
browser, and a Test Monitor interface.
Norm-Referenced Test (NRT)
Achievement tests that describe a student’s
performance in terms of the student’s relative
position in a group (for example, the 80th
percentile means that the student scored
better than 80 percent of his or her
classmates). NRTs are usually standardized
tests offered by commercial test publishers
such as CTB (TerraNova), Riverside
Publishing (Iowa Test of Basic Skills, Iowa
Test of Educational Development), ACT (ACT
Assessment) and ETS (SAT I, SAT II, GRE).
The above tests have been nationally normed
so that an individual student can be
compared with students nationwide. In many
cases, local norms are developed for the
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Operational Test
Test administered annually to all eligible
students. All passages and items on the test
have been developed, field-tested and
reviewed by Minnesota teachers. This is
sometimes called the “live administration” as
opposed to a field or pilot test.
300
Optional Local Purpose Assessment
(OLPA)
involving a large number of participants.
Results have no official ramifications for
individual students, and no Individual Student
Reports are created.
The OLPA is an optional assessment only
available online for grades 3–8 in
mathematics. Districts have the option of
administering the OLPA earlier in the school
year for instructional purposes prior to the
one administration of a Title I mathematics
assessment in the spring for accountability
purposes.
Placement
Where a student with a disability will receive
special education services; decided by an
IEP team.
Practice Sets
Examples of essays assembled during
rangefinding and used during scoring.
Illustrate the most crucial scoring decisions—
also called “line decisions”—for the scoring of
essays. Use of practice sets helps scorers
assign scores consistently and reliably.
Passage Review
Advisory panel that reviews fiction, nonfiction
and poetry for the reading test. Panelists
approve or reject passages based on subject,
content, student interest and universal
appeal. Panelists consider the passage
length, grade-level appropriateness and
gender representation, as well as the
portrayal of cross-cultural and crossgenerational elements, within the texts.
Precode
The files that are sent to the testing service
providers with student enrollment and
demographic information and test eligibility.
Performance Assessment
Preprinted Test Documents
Assessment requiring students to produce
rather than select a response. Responses
typically must be handscored.
Test answer documents or labels precoded
with individual student information from the
precode files printed on them. Typical data
fields are name, date of birth and MARSS
number. Preprinting test documents avoids
student bubbling errors.
Performance Levels
Sections of a scale score continuum created
by cut scores. See Achievement Level.
Proficiency
Persistently Low Performance (PLP)
Level of knowledge or skills that
demonstrates a mastery level of
achievement. For Title I ESEA accountability
purposes, a student who earns an
achievement level of meets or exceeds the
standards is considered proficient on the
Minnesota Academic Standards.
For the purposes of eligibility for the MCAModified, persistently low performance is
defined as performance in the lowest
achievement level on the MCA and/or MTELL
in one or more content areas for the two most
recent administration years.
Pilot Test
Progress Score
Typically, a test that is administered on a
small scale to a representative group of testtakers. Pilot tests are usually used to verify
the clarity and accuracy of the test materials,
including items, response documents, test
forms, manuals, etc. In some cases, a pilot
test may refer to a test administration
December 2013
A representation of a student’s progress in
academic achievement from grade to grade.
MDE uses an across-grade, or “vertical,”
scale that allows comparison of student
scores across grades 3–8. The progress
score represents yearly student performance
301
on that across-grade scale, providing a
means to track student achievement over
time.
ability (logit ability). Used for scaling and
equating test forms, as well as producing item
analysis.
Prompt
Raw Scores
Stimulus or instruction used to elicit a written
response from a student. Typically, this is a
writing prompt, but prompts may be used in
other content areas as well.
Scores obtained directly from student
responses. The raw score is the sum of
points assigned to a student’s constructedresponses, technology-enhanced responses
and the sum of correct answers to multiplechoice questions or a total of both types of
responses. Usually transformed to another
scale for reporting purposes.
Prompt Review
Advisory panel that helps choose appropriate
written composition prompts for future
assessments, as well as offering suggestions
for possible revisions to prompts.
Raw-to-Scale Score Conversion
When a Minnesota assessment is
administered many times a year or to
students in the same grade across years, a
constant scale is necessary to maintain
comparability of scores. To ensure
equivalency of scores across years for these
assessments, raw scores are converted to
scale scores through a linear transformation
of estimated latent traits (construct). Through
this process, called test score equating,
equivalency of test forms is maintained and
fair comparisons are ensured.
Psychometrics
Branch of psychology that deals with the
design, administration and interpretation of
quantitative tests measuring psychological
variables such as intelligence, aptitude and
personality traits. Also the process where a
student’s achievement is measured and a
score is assigned.
Qualifying Sets
Sets used to certify scorers being trained to
score constructed responses. After scorers
have been trained on the anchor sets and
practice sets, they must score satisfactorily
on the qualifying sets in order to qualify to
score constructed-response items.
Reliability
Advisory panel in which teachers help
determine the scores for student essays. This
panel also selects examples of student work
that illustrate each of the score points. The
scoring staff then uses the score points and
examples to score the essays from the test
administered that year. A handscoring term.
The extent to which test scores are
reproducible. If a class of students
theoretically took the same test twice in one
day and each student’s score was the same
on the second administration of the test as on
the first, the test would be perfectly reliable
(1.00). Of course, perfection is not possible,
and reliabilities in the .90s are considered
good. In handscoring, reliability refers to
agreement between readers when assigning
scores. Handscoring quality control reports
help monitor reader reliability.
Rasch Model
Reliability Coefficient
Rangefinding
Psychometric model from the IRT family of
models that permits objective comparisons of
individuals, items, etc. Provides estimates of
item difficulty (logit difficulty) and person
December 2013
Measure of the relationship between two sets
of numbers (see Reliability). In handscoring
situations, the correlation between the ratings
302
Secure Test Materials
of two individuals or between an individual’s
score and the official scores on a special set.
State tests should be seen only by the
students who take them and the professional
team that develops them. Test items and test
content are not to be viewed by teachers and
Test Monitors who administer them or by
parents or the public in general, including the
media. Test Monitors administering certain
accommodated forms and MTAS Test
Administrators are an exception.
Rubric
Criteria used to rate student responses to
constructed-response items or writing
prompts. Rubrics vary according to the item.
Scale Score
A scale score is a conversion of a student’s
score that equalizes possible differences in
test form difficulty.
Segment
In paper tests, segment refers to the division
of test books into parts for ease of
administration and to divide calculator from
non-calculator items. In online tests,
segments divide calculator from noncalculator items but scheduling of test
administration is not based on the segments.
Scenario
A concept used in the Science MCA to
assess both science content and skills. Items
within a scenario are related by common
context to give students the opportunity to
consider science content at a higher cognitive
level and in a more efficient manner than
would be possible with stand-alone items.
Scenarios may include graphics, audio and/or
video media. Some scenarios may include a
simulative portion that requires students to
manipulate variables and then view the
results of a simulated situation. In the
situation, students may complete an
investigation, collect, record, and analyze
data or influence the outcome of an event or
phenomenon.
Significantly Below Age Expectations
Significantly below the average cognitive
functioning of typically developing peers;
determined by:
•
School Assessment Coordinator
•
Coordinates the receipt of test materials, test
administration and return of all test materials
at a test site.
Score
Means for measuring a response. For
example, an open-ended response can be
scored 0, 1, 2, 3 or 4. A score for a multiplechoice item is usually 1 (right) or 0 (wrong). In
addition, a score may refer to the total
number of items answered correctly or to a
scale score for a test.
At least “two standard deviations below
the mean, plus or minus one standard
error of measurement” (Minn. R.
3525.1333) on a standardized normreferenced measure of cognitive
functioning; OR
When formal cognitive assessments are
inappropriate or invalid, other data-based
measures may be used to document
functioning significantly below age
expectations consistent with IDEA Sec
614(d)(1)(A)(i)(VI)(bb).
Specialized Curriculum
A curriculum differing from that for nondisabled students (e.g., a life skills
curriculum).
Standards
Content Standards: statements of the
subject-specific knowledge and skills schools
are expected to teach students.
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303
Language Arts scores than Trenton Middle
School).
Performance Standards: a general level of
performance operationally defined by cut
scores, labeled by descriptive terms (for
example, proficient) and often accompanied
by examples of typical work.
Standards-Based IEP
A process and a document that is framed by
the state standards and that contains goals
aligned with, and chosen to facilitate, the
student’s achievement of grade-level
academic achievement standards.
Standard Deviation
Measure of variability, expressed in the same
metric as the score. Indicates the dispersion
of test scores around the mean. The mean
and standard deviation of a distribution can
be used to determine what proportion of
scores falls within one standard deviation of
the mean.
Storyboard
Initial draft form of scenarios in the Science
MCA assessment. Includes descriptions of
the context and media or graphics to be used,
as well as ideas or draft forms of rooted and
summary items.
Standard Score
Type of transformed score that reports
performance in terms of the number of
standard deviation units the raw score is from
the mean. Most scaled scores or score scales
reported in large-scale assessment are
standard scores.
Storyboard Review
Advisory panel that evaluates the
appropriateness of the scenarios for the
Science MCA assessment. Panelists review
storyboards prior to item and graphics
development for the appropriateness of the
content, grade level, length, gender
representation and geographic and ethnic
inclusiveness.
Standard Setting
Advisory panel that is trained to assign the
standards or Minnesota achievement levels in
statewide assessments. Panel members
learn the process Minnesota uses for
establishing standards and consider how
various choices could affect students and
schools.
Strands
The major concepts assessed by Minnesota
tests.
Student Response
Standardized Testing
Student’s answer to a test question.
Unlike tests made by the teacher and
administered in a classroom setting,
standardized testing provides a uniform and
systematic way of designing, developing,
implementing, administering, scoring and
reporting test results. This systematic
approach allows decision-makers, teachers,
parents and students to make comparisons
across subjects (for example, Sally is better
at mathematics than reading), across grades
(for example, Joey has improved his
mathematical ability from last year) and
between schools and districts (for example,
JFK Middle School reported higher English
December 2013
Sub-Score
One type or level of score reported for most
large-scale assessments. Typically, a total or
overall score is reported for the subject (for
example, mathematics) as well as one or
more sub-scores or strand/domain scores (for
example, number sense, comprehension).
Technical Manual
Includes the history of how the test was
constructed and scored, including all the
psychometric information. Updated annually
after each test administration.
304
Technology-Enhanced Item
while positive values indicate harder items.
These and other parameters are obtained
from the 1PL, 2PL and 3PL IRT models.
Item used in some online assessments.
Students may select one or more points on a
graphic, drag and drop a graphic from one
location to another or manipulate a graph.
TIDE (Test Information Distribution
Engine)
Test Development
Process of constructing a test. Includes
writing the items or test questions and
selecting and organizing them into test forms.
AIR’s system that integrates the maintenance
of user information and student information,
the ordering of materials for those students,
and the tracking of materials in transit.
Test Specifications
Universal Design
Approach to designing a test so it can be
used by the widest range of users without
adaptation or modification.
The specific rules and characteristics guiding
the development of a test. Adherence to test
specifications ensures that equal test forms
are developed annually. Test specifications
refer to the overall characteristics of the test
content and format that must be followed
when constructing tests.
Universal File Format (UFF)
The UFF was used prior to 2012 to import
District Student Results (DSR) and School
Student Results (SSR) data files into Excel
format. The UFF Excel file still contains the
information about the contents and structure
of the DSR and SSR files.
Test WES
MDE’s Test WES system is the web edit
system used throughout the year by District
Assessment Coordinators and other district
staff for these activities related to data editing
and other assessment tasks.
Validity
The appropriateness or correctness of
inferences, decisions or descriptions made
about individuals, groups or institutions from
test results. There is no such thing as a
generically valid test. Validity must be
considered in terms of the correctness of a
particular inference.
Text-to-Speech
For online tests (Mathematics OLPA,
Mathematics MCA, Mathematics MCAModified, Science MCA and Mathematics
GRAD), the audio component for regular and
accommodated audio is text-to-speech. Textto-speech provides computer-generated
audio, and students select the parts of the
item they want to listen to (e.g., question and
answer option, selected text).
World-Class Instructional Design and
Assessment Consortium (WIDA)
Minnesota is part of the WIDA Consortium.
As a member of the WIDA consortium,
Minnesota districts administer the ACCESS
for ELLs or Alternate ACCESS for ELLs
assessment to all English learners in grades
K–12. MetriTech is the service provider for
these assessments.
Theta/b
Similar to the logit difficulty and logit ability
from the Rasch model, Theta/b ranges from
-3 to 3. Negative values indicate easier items,
December 2013
305

Procedures Manual for the Minnesota Assessments 2013–2014

Transcription

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